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Desde que el minivoleibol fue introducido en la década de los años 1960, no han dejado de aparecer fórmulas competitivas y procesos metodológicos con la finalidad de adecuar este deporte a las características de niños y niñas menores de 12 años. Este trabajo reúne de forma analítica y crítica tanto el legado histórico como los fundamentos teóricos que vienen inspirando este fenómeno. Desde distintos ángulos científicos se encuentran argumentos para configurar un modelo que evoluciona recorriendo dos ejes. Uno, basado en la relación velocidad – precisión, el cual pretende maximizar la posibilidad de acción de las habilidades motoras específicas. Otro basado en la evolución precisión-control, donde desde un compromiso con la precisión de la ejecución, expone la toma decisiones a problemas progresivamente más complejos. En esta propuesta, el juego se mantiene en el centro neurálgico del modelo; sin embargo, se justifica el abordaje de aprendizaje específico fuera del juego en sí y la inclusión necesaria de contenidos genéricos comprometidos con los modelos de iniciación a largo plazo y la alfabetización física. Por tanto, se ha sintetizado la experiencia práctica y la tradición de la iniciación al voleibol a nivel mundial, las teorías, las perspectivas científicas e investigaciones de carácter general, referentes de la iniciación deportiva, principios de aprendizaje y propuestas pedagógicas previas. Su resultado son 20 aplicaciones prácticas para un modelo que resulta original en lo específico y comprometido con las corrientes del desarrollo deportivo a largo plazo en lo genérico.

In the present study, athletes from an elite female volleyball team (N = 12) experienced an intervention programme, based on the provision of information from match analyses, throughout a s...

The main objective of the study was to determine the game models used by different volleyball teams in formative stages. The study sample was comprised of the 66 teams in the Under-14 and Under-16 Spanish Championship and the 21 teams in the Under-19 male Spanish Championship. The study variables were: attack system, reception system, incorporation of the libero player and defensive system. The results showed that the more employed systems in formative stages were: 5-1 offensive system; four-player in semicircle reception, in Under-14 category, and three-player V reception, in Under-16 and Under-19 categories; incorporation of the libero, except in U-14 and U-16 in both male and female; in defense, the most habitual starting position was 3-2-1, and the most habitual final positions in zones four and two were 2-0-4, in male, and 2-1-3, in female. In addition, a very slight association between gender and final positions of defense in zones four and two in U-14 and U-16 categories was obtained. Finally, the most usual central defense final position were 1-2-3, in Under-14 and Under-16 categories, and 2-1-3, in Under-19. These results can be considered by volleyball coaches in formative stages in order to choice and analysis their own game model El objetivo de la investigación fue conocer los modelos de juego empleados por diferentes equipos de voleibol de etapas de formación. La muestra estuvo compuesta por 66 equipos participantes en el Campeonato de España de Selecciones Autonómicas infantil (13-14 años) y cadete (15-16 años) y por 21 equipos participantes en el Campeonato de España Juvenil Masculino (17-19 años). Las variables fueron: sistema de ataque, sistema de recepción, incorporación del líbero y sistema de defensa. Los resultados mostraron que los sistemas más empleados en etapas de formación fueron: sistema de ataque 5-1; sistema de recepción de cuatro jugadores en semicírculo, en categoría infantil y de tres jugadores en V, en categoría cadete y juvenil; incorporación del líbero, excepto en categoría infantil en ambos géneros; en defensa, la posición inicial habitual fue 3-2-1 y las posiciones finales más habituales por los laterales fueron 2-0-4, en el género masculino, y 2-1-3, en el género femenino. Además de ello, se obtuvo una asociación muy leve entre el género y las posiciones finales de defensa por los laterales en categoría infantil y cadete. Finalmente, por la zona central de la red las posiciones más comunes fueron 1-2-3, en categoría infantil y cadete, y 2-1-3 en categoría juvenil. Estos resultados pueden ser considerados por los entrenadores de equipos de etapas de formación para la elección o análisis de modelos de juego en voleibol Actividad Física y Deporte

