Outcome (O): information of the general goal of the task, for example, “Let’s works service”.

Situation (S): information of the conditions to the accomplished task with resource to necessary material, for example, “Each one with a ball from the service line”.

Criteria-product - (CP) - information of the accomplished key, for example, “You should serve for areas five and one, ten times consecutives, to finish the task”.

Criteria-form (CF) - information of the accomplished key to learning, for example, “In the serve two aspects will be considered: unbent position of the wrist, not allowing the wrist to flex”.

Combination (CB) – Combination of more than one category.

Participation/effort (P/E) – The coaches refers general motifs for task consecution, for example, “Let’s go. I want you deliver to the task to the end”.

Performance quality (PQ) – The coaches refers critical components for task consecution, for example, “Jump and land in the same spot, and away from the net; put the hands on the other side of the net”.

Without exigency (WE) – The coaches did not refer general motifs for task consecution either critical components for task consecution.

Punish (P) – The coach applied one punishment if athletes did not accomplish the goal, for example, “You did not accomplish the task, so you must do ten push ups”.

Encouragement (E) – The coach encouraged or felicity the athletes if they accomplished the goal task, for example, “Paul that was a good service”.

No reaction (NR) – The coach did not clarify the goal or did not react to the unaccomplished task.

Informing Tasks (I) – Provide information about the upcoming task, particularly an explanation of task requirements; introduction of a new skill; initial task in a sequence for a lesson; not a progressive intra-task move. 

Extending Task (E) – Progression of the previous tasks that challenge athletes to perform in the more difficult situations; the coach changes the complexity or difficulty of an already presented task to perform in a more difficult situation.

Refining Task (R) – Involves the dimension of quality of performance; provides some specific performance focus; presentation of key performance cues to assist in skill development; are concerned with improving the quality of the performance by athletes.

Applying Task (A) – Provide athletes with opportunities to apply their skills in game or scrimmage situations; the coach focuses on how to use the movement rather than how to do the movement.

Technique (TEC) - The coach gives information about skills, for example, “Put attention to feet position and forward foot placement”.

Individual tactics (IT) - The coach gives information about individual tactical decisions, for example “After reception go fast to the attack”.

Team tactics (TT) - The coach gives information about collectives’ actions according to principals and rules of playing, for example, “In this reception system, you should be more advanced relating to the other receiver”.

Physical and rules (PHR) - The coach gives information about physical performance or rules, for example, “You must to do the service beyond the back line”.