Refine
Has Fulltext
- yes (112) (remove)
Year of publication
Document Type
- Postprint (84)
- Doctoral Thesis (26)
- Conference Proceeding (2)
Language
- English (112) (remove)
Is part of the Bibliography
- yes (112) (remove)
Keywords
- exercise (8)
- adolescents (6)
- Jugendliche (4)
- children (4)
- depression (4)
- low back pain (4)
- muscle strength (4)
- physical fitness (4)
- resistance training (4)
- Adaptive Force (3)
Institute
- Department Sport- und Gesundheitswissenschaften (112) (remove)
Aim The aim of the present study was to examine young female volleyballers’ body build, physical abilities, technical skills and psychophysiological properties in relation to their performance at competitions. The sample consisted of 46 female volleyballers aged 13-16 years. 49 basic anthropometric measurements were measured and 65 proportions and body composition characteristics were calculated. 9 physical ability tests, 9 volleyball technical skills tests and 21 psychophysiological tests were carried out. The game performance was recorded by the computer program Game. The program enabled to fix the performance of technical elements in case of each player. The computer program Game calculated the index of proficiency in case of each girl for each element. The first control group consisted of 74 female volleyballers aged 13–15 years with whom reduced anthropometry was provided and 28 games were recorded. The second control group consisted of 586 ordinary schoolgirls aged 13–16 years with whom full anthropometry was provided. Results In order to systematize all anthropometric characteristics, we first studied the essence of the anthropometric structure of the body as a whole. It turned out to be a characteristic system where all variables are in significant correlation between one another and where the leading characteristics are height and weight. Therefore we based the classification on the mean height and weight of the whole sample. We formed a 5 class SD classification. There are three classes of concordance between height and weight: small height – small weight, medium height – medium height, big height – big weight. The other two classes were classes of disconcordance between height and weight- pycnomorphs and leptomorphs. We managed to show that gradual increase in height and weight brought about statistically significant increase in length, breadth and depth measurements, circumferences, bone thicknesses and skinfolds. There were also systematic changes in indeces and body composition characteristics. Pycnomorphs and leptomorphs also showed differences specific to their body types in body measurements and body composition. The results of all tests were submitted to basic statistical analysis and all correlations were found between all the tests (volleyball technical skills, psychophysiological abilities, physical abilities), and all basic anthropometric variables (n = 49) and all proportions and body composition characteristics (n = 65). All anthropometric measurements and test results were correlated with the index of proficiency for all elements of the game. The best linear regression models were calculated for predicting proficiency in different elements of the game. We can see that body build and all kind of tests took part in predicting the proficiency of the game. The most essential for performing attack, block and feint were anthropometric and psychophysiological models. The studied complex of body build characteristics and tests results determine the players’ proficiency at competitions, are an important tool for testing the player’s individual development, enable to choose volleyballers from among schoolgirls and represent the whole body constitutional model of a young female volleyballer. Outlook Our outlook for the future is to continue recording of all Estonian championship games with the computer program Game, to continue the players’ anthropometric measuring and psychophysiological testing at competitions and to compile a national register for assessment of development of individual players and teams.
When top sports performers fail or “choke” under pressure, everyone asks: why? Research has identified a number of conditions (e.g. an audience) that elicit choking and that moderate (e.g. trait-anxiety) pressure – performance relation. Furthermore, mediating processes have been investigated. For example, explicit monitoring theories link performance failure under psychological stress to an increase in attention paid to a skill and its step-by-step execution (Beilock & Carr, 2001). Many studies have provided support for these ideas. However, so far only overt performance measures have been investigated which do not allow more thorough analyses of processes or performance strategies. But also a theoretical framework has been missing, that could (a) explain the effects of explicit monitoring on skill execution and that (b) makes predictions as to what is being monitored during execution. Consequently in this study, the nodalpoint hypothesis of motor control (Hossner & Ehrlenspiel, 2006) was taken to predict movement changes on three levels of analysis at certain “nodalpoints” within the movement sequence. Performance in two different laboratory tasks was assessed with respect to overt performance (the observable result, for example accuracy in the target), covert performance (description of movement execution, for example the acceleration of body segements) and task exploitation (the utilization of task properties such as covariation). A fake competition (see Beilock & Carr, 2002) was used to invoke pressure. In study 1 a ball bouncing task in a virtual-reality set-up was chosen. Previous studies (de Rugy, Wei, Müller, & Sternad, 2003) have shown that learners are usually able to “passively” exploit the dynamical stability of the system. According to explicit monitoring theories, choking should be expected either if the task itself evokes an “active control” (Experiment 1) or if learners are provided with explicit instructions (Experiment 2). In both experiments, participants first went through a practice phase on day 1. On day 2, following the Baseline Test participants were divided into a High-Stress or No-Stress Group for the final Performance Test. The High-Stress Group entered a fake competition. Overt performance was measured by the Absolute Error (AE) of ball amplitudes from target height; covert performance was measured by Period Modulation between successive hits and task exploitation was measured by Acceleration (AC) at ball-racket impact and Covariation (COV) of impact parameters. To evoke active control in Exp. 1 (N=20), perturbations to the ball flight were introduced. In Exp. 2 (N=39) half of the participants received explicit skill-focused instructions during learning. For overt performance, results generally show an interaction between Stress Group and Test, with better performance (i. e. lower AE) for the High-Stress group in the final Performance Test. This effect is also independent of the Instructions that participants had received during learning (Exp. 2). Similar effects were found for COV but not for AC. In study 2 a visuomotor tracking task in which participants had to pursuit a target cross that was moving on an invisible curve. This curve consisted of 3 segments of 6 turning points sequentially ordered around the x-axis. Participants learned two short movement sequences which were then concatenated to form a single sequence. It was expected that under pressure, this sequence should “fall apart” at the point of concatenation. Overt Performance was assessed by the Root Mean Square Error between target and pursuit cross as well as the Absolute Error at the turning points, covert performance was measured by the Latency from target to pursuit turning and task exploitation was measured by the temporal covariation between successive intervals between turning points. Experiment 3 (intraindividual variation) as well as Experiment 4 (interindividual variation) show performance enhancement in the pressure situation on the overt level with matching results on covert and task exploitation level. Thus, contrary to previous studies, no choking under pressure was found in any of the experiments. This may be interpreted as a failure in the experimental manipulation. But certainly also important characteristics of the task are highlighted. Choking should occur in tasks where performers do not have the time to use action or thought control strategies, that are more relevant to their “self” and that are discrete in nature.