workshop 2 indoor volleyball canada volleyball 2 coach... · 1h35 on court strategic ... the level...

workshop 2

Coach workbook

Vo

lle

yb

all

Ca

na

da

INDoorVoLLEYBALL

http://www.ltad.ca

Course materials developed by: Doug Anton

Contributing Editors: Ian Allan, Alberta Volleyball Ken Bagnell, National Sports Centre Atlantic Julien Boucher, Volleyball Quebec Ed Drakich, Volleyball Canada

Merv Mosher, York University Dustin Reid, Ontario Volleyball

© Volleyball Canada and the Coaching Association of CanadaLevel 2 Indoor Volleyball - Coach WorkbookUpdated - May, 2009

i

Session 10h00 classroom Course Introduction (45 min) Welcome and Registration Introduction to Volleyball Review of Level 1 Expectations of Level 20h45 classroom Long-Term Athlete Development1h15 classroom Basic Seasonal Planning (45 min) Mid Season Planning2h00 classroom Developing Practice Plans (45 min) Components of a Practice Risk Factors Coordination of Drills Drill Selection and Structure2h45 on court Skill Variation & Individual Advanced Tactics (75 min) Skills Analysis Model How to Observe Skill Variation (and/or Advanced Tactics)4h00 SESSION 1 CONCLUDES

0h00 classroom Cycle of Actions Analysis (20 min)0h20 on court Skill Variation & Individual Advanced Tactics (75 min) Advanced Tactics (and/or Skill Variation)1h35 on court Strategic Analysis – Advanced Team Systems (85 min) Initial Positioning Serve Reception Formations Offensive Systems Defensive Systems Transition3h00 classroom Responsible Coaching (30 min)3h30 SESSION 2 CONCLUDES

Session 2

0h00 classroom Level 2 Evaluator Training Review the evaluation methods and tools Reviewtheprocessfordebriefingacoach 1h00 on court Practical Session #1 Vertical drill integration in the 3 different parts of the training session4h00 SESSION 3 CONCLUDES

Session 3

0h00 on court Practical Session #2 Horizontal drill integration in the 3 different parts of the training session3h30 SESSION 4 CONCLUDES

Session 4

0h00 on court Practical Workshop and Evaluation2h30 on court Coach Feedback (Athletes Dismissed)3h30 classroom WORKSHOP CONCLUDES

Session 5


ii

Table of ContentsAbout This Workbook........... ............................................................................................................................ iiiCourse Introduction.............. .............................................................................................................................1Certification Requirements .............................................................................................................................2Volleyball Canada - Coach Development Model - Indoor & Beach ................................................3Volleyball Canada - Participant Development Model - Indoor & Beach .......................................4Outcomes and Objectives................................................................................................................................5Seasonal Plan Assignment ..............................................................................................................................6

Coaching Context...................... .....................................................................................................................................................7Assessment of Sport Demands (Key Performance Factors) ................................................................................................8Athlete Assessment.................... ....................................................................................................................................................9Identify the Competitive Season ...................................................................................................................................................10

Practice Design Assignment ........................................................................................................................12Self Inventory Guide..................... ....................................................................................................................15Final Evaluation by a Level 2 Coach .........................................................................................................22

Level 1 – Volleyball NCCP Evaluation Summary ....................................................................................................................25Level 1 – Volleyball NCCP Evaluation Tool ...............................................................................................................................26Description of Level 1 evaluation criteria ...................................................................................................................................27Practice & Drill Implementation .....................................................................................................................................................28Level 2 – Volleyball NCCP Assessment Tool ...........................................................................................................................30Level 2 – Volleybal NCCP Assessment Summary ..................................................................................................................31Description of Level 2 evaluation criteria ...................................................................................................................................32Practice & Drill Implementation .....................................................................................................................................................33

Supplemental Reference Materials ............................................................................................................36Seasonal Planning Considerations for Volleyball....................................................................................................................37The Training Session to Develop the Player ............................................................................................................................40Technical-Tactical Development of the Player .........................................................................................................................44Philosophical Premises of Drill Design .......................................................................................................................................45The Fundamentals of Drill Construction .....................................................................................................................................47Modifying Faulty Skill Execution ...................................................................................................................................................53Basic Cycle of Actions for Volleyball ...........................................................................................................................................55Guidelines for Using the Libero ....................................................................................................................................................56Emergency Action Plan......... ........................................................................................................................................................58Risk Management and Safety Checklist ....................................................................................................................................59Physical Training for Volleyball .....................................................................................................................................................60Sport Psychology and the Coach .................................................................................................................................................62Goal Setting.................................. ...............................................................................................................................................67Ethical Decision Making In Sport..................................................................................................................................................68Game Day Nutrition...................... ...............................................................................................................................................78


iii

About This Workbook

This workbook is a participant resource tool for the Level 2 indoor volleyball 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 seven (7) days 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 2 indoor volleyball course has recently been updated to fit the new NCCP system. The new NCCP utilizes competency-based and outcomes-based approaches and the Level 2 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.

