Relationship between teaching-learning-training process and the development of tactical knowledge in volleyball

Abstract

The aim of this study was to verify the extent to which the teaching-learning-training process used in a female volleyball team promoted the development of the tactical knowledge. Twelve female players (13.9 ± 0.3 years) of a volleyball team participated in the study. To characterize the process of teaching-learning-training were video recorded and subsequently analyzed 17 consecutive sessions of technical-tactical training. The test validated by PAULA (2001) was used to verify the development of the declarative tactical knowledge and it was applied at the beginning and at the end of the registered training sessions. When analyzing the training sessions, activities related to the development of technical capacity occupied 57.5% of total time of training, while in 29.9% of total time was developed activities with tactical characteristics. There was no increase in any of the variables measured in the tactical knowledge test. The results demonstrated that the coach prepared training sessions dedicating more attention to the technical component, which is shown particularly through the activities without association with game situations, as "individual skills" and "skills combination". The training design used does not seem to have helped to increase the declarative tactical knowledge during the study period.