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LEVEL I

VOLLEYBALL COACHING MANUAL

Prepared by
Malaysia Volleyball Association and
National Sports Council of Malaysia
MAVA BEGINNERS MANUAL

FOREWARD

This Malaysia Volleyball Association (MAVA) Level 1 Coaching Certification Manual is


designed as a reference for participants attending the MAVA Level 1 Volleyball Coaching
Course. The curriculum is set for coaches interested in the Development of Volleyball.

In the various instructional and coaching publications that are available, each will have its
own way of teaching athletes how to master the game. Part of the secret to becoming a
successful coach rests with the ability to be open minded, knowing your players and
implementing a plan that will work best for a team.

Coaches who understand the value of continuing education and take the time constantly to
improve the knowledge of the sport will strengthen their ability to work with variety of
athletes. Helping athletes reach their goals and develop their own personal in sport should be
the ultimate goals of a coach. There is no substitute for getting out there and working with
athletes. Applying the different concepts and discovering how they work in the real world
will increase the coachs practical knowledge and experience about the game.

Coaching is a lifelong journey in which good coaches will continue to learn and grow
through shared experiences with athletes. Great coaches are made, not born.

This Manual is one in the MAVA Coaching Program series and has been produced as a joint
initiative with National Sport Council of Malaysia. The Malaysian Government
acknowledges the role sport plays in enhancing the quality in life.

MAVA and AKK MSN

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ACKNOWLEDEMENT

No author ld claim solely responsible for compiling a manual of this magnitude. There are
several people we have to acknowledge for their assistance and encouragement in compiling
this Malaysia Volleyball Association (MAVA) Level 1 Coaching Manual.

Our first thanks and foremost goes to the President of MAVA, YBhg. Dato Seri Low Jee
Keong and Deputy President YB Senator Dato Chai Kim Sen who were the major driving
force to the preparation of the MAVA Level I, II and III Coaching Manuals.

We are also indebted to the Director General of National Sports Council (NSC) Dato Seri
Zolkples Embong and Director of Coaching Management Division NSC Encik Ahmad
Zawawi Zakaria for their willingness and enthusiasm to prepare Coaching Manuals for all
sports including their cooperation in this manual.

We would like to express our profound gratitude and sincere appreciation to the MAVA
Coaching Panel for their kind valuable guidance, encouragement, valuable suggestion
without which the manual would not have been completed. Mr. R. Vivekenandan s/o Ramiah
of the National Sports Council (NSC) deserve enormous credit for being an indispensable
conduit in contributing and fast checking the technical content of this manual.

We have the Panel members to thank for their support. Needless to say only the Panel is
responsible for any weakness the manual may have. Thanks also to the Coaching
Management Division of NSC for their incredible speed, efficiency and care in handling the
manuscript.

The list would not be complete without acknowledging our gratitude to all directly or
indirectly helped in one way or another in the culmination in preparing this manual. Every
effort has been made to trace all the copyright holders, but if any have been inadvertently
overlooked we will be pleased to make the necessary arrangement at the first opportunity.

Compiled and Edited by


MAVA Coaching Panel :

Mr. Ho Kee Aei


En. Mohd. Shaili Bin Sukor
Mr. Lee You Meng
Mr. Loh Ai Min

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ORGANIZATION OF THIS MANUAL

Contents : This table describes the contents of the chapters in the manual

Chapters Numbers and Title Pages

Level II Coaching Curriculum 1

Unit 1 History 8

Unit 2 Techniques 30

Unit 3 Preparation of Team Training 134

Unit 4 (4.1) Sport Skill Development 187

Unit 4 (4.2) Nutrition 214

Unit 5 Facilities And Equipment 235

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MAVA COACHING CURRICULUM LEVEL I

Entry to the MAVA Coaching accreditation Scheme is through Level I Coaching


Courses which are staged nationally and are designed to train large numbers of coaches who
can work with volleyball players in specific phases of the Athlete Development Pathway for
beginners. It is most important for coaches who are teaching the basics of volleyball to
children and beginners to be competent in the science and art of coaching. Learning the skills
of the game correctly, quickly and effectively is as much a factor of individual motivation
and effort as the ability of the coach. The art of developing effective training and competitive
programs for children lies in the kind of practice and competition the players is being
prepared for any given stage of his or her physical and mental development.

The new Level I will produce qualified Youth Coaches who will not only be able to
train and prepare young children for Modified Volleyball competitions but also provide the
bridge to real volleyball training. At grass roots it is the affiliation to individuals that
determines retention and Level I Coaches will be competent and able to take the kids through
to the kids programmes of training (below 12 years old and competition relevant to under 12,
under 14 and under 15 years of age). The Level I Coaching Course provides professional
training to those who wish to become trained and accredited coaches qualified to coach
beginners. It is the first requirement towards a carrier in coaching at the highest levels.

1.0 AIM

The aim of the course is to equip coaches with coaching knowledge and skills at
beginners level and the development of Volleyball players. At the completion of this course,
it is hoped that these coaches will work in schools or clubs with young and developing
Volleyball players at the grass roots of Volleyball. In addition to the technical aspect of
training their Volleyball players, a Level I coach must also be prepared to fill a position of
leadership, as one works with young people and as one whose enthusiasm and knowledge
will help to build the culture of Volleyball players. It is vital that they continue to make use
of their experience and technical expertise by remaining active in the sport. It is also vital that
a strong bond of continuing cooperation be built up between coaches and MAVA. For this
reason, Level I coaches are encourage by MAVA, to join and be active in their National and
State Volleyball Associations.

2.0 OBJECTIVES
The Level I is to help coaches :
2.1 Understand the processes involved in effective coaching
2.2 Improve the social, physical,emotional and intellectual abilities of the children
2.3 Create an atmosphere of enjoyment without pressure in learning and playing
2.4 Treat each child individually at their level of development
2.5 State the roles, responsibilities and ethics of a volleyball coach
2.6 Plan, organize and implement a training programme
2.7 Demonstrate correctly the basic skills of Volleyball
2.8 Coach the basic skills of Volleyball according to the principles and processes
of coaching
2.9 Acquire knowledge to understand and interpret correctly changes to the rules
of the game.

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2.10 Utilize specific principles of training, sport science knowledge and aids to
improve performance.

2.11 Gain confidence and learn different ways of teaching sport skills

2.12 Receive up-to-date knowledge about helping children learn Volleyball.

3.0 Content Organization

Course Duration : 34 hours

TOPIC HOURS

Unit 1(1.1) History 0.5

Unit 1 (1.2) Rules of the Game 1

Unit 2 (2.1 2.7) Techniques 14

Unit 3 (3.1 3.4) Preparation of Team Training 6

Unit 4 (4.1) Sport Skill Development 4


Unit 4 (4.2) Nutrition 4
Unit 5 Facilities And Equipment 0.5

Theory and Practical Test 4

4.0 Duration

The Level I Volleyball Coaching Course is a four day residential course. The participants are
required to take an active part in all training sessions. Training sessions would be interactive
and experimental in nature. Participants would be required to participate in group discussions,
contribute to group assignments and practices, demonstrate specific skills as requested and
conduct simulated coaching sessions.

