Volleyball Skills and Techniques
Trim Volleyball 4v4
Roles of players
Attack
When serving
4
H = Hitter
3
1
2
H
S
H
S = Setter
S
No.1 is the server, No.3 the setter, with the other two hitters at positions 2 and 4. When
No.1 serves the ball over the net, our team’s first role is to defend. After he serves No.1
covers the back court, mainly in the middle, but he must always be alert so that he can
move to both sides to cover surprise attacks from the opposition.
No.3 is the setter, and this is my preferred position. In defense, my role is to assess where
the opponent’s attack is coming from, and move across to join either player 2 or 4 to set
up a 2 man block. In this instance I would link with player 2.
In this case No.2 is our blocker – when the attack comes from his side it is his role to try
and block out the opponents hit. In the 2 man block, he must decide where the block
should be set up.
No.4 player is not involved in the block so he must come off the net and move back to
help defend the back court in case the ball gets past the block.
1
Receiving serve
3
4
2
1
When the service comes over the net, No.4, 1 and 2 must form a tight semi circle about
2/3 back on the court. They must be ready to cover the full court and make the first pass
into position 3. Nos. 2 and 4 take serves coming to front court, and those down the line,
while no.1 takes the serves going deeper to back court.
When I’m in the setter’s position, no.3 my role is to stand about 1 meter from the middle
of the net, receive the first pass, and then play the ball high and close to the net to allow
player 2 and 4 to play attacking shots.
Players 2 and 4 now have to move forward from back court cover to play the appropriate
attacking shot over the net.
2
Volleyball Skills and Techniques
Key Concepts – the concept of skill and skilled performance
Key Concept 1 – The concept of skill and skilled performance
Key Concept 2 – Skill / Techniques improvement through mechanical analysis or
movement analysis or consideration of quality
Key Concept 3 – The development of skill the refinement of technique
Remember –
 Skill describes the purpose of linked sequences of movements
 Techniques is a way of executing a skill
 Skill and techniques vary in difficulty according to their requirements, your
ability and your previous experience.
 Preparation – action – recovery is an effective way of analysing skills and
techniques
Key Concept 1
In this Key concept you EXAMINE IN DETAIL what makes a skilled performance; how
skills are performed through an information processing model; how skills and techniques
are performed for effective, consistent performance and how model performance can be
used to enhance and develop performance.
What makes a skilled performance?
The most important objective of a skilled performance is to carry out linked movements
with maximum efficiency and minimum effort. A skilled performance shows these three
characteristics:
1. Sequences of movements are carried out in a fluent, controlled way often with a
minimum of effort
2. Correct options are selected
3. Skills and techniques are used which reflect the performer’s ability and
experience
Skill is relative to ability. Your ability to play a hitter at Volleyball determines the type
you can use efficiently and the type of options you can use successfully during game
play. Your technique and options will probably be less extensive than those of
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someone just beginning to learn the activity.
Volleyball example (of how a skilled performance can be used to enhance and develop
overall performance)
Show fluent, controlled movement
Competent Volleyball players display high technical ability as well as good court
movement skills. They anticipate the flight of the ball instead of reacting to the shot – this
in turn allows them to adjust their feet and position their hips in line with the opponents’
attacking shots. They use body balance to display good position and joint alignment.
These skills allow them to defend the full court from the opponent’s attack, and then be
able to set up an effective attack.
Select the correct options
In individual skills the performers usually select options that are successful and inventive.
For example, the setter may use disguise by pretending to use a forward set, then play a
reverse at the last minute. Similarly, the hitter may pretend to play a hit and then, instead,
use a tip to play the ball over the block. Good volleyball players are able to read each
situation and then consistently select the correct option to benefit the teams attacking
opportunities
Use skills which reflects experience and skill
Good Volleyball players always play to their strengths. In defense, if they have a slightly
weaker first pass. They will anticipate the flight of the ball on the opposition’s service
and, instead of playing a dig pass, will move forward to allow then to play an easier
volley pass into the setter. Similarly, in attack, a good hitter will always try to play a
diagonal spike if this is the one which gives her the highest success rate. She will only try
a more difficult shot if confidence is high or the opposition start to read the type of shot
she is using. In addition, if a particular attack is not working, she will spot this early and
use her experience to change to another attacking option. A setter will know the best sets
for each of his attackers and consistently use these types of sets. He will also use his
experience to see who is playing well and set the ball more often to the hitter in form.
4
Volleyball Skill and Technique
What would you expect to see in a Skilled Performer?
1. Excellent movement qualities. Anticipation of ball flight.
2. A wide repertoire of skills – from simple to complex.
3. High percentage accuracy when playing these passes.
4. Control & fluency when passing.
5. A skilled performer carries out a series of linked movements with maximum
efficiency.
6. Excellent decision making qualities – when to make the easy pass & when to try
the speculative pass. Plus be able to convert a poor pass into a good one.
7. Able to cope with the Pressure demands of the game –being able to react / adapt
to any given situation.
8. Awareness of where your own players are, as well as those in the opposing team.
9. Creativity / Vision to see the pass or move that others cannot.
10. Deception - one who has the ability to deceive the opposition when passing or
hitting.
11. A team player – one who can link with other players to the benefit of the team.
5
Volleyball – Skills and Techniques
Information Processing Model
Processing information when learning skills
As your performance develops you are learning how to process relevant information
effectively. The information processing model is one method you can use to consider
how learning takes place. The model contains four parts are linked together is a learning
loop. The diagram below is an example of how the learning loop could be applied to a
service reception in Volleyball.
1. Input
Position yourself correctly on court.
Watch the flight of the setter’s pass. I
may have to adjust my approach before
I perform the hit.
4. Feedback
2. Decision making
Use information I receive about
your performances to help you in
the future. E.g. how effective was
my hit in terms of speed, flight
and direction?
Separate essential
information from non
essential information. Make
a decision. E.g. will I be able
to perform a power top spin
hit
3. Output
Now perform the actual skill in my
case the hitting action (PAR)
 The first part of the loop is INPUT information. This is the information you
receive from your senses e.g. sight and sound
 You then have to make decisions based on the input information you have
received. Sifting more important information from less important is the second
part of the loop – DECISION – MAKING
 The third part of the loop is OUTPUT. This is the way in which you decide to
move and respond to the decisions you have made.
 During and after your chosen response you will receive information about
performance. This FEEDBACK is the final part of the loop.
6
Volleyball – Skills and Techniques
Classification of skills
Skills are predominantly closed or predominantly open, simple or complex. Classifying a
skill according to these different criteria is particularly helpful in determining which
types of practice are most likely to improve specific skills
Closed
Open
Skills exist on a continuum between closed and open: those which are unpredictable are
open and those which you are in charge of carrying out are closed. For example, in
Volleyball the service is a closed skill because there are few distractions or outside
influences which affect the execution of the skill. Setting, however, is an open skill
because the setter has to adjust his body to the quality of the first pass and then attempt to
play an accurate set to one of his hitters. Each of the hitter may prefer a certain type of set
and this make the setters task even harder. For the same reasons hitting is an open skill.
Simple
Complex
Skills are also either predominantly simple or complex. Skills exist on a continuum
between simple and complex; those which require little decision making and only basic
movement patterns are simple, those which require more thought and decision making
are complex.
A number of factors determine whether a skill is simple or complex. These include:





The amount of information to be processed
The number of decisions to be made
The speed at which information processing and decision making requires occurs
The accuracy involved
The type of feedback which is available
In Volleyball there are very few simple skills – the underarm service is the closest to a
simple skill, but the over arm is service is more complex because it is a more difficult
skill. If a player receives an easy pass then skills such as the dig pass and the volley pass
can be relatively simple, but during a game this seldom happens, and players have to
adjust to the direction and flight of the ball and then make the appropriate decisions on
how best to play the pass – these skills then become more complex.
7
Setting and hitting are very complex skills. Setters may have a pass coming to them
from different directions, they then have to play an accurate pass for the attacking player
in the team – this involves the full cycle of the information processing model and thus is
extremely complex.
