In the Opinion of Elite Volleyball Coaches, How Do Contextual Variables Influence Individual Volleyball Performance in Competitions?

The main objective was to know the elite coaches’ opinions regarding the relevance, definition, and importance of volleyball contextual variables to measure individual performance in competition. After performing a literature review, an instrument to gather the opinion of the world’s elite volleyball coaches was elaborated by four volleyball specialists. The sample of experts consisted in 20 world’s elite volleyball coaches who met at least three experience years in first division or national teams. The instrument collected experts’ information on the contextual variables in relation to relevance, definition, and importance. Cronbach’s and Aiken’s V coefficient were used to test the reliability and content validity of the contextual variables, respectively. To compare the importance of the contextual variables U de Mann-Whitney and Kruskal-Wallis tests were used. Results showed that opposition level, set period, score difference, results of the previous set, competitive load variables, high level, final periods 20, and high load categories were relevant (Aikens V > 0.70). In addition, high level, final period 20 and +10, and high load categories were significantly more important (p < 0.05). We conclude that, according to the elite coaches, the contextual variables should not be analyzed separately. Future studies should consider contextual variables dynamically

Training load and players’ readiness monitoring methods in volleyball: A systematic review

Monitoring workloads during training and competition and players’ readiness seems to be key to increasing performance, reducing injury incidence and avoiding overtraining. We systematically reviewed the methods used to measure workloads and athletes’ readiness in volleyball to help coaches make the best decision when selecting monitoring methods. Databases Web of Science, Scopus, SPORTDiscus and PubMed were searched from inception to the 21st of February 2022. All peer-reviewed original research in English, Spanish, Portuguese and Italian, longitudinally monitoring loads and athlete readiness in indoor volleyball team settings of any level, gender and age were included. The quality of evidence was evaluated with a modified risk of bias assessment used in previous research by Castellano et al. (2014). This study has been registered in PROSPERO ID CRD42022316313. Out of 1774 records identified, 78 were screened of which 55 full texts were added for systematic review. For internal workload, the session rating of perceived exertion (sRPE) seems to be the “golden standard” used from 2010 to 2022 across all the studies. External workload has mainly been researched through quantified jumps. Even with technological advances and the introduction of microsensors in 2017, the use of video analysis is still present nowadays. Players’ readiness studies mainly used the total quality recovery scale (TQR) and wellness questionnaires in most research. New technological advances offer coaches more extensive and real-time data on external load. However, the use of the sRPE, TQR/WB, CMJ would create a monitoring system sufficient for teams at developmental stages and are of a reduced cost

Factors Used to Make Appropriate Decisions in Youth Categories in Volleyball

Acknowledgments: This article will be part of the Doctoral Thesis titled: “Study of cognitive skills in volleyball players in Spain and Brazil”, by Manuel Conejero Suárez, at the University of Extremadura. This work was conducted with thanks to the Fernando Valhondo Calaff Foundation for the contribution of predoctoral contracts to young researchers.The study aim was to examine the associations between the category of play and the factors athletes use to make appropriate decisions. We observed 6567 game actions performed by 144 athletes. All game actions involved appropriate decisions. The study variables were factors on which appropriate decision-making is based (for five game actions in volleyball: serve, reception, setting, attack, block) and game category (Under-14, Under-16, Under-19). Our analysis—using contingency tables, the Chi-square test, and Cramer’s V—revealed a significant association between the two variables across the five actions. In the U-14 category, and sometimes in the U-16 category, it was more frequent than the expected random frequency that appropriate decisions were of low tactical complexity, focused on the performance of the skill, with an attentional focus on close elements, of low risk, and with actions of reduced difficulty and precision. For the U-19 category, it was more frequent than the expected random frequency that decisions were of greater tactical complexity, with an attentional focus on the opposing team, considering more relevant stimuli, with greater risk, and with greater time pressure. There is, therefore, a need for coaches to understand the decision-making skills of athletes from early on, as this will allow them to develop tasks and apply cognitive strategies that are adapted to the level of the athlete and that can ultimately improve decision-making further.Catedra del Real Madrid-European University 2017/RM02Consejeria de Economia e Infraectructuras de la Junta de Extremadura (Spain) through the European Regional Development fund: A way to make Europe GR1812

Effect of a mentoring through reflection program on the on the verbal behavior of beginner volleyball coaches: a case study

