## 4 Discussion  
With the aim of standardizing tests of non-reactive agility (LA, UN, FR, SC), and their more frequent use by women's basketball coaches and professionals in the field, the constructive validity of the tests was determined. An analysis of the impact of motor learning (the familiarization protocol) during the performance of agility tests among female basketball players was also carried out. Several highly significant findings were noted, which might play a key role in the practical applications of these tests of non-reactive agility, thus contributing to the ability to diagnose complex motor skills. The basis for the creation of an adequate model of an athlete's functional fitness in the training process can be found in appropriate diagnosis programs which are used to analyze the performance and determine the appropriate factors of analysis responsible for its further improvement [22]. Bearing in mind the multidimensionality of agility as a motor skill, i.e., the fact that agility can be reactive and non-reactive and thus represents a complex ability which includes the process of rapid decision making and movement in several different directions [23], the single-factor ANOVA with repeated measures was used to analyze familiarization with the tests. Spatial configurations of tests describe four different sub-components of non-reactive agility (lateral agility; universal agility; frontal agility; semicircular agility), all characterized by a completely different structure of movement, and which have already been used by authors in previous studies [1,11,12]. Few studies have focused on familiarization with motor tests of agility among professional athletes, and they mostly included samples of elementary-school-aged children and adolescents [24,25]. One of the rare studies of the process of familiarization, i.e., the impact of motor learning on the results of motor tests among young athletes, was that of [PERSON] et al. [26]. The importance of familiarization with the performance of a motor task, as well as the motor learning which emerges during that time, can significantly improve the test results. Thus, in addition to determining the validity of the tests, for their successful application with the aim of obtaining the most precise results, it is necessary to determine the optimum number of repetitions for each test, which would, in turn, provide the most objective results [27]. The significance of the process of familiarization with a certain test is reflected in the precision of the decision-making process regarding the effects of a certain exercise program. This means that if the result achieved during the initial testing is used, without the achieved stability of the results through the process of familiarization, it could lead to the result at the final testing being not just the outcome of the applied program, but of more rapid motor learning [24]. Specifically, in the case of the LA test, the results of the analysis indicated that there is a statistically significant difference between the series of test repetitions (Wilks's Lambda = 0.169, F = 9.844, \(p\) = 0.004, Partial Eta Squared = 0.831) in favor of repetitions four and five, and that due to the phase of motor learning [28] of the participants, the stabilization of the analyzed parameters occurred only after three performed series of tests. When performing the tests, for the participants to completely acquire the preplanned movement, it was necessary to perform more than three series of repetitions. It was determined that adequate data on the current performance of female basketball players could only be obtained following a fourth measurement. The analysis of the results for the performance of the UN test showed a statistically significant difference between the first and third series of the test performance (Wilks's Lambda = 0.230, F = 6.567, \(p\) = 0.012, Partial Eta Squared = 0.770), which indicates that during familiarization with the test, it is necessary to carry out two