Hitting is a very complex skill also. It involves subroutines (parts) – the run up, take off
and jumping action, then the hitting action itself. The hitter has also to make the correct
decisions, based on the quality of the pass from the setter, as well as the set up of the
opposition’s defense e.g. block.
Skills also fall into three categories discrete, serial or continuous
Skills exist on a continuum between discrete and continuous
Discreet
Serial
Continuous
Those skills that have a beginning and an end are continuous. Continuous skills are
characterised by their ongoing nature and always have repetitive patterns. No Volleyball
skills are continuous.
A serve in Volleyball is a discrete skill.
A spike in Volleyball is a serial skill because it has a run up, a take off and jump, then
the hitting action itself.
8
Volleyball – Skills and techniques
Key concept 2
Key concept 2 – mechanical analysis, movement analysis or consideration of quality
You will always answer on movement analysis
Movement analysis helps provide the specific technical information you may require to
analyse the skill.
Your focused observation schedule on setting and hitting can also be used in a question
based movement analysis. These more focused OS’s measure the effectiveness of your
preparation, action and recovery whilst playing the set or the hit.
The criteria is both OS’s cover the movement before playing the shot, the movement
during the shot itself, and the movement after the pass or the hit. By analysing in this way
it is possible to pinpoint the specific aspects of the performance that requires
improvement. It is also useful for completing an analysis which looks specifically at the
overall effectiveness and efficiency of the movements involved.
Example 1: It is evident from my more focused OS on setting that my court movement in
the preparation phase is inefficient – I am unable to anticipate the pass, I do not bend my
knees and as a result my movement is slow and I am unable to get my hips round in time
to face the direction of my intended pass and this means that the set is not accurate.
Example 2: It is evident from my more focused OS on hitting that my body alignment in
the action phase is inefficient – I do not raise my non hitting hand high to keep my body
balance, this then means that my hitting action is not smooth or accurate, resulting in a hit
into the net or out court.
At this point you may be asked for a Programme of work which you used to bring about
an improvement in your performance. All you need to do is use the programmes in your
course notes that are relevant to you (don’t say that you have a weakness in your take off,
then give an improvement programme on the hitting action)
Make sure that you keep referring to the movement qualities that you are trying to
improve. Remember that the word movement does not only refer to movement about the
court, it also covers the movement of your body parts in action and recovery phases.
9
Volleyball Skills and Techniques
Game skill analysis – Initial OS
Not effective
Service
√√√√√√ (6)
Effective
√√√√√√√√√√√√√√√
Total
%age
Success
26
77
√√√√ (20)
First Pass
√√√√√√√√√√ (10)
√√√√√√√√√√√√√√√
√ (15)
25
60
Setting
√√√√√√√√√√√√√√√
√√√√√ (20)
√√√√√√√√√√√√√√√
√√√√√ (20)
40
50
Attacking
√√√√√√√√√√√√√√√
√√√√√ (20)
√√√√√√√√√√√√√√√
√√√√√√√√√√ (25)
45
55
Blocking
√√√√√ (10)
√√√√√√√√√√√√√√√
(15)
25
60
Field
Defense
√√√√√√√√√√√√√√√
√√√√√√√√√√√√√√√
(30)
√√√√√√√√√√ (10)
40
25
This game analysis sheet was completed during a 20 minute match of trim Volleyball (4
v 4). All players rotated throughout all positions so that I could assess my strengths and
weaknesses in each of the skill of the game. The skill level of all the players was
approximately the same.
The criteria for each skill was as follows –
“Not Effective” resulted in a direct loss of point, through to “Effective” where the quality
of the shot was of a high standard. I completed the O.S. from a video of my performance,
with my coach helping me to fill it in for the first few minutes until I had found the
correct criteria.
10
Volleyball Skills and technique
Observation schedule
Now make up another OS for setting and hitting, but this time make up the results so
that one is a strength and the other is a weakness – you can take this with you into your
NAB test.
Service
Setting
Not effective
Effective
% Success
Hitting
Now go to your more focused OS on your weakness and complete the tick sheet where it
is relevant to you. Make sure that you put the crosses in at the specific area of weakness,
preparation, action and recovery.
11
Volleyball Skill and Technique
Focus OS – Setting
Preparation
Action
Recovery
Criteria for Hit
Model
performer
An
example
Follow the flight pattern of ball
and move underneath it
√
X
Hips facing direction of
intended pass, knees bent
√
X
Bend elbows upwards with
hands above forehead
√
√
Bend wrists back and spread
fingers wide in shape of ball
√
√
Relax wrists just as ball reaches
hands
√
√
Drive with the legs
√
?
Straighten the arms
√
√
Flick the wrists
√
√
Follow through with arms in
direction of pass
√
√
Move back into position of
readiness for next shot
√
√
ME
Criteria –
√ = effective
X = needs improving
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Volleyball Skills and Technique
Setting – P.A.R.
Preparation
1. Adopt a position of readiness – lower C. of G. by bending knees, feet shoulder
width apart, on balls of feet and feet constantly shuffling
2. Anticipate flight of first pass by using senses to see where ball will land
3. Move body underneath ball in readiness for the set
4. Adjust hips to face in the direction of the set – this controls the body alignment
and in turns provides for a more accurate set.
5. Bend knees with feet shoulder width apart.
6. Elbows bent, wrists back, open hands in shape of ball
Action
NB. The action is all about Timing
1. Just as the ball arrives into the hands, drive upwards simultaneously by extending the
ankles, legs and arms – this action provides the height in the set. This allows the hitter
time to adjust his position in preparation for the hit. It also allows him time to select the
appropriate type of attack and perhaps even target a weak player of the opposition.
Timing is the key to this action
2. A fraction of a second after this, flick the wrists, followed almost immediately by the
fingers. This is a caressing action which requires ‘touch and feel’. This action from the
wrists and fingers provides the finesse and accuracy of the set.
Recovery
1. Follow through by extending arms in direction of set to provide accuracy
2. Sink body low to cover a possible block from the opposition.
13
Volleyball Skills and Technique
Hitting – P.A.R.
Preparation
Approach
1.
2.
3.
4.
Make yourself available to setter – adjust body position in readiness for set.
Approach is left foot to an almost simultaneous right / left
Lowering hips, bending knees, before take off to create upward momentum
Arms swinging from behind body to create upward thrust
Take Off
1. Explosive transfer of horizontal acceleration to vertical thrust
2. Simultaneous drive from knees, ankles and swinging of arms creates height.
3. Engage left hip which allows right side of body to rotate in preparation for hitting
action
4. Sight ball with opposite hand to help balance and maintain C of G in correct
position for hit.
5. Arch back in preparation for hit
Action
1.
2.
3.
4.
At same time, use core body muscles to straighten body and create hitting power
Pull non hitting arm forward and downward to create additional hitting power
Swing extended hitting arm at the ball to create hitting power
Hit ball with an open palm, flicking wrists to create additional power.
Recovery
3. Follow through with hitting arm in direction of hit to provide accuracy
4. Land and position body in readiness for next pass.
14
Volleyball Skills and Technique
Example Question
Discuss your overall performance with particular reference to your strengths and
weaknesses?
I play setter in our team and this is my main strength, although even here improvements
could be made. When setting, my main strength is that my volley passes are nearly
always high and accurate, the height giving our hitters time to make their approach run
and the accuracy means that they seldom have to make any major adjustments to their run
up. The lead on from this is that we then win many points from our attacks because the
hitters can then concentrate on power hitting and aiming at weaker players. When setting,
I always get my hips facing the direction of the pass; this makes it easier to maintain
accuracy. I also have “good hands” – relaxed wrists and good timing of the action
allowing me to produce the delicacy of touch required of a quality setter.
N.B. This now means that if you are asked to prepare an improvement programme to one
of your strengths, then you could still work on your forward volley pass, the problem
being your lack of movement when the first pass is not quite as accurate, and the need to
be able to set to both left and right handed hitters. The practices would incorporate the
following factors:
1. Practice stage to Automatic stage
2. Need to be kept “open”
3. Method of practice “whole skill”
4. Realistic, therefore, “speed of practice” and “pressure” would also be included
My other main strength is my blocking. My timing is always accurate, this allows me to
make sure that I block at the peak of my jump which then means that I can make a bigger
barrier against the opposition hitters. In addition, I push hands and arms over the net at
just the right time, this means that when the ball hits them, it lands on the opponent’s side
and we win the point.