5.0 Attendance

Participants must attend all sessions. Participant must achieve 100% attendance to
take the examination in order to be certified.

6.0 Weightage of Components in Examination

Participants will be tested and evaluated during and at the end of the course. The test
and evaluation will be comprised of :

i. Active Practical Participation (Evaluation by the Instructor) 60%

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ii. Skill Demonstration 40%

7.0 Certification

A participant who successfully completes the course and fulfils all the course
requirements shall be awarded a Level I MAVA Volleyball Coaching Certificate.

ENTRY QUALIFICATON AND CONDITION FOR VOLLEYBALL COACHING


COURSE

(Kelayakan dan Syarat-syarat untuk menyertai Kursus Kejurulatihan Sukan Bola


Tampar)

Level I Level II Level III

(Tahap I) (Tahap II) (Tahap III)

1. Open to all. 1. Holder of Level I 1. Holder of Level II


certificate for 1 year and certificate for 2 years and
2. Active coaches have got a SPPK 1 and have got a SPPK Level II and
recommended by the State Licence C (MSN) Licence B (MSN)
Volleyball Associations/
Affilliates/ MAVA. 2. Minimum 1 year of 2. Minimum 2 years of
coaching at school/ club/ coaching at school/ club/
3. The National volleyball district or state level. district or State level.
Coaching Working
Committee/ MAVA has 3. Active Level 1 Coaches 3. Active Level II coaches
every right in choosing the recommended by the State recommended by the State
suitable candidate to attend Volleyball Association/ Volleyball Association/
this course. Affilliates/ MAVA. Affilliates/ MAVA.

4. The National Volleyball 4. The National Volleyball


Coaching Working Coaching Working
Committee/ MAVA has Committee/ MAVA has
every right in choosing the every right in choosing the
suitable candidate to attend suitable candidates to attend
this course. this course. It is the pinnacle
of professional coaching
qualification at the national
level.

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EQUAVALENT FOR NATIONAL VOLLEYBALL COACHING COURSE

Level 1 Level II Level III

(Tahap I) (Tahap II) (Tahap III)

1. Represented Malaysia in 1. Represented Malaysia in No Equivalency is given.


SEA Games Asian Games.

2. Have got a Sport Science 2. Holders of Level I


Level I Certificate (MSN) certificate for 1 year and
have got a SPPK I and
Licence C (MSN)

3. Have got a Sports Science


Level II Certificate (MSN)

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4.1 SPORT SKILL DEVELOPMENT

ATHLETES DEVELOPMENT

OBJECTIVES

At the end of the session, participants will be able:

1. To apply various practice techniques.

2. To apply appropriate feedback schedules.

3. Plan a practice session for young athletes.

INTRODUCTION

YOUNG ATHLETE

TECHNICAL FITNESS

SKILL ACQUISITION MULTILATERAL TRAINING

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FOUNDATIONS OF SKILL INSTRUCTION

Identify skills needed by young athlete.


Knows how to teach.
Athletes have different abilities and experience.
Design practice challenging and beneficial.
Emphasis on effective execution.
Quality of Teaching = quality of athletes performance.

Differences Between Learning and Performance

LEARNING PERFORMANCE

Relatively permanent change in Act of skill execution


performance that occurs with practice

Not observable but inferred Observable and measurable

Results from practice Result from experience

ATHLETE Personal Characteristic

Sensory-Perceptual ENVIRONMENT
Direction Making TASK I
Motor Control Stress of Competition

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SKILL ACQUISITION

Focus on process
Consistently execute
- Technical
- Tactical
- Mental skill

Identify essential
thoughts, feeling and
behaviors

Individual Differences (Table 1.1, pg. 8; Sport Skill Instruction)

ABILITIES CAPABILITIES
l l
Traits that are inherited and Modifiable with practice
relatively stable
VS l
l Eg. Strength can be train
Many types exist
l
Different abilities for different
purposes

SKILLS ACROSS AGE

CHILDHOOD ADOLESCENCE ADULTHOOD

Learning basic skills Acquiring newer skills and Refinement and


adapting skills to different adaptation
environments

REFINEMENT

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STAGES OF LEARNING

Autonomous
APPROPRAITE PRACTICE & FEEDBACK

- Nonconscious and effortless


- Able to devote their attention to other task-related info
- Tactical decision

Practice / Associative
- Refining general movement pattern
- Direct/ correct errors
- Adapt movements to meet demands of their sport

Verbal-cognitive
- Figuring out basic requirements
- A lot of questions

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CONTROL OF MOVEMENT SKILLS

CLOSED LOOP OPEN LOOP


Feedback utilized for adjustments on Feedback only can be used for next
ongoing skill. task.
- Slow and continuous movements - Fast and ballistic movements

SPEED ACCURACY
Emphasis on speed of execution results in reduction of accuracy.
Implication emphasis on accuracy of movement before speed.

TACTICAL SKILLS
Information in the environment

Factors affecting Information


What to do How to do it

TACTICAL DECISION

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Creating blueprint Identify strengths
of tactical options and weaknesses of
opponents
DEVELOPING
Based on: TACTICAL SKILLS
- Rules of the Knows your
sport competition
- Knowledge of
team strategy
- Awareness of
respective roles Adapt
and capabilities

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VS

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PRACTICE SHOULD BE DESIGNED TO REPLICATE COMPETITION

Advantage of Games Approach

Skills are taught through competition-like activities.


Athletes learn to appreciate the main purposes of their sport as well as the
relevant technical, tactical, and mental skills.
Athletes are taught to think for themselves.
Twoway communication exists between athletes and the coach.
Practices are athlete centered and focused on athletes needs.
Practices are fun, relevant and challenging.

TRADITIONAL APPROACH AND GAMES APPROACH

Traditional Approach Games Approach

Drills are used to practice technical Drills are used to teach both technical
skills. and tactical skills of the sport.

Specific skills are taught in isolation The sport is taught as a whole, and the
and then combined later. parts are refined as necessary.

Instruction is coach centered and often Instruction is athlete centered.


ignores the individual needs of
athletes.

Practices are often boring and Practices are fun, challenging, and
unmotivating. relevant to the demands of competition.

Players are highly dependent on the Athletes take an increasingly active role
coach. in the learning process and become less
dependent on the coach.

The coach strives to develop Practices are designed to promote


automaticity of technical skill execution creative thinking and effective decision
through extensive and repetitious making.
drills.

The coach makes all decisions with Athletes are encouraged to provide input
little or no player input. to the coach in decision making.

Players are not encouraged to help Athletes are encouraged to help each

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each other. other master the skills of the sport.

The coach prefers a command style The coach prefers a cooperative style
where he or she makes all the that strikes a balance between directing
decisions. athletes and allowing athletes to direct
themselves.

