AY Honors/Volleyball/Answer Key/es

Voleibol
Asociación General Actividades recreacionales	Destreza: 1 Año de introducción: 2012

Requisitos

Instructor requerido

Algunas especialidades se designan para requerir un instructor cuando las habilidades no son fáciles de dominar a través del autoaprendizaje. En el voleibol, simplemente no se puede aprender a jugar sin dos equipos.

1

Describir las reglas actuales de la FIVB (Federación Internacional de Voleibol) y mencionar las ocho reglas principales del voleibol.

2

¿Qué significa la expresión «juego limpio», especialmente a un cristiano?

3

Definir los siguientes términos:

3a

Punto de saque directo

3b

Toque con apoyo/asistido

3c

Ataque

The attack, also known as the spike, is usually the third contact a team makes with the ball. The object of attacking is to handle the ball so that it lands on the opponent's court and cannot be defended. A player makes a series of steps (the "approach"), jumps, and swings at the ball.

3d

Golpe bajo/recepción

3e

Cargar

3f

Levantar

3g

Defensa

3h

Finta

3i

Golpe doble

3j

Engañe de colocador

3k

Sistema de juego Cinco-Uno & Seis-Dos

3l

Bola libre

3m

Lucha

3n

Remate

3o

Líbero

3p

Punto de partido

3q

Centrales

3r

Opuestos

3s

Atacante por zona 4

3t

Rotación

3u

Servicio/Saque

3v

Colocar

3w

Clavar

3x

Tiempo técnico

4

Demostrar y comprender las diferentes habilidades exigidas en cada posición de voleibol.

5

Demostrar habilidad razonable en las siguientes áreas:

5a

Saque bajo

5b

Saque alto: flotante

5c

Pasar

5d

Golpear

5e

Bloquear

5f

Colocar

Sometimes a setter refrains from raising the ball for a teammate to perform an attack and tries to play it directly onto the opponent's court. This movement is called a "dump". This can only be performed when the setter is in the front row, otherwise it constitutes an illegal back court attack. The most common dumps are to 'throw' the ball behind the setter or in front of the setter to zones 2 and 4. More experienced setters toss the ball into the deep corners or spike the ball on the second hit.

5g

Rodear

6

Si es un jugador principiante, pasar por lo menos cuatro horas aprendiendo y mejorando sus habilidades de voleibol. Si es un jugador experimentado, pasar por lo menos cuatro horas ayudando a una persona menos habilidosa o más joven a mejorar sus habilidades en voleibol.

7

Jugar al menos diez partidos de voleibol con un equipo completo (seis personas). Mostrar un «juego limpio» durante las prácticas y los juegos.

8

Hacer un informe por medio de una página, un drama u otra exhibición sobre un famoso jugador de voleibol. Discutir por qué sí es o no es un buen modelo cristiano.

9

Dibujar a escala una cancha de voleibol con sus límites adecuadamente definidos. Marcar las dimensiones incluyendo la altura de la red, líneas laterales, líneas de fondo, líneas de ataque y línea central.

10

Discutir con su líder, pastor o instructor sobre los problemas que enfrenta la juventud adventista del séptimo día que quisiera competir al nivel secundario y universitario. ¿Qué alternativas existen para permitir una actividad deportiva continua?

Adventist Youth Honors Answer Book/Problems faced by SDA sports participants/es

11

Descubrir y evaluar qué dice Elena G. de White sobre el uso apropiado de los deportes competitivos por los cristianos.

Ellen G. White wrote: "I do not condemn the simple exercise of playing ball; but this, even in its simplicity, may be overdone. I shrink always from the almost sure result which follows in the wake of these amusements. It leads to an outlay of means that should be expended in bringing the light of truth to souls that are perishing out of Christ" --Selected Messages Book 2, pg. 322.

Here, then, is one of the dangers of athletic sports: the expense involved. Naturally, the more professional the athletic program, the more structured the games, the more intense the competition, the greater will be the temptation to spend money for equipment, travel, rental of facilities, or, in the case of an institution, the construction and maintenance of sports facilities.

In this same passage, Ellen White says that it is "the way" that ball games "have been conducted at the college" at Battle Creek that "does not bear the impress of heaven. . . . There are threads leading out through the habits and customs and worldly practices, and the actors become so engrossed and infatuated that they are pronounced in heaven, lovers of pleasure more than lovers of God." --Ibid.

Here is a second danger in athletic sports. If they are not properly conducted they become en grossing and infatuating.

She also states: "The games that occupy so much of ... [the student's] time are diverting the mind from study. They are not helping to prepare the youth for practical, earnest work in life. Their influence does not tend toward refinement, generosity, or real manliness.

"Some of the most popular amusements, such as football and boxing, have become schools of brutality. They are developing the same characteristics as did the games of ancient Rome. The love of domination, the pride in mere brute force, the reckless disregard of life, are exerting upon the youth a power to demoralize that is appalling.

"Other athletic games, though not so brutalizing, are scarcely less objectionable because of the excess to which they are carried, they stimulate the love of pleasure and excitement, thus fostering a distaste for useful labor, a disposition to shun practical duties and responsibilities. They tend to destroy a relish for life's sober realities and its tranquil enjoyments. Thus the door is opened to dissipation and lawlessness, with their terrible results." --The Education, pg. 210 & 211.

Look again at this quotation and ask yourself this question: Is it not true that every danger brought to view here is all the more hazardous the more intense the competition becomes?

The more competition involved, the more the student's time is consumed and the more he is diverted from preparation for practical life. The more intense the competition, the more brutal the game becomes as any football or basketball fan can tell you. The greater the competitive incentive, the greater the love for victory, the love of domination. Winning is the only thing. The future is now. Losing is like death. The more intense the competition, the more reckless becomes the dis regard of life. When competitive factors dominate an athletic event, that is when the stimulation and pleasure is the greatest, when practical duties are most likely to be neglected, when life's sober realities and tranquil enjoyments lose their relish, and the door is opened most widely to dissipation.

In 1899 Ellen White was in Sydney, Australia, when she encountered a huge crowd on one of the streets. "Hundreds and hundreds, and I might say thousands, were gathered together. 'What is the matter?' I asked. 'It is because of the cricket match,' was the answer. And while men were playing the game of cricket, and others were watching the game, Satan was playing the game of life for their souls.' " In Australasian Union Conference Record, July 26, 1899.

It's not just talking about about baseball or flagball or basketball. We're talking about a far more important game: the game of life. Our opponent is Satan, and only here may it truly be said, "Winning isn't every thing, it's the only thing."

Pathfinders and Christians must be cautious to what standard they hold games and how it is affecting their spiritual life and study of the Word.

12

Compartir por lo menos una lección espiritual que haya aprendido de su experiencia con un equipo de voleibol.

This is going to be fairly personal, so start thinking about this as you learn volleyball so you can share later.

References

• Ministry Magazine: Ellen G. White and Competitive Sports, written by Ron Graybill