My main weakness is in hitting. Although I am a setter I still need to be able to hit the
ball. Instead of a two footed take off, I only jump off one foot, this means that I do not
get enough height in my jump and this limits the attacking angle of my hit and I often hit
the ball out of court. A one footed take off also means that my jump sometimes goes
forward rather than upwards which means that I often foul the net and lose vital points. In
addition, my timing of the hit is poor; I tend to swing my hitting arm either too early or
too late- this means that I seldom connect with the palm of my hand and often the ball
hits off my wrist or the tips of my fingers. This in turn means the ball either flies into the
net or spins up in the air and allows our opponents to set up an easy attack. This causes a
15
major “mental” problem because I worry every time I have to hit and this lack of
confidence then starts to have an effect on the rest of my game.
Linked to this I also have another problem – my overarm serve. This is very closely
related to my “timing” problem in the hitting action. Poor timing of the hit is due to a
weakness in the hand and eye co-ordination. Again, not hitting the ball with the correct
part of my hand means that I either serve into the net or the serve is not accurate. Points
cannot be won if the service does not go in, so again the “psychological” factor comes in
and my overall performance drops, sometimes ending up with me being substituted.
N.B. This now means that if you are asked to prepare an improvement programme for
one of your weaknesses; then you would go back to basics and work a programme based
on
1. “initial stage of learning” going towards “practice stage”
2. Keep practices “closed”
3. Methods of learning – gradual build up
4. Realistic goal and target setting
16
Volleyball Skills and Techniques
Study information and skills cycle
My current performance level?
In this type of question you should be able to compare your overall performance level
with that of a model performer, bringing in quality discussions on the strengths and
weaknesses of the various skills within the game. You need not mention every skill, but,
depending on the question, you should be able to write about both the technical aspects
(preparation / action / recovery) see p15 Leckie & Leckie and the effect that this is
having on your performance, your teammate’s performances and that of the team in
general.
Methods used to diagnose strengths and weaknesses
 Video (P17 L7L)
 Feedback from my coach (P19/20 L&L)
 Observation schedule 1 – P14 / 15 L&L, plus match analysis sheet on breakdown
of skills (see own course notes P3)
 A more Focused observation schedule (technique comparison to a model
performer – (see own course notes P5)
In this type of question you may be asked
Describe a method used? This is a simple question where you just give a basic
description of the method:
1. I set up a video camera in the middle of the games hall so that I could have the
whole match videoed I asked the person to capture my performance in particular
so that I could zoom in on my specific skill level.
2. Feedback from my coach is where he watches my performance in a game and
then tells me where my strengths and weaknesses are.
3. There are two types of observation schedules (OS)
1. The first is initial OS which gives a breakdown of all the skills in the game
and how many successes or failures I have with each.
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Skill
Success
Fail
Service
9
4
First Pass
13
3
Setting
5
16
2. The second a more focused OS, has a breakdown of the skill based on
preparation / action / recovery, giving the criteria for a model performer on
one side and done well and needs improvement on the other. Appropriate
ticks are placed at my level of performance.
Volley Criteria
Done well
Needs improvement
Moves under ball
Knees slightly bent
Feet shoulder width apart
Hands above head, elbow
bent
Wrists bent back
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Why these methods are appropriate?
The video – is the most appropriate because it allows me to watch my performance over
and over again to spot my strengths and weaknesses. I can slow it down and even freeze
frame a skill at any point, thus allowing me to see any part of my preparation, action or
recovery. In addition, I can make up any number of tick sheets or O.S’s from the video.
The video is valid because I can look at a model performer; then compare myself to him
by looking at my performance on the video. Finally, I can keep the video till I have
finished my training programme, and then use it again to compare with another video to
see if I have improved.
Feedback from my coach is valid because she has great experience and knows the
correct criteria. He is able to give me immediate feedback about appropriate aspects of
any particular skill. This makes it easier for me to correct my mistakes straight away,
confident that I am working on the correct technique. In addition, my coach will also
know the best method of improving my weakness, and how to go about correcting them.
Read pages L&L 19/20
Initial Observation schedule is valid because it gives me a factual breakdown
(objective) of all my skills within the performance, telling me, for example, how many
successful hits that I have had during the game. It is appropriate because this information
allows me identify which skills are a strength so I can play to them and which skills are a
weakness so that I can work out a plan of action to improve on my weaker skills.
Focused Observation schedule is appropriate because it allows me to break each skill
down into the preparation, action and recovery phase and then get my coach to fill it in
using his subjective, but knowledgeable, opinion. This then allows me to see, within each
skill, where I am going wrong and then be able to work on my weak areas. Again I can
keep this information and use it later to see if I have improved or not, making it valid.
(See course notes booklet for further information P15)
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Volleyball Skills and Techniques
The Planning Stage
1. Stage of learning
Initially you need to know what level you are at:
 The planning stage e.g. beginner level. During the planning stage, you find out
what the skill involves. You establish what the parts of the skill are and make
your first attempts at learning each part. These parts of the skill are often
referred to as subroutines. At this stage of learning, errors are likely to be
common and so you will need advice, encouragement and support to prevent
unnecessary accidents
 The practice stage e.g. a reasonable level but not competent yet. During the
practice stage you link together all the required subroutines of the skill. Your
ability, experience and the types of skill involved will determine the amount of
practice time required. Simple skills will require less consolidation through
practice than complex skills. Gradually, appropriate practice will reduce the
number of mistakes made during performance. The type of practice method
you would use for the development of simple closed skills is likely to be
different from those you use for the complex open skills.
 The automatic stage e.g. where you are good at the technique. At the automatic
stage, most key subroutines have become automatic in the performance. As a
result, little attention is paid to them. During a dig in Volleyball this may mean
that you can move to the ball in balance, align the arms correctly and lower
your centre of gravity automatically. This allows you to pay much closer
attention to the flight path of the ball without devoting any special attention to
the subroutines. At the automatic stage errors are less likely. Due to your
higher skill level you will be able to devote more attention to more detailed
aspects of your performance. For example in your Volleyball dig you are now
able to concentrate on the speed of the dig to your setter as well as on the
direction and flight path of the shot.
But you need to work at it under different forms of pressure. You should be able to write
about each and discuss in depth which is most appropriate to the skill which you wish to
improve. (See course notes booklet P67 L&L)
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2. Classification of skills – open / closed
You must link this to the stage of learning e.g. if you are weak at the reverse volley, then
you must ensure that you start at the initial stage of learning, and in addition, keep the
practices closed because it is much easier to learn without outside influences. It is also
important because it allows you to practice at the pressure level which best suits you.
(See course notes booklet for further information P60/61 L&L)
3. Principles of effective practice
Remember BEST WIMP
B = Reading books to gain information of the correct criteria
E = Effects of boredom and fatigue
S = Identification of Strengths and weaknesses
T = having clear targets (see P76 L&L) – goal setting is important it provides direction
for the programme or practice. Goals should be specific, challenging, attainable and
measurable – this in turn boosts confidence, and provides motivation to achieve success.
W = Work / rest ratio – specific to your needs
I = Intensity of practice / speed of practice. It is vital that you get speed or intensity of
the practice at the correct level for you.
M = viewing a model performance in advance, either watching the actual performance,
seeing it on video or looking at pictures.
P = Progression – set practices at correct level and progress when appropriate
21
4. Method of practice – (P68-73 L&L)
Remember DROPCL
D = Drills (P71 L&L) E.g. hitting drill again must be specific to your needs. Therefore,
be ready with several drills which are progressive.
R = Repetitions = (P71 L&L) – Remember to justify why e.g. 10 would not be enough,
or why 30 would be too many. If 30 is too much then change to 3 sets of 10 and then
justify why, speaking about fatigue or moving onto new practices in between to provide
variety
O = Opposed / unopposed = e.g. having no blockers etc.
