Effects of short-term resistance training and tapering on maximal strength, peak power, throwing ball velocity, and sprint performance in handball players
Bibliographic record
Abstract
The purpose of this study was to assess the effect of short-term resistance training and two weeks of tapering on physical performances in handball players. Following a ten-week progressive resistance training program, subjects were divided between an experimental (n = 10) and a control group (n = 10). The experimental group completed a resistance training program, followed by a two-week period when the training intensity was tapered by 60%, while the control group maintained their typical pattern of training. Muscle power (force-velocity test and squat and counter-movement jump tests), sprinting ability (10m and 30m), ability to change direction (T-half test) and throwing velocity (a 3-step throw with a run, and a jump throw) were evaluated before training, at the end of training and after tapering. The experimental group showed significantly larger interaction effects for the 10-week training period (12/15, 80%), than for the following 2 weeks of tapering (10/15, 67%), with the largest gains being in 15 m sprint times (d = 3.78) and maximal muscular strength in the snatch (d = 3.48). Although the performance of the experimental group generally continued to increase over tapering, the mean effect size for the training period was markedly higher (d = 1.92, range: 0.95-3.78) than that seen during tapering (d = 1.02, range: -0.17-2.09). Nevertheless the ten weeks of progressive resistance training followed by two weeks of tapering was an effective overall tactic to increase muscle power, sprint performance and ball throwing velocity in handball players.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".