Marr College
Higher Physical Education
Volleyball Block
Social Factors Impacting Performance
Sub Factors Covered
Social
 Team Dynamics
 Communication
 Roles and
Responsibilities
1
Contents Page
Page
1
2
3
4-6
7-8
9-11
12
13
14-16
17
18
19-20
20-21
22
23-24
25-27
Content
Front Cover
Contents Page
Factors Impacting on Performance
Team Dynamics
Communication
Roles and Responsibilities
Methods of Collecting Information
Gathering Data in Sports
Team Dynamics Questionnaire
Teacher Feedback on Social Interactions
Approaches to developing performance
Cooperation drills
Simulation drills
Three Touch Attack Progressive Practices
Team Building Exercises
Example Answers (Social Factor)
2
Factors Impacting on
Performance
Factors (Sub-factors)
Social
Team Dynamics
Communication
Roles and Responsibilities
The information in this section explains how different factors can have a
positive and negative impact on your performance when competing in
volleyball.
The factor that we will focus on is social. This factor is broken down into subfactors and examples are provided explaining how these sub-factors will
positively or negatively impact your performance.
3
Team Dynamics
”Is the interaction of performers within a team or
group. It is mainly to do with making the team more
effective than the sum of its parts”.
“Sporting environments are dynamic and their challenges constantly changing. Evolving
with and adapting to this environment will ensure longevity in terms of team cohesion and
prevent group fragmentation and lack of unity in the dressing room, during training and on
the court”
DEFINE EFFECTIVE TEAM DYNAMICS
Trust and belief
in each other
Shared goals
(Creates greater
unity and focus)
Co-operation
and support
amongst players
Clear
communication
(Feeling valued
and respected
develops
cooperation)
Defined roles
(clarity, greater
awareness)
Motivation and
self belief in
players
Consider this Example: “Guardiola’s first act as manager of Barcelona back in 2008 was to get rid of
Ronaldinho as he had a bad influence in his team. He united a group of good players into a unit who
went on to win 14 major trophies in the next 4 seasons.”
The dynamics of a team are impacted by TEAM COHESION which is where players are drawn to a
common goal. Coaches often talk about teams needing time to “gel” in order to perform at their
maximum potential. It has been evidenced time and time again that skill and ability will only get you
so far, groups of players must have an intangible bond. This develops naturally as a result of
coaching and day to day interactions.
Team Dynamics are
created by;
 Personalities
 Relationships
 Roles
4
Team Productivity depends on
Individual skills and ability
Resources available
Motivation
Group Size (Remember the bigger the group the harder it is to co-ordinate as players
can hide etc. Also sub groups can emerge which can damage cohesion. Consider in
rugby the forward and back divide where cliques can form.
In all groups SOCIAL LOAFING can occur where players are not putting 100% in
to a group.
SOCIAL LOAFING
Others
working
harder than
others
Lack of
reinforcement
Lack of
confidence and
fear of failure
and anxious
Ability
Others
covering you
Loss of
motivation.
Contribution
not identified.
5
How does good team dynamics Impact positively on performance?
In volleyball, unity within the team has a positive impact on performance. Players have a clear
understanding of each other’s roles and responsibilities and have a mutual respect for each other
which allows them to work collaboratively i.e. in a three touch attack or when defending a spike.
This increased clarity and awareness enables them to execute strategies and make decisions faster
during the game. There is camaraderie between the players as they are all on the “same page” and
have a shared goal, resulting in high motivation levels. They will therefore not have to deal with the
impact of social loafing on performance. Because all players work cohesively they can rely on each
other to break down their opponents attack and successfully mount their own. For example,
cohesion in the blocking unit will ensure that space is denied and that a shadow is cast over the
court. Field defenders will support the blockers to defend the remainder of the court and prevent
easy points being lost.
How do poor team dynamics negatively impact performance?
In volleyball, poor team dynamics can have a significant effect on the team’s performance. If all
players cannot work together for the duration of a match even the most carefully rehearsed
strategies will fail due to potential errors or ill-timed moves. A break down in cohesion therefore
results in a lack of organisation in both attacking and defensive play. Also, if several players in the
team are less motivated it will impact how the team functions and reduce the dynamics of the
team. Frustration will occur and players will blame each other for a poor performance. Social
Loafing will occur and 100% effort will not be applied to matches and training. Lack of cohesion will
also reduce communication and result in slower decisions. Space will be exposed to attack and
creativity and fluidity will be lost in the play.
“NOTHING POSITIVE HAPPENS IN VOLLEYBALL WITHOUT AN ASSIST FROM A TEAMMATE.”
6
Social Sub Factor
Communication
“Communication is the ability to convey information to
team mates through the exchange of verbal speech, signals
or action during practice and performance”
It is the art of sharing meaningful information to finalise
roles, discuss tactics, call set plays or refine technique. For
example, a setter will communicate throughout a match
through a combination of hand signals and verbal speech to
call plays with the attacking unit and direct the passage of
play to bend and break the opposition structure.
Communication can be used to give