P = Pressure training = (P70 L&L)
C = Conditioned games = (p72/73) e.g. to improve hitting play 3v3 but must use
underarm serve to promote attack and 2 points for successful spike.
L = Methods of Learning = for a programme to have maximum effect, the correct
learning approach must be selected. This method of learning is directly related to the
stage of learning and open and closed situations
Gradual Build up
Using the same example as above then the gradual build up method of learning would be
best because
 It allows you to learn the skill in natural progressions, making it easier to learn
step by step
 Information load kept to a minimum at early stages – easier to learn
 Attention to vital aspects is enhanced
22
 Fatigue is minimised
 Time is not wasted on practicing unimportant aspects again these methods are
linked very closely to the stages of learning and open and closed situations – for
further information P60 L&L
Whole – part – whole
 This is an ideal method of learning where only part of the technique is in need of
improvement
 You are able to wok on specific aspects thus not wasting time or being bored by
working on areas of strengths within the technique
 This method allows immediate transfer from working on part of the skill into the
whole skill to see if success is being achieved. (P 73 L&L)
Whole Skill
 Discrete skills e.g. golf swing / high jump, should not be broken down, instead
they should be practiced as a whole, with the individual concentrating on one
aspect at a time.
 With skills in which parts are synchronised in time, whole practice is favoured
 Learners benefit from practices which resemble the whole game or skill.
23
Volleyball – Skills and Techniques
Considerations when
Planning a Programme of Work
NB. I have put in brackets the actual answers – don’t give these in a planning
answer, keep them as your answer to the actual Programme of Work
1. The first decision I had to make when planning my programme was how long it
was going to last. I had to make sure that it was long enough to allow
improvement to take place. ( 6-8 weeks )
2. I had to decide how many days per week, but to make sure that I had the
appropriate number of rest days. ( alternate days )
3. I had to decide how long each session should last, but it needs to be long enough
to bring about skill improvement ( 1 hour )
4. When planning, I need to consider what Stage of Learning that I am at – this is
vital as all my practices need to be specific to my level of ability (cognitive,
practice, automatic). Linked to this I need to consider the following
a. Do I use opposed or unopposed practices?
b. Will my practices need to be open or closed?
c. When will I include Pressure Training
5. Next I need to consider the Method of Learning that I will use, again this is to
ensure that the practices are specific to the part(s) of the skill that I need to
improve ( G B Up, Whole-part-whole, Whole skill )
6. I need to consider my work rest ratio in relation to the number of drills – I may be
working at high intensity with e.g. 2 sets of 10, therefore I will need to build in
enough rest to make sure that fatigue and boredom do not set in ( rest periods to
allow recovery time and coach feedback, plus watch Model Performer )
7. I need to make sure that I set myself realistic and achievable goals – only by doing
this will improvement take place
8. I need to make sure that I include variety in my practices as this provides
enjoyment and motivation.
9. I will need to include Conditioned Games so that I get time to work on my
weakness within a game like situation ( underarm serve, lower net, don’t rotate )
10. I will need to monitor the effect of my Programme so that I can Progress at the
correct times ( e.g. progress when achieve target of 7 out of 10 )
11. Finally, I must play Full Games to see if my practices are having any effect on my
performance in the game – this also provides enjoyment and motivation.
24
STAGES OF
LEARNING
AUTOMATIC
STAGE
SKILLS
METHODS
METHOD OF
LEARNING
OPEN
WHOLE
SKILL
WHOLE PART –
WHOLE
PRACTICE
STAGE
PRACTICE
OTHER
OPPOSED
PRACTICES
PRESSURE
SITUATIONS
GRADUAL
BUILD UP
-Easy practices or
drills
-Unopposed
practices
CLOSED
- Clear targets but achievable
- MODEL PERFOMER
MORE DIFFICULT (Viewing a top class example)
PRACTICES/DRILS - cut out BOREDOM – have fun
and varied
(7 – 10 REPS,REST
ALWAYS have
conditioned games
COGNITIVE
STAGE
(BESTWIMP)
(DROPCYL)
7 – 10 Again – Avoid
Fatigue)
INITIAL 0r
PRINCIPLES OF EFFECTIVE
PRACTICE
-No pressure
Practices.
- know your STRENGTHS, and
work hard on
improving your WEAKNESSES
-
depending on the practice
WORK - REST - WORK
- feedback
- watch model
- PROGRESS at a level that
suits you
25
Volleyball – Skills and Techniques
A Skills Training Programme
Factors Deriving from the Implementation
1. The importance of Motivation, concentration and feedback (VERY
IMPORTANT)
Motivation (P75 L&L)




Internal motivation e.g. pride in doing well
External motivation e.g. rewards, other expectations
Optimum level of motivation – used to maximise performance
Setting achievable goals that you are motivated to work towards
Concentration (P76 L&L)
 The importance of concentration and maintaining alertness
 How over excitement and anxiety can adversely affect performance
Feedback (P76/77 L&L) pick this first
 Internal – is how you feel, which has a direct influence on your programme
 External – from your peers, but more importantly from your coach who:
1. Knows correct criteria and is therefore able to diagnose weaknesses
2. Has experience in managing temperaments of different individuals, and is
therefore able to encourage or motivate performers
3. Knows progressions to bring about improvement
4. Know when to give positive feedback
5. Knows when to reinforce a point NB. reinforcement must be immediate to
have optimum effect
6. Knows when to give constructive comment on weaknesses.
26
2. Mental Rehearsal
Seeing in your mind one specific target
3. Practice
 Is used for refining technique
 Linked to intensity and speed of practice
 Linked to mental factors, concentration, and determination etc.
 Linked particularly to motivation
 Also linked to feedback
4. Decision making (P59 L&L- see problem solving)
 Vital to programme. Making correct decisions as to when or how changes are
to be made
5. Fatigue and how to prevent
Fatigue has a major effect on your skill level. If you are tired then
 The quality of your passes will be affected and this will mean a drop in your
overall performance
 Your decision making deteriorates very quickly resulting in you choosing
wrong options
6. Variety
 Creates interest and enthusiasm as well as providing motivation and enjoyment
7. Learning stimulus at different times during programme
 Demonstration (model performer)
 Video
8. Evaluating performance and practice




Provides feedback – were goals achievable
Determines the success of the programme / practice
Provides a record of achievement at various stages
Done during and after
27
Volleyball – Skills and Techniques
Monitoring & Adapting
Your Programme of Work
MONITORING
This is where you assess whether your programme is working out or not, as you go
along.
1. Training Diary
2. Mini OS - I completed a mini O.S on my setting (or hitting). I did a setting
(hitting) drill. I had 20 attempts (2 sets of 10 to prevent fatigue), and marked
down my success rate out of 20. I did this same O.S every 2 weeks during my
programme to monitor whether I was improving or not.
3. Internal Feedback
 practice was too long – I was feeling tired
 practice was too long – I was becoming bored
 My practices were enjoyable because they were varied & set at the correct
level.
 I could feel the action becoming smooth, indicating improved control &
fluency
 I could see where the ball was going giving me visual feedback on my
success.
4. External Feedback
 I also had my setting ( hitting ) videoed, every week, during the conditioned
o Game to see how I was performing in a game like situation. The video
also allowed me to see any improvements in my technique.
 I got my coach to watch me on a regular basis during my practices. He was
able to
o Give me instant feedback on any problems I was having.
 he also gave me feedback from the full games each week on whether I had
been
o Able to put my improvements into the pressurised situations of matches.
28
ADAPTING
This is where you change your programme because it is not working, or it is too
easy.
1. After Week 1, session 1.
 set targets too high or too low i.e. practices were unrealistic or were too
easy, therefore boring ( what did you do? give an example )
 reps & sets were too high or too low ( explain your adaptation )
 work / rest / ratio wrong – explain your changes
2. After Week 1, session 2.
 Now much better, but still made small adjustments ( explain )
3. weeks 2 &3
- Need to progress to achieve new targets because my skill level was now
improving. Give examples of
a) new practices
b) Adaptations to current practices e.g. cones, net height.
c) changes to Conditioned Games
5. weeks 5 & 6
 More progressions + increased pressure + less time on drills / practices.
