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This study investigated changes in maximal jump performance in response to match play induced fatigue. During six sets of tournament match play, seven National Association of Intercollegiate Athletics women’s volleyball athletes accumulated a mean Player Load of 758.6±216.89 au (measured via microsensor accelerometry), and mean session rate of perceived exertion of 1184.1±363.2. Repeated measures ANOVAs were used to identify change with Hedge’s g effect sizes used to assess magnitude of change. Short recovery stress scale results indicated elevated stress (ES=1.401 to 1.588) and decreased recovery (ES = -1.358 to -1.848) 24 hours post-match, trending towards baseline 48 hours post-match. Countermovement jump height (CMJH) decreased immediately post-match (p<0.01, ES= -0.216), partially recovered Post24 (p=0.109, ES=0.130), and fully recovered by Post48 (p < 0.01, ES=0.216). It was concluded that match-play may have contributed to the observable decline in post-match maximal jump performance, and CMJH testing may be an effective assessment of acute neuromuscular status.

The purpose of this study was to describe the effects and influences of Keller’s Personalized System of Instruction (PSI) in the psychomotor domain through a college level volleyball course. PSI was implemented in a beginning volleyball course as part of the Basic Instructional Program at a Southeastern university. Specific sources of data were used to describe process results and ensure fidelity of the course design to the PSI model. The results of a discipline data analysis indicated that PSI demonstrated Keller’s stated characteristics - self-pacing, mastery-based learning, teacher motivation, and emphasis on the written word in the psychomotor domain. The findings from this investigation support the conclusions that PSI is a viable alternative to conventional styles of instructional design in a college level volleyball program. / Master of Science

The popularity of beach volleyball is rising especially thanks to the Olympic Games 2012 in London. Czech professionals Markéta Sluková with her partner Kristýna Sluková got there unbelievable 5th place. The first part of this thesis would like to summarize theoretical knowledge of sport marketing and marketing plan of sport product. The second part would like to analyze marketing mix of beach volleyball arenas in the Czech Republic. According to the knowledge gained by this analysis will be created Marketing Plan of Beach Volleyball Arena in Benešov u Prahy. Finally this thesis would like to be an inspiration for existing and potential arenas which would like to exploit this market opportunity to provide beach services.

But : Ce projet de recherche a comme objectif principal de mieux comprendre diverses facettes de la relation entraîneur-entrainée. Cette relation entre un entraîneur masculin et une athlète féminine en volleyball sera observée selon trois niveaux de compétition des athlètes – secondaire, collégial et universitaire. Trois aspects seront étudiés à travers les questions posées dans cette recherche : (1) Est-ce que la perception que les athlètes ont de la relation entraîneur-entraîné est différente selon le niveau de compétition de l’athlète? (2) Existe-il des différences dans la nature de la relation à l’intérieur d’un même niveau? (3) Est-ce que le nombre d’années qu’une athlète a passé avec le même entraîneur affecte la qualité de la relation?. Méthodologie : Évoluant sur le circuit québécois, les six équipes de volleyball et leur entraîneur respectif représentent l’échantillon de la présente étude. Les tests utilisés afin de réaliser les analyses univariées et bivariées de cette étude sont : le Test de Welch, les corrélations de Pearson ainsi que les tests post-hoc de Games-Howell. Résultats : (1) Les athlètes du secondaire partagent une relation de meilleure qualité avec leur entraîneur que celles du cégep et de l’université. (2) Dans un même niveau de compétition, ce qui différencie la qualité de la relation est : le rôle de la joueuse dans son équipe ainsi que le nombre de sports organisés dans lesquels elle participe (relations proportionnelles). (3) Une relation inverse existe entre le nombre d’années vécues par la dyade entraîneur-athlète et la qualité de la relation. / Objective : The main purpose of this study is to better understand certain aspects of the coach-athlete relationship. The relationship between a male coach and a female athlete in volleyball will be analyzed based on three different levels of competition: high school, cegep and university. The specific objectives of this study will be examined through three research questions: (1) Is the athlete’s perception of the coach-athlete relationship different based on the level of competition in which the athlete participates? (2) Is there any difference in the nature of the coach-athlete relationship within the same level of competition? (3) Does the number of years that an athlete plays for the same coach affect the nature of the relationship? Method: The sample of this study consists of six volleyball teams, playing within the Quebec conference, and their respective coaches. The univariate and bivariate analyses were conducted using the following tests: the Welch test, the Pearson correlations and the Games-Howell post-hoc tests. Results: (1) High school athletes have a relationship with their coach that is of higher quality than athletes from cegep and university. (2) The quality of the coach-athlete relationship differs within a same level of competition based on the athlete’s role in her team as well as the number of organised sports in which she participates (proportional relationships). (3) There is an inverse relationship between the number of years the athlete and the coach have been working together and the quality of their relationship.