Tactical Advice
Encouragement
Feedback
Information on shots played
Information on the direction of play
Opposition positions
Barriers to effective communication





The performer may lack the knowledge needed to understand what you are trying to
communicate as a coach, captain etc
The player may also lack the motivation to listen to you or to convert the information into
action. (Social loafing etc)
The communicator may have difficulty in expressing what she/he wishes to say.
Emotions and mental factors may interfere in the communication process.
There might be a clash of personality between team mates (Team cohesion issues)
7
How does communication Impact positively on performance?
Communication is vital for successful performance in volleyball both in practice and competition.
When practicing, quality feedback enables our team to highlight issues in our performance and
address these quickly. Through constant reflection and interaction it has a positive impact on the
ethos and dynamics of the team and is a more positive working environment. For less able
performers communication is the main source of feedback which improves their skill repertoire and
tactical awareness. Communication is used to decide our starting strategy based on the opposition
strengths and weaknesses and structure to ensure maximum performance gains. When applying the
3 touch attack strategy a setter will regularly communicate with the hitters verbally and through
hand signals to indicate the direction and pace of sets to confuse opposition and give them less time
to set up. Furthermore, players will frequently shout to team mates in service reception when they
play the 1st touch to prevent a collision or nobody going for the ball. Through communicating
players are all “on help” to cover space on the court and pick up stray balls when necessary.
Through communication quicker decisions can be made which makes your teams play more effective
and puts pressure on the opposition. Also, in defence by being alerted early of a change to the
attacking play you can position yourself early as you are more aware of situations around you i.e. a
b-ball situation. The mutual respect between players gives them a competitive edge as they
implement their strategies.
How does lack of communication impact negatively on performance?
A lack of communication in volleyball can be very costly as players must talk to each other to
initiate attacks and any delays will limit the attacking options available and allow the opposition
more time to set up a stronger defence. Lack of communication between the hitters results in
timing issues as they move towards the net independently instead of as part of a unit which will
make the direction of play more predictable or result in players being unprepared for sets. This
results in net faults and poor attacking shots. As soon as there is little or no communication
player’s start scrambling for passes and there is confusion of roles and responsibilities on the court.
Decisions are rash and players can begin to feel isolated and frustrated resulting in friction within
the team.
8
Roles and Responsibilities
The individual role you adopt in a group or team activity will be dependent on many factors. These
may include your physical attributes and your ability as a skilled performer, including your decision
making qualities etc. When each individual’s attributes and qualities are considered, then a relevant
structure or strategy can be planned.
How do roles and responsibilities impact positively on performance?