 Longer on conditioned Games
 More time on full game to get used to coping in match
situations
EVALUATING – This is where you repeat all of your initial assessment methods and
then justify any improvements in your skill level and overall performance.
29
Volleyball Skills and Techniques
Information sheet 5: Principles of Effective Practice
Key concept: Ways of learning and developing technique; stages of learning;
methods of practice; principles of effective practice; the importance of motivation,
concentration and feedback
Key points when designing practices
1. Identify current performance strengths and weaknesses. Base your practices on your
current level of ability. Use this as your start point. This will help you design practices
that are realistic and effective for specific aspects of skill and technique.
2. Set realistic targets for improvement over a specific period of time.
3. Keep your practices closely related to the demands of the whole performance. By
doing this it is easier to transfer your improvements back into the activity.
4. Consider the work-to-rest ratio when you are training. Make sure you rest enough and
avoid fatigue. A short, exciting, and interesting training session is better than an
overlong one where you become bored and disinterested. You should practice at times
when you are able to cope with the physical demands of the practice
5. Make sure the practices show progression. As you improve, you can move on to
slightly more demanding practices. You can add to the demands of the practices by,
for example, including opposition, having to carry out skills quicker, performing
longer sequences of work, showing greater technical ability in carrying out specific
movements, and being able to cope with the demands of performing under pressure
6. Avoid endless repetitions of the same practice. Quality practice is better than quantity
30
Volleyball – Skills and Techniques
Information Sheet 5 – Types of Feedback
Key concept: Ways of learning and developing technique; stages of learning;
methods of practice; principles of effective practice; the importance of motivation,
concentration and feedback
The type of practice you do will depend on the type of skill you are learning and the stage
of learning you are at. For successful performance in open skills depends not only on the
amount of practice, but the variety of practice. Open skills may be learned as closed skills
in isolation, but they must be progressed to using types of practice that will make the skill
more relevant to the game.
Whole learning/ whole part whole learning
Whole learning is used in skills when timing, co-ordination and speed of movement are
all integral to the success of the skill e.g. hitting action in Volleyball
Whole part whole practice would be used to look at the whole performance in context.
Identify the weakness within the performance e.g. the hitting action. A weakness in
action / hitting phase leads to the performer mistiming the hit and hitting the ball into the
net. By working on the striking action against the wall allows improvement to be made
before applying the action into the whole performance.
Gradual Build-up
This is when a skill is made up of several sub-routines, and is quite difficult to perform
e.g. the approach pattern to the net for the hit. The performer will go away and gradually
build up the skill until he can do the full skill.
Repetitions or fixed practice
When you are learning a closed skill, when there are no varying factors the most suitable
type of practice is repetitive or fixed practice. This “grooves” the skill and the motor
programme is learned. This allows the conditions to remain the same every time e.g. over
arm serve.
31
Volleyball Skills and technique
Information Sheet 7 – Feedback
Key concept: Ways of learning and developing technique; stages of learning;
methods of practice; principles of effective practice; the importance of motivation,
concentration and feedback
Feedback is information you receive about your performance. Key points about feedback
include:
 There are two broad types of feedback internal or external. Internal is what you “feel”
about your own performance. External feedback is information that you receive about
your performance from various sources, for example, visual, verbal or written
 Internal feedback is continuous you know how efficiently you are linking your
stepping pattern to the hitting action e.g. you can feel how balanced you are in your
take off phase. Knowledge of performance and knowledge of results you will
effectively make judgments about your performance

External feedback in Volleyball could be visual, for example, a video of 4v4 trim
Volleyball match. It is permanent, retrievable and can be replayed many times, using
the slow motion feature. It allows you to see your whole performance, helping you to
identify your strengths and weaknesses. It allows you at a later date to record your
data in a more accessible format.
 Another form of external feedback is a written observation schedule about your
performance. Your performance is judged against written criteria which allows you to
evaluate your strengths and weaknesses.
 Finally, by comparing your performance to that of a model performer, it highlights
areas that you must work on to bring about improvement
 Positive feedback is best, in most cases this is verbal feedback and should be given
immediately after you have performed. Verbal feedback needs to be positive, it should
tell you what you are doing well, and offer suggestions for improvement. It should be
specific and deal with one aspect at a time. This allows the performer to really focus
on one problem at a time. The feedback should be accurate, and the person offering
the advice should know what a good performance is and should know the steps to be
taken to bring about improvement in performance.
32
Skills & Techniques
Summary ‘Programme of Work’
Weakness – Timing of Hit
Weeks 1 & 2
Cognitive stage of learning / Gradual build up – justify both.
Practice 1 – at net, feed to self for hit. Justify - keep net low/ closed / no pressure /
unopposed / noise of hit / 2 sets, 10 reps / can concentrate on basic subroutines / boring
but needs dedication to groove skill.
Practice 2 – partner feed at net. I make approach & hit. Now justify – low net / accurate
feeds / no blockers / provides success / coach feedback.
Practice 3 – hitting drill – diagram. Now justify – game related / best setters / low net / 2
sets of 10.
Conditioned games – underarm serves / I played in hitters’ role.
Full games – enjoyable / /feedback on success of practices.
Weeks 3 & 4
Practice 1 - wall & rebound. Always used as warm up to groove hitting action
Practice 2 – hitting drill. (Practice stage). Viewed ‘model performer’ first.
a) as wks. 1 & 2
b) Other setters so that set is not always accurate.
c) Use of cones as targets.
Conditioned games (new condition, low net)
Full games (stats taken on my hitting – feedback & motivation)
Weeks 5 & 6
Hitting drill – game related progressions.
a) normal
b) net up to full height ( target 7 out of 10 )
c) Feed from other side (diagram). Game related.
Conditioned games (double points for my successful hits)
Full game – more time on this
33
Weakness – approach & take off
Weeks 1 & 2
Stages of Learning / Gradual build up
Practice 1 – 2 footed jump at net. Describe it. Now justify - / closed / no pressure /
unopposed / 3 sets, 7 reps / boring but needs dedication to groove take off action.
Practice 2 – from one foot onto two & jump. Describe it now justify – brings in transfer
of weight and initiates correct stepping pattern.
Practice 3 – 3 meters from net – describe. Boring but necessary to groove full stepping
action / feedback from coach / performance videoed
Practice 4 – hitting drill – diagram. Now justify – game related / best setters / low net / 2
sets of 10.
Conditioned games – underarm serves / I played in hitters’ role.
Full games – enjoyable / /feedback on success of practices.
Weeks 3 & 4
Practice 1 – repeated full run up practice – 2 sets of 10. Coach feedback after 5 attempts.
Starting to find action becoming grooved.
Practice 2 – hitting drill. (Practice stage)
a) as wks. 1 & 2
b) Other setters so that set is not always accurate.
c) Use of cones as targets.
Conditioned games (new condition, low net)
Full games (stats taken on my hitting – feedback & motivation)
Weeks 5 & 6
Hitting drill – game related progressions.
a) normal
b) net up to full height ( target 7 out of 10 )
c) Feed from other side (diagram). Game related.
Conditioned games (double points for my successful hits)
Full game – more time on this.
34
Weakness – setting
Weeks 1 & 2
Cognitive stage of learning / Gradual build up – justify both.
Practice 1 – feed from coach, volley return- closed / no pressure / unopposed / 3 sets, 7
reps / boring but needs dedication to groove setting action.
- same practice, but coach feeds ball to either side of me ( would happen in real game )
Practice 2 – me as setter, high pass to pos. 4 (10times ), then pos. 2 (diagram) – justify..
Practice 3 – hitting drill – diagram. Now justify – game related / line of hitters / low net /
2 sets of 10.
Conditioned games – underarm serves / I played in setters role.
Full games – enjoyable / /feedback on success of practices.
Weeks 3 & 4
Practice 1 – start with practice 2 above to groove volley action.
Practice 2 – coach feeds from various positions for me to set to 2 or 4 (diagram ).
Practice 3 – hitting drill. ( practice stage ). Viewed ‘model performer’ first.
a) as wks. 1 & 2
b) have to set according to hitters’ needs.