INSTRUCTIONS

Verbal Instructions

Short and Sweet


Excess information
Demands on athletes

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BLOCK PRACTICE VS RANDOM PRACTICE

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Positive statement

Prescriptive feedback

Coaches can use the feedback sandwich technique to enhance their


communication with athletes

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TOTAL SKILL PRACTICE

Total Skill
Practice

FOCUS ON PROCESS BEFORE OUTCOME

Accuracy of performance more important than outcome in initial learning

PRACTICAL CONSIDERATION
FOR GIVING FEEDBACK

WHEN HOW MUCH


- Allow independence of learning - Amount dependent on level of
- Own problem solving athlete
- Coaches only when athlete's are 'lost'

SUMMARY FEEDBACK AGGRESSIVE FEEDBACK


- Tells athletes on how they performed - Highlights general tendencies
on each of several practice attempts

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Include the number of attempts on the feedback statement

Eg: You fouled 3 out of 5 attempts in the Long Jump adapt to sport

PRACTICE PLAN

PART COMPONENT

1 Warming up and Dynamic Stretching

2 Coordination/Skill

3 Speed

4 Strength

5 Endurance

6 Cooling Down and Static Stretching


Fluids break and feedback at regular intervals

CONCLUSION

Design Beneficial Practice Experiences

o Technical, Tactical and Mental

Feedback

o Maximize positive feedback

o Encourage self analysis or correction

Creativity is the spice that makes practice sessions fun

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PRACTICE PLAN
Sport Date/Time

Number of Gen. Preparation/Specific/Competition


Athletes/Players

Objectives: 1)
2)
3)

Time Activity Description Key Points Comments/Equipment


Technical,
Tactical, Mental

Equipment Needed:
Reflection:

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DEVELOPING BIOMOTOR ABILITIES

STAGES OF ATHLETIC DEVELOPMENT

Periodization of Long Term Training

Periodization
of Training

Multilateral Specialized
6-14 years 15 years +

Initiation Athletic Specialization High


6-10 years Formation 15-18 years Performance
11-14 years 19 years +

Pre-puberty Puberty Post-puberty and Maturity


Adolescence

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FLEXIBILITY

Periodization Model for Flexibility Training

Stage of
Training Method Exercises
Development

Initiation Static Trunk and hip flexion


Large body circles
Flex to opposite leg
Ankle double touch
Seated toe touch
Straddle stretch
Opposite toe touch

Athletic Formation Static Hamstring stretch


PNF Shoulder bow stretch
Ankle stretch
Diagonal ankle press
Double kicks
Exercises with a partner to
enhance flexibility by using
the static and PNF method, on
the floor and standing.

Specialization Static Perform stretching exercises


with and without a partner
PNF
using static and PNF methods.
Ballistic
You can use most exercises
with partners for ballistic
flexibility. For ballistic
stretching, be careful at the
extreme points of flexibility.

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Progression for Flexibility Training

Number of
Number of
Type of Stage of Reps or Rest Interval
Sets Per
Flexibility Development Seconds Per Between Sets
Joint
Sets

Static Pre-puberty 4-5 sec 2 1 min


Puberty 6-8 sec 2-3 1 min
Post-puberty 6-12 sec 3-4 30 sec

PNF Puberty 6-10 sec 3-4 1 min


Post-puberty 6-12 sec 3-5 30 sec

Ballistic Post-puberty 4-8 reps 2-4 30 sec

MOTOR SKILLS

Periodization Model for Motor Skills Training

Stage of
Forms of Training Exercises
Development

Preparatory exercises for skill Rolling, throwing, catching,


acquisition kicking and dribbling

Simple balance Walking on narrow lines,


jumping on/off low objects

Simple rhythm and reaction time Catching

Simple spatial orientation and Crawling/rolling, front


Initiation sense of body/limb position somersault, throwing and
catching

Simple hand-eye coordination Dribbling, throwing, catching

Skill-enhancing exercises Ball exercises, ball exercises


with partner, ball hits and
throws, catching skills,
rebounding ball catch,
dribbling, relays

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Advanced balance exercises Scissors-kick handstand,
backward roll, cartwheel,
cartwheel against the wall

Advanced hand-eye coordination Ball throws and catches, ball


hits, rebounding ball catches

Limbs coordination Coordination for limbs,


skipping rope, ball throws
and catches

Athletic Advanced spatial orientation Skipping rope, backward roll,


Formation scissors-kick handstand,
cartwheel

Signal analysis and reaction to Handstands, ball exercises


various stimuli with partner, games, relays

Advanced hand-eye coordination Jumps with turns and ball


throws, games, relays

Skill perfection Rolls and rotations, ball


throws and catch games,
relays

Complex spatial orientation Jumps with turns, games,


jumps over objects, rolls and
jumps

Balance and body control/ body Rolls and turns, jumps over
awareness objects and turns, all
Specialization
variations of body balance,
games, relays

Improve anticipation Rolls and turns, throws and


catches with partner, balance
exercises, games

Analysis-reorientation Rolls and turns of 180-360


degrees, rolls, ball throws
and catches, games, relays

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Sample Workout for Pre-Puberty

Part Scope Forms of Training Duration

1 Warm-up Jogging, stretching 5 min

Coordination/ balance Preparation for skill acquisition,


2 hand-eye coordination, spatial 10-15 min
orientation, simple balance

Play, game Skill acquisition from the chosen


3 20-30 min
sport

4 Cool-down 2-3 relays, easy stretching 5 min

SPEED

Periodization Model for Speed Training for Pre-Puberty

Duration or Distance Number of Rest Interval


Forms of Training
of Activity Reps (min)

Games 20-30 min 1-2 -

Relays 10-15 m/ (10-15) yd 3-5 2-3

Speed training 10-50 m/ (10-15) yd 4-6 3-4

Speed training with 5-15 m/ (10-15) yd


turns, changes of
4-8 2-3
direction and stop and
go

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Speed Training Session

Duration or
Part Objective Exercises
Number of Reps

1 Warm-up Same as table 4.1 10 min

Improve speed Short and fast


technical/ tactical drills
Improve game-specific 6 x 25 sec
with quick direction
speed
2 changes 8 x 15 sec
Play/ game/ scrimmage 20-30 min
with technical/ tactical
goals

Cool-down, relaxation, Relays 3 reps


3 enjoyment
Relaxed, easy jogging 3 min

Periodization Model for Speed Training for Puberty

Distance of Number of Rest Interval


Forms of Training
Activity Reps and Sets (min)

Relays 10-30 m/ yd 4-6 2-3

Speed Training
20-50 m/ yd 5-8 4-5
(including starts)

Speed training with


turns, changes of 5-25 m/ yd 5-10 2-3
direction, stop and go

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Periodization Model for Speed Training for Post-puberty

Number of
Number of Rest Speed
Distance of
Form of Training Reps and Interval Training
Activity
Sets (min) Sessions
Per Week

High Starts 10-30 6-10 3-4 1-2

Maximum Speed 20-60 4-8 3-4 2

Speed Endurance 60-120 3-6 4-5 1-2

Sport-Specific Speed
Accelerations
10-30 4-6 2 2-3
Decelerations
10-20 4-6 2 2
Stop and go
10-20 4-8 2 2-3
Acceleration with
10-30 4-8 2 2-3
direction changes

Ballistic Training
2-4 sets; 5-
(Throwing, Kicking, - 1-2 2-4
10 reps
Jumping, etc.)

