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Volley-ball · Niveau 8 : Expert · Sous-niveau 8.4

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10 tests · 100 faits · mis à jour le 25 octobre 2026 · markdown

The structure of a practice, session objectives, game-like drills, blocked and random practice, whole and part practice, where the coach stands, work and rest, contacts and stations, scoring games, and the written practice plan.

Chaque test ci-dessous compte dix questions sur Insporta. La liste sous un test indique ce que les questions vérifient : un fait par question, avec la source dont il est tiré. Lisez-la avant le test, ou revenez-y après une mauvaise réponse.

Test 1Practice structureFaire un test

  1. The warm-up prepares body and mind for the work.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  2. Fresh players learn new movements better.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  3. A game tests what was practised in real play.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  4. Easy movement and stretching help the body recover.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  5. Fatigue harms skill learning, so skills come first.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  6. A common theme makes the session coherent.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  7. Progression from simple to complex supports learning.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  8. Prepare, learn, apply, play and recover.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

  9. From simple and controlled to game-like.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

  10. Dynamic movements open the session.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

Test 2Session objectivesFaire un test

  1. Few themes keep the session focused.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  2. Needs from matches and the plan set the theme.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  3. Sharing the aim focuses attention.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  4. A clear objective shows whether it was reached.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  5. Drills are chosen for the objective, not the other way round.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  6. Adjusting live keeps players learning.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  7. The answer shapes the next practice.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  8. Review, choose, design and check.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

  9. Good objectives become specific.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

  10. One diagram shows the session's focus.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

Test 3Game-like drillsFaire un test

  1. Game-like drills contain the reading and decisions of a match.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  2. Practice transfers best when it looks like the game.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  3. Transfer is how much practice helps match play.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  4. Reading and choosing must be trained too.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  5. Balls from the other side carry match-like cues.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  6. A predictable toss removes the reading of a real set.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  7. Game play combines technique, tactics and decisions.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  8. Game-likeness grows with real cues and decisions.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

  9. The less predictable, the more game-like.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

  10. A real serve gives the passers match cues.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

Test 4Travail par blocs et travail aléatoireFaire un test

  1. Blocked practice repeats the same task.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  2. Random practice changes the task from rep to rep.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  3. Repetition gives quick, visible gains in the session.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  4. Variety makes learning stick and transfer.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  5. Beginners benefit from early repetition.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  6. Changing tasks forces fresh effort each time.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  7. Changing the target varies the task.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  8. Variation rises from fixed to unpredictable.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

  9. From repetition to variety to play.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

  10. A changing target from serve to serve is random practice.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

Test 5Whole and part practiceFaire un test

  1. Whole practice keeps the skill in one piece.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  2. Part practice isolates a piece, such as the approach.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  3. Long, separable skills suit part practice.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  4. The attack has clear, separate phases.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  5. The links between phases must be trained too.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  6. Parts are added in turn until the whole is done.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  7. Short, continuous skills lose their flow when split.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  8. Parts are added one at a time.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

  9. From isolated parts to full use in play.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

  10. Isolating the approach is part practice.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

Test 6The coach's positionFaire un test

  1. A side or rear view shows the steps and take-off.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  2. Different angles show different details.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  3. Feeding takes attention away from observing.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  4. A raised coach copies the height of a real attack.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  5. Quick feeding keeps work-rate high.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  6. Players should see the coach clearly.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  7. Video catches what the coach cannot see live.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  8. Set up, start, observe and correct.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

  9. Side and rear views show the approach best.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

  10. From there she sees each step and the take-off clearly.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

Test 7Work and restFaire un test

  1. It compares work time with rest time.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  2. Rest keeps jumps powerful and technique sharp.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  3. Short bursts of effort match the game.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  4. Jump counts manage strain on legs and back.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  5. Fatigue and boredom lower quality.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  6. Late-set fatigue must be prepared for, once skills are learned.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  7. Short, focused drills keep effort up.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  8. Some drills keep players busy; others give lots of rest.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

  9. Work, rest, work and recover.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

  10. Timed rest keeps the next drill at high quality.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

Test 8Contacts and stationsFaire un test

  1. More quality touches mean more learning.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  2. Long lines mean long waits.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  3. More balls and smaller groups cut waiting.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  4. Les groupes tournent entre les ateliers.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  5. A clear signal moves everyone on together.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  6. Ball numbers limit how much players can practise.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  7. A side task keeps everyone involved.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  8. Smaller groups give more touches.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

  9. Explain, start, rotate and finish.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

  10. Pairs with a ball each give many touches.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

Test 9Scoring gamesFaire un test

  1. Keeping score copies match pressure.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  2. Handicaps make games closer.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  3. Bonus points encourage the target skill.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  4. With fewer players, each one plays the ball more often.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  5. Short games create many pressure moments.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  6. Mixing teams keeps competition fair.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  7. A cost for errors raises the pressure.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  8. Explain, play, record and review.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

  9. Small-sided games grow toward the full game.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

  10. A scored game tests skills in a match-like setting.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

Test 10Le plan de séanceFaire un test

  1. A written plan keeps the session on track.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  2. Each block has a purpose and a time.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  3. Success means the group is ready for more.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  4. Spare time absorbs delays.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  5. Fewer changes leave more time for play.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  6. Notes turn the plan into a record for next time.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  7. Les joueurs apprennent en faisant.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · restitution

  8. Theme, drills, timing and equipment.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

  9. Time is shared across the parts of the session.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

  10. A timed plan guides the session.

    Source : FIVB Coaches Manual (Levels I-II), motor learning and general coaching references · application

Sources

FIVB Coaches Manual (Levels I-II) and general coaching references; original questions authored, nothing reproduced. Numbered FIVB rules belong to the Rules category.

  • FIVB Coaches Manual (Levels I-II), motor learning and general coaching references100