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The aim of the present study was to improve the understanding of the use of the setter’s attack in top level competitions. All the matches from the Tokyo 2020 Olympic Games were analyzed, totaling 218 actions of setter´s attack. For data analysis, Pearson's Chi-square and an analysis of ROC curves were used. The setter’s attack obtained more points and created less errors when performed after an excellent pass to the setter (X2=15.53; p=.004). In the female category, the attack by the setter was used more frequently than in the male category, after an excellent quality pass (X2=14.35; p=.001), using a one hand tip (X2=12.53; p=.002) and after receiving a serve (X2=9.55; p=.023); while in the male category, the attack after an acceptable pass (X2=14.35; p=.001), the attack with a spike (X2=12.53; p=.002), and the attack after attack coverage (X2=12.53; p=.002) were used more frequently than in the female category. Also, in general, when the spike was used, the ball was more frequently sent to the back row of the court, while the tip was used more frequently in the front areas, especially the one-hand tip on D2-3. In conclusion, a recommendation is made for the setter to attack after an excellent quality pass, and an assumption of greater prominence of the attack by the setters in the team’s attack systems, as a means of increasing their variability and their attack options, especially in the female category. El objetivo del presente estudio fue mejorar la comprensión acerca del uso del ataque del colocador en competiciones de alto nivel. Se analizaron todos los partidos de los Juegos Olímpicos de Tokio 2020, registrando un total de 218 acciones de ataque del colocador. Para el análisis de los datos se empleó Chi-cuadrado de Pearson y un análisis de curvas ROC. El ataque del colocador obtuvo más puntos y creó menos errores cuando se realizó después de un excelente envío al colocador (X2 = 15.53; p = .004). En categoría femenina, el ataque del colocador fue utilizado con mayor frecuencia que en categoría masculina después de una calidad de envío al colocador excelente (X2=14.35; p=.001), empleando finta con una mano (X2=12.53; p=.002) y después de una recepción (X2=9.55; p=.023); mientras que en categoría masculina, se empleó con mayor frecuencia que en categoría femenina el ataque después de un pase previo aceptable (X2=14.35; p=.001), el ataque con remate (X2=12.53; p=.002), y el ataque después de realizar cobertura de ataque (X2=9.55; p=.023). Además, cuando se ejecutó un remate, la pelota se envió con mayor frecuencia a la zona zaguera del terreno de juego, mientras que la finta se empleó con mayor frecuencia en las zonas delanteras, especialmente la finta a una mano en la zona D2-3. En conclusión, se recomienda que el colocador ataque después de un envío excelente y se propone un mayor protagonismo del ataque de los colocadores en los sistemas de ataque de los equipos, como medio para aumentar su variabilidad y opciones de ataque, especialmente en categoría femenina.

In sports that use tools, it is necessary to master tool manipulation with a high degree of accuracy because proficiency in tool manipulation leads to victory or defeat in a competition. The purpose of this study was to clarify the force transfer of the body, including the racket, from the perspective of vibration analysis to realize training to efficiently improve tennis skills. In this study, we measured the propagating vibration, surface electromyography of finger flexors and extensors, and racket movement under two conditions of strong- and weak-volleying in tennis and aimed to explain the meaning of the measured propagating vibration in terms of muscle control and racket kinematics. Based on the experimental results, it was confirmed that it is feasible to measure the change in stiffness from the racket to the wrist due to the muscle co-contraction owing to the propagating vibration signal intensity. These results indicate the possibility of evaluating tennis shot skill by analyzing the propagating vibrations measured using a wearable vibration measurement system.

The present study examined whether the perceptual sensitivity and excitability of the primary sensory cortex are modulated by the afferent volley from the digital nerve of a conditioned finger within a short period of time. The perceptual threshold of an electrical stimulus to the index finger (test stimulus) was decreased by a conditioning stimulus to the index finger 4 or 6 ms before the test stimulus, or by a stimulus to the middle or ring finger 2 ms before that. This is explained by the view that the afferent volleys from the digital nerves of the fingers converge in the somatosensory areas, causing spatial summation of the afferent inputs through a small number of synaptic relays, leading to the facilitation of perceptual sensitivity. The N20 component of the somatosensory-evoked potential was facilitated by a conditioning stimulus to the middle finger 4 ms before a test stimulus or to the thumb 2 ms before the test stimulus. This is explained by the view that the afferent volley from the digital nerve of the finger adjacent to the tested finger induces lateral facilitation of the representation of the tested finger in the primary sensory cortex through a small number of synaptic relays.

