Diseño y validación de un cuestionario de Conocimiento Táctico en Voleibol, en Brasil / Design and validation of a Tactical Knowledge questionnaire in Volleyball, in Brazil

El objetivo del presente estudio fue diseñar y validar un cuestionario que permita evaluar el Conocimiento Táctico en Voleibol en etapas de formación, en el contexto de Brasil, para jugadores en edades comprendidas entre los 11 y los 18 años (M = 15.2; SD = ±1.4). El instrumento elaborado está basado en el cuestionario de MacGee and Farrow (1987), en voleibol, incluyendo 24 cuestiones referidas a la categoría táctica. El proceso de diseño y validación se realizó en seis fases: a) revisión bibliográfica; b) elaboración del instrumento; c) validez de contenido a través de la técnica de jueces expertos; d) cálculo del coeficiente V de Aiken; e) cálculo de los intervalos de confianza; f) análisis de la fiabilidad, aplicado a la respuesta del cuestionario de 798 sujetos, con diferentes contextos de rendimiento, años de experiencia (M = 1.93; SD = ±1.2), y género, pertenecientes al contexto de voleibol de Brasil. Los resultados obtenidos muestran que el cuestionario permite medir de manera válida y fiable el conocimiento táctico de los jugadores de voleibol de Brasil, obteniendo en todas las preguntas valores por encima de .78 en el grado de pertinencia de las preguntas al objeto de estudio, y valores por encima de .67 en el grado de comprensión, teniendo que modificar alguna de ellas (preguntas 2, 11, 14, 19 y 22) por encontrarse en valores de V de Aiken entre 68 y 78.(AU)

O objetivo deste estudo foi elaborar e validar um questionário que permita avaliar o Conhecimento Tático no Voleibol em etapas de treinamento, no contexto do Brasil, para jogadores entre 11 e 18 anos (M = 15,2; DP = ± 1,4). O instrumento elaborado é baseado no questionário de MacGee e Farrow (1987), no voleibol, incluindo 24 questões referentes à categoria tática. O processo de desenho e validação foi realizado em seis fases: a) revisão bibliográfica; b) desenvolvimento do instrumento; c) validade de conteúdo por meio da técnica de juízes especialistas; d) cálculo do coeficiente V de Aiken; e) cálculo de intervalos de confiança; f) análise de confiabilidade, aplicada à resposta do questionário de 798 sujeitos, com diferentes contextos de atuação, anos de experiência (M = 1,93; DP = ±1,2) e sexo, pertencentes ao contexto do voleibol brasileiro. Os resultados obtidos mostram que o questionário permite mensurar de forma válida e confiável o conhecimento tático dos jogadores de voleibol brasileiros, obtendo valores acima de 0,78 em todas as questões no grau de pertinência das questões ao objeto de estudo, e valores acima 0,67 no grau de compreensão, tendo que modificar algumas delas (questões 2, 11, 14, 19 e 22) por estarem nos valores do V de Aiken entre 0,68 e 0,78.(AU)

The objective of this study was to design and validate a questionnaire that allows evaluating the Tactical Knowledge in Volleyball in training stages, in the context of Brazil, for players between the ages of 11 and 18 (M = 15.2; SD = ± 1.4). The elaborated instrument is based on the questionnaire of MacGee and Farrow (1987), in volleyball, including 24 questions referring to the tactical category. The design and validation process was carried out in six phases: a) bibliographic review; b) development of the instrument; c) content validity through the technique of expert judges; d) calculation of Aiken's V coefficient; e) calculation of confidence intervals; f) reliability analysis, applied to the questionnaire response of 798 subjects, with different performance contexts, years of experience (M = 1.93; SD = ±1.2), and gender, belonging to the Brazilian volleyball context. The results obtained show that the questionnaire allows valid and reliable measurement of the tactical knowledge of Brazilian volleyball players, obtaining values above .78 in all questions in the degree of relevance of the questions to the object of study, and values above .67 in the degree of comprehension, having to modify some of them (questions 2, 11, 14, 19 and 22) because they are in Aiken's V values between 68 and 78.(AU)

Motivation, Discipline, and Academic Performance in Physical Education: A Holistic Approach From Achievement Goal and Self-Determination Theories.

