The main objective of this study was to analyse the variables that predicted setting efficacy in complex I (KI) in volleyball, in formative categories and depending on gender. The study sample was comprised of 5842 game actions carried out by the 16 male category and the 18 female category teams that participated in the Under-16 Spanish Championship. The dependent variable was setting efficacy. The independent variables were grouped into: serve variables (a serve zone, the type of serve, striking technique, an in-game role of the server and serve direction), reception variables (a reception zone, a receiver player and reception efficacy) and setting variables (a setter‘s position, a setting zone, the type of a set, setting technique, a set’s area and tempo of a set). Multinomial logistic regression showed that the best predictive variables of setting efficacy, both in female and male categories, were reception efficacy, setting technique and tempo of a set. In the male category, the jump serve was the greatest predictor of setting efficacy, while in the female category, it was the set’s area. Therefore, in the male category, it was not only the preceding action that affected setting efficacy, but also the serve. On the contrary, in the female category, only variables of the action itself and of the previous action, reception, affected setting efficacy. The results obtained in the present study should be taken into account in the training process of both male and female volleyball players in formative stages.

Es esencial para los adolescentes a adquirir un estilo de vida activo. Por lo tanto, el propósito de este estudio fue determinar qué variables y objetivos de la teoría y el modelo jerárquico de la motivación predijo el cambio etapas para ejercer en el Modelo Transteórico. A este efecto, se trata de un estudio descriptivo y transversal, que se llevó a cabo con 359 estudiantes de pregrado en una escuela secundaria. Se aplicaron las orientaciones de rendimiento y aprendizaje en las clases de Educación Física (LAPOPECQ Cuestionario), la escala de motivación académica (AMS), la escala de necesidades psicológicas básicas (BPNES) y las etapas de cambio en el ejercicio - medida continua de URICA (E2). Se realizó un análisis de regresión del factor exploratorio y confirmatorio, de la fiabilidad, y, posteriormente, descriptivo. Los resultados más relevantes mostraron que la etapa de pre-contemplación fue antecedida negativamente por la competencia, y positivamente por la motivación y percepción del ego en relación con el ambiente. La etapa de Contemplación-Preparación fue predicha positivamente por la competencia y por la Motivación Intrínseca de la Perfección - Motivación Extrínseca Introducida; y negativamente por la autonomía. El estado de Acción-Mantenimiento fue predicho positivamente por la competencia. Estos resultados sugieren que la necesidad psicológica de competencia es la variable más relevante en una participación más activa de las fases de la actividad física.It is essential for adolescents to acquire an active lifestyle. Therefore, the purpose of this study was to determine which variables of Achievement Goal Theory and the Hierarchical Model of Motivation predicted the change stages for exercise in the Transtheoretical Model. To this effect, a descriptive and cross-section study was carried out with 359 secondary schooland undergraduate students. The Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ), Academic Motivation Scale (AMS), Basic Psychological Needs Scale (BPNES), and Stages of Change in Exercise - Continuous Measure (URICA-E2) were applied. Exploratory and confirmatory factorial, reliability, descriptive and regression analyses were subsequently conducted. The most relevant results showed that the Pre-contemplation Stage was predicted negatively by Competence, and positively by a motivation and perception of ego-involving environment. The Contemplation-Preparation Stage was predicted positively by competence and Perfection Intrinsic Motivation - Introjected Extrinsic Motivation and negatively by autonomy. The Action-Maintenance Stage was positively predicted by competence. These results suggesting that basic psychological need of competence is the most relevant variable for the engagement to the more active stages of physical activity.peerReviewe

Claver F, Jiménez R, Gil A, Moreno A, Moreno MP. Relationship between performance in game actions and the match result. A study in volleyball training stages. J. Hum. Sport Exerc. Vol. 8, No. Proc3, pp. S651-S659, 2013. In recent years, a number of quantitative methods have been identified and developed with the specific intent of assisting the objective analysis of athletic performance (Nelson & Groom, 2012). The main aim of this research was to clarify the importance of performance in game actions as determinant of match result in a sample of young volleyball male players. The study sample was composed of 74 male participants belonging to the Under-16 teams (M: 14.61; SD: .88) from the Extremadura Volleyball League in the 2010/2011 season. The studied variables were: performance in game actions (serve, defense, setting and spike) and match result (win/lost). FIVB Observational System (Coleman, 1975) has been the instrument for data recollection, it has been applied previously in numerous studies and is accepted as a valid tool for research community. The T-test for independent samples results showed statistically significant differences in performance of game actions: serve (F1,72= 3.86; p=.048; np2=.492), defense (F1,72=14.07; p<.001.; np2=.959), setting (F1,72=34.83; p<.001.; np2=1.00) and spike (F1,72=9.05 ; p=.004; np2=.84) between players from winner and loser teams. Our results coincide with previous studies that emphasize the importance of game actions in volleyball (Asterios et al., 2009). This analysis is important as it assists in the collection of performance information that can feedback athletes in an attempt to enhance their understanding and competitive performance (Maslovat & Franks, 2008) and also for talent identification and recruitment (Carling et al., 2005).

El propósito del estudio fue analizar el conocimiento procedimental, en función de la experiencia y el rendimiento, en jóvenes jugadores de voleibol de categoría cadete. La muestra de estudio estuvo compuesta por un total de 301 jugadores y jugadoras de voleibol, de categoría cadete, con edades comprendidas entre 14-16 años. Dichos jugadores correspondían a los 32 equipos participantes en el Campeonato de España de Selecciones Autonómicas de 2011. Las variables independientes fueron el rendimiento, y la experiencia en práctica federada. La variable dependiente fue el conocimiento procedimental, medido a través del cuestionario elaborado y validado por Moreno (2006). Los resultados, a través de la prueba post-hoc de Tukey, mostraron diferencias significativas en el conocimiento procedimental en función de la experiencia y el rendimiento. Además, un análisis de correlación mostró una relación lineal y significativa entre las variables experiencia en práctica federada y conocimiento procedimental. Dichos resultados ponen de manifiesto la importancia de la experiencia para el desarrollo del conocimiento procedimental en deportes de equipo, en los cuales las exigencias tácticas poseen una gran relevancia. Por ello, es recomendable continuar realizando estudios que permitan relacionar diferentes tipos, contextos y niveles de práctica deportiva con los aspectos cognitivos de los deportistas, con el fin de aportar pautas que orienten el proceso de formación deportiva.Palabras claves: procesos cognitivos, etapas de formación, experiencia, voleibol.Abstract: The aim of the study was to analyze the procedural knowledge, based on experience and performance, in young volleyball players. The sample consisted of 301 Under-16, volleyball players. They belonged to the 32 teams participating in the Spanish Championship of Regional Selections in the 2011 season. The independent variables were performance and experience in federative practice. The dependent variable was procedural knowledge, it was measured by the questionnaire developed and validated by Moreno (2006). The results, through post-hoc test of Tukey, showed significant differences in procedural knowledge, based on experience and performance. Also a correlation analysis showed a significant linear relationship between experience in federated practice and procedural knowledge was founded. These results highlight the importance of experience for the development of procedural knowledge in team sports. It also emphasize the importance of experience for the development of procedural knowledge in team sports, in which the tactical requirements have great relevance. Thus, it is recommended to continue doing studies that connect different types, levels and contexts of practice with the cognitive aspects of athletes, in order to provide guidelines to lead the process of sports training.Keywords: cognitive processes, training stages, experience, performance, volleyball.

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