Ice hockey requires two levels of specific agility, involving different abilities, where the level of agility and their constraints might vary by the performance level. Therefore, this study aimed to compare the relationship level between on-ice and off-ice change of directional speed (COD) of youth hockey players at two performance levels. The study was conducted during the hockey season, including U16 elite players (n = 40) and U16 sub-elite players (n = 23). Both groups performed specific on-ice fitness tests (4-m acceleration, 30-m sprint, and 6 x 54-m tests, an on-ice Illinois agility test with and without a puck) and off-ice tests consisting of non-arm swing countermovement jumps (CMJs), broad jumps, and pull-ups. Pearson correlation showed that the acceleration performance of elite players was related to the CMJ (r = -0.46) and the broad jump (r = -0.31). Sub-elite players showed stronger dependence of the 30-m sprint on the CMJ (r = -0.77) and the broad jump (r = -0.43), the relation of pulls ups (r = -0.62) and the CMJ (r = -0.50) to the 6 x 54-m test, yet no association to acceleration. Elite players differ between off-ice and on-ice performance constraints, where their skating sprint is less related to their vertical and horizontal take-off abilities than in sub-elite players. Sub-elite players' off-ice power determines their sprint and repeated sprint performance. COD performance of elite and sub-elite players is based on different conditioning constraints.
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Autori príspevku zisťovali prostredníctvom dotazníka či existujú signifikantné rozdiely v názoroch učiteľov na vyučovanie basketbalu z pohľadu intersexuálnych rozdielov. Skúmaný súbor tvorilo 450 učiteľov telesnej a športovej výchovy (274 mužov a 176 žien), ktorí vyučujú na 2. stupni základných škôl zo 17 okresov východného Slovenska. Signifikantné rozdiely na hladine p<0,01 boli zaznamenané v obľúbenosti vyučovania basketbalu. Zatiaľ čo u 20,45 % žien je basketbal po volejbale (39,77 %) druhou najradšej vyučovanou športovou hrou, tak u 13,14 % mužov bol basketbal po futbale (40,51 %), volejbale (21,90 %) a florbale (19,71 %) až štvrtou najradšej vyučovanou športovou hrou. Napriek signifikantným rozdielom (p<0,01) viac ako 54 % mužov a 48 % žien vyučuje basketbal najčastejšie v rozsahu 6 – 10 hodín v rámci jedného tematického celku. Negatívnym zistením je, že basketbal nevyučuje 3,28 % mužov a až 11,36 % žien. Pri vyučovaní dominuje u oboch pohlaví (54,72 % mužov a 55,77 % žien) herne orientovaný didaktický prístup. Podľa 32,85 % mužov a 40,91 % žien je hlavným nedostatkom vyučovania basketbalu nízky záujem žiakov o vyučovanie tejto športovej hry. Druhým najčastejšie zvoleným nedostatkom vyučovania basketbalu bola nízka časová dotácia predmetu (29,59 % mužov a 28,41 % žien).
The authors of the study used a questionnaire to find out whether there are significant differences in teachers' views on teaching basketball from a point of view of gender differences. The sample consisted of 450 physical and sport education teachers (274 men and 176 women) who teach in 17 districts in eastern Slovakia, in upper primary schools. Significant differences at the p<0.01 level were found in the popularity of teaching basketball. While for 20.45% of women, basketball is the second most popular taught sport after volleyball (39.77%), for 13.14% of men, basketball is the fourth most popular taught sport after football (40.51%), volleyball (21.90%), and floorball (19.71%). Despite significant differences (p<0.01), more than 54% of men and 48% of women teach basketball most often for 6-10 hours within a single thematic unit. A negative finding is that 3.28% of men and 11.36% of women do not teach basketball. Game-oriented didactic approach dominates in teaching for both genders (54.72% of men and 55.77% of women). According to 32.85% of men and 40.91% of women, the main disadvantage of teaching basketball is the low interest of pupils in learning the sport. The second most frequently chosen shortcoming of basketball teaching was the low time allocation of the subject (29.59% of men and 28.41% of women).
A method of load variability is a common way of developing specific skills in various sports, however, not explored considering the use of different ice-hockey pucks. Therefore, the purpose of this study was to compare shooting speed, shooting accuracy, and handgrip strength changes after training with variable training loads (lighter 60g pucks and heavier 260g pucks) in the wrist shot and snapshot. Sixteen male ice hockey players (13.62±0.35y; 167.67±7.71cm; 53.87±7.55kg) were subjected to a 12 week experiment during which they trained six weeks with a light puck and six weeks with a heavy puck and were tested for shooting speed, shooting accuracy and handgrip strength. The variable load training increased shooting speed (the long hand snapshot by 7.4%, the shorthand snapshot by 8.5%, and the wrist shot by 13%), shooting accuracy (by 14%), and handgrip strength (by 8.7%) of the bottom hand; all at p<0.001. Training with heavy pucks was more effective (d=0.50-0.86) than training with lighter pucks (d=23-25) for increasing puck speed. Shooting accuracy was increased by variable load training with a similar effect of heavy and light puck training. The variable training load had a positive effect on shooting speed and accuracy and the use of a heavier load was more effective than using the unloaded puck. Variable load shooting training in youth ice-hockey players is more effective with heavier pucks than lighter ones, and the improvements are greater in players with better shooting skills.
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