Identifikácia chronotypov vysokoškolských študentiek

Vančová, Dominika; Jančoková, Ľudmila; Palovičová, Júlia; Pivovarniček, Pavol

doi:10.5817/sts2013-2-9

Cited by 1 publication

(2 citation statements)

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“…Venugopal, Gupta, and Patel (2010) conducted a study to monitor the effect of time of day on the various parameters such as body temperature (body temperature fluctuations closely correspond to the performance fluctuations) and concluded that the peak body temperature was recorded in the afternoon. We agree with Jančoková et al (2011) that the results of previously conducted studies show a higher performance achieved in the late afternoon or evening, around the time of 4.00 to 8.00 PM, than in the morning from 07.00 to 10.00 AM. Singh and Subramanian (2012) conducted research on a sample of 19 athletes of the Indian national team, and concluded that their performance was highest during the evening meeting at the time of 4.00 to 5.00 PM.…”

Section: Discussionsupporting

confidence: 82%

“…Barbosa and Albuquerque (2008), Kim, Dueker, Hasher, and Goldstein (2002), and May and Hasher (1998) have suggested that the chronotype of a subject may change over the course of life and studies indicate that in childhood (between 8 and 12 years) there is a tendency towards being a morning type, whereas in adolescence and in the early adult phase, there is a tendency towards being an afternoon type, returning to the morning type tendency in old age. Researches made by Vančová, Jančoková, Palovičová, and Pivovarniček (2013), and by showed that more than 77.4% of female university students tend to be neither chronotype. It is because female university students have no strict and fixed daily regime and have no time stereotype because of timetable -variability of lectures and seminars, what confirms synchronization of chronotype by external requests and impulses.…”

Section: Introductionmentioning

confidence: 99%

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Nfluence of the Time of the Day and Chronotype on Speed Abilities in Junior Team Ice Hockey Players

Paľov¹

2014

sgia

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SUMMARYThe aim of the study was to compare the effect of time of day and chronotype on the speed abilities on the sample of junior ice hockey players (n = 20; defenders = 8, forwards = 12; age = 17.05 ± 1.34 years) playing in a competitive year 2013/2014 of Slovak extraligue of juniors. The influence of time of day and chronotype was detected on indicators of speed abilities (speed acceleration of lower legs). The test of acceleration speed was test time measured during the day on the basis of circadian rhythms of players, at 9 o'clock in the morning and 17 o'clock in the afternoon after the warm-up of the players (spaces of ice stadium Banská Bystrica). The criterion of performance evaluation was the average test time. We used Wilcoxon Signed Ranks Test (α = .01) to determine the significance of differences between morning and afternoon performance. Study has result in a different level of morning and afternoon levels of speed abilities that has shown that afternoon performance was higher than the morning. At up to 17 players we observed a higher level of speed abilities in the afternoon, thereof in 7 players the difference was in the level of statistical significance. Only in 3 of players we observed a higher level of speed abilities in the morning. Post hoc analysis have showed better average afternoon time (8.58 ± .17 s) than average morning time (8.65 ± .19 s). We found statistically significant differences p < .01. Based on analysis of chronotype in the file, we found that 15 (75%) players of research group consisted mostly balanced types, 3 (15%) players were evening type and 2 (10%) players morning type. The time of players has not showed a main effect of test time-of-day or chronotype (F = .56, p = .46; F = .08, p = .92). The interactions between the factors were not statistically significant (test time of the day x chronotype: F = .03, p = .97). Evaluating the level of speed abilities of players in terms of chronotype and time of the day, we concluded that chronotype and time of the day has not main influence at the achieved level of speed abilities.i learning.

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Section: Discussionsupporting

confidence: 82%