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Coach Workbook

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Course materials developed by: Doug Anton

Contributing Editors: Ian Allan Ed Drakich Kristine Drakich Jim Cooke

© Volleyball Canada and the Coaching Association of CanadaLevel 3 Beach Volleyball - Coach WorkbookUpdated - May, 2008

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Session 1

Session 2

Session 3

Session 4

0h00 Classroom(30 min)

Course Introduction Welcome and RegistrationReview of Level 2 process (Evaluator Training)Expectations of Level 3


Responsible Coaching Coaching philosophy presentations and discussion


LTAD Impact of training


Sport Assessement Coaching situation presentations and discussion


Seasonal PlanningSeason Planning based on LTAD


Practice PlanningReview/defend practice plans

5h00 SESSION 1 CONCLUDES

0h00 On court(120 min)

Practical Session #1Training sessions in the General Preparation Period


Analyzing Performance Error detection and correction of individual and team tactics


Advanced Techniques and TacticsTraining setters, blockers, and servers

4h00 Sitting area(30 min) Practical Session #2 Preparation



The Athlete-Coach RelationshipThe athlete-coach relationship is discussed by the group

0h45 Classroom(45 min) Mental Preparation of the Athlete

1h30 Classroom(30 min) Physical Preparation of the Athlete


Competition ManagementGame plan development, match management, post match analysis, tournament management


Sport Program ManagementUse of resource personnelAthlete EvaluationOngoing program evaluation (use of portfolio)


0h00 On court(3 hrs)

Practical Session #2Training sessions in the Specific Preparation Period and Competition Preparation Period

3h00 Sitting area(60 min)

Coach Debrief Readiness for evaluation



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Contents Page

Course Schedule 1

Course IntroductionThe NCCP 3Goals of this course 3

Assignment 1 – Coaching Philosophy PresentationAssignment Introduction 7Supplemental Materials

• Self Awareness Exercises 11• A Guide to Moral Decision Making in Sport 19

Assignment 2 – Sport Assessment PresentationAssignment Introduction 27Supplemental Materials

• Before you begin 31• Key Performance Factors 32• Athlete Assessment 34• Goals and Objectives 36

Assignment 3 – Practice Plan DesignAssignment Introduction 39Practice Plan Forms 41Supplemental Materials

• Seasonal Planning Considerations 50• Philosophical Premises of Drill Design 59

• The Fundamentals of Drill Construction 61

• Technical-Tactical Development of the Beach Volleyball Player 67

Additional ReferencesDrill Explanation and Transition – Important Concepts 93Beach Volleyball Techniques and Tactics 94Level 3 – National Beach Volleyball Program Outcomes and Objectives 96The Candidate Assessment Process 99

• The In-Course Evaluation Process 100• Description of Evaluation Criteria 101• Sample In-course Evaluation Form 103


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About This Workbook

This workbook is a participant resource tool for the Level 3 volleyball course. It contains assignments and materials critical to the completion of the course. The book is comprised essentially of three parts:

1. The pre-course assignments2. The in-course assignments3. Additional supplemental materials

This workbook is to be provided to the participant a minimum of one week prior to the course to give you time to complete the pre-course assignments. You the participant, must also bring the entire workbook to the course as it also contains materials relevant to the course itself.

Course ExpectationsThe Level 3 volleyball course has recently been updated to fit the new NCCP system. The new NCCP utilizes a competency-based and outcomes-based approaches and the Level 3 course materials are reflective of these new approaches. A significant portion of the course requires the coach to demonstrate his/her coaching abilities and understanding of essential coaching concepts. A novice coach who quickly registers for the more advanced Level 3 course shortly after completing the Level 2 course will likely find him/herself very challenged by the course material if they have not yet had sufficient opportunity to master the concepts presented in Level 2.

The Pre – Course AssignmentsThere are three pre-course assignments included in this workbook:

1. Coaching Philosophy Presentation Assignment2. Sport Assessment Presentation Assignment3. Practice Plan Design Assignment

You are required to complete all assignments prior to attending the Level 3 course using your volleyball coaching knowledge, the Level 3 Beach Volleyball Manual, and resource materials provided. We encourage you to review the Level 3 Beach Volleyball Coaching Manual prior to attending the course.

In Course ActivitiesIn addition to the pre-course assignments this workbook also contains some in course activities. Feel free to review these items before the course but no work is required before hand. Just remember to bring your workbook to the course!


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Course IntroductionThe Level 3 Volleyball Course, attempts to build on the concepts presented in the Level 2 Volleyball Certification Program. This is an advanced volleyball coaching course and is intended for coaches who aspire to develop athletes and teams which will be competitive at national level competitions (i.e. national championships) in the Training to Compete stage of volleyball’s Long Term Athlete Development Strategy. It deals with advanced skill development, volleyball program management, detailed seasonal planning, and the sequencing of training sessions.

Volleyball’s new NCCP structure

Coaching StreamsCommunity Sport Competition InstructionNCCP Volleyball NCCP Indoor Volleyball NCCP Indoor Volleyball

Coaching Contexts

Initiation TBD Introduction Level 2 Indoor Program Beginners Level 1 ProgramOngoing

Participation TBD Development Level 3 Indoor Program Intermediate Performers N/A

High Performance TBD Advanced

Performers N/A

During the transitionElements of the new NCCP have been in place since 2004, but not all sports and provinces/territories are offering all NCCP components (i.e. workshops or other learning opportunities) using the new competency-based and outcomes-based approaches. During this period of transition, you could receive training and achieve certification in either the existing five-level program or in the new competency-based program, depending on the progress your sport and your province/territory have made toward converting to the new structure.

Level 3 Beach Volleyball

Certification Process

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Starting point for coach

NCCP TRAINED

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Assessment during course

VolleyballLevel 3 course(In-Training)

Comp-DevMulti-sport

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NCCPCertified Level

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Level 3pre-course

assignments

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Multiple Observations & Debriefs

NCCP CERTIFIED

Trained at Level 3Beach Volleyball

DevelopPortfolio+

Coaching ina Practice

EnvironmentOne full season as a head coach

with18U, 21U, or 24U+

(min. 80 hrs.)


2

Certification RequirementsLevel 1 Level 2 Level 3 Level 4

Discipline Volleyball Beach Volleyball Beach Volleyball Beach VolleyballLTAD Stage Training to Train Learning to Compete Training to Compete

Learning to WinLearning to WinTraining to Win

Athlete Context

14 & Under16 & Under

middle school

16 & Under18 & Underhigh school

18 & Under21 & Under24 & Under

provincial teams college/university

National teamsNational team

Development ProgramsUniversity

In Training Completion of the Level 1 Volleyball Course

Completion of the Level 2 Beach Volleyball Course

Completion of the Level 3 Beach Volleyball Course

Acceptance intoLevel 4 program

Trained

A. Level 1 IN-TRAINING designation

B. Successful completion of Multi-Sport Modules Part A (or Level 1 Theory):a. Make Ethical

Decisionsb. Planning a Practicec. Nutrition

D. Completion of the NCCP Make Ethical Decisions online evaluation.

A. Level 2 IN-TRAINING designationB.Level1VolleyballCertifiedC. Completion of Multi-Sport

Modules Part B (or Level 2 Theory):a. Designing a Basic Sport

Programb. Teaching/Learningc. Teaching Basic Mental Skills

D. Completion of the NCCP Make Ethical Decisions online evaluation.

A. Level 3 IN-TRAINING designation

B. Level 2 Beach Volleyball Certified

C. Completion of Level 3 Theory (or NCCP equivalent)

Contact Volleyball Canada

Certified

A. Level 1 TRAINED designation

B. Completion of the Level 1 Volleyball Coaching Portfolio:a. A description of your

coaching contextb. An Emergency Action

Plan (EAP)c. A completed Practice

Observation Form from observing a practice directed by a NCCP certifiedvolleyballcoach (a Level 2 or highercertifiedcoachisrecommended).

d.Verificationof40training hours as a head coach.

e. Three (3) properly structured written practice plans.

C. Upon completion of all portfolio assignments, be formally observed and evaluated by a NCCP Level2Certifiedorhigher volleyball coach in a practice setting (a Level 1 volleyball coach may be used for evaluation in certain circumstances).

D. Membership with your Provincial/Territorial Volleyball Association during the full period in which the portfolio and observation requirements are being completed.

A. Level 2 TRAINED designationB. Completion of the Level 2

Volleyball Coaching Portfolio:a. A description of your coaching

contextb. An Emergency Action Plan (EAP)c. A completed Practice Observation

Form from observing a practice directedbyaNCCPcertifiedbeach volleyball coach (a Level 3orhighercertifiedcoachisrecommended).

d. A completed Match Observation Form from observing a match directedbyaNCCPcertifiedbeach volleyball coach (a Level 3orhighercertifiedcoachisrecommended).

e. Verificationofonefullseasonoftraining(minimumof40traininghours) as a head coach.

f. A full season of properly structured written practice plans (minimum40hours)

C. Upon completion of all portfolio assignments, be formally observed and evaluated by a Level3Certifiedorhigherbeachvolleyball coach in a practice setting (a Level 2 coach may be used for evaluation in certain circumstances).


A. Level 3 TRAINED designationB. Completion of the Level 3

Volleyball Coaching Portfolio:a. A description of your coaching

contextb. Completion of a Yearly Training

Plan (YTP).c. Player data (including physical

testing data).d. An Emergency Action Plan (EAP)e. A full season of properly

structured written practice plans(minimum60hours).

f. The season’s match plans and match outcomes.

g. A completed Practice Observation Form from observing a practice directed byaNCCPcertifiedbeachvolleyball coach (Level 2 or higher however a Level 3 orhighercertifiedcoachisrecommended).

h. A completed Tournament Observation Project - observe a NCCPcertifiedbeachvolleyballcoach (Level 3) in a tournament situation.

i. Verificationofonefullseasonoftraining(minimumof60training hours) as a head coach of a team within the Training to Compete or Learning to Win LTAD stages (i.e. 18U+, CIS, CCAA, etc.).

C. Upon completion of all portfolio assignments, the candidate will be formally observed and evaluated by a Level 3 Evaluator in a minimum of 3 practice settings.


Contact Volleyball Canada


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Level 4Learning to W

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Learning to Win

Level 3Training to C

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Level 2Learning to C

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Level 2Learning to C

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Volleyball Canada - P

articipant Developm

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Learning to TrainC

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Youth 9-12

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Level 3 Beach Volleyball ProgramOutcomes and Objectives

NCCP Generic Outcomes Performance CriteriaWhat must the coach be able to DO, while working in this context?

1. Analyzing performanceUse appropriate reference models to identify aspects of performance that the participants/ athletes need to improve.

Demonstrate an Ability to Analyze the Mental, Physical, Technical, and Tactical Demands of Beach VolleyballThe coach must be able to successfully assess the context in which they coach and the related requirements for performance. Key elements:

● The ability to analyze the technical, tactical, physical, and mental demands of beach volleyball for an athleteandteamwhose(minimum)goalisatop8finishataNationalChampionship(orhigherlevel)competition;

● The ability to assess the strengths and weaknesses of two athletes from a beach volleyball team that he/she currently coaches vs. such demands;

● The ability to develop a training and competition prescription to meet the team’s performance goals/objectives.

Know Advanced Team Tactics● Demonstration/instruction on advanced tactics is provided.

○ Serving○ Utilizationofafull-timeblocker○ Peelvariations○ Attacking○ Servereceive○ Advancedcommunicationstrategies○ Tacticsinwindyconditions

Demonstrate appropriate basic offensive and defensive strategies● The candidates conduct drills from their CP practice plan (stabilization of basic team tactics).

Know How to Identify Specific Physical Training Needs● Discuss with candidates the unique conditioning aspects required by elite beach volleyball players in

competition.● Key Issues:

○ Corestrength○ Injuryprevention○ Aerobicconditioning○ Anaerobicsystems(lacticandalactic)○ Environmentalfactors(hydration,weather)○ “sandlegs”○ Conversationsshouldrelatebacktotheintegrationofphysicalpreparationintotheseasonalplan.

2. Planning and designing a practiceAssembleactivitiesintoapracticeplan that is purposeful, organized and appropriate for the age group,andthatreflectssafetyconsiderations.

Conduct Effective Training For Basic Team TacticsThe coach must be able to demonstrate in a practice setting the ability to integrate basic team tactics into their training environment.

Conduct Effective Training For Advanced Team Tactics & TechniquesThe coach must be able to demonstrate in a practice setting the ability to integrate advanced team tactics and techniques into their training environment.

Know How to Integrate Volume/Intensity/Tempo Within Individual Training Sessions and Seasonal Training

● The coach must be able to demonstrate in a practice setting the ability to incorporate and adhere to established principles for volume, intensity, and tempo.

Develop Appropriate Written PlansThe coach must demonstrate the ability to develop appropriate written practice plans with respect to:

● Drill selection● Successcriteria● Appropriatereferencepoints● Seasonalfocus


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3. Planning and designing a sport programConsistent with the guidelines ofthesport’sADMfortheagegroup, design a sport program aimed at improving performance.

Know how to integrate critical performance factors into a sport program● The coach must be able to consider and integrate the following elements into their sport program:

○ Thecompetitiveleveloftheathletes○ Thecompetitiveschedule○ Thepractisescheduleandobjectives○ Priorityneedsformentalskills○ Physicaltrainingandconditioningneedsandactivitiesespeciallythoseuniquetobeachvolleyball

►Corestrength►Injuryprevention►Aerobicconditioning►Anaerobicsystems(lacticandalactic)►Environmentalfactors(hydration,weather)►“sandlegs”

○ Thedevelopmentofindividualtechniquesandtactics○ Thedevelopmentofteamtacticsandstrategies

4. Providing support in trainingInasport-specificenvironment,conduct activities that are enjoyable, safe, and structured, consistentwiththe3MNCCPphilosophy and values

Coach-Athlete RelationshipThecoachmustbeabletoactivelyparticipateindiscussionsonthecoach-athleterelationshipandinparticular be able to identify key items/issues for the development of athlete autonomy and improved partner relationships and identify strategies to improve the development of these characteristics.

Demonstrate the ability to successfully conduct a training session on all phases of a seasonThe coach must be able to demonstrate the ability to conduct an appropriate training session in a safe environment for each of the three seasonal phases aimed at improving performance capacity in a structured way that is appropriate for the skill and age of the athletes.

Key considerations:● Appropriateexplanationsanddemonstrations.● Adherencetotheestablishedprinciplesforintensity,volume,andtempo.● Utilization of timely and appropriate intervention techniques.● Demonstration of a working knowledge of individual and team techniques and tactics.● Successfulpracticemanagementtechniques.

5. Supporting the competitive experienceDuring and/or leading to a competition, provide support to the participants/athletes in a manner that is consistent with the NCCP philosophy and values.

Demonstrate the Main Concepts of Competition Planning Including Strategies and Tactics For Game Competition The coach must be able to provide a reasonable solution to a competition scenario which includes:

● Identifying the important considerations for the competition● Possible solutions.

Know appropriate basic mental skillsThecoachmustbeabletodiscussmentalskillsrequiredbyelitebeachvolleyballplayersinthecontextofpre-match preparation, match adjustments, post match issues.

● Key elements○ Goalsetting○ Energizing○ Relaxation○ Visualization○ Positiveself-talk○ Idealperformancestate○ Participateingroupdiscussionwherethetypesofmentalskillsthatneedtobedevelopedtosolve

various problems are explored. ○ Possiblesituations:○ Poorperformancebyselforpartner○ Thepartnerrelationship(communication,expectations,conflictresolution)○ Dealingwithinjury○ Pastresults○ Conversationsshouldrelatebacktotheintegrationofmentalpreparationintotheseasonalplan.

Know How to Train Player AutonomyThecoachmustbeabletoactivelyparticipateindiscussionsonthecoach-athleterelationshipandinparticular be able to identify key items/issues for the development of athlete autonomy and improved partner relationships and identify strategies to improve the development of these characteristics.


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6. Program managementTake measures to ensure the needs of the participants/ athlete, program and/or activity under coach responsibility are met.

Be able to identify and describe key principles guiding program decisionsThe coach must be able to present their philosophy and principles in a group setting, answer questions or solve scenarios using their personal coaching philosophy and key program principles, demonstrate the ability to adjust or adapt those principles as required depending upon the context in which they coach, and utilize their philosophy and principles to solve typical management problems experienced in a coaching environment.

Key elements:●Your motivations for coaching and what you would like to achieve as a coach.●What you would like to see your athletes achieve in sport.●What your responsibilities to your athletes are and what their responsibilities to you are.●Howyouviewtheimportanceofon-courttraining,physicalpreparation,andmentalpreparation.●Rules/restrictionsgoverningbehaviourwhentravelingforcompetitionsand/ortraining.●What you feel is the best way to deal with athletes in a competition environment (i.e. Once in

competition, what do you do as coach to help them perform their best?)●How you prioritize skill development, individual tactical development, and team strategy.●Your approach to dealing with parents or the role you see parents playing in a sport program.●Your approach to dealing with injuries.●Howyouwoulddescribeyourcoaching“style”andhowyourstyleorcoachingapproachmightchange

based on the types and level of your athletes.7. Ethical coachingAnalyzeasituationthathasethical implications and that is frequently encountered in the coaching context. Propose a course of action consistent with3MNCCPCodeofethics,philosophy, and values

Be able to identify and describe your coaching philosophyThecoachmustbeabletoidentifyandutilizetheirphilosophyandethicalproblem-solvingskillstosolvevarious ethical situations.


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Pre-Course AssignmentsAssignment #1

Coaching Philosophy PresentationCome to the course prepared to give a 5-10 minute oral presentation on your coaching philosophy and key principles guiding program decisions. This oral presentation should address at least some of the following:

•Your motivations for coaching and what you would like to achieve as a coach.•What you would like to see your athletes achieve in sport.•What your responsibilities to your athletes are and what their responsibilities to you are.•How you view the importance of on-court training, physical preparation, and mental preparation. •Rules/restrictions governing behaviour when traveling for competitions and/or training.•What you feel is the best way to deal with athletes in a competition environment (i.e. Once in

competition, what do you do as coach to help them perform their best?)•How you prioritize skill development, individual tactical development, and team strategy.•Your approach to dealing with parents or the role you see parents playing in a sport program.•Your approach to dealing with injuries.•How you would describe your coaching “style” and how your style or coaching approach might

change based on the types and level of your athletes.

Upon completion of your presentation you will be expected to answer “hot seat” questions about your presentation and the merits of your personal coaching philosophy. Be prepared to apply the philosophical principals you outlined in your presentation to solve some situations that you could experience as a coach.

We have included several exercises to assist you with the preparation for your presentation. Completion of the exercises is NOT required for completion of the Level 3 course, but if you complete the following activities, they should help you to create a detailed and thorough presentation. In addition, an article titled Creating a Coaching Philsophy has been included in the reference section of this Workbook.

Relevant reference materials:• Workbook Reference Materials – Creating a Coaching Philosophy

I feel that children participate in volleyball to have fun. If children don’t have fun playing volleyball, they’ll soon pack it in.

