Experts in action: How to teach volleyball in Schools. By Gylton Da Matta Ph.D.

Experts in action: How to teach volleyball

in Schools.

By Gylton Da Matta Ph.D.

THOUSANDS OF VOLLEYBALL CHILDREN SAY, THANK YOU!

The reality of PE… no “buts” ! Physical Education is one of the most important subjects

in school. Yet…it 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 but…it is only effective if teachers know how to teach!

• Block classes, high student/teacher ratio and some times low resources (NASPE, 2008; FIEP, 2008)

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).

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)

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

Various Modalities of Volleyball:Young-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)

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.

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.

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.

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)

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)

Motor Learning

Motor Control

Motor Development

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)

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; JO’s)

(Da Matta, 2004)

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

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)

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’ wellness…successful experience!

What to consider in modern training?

Technical tactical preparation

Social & team skills

Physical-Mental SkillsExternal factors: CultureSociological Variables

Athletes IndividualCharacteristics

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

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 skills…LET THEM PLAY!

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

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.

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

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)

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: Yes…a lot!

Resources: FIVB Volleyball Coaches Manual, 2000 2nd Edition

Thanks, Gylton Da Matta Ph.D.

[email protected] or [email protected]

Main Volleyball References:

• Confederação Brasileira de Volleyball (2009) Women’s volleyball roster. Players’ Profile and Ary Graça Filho’s 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.

• Sawula, L. (1992/ 2000). Growth and development principles for male and female volleyball players. FIVB Operational Manual IV - Extended Theoretical Information. (pp. 122-139) Lausanne, Switzerland: FIVB.