In volleyball training, coaches face the question of whether players should first master the fundamentals through isolated, repetitive practice, or if they should be thrown straight into more representative games. This issue has been debated for some time, with many proponents of teaching the basics before giving players game experience. However, recent research in other sports has challenged this idea, suggesting that training should have a more representative design.

Research on motor skill acquisition has traditionally emphasized building motor programs for the fundamentals of a skill through isolated, decontextualized practice. This approach is supported by the principles of deliberate practice, which involve identifying the perfect technique and training to develop it. For volleyball, this means practicing basic skills such as serving, setting, and spiking in isolation before progressing to more game-like environments.

A study was conducted to investigate whether non-linear pedagogy (NLP) could effectively replace the more traditional, isolated training approach. NLP emphasizes small-sided and conditioned games, rather than repetitive drills. The study compared traditional isolated training to non-linear pedagogy for three groups of players, including a control group. All participants were tested on their standardized dribble, passing, and lateral movement skills before and after seven sessions of training, followed by a retention test five weeks later.

The study revealed that there was no significant difference in the development of the fundamental skills between the two groups. However, some evidence suggested that the non-linear pedagogy approach may have been more effective in retention for passing skills.

This study provides evidence that it is not necessary to spend a great deal of time on isolated, repetitive practice of basic skills before progressing to more game-like environments. It is possible to develop the basics of a movement pattern equally as well while exploring more representative environments. Therefore, coaches should strive to design training that affords players to train as they play, utilizing representative design.

(Photo: en.volleyballworld.com)