Volleyball performance analysis

Performance analysis

My analysis sheet was set out as such, firstly I made a table that was marked by either using a numerical value or through a word that best represents my ability in that skill. The skills I was assessed in consisted of:

• Serving (scored 11/15)

- Used a wide variety of serving techniques including an overhead serve and including a jump showing  that he is an autonomous performer in the area of serving. 

• Passing/Setting (26/29)

- The positioning when making a pass could be improved however the height and positioning of the actual set was excellent and consistent.

• Blocking (1/3)

- You attempted the blocking in an aggressive manor which showed good promise however the jump to meet the oppositions attacker was timed poorly and needs some work. 

• Attacking/Hitting (4/6)

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• Communication (good-excellent) 

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• Game Awareness (okay-good)

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• Movements (good-excellent) 

I also gave my assessor the possibility to leave comments on either where I could improve or for some positive feedback of what they personally thought I did well. ( these have been added underneath each skill to give a more in-depth analysis of how I performed according to what I observed).

Sports coaching

Access Coaching session 1. Football (11/12/14)

Access Coaching session 2. Volleyball (13/11/14)

ADD PICS!

Access Coaching (football and volleyball)  Self Evaluation of Session (13/11/14) & (11/12/14)

Session plan:

Did you produce a lesson plan prior to the start of the session?                               Yes/No

Was the session planned appropriately for the needs of the participants?                Yes/No

Was the session well sequenced: did activities link well from one to the next?       Yes/No

Did the session meet the objectives?                                                                         Yes/No

Delivery:

Did you communicate effectively throughout the session?                          Yes/No

Give an example of when this happened or could have happened: I used verbal communication well when I had to explain both the warm up and main activity to the participants. However I feel that I could have further improved my communication by also using hand gestures and giving a physical demonstration to further the understanding of the participants and also give an autonomous demonstration for the participants to copy.

Did you use the equipment and the environment effectively throughout?   Yes/No

Give an example of when this happened or could have happened: I feel that we used the environment by using the lines of the basketball court to give better guidelines during the second dribbling activity of where the participants should and shouldn’t go to avoid injury from collisions.

Did you organise the session effectively?                                                      Yes/No

Give an example of when this happened or could have happened: I don’t feel that the session was fully organised to the level it could have been, for example we had to alter our time management and extend the main game/activity to fill the full time of the session because the second dribbling activity lead to tedium very quickly as it was far too simple.

Did you actively engage in the delivery as team member throughout?       Yes/No

Give an example of when this happened or could have happened: yes I feel that I did this by giving the team members assigned positions within each part of the session (e.g. I would be a motivator for one section and next being the team member who explains the next section). This in effect meant that all of the team members (including myself) were in some way engaged with each section to be as an effective team members as possible.

Did you wear appropriate clothing for the session?                                      Yes/No

Yes I wore the appropriate clothing for the section (trainers, shorts and college shirt). This way I could become more effective in the session like for example actually participating in the session and also to demonstrate certain sections.

Did you motivate the participants and offer encouragement?                     Yes/No

Give an example of when this happened or could have happened: Yes I feel as if I motivated the participants by providing verbal feedback (mainly positive) to encourage them to keep going and achieve what each part of the session was asking of them. An example included when I kept saying ‘keep going’ to the access students to keep them motivated avoid tedium.

Did you demonstrate appropriate body language throughout?                    Yes/No

Give an example of when this happened or could have happened: Yes I feel that for the majority of the session I did this by keeping my hands out of my pockets and keeping my shoulders back to show that I was engaging with my participants and interested in the session I was explaining.

Did you position yourself effectively during delivery?                                   Yes/No

Give an example of when this happened or could have happened: I feel that for the majority of the session I positioned myself correctly, for example I tried to get my participants in front of me in a confined area so that they wouldn’t get distracted and was able to see them all when explaining something.

Did you position yourself effectively whilst supporting delivery?      Yes/No

Give an example of when this happened or could have happened: I feel that I did not position myself effectively when supporting the deliveries. E.g. I was often getting in the way of the participants during other peoples sessions as I didn’t know how they were set out due to a lack of organisation.

Key strengths demonstrated:

The key strengths I showed were; good communication with my participants to make sure they both understood what to do and could answer and queries they had, this way they will know what to do and it will avoid injury or lack of improvement over time. I showed a good use of equipment for example when we did not have the correct balls (footballs) we improvised and used soft balls instead. I also felt that another of main strengths included my encouragement, I did this in many forms such as positive verbal feedback, clapping and even some constructive feedback for the individuals who were looking to improve further. Lastly I felt main key strength was my positioning during delivery, this is because I gave the participants a given area which they had to sit in and this meant that they could not mess around as they were all in my line of sight, which in effect meant that there was less misunderstanding overall.

Areas for further development:

My weaknesses included; my organisation of the session overall, but especially when for example things did not go as planned (the time zone was not as long as expected for one of the sessions) this meant that as a result the other sessions had to compensate and lead to some of the students becoming bored and thus lost focused/messed around. Lastly, I felt that another of my key weaknesses included my positioning when supporting the delivery.

Click link to watch Coaching session

Handball warm ups

Handball warm ups

1.) The first warm up drill was as follows:


Equipment required:

• Cones (at least 7) 
• Ball (x 1

The first participant (number 1) must pass to number 2 and then follow his pass, this continues all the way through to number 5. However once it reaches number 5 he must make a long pass back to number to the number 1 position and follow his pass again like the other participants.

