練習の設計

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

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

Fresh players learn new movements better.

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

A game tests what was practised in real play.

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

Easy movement and stretching help the body recover.

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

Fatigue harms skill learning, so skills come first.

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

A common theme makes the session coherent.

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Progression from simple to complex supports learning.

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

Prepare, learn, apply, play and recover.

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From simple and controlled to game-like.

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

Dynamic movements open the session.

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

Few themes keep the session focused.

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Needs from matches and the plan set the theme.

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Sharing the aim focuses attention.

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A clear objective shows whether it was reached.

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

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Adjusting live keeps players learning.

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The answer shapes the next practice.

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Review, choose, design and check.

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Good objectives become specific.

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

One diagram shows the session's focus.

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

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

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Practice transfers best when it looks like the game.

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

Transfer is how much practice helps match play.

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Reading and choosing must be trained too.

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Balls from the other side carry match-like cues.

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A predictable toss removes the reading of a real set.

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Game play combines technique, tactics and decisions.

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Game-likeness grows with real cues and decisions.

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The less predictable, the more game-like.

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

A real serve gives the passers match cues.

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

Blocked practice repeats the same task.

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Random practice changes the task from rep to rep.

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Repetition gives quick, visible gains in the session.

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Variety makes learning stick and transfer.

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Beginners benefit from early repetition.

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

Changing tasks forces fresh effort each time.

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Changing the target varies the task.

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Variation rises from fixed to unpredictable.

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From repetition to variety to play.

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

A changing target from serve to serve is random practice.

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

Whole practice keeps the skill in one piece.

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Part practice isolates a piece, such as the approach.

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Long, separable skills suit part practice.

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The attack has clear, separate phases.

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The links between phases must be trained too.

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Parts are added in turn until the whole is done.

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Short, continuous skills lose their flow when split.

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Parts are added one at a time.

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From isolated parts to full use in play.

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

Isolating the approach is part practice.

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

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Different angles show different details.

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Feeding takes attention away from observing.

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A raised coach copies the height of a real attack.

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Quick feeding keeps work-rate high.

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Players should see the coach clearly.

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Video catches what the coach cannot see live.

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

Set up, start, observe and correct.

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Side and rear views show the approach best.

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

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

It compares work time with rest time.

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Rest keeps jumps powerful and technique sharp.

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Short bursts of effort match the game.

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Jump counts manage strain on legs and back.

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Fatigue and boredom lower quality.

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

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Short, focused drills keep effort up.

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

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Work, rest, work and recover.

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Timed rest keeps the next drill at high quality.

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More quality touches mean more learning.

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Long lines mean long waits.

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More balls and smaller groups cut waiting.

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グループがステーションを順番に回ります。

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

A clear signal moves everyone on together.

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Ball numbers limit how much players can practise.

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A side task keeps everyone involved.

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Smaller groups give more touches.

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Explain, start, rotate and finish.

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

Pairs with a ball each give many touches.

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Keeping score copies match pressure.

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Handicaps make games closer.

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Bonus points encourage the target skill.

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

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Short games create many pressure moments.

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Mixing teams keeps competition fair.

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A cost for errors raises the pressure.

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Explain, play, record and review.

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Small-sided games grow toward the full game.

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

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

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

A written plan keeps the session on track.

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Each block has a purpose and a time.

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Success means the group is ready for more.

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Spare time absorbs delays.

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Fewer changes leave more time for play.

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Notes turn the plan into a record for next time.

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

プレーヤーは実際にやってみて学びます。

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Theme, drills, timing and equipment.

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Time is shared across the parts of the session.

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

A timed plan guides the session.

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