How context influences the tactical-technical behavior of learners: the case of volleyball

Abstract

This study compared the tactical-technical behavior between two distinct situations of reduced volleyball games. The sample consisted of 12 games played by doubles, 6 of which were played in 3.0m x 3.0m (SIT1) and 6 of 2.0m x 4.5m (SIT2) courts. Thus, the behavior of 12 participants, with mean age of 16.7 ± 1.5 years and 3.2 ± 1.2 years of practice, was compared. The results showed that at reception, better results were obtained in adjustment and decision making in SIT2, whereas in SIT1, efficiency was higher; in setting, it was observed that SIT2 presented better results in technical performance, adjustment and efficiency, whereas in SIT1, efficiency was higher; in SIT2, attack, better results were observed in adjustment and decision-making. It was concluded that environmental restrictions influence the behaviors of learners, showing that different ecological contexts provide actions inherent to the specific game environment.Resumo -O estudo comparou o comportamento tático-técnico entre duas situações distintas de jogos reduzidos no voleibol. A amostra constituiu-se de 12 jogos disputados por duplas, sendo 6 praticados em quadras de 3,0m x 3,0m (SIT1) e 6 de 2,0m x 4,5m (SIT2). Assim, comparou-se o comportamento de 12 participantes, com idade média de 16,7 ±1,5 anos e com 3,2 ±1,2 anos de prática. Os resultados mostraram que na recepção houve melhores resultados no ajustamento e na tomada de decisão na SIT2, enquanto que na SIT1 a eficácia foi mais elevada; no levantamento observou-se que a SIT2 apresentou melhores resultados no desempenho técnico, ajustamento e eficiência, enquanto que na SIT1 a eficácia foi mais elevada; no ataque, na SIT2, observou-se melhores resultados no ajustamento e na tomada de decisão. Conclui-se que as restrições ambientais influenciam nos comportamentos dos aprendizes, evidenciando que contextos ecológicos diferentes oportunizam ações inerentes ao ambiente específico de jogo.

How small-sided games’ court dimensions affect tactical-technical behavior in beginner volleyball athletes

“…Understanding these principles facilitate the elaboration of successful strategies for the application of teaching-learning proposals 53 such as SSG in their multiple configurations. In this context, when manipulating the court size, it is possible, for example, to manipulate the court form, exploring other forms than the square court adopted in this study, such as rectangular courts, in order to emanate different tactical-technical behaviors (for more information, see Rocha et al 27 ). Thus, considering environmental restrictions is necessary for pedagogical practice, since different manipulations can emanate different technical tactical behaviors.…”

“…Participants were paired up after their individual ranking, performed by three experienced volleyball coaches with more than 10 years of deliberate practice and insertion in state and national championships in Brazil (for more information on expertize see Ericsson et al 26 ). To this end, the tactical-technical performance of the players was considered, with the best-ranked player teaming up with the worst-ranked one and so on, in order to balance the pairs, similarly to Rocha et al 27…”

“…Participants were paired up after their individual ranking, performed by three experienced volleyball coaches with more than 10 years of deliberate practice and insertion in state and national championships in Brazil (for more information on expertize see Ericsson et al 26 ). To this end, the tactical-technical performance of the players was considered, with the best-ranked player teaming up with the worst-ranked one and so on, in order to balance the pairs, similarly to Rocha et al 27 Each pair of athletes played three competitive games in each court size, lasting five minutes each, with a minimum interval of 10 min between each game. The duration of the game considered the training routines of athletes, since they were already used to play SSG with this duration.…”