El objetivo principal de la presente investigación fue conocer las variables, relativas a la recepción, que actúan como predictoras de la eficacia de la recepción. Se analizaron 1325 acciones de recepción, extraídas de un total de 21 equipos participantes en el Campeonato de España Masculino de Categoría Juvenil de 2012. La variable dependiente considerada en la investigación fue la eficacia de la recepción. Las variables independientes fueron: movimiento del receptor, función del receptor, tipo de recepción, zona de recepción-profundidad, zona de recepción-lateralidad. La regresión logística multinomial realizada mostró que las variables movimiento del receptor, tipo de recepción y zona de recepción-lateralidad, actuaron como predictoras de la eficacia de la recepción. Concretamente, la eficacia de la recepción aumentaba si el receptor realizaba un desplazamiento previo y conseguía contactar en posición estática, y si recibía en el pasillo de zona 6, y a través de una técnica de antebrazos o de dedos. Los resultados obtenidos pueden orientar el proceso de entrenamiento de la recepción del saque en voleibol de categoría juvenil. Abstract. The main objective of this research was to determine the variables, relatives of the reception that act as predictors of the reception efficacy. 1325 serve reception were analyzed, extracted from a total of 21 games played in the championship of Spain in U-19 male volleyball, in 2012. The variable dependent on the study was the reception efficacy. The variables independent from the study were: receiver movement, in-game role of the receiver, type of reception, depth reception zone, laterality reception zone. The multinomial logistic regression performed showed that the variables, receiver movement, type of reception and laterality reception zone predicted the reception efficacy. Specifically the reception efficacy could increase if the receiver takes a previous displacement and contact in static position also the realization of service reception in corridor zone 6 and a through of the forearm pass or overhand pass. These results can serve to guide the training process both in training and in the category of high-level.

Match analysis is a topic of current interest in sports science. It is widely used across a range of different sports and has, in the process, demonstrated a number of different performance indicators. For sports coaches, match analysis is perhaps one of the most important tools for analysing games and extracting valuable information about their own and opposing teams. However, despite the usability of this tool, little is known about how information obtained from game analyses affects the planning of training, the setting of goals and the choice of strategic approach by coaches. It is therefore necessary to conduct case studies which evaluate the usefulness of match analysis in an applied context such as high-level sport. This review has two main goals: (1) To provide an overview of empirical studies of match analysis in Volleyball; and (2) to attempt to demonstrate the benefits of using match analysis as a support tool for sports training, and the need to develop studies which analyse the use of...

El objetivo de la investigación fue conocer la asociación entre la toma de decisiones y el rendimiento, de jugadores de voleibol, en las acciones finalistas e intermedias, con el resultado del set. Se analizaron 9285 acciones: 4364 acciones intermedias (1454 acciones de recepción, 1377 acciones de colocación y 1548 acciones de defensa), 4921 acciones finalistas (1533 acciones de saque, 1555 acciones de ataque y 1818 acciones de bloqueo), correspondientes a los 21 equipos participantes en el Campeonato de España Juvenil Masculino, celebrado en 2012. Se observaron dos partidos de cada uno de los equipos participantes en el Campeonato. Las variables de estudio fueron el resultado del set, la toma de decisiones y el rendimiento, en las acciones de juego intermedias y finalistas en voleibol. Los resultados mostraron asociación significativa entre el resultado del set y las variables toma de decisiones y el rendimiento en las acciones de juego, tanto en las acciones intermedias como en las acciones finalistas. Una mejor toma de decisiones por parte de los jugadores, y un mejor rendimiento en las acciones intermedias y finalistas, se asocian con la victoria del set. En el proceso de entrenamiento de jugadores de categoría juvenil sería apropiado considerar la posibilidad de empleo de actividades que contribuyan a la mejora de la capacidad decisional de los jugadores.Abstract. The aim of the study was to determine the association between decision-making and performance during intermediate and terminal actions in volleyball, and set results. A total of 9,285 game actions were collected: 4,364 intermediate actions (1,454 receptions, 1,377 setting actions, and 1,548 defence actions) and 4,921 terminal actions (1,533 serves, 1,555 attacks, and 1,818 blocks), gathered from 21 teams participating in the U-19 Spanish Championship held in 2012. Two matches of each team were observed. Study variables were: set result, decision-making, and performance during intermediate and terminal game actions in volleyball. Results showed a significant association between set result and the variables decision-making and performance in both intermediate and terminal game actions. In fact, better players’ decision-making and higher players’ performance in both intermediate and terminal actions were significantly associated with winning sets. When coaching U-19 players, carrying out activities that improve players’ decision-making abilities should be highly recommended.

