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The aim of this study was to investigate the effect of plyometric training on vertical jump performance in tennis athletes. The research group of the study consisted of 25 volunteer tennis athletes between the ages of 12–17. The average age of the athletes in the experimental group (n=12) was 13.75 ± 2.00 years and the average age of the athletes in the control group (n=13) was 13.23 ± 1.30 years. Plyometric training was applied for 8 weeks. Before and after the training period, height, body weight, active jumping (CMJ), active jump with arms free (CMJFA), horizontal jump (HJ), drop jump (DJ), and squat jump (SJ) tests were performed. When the CMJ, SJ and HJ pre-test–post-test results of the experimental group athletes participating in the study were compared, a statistically significant difference (p < .05) was found. However, no statistically significant difference was found when the CMJFA and DJ pre-test–post-test results of the athletes were compared. Although there was no statistically significant difference, 9,46% positive improvement was found in the CMJFA height and 5,50% positive improvement was found in the DJ height of the experimental group athletes. When the test results of the experimental and control group athletes were compared between the groups, a statistically significant difference (p < .05) was found in the SJ test, while no statistically significant difference was found between the groups in the CMJ, HJ, CMJFA, and DJ tests. While a test × group interaction was observed in the SJ test, this interaction was due to the in-group improvements of the experimental group. In conclusion; Plyometric training is thought to be an effective training to improve vertical jump performance (CMJ, SJ, and DJ) in tennis athletes. Testing the benefits of plyometric training on vertical jump with longer-term interventions (≥10 weeks) will provide researchers with clearer findings.

The aim of this study is to identify the decision-making skills of the high school students participating in school sports activities. The sample of the study consisted of 221 (n=96 girls and n=125 boys) volunteer students studying in 4 different high schools affiliated to Kırıkkale Provincial Directorate of National Education in 2017-2018 academic year. The students participating in the study were divided into 3 different age groups. 49.3% (n=109) of the students are in the 14-15 age group, 35.7% (n=79) are in the 16-17 age group and 14.9% (n= 33) are in the 18-19 age group. "Melbourne Decision-Making Questionnaire" which was developed by Mann, Burnett, Radford and Ford (16) and whose validity and reliability in Turkish were carried out by Deniz (9) was used in the identification of decision-making skills of the students. The data obtained from the questionnaire were evaluated in SPSS 22.0 package program at 95% confidence interval and 0.05 significance level. In this study, the effect of two or more independent variables on more than one dependent variable was determined by two-way MANOVA analysis. In the statistical analyses, it was found that there was no interaction between the dependent variables (F(15, 577,36)=.86, p gt;0.05) and there was a statistically significant difference between the self-confidence, which is one of the sub-dimensions of the decision-making, and grade variable (F(3,213)=2.85, p lt;.05). In addition, it was determined that there was a statistically significant difference between the self confidence and team or individual sport variable (F(1,213)=7.18, p lt;.05). According to the findings obtained from the study, it was concluded that the highest mean value obtained from the decision-making styles of the students who participated in the school sports activities belonged to Part I “self-confidence", and also the self-confidence of the 12th grade students was higher than the 9th grade students. Another result obtained from the study is that the students who are interested in team sports have higher self-confidence than the students who are interested in individual sports. As a result of the evaluation, the fact that the students participating in the study adopted the style "Self-Esteem (Self-Confidence) in Decision-Making" at the most supports the hypothesis of this study.

The aim of this study is to investigate the effect of regular book reading activity on attention level and reaction time in student athletes. The study group consists of 33 student athletes, 17 individuals in control group and 16 individuals in experiment group, doing individual or team sports. Experiment group read books for a period of 40 minutes, three times a week. In addition to personal information form, “Visual Attention Test” is applied to volunteers. The data of the research were evaluated in the SPSS program. Differences were observed in reaction time of students who regularly read books and not (p