Teaching code

4S007450

Teacher

Alessandra Campedelli

Coordinator

Alessandra Campedelli

Credits

3

Language

Italian

Scientific Disciplinary Sector (SSD)

M-EDF/02 - SPORT SCIENCES AND METHODOLOGY

Period

MOTORIE 2° semestre dal Mar 2, 2020 al May 31, 2020.

Location

ROVERETO

Lessons timetable Moodle Seminars 0

Learning outcomes

Obiettivi formativi: in via di definizione

Program

Learning Outcomes
(knowledge and skills acquired)
⎫ 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


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 setter
◊ 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 spike by means of a 2nd stage set:
◊ From position 4 and from position 2
◊ The action of the upper limbs from the deadlift to the spike on the ball

o The spike of the so-called high ball:
◊ From position 4 and from position 2
◊ The run-up start time and the take-off
o The attack against block (1 vs 1) exercise:
◊ The differentiation of the spikes tecnique

Module 6

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

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 Bilateral control of dig
o The functional evaluation

◊ 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 side out
◊ 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.

Examination Methods

Verification of learning

At the beginning of the course, a questionnaire will be administered to the participants aimed at defining the level of initial knowledge of the participants themselves.
The questionnaire will consist of 20 multiple choice questions (one correct) distributed as follows by macro topics:
• 10 questions: technical-motor area
• 5 questions: methodological area
• 5 questions: physical preparation

FINAL EVALUATION
The final evaluation will be expressed in 100/100 divided as follows:
o 40/100 Technical evaluation - ongoing practice:
- 25/100 technical skills
- 15/100 conduction capacity
o 25/100 Written exam with barrier

The questionnaire must be administered during the last lesson of the course.
The closed-ended questions with 3/4 answer options will concern topics covered during the course.
The scoring criteria are as follows:
◊ Correct answer: +1
◊ Wrong answer: -1
◊ Answer not given: 0

The score contained in the questionnaire will be structured as follows:
◊ 0-10 points: barrier not passed, compulsory to repeat the test.
◊ 11-15 points: it is necessary to deepen the theme that is the object of the test
◊ 16-24 points: barrier crossed
◊ 25 points: exemption for the part relating to the questions on the oral test questionnaire and achievement of 15 points.

- 35/100 Oral test to be carried out at least once after the administration of the questionnaire
- 15/100 questions relating to the questionnaire (exemption if the score reported in the questionnaire is 25/100)
- 20/100 questions at the discretion of the teacher
The minimum score to obtain eligibility is set at 60/100 (18).