Ineverforgetthatthegameofvolleyballisjustthat-agame.It’snotabouthowmanywinsandlossesareaccumulated.And,itissurelynot about how many trophies are collected. It’s not about how many goals we score or concede. It’s all about enjoying the game and, at the same time, learning and developing volleyball and life skills.

Proper volleyball development requires that activities are age appropriate so they are able to experience, comprehend, and execute the game as it relates to where they are at their own stage of physical and mental development.

Players should play different positions so the player learns all the skills necessary to develop in the game.

Players should receive equal playing time, so the players are all given equal opportunity to learn.

It’s about learning the techniques and tactics of the game through a variety of fun activities where players have as much contact with the ball as possible and the opportunity to learn at their own rates.

An example of a very simple coaching philosophy statement:


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Self-Awareness ExercisesFollowing is a series of self-awareness exercises which will help you to explore your coaching values and philosophies to better determine why you do the things you do as a coach. A series of answer options have been provided for you, but not all of the answers will be applicable to your situation and there may also be appropriate answers that are not listed; so feel free to add to the lists as required.

NOTE: It is not required for you to complete the following exercises as part of the Level 3 Volleyball Course. However, the exercises may help you to prepare for your presentation and so they have been included as additional preparation tools for those individuals who are looking for additional assistance in preparation for their presentation.

For the following questions select your top 5 responses and rank them in order of importance.A. The most important roles I play as a coach are?

Advisor Advising athletes on the training to be conducted and suitable kit and equipment. Assessor Assessing athletes performance in training and in competition

Chauffeur Transporting them to sporting events if parents or family are unavailable to take them.

Counselor Resolving emotional problems on the basis that sharing anxieties can be both relieving and reassuring.

Demonstrator Demonstrate to the athletes the skill you require them to perform. To achieve this it is important that you also keep fit.

Friend

Over the years of working with an athlete a personal relationship is built up where as well as providing coaching advice you also become someone, a friend, who they can discuss their problems or share their success with. It is important to keep personal information confidential because if you do not then all respect the athlete had for you as a friend and coach will be lost.

Facilitator Identify suitable competitions for them to compete in to help them achieve their overall objectives for the year.

Fact finder Gathering data of national and international results and to keep abreast of current training techniques.

Fountain of knowledge

This may be part of the advisor role in that you will often be asked questions on any sporting event, events that were on the television, diet, sports injuries and topics unrelated to their sport.

Instructor Instructing athletes in the skills of their sport.

Mentor

When athletes attend training sessions you are responsible, to their parents and family, for ensuring that they are safe and secure. You have to monitor their health and safety whilst training and support them should they have any problems or sustain any injuries.

Motivator Maintain the motivation of all the athletes the whole year round. Organizer and planner

Preparation of training plans for each athlete and organize attendance at meetings and coaching clinics.

Supporter Competition can be a very nerve-wracking experience for some athletes and often they like you to be around to help support them through the pressures. Role of a ‘Friend’ and perhaps ‘Counselor’ come in here to.

Other:


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Top 5 responses - continuedB. Why do I coach?

No one else was interested I like the competitionI enjoy it I’m good at itI was asked to My son/daughter playsI like to work with the athletes To help/support my communityI participated as a player and now I want to “give back” to the sport. To teach values to young people

I like to see the athletes I coach succeed Other:Other: Other:Other: Other:

C. If I were a player, what qualities would I most like to see in a coach?Technical knowledge Strong organizational skillsTactical Knowledge Someone I could confide inReliability A person who demands the best from meEmotional stability A reputation for winningA calm presence FairnessA role model Emphasizes teamworkOther: Other:Other: Other:

D. As a coach, I most admire coaching peers who possess the following qualities:Technical knowledge Emphasize teamworkTactical Knowledge Someone I could confide inReliability A person who demands the best from meEmotional stability A reputation for winningA calm presence FairnessA role model Strong organizational skillsOther: Other:Other: Other:

E. As a coach I see these as my strongest beliefs:

winning is important the coach is the most important ingredient in an athletes success

improving is important the needs of my athletes are more fundamental than my success as a coach

having fun is important parents are an asset to my programpressure improves performance Other:Other: Other:

Select the words which most describe what you perceive as your “core values”. Select as many descriptions as you like and rank them in order of importance.

Commitment Trust Courage Discipline Transparency PreparationSacrifice Encouragement TeamworkService Accountability ResponsibilityPerseverance Unity Other:Other: Other: Other:


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Choose one coaching style which best describes your approach:

Autocratic StyleTelling

• The coach decides on what is to be done • The athletes are not involved in the decision making • The coach defines what to do and how to do it On a circuit training session the athletes are told the exercises in the circuit.

Autocratic Style Selling

• The coach decides on what is to be done • The coach explains what is required and the objectives • The athletes are encouraged to ask questions to confirm understanding • The coach defines what to do and how to do it

On a circuit training session the athletes are informed of the exercises in the circuit. The coach explains the object of circuit training and the purpose of each exercise. Athletes can ask questions to clarify any points.

Democratic Style Sharing

• The coach outlines the training requirements to the athletes • The coach invites ideas/suggestions from the athletes • The coach makes the decision based on the athletes’ suggestions • The coach defines what to do and how to do it

The coach identifies a circuit training session. Athletes identify possible exercises for the circuit. The coach selects from the suggestions a set of exercises.

Democratic Style Allowing

• The coach outlines the training requirements to the athletes • The coach defines the training conditions • The athletes brainstorm to explore possible solutions • The athletes make the decision • The athletes define what to do and how to do it

The coach identifies a circuit training session. The coach defines the conditions of the circuit to ensure it is safe and meets the overall objectives of the session. Athletes identify possible exercises for the circuit and then select a set of exercises that meet the coach’s conditions.

Other

If one of your athletes were to approach you and ask for your recommendations on what their life priorities or focuses should be, how would you rank the following 5 items?

Focus on the development of a strong moral character/value system.Focus on education/academics.Focus athletic development.Focus on social opportunities/social life.Focus on family needs.


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How would your athletes describe you in the following areas?Low Average High

Knowledge of volleyballWell organizedHonestProfessional appearanceQualifiedEnthusiasticHard workerPunctualConsistentUnderstandingGood listenerProvides individual helpBuilds athlete’s confidenceMotivatesGood teacherEncouragesPraises effortRespects athletesPatient with athletesSense of humor

(IAAF, Introduction to Coaching Theory, 1991)


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This exercise will help you get a better understanding of why you coach and identify the areas that are most important to you in coaching. The column with the highest total is the area that is most important to you in coaching and will be the foundations of your coaching philosophy and objectives.

1. In each group, read all 3 statements and place a ”3” by the statement that you feel is most important to you

2. Place a “1” by the statement that you feel is least important to you.3. Place a “2” by the remaining statement.4. Add the scores in each column.

A B C1. The best coaches are those who…A - Encourage team spirit, cooperation, and sportsmanship.

B - Make practices fun.

C - Have excellent competition tactics and skills to win.

2. A good coach…A - Gives individual help and is interested in athlete development.

B - Practices enthusiasm and FUNdamentals everyday.

C - Teaches athletes the skills needed to win.

3. I would like people to say that I…A - Brought the best out of my athletes.

B - Looked for the positives in my athletes.

C - Was a winning coach.

4. I would like a news story about me to highlight that I…A - Coached a sports program in which athletes enjoyed playing.

B - Contributed to the athletic development of athletes.

C - Coached to win.

5. As a coach, I emphasize…A - Teaching Skills that athletes can use throughout life.

B - Playing games and making sure athletes enjoyed themselves.

C - Setting individual and team goals to produce winners.

6. As a coach, I promote…A - Physical fitness.

B - Having fun.

C - Winning.

Totals

Column “A” shows a priority for athlete development.Column “B” shows a priority for having fun.

Column “C” shows a priority for winning.


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Personal reasons for coaching – Rate each statement below Not

ImportantSomewhat Important

Very Important

To be involved in a sport I likeTo have powerTo be in chargeTo be with people I likeTo give something back to sportTo gain public recognitionTo enjoy myselfTo demonstrate my knowledge and skill in sportTo travelTo help athletes develop physicallyTo help athletes develop psychologicallyTo help athletes develop socially.

Below are 15 rows of 4 words (across). From each row, select two words of the four that best describe the way you see yourself. If more than just two of the words sound like you, select the two that are most like you. If none of the four sounds like you, select the two that are closest to the way you are. Total the number of words selected under each respective column, then continue to part two of the exercise.

A B C D All-business Bold Personable Deliberate Organized Listening Telling Courteous Listening Industrious Independent Companionable Cooperative No-nonsense Decisive Talkative Reflective Serious Determined Warm Careful To-the-point Risk taker Amiable Moderate Practical Aggressive Empathetic Nonassertive Self-controlled Authorative Show emotions Thorough Goal directed Assertive Friendly Patient Methodical Unhesitating Sincere Prudent Businesslike Definite Sociable Precise Diligent Firm Demonstrative Particular Systematic Strong-minded Sense of humour Thinking Formal Confident Expressive Hesitative Persevering Forceful Trusting Restrained


15

Part 2 - In the first step, you totaled the number of words selected under each respective column. Now, plot those numbers on their respective axes of the grid below. For example, if you selected six words in column “A”, mark the “A” axis next to the “6”. Complete the same procedures for columns “B”, “C”, and “D”. Then extend the marks into each respective quadrant to create a rectangle and get a better idea of your coaching “style”.

A C

D

B

2

2

2

2

14 12 10 8 6 4 4

4

4

6

6

6

8

8

8

10

10

10

12

12

12

14

14

14

Driver• Goaldriven• Changeaddicted• Stressdriven• Doer

Expresser/Persuader• Visionary• Seeallpossibilities• notasgoodatimplementing• “Trustme”

Analyzer• Rulesandprocedures• Logical• Theyaretheonlypeopleintheworld• Intoflowcharts

Amiable• Heartbeforehead• Likeseveryonetobehappy• Passionate


16

The things you say to your athletes are statements about your beliefs and values. Write three phrases or slogans you often use with your athletes (i.e “luck is what happens when preparation meets opportunity,” “no pain, no gain,” “winning isn’t everything, it’s the only thing”, etc.).

For each of the phrases written above, write a brief description of what that phrase or slogan says about coaching values and beliefs. For example, “winning isn’t everything, it’s the only thing” says that winning is valued over every other sporting objective.

How do the values and beliefs you ranked in some of the previous exercises compare to the list of statements you made above? Are there any discrepancies between your stated values and your behavior? If there are, how would you adjust your actions or your previous ranking lists?


17

Environmental Factors

Performance factors model (inspired from Cardinal et Roy, 2004; Wenger, 2004 ).

Sport System

Moral and socialdevelopment

Mentalskills

MentalPreparation and

Game PlanTeam

Dynamics

Mental Development

Sport Equipment

Team Tactics Skills

Strategies and Game

Plan

Individual Tactics Skills

Technical Skills

Physical Development

Nutrition

Motor Skills Health and

Anthropometry

Muscular Strength

Energy Production

Systems

Sport Performance

Assignment #2Yearly Training Plan (YTP)

Come to the course prepared to give a 5-10 minute presentation on a yearly training plan you propose for a team. If you have completed NCCP Multi Sport Modules - Part “B” you can use the plan you developed in the Design a Basic Sport Program Module for this assignment or if you have not completed the Design a Basic Sport Program module (or if you prefer to develop a new YTP), complete the following assignment to develop your YTP. Provide information from a past season or if possible, for your up coming season.

The presentation should include the following:• Your team’s performance goals/objectives and how these goals were selected.• How your competition schedule was developed, how you determined how much competition would

be appropriate for the season, and how you will use competition to optimize player development;• Briefly outline your physical preparation strategy and how it will be adjusted throughout the

season;• Briefly outline your technical and tacical preparation strategy, what technical and tactical areas will

be priorities, and how these focus areas were selected.

Upon completion of your presentation, you will be expected to answer “hot seat” questions about your presentation and the merits of your sport analysis process and preparation recommendations.


1�

Part 1 - Coaching Context

Identifying the context in which you coach (i.e. the athletes, the training situation, and the coaching environment) is thefirststepintheassignment.Takeafewminutestoexploreyourpersonalcoachingcontext.

Remember,youcancompletethisexerciseusingacurrentorpastcoachingexperienceorcreateafictionaloneforuse in the assignment.

Please complete the following table.

Athlete

Context Describe the context in which you coach: the type of athlete, level of competition, priorities, etc.

Age RangeWhat is the age range of your athletes?

Range of ExperienceDescribe the experience of your athletes (year’s playing highest levels, etc.)

Major Life Influences Whomostinfluencesyourathletes: parents, peers etc..

Program

Major EmphasisIndicate the main priority of theprogram.Eg.Fun,Skilldevelopment etc.

Development PrioritiesWhat is you main developmental focus with your athletes?

Competition FocusWhat is (are) your focal competition(s)? What is your league situation?

Date of First Competiton

Date of Last Competitoin


19

Environment

Learning/Training EnvironmentWhat are the training expectations and training tome you try to establish?– length of practices– average number of sessions

per week

On court practices/week

Practice length

Physical preparation sessions/week

Total training hours/week

Physical EnvironmentDescribe the training facilities available to you. Highlight any advntages, limitations, and/or restrictions they provide your program

Coaching Details

Type of CoachBrieflydescribeyourcoachingstyle

Coaching Background What is your background as a coach, experience, education, etc.

Assistant CoachesDescribe the background and abilities of any assistant coaches you may have. Include a description of how they contribute to your program.

Outside ExpertsList any outside experts you utilize in your program (therapists, trainers, psychologists, etc.)

Program SuccessDescribe the criteria you will you to judge whether your volleyball program is successful.


20

Inthispart,youwilldevelopabasicYearlyTrainingPlan(YTP).Youwillstartbycompletingthetableonpage22.Asyouprogressthroughthestepsbelowyouwilladdmoreinformationtothetable.Althoughyouwillpopulatethetablewith information for your own season, refer to the sample table on page 23 as required for an example for how the table is to be completed (note that the sample table may not provide optimal sequencing of training priorities).

Step #1 - Create a time lineFillinTable 1 on the next page:1. Inthe1stcolumnofthe“Month”row,writedownthemonthyoustartyourseason(e.g.JANforJanuary).2. Inthe1stcolumnofthe“Day”row,writedownthedateoftheMondayinthefirstweekofyourseason.3. Lastly,writedownthedateofalltheMondaysinyourseasoninthesuccessivecolumnsandwriteineachmonth

whenitchangesinthe“Month”row.

Step #2 - Identify your competition datesNext, identify your competition dates. Do this by shading in the box for the type of competition and the week within which thecompetitionoccurs.Ifnecessary,developanabbreviationsystemtodistinguishbetweencompetitiontypes.Forexample,a“L”intheboxcouldmeanaleaguematch,anda“T”couldmeanatournament.Youmayalsowanttorecordhowmanydayscompetitionoccurswithinyourcompetitionweeks(youcandothisbyaddinganumberreflectingthenumberofcompetitiondaysintotheeachcompetitionbox.DoingthisnowwillmakeiteasiertocompleteStep3.1. Identifyyourmajorcompetitionsorchampionshipsinthe“MajorCompetitions”row.2. Identifyyourregularcompetitionsinthe“MainCompetitions”row.3. Identifyyourpreseasonordevelopmentcompetitionsinthe“PreparatoryCompetitions”row.4. Identifyanytryoutortrainingcampswhichmightoccurwithinyourseasoninthe“TrainingCamps”row.5. Identify any other important dates such as fundraisers, social events, exam periods, etc. (again an abbreaviation

systemcanbeusedofnecessarytodistinguishbetweendifferenteventtypes)onthe“OtherActivities”row.

Step #3 - Divide your season into preparatory phasesDivide your season into three preparatory phases: General Preparation (GP), Specific Preparation (SP), andCompetitionPreparation(CP).Drawaboxaroundtheappropriatesquaresinthe“Phase”rowtoshowthebeginningand end of each phase and then write the appropriate phase in the box (see the example table on page 20).

Step #4 - Establish physical preparation prioritiesForeachofthephysicalandmotorabilitiesidentifiedinTable1,determineforeachweekofyourseasonwhatyourtrainingobjectivewillbebasedonthefollowingdefinitions:

Introduce-exposeyourathletestothetrainingofthiscapacityforthefirsttime(theathletehasnopreviousexperience training this capacity).

Develop-trytoimprovethiscapacity.Maintain/Refine-keepatthesamelevelormakeminorimprovements/adjustments

Draw a box around or shade in the appropriate squares on the timeline and then write the appropriate objective (introduce,develop,maintain,/refine)ineachbox.

Part 2 - Yearly Training Plan


21

Formoreinformationonthethreephasesandyearlyplanning,consultthefollowingreferencematerials:● SeasonalPlanningConsiderationsforVolleyball(includedwithinthisWorkbook)● Level3IndoorManual:Chapter11-AnnualTrainingandCompetitionPlan

Step #5 - Establish Technical and Tactical preparation prioritiesIdentify the technical and tactical capacities that will be your developmental priorities for the season. Place write these priorities on the lines provided in Table 1. Then, determine for each week of your season what your training objective willbebasedonthefollowingdefinitions:

Introduce-exposeyourathletestothetrainingofthiscapacityforthefirsttime(theathletehasnopreviousexperience training this capacity).

Develop-trytoimprovethiscapacity.Stabilize-bringexecutionuptocompetitionspeedandstabilizeperformance.Maintain/Refine-keepatthesamelevelormakeminorimprovements/adjustments

Draw a box around or shade in the appropriate squares on the timeline and then write the appropriate objective (introduce,develop,maintain,/refine)ineachbox.