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STRENGTH

Circuit Training with Six Exercises

Number of Reps/
Exercises Rest Interval (sec)
Duration in Sec

Push-Up 4-6 (8) 30

MB Scoop Throw 10-12 (15) 30

Dumbbell Curl 8-10 (12) 30

Hang Hip Flexion 5-8 60

Dumbbell Shoulder Press 8-12 30

Two Leg Skip 60 sec 120


*MB- medicine ball

Circuit Training with Nine Exercises

Number of reps/
Exercises Rest interval (sec)
duration in sec

Push up 6-8 (10) 30

Hip thrust 6-10 30

Single-leg burpee 8-10/ leg 60

MB trunk raise 6-8 30

MB Scoop throw 10-12 (15) 30

Abdominal crunch 6-8 30

Dodge the rope 60 sec 60

Dumbbell curl 8-10 (12) 30

Loop skip 90 sec 120

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Circuit Training for Early Post-Puberty

Number of Reps/
Exercises Rest Interval
Duration in Sec

Pull-up 4-8 30

Leg press 50kg/ 110lb 10-12 30

Trunk twist 8-10 30

Lats pull down 40 kg/ 88lb 6-8 30

Slalom jump 30 sec 60

Arm curl 40kg/ 88lb 6-8 (10) 30

MB trunk raise 6-8 60

Push-up 6-8 (10) 30

Cone jump 30 sec 120

Circuit Training for Early Post-Puberty (More Challenging)

Number of reps/
Exercises Load Rest interval
duration in sec

Leg press 60kg/ 132lb 12-15 20

Pull-up - 4-6 30

V-sit - 4-6 (8) 30

Vertical hop - 30 sec 30

Chest press 40kg/ 88lb 6-8 20

Trunk extension - 6-8 (10) 20

Scissors splits - 30sec 30

Lats pull down 40kg/ 88lb 6-8 (10) 20


Cone jump - 30 sec 120

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Strength Training Program for Maximum Strength (< 80%)

Number of Number of Rest interval


Exercises Load % 1RM
Reps Sets (sec)

Leg press 70-80% 6-8 2 2

Chest press 70% 8 2 2

Abdominal arch - 8-10 (12) 1 1

Trunk extension - 12-15 1 1

Half squat 60-70% 10-12 2 2

Drop push-up - 6-10 1 1

Leg curl 50% 8 2 3

Pull-up - Maximum 2 2

Inclined overhead
- 8-10 1 2
leg lift

Strength Training Program for Power Development

Rest interval
Exercises Number of reps Number of sets
(min)

Wall push-up 8-10 (12) 2 2

Knee-tuck jump 15-20 2 2

Abdominal thrust 8-10 1 1

Trunk extension 6-10 1 2

MB chest throw 15-20 2 2

Double-leg burpee 8-10 2 2

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ENDURANCE

Periodization Model for Endurance Training for Puberty

Rest
Forms of Speed of Number of
Distance Interval
Training Activity Reps
(min)

Play and relays Fast to


40-200 m/yd 3-5 Variable
as in pre-puberty medium

Interval training 3-5 (low


runs 200-400 m/yd Medium numbers for 2-3
400m/yd)

Aerobic activity Medium and


(long repetition) 800-2000m steady, at
(0.5 mile to times feel 1-3 3-5
1.25 miles) slight
discomfort

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4.2 Nutrition

Training and Competition Nutrition

Goals of Training Nutrition

The benefits of diet are more obvious in the area of competition


performance, where nutrition strategies help athletes perform their best by
reducing or delaying the onset of factors that would otherwise cause fatigue. The
major role of the daily diet is to supply athletes with fuel and nutrients needed to
optimize the adaptation achieved during training and to recover quickly between
workouts.

Goal 1

Meet the energy and fuel requirement needed to support a training program.

The energy requirements of individual athletes are influence by their body size,
growth, pursuit of weight loss or gain and most important the energy for training
(frequency, duration and intensity). The important of meeting energy intake:

i) Energy intake determines the potential for achieving the athletes


requirement for energy containing macronutrients and micronutrient for
optimal function and health.

ii) Energy intake assists the manipulation of muscle mass and body fat level
to achieve the ideal physique.

iii) Energy intake effects the function of hormonal and immune system.

iv) Energy intake challenges the practical limits to food intake set by issues
such as food availability and gastrointestinal comfort.

Goal 2

Achieve and maintain an ideal physique for their event; manipulate training and
nutrition to achieve a level of body mass, body fat and muscle mass that is
consistent with good health and good performance.

Physical characteristic, including height, limb lengths, body mass, muscle mass and
body fat can play a role in sports performance.

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Goal 3

Enhance adaptation and recovery between training sessions by providing all the
nutrients associated with these process.

The requirements for many nutrients are increased as a result of prolonged


exercise. Protein requirement may increase due to support muscle gain and
repaired of damage body tissues but also for protein oxidation makes to the fuel
requirements of prolonged exercise

Protein Requirement for Athletes

Group g/kg body weight/day

Sedentary men and women, adult 0.8-1.0

Recreational exercise, adult 1.0-1.5

Elite male endurance athletes 1.6

Moderate-intensity endurance athletes 1.2

Adolescent athletes 1.8-2.0

Body builder athlete, adult 1.4-1.8

Resistance athletes (early training) 1.5 - 1.7

Resistance athletes (steady state) 1.0-1.2

Calories restriction athlete 1.4-2.0

Limit of maximum intake, adult 2.0

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Goal 4

Refuel and rehydrate well during each training session to perform optimally at each
session.

The maintenance of fuel status and fluid balance plays an important role in the
performance of exercise and forms the basis of most of the special nutrition
strategies undertaken for competition.

Fluid Intake Recommendation

TIME RECOMMENDATION

Before Exercise
- 2-3 hours 400600 ml
- 1 hour (training early in the morning) 5001000 ml

During
- Every 1520 minutes 150350 ml

After
- First 30 min after exercise 5001000 ml
- 2 hours 1000 ml

Goal 5

Practice any intended competition nutrition strategies so that beneficial practices


can be identified and fine-tuned.

Every athlete is varies in relation to nutritional support and respond to nutritional


intake. Therefore, the training situation offers each athlete a chance to find the
intake of fluid and food that will be practical and valuable for future competitive
events.

216
Pre, During and Post Exercise CHO Requirement

Time Recommendation

4 hrs before exercise 1.0-4.5 g/kg body weight


High CHO, palatable, well tolerate

1 hr before exercise 1g/kg body weight

During exercise 30-60 g/hour

After exercise 1.5 g/kg immediately after exercise


1.5 g/kg feeding after 2 hrs

Goal 6

Maintain optimal health and function, especially by meeting the increased needs for
some nutrients resulting from heavy training.

