Experts in action: How to teach volleyball in Schools.

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Experts in action How to teach volleyball in
Schools.

• By Gylton Da Matta Ph.D.

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• THOUSANDS OF VOLLEYBALL CHILDREN SAY, THANK YOU!

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The reality of PE no buts !

• Physical Education is one of the most important
  subjects in school.
• Yetit faces many challenges
• The PE teacher is the movement expert!
• The school overloads the PE teacher!
• Coaching and teaching go hand to hand!
• Students love to learn volleyball Multi skill
  levels, males/ females, multiracial, multi ethnic
  butit is only effective if teachers know how to
  teach!
• Block classes, high student/teacher ratio and
  some times low resources (NASPE, 2008 FIEP,
  2008)

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Interactive Physical Education Curriculum
Changes with the new rules (Da Matta,1998 FIVB,
2009)

• The game is faster and more enjoyable to watch.
• There is a better balance between offense and
  defense.
• Overall more participation in all ages at all
  levels.
• Parents and spectators understand the game more.
• New students require a multilevel planning and
  deliverance of volleyball tasks across k-12.
• Videos, video games and televised games have
  increase volleyball exposure (FIVB, 2009).

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Play require skills! Skills demand pre-requisites

• Lancebol (Catch Throwing concepts)
• Floor-ball (Low body posture striking)
• Change (Inclusion, movement attention)
• Introduction of Spike, serve and manipulative
  skills (Fiedler, 1972)
• Introductions of setting, passing and ball
  control in modified games that allow long rallies
  (Baacke, 1992 Sawula, 1992)

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Volleyball is ideal for schools Pedagogical
value is high.

• Ultimate team sport.
• Non violent, inclusive and dynamic.
• High sportsmanship etiquette
• Co-ed, multiethnic, diverse, multi level and
  multi skills sport (1v1 2v2 3v3 4v4 5v5
  6v6).
• Modified games developmentally appropriate

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Various Modalities of VolleyballYoung-old,
men-women, able-disabled.

• Indoor open and challenger (FIVB, 2009).
• Grass volleyball and mud-volleyball
• Sand volleyball or beach volleyball.
• Family volleyball
• Seating volleyball (Paralympics)

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Super Volleyball Mini, Regular, Giant Volleyball
for PE Classes

• Mini-Volleyball and its variations (Via
  Volleyball, USA Viva Volleyball, Brazil Kids
  Volley, Denmark Mini-Volley, Japan, Netherland
  and Germany).
• Regulation volleyball is fast, unique and fun
  (Challenger Body scale net for teenagers).
• Giant volleyball appropriate for students with
  special needs.

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Progressions, cues and metaphoric cues (Rink,
2006 Berstein, 1957)

• Must facilitate flow of movement.
• Three chunks of information.
• Associated with context of sport.
• Meaningful and age appropriate for learner.
• Rhythmic and specific to skill
• Can be customized to each learner
• Simple, fun and objective.

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Assessment Rubrics towards Expertise (Matrix of
skills)

• Playing (Proficient skills, tactical knowledge
  and enjoyment of the game.)
• Service (Process product)
• Spiking (Process product)
• NASPE setting test (Product)
• NASPE passing test (Product)
• Ball control (Process and product)
• Peer evaluation for game play.

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Sports and Technology Playing volleyball for a
lifetime

• Technology, ergonomics and methodology makes
  learning volleyball easier to play, to teach and
  to play. Pay attention for digital divide.
• Learning complex skills is possible through
  deliberate practice and deliberate play over a
  long period of time (Ericsson et al., 1993).
• Elite coaches utilize technology daily so
  athletes are habituated with such tools (Da
  Matta, 2004)

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Practice with the Brain in Mind ( Nerve system/
sensors matter over mind)

• Attention
• Concentration
• Decision making process
• Visual perception
• Verbal rehearsal
• Problem solving
• Anticipation
• Creativity
• Self-talk talk aloud memory
• Modeling
• (Vickers, 2001 Rink, 2006)

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Volleyball Physical Abilities

• Gross and fine motor skills.
• Hand-eye coordination, visual search skills and
  multiple manipulative abilities.
• Dynamic, static and recovered balance.
• Spatial awareness, movement intelligence.
• Rhythm and flow.
• Communication and body expression.
• Core strength and relaxation.
• Speed, explosiveness and agility.
• (Broer, 1973 Seidel et al., 1980 Da Matta, 2004)

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What technology tools do expert teachers use?
Keep it simple!

• Timing devices (many)
• Video recording systems (many)
• Motion picture films (many)
• Video capture soft wares (few)
• Radar or laser velocity measuring device (most at
  professional level).
• Simulators and projectors (elite level)
• Statistics software (high school JOs)
• (Da Matta, 2004)

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Practical implications Use what is available and
still keep it simple!