Step#5completestheYTPTable.ProceedtoPart3-TrainingandCompetitionAnalysis


22

MonthDay=Monday

Training & Competition

Major(peak)Competitions

MainCompetitions

Preparatory Competitions

Training Camps

OtherActivities

Physcial & Motor Abilities

MotorSkills(A,B,C’s)

Aerobic

AnaerobicAlactic

AnaerobicLactic

Speed

Strength

Power (strength-speed)

Flexibility

Technical & Tactical AbilitiesPhase

Week

12

34

56

78

910

1112

1314

1516

1718

1920

2122

2324

2526

2728

2930

3132

3334

3536

3738

Table 1 - Yearly Training Plan (YTP)


23

MonthMAY

JUNJUL

AUGSEP

OCTNOV

Day=Monday11

1825

29

1623

306

1320

274

1118

251

815

2229

512

1926

5

Training & CompetitionMajor(peak)CompetitionsPROV2

NATS3

MainCompetitionsT1

T1T1

Preparatory CompetitionsT1

Training Camps

OtherActivitiesEXAM

Physical & Motor Abilities MotorSkills(A,B,C’s)D

evelopM

aintain/Refine

AerobicD

evelopM

aintain/Refine

AnaerobicAlactic

AnaerobicLacticM

aintain/Refine

SpeedD

evelopM

ain/Ref

StrengthD

evelopM

ain/Ref

Power (strength-speed)D

evelopM

ain/Ref

FlexibilityD

evelopM

aintain/Refine

Technical & Tactical Abilities Tech-ReceptionD

evelopS

tabilizeM

aintain

Tech-ServingD

evelopS

tabilizeM

aintain

Tech-DefenseD

evelopS

tabilizeM

aintain

Tech-BlockingD

evelopS

tabilizeM

aintain

Tech-AttackD

evelopM

aintain

Tact-TeamDefenseD

evelopM

aintain

Tact-TeamBlockingD

evelopM

aintain

Tact-ServingD

evelop

Tact-TeamOffenseM

aintain

Phase

Week

12

34

56

78

910

1112

1314

1516

1718

1920

2122

2324

2526

2728

2930

3132

3334

3536

3738

Ge

Ne

RA

L P

Re

PAR

AT

ION

SP

eC

IFIC

PR

ePA

RA

TIO

NC

OM

Pe

TIT

ION

P

Re

PAR

AT

ION

Table 1 – Yearly Training Plan (Sample)


24

Table 2 - Training and Competiton Analysis

SeasonalPhase

Phase Length

(total weeks with activity)

Phase Length

(total days with activity)

Competition days per

week(on average)

Total Competition

Days

Training days per

week(on average)

Total Training

Days

% days deveoted to competiton

% days devoted to

training

GP

SP

CP

All Phases

Part 3 - Training and Competition AnalysisCompleteTable3belowtogetabetterunderstandingofyourtrainingtocompetitionratios.Anexampleofacompletedtableisshownonpage22.DuringtheLevel3course,youwillbeaskedtoreflectontheirapplicailibtytoLTAD.Step #1 - Identify the length of each phaseTake a look at your YTP, determine the length for each phase (in weeks as well as days with activity), and write these results into Table 2. To determine your total days with activity a weekly average of active days can be used for the calculation.Step #2 - Determine the total number of competition daysAgain,takealookatyourYTP,determinethetotalnumberofcompetitiondaysforeachphase(totalcompetitiondaysforeachphaseaswellastheaveragenumberofcompetitiondaysperweek)andwritetheseresultsintoTable2.Aweekly average for competitoin days per week can be used as the number of days is likely to vary somewhat from week to week.Step #3 - Determine the total number of training daysJustasinStep2,takealookatyourYTP,determinethetotalnumberoftrainingdaysforeachphase(totaltrainingdaysforeachphaseaswellastheaveragenumberoftrainingdaysperweek)andwritetheseresultsintoTable2.Aweekly average for training days per week can be used as the number of days is likely to vary somewhat from week to week.Step #4 - Determine the training to competition ratio for each phaseForeachphase,calculatethepercentageoftimespentontrainingandoncompetition.PlacetheresultsintoTable2.

ThiscompletesAssignment#2-YearlyTrainingPlan.Bepreparedtoreviewanddiscussyourtrainingplaninseveralof the Level 3 course sessions.

SeasonalPhase

Phase Length

(total weeks with activity)

Phase Length

(total days with activity)

Total Competition

Days

Competition days per

week(on average)

Training days per

week(on average)

Total Training

Days

% days deveoted to competiton

% days devoted to

training

GP 6 25 1 0.17 4 24 4% 96%

SP 5 20 3 0.6 3.5 17 15% 85%

CP 4 16 5 1.25 3 11 31% 69%All

Phases 15 61 9 0.60 3.5 52 15% 85%

Table 2 - Training and Competiton Analysis (Sample)


25

Assignment #3Practice Plan Design

Each Level 3 coach is required to come to the course with three (3) pre-prepared practices. You will be asked to demonstrate these sessions during the course as part of the course practical sessions. Be sure to consider the following in your preparation:

• Write one plan for each of the seasonal phases: General Preparation, Specific Preparation and Competition Preparation (Training Microcycle).

• Activities should be deliverable on one court.• The plans should be for training sessions approximately 1.5-2 hours in length (including warm-up

and cool-down) and with 4-6 athletes. The sessions should be designed for teams capable of achieving a top 15 finish at an 18 & Under up to a 21 & Under National Championship , but be aware that you will most likely be required to demonstrate the activities with athletes at the lower-end of the spectrum.

Design and sequence your drills appropriately for the 3 parts of a standard training session:• Part 1 - Acquisition should focus on the introduction of new techniques, tactics, and/or decision

making skills.• Part 2 - Stabilization should focus on technique, tactical, and/or decision making stabilization and

increasing technical, tactical, and/or decision making proficiency.• Part 3 - Integration should focus on integrating techniques, tactics and/or decision making skills

into game-like situations.

We have included some practice design forms as well as resource materials to assist you with the preparation of your plans and to provide you with more information on seasonal planning and practice design. They should be very valuable in providing you with a clearer idea of the variables we wish you to consider in designing your drills and the expectations for Level 3 practice design. Prior to demonstrating your drills on court, you will have opportunities to make improvements to the drills during the course as new concepts become better understood during course sessions.

Relevant reference materials:• Lev. 3 Beach Manual – Ch. 10: Individual Training Sessions• Lev. 3 Beach Manual – Ch. 11: Seasonal Planning Considerations• Lev. 3 Indoor Manual – Ch. 6: Intervention by the Coach• Lev. 3 Indoor Manual – Ch. 7: The Training Process• Workbook Reference Materials – Philosophical Principles of Drill Design• Workbook Reference Materials – The Fundamentals of Drill Construction• Workbook Reference Materials – The Training Session to Develop the Player

In addition, each practice is required to have a theme. The themes for your practices are outlined below

Practice 1 – General Preparation Phase Theme:___________________________________

Practice 2 – Specific Preparation Phase Theme:___________________________________

Practice 3 – Competition Preparation Phase Theme:___________________________________


26

Candidate N

ame:_______________________

Seasonal Phase:____________

D

ate:_______________TIM

EO

BJEC

TIVED

RILL O

RG

AN

IZATION

SUC

CESS C

RITER

IAR

EFEREN

CE PO

INTS

EVALU

ATION

VAR

IATION

S


27

Candidate N

ame:_______________________


D

ate:_______________TIM

EO

BJEC

TIVED

RILL O

RG

AN

IZATION

SUC

CESS C

RITER

IAR

EFEREN

CE PO

INTS

EVALU

ATION

VAR

IATION

S


2�

Candidate N

ame:_______________________


D

ate:_______________TIM

EO

BJEC

TIVED

RILL O

RG

AN

IZATION

SUC

CESS C

RITER

IAR

EFEREN

CE PO

INTS

EVALU

ATION

VAR

IATION

S


29

Candidate N

ame:_______________________


D

ate:_______________TIM

EO

BJEC

TIVED

RILL O

RG

AN

IZATION

SUC

CESS C

RITER

IAR

EFEREN

CE PO

INTS

EVALU

ATION

VAR

IATION

S


30

Candidate N

ame:_______________________


D

ate:_______________TIM

EO

BJEC

TIVED

RILL O

RG

AN

IZATION

SUC

CESS C

RITER

IAR

EFEREN

CE PO

INTS

EVALU

ATION

VAR

IATION

S


31

Candidate N

ame:_______________________


D

ate:_______________TIM

EO

BJEC

TIVED

RILL O

RG

AN

IZATION

SUC

CESS C

RITER

IAR

EFEREN

CE PO

INTS

EVALU

ATION

VAR

IATION

S


32

Candidate N

ame:_______________________


D

ate:_______________TIM

EO

BJEC

TIVED

RILL O

RG

AN

IZATION

SUC

CESS C

RITER

IAR

EFEREN

CE PO

INTS

EVALU

ATION

VAR

IATION

S


33

Candidate N

ame:_______________________


D

ate:_______________TIM

EO

BJEC

TIVED

RILL O

RG

AN

IZATION

SUC

CESS C

RITER

IAR

EFEREN

CE PO

INTS

EVALU

ATION

VAR

IATION

S


34

Incourse Activities


35

Sport Audit WorksheetThe following materials are for use within the Level 3 course sessions. No work is required for this activity before the course.

Ratetheimpactofeachfactorforpromotingperformanceinbeachvolleyballfor the context in which you coach. Use the ratingscaleprovidedforeachfactortomeasureitscontributiontooverallperformance.Itmaybebeneficialtoconsidereach factor from the perspective of other sports to more accurately assess each factor’s impact in beach volleyball. If you feel the factor is not applicable, leave the ranking space blank. Next, calculate the average score for each factor by adding the total score for performance indicators and dividing by the number of indicators that were rated.

Factor Performance Indicator Rating Score Average Score

Equi

pmen

t Cour

t (n

et, po

les, e

tc.) Contribution to performance low high

Contribution to safety low highDegree of innovation stable changing

Play

er

(shoe

s, pa

ds, e

tc.) Contribution to performance low high

Contribution to safety low highDegree of innovation stable changing

Exte

rnal

Envir

onm

ent Stability(i.e.indoorvsoutdoor) stable changing

Degree of inherent risk involved minimal highEffectoftemperature(hot/cold) minimal significantImpact of weather conditions (i.e. rain, wind) low high

Psyc

holo

gica

l

Affe

ctive

Motivationrequiredtotrain low highConfidenceofbeliefinoneself low highIntangibles (e.g. home court advantage) few manyDegree of interaction with others high low

Cogn

itive

-Men

tal Concentration or refocussing required low high

Degree of arousal managemement low highRecognitionofcues few manyExtentofproblemsolving simple complex

Phys

ical

Abilit

ies

Staminacontribution low highStrengthcontribution low highSpeedcontribution low highSupplenesscontribution low high

Nutri

tion

Contribution of quality low highOpportunities for hydration few optimalEffectofprecompetitiveeating minimal significantEffectofrecoveryfromactivity minimal significant

Reco

very

Contribution of sleep minimal significantEffectoftravel minimal significantOpportunity for rest intervals within sport few manyOpportunity for optimal recovery in annual plan few optimal


36

Factor Performance Indicator Rating Score Average Score

Tact

ical

Number of decisions required few manyMemoryofpatternsorsequences few manyStrengthsandweaknessesofopposition low highSpecializationofathletes few manyAmountoftimetodecide maximal limited

Tech

nica

l Number of basic (unique) skills few manyNumber of skill variations or combinations few manyComplexity of movements low highBall control low high

Misc

. Other:Other:Other:

OptimumPeriodizationStructureSingle DoubleMultiple


37

LTAD Summary WorksheetCompareyourplan/program(YTP)totheLTADrecommendationsoutlineintheVolleyball for Life document and how effectivelyyourplanimplementsLTADrecommendationsinyourcoachingcontext.UsethetablebelowtocriticallyreflectontheplanningindicatorsinyourYTPandestablishednorms.Rateeachelementusingthescaleprovided.

Phase No. of weeks No. of Comps. Tech/Tact Training

Physical Preparation Other Training

Training to Competition

Ratio

GP Phase□Toolow□Toohigh□Optimal

□Toolow□Toohigh□Optimal





SPPhase□Toolow□Toohigh□Optimal






CP Phase□Toolow□Toohigh□Optimal






Periodization□Toolittle□Toomuch□Optimal


3�

YTP Issues and Solutions WorksheetRecordanyidentifiedissues(andpossiblesolutions)withyourYTPhereasdirectedbyyourLF.

Possible issues with YTP Solutions to consider


39

Level 3 – VolleyballNCCP Assessment Tool

Coach NCCP number: CCSurname First Name

Assessment Criteria Needs Improvement

Meets Standard Comments

Writ

ten

Plan

Basic Information Time line Written Plan Organization ActivityDescriptions Objectives SuccessCriteria ReferencePoints Game Transferability DevelopmentalAppropriateness SeasonalAppropriateness Written Plan Total

Prac

tice &

Dril

l Impl

emen

tatio

n

Implementation of Written Plan ExplanationofProcedure brief clearDemonstration Position of Participants BallManipulation ErrorDetection ErrorCorrection ReferencePointReinforcement

Feedbackpositive clear brief

DistributionofAttention

Workloadvolume intensity recovery

AdjustmentofProcedure(if required) ActivityAppropriateness Practice & Drill Implementation Total

Safe

ty EnvironmentalRisks ActivityRisks SafetyTotal

Resp

onsib

le Co

achi

ng

CoachAttire RespectfulLanguage Coach Behaviour ExpectationsforAthleteBehaviour ResponsibleCoachingTotal

Tota

l uns

hade

d ite

ms

only

Tota

l uns

hade

d ite

ms

only

TOTAL UNSHADED ITEMS ONLYShadeditemsarenotformallyassessedatLevel2.HowevertheLFisencouragedtoprovidewrittenfeedbackontheseitemsastheywillbeassessedatfutureLevels.

Reward one (1) point for every item which meets the standard. Reward zero (0) points for every item which needs improvement.

Assessor NCCP Number: CC

Signed Date


40

Level 3 – VolleyballNCCP Assessment Summary

Date NCCP Number: CC

CoachSurname First Name

Address Apt. Street

City Province Postal Code

Phone ( ) ( ) ( )Home Business Fax

E-mail

Level 2 Assessment Requirements (from Level 2 Assessment Form)

Assessment Component Score Standard Needs Improvement

Meets Standard

Written Plan � of 10

Practice and Drill Implementation 14 of 17

Safety 2 of 2

Responsible Coaching 4 of 4

Recommendation

Repeat Level 3 Course

• One (1) or less of the four assessment components meet the standard.

Repeat Assessment by a Level 3

Evaluator• Two (2) of the four assessment components meet

the standard.

Evaluation by a Level 3 Evaluator • Three (3) or more of the four assessment

components meet the standard.

Assessor NCCP number: CCSurname First Name

Address Apt. Street

City Province Postal Code

Phone ( ) ( ) ( )Home Business Fax

E-mail

Assessor NCCP Number: CC

Signed Date


41

Description of Level 3 evaluation criteria

Written Practice Plan

Basic Information The written plan identifies basic information including date, time, location, number of athletes, gender, and any logistical considerations.

Time lineThe durations of the practice and each practice segment are adequately identified on a time line. The length of each drill is also appropriate and considers the attention span of the athletes, the intensity of the drill, and the level of athlete conditioning.

Organization The written plan is organized into main segments that include greetings and instructions (if required), a warm up, a main part, and a cool down.

Activity Descriptions

Written activities are effectively described and include outcomes, a description, success criteria, and reference points. Each description should include:

• The number of athletes.• Court positions of the athletes in the drill.• The path and circulation of the ball.• Court movements of the players.• Return point of the ball.• Role of the athletes not involved in the drill (shaggers, feeders, supporters)• Rhythm, specific load, number of series and repetitions, rest time.• Delimitation of the space used.• Role of the coach (active or passive)

ObjectivesReasonable objective have been outlined for each activity and the structure of the activity, the success criteria, and the reference points all link and work to meet the activity’s objective(s). The objective must be clearly identified, specific, and attainable.

Success CriteriaAppropriate success criteria (either quantitative or qualitative) that are attainable, challenging for the athletes, consider the nature of the drill, the drill’s objective(s), and the athletes’ abilities have been developed.

Reference Points

2-4 technical points or reference points (indicators) should be identified for each practice activity. These points should be tied to the objective of the drill and help the athletes focus on the objective and what to improve. These points can be utilized as a teaching tool, remind the coach where to focus observations, and assist in identifying what type of feedback should be supplied to the athlete during the activity.

Seasonal Appropriateness

Planned activities reflect and complement the seasonal phase.

ExamplesGeneral Preparation Phase – primarily simple drills which promote learning, high level of same skill repetition.Specific Preparation Phase – drills begin to resemble actual playing conditions but still have some strict conditions to allow for significant focus on specific technical and tactical objectives.Competition Preparation Phase – “game-like” with 6 vs 6 drills and drills utilizing opposition being a common element.

Developmental Appropriateness

Planned activities are appropriate for and respectful of the developmental level of the athletes in the practice. Thereby optimizing learning.

Game Transferability

Are the activities planned such that the skills being performed in training are using the same context and conditions as experienced in competition thus improving transferability to game situations.


42

Practice & Drill Implementation

Implementation of Written Plan

Is the coach able to follow his/her plan as it is written? Does the written plan conform to what is observed on the court and are the majority of the procedures outlined in the plan being respected?

Explanation of procedure

This is an evaluation of the coach’s ability to explain the drill. Are key instructions ex-plaining: drill objectives, player positions on the court, his/her role, ball trajectory, tempo, intensity, etc. adequately delivered?

There are two key factors in the evaluation of the explanation:• Was the explanation clear• Was the explanation brief

Demonstration

The coach’s ability to create a precise mental image of what technically must occur in the drill.

Key Criteria: was the choice of demonstration appropriate for the skills to be focused on?

Some possible demonstration methods:• global/broken down (whole-part-whole)• slow speed/normal speed

Coaches can choose to demonstrate themselves or use other methods for demonstration when required. The most important feature is that the demonstration is effective in providing a precise image of what must occur.

Position of Participants

Does the coach position participants advantageously so that:• Participants are able to clearly hear directions.• Distractions are minimized.• Activity can begin as quickly as possible.

Ball manipulation

When the coach is active in a drill, is he/she able to handle the ball (throw-hit-serve) with the precision and consistency that will allow the athletes to work efficiently. Or if the coach chooses to use others (players, assistants, etc.) are these people able to meet the control objectives identified above.

Error detection

Does the coach have the required technical and tactical knowledge to adequately detect errors and what needs to be improved? Are they able to effectively combine it with their observation skills to rapidly perform a skill analysis on an individual or group to identify the cause(s) of error?

Error correction How does the coach react to an error that has been detected? Do they have the ability to make the type of adjustments that will allow for the correction of an error and how to improve?

Reference Point Reinforcement

Does the coach consistently reinforce and provide feedback related to the reference points outlined for each activity in the written practice plan?


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Feedback

One of the most critical abilities for all coaches. This is usually one of the most closely evaluated aspects of the NCCP program and has several characteristics:

Positive: Does the coach regularly use language that is positive in nature? Does he/she reinforce behavior and inform the athlete in a meaningful way on successful attempts of correct or desired responses. Is negative feedback only given to stop undesired reactions by telling athletes what they have done incorrectly and suggest, when necessary, better alternative responses or ways to correct the problem (skill or attitude). Negative feedback should usually be followed by positive feedback.

Specific Is the feedback specific to the situation and directly related to the circumstance identified.

Clear Does the athlete(s) understand what they are being told. Does the coach seek confirmation of understanding?

Brief Is the feedback given in a succinct fashion that allows for immediate continuation of an activity?

In general, the most effective coaches provide far more positive reinforcement than negative reinforcement. Research suggests that a 3:1 ratio of positive to negative reinforcement tends to produce the best behavioural results.

Distribution of attention

An assessment of what the coach sees in his/her practice environment. Does the coach regularly look and observe the entire group during drills and play? Does the coach respond appropriately to what he/she sees?

Volume

This is an assessment of the coach’s ability to prescribe the correct volume of contacts in training. It is the capacity of the coach to plan a sufficient number of repetitions during a drill or over the entire practice session and maintain a tempo and rhythm in ball distribution which correctly conforms to planned volumes.

The number of repetitions planned also has to be related to the established goals of the training phase (General Preparation, Specific Preparation, etc...).

