{"id":6236,"date":"2019-01-10T14:11:08","date_gmt":"2019-01-10T20:11:08","guid":{"rendered":"http:\/\/thesportjournal.org\/?p=6236"},"modified":"2019-01-10T15:43:26","modified_gmt":"2019-01-10T21:43:26","slug":"comparison-of-coinciding-anticipation-timing-and-reaction-time-performances-of-adolescent-female-volleyball-players-in-different-playing-positions","status":"publish","type":"post","link":"https:\/\/thesportjournal.org\/article\/comparison-of-coinciding-anticipation-timing-and-reaction-time-performances-of-adolescent-female-volleyball-players-in-different-playing-positions\/","title":{"rendered":"Comparison of Coinciding Anticipation Timing and Reaction Time Performances of Adolescent Female Volleyball Players in Different Playing Positions"},"content":{"rendered":"\n

Authors:<\/em>Ahmet Rahmi G\u00fcnay\n* (1), Halil Ibrahim Ceylan (2), Filiz Fatma \u00c7olako\u011folu (3), \u00d6zcan Sayg\u0131n (4) <\/strong><\/p>\n\n\n\n

(1, 2, 4)<\/strong>\nMugla Sitki Kocman University, Faculty of Sports Sciences, Turkey. (3)<\/strong> Gazi\nUniversity, Faculty of Sports Sciences, Turkey.<\/p>\n\n\n\n

Corresponding Author:<\/em>
Halil Ibrahim Ceylan, Research Assistant
Mugla Sitki Kocman University, Faculty of Sports Sciences
Kotekli\/Mugla, 48000
halil.ibrahimceylan60@gmail.com<\/a>
002522111951 <\/p>\n\n\n\n

(1) Ahmet\nRahmi G\u00fcnay is a lecturer\nand doctoral student at the Gazi University studying Health and Coaching\nSciences. He is also a Volleyball trainer. <\/p>\n\n\n\n

 (2) Halil \u0130brahim Ceylan is a Research Assistant and doctoral\nstudent at the Mugla Sitki Kocman University studying Health and Coaching\nSciences.  <\/p>\n\n\n\n

(3) Filiz\nFatma \u00c7olako\u011flu is a Professor at\nthe Gazi University studying Training Sciences.<\/p>\n\n\n\n

(4) Ozcan Saygin\nis a Professor in Sports Exercise Science at the Mugla Sitki Kocman University studying physical activity and\nfitness<\/p>\n\n\n\n

Comparison of Coinciding Anticipation Timing and Reaction Time Performances of Adolescent Female Volleyball Players in Different Playing Positions<\/h3>\n\n\n\n

ABSTRACT<\/strong><\/p>\n\n\n\n

The purpose of this study was to\ncompare coinciding anticipation timing (CAT) and reaction time performance of\nadolescent female volleyball players in different playing positions.\nTwenty-eight adolescent volleyball players (14 Outside players and 14 Middle players), who played volleyball in licensed infrastructure leagues\nand trained 5 days a week regularly, with an average age of 15.0 \u00b1 0.94 years,\nparticipated voluntarily. A Bassin Anticipation Timer was used to measure the\nCAT performance of the volleyball players at different stimulation speeds: Slow-\n3 mph (1.34 m\/s) and Fast- 8 mph (3.58 m\/s). Visual, auditory, and mixed\nreaction times were measured with the Newtest 1000 Instrument. When the\nabsolute error scores of volleyball players were compared according to playing\npositions, a statistically significant difference was found in the fast speed condition\n(t<\/em> = -2.090, p<\/em> = .047). A statistically\nsignificant difference was also observed in the mixed reaction time scores (t<\/em> = -2.163, p<\/em> = .040). Middle players had better CAT scores in the Fast\ncondition and mixed reaction time performances than outside\nplayers. This is thought to be due to the different responsibilities of middle players\nin the game as compared with outside players. Because both offensive\ncombinations and block responsibilities are more diversified for Middle players,\nCAT and reaction time performance of middle players are of greater importance.\nIn order to reach top level performance, it is thought that a number of special\nexercises, in addition to volleyball training, should be done to improve the\nCAT performance. It is recommended to repeat the research in different age\ngroups, different categories and different positions. <\/p>\n\n\n\n\n\n\n\n

Keywords:<\/strong> Adolescent, Playing Position, Coinciding Anticipation\nTiming, Reaction Time, Volleyball <\/strong><\/p>\n\n\n\n

