The interpersonal coordination constraint on the volleyball setter’s decision-making on setting direction
Bibliographic record
Abstract
This study investigated the setter’s decision-making on setting direction based on interpersonal (interaction between players) and extra personal (interaction between players and some place or object) coordination. The sample consisted of 86 sequences of play involving settings performed by males (n = 43) and females (n = 43). Fifty-nine spatiotemporal measures of interpersonal and extra personal coordination were obtained from the x and y coordinates of volleyball players’ displacements using the TACTO software. Settings to each court zone were compared in relation to each spatiotemporal measure. Results showed that when the final area between attacker in the zone 3 and block was greatest and emerged from highest velocity, setters decided to set to zone 2. On the other hand, when the foregoing area was smallest and emerged from lowest velocity, setters decided to set to zones 3 and 4. It was concluded that the final area between attacker in the zone 3 and block and its emerging velocity constrained the setters’ decision-making on setting direction. This study provides useful insights into the design of practice tasks in volleyball, suggesting that setters should be advised to be attuned to the interpersonal coordination involving attacker in the zone 3 and block.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".