Conditioned games ( same conditions )
Full games ( stats taken on my setting – feedback & motivation )
Weeks 5 & 6
Setting drill – game related progressions.
a) normal
b) feed from other side of net – why? diagram
c) feed from other side with 2 lines of players receiving first pass( diagram ).
Again more game related.
Conditioned games ( coach at side –constant feedback )
Full game – more time on this.
35
Volleyball – Skills and Techniques
Progressions for a weakness in the SPIKE
It is assumed that you have gone through the relevant Observation Schedules and
diagnosed the spike as a major weakness
( e.g. success rate 4 out of 18 attempts ).
A more focused O.S. showed that your two main problems were
1) poor timing of the hitting action means that you tend to hit the ball off your
wrist or the tips of your fingers, instead of hitting it with the palm of your hand.
2) taking off one foot causing you to jump forward and net fault. In addition,
taking off one foot means lack of height in the jump.
NB. only use ‘taking off one foot’ if the question asks for two
weaknesses, or it is worth 8 marks - there should be enough
information here for you to answer solely on the hitting action.
Your decision is to
a) work from the ‘initial’ stage of learning going towards the
‘practice’ stage. ( justify! )
b) keep the practices ‘closed’ in the early stages ( justify! )
c) the learning process would be done using ’ gradual build up‘ for each
part, however, if you decide that the question needs you to mention both,
then do them as separate parts , then join them together. ( justify! )
36
Volleyball – Skills and Techniques
PROGRESSIONS
Part A - the hitting action
Stage 1 – I stood beside a very low net, threw the ball above my head and spiked it down
onto the other side.. This was a simple practice which helped me groove the skill in a
closed situation where I could concentrate on the basic subroutines of the hitting action.
The low net gave me great success and boosted my confidence for the next stage. I could
tell by the noise of the hit if I was connecting properly with the palm of my hand.
I did this for 2 sets of 10 – this allowed skill development to take place, but also avoided
boredom and fatigue.
Stage 2 - once I had achieved a good success rate with practice 1, I tried to make the
practice slightly more game related. I kept the net low, but had my partner feed the ball
from hand so that I could make a normal approach and complete the spiking action. This
was a very good practise because the feeds were always accurate, no blockers allowed me
to concentrate on the technique, and again the low net allowed me to achieve a high
success rate.
Stage 3 - I then introduced our best setters and worked on a normal spiking drill (draw a
quick diagram of a hitting drill to explain) This was appropriate because the best
setters provided me with accurate set meaning that I could still concentrate on the hitting
action. This practice was now more realistic because I now had to make minor
adjustments to my action as would be the case in a normal game.
As a progression for this practice, I added in cones at the corners to provide a target – I
set myself a realistic goal of hitting the cones twice in every 10 attempts.
Stage 4 - I then introduced the other setters in our team - this meant that I was now
having to adjust my spiking technique to cope with sets that were not always perfect.
As a progression for this practice, I had the feed coming from the other side of the net
as would be the case in a real game (draw a diagram). I was now playing a volley pass
into the setter before adjusting my run for the spike.
37
Stage 5 - I then introduced blockers to see how I would cope in a fully game related
situation. The blockers meant that I was now under pressure and the practice was now
much more open.
Stage 6 - I then played a conditioned game
- all services had to be underarm so that the spike was easy to set up.
- I played in the hitters role at all times so that I could get more practice. double points were awarded for a successful spike to give me an incentive.
Stage 7 - I always finished with a full game to see how I was now coping in a real match.
This provided motivation and enjoyment at the end of my programme.
Part B -the take off
Stage 1 Shadow drill - near the net, stepping from one foot onto two and jumping
upwards. Did this 7 times to groove the action but prevent fatigue - this provides the
transfer of weight and gives the correct stepping pattern for the spike.
Stage 2 - Shadow drill again - 3 meters from the net, getting the correct stepping
pattern of short step followed by long last step onto two feet, again followed by the
jumping action.
These practices are very static and can be boring but I had to go through this process if
I am to correct the problem. I therefore needed to be motivated and determined to
prevent boredom. In addition I made sure that my coach was present to give me
immediate feedback on both my successes as well as to prevent me making the same
mistake over and over again. This whole process only took about 10 minutes because I
did not wish to spend too long on ‘shadow type’ practices. Instead, I made sure that I
repeated these practices every week until the action became automatic.
38
Volleyball Skills and Technique
Weak at hitting – implementing a Programme
The following question relates to your training programme. However, it must be assumed
that you have already completed an initial assessment on your performance. Your main
strength is your setting, but because you rotate in Volleyball and therefore play in all
positions, you have found out that you have a low success rate for your hitting. The main
problem being the “timing” of the hitting action itself (see other sheets for details on this)
At this point in an exam question, you may be asked how you planned your programme.
Note that this is different from the question about to be answered, which is about
implementing the programme.
Question
Describe and justify a series of progressive practices which brought about an
improved performance
Answer
Having realised that my timing problem lay within the basics of the action and that this
was why I was having limited success. I therefore decided to start at the planning stage of
learning where I could concentrate on the sub routines before moving on to the next level.
I decided to use a gradual build up method of learning because this allowed me to work
through the action in stages and also kept the information load down to a minimum.
My first practice was very simple – I stood 5 meters from the wall, tossed the ball up with
my non hitting hand, then attempted to hit it off the wall and see if it came back to me.
This was a closed practice which allowed me to concentrate solely on the timing of the
action. I was attempting to hit the top of the ball and follow through in the direction of
the hit. Hand and eye co-ordination was essential at this point and I was immediately able
to use internal feedback to check if I was hitting the ball at the correct point. I could tell
by the noise of the hit if it was a successful hit or not, and if it came back to me, then I
knew that the follow through had also been correct. I did this simple practice 20 times
39
without resting because at this stage fatigue was not an issue. This repetitive pattern
helped me groove the action, and my coach stood by my side giving constructive
feedback throughout.
Concentration and motivation were essential for this practice because it was boring, but
very necessary if further improvement was to take place. Setting simple targets, like
getting 3 successful out of each 5 attempts helped motivate me. My coach stood beside
me and gave me immediate feedback on my action. Occasionally, I stopped to watch a
model performer to give me a visual picture of the correct action. Every time I got it
right, I felt good, and this success led to more success.
Next, I moved to the net but made sure that it was put down to a low height. My partner
fed the ball into the air at hitting distance from the net. Because the net was low I was
able to step forward and hit the ball onto the other side of the court. The reason for the
low net was to ensure a high success rate and increase my confidence and motivation.
The earlier practices were now paying dividends and I was achieving a good success rate
– my timing of the action was good, therefore, I immediately added in the two step run to
see if I could complete the action in mid air. This was more realistic to the actual hitting
action and in turn much more difficult to achieve a great success rate. I only had 5
attempts at a time by this stage as the jumping action was quite tiring; however this
allowed my coach to provide feedback between each set of 5.
By now I had moved to the practice stage of learning and could now set up a full setting
drill where I fed the ball to one of our best setters who gave me an accurate set for me to
hit. Although the practice was now much more open I was not under great pressure
because the sets were always accurate. In addition, by keeping the net low the high
success rate was continued and it was also providing internal satisfaction. I was now
ready to see if I could improve within the full game, which was my main target when
setting out at the start of the programme.
40
Volleyball Skills and Technique
Strength in hitting – implementing a Programme
The following question relates to your training programme. However, it must be assumed
that you have already completed an initial assessment on your performance.
My main strength is my hitting, but when up against quality opposition, the service is
much harder to control, meaning that I receive poorer quality of sets from our setters,
plus the quality of the block is much better, again causing me to attempt to hit the hit
harder to try and beat the block. I need to work on my hitting action from a poorer set,
plus adjust my body to hit the ball past the block
At this point in an exam question, you may be asked how you planned your programme.
Note that this is different from the question about to be answered, which is about
implementing the programme.
Question
Describe and justify a series of progressive practices which brought about an
improved performance.
