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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.

This study was made possible thanks to the contribution of the [Conselho Nacional de Desenvolvimento Cientifico e Tecnologico (CNPq) ] , and [Fundacao de Amparo a Pesquisa do Estado de Minas Gerais (Fapemig) ] ., The present study aims to analyse the associations between setting variables and gender (male and female). The study sample consisted of 711 setting actions made by the setters/starters of the champion teams from the Brazilian states of Minas Gerais (MG) and São Paulo (SP); 313 setting actions were observed for the male category and 398 for the female category. Statistical analysis showed that there were gender differences in the following variables: conditions of the setting, number of attackers available for the attack, set tempo, conditions after setting and the set’s area. This information is likely to be relevant for the training process of setting, for both males and females., Conselho Nacional de Desenvolvimento Cientifico e Tecnologico (CNPQ), Fundacao de Amparo a Pesquisa do Estado de Minas Gerais (FAPEMIG)

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 objective of this study was to determine the variables that predicted serve efficacy in elite men’s volleyball, in sets with different quality of opposition. 3292 serve actions were analysed, of which 2254 were carried out in high quality of opposition sets and 1038 actions were in low quality of opposition sets, corresponding to a total of 24 matches played during the Men’s European Volleyball Championships held in 2011. The independent variables considered in this study were the serve zone, serve type, serving player, serve direction, reception zone, receiving player and reception type; the dependent variable was serve efficacy and the situational variable was quality of opposition sets. The variables that acted as predictors in both high and low quality of opposition sets were the serving player, reception zone and reception type. The serve type variable only acted as a predictor in high quality of opposition sets, while the serve zone variable only acted as a predictor in low quality of opposition sets. These results may provide important guidance in men’s volleyball training processes.

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

This study, grounded in Self-Determination Theory (Deci and Ryan, 1985, 2002) was aimed to determine the influence of a cognitive-motivational intervention program, to improve the basic psychological need satisfaction of autonomy and competence, autonomous motivation, procedural knowledge, perceived performance and sport commitment, in youth volleyball players. Participants included 34 Under-19 female volleyball players. A quasi-experimental design was carried out with an experimental group (n = 16; M = 17.45; SD = .45) and a control group (n = 18; M = 16.64; SD = .70). The experimental group followed a multidimensional intervention program comprised of 24 sessions held over three months (two training sessions per week). It was based on two strategies: giving athletes the possibility of choice in specific training tasks (proposing training situations with several action alternatives) and questioning (cognitively involving players through tactical questions). A repeated-measures MANOVA 2 (group: experimental and control) x 2 (time: pre-test and post-test) was used to analyse the effect of Group x Time interaction. The results of the inter-group analysis showed significant differences in the post-test measurement between the experimental group and the control group (in favour of the experimental group) in the variables: basic psychological need satisfaction of autonomy and competence, autonomous motivation, procedural knowledge, perceived performance and sport commitment. Given the relevance of the cognitive-motivational processes, not only for performance but also for sport commitment, this intervention has important implications for sport coaching.

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...

This article will be part of the Doctoral Thesis titled: “Study of cognitive skills in volleyball players in Spain and Brazil”, by Manuel Conejero Suárez, at the University of Extremadura. This work was conducted with thanks to the Fernando Valhondo Calaff Foundation for the contribution of predoctoral contracts to young researchers., Over the past few decades there has been great interest in the study of cognitive processes, and specifically decision-making, from a cognitive perspective. The aim of the present study was to systematically review the scientific literature on the effect of decision training interventions/programs, from a cognitive perspective, on the decision-making of volleyball players. The systematic search was carried out in five scientific electronic databases according to PRISMA guidelines Web of Science (WOS), Pubmed (Medline), Scopus, SportDiscus and Google Scholar. A total of eight studies met the inclusion criteria. The main finding of the meta-analysis was that the use of decision-making training programs/interventions led to significant improvements in volleyball players’ decision-making (Standardized mean difference = 0.94 with 95% confidence interval from 0.63 to 1.25), compared to normal active volleyball training. In addition, the heterogeneity of the interventions was low (I2 = 0%). From the results of the studies analyzed, we recommend using decisional interventions or training, both as part of normal active training or complementary to it, to improve the decision-making of the players, thus optimizing their ability to perceive and process relevant stimuli, and then generate quick and effective responses. These findings can be useful in the process of sports training.