All players who understand their roles can carry them out more successfully. The rest of the team
are relying on them and there is a sense of expectation that all players must contribute and pull their
weight.
Volleyball players who understand the role of others in the team will have a greater appreciation of
the demands and better communication will allow for smoother application of strategies. Therefore
there will be no confusion of who should play each touch. Understanding roles builds confidence and
trust within the team.
In volleyball players may be asked to switch positions on the court during implementation of
strategies and they will need to carry this out instinctively. If players know their roles they will have
better lines of communication and always be “on help” to support other team mates.
Occasionally we have to adapt roles i.e. inaccurate 1st touch forces another player to take on the role
of setter. Understanding the roles on court allows a team to regroup and keep the attack going.
Remember that team success depends on success of units and individuals to fulfil roles.
How does a lack of application and understanding of roles and
responsibilities impact performance negatively?
When players fall short when carrying out their role it has a massive impact on team dynamics and
relationships as players get frustrated and angry which can impact the quality of training and result
in a lack of motivation in the team. In volleyball, players have more than one responsibility on court.
For example a setter’s primary responsibility is to set the ball up but they must immediately switch to
the defensive and form the first line of defence at the net. Often as players rotated through this
position they set the ball and forget their secondary responsibility and fail to cover the counter attack.
This meant that at times we could not create an effective blocking unit and this gave the opposition
more space to hit into and put more pressure on the field defence. If one player is erratic and does
not carry out their role effectively all other players are on edge and constantly worried as they have
to constantly try and pick up the pieces. There are fewer strong attacks and more careless errors
impacting the success of the team.
9
Roles and Responsibilities within a Volleyball Team
SKILL RELATED QUALITIES
SERVER
SETTER
SERVICE
RECEPTION
UNIT
ATTACKING UNIT
DEFENSIVE UNIT
TACTICAL QUALITIES
Good timing, control and dynamic
balance when power serving.
Know when to contact ball.
Variety of techniques

Power

Float

Underarm
PHYSICAL QUALITIES
Be aware of opposition
strengths and weaknesses
based on structure.
Where are the weak
receivers?
Which player is less agile
and
reacts slower?
Where is the space on the
Vary angle and speed at touch
court? (lines)
How can I bend the
structure?
Once l serve what must I do
next?
Setter dictates the pace of
Good timing, control and
the game (Play makers)
dynamic
balance
when
Control who, where and
volleying the ball.
when attack takes place.
Be able to gauge the flight
Where is the strongest
path of the ball.
hitter?
High accurate volleyer of the ball Where is the weakest
both forwards and reverse.
blocker?
Can vary the height and pace of Where is less agile or
the set to change tempo of shortest
blocker?
attack.
Where is the space of the
court?
Is a 2nd touch attack an
option?
Must be competent volleyers and Making quick effective
diggers of the ball playing the 1st decisions about passing
touch high and accurate to the option choice.
setter.
Co-ordination and good timing
to anticipate the flight of the ball
and move under the ball.
Good communication to link up.
Tall powerful player to
drive body weight behind
and downwards over the
ball. Strength and speed to
create unstoppable serve.
Speed to move onto
court quickly to field
defend.
Swing hitters must have good
timing, control and dynamic
balance to contact the ball at the
correct point without a net fault.
Must be competent in both
spiking and tipping the ball over
the net into space on the court
consistently to change tempo.
Run up requires timing as unit
move into the net.
Where a r e the weak
receivers and space on the
court?
Where is the blocker lining
up?
How many blockers are
there?
Should I tip or spike?
What shot would cause the
field
defence
most
problem?
If they set up an attack who
is likely to attack?
Who to block?
Tall powerful players in
both arms and legs to
generate height in jump
and power behind the
ball.
Agile to recover good
defensive play and set up
and new attack.
Defence at the net y o u need to
be competent blockers of the ball
with straight arms and close unit
to reduce angle and cast a
shadow over the court.
Timing is essential to block a
spike effectively.
Confident i n d i v i d u a ls .
Read a b-ball situation and
move off the net quickly.
Where is the strongest
hitters?
If block is successful which
players are less agile to
reach the ball?
What space do we need to
Height is essential to get
above
the ball and
opposition
hitter
to
reduce angle of attack.
Speed for quick
movements into set
position and then to
defend.
Mobility- agile to
respond to many positions
on court and tum quickly.
Endurance - repeat
setting and defensive
action time and time
again.
Agile and flexible to get
underneath the ball and
react quickly to the ball
coming fast over the net.
Endurance to sustain play.
Power to get height in
jump.
10
Field defence must be good at
Digging the ball accurately and
recovering play from opposition
spike (Absorb pace of the ball
and pick ups)
cover?
How many blockers do we
need?
What is the angle of
approach of the hitter?
Who will cover straight and
cross court hit and tip?
Speed in field defence to
reach fast attacking shots
of opposition.
11
Methods of Collecting
Information
The information in this section describes how you will collect information on
the factors impacting on your performance in volleyball.
It will also explain the benefits and limitations of using each method.
The methods of collecting information are as follows:
Team Dynamics Questionnaire
Teacher Feedback
12
Gathering Data in Sports
In order to establish if learning has taken place we need to gather data. As learning itself
cannot be observed, the results of learning can. Data gathering about changes to our
performance can indicate that learning and developments in the implementation of
strategies and team cohesion has taken place.
In order for data to be useful it must be