IntensityIn a simple way this is an assessment of how dynamic the coach is. Does he/she have the capacity to motivate/encourage athletes to perform at an intensity level previously set in relation with the main objective(s) of a drill or practice session?

Recovery

Volleyball is a very physically demanding activity. With intense training significant fatigue will occur and this will lead to a reduction in performance quality over a training session. It is important that the coach is able to recognize this possibility and is able to plan his/her sessions so that after intense efforts, sufficient physical recovery is possible so the performance quality of a training session does not suffer significantly.

Adjustment of Procedure(if required)

The coach successfully make adjustments to activities that are not producing desired results.

Activity Appropriateness

This is an evaluation of the coach’s ability to design and successfully present activities within their practice in an order that optimizes learning. The early part of practice should focus on the acquisition of technical skill, individual tactics, and team tactics. The middle of practice on the stabilization of previously acquired technical and tactical skills, and the last part of practice on the integration of technical and tactical skills into realistic competitive situations as well as the development of sport specific endurance.


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Safety

Environmental Risks

The coach plans for and uses the facility in ways that reflect an awareness of and control for potential risk factors. The coach ensures that the training area is made as safe as is reasonable and considers the safety of all participants when making decisions about the utilization of facility space.

Activity Risks The coach continually surveys the practice environment and makes adjustments to activities, participant behaviours, etc. to minimize any related risks.

Responsible CoachingCoach Attire The coach is dressed in sports attire appropriate for coaching in a volleyball situation.Respectful Language

The coach uses language that demonstrates a respect for participants and other stakeholders.

Coach Behaviour The coach behaves in a manner that honours sport and respects participants.Expectations for Athlete Behaviour

The coach identifies appropriate expectations for athlete behaviour and reinforces these expectations as required.


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Supplemental Reference Materials


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Creating a Coaching Philosophy

A coach carries out his/her role based on his/her experiences, knowledge, values, opinions and beliefs. Every coach, whether aware of it or not, is following certain principles or his/her philosophy while coaching. It may seem reasonable to assume that the philosophy that directs the coach’s everyday life thinking and actions would be also applied by her/him to coaching. Yet, this often seems not to be the case. Often we can readily see a gap between what a coach may think is the right thing to do in every day life situations, and the actions he/she ends up taking on the playing field.

Your every action as a coach on and off the court becomes a model of behaviour for your athletes. How you walk, approach others, your gestures and what you say and how you say it conveys your values, attitudes about sportsmanship, and appropriate (or inappropriate) behaviours to other coaches, athletes, spectators, and stakeholders. Athletes can be highly impressionable, and they often hold their coach in high esteem. Your actions often teach athletes much more than sport skills and the rules of sport. You are more likely to shape them into your own image than into what you would actually like them to become.

Creating a coaching philosophy is fairly simple. Living up to it all season long is the tricky part.

What is a coaching philosophy?Basically, it reflects the standards you set for yourself and your team, and it’s the foundation of your coaching values and beliefs. It is the way you see situations and experiences and the value you give them.

The question is - do you actually know yourself well enough to understand what your core values and coaching methods are? A coaching philosophy that is well thought through clarifies many aspects of the coach’s delivery and when reliably implemented, presents a consistent message to the athletes being coached. It is a reflection of how we see and understand the world around us, what actions we take, and why we choose to behave in the ways we do.

One of the strongest benefits arising from a consistent and sincere approach to coaching is trust. A strong bond between coach and athlete usually leads to higher levels of commitment and athletic performance. With that in mind, it is the wise coach that takes the time to think through and formalize his or her personal coaching philosophy.

Entering the season without a coaching philosophy is like driving across the country without a road map. Sure, you eventually arrive at your destination, but not without wasting a lot of time and energy with wrong turns and dealing with unnecessary problems and aggravation along the way. A thoughtful coaching philosophy keeps you on the right track as you negotiate your way through the season.

Developing a philosophyThe development of a coaching philosophy typically involves reflecting on a variety of behaviour influencers with the goal of formulating a coaching approach which is appropriately aligned with your personal values, those of the athletes you coach, and the program or team context in which you are active. The ultimate aim is to be a better coach, to improve coach/athlete satisfaction and to achieve superior athletic results. A coaching philosophy can have many different facets but three knowledge components are usually present in the development process:

•Knowing yourself, your strengths, weaknesses and areas requiring improvement•Knowing what you are up against and the obstacles you may encounter•Understanding your athletes, their personalities, abilities, goals, and why they are in your sport


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Know yourselfIt takes honest assessment to admit to having weaknesses, but we all have them. We just do not want them to interfere with good coaching judgment. By focusing on your strengths you will be able to identify consistent ways to coach that utilize those strengths. Are you a good teacher, or motivator, or academic, or communicator or a former athlete? Are you dynamic, or easy going, or hard-nosed or open and friendly? Use your strengths to your advantage. By taking time to make a serious assessment of your strengths and weaknesses and recognizing your morals, values and beliefs you are better able to select coaching contexts in which you can be the most effective and of the most value as well as more effective at adapting your own coaching style to the athletes being coached.

The key is to know who you are and to continually assess how your coaching experiences fit into your value structure.

Know what you are up against - your coaching contextIt is important to understand what makes you tick, but it is equally important to understand the limitations and opportunities present in your coaching context. In particular:

•A good understanding of the age, gender and training level of the athletes you coach.•The time you and your athletes have available to train and compete.•The overall performance vision for the program and how you might be able to enhance it by

incorporating other aspects such as sport psychology, nutrition education or sophisticated technique analysis.

•The funding, facilities, services and equipment at your disposal.•The short, medium and long-term goals for your athletes.

There could be other restrictions that will affect your coaching delivery. These include laws or policies on safe practices, club or school rules of behaviour, competition with other sports, school pressures and outside activities, parental interference, or performance standards to qualify for teams and competitions. Knowing how you are restricted enables you to tailor your annual training program to the specific needs of the athletes you have under your charge. By understanding the outside influences that will affect your program, you can incorporate those that are good practices. Such as policies on safety and behaviour, adapt to others that restrict your ability to be the “do it all coach” such as lack of funds, equipment or services, and minimize negative obstacles that will affect you personally or an athlete on your team or your team in general. Dealing with parents can be a stressful situation and a clear philosophy on how you will deal with an irate parent will minimize or avoid the knee jerk reaction that often can cause situations to escalate. By adapting your coaching philosophy to reflect the coaching situation, you become more effective and productive and you minimize obstacles and other difficulties.

Understand your athletes, their personalities, abilities, goals and why they play volleyball

It is important to communicate with your athletes to determine what their values and beliefs are, what their goals are and why they are participating. Without this knowledge, you will be unable to customize the program for this unique group of individuals, limiting its effectiveness. Some may have values or behaviours that undermine the team and you can work out solutions to change the athlete’s behaviour to be more aligned with the objectives of the group. Knowing your athletes enables you to identify the leaders and role models that the rest of the team will respond to positively.

What to include/consider in your coaching philosophyThere are many things you may want to include in your coaching philosophy and there is no one comprehensive list that will cover them all. Each coach’s philosophy is unique and belongs to them alone. What one coach feels is important may not necessarily be important to another. However, below is a list you could choose to use as a starting point, with a few items you may want to consider addressing within your own coaching philosophy:


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Coaching styleThe approach you take to coaching will be unique. Coaches often begin their careers by patterning themselves after coaches they know and respect, but eventually they develop a unique style that reflects their ownpersonality. You may want to describe your coaching style and the type of environment you create.

The role of a coach Describe on what you feel the role of a coach should be within the sporting context.

Your coaching outlook and attitude

For example in a coaching environment are you positive, authoritarian, distant, friendly, approachable, aconsensus builder, etc.

Coaching or program focus

Are your programs typically athlete centered? What is your performance focus? What are your athletecommitment expectations? How do you position priorities (i.e training, school, family, etc.)?

Athlete behaviour

It isonlynatural forathletes tomisbehave.Asacoach,youcan respond toanathlete’smisbehaviorwitha positive or negative approach. One positive approach is to ignore the bad behavior. This approach can prove successful in certain situations because punishing the athlete’s misbehavior encourages them to act out more. But, ignoring misbehavior is not appropriate when the athlete causes danger to himself/herself or other teammates and coaches. What approaches do you use to address/correct behaviour.

Athlete specializationSoonerorlateravolleyballplayermayberequiredspecializeinoneposition.Youmaywanttodescribeawhatpoint you feel this is appropriate and how you decide what positions athletes will play, as well as the athletes involvement in the process.

Performance Articulateyourperformanceexpectationsforthecontextinwhichyoucoach.Theimportanceofwinning,theimportanceofhavingfun,yourdefinitionofsuccess,etc.areallareaswhichcouldbeincluded.

Context influencersTheapproachyouwouldusewithagroupofnine-year-oldchildrenmaybeverydifferentfromtheapproachyou would use with seasoned Olympic athletes. Consider expressing the process you use to adapt your personal philosophy to changing environments.

Injuries and participation

Soonerorlatereverycoachfindsthemselveswithathletesthataresickorhurt.Coachesmustmakeresponsiblejudgments on when to allow and athlete to participate in activity or when they would be better to rest.

Nutritional supplements

Sports drinks, energy drinks, food supplements, vitamins, anti-inflammatories, muscle relaxants, topicalcreams,steroids.Athletestodayarebombardedthroughthemediaandfromothersourcesonthenextgreatsubstancewhichclaimstoallowthemtoperformattheirbestandgetanedgeonthecompetition.Asacoachyou will likely be consulted by athletes, therapists, parents and others on their appropriate use.

All coaches operate under a coaching philosophy of some kind. It may be by instinct or it may be formally documented and well thought out. Your coaching philosophy speaks volumes about you—not only as a coach, but also as a person. Take the time to put some real thought into it. Lead your players in the direction you know is right. Coaching is all about helping athletes achieve their dreams. It should be done positively and smartly and with passion. Strive to instill in them the values that you feel are important. The positive coach and role model, following a well-defined coaching philosophy will be a key ingredient in the success of his or her athletes. For that reason alone, the development of a formal coaching philosophy statement is essential for all coaches.

Article referencesFrank Reynolds, Successful Coaching Newsletter, issue 25, September 2005.Special Olympics, Coaching Styles, retrieved May 1, 2007 from http://www.specialolympics.org/Special+Olympics

+Public+Website/English/Coach/Coaching_Guides/Principles+of+Coaching/Coaching+Styles.htm.Daniel Frankl, Ph.D., Kid Fist Soccer Coaching Philosophy, retrieved May 1, 2007 from http://www.kidsfirstsoccer.

com/philo.htm.


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Seasonal Planning Considerations for VolleyballEvery coach should have a training and competition plan for their players, which provides a systematic method for improving their performance and prepares them to raise their level of play for key competitions. When planning and delivering the training for any team, in any length of season, it is strongly recommended that as a coach, you divide your season into three phases. These phases should reflect distinct changes in the focus or emphasis in training. The nature of the drills, the type of feedback and the use of success criteria should all be directly affected by the phase in which the team in training.

GP - General Preparation Phase (early season)The goal during this period is to create the basic foundations necessary to improve performance. The coach should attempt to increase an athletes training capacity primarily through an increase in training volume. Improving an athlete’s strength, aerobic capacity, volleyball techniques, and individual skill tactics should be primary goals.

Depending on the level of technical skill that the athletes currently hold, this phase of the season may indeed be the most crucial to your success. Remember that regardless of the level of tactics and fitness within a team; points tend to be lost at all levels when there are technical breakdowns. Whether an athlete hits out, mishandles a free ball, or serves into the net the point earned by the opponents can be attributed to skill breakdown. Thus, a primary objective of the GP phase is to develop skills that can be executed within the context they are used in the game.

By the end of GP, the athletes should understand the basic skill fundamentals and have reached a reasonably autonomous level of execution. In addition, there should be basic competence in terms of the transition movements to perform those skills in game situations. The transition movements should be automated responses to relevant cues (eg. recognize a free ball, back up and pass or recognize a roll shot by a hitter and move up in response, then dig the tip). In general, GP drills will have a high quantity of ball contacts, an individual skill focus, emphasize skill correction, have a high level of same skill repetition, and focus on endurance and aerobic base development.

GP Drill ConsiderationsEssentially coaches should attempt to reduce the game of volleyball into its principle component parts during the GP phase. It helps to look at the 3 phases of the season as the building of a jigsaw puzzle. You begin by working with the individual pieces, you build the framework, and then you fill in the gaps. In GP you begin by working with the individual pieces. This has several ramifications for the types of drills you will select and design in this phase. The drills will often be simpler in nature and focus on working with the component parts or individual skills inherent in the game of volleyball and not with the skills in complex combinations. This means that GP drills often have some similar features.

1) Coach controlledThe coach is typically involved in the drill in some fashion during the GP phase. Often he/she will be involved in serving, tossing, and/or hitting the ball to the players.

Since a successful rally requires a complex melding of several skills, an error in a preceding skill may have significant repercussions on subsequent later skills. For example, if the objective of a drill is to work on a setter’s accuracy but the pass to the setter is erratic, it won’t be as easy for the setter to develop some initial consistency since he/she will continually need to adapt to a different pass location. In this case it may be better to design a drill with a coach tossing the ball instead. This may be the most efficient way to meet the GP goals of repetition, individual skill focus, and quantity.

This “hands on” quality to the drills at this time also gives the coach great ability to influence the tempo, difficulty, and intensity of the drill directly.

2) Incomplete cycle of actions (i.e. less than 3 contacts)In beach volleyball, it is typically required for a team to complete 3 contacts (i.e. pass, set, hit) prior to returning the ball to the opponents. In GP, to control the playing environment and to increase focus on a particular skill, the game cycle is usually broken down and segmented so that the full sequence of actions is incomplete. For example, the coach may toss the ball to the hitter instead of having the setter set the ball or a hitter might be removed from a drill and a coach used to hit the ball at the players on defense.


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3) Use less than the full courtDuring GP, the goal is to work with various segments of the game so only seldom will you see a drill performed where the entire court is in play. By reducing the size or segmenting the court (i.e. by cutting it in half length-wise or diagonally) we limit the number of options and interactions the athletes experience at any one time which allows for greater focus on the key components desired by the coach.

4) The ball usually crosses the net only onceIn GP drills, the ball is seldom received from and then returned to the opponent’s court. When the ball is received from the opponents, drill conditions seldom allow for it to be returned. For example, if the ball is attacked over the net, the conditions of a GP drill usually won’t allow for that ball to be returned back to the side from which it originated or if a ball is served it will seldom be attacked back to the side from which it was served. This allows for a very high volume of the type of contacts the coach wishes the players to experience.

SP - Specific Preparation Phase (mid season)As individual technical corrections are made and your season progresses, your focus should begin change. Your focus should become somewhat less technical (depending on the skill level of your team) and the focus on tactical development should increase. The training sessions volume (the number of volleyball contacts per training session) is reduced while the intensity and the expectations of quality are increased. There is still significant maintenance work on skills, but they should be done within the context of the cycle of actions of the game and virtually never in isolation. Some advanced skill variations may also be introduced during this phase. Physical training for strength and power may continue and psychological skills for performance become integrated into the practice environment. Stabilizing skills, improving individual tactics and decision making, as well as, the initial development of a system of play are the primary foci and training should revolve around these items.

By the end of SP, the athletes should have reasonably stable skills (stable under all the varying conditions in which they are to be performed), understand how to utilize those skills tactically, and have an understanding their offensive and defensive systems, and the context in which both will be performed.

Drills begin to more closely resemble actual playing conditions during this phase while still imposing some strict conditions which allow for significant focus on specific technical and tactical objectives. Once again SP drills usually have some similar features.

1) Drills become more athlete controlledThe drills during this phase progress to a more athlete controlled model. Where once the coach was serving it would now be typical to see the athlete used for this task. Where once the coach was tossing to the setter, now a passer is incorporated, and so on. Therefore the athlete is now responsible for more of the skill components in any one drill.

2) Drills typically complete the full 3 contact cycle of actionsMost drills will now require that the ball is received from the opposition’s court and that it be successfully returned as well. The focus of the SP phase is to ensure that the athletes begin to incorporate their skills into the team’s established systems of play and game situations. This requires that they are able to successfully receive the ball from their opponents and successfully complete a three contact cycle.

3) Drills usually have players in all court positionsIn the SP phase, the athlete now begins to interact with all players both on his/her side of the court and in the opponent’s court. Drills with 3-4 players involved are the norm.

4) The ball usually crosses the net twiceBecause the ball is typically received from and returned to the opponent’s court in SP drills the ball needs to cross the net twice. However, a coach may wish to limit the ways in which a counter-attack can occur to maintain a stronger technical and tactical focus.

CP - Competition Preparation Phase (late season)There comes a point in your season when it is necessary to “settle” for the skill level that exists and you basically win and lose relative to that skill level. Similarly, as a coach you make decisions about systems and tactics your team can handle as well as what is necessary in order to play the game effectively. Of course, these are partially based on your team’s capabilities, strengths


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and weaknesses. Similar to the “settling” on a level of skill competence, there is a point where the introduction of tactics is relatively closed. You may inject small adjustments based on opponents or weigh one offensive pattern heavily relative to another, but ultimately everything you do is around fine-tuning your game.

In order to “peak” at the crucial time of the year (focal competition(s)), you have tapered your physical training, developed and refined the application of psychological skills and now all of your training is specific to game situations. Competitive drills with scoring, as well as applying pressure to the athletes, are at the core of this phase. Drills should include all of the players in almost all situations. 2 vs 2 drill variations are the norm in this phase. Just one reminder for the coach however; even in 2 vs 2 scrimmage situations, your drills should have objectives. In other words, you should be working on perfecting something specific. Your scoring should reflect that and the athletes should (must) know what that element is.

If this phase of training is done well, your athletes should feel well rested, confident, enthusiastic and ready for competition.

The key characteristics of Competition Perparation Phase drills are:

1) All drills are 2 vs. 2When possible, most drills should be run under match-like conditions. This means playing versus a full opposition, using a full-size court, and using specific drill criteria to create a focus which will achieve your drill objectives.

2) Both sides should have the opportunity to complete a full cycle of actionsSince the drills in CP typically have two full squads of players, it is now possible for both sides to easily achieve 3 contacts. This ability once again makes training sessions more closely mirror actual game activities and allows for successful counter-attack opportunities.

3) All rallies should be played to completionKeeping things “game-like” is critical. This means players must learn to compete until the rally is truly ended. Therefore, it is imperative in this phase that all rallies are played to completion.


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TRAINING PRINCIPLES AND TRAINING LOAD MODELS

General Training PrinciplesBelow are some fundamental postulates and concepts that govern the organization and design of training, and from which training sessions and training programs are conceived.

NOTE: the information that follows is taken from Coaches Manual Level 2, (199�) Canadian Cycling Association. However, certain principles have been added or slightly modified.

Adaptation principleChanges occur in the athlete as a result of the administration of a stimulus, e.g. training load. The repetitive application of a training stimulus or the repetitive practice of a skill provokes an adaptation that leads to an increase in preformance. This adaptation process is not activated unless the stimulus (training task/load) reaches the minimal intensity zone required and is repeated often enough. All adaptations to training have a temporary effect. They decrease as soon as the stimulus is too weak or if it is applied at an insufficient frequency.