Acknowledgments: This article will be part of the Doctoral Thesis titled: “Study of cognitive skills in volleyball players in Spain and Brazil”, by Manuel Conejero Suárez, at the University of Extremadura. This work was conducted with thanks to the Fernando Valhondo Calaff Foundation for the contribution of predoctoral contracts to young researchers., The study aim was to examine the associations between the category of play and the factors athletes use to make appropriate decisions. We observed 6567 game actions performed by 144 athletes. All game actions involved appropriate decisions. The study variables were factors on which appropriate decision-making is based (for five game actions in volleyball: serve, reception, setting, attack, block) and game category (Under-14, Under-16, Under-19). Our analysis—using contingency tables, the Chi-square test, and Cramer’s V—revealed a significant association between the two variables across the five actions. In the U-14 category, and sometimes in the U-16 category, it was more frequent than the expected random frequency that appropriate decisions were of low tactical complexity, focused on the performance of the skill, with an attentional focus on close elements, of low risk, and with actions of reduced difficulty and precision. For the U-19 category, it was more frequent than the expected random frequency that decisions were of greater tactical complexity, with an attentional focus on the opposing team, considering more relevant stimuli, with greater risk, and with greater time pressure. There is, therefore, a need for coaches to understand the decision-making skills of athletes from early on, as this will allow them to develop tasks and apply cognitive strategies that are adapted to the level of the athlete and that can ultimately improve decision-making further., Catedra del Real Madrid-European University 2017/RM02, Consejeria de Economia e Infraectructuras de la Junta de Extremadura (Spain) through the European Regional Development fund: A way to make Europe GR18129

The purpose of this study was to analyse the variables (lost rallies and score difference) that determine the timeout effect (positive or no effect) in volleyball, in balanced and unbalanced sets. 232 timeouts, requested by the coaches of 66 male and female teams participating in the Spanish Championship in the Under-14 and Under-16 categories, were analysed. The variables considered in this study were timeout effects, lost rallies and score differences. To analyse the timeout effect, a binary logistic regression model was applied. The results of this model show that, in balanced sets, the variables that predict the timeout effect are the number of rallies ( 2 lost rallies) and the score difference (2–3 points), whilst in unbalanced sets, and the variable that predicts the timeout effect is the number of lost rallies (3 lost rallies). These results show the importance of bearing these variables in mind when timeouts are managed and requested by coaches, in order to optimise the team’s performance., This study was possible thanks to the contribution of the Consejería de Economía e Infraestructuras de la Junta de Extremadura (Spain) through the European Regional Development fund. A way to make Europe (GR18129).

The main objective of this study was to analyse the variables that predicted setting efficacy in complex I (KI) in volleyball, in formative categories and depending on gender. The study sample was comprised of 5842 game actions carried out by the 16 male category and the 18 female category teams that participated in the Under-16 Spanish Championship. The dependent variable was setting efficacy. The independent variables were grouped into: serve variables (a serve zone, the type of serve, striking technique, an in-game role of the server and serve direction), reception variables (a reception zone, a receiver player and reception efficacy) and setting variables (a setter‘s position, a setting zone, the type of a set, setting technique, a set’s area and tempo of a set). Multinomial logistic regression showed that the best predictive variables of setting efficacy, both in female and male categories, were reception efficacy, setting technique and tempo of a set. In the male category, the jump serve was the greatest predictor of setting efficacy, while in the female category, it was the set’s area. Therefore, in the male category, it was not only the preceding action that affected setting efficacy, but also the serve. On the contrary, in the female category, only variables of the action itself and of the previous action, reception, affected setting efficacy. The results obtained in the present study should be taken into account in the training process of both male and female volleyball players in formative stages.

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.

In recent years, a number of quantitative methods have been identified and developed with the specific intent of assisting the objective analysis of athletic performance (Nelson & Groom, 2012). The main aim of this research was to clarify the importance of performance in game actions as determinant of match result in a sample of young volleyball male players. The study sample was composed of 74 male participants belonging to the Under-16 teams (M: 14.61; SD: .88) from the Extremadura Volleyball League in the 2010/2011 season. The studied variables were: performance in game actions (serve, defense, setting and spike) and match result (win/lost). FIVB Observational System (Coleman, 1975) has been the instrument for data recollection, it has been applied previously in numerous studies and is accepted as a valid tool for research community. The T-test for independent samples results showed statistically significant differences in performance of game actions: serve (F1,72= 3.86; p=.048; np2=.492), defense (F1,72=14.07; p

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.

