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Class Theory of Sports Training IV - Volleyball

  • Presentation

    Presentation

    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.

  • Code

    Code

    ULHT495-1-8660
  • Syllabus

    Syllabus

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

    Objectives

    1. Master, as an executioner, the skills in a contextualized domain, respecting the game systems taught;
    2. Being able to teach volleyball through reduced and conditioned game strategies;
    3. Substantiate this knowledge in a work of observation and analysis of the game and its key elements in a perspective of future intervention (i.e., substantiation of the intervention in the initial diagnosis of the performance).
  • Teaching methodologies and assessment

    Teaching methodologies and assessment

    Classes are mostly theoretical-practical.

    In continuous assessment there are three components: practical component (45% weighting), theoretical-practical component – ¿¿group work on the framing of the contents addressed to the school context (20% weighting); and theoretical component (written test, weighting of 35%). At the end of the semester, students who have a weighted grade of at least 9.5 in the three components, but who have a grade lower than 7.5 in any of the evaluation components, will have access to a recovery test of that component (maximum possible grade: 9.5). The student can only perform one recovery test. These tests will be like those used in the continuous assessment, except for the group work – individual oral test.

    In appeal season, students will be evaluated by exam. This will include a written/oral test (40% weight) and a practical component (60% weight).

  • References

    References

    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.

     

  • Office Hours

    Office Hours

    A definir em contacto (email) prévio, com base no horário dos alunos e suas disponibilidades, articuladas com as disponibilidades do docente.

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