Diminishing return principleThe level of development of a physical ability or a motor skill for a given training stimulus decreases with the quantity and quality of training previously done. As training experience progresses, the potential for performance improvement is reduced. Eventually, the level of development of the performance factors and performance itself tends to reach a plateau which is generally acknowledged as being an indication of the genetic limit of the individual’s potential. An athlete’s trainability depends both on training background and genetic endowment.

Individuality of training principleTo obtain maximal effects, the training program needs to be tailored to each individual athlete based on his (her) characteristics such as: current level of development of each key performance factors, overall fitness and health, level of technical-tactical development, training and competition experience, ability to recover from heavy training loads, and individual performance objectives.

Interference principleEmphasizing one form of training aimed at the development of one particular performance factor or training component may induce a temporary or permanent decrease in the effect on another form of training aimed at the development of another performance factor or training component. For example, an increase in the time and effort spent on strength training may temporarily lower the adaptation of the cardiorespiratory system that accompanies a given aerobic training stimulus.

Maintenance principleOnce the desired level of development of a physical quality or of a motor skill has been achieved, training gains can be maintained even when less emphasis is put on the specific quality or skill. It is the training volume (particularly training frequency) that is reduced while the intensity is kept high enough to provide the necessary maintenance stimulus.

Motivation principleAn athlete that trains everyday throughout the year, must be motivated. Without a strong desire to succeed, personal growth and development in the sport is delayed or slowed down. The following three motivational techniques have proven effective.

Training tasks must be perceived as importantThe coach must introduce training tasks that are relevant to improving performance that will help solve technical-tactical problems if he/she wishes the athletes to train hard. To experience success the athlete must train diligently and for him/her to consitently achive the required training outputs, he/she must perceive the task as worth the effort.

Determine Personal ObjectivesThe athlete and the coach jointly should identify short and long-term objectives to be reached. Both training and performance objectives should be established. Training objectives are related to the key performance factors while


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performance objectives could be translated as competition results. The coach must make sure that the objectives sought are accessible and attainable within a certain time span. The coach should encourage the establishment of goals that are unrealistic. It will only only bring about disappointment and a loss of faith in the coach.

Involve the athlete in the evaluation processIt is vital for personal development to involve the athlete in the analysis of his/her competition performance as well as training performance. It is important that there be no discrepancies between the athlete’s perception and performance facts. What have you done? What should have you done? How are you going to remedy the situation? The personal implication of the athlete in the assessment process generates a greater sense of responsibility in regards to his/her role. He/she feels important and valued which often encourages the athlete to work even harder in subsequent training sessions.

Recovery phase principleThe supercompensation state (training adapation) that results from the administration of a training stimulus leading to fatigue can only be obtained if the training stress is followed by a recovery phase to restore the athlete’s work capacity before a new stimulus is introduced again. To adequately develop a key performance factor or training component, the coach needs to know the frequency with which it should be trained as well as the length of the program to guarantee valid minimal gains. The exercise chosen plus the training load applied generate specific fatigue. Consequently, performance capacity is diminished and can only be restored through the implementation of effective recovery processes. The recovery time will vary according to the training task or component (aerobic, anaerobic, neuromuscular, etc.) and the magnitude of the load. The time it takes to reach supercompensation (complete recovery) can be taken as the reference point for microcycle planning. The information presented below serves as an indicator only.

Anaerobicalacticsystem(speed): 24 hoursAnaerobiclacticsystem: 48 hoursMaximalaerobicpower: 48-72hoursAerobicendurance: 48 hoursMaximalstrength(hypertrophy): 48 hoursMaximalstrength(nervoussystem): 72 hoursStrength/speed(power): 72 hoursStrength/endurance: 48 hoursSkillexecutionatoptimalspeed(intensitypeaks): 72 hours

FIGURE 7: Training tasks-supercompensation stateTaken from Gionet (1990), Martin (19�0), Platonov (19��), Poliquin (1991).

Non-uniformity of training gains principlePerformance improvements do not occur in a linear and predictable fashion as a result of training. Training gains are usually fairly rapid and noticeable early in an athlete’s career or at the beginning of a new program, but tend to plateau later on. A temporary regression in the development of a performance factor or training component may also be observed as a result of fatigue or interference. In certain circumstances, a quantum leap is observed in the relative mastery of a complex skill when an athlete stops practicing it for a while.

Specificity of training principleAn adaptation that follows the implementation of a training stimulus is specific to the nature of this stimulus. As knowledge progresses with research, the list of variables for which the specificity of training principle applies gets longer and longer. Adaptations are specific to: type of activity (e.g. running vs jumping), muscle masses involved, motor pattern, speed of movement, environmental conditions, power output, duration of effort, cognitive and perceptual demands. This principle implies that, in order to maximize adaptations, the nature and conditions of training activities must be designed to replicate closely and as often as possible, those encountered in competition.

Variety principleIn order to achieve maximal adaptation and avoid staleness, the training stimulus must be periodically adjusted and diversified. It is recommended to vary the training stimulus not only by modifying the load, but also by changing the


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exercise and tempo of execution. Introducing variety in the training environment of the athletes is also important so they can get accustomed to different conditions and situations.

Training Load PrinciplesContinuous increase of the load or overloadTo develop a performance factor or a training component, it needs to be stressed through proper training. A coach must be aware that as athletic capacity is increased, a stimulus applied at a constant level has a diminishing effect on training. After a while, the same load does not generate any training effect. Fatigue is delayed and the athlete more easily fulfills the training task. Therefore, the load must also be increased if we want to stay within the optimal training effect range. Therefore to increase performance capacity, the training load should be increased as the level of development of the performance factors improve over time, in order for the training stimulus to stay high enough to force the athlete to keep adapting. The training load can be increased following a variety of different patterns (gradual and progressive increase, increase by jumps, etc.).

Individualize and optimize the loadAdaptation of the athlete to a heavy training load occurs differently for each individual as the following factors affect load capacity: age, sex, constitution, nervous system, health, years of experience, family and professional obligations, etc. (D.H.f.K.,197�). Recovery time also varies from one athlete to another. For maximum effectiveness, the coach must work to determine the most efficient load capacity, recovery time and rate of loading for each athlete. It should be common to witness certain athletes doing more repetitions of a particular skill, working longer on a specific training task or going through additional drills to reach the optimal load in training sessions. In addition, players who progress fruhter in competition should may require a longer rest period than athlete who have an early exit from an event to completely recover. Athletes who exit early from an event may even benefit from only minimal recovery and training immediately after the competition or the next day may be desirable.

The training load must not only be individualized but also optimized. Each training load should require new adaptations for the players. This is caused by reaching a state of fatigue, but without experiencing exhaustion. An athlete must be submitted regularly to optimal loads in order to push the limits of his performance capacity (Harre, 19�2). If he/she rarely reaches performance capacity limits through training, competition performance will not be improved and performance will stagnate. Furthermore, an optimal training load contributes to the development of mental toughness, will power and the ability to dig deep inside when fatigue appears under the stress of competition.

Loading is determined by the specific training objectiveThe major training tasks (components) and specific training objectives of the session, determine the dynamics of the load. Motor skill acquisition requires a high number of repetitions with submaximal intensity. On the other hand, stabilizing motor skills must be done in relationship to competition requirements e.g. intensity will be raised gradually and progressively to game speed with a fewer number of reps. If the specific training objective is to develop strength-endurance the load must reflect a high number of reps. with moderate intensity (% of 1 RM). However if maximal strength (nervous system) is the focus, it will require a low number of reps. with high to optimal intensity. Aerobic endurance is characterized by a relatively high volume coupled with a moderate effort (intensity). At the opposite end of the spectrum, if training anaerobic alactic power (A.A.P.), it will require maximal effort (intensity) of a very short duration (5 to 6 seconds).

Periodization of the loadPeriodization refers to planning the development of the athletic form in order to reach top performance in a particular sport at a given date in the year. According to Matveyev (19�3), optimal athletic form cannot be maintained over a long period of time. To gain top athletic form the players go through the following successive phases: acquisition of top athletic form, retention or relative stabilization and temporary loss. For this reason, it is best that an adequate preparation period be followed by a main competition period and end with a short transition period. The three periods are molded together into a coherent logical package called a macrocyle. You can have one, two or even up to three macrocycles spaced out over the year. The preparatory period is often divided into shorter more easily workable units such as a General Preparation (GP) phase and a Specific Preparation (SP) phase. The competition period can also be divided into phases such ar the pre competition phase, the main competition phase and the decisive competition phase. Every phase has specific training objectives coupled with particular training tasks (components) specific means of training and a relevant training load structure (Harre, 1982). According to Weineck (1990) “such an alternating process (phases) not only allows the athletes to avoid overtraining, but also helps them to reach a


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peak performance which would be impossible with a heavy training load carried over a long period of time. In the transition phase, if training is ceased completely over relatively long period, regression of adaptations will occur. It will affect all key performance factors: strength, energy sources, accurate coordination of skills, will power, etc.

Recovery: alternate load and recovery within the weekAfter an intensive training session, as after a prolonged training load over several days, a player requires a recovery period. Martin (19�0) recommends that the fatigue-recovery process become the cornerstone for microcycle planning. If we do not implement the proper work/rest ratio we will witness an accumulation of fatigue possibly leading to overtraining. The coach should also be aware that some performance factors or training components improve much better when they are trained in a completely recovered state, such as: pure speed, maximal strength (nervous system) and muscular power. On the other hand, other training components may be trained when the athlete has not completely recovered from previous efforts, such as: aerobic endurance, muscular endurance and endurance-speed. The work/rest relationship ratio during the week could be 3:1 or 4:1 in the preparatory period. During the competition period alternating training microcycle and modelized competition microcycle will determine the weekly structure as well as the mesocycle structure.

TECHNICAL-TACTICAL TRAINING PRINCIPLESThe technical-tactical development of the player must be considered as a comprehensive, progressive and continuous entity. The use of a theoretical model comprised of the elements to be mastered at each level of the athlete’s evolution (14 & Under, 15 & Under, 16 & Under, 17 & Under 18 & Under, 21 & Under, 24 & Under, senior), must serve as an operational framework to the coach.

The coach’s interaction with the athletes should be oriented by the following key principles:

A. If the training session includes the pursuit of several specific objectives it must reflect the following sequential order:

• technical or tactical acquisition, • stabilization and speed of execution development,• integration and specific volleyball endurance development (speed-endurance).

All motor learning requires concentration and that the nervous system be in a state of readiness. No skill or tactical acquisition can occur if the athlete is tired. That is why learning should occur at the start of practice right after warm-up. Speed of execution also requires that athletes be fresh (well rested) and able to function optimally (D.H.F.K., 197�).

B. If the training objective is skill acquisition:• athletes should be actively involved in the drill, a high volume of repetitions is required• a 70% and above success rate is required for optimal learning to occur (Brunelle, 1980).

C. When teaching skills, the players have to be exposed to repeated demonstrations. The object is to create a mental image on how to successfully perform the technique. Then practicing the whole skill, they should focus their attention on one key element at a time.

• example: forearm passing• Teaching key: face the ball, angle the arms.•Do not overload the athletes with too much information.•Keep it simple, brief and concise. (McGown, 1994).

D. Skill acquisition must be done under a tactical framework. Athletes must have a clear idea of what tactical problem can be solved with a particular skill. When in a game context, should this skill be used?

E. If the training objective is basic skill stabilization, the intensity of the drill should be gradually and progressively raised to meet competition requirements. The training task should require the use of motor skills in ways that occur in actual competition rallies.

F. If you wish to maintain basic skills or team tactics, the most important parameter is the intensity of the drill. If the intensity is sub-maximal it may affect the player's timing and motor coordination at game speed. Therefore, intensity should always be high to optimal with a reduced number of repetitions and an increase rest time ratio within the training session.


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G. Exposure of beginners to performance oriented competition before skills have been adequately stabilized can generate negative results in the technical development of a player. He/she could develop faulty skill execution because of the stress caused by the importance of victory. The players should be exposed to several preparatory competitions where doing their best is emphasized, but where implementing what we have practiced is the priority.

H. When coaching youth in competition, the focus should never be on winning. It causes apprehension and stress. It is preferable to concentrate on the tasks required to successfully implement the game plan and the process of playing well instead of the outcome. Examples:

oblock line vs the left-side attacker,oshoot deep to the corners,ohit line when the smaller blocker is at the net.

I. Skill development cannot be done throughout the year. The emphasis on techniques requires the bulk (%) of training time in the preparatory period. For the main part of the competition period, the primary focus should be on stabilizing team formations and tactical combinations.

J. Skill development and specific physical preparation go hand in hand, like “ham and eggs”. Successful skill execution rests upon highly developed physical qualities specifically related to volleyball performance.

K. Coaches should only communicate to athletes technical-tactical information that can be immediately implemented in competition. The complexity of the information is directly related to the athlete’s experience, skill level and physical conditioning.

L. In the competition period when the training objective is stabilizing game performance, the coach must make sure that the frequency and sequence of skills done in the practice equals competition requirements. Also, the athlete’s effort to successfully accomplish the training tasks reflect optimal intensity level coupled with a work/rest ratio equal to or exceeding match demands (Popescu, 19�9).

M. Optimize technical-tactical training time. We are referring to the quantity of work done in the session, the effective practice time. Two parameters should be taken into consideration: the number of volleyball contacts done by the player and the systematic flow of active time/rest time. Many drills particularily those that are coach “centered” can limit the number of volleyball contacts in a session. There is also a huge discrepancy between AT/RT in practice and the match reality with this approach. Use drills that will increase the opportunities and frequency of the desired motor response in a situation approximate to game-like conditions.

N. Demand quality performance founded upon proper skill execution and a high success rate. Training two hours a day is irrelevant if it is not quality work. Going through the drills and keeping busy for the length of the session is inadequate. To be successful requires more. Not only must you do it, you must do it right. Requisites to reach our goal are: concentration and the will power to do it better than the previous performance. The coach should demand the players to train at the desired output level. Training time is too valuable to waste it with a sub-par effort. If there is a training task to do, do it right. This attitude of pursuing excellence is vital in preparing the team to perform and execute at a high level.

O. Random learning vs block learning. The use of simple drills and drills of a basic skills sequence where the players execute a number of repetitions of the same skill(s) are recommended for motor learning and skill stabilization. This situation is referred to as “block learning”. However, if the training objective is to prepare the players for a performance oriented competition, these conditions are too far removed from the match reality. It is better to use random learning situations involving several players in a temporary and partial phase of the game. The training task is characterized by successfully executing a basic skills sequence, rapidly detecting relevant cues and the proper motor response to the tactical problem. WHY? Because it’s the reality with which the players are confronted in competition.

P. Error detection and correction. Once a drill starts the coach focuses on the execution of the training task. The purpose of error detection and correction is to help the player improve performance capacity. The coach must make sure that the instruction given to the athletes prior to the drill is successfully implemented. Primarily, feedback to the athlete must deal with reaching or not reaching the training objective(s) for teh activity. It should never be on something unrelated to the objective(s) given. Once you have dealt with this issue, then you can add comments on other aspects of the performance if required.

Q. The feedback given by the coach is vital to develop player autonomy on the court and develop problem solving efficiency. To reach this goal, feedback must be specific and centered on the training task. General comments such as “well done”, “great show”, “way to hustle” are of little use in improving performance, but are significant


57

in making the training experience a positive one. However, contructive feedback must be given appropriately. A coach should not comment every time a player commits a mistake or is guilty of a faulty execution. Usually, the player is well aware of his/her level of performance. Continuously being reminded of errors can become stressful and negatively affect the player’s self-image. Before immediately providing feedback or error correction advice, see if the athlete is capable of making the necessary adjustments. Beach volleyball requires a high degree of autonomy and athlete must learn to correct their own errors. Also, be careful with using physical punishment as a motivation method for correcting mistakes or blown assignments. The danger is that physical conditioning may be perceived as a punishment rather than as a foundation upon which to build skill efficiency. Furthermore, if through this physical exertion the athlete reaches a fatigue state it will affect concentration on the technical-tactical training tasks leading to higher error rates during the training session which may be undesireable.

R. Coach oriented drills are very important in the technical evolution of the player particularly for skill acquisition and skill stabilization. However, this method should not be excessively used—particularly for problem (tactical) solving situations. At a certain point as we prepare for match performance, we must remove the coach from the drills. The goal is to reach player autonomy on the court and in order to do so the athlete needs to take responsability for all facets of play. The coach should focus on observing and providing quality feedback, not concentrate on ball handling skills.


5�

The Training Session to Develop the PlayerTomaximizethebenefitsofanytrainingsession,itisimportanttorecognizethatathleteswillperformandresponddifferentlyatdifferentperiods within an individual training session. Understanding on how the athlete’s performance and responses may change within any practice canassist thecoachgreatly intheir individualpracticeplanningandassist inachievingabetterperformance.Forexample,anathlete’sphysical and mental state will evolve through a training session and understanding this process will allow the coach to make sure they are providingactivitiesatatimewhentheyarelikelytobemostbeneficial.

Generally,themainpartofanypracticesessionshouldbefurtherdividedinto3sub-parts:

Part 1 – AcquireEarlyinthetrainingsessionisthetimewhenyourplayersarelikelytobeintheirleastfatiguedstate.Therigoursoftraininghavenotyetbegun to fatigue them physically or mentally. This is typically the time when athletes will be the most responsive to the learning of new techniques, tactics, or decision making skills. Therefore take advantage of this early period by using it to introduce new concepts or technical skills.

Typically during this period you are going to want to keep your training volume high (a large number of repetitions) but at the same time keep the training intensity lowtoreducefatigueandensuretheathleteisabletohandlethehighvolume.Alsoalowintensitywillpermitahigher level of concentration – a state more conducive to learning. Drills are usually of a relatively simple nature since because we want to reduce the number of variables the athlete needs to attend to so we can better focus on the techniques, tactics, and/or decision making skills theathleteislearning.Morecomplexdrillswilllikelynotallowustofocusasintenselyontheseitems.

Depending on the where you are in you season, the number of drills and/or the time spent on this part of the practice may vary. Typically, early in the season you should spend more time on this part while later in the season this part of your training session will likely be reduced. Seethefollowingchartsformoreinformation.

Part 2 – StabilizeAsthetrainingsessionprogresses,theathlete’sabilitytolearnbecomesslightlydiminished.Itisagoodideatotransitionyoursessionfromone where new information, skills, etc. are introduced or reviewed to one where the focus is on stabilizingorincreasingtheproficiencyofknown concepts, skills, etc.

The training volume is reduced to a moderate level in this part of the training session so we can increase the intensity levels experienced bytheathlete.Toincreaseproficiency,weneedtobegintoincreasethequalityofexecutionaswellasthespeedwithwhichexecutionoccurs.In addition, we may increase the number of performance variables the athlete needs to attend to so drills usually become slightly more complex. Drills which required the athlete to complete a basic volleyball sequence of actions become more the norm.

Part 3 – IntegrateTowards the end of your training session work on integrating stabilized techniques, tactics and decision making skills into game like situations. Afterall,theultimategoalofanytrainingistoimprovematchperformance!

