Volleyball Phases of Learning

As a novice volleyball player is introduced to a new skill they will progress through 3 stages or phases of learning (Fitts and Posner 1967). We can place these on a continuum.

Cognitive Phase

This is the initial stage of learning where the learner is confronted with questions such as

• What is the purpose of the skill
• How to Stand
• The movements involved

At this stage the dominant questions are about goal identification (what to do), performance evaluation (how good), motor plan (action), timing (when).

The Dig Pass

Ø Verbal and cognitive abilities dominate this stage – Why perform the dig/when it is used

Ø It is marked by a large number of errors which tend to be gross in nature – swinging before moving into correct position/missing ball/wrong hand clasp etc

Ø Performance is highly variable and inconsistent, performer will know something is wrong but unaware how to correct it.

Ø Performer needs specific information or cues to highlight technique.

Ø Attentional demands of task are high and this will prevent the processing of simultaneous activities such as game situations. Due to limited attentional capacity instructions must be brief – the coach who overloads his player means that he will miss the most important points. Just give 1 or 2 coaching points at a time

Ø Length of this stage tends to be short depending upon the individual - therefore make sure the athlete leaves it with the correct technique

Associative Phase

Sometimes called the practice phase, it is significantly longer than the cognitive phase. Most of the cognitive problems are now solved. The fundamental movement patterns (motor programme) of the skill are now established and performance becomes more consistent – the dig is now recognisable

Ø Errors are fewer and less gross in nature – emphasis upon refining skill such as the contact point/height of the ball on contact

Ø Some ability at fault diagnosis begins to develop although the error detection’s tend to be gross – players know when they contact ball on wrist as opposed to forearm

Ø Performance is less variable

Ø Performer begins to monitor own feedback as they practice under a variety of situations.

Autonomous Phase

This phase is characterised by smooth and fluent performances.

Ø Development of actions that do not require attention. Decrease in attentional demands frees performer to tackle high-order skills such as strategy etc.

Ø Performer will now attend other cues to allow optimal performance – position of setter/speed of pass/height of passed needed in case you may need to speed up the attack

Ø Motor programme well established

Ø Advanced error detection and ability to make adjustments

Ø Performance improvement slow as they have already mastered skill.

Ø Learning still continues and can be seen as a reduction of physical and mental effort, style etc.

“…there is a good deal of similarity between highly practised skills and reflexes.”