EQOL Journal (2019) 11(1):
ORIGINAL ARTICLE
Damir Pekas 1 • Draženka Mačak 2 ✉ • Anja Kostić Zobenica 3
Received: 29th November, 2018 |
DOI: 10.31382/eqol.190602 |
Accepted: 9th February, 2019 |
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© The Author(s) 2019. This article is published with open access. |
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Abstract
The aim of our research was to determine the effects of
Both groups made significant increases in block jump (p < 0.05) after 12 weeks of training, with significant interaction effect between the groups. There were no significant interaction effects between the groups (p>0.05) for spike jump. In SJ and CMJ results revealed a statistically significant difference between groups pre- to post- training (p < 0.05). Both groups made significant increases in pa-
✉macak.md@yahoo.com
1University of Zagreb, Faculty of Kinesiology, Zagreb, Croatia
2University of Novi Sad, Faculty of Sport and Physical Education, Novi Sad, Serbia
3University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia
ssing accuracy with significant interaction effect between the groups.
Keywords
Introduction
In recent years, an approach called
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EQOL Journal (2019) 11(1):
nds on the extent to which practice or training resembles the game. Moreover,
Having in mind that volleyball has some unique skills, novice players find it difficult to master it due to small amount of transfer from other sports, except for footwork. Therefore, children require a great deal of repetition before they are able to consistently execute the fundamental skills. However, volleyball is often taught to children with little opportunity for skill practice, no
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teams. The advantages of small sided games are reduced number of players which equals a higher number of ball contacts and more quality decisions during the game. Moreover, players become more physically efficient in the smaller area, with more opportunities to lean tactical skills. However, the most important is that children may benefit from this fun and dynamic approach to learning the game of volleyball (Valentine, Madić, & Sporiš, 2017).
In addition to physical characteristics and technical skills in volleyball, the tactics and decision- making abilities are crucial in order to become a successful player (Broek, Boen, Claessens, Feys, & Ceux, 2011). However, the remaining challenge regarding the
Method
=18). All subjects received a clear explanation of the study, including the risks and benefits of participation, and written parental or guardian consent was obtained before players were permitted to participate. The protocol of the study was approved by the Ethical Committee of the Faculty of Sport and Physical Education, University of Novi Sad, and according to the revised Declaration of Helsinki.
EQOL Journal (2019) 11(1):
Table 1. Descriptive characteristics for the
SSG |
ITG |
N = 20 |
N = 18 |
Age: 12.36±1.03 years |
Age: 12.16±0.98 years |
Pubic hair tanner stage: 3.4±1.1 |
Pubic hair tanner stage: 3.4 ±1.1 |
Genital tanner stage: 3.5±1.0 |
Genital tanner stage: 3.5±1.1 |
Height: 164.18±8.62cm |
Height: 160.13±5.46 cm |
Body mass: 48.99±10.79 kg |
Body mass: 47.14±10.97 kg |
Training experience: 2.4 ± 1.1 years |
Training experience: 2.2 ± 1.3 years |
Beside esults, basic anthropometric parameters (body height and body weight) were registered in the study protocol. Maturity was determined by self- assessment of Tanner stage (Weeks & Beck, 2010). The initial testing took place after the
Passing. The passing ability of the players was evaluated by determining their ability to return a pass to a target positioned at the net, 2 m from the right- hand sideline. The target dimensions were 1.6 m long and 2.3 m wide. A coach, positioned in the service position, approximately 1 m above the ground and 10
m from the receiving player, threw an overhead pass to the receiving player. Players were required to pass (dig) the ball to another player standing with arms extended above their head, in the target area. Players were awarded 2, 1 and 0 points if a pass did not reach either of the target areas. The aggregate from 6 trials was recorded as the player’s accuracy score. More detailed explanation of the test could be found in Gabbett and Georgieff (2006).
Serving. Players were asked to hit 10 consecutive serves to designated areas in the opposite court. Players could choose their preferred position behind the service line. Serves were performed individually, and each serve was supplied to the server by another player. Players were allowed 8 seconds to hit each serve. The points for each serve were allotted according to the designated areas.