El propósito de este estudio fue modificar la conducta verbal del entrenador de voleibol durante la competición. Tres entrenadores de voleibol fueron sometidos a un programa formativo (feedback de supervisión con análisis sistemático de la conducta verbal del entrenador, y visionado de la actuación) durante una temporada de competición. La variable dependiente de la investigación fue la conducta verbal del entrenador durante los tiempos muertos, considerándose dos dimensiones en la misma: tipo de información, equipo al que hace referencia la información. Los resultados obtenidos muestran una modificación en la conducta verbal de los entrenadores, manifestada fundamentalmente en el incremento de información táctica y sobre el equipo contrario

How competitive performance data can inform the training process? An action-research study based on the constraint-led approach

By implementing an insider action-research (AR) design throughout a competitive volleyball season, this study sought to examine qualitatively how competitive data, extracted from match analysis, may support the development of a coaching intervention based on the principles of the constraint-led approach. Twelve elite players, one head coach and one assistant coach participated in two AR cycles, each one involving the processes of planning, monitoring, reflecting, and fact-finding. The first author, who was also the assistant coach and the insider-researcher, collected data over 20 weeks using interviews, training videotaped records, and field notes. Data were analysed using thematic analysis, and inductive procedures were adopted to deepen an understanding of how a constraint-led coaching intervention evolved over the season. The results highlighted competitive data as a relevant tool for supporting the underlying pedagogical process in the design of representative learning tasks via constraints manipulation. Grounded on competitive data, the learning designs progressed from an initial point where constraints manipulation was scarce, non-representative, and without stimulating players’ problem-solving abilities, to an endpoint where tasks were conceived based on the next opposition’s features (i.e., task representativeness) and focused on the development of functional and co-adaptative skills. In conclusion, the competitive data supported the development of a coaching practice based on the constraint-led approach. Methodologically, the insider AR-design offered contextualized insights into how the pedagogical coaching intervention evolved over the season. Thus, we highlight the importance of sampling the most relevant information from competition, through match analysis reports, so that coaches can design representative and contextualized learning tasks ongoingly aligned with players’ needs

Towards a More Efficient Training Process in High-Level Female Volleyball From a Match Analysis Intervention Program Based on the Constraint-Led Approach: The Voice of the Players

The aim of the research was to know the perception of high-level volleyball players of the changes produced (in relation to the previous season) in the efficiency of the training process, after a match analysis intervention program based on the Constraint-led Approach (CLA). The sample consisted of 11 players from a women’s volleyball team. The protocol of the intervention program consisted of providing objective, contextualised and systematic information to the coach (adapted to his needs) that would allow understanding the different real game contexts. We used semi-structured interviews to assess players’ perceptions. The athletes perceived changes in training, both in their preparation and development, specifically in greater involvement and organisation in preparing the training; in an increase in the specificity and suitability of training tasks according to individual needs; in the representativeness of the restrictions of the game; in a more tactical approach; in the variability of task and in the accountability to achieve the objective proposed. In addition, in the preparation and development for competition, the players detected more game planning; a deeper analysis of the opponents; an objective selection of the most relevant data, an increase in the depth of match analysis and the inclusion of the weekly meeting with the use of video compared to the previous season. These results expose the benefits of coaches incorporate programmes to obtain objective information about the game in their training process.Foundation Tatiana Pérez de Guzmán el BuenoConsejeria de Economia e Infraestructuras de la Junta de Extremadura (Spain) through the European Regional Development fund: A way to make Europe GR1812

Association between reception variables and the set area in volleyball, in formative stages

El objetivo del presente estudio fue conocer la asociación existente entre diferentes variables de recepción y la zona donde se envía la colocación, en etapas de formación en voleibol. La muestra del estudio estuvo compuesta por 1658 acciones de juego (862 acciones de recepción y 796 acciones de colocación), realizadas por los 16 equipos masculinos participantes en el campeonato de España de selecciones autonómicas de categoría cadete masculina. El análisis inferencial puso de manifiesto que, tanto la zona de recepción, como la eficacia de la recepción, muestran asociación significativa con la zona hacia donde se envía la colocación (X2=17.754ª; VCramer=.106; p=.007 y X2=210.110ª; VCramer=.363; p<.001, respectivamente). Por tanto, ciertas características de la recepción (zona y eficacia) pueden favorecer la anticipación de la zona hacia donde se enviará la colocación y, consecuentemente, por donde se realizará el ataque posterior. Esta información podría ser tenida en cuenta por los entrenadores de etapas de formación en el entrenamiento y competición deportiva.The main objective of this study is to know the association between different reception´s variables and the set´s area in volleyball in formative stages in volleyball. The study sample comprises a total of 1658 game actions (862 reception actions and 796 setting actions), carried out by the 16 teams in the male category participating in the Under-16 Spanish Championship. The inferential analysis shows that, both the reception zone, and the reception efficacy, are significantly associated with the set´s area (X2=17.754ª; VCramer=.106; p=.007 y X2=210.110ª; VCramer=.363; p<.001, respectively). Therefore, some characteristics of the reception (zone and efficacy) could improve the anticipation of the set´s area and, as a result the following attack zone. This information could be taken into account, by coaches in the formative stages in training and competition.peerReviewe