Recovery is a major challenge for the elite athlete, who undertakes two or even
three workouts each day during certain phases of the training cycle, with 4-24 hr
between each session. Process of recovery include:

i) Restoration of muscle and liver glycogen stores.

ii) Replacement of fluid and electrolytes lost in sweat.

iii) Synthesis of new protein following the catabolic state and damage
induced by the exercise.

iv) Responses of the immune system.

a) Factors that enhance the rate of restoration:

- Depletion of glycogen stores-the lower the stores, the faster the rate of
recovery.

- Immediate intake of CHO after exercise-starts effective recovery


immediately.

- Adequate amounts of CHO and total energy intake:

217
About 1g/kg body mass within 1st hr.
7-12g/kg over 24 hr.

- Focus on CHO-rich foods with high GI.

- Frequent intake of CHO (every 15-60 min) during 1st hr of recovery.

- If CHO intake is below threshold for glycogen storage, add protein to meals
and snack.

b) Factors that have minimal effect on rate of restoration:

- Gentle exercise during recovery. Over long-term recovery, frequency of


meals and snacks (provided total amount of CHO is adequate).

- When total CHO intake meets threshold for glycogen storage, intake of
other macronutrients (e.g, protein or fat).

c) Factors that reduce the rate of restoration:

- Damage to the muscle (contact injury or delayed-onset muscle soreness


caused by eccentric exercise).

- Delay in intake of CHO after exercise (postpones the start of effective


recovery).

- Inadequate intake of CHO.

- Inadequate total energy intake.

- Reliance on CHO-rich foods with a low glycemic index.

- Prolonged, strenuous exercise during the recovery period.

218
CHO Requirement

Situation CHO Recommendations for


Athletes

Low intensity exercise or training 5-7 g/kg body weight/day


program less than 60-90 min/day

Training program more than 90-120 7-10 g/kg body weight/day


min/day

Extreme exercise program in between 10-12 g/kg body weight/day


6-9 hrs/day (cross country cyclist)

CHO loading for endurance and ultra 7-10 g/kg body weight/day
endurance athletes

CHO intake during exercise training or 1 g/min or 60 g/hr


competition more than 1 hr

Rapid recovery after training session or 1 g/kg body weight ( the 1st 30 min
competition multiple day (duration in after competition) repeated intake of 1
between session is less that 8 hrs) g/kg body weight every 1-2 hrs until
actual requirement achieved

219
Food Supplement and Ergoganic Aids

TYPE OF POTENTIAL SITUATION CONCERN ASSOCIATED


DETAIL
SUPPLEMENT FOR USE TO USE

Flavored drinks During exercise Drinks should be


kept cool to
Providing To replace~ 80%
promote
carbohydrates (6- of sweat loses, or
palatability and
8% or 6-8 as much of the
encourage intake.
g/100m) sweat loss as it
practical and Athletes should not
Providing sodium
comfortable. consume excessive
(10-25 mmol/L)
amounts of sport
After exercise
Providing drinks during
potassium (3-5 Rehydration exercise that cause
mmol/L) requires a fluid a substantial
intake of ~ 150% increase in body
To rapidly deliver
of the volume of mass.
fluid and fuel
post-exercise fluid
during and after
deficit over the
exercise.
next 1 2 hr and
Solutions of 4% to may not occur
8% carbohydrate voluntarily.
can deliver good
Sport Drinks
effective source of
carbohydrate can
deliver and
effective sources
of carbohydrate
without interfering
with rehydration
goals.
Replacement of
electrolytes,
particularly
sodium, is useful
for maintaining
thirst drive and
may help to
reduce urine
losses during
post-exercise
recovery.

Sport drink with Rapid dehydration Salt


higher sodium may be need implementation
Electrolyte content (>25 following moderate during exercise
Replacement mmol/L sodium) to large fluid may lead to
Supplements deficits incurred gastrointestinal
Oral dehydration
during exercise or problems or cause
solution (50-80
other dehydrating further impairment
mmol/L sodium,

220
10-30 mmol/L activities (e.g., of fluid balance.
potassium) making weight).
Increasing the
Electrolyte sachets Replacement of sodium content of
(30 mmol of large sodium losses a drink generally
sodium, 10 mmol of may be needed reduces the drink
potassium) during ultra- palatability and
endurance may interfere with
activities. the voluntary
consumption of
Replacement of
fluid.
large electrolyte
losses may be
needed during
exercise in certain
individuals with
high rates of sweat
loss or high sweat
content of
electrolytes.
Oral rehydration
solutions are
recommended to
treat or prevent
dehydration
associated with
diarrhea and
gastroenteritis in
athletes.

Available in the Useful for athletes Can often be


forms of who need increase overused.
carbohydrates-rich, energy intake
May lead to
moderate-protein, without preparing
overconsumption
low-fat powder for or eating additional
of energy intake
mixing with water food or meals.
and unwanted
or milk.
Replace normal weight gain by
Provide a compact energy and some athletes.
and easily prepared nutrient intake
meal replacement while reducing
Liquid Meal supplement. gastrointestinal
Supplements contents and body
mass.
Useful as a prevent
meal for athletes
with high risk of
gastrointestinal
upset during
exercise.

221
Provide a portable,
non-perishable,
and easily
prepared meal or
snack providing
energy, a balance
of macronutrient,
and a substantial
sources of
micronutrients.

Provide a compact Provide a compact Often overused,


source of fuel source during leading to
carbohydrate and prolonged sessions inappropriate ate
protein in a bar of training or replacement of
form. competition, whole foods and
especially when overreliance on
- More concentrated
hunger is likely or expensive
form of
it is impractical to alternatives.
carbohydrate than
carry substantial
sports drinks and Athletes should be
amounts of food.
provide a encouraged to
substantial fuel Nutrient-dense practice using
boost when supplement sport bars and to
consumed during providing energy assess tolerance
or after exercise. and carbohydrate during training
in a high-energy before using in the
- A solid form of
diet. They are competition
carbohydrate
useful for athletes setting.
intake may be
undertaking a
useful to satisfy
heavy training
hunger during
load, experiencing
Sport Bars some forms of
growth, or aiming
prolonged exercise
to increase muscle
(i.e., road
mass.
cycling).
Compact and
portable source of
carbohydrate,
protein, and other
nutrients for post-
exercise recovery.
They are ideal for
use where appetite
is suppressed
following exercise,
access to food is
limited post-
exercise, or the
athlete has
minimal time to eat
between exercise
sessions.

222
Compact, low-fiber
source of
carbohydrate;
thus, they are
useful as part of
prevent meal for
athletes at high
risk of
gastrointestinal
problems during
exercise and are
useful in making-
weight strategies
as a low-residue
snack.
Convenient,
portable,
nonperishable
snack providing
energy, a balance
of carbohydrate
and protein, and
micronutrients.

