Want to Impact Physical, Technical, and Tactical Performance during Basketball Small-Sided Games in Youth Athletes? Try Differential Learning Beforehand

The Effects of Differential Learning on the Standing Broad Jump

In this investigation, we examined the influence of two approaches of motor skill learning (differential learning and repetition-based) for an explosive motor skill. Twenty-seven individuals completed four training sessions of a standing broad jump task, presented with either differential training or a repetition-based approach. We collected pre-and post-training assessments that included maximal jump distances used to index performance and the recording of ground reaction forces to determine potential biomechanical changes (normalized vertical ground reaction force - GRFvert, rate of force development - RFD, and horizontal take-off velocity - Vhor). Results showed that differential training exhibited greater jump distances than repetition-based training (p < .001) but no training effect was found for jump distances between pre- and post-assessments for either training approach (p = .15). However, a significant increase occurred for Vhor with greater velocities achieved following training (p = .03). Overall, differential training failed to show the expected performance enhancements for a discrete, explosive motor task; this may be related to limited exposure and task specific demands of the movement. Further research is needed to better understand the task factors influencing skill acquisition from differential training.

The effects of individual and collective variability on youth players' movement behaviours during football small-sided games

This study aimed to identify the effects of playing with additional individual (IND), collective (COL) or individual-collective (MIX) variability on youth football players' performance during small-sided games. Twelve youth football players (U17, age = 16.1 ± 0.9 years) played a goalkeeper (Gk) + 6 outfield players a-side (Gk+6vs6+Gk) under four conditions: (i) playing in the 1:2:3:1 formation without any other rule (control condition, CTR); (ii) 1:2:3:1 formation with additional body restrictions changing each minute (individual condition, IND); (iii) using different tactical formations modified each minute (collective condition, COL; (iv) using different tactical formations and body restrictions varied each minute (individual-collective condition, MIX). Generally, there were similar behaviours across conditions, especially for the CTR and the MIX. Nevertheless, the CTR condition presented moderate higher values in the lateral direction (p ≤ .05), while also higher longitudinal synchronization compared to the IND (p ≤ .05). The COL condition presented higher spatial exploration (p ≤ .05), which may justify the higher values for distance covered while running and sprinting (p ≤ .05). Overall, coaches may use the IND condition to refine players' technical actions, while the COL condition to develop players' ability to perform in different playing positions and team structures.

An ecological investigation of average and peak external load intensities of basketball skills and game-based training drills

This study quantified average and peak external intensities of various basketball training drills. Thirteen youth male basketball players (age: 15.2 ± 0.3 years) were monitored (BioHarness-3 devices) to obtain average and peak external load per minute (EL · min-1; peak EL · min-1) during team-based training sessions. Researchers coded the training sessions by analysing the drill type (skills, 1vs1, 2vs2, 3vs0, 3vs3, 4vs0, 4vs4, 5vs5, 5vs5-scrimmage), court area per player, player's involvement in the drill (in percentage), playing positions (backcourt; frontcourt) and competition rotation status (starter; rotation; bench). Separate linear mixed models were run to assess the influence of training and individual constraints on average and peak EL · min-1. Drill type influenced average and peak EL · min-1 (p < 0.05), but with different directions of effects. EL · min-1 was higher in skills and 4vs0 drills, while higher peak EL · min-1 values were obtained in 5vs5 and 5vs5-scrimmage. Similarly, EL · min-1 was higher when involvement % increased (p = 0.001), while there was an opposite trend for peak EL · min-1 (lower with higher involvement %). Court area per player influenced peak (p = 0.025) but not average demands. No effects were found for playing position or competition rotation status (all p > 0.05), except for a moderately higher EL · min-1 in starters compared to bench players. The external load intensities of basketball training drills substantially vary depending on the load indicator chosen, the training content, and task and individual constraints. Practitioners should not interchangeably use average and peak external intensity indicators to design training but considering them as separate constructs could help to gain a better understanding of basketball training and competition demands.

Influence of Rule Manipulation on Technical-Tactical Actions in Young Basketball Players: A Scoping Review

The purpose of this scoping review was to analyse the effect of rules modification on technical and tactical action in young basketball. The publications search period ranged from January 2007 to December 2021. The search covered the following electronic databases: SCOPUS, SportDiscus, and the Web of Science core collection. Following this search process, 18 articles were included in the review. The following variables were analysed: characteristics of the sample, the constraints manipulated, the duration of the intervention, and the effect on technical-tactical actions. The studies reviewed modified the following constraints: (a) number of players (66.7%), (b) court dimensions (27.8%), (c) ball/player interactions (11.1%), and (d) ball/player interactions, basket height, game time and number of baskets (5.6%, respectively). The findings show that rule manipulation can increase players' participation and promote the variability of players' actions. The current evidence about rule modification in youth basketball presents areas in which more studies are needed to have a complete perspective of their impact in practice and competition through the different stages of players' development. Taking into account individual needs and developmental stages, further studies should consider different age groups (e.g., from U-10 to zU-14) and female players. Expanding scientific knowledge in this area would help coaches make short- and long-term plans in accordance with players' developmental stages.

The effect of small-sided games using the FIT LIGHT training system on some harmonic abilities and some basic skills of basketball players

Introduction

The aim of this research is to identify the effect of Small-sided games using the FITLIGHT training system on some of the harmonic abilities and some of the basic skills of basketball Players.

Methods

The researchers used the experimental method on 24 basketball players. They were randomly divided into two groups: one experimental (n = 12, age = 10.92 ± 0.79 years; height = 138.50 ± 2.78 cm; weight = 40.25 ± 2.01 kg) and a control group (n = 12, age = 11.17 ± 0. 72 years; length = 139.92 ± 3.53 cm; weight = 40.50 ± . 1.73 kg). The homogeneity between the two groups was calculated and showed that there were no differences between the two samples. In the research variables, the proposed program was applied for 10 weeks at the rate of 4 weekly training units.