Elite coaches’ approach to quantifying technical actions and relative participation in volleyball players’ performance

This study sought to identify elite coaches' perception of the importance of technical actions and the consideration of relative participation to measure individual volleyball players' performance. An instrument was elaborated to gather the opinions of elite coaches on the importance of technical actions reported by the data volley (excluding setting), as well as considering relative participation. Twenty elite coaches with at least three years of experience in national teams or top leagues participated in the study. Variables considered in the study were analysed using descriptive statistics and reliability was measured with Cronbach's alpha and McDonald's Omega coefficients (>.70). The results assessed the importance of scoring actions, which received values of (1 point). All errors (terminal and continuity) were scored with (-1). Non-scoring actions were given values [.00,.80], except for poor attack (-.35), poor serve (-.60), free freeball (-.60) and reception free (-.50). Relative participation was considered according to the percentage of points and/or contacts played by each athlete. We concluded that for the player's points and/or contacts, priority is given to actions that win points directly or are excellent, followed by those that contribute to building comfortable attacks, while penalising errors

Manipulation of the task constraints in Physical Education: A proposal from nonlinear pedagogy

El objetivo del estudio fue analizar el efecto de manipulación de diferentes condicionantes de la tarea, tales como, espacio de juego, altura de la red y número de participantes, sobre la toma de decisiones y la eficacia de la acción de ataque en voleibol. Se planteó un diseño pre-experimental en el que participaron 22 alumnos de Educación Física con una edad comprendida entre los 12 y 13 años. La variable independiente fue un programa de intervención aplicado durante las 9 sesiones de una Unidad Didáctica, la cual fue diseñada en base a los principios metodológicos de la pedagogía no lineal, centrándose fundamentalmente en manipular diferentes condicionantes de la tarea. Las variables dependientes fueron la toma de decisiones y la eficacia en la acción de ataque. Ambas variables fueron evaluadas a partir de la observación sistemática, utilizando el «Game Performance Assesment Instrument» (GPAI) (Oslin, Mitchell, & Griffin, 1998) para la toma de decisiones y el «Team Sports Assesment Procedure» (TSAP) (Gréhaigne et al., 1997) para la eficacia de la acción de ataque. Los resultados del estudio determinaron que todos los participantes manifestaron una mejora significativa,tanto en la toma de decisiones como en la eficacia en la acción de ataque entre la medida pre-test y pos-test. Respecto a estos resultados, el profesor de Educación Física, con el propósito de hacer progresar a los alumnos en su competencia táctica, debe diseñar tareas motrices que sean representativas del juego real y cuya complejidad táctica sea adaptada al nivel de aprendizaje de los discentes.The aim of the study was to analyze the effect of manipulating different task constraints, such as play space, net height and number of participants on decision-making and efficacy in the attack action in volleyball. A pre-experimental design, in which 22 students aged between 12 and 13 years participated, was implemented. The independent variable was an intervention program applied during the 9 sessions of a teaching unit, which was designed based on the methodological principles of nonlinear pedagogy, focusing primarily on manipulating the different task constraints referred to above. The dependent variables were the decision-making and the efficacy in the attack action. Both variables were evaluated through the systematic observation of the game action, using the Game Performance Assessment Instrument (GPAI; Oslin, Mitchell, & Griffin, 1998) for decision-making and the Team Sports Assessment Procedure (TSAP; Gréhaigne et al., 1997) for the efficacy of the attack action. The results of the study showed that all participants improved both decision making and efficacy between the pre-test and post-test measures. Regarding these results, Physical Education teachers, with the purpose of advancing students in the tactical competence, should design tasks representative of the game and with a tactical complexity adapted to the learning level of the students.peerReviewe