## 4 Discussion
Finally, in the second part of the training program, significant growth was also observed for psychomotor ability indicators (II measurement vs. III measurement), which may occur due to a longer training period compared to the first measurement, as well as a break in training due to occasional holidays and celebrations, during which stronger neuronal adaptations might have occurred [43]. Psychomotor abilities vary by age range, as noted by [PERSON] et al., who found no significant differences between genders in visual-motor coordination in their study involving school-age children [44]. However, for motor abilities and balance, differences between genders were noted, although not statistically significant [44]. Such results in the mentioned study might be due to the small sample size; therefore, for the needs of this publication, the research group consisted exclusively of male adolescents [44]. Regarding simple and complex reaction times, significant improvements were noted for the former and non-significant improvements for the latter, which may be directly related to the age of the participants. As [PERSON] and [PERSON] indicate, the age range of 15 to 18 years did not show significant differences in reaction time indicators compared to the 20 to 30 years age range [45]. However, significant differences were observed in the 10 to 14 years age range, which may relate to the developmental stage of adolescents and the lack of competitive physical activity [45]. Utilizing findings on adolescent development stages, where multi-sensory integration will likely continue into late childhood, one might hypothesize that the 14-15 years age range may be optimal for developing psychomotor skills in adolescents participating in team sports [44; 45; 46]. It would be valuable to continue our research direction and extend the intervention to other age groups of handball players, where one of the research goals could be to verify the mentioned sensitive periods (most advantageous in ontogeny) for developing coordination ability. Spatial orientation, according to some authors, can be developed through appropriate physical exercises in children and adolescents [47]. Both after 13 and 32 weeks of training, the EXP group showed better results compared to the CON group, with a note of less favorable baseline levels in the former. Interestingly, some authors observed significant improvements in test efficiency after 8 or 6 weeks of experimental program duration [48; 49]. Such differences might be due to the age of the participants, where in the case of the 6-week training period publication, the subjects were children with an average age of 11 years, while for the 8-week experimental period publication, it could be due to the specific nature of the sport in which the participants were involved [48; 49]. In our study, a further progression of this variable with statistical significance was observed after 32 weeks of training in the EXP group, supporting the hypothesis that coordination exercises are a key tool for developing spatial orientation in adolescent handball players in this age range. Although our study reported improvements in both the experimental and control groups, the magnitude and consistency of these gains differed. The experimental group, which received additional coordination training, consistently outperformed the control group in several key areas, including reaction times and visual-motor coordination. While both groups showed progress, the experimental group's more significant improvements highlight the added value of incorporating specific coordination training into the athletes' regular routines. These findings underscore the importance of targeted training interventions. In the control group, improvements might be attributed to general physical training and the inherent developmental progress of young athletes. However, the experimental group's enhanced outcomes suggest that coordination training offers additional benefits beyond standard training practices.