Sport Methodology I - Sport Training - Volleyball

Code:

228

Acronym:

MDTDV

Instance: 2011/2012 - 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	10	First Degree in Sports Sciences (2011/2012)	2	-	10	-

Teaching language

Portuguese

Objectives

A) To integrate and contextualize the knowledge of the Theory and Methodology of Training in volleyball;
B) To recognize the organizational structure of Volleyball, nationally and internationally under the Sport Participation and Sport Performance.
C) To develop the specific knowledge of the volleyball in the perspective of Sport Participation and Sport Performance.
D) To identify the long-term Volleyball player development.
E) To acquire knowledge in the planning, implementation and evaluation of training and competition.
F) To develop plans to intervene from referential frameworks considering the various components of training and competition processes.

Program

A) Sport Sciences knowledge, in particular of Theory and Methodology of Training, applied to Volleyball.
B) Analysis of sportive performance in volleyball.
C) Personal and professional competences of coach in the Sport Participation and Sport Performance.
D) Objectives and contents of training and competition within the sport of Participation and Performance in Volleyball.
E) Training factors and preparation stages of the long-term player development in volleyball.
F) Organization and Management of the sportive season.
G)Planning and periodization of the sportive season.
H) Planning and application of the training session in Volleyball.
I) Beach Volleyball
J) Game analysis

Main Bibliografy
Rosado, A. e Mesquita, I. (2009). Modelos, concepções e estratégias de formação de treinadores. In Rosado, A e Mesquita, I. (Eds), Pedagogia do Desporto, pp. 207-219. Lisboa: Edições FMH- UTL.
Mesquita. I. (2005). Ensinar a aprender: tarefa prioritária do treinador de jovens. In Actas do Seminário Internacional Treino de Jovens “Num Desporto com valores, preparar o futuro”, pp. 35- 50. Lisboa: Edição Instituto do Desporto de Portugal.
Beal, D. (1989). Basics team System and tactics. In FIVB (Ed.), Coaches Manual I, 333-356
Dottax, D. (1987). Volley-ball: du smach au match. Paris: Editions VigotKleschov et al. (1980).
Matvéiev, L. (1990). O Processo de Treino Desportivo (2ª Ed.). Lisboa: Livros Horizonte.
Castelo, J.; Barreto, H.; ALVES, F.; Mil-Homens Santos, P.; Carvalho, J. & Vieira, J. (1998). Metodologia do Treino Desportivo (2ª Ed.). Lisboa: FMH Edições.
Mesquita, I.; Guerra, I. & Vicente, A. (2002). Processo de formação do jovem jogador de Voleibol. Colecção Treino Desportivo, Centro de Estudos e Formação Desportiva, Lisboa.
Selinger, A.(1986). Arie Selinqer's Power Volleyball. Arie Selinger e Joan Ackermann-Blount (Eds) New York: St. Martin's Press.
Paolini, M. (2000). Volleyball from young players to champions. Ancona - Italy: Human Editrice.
Mesquita, I. (2009). O ensino e treino da técnica nos jogos desportivos. In Rosado, A e Mesquita, I. (Eds), Pedagogia do Desporto, pp. 165-184. Lisboa: Edições FMH- UTL.
Buceta, J. M. (1998). Psicología del entrenamiento deportivo. Madrid: Editorial Dykinson S.L.
Graça, A. & Mesquita, I. (2009). Ensino dos Jogos Desportivos: Concepções, modelos e avaliação. In Rosado, A & Mesquita, I. (Eds.), Pedagogia do Desporto, pp. 131-164. Lisboa: Edições FMH- UTL
Mesquita, I. (2006). Ensinar bem para aprender melhor o jogo de Voleibol. In: Tani G, Bento J, Petersen R (eds) Pedagogia do Desporto. Guanabara Koogan, Rio de Janeiro, Brasil, p 327-343.
Baker, J. & Davids, K. (1997). Nature, nurture and sport performance. International Journal of Sport Psychology, 38 (1), (Thematic number).
Volleyball Canadá (2006). Volleyball for life; Long-Term Athlete Develompment for Volleyball in Canada. Ontario Centres: Canadiens Multisports.
Mesquita, I. (2004). Refundar a cooperação escola-clube no Desporto de crianças e jovens. In Gaya, A., Marques, A. & Tani, G. (Eds.), Desporto para crianças e jovens: Razões e finalidades, pp. 143 – 170. Porto Alegre: Universidade Federal do Rio Grande do Sul.
Homberg, H. & Papageorgiou, G. (1994). Handbook for Beach Volleyball. Aachen: Meyer e Meyer Verlag.
Hughes, M. & Franks, I. (1997). Notational analysis of sport. London: E e FN Spon.
Mesquita, I. (2004). A pedagogia do treino. A formação em jogos desportivos colectivos (3ª edição). Lisboa: Livros Horizonte.
Rosado, A. e Mesquita, I. (2009). Melhorar a aprendizagem optimizando a instrução. In Rosado, A e Mesquita, I. (Eds.), Pedagogia do Desporto, pp. 69-130. Lisboa: Edições FMH- UTL.

Teaching methods and learning activities

Theoretical exposition, workshop structure and practice sessions

Evaluation Type

Distributed evaluation without final exam

Eligibility for exams

The evaluation includes a practical and theoretical module. The grade of the theoretical module results from simple arithmetic average of the three mini-tests, and if students get in some grade lower than 7.5 have the opportunity to repeat once again, the respective test. The minimum value of 9.5 is necessary to have positive evaluation in the theoretical module.
To access to the positive assessment in the practical module students should be present in at least 75% of the lessons.
The practical module includes the following tasks:
(1) Individual Report that includes: Summary analysis of each block of contents, reading cards, reports of the observations of the trainings and games; reports of seminars; reports of the pedagogical practice simulated; critical analysis of the curriculum development of the programme, formative model used and the process of teaching and learning in general;
(2) Group work: the students choose the thematic.
(3) Individual work: development and presentation of a thematic unit considered in the program;

Calculation formula of final grade

The final grade results of an equal weight (50%) in two modules.

The grade in the practical module is achieved giving the weight of 25% to the Individual Report, 15% to the group work and 10% to the individual group. In none of the tasks students can get grade below 9.5 points

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.