Studies on small-sided games (SSG) in team sports have increased in recent decades. However, the literature concerning this training strategy in volleyball is sparse. This study aims to summarize and analyse the scientific evidence on SSG in volleyball. For this purpose, electronic searches were conducted in August 2021 in PubMed, Scielo, ScienceDirect, Scopus, SPORTDiscus, and Web of Science databases. As result, a total of 22 studies (3 cross-sectional, 7 quasi-experimental, and 12 randomized controlled trial) that used SSG in volleyball were included in the qualitative synthesis after applying the eligibility criteria. Despite the few studies available for each outcome, our results suggest that the SSG can be used as a methodological resource for volleyball teaching and training of educational, recreational, and high-performance character. In conclusion, the use of SSG in volleyball is a pedagogical and training alternative with positive effects on populations with different levels of training (school and university students, recreational adult players, and athletes) considering instructional approaches, sport knowledge, participation in Physical Education classes, health markers, physical fitness, and physiological, psychological, and tactical-technical variables. However, more studies need to be carried out using SSG in volleyball in different contexts, with different manipulations and variables.

This study aimed to systematically review the influence of the relative area on athletes\' physical and physiological responses (outcomes) during small-sided games of soccer which were not matched to the relative area. It also presents a meta-analysis comparing standard small-sided games protocols with different relative areas. We searched the Web of Science and Scopus electronic databases for literature published up to March 2020 following all PRISMA guidelines for selecting articles for a qualitative and quantitative synthesis. As a result, eleven articles matched the inclusion criteria. For the quantitative synthesis, a pooled random-effects model was used to make pairwise comparisons between protocols with larger or smaller areas in each selected study. Prediction intervals were used to assess the heterogeneity. We found positive effects of larger relative areas per player on their total distance (d = 0.73; 95% CI = 0.12-1.34; p = 0.006; medium to large effect), distance covered at high speed (d = 0.93; 95% CI = 0.22-1.65; p = 0.001; large effect), and mean heart rate (d = 0.52; 95% CI = 0.17-0.88; p = 0.008; medium effect). In other words, larger relative areas were found to induce higher physical and physiological responses in players. Future studies should consider the relative area per player when comparing data for different small-sided games configurations to avoid confounding variables. Also, coaches can use relative area per player calculations to easily predict increases and decreases in expected training loads for different versions of SSGs during training.

Novel viewpoints have led to an understanding that good soccer performers are capable of continuous decision-making and performing excellent motor skills in a well-conditioned mental state. Our aims in this review were to (a) summarize the effects of different conditions and constraints on a soccer player\'s response and (b) identify potential training designs for varied soccer tasks from a multivariate perspective, emphasizing tactical training. We performed a systematic literature review according to PRISMA guidelines and identified multiple different player constraints, including model strategies for play, drills designed for varied conditions, and training regimens for the dimensions of the physical demands soccer players will face. The use of match-sized training spaces may improve physical fitness and collective tactical behavior, while smaller spaces may contribute to improving tactical behavior from micro-structures (e.g., 1 vs. 1). Pre-session exercises that accelerate the appearance of fatigue during training may help delay the onset of match fatigue and boost players\' creativity. Pitch modifications (dimensions or boundary modifications), modification of game principles (defending strategies or team formations), and altering the number of players involved or coach instructions may contribute to different player improvements. Differential learning, as a non-linear pedagogy, may induce improvements in all dimensions, but especially in creative thinking.

To systematically quantify the external and internal workloads reported during games-based drills in basketball and identify the effects of different modifiable factors on the workloads encountered.
PubMed, Scopus, MEDLINE, and SPORTDiscus databases were searched for original research published up until January 2, 2019. The search included terms relevant to workload, games-based drills, and basketball. Studies were screened using predefined selection criteria, and methodological quality was assessed prior to data extraction.
The electronic search yielded 8,284 studies with 3,411 duplicates. A total of 17 studies met the inclusion criteria for this review, with quality scores ranging from 9 to 10 out of 11. Factors regularly modified during games-based drills among the included studies were team size, playing area, playing and rest time, and game alterations. Games-based drills containing smaller team sizes elicited greater external and internal workloads compared to larger team sizes. Furthermore, full-court games-based drills elicited greater external and internal workloads compared to half-court drills, while continuous games-based drills elicited greater internal workloads compared to intermittent drills.
This review provides a comprehensive collation of data indicating the external and internal workloads reported during different games-based drills in various samples of basketball players. Furthermore, evidence is provided for basketball coaches to consider when prescribing games-based drills and modifying factors during drills across the season. Current literature suggests that smaller team sizes and full-court playing areas elicit greater external and internal workloads than larger team sizes and half-court drills, respectively. Furthermore, continuous games-based drills elicit greater internal workloads than intermittent drills.