INTRODUCTION<\/strong><\/p>\n\n\n\n

Perceptual\nskills form the foundation of the ability to predict and react to a stimulus with\nan effective response. These skills\nare required for athletes to perform their motor skills competently in sports (34),\nespecially in volleyball, where the game dynamics and short time of reaction to\nthe changing situations are extremely important (46). Volleyball can be defined\nas a situational sport, requiring great adaptation capacity to the variables\nthat continuously change (40). The players are excessively subject to arousal\nin the competition environment and need to predict and respond quickly in a\nlimited time (62). \u201cThe ability to quickly see the incoming ball or change\none\u2019s position on the court decide whether a point is scored and, in the end,\nthe game is won\u201d (46, p 276). Volleyball players need to be at a sufficient\nlevel in terms of sensory and cognitive skills as well as physical and motor\nskills. Coinciding anticipation timing (CAT) and reaction time are an important\nsensory and cognitive skills (34, 50). <\/p>\n\n\n\n

CAT refers to the ability to predict what is\nlikely to happen before the event itself. It is also defined as the ability to\nread games and is very important in sports where decisions must be taken quickly\nbefore a opponent\u2019s action (51). Two types of CAT performance can be mentioned\nin team sports. These are receptor and effector anticipation. For example, the\nestimation of the distance of the ball in the air when catching the ball is\ndefined as receptor anticipation, while the calculation of the hands to be\nbrought to the front of the body in order to catch the ball is defined as\neffector anticipation (43). Overall response time to a stimulus is greatly influenced\nby both receptor and effector anticipation (42). Reaction time is very\nimportant in sports and games where the movements of the players are\nconditioned by signals, by the movement of the ball or by the movements of the\nopponent (22). Reaction time which is one of the most important components in\nmost activities, refers to the speed of decision making and movement. Success\nin most rapid movements depend on the speed of decision-making and movement of\nthe athlete based on movements caused by the environment or competitor (54). CAT\nand reaction time are very important for players to evaluate the activities and\npositions of other players in team sports such as volleyball (50), basketball\n(60) and handball (52). In the sports played with a ball, it is essential to\ndetect all information about the ball (position and velocity) in order to\nprepare the appropriate motor response (57), perform the necessary footwork,\ntake the right position, and to get ready for a return shot (3). The ability of\nthe athlete to take postural cues from the opponent’s body movements is also\ncrucial for performance. (49). In addition, athletes involved in team sports\ncan often predict the results of movement of another athlete based on visual\ninformation from other athletes’ body movements (15). CAT is very important in\nblock performance (8) and predicting different types of attacks (62). <\/p>\n\n\n\n

A shorter reaction time and more accurate anticipation ensure players an\nadvantage for high performance in volleyball. There are studies examining CAT\nor reaction time in different sports such as, football (29, 53), basketball (1,\n26, 41), handball (25, 39), tennis and table tennis (2, 3, 37, 56, 61),\nbadminton (23), baseball and rugby (13, 48) and karate (45). In the literature,\nthere are studies indicating the importance of reaction time (5, 33, 40, 47, 62)\nand both CAT and reaction\ntime in volleyball (8, 32, 50, 51). There are limited studies that measure and\ncompare the CAT and reaction time of volleyball players who play in different\npositions. This shows that the current study is important for the\nliterature. In volleyball games, middle players have multi-faceted attack\ncombinations and block responsibilities (44). Volleyball players\nreported that orientation and spatial position of the spiker relative to the\nball to be hit, which are available just prior to hand-ball contact, are\nimportant cues in anticipating attack course (58). Ceylan and Gunay (11) compared the CAT of football, basketball and volleyball\nplayers. They reported that there was no statistically significant difference\nin the CAT. Perceptual-motor expertise may contribute to successful action anticipation\n(6, 9, 38). Canal-Bruland et al. (9), Kioumourtzoglou et al. (32), Takeyama et\nal. (58), Schorer et al. (55) found the ability to detect a moving object and\nthe prediction accuracy of expert volleyball players were found to be higher as\ncompared with novice volleyball players. Kioumourtzoglou et al. (31) indicated\nthat volleyball expert players performed better on perceptual speed, focused\nattention, prediction, and estimation of speed and direction of a moving\nobject. In one study, Nuri et al. (50) compared the CAT and reaction times of\nthe volleyball players and the sprinters. He showed that volleyball players\npredicted the speed and timing of the ball better than the sprinters.  In\nadditon, auditory reaction time of the sprinters was found to be better than\nvolleyball players. The reason for this is that volleyball players train in a\ndynamic environment where they constantly predict where the ball will be.\nTherefore, the predictive capabilities of the volleyball players related to the\nball were improved. Zhou (62) stated that volleyball players playing in\ndifferent roles used different strategies for visual search. They found that\nthe main attack group and the supporting attack group athletes used more short\nsearch durations for gaze duration, and the accuracy of the prediction and\njudgment response were also higher than other playing positions. They suggested that the higher search speeds of main\nattackers and supporting attacks were related to higher neural activation\nintensity. Saygin et al. (53) examined the conciding anticipation performance\nof the football players. They indicated that goalkeeper had a better CAT\nperformance than defender, midfielder and forward players. <\/p>\n\n\n\n