Accurate (True Reflection)
Relevant (to performer and activity)
Valid (Measures what it should)
Reliable (Consistent)
Objective (Non bias)
Comparative (Enables comparison)
Why is it important to gather data on your performance
in volleyball?
 Subjective data collection is based on own thoughts and feelings and
encourage a team to be more reflective.
Objective data collection allows for accurate judgements to be made from a
person with extensive activity knowledge and programmes can then be
created specific to needs following these findings.
 Collecting data prevents you practicing to improve the wrong aspect of the
game firmly focussing on weaknesses and solutions to these problems.
 Did all players understand their roles and responsibilities? Did all players communicate
effectively to work as a cohesive unit? Did players make fast effective decisions regarding
strategic options based on the opposition?
 When pressurised situations occur this is when most players skills,
strategies, social skills break down therefore it is important to assess and
collect data in this environment
13
TEAM DYNAMICS QUESTIONNAIRE
The following questions ask about your feelings towards your team. Please circle a number from 1 to
9 to show how much you agree with each statement.
1. We all share the same commitment to our team’s goals.
1
2
3
4
5
6
7
8
9
Strongly Disagree
Strongly Agree
2. As a team we are all on the same page.
1
2
3
4
5
6
7
8
9
Strongly Disagree
Strongly Agree
3. I like the way we work together as a team.
1
2
3
4
5
6
7
8
9
Strongly Disagree
Strongly Agree
4. We are all given equal opportunities within the team.
1
2
3
4
5
6
7
8
9
Strongly Disagree
Strongly Agree
5. We all know our roles within the team.
1
2
3
4
5
6
7
8
9
Strongly Disagree
Strongly Agree
6. Everyone makes a positive contribution to the team.
1
2
3
4
5
6
7
8
9
Strongly Disagree
Strongly Agree
7. I am happy with my team’s level of desire to succeed.
1
2
3
4
5
6
7
8
9
Strongly Disagree
Strongly Agree
8. I am happy with my team’s efforts.
1
2
3
4
5
6
7
8
9
Strongly Disagree
Strongly Agree
9. My approach to playing is the same as my team mates.
1
2
3
4
5
6
7
8
9
Strongly Disagree
Strongly Agree
10. Everyone in my team gets along with each other.
1
2
3
4
5
6
7
8
9
14
TEAM DYNAMICS QUESTIONNAIRE (CONTINUED)
Analysis of Results
Look at your completed Questionnaire and write up your teams’ strengths and weaknesses.
Consider the example answers below.
Strengths:
- Most of my team
shares the same
commitment to our
teams’ goals.
- We sometimes work
well together as a
team.
- I am sometimes
happy with my teams
desire to succeed.
- Most players within
my team get along
with each other.
Strengths:
Weaknesses:
- As a team we are not
always on the same
page.
- We are not always all
given equal
opportunities.
- We know our roles
but not everyone
makes a positive
contribution.
- Some players put
more effort in than
others
Weaknesses:
Conclusion
From the evidence I have collected we can conclude that from the SOCIAL factor we need to
improve our Team Dynamics. To do this we must improve our relationships and learn how to
co-operate with each other.
15
Description of team Dynamics Questionnaire
The team dynamics questionnaire is used to collect information on the social factors that
impact on my performance in volleyball. It is completed at the beginning and the end of the
volleyball block. The questionnaire is in a paper format and has 10 questions related to the
different features of Team Dynamics. For each question I have to circle a number between 1
and 9 to show how strongly I agree with each statement. In order to identify my strengths
and weaknesses I must reflect on these results and summarise the most significant
statements.
Benefits and Limitations of the Team Dynamics Questionnaire
Benefits