The analysis of disciplined behaviors and academic performance in a school context has become one of the main concerns within the educational community. Physical Education is highlighted as a key subject to analyze students' behavior. Researchers and Physical Education teachers are interested on the motivational processes that predict positive student outcomes in order to support them. Thus, the main purpose was to determine a predictive model of disciplined behaviors and academic performance in Physical Education students. The Achievement Goal Theory and Self-Determination Theory acted as the theoretical framework. A total of 919 Spanish secondary school students participated in the study. The studied variables were task-oriented motivational climate, basic psychological needs, autonomous motivation, disciplined behavior, and academic performance. Data collection included Spanish validated questionnaires. The Mplus statistical program was used to perform a structural equation model of prediction. It included antecedents (task-oriented climate), motivational processes (basic psychological needs and autonomous motivation), and consequences (disciplined behavior, Physical Education and overall students' performance). The results revealed that positive outcomes (discipline and academic performance in Physical Education) were positively predicted by autonomous motivation; autonomous motivation was positively predicted by basic psychological needs and these, in addition, by the task-oriented climate. The results highlighted the importance of the task-oriented motivational climate and the mediating role of the basic psychological needs and autonomous motivation in order to generate these positive student outcomes in Physical Education. This study could be a useful resource for teachers, since it offers the motivational variables that lead students to achieve disciplined behaviors and academic performance in Physical Education. Intervention programs based on the results of the present study could be applied in Physical Education classes in order to obtain better behavioral as well as cognitive positive student outcomes.

Characteristics of Serve, Reception and Set That Determine the Setting Efficacy in Men's Volleyball.

The aim of this investigation was to establish the criteria of service, reception and set that determine setting efficacy in world-class top-level volleyball. The study sample consisted of 4.113 gaming actions (1.371 serve actions, 1.371 reception actions, and 1.371 set actions), corresponding to the observation of four matches for each of the 12 best ranked teams in the Volleyball World Championship - a total of 23 matches. The criteria were: in-game role of the server, serve zone, type of serve, striking technique and serve direction; receiver player, reception zone, and reception efficacy; setting zone, type of set, setting technique, setting efficacy, a set's area, and set tempo. Multinomial logistic regression showed that criteria related to reception (reception efficacy) and to set (setting zone, type of set, a set's area, and set tempo) determined set efficacy. Specifically, positive and negative receptions and settings from acceptable and non-acceptable zones reduced perfect setting. In contrast, the jump set toward zones three and six and the first and second tempo increased perfect setting. Serve criteria did not determine set efficacy. This study can guide trainers and players in the training process.

Asociación entre la función en juego, toma de decisiones y rendimiento en voleibol / Association between in-game role of the player, decision-making and performance in volleyball

El objetivo de la investigación fue conocer la asociación entre la función en juego con la toma de decisiones y el rendimiento en las diferentes acciones de juego en voleibol (saque, recepción, ataque, bloqueo y defensa). Se analizaron 3.262 acciones de juego (708 de saque, 625 de recepción, 748 de ataque, 710 de bloqueo y 471 de defensa), correspondientes a los cuatro equipos mejor clasificados en el Campeonato del Mundo Masculino Under-21 de voleibol, celebrado en México en 2015. Las variables del estudio fueron: la función en juego (colocador, opuesto, central, líbero y receptor-atacante), la toma de decisiones y el rendimiento en las acciones de juego (saque, recepción, ataque, bloqueo y defensa). Los resultados mostraron asociación significativa entre: la función en juego y la toma de decisiones en bloqueo, y la función en juego y el rendimiento en saque. Esta información puede ser de utilidad en el proceso de entrenamiento en voleibol, poniendo de manifiesto la conveniencia de tratar de optimizar la toma de decisiones de los jugadores centrales en bloqueo, y su rendimiento en la acción de saque

Thee main aim of the research was to determine the association between the in-gamerole and players' decision-making and performance of game actions in volleyball. A total of 3.262 actions were analyzed (708 serves, 625 receptions, 748 attacks, 710 blocks and 471 defenses), in the FIVB Volleyball Men’s U21 World Championship (Russia, Argentina, China and Brazil) that took place in Mexico in 2015. The variables of the study were: in-game role of the player (setter, opposite, middle attacker, libero, and receiver-attacker), decision-making and performance of the game actions (serve, reception, attack, block and defense). The results showed significant association between: in-game role of the player and decision-making of the block, and the in-game role of the player and performance of the serve action. This information could be useful in the training process in volleyball, showing the convenience of improving the decision making of the middle attacker in blocking, and their performance in the serve action