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

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

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

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

Coordinación y trabajo interactivo entre profesores y estudiantes de las asignaturas de voleibol del Grado en Ciencias de la Actividad Física y del Deporte

El proyecto realizado ha tenido como objetivos crear y consolidar un equipo docente, formado por los tres profesores que imparten asignaturas de voleibol en el Grado en Ciencias de la Actividad Física y del Deporte (Grado CCAFYD), que permita optimizar el proceso de enseñanza-aprendizaje de dicho deporte, mediante la reflexión y creación de tareas interactivas entre los estudiantes de las tres asignaturas. Aunque inicialmente se planteaba también la realización de dichas tareas, por parte de los estudiantes, la situación sanitaria acontecida durante el curso académico 2020/21, ha impedido la puesta en práctica de las mismas, por lo que se ha aprovechado el desarrollo del proyecto para realizar el testeo del material tecnológico adquirido (radar), así como para elaborar recursos didácticos que faciliten la aplicación de dichas tareas en el próximo curso académico. La metodología empleada en el proyecto se ha basado en el desarrollo de reuniones con periodicidad semanal (miércoles de 11.00 a 13.00h), entre los miembros del equipo docente constituido. Dichas reuniones se han desarrollado desde el 05/02/2020 hasta el 28/04/2021, en tres fases: 1) Inicial o de puesta en marcha (05/02/2020-24/06/2020): en la que se analizó la planificación de la formación en voleibol en el Grado en CCAFYD (metas, análisis DAFO, objetivos de la formación, contenidos específicos y de disciplinas que fundamentan, resultados de aprendizaje establecidos en competencias), y se elaboraron de forma reflexiva y consensuada, la Guías Docentes 2020/2021 de las tres asignaturas de voleibol impartidas en el Grado en CCAFD. 2) Intermedia o de aplicación (02/09/2020-26/02/2021): en la que se coordinaron las actuaciones de los profesores para la impartición de las asignaturas y se reflexionó sobre diferentes cuestiones docentes (calendarios, tareas, adecuación de las prácticas a la situación sanitaria Covid-19, incidencias, valoraciones). Debido a la imposibilidad, por la situación sanitaria, de poner en práctica las tareas interactivas entre los alumnos de las distintas asignaturas de voleibol, previstas en la modalidad presencial y recogidas en las Guías Docentes, se optó por testar y emplear el material tecnológico adquirido con el proyecto de innovación, con los alumnos de la asignatura Especialización Deportiva en Voleibol, así como por avanzar en la creación de recursos (hojas de observación y rúbricas), que facilitarán el empleo de las actividades interactivas en próximos cursos académicos. 3) Final o de valoración/evaluación (01/03/2021-28/04/2021): en la que se analizó el desarrollo y evaluación de las tres asignaturas (una de ellas aún con docencia en el segundo semestre), se plantearon distintas modificaciones en ciertos contenidos y actividades de evaluación, y se volvió a revisar el planteamiento de las actividades interactivas entre los estudiantes de las distintas asignaturas, a implementar en el próximo curso académico. Dichos aspectos serán incluidos en las Guías Docentes que se están preparando para el curso 2021/22. Igualmente, en esta fase se realizó la presente memoria del Proyecto de Innovación. Como principales aplicaciones prácticas del desarrollo del proyecto a la docencia habitual destacamos la optimización de la formación en voleibol y aproximación de la misma a las necesidades profesionales de los estudiantes, fruto del análisis de la planificación de la formación en voleibol, revisión consensuada de las Guías Docentes, coordinación de la actuación del profesorado, adecuación de las prácticas a la situación sanitaria, incorporación de material tecnológico en la docencia y creación de recursos didácticos.The objective of the carried out project has been to create and consolidate a teaching network team, integrated by the three volleyball professors from the Physical Activity and Sports Sciences degree, trying to optimize the teaching-learning process of this sport, through the study and creation of interactive tasks between the students of the three subjects. Although initially the performance of these tasks included the interaction of the students, the health situation due to covid-19 during the 2020/21 academic year has prevented their participation. Finally, the availability for the development of the project has been to carry out the testing of the acquired technological material (radar device), as well as to elaborate didactic resources that facilitate the application of these tasks in the next academic year. The methodology applied so far in the project has been based on the development of weekly meetings (Wednesdays from 11:00 to 13:00), among the members of the constituted teaching team. These meetings have been held from February 2020 to date, in three phases: 1) Initial or start-up (February to June 2020): in which the planning of volleyball studies in the Physical Activity and Sports Sciences Degree was analyzed (goals, SWOT analysis, curriculum objectives, specific contents and disciplines that support the learning outcomes established in proficiency), and the 2020/2021 Teaching Guides for the three volleyball subjects taught in the Degree were elaborated in a reflective and agreed way. 2) Intermediate or application (September 2020 to February 2021): in which the actions of the professors were coordinated for the teaching of the subjects and the analysis of different teaching issues (calendars match, tasks, adaptations of the teaching practice to the Covid-19 health situation, incidents, evaluations). Due to the impossibility, because of to the health situation, of perform the interactive tasks among the students of the different volleyball subjects included in the Teaching Guides, the plan was modified to activities like test and use the technological material acquired with the innovation project with the participation of the students of the Sports Specialization in Volleyball subject, as well as to advance in the creation of resources (observation forms and evaluation reports), which will facilitate the interactive activities in future academic years. 3) Final or evaluation / evaluation (March 2020 to May 2021): in which the development and evaluation of the three subjects (one of them still running in the second semester) were analyzed. different modifications in certain contents and evaluation activities, and the approach of the interactive activities among the students of the different subjects was reviewed again, to be implemented in the next academic year. These aspects will be included in the Teaching Guides that are being prepared for the 2021/22 academic year. Likewise, in this phase the present report of the Innovation Project was prepared. As main practical applications of the project development to regular teaching, we highlight the optimization of volleyball learning-teaching process and its approximation to the future professional needs of the students, as a result of the analysis of the planning of volleyball university studies, consensus review of the Teaching Guides, coordination of professors' actions, adaptation of practices to the health situation requirements, incorporation of technological material in teaching and creation of didactic resources.Unidad de Calidad, Innovación Docente y Prospectiva de la Universidad de Granad