During this part of a training session, we try to put the athlete into overload situations so they will be able to successfully handle whatever competition throws at them. Training volume is low to moderate, but typically at or above what athletes typically experience in competition. Intensity levels are high and again should simulate what the athletes will typically experience in competition. It is important to recognize in your drill planning that moderate volume and high intensity will fatigue the athlete relatively quickly so drills often need to be planned with brief periods of rest so that recovery can occur if you want your athletes to continue to perform at optimum levels.

Drills during this part are usually game-like or some sort of modified games. We are trying to integrate skills and tactics into game situations orgetthem“gameready”soweneedgamesimulationinourtrainingifwewishtoaccomplishthis.

Again,dependingonthewhereyouare inyouseason, thenumberofdrillsand/or the timespentonthispartof thepracticemayvary.Typically,earlyintheseasonyouwillspendlesstimeonthispartwhiletowardstheendofyourseasonthispartwilllikelytakeupasignificantportionofyourtrainingtime.Again,seethechartsonthefollowingpagesformoreinformation.


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Technical-Tactical Developm

ent of the Player

STE

PSTeaching the m

echanics of a skill

Skill stabilizationD

eveloping tactical intelligence

Integrating player/skill into a system

of playC

ontrolling player/skill efficiency in com

petition

Objectives

● Global skill acquisition

● Improving specific

technical details● Technique is

consolidated● Variant acquisition

● Develop player autonom

y on court

● Perform task w

ith less effort

● Control of uncertainty

● Improve reading cues

● Increase team tactical

knowledge

● Develop a system

of associative solutions

● Match-up w

ith our opponents

● Implem

entation of instruction relevant to the gam

e plan

● Pursuit of the same

imm

ediate objective by all m

embers

● Same interpretation of

opponent’s intentions in certain tactical situations

● Speed of execution synchronization and cooperation betw

een players im

plementing

tactical combinations

● Rhythm

ic, fluid skill execution

● Team’s variety of

responses for same

tactical situation

Conditions

● Artificial

● Constant and easy

● Controlled by the coach

● Individual performance

more closely associated

to the game context

● 2, 3, 4 players involved in a playing sequence

● Absolute or approxim

ate gam

e like conditions● 6 players involved on

the court

Content

● Starting posture● M

oving to the ball● B

all contact posture● Propelling segm

ents● C

haracteristics of the hit

● Intensity● A

ccuracy● Sequence of m

otor skills● Execution at different

locations on the court

● Temporary and partial

phase of the game

● Reading cues and proper

motor response

● Implem

entation of team

formations and tactical

combinations

Means

● Simple drills

● Simple drills

● Drills of basic skills

sequence

● Simple drills w

ith opposition

● Com

plex drills● M

odified games

● Gam

e like drills● Scrim

mage

● Preparatory competition

TaskR

equirements

● Concentration

● State of readiness● C

oncentration● A

ssessment of ball flight

● Concentration

● Assessm

ent of ball flight● R

eading cues motor

response

● Concentration

● Assessm

ent of ball flight● R

eading cues● C

hoice of proper motor

response● M

emory


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THE TRAINING SESSION IN GENERAL PREPARATION PHASE(The GP Phase)

Main Themes: Highnumberofvolleyballcontacts Lowtomoderateintensity

Resttimelow

Definition The training session represents a unit of time within a training cycle (4 parts)Sessionstructure 1)Welcome 2)Warm-up 3)MainPart 4)Cool-down

The Training Session Part IAcquire

Part IIStabilize

Part IIIIntegrate

Objectives Introductionofnewtechniquesandtactics

Increasingtechnical,tactical,ordecisionmaking proficiency

Employingtechniques,tactics,ordecision

makingingame-likesituations

Volume(workquantity) Numberofrepetitionsishigh

Amoderatenumberofrepetitions

Low to moderatenumberofrepetitions

Intensity(effortlevel)

Theworkloadislowtominimizefatiguetherebypermittingahighdegreeof

concentration

Moderate to High.Theexecutionisquickerandthequalityof

executionremainshigh

High.Thelengthoftheeffortisincreased

whichleadstofatigue.

Means(activitytypes) SimpledrillsDrillswhichcomplete

abasicvolleyballsequenceofactions

Game-likedrillsandmodified drills

Session example

Evolutionofthetrainingdurationthroughthephase.

Part I Part II Part III

Startofphase 70% 20% 10%

Endofphase 40% 40% 20%

Training Emphasis

Technical Emphasis Tactical Emphasis Physical Conditioning Emphasis

Mental Preparation Emphasis

50% 25% 20% 5%


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THE TRAINING SESSION IN SPECIFIC PREPARATION PHASE(The SP Phase)

Main Themes: Intensityaswellasactivetime/resttimemustgraduallymeetcompetitionrequirements,whilevolumeisreducedtomoderatelevels.

Session example





Training Emphasis



30% 40% 20% 10%



Part IIStabilize

Part IIIIntegrate










concentration



High.Thelengthoftheeffortisincreased






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THE TRAINING SESSION IN COMPETITION PREPARATION PHASE(CP Training Microcycle)

Main Themes: Thenumberofvolleyballcontactsorrepetitionsexceedscompetitionrequirementsfortheparticularskillortacticalcombination.Intensityisfrommoderatetohigh.Resttimeisincreasedbetweendrills.

Training Emphasis



15% 55% 15% 15%

Session example







Part IIStabilize

Part IIIIntegrate










concentration



Optimum.Thelengthoftheeffortisincreased





Note:AcriticalcomponentofthisphaseistohavetheathletetrainatoptimumintensityandatorabovegamespeedinPart III(integration).Thiscanusuallyonlybeachievedwhentheathleteiswell rested(minimalfatigue).Thefore,acoachmaychoosetoreversetheorderofpartsIIandIIIwithinthetrainingsessiontoensuretheathleteiscapableofmaximumphysicalandmentaloutputfortheintegrationofskill intogamesituationsandthenworktostabilizeskillattheendofthetrainingsessiontosimulatetheneedforhighlevelexecutionlateincompetition(whentheathleteisusuallymorefatigued).Anyphysicalconditioningshouldtypicallyoccurafterthetechnicalandtacticaltrainingsession.


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THE TRAINING SESSION IN COMPETITION PREPARATION PHASE(CP Modeled Competition Microcycle)

Main Themes: Approximateorabsoluterespectforthecompetitionconditions:numberandfrequencyofcontacts,intensity,active time/rest time, as well as difficulty and complexity ofthetask.

Training Emphasis



15% 55% 15% 15%

Session exampleEvolutionofthetrainingdurationthroughthephase.


15% 35% 50%



Part IIStabilize

Part IIIIntegrate

Objectives Stabilizecompetitionperformance

Implementationofgameplans

Finetuningofteamplay

Volume(workquantity) Lowtomoderatenumberofrepetitions

Lowtomoderatenumberofrepetitions

Moderatenumberofrepetitions

Intensity(effortlevel) Optimal Optimal High to Optimal

Means(activitytypes) Complexdrills Game-likedrillsWashdrills,competitive

gamesimulation,transitiongames


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Philosophical Premises of Drill Design(Excerpt from Volleyball Canada’s Ultimate Drills Book)

There are five important premises that exist in the design of drills that are suitable for use in the Level 3 volleyball course.

1) Specificity of training conditionsSkills performed in training using the same context and conditions as seen in competition have better transfer value. In other words, if an athlete trains to dig cross-court balls through repetitions hit by a coach on a box, this may or may not transfer directly into the ability to dig balls in competition. However, if an athlete trains the skill of digging cross-court, with the ball being hit from a real set, with a block angle then there is a much higher likelihood that this athlete’s skill will be competition ready. Of course this only applies once the basic skill has been acquired and is stable.

2) Importance of providing relevant cuesOne of the most critical elements to successful performance in a game situation is the ability to interpret information from the environment. If the athlete is given the opportunity to judge whether the ball is tight to the net or off the net, behind the hitter’s head or too far in front of them... then they have more information with which to base their defensive positioning. After all, no matter how well we develop the skill of digging and the ball control to absorb velocity, if the athlete is in the wrong place, the likelihood of being successful at digging in a game is greatly reduced. Coaches must pay close attention to what cues are being provided and/or eliminated when setting up drills and must direct the athlete to look for those cues. The elimination of relevant cues for the sake of higher success in the execution of the drill may in fact reduce the transferability of the training to the competitive environment.

3) Balancing specificity and cues against objectivesIt has been stated here that specificity (i.e. game related conditions) and relevant cues are very important to improving the athlete’s ability to play the game efficiently. At the same time, it is necessary for each coach to weigh the gains and losses of each condition of a drill.

For example, in attempting to make the conditions relevant and specific for a player who is training their offensive skills, the coach has the player pass the serve prior to transitioning to attack. However, the passing is so poor that the setter unable to provide a consistent set. Therefore, the primary objective of the drill isn’t being accomplished and the feedback moves from the hitter and setter to the passer. This is where coach’s discretion is important. If one pass in 10 isn’t accurate enough to set accurately, is the 10% loss of primary objective contacts worth the game related conditions.... what if the inaccuracy is 20% or 30%. Does the coach make the first ball easier; do they eliminate the first pass and toss to the setter?

It is important with this type of adjustment to recognize where you are in your season. Choosing to make this adjustment in the General Preparation phase or early in the Specific Preparation phase may be appropriate. However, to make this type of change late in your season (CP phase) where it is important to ensure that practice activities closely simulate game activities my not be advisable. During this phase you need to keep your training specific to the competitive situation. The challenge for the coach is to make the conditions as game related as possible without significantly reducing the ability to accomplish the primary objective.

4) Use of success criteriaThe use of success criteria as “a scoring” or “measurement” tool is extremely useful on three distinct levels. Firstly, they provide athletes with a measurable outcome or “finish” to their task. This most definitely reduces the “coasting mode” that often occurs as drills go on too long. If athletes know that they must run 3 times around the gym, from their first step they have a goal or an outcome that defines when the run is successfully completed. If athletes need 10 good passes to finish, you will often see the focus increase as the task nears completion. The completing of this type of task also brings a sense of accomplishment for participants.


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Very often coaches simply say, okay run around for warm-up or let’s get into service reception and only when they “feel” it has gone on long enough do they say, okay that’s it.... one more time around or one more good one and we will move on. While this type of finish gives the coach more control of time factors, it does not put the same motivation to the athlete or give them the sense of completion that an up-front measurable criteria does.

Secondly, and perhaps more importantly, the success criteria gives the coach a measurement of where each athlete and/or where the team is at within the assigned context. As an example, if you assign a drill that requires 5 positive block touches to get out and one athlete completes the requirement in 8 attempts while another is still in the drill after 80 attempts... something becomes pretty clear. Extra practice for someone is likely a result.

Thirdly, success criteria can help to train your athletes to score points. After all, this is the principle objective of a volleyball match. As a team progresses into the competitive portion of their season it is important that the success criteria of most drills require points to be scored.

5) Coaching and training for development and performance This premise may well seem obvious to the advanced coach, however it is worthy of highlighting. The “sport” of volleyball is about competing. It is about grounding the ball in the opponent’s court and keeping it off your own. It is about doing these things at a higher rate of efficiency and effectiveness than your opponent. Beating the opponent to 21 earns wins. Making unforced errors is counter-productive. It helps the opponent achieve their goals and hinders you from achieving your own.

This mind set must be developed in practice. Athletes need to understand the objectives of the game and how the decisions they make within the game effect outcomes. These thought processes can be established and reinforced through scoring systems. Rewards for execution and good choices as well as minus points for low percentage decisions will assist in simulating the competitive environment. Coaches will also need to make philosophical decisions about repercussions for “losing” or not achieving a certain score within an assigned number of repetitions.

It is important to remember that there is a distinct difference between lack of execution and lack of effort. Similarly, it is important to recognize the difference between lack of concentration and poor decision-making. When athletes are “trying” very hard to do the right thing and execution simply breaks down coaches may not want or need to intervene. Athletes will “normally” make errors in execution as part of learning and expanding their skill repertoire. This expansion should not be discouraged, especially early in the season. During this phase the coach should accept a higher margin of error and be prepared to show patience and tolerance during the athlete’s adaptation period. For example, early in the season, if athletes are working to develop tougher serves and coaches include push-ups if they miss, this type of association might be inappropriate. The push-ups are deemed as punishment for failure which could ultimately discourage the development of the tougher serve. However, later in the season the coach needs to recognize that the time for skill development/improvement is past and the goal is to have the players be as effective as possible with their current abilities. Demanding a high level of execution at this time is appropriate.


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CHOICE AND STRUCTURE OF DRILLSOne of the main tasks of the training process is to choose the appropriate drills to reach specific objectives in the training session. Drills are the most important means to develop the athlete’s performance capacity. The choice and sequential order of drills is not done randomly. Drills taken from a textbook or a clinic are acceptable only if they fit adequately within the training session framework and objectives. Indeed, it is not a matter of keeping the athletes actively involved over a period of time, but to solve an actual team problem by seeking to reach—through volleyball drills—short term training objectives. The ability to conceive or choose drills is reached through experience and an awareness of the different types of competition exercises. Different drills pursue different training objectives. There’s generally considered to be four basic types of volleyball drills:

• simple drills• drills of basic skills sequence (simple action sequences)• complex drills (complex action sequences)• games (modified, game like drills, scrimmage, preparatory competition)

Simple drillsThe simple drill is mostly used for motor skill acquisition. The operational framework is generally 1 player/1 ball and is characterized by the execution of one motor response, which is determined beforehand. The player must focus attention on the technical elements of the movement. The athlete is placed in artificial conditions or constant and easy conditions designed to facilitate learning. The drill is usually complemented with a high number of ball contacts (high volume) coupled with sub-maximal effort (low intensity).

The coach manipulates volume and intensity of the drill by varying the length of the drill, rhythm, speed of execution, ball flight and rest intervals between repetitions and series. Task requirements are related to ball flight assessment, proper technique and accuracy.

Once motor skill acquisition is completed, simple drills can also be utilized for skill stabilization if certain principles are respected. Simple drill are very effective for stabilizing skills later in a season if the conditions created by the coach focus on individual skill performance, but reflect a game-like environment with regards to spatial orientation, court movement, and correct skill execution.

Developing tactical intelligence can also be trained with the simple drill. In this situation, the player is faced with a tactical task as well as an opponent’s response. The objective is to achieve the proper motor response for the situation. The player should have competency with the basic skill before the coach introduces conditions which involve several solution choices.

Drills of a basic skills sequenceThese types of drills involve simple cycle of action sequences, e.g. that the player be able to perform effectively several motor skills in an appropriate sequence. The execution of these sequencial actions could be done with or without partner assistance and the action sequence is known beforehand. It’s successful implementation requires ball flight assessment coupled with proper technique execution. The focus is on the transition flow from one skill to another. Simple action sequences should be taken from game situations (game-like movements). The aim of this type of drill is to improve those elements which lead to proper execution and/or skill stabilization.

Complex drillsThese types of drills involve complex action sequences. The athlete is place in a competitive situation involving the cooperation and synchronization of teammates as well as an opponents’ intervention. The drill requires 2, 3, or 4 players involved in a temporary or partial phase of the game and training content should be reflective of the team’s tactics and strategies (tactical combinations). The focus is on effectively integrating individual and team tactics into play. Solving a typical complex drill training task woulod required players to rapidly analyze the situation (e.g. reading relevant clues revealing teammates’ and opponents’ playing intentions) and then come up with the proper tactical and motor response. The aim of these drills is to develop the player’s autonomy and efficiency in executing tactical decisions.


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GamesA game as a means to develop players implies on one hand, COOPERATION and SYNCHRONIZATION among teammates and on the other hand, opponent’s OPPOSITION. The goal is to ensure that the players can organize themselves on the court and take charge in their confrontation with the opponent. The team seeks to:

• exploit their strong points;• protect their weaknesses•manage their opponent's strong points;• exploit their opponent's weaknesses and deficiencies.

For the individual player this means efficiently solving tactical problems encountered in a match. The following are various types of games the coach can use to achieve this objective:

Modified GamesGames with competition conditions involving teams of 2 on 1 or 2 on 2 on a normal or a reduced court. The game could be played according to normal rules or the coach could impose particular constraints in order to reach a certain training objective.

Game-like drillsThis type of drill implies the players on the court are involved in a partial or temporary phase of the game with or without opponent’s opposition. Real game segments in which a sequence of actions is built such as: serve reception and attack, defense and counter-attack, attack coverage and counterattack, etc. are executed in a controlled environment.

The team formations and tactical combinations introduced should be reflective of the actual skill level and physical abilities of the players.

ScrimmageScrimmage in training is a valuable preparation tool but it must be characterized by specific instructions to one or several players in regards to certain key situations to maximize its effectiveness. Scrimmage is similar to game-like drills since the coach has the ability to interrupt play so corrective measures can be implemented.

Exhibition matchThe match should be considered a laboratory; an experiment versus a real opponent. View it as a control measure to evaluate the technical and tactical efficiency of the team in a game situation. The exhibition match also serves to assess how the players cope with stress, and how well they are able to follow and implement a game plan. All the normal conditions of a regular competition should be met to most effectively simulate the actual competitive experience.

Types of drills and the technical-tactical training modelThe training objective determines the type and nature of the drill used by the coach.

Acquire Stabilize

Objectives ●Teaching the mechanics of a skill Objectives

●Perform the skill automatically or skill consolidation.

●Development of technical details re: proper skill execution.

●Maintainbasicskillmechanics.

Method ●Simpledrills Method●Simpledrills●Drills of basic skills sequence (simple action

sequences).

Develop Tactical Intelligence Integrate

Objectives ●Develop player autonomy on the court (improve reading cues and proper motor response). Objectives ●Increase team tactical knowledge.

●Develop a system of associative solutions.

Method ●Complex drills●Modifiedgames Method

●Game like drills●Scrimmage.●Preparatory competition.


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Structure of drillsBased on knowledge of the technical-tactical training model coupled with the types of drills, the coach is now able to choose or develop drills for the training session. We recommend the following systematic procedure.• Identify the training objective or task.• Determine drill conditions.• Identify success criteria.• Establish the reference points (coach's focus or coaching tips).• Evaluate (Assess if the training objective was reached or not).

Training objectiveThe objective is the main element the coach wishes to emphasize in the drill and is directly related to the tasks performed by the athletes. This objective must be clearly identified, specific and attainable. It must be adapted to the level of the players, quantifiable and measurable.

Drill conditionsThe context and conditions of execution specify how the drill unfolds. It reflects the descriptive information related to the training task(s) and all relevant instructions which need to be conveyed to the players for effective drill execution and includes:• The number of players involved in the drill.• The positioning of the players on the court.• How the ball circulates and the required court movements by the players.• the role of the players not involved in the drill.• the number of repetitions/sets, rest period, intensity.

Success criteriaIn each drill, the coach should establish success criteria to control whether the training objective has been reached. The success criteria may be quantitative or qualitative. The success criteria will depend on the nature of the drill and the task(s) to be performed.