The written format provides a permanent record that allows for comparison at a later date.
You can look back and compare your results to check for improvement during and after your
training programme.
Strengths and weaknesses can be identified from the questionnaire which future
performance development programmes and goal setting can be based upon.
The performer is gaining lots of information on their teams social interactions. The more
information they have on their performance the more accurate and valid the results.
A coach/teacher/performer can get large quantities of information about social factors in a
relatively short period of time. Subsequently, strengths and more importantly weaknesses
can be identified quickly and addressed through an appropriate development programme
and monitoring process.
Everyone in the class is answering the same questions. This reduces bias and increases the
validity and reliability of the results because the performers are not being influenced by an
interviewer.
Limitations





The information which is being collected is based on a performer’s perception of their social
performance. Subsequently, this could impact on the validity of the results as it could be a
bias assessment.
It depends on the importance a performer places on the process. If a performer doesn't take
the process seriously this will impact of the validity of the results.
Results could be inaccurate if a performer misinterprets the questions.
It can take a long period of time to collect and analyse the results.
The questions being asked are only closed questions. A lack of open questioning means that
the performer’s answers lack explanation, which could impact on the accuracy of the results.
16
Teacher Feedback on Social Interactions
Description
To collect information on the social factors impacting on our team’s performance we used teacher
feedback. Regular feedback was provided to the team by our teacher both during practices and at
the end of training sessions. Also, this feedback was given to our team during breaks in the game e.g.
at a “timeout” or interval. The information given by the teacher focussed on our social interactions
such as how well we communicated with each other, were we carrying out our individual roles
effectively, were we supporting each other through encouragement or positive feedback. Our
teacher would also comment on whether or not he felt there was camaraderie amongst the players
in our team and if we were all pulling together in the same direction. Our teacher would always try
to find a balance between positive and negative comments when providing feedback.
The Benefits of Teacher Feedback



This allows a performer/team to change their performance immediately to bring about
performance improvements and this can prevent bad habits surfacing. If feedback is
provided consistently during practice it will allow for quick progress and result in a
performer/team going into a competitive match with confidence.
Coaches can give clearer information away from the pressurised environment giving the
performer/team a better understanding of how to improve their performance.
A balance of positive and negative feedback keeps the performer/team motivated and
encourages them to practice effectively in order to bring about positive changes in their
performance.
The limitations of Teacher Feedback



