Background: The Club of Volley is an activity aimed for adults of 16 to 59 years, and composes the Program of the Sports in the SESC SP. In this paper, I report the experience of
learning development about the gaming systems (GS) in the Club of Volley classes on SESC Belenzinho. For students at different times of conversations, the principal request of learning is the 5x1,
which is the GS that it was considered better by them for to be played. For organization and systematization of the content in the classes of volleyball GS, I used three references: the intention to
learn of the students; structured in a teaching unit that details the learning objectives and contents to be taught in the dimensions of concepts, facts and attitudes; and the pedagogy sport, from by
three pillars that hold: the technical and tactical, the socio-educational and cultural-historical. The GS in volleyball is a tactical element of the team, which distributes the six players on the
court in functions and number of attackers and setters that can be learned in order to develop the technic and tactic, favor inclusion and development skill of each player, allowing cohesion among all
in the court. It is identified for two numbers, in which the first number represents the attackers and the second the setters. We have the systems: 6x0; 3x3; 4x2; 6x2; and 5x1. In this paper, two
problems are raised: how to teach the GS; and how to enable students to feel safe and autonomous to choose and adapt GS as of their experiences in their practices.
Methods: For this process, we used a learning cycle that went through four parts: theoretical moments, theoretical activities, practice-learning and practice-game. After the game be
structured and the students demonstrate safety and dominion over the GS used, a new system is introduced and the cycle begin again. This teaching-learning cycle, was been thinking and schematized as
from: diversification of pedagogic strategies of analytical and synchronized exercises, games, pre-sports games, game situations and formal game; and feedbacks that proves to be a differentiating
instructional strategy of teaching effectiveness.
Results: For evaluation of learning in sport, there are no instruments that make it possible to measure it. For this, used were filming and student reports at different times. The
learning was effective when: the autonomy in teaching new members arriving in the group without going through the process described above; report the identification of GS when students watched
televised games or in person; ability to adapt and change the playing system; analysis of opponents systems championships; and fluency of the game.
Conclusions: We must respect the learning time, understanding the stages of complexity and differences of a GS to another, enabling the contact with several ways to view the rotation
situations and practice of systems, playing. This paper is the beginning of an investigation that points out the need to think the systematization of GS in volleyball and yours complexity, and the
need for assessment tools for sports initiation, either in childhood or adulthood.