Provide a highly Provide a compact High-cost


concentrated source fuel source for alternative to other
of carbohydrate endurance sports suitable foods and
(65-70%) in easily lasting longer than fluids and should
consumed and 90 min, especially therefore be used
quickly digested gel where it is only in specific
form. impractical to carry situations for which
large amounts of they are most
sport drinks (i.e., suited, rather than
cycling, triathlon). a general snack.
Provide a compact Gastrointestinal
fuel source for intolerance may
team sports occur because of
Sport Gels athletes during the concentrated
breaks in play carbohydrate load.
during extended
Should always be
training or
consumed with
competition
adequate fluid to
sessions.
meet hydration
Provide a compact needs.
and portable
Athletes should
source of
practice use of gels
carbohydrate for
and assess
post-experience
tolerance during
recovery when
training sessions if
regular foods are
they are intended
not tolerated by
for use during

223
the athlete. competition.
Provide a low-fiber May lead to
and compact overconsumption
prevent snack for and overreliance
athletes unable to on low-nutrient
tolerate regular carbohydrate
foods and fluids. sources.
Some gels contain
other compounds
such as medium-
chain triglycerides,
which may be
poorly tolerated.

Take the form of a Can be used by May provide a false


broad-range, low- athletes sense of security to
dose formulation of undertaking a athletes who are
vitamins and prolonged period of otherwise eating
minerals. travel, particularly poorly.
to countries with
an inadequate or
otherwise limited
food supply.
Multivitamin
Can be used by
and Mineral
athletes
Supplements
undertaking a
prolonged period of
restricted energy
intake. \useful for
athletes
undertaking heavy
competition
schedule, involving
disruption to
normal eating
patterns.

Increase in training Can be used for There is potential


stress leads to a short-term for antioxidant
temporary increase supplementation supplements to act
in the production of for athletes as pro-oxidants if
Antioxidant free oxygen undertaking a taken in excess.
Vitamins C radicals. sudden increase in
and E training stress or a
Supplementation
shift to a more
with antioxidant
stressful
vitamins may help
environment.
to reduce the
oxidative damage

224
until the bodys
antioxidant system
adapts to the new
challenge.

Is available in a Low intake: Calcium


formulation Athletes who eat supplementation
providing ~500mg an inadequate does not guarantee
of elemental energy intake or bone status in
calcium in a dose as inadequate absence of an
calcium gluconate. amounts of diary adequate estrogen
and fortified soy and progesterone
products are at status.
risks of an
Athletes with
inadequate calcium
disordered eating
intake.
or eating disorders
Calcium
Calcium require significant
Supplement
requirements are treatment in
elevated by growth addition to calcium
in children and supplementation.
adolescence.
Increased calcium
intake may needed
to ensure calcium
balance in female
athletes with
impaired menstrual
status.

Is a naturally May enhance the Athletes who used


occurring compound performance of a creatine either
found in large single high- unaware of correct
amounts in skeletal intensity sprint or supplementation
muscle as a result exercise bout, protocols or persist
of dietary intake which is dependent in using
and endogenous on phosphocreatine unnecessarily high
synthesis from stores. doses if creatine.
amino acids. Study shows that
Can enhance the
high doses of
Creatine performance of
creatine do not
Creatine monohydrate is the exercise involving
further enhance
most common of repeated sprints or
creatine stores.
creatine bouts of high-
supplements. intensity exercise, An acute weight
separated by short gain of 600 to
- Muscles creatine
recovery intervals. 1000 g is typically
content varies
associated with
between Can be used in a
loading and may
individuals related resistance training
represent water
to gender, age, or program to further
gain. This
fiber type. increase lean body
associated weight
mass and strength.
- The typical gain may be

225
carnivorous diet Can be used in counterproductive
provides interval and sprint to athletes
approximately 2 g training programs. competing in
f creatine per day. sports where
Can be used during
power-to-weight
training and
ration is a key
competition in
factor in successful
sports involving
performance or
intermittent work
those competing in
patterns.
weight-division
Can enhance the sports.
effectiveness of
There are
carbohydrate-
anecdotal reports
loading program
of an increased
for endurance
risk of muscle
exercise.
cramps, strains,
and tears, but
studies to date
have not reported
an increased risk if
these events.
Supplementation
should be limited
to well-developed
athletes. Young
athletes are able to
make substantial
gains in
performance
through maturation
in age and training,
without the need to
expose themselves
to the expense or
small potential for
long-term
consequences of
creatine use.

Doses for acute An increase in There have been


loading are 300 extracellular reports of
mg/kg bicarbonate buffering capacity gastrointestinal
and 300 to 500 may aid an distress following
mg/kg citrate, athletes capacity bicarbonate use.
Bicarbonate taken 1 2 hr to produce power
It may cause acute
and Citrate before exercise. during sports or
changes in urinary
Buffering agents events limited by
pH.
should be excessive buildup
consumed with 1 of hydrogen ions.
2 L of water to
Bicarbonate or
reduce
citrate
gastrointestinal

226
problems supplements can
attributable to be used in high-
osmotic diarrhea. intensity events
lasting 1-7 min.
A longer-term
leading protocol Can be used in
with bicarbonate high-intensity
(500mg-1.day-1, sprints. \can be
spread over the used in prolonged
day) may provide a high-intensity
more sustained events lasting 30-
increase in blood 60 min.
pH, with benefits
being maintained
for a least 1 day
following the last
bicarbonate dose.

Occurs naturally in Has the potential At higher levels of


the leaves, nuts, to enhance the intake, caffeine has
and seeds of a performance of the potential to
number of plants. range of exercise cause increases in
protocols. heart rate,
impairments or
Can be used during
alterations of fine
prolonged
motor control and
endurance or
technique, and
intermittent sports,
over arousal
including team
(interfering with
sports, as a
recovery and sleep
training aid or
patterns).
competition aid.
Caffeine Caffeine may
The mechanism is
interact with other
likely to involve
supplements and
alternations to the
nutrients used by
perception of effort
athletes (e.g.,
or fatigue, as well
bicarbonate,
as direct effects in
creatine,
the muscle.
carbohydrates),
which needs to be
explored in terms if
performance
outcomes and
potential side
effects.

Goal 9

Eat for long-term health by paying attention to healthy eating


guidelines - Although athletes tend to focus on their immediate competition
pursuits, they should remember that there is life after a sporting career.

227
Therefore, athletes are included in healthy nutrition guidelines prepared for
the general population.

Goal 10

Enjoy food and the pleasure of sharing meals - Some athlete may need
to modify their eating patterns. But they are encouraged to ovoid extreme
dietary changes and the exclusion of all their favourite food. The athletes
should always seek a balance between meeting his or her nutritional goals
and enjoying the social and hedonistic aspects of eating.

Goals of Competition Eating

Goal 1

In weight-division sports, achieve the competition weight division


with minimal harm to health of performance - This issue related to
weight category athletes where they practice extreme weight-making
practice such as sauna, exercising in sweat clothes or ingesting diuretics

Goal 2

Fuel up adequately before an event by consuming carbohydrate and


tapering exercises during the days before the event according to the
importance and duration of the event; use carbohydrate-loading
strategies when appropriate before events of greater than 90-120
min duration - The usual resting glycogen concentrations of the trained
athlete (100-120 mmol/kg wet weight)adequate to meet fuel event lasting
up to 60-90 min. such store can be achieve by 24 hours of rest and
adequate intake of carbohydrate (7-10g/kg BM/day).