Progressions you should use:
1. Easy feed to reinforce correct action (setting drill)
2. Ball fed to me from other side of net, then setting drill
3. As above, but harder feed to me plus another player, side by side to make it more
realistic
4. Now add 1, then 2 blockers
5. Conditioned games (underarm serve, double points for successful hit)
41
Answer
Before starting my programme, I had to make sure that all the practices were specific to
my needs and relevant to the fact that I am a good hitter when the pass is accurate and the
block is relatively poor. I therefore, decided to concentrate on working at the automatic
stage of learning, this allows me to work in more game related situations and concentrate
on my specific weaknesses. The fact that I am reasonably skilled at hitting means that
there is no great need to break down the skill and work on the technique, therefore the
most appropriate method of learning for my level of ability was to work on the whole
skill – again this allowed me to make the practices specific to my ability and my needs. I
also needed to make the practices as open as possible because this allows me to work on
my weak aspects.
My first practice, however, started at the practice stage of learning. It was a simple setting
drill where I fed the ball to our setter who played an accurate set for me to spike. This
was a relatively closed practice with no blockers, but immediately allowed me to achieve
a high success rate and boost my confidence right away. It also allowed me to groove my
hitting action before working on the harder dills. 2 sets of 6 was sufficient to grove the
action – reps had to be kept low because hitting drills are very tiring on both legs and
arms.
My next practice was more related to my level of ability – this time the ball was fed to
me from the other side of the net and I had to pass the ball to the setter, either with a
volley or a dig, and she would then set the ball as before. This practice was much more at
the automatic stage of learning, just what I needed, and was also much more open in that
it was completely game related – I had to try and give a good quality of pass to the setter,
but there were not always able to give an accurate set. This in turn meant that decision
making had now became part of my practice – if it was accurate then I could hit powerful
hits to the selected parts of the court chosen by my coach, this simulates aiming at a
weaker player. If it was not accurate my goal was to make sure that the hit landed in court
first before thinking about power or aiming for particular parts of the court. After every 3
attempts, I stopped to provide recovery time but also to receive feedback. If I was
achieving the targets, the practice was then overloaded by making the feeds to me more
difficult, and also by introducing different setters as would be the case in a real game.
Pressure training had now been introduced.
42
The next practice was to bring in a partner beside me so that when the feed came over the
net, either one of us could play the pass to the setter – again this was more open, game
related, and forced me once again to select the correct option. Longer rest periods were
introduced to prevent fatigue and allow feedback on the practice success rate.
The next progression was to add in one blocker, then two. The practice was now totally
game related. On a good set I had to make minor adjustments to my body position and
rotate my wrist slightly so that I could hit the ball past the block. If the set was less
accurate, then I was forced to play a top spin spike over the top of the block. Feedback,
both internal and from my coach, was vital at this point. Goal setting was also used to
provide stimulation for success within the practice.
Finally, a conditioned game was introduced with all serves being under arm to allow
attacks to be set up, plus double points being awarded for a successful hit.
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Volleyball Skills and Technique
Setting Progressions
Planning Stage
1. Low volley to self followed by high pass to self
2. In space, feed from coach, high return pass
3. Same practice, but coach feeds ball to either side of me.
Practice Stage
1. High pass to good player, No.4, who returns.
Keep going with me in the setting position
2. Same practice, but me passing to other hitter
position 2
3. Good feed from coach for me to set to position
2 or 4
4. Same practice, but coach varies feed to me –
this is more realistic
Practice to Automatic Stage
1. I have to learn to give the type of set each of the
hitters prefer e.g. taller players like ball high close
to the net, smaller hitters slightly further away
from the net, ball to left handed hitters
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2. Coach feeds to a line of hitters, who volley
pass to me, I must adjust to provide quality set.
Automatic Stage
1. Coach feeds low ball to 2 players – dig to me –
again more game related
2. Conditioned game:


Me in setter position at all times
Underarm serves to promote easier first
pass to me
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Volleyball Skills and Technique
Practices related to a weakness in setting
You may be asked a question similar to this
Question
Select a skill which involves the use of two techniques. Describe how you would set
about improving your performance in each, assuming that you have a much higher
standard in one of the techniques than the other?
It is assumed that you have gone through the relevant Observation Schedule and
diagnosed that setting is a weakness (e.g. success rate 15 out of 34 attempts). A more
focused O.S. showed that your reverse setting only achieved 3 successes out of 12 (25%
success), whilst your forward setting scored 12 out of 20 (60%)
Reverse set
It was clear to me that with such a low success rate, to improve my reverse set I need to:
 Go back to the initial stage of learning and work from there
 Use gradual build up as my method of learning
 Keep the practices closed in the early stages
In the reverse action through a more focused O.S.
1. I diagnosed that my hips, although driving upwards, were not pushing forward to
enable me to create an arch in my back. Unlike a model performer this meant that
my sets were always going above my head, instead of going 1 or 2 meters behind
me to allow our hitters to attack the ball for a successful hit.
46
2. In addition, my wrist action was also wrong – I kept repeating the forward action
instead of flicking my wrists in a backward direction, once again causing the ball
to only go upwards rather than upwards and backward.
Practices
Stage 1
Feed to self then volley pass to partner, when I released it I could see if it was going in
the correct direction. Motivation had to be an important factor at this stage because these
initial practices were boring but necessary if I was to improve my technique. Still keeping
the practices closed to allow the basics to be developed.
Stage 3
My coach threw the ball accurately above me to perform the correct reverse setting
action, 2 sets of 10 again was sufficient to help groove the action, yet also prevent fatigue
setting in. My coach gave me positive feedback to boost my confidence and also pointed
out specific areas which needed improvement. Targets were also set at this stage to keep
me motivated e.g. provide 5 quality sets in a row and I then move on to the next stage.
Stage 4
I repeated stage 3 but brought in our hitters to see if they could attack the ball. Their high
success rate told me that I was beginning to improve. By this stage I have moved on from
the initial stage to the practice stage of learning.
Stage 5
The coach began to vary the feeds to see if I could cope with the demands of a game
related situation. The gradual building up of the practices was working because of the
progressive nature of the practices and because the information I was receiving from the
coach was kept to a minimum, allowing easy learning to take place.
N.B. This would probably be enough for this part of the question – only carry on
with the next stage if you are not answering on forward set as well
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Stage 6
The ball was fed from the other side for my players to pass to me. I then played a series
of reverse sets to a line of hitters. Again this is most realistic because I had to cope with
the actual demands of different types of first pass.
Stage 7
A conditioned game. Underarm serves only to promote a good first pass allowing me to
play as many reverse sets as possible. I stayed as the setter at all times which again gave
me lots of reverse set opportunities.
Forward set
It is clear to me that with a 60% success rate; to improve my forward set I had to:
1. Start at the practice stage and quickly move on to the automatic stage
2. Use the whole skill as my method of learning
3. Keep the practices as open as possible.
In forward set, I noticed from a more focused O.S. that my technique was sound most of
the time, but when I was put under pressure by a poor first pass then the quality of the set
deteriorated. If I was to improve, then I needed to work on the whole skill in open, game
related situations, and put myself under as much pressure as possible. In addition I was
not able to provide the type of set required for each of the hitters – I tended to give the
same type of set for each player instead of making the correct decision and giving each
type of set that they like best e.g. a pass nearer the net for our taller hitters and one
slightly further back for smaller players who like to hit top spin hits.
Practices
Stage 1
I started with a normal setting drill. This allowed me to get good quality feeds and build
up my confidence for the rest of the programme by providing a high success rate in my
setting. In addition, my coach stood beside me to give me immediate feedback on the set
to see if it was appropriate to the requirements to each player.
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Stage 2
A repeat of stage 1, but this time I was set targets by the coach. He gave me marks out of
10 for each set – this provided motivation for success and made me concentrate on even
these simple feeds.
Stage 3
To make the practice more realistic and put me under some pressure, the feeds come from
the other side of the net and our players had to pass the ball to me first before the set took
place. This meant that I had to cope with different types of passes as well as having to
move quicker to provide a quality set to the hitters.
