Experts in action: How to teach volleyball in Schools.

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

2. THOUSANDS OF VOLLEYBALL CHILDREN SAY, THANK YOU!

3. 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)

4. 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).

5. 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)

6. 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

7. 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)

8. 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.

9. 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.

10. 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.

11. 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)

12. 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)

13. 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)

14. 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)

15. 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

16. 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)

17. 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!

18. What to consider in modern training?

19. 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

20. 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!

21. 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

22. 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.

23. 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

24. 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)

25. 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!

26. Resources: FIVB Volleyball Coaches Manual, 2000 2nd Edition Thanks, Gylton Da Matta Ph.D. gdamatta@cahs.colostate.edu or gdamatta7@gmail.com

27. Main Volleyball References: • ConfederaçãoBrasileira de Volleyball (2009) Women’s volleyball roster. Players’ Profile and AryGraçaFilho’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.