This study aimed to describe and distinguish shot characteristics between set winning and losing pairs in high-level male padel players from Finland. Between 2022 and 2023, we analyzed 4469 points across 38 matches, examining factors such as match type, set outcome, effectiveness of the last shot, generator of forced error, and shot type. Results showed that set-winning players produced more winners (CSR = 7.7; CSR = 6.8) and committed fewer forced (CSR = 4.2; CSR = 2.8) and unforced errors (CSR = 4.0; CSR = 4.3) compared to set losing players, both in pressure training and competition matches. In addition, irrespective of the set outcome, these players achieved more winners and generated more forced errors with the smash, bandeja, forehand volley, and backhand volley. Nevertheless, a significant number of errors (both forced and unforced) are committed with the bandeja and volley (forehand and backhand). Furthermore, notable errors (forced and unforced) are observed in shots following one bounce and without a wall rebound, particularly in the forehand, backhand, and return. In conclusion, the ability to produce winners while minimizing forced and unforced errors proves to be crucial for securing sets in high-level men’s padel.

Ascorbic acid (AA; a.k.a. vitamin C) is well known for its cellular protection in environments of high oxidative stress. Even though physiological concentrations of AA in the brain are significant (0.2–10 mM), surprisingly little is known concerning the role of AA in synaptic neurotransmission under normal, non-disease state conditions. Here, we examined AA effects on neurotransmission, plasticity and spontaneous network activity (i.e., sharp waves and high frequency oscillations; SPW-HFOs), at the synapse between area 3 and 1 of the hippocampal cornu ammonis region (CA3 and CA1) using an extracellular multi-electrode array in in vitro mouse hippocampal slices. We found that AA decreased evoked field potentials (fEPSPs, IC50 = 0.64 mM) without affecting V50s or paired pulse facilitation indicating normal neurotransmitter release mechanisms. AA decreased presynaptic fiber volleys but did not change fiber volley-to-fEPSP coupling, suggesting reduced fEPSPs resulted from decreased fiber volleys. Inhibitory effects were also observed in CA1 stratum pyramidale where greater fEPSPs were required for population spikes in the presence of AA suggesting an impact on the intrinsic excitability of neurons. Other forms of synaptic plasticity and correlates of memory (i.e., short- and long-term potentiation) were also significantly reduced by AA as was the incidence of spontaneous SPW-HFOs. AA decreased SPW amplitude with a similar IC50 as fEPSPs (0.65 mM). Overall, these results indicate that under normal conditions AA significantly regulates neurotransmission, plasticity, and network activity by limiting excitability. Thus, AA may participate in refinement of signal processing and memory formation, as well as protecting against pathologic excitability.

Objective: To identify the impact of an enjoyable learning approach on some volleyball skill abilities of talented students aged 10-12 years. Research methodology: The researchers followed the experimental approach, designing two equivalent groups with pre-tests and post-tests, to suit the nature of the research and its problem. The research community was defined as talented players aged (10-12) years, affiliated with the Specialized Volleyball Center in Babylon, numbering (42) talented players. The research sample of (30) talented players was randomly selected by lottery, resulting in a percentage of (71.43%).  Results: The results showed significant differences between the pre- and post-tests in some of the skill abilities in volleyball for the experimental and control groups, in favor of the post-tests for both groups. The researchers attribute the reason for the significant differences for the control group to the coach’s method, which provided a clear idea of ​​how to perform the skill correctly, and the ability to correct errors that may appear among the members of this group while performing the skill abilities. Conclusions: The enjoyable learning approach adopted within the educational units played a significant and positive role in increasing the values ​​of the skill abilities (overhand passing, underhand passing, and underhand serving) in volleyball for talented students. Objetivo: Identificar el impacto de un enfoque de aprendizaje lúdico en algunas habilidades de voleibol de estudiantes talentosos de 10 a 12 años. Metodología de la investigación: Los investigadores siguieron un enfoque experimental, diseñando dos grupos equivalentes con prepruebas y pospruebas, para adaptarse a la naturaleza de la investigación y su problema. La comunidad de investigación se definió como jugadores talentosos de 10 a 12 años, afiliados al Centro Especializado de Voleibol de Babylon, con un total de 42 jugadores talentosos. La muestra de investigación, compuesta por 30 jugadores talentosos, se seleccionó aleatoriamente por sorteo, con un porcentaje del 71,43%. Resultados: Los resultados mostraron diferencias significativas entre las prepruebas y las pospruebas en algunas habilidades de voleibol para los grupos experimental y de control, a favor de las pospruebas para ambos grupos. Los investigadores atribuyen las diferencias significativas en el grupo de control al método del entrenador, que proporcionó una idea clara de cómo ejecutar la habilidad correctamente y la capacidad de corregir errores que pudieran surgir en los miembros de este grupo al realizar las destrezas. Conclusiones: El enfoque de aprendizaje lúdico adoptado en las unidades educativas tuvo un papel significativo y positivo en el aumento de los valores de las destrezas (pase por encima, pase por debajo y saque por debajo) en voleibol para estudiantes con talento. Objectivo: Identificar o impacto de uma abordagem lúdica à aprendizagem nas competências seleccionadas do voleibol de alunos talentosos dos 10 aos 12 anos. Metodologia da Investigação: Os investigadores seguiram uma abordagem experimental, delineando dois grupos equivalentes com pré e pós-testes para se adequarem à natureza da investigação e ao seu problema. O grupo de investigação foi definido como jogadores talentosos dos 10 aos 12 anos, afiliados no Babylon Specialized Volleyball Center, com um total de 42 jogadores talentosos. A amostra do inquérito, composta por 30 jogadores talentosos, foi selecionada aleatoriamente por sorteio, com uma percentagem de 71,43%. Resultados: Os resultados mostraram diferenças significativas entre os pré e pós-testes nas habilidades selecionadas do voleibol para os grupos experimental e controlo, favorecendo os pós-testes para ambos os grupos. Os investigadores atribuem as diferenças significativas no grupo de controlo à abordagem do treinador, que proporcionou uma compreensão clara de como executar corretamente a habilidade e a capacidade de corrigir erros que pudessem surgir nos membros do grupo durante a execução das habilidades. Conclusões: A abordagem lúdica de aprendizagem adotada nas unidades educativas desempenhou um papel significativo e positivo no aumento dos valores de habilidade (passe por cima, passe por baixo e serviço por baixo) no voleibol para os alunos talentosos.

