Ibnu Noufal Kambitta Valappil, Gavoutamane Vasanthi, Masilamani Elayaraja, Bekir Erhan Orhan, Yuni Astuti, Borko Katanic, Debajit Karmakar, Kumarasami Tiroumourougane, Ramanujam Murugesan, Karuppasamy Govindasamy
This investigation aimed to shed light on the potential benefits these training methods can offer athletes attempting to improve their abilities in their game on the field. The complex training group (CMT), the French contrast training group (FCT), and the active control group (ACG) comprised 15 male field hockey players (Total 45 field hockey players) with an average age of 19.42±1.18 years. These players were randomly allocated to three equal groups. There were 36 training sessions in each training group over three months, with CMT and FCT training interventions being carried out thrice weekly. Participants in the ACG group went through their daily hockey practice regimen. In physical outcome measures, there were no significant differences in speed across groups (p=0.280), but significant variations were seen with time (p<0.01) and when groups and time were combined (p<0.01). Significant differences were seen for Change of direction (COD) and muscular endurance (ME) between groups (p<0.01) across time (p<0.01) and in the interaction between groups and time (p<0.01). In physiological outcome measures, anaerobic power (AP), vital capacity (VC), and VO2 max showed significant changes between groups (p<0.01) over time (p<0.01) and in the interaction between groups and time (p<0.01). In contrast, resting heart rate (RHR) showed no significant variations between groups (p=0.317), either across time (p=0.662) or in the interaction between groups and time (p=0.052). It concluded that CMT and FCT enhanced hockey players’ COD, ME, AP, VC, and VO2 max. The FCT group outperformed the CMT group, proving its usefulness in improving athletic performance. © 2025 by the author(s). License MSA, Podgorica, Montenegro. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY).
Pondicherry University, Department of Physical Education and Sports, Puducherry, India; Istanbul Aydın University, Faculty of Sports Sciences, Istanbul, Turkey; Universitas Negeri Padang, Faculty of Sport Science, Padang, Indonesia; Montenegrin Sports Academy, Podgorica, Montenegro; Lakshmibai National Institute of Physical Education, Department of Physical Education Pedagogy, Madhya Pradesh, Gwalior, India; Pondicherry University Community College, Department of Physical Education, Puducherry, India; Symbiosis International (Deemed University), Department of Sports, Recreation and Wellness, Telangana, Rangareddy, India