Service accuracy immediately after physical exertion. Players were allowed 5 sets of 2 consecutive serves (for a total of 10 serves) in which to hit to the designated areas on the opposite court. Each 2- serve set was performed following an effort designed to elevate the heart rate (HR). The physical exertion consisted of a block at the net, followed by a dig at the
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Countermovement and squat jump performance. For the purpose of the explosive strength assessing, a device “Myotest” was used. Subjects performed two vertical jumps, Countermovement Jump (CMJ) and Squat jump (SJ). The sample of the variables, processed and mistreated by the device “Myotest” consisted of the: Height (expressed in cm); Power (expressed in W/kg); Force (expressed in N/kg) and Velocity (expressed in cm/s). Subjects carried a belt around their lower trunk, on which was positioned a wireless device “Myotest” (safely attached to a belt). All subjects performed three vertical jumps (CMJ), in the following way: from the initial position, i.e., normal standing position and the hands placed on the hips, through the flexion in the articulations of the knee up to 90º, after the audio signal of the device, the subjects performed the maximum vertical
The squat jump (SJ) allows measurement of “non- plyometric” displacement and the ability to develop a great deal of strength within a very short space of time (explosiveness). This test consisted of the person jumping as high as possible with their hands on their hips from a
Spike and block jump performances. For the standing reach, while wearing their normal volleyball footwear, players were requested to stand with their feet flat on the ground, extend their arm and hand, and mark the standing reach height while standing 90° to a wall. Players were encouraged to fully extend their dominant arm to displace the highest vane possible to determine their maximum standing reach height. The measurement of the standing reach height allowed for a calculation of the relative jump heights on each of the jumping tasks (absolute jump height (cm) – standing reach height (cm) = relative jump height) (Sheppard et al., 2009). Spike and block jump performances for volleyball players depend heavily
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on the height at which these skills are performed above the net and are determined by not only the capacity of the athlete to raise vertically his center of gravity, but also his stature and standing reach. In this particular case, specific tests would provide a further understanding of the
Training program
One cycle of 12 weeks was analyzed in the beginning of the season (2014/15). SSG and instructional training interventions were performed in the beginning of the season and added to the volleyball practice sessions three times a week for a total duration of 12 weeks. SSG and IT were always performed at the middle of a session, after a standardized
EQOL Journal (2019) 11(1):
2008). The type of SSG used was 2v2 (7m x 3m) and 3v3 (12m x 6m) on smaller court. This configuration was chosen because of the greater intensity experienced in this type of drill compared to SSG involving more players (Sampaio et al., 2009). Another reason for using smaller court is because more players can exercise simultaneously (up to 12 players performing 3v3 drills at the same time). Drills were played like a competition. Although the duration of each individual rally in these drills was not controlled by the coach, total duration of the drill can be recorded to assist in inter and
Control group was involved in traditional instructional training sessions. All skills were taught by using blocked practice, so that all trials for each skill were completed before moving onto the next skill (Gabbett, 2008). A typical training session consisted of players performing individual skills against a wall or to a partner in a noncompetitive environment, multiple repetitions, and practice of technique in a
Statistical analysis included descriptive analyses (means and standard deviations for the sample as a whole, and separately for the SSG and CG) for the pre- and
Table 2. Jumping performance at pre- and
Results
The
In SJ and CMJ ANOVA revealed a statistically significant difference between groups pre- to post- training (p<0.01). SSG group experienced significant increase in both, CMJ and SJ pre- to
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SSG group |
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CG group |
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(N=20) |
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(N=18) |
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Variable |
pre |
post |
Δ(%) |
ES |
pre |
post |
Δ(%) |
ES |
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(Mean±SD) |
(Mean±SD) |
(Mean±SD) |
(Mean±SD) |
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Block jump |
34.10±7.48 |
35.33±5.67*Ϯ |
3.6% |
0.18 |
41.02±6.33 |
40.42±6.68 |
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Spike jump |
46.63±8.70 |
48.63±8.72* |
4.3% |
0.23 |
43.73±7.30 |
47.26±8.66* |
8.1% |
0.44 |
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SJ |
20.29±4.65 |
22.21±3.91*Ϯ |
9.5% |
0.45 |
21.59±4.19 |
21.30± 4.74 |
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CMJ |
26.16±6.59 |
30.87±5.62*Ϯ |
18.0% |
0.77 |
26.04±4.86 |
26.66± 4.84 |
2.4% |
0.13 |
Legend: SSG
The changes in passing accuracy are shown in Figure 1.