ExamplesQuantitative criterion: Successful completion of 10 spikesQualitative criterion: Return of serve accurately to the setter.

Reference pointsReference points are necessary to channel the coach’s focus while the players are executing the drill. Feedback to the athletes should be relevant to the training task emphasized or the technical-tactical information conveyed before the drill started. Reference points help the coach stay “on task” with this infomation.

EvaluateThe coach should know whether or not the training objective has been reached. If it has not, the coach should register why, in order to bring corrective measures to similar actitivies next time

The right choice of drills and the proper sequential order is an important training task. However, planning is futile if the coach does not demand technical-tactical efficiency in the drill. Practice does not make perfect but perfect practice does. The coach must ensure the athlete’s execution throughout the training session is conducive to raising their performance level.


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The Fundamentals of Drill ConstructionThereisnotonedrilloraseriesofdrillsthatwillworkinallsituations.Althoughdrillmanualscanoftenhelpfill inthegaps,theskilledcoachisalsopreparedtodevelopnewdrillsoradaptexistingdrillstomeettheirspecificneedsandmaximizetheirtraining opportunities. Developing good drills is not always an easy task. However by applying some basic principles and concepts it is possible to simplify the process.

Know Your ObjectiveIt is fundamentally important that you know what you wish to accomplish with any drill you design. If you do not know what you wishtoaccomplishitbecomesverydifficulttodevelopanappropriatedrill.EverydrillMUSTstartwithanobjective.

Drill ComplexityFormostteams,drillsusedearlyintheseasonshouldbeofasimplenatureandastheskillleveloftheathletesimprovesthestructureofthedrillswillprogresstobecomemorecomplexanddifficultintheseason’slaterstages.Ingeneral,thiswillmeana shift from early season drills that deal with skill execution in isolation to drills which integrate individual skills within the team’s system.

Drill VariationOftenitisnotnecessarytodevelopacompletelynewdrilltoachieveyourobjective.Manytimesyoumaybeabletoadaptanexisting drill that you have used often to suit your current needs. Knowing some of the basic ways drills can be adapted is an importantconceptfordrilldesign.Beingskilledatdrilladaptationisalsoveryusefulduringpractice.Especiallyifyouhaveadrillthatisnotcreatingtheresultsyouintended.Oftenaquickadjustmenttotheorganizationofthedrillisabletogetthedrill“backontrack”.

Below are some of the more common methods of adapting drills.

1) Add/removeplayersThis is a very powerful drill adaptation tool. By adding additional players to a drill it is possible to take a drill from a simple form to a more complex one. On the next page is an example of how a simple defense drill – by adding additional players – creates some variation possibilities.

C

DrillVariation1Here is an example of a very simple GP phase drill with the coach attacking the ball at a defender(fromatable).Thegoalforthedefenderistosuccessfullydigtheball.Althoughthis drill could conceivably be done anywhere on the court, the drill has been organized so that the defender is digging from the left side of the court.

C

DrillVariation2Anadditionaldefender isaddedallowing thecoach tohit theball intoa largerareaofthe court. Now some interaction between two players is required which increases the complexity of the drill.


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CDrillVariation3The coach is replaced by an attacker (the coach tosses the balls for the attacker) and the right side defender now also assumes a blocking role. The blocker has the option of blocking or peeling as the situation requires. Now the defense must dig a real hitter and adapt their defensive positioning relative to the block.

CS

DrillVariation4Afourthplayerisaddedtoassumethesettingrole.Furtherchangingthedrillandincreasingthe interaction required between the players. Players could also be instructed to start from theirdefensivereadypositionsandmoveintotheirdefensivefinalpositionsafterthecoachhas tossed the ball for attack.

C

DrillVariation5Thecoachisreplacedbytworeceiverswhoareservedbythecoach.Sincetherearenow4 players on each side it is possible to play each rally to conclusion making this variation a competitive phase drill. The last player variation would be to have the players serve instead of the coach.

Manydifferentdrillvariationshavebeencreatedjustbyaddingadditionalplayerstothemix.Theseplayeradditionshavesosignificantlychangedthedrillthatthefinalvariationdoesnotresembletheinitialdrillatall.

2) ChangetheSuccessCriteriaorObjective Theobjectiveandsuccesscriteriaofadrillhaveasignificantabilitytochangeadrill.Twodrillscanoperateunder

almost identicalcourtconditionsbutwithadifferentobjectiveand/orsuccesscriteriabecomesignificantlydifferentvariations.

Forexample,inthepreviousexamplesitwasunderstoodthattheobjectivesandultimatelythesuccesscriteriawererelatedtodefense.SoapossibleobjectiveforVariation4mightbetoimprovethecoordinationbetweentheblockerand defender. Possible success criteria could be to successfully transition 10 attacks with attacks that the blocker successfully directs toward the back row defender counting as +2. Using this example there is clearly a defensive focus.

Butwhathappensifwechangetheobjectiveto:“toimproveattackcommunicationandtactics”andthesuccesscriteriatoagoalofachieving15killswithkillswithandincorrectcall=-1,killswithnocallfromthesetter=1,killswithacorrectcall but an incorrect response by the attacker = 2, and kills with a correct call and a correct response = 3? Now the focusofthedrillhaschangedsignificantlyandthebehavioroftheathletesandtheirapproachtothedrillwillchangesignificantlyaswellbecausetheyhaveadifferentobjective.


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3) ChangetheTypeofFirstBallIntroduction Thetypeoffirstballusedtostartasequenceofactionscansignificantlyalterthedifficultyofadrillandhavefarreaching

implicationsforthequalityofexecutioninthedrill,itsobjectives,andsuccesscriteria.ForexampleinVariation5ifthecoach steps into court and delivers an easy serve so the quality of the pass is high; the attacker has the opportunity to bequiteconsistentandaggressive.Thiscouldsignificantlyalterthedefense’sabilitytocounter-attack.However,ifthecoachdeliversaverydifficultserveresultingininconsistentpassesthenalow-qualityfirstattackismorelikelytoresult.Thiswouldsignificantlyincreasethedefense’sopportunitiestocounter-attack.

4) ReplacetheCoachWithAPlayerThis method of variation has been used quite often during the above sequence of drills (variations 3, 4, and 5). By replacing the coach’s involvement in the drill with a player the coach is able to extend the player’s involvement further through the sequences of actions seen in various stages of the game. Often as is the case in this set of drill examples,whenthecoachisreplaced,he/sheoftenassumesanewroleearlier intheactionsequencechain.Forexample, in variation 3 the coach has essentially assumed the responsibilities for delivering the second contact (the set). In variation 4, the coach has been replaced by a setter who assumed responsibility for the second contact but thecoachassumestheresponsibilityforthefirstcontact(thepass)instead.ThisconceptofreplacingthecoachwithplayersisquiteimportantasyourteamprogressesfromtheGPphaseintotheSPphaseandtheCPphaseofyourseason. Ultimately, the athletes must be responsible for performing all the skills, so it is best for the coach to limit their involvement even if it has an impact on the quality and tempo of the drills.

5) Change the Location of the DrillBychangingwherethedrillisperformedonthecourtwecansignificantlyimpacttheexecutionofthedrill.Forexample,inVariation1ifwemovethedefenderfromtheleftsideofthecourttotherightsideofthecourt,thedrillisalteredconsiderably. The defender is now digging from the opposite side of the court and they will now be defending versus a lineattackasopposedtocross-court(ofcoursewealsohavetheoptionofmovingthelocationofthecoachtochangethe attack as well).

6) AddAdditionalSkillComponentsBeach volleyball skills are almost never performed in isolation. Players are typically in a constant state of transition. Forexamplepriortoexecutingadigthedefendermustfirstpositionhim/herselfbasedontheattacklocationandtheirteam’ssystemofplay.Aftertheymakethedighe/shewillberequiredtoattackthethirdcontact.Forexample,Variation1couldbeadaptedtorequirethedefendertostartintheirDefensiveReadyPositionandmovetotheirDefensiveFinalPosition to execute the dig, to more closely simulate the movements required in competition.

C

AnotherwaytoaddadditionalskillcomponentsistocreateasituationwhereaplayerisrequiredtoperformmorethanoneskillinthesamerallyasoccursinVariation5wherethereceivingplayersarerequiredtopassandthenhit.

This linking of the skills is an important concept for the beach player to acquire as early as possible

7) RestrictTacticalOptionsRestrictingthetacticaloptionsoftheplayersinadrillisanexcellentwaytodirectplaytowardsthoseareasyouwish


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tofocuson.ItisespeciallyusefulintheCompetitionPhasewherewemaywishtofinetuneaspecifictacticalaspectorpreparetocounteraspecificstrengthofanopponent.Forexample,inDrillVariation5wecouldincreasethefocusondefenseontheleftsidebyintroducingtherestrictionthatthefirsttwoattacksmustbedirectedtowardthissideline.Anotherpossiblerestrictionwouldbetorequirethefirstattacktooccurfromtheleftsideattackerifwewishedtofocuson defense versus this position.

8) SegmenttheCourtIn situations where coaches wish to have longer or more continuous rallies to work on transition elements coaches may choose to segment the court. Using this adaptation method the coach will restrict play to certain areas of the court so that a player’s court coverage responsibilities are reduced and so the rallies have the best chance to be continuous in nature. It also provides a method for the coach to ensure that there is a high volume of balls directed at one location.

Typically the coach chooses to segment the court in one of three ways; front or back, left or right, or diagonally. Here is a good example of a drill which segments the court front to back.

CIn this drill, the coach initiates the rally by serving the ball over the net. The ball is passed and attacked over the net but no ball can be attacked into the front part of the court. When the rally ends the coach introduces another ball.

The coach has segmented the court by only allowing deep attacks. This creates a drill with a focus on back court defense and ball control.

Here’s an example of front court segmentation:

CS

C SThis drill is initiated by the coach tossing an easy ball to the setter. The ball is attacked and the opposing blocker attempt to block the ball. If the block is successful, the same side gets another free ball from the coach. If the attack is successful, then the blocking side receives the next ball to attack.

By removing back court defense, the coaches are able to focus completely on the actions of attacking and blocking and alsoensurethatasignificantnumberofrepetitionscanbeachievedquitequickly.

Rightandleftcourtsegmentationalsoaidsthecoachinfocusingonspecificcourtpositionsandsituations.Here’sanexample:


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S

Thisdrillisinitiatedwithaplayerservingtowardstheleftsideofthecourt.Aftertheserve, the server enters the court and plays defense. The ball is passed and attacked from the left sideof thecourt.All attacksaredirecteddown the line. If theball issuccessfullydefendeditcouldbecounter-attacked.

Note:Theblockercouldbeinstructedtoblockcross-courttoprovidetheattackermore opportunity to successfully attack the line.

SThis same drill could easily be adapted to use diagonal segmentation to train cross court attack and defense situations:

There are countless methods a creative coach can use to create variation in his/her drills. The methods described above are a fewofthemorecommonones.Asisevidentinthedrillexamplesprovided,oftentheseadaptationsareusedincombinationtoachieve the conditions you wish to create.


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Modifying Faulty Skill Execution(skill transformation)

The first step required for detecting faulty skill execution is the use of an observation model or procedure. We recommend the following reference points: player’s footwork patterns on the court - center of gravity flow - joint angles at the moment of ball contact. The coach should not stop the drill before making sure that faulty execution is repeated quite regularly. Once the fault is pinpointed, the coach should try to find its source. Has the player understood the proper execution? Does the player have an accurate mental image of the skill? Has the athlete a proper feel for the ball? Quite often the player really thinks he/she is performing the skill correctly and is reluctant to accept the coach’s feedback. Only video will be convincing enough. Is there a deficiency related to physical conditioning? Is the strength and endurance sufficiently developed to uphold proper skill execution? Does the athlete have difficulty in assessing ball flight, speed, distances?

Once the coach addresses the athlete regarding feedback on motor skill execution, one of several approaches may be selected. Demonstrate the “faulty” execution followed by the “proper” execution. This technique aims to create an accurate mental image of the skill. The athlete will become aware of the technical details that are irrelevant in his/her performance and hopefully make the necessary adjustments. Another approach consists in having the player perform the skill with the coach’s assistance - without assistance - at moderate speed, then at full speed. Imitating the proper execution can be done at first, without the ball - then introducing the ball in constant and easy conditions - finally proper skill execution in normal conditions. If we are dealing with a complex skill (example: the spike), we can focus our attention on part of the skill and then integrate the corrected part to the global execution. Sometimes when the players are running through the drill, the coach can give verbal feedback on technical details to an athlete in order to bring about adjustments on skill execution, without interrupting the drill. If this doesn’t work, the coach will have to create conditions that will force the athlete to do it correctly. Example: a spiker’s hitting arm is pulled backward at take-off rather than trusted upward on take-off, then pulled back once the athlete has left the ground. Position the player with the hitting shoulder close to the wall. Have the athlete go through the arm motion at take-off several times. If this is not done correctly, he/she will bang an elbow into the wall.

The coach must be aware that it is very difficult and time consuming to try and change the technique of stabilized motor skills. To modify the player’s skill execution because it is preventing the player from reaching his/her potential, is a process filled with many obstacles to clear. WHY? A deeply rooted motor stereotype cannot be removed or erased. We can only superimpose another motor skill on top of the first one. It is like adding another layer. Consequently, there exists a certain stratification of motor skill execution, an old way of doing it and a new way. This will bring out a certain rivalry among them. When the coach introduces a new way of performing a skill in the training session, a Dr. Jekyll - Mr. Hyde conflict for the athlete is created. Furthermore, success with a new way of performing a skill in a training environment is completely obliterated in a match when stress appears. The old way of doing it comes back. It becomes evident not to make any major changes of skill execution in the competition period. It would only confuse the athlete and negatively affect performance. Introducing a new way of performing a skill is done in the transition period and the general preparatory phase.

Following is a four step process for modifying faulty skill execution D.H.f.K. (197�).

Step 1The old stereotype (motor skill) still persists if the athlete does not concentrate on the new technical elements of the skill introduced by the coach. The proper skill execution requires concentration and a state of readiness. Intensity in the drill is moderate and so is the number of repetitions. However, the frequency of training is high. In other words, the new motor skill execution should be trained everyday


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but over a short period of time. This is done in order not to overwork the nervous system. In the training session, the coach should include other skills the athlete performs very well to keep the confidence level up. The practice is characterized by many drill changes coupled with relaxation exercises. No competition is introduced at this stage.

Step 2The old motor stereotype still persists and the new skill execution is unstable. It is a very difficult stage for the athletes. They struggle, and cannot reach the former performance level with the new skill. Further more, there are huge variations in performing the skill adequately. Confidence levels are shattered and doubt creeps in regarding the proposed technique. The athlete could even reach a depressed state. The coach must be understanding, patient and encouraging particularly in this 2nd stage of the process. In training the player is exposed to simple drills with constant and easy conditions to handle and moderate intensity. There is definitely no competition at this stage. The player has successfully completed the 2nd step when the coach notices a constant rising tendency in performing the skill correctly.

Step 3This stage is characterized by a gradual increase in technical efficiency as well as cutting down performance variations. It is the beginning of skill stabilization of the new technique. The athlete is exposed to preparatory or control competitions. However, the old motor skill will appear in certain situations.

• When a major effort (will power) is required to better the best performance.• When optimal training load generates fatigue.• In major competitions against an opponent requiring our best shot.• After a long rest period. Example: Christmas break.

This 3rd step is similar to the skill stabilization stage dealt with in the technical/tactical training steps.

Step 4The athlete has achieved total mastery of the new technique. This stage is reached when the player is not required to concentrate on skill execution. Rather, his selective attention is focused on the tactical task at hand. Skill implementation in a match is led by perceptual qualities and kinesthetic feel Cardinal et al. (1975).How long each of the steps should last is very difficult to determine precisely. A simple skill such as the floater serve could take a few weeks, while a more complex skill like the spike could require several months.


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ObservationStep 1

Group ObservationShouldoccuratthebeginningofeachactivitywithperiodic

double checks throughout the activityRationale Method

• Ensuresprocedureisrespected• To detect common errors among

participants• Identifiesthemostcommonerrors

to improve

• Distance yourself from the group• Walk around the group to create

an awareness of your presence• Keep an overall view of the group

Individual ObservationShouldoccurthroughouttheactivity

Rationale Method• Ensurestheathleteisproperly

executing the skill• To detect individual errors• To identify the most important

error that affects the desired outcome

• Choose the most appropriate angle to observe the skill

• Do not let yourself become distracted by the ball

Error Detection3 possible outcomes:

1. Participant does not successfully engage in task2. Participant engages in the task but the outcome is not being achieved3. Participantisengagingintaskbuttherearedeficienciesinperformance

Step 2

Analyze Potential CausesEquipment • Fit/tuning

Environment• Lighting• Auditory/visualDistraction

Affective• Fear/hesitation• Not involved/interested

Cognitive/Mental

• Player confusion/understanding• Information overload• Poor concentration or arousal control• Choice of decision

Physical/Motor• Lacks physical ability to complete task• Task too demanding/too easy

Tactical• Unable to select appropriate tactic (decision making• Unaware of tactical options• Difficultyreadingorrecognizingcues

Technical • Unable to effectively or consistently execute technique

Step 3

Select & Apply Corrective MeasuresModify/AdjustActivity Teaching Interventions

AdjustequipmentAdjusttaskdemandsRepeattask/activityAdjustprogression

AdjusttempoAdjustvolumeorintensity

or

Help or reassureExplainoraskquestions

Simplify–useexamplesorreducethenumber of variables to process

Usere-focusingorvisualizationstrategiesDemonstrate correct technique/tactic

Provide feedback or results

Step 3

Error Detection Tips

• Compare technical execution to a volleyball skillmodel.Excellentknowledge of skill execution is key to technicaldetection!

• IdentifyWHEREtheerror occurs in the skill model: (ready position, pre-contact,contact,post-contact)

Error Correction Tips

• Prioritize the feedback based on the instructions/objectives that were given prior to the activity

• When multiple errors are detected, correct the error that occurs earliest in the execution of the skillfirst.

• Use a positive approach applyingthe“sandwich”method: positive – constructive – positive feedback

• Be brief, concise, and to the point in your intervention

• Provide feedback immediately after the problem has occurred

• Use visual demonstrations

Error Detection and Correction Flow Chart


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Emergency Action Plan

The purpose of an emergency action plan (EAP) is to get professional care to the injured participant as quickly as possible. Unless the coach has received specialized training in advanced first-aid techniques, leave such care to professionals.

It is strongly recommended that the coach develop an EAP before the season begins. Such a plan includes information on the location of the nearest telephones, directions to the site, and the names of two people: the Charge Person and the Call Person. Note: It may be necessary to update your EAP or develop more than one EAP if your team is training at more than one facility or location.

The CHARGE PERSON: should have specific training in the care of injuries. The coach need not be the Charge Person, but if no one else can assume this role, the responsibility falls upon the coach. The responsibilities of the Charge Person are as follows:

• To take control of the situation on contact with the injured participant• To instruct all participants and bystanders to leave the injured participant alone• To ensure that the participant is not moved• To leave the participant’s equipment in place• To assess the injury and to determine whether further assistance is required• To decide how to move the participant if an ambulance is not needed• To notify the Call Person if an ambulance is needed and to briefly describe the injury• To observe the participant carefully for any change in condition and to reassure him or her until professional

help arrives.