Introduction: Research highlights the effects of training methods, gender, and motivation on athletic performance, particularly in volleyball. However, few studies explore how these factors interact to affect adolescent athletes’ performance. Objective: This study investigates the combined influence of circuit and set training methods, gender, and motivation on volleyball performance in adolescent athletes, aiming to understand how these factors interact to enhance skills. Methodology: A quantitative experimental design was used with 40 adolescent athletes from Sriwijaya Sports School. Participants were grouped by gender (male and female) and motivation (high and low). They trained for six weeks using either circuit or set methods. Volleyball skills were assessed before and after the intervention, with data analyzed using a 2x2x2 factorial ANOVA. Results: Significant effects were found for training methods, gender, and motivation on volleyball skills. The set method had a greater impact, especially for male athletes. High motivation led to better skill improvement than low motivation. Interactions between the factors significantly influenced performance. Discussion: The results support the need for gender-sensitive and motivation-based training approaches to enhance athletes' performance. Motivation, in combination with specific training methods, was crucial. Conclusions: Training programs should consider the interaction between training methods, gender, and motivation to improve volleyball performance in adolescent athletes. Introducción: La investigación resalta los efectos de los métodos de entrenamiento, el género y la motivación en el rendimiento deportivo, especialmente en el voleibol. Sin embargo, pocos estudios exploran cómo interactúan estos factores para afectar el rendimiento de los atletas adolescentes. Objetivo: Este estudio investiga la influencia combinada de los métodos de entrenamiento en circuito y en sets, el género y la motivación en el rendimiento de voleibol de los atletas adolescentes, con el objetivo de entender cómo interactúan estos factores para mejorar las habilidades. Metodología: Se utilizó un diseño experimental cuantitativo con 40 atletas adolescentes de la Escuela de Deportes Sriwijaya. Los participantes fueron agrupados por género (masculino y femenino) y motivación (alta y baja). Durante seis semanas, entrenaron con los métodos de circuito o en sets. Las habilidades en voleibol fueron evaluadas antes y después de la intervención, y los datos fueron analizados mediante un ANOVA factorial 2x2x2. Resultados: Se encontraron efectos significativos de los métodos de entrenamiento, el género y la motivación en las habilidades en voleibol. El método en sets tuvo un mayor impacto, especialmente en los atletas masculinos. La alta motivación condujo a una mayor mejora en las habilidades en comparación con la baja motivación. Las interacciones entre los factores influyeron significativamente en el rendimiento. Discusión: Los resultados apoyan la necesidad de enfoques de entrenamiento sensibles al género y basados en la motivación. Conclusiones: Los programas de entrenamiento deben considerar la interacción entre los métodos de entrenamiento, el género y la motivación para mejorar el rendimiento en voleibol de los atletas adolescentes. Introdução: A investigação realça os efeitos dos métodos de treino, o género e a motivação no desempenho desportivo, especialmente no voleibol. No entanto, poucos estudos exploraram como interagir estes fatores para afetar o desempenho dos adolescentes atléticos. Objectivo: Este estudo investiga a influência combinada dos métodos de treino em circuito e em conjuntos, o género e a motivação no desempenho de voleibol dos atletas adolescentes, com o objectivo de compreender como interagir estes factores para melhorar as capacidades. Metodologia: Foi utilizado um projeto experimental experimental com 40 atletas da Escola de Desporto Sriwijaya. Os participantes foram agrupados por género (masculino e feminino) e motivação (alta e baixa). Durante seis semanas, aprendi métodos de circuito ou conjuntos. As habilidades no voleibol foram avaliadas antes e depois da intervenção, e os dados foram analisados ​​através de uma ANOVA fatorial 2x2x2. Resultados: Foram encontrados efeitos significativos nos métodos de treino, no género e na motivação nas habilidades de voleibol. O método causa um grande impacto, especialmente nos atletas masculinos. A elevada motivação resultou numa maior melhoria das competências em comparação com a baixa motivação. As interações entre os fatores influenciam significativamente o desempenho. Discussão: Os resultados suportam a necessidade de abordagens de treino sensatas ao género e baseadas na motivação. Conclusões: Os programas de treino devem considerar a interação entre os métodos de treino, o género e a motivação para melhorar o desempenho no voleibol dos atletas adolescentes.