Good cognitive characteristics, such as reaction time in\nvolleyball, provide a better understanding of the game and leads to faster\nresponses to actions (5). Zwierko et al. (63) reported that volleyball players\n(mean age: 22.86 \u00b1 2.09 years) had better total reaction times to stimuli\nappearing in the central and peripheral field of vision compared to non-athletes.\nThey found the reaction time of the volleyball players and non-athletes as\n347.50 \u00b1 36.37 ms, 407.83 \u00b1 52.56 ms, respectively. They also noted that\ndifferences in the reaction time and in the speed of signal conductivity in visual\npathways between athletes and non-athletes can be linked to the effect of the\nsports dynamic sensorimotor demands on the central nervous system (63). The\nbetter visuomotor reaction time of athletes as compared with non-athletes is\nassociated with structural and functional adaptations in the central nervous\nsystem. Moreover, visuomotor reaction performance for athletes performing at\nhigh skill level depends on visual processes and especially on the structural\nand functional characteristics of the mid-temporal area sensitive to visual\nmotion (27). Maciel et al. (40) compared the reaction times of volleyball\nplayers who played in different positions. They observed that the reaction time\nof central attackers and strong-side attackers were found to have faster\nreaction times due to the movement characteristics of their playing position.\nThey also expressed that the reason why the center players performed better at\nreaction time test was related to the functional characteristics of the\nplayers.  In\nline with previous findings (40), we\nhypothesized that middle players would be faster than the outside\nplayers in terms of CAT and reaction time. The aim of this study was to compare the CAT and reaction time performances\nof adolescent female volleyball players in different playing positions.<\/p>\n\n\n\n

METHODS<\/strong><\/p>\n\n\n\n

Participants <\/strong>
Twenty-eight adolescent females who had a training regularly 5 days a week and played volleyball at a University Sports Club participated in this study. Permission was obtained from the Sports Club before starting the study. The athletes who participated in the study signed the Informed Consent Form.<\/p>\n\n\n\n

Instrumentation<\/strong>
Body Weight and Height<\/em>:<\/strong> The body weight and height of volleyball players were performed by Seca brand measurement tool (0.01 kg and 0.01 cm sensitivity) (24).<\/p>\n\n\n\n

Coincidence Anticipation Timing<\/em><\/strong>: Bassin\nAnticipation Timer (Lafayette Instrument Company, Model 35575) which was\ndeveloped to test the area of visual acuity related to eye-hand coordination and\ncoinciding anticipation by Stanley Bassin (35). Crocetta et al. (14) reported\nthat The Bassin Anticipation Timer was the most used instrument to determine CAT\nin their review. The device consists of three parts called control console,\nresponse button and runways where the LED lights move in a linear series (2.24 m).\nAll LED lights (49 lights) are designed in a moving line in order to warn\nparticipants that dynamic stimulation is coming (4). Studies related to CAT showed\nthat 3 mph was a \u201cslow\u201d stimulus speed and 8 mph was a \u201cfast\u201d stimulus speed\n(4, 17, 18, 19, 37, 53).<\/p>\n\n\n\n

Reaction Time: <\/em><\/strong>Newtest 1000 Reaction Instrument (Model 90220 Finland): <\/strong>Visual (light), auditory (sound) and mixed (light or sound) reaction times of the volleyball players for dominant hand were measured with the Newtest 1\/1000 sensitive reaction timer in a quiet, and well-lit enviroment.<\/p>\n\n\n\n