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

1. The seasonal plan pre-course assignment2. The practice plan design assignment3. The Self Inventory Guide

The assignments need to be completed prior to attending the Level 2 course using your volleyball coaching knowledge as well as the Level 2 indoor volleyball manual and the resource materials provided. We encourage you to review the Level 2 Volleyball Indoor Volleyball Coaches Manual prior to attending the course.


iv


1

Course IntroductionThe Level 2 Indoor Volleyball Course, attempts to build on the concepts presented in the Level 1 Volleyball Certification Program. This is an intermediate indoor volleyball coaching course and is intended for coaches who aspire to develop athletes and teams which will be competitive at provincial level competitions (i.e. provincial championships) and deals with skill variation, doubles systems, position specialization, running cohesive practices and introduces seasonal planning and periodization.

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 2 VolleyballCertification Process

Level 2

Certifi

ed

Co

urs

ea

sse

ssm

en

t

Level2

In-tra

inin

g

Competition Introduction Multisport Modules*

(Parts A & B)

Develop Volleyball Coaching Portfolio

Observationand

Debrief

Co

ach

startin

g p

oin

ts

Level 2

Tra

ined

VolleyballWorkshop 1

VolleyballWorkshop 2

- Make Ethical Decisions- Planning a Practice- Nutrition- Designing a Basic Sport Program- Teaching/Learning- Teaching Basic Mental Skills

*or NCCP Theory 2

*formerly Level 1 Tech. *formerly Level 2 Tech.

* An acceleration pathway is available for coaches with extensive playing or coaching experience. Contact your provincial or territorial volleyball association for more details.


2

Certification RequirementsLevel 1 Level 2 Level 3 Level 4

Discipline Volleyball Indoor Volleyball Indoor Volleyball Indoor 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

abled and disabled

16 & Under18 & Underhigh school

abled and disabled

18 & Under21 & Under

provincial teams college/university

abled and disabled

National teamsNational team

Development ProgramsUniversity

abled and disabled

In Training Completion of the Volleyball Workshop 1

Completion of VolleyballWorkshops 1 & 2

Completion of Volleyball Workshops 1, 2 & 3

Acceptance intoLevel 4 program

Trained

A. Level 1 IN-TRAINING designation

B. Completion of the Competition Introduction Multi-Sport Modules* (Part A):a. Make Ethical Decisionsb. Planning a Practicec. Nutrition

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

*or NCCP Theory 1

A. Level 2 IN-TRAINING designation

B. Completion of the Competiton Introduction Multi-Sport Modules* (Parts A & B):a. Make Ethical Decisionsb. Planning a Practicec. Nutritiond. Designing a Basic Sport

Programe. Teaching/Learningf. Teaching Basic Mental Skills

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

*or Level 2 Theory

A. Level 3 IN-TRAINING designationB. Completion of the Competiton

Development Multi-Sport Modules*:a.ManagingConflictb. Leading Drug-free Sportc. Psychology of Performanced. Coaching and Leading

Effectivelye. Prevention and Recoveryf. Developing Athletic Abilities

*or Level 3 Theory

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. 40 hours of properly structured written practice plans.

C. Upon completion of all portfolio assignments, be formally observed and evaluated by a NCCP Level 2 Evaluator* in a practice setting.

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

*Note:mostLevel2certifiedcoacheshave been trainied as Level 1 Evaluators.

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 directed byaNCCPcertifiedindoorvolleyball coach (a Level 3 orhighercertifiedcoachisrecommended).

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

e. A full season of properly structured written practice plans (minimum 80 hours)

C. Upon completion of all portfolio assignments, be formally observed and evaluated by a NCCP Level 3 Evaluator* in a practice setting.


*Note:mostLevel3certifiedcoacheshavebeen trainied as Level 2 Evaluators.

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) for a season.c. Player data (including physical

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

structured written practice plans (minimum 80 hours).

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

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

h. A completed Match Observation Form from observing a match directedbyaNCCPcertifiedindoor volleyball coach (Level 2 or higher however a Level 3orhighercertifiedcoachisrecommended).

