Class Theory of Sports Training IV - Volleyball

The CU intends to expand the knowledge and experiences of physical education students beyond the vision of the volleyball player, with respect to methodological, pedagogical, and didactic aspects of the sport, beginning to cement the vision of the teacher who will teach this sport. The aim of this course is to make known the basic principles of Volleyball, as well as to deepen the knowledge of the individual and collective aspects of this sport. The knowledge, skills and aptitudes developed in this UC also define the first steps on what will be their future intervention in teaching volleyball in a school context.

Not applicable

Tactical and technical guidelines Individual technique Basic position Displacements Pass Overhand pass Back pass Jump pass Forearm pass Serve Underhand serve Overhand serve Spike/Tip Block Tactics Individual tactics Serve Serve reception Set Attack Block Defense Collective tactics Reduced and conditioned game situations Game systems 0:6:0 3:3:0 Defensive systems Pass systems – W and Semicircle Defense systems – 3:1:2 e 3:2:1 Attack protection system – 2:3 Offensive systems Referring Volleyball didactics Teaching volleyball through a game strategy Reduced game and conditioning variants Learning stages and game levels Evaluation and intervention

Classes are mostly theoretical-practical. In the continuous assessment there are three components: practical component (weighting 45%), theoretical-practical component, group work on framing the contents addressed to the reality of initiation in the sport (weighting 20%); and theoretical component (written test, weighting 35%). Students will have available in Moodle a formative assessment test of the theoretical component that will serve as a basis, depending on the difficulties demonstrated by the students, for the themes reviewed in a review class prior to the written test. In appeal season, students will be evaluated by exam. This will include a written/oral test (40% weighting) and a practical component (60% weighting).

Cruz, M., & Neto, J. B. (2010). A formação profissional em educação física: contribuições para um debate crítico sobre as Diretrizes Curriculares. Movimento e Percepção, 11(16), 64-76. Gonçalves, J. (2009). Voleibol – Ensinar jogando. Lisboa: Livros Horizonte. Hardman, K. (2008). The situation of physical education in schools: a European perspective. Human Movement, 9(1), 5-18. Mesquita, I. (2005). A contextualização do treino no Voleibol: a contribuição do construtivismo. In D. Araújo (Ed.), O Contexto da decisão. A acção táctica no desporto. (pp. 355-378). Lisboa: Visão e Contextos, Lda. Mesquita, I., Graça, A., Gomes, A. R., & Cruz, C. (2005). Examining the impact of a step game approach to teaching volleyball on student tactical decision making and skill execution during game play. Journal of Human Movement Studies, 48(6), 469-492. Mesquita, I., Guerra, I., & Araújo, V. (Eds.). (2002). Processo de Formação do Jovem Jogador de Voleibol. Porto: Centro de Estudos e Formação Desportiva.