Different terms are used to describe the context of learning and training players. Sometimes different terms are used when one refers to the same reality.
It is not about to make a presentation of theoretical concepts that are at stake, but simply to clarify how and why we use certain terms.
Task
A task “that there has to be done”. It is defined by a specific purpose, under specified conditions. The goal is often accompanied by instructions that are either operating instructions for the task (“out of the ground and replace after hitting” for example) or procedural constraints, that is to say on the way achieve the goal (reaching the target “by hitting the ball to hand” for example).
So a basic concept for many human activities beyond sports. He can describe the course of business and can analyze what resources will be sought for the task.
Exercise
Exercise means a task which is executed, it stabilizes and is refined existing capacities.
Learning task
It describes a task-learning task developed in order to learn volleyball drills. Since a task of mobilizing resources, a learning task is designed to solicit resources clearly identified. According to the register in which they are described, these resources are cognitive, motor, emotional, energy or technical, tactical, physical, mental.
It is absolutely essential to know precisely what we seek to learn and develop in the players through a task. The resources requested will always be plural, but it sets a priority, a ruling which, at some point, bringing the work.
The application of the task will be slightly higher than the available resources to raise the elevation of these resources. If the task is too easy, it is successful but it does not raise the resources. If it is too difficult, it causes a systemic failure and does not Learning. In both cases it is very motivating.
Over many years we have found that students’ abilities were much more likely underestimated than overestimated, and therefore the most difficult tasks was often too low than too high. A learning task by definition results in trials and errors. The laudable desire to see the teacher’s students succeed makes it sometimes too impatient and too anxious against errors. See in this regard the intervention of the teacher.
Because a student does not directly the level of resources for successful learning task, it is for him, by definition, a problem to solve.
Learning situation
We use the term learning situation when, in addition to the description of the learning task, taking into account the whole context of instruction: the objectives, planning, the role of the teacher, context (school, associations), etc..
Beyond “what to do,” and describes the overall system in which the development activity of the different actors, a context which contributes substantially to the direction taken by this activity.