Title: Training technical - tactical site of volleyball players in youth categories Aims: The aim of my dissertation is to to create a battery of drills and exercises technical and tactical game activities of the individual sites and compare results before and after the three-month specialized training. The task is to collect knowledge about technical skills and tactic in volleyball and their development by young players by studying appropriate literature. The next task is to accumulate a resource of preparatory and game exercise as well as preparatory games, which contribute to the development of technical skills and tactic and the coach this exercise involved in training at least once a week for three months. And comparing the results of input and output measurements, which will assess the individual player skills in the technical and tactical skills and combinations. Methods: 1. analysis of literary sources 2. description of collected knowledge 3. interpretation of literary knowledge into praktice 4. watching the players and the comparative method to evaluate the development of performance players (cadet) in the technical - tactical tests Outcome: Knowledge about the characteristics of technical skills and tactic and their development in practice and training of young volleyball players. To...

"The purpose of this study was to identify factors that most influence prospective female volleyball student-athletes' selection of an NCAA Division I university. This research was an applied, cross-sectional study using a multi-method approach of collecting data using surveys and telephone interviews. The sample in this study was approximately 500 Division I female collegiate volleyball players from sixty-four universities"--Abstract. / Typescript. / "Spring Semester, 1998." / "Submitted to the Department of Physical Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy." / Advisor: Robert A. Rider, Professor Directing Dissertation. / Includes bibliographical references (leaves 124-131).

Made available in DSpace on 2016-07-27T13:44:44Z (GMT). No. of bitstreams: 1 MADE JUNIOR MIRANDA.pdf: 3772629 bytes, checksum: 04bda20342f54a43f664b66bfeeab933 (MD5) Previous issue date: 2013-04-09 / Esta tese faz uma investigação de metodologias de ensino aplicadas a práticas desportivas de iniciação ao aprendizado de voleibol. O problema formulado quer saber se o voleibol pode ser ensinado e avaliado com base no ensino desenvolvimental proporcionando ações mentais importantes para o desenvolvimento do jogo e para a vida dos alunos. O objetivo geral da investigação foi a aplicação dos pressupostos da teoria do ensino desenvolvimental na aprendizagem esportiva, em particular a possibilidade da auto-avaliação dinâmica no voleibol. A metodologia utilizada buscou a aplicação dos pressupostos da teoria do ensino desenvolvimental de Vasili V. Davídov (1930 1998), da teoria históricocultural de Lev Vygotsky (1896 1934) e da teoria da atividade de Alexei Leontiev (1903 1979) em atividades de iniciação ao voleibol para 22 estudantes com idades de 12 e 13 anos, matriculados numa escola pública estadual da cidade de Trindade (GO), por meio de um experimento didático formativo. A pesquisa consistiu na adoção de uma metodologia de auto-avaliação dinâmica, por parte dos alunos, como instrumento potencialmente formativo, ao associar o desempenho na execução de gestos técnicos do voleibol ao desenvolvimento de ações mentais por meio da formação de conceitos. A referida metodologia fundamentou-se no fato de que para a teoria de Davídov a apropriação da experiência humana social e historicamente desenvolvida, por meio da formação de conceitos de um determinado campo de conhecimento e da participação ativa do aluno no processo de aprendizagem, possibilita mudanças qualitativas nos alunos, reorganizando e enriquecendo sua atividade própria. Desse modo, buscou-se verificar, ao longo do experimento, o desenvolvimento dos alunos na apropriação, formação e generalização de conceitos, como base para a formação de ações mentais; a atuação dos procedimentos de auto-avaliação dinâmica no desenvolvimento ou reorganização de ações mentais; e, por fim, a análise das alterações nos conhecimentos e habilidades dos alunos na execução de gestos técnicos do voleibol. A análise dos dados mostrou que o ensino esportivo do voleibol pode ser desenvolvido pelos pressupostos da teoria do ensino desenvolvimental e que os procedimentos autoavaliativos dinâmicos constituem um processo potencialmente formativo das capacidades próprias de raciocínio e de desempenho de habilidades motoras dos alunos. Constatou-se, também, que a atuação dos motivos de professores e alunos na atividade de aprendizagem bem como dos fatores socioculturais envolvidos na situação de aprendizagem, exercem influência significativa nos resultados.

