Question

Motor Skill: Volleyball Spike

Goal: The goal of volleyball spike is to spike the ball above a standard height net such that the ball lands as close as possible to 400 centimetres from the centre line in the opposite side of the court.   

could I please have help with the following for the above motor skill goal

.1.0 Motor Skill Analysis

1.1 Size of Primary Musculature Required

1.2 Specificity of Skill Beginning and End

1.3 Stability of the Environmental Context

1.4 Gentile’s Two-Dimension Taxonomy

1.5 Regulatory and Non-Regulatory Conditions

1.6 Skill Complexity and Skill Organisation Characteristics

Answer 1

Ams :

Volleyball spike mechanics ;

From the kinematic point of view, the entire movement of the attack hit may be divided into three main phases: ( (approach, take-off and arm swing) with the hit itself. Beside the mentioned phases the authors selected a few critical points in the entire movement cycle. Focusing on them served for more precise comparisons of respective attempts and will be named later on. The approach usually consists of 3-4 steps. Right-handers end the so called one-two approach most often by a long braking step from the left to right leg followed by a “staggered hop” by the left leg . Lefthanders perform the same reciprocally. In current volleyball it is however possible to meet players using the opposite sequence of steps before take-off, well known as the “goofy” approach. To assume such a take-off posture, the players must adjust their approach accordingly. This variation of approach is a kind of a remnant from the time when the last breaking step to take-off posture was recommended to finish by landing on both feet shoulder width together and parallel. The working hypothesis therefore considers that both executions of the attack hit may differ not only in awaited distinct step sequences, but in many other movement features, namely in positioning of the hitter in regard to a setter, in diverse directions and approach paths as well as in contrasting biomechanical variables. There may also be other factors influencing hitting performance. Detailed analysis of these two approach variations may bring not only precise description of their differences, but consequently also important knowledge supporting and justifying the decision whether and/or when players relearn their way of attack approach or when to respect their individual way of execution.

2. Primary musculature :

  These muscles include the biceps femoris, gluteus maximus, erector spinae muscle group, trapezius, and posterior deltoids. These muscles play a major role in volleyball explosive athletic movements such as approaching quick, jumping high, and hitting hard.

4.  Ann Gentile – Stages of Motor Learning

In 1972, Ann Gentile proposed Gentile’s two-stage progression model viewing motor skill learning as goal-relevant.

Stage 1: Initial Stage

Goal 1: Acquire a movement pattern

Goal 2: Discriminate between regulatory and non-regulatory conditions

Stage 2: Later Stages

Goal: Adaptation, consistency, and economy

In the initial stages of learning, as a practice progression model, movement pattern is one of two important goals for the learner. He or she is faced with the daunting task of adapting to regulatory conditions or characteristics of the environmental context to which movement characteristics must conform if the action goal is to be accomplishe . By action goal, we represent the means to which the goal of the task is accomplished.

For example, if a volleyball setter is using a setters ball, which tends to be heavier than a regulation volleyball, he or she must focus on developing the arm and hand characteristics that match the physical characteristics. Think about lifting a 10kg weight and a 50kg weight. There is a different movement pattern that best suits each goal. Another example is after an Anterior Cruciate Ligament (ACL) reconstruction, an individual may need to practice walking up the stairs. Regulatory conditions include the number of steps, the size of each step, and the shape of the staircase, just to name a few.

Alongside this, the second goal is to discriminate between regulatory and non-regulatory conditions within the environmental context. Non-regulatory conditions are those characteristics of the environment that have no influence or remain as indirect influences on the movement characteristics required to achieve an action goal . Using the same ACL example, the colour of the surrounding walls is an example of a non-regulatory condition. It is important to point out that the literature is now focusing more on these indirect influences, particularly when providing choices to the learner .

In order to master these two goals, the learner needs to explore a variety of movement solutions. By doing so, he or she engages in cognitive problem-solving. The movement pattern established becomes a generalised concept, neither consistent nor efficient. The later stages of learning is where the learner acquires three general characteristics. He or she needs to adapt the movement patterns to specific constraints, increase consistency in solving the motor problem, and perform the skill with an economy of effort. To facilitate this, the coach again needs to identify task variables, set key variable parameters, and induce contextual interference effects accordingly.