Abstract
The purpose of this study was to analyse the variables (lost rallies and score difference) that determine the timeout effect (positive or no effect) in volleyball, in balanced and unbalanced sets. 232 timeouts, requested by the coaches of 66 male and female teams participating in the Spanish Championship in the Under-14 and Under-16 categories, were analysed. The variables considered in this study were timeout effects, lost rallies and score differences. To analyse the timeout effect, a binary logistic regression model was applied. The results of this model show that, in balanced sets, the variables that predict the timeout effect are the number of rallies (≤2 lost rallies) and the score difference (2–3 points), whilst in unbalanced sets, and the variable that predicts the timeout effect is the number of lost rallies (3 lost rallies). These results show the importance of bearing these variables in mind when timeouts are managed and requested by coaches, in order to optimise the team’s performance.
Highlights
In team sports, there are different pauses during competition when coaches can intervene directly with their players
0.219 0.235 0.237 0.066 significantly associated with the timeout effect, whereas in unbalanced sets, only the lost rallies variable were significantly associated with the timeout effect, due to the fact that the score difference variable did not fulfil the necessary conditions to validly apply the chi-square test
The binary logistic regression model in balanced sets presented a significant value for the timeout effect (χ2 = 12.872; odds ratio, exp (B) = 1.50, p < 0.05), with the lost rallies and score difference variables acting as predictors of the positive timeout effect
Summary
There are different pauses during competition when coaches can intervene directly with their players These pauses include timeouts, technical timeouts, substitutions, and the intervals between parts, sets or quarters, depending on the sport modality. Timeouts permit interrupting the game, but they permit intervening directly with the players (Díaz and Díaz, 2012) and having a direct impact on the most relevant aspects of the game (Zetou et al, 2008) It can be considered one of the most important tools in team sport management that allows coaches to provide direct instructions to their players (Bar-Eli and Tractinsky, 2000; Sampaio et al, 2013)
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