Volley fire with gunpowder weapons is often seen by modern scholars as one of the important innovations which allowed Europe to politically dominate other cultures and societies. Many historiographical theories, of the kind Lyotard termed metarécits , “metanarratives,” have attempted to explain this phenomenon. Recently, compelling evidence has emerged that other civilizations also practiced the technique, most notably China. This article brings together existing and new evidence that volley fire with firearms was developed and practiced in China long before it appeared in Europe and challenges several of the grand narratives of European exceptionalism. This new evidence shows that the volley fire technique arose in China primarily as a reaction to domestic and foreign (semi-)nomadic cavalry threats, belying geographically deterministic accounts, which suggest that sophisticated infantry tactics with firearms would not arise in states bordering the steppe. This article will also challenge the claim that volley fire in Europe benefitted from its emergence in a competitive system of states undergoing a tradition-challenging Renaissance. I call for a reconsideration of the innovative potential of Eurasian land empires bordering the steppe, and stress the importance of studying political contingencies and cultures of innovation in shaping world history.

COVID-19 athletes reported persistent and residual symptoms many weeks after initial infection, including cough, fatigue, and neuromuscular disorders. Poor neuromuscular control may cause inefficient movement strategies increasing anterior cruciate ligament load. This is particularly relevant in female athletes, who show a 3-time higher risk than male counterparts. Aim is to evaluate the impairment in thigh muscles activation, body composition, and physical performance after COVID-19 in volleyball athletes. We recruited a cohort of female professional players from the same team. We assessed the pre-activation time of Rectus Femoris (RF), Vastus Medialis (VM), Medial Hamstring (MH), and Lateral Hamstring (LH) before (T0) and after (T1) COVID-19 infection, bioelectrical impedance analysis (BIA), and jump tests. We included 12 athletes with COVID-19 infection diagnosis in January 2021. At T1 we found a significant (p < 0.05) delay (ms) of the activation time of RF (426 ± 188 vs. 152 ± 106); VM (363 ± 192 vs. 140 ± 96); BF (229 ± 60 vs. 150 ± 63); MH (231 ± 88 vs. 203 ± 89), and a significant reduction of body composition at BIA. The neuromotor imbalance of the knee stabilizer muscle in female athletes after COVID-19 infection determines a deficit of knee stabilization. Physicians should consider neuromuscular and metabolic sequelae to identify athletes at higher risk of injury and set up specific neuromuscular rehabilitation protocols.

Introduction: In recent years, Volley S3 has gained recognition as an innovative sport that prioritizes children's enjoyment and overall experience, revitalizing the traditional methods of teaching volleyball to children and adolescents. Enjoyment is essential in the learning process because it increases learner engagement and promotes the development of positive motor skills and sport-related experiences. Additionally, enjoyment is related to reduced dropout rates in youth sports, encouraging sustained participation and long-term commitment to physical activity. The aim of this exploratory study is to investigate the levels of enjoyment reported by children practicing Volley S3, comparing two teaching methodologies: the cognitive approach and the ecological- dynamic approach. Material and Methods: The study involved twelve children with an average age of 11 years (±0.9), who participated in eight training sessions. Four sessions used the cognitive approach, and four used the ecological-dynamic approach, ensuring each child experienced both methods. Data were collected using the Italian version of the Physical Activity Enjoyment Scale (PACES-It), which recorded positive, neutral, and negative responses to the two teaching styles. Results: Findings revealed a higher proportion of positive feedback for the ecological-dynamic approach (80%) compared to the cognitive approach (36%), along with decreases in neutral (19% vs. 52%) and negative feedback (5% vs. 12%). Discussion: These findings indicate that flexible learning environments, characterized by athlete-environment interaction, variability of practice, and student autonomous discovery, consistent with the ecological dynamics framework, can increase young athletes' motivation and engagement. Conclusions: In conclusion, this study stimulates reflection on teaching methods and goals in youth sports, especially in Volley S3, encouraging coaches and educators to create student-centered environments that foster positive, meaningful, and engaging physical experiences.