Examining the Effects of Altitude on Workload Demands in Professional Basketball Players during the Preseason Phase.

Basketball involves frequent high-intensity movements requiring optimal aerobic power. Altitude training can enhance physiological adaptations, but research examining its effects in basketball is limited. This study aimed to characterize the internal/external workload of professional basketball players during preseason and evaluate the effects of altitude and playing position. Twelve top-tier professional male basketball players (Liga Endesa, ACB; guards: n = 3, forwards: n = 5, and centers: n = 4) participated in a crossover study design composed of two training camps with nine sessions over 6 days under two different conditions: high altitude (2320 m) and sea level (10 m). Internal loads (heart rate, %HRMAX) and external loads (total distances covered across speed thresholds, accelerations/decelerations, impacts, and jumps) were quantified via wearable tracking and heart rate telemetry. Repeated-measures MANOVA tested the altitude x playing position effects. Altitude increased the total distance (+10%), lower-speed running distances (+10-39%), accelerations/decelerations (+25-30%), average heart rate (+6%), time in higher-intensity HR zones (+23-63%), and jumps (+13%) across all positions (p < 0.05). Positional differences existed, with guards accruing more high-speed running and centers exhibiting greater cardiovascular demands (p < 0.05). In conclusion, a 6-day altitude block effectively overloads training, providing a stimulus to enhance fitness capacities when structured appropriately. Monitoring workloads and individualizing training by playing position are important when implementing altitude training, given the varied responses.

Game Space and Game Situation as Mediators of the External Load in the Tasks of School Handball.

The teacher's didactic intervention also requires knowledge and control of learning tasks' workloads. The objectives of the study were as follows: (i) to quantify the subjective external load-eTL of tasks framed in didactic units designed by in-service teachers; and (ii) to analyze the differences in the subjective eTL according to the game situation and the game space. A total of 306 learning tasks designed by seven in-service teachers (five men and two women), with more than 10 years of teaching practice, were analyzed. These tasks were coded through the Integral System for Training Task Analysis (SIATE, acronym in Spanish). The interobserver reliability of the coded variables obtained a considerable concordance (MKfree > 0.70). The results indicated that there were significant differences in the subjective eTL according to the game situation and game space. The situations of small-sided games in numerical equality or inequality and full games, in medium spaces or large spaces, presented a higher subjective eTL and therefore the highest physiological and motor demands on students. The inclusion of attacking or defending players and an adequate selection of the game space indicated the importance of planning and organizing learning tasks.

Learning Basketball Using Direct Instruction and Tactical Game Approach Methodologies.

This study was to analyze and compare the learning acquired by the students in the sport of basketball in two different methodologies. The sample was composed of 40 students divided into two groups. The intervention programs had previously been validated. A descriptive analysis of the learning indicators, a t-test for independent samples to identify the differences between the methods, and a t-test for related samples to analyze the differences in each group were performed. There are differences between the performance profiles of students in the Direct Instruction in Basketball program and those in the Tactical Game in Basketball program in nine variables. Significant differences are found in the situations of dribbling, shooting, passing and movement, spacing, off-ball defense, and help and in the performance indicator for decision making, execution, and total, which are favorable to the Tactical Game in Basketball program. The students of the Direct Instruction in Basketball program only improved in three variables after the program, while the Tactical Game in Basketball students improved in thirteen variables. It is recommended that the teachers at the schools use the Tactical Game in Basketball methodology for their basketball teaching lessons, because student learning is better than in the Direct Instruction in Basketball program.

Monitoring the External and Internal Load Under 2 Teaching Methodologies.