Stage 4
We introduced blockers at this point. Although they are directly related to the setting
action, volleyball is a team game and if the hitter gets the ball past the block and wins the
point, then I get equal satisfaction
Stage 5
Conditioned game, 4v4:
1. Underarm serves to allow the attack to be set up
2. All hitters hit with easy top spin to allow the game to continue
3. I remain in the setting position at all times and don’t rotate as normal
All these conditions allowed me to get lots of setting practice within a realistic situation
Stage 6
Full 4v4 games with my coach filling in an O.S. on the quality of my setting, but also
providing immediate feedback on the quality and decision making of my setting.
49
Volleyball Skills and Technique
Strength in Setting – implementing a programme
The following question is related to your training programme. However, it must be
assumed that you have already completed an initial assessment on your performance.
My main strength is my setting, but when up against quality opposition, the service is
much harder to control; meaning that I receive poorer quality passes from our players,
making it much more difficult to provide quality sets for the hitters. Although I am a
good setter, I also need to be able to provide the right type of set for each of our hitters
because they all like different types of sets, in particular as we have both right and left
handed hitters in our team.
At this point in an exam question you may be asked how you planned your programme.
Note that this is different from the question about to be answered, which is about
implementing the programme
Question
Describe and justify a series of progressive practices which brought about an
improved performance
Progressions you should use:
1.
2.
3.
4.
5.
Simple setting drill to reinforce correct action
As above, but now provide quality sets for individual players
As above, but varied feeds
Feed from other side of net to 2 players – 1st pass then set
Conditioned games – I stay as the setter, others rotate
50
Answer
Before starting my programme, I had to make sure that all the practices were specific to
my needs and relevant to the fact that I am a good setter when the first pass to me is
accurate. I therefore decided to concentrate on working mainly at the automatic stage of
learning, this allows me to work in more game related situations and concentrate on my
specific weaknesses. The fact that I am reasonably skilled at setting means that there is no
great need to break sown the skill and work on the technique, therefore the most
appropriate method of learning for my ability was to work on the whole skill – again this
allowed me to make the practices specific to my ability and my needs. I also needed to
make the practices as open as possible because this would allow me to work on my weak
aspects.
My first practice however, started at the practice stage of learning. It was a simple setting
drill where I received a good feed and I played an accurate set to the hitters. This was a
relatively closed practice with no blockers, but immediately allowed me to achieve a high
success rate and boost my confidence right away. It also allowed me to groove my setting
action before working on harder drills. The set I used was the high ball about 2 feet from
the net – this allows all players, no matter their ability, to attack and provide a quality hit.
2 sets out of 10 were sufficient to groove the action – reps did not need to be kept low
because the setting from an accurate pass is not very tiring.
The next practice was similar to the first, but more game related in that I had to glance at
the different hitters before setting the ball, then provide each with the type of ball that he
or she preferred – our taller players prefer the ball near the net while the smaller players
like the ball a little further off the net. In addition, the ball needs to be set wider for the
left handed hitters. This practice required a lot of concentration about decision making.
Each player was asked to give me verbal feedback on the quality of the set – when the
majority became positive, this boosted my confidence and further success followed. At
all times my coach was on hand to provide constructive comment.
My next practice was more related to my level of ability – this time the ball was fed to
me by my coach, but she varied the quality of the feed so that I had to react and still
produce a high quality set – this practice was much more at the automatic stage of
learning and was also much more open because this is what would happen in a real game.
Pressure training had now been introduced – if I was able to produce a quality set, then
the coach overloaded the practice by feeding the ball further from the net and at times
deliberately gave me poor passes to see if I could still produce a pass which could be hit.
I still used 2 sets of 10 – this time the practice was tiring but it was deliberate because the
51
aim was to be able to produce quality sets whilst under both physical and mental
pressure.
The next practice was to have the ball served over the net to 2 or 3 players who attempt to
pass it to me for the set. The first pass was not always accurate forcing me to react
quickly, thus ensuring that the practice was now totally game related and that I was put
under pressure as much as possible. The speed of the service was built up gradually to
allow a progressive success rate, and blockers were now added to see if the point could
be one. This form of target setting (3 out of 5) provided motivation for everyone to
succeed.
Finally, we played a conditioned game where I did not rotate; instead I played in the
setting position at all times. This gave me lots of setting practice in a pressurised game
related situation.
52
Volleyball Skills and Technique
Weakness in reverse Set – implementing a programme
The following question relates to your training programme. However, it must be assumed
that you have already completed an initial assessment on your performance. In my
reverse set through a more focused O.S.
1. I diagnosed that my hips, although driving upwards, were not pushing forward to
enable me to create an arch in my back. Unlike a model performer, this meant
that my sets were always going above my head, instead of going 1 or 2 meters
behind me to allow our hitters to attack the ball for a successful hit.
2. In addition, my wrist action was also wrong – I kept repeating the forward action
instead of flicking my wrists in a backward direction, once again causing the ball
to only go upwards rather than upwards and backwards.
At this point in an exam question you may be asked how you planned your programme.
Note that this is different from the question about to be answered, which is about
implementing the programme
Question
Describe and justify a series of progressive practices which brought about an
improved performance
Progressions you should use:
1.
2.
3.
4.
5.
6.
Shadow practice, then same start with ball in hands
Feed from coach along the net, then reverse set
Same practice, but introduced hitters
Now angled and varied feeds
Feed from other side of net, pass in to me and I reverse set
Conditioned games – on good pass I must play a reverse set
53
Answer
Before starting my programme, I had to make sure that all the practices were specific to
my needs and relevant to the fact that I am weak at reverse setting. Having realised that
my problems lay within the basics of the action and that this was why I was having
limited success. I therefore decided to start at the planning stage of learning where I could
concentrate on the sub routines before moving on to the next level. I also decided to use
gradual build up as my method of learning because this allowed me to work through the
action in stages and also keep the information load down to a minimum.
Shadow practices had to come first, where I mirror a model performer (2 sets of 10). I did
this before every session to help groove the action, with my coach watching to provide
immediate feedback. This also allowed me to concentrate on the sub routines within the
technique before moving on to more demanding situations. Because the information load
was low, I was able to concentrate on both the hip and wrist actions at the same time.
I then repeated this practice, but with a ball in my hands so that when I released it I could
see if it was going in the correct direction, providing immediate internal feedback.
Motivation had to be an important factor at this stage because these initial practices were
boring but necessary if I was to improve my technique. Still keeping the practice closed
to allow the basics to be developed.
The next practice involved my coach standing along the net and throwing the ball
accurately above my head for me to perform the correct setting action. 2 sets of 10 again
was sufficient to help groove the action, yet also prevent fatigue setting in. my coach
gave me positive feedback to boost my confidence and also pointed out specific areas
which needed improvement. Targets were also set at this stage to keep me motivated e.g.
provide 5 quality sets in a row and I then move to the next stage.
My next progression was to introduce hitters into a reverse setting drill. My coach
continued to give me accurate feeds so that I could concentrate on the technique. As my
technique became easier, this was followed by an increased success rate - I now knew
that I needed to move from the planning stage to the practice stage of learning. Gradually
the practices were becoming more open and realistic to the game. The hitters were told to
give me feedback on the quality of the sets – this provided motivation and in turn made
me concentrate all the time. I then practiced this drill to both ends of the net. Fitness was
never an issue at this stage because there was little movement required.
54
My coach then began to vary the feeds to see if I could cope with the demands of a game
related situation. The gradual building up of the practices was working because of the
progressive nature of the practices and because the information I was receiving from the
coach and was kept to a minimum, allowing easy learning to take place. The variety of
the practices also provided stimulation and therefore boredom never really set it. Targets
were set for both myself and the hitters – in a real game we would play as a team,
therefore, the coach only gave us a point if the hit was a success.
The next practice was to have the ball fed from the other side of the net for my players to
pass to me. I then played a series of reverse sets to a line of hitters. Again this is most
realistic because I had to cope with the actual demands of the different types of first pass.
Finally, we played a conditioned game. Underarm serves only to promote a good first
pass allowing me to play as many reverse sets as possible. I stayed as the setter at all
times which again gave me lots of reverse set opportunities. A target of double points for
a successful reverse set also provided an incentive.
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