Often noise can impact the coaches ability to provide quality verbal feedback making the
information less accurate as performers struggle to hear what is being said.
When breaks are brief it can be difficult for coaches to focus on only several points when
there is a lot that they can talk about and they want to make this time count.
It can be difficult to balance the feedback when a team or performer is having a dip in
performance and form. They themselves will be aware of their failings and if you focus only
on the negatives you risk losing the performer and motivation to train and compete will be
impossible to achieve. Always being positive could make a performer arrogant and they
need targets etc to keep on track.
17
Approaches to Developing
Performance
The information in this section provides you with approaches to developing
Social Factors.
Each approach will be explained and the benefits and limitations will be
evaluated.
For this block several approaches will be explained and evaluated.
Approaches
Cooperation Drills
Simulation Drills
Team Building Exercises
18
Co-operation (Unopposed) Drills
Co-operation drills are frequently used to develop skills and roles before increasing pressure
when applying strategies which can impact productivity and success level.
Three touch Attack strategy in volleyball – (Co-operative Drill)
Used to develop increased understanding of the roles, improve skills and communication and to
create a coordinated attack.
Butterfly Drill
1 server
2 receivers/hitters
R/H
Server
setter
R/H
1 setter
The ball can be thrown over or served
underarm to allow players on the other
side of the net to initiate a three touch
attack. Players move round a place if
an attack is successful.
Benefits of Cooperation drills
•
•
•
•
•
•
As a co-op drill is repeated over and over with the speed gradually increased then a
team can perform the strategy unopposed with consistent success.
This method allows players to become more familiar with and understand their own
roles.
The teacher talks through the strategy from all players’ perspective and explains
what is expected in each role. This increases players understanding of each other’s
roles and how they interlink.
This method develops players' confidence as there is no opposition, success should
be high and they can increase the pace when required.
Players develop their co-operation and communication skills and trust in each other
is developed which allows for smoother application and support play of strategies
when applied in a game environment.
Co-operative drills also give players time to make appropriate decisions to increase
success rate.
19
Limitations of Cooperation drills




This method can be boring for players if done for too long as it lacks any
competition.
There are no external factors so it does not reflect a game situation.
Although players may understand a 3 touch attack strategy this method does not
test whether they can carry out the strategies in an open context with pressure and
opposition.
This type of drill does not prepare players for the instinctive responses required
when under pressure as the practice is manufactured.
Simulation Drills
Simulation drills are an approach used which consists of deliberately creating intensive conditions
for skill practice, tactical development and team work. Simulation training allows a team to
experience greater pressure during training to give them the chance to work collaboratively to cope
with pressure effectively during competitions. You must practise pressure situations in training, so
they become normal and easy to handle. They will develop your social cohesion and unity.
Benefits of Simulation drills:





Allows you to perform under similar pressures to that you would experience in a game
which can be unpredictable and open increasing performer motivation and challenge.
Tests fully the cohesion and communication skills of a team.
Can pressurise the individuals to fulfil roles to allow for smooth application.
Can be manipulated to suit needs. For example players can stop the practice to work on
tactics and discuss calmly solutions developing team dynamics and communication.
Enables a team to iron out any issues in a competitive environment improving team
dynamics and confidence.
20
Limitations of Simulation drills:
Situations are often
"stage managed"
and play does not
always follow the
same pattern.
The mental and
emotional state of
all team players can
impact the quality
of play.
Poorer players find
it difficult to cope
with the opposed
nature of this
approach and
breakdowns in play
can cause
frustrations within
a team.
If there are issues
with the social
dynamics of a team
they will not
respond instantly as
a unit and the
practices will break
down.
21
Three Touch Attack Progressive Practices
Practice
Volley into the setter– Volley
along the net to spike.
Type
Co-operative Practice
Players should take on specialised
roles as hitters and receivers or
setter