González-Espinosa, S, Antúnez, A, Feu, S, and Ibáñez, SJ. Monitoring the external and internal load under 2 teaching methodologies. J Strength Cond Res 34(10): 2920-2928, 2020-The purpose of this study was to analyze and compare the physical demands produced by the implementation of 2 sport teaching methods during a class and their relation with the learning achieved by the students. Two intervention programs were used to teach the sport of basketball, one based on the direct instruction (DI) method and the other on the tactical-game approach (TGA). The intervention programs were administered to 4 groups of students, 2 for each methodology, with 88 students participating in the study. A total of 10 practical sessions were given, as well as a pre-test and post-test. The practical sessions and the tests were recorded with an inertial system for monitoring and recording physical activity and movement in real time. Differences were found between the methodologies in the teaching sessions in the variables m·min, acc·min, PL·min, and HRmax (p < 0.000). In the assessment tests, there were also differences between both methodologies in the walk and sprint variables (p < 0.005). The results obtained from the analysis of the sessions using each methodology show that the TGA method obtained better results in the variables of external and internal loads than the DI methodology. The TGA methodology permitted a greater development of the students' physical fitness. Moreover, performance in play was not associated with the achievement of higher values in the results of external and internal load in the tests. The students trained with the TGA methodology recorded better performance indicators in the game. These results lead us to recommend physical education teachers to use a student-centered approach in their lessons because it improved both the students' physical fitness and their sports performance.

Differences in the physical demands between handball and beach handball players / Diferenças nas exigências físicas entre jogadores de handebol e handebol de praia

Abstract Handball is one of the most practiced team sports worldwide that consists of different modalities, with the aim of reaching as many users as possible. One of the modalities with increasing interest in the last years is Beach Handball, as it takes the advantage of the absence of competitive calendar in the standardized modality so that users continue practicing. A comparative analysis was performed between standard handball (indoor) and beach handball athletes in order to determine the demands of both modalities and determine if they are similar. The competition was evaluated by analyzing external load variables: number of steps, jumps, impacts and Player load. The selected sample was composed of U-16 players from both modalities. Each player was equipped with WIMUTM inertial device. The results showed that the standard modality requires greater physical demands than the beach modality. For this reason, the physical demands of the different modalities require different training processes to obtain the best possible results in the competition.

Resumo O handebol é um dos esportes coletivos mais praticados em todo o mundo, que consiste em diferentes modalidades, com o objetivo de atingir o maior número possível de usuários. Uma das modalidades em expansão nos últimos anos é o Handebol de Praia, pois aproveita a ausência de calendário competitivo na modalidade padronizada para que os usuários continuem praticando. Uma análise comparativa foi realizada entre atletas de handebol padronizado (na pista) e handebol de praia, a fim de determinar as demandas de ambas as modalidades e determinar se essas demandas são semelhantes. A competição foi avaliada através da análise das variáveis externas de carga: número de etapas, saltos, impactos e Player Load. A mostra selecionada foram jogadores de ambas as disciplinas na categoria cadete. Cada jogador foi equipado com um dispositivo inercial WIMUTM. Os resultados mostraram que a modalidade padronizada exige dos atletas maior demanda física que a modalidade de praia. Por esse motivo, os requisitos físicos de ambas as modalidades exigem diferentes processos de treinamento para obter os melhores resultados possíveis na competição.

Designing and Validating a Basketball Learning and Performance Assessment Instrument (BALPAI).

INTRODUCTION: The assessment of learning in basketball in the PE class, and in training sessions of young players, requires valid, reliable, and trustworthy tools. The purpose of this research was to design and validate the Basketball Learning and Performance Assessment Instrument (BALPAI) that assesses simultaneously decision making, technical execution and efficacy. The play actions are codified using a categorical system, awarding a score for each category (1 = inadequate action; 2 = neutral action 3 = adequate action). An example of a summative procedure for assessing decision making in dribbling is: (1) Dribbling to a place where there is defensive pressure and there is a free teammate able to receive the pass; (2) Dribbling to a place where there is defensive pressure or a free teammate able to receive the pass; (3) Dribbling through a space where there is no defensive pressure and no free teammate able to receive the pass. METHODS: A pilot study was performed following this procedure. A group of 13 experts participated in the assessment of the 33 elements (66 items) included in the BALPAI. Aiken's V formula was used to analyze content validity, and internal consistency was calculated using Cronbach's α. Inter-observer reliability was determined among three observers who used the BALPAI to record the play actions in a 3 × 3 basketball match (N = 45 possessions) and was calculated with the Multirater κfree, obtaining an almost perfect agreement with values between 0.84 and 1. RESULTS: The BALPAI has very high internal consistency (0.969), Interobserver reliability was almost perfect (>0.84 in all items) and Aiken's V coefficient (>0.71 in all items) attained a high value. CONCLUSION: The BALPAI proved to be a valid tool, with high internal consistency and reliability that makes it possible to perform a complete assessment of basketball in PE classes.