The CALL PERSON: the responsibilities of the call person are as follows:1. to know the location of all telephones that could be used for placing calls. Pre planning is

required.2. to prepare a list of local numbers – ambulance, fire, police, doctor, etc. Attach to EAP card.3. to know the address, the directions and the best access routes to the facility. Write exact location on

back of EAP.4. to place call and provide emergency dispatcher with all necessary information. Request ETA.5. to assign someone to stay by the phone.6. to report to the Charge Person that emergency dispatcher has been called and inform them of the

ETA.7. to go to the main access entrance and wait for the emergency vehicle.

Emergency Action Plan Number Card

Team/Event Locations of Phones

Site Call 911 (in an emergency) or:Ambulance

Charge Person PoliceFire

Call Person HospitalDoctor’s OfficeFacility Office

Details of Location


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Ethical Decision Making In SportAdapted from the NCCP Multi Sport Module: Make Ethical Decisions reference material and reprinted with permission from the Coaching Association of Canada

Values and Ethics: What Are They?Our values represent a set of deeply held beliefs upon which our thoughts and actions are based; we refer to our values in evaluating our own actions as well as the actions and decisions of others. In coaching, our core values are expressed as a series ofprinciplesdefinedbytheNCCPCodeofEthics.Acodeofethicsdefineswhatisconsideredgoodandrightbehaviour.

Ethical issues arise when our values and the corresponding ethical principles are compromised in some way.When thishappens,thedecisionsareoftensensitiveanddifficulttomake.Inthesesituations,thequalityofthedecisionsmadebythecoach depends on a number of factors including:

● anunderstandingofthefactsofthesituation● anawarenessofhis/herownvalues,andofthevariousfactorsthatcaninfluencehis/herdecision● theuseofappropriatebenchmarkstoanalyzethesituationandunderstandwhatisinvolved● theabilitytoapplyarigorousdecision-makingframeworktothesituationathand

Ethical Decision-Making ProcessStep 1 Establishthefactsofthesituation

Step 2 Determine what are the issues in the situation:(a) Does the situation have legal implications?(b) Does the situation have ethical implications?

Step 3 Identify potential decisions that could be made or actions undertaken, and consider what might result in each case

Step 4 Identify the pros and cons of each potential decision that could be made

Step 5 Selectthebestoptionforthedecision

Step 6 Design an action plan to implement the selected decision, and plan to manage its consequences

Step 1 Establish the facts of the situation

Whenfacedwithanysituationorproblemincoaching,yourfirsttaskistoestablishexactlywhathashappened(orishappening)andwhoisinvolvedinthesituationbeforetryingtofigureoutwhatyouwilldoaboutit. Atthisstage,askyourselfthefollowingquestions:

● Whathashappenedorwhatishappening?Whenandwheredidcertaineventsoccur?Getthefactsfromall thepartiesinvolved,andlookatthesituationfrombothsidesifthereisdisagreementorconflict.● Whois(ormightbe)involvedinorconcernedbythesituation?● Whatdothepartiesinvolvedhavetosayaboutthesituation(i.e.whatareallsidesofthestory)?


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Step 2 Determine What are the Issues in the Situation

A. Does the Situation Have Legal Implications?Once the facts have been clearly established, the next step consists in determining whether or not the situation has legal implications. Two useful questions to ask yourself at this stage are:

1. Has anyone been harmed by the action or decision of another, and if so, in what way?

2. Does the action or the situation contravene an existing law?

Determine the Facts of the Situation

Based on the facts, determine if the situation is legal. It will automatically be so if it relates to one or more of the elements below:

• Actions that are criminal or quasi-criminal - These are wide-ranging and could include theft, assault, sexual assault, other sexual offenses, possession of narcotics, underage drinking, driving without a license or insurance, forgery, fraud, vandalism, etc.

• Actions that breach a contract - These could include someone acting outside the scope of their delegated authority, violating agreed-upon rules relating to the use of a facility or equipment, or failing to meet other contractual obligations.

• Actions or information indicating there are reasonable grounds to believe that a child may be in need of protection.

• Actions that are discriminatory - Actions of a government, organization or individual that are contrary to the Canadian Charter of Rights and Freedoms, the Canadian Human Rights Act, or any provincial human rights legislation.

• Actions that constitute harassment - Harassment is a form of discrimination and is contrary to human rights laws: in its extreme form, harassment may be a criminal offense.

• Actions, even those that are not intentional, that could constitute negligence, as legally defined.

Actions to take

Inform appropriate authority:

•Police•Child protection

service •Employer•Other

Use the ethical decision-making

process

YES NO


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Actions to Take in Situations That Have Legal ImplicationsA coach occupies a position of authority and, accordingly, has important legal responsibilities. When a coach is confronted by a legal situation such as those described on the previous page, he/she has a duty to do something about it.

This would involve:

• Reporting the situation to the police, where the coach is aware of or reasonably suspects criminal or quasi-criminal activity.

• Reporting the situation to child protection authorities, where a coach suspects that a child has suffered physical or emotional harm, or is in circumstances where a risk of such harm exists.

• Reporting the matter to the employer or to the organization having authority over the persons involved in the conduct, for all other legal matters.

B. Does the Situation Have Ethical ImplicationsLaw and ethics are related and overlap, but they are not identical. Conduct that is illegal is always unethical. Yet, some forms of conduct may be unethical even though they are legal. The law therefore represents an absolute minimum standard of behaviour, while the standard for ethical behaviour is somewhat higher.

When the coach encounters a situation that does not violate any law but nonetheless raises moral questions, he/she must make decisions about how best to respond. Under these circumstances, ethical principles are often called upon.

When Can a Coach Know that a Situation has Ethical Implications?Ethical conduct can be described as a behaviour that meets accepted standards or principles of moral, professional or just conduct. Unethical behaviour is the contrary, i.e. actions or decisions that are immoral, unprofessional or unjust.

Once you have determined that the situation is not of a legal nature, it is important to determine whether it presents an ethical issue. At this stage, ask yourself the following question:

Given the facts that have been identified, is there a reasonable doubt that the situation might impact on, or be related to, one or more of the following:

Safety of one or more individuals Short or long term well-being or health of one or more individuals Respect for established principles, rules (rules of the team, the game, etc.), or policies of

an organization Obligations, loyalties, word given, prior commitments made, responsibilities of the

person(s) concerned Appropriate use of power by the individuals in a position of authority Objectives and goals sought by the group or by an individual Behaviours or practices that are generally considered acceptable, or that are expected

under the circumstances at hand (standard of behaviour)

Fairness and equity; using acceptable means; respect of others

At this stage, any statement from the above list that you have checked should cause you to believe that there are one or more ethical issues in the situation.


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Step 3 Identify Potential Decisions That Could Be Made or Actions Undertaken, and Consider What Might Result in Each Case

Because they often relate to sensitive issues, ethical situations may generate some degree of emotional reaction. As a result, some individuals may have a tendency to react quickly and spontaneously, and to make quick decisions. Sometimes, this may affect their judgment and the quality of the decisions they make.

Having determined that the situation does have some ethical implications and identified some potential ethical issues (based on the statements listed in the previous step), you should now identify options for decision or for action, and assess potential consequences in each case. This reflection represents an important step in the ethical decision-making process because it shows that you care about what might happen to others.

Start by asking yourself: “What could I do in this situation?” In the process of answering this question, think about a variety of options. The first one to consider should be “not making any decision” or “taking no action”. This would be the least demanding option, and it could be thought of as representing one end of a continuum of possibilities. As a second step, consider the other “extreme” of the continuum, and think of the most comprehensive or liberal action you might take in the situation. Then, identify several intermediate options. Do not rule out any option at this stage, even though at the outset it may appear an unlikely choice.

Continuum of Options for Decision or for Action

Do nothing or make no decision

Intermediate options

Most comprehensive or liberal action or decision that can be made

Once several options for decision have been identified, think about “What might happen if …”. This will enable you to assess potential consequences that may result from each option. In many ethical situations where a “Yes – No” decision must be made, the following questions are likely to arise:

• What might happen if the coach chose not to make any decision or took no action?• What might happen if the coach’s position were favorable to the situation, question, or issue at

hand?• What might happen if the coach’s position were not favorable to the situation, question, or issue

at hand?

Step 4 Identify the Pros and Cons of Each Potential Decision That Could Be Made

As part of a thoughtful decision-making process, you should now assess the pros and cons of each option for decision. Below is a list of criteria that can help you perform such an assessment. These reflect the principles and the values of the NCCP Code of Ethics, and are classified into two categories based on whether they relate primarily to the outcome (or result) of the decision, or the means (or process) used to reach a decision.


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Criteria That Relate Primarily to the Outcome

Criteria That Relate Primarily to the Means

• The option promotes the achievement of a positive outcome for the majority of the individuals concerned.

• The option minimizes the negative implications that may follow.

•Potentially negative implications affect the fewest people possible.

• The option does not represent a risk for the physical, intellectual, emotional or social development of a person.

• The option does not represent an obstacle to the achievement of a person’s or a group’s goals.

• The option seeks to protect the interests of others who might be in a vulnerable position.

• The option is fair and respects the rights of everyone regardless of athletic potential, sex, race, language, age, religion, etc.

• The option takes into account and is consistent with all established rules and principles.

• The option is consistent with successful decisions or actions taken in the past in similar situations.

• The option respects the authority of people in a position of responsibility.

• The option is based on credible information.

Step 5 Select the Best Option for the Decision

Making Decisions That Are “Just and Reasonable”We are now reaching a crucial phase of our process, i.e. the one where a decision must be made. At this stage, it is important to bring together key elements of the previous steps and reflect on how to make “the best possible decision under the circumstances”.

In Step 4, we used certain criteria to assess the merit of a variety of options for decision or for action. Based on these criteria, a solution that is “just and reasonable” can therefore be defined as one that:

1. Results in a positive outcome for the majority of the individuals concerned.

2. Minimizes the negative implications for all parties involved.

o Appears to be the “right thing to do” with regard to your coaching duties and responsibilities.

o Is being made using a fair and equitable process.

o Is consistent with certain expected standards of behaviour, such as those outlined in the NCCP Code of Ethics.

However, despite the availability of such criteria, not all ethical decisions are clear-cut. In some instances, a coach may experience some difficulty in making a decision because there appears to be more than one reasonable solution. Sometimes, making a decision will even involve sacrificing one value for another. To rank options that seem reasonable with a view to “making the best possible decision”, we will now consider the following aspects:

1. What factors could possibly influence decision-making?

2. How can one prioritize principles or values in which he/she strongly believes, but that seem in conflict in the situation at hand? In other words, what do you do when you are confronted with an ethical dilemma?


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Factors That Can Influence Decision-MakingThe decisions we make can be influenced by many factors that we may or may not be fully aware of. When taking a position or making a decision in a situation that has moral or ethical implications, it is important to ensure that we remain as objective as possible.

Many of the previous steps were aimed at ensuring a high degree of objectivity. As you get closer to the making of your decision, it may be useful to consider certain factors that may influence you. This can help you to (1) become aware that certain factors might indeed be influencing you, and (2) assess to what degree they might drive your actions or decisions.

For the purposes of our ethical decision-making process, we will consider two potential sources of influence: (1) internal factors and (2) external factors.

Internal Factors of InfluenceInternal influences are those that are intimately associated with the individual who is faced with making the ethical decision.

Personal Values Personal Circumstances•Have you experienced a similar situation

before? If so, what did you do and how did things turn out?

•How would your family have viewed such a situation?

•What did you learn from your education about the kind of situation you are now faced with?

•How might spiritual or religious background/values impact on your evaluation of the issue?

•How did you learn to view the situation at hand?

•How might your level of experience impact on your ability to make an objective decision?

•Does the decision have the potential to impact on your employment status? (Does your decision impact on someone who has an interest in the team but also controls your employment status?)

•How might your decision impact on the development of your coaching career?

•How might your decision impact on your reputation in the club/sport/situation? (Will your decision alter peoples’ views of your coaching approach?)

External Factors of InfluenceExternal influences are those that arise from society, or from the environment in which the individual who is faced with making the decision lives.

Economics and Politics Severity of Situation Organizational and Institutional

•How might your decision impact on the economic situation of your team/club? (e.g., types of sponsorship – tobacco).

•What are the political influences and/or ramifications of your decision? (gender issues)

•How immediate is the need to make a decision? (e.g., is the safety of an individual at stake?)

•Would delaying the decision be potentially harmful?

•Who and how many people will be affected, and in what way?

•Do the values of the coach match those of the administration or the decision-makers in the club setting?

•Does the decision impact on others in other organizations and how will the decision affect relationships?

•Do the coach’s values match those of the community?

•Does the coach have values that contrast with wider societal values?


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What Influences How You View a Situation and the Decisions You Make?This figure has been adapted from Malloy, Ross, and Zackus, 2000

Personal Experiences

•Previous experience with a similar issue

•Positive or negative outcomes of previous similar decisions

Personal Values

• Family background/upbringing

• Formal education

•Religious beliefs

Personal Circumstances

•Employment

•Coaching level and development

•Reputation

Internal Influences

Decision-Making

External Influences

Economics and Politics

•Economic impact of decision on context

•Political/rights-based issues of the situation

Organizational, Institutional, and Social Aspects

•Relations and links with:oorganizationsoindividualsocommunities

•Social norms and conventions

Severity of Situation

• Immediacy of the decision•Who is affected?•How many people are

affected?

Moral Dilemmas and Ethical Decision-MakingAs mentioned previously, certain ethical situations may generate strong feelings or doubts because there seems to be more than one reasonable solution. Sometimes, making a decision even involves sacrificing one value for another. When there are two potentially right solutions, such situations are referred to as ethical dilemmas – a conflict between values we wish to maintain.

The challenge in ethical decision-making is to determine which value you will maintain in your course of action.


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Examples of possible conflicts between values, or ethical dilemmas:

Team Rules vs. Parental Rights and AuthorityA Team has a standing policy of curfew being set at 10:00 PM at away competitions. All parents give sign-off approval on this and other policies at the beginning of the year. One parent who often travels with the team routinely allows his/her son/daughter to stay up past this hour.

Team Rules vs. Winning the CompetitionA Club has a strict policy of no swearing when on clubhouse grounds. The pre-established penalty for such speech is a one-competition automatic suspension. The day before the championship competition, the leading athlete has a temper tantrum during practice and mouths off using foul language to another athlete on the team.

Duty to Do No Harm Principle vs. Athlete’s Will/Rights to PlayAn athlete has been experiencing chronic knee pain as a result of a growth spurt. The athlete is begging you to be allowed to play in a key competition, and the parents support this athlete in his/her eagerness to play.

Questions to Help You Prioritize Principles and Values When Faced With an Ethical Dilemma Sometimes, it is relatively easy to determine which value should take priority (e.g., safety of athletes in your care) but in others, it is not as clear (e.g., amount of playing time for each athlete).

When someone is faced with an ethical or moral dilemma and is forced to choose between two values, it is normally his/her most deeply held beliefs that will dictate the course of action.

Having thoroughly determined the pros and cons of the various options for decision using the criteria proposed in Step 4, and having reflected on some factors that may influence your decision-making, you can resolve an ethical dilemma by asking yourself the following questions:

• Which criteria (or value) do you consider the most important from those listed in Step 4? • What does the NCCP Code of Ethics suggest in this type of situation? I• s there another value in which you strongly believe, and that you would seek to maintain at all

costs? If so, which is it?

Even though it is a sensitive issue to suggest a ranking of your values, the NCCP nonetheless considers that, above all, it is the duty of all coaches to ensure the decisions they make and the actions they take will result in no harm, physical or other, to the athletes.

Do No Harm Principle

Questions That May Help You to Validate That Your Decision is “Just and Reasonable”Having gone through all the previous steps, you may still want to validate one more time that your decision is really “just and reasonable”, by asking yourself the following questions:

• Would you make this decision in all similar cases? • If you feel that you cannot apply your decision to all similar cases, what might be a reasonable and

justifiable exception? If so, in which circumstances? Do such circumstances apply in the present situation? What leads you to believe that an exception might be justified in this case, but not in other situations?

• Is the decision consistent with previous decisions that have been made in similar situations in the past, and that have resulted in a positive outcome?


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Going through this last series of questions should enable you to be confident that you have made the best possible decision under the circumstances, and give you additional arguments to fully assume the consequences that may unfold when the decision is announced or implemented.

Step 6 Design an Action Plan to Implement the Selected Decision, and Plan to Manage its Consequences

In Steps 1 to 5, you have been through a thorough reflection process that has made it possible for you to make a “just and reasonable decision” in response to an ethical situation. The question now arises: “What to do next?”

Putting your decision or plan of action into effect requires that you consider a number of things, particularly if it involves dealing with individuals or groups of people. Consider the following questions as you establish an action plan:

Choose your path. Exactly what is it that you are going to do? Plan carefully the steps you are going to take.

Think about what may happen. Consider the likely outcomes of the decision and how will these consequences be managed?

Identify who needs to know. Consider carefully who needs to be informed of, or involved in, the implementation of the action plan or decision.

Determine if you can deal on your own with the person involved. Is it appropriate to seek an informal resolution in this situation? In issues not involving a contravention of the law, it is often best to try and deal with the issue informally and directly with the individual involved. We often refer to this as adopting the conservative approach. It has the advantage of conferring responsibility for actions upon the party involved and allows them to resolve the situation while maintaining their own sense of dignity and self-respect. It also establishes a degree of trust between parties involved. Approach the individual, and inform him/her of your observations or what has been shared with you. Give him/her a chance to respond, and a chance to do the good or right thing. Warn, don’t threaten. This is an important concept when dealing with a situation at an informal level. This entails informing the individual of the logical consequences of what can happen if a situation is not resolved, rather than threatening the person with an “end of run” right out of the gate! This is plan B. Keep plan B in your back pocket.

Think about what you might do next if the informal resolution doesn’t work. In the event an informal resolution does not work, carefully consider what to do next. Inform the individual that you now have to follow up with “plan B”. Consider who should be contacted, and what level of authority you should now involve in this situation.


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General Coaching Tips

When in doubt or faced with an ethical dilemma, think about the “do no harm” principle.

Never “second-guess” yourself on decisions made with integrity, intelligence, thoroughness, and based on accepted values.Make sure you are clear about your coaching values, and that you can talk about them in a way that is clear, simple, and easily understood by everyone.

Cross-reference your coaching values and principles with the NCCP Code of Ethics.

Pay attention to what is important to kids in establishing your ethical standards.

ReferencesCanadian Professional Coaches Association Code of Ethics, Ottawa, 1993.Malloy, D.C., Ross, S., & Zakus, D.H. Sport Ethics: Concepts and Cases in Sport and Recreation. Thompson Educational Publishing. 2000. ISBN 1-55077-107.Tomlinson, P., Strachan, D. : Power and Ethics in Coaching, Coaching Association of Canada, 128 pages, 1996.

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