• Lower costs
• Feasibility
• Accessibility
• Maintenance
• Practicability
• Expertise with technology
• Multicultural sports
• Developmentally savvy strategies

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Learning stages / skills acquisition (Fitts
Posner, 1957 Rink, 2006)

• Movement repertoire and body control.
• Familiarization with ball and game situations.
  Immediate feedback (Magill, 2004)
• Individual technical development (Da Matta,
  2004).
• Tactical development (McPherson, 1998).
• Development of physical abilities
• Proficiency of sport specific skills.
• Nature of skills open vs closed and block vs
  random practice (Rink, 2006)
• Cognitive, associative and autonomous phases
  (Fitts Posner, 1967)

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Teaching Complex Skills In Volleyball

• Skills acquisition vision 80 (Visual feedback)
• Motivation to play (Play, learn skills, play)
• Early initiation late specialization (Equipment
  and gear)
• Injuries prevention (Padding and treatment)
• Quality of instruction and coaching (Storage long
  term memory)
• Positive environment (Fun to see yourself)
• Methods of conditioning (Testing and Assessment
  Fitnessgramm)
• Athletes wellnesssuccessful experience!

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What to consider in modern training?
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Volleyball specific conditioning (
Neuro-muscular system/ sensors)

• Agility drills
• Rhythmic runs
• Movement patterns rehearsal
• Court specific sprints with technical moves
• Jumping and landing drills
• Temporal-spatial drills
• Flexibility and relaxation drills
• Muscular resistance drills

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Deliberate practice theory Sports pedagogy in
action!

• Mass drills, mimics modeling.
• Volley-aesthenics (calisthenics, aesthetics)
• Movement without ball
• Individual movement with ball and bounce
• Adjust the rules, multiple contacts, no bounce
• Altering the speed of the game
• Partner drill Modified games
• Real game with little interferences
• Once they learn the skillsLET THEM PLAY!

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Jumping Program Frequency, intensity, type
time (Weineck, 2001)

• Volleyball jumping movements.
• Static blocks plus transitional movements.
• Elastics, steps and mini-obstacles on mats.
• Running patterns and jumps variations with ball.
• Planned Pliometrics (Boxes and sand)
• Trampoline (mini-tramp for conditioning and
  springboard for technical development)
• Dumbbells and foot weights for refined strength
• Medicine-balls and basketballs

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Principles of Learning Training (Weineck,
2001 Rink, 2006)

• Change the environment to facilitate learning.
• Use special implements to elicit performance
  improvement.
• Use strategies to boost athletes confidence.
• Formative assessment as a positive coaching
  strategy.
• Simple to complex, individual to collective.
• Less is more.
• Maximize athletes involvement in practice.

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Principles of Sports Training (Matveiev, 1999
Bompa, 2006)

• Principle of Individuality
• Principle of Physiological Adaptation
• Principle of Overload
• Principle of Interdependence Volume-Intensity
• Principle of Continuity
• Principle of Specificity
• Principle of Contextual Interference

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Planning of Training for Schools Early initiation
late specializations (Da Matta, 2004)

• Stages of
• Basic formation specialization performance
  maintenance.
• Stage of
• Pre-control control utilization proficiency
  (Graham, 2009).
• Mesocycles of preparation, competition and
  transition of performance (Bompa, 2006)

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Which high tech did experts use? ? TV/ VCR
CAMCORDER.

• Accelerometer No
• Force platforms No
• Force transducers strain gauge No
• Pressure sensors
• Electromyography Yes
• Bio impedance G Yes
• Pedometer No
• Seismographs No
• Heart rate monitors Yes
• Videos stats Yes
• VHS/VCR Yesa lot!

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Resources FIVB Volleyball Coaches Manual, 2000
2nd Edition
Thanks, Gylton Da Matta Ph.D. gdamatta_at_cahs.colo
state.edu or gdamatta7_at_gmail.com
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Main Volleyball References

• Confederação Brasileira de Volleyball (2009)
  Womens volleyball roster. Players Profile and
  Ary Graça Filhos Strategic
• Development Plan for Brazilian
  Volleyball. Retrieved March 28, 2009 from
  http//www.cbv.com.br. / www.fivb.ch
• Da Matta, G. (2004) The influence of deliberate
  practice and social support systems on the
  development of expert and
• intermediate women volleyball players
  in Brazil. Dissertation published, University of
  South Carolina.
• Ericsson, K. A., Krampe, R. T., Tesch-Römer, C.
  (1993). The role of deliberate practice in the
  acquisition of expert
• performance. Psychological Review,
  100, 3, 363-406.
• Graham, G., Holt-Hale, S., Parker, M. (2008)
  Children moving A reflective approach to
  teaching Physical Education.
• 3rd Ed. Mountain View, CA Mayfield.
  
• International Federation of Physical Education
  (FIEP, 2008) The reality, meaning and
  significance of contemporary Physical
• Education.
• Rink, J. (2006).Teaching Physical Education
  for Learning. (5th Ed.) Times. St. Louis,
• MO Mosby College Publishing.