Goal 3

Top up carbohydrate stores with a prevent meal or snack during the


1 to 4 hrs before competition Goals for food and drinks consume 4
hours before an event:

228
i. Further enhance muscle glycogen stores if they have not been
fully stored or loaded since the last exercise session.

ii. Restore liver glycogen content, especially for events


undertaken.

iii. In the morning when liver stores are low after an overnight
fast.

iv. Contribute to fluid balance to ensure that the athletes is well


hydrated.

v. Prevent hunger and avoid of gastrointestinal discomfort and


upset often experienced during exercise.

vi. Include foods and eating practices that are important to the
athletes psychology or superstition.

Goal 4

Keep hydration at an acceptable level during the event by drinking


appropriate amounts of fluids before, during after the event -
Athletes should aim to keep the fluid deficit associated with his or her event
to an acceptable level by developing a hydration strategy for before, during
and after event. Factors influence fluid intake during exercise:

i. Individual variability-genetic predisposition to be an avid or


reluctant drinker.

ii. Awareness of sweat losses fluid needs.

iii. Awareness of benefits of good hydration.

iv. Availability of fluids.

v. Palatability of fluids (flavour, temperature, sodium content).

vi. Opportunity to drink.

vii. External cues or encouragement to drink.

viii. Gastrointestinal comfort.

229
ix. Fear of urination.

x. Weight loss issue (fear of energy content).

Goal 5

Consume carbohydrate during events of >1 hr in duration of where


body carbohydrate stores become depleted - Recommended to
consume at least 30-60 g/hr during exercise greater than 60-90 min.

Goal 6

Achieve fluid and food intake before and during the event without
causing gastrointestinal discomfort or upsets - Athletes should practice
and identified suitable food and drinks during training.

Goal 7

Promote recovery after the event, particularly during multiday


competitions such as tournaments and stage races - Post event goal is
to ensure that the athlete is ready to face the next opponent.

Goal 8

During a prolonged competition program, ensure that competition


eating does not compromise overall energy and nutrient intake goals
- During competition phases, eating strategies that promote refuelling and
rehydration in preparation for, or recovery from, each exercise bout are
likely to be the athletes top priority. Athlete may choose palatable and easy-
to-consume foods and drinks to achieve goal.

Goal 9

Make well-considered decisions about the use of supplements and


specialized sports foods that have been shown to enhance
competition performance or meet competition needs - Any decision to
use sport supplements or foods should consider the evidence for real or even
placebo-driven benefits versus the risk side effects or a positive doping
outcome.

230
Sports Specific

VOLLEYBALL

Includes Beach and Court

Volleyball is one of the most popular sports in the world today. It is a demanding sport that requires
excellent physical conditioning. Although most rallies in volleyball last less than thirty seconds, many
games last for an hour or two. Therefore, volleyball requires a high level of anaerobic-strength
endurance, as well as speed-strength, quickness, and flexibility.

Every bit of your training and diet must reflect these elements. These elements are what make
volleyball explosive in nature. In fact, volleyball is very explosive, so improved recovery and tissue repair
plus increased speed and strength are your year-round training and dietary goals. Nutritionally, this
means emphasizing short-term energy needs and maximizing the muscles recovery and tissue-repair
processes.

In volleyball, the energy output is anaerobic (without oxygen). This does not mean that training for or
playing volleyball is easy, however. Especially in beach volleyball, you must explode to the left and right,
go for digs, jump, feint, spike the ball, and perform other lightning-quick reflexive movements over and
over again, repeatedly testing your tolerance to pain and fatigue, caused by lactic-acid build-up in your
muscles. The training for volleyball is extremely intensive and gruelling. At the highest levels, training in
speed-strength and anaerobic-strength endurance for volleyball forces you to operate at your anaerobic
threshold (the point at which you must receive oxygen).

Muscles grow when they are stressed. In volleyball, the aim to make the muscles grow as strong and as
quick as possible. This calls for specialized training. Furthermore, the incredible force output of
volleyball, especially coupled with the explosive aspects of the game, requires the support of a carefully
constructed nutrition program.

231
WHERE YOUR ENERGY COMES FROM

For Volleyball Players

Energy Systems

IMMEDIATE GLYCOLYTIC OXIDATIVE

Beach-volleyball game 65% 30% 5%

Court-volleyball game 75% 20% 5%

NUTRITION FOR VOLLEYBALL PLAYERS

Volleyball players are power athletes. Whether they play beach or court volleyball, they obtain most of
their energy from the immediate energy systems. Therefore, as a volleyball player, you need to plan
your nutritional intake,from both food and supplement sources, to support the immediate systems. In
addition, since your energy expenditure changes in the off-season, you need to adjust your caloric intake
and macronutrient ratio to match. Following are dietary guidelines for volleyball players to help you in
planning your nutrition program.

Dietary Guidelines

232
Some other important considerations for volleyball players are:

Carbohydrates are the major source of energy for short-term activities. Complex carbohydrates
are the best source because they most effectively refill the glycogen stores in the muscles and
liver. In addition, they elevate the blood sugar to a level sufficient for long sessions of intensive
training.
As a power athlete, you must make sure that you consume adequate amounts of both
carbohydrates and protein. If our energy stores become drastically depleted or you experience
lactic-acid build-up, you may suffer temporary muscle fatigue. If you do not refill your glycogen
stores before your next workout or game, your body may begin breaking down muscle tissue for
the protein it needs for energy.
Directly before workouts and games, consume carbohydrate drinks with high glycemic indexes
to keep your blood sugar sustained at an appropriate level. This will allow you to train or play
intensively without having your explosiveness hindered by fatigue.
As a power athlete, you need to stimulate the storage of glycogen in your muscles while
promoting repair and growth of your muscle tissue and inhibiting buildup of body fat. To do
this:
Train anaerobically on a regular basis. Intensive training stimulates increased storage of
glycogen in the muscles and liver, which provides additional energy for greater exercise
capacity.
Consume five to six meals a day. Eating several smaller meals rather than three larger ones will
keep your blood-sugar level stable throughout the day and will ensure that a supply of protein is
always available for your muscles.
Keep your fat intake to a minimum. Large amounts of fat in your diet will add to your body fat
and will cause you to lose minerals through frequent urination.
Consume low-glycemic-index foods about two to three hours before workouts and games.
These foods help sustain the blood-sugar level.

233
Drink plenty of water. Not only will this practice reduce your chances of becoming dehydrated,
but every ounce of glycogen that is stored within the muscles needs 3 ounces of water stored
along with it. Therefore, remaining properly hydrated will also help prevent weakened muscle
contractions.
Do not eat a new food just before a game. Different people often react differently to the same
food. Before a game, eat just those foods that you know your body will handle well.