The purpose of this study was to investigate two different plyometric training techniques for increasing vertical jumping ability. Twenty-four female high school volleyball players were matched for height and weight and distributed equally among three groups. Each subject performed a vertical jump test, Margaria power test, Wingate bicycle test, and an isokinetic leg strength test prior to and following six weeks of training. Plyometric training significantly (p<.05) improved vertical jumping ability and some indices of leg strength and power. Weighted plyometrics did not enhance performance more than plyometrics alone. These data support the view that plyometric training with or without added weights enhances vertical jumping and leg power.

But : Ce projet de recherche a comme objectif principal de mieux comprendre diverses facettes de la relation entraîneur-entrainée. Cette relation entre un entraîneur masculin et une athlète féminine en volleyball sera observée selon trois niveaux de compétition des athlètes – secondaire, collégial et universitaire. Trois aspects seront étudiés à travers les questions posées dans cette recherche : (1) Est-ce que la perception que les athlètes ont de la relation entraîneur-entraîné est différente selon le niveau de compétition de l’athlète? (2) Existe-il des différences dans la nature de la relation à l’intérieur d’un même niveau? (3) Est-ce que le nombre d’années qu’une athlète a passé avec le même entraîneur affecte la qualité de la relation?. Méthodologie : Évoluant sur le circuit québécois, les six équipes de volleyball et leur entraîneur respectif représentent l’échantillon de la présente étude. Les tests utilisés afin de réaliser les analyses univariées et bivariées de cette étude sont : le Test de Welch, les corrélations de Pearson ainsi que les tests post-hoc de Games-Howell. Résultats : (1) Les athlètes du secondaire partagent une relation de meilleure qualité avec leur entraîneur que celles du cégep et de l’université. (2) Dans un même niveau de compétition, ce qui différencie la qualité de la relation est : le rôle de la joueuse dans son équipe ainsi que le nombre de sports organisés dans lesquels elle participe (relations proportionnelles). (3) Une relation inverse existe entre le nombre d’années vécues par la dyade entraîneur-athlète et la qualité de la relation. / Objective : The main purpose of this study is to better understand certain aspects of the coach-athlete relationship. The relationship between a male coach and a female athlete in volleyball will be analyzed based on three different levels of competition: high school, cegep and university. The specific objectives of this study will be examined through three research questions: (1) Is the athlete’s perception of the coach-athlete relationship different based on the level of competition in which the athlete participates? (2) Is there any difference in the nature of the coach-athlete relationship within the same level of competition? (3) Does the number of years that an athlete plays for the same coach affect the nature of the relationship? Method: The sample of this study consists of six volleyball teams, playing within the Quebec conference, and their respective coaches. The univariate and bivariate analyses were conducted using the following tests: the Welch test, the Pearson correlations and the Games-Howell post-hoc tests. Results: (1) High school athletes have a relationship with their coach that is of higher quality than athletes from cegep and university. (2) The quality of the coach-athlete relationship differs within a same level of competition based on the athlete’s role in her team as well as the number of organised sports in which she participates (proportional relationships). (3) There is an inverse relationship between the number of years the athlete and the coach have been working together and the quality of their relationship.