Sub Factors
Roles and Responsibilities
Communication
Team dynamics
Additional info on why
Develops basic passing skills
Allows setter to work on individual role.
Communication of reception unit.
Hitter timing and technique
Placing players in positions of strength
Throw over to volley-volley to
spike
Throw over to dig to volley to
spike
Co-operative Practice
As Above
As above +
Forces receivers to adjust to the flight of the ball.
Co-operative Practice
As above
Introduces more complex reception skill most
likely in a game from a power serve.
Develops the anticipation and linkage of the
receivers and setter.
Throw over to dig to volley to
spike past a block
Simulation Drill
As above
Introduces more decision making of the setter
and hitters.
Works on the timing and shot selection of the
hitter.
Throw over to dig to choice of
hitters past block
Simulation Drill
As above
Introduces more complex setting skills (Reverse
volley) to change the direction of attack.
Works on communication and linage of attacking
unit.
Places more demands on setter and hitter
decision making.
More game like environment.
22
Team Building Exercises
Team Building Exercises are frequently used at the Forming stage of social development when players are getting to
know each other as an “ice breaker”. They are also utilised when there has been a breakdown in performance and
this encourages team mates to cooperate and work to develop more positive relationships and work towards a
common goal to get players back on track.
Blind Fold Game
Equipment
Organisation
Blind folds, cones
In teams of 4 (volleyball teams) you are working together to try and manoeuvre teammates
through a “zig zag” course whilst they are wearing a blindfold. You are not allowed to make
contact with your team mate to direct them in anyway. You are allowed to walk behind
them and give instructions on which direction to move e.g. “take 5 steps forward and then 3
steps to your left”. If your team mate moves outside of the course they must go back to the
start. Every member of the team must complete the course and you are competing against
other teams.
Visual
Gym mat Game
Equipment
Organisation
Each team will have 2 small gym mats
In teams of 4 (volleyball teams) you are working together to try and get your full team across
the width of the games hall and back only using the 2 gym mats. At no point are any
members of the team allowed to touch the games hall floor, you are only allowed to be on
the 2 mats provided. This is a race against the other teams.
Visual
Chain Game
Equipment
Organisation
None
Every member of the team stands in a circle facing each other. Everyone puts their right hand
in and joins hands with another team member. Then, everyone puts their left hand in and
joins hands with a different team member. When the teacher shots “go” the team are trying
to untangle themselves to eventually form a circle holding hands.
Visual
23
Benefits of Team building Exercises




The purpose of team building activities is to assist teams in becoming cohesive units that can effectively
work together to complete tasks and work towards a common goal.
Develops leadership skills in individuals and players feel more empowered to contribute building team
morale.
Team members are more motivated when they gain trust in their team mates and feel confident that their
work as a team will be recognized and appreciated. Team members begin to realise that they are all
dependent on each other and the failure of one team member leads to the team failing.
These exercises are designed to motivate people to bring together their talents and perform at their best
individually and as team players. Team members discover that diversity is their greatest asset and trust,
cooperation and effective communication are the key to a team's success.
Limitations of Team building Exercises

"Free-riding" within the team may occur where people start to sit back and let others do the work which
causes conflict. Subsequently, this conflict between team members will impact negatively on team cohesion.

There has to be a real purpose to these exercises such as developing cooperation or communication
otherwise they will have no impact on performance and social development. Players in the team may start
to see them as being "pointless" and not effective to improving team dynamics.