Collection of Data<\/strong>
The measurements of the study were carried out by researchers between the hours of 09.00 and 12.00 am. Preliminary interviews were made with the volleyball players and detailed information was given about the content, method of the study, and Bassin Anticipation Timing device. Height and body weight measurements of the participants were collected. Parrticipants were then taken to a quiet and calm environment one by one and their CAT performances were measured at two different stimulus speeds [Slow: 3 mph (1.34 m\/s): and Fast: 8 mph (3.58 m\/s)]. Stimulus speed was presented in a random order. Visual (light), auditory (sound) and mixed (light or sound) reaction times were determined in the same environment after completing CAT measurements.In this study, for each different stimulus speed, the 49th light of the device (including the warning light) was chosen as the target light. In order to minimize the possibility of the participants predicting the timing of the the start of the trial, the starting light (the visual warning system) was adjusted in a random manner for a minimum delay of 1 second, and maximum delay of 2 seconds (18). The device was placed on the table and the participant stood close to the device (see Figure 1). The signal was sent by the conductor of the study for each trial. The participants were asked to stop the moving light signal on the device in such a manner that they would be as close to the target light at the arrival time of the signal, as possible. After the participant pressed the button, the value was read from the control panel in the hands of the researcher. The participants were asked to use their dominant hands when the CAT was measured. Each subject was given three trials at each stimulus speed before starting the actual measurement. Ten measurements were taken from each stimulus speed (Slow and Fast). Stimulus speeds were randomized throughout the total of 20 trials (see Table 1) and the results were recorded in early or late milliseconds (ms). No information was provided to participants about stimulus speed. The obtained raw data was converted to absolute error score and used for statistical evaluation.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Figure 1.<\/strong> Coinciding Anticipation Timing Device<\/p>\n\n\n\n

Table 1. Example of Stimulus Speeds in a Random Order for\nMiddle and Outside Players<\/strong><\/p>\n\n\n\n
1<\/strong><\/td>2<\/strong><\/td>3<\/strong><\/td>4<\/strong><\/td>5<\/strong><\/td>6<\/strong><\/td>7<\/strong><\/td>8<\/strong><\/td>9<\/strong><\/td>10<\/strong><\/td><\/tr>
3mph<\/td>8mph<\/td>8mph<\/td>3mph<\/td>8mph<\/td>3mph<\/td>8mph<\/td>3mph<\/td>8mph<\/td>8mph<\/td><\/tr>
11<\/strong><\/td>12<\/strong><\/td>13<\/strong><\/td>14<\/strong><\/td>15<\/strong><\/td>16<\/strong><\/td>17<\/strong><\/td>18<\/strong><\/td>19<\/strong><\/td>20<\/strong><\/td><\/tr>
8mph<\/td>3mph<\/td>3mph<\/td>8mph<\/td>3mph<\/td>8mph<\/td>3mph<\/td>8mph<\/td>3mph<\/td>3mph<\/td><\/tr><\/tbody><\/table>\n\n\n\n

<\/p>\n\n\n\n

Absolute\nerror was the measure of overall performance accuracy (7) and determined by the\nmagnitude of the error (28, 30). The deviation from the performance criterion\nor goal was deduced for each performance trial regardless of plus (late) or minus\n(early). Absolute scores were summed; and then averaged. The value of absolute\nerror represents the average error comitted during a series of performance\nattempts evaluated without reference to the direction of error (20) and is\nfrequently used in studies related to CAT (12, 16, 17, 53)<\/p>\n\n\n\n

The\nNewtest 1000 was placed 10 cm away from the participant on the table and the\nathlete was requested to put the dominant hand on the table. With \u201cReady\u201d\ncommand, when the sound or light stimulus was\ngiven, athletes were asked to press buttons as soon as possible according to\nstimuli. Ten measurements were taken and the lowest 2 and highest 2 scores were\nnot evaluated. The average of 6 scores was recorded as the reaction time in ms\n(59). <\/p>\n\n\n\n

RESULTS<\/strong><\/p>\n\n\n\n

Data Analysis:<\/strong> The data was evaluated for statistical analysis in SPSS 18.0 program (10). A\none-tailed Independent Sample t<\/em> Test\nwas used to compare the CAT and reaction time of volleyball players according\nto their positions. The level of significance was accepted as p<\/em> < 0.05.<\/p>\n\n\n\n