El objetivo de la presente investigación fue conocer la asociación existente entre el resultado final del set y variables de la acción de colocación en el complejo I (KI) y complejo II (KII). La muestra del estudio estuvo formada por un total de 1209 acciones de colocación (856 en KI y 353 en KII), realizadas por los 16 equipos, participantes en el Campeonato de España de Selecciones Autonómicas de categoría cadete masculina. Las variables del estudio fueron el resultado del set y variables de la acción de colocación en KI y KII (zona de colocación, tipo de colocación, técnica de colocación, eficacia de la colocación, zona de envío de la colocación y tiempo de colocación). Los resultados de nuestro estudio mostraron que, en ambos complejos de juego, existía una asociación significativa entre el resultado del set y la zona de colocación, la técnica de colocación y la eficacia de colocación. En KI, los resultados mostraron que existía una asociación significativa entre el resultado del set y el tipo de colocación, la zona de envío de la colocación y el tiempo de colocación. Ninguna variable mostró asociación únicamente en KII. La colocación, a pesar de ser una acción de juego intermedia, mediante la cual no es posible obtener punto directamente, posee gran relevancia en el juego, asociándose determinados rasgos de la misma (en KI y KII) al resultado del set.Abstract. The aim of the study was to determine the relationship between the result of the set and variables of setting action in the complex I (KI) and complex II (KII). The study sample consisted of 1209 setting actions (856 in KI and 353 in KII), corresponding to the 16 male teams involved in the Spanish Championship in U-16 category. The study variables were result of set and setting variables in KI and KII (zone of set, type of set, setting technique, setting effectiveness, set area and time of setting). The results showed, in both game complexes, significant association between the result of the set and zone of set, setting technique, and setting effectiveness. In KI, the results showed a significant association between the result of set and type of set, the set area and time of setting. No variables displayed associations only in the KII. The setting action, despite being an intermediate game action, through which it is not possible to obtain direct points, has great relevance in the game, and some of its aspects are associated (in KI and KII) with the result of the set.

The aim of the study was to compare the procedural knowledge of expert and novice volleyball players, considering that the expert cognitive profile can be used as a reference in the tactical training process of players. The participants in this study included 8 experts and 11 novices. McPherson and Thomas’ verbal protocol instrument was used to access the players’ tactical knowledge. The results showed significant differences, with higher mean values in experts, in the condition and regulatory concepts, and in the hierarchies of goals related to themselves and opponents. Coaches must pay attention on increasing the amount of elements to analyse related to the environment, in order to improve players’ tactical training process in the service action. Athletes need to be taught on prioritize the most relevant elements of the environment. When training the serve, the areas of responsibility, strengths and weaknesses of each receiver must be assessed, as well as the influence of the serve on the construction of the opponent’s attack.

In recent years, there has been much discussion about the need for using the key performance indicators, in order to guide training and consequently, competition. Some studies used the game action ...

The objective of the study was to develop and apply a tactical-cognitive training program based on the use of video feedback and questioning in real game time, in order to improve tactical knowledge in volleyball. A two-group quasi-experimental design was used with a sample of eight female players ( M = 14.8yr., SD = 0.7), who were divided into an Experimental group ( n = 4) and a Control group ( n = 4). The independent variable was the tactical-cognitive training program, which was applied for 11 wk. in a 6 × 6 game situation training context. The dependent variable was tactical knowledge, which was measured by problem representation and strategy planning with a verbal protocol. The results showed that after applying the intervention program the players in the Experimental group showed more complex, sophisticated, and structured tactical knowledge, compared with the players from the Control group. These results suggest that complementing the training process with cognitive tools may enable athletes to increases their tactical behavior and presumably improve their performance.

The main objective of this research study was to analyse, in volleyball, the prediction level of different serve variables on its efficacy. The sample was comprised of 2038 serve actions, correspon...

This study examined the effectiveness of a 10-week decision training program on decision making and performance in tennis. Decision training was based on the analysis combining tactical questioning and video feedback about players own actions. A quasi-experimental design with intermediate tennis players (control group, n = 6; experimental group, n = 5) was developed over 18 weeks, divided into 3 phases: preintervention, postintervention, and retention. A total of 13,383 game play actions were analyzed to test differences. Experimental group improves significantly decision making and performance and maintained improvements during the retention phase. Video feedback combined with questioning is recommended to achieve sport expertise.