El objetivo del presente estudio fue diseñar y validar un instrumento de observación para medir la toma de decisiones en la acción de recepción en jugadores de voleibol en etapas de formación. El instrumento elaborado es una adaptación del GPAI (Game Performance Assessment Instrument) creado por Oslin, Mitchell, y Griffin (1998) en la dimensión toma de decisiones, en el que se establecen una serie de criterios que permiten valorar la toma de decisiones (apropiada o inapropiada) en la acción de recepción. El proceso de diseño y validación se realizó en seis fases: a) revisión bibliográfica; b) elaboración del instrumento por especialistas de voleibol; c) validez del instrumento a través de la técnica de jueces expertos; d) cálculo del coeficiente V de Aiken (Aiken, 1985); e) cálculo de los intervalos de con-fianza; f) fiabilidad en la observación del instrumento. Los resultados obtenidos muestran que el instrumento permite una observación valida y fiable de la toma de decisiones de los jugadores en la acción de recepción de voleibol. Este instrumento puede ser empleado tanto en la investigación como durante el proceso de entrena-miento deportivo para evaluar la toma de decisiones de los deportistas. The main aim of study was to design and validate an observational instrument to measure decision-making in the reception action of volleyball players in formative stages. The instrument is an adaptation of the GPAI (Game Performance Assessment Instrument) by Oslin, Mitchell, & Griffin (1998), for the dimension decision-making, in which a number of criterion to evaluate the decision-making (appropriate or inappropriate) for reception are included. The design and validation pro-cess was conducted in six phases: a) literature review; b) development of instrument carried out by volleyball specialists; c) validity of the instrument through expert judges; d) calculation of the Aiken’s V coefficient (Aiken, 1985); e) calculating confidence intervals; f) reliability of the observation using the instrument. The results showed that the instrument allowed a valid and reliable observation of the decision-making in the reception action of player’s volleyball in formative stages. The instrument can be applied, both in research and during sports training, to evaluate athlete’s decision making. Actividad Física y Deporte

The aim of the study was to determine how different variables of the setting action affect to the block participation in high level male volleyball. The study sample was comprised of a total of 2742 game actions, divided into 1371 setting actions and 1371 block actions, corresponding to the observation of the 24 matches of the third stage of the World Male Volleyball Championship, absolute category. The dependent variable was block participation (zero or one blocker, two blockers, three blockers). The independent variables were: setting zone (excellent, acceptable, unacceptable), type of set (standing set, jump set), setting technique (overhand set, forearm set), set´s area (zone one, zone two, zone three, zone four, zone six) and tempo of set (first tempo, second tempo, third tempo). The result of this study showed that the variables setting zone, type of set, set’s area and tempo of set, were predictors of the block participation. Thus, the decision-making of the setter in the setting action as well as the type, area and tempo of set, has high relevance in game, affecting to the block participation of the opposing team. This work has been funded by the University of Extremadura and group Banco Santander. This work has been developed through the project funded by the Ministry of Science and Innovation entitled "MASVb System of competitive assessment and technical guidance for the Spanish Superleague Volleyball" (DEP2011-27503). This study was made possible thanks to the contribution of 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.

El objetivo del presente estudio fue analizar la influencia de un programa de supervisión reflexiva sobre la toma de decisiones en el ataque en voleibol en jugadores en etapas de formación. Los participantes fueron 8 jugadores de un mismo equipo, distribuidos en dos grupos: grupo experimental (n = 4) y grupo control (n = 4). El programa consistió en el visionado y posterior reflexión, en diferentes reuniones de supervisión individualizadas, sobre acciones de ataque apropiadas e inapropiadas realizadas por el propio jugador durante la competición. Los resultados del estudio determinaron que los jugadores que habían sido expuestos al tratamiento mejoraron significativamente después de la intervención. Plantear investigaciones basadas en programas de supervisión reflexiva, sobre diferentes acciones deportivas, puede ser una herramienta complementaria para la mejora de las capacidades cognitivas y decisionales de los jugadores en formación.

The main objective of this study was to analyze the volleyball serve formative stages based on the function punch game player and receiver, and its effectiveness, and also establishing partnerships between these variables and gender. To this end, we analyzed a total of 1827 shares belonging to pull Spain Championship regional selections cadet class of 2005. The results show that both boys and girls guide to serve the ball to other players who are neither attackers-front, or underwriters, or releasing. However, the variable effectiveness, predominate in children serves to permit the construction of multiple attacks, while girls performed serves to limit the options of building the attack. In the inferential analysis, the gender variable is significantly associated with the three variables considered in the investigation, where the completion of the service by receptor-bombers and effectively services 1 and 0 are associated significantly and positively with male gender while carrying out the services from the opposite and the central and efficacy 3 and 4 are associated significantly and positively with the female gender.

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.