Learning objectives

 Know and learn the methods for developing motor, technical and tactical skills and abilities.  Know and learn the executive technique of the fundamentals.  Learn the methodologies for teaching the technique and tactics.  Learn how to structure and organize the training process.  Learn the basic elements and behaviors necessary for the management of a group.  Learn the methods for increasing and strengthening physical abilities with respect to requests and technical / tactical needs.  To learn the rules of the game and refereeing technique.  From the predefined training protocol, applied according to the logic dictated by the objective ... to the training protocol built n autonomously, in relation to the concrete and contingent objective, using predefined exercises ... to the training protocol created and tested, adapted to contingent situations and individualized for each individual player  Areas of competence of the coach:  Planning and organization of technical-tactical work in the gym  Planning and organization of the physical preparation work:  Check-check of the work done by the trainer  Reading performance models: o Technical performance models (executive models) o Tactical performance models (technical models applied to game dynamics) o Game models (game systems) o Physical performance models (types of movement, expressive dynamics of muscle tension, individual characteristics of the jump, ...)  Multiannual programming of training and development in perspective of the athlete (therefore not related to the current levels), also through the specific contents of the teaching modules referring to the targeted training of experts for the youth sector  In summary: o Programming o Technical development o Tactical development o Physical preparation

Prerequisites and basic notions

Summary knowledge of basic techniques and specialist techniques.

Program

Program

Form 1

• The game system as a training medium:

o The individual technical development program and the game module that enhances and develops its characteristics

o The selection of reference fundamentals for the organization of tactical systems:

◊ Reception spike- system
◊ Service and block-defense system
◊ Defense and reconstruction system

• The error in the motor learning process:

 Error management
 Prevention against errors
 The recognition of the determinants of the error
 The correction of the error


Module 2

• The teaching of set

o The use of the technique of the set in basic volleyball:


◊ The set for the reconstruction support
◊ The set for the reception of the service
◊ The set for the setting

o Identification of aptitudes for the role of setter:

◊ Ball trajectory and body axis
◊ The set back and forth
◊ Attitudes to set management
◊ The differentiated training of the setter

Module 3

Didactic path for the setting of the set techniques:

o Development of neutrality in the set approach
o The reference to the target
◊ The management of the trajectories ahead
◊ The management of the trajectories behind

o Suspended set

o The progression of the set paths:

◊ The second half lift (seats 4 and 2)
◊ The first half early (ball 1-2)
◊ The second line set

o the pass with bagher and training in situation

Module 4

• The teaching of the bagher

o Use of the bagher technique in basic volleyball:

◊ The bagher in support for the reconstruction
◊ The bagher for the riser
◊ The bagher for receiving the service

o Identification of aptitudes for the role of receiver:

◊ Ball trajectory and body axis
◊ Orientation of the rebound plane
◊ Attitudes to reception competence
◊ The differentiated training of the receiver

Module 5

• The didactics of the spike

o The setting of the motor sequence:
◊ Acceleration on detachment

o The crushed by means of a 2nd stage lift:
◊ From seat 4 and from seat 2
◊ The action of the upper limbs from the deadlift to the blow on the ball

o The dunk of the so-called high ball:
◊ From seat 4 and from seat 2
◊ The run-up start time and the take-off
o The attack against wall (1 vs 1) exercise:
◊ The differentiation of the shots

Module 6

Differentiation of spike techniques:
o The individual structural and motor characteristics for setting up the spike:
◊ Skilled forward
◊ Powerful attacker

o Management of stroke time. o Control of manual skills

Module 7

The spike according to the executive models characteristic of the various roles:

o Differentiation criteria of the motor sequence:
◊ Executive preparation and situational anticipation.
◊ Position and start time
◊ The run-up line
◊ Frontality and deadlift time

o The spike of the spiker receptor (zones 4-2)
o The spike of the central (zone 3)
o The spike of the opposite (zones 4-2)
o Spikes from the second line

Module 8

The teaching of the service and its development:

o The service from above:
◊ The floating impact (direction of the blow)

o The jump service:
◊ The so-called jump-float technique
◊ The so-called jump-spin technique


Module 9

The didactics of the block in the areas of competence of the various roles:
o Didactic techniques for travel
o The rebound plan
o The reference points
o Specialized techniques for the various network points

Module 10

Didactic path for setting the block techniques:

o Executive differentiation criteria:
◊ The distances
◊ The timing of the situational adaptations of the block

o Qualifying elements of block techniques:
◊ The aggressiveness of the rebound plan
◊ The orientation of the rebound plan
◊ The management of the block time
◊ The transitions between block and break spike


Module 11

• Adaptations of the bagher technique for the dig :

o Control of the ball in the figure
o Control of the ball out of the picture
o Falling interventions
o Interventions in reactive exit from posture

Modulo 12

Didactic path for setting the techniques for dig:

o Defense time
o o Bilateral control of dig
o o The functional evaluation
o
◊ The instinctive motor reaction
◊ Exit of the support foot
◊ Control of the fall and intervention on the ball

o The differentiation of the posture and of the defending position with respect to the attack point and / or the attacked ball hit

Form 13

Tactical training through play:

o The 6 vs 6 with technical objective:

◊ Team goal
◊ Spike system target

o The 6 vs 6 points:

◊ Exercises to emphasize the ball change
◊ Exercises to emphasize the break point
◊ Exercises for defense reconstruction
◊ Exercises for freeball rebuilding

Form 14

The specialization in the youth training system:

o The technical aspects and the respective driving assumptions that identify the attitude in the role:
◊ Setter: quality in ball control with the set technique:
Motricity of the lower limbs
◊ Receiver: quality in ball control with the bagher technique:
- Timing of the rebound plan

◊ Central: quality in learning in the game:
- Control of blockl techniques in situations and transitions
- Management of the detachment advance for the first half spike

◊ Opposite: power and height of the spike hit

◊ Libero: reaction of the lower limbs to the ball and to the situational variability of the dig.

Didactic methods

Classroom lessons with the aid of technical and tactical videos.
Practical lessons in the gym.
Watching high-level female youth training sessions.

Learning assessment procedures

Practical evaluation of the proposals made in the teaching activities.
Cross test with one point for each correct answer. Starting bonus for students who regularly attended practical lessons

Evaluation criteria

Starting bonus for students who regularly attended practical lessons. Starting point given by practical activities. Test with one point for each correct answer.
with one point for each correct answer.

Exam language

Italiano