Effects of Small-Sided Games Training versus High-Intensity Interval Training Approaches in Young Basketball Players

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2022-03-01
Arslan, Ersan
Kilit, Bulent
Clemente, Filipe Manuel
Murawska-Cialowicz, Eugenia
Soylu, Yusuf
Söğüt, Mustafa
AKÇA, FIRAT
Gokkaya, Mine
Silva, Ana Filipa
This study aimed to investigate the effects of the 6-week small-sided games training (SSGs) vs. high-intensity interval training (HIIT) on the psychophysiological and performance responses, and technical skills of young basketball players. Thirty-two male players (age: 14.5 +/- 0.5 years of age) were randomly divided into SSGs group (n = 16) and HIIT group (n = 16) training methods thrice per week for 6 weeks. The players in the SSGs group performed two 5-8 min of 2 vs. 2 with 2 min rest periods, while the players in HIIT performed 12-18 min of runs at intensities (90 to 95%) related to the velocity obtained in the 30-15 intermittent fitness test (IFT). Pre-testing and post-testing sessions involved assessments of Yo-Yo Intermittent Recovery Test level 1, 30-15 intermittent fitness test, 5 and 30 m sprint times, vertical jump height, repeated sprint ability, defensive and offensive agility, and technical skills. The SSGs group demonstrated significantly higher agility-based technical responses in terms of the control dribbling and shooting skills (d = 1.71 vs. 0.20, d = 1.41 vs. 0.35, respectively) compared with the HIIT group. Conversely, the HIIT induced greater improvements in 30 m sprint times (d = 3.15 vs. 0.68). These findings provided that SSGs in youth basketball players may allow similar positive physical adaptations to HIIT, with an extra advantage of improving technical skills while improving enjoyability.
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH

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Citation Formats
E. Arslan et al., “Effects of Small-Sided Games Training versus High-Intensity Interval Training Approaches in Young Basketball Players,” INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH, vol. 19, no. 5, pp. 0–0, 2022, Accessed: 00, 2022. [Online]. Available: https://hdl.handle.net/11511/97261.