The age, height,\nbody weight and body mass index of all participants were collected (see Table 2\nfor results broken down by position). A Shapiro-Wilk test was used to determine\nwhether the data showed normal distribution. According to Shapiro-Wilk test, all\nvariables showed normal distribution (see Table 3)<\/p>\n\n\n\n

The aim of this study was to compare the CAT and reaction\ntimes of adolescent volleyball players according to different playing\npositions. In high-level ball sports, successful performance involves accurate\nanticipation of oncoming events under severe temporal constraints  (38, 58). When the absolute error scores of\nvolleyball players were compared according to their playing positions, the only\nstatistically significant difference was found in absolute error score at the\nFast stimulus speed  (t<\/em> = -2.090, p<\/em> = .047) (see Table 4). When reaction times of volleyball players was compared\naccording to their playing positions, only statistically significant difference\nwas found in mixed reaction time (t<\/em> =\n-2.090, p<\/em> = .047) (see Table\n5).<\/p>\n\n\n\n

Table 2. The age, height, body weight\nand body mass index values of volleyball players participating in the study<\/strong><\/p>\n\n\n\n\n \n \n \n \n \n \n \n \n \n \n
 <\/td>\n Playing Possition<\/strong><\/td>\n N<\/em><\/strong><\/td>\n M\u00b1S.D.<\/em><\/strong><\/td>\n <\/tr>\n
Age (years) <\/td>\n Middle <\/td>\n 14 <\/td>\n 15.35 \u00b1 0.92 <\/td>\n <\/tr>\n
 <\/td>\n Outside <\/td>\n 14 <\/td>\n 14.64 \u00b1 0.84 <\/td>\n <\/tr>\n
Height (cm) <\/td>\n Middle <\/td>\n 14 <\/td>\n 166.50 \u00b1 6.38 <\/td>\n <\/tr>\n
 <\/td>\n Outside <\/td>\n 14 <\/td>\n 162.53 \u00b1 7.36 <\/td>\n <\/tr>\n
Body Mass (kg) <\/td>\n Middle <\/td>\n 14 <\/td>\n 59.43 \u00b1 8.64 <\/td>\n <\/tr>\n
 <\/td>\n Outside <\/td>\n 14 <\/td>\n 57.40 \u00b1 11.37 <\/td>\n <\/tr>\n
Body Mass Index (kg\/m2<\/sup>) <\/td>\n Middle <\/td>\n 14 <\/td>\n 21.34 \u00b1 1.93 <\/td>\n <\/tr>\n
 <\/td>\n Outside <\/td>\n 14 <\/td>\n 21.59 \u00b1 3.27 <\/td>\n <\/tr>\n <\/tbody>\n<\/table>\n\n\n\n

<\/p>\n\n\n\n

Table 3. Shapiro-Wilk test results of coinciding\nanticipation timing and reaction time according to playing position<\/strong><\/p>\n\n\n\n
 <\/strong>Variables<\/strong><\/td>Playing Possition<\/strong><\/td> <\/td>Shapiro-Wilk<\/strong><\/td> <\/td><\/tr>
 <\/td> <\/td>Statistic<\/strong><\/td>df<\/strong><\/td>Sig.<\/strong><\/td><\/tr>
Absolute Error Score (Slow)<\/td>Middle<\/td>0.877<\/td>14<\/td>0.053<\/td><\/tr>
 <\/td>Outside<\/td>0.968<\/td>14<\/td>0.856<\/td><\/tr>
Absolute Error Score (Fast)<\/td>Middle<\/td>0.875<\/td>14<\/td>0.050<\/td><\/tr>
 <\/td>Outside<\/td>0.899<\/td>14<\/td>0.109<\/td><\/tr>
Visual Reaction Time<\/td>Middle<\/td>0.956<\/td>14<\/td>0.656<\/td><\/tr>
 <\/td>Outside<\/td>0.927<\/td>14<\/td>0.273<\/td><\/tr>
Auditory Reaction Time<\/td>Middle<\/td>0.895<\/td>14<\/td>0.096<\/td><\/tr>
 <\/td>Outside<\/td>0.957<\/td>14<\/td>0.673<\/td><\/tr>
Mixed Reaction Time<\/td>Middle<\/td>0.957<\/td>14<\/td>0.677<\/td><\/tr>
 <\/td>Outside<\/td>0.971<\/td>14<\/td>0.891<\/td><\/tr><\/tbody><\/table>\n\n\n\n