Diferencia en el Aprendizaje del Baloncesto según el Género y Metodología de Enseñanza / Difference in Learning Basketball according to Gender and Teaching Methodology / Diferença na aprendizagem do basquete de acordo com o sexo metodologia de ensino

El objetivo de este estudio fue analizar las diferencias en el aprendizaje del baloncesto según la metodología de enseñanza-aprendizaje y el género de los alumnos. La muestra estuvo conformada por 85 escolares, 49.41% chicos y el 50.59% chicas, distribuidos en dos grupos de quinto y sexto de Educación Primaria. A cada grupo se le aplicó un programa de intervención, a un grupo bajo una metodología Tactical Game Approach (n = 42) y a otro bajo una metodología de Instrucción Directa (n = 41). Ambos programas de intervención fueron diseñados y validados previamente por un panel de expertos. Como herramienta de evaluación se utilizó el Instrumento para la Medida del Aprendizaje y el Rendimiento en Baloncesto. Se realizaron análisis descriptivos para caracterizar la muestra y la prueba t de muestras independientes para comparar el género según la metodología de enseñanza en el pretest y el postest. Los resultados muestran mejoras en ambos géneros en los alumnos del programa TGB. El rendimiento de los alumnos masculinos y femeninos en el pretest no se diferenciaban según el método. Tras realizar los programas de intervención los alumnos masculinos y femeninos del programa TGB se diferencian de forma significativa y con un tamaño del efecto grande de sus homólogos del programa DIB. Destaca que en el género femenino hay aún más diferencias que entre los programas del género masculino tras haber acabado el programa de intervención como por ejemplo rendimiento de toma de decisión (p ≤ .01), de eficacia y ejecución técnica (p ≤ .05), e indicador de rendimiento total (p ≤ .05)

The aim of this study was to analyze the differences in basketball learning according to the teaching-learning methodology and the gender of the students. The sample consisted of 85 schoolchildren, 45.26% boys and 54.74% girls, divided into two groups of fifth and sixth Primary Education. An intervention program was applied to each group, to a group under a Tactical Game Approach methodology (n = 42) and to another under a Direct Instruction methodology (n = 41). Both intervention programs were designed and validated previously by a panel of experts. The Instrument for the Measurement of Learning and Performance in Basketball was used as an evaluation tool. Descriptive analyzes were carried out to characterize the sample and the t test of independent samples to compare gender according to the teaching methodology in the pretest and the posttest. The results show improvements in both genders in the students of the TGB program. The performance of the male and female students in the pretest did not differ according to the method. After carrying out the intervention programs, the male and female students of the TGB program differ significantly and with a large effect size of their counterparts in the DIB program. It stands out that in the feminine gender there are even more differences than between the programs of the masculine gender after having finished the program of intervention as for example yield of decision making (p ≤ .01), of efficiency and technical execution (p ≤ .05), and total performance indicator (p ≤ .05)