The main goal of this research was to analyze the relationship between the amount of practice accumulated in training and the level of cognitive expertise achieved by volleyball players who are still in training. Another goal was to determine the number of training hours per week needed to improve knowledge significantly. The study's sample was composed of 520 volleyball players between the ages of 12 and 16 years. The independent variable was the amount of training, defined as the number of weekly hours that the volleyball player devoted to training. The dependent variable was cognitive expertise, measured by declarative knowledge and procedural knowledge. A univariate analysis of variance was done to examine the relationship between the number of weekly hours and the declarative and procedural knowledge reached by volleyball players in the athletic formation training stages. Statistical significance was set at p < 0.05. There were significant differences in knowledge according to the number of weekly training hours (p < 0.001). These results confirm that there is a relationship between the quantity of practice and the development of cognitive expertise. It is recommended that young players dedicate at least 4 hours weekly to training to achieve a significant improvement in cognitive expertise.

In the management of team sport competition, timeouts are one of the main tools of the coach to stop the game. It could be used on changing trends or the rhythm of the game, and also on providing relevant information to the players. So, it may have an important effect in sporting success. The main objective of the research was to analyse the use of timeouts (TO) in U-19 male volleyball teams, as well as the effect of the game on then, depending on the match score (winning-balanced, or losing). 171 timeouts, requested by coaches of the 21 teams participating in the U-19 male Spanish Championship 2012, were analysed. The variables considered in this study were: match score (TO requested when winning-balanced score or when losing); score difference (0-1 points, 2-3 points, 4 or more points); lost rallies (0-1 rallies, 2 rallies, ≥ 3 rallies); game period (initial moment of the set, final moment of the set); timeout effect (positive timeout effect and time out with no effect). The results showed that variables significantly associated with the TO request with different score (winning-balanced, losing) were: score difference, game period and timeout effect. Specifically, contributed positively to the association: TO request with winning-balanced score with the score difference of 0-1 points, with the final moments of the set and with the positive timeout effect; TO request with a losing score with the score difference of 4 or more points, in the initial moments of the set and with no effect of the timeout. This results could be taken into account in the process of team management in competition, in volleyball formative stages. This work was supported by the Consejería de Economía e Infraestructuras de la Junta de Extremadura (Spain) through the European Regional Development fund.

This study applied an intervention program, based on video feedback and questioning, to expert female volleyball players to improve their tactical knowledge. The sample consisted of eight female attackers (26 ± 2.6 years old) from the Spanish National Volleyball Team, who were divided into an experimental group ( n = 4) and a control group ( n = 4). The video feedback and questioning program applied in the study was developed over eight reflective sessions and consisted of three phases: viewing of the selected actions, self-analysis and reflection by the attacker, and joint player–coach analysis. The attackers were videotaped in an actual game and four clips (situations) of each of the attackers were chosen for each reflective session. Two of the clips showed a correct action by the attacker, and two showed an incorrect decision. Tactical knowledge was measured by problem representation with a verbal protocol. The members of the experimental group showed adaptations in long-term memory, significantly improving their tactical knowledge. With respect to conceptual content, there was an increase in the total number of conditions verbalized by the players; with respect to conceptual sophistication, there was an increase in the indication of appropriate conditions with two or more details; and finally, with respect to conceptual structure, there was an increase in the use of double or triple conceptual structures. The intervention program, based on video feedback and questioning, in addition to on-court training sessions of expert volleyball players, appears to improve the athletes’ tactical knowledge.

The main objective of the research was to analyse the cognitive expertise of volleyball players, according to their level of practice and age, as well as to verify the existing difference in the knowledge of individuals of the same age but with different levels of practice. The study sample was comprised of 535 individuals ages 12 to 16 years. The independent variables were the level of practice, i.e., playing category in training and in competition (Under-14 and Under-16), and the age. The dependent variables were declarative knowledge and procedural knowledge. An analysis of variance was performed to examine the influence of the level of practice on the declarative knowledge and procedural knowledge of the volleyball players in training stages. There were significant differences both in declarative knowledge and in procedural knowledge according to level of practice. Significant differences were also observed between consecutive ages at different levels of practice. These results show that the level of practice in training and competition is a more relevant factor than the change of age in development of specific knowledge of the sport.