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


Contact Volleyball Canada


3

IndoorB

each

Com

munity Sport Stream

Instruction Stream C

ompetition Stream

Volleyball Canada - C

oach Developm

ent Model - Indoor &

Beach

Novem

ber 18, 2004

Atom

ic VolleyballLearning to Train

Com

munity C

entres, Clubs, S

chools

Mini Volleyball

FUN

damentals

Com

munity C

entres, Clubs, S

chools

Level 1Training to TrainIndoor and B

each

Level 4Learning to W

inTraining to W

inA

ble and Disabled

Level 4Learning to W

inTraining to W

in

Level 3Training to C

ompete

Learning to Win

Level 3Training to C

ompete

Learning to Win

Level 2Learning to C

ompete

Level 2Learning to C

ompete

Entry

Entry


4

Volleyball Canada - P

articipant Developm

ent Model - Indoor &

Beach

Novem

ber 18, 2004

Learning to TrainC

omm

unity Centres, C

lubs, Schools

Youth 9-12

FUN

damentals

Com

munity C

entres, Clubs, S

choolsC

hildren 6-10

Training to TrainM

iddle School athletes

14 and Under

16 and Under

Able and D

isabled

Learning to Win

Training to Win

National Team

sA

ble and Disabled

Learning to Win

Training to Win

National Team

s

Training to Com

peteC

anada Gam

es,C

ollege, U

niversity,21 and O

lderA

ble and Disabled

Training to Com

peteC

anada Gam

es21 and U

nder24 and U

nderA

ble and Disabled

Learning to Com

pete

College and U

niversity18 and U

nder21 and U

nderA

ble and Disabled

Learning to Com

peteH

igh School athletesC

ollege and University

18 and Under

21 and Under

Able and D

isabled

Sport for LifeC

omm

unity Centres, C

lubsA

dult Recreation

IndoorB

each

Entry

Entry

Com

munity Sport Stream

Instruction Stream C

ompetition Stream


�

Level 2 Indoor 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.

Detect and correct basic skill errorsoForearm passoOverhead passoServeoSpikeoBlock

2. Planning a practiceAssemble activities into a practice plan that is purposeful, organized and appropriate fortheagegroup,andthatreflectssafetyconsiderations.

Plan a 1 ½ - 2 hour mid season practice session in a safe and responsible environment

Identify the risk factors

Develop an EAP3. Designing a sport programConsistent with the guidelines of the sport’s ADM for the age group, design a sport program aimed at improving performance.

Design a seasonal program emphasizing technical and tactical aspectsStructure the program into three major blocks

a. Early seasonb. Mid seasonc. Late season

Understand how the following principles can be incorporated into a plana. Physical componentsb. Mental componentsc. Techniquesd. Tactics/strategy

4. Providing support to athletes in trainingInasport-specificenvironment,conductactivities that are enjoyable, safe, and structured, consistent with the 3M NCCP philosophy and values

Identifyathletesforappropriatepositionsandprovidepositionspecifictactics

Utilize basic intervention/communications feedback skills in training

Select basic offensive and defensive strategiesoDefensive system of playoServe reception formationsoOffensive patterns

Manage proper demonstration of basic skills

Run/manage a 2 hour coaching session5. 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.

Manage the competition warm-up

Run a pre-game team meetinga) Set appropriate competition toneb) Successfully manage time-outs during the gamec) Make basic strategic adjustments to team systems during the competitiond) Make appropriate interventions during the game

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

Run a meeting with parents and athletes on program philosophy and seasonal logistics.

7. Make ethical decisionsAnalyze a situation that has ethical implications and that is frequently encountered in the coaching context. Propose a course of action consistent with NCCP Code of ethics, philosophy, and values

Reflectontheimportanceofbehavingrespectfullytowardparticipants,officials,parents, and spectators.

o Identify key issues in a common situation that can be encountered in the Learning to Compete LTAD context.

oDescribe a course of action for dealing with this situation that is consistent with the values and philosophy of the NCCP.


�

Pre-Course AssignmentsSeasonal Plan Assignment

One objective of the Level 2 volleyball course is to give the coach a better understanding of how to plan their season and how to incorporate their daily training into a basic seasonal plan. The following seasonal planning exercise is designed to help give you some practice at seasonal planning. This assignment is to be completed prior to attending the course. Please bring the completed assignment to the course with you where it will be reviewed during the seasonal planning session in the course.

Creating a TeamTo plan a season you must have a team to coach! So naturally for this assignment you must also have a team. Choose a team you have coached in the past or invent a new team to reference for this assignment. The more you know about the team you are planning for, the easier it will be to complete the assignment tasks but, it is not a necessity to have really detailed information. We recommend you choose a team that is relevant to the context in which you typically coach as the task will be a more valuable leaning experience in this situation.

The AssignmentIf you are not familiar with seasonal planning then we suggest you read some of the enclosed seasonal planning reference materials and the relevant chapters in the Level 2 Coaches Manual prior to beginning the assignment. They will help you get a better understanding of seasonal planning concepts and will make completing the assignment easier.

