| Outcome (O): information of the general goal of the task, for example, “Let’s works service”. |
| Situation (S): information of the conditions to the accomplished task with resource to necessary material, for example, “Each one with a ball from the service line”. |
| Criteria-product - (CP) - information of the accomplished key, for example, “You should serve for areas five and one, ten times consecutives, to finish the task”. |
| Criteria-form (CF) - information of the accomplished key to learning, for example, “In the serve two aspects will be considered: unbent position of the wrist, not allowing the wrist to flex”. |
| Combination (CB) – Combination of more than one category. |
| Exigency type
|
| Participation/effort (P/E) –
The coaches refers general motifs for task consecution, for example, “Let’s go. I want you deliver to the task to the end”. |
| Performance
quality (PQ) – The coaches refers critical components for task consecution, for example, “Jump and land in the same spot, and away from the net; put the hands on the other side of the net”. |
| Without exigency (WE) – The coaches did not refer general motifs for task consecution either critical components for task consecution. |
| Coach reaction to unaccomplished task |
| Punish (P) – The coach applied one punishment if athletes did not accomplish the goal, for example, “You did not accomplish the task, so you must do ten push ups”. |
| Encouragement (E) – The coach encouraged or felicity the athletes if they accomplished the goal task, for example, “Paul that was a good service”. |
| No reaction (NR) – The coach did not clarify the goal or did not react to the unaccomplished task. |
| 2. instructional approach |
| instructional Task |
| Informing Tasks (I) – Provide information about the upcoming task, particularly an explanation of task requirements; introduction of a new skill; initial task in a sequence for a lesson; not a progressive intra-task move. |
| Extending Task (E) – Progression of the previous tasks that challenge athletes to perform in the more difficult situations; the coach changes the complexity or difficulty of an already presented task to perform in a more difficult situation. |
| Refining Task (R) – Involves the dimension of quality of performance; provides some specific performance focus; presentation of key performance cues to assist in skill development; are concerned with improving the quality of the performance by athletes. |
| Applying Task (A) – Provide athletes with opportunities to apply their skills in game or scrimmage situations; the coach focuses on how to use the movement rather than how to do the movement. |
| instructional nature |
| Technique (TEC) - The coach gives information about skills, for example, “Put attention to feet position and forward foot placement”. |
| Individual tactics (IT) - The coach gives information about individual tactical decisions, for example “After reception go fast to the attack”. |
| Team tactics (TT) - The coach gives information about collectives’ actions according to principals and rules of playing, for example, “In this reception system, you should be more advanced relating to the other receiver”. |
| Physical and rules (PHR) - The coach gives information about physical performance or rules, for example, “You must to do the service beyond the back line”. |
| General (G) - The coach gives information with no relation to the training content, for example, “Let’s go to do the task”. |