O objetivo deste estudo foi analisar as diferenças na aprendizagem do basquetebol de acordo com a metodologia de ensino-aprendizagem e o gênero dos alunos. A amostra foi composta por 85 estudantes, 49,41% de meninos e 50,59% de meninas, divididos em dois grupos do quinto e sexto ensino Fundamental. Cada grupo recebeu um programa de intervenção, um grupo sob uma metodologia Tactical Game Approach (n = 42) e outro sob uma metodologia de Instrução Direta (n = 41). Ambos os programas de intervenção foram projetados e validados anteriormente por um painel de especialistas. O Instrumento para a Medida de Aprendizagem e Desempenho no Basquetebol foi utilizado como ferramenta de avaliação. Análises descritivas foram realizadas para caracterizar a amostra e o teste t de amostras independentes para comparar o gênero segundo a metodologia de ensino no pré-teste e no pós-teste. Os resultados mostram melhorias em ambos os sexos nos alunos do programa TGB. O desempenho dos estudantes do sexo masculino e feminino no pré-teste não diferiu de acordo com o método. Após a realização dos programas de intervenção, os estudantes do sexo masculino e feminino do programa TGB diferem significativamente e com um tamanho de efeito grande de suas contrapartes no programa DIB. Destaca-se que no gênero feminino há ainda mais diferenças do que entre os programas do gênero masculino após ter terminado o programa de intervenção como por exemplo desempenho de tomada de decisão (p≤ .01), eficiência e execução técnica (p ≤.05) e indicador de desempenho total (p ≤ 0,05)

La Especialización en Baloncesto. Análisis de Perfiles de Rendimiento en función del Puesto Específico en Etapas de Formación / Specialization in Basketball. Performance Profiling Analysis According to Players' Specific Position in Formative Stages / A especialização em basquete. Análise de perfis de desempenho com base na posição específica nas etapas de treinamento

El objetivo de este estudio fue analizar las diferencias de rendimiento de los jugadores en función del puesto específico, en la competición de baloncesto junior más importante de Europa, el Adidas Next Generation Tournament. Se analizaron todos los jugadores de la U-18 de las temporadas 2013-14 y 2014-15 (N = 581; base, n = 246; alero, n = 202; pívot; n = 133). Las variables de rendimiento fueron estandarizadas (acciones / minuto). Se utilizaron el análisis ANOVA, coeficientes de variación (CV%) y análisis discriminante. Los resultados principales mostraron diferencias entre bases y pívots en lanzamientos anotados (T2A y T3A), rebotes (RDef y ROf), asistencias y tapones realizados; entre bases y aleros en asistencias; y entre aleros y pívots en el lanzamiento exterior (T3A). Esta especialización parece seguir un patrón tradicional con bases pasadores y anotadores desde el exterior, interiores dominantes especialistas en el juego interior y aleros con funciones intermedios. Además, se observó menor variabilidad de rendimiento en bases (CVtotal = 77.5%), seguido de pívots (CVtotal = 79.27%) y aleros (CVtotal = 85.88%). Estos resultados pueden servir para optimizar el proceso de entrenamiento, afianzar parámetros específicos de cada puesto, y ayudar en la identificación de talentos

The aim of this study was to analyze performance differences in basketball players regarding their specific position, from the most important junior basketball competition in Europe, the Adidas Next Generation Tournament. Records from all players competing in 2013-14 and 2014-15 seasons (N = 581; point guard, n = 246; shooting guard, n = 202; centre; n = 133) were studied. Performances parameters were standardized (actions per minute). Calculations included ANOVA, coefficient of variation (CV%) and discriminant analysis. Main results showed differences: between point guards and centres in 2-point shot attempts (T2A and T3A), rebounds (RDef and ROf), assists and blocks made; between point guards and shooting guards in assists and rebounds; and between shooting guards and centres in 3-point shot attempts (T3A). This specialization seems to follow the classical pattern of point guards as passers and far-distance shooters, centres dominants and inside game specialist, and shooting guard assuming an intermediate role. In addition, lower variability was observed in point guards (CVtotal = 77.5%), followed by centres (CVtotal = 79.27%) and shooting guards (CVtotal = 85.88%). These findings may serve to optimize the training process, strengthen specific parameters for each position, and help in talent identification

