The effect of a sand surface on physical performance responses of junior male handball players to plyometric training
Bibliographic record
Abstract
Abstract Background The effects of 7 weeks plyometric training on a stable surface and on sand were compared in junior male handball players. Methods A team of experienced players was divided randomly between three groups, undertaking a standard in-season regimen (C, n = 10), or supplementing this regimen by plyometric training on sand (PS, n = 11) or a stable surface (P, n = 10) for 7 weeks. Assessments included 20 m sprint times, change of direction tests (Modified change-of-direction T-test and Modified Illinois test), a repeated sprint T-test, jumping ability (squat, countermovement and five jump tests), and static and dynamic balance. Results After the intervention, PS showed significant increases of sprint speed relative to P and C. Change of direction scores were also improved for PS relative to P and C. Both PS and P increased vertical jump performance (squat jump, p = 0.005; ES = 0.170; counter-movement jump p < 0.001; ES = 0.247). Repeated sprint T-test scores improved in PS and P relative to C, with best times of PS > P ( p < 0.05). Both plyometric groups improved their dynamic balance (p < 0.05), with three parameters of PS and only one of P being significantly greater than C. Static balance was also enhanced in both experimental groups (PS > P). Conclusions We conclude that for reasons that remain to be clarified, several performance measures in adolescent male handball players were increased more by 7 weeks of PS than by P.
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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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.001 |
| 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".