<\/p>\n\n\n\n

Table 4. Comparison of absolute error scores of\nmiddle and outside players at different stimulus speed (3 mph and 8 mph)<\/strong><\/p>\n\n\n\n
 <\/td>Possition<\/strong><\/td>N<\/em><\/strong><\/td>M \u00b1 S.D.<\/em><\/strong><\/td>t<\/em><\/strong><\/td>p<\/em><\/strong><\/td><\/tr>
Absolute Error Score (Slow) (ms)<\/td>Middle<\/td>14<\/td>16.00 \u00b1 4.43<\/td>-.391<\/td>.699<\/td><\/tr>
 <\/td>Outside<\/td>14 <\/td>16.77 \u00b1 5.89<\/td> <\/td> <\/td><\/tr>
Absolute Error Score (Fast) (ms)<\/td>Middle<\/td>14<\/td>34.84 \u00b1 10.31<\/td>-2.090<\/td>.047*<\/strong><\/td><\/tr>
 <\/td>Outside<\/td>14<\/td>43.24 \u00b1 10.93<\/td> <\/td> <\/td><\/tr><\/tbody><\/table>\n\n\n\n

           *p<\/em> < 0.05

<\/p>\n\n\n\n

   Table 5. Comparison of reaction times\n(visual, auditory and mixed) of middle players and outside players<\/strong><\/p>\n\n\n\n
 <\/td>Possition<\/strong><\/td>N<\/em><\/strong><\/td>M\u00b1S.D.<\/em><\/strong><\/td>t<\/em><\/strong><\/td>p<\/em><\/strong><\/td><\/tr>
Visual Reaction Time (ms)<\/td>Middle<\/td>14<\/td>420.7 \u00b1 74.47<\/td>1.035<\/td>.310<\/td><\/tr>
 <\/td>Outside<\/td>14<\/td>395.7 \u00b1 51.25<\/td> <\/td> <\/td><\/tr>
Auditory Reaction Time (ms)<\/td>Middle<\/td>14<\/td>308.6 \u00b1 44.87<\/td>-1.661<\/td>.109<\/td><\/tr>
 <\/td>Outside<\/td>14<\/td>344.3 \u00b1 66.76<\/td> <\/td> <\/td><\/tr>
Mixed Reaction Time (ms)<\/td>Middle<\/td>14<\/td>410 \u00b1 74.11<\/td>-2.163<\/td>.040*<\/strong><\/td><\/tr>
 <\/td>Outside<\/td>14<\/td>465.7 \u00b1 61.61<\/td> <\/td> <\/td><\/tr><\/tbody><\/table>\n\n\n\n

         *p<\/em> < 0.05

<\/p>\n\n\n\n

CONCLUSION AND RECOMMENDATION<\/strong><\/p>\n\n\n\n

It was found that the mixed reaction times and CAT\nperformances at the Fast stimulus speed of middle players were better than outside\nplayers. The findings of this study were in parallel with the\nprevious studies conducted by Maciel et al. (40) and Zhou (62). Middle players\nhad better CAT and reaction time than outside players can be explained as\nfollows; middle players, in addition to controlling\nthe opponent’s setter in defense, are also the first and most important defense\nplayer with the blocks in three different regions of the court. They accurately\nanalyze the actual positions, and can easily reach the desired result if they\nperform the anticipation and reaction ability successfully. The outside players\nare primarily responsible for defending over the net in their current position.\nRelative to the middle players, they take less responsibility. The offensive\ncharacteristics of the middle players are different from the outside players.\nAlthough there are different variations in their attack types, they make sudden\nand ending attacks. In this context, they have to communicate very well in\nseconds with both setter and other teammates. Their perceptual abilities must\nbe very high and their motoric characteristics must be well developed. The\nattack characteristics of the outside players are more uniform.<\/p>\n\n\n\n

Gabbett et al. (21) and Larkin et al. (36) demonstrated\nthat video-based perceptual training improved decision accuracy, decision time\nand anticipatory skill. In order to achieve a high level of performance, in\naddition to volleyball training, it is thought that special exercises or video-based\nperceptual training should be done to improve the performance of the CAT and\nreaction time. In future studies, it is recommended to repeat this study\nincreasing the number of samples in different age groups, different categories\nand elite athletes considering other playing positions (setter, libero,\nopposite) in volleyball players<\/p>\n\n\n\n

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