Background: Reaction time and coordination are key performance components in team sports such as handball, particularly during the developmental years. Integrating visual and cognitive stimuli through smart technologies has been shown to facilitate motor skill development in young athletes. Methods: This study evaluated the effects of a BlazePod-based training protocol on reaction time, visuomotor coordination, movement quickness, and change-of-direction performance in junior male handball players aged 12–14 years. Thirty-two athletes (mean age = 13.37 ± 0.29 years) were randomly assigned to an experimental group (n = 16), in which the traditional neuromotor/coordination block of regular practice was replaced with BlazePod-based drills three times per week for eight weeks, or to a control group (n = 16), which trained the same capacities with traditional handball-specific exercises without technology. Training frequency (3 sessions/week), session duration (90 min), and the workload of the 30 min neuromotor block were matched between groups. Motor performance was assessed using four tests: Focus Reactions, Fast Feet, Clap Challenge, and the Agility T-Test. Paired- and independent-samples t-tests were applied to compare pre- and post-intervention scores. Results: The experimental group showed significant within-group improvements in Focus Reactions (p = 0.002) and AgilTT_ShuffleLeft (p = 0.014), whereas the control group showed no improvements and a small but significant worsening in Focus Reactions. Between-group comparisons at post-test revealed significant differences in favor of the experimental group for Fast Feet (p = 0.036), Clap Challenge (p = 0.008), AgilTT_Overall (p < 0.001), and AgilTT_SprintBack (p = 0.003). Conclusions: The integration of BlazePod technology into handball training produced measurable improvements in reaction speed and lateral agility among junior players. These findings suggest that technology-assisted neuromotor training represents a viable training modality that can replace a traditional neuromotor block within youth handball practice while maintaining overall training dose.

Background: The consequences of video games have been a hotly debated topic in recent decades. While the media tend to focus on and publicize the alleged negative effects of video games, the empirical literature continues to research to illustrate the benefits of playing certain types of video games. Objective: With this paper we want to highlight the utility of virtual reality technology for improving reaction time. Methods: A total of 32 Romanian students, aged 17 to 19, were recruited from a high school in Cluj-Napoca. The experimental group took part in a virtual realitybased intervention, while the control group only attended the standard physical education classes included in the school curriculum. To assess simple and complex reaction time, we used the Deary–Liewald reaction time test. Descriptive statistics and t-tests were used to compare participant characteristics between the two groups. The significance level for all statistical analyses was set at p < 0.05. Results: Subjects in the experimental group (M = 382.75, SD = 21.30) showed statistically significant improvements (p < 0.05) at final testing compared to the control group (M = 396.88, SD: 25.37) in the complex reaction time Deary–Liewald test (t = −1.70, p = 0.04, d = −0.60). Conclusions: As technology continues to advance, new possibilities have emerged for reducing reaction time through cutting-edge tools like virtual reality. Our study shows that a well-structured 6-month virtual reality program can improve simple and complex reaction time in high school students.

Background: The consequences of video games have been a hotly debated topic in recent decades. While the media tend to focus on and publicize the alleged negative effects of video games, the empirical literature continues to research to illustrate the benefits of playing certain types of video games. With this paper we want to highlight the utility of virtual reality technology for improving reaction time. Methods: In the intervention program we used the Oculus Quest 2 HMD (Head Mounted Display) device (Facebook Technologies, LLC. 1 Hacker Way, Menlo Park, CA 94025, USA). To assess simple and complex reaction time we used the Deary-Liewald reaction time test. Results: Subjects in the experimental group showed statistically significant improvements (p < 0.05) between initial and final testing in reaction time tests. Subjects in the experimental group showed statistically significant improvements (p < 0.05) at the final test compared to the control group in simple and complex reaction time tests. Conclusions: With the development of technology, new opportunities have arisen to reduce reaction time using state-of-the-art technology such as virtual reality. Virtual reality by specific means - exergames or active video games, as they are also called, can be used as physical exercises and can be used as a mean to improve reaction time.