Results and Discussion

The proposed training program had a positive impact on the harmonic abilities and basic skills of basketball players and the differences in improvement rates for all variables were in favor of the experimental group. Therefore, the research suggests that Small-sided games using FITLIGHT positively affect all the variables under research. This leads to significant differences between the post-tests and benefits the experimental group.

Investigating the Effects of Differential Learning on Golfers' Pitching Performance as a Function of Handicap

Traditionally, golf instruction has been oriented toward imitation of role models, guided by errors that surround a channel of supposedly correct repetition. Recent motor learning approaches relying on the dynamics of living systems suggest the inclusion of additional noise during practice for supporting players' movement exploration and improving adaptability that in consequence will lead to increased performance. While the effectiveness of this approach has now been demonstrated in many sports, research exploring the effects of differential learning (DL) in golf is scarce, especially when considering different shot distances and players with various handicap levels. Therefore, the purpose of this study was to compare the effects of an enriched learning and information intervention as opposed to a more constrained approach, on the pitching performance of golfers with different handicaps from different distances. A total of 29 adolescent golfers with an average experience of 7.8 years were divided into a DL (n = 15) and a repetitive-oriented (RB, n = 14) group. Both groups were further compared dependent on their handicap level (DL, low handicap n = 7, high handicap n = 8; RB, low handicap n = 5, high handicap n = 9). The TrackMan 4 was used to measure the shot performance for 20 m, 35 m, and 50 m distances (10 shots from each distance) based on a pre- and post-test design. Each group performed the same number of trials (n = 270, 9 executions per distance per session) across 10 sessions. Analysis of covariance (ANCOVA) was used for the statistical analysis, using the pre-test as covariate and the post-test as dependent variable. The DL group revealed advantageous adaptations in the attack and face angle (p ≤ 0.05), while also in the dynamic loft (p ≤ 0.05), mostly for the 35 m and 50 m. In addition, this intervention led to improvements in the score, club head speed, and carry distance for the 50 m when compared to the RB (p ≤ 0.05; small effects). The low handicap players from the DL group also revealed adaptation in the angles' variables (p ≤ 0.05) when compared with high handicap players, who improved the score (p ≤ 0.05) in all distances after intervention. The low handicap players from the RB group improved the score (p ≤ 0.05) and club speed (p ≤ 0.05) for the 20 and 35 m, while the high handicap golfers revealed higher improvements for these variables only in the 50 m distance condition. Overall, coaches may incorporate approaches into their skill training that increase the number of opportunities to improve the performance of both experienced and non-experienced players by promoting the adaptability of movement patterns.

Always Pay Attention to Which Model of Motor Learning You Are Using

This critical review considers the epistemological and historical background of the theoretical construct of motor learning for a more differentiated understanding. More than simply reflecting critically on the models that are used to solve problems-whether they are applied in therapy, physical education, or training practice-this review seeks to respond constructively to the recent discussion caused by the replication crisis in life sciences. To this end, an in-depth review of contemporary motor learning approaches is provided, with a pragmatism-oriented clarification of the researcher's intentions on fundamentals (what?), subjects (for whom?), time intervals (when?), and purpose (for what?). The complexity in which the processes of movement acquisition, learning, and refinement take place removes their predictable and linear character and therefore, from an applied point of view, invites a great deal of caution when trying to make generalization claims. Particularly when we attempt to understand and study these phenomena in unpredictable and dynamic contexts, it is recommended that scientists and practitioners seek to better understand the central role that the individual and their situatedness plays in the system. In this way, we will be closer to making a meaningful and authentic contribution to the advancement of knowledge, and not merely for the sake of renaming inventions.

Repetition without Repetition or Differential Learning of Multiple Techniques in Volleyball?

A variety of approaches have been proposed for teaching several volleyball techniques to beginners, ranging from general ball familiarization to model-oriented repetition to highly variable learning. This study compared the effects of acquiring three volleyball techniques in parallel with three approaches. Female secondary school students (N = 42; 15.6 ± 0.54 years) participated in a pretest for three different volleyball techniques (underhand pass, overhand pass, and overhead serve) with an emphasis on accuracy. Based on their results, they were parallelized into three practice protocols, a repetitive learning group (RG), a differential learning group (DG), and a control group (CG). After a period of six weeks with 12 intervention sessions, all participants attended a posttest. An additional retention test after two weeks revealed a statistically significant difference between DG, RG, and CG for all single techniques as well as the combined multiple technique. In each technique-the overhand pass, the underhand pass, the overhand service, and the combination of the three techniques-DG performed best (each p < 0.001).

Sport Performance Analysis with a Focus on Racket Sports: A Review

Athletes, both professional and amateur, are always looking for ways to improve their performance. With the introduction and increasing availability of modern technologies and smart devices arose the need to measure and analyze performance, but likewise, the use of these innovations as a competitive advantage also arose. Scientific publications reflect the wide range of available approaches and technologies, as well as the growing interest in various sports. As a result, we concentrated on a systematic review of publications that presented performance analysis tools and methods in all sports, with a final focus on racket sports. Clarivate Analytics’ Web of Science (WoS) and Elsevier Inc.’s SCOPUS databases were searched for 1147 studies that conducted performance analysis and sports research and were published in English. The data in the systematic review are current, up until 18 May 2021. A general review was performed on 759 items, and then 65 racket sports publications were thoroughly scrutinized. We concentrated on performance data, data collection and analysis tools, performance analysis methods, and software. We also talked about performance prediction. In performance research, we have identified specific approaches for specific sports as well as key countries. We are also considering expanding performance analysis in to E-sports in the future.