Consider the cases where the “game model” does not work
The introduction of an optimised game model and its application by each player is oriented towards achieving the objective of winning the game, but this alone is not sufficient.
However, this is not enough, because in real games, cases that exceed the assumptions of the game model occur as a matter of course.
Recall the story of “Road Traffic”.
As mentioned in the interview article, there would have been cases such as “a car in front of you suddenly has a heart attack and the car comes to a sudden stop”. Although this example may not occur as frequently (we hope), there are probably other cases that exceed road traffic expectations that occur on a daily basis.
So, if we think about it in terms of the “game model”, what kinds of cases could occur? I have thought of an example for your reference, which you can see here.
An example of a case of exceeding expectations
A team adopts a game model of “maximise the number of players participating in the attack and then attack”.
However, the libero digs a strong spike from the opponent’s left side, but the ball is difficult to control sufficiently and flies like an arrow towards the light. The setter, who had finished the block play in the light vanguard, looked back as soon as the ball landed and saw that the ball was coming towards the setter’s head. The trajectory of the digged ball is low and fast, making it difficult for any attacker to have enough time to make a running move. For middle blockers, it is even difficult for them to take a helping hand and join the attack.
Now, what play does the setter choose in the above situation?
We can conclude that “attacking with the maximum number of attacking participants” is not a realistic choice in this situation.
In other words, the game model does not work.
As an example of a solution to the above, the setter could choose to play as follows.
Once away from the game model of “attack by maximising the number of people participating in the attack”, the setter can launch a two-attack.
It would be preferable to have a game model that is as inclusive as possible, capable of dealing with the various cases that may arise during the game. However, in the chaotic world of the game, this is still not possible (which is another interesting aspect of the game of volleyball).
It is not enough for a player to simply be a mere follower of the game model.
Outside the “game model” players cope with individual competence
So is there anything to be learned from the above case studies? I think there is.
I think there is one lesson to be learned from the above case studies: when the game model does not work, you need to use individual competence to deal with the situation.
In situations where the game model works, the players in the team can follow the game model and play to the best of their ability.
However, situations beyond the scope of what the game model envisages often arise in the game. What will happen in such situations if they just play obediently and are bound by the game model? The results are clearer than the fire.
The abilities required of players outside the game model are completely different from those required within the game model. It may be a flash of inspiration or the ability to judge a situation appropriately. And this is where the player’s individuality will be strongly reflected.
Players need to be able to play according to the game model as far as it can be dealt with, and outside of that range, they need to be able to create their own play autonomously, which is a completely different ability.
“Creativity” required outside the game model
So what skills are required outside the game model? In the interview, Velasco responded as follows.
I strongly urge players to be creative when the system [the game model] cannot solve a situation.
In other words, he is saying that the ability for players to play creatively and independently is essential. I totally agree with him.
So what exactly is ‘creativity’?
According to one encyclopaedia, it is as follows.
Ability to create new things. It is said to be related to the ability to think in tasks for which there is more than one solution, i.e. divergent thinking. Highly intelligent people are not necessarily also highly creative, and creativity is influenced by various factors such as personality, motivation and group affiliation, in addition to intelligence.
International Encyclopaedia Britannica, Small Encyclopaedia
Simply to say, the ability to formulate one’s own hypotheses and solve problems for issues for which there is no single solution. This is creativity.
So what does a player have to do to prepare for creativity?
We can imagine that the ability to play according to the game model improves with repeated practice, i.e. in proportion to the amount of practice time. However, it is not enough to enable individual and creative play outside the game model.
So what does it take for players to foster creativity?
