One of many issues I’m grateful for about this weblog is the folks it’s related me with through the years. Together with creating some nice private relationships, it’s additionally given me many alternatives to have actually excessive degree exchanges about teaching. A kind of concerned Mark Lebedew, Lauren Bertolacci (with whom I partnered on the Wizard Ladies ebook), and Jim Dietz. It was as regards to errors in volleyball.
It began off with Mark sharing the Volley Brains interview with Lauren. In it she talks about how one can’t play it protected. Lauren replied by the use of assist with the truth that her Swiss professional workforce had simply made 22 service errors in a 3-1 win to qualify for the CEV Cup quarterfinals. Clearly, that’s a perform of serving aggressively.
As typically occurs, the dialog deepened from there. Mark made the remark, “One of many nice myths of teaching (volleyball, at the least) is the the workforce that makes the least errors wins.” Clearly, whenever you’re speaking younger gamers it’s very often the case that the workforce making the fewest errors wins. When you attain a sure talent degree, nonetheless, with the ability to rating takes on the larger significance.
In response to Mark, Jim requested the query that’s the topic of this submit:
Doesn’t that rely how we outline errors? –and I’m not making an attempt to be semantic on this. Tipping a ball excessive on to a libero doesn’t present as an error–however we all know it’s underneath most circumstances…for example of what I’m that means.
Issues progressed from there, however I need to put that query to you, expensive reader. In your match evaluation, and in your coaching, in your examination of errors in efficiency, do you focus primarily on the kinds that present up within the field rating (assault errors, misses serves, and so forth.)? Or do you are taking a broader view?
Jim’s query undoubtedly shines a highlight on poor decision-making. That ventures into what I speak about in Teaching from a Options Perspective. Some it falls underneath the class of DAP. Do you seize that statistically in any approach? In that case, how?
By the best way, Mark wrote his personal weblog submit following that alternate which challenges how we occupied with offense and protection in volleyball.
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