Differences in the tactical knowledge of tennis players are described using the expert-novice approach to examine problem representation and strategy planning in 6 pre-professionals and 6 intermediate tennis players, by means of the McPherson and Thomas protocol for analysing verbal reports during game play. Statistical analyses indicated significant differences in conceptual content, structure, and sophistication. These pre-professional tennis players had greater, more elaborated, and sophisticated tactical knowledge; with expertise, more complex structures are developed in long-term memory. Specific training programmes to improve tennis players' tactical knowledge and cognitive skills may be desirable.

The aim of this study was to determine whether the in-game role of players (setter, outside, middle, or opposite player) in elite women's volleyball is significantly related to the characteristics of their service. The sample consisted of 1,300 service deliveries (total serves for all matches) made by players in the 8 teams participating in 2 Final 4 stages of the Indesit European Champions League. The variables recorded were in-game role of the server, service type, speed of delivery, service area, target zone, and effectiveness of delivery. Results showed a significant relation between the server's in-game role and service type (p

O presente estudo teve como objectivo comparar a intervenção verbal, durante a competição, de treinadores de equipas masculinas e femininas de Voleibol. Fizerem parte da amostra 10 treinadores de equipas juvenis e juniores (5 de equipas masculinas e 5 de equipas femininas), considerando-se 15 sets em cada um dos grupos. Foram analisados 1790 episódios de informação (1349 durante o jogo, 388 em descontos de tempo e 53 em período de substituição) segundo o sistema de categorias elaborado por Moreno. Os resultados mostram que os treinadores dão preferência à informação sobre a própria equipa em todos os momentos, sendo que na substituição não é dada nenhuma informação sobre a equipa contrária. Relativamente ao destinatário, durante o jogo é predominantemente individual, no desconto de tempo é fundamentalmente colectiva e na substituição é sempre individual. Na referência às acções de jogo, a informação que não se refere a nenhuma acção em concreto, inespecífica, é a mais utilizada em todos os momentos. Durante o jogo os treinadores das equipas masculinas, em termos globais, emitem significativamente mais informação do que os treinadores das equipas femininas. Particularmente, emitem de forma significativa mais informação acerca da própria equipa, com cariz inespecífico e dirigida ao colectivo. The purpose of the present study was to find the importance of verbal intervention by the female and male Volleyball team’s coaches during the competition. Ten coaches from junior teams (5 male teams and 5 female teams) volunteer to participate in this study. For each group 15 sets were considered. 1790 information episodes were analysed. All together: 1349 during the game, 388 in overtime and 53 during substitution, using the category system elaborated by Moreno. The results showed that coaches prefer the information about their own team, all the time. In the substitution time, no information about the rival team was given. With regard to the receiver it is predominantly individual based during the game, fundamentally collective in time outs and individual during substitutions. When referring to the game actions, the information that doesn’t refer to any particular action, non-specific, is the most used in all moments. During the game, the coaches of the male teams generally emit more information than those of the female teams. They emit more information about their own team, with non-specific aspect and directed to the collective.

This study deals with decision and execution behavior of tennis players during competition. The study is based on the expert-novice paradigm and aims to identify differences between both groups in the decision-making and execution variables in serve and shot actions in tennis. Six expert players (elite Spanish tennis players) and six novice players (grade school tennis players) took part in this study. To carry out this study, the observation protocol defined by McPherson and Thomas in 1989, in which control, decision-making and execution variables were included, was used, where it was applied to the performance of the tennis player in a real match situation. In the analysis, significant differences between experts and novices in decision-making and execution variables are found wherein it can be observed that experts display a greater ability to make the appropriate decisions, selecting the most tactical responses to put pressure on the opponent. Expert tennis players were also able to carry out forceful executions to their opponent with greater efficiency, making the opponent's response to a large extent more difficult. These findings are in accordance with those of McPherson and colleagues.

This work evaluates the relationship between quantity and level of competition, and cognitive expertise. To this end, cognitive expertise has been evaluated in Spanish tennis players (N=150) by means of declarative knowledge (DK) and procedural knowledge (PK) levels. DK and PK were assessed through a specific questionnaire (DK/PK-QT; García-González, Moreno, Moreno, Iglesias, & Del Villar, 2008). ANOVAs showed significant differences in both DK and PK with regard to the quantity of competitions played (F(2, 147)=23.28; p