significant improvements (p<0.01) in overhand pass (%diff=32.6%). There were no significant changes
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EQOL Journal (2019) 11(1):
for forearm pass (p=0.3). Control group showed improvements in overhand passing also. However, in comparison to the control group, the improvements in overhand passing were greater (p<0.05) in the small- sided games group.
Figure 1. Changes in forearm and overhead passing at pre- and
pretraining (p<0.05).
Small sided games training induced significant improvements in serving (p=0.02) and serving under physical exertion (p=0.04). Control group showed improvement only for serving accuracy (Figure 2).
Figure 2. Changes in serving and serving under physical exertion at pre- and
different from pretraining; # significantly different from CG group (p<0.05).
Discussion
The present study investigated the effect of a small- sided games training program on passing and service accuracy and lower body explosive power in young volleyball players. Due to the different responses inherent with specific
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more efficient at enhancing skill accuracy and jumping performance.
After 12 weeks of
EQOL Journal (2019) 11(1):
accuracy. We can speculate that children benefit more from this fun and dynamic approach during SSG. In similar study conducted on basketball players, two 4- week training programmes consisting of SSG or mixed training both resulted in improvements in various technical skills ranging from 17 to 27 % (Bogdanis, Ziagos, Anastasiadis, & Maridaki, 2007). This is consistent with Delextrat et al, (2014) who showed a significantly better improvement in shooting skills after SSG than HIT, while passing skills were similarly increased by both training methods. However, Krističević, Madić, and Krakan (2016) found that
Our results show that SSG training was more effective at increasing most performance parameters in young volleyball players compared to traditional instructional training and suggest that SSG training should be used preferentially due to their higher quantity of
2016). Our results are also in opposition to another longitudinal
Both groups showed significant improvement in spike jump. This is not surprising, since both training programs use the same technique to improve volleyball skills. Based on previous research, it was suggested that the
Ziv and Lidor (2010) concluded that most recent studies in volleyball involve the effects on squat jump and countermovement jump showing that plyometric training should be included in volleyball training. In our study, results for SJ and CMJ test showed a statistically significant difference between groups pre- to
Studies of the effect of volleyball and physical conditioning training on the physiological characteristics of players could not show clear conclusions, with reports of increased (Fardy, Hritz,
&Hellerstein, 1976; Franks & Moore, 1969;
Hascelik, Basgöze, Türker, Narman, & Ozker, 1989 ), decreased (Häkkinen, 1993), or unchanged fitness
(Gabbett et al., 2006; Trajkovic et al., 2012) in response to training. Therefore, more research is necessary in order to further examine the effects of different training programs in volleyball, especially
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traditional instructional programme. From a practical viewpoint, these findings demonstrate that
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How to cite this article:
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Pekas, D., Mačak, D., & Kostić Zobenica, A. (2019). |
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games are more effective than instructional training for improving |
APA: |
vertical jump performance and passing in young volleyball players. |
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Exercise and Quality of Life, 11(1), |
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doi:10.31382/eqol.190602 |
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Pekas, Damir, Draženka Mačak and Anja Kostić Zobenica. "Small- |
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sided games are more effective than instructional training for |
MLA: |
improving vertical jump performance and passing in young |
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volleyball players." Exercise and Quality of Life 11.1 (2019): 13- |
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22. |
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Pekas, Damir, Draženka Mačak, and Anja Kostić Zobenica. |
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Chicago: |
for improving vertical jump performance and passing in young |
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volleyball players." Exercise and Quality of Life 11, no. 1 (2019): |
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