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Title of thesis: Comparison to efficiency of recovery due to the change of speed and strenght indicators of women softbal players Compiled by: Bc. Veronika Sidorová Supervisor: PaedDr. Tomáš Malý, Ph.D. Objectives: The aim is to compare the efficiency of recovery in two regeneration procedures to change the speed and power indicators in extra league softbal player wore a short-motor performance. Methodology of work: The object of the study was 14 extra league softball player wore for which we have found with two wellness services (sports massage, cold water) effect on their speed and power indicators before load after load after one of the above procedures Types of motor test applied to the surveyed sample: 1.Linear sprint to 10 meters of semi-tall launch Stress test applied to the surveyed sample: 1.Load model for isokinetic dynamometer to Humac Norm (power-muscle contraction) The results: The results of the motor and the load test, we found that the stress occurred in the analysis focused on the decrease of muscular strength, but on each regeneration procedures, a significant improvement in performance even if not on the original values. Powered by TCPDF (www.tcpdf.org)

PURPOSE: The purpose of the study was to examine the relationship between bat swing velocity and lower extremity strength and power in NCAA Division-I softball athletes. METHODS: Twenty-nine softball athletes (age = 19.8 ± 1.3 years, height = 167.9 ± 6.8 cm, mass = 76.4 ± 18.1 kg) participated in the study. Athletes were tested on unloaded and loaded (20kg) squat and countermovement jump peak force, peak power, and jump height performed on a force platform sampling at 1000Hz. During practice, athletes were tested on swing velocity using a timing gate system. Pearson-product moment zero-order correlations were calculated between bat swing velocity and lower extremity strength and power. Statistical significance was set at p≤0.05. RESULTS: Moderate to strong relationships were observed between swing velocity and peak force at all conditions: SJ 0kg (r= 0.51, p= 0.005), SJ 20kg (r= 0.50, p= 0.006), CMJ 0kg (r= 0.44, p= 0.016), CMJ 20kg (r= 0.43, p= 0.022). Additionally, relationships were observed between swing velocity and peak power at all conditions: SJ 0kg (r= 0.45, p= 0.015), SJ 20kg (r= 0.40, p= 0.031), CMJ 0kg (r= 0.53, p= 0.003), CMJ 20kg (r= 0.45, p= 0.015). No statistically significant relationships were observed between swing velocity and jump height. CONCLUSIONS: Swing velocity was related to lower extremity force and power variables. Considering the known effects of strength training on lower extremity strength and power production, these results provide background for inclusion of lower extremity strength training for the development of swing velocity in NCAA Division-I softball athletes.

The short-term enhancement of physical performance known as post-activation potentiation could be exploited in the design of sport-specific training sessions. The purpose of this study was to compare the potentiation of softball throwing velocity following two kinds of resistance-training session: a control session consisting of traditional heavy-load sets, and an experimental "Pmax" session consisting of sets of loads selected to maximise the mean power output during explosive bench presses. Both sessions included plyometric medicine ball chest passes. Eight male softball players of premier grade, with at least 2 yr experience of resistance training, performed the two sessions in a crossover fashion, with 30 min recovery between sessions. Softball throwing velocity was measured with a radar gun immediately before and at 2-min intervals 4-10 min after each session. Percent effects on throwing speed were analyzed via log transformation, and t statistics were used to make magnitude-based inferences with respect to the smallest important change of 2%. The average throwing velocity increased between pre and post tests for both treatments; the average increase was a substantial 2.3% (0.5 to 4.1%). Throwing velocity after Pmax training was a trivial 0.4% slower relative to that after heavy-load training (90% confidence limits -1.2 to 1.9%). There was a greater change in throwing velocity by 10 min post treatment than by 4 min post treatment; the change by 10 min was 5.0% (3.2 to 6.7%) for the Pmax training session and 5.3% (2.1 to 8.6%) for the heavy-load session. These effects were almost certainly beneficial for throwing speed, but the difference between them was unclear (-0.3%; -3.7 to 3.1%). The mean change between 4 and 10 min for both treatments combined was 5.1% (90% confidence limits 3.6 to 6.7%). The short-term enhancement of throwing performance following heavy-load and Pmax training sets has implications for the design of softball warm-up routines. There is also the potential for softball players to use such training to improve their throwing velocity during games.