234
Unit 5 FACILITIES AND EQUIPMENT
1. PLAYING AREA
The playing area includes the playing court and the free zone. It shall be
rectangular and symmetrical.

1.1 DIMENSIONS
The playing court is a rectangle measuring 18 x 9 m, surrounded by a free
zone which is a minimum of 3 m wide on all sides.

The free playing space is the space above the playing area which is free from
any obstructions. The free playing space shall measure a minimum of 7 m in
height from the playing surface.

For FIVB, World and Official Competitions, the free zone shall measure a
minimum of 5 m from the side lines and 8 m from the end lines. The free
playing space shall measure a minimum of 12.5 m in height from the
playing surface.
1.1.1 PLAYING SURFACE
1.2.1 The surface must be flat, horizontal and uniform. It must not present any
danger of injury to the players. It is forbidden to play on rough or slippery
surfaces.
For FIVB, World and Official Competitions, only a wooden or synthetic
surface is allowed. Any surface must be previously approved by the
FIVB.
1.2.2 On indoor courts the surface of the playing court must be of a light colour.
For FIVB, World and Official Competitions, white colours are required for
the lines. Other colours, different from each other, are required for the
playing court and the free zone.
1.2.3 On outdoor courts a slope of 5 mm per metre is allowed for drainage. Court
lines made of solid materials are forbidden.
1.3 LINES ON THE COURT
1.3.1 All lines are 5 cm wide. They must be of a light colour which is different from
the colour of the floor and from any other lines.

1.3.2 Boundary lines


Two side lines and two end lines mark the playing court. Both side lines and
end lines are drawn inside the dimensions of the playing court.

235
1.3.3 Centre line
The axis of the centre line divides the playing court into two equal courts
measuring 9 x 9 m each; however the entire width of the line is considered to
belong to both courts equally. This line extends beneath the net from side line
to side line.
1.3.4 Attack line
On each court, an attack line, whose rear edge is drawn 3 m back from the
axis of the centre line, marks the front zone.
For FIVB, World and Official Competitions, the attack line is extended by
the addition of broken lines from the side lines, with five 15 cm short
lines 5 cm wide, drawn 20 cm from each other to a total length of 1.75 m.
The coachs restriction line (a broken line which extends from the
attack line to the end line of the court, parallel to the side line and 1.75
metres from it) is composed of 15 cm short lines drawn 20 cm apart to
mark the limit of the coachs area of operation.
1.4 ZONES AND AREAS
1.4.1 Front zone
On each court the front zone is limited by the axis of the centre line and the
rear edge of the attack line.
The front zone is considered to extend beyond the side lines to the end of the
free zone.
1.4.2 Service zone
The service zone is a 9 m wide area behind each end line.
It is laterally limited by two short lines, each 15 cm long, drawn 20 cm behind
the end line as an extension of the side lines. Both short lines are included in
the width of the service zone.
In depth, the service zone extends to the end of the free zone.
1.4.3 Substitution zone
The substitution zone is limited by the extension of both attack lines up to the
scorer's table.
1.4.4 Libero Replacement zone
The Libero Replacement zone is part of the free zone on the side of the team
benches, limited by the extension of the attack line up to the end line.
1.4.5 Warm-up area
For FIVB, World and Official Competitions, the warm-up areas, sized
approximately 3 x 3 m, are located in both of the bench- side corners,
outside the free zone.

236
1.4.6 Penalty area
A penalty area, sized approximately 1 x 1 m and equipped with two chairs, is
located in the control area, outside the prolongation of each end line. They
may be limited by a 5 cm wide red line.
1.5 TEMPERATURE
The minimum temperature shall not be below 10C (50F).
For FIVB, World and Official Competitions, the maximum temperature
shall not be higher than 25C (77F) and the minimum not lower than 16
C (61F).
1.6 LIGHTING
For FIVB, World and Official Competitions, the lighting on the playing
area should be 1000 to 1500 lux measured at 1 m above the surface of
the playing area.

2 NET AND POST


2.1 HEIGHT OF THE NET
2.1.1 Placed vertically over the centre line there is a net whose top is set at the
height of 2.43 m for men and 2.24 m for women.
2.1.2 Its height is measured from the centre of the playing court. The net height
(over the two side lines) must be exactly the same and must not exceed the
official height by more than 2 cm.
2.2 STRUCTURE
The net is 1 m wide and 9.50 to 10 metres long (with 25 to 50 cm on each side
of the side bands), made of 10 cm square black mesh.
At its top a horizontal band, 7 cm wide, made of two-fold white canvas, is
sewn along its full length. Each extreme end of the band has a hole, through
which passes a cord, fastening the band to the posts for keeping its top taut.
Within the band, a flexible cable fastens the net to the posts and keeps its top
taut.
At the bottom of the net there is another horizontal band, 5cm wide, similar to
the top band, through which is threaded a rope. This rope
fastens the net to the posts and keeps its lower part taut.

2.3 SIDE BANDS


Two white bands are fastened vertically to the net and placed directly above
each side line.
They are 5 cm wide and 1 m long and are considered as part of the net.

237
2.4 ANTENNA
An antenna is a flexible rod, 1.80 m long and 10 mm in diameter, made of
fibreglass or similar material.
An antenna is fastened at the outer edge of each side band. The antenna are
placed on opposite sides of the net.
The top 80 cm of each antenna extends above the net and is marked with 10
cm stripes of contrasting colour, preferably red and white.
The antennae are considered as part of the net and laterally delimit the
crossing space.
2.5 POSTS
2.5.1 The posts supporting the net are placed at a distance of 0.50-1.00 m outside
the side lines. They are 2.55 m high and preferably adjustable.

For all FIVB, World and Official Competitions, the posts supporting the
net are placed at a distance of 1 m outside the side lines.
2.5.2 The posts are rounded and smooth, fixed to the ground without wires. There
shall be no dangerous or obstructing devices.

2.6 ADDITIONAL EQUIPMENT

All additional equipment is determined by FIVB regulations.

3 BALLS

3.1 STANDARDS
The ball shall be spherical, made of a flexible leather or synthetic leather case
with a bladder inside, made of rubber or a similar material.
Its colour may be a uniform light colour or a combination of colours.
Synthetic leather material and colour combinations of balls used in
international official competitions should comply with FIVB standards.
Its circumference is 65-67 cm and its weight is 260-280 g.
Its inside pressure shall be 0.30 to 0.325 kg/cm2 (4.26 to 4.61 psi) (294.3 to
318.82 mbar or hPa).
3.2 UNIFORMITY OF BALLS
All balls used in a match must have the same standards regarding
circumference, weight, pressure, type, colour, etc.
FIVB, World and Official Competitions, as well as National or League
Championships, must be played with FIVB approved balls,

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unless by agreement of FIVB.
3.3 THREE BALL SYSTEM
For FIVB, World and Official Competitions, three balls shall be used. In
this case, six ball retrievers are stationed, one at each corner of the free
zone and one behind each referee.

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