Impact of time-of-day and chronotype on neuromuscular performance in semi-professional female volleyball players

ABSTRACT

This study aimed to determine if time-of-day could influence physical volleyball performance in females and to explore the relationship between chronotype and volleyball-specific performance. Fifteen young female athletes participated in a randomized counterbalanced trial, performing a neuromuscular test battery in the morning (9:00 h) and the evening (19:00 h) that consisted of volleyball standing spike, straight leg raise, dynamic balance, vertical jump, modified agility T-test and isometric handgrip tests. Chronotype was determined by the morningness-eveningness questionnaire. Compared to the morning, an increased performance was found in the standing spike (4.5%, p = .002, ES = 0.59), straight leg raise test (dominant-limb) (6.5%, p = .012, ES = 0.40), dynamic balance (non-dominant-limb) (5.0%, p = .010, ES = 0.57) and modified T-test (2.1%, p = .049, ES = 0.45) performance in the evening; while no statistical differences were reported in vertical jump tests or isometric handgrip strength. Moreover, no associations were found between chronotype and neuromuscular performance (r = −0.368–0.435, p = .052–0.439). Time-of-day affected spike ball velocity, flexibility in the dominant-limb, dynamic balance in the non-dominant-limb and agility tests. However, no association was reported among these improvements and the chronotype. Therefore, although the chronotype may not play critical role in volleyball-specific performance, evening training/matches schedules could benefit performance in semi-professional female volleyball players.

KEYWORDS:

• Chronobiology
• team sports
• women
• physical performance
• volleyball

Acknowledgements

The authors wish to thank the female volleyball players who participated in this study for their invaluable contribution to the study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This study was funded by Universidad Francisco de Vitoria and Banco Santander via grants (UFV2022-19).