While many studies have examined the effects of mental training programs on anxiety and concentration as they pertain to performance, none have examined the effects simultaneously as they relate to performance. Few studies have examined mental training programs, especially individualized mental imagery scripts, as they relate to the athlete's attentional profile and level of trait anxiety. The purpose of this study was to determine if a mental training program alters attentional profiles and trait anxiety. Additionally, this study determined if a mental training program had a transfer effect on performance. The following null hypotheses were examined: 1) There would not be a significant difference in attentional profiles before or after a mental training program; 2) there would not be a significant difference in trait anxiety scores before or after a mental training program; 3) there would not be a significant difference in an athlete's performance before or after a mental training program. The subjects (N = 20) in this study were comprised of Ball State University Women's Softball members. The age range of the subjects was between 18 and 23. The instruments used in this study were the Test of Attentional and Interpersonal Styles Self-Assessment (TAIS-SA) (Nideffer, 1980) for attentional styles and the Sport Competition Anxiety Test (SCAT) (Martens, 1977) for competitive traitanxiety. Batting performance was recorded by the investigator as the subjects took batting practice (from a pitching machine) during the normal course of practice. Each subject was given a log sheet and was asked to keep a record of the number of times she used the mental training program per week. This study was a pretest, posttest design, and dependent t-tests (p < .05) were calculated for the six subscales of the TAIS, the SCAT, and performance. There was a statistically significant difference from the pretest to the posttest on the levels of anxiety as measured by the SCAT and on hitting performance. While all scores on the six subscales of the TAIS-SA changed, they were not statistically significant. / School of Physical Education

This study investigated the factors that were influential in the college selection process of NCAA Division I, II and III softball players. It also investigated the differences between the influential factors for student-athletes at Division I small institutions, medium institutions, and large institutions. The participants in this study consisted of 21 teams or 323 female collegiate softball student-athletes and the instrument used was the Influential Factors Survey for Student-Athletes. The top five influential factors were the school offers specific major of interest, academic reputation of college, coach's personality/style, academic facilities (library, computer labs, etc.), and the opportunity to play early in career. The academics section of the survey was deemed most influential by the softball student-athletes in this study. Differences were found within the college selection process of softball student-athletes at Division I, Division II, and Division III institutions (p < .05). Division I student-athletes viewed athletics as more influential than Division II student-athletes. Division II student-athletes viewed academics as more influential than both Division I student-athletes and Division III student-athletes. Division II student-athletes viewed social atmosphere as more influential than Division I student-athletes and also revealed that Division III student-athletes viewed social atmosphere as more influential than Division II student-athletes. Division I student-athletes viewed coaching staff as more influential than Division II student-athletes and Division III student-athletes. Division II student-athletes viewed financial aid as more influential than Division I student-athletes and Division III student-athletes. Differences were also found within the college selection process of softball student-athletes at NCAA Division I small, medium, and large conferences (p < .05). Division I, large school student-athletes viewed athletics as more influential than Division I, medium school student-athletes and Division I, small school student-athletes. Division I, small school student-athletes viewed financial aid as more influential than Division I, large school student-athletes. It can be concluded form the current study that softball student-athletes feel academic factors are the most influential in selecting a college or university to attend. / School of Physical Education, Sport, and Exercise Science

The short-term enhancement of physical performance known as post-activation potentiation could be exploited in the design of sport-specific training sessions. The purpose of this study was to compare the potentiation of softball throwing velocity following two kinds of resistance-training session: a control session consisting of traditional heavy-load sets, and an experimental "Pmax" session consisting of sets of loads selected to maximise the mean power output during explosive bench presses. Both sessions included plyometric medicine ball chest passes. Eight male softball players of premier grade, with at least 2 yr experience of resistance training, performed the two sessions in a crossover fashion, with 30 min recovery between sessions. Softball throwing velocity was measured with a radar gun immediately before and at 2-min intervals 4-10 min after each session. Percent effects on throwing speed were analyzed via log transformation, and t statistics were used to make magnitude-based inferences with respect to the smallest important change of 2%. The average throwing velocity increased between pre and post tests for both treatments; the average increase was a substantial 2.3% (0.5 to 4.1%). Throwing velocity after Pmax training was a trivial 0.4% slower relative to that after heavy-load training (90% confidence limits -1.2 to 1.9%). There was a greater change in throwing velocity by 10 min post treatment than by 4 min post treatment; the change by 10 min was 5.0% (3.2 to 6.7%) for the Pmax training session and 5.3% (2.1 to 8.6%) for the heavy-load session. These effects were almost certainly beneficial for throwing speed, but the difference between them was unclear (-0.3%; -3.7 to 3.1%). The mean change between 4 and 10 min for both treatments combined was 5.1% (90% confidence limits 3.6 to 6.7%). The short-term enhancement of throwing performance following heavy-load and Pmax training sets has implications for the design of softball warm-up routines. There is also the potential for softball players to use such training to improve their throwing velocity during games.

Thesis (M.S.)--Eastern Illinois University, 2004. / Includes bibliographical references (leaves 72-81). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Eastern Illinois University, 2004. / Includes bibliographical references (leaves 72-81).