Sport Methodology I - Sport Training - Volleyball

Code:

228

Acronym:

MDTDV

Instance: 2021/2022 - 2S

Active?	Yes
Course/CS Responsible:	Sports Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCD	11	First Degree in Sports Sciences (2011/2012)	2	-	10	-

Teaching language

Portuguese and english

Objectives

• To comprehend the formal and functional structure of the Volleyball game, namely its logic of seven game complexes (K0 to K6).


• To understand the importance of building internally coherent Game Models, and also their adjustment to the athletes and to the competitive level.


• To understand the importance of building Training Models that are coherent with the Game Models.


• To integrate and contextualize knowledge from Training Theory and Methodology within the specific sport of Volleyball, namely:
  
  
  
  1. Myths and facts pertaining the warm-up and cool-down.
  
  
  2. Myths and facts pertaining physical preparation, with emphasis on strength and its derived products (speed and resistance).
  
  
  3. Myths and facts surrounding stretching.
  
  
  4. Myths and facts surrounding the application of periodized training programs.
  
  
  
  


• To comprehend the importance of analysing the long-term process of developing athletes, namely performing teaching choices that view certain contents as being useful on the long run, instead of being limited by the teaching contents that deliver the best immediate results.

Learning outcomes and competences

• The student elaborates Game Models that are internally coherent and that contemplate the seven game complexes.


• The student adapts Game Models in function of constraints emerging from the team or from the opponents.


• The student elaborates Training Models that are coherent with the idealized Game Models, building logical training sessions, with the exercises emerging as a consequence of the problems to be solved, always contextualized within a certain Game Model.


• The student builds proper plans for physical preparation that are adjusted to the characteristics of the sport and are coherent with the Game Model.


• The student differentiates between game actions that are required for immediate performance and game actions that are needed for future performance models.


• The student adapts the requisites of the game’s tactical-technical actions to the philosophy and demands underlying a given Game Model, as well as to the characteristics of each athlete.

Working method

Presencial

Program

• Formal and functional structure of volleyball. Stipulation of a common language: game complexes, players’ functions, near/net 2 vs. far/net 3 players. The seven game complexes (K0-KVI) and their interactions. Concepts of A, B and C balls and their variations.


• Coaching at the level of Gira-Volei, Mickeys and Minivolleyball-A. Pedagogic-didactical strategies in teaching.


• Elaborating Game Models and Training Models for the 2 vs. 2 game.


• Elaborating Game Models and Training Models for the 3 vs. 3 game.


• Elaborating Game Models and Training Models for the 4 vs. 4 game, with division into seven game complexes.


• Elaborating Game Models and Training Models for the 6 vs. 6 game, with division into seven game complexes.


• Tactical-technical actions in volleyball: programmatic point that is distributed across all lessons.


• Conducting training units subordinated to themes emerging from the 2 vs. 2, 4 vs. 4, and 6 vs. 6 games.


• Training Theory and Methodology:
  
  
  
  1. Warm-up and cool-down.
  
  
  2. Development of strength applied to volleyball.
  
  
  3. Development of speed and endurance applied to volleyball.
  
  
  4. Myths and facts concerning stretching in training.
  
  
  5. Myths and facts concerning periodization of training.
  
  
  
  

Mandatory literature

Selinger Arie; Arie Selinger.s power volleyball. ISBN: 0-312-04915-3
Mesquita Isabel; Modelação do treino das habilidades técnicas nos jogos desportivos
Paolini Marco; Il^Nuovo sistema pallavolo. ISBN: 888800418-1
2) Afonso, J.; Nikolaidis, P.T.; Sousa, P.; Mesquita, I. ; Is empirical research on periodization trustworthy? A comprehensive review of conceptual and methodological issues. Journal of Sports Science and Medicine, 16(1), 27-34., 2017

Teaching methods and learning activities

• Predominance of practical lessons, with the theory being collectively discussed in light of practice.


• Likewise, emphasis in lessons of pedagogical practice among peers.


• Theoretical lessons for specific subjects.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Teste	30,00
Trabalho de campo	45,00
Trabalho escrito	25,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Elaboração de relatório/dissertação/tese	50,00
Estudo autónomo	40,00
Frequência das aulas	120,00
Trabalho de campo	30,00
Trabalho escrito	30,00
Total:	270,00

Eligibility for exams

Access to evaluation requires that students are present in a minimum of 75% of the number of effective lessons.

 

In each component of evaluation, it is necessary to obtain a minimum of 9.5 values.

Calculation formula of final grade

Evaluation components:

(i) Written test, during the second half of the semester, contributing 30% for the final grade.

 

(ii) Written work, on the form of individual dossier, contributing 25% for the final grade. It should respect, both structurally and in its contents, a template that will be given to the students. The dossier should include: (a) introduction, including context of choosing this curricular unit, expectations for the curricular unit, and future expectations in volleyball; (b) critical synthesis of all the lessons, including reflections about the contents/subject matter, and with a minimum of two supporting bibliographic references per lesson; (c) critical analysis of observed training sessions, including detailed description of the training unit and its context, as well as critical reflections concerning the contents; (d) final reflections, revisiting the aspects in (a) and their updating, as well as the main learning occurred during this curricular unit; also, critical analysis of the curricular unit.

            The dossier is subject to weekly delivery, i.e., in the first class of each week the students will have to deliver updated versions of the dossier, including the contents relative to the classes of the preceding week.

 

(iii) Field work, on the form of two moments of pedagogical practice among peers, contributing 45% for the final grade. In both moments, students will have to deliver a plan for the training unit, properly justified and framed in light of the Game Model that they have defined, after which the students will conduct 10 to 30-minute sessions of pedagogical practice among peers. The first moment will be in small groups and will contribute 15% for the final grade of the curricular unit. The second moment will be individual, contributing 30% for the final grade of the curricular unit.

Written test*0,30 + Individual dossier*0,25 + Field work (small groups)*0,15 + Field work (individual)*0,30.

Minimum required grade in each component: 9.5

Access to evaluation implies a minimum of 75% attendance to classes.

Examinations or Special Assignments

Weekly summaries of the contents. Organization of the individual report throughout the year with periodic review by teacher.

Special assessment (TE, DA, ...)

Students covered by legislation: Final examination (specific). Presentation of the individual report.

Classification improvement

To improve the grade the student must perform all the assessment components considered.