Relationship between competence to diagnose errors in technical skills and pedagogical prescription in volleyball

Abstract

The purpose of this study was to analyze the relationship between diagnostic and prescriptive pedagogical competencies in the movement analysis skill. Twenty-four teachers of physical education were selected, twelve of which with specialization on volleyball matters and other twelve without specialization on volleyball. Twenty-nine efficiency indicators were defined and videotaped performances were made followed by a structured interview, aiming to assess diagnostic and prescription skills. The correlation analysis was made to determine the relationship between the efficiency indicators and the fatorial analysis of principal components to determinate the main fators of the relationship between diagnostic and prescriptive pedagogical competencies. The results showed a positive and significant relationship between diagnostic and prescription competences for the entire sample, stronger on the specialist group. For the non-specialist group we verified the existence of two fators on the diagnostic and prescription competencies: a general fator and a causality fator. The analysis of all groups together revealed a global relationship between variables, except for the detection of performance errors causes on the non-specialist group.