O objetivo deste estudo foi analisar as diferenças no rendimento dos jogadores em função da sua posição, na competição de basquetebol júnior mais importante da Europa, o Adidas Next Generation Tournament. Foram analisados todos os jogadores sub-18 nas temporadas 2013-14 e 2014-14 (N = 581; base, n = 246, extremo, n = 202; poste, n = 133). As variáveis de rendimento foram padronizadas (ações/minuto). Foram utilizadas análises ANOVA, coeficientes de variação (CV%) e análise discriminante. Os principais resultados mostraram diferenças entre os bases e os postes em lançamentos concretizados (T2A e T3A), ressaltos (RDef e ROf), assistências e desarmes efetuados; entre bases e extremos nas assistências; e entre extremos e postes em lançamentos exteriores (T3A). Esta especialização parece seguir um padrão tradicional com bases passadores e marcadores desde o exterior, interiores dominantes especialistas no jogo interior e extremos com funções intermédias. Além disso, observou-se menor variabilidade no rendimento dos bases (CVtotal = 77,5%), seguido de postes (CVtotal = 79,27%) e extremos (CVtotal = 85,88%). Estes resultados podem servir para otimizar o processo de treino, assegurar parâmetros específicos de cada posição e ajudar na identificação de talentos

The Impact of Rule Modifications on Elite Basketball Teams' Performance.

Rule modifications in basketball are used to develop the sport, and FIBA changes the basketball regulations periodically and constantly in search of a more attractive game. The objectives of this study were as follows: i) to characterise and identify the technical-tactical performance indicators which discriminated the game style according to the effect of rule modifications; and ii) to analyse the persistence of these indicators according to rule modifications over time. Analyses were made of all the editions of the current competition system of the Copa Del Rey in Spanish basketball. One hundred and forty matches were analysed, starting from the 1995-96 to the 2014-15 season. Data were gathered from the official competition web page (www.acb.com) The variables analysed included rule modifications, the number of ball possessions, points scored, one, two and 3-point field goals made and attempted, total rebounds, defensive and offensive rebounds, assists, steals, turnovers, blocked shots, dunks and committed and received personal fouls, score differences, as well as one, two and 3-point field-goal percentages. Several analyses were carried out: descriptive analysis to characterise the sample; ANOVA to identify differences between periods; discriminant analysis to determine technical-tactical performance indicators which best discriminated between each competition term and rule change period; and finally autocorrelation function and cross-correlation were used to estimate the persistency of performance indicators over time. Results show that rule changes affect the way basketball is played. Nevertheless, players and coaches are the ones who determine functional behavior in basketball.

Estrés y técnica de arbitraje en baloncesto en función del género / Stress and Technique of basketball refereeing according to gender

El propósito de estudio ha sido conocer las diferencias en función del género en la intervención técnica del árbitro y las situaciones de estrés que se presentan durante un partido de baloncesto. La muestra consta de seis árbitros de categoría nacional (4 hombres y 2 mujeres), durante la celebración de un torneo internacional U-16. Para conocer las diferencias en la intervención técnica se ha empleado el instrumento IOVAB y para observar las diferencias en las situaciones de estrés el cuestionario LISEA. Los resultados muestran que no existen diferencias significativas en la intervención técnica, exceptuando los movimientos de árbitro de cabeza, donde las mujeres obtienen valores más elevados. Por contra, si se reflejan diferencias entre grupos en las situaciones de estrés. Las mujeres poseen valores más altos cuando se hace referencia al nombre de los entrenadores y jugadores, al puesto que ocupa cada equipo en la competición, al compañero de arbitraje, a la localidad y pabellón en el que arbitran y a la existencia o no de delegado de campo. Los resultados muestran la necesidad de realizar un programa de intervención para regular esta ansiedad antes y después de los partidos (AU)

Referee, gender, technical intervention, stress.The aim of this research was to determine the differences that may exist in the gender of the referee about the technical intervention and stressful situations during basketball matches. The subjects are six national referees (4 men and 2 women) officiating an international tournament U-16. IOVAB instrument has been used to calculate the differences in the technical intervention and LISEA questionnaire in order to observe differences in stress situations. The results show no significant differences in technical intervention, except the head referee movements, where the women performance is better. However, there are differences between groups in stressful situations. Women have higher values in reference to the name of the coaches and players, the position occupied by each team in the competition, the workmate referee, the place and stadium and the existence of field official. Results show the need to implement an intervention program to regulate the anxiety of the referees before and after the games (AU)