This is useful for activating the correct Neuromuscular system to play handball most effectively. It also increases the temperature of the main muscle groups used in handball (latissimus dorsi, tricep braci, bicep braci and Pectorals) thus there is a smaller chance of injury. Like with any warm-up it also allows the body to become mentally prepared for sport (increased arousal levels) and physically through increased heart rate etc.


2.) The second drill is a simple cross over drill:

Handball defensive drills

Handball defensive drills

Handball attacking drills

Handball drills

1.) The first drill involves a simple throwing drill whereby individual must throw below a net/string (this can be lowered or increased in height to change the difficulty level of the training drill) and try to put the ball in the goal. 

Equipment required: 

• Poles x 2 
• string (2 meters minimum) 
• Goal 
• targets x 4
• balls 

(here is how it should look when set up)

The drill can be progressed by introducing targets in for example the corners to introduce a more accurate shot being required by the participants. This drill will help to improve general shooting as well as improving the transfer of weight from the front foot to the back foot.

        Adding to this the scenario is made closer to a game situation by making the player shoot around/under an obstacle, which in some ways replicates an opponent.   

2.) Another drill which we performed also focused on shooting, but also introduced dummies/fake shots and passes to one another. It involves 3 players, with the first one faking a shot and passing to the second to either his left or right and the second doing the same, with the third player taking the shot.

Equipment required:

• cones (for the players to know where to start there run up) 
• balls
• goal
• targets (optional) 

 (ADD VIDEO). 

This drill can then be progressed by introducing a keeper as well as possibly having the players weave in and out of one another to create multiple stimuli for the keeper to filter effectively increasing his reaction time. Psychological refractory period - (PRP) 'this refers to the period of time during which the response to a second stimulus is significantly slowed because a first stimulus is still being processed. (http://psychologydictionary.org/psychological-refractory-period-prp/)

        The drill will help to improve both short range passing and also shooting at close range (if you are the third player). The drill is made closer to a game situation by adding additional team mates and the fact that the drill should be performed at a high tempo so that there is less likelihood of opponents intercepting play. 

Handball rules and regulations

Rules and Regulations of a team sport

Team Sport one: Handball

	Description of Rule/Regulation	Example Situations
Scoring Systems	A goal is scored when it passes completely over the back goal line within the goal. Play resumes with the team in control of the ball from the goal keeper. When a team scores it can ONLY count as 1 point at any one time (no matter what the situation).	Example 1. – When a player shoots in open play and the ball crosses the line to score. Example 2. – When a player shoots from a 7 meter throw in closed play and the ball crosses the line to score. Example 3. – When a player shoots from a 9 meter throw in closed play and the ball crosses the goal line to score.
Starting play	In handball you start the game with what is called a throw-off and this is taken by the team that wins the coin toss and elects to start with the ball in its possession. The throw-off is taken in any direction from the centre of the court. It is preceded by a whistle, following which it must be taken within 3 seconds.  The player taking the throw-off must take a position with at least 1 foot on the centre line, and the other foot on or behind the line, and remains in this position until the ball has left his hand. The teammates of the thrower are not allowed to cross the centre line prior to the whistle.	Example 1. – When the game is started during the first half, play is restarted. Example 2. – When the game is started during the second half, Example 3. – When the game is started during one of the halves of extra time.
Officials	There are 2 referees, both a goal line referee and court referee. Their decisions cannot be challenged by anyone as they are of complete authority. However they are assisted by a timer and a scorer.	Example 1. – A referee may take action when a court referee makes a decision to give a foul. Example 2. – A referee may take action when a goal line referee when a goal line referee awards a goal because they have seen that the ball has crossed the line. Example 3. – A referee may take action when a court referee start.
Conduct	Do not use inappropriate language. Respect the rights, dignity and worthy of others. Promote the reputation of the sport (do not cause fights). Have an EHA qualification (where required). Make sure all required precautions Ensuring the wellbeing and safety of each participant are covered and above all other considerations, including the development of performance.
Unwritten rules of etiquette	If you hit someone when blocking, (with your hands or arms). Then traditionally you allow them a free pass after this. If
Players and support	There are 12 players on each team, 2 goalkeepers and 10 field players. There is one goalkeeper and a maximum of 6 field players on court at a time. Substitution can occur at any time so long as the player is brought off before the player is then subbed on. positions include; Right wing, Left wing, Pivot, Left back, Center back, Right back.
Challenges and fouls	If someone commits an indecent foul then the opposition (who committed the foul) will usually allow a ‘first pass free’ rule when play is restarted.
Playing surface and dimensions	The court is 40m x 20m (two basketball courts) and features 2m x 3m goals at each end. Each Goal is surrounded by a 6m goal area (2 6m radius arcs with (center = goal post) joined by a tangent in the middle. Another arc, 9m from the posts, lies outside the goal line. This is the free throw line and it is usually dashed. A 1m long penalty throw line lies 7m in front of the goals and a small dash 4m in front of the goals. There is also a halfway line with a centre dot for the restart.
Equipment	A handball (regulation size) A court (regulation size) Bibs (not always required)

Volley ball tactics

For Practical Team sport, we have been working on improving our tactical play with in Volley ball. the tactics that we were working on specifically