Some individuals feel intimidated in these exercises and shy away from any responsibility.
If there are too many leaders it can result in players challenging to be heard and unwilling to listen unless
exercises are done their way.
24
Sample Answer for Social Factors
Selected Factor: Social
Identified Approach: Co-operative Practices
Explain the relevance of using the approach.
To develop our communciation skills and maximise each players understanding of their role and that of others in
volleyball we used co-operations drills.
Previously when playing games there was a lack of communciation particularly during service reception . When
receiving serve nobody was taking responsibility and calling for the ball which often led to a poor first touch because
we were reacting too late. Therefore our attacks were unco-ordinated and rushed, which limited our potential to
set up strong three touch attacks. Also, we had some players in our team who weren't sure what their
attacking and defensive responsibilities were when playing in a particular position on court.
To ensure all players understood their roles and responsibilities and that of other players in the team we carried out
a co-operation drill where the ball was thrown over the net and if we executed a successful three touch attack we
were awarded a point. Also, each player moved round one place if the attack was successful. This gave every player
in the team an opportunity to play each position whether that be setter, receiver or hitter. Subsequently, players
gained a greater appreciation of the tactical, technical and physical qualities required for all the positions within a
volleyball team.
Throughout this drill the teacher explained what is expected in each role which further increased players
understanding of each role and how they interlink. Players had more confidence and trust in each other leading to
improved communication which allows for smoother and more coordinated attacks when applied in a game.
Working under less pressure gave players the opportunity to address any issues and discuss solutions calmly. This
had a positive impact on the dynamics of the team as communication was better and players were willing to listen
and reflect. Also, if a player in the team makes an error their team mates will be more inclined to give them
encouragement, but also the less pressurised environment will allow them to offer constructive feedback.
First of all the answer decribes the issues in performance which led to this approach being used. This is
not a requirement of this question, however, it sets the scene and shows understanding. Then it goes
on to explain why this method was effective in aiding performance improvements. This is where the
marks are allocated.
25
Sample Answer for Social Factors
Selected Factor: Social
Identified Approach: Team building Exercises
Explain the relevance of using the approach.
To develop the dynamics within our volleyball team we used team building exercises. In our teams of
four we carried out a series of team building exercises which focussed on more effective cooperation
and developing more positive relationships amongst the players. For example in one of the exercises
we had to manoeuvre a teammate through a “zig zag” course whilst they were wearing a blindfold. We
were not allowed to make contact to direct them in anyway. We were only allowed to walk behind
them and give instructions on which direction to move. These exercises took place at the forming stage
of our development when we were just getting to know each other; we treated them as "ice breakers".
However, we also used them when our teams performance had deteriorated and we were struggling to
gel as a team. These exercises helped our team to become a more cohesive unit that could effectively
work together to complete tasks and work towards a common goal. Team members became more
motivated as they were gaining the trust of their team mates and feeling like their efforts were being
recognized and appreciated. Team members began to realise that they are all dependent on each other
and the failure of one team member leads to the team failing.
However, in order for these exercises to be successful and have the desired impact there has to be a
real purpose such as developing cooperation or communication otherwise they will have no impact on
performance and social development. Players in the team may start to see them as being "pointless"
and not effective to improving team dynamics. Also if some players don't put in maximum effort and
they start to sit back and let others do the work this could cause conflict. Subsequently, this conflict
between team members will impact negatively on team cohesion.
26
Monitoring Approach – Video Analysis
Evaluate the effectiveness of the selected monitoring method. (Social Factor)
Video analysis was a great tool for monitoring our progress when developing the social factor. We could
seetightness
how eachlost
player
interacted on the court and how well each unit worked cooperatively to both defend
Issue
signal
and attack. It was also possible for us to observe where we as individuals were not fulfilling roles effectively
and alert us to what we needed to do to improve our contribution to the team. Sitting as at team was great
for reflecting on our strengths and limitations and everyone was comfortable expressing their thoughts and
ideas. However, it was a very time consuming process and it was not always possible to get the use of the
ipads Same
restricting
how often we could monitor via this approach.
for badminton
Evaluate the effectiveness of one approach to developing the social factor.
Co-operation drills were an approach we used to develop this aspect of our performance. There is
no doubt co-operation drills were an effective approach because all players had plenty of
opportunity to practice through constant repetition to increase our understanding of our own role
and that of our team-mates. This gave us a greater appreciation of each other and as we rehearsed
our play we developed trust and confidence in the attacking unit. Also, because there was no
pressure we were able to communicate more effectively with each other to link up and make
appropriate decisions to create a quality 3 touch attack. If things were not working we stopped and
reflected on why to iron out issues. The impact of this on our performance was that we were
forced to communicate decisions quicker; therefore our play became more coordinated and
unpredictable. If a player made several mistakes in a row we were more encouraging and positive
to help get them back in the game whereas before this player would have felt the pressure and
have switched off. Our team no longer argue when play does not go our way and we communicate
more effectively to adapt play quickly under the duress of competition. Finally, our defensive play
improved dramatically as we were able to cover the court more effectively and because our unit
blocks were tight and timed perfectly we could cast a bigger shadow over the court reducing the
opportunity for the opposition to create power attacks. We trusted that if the hit went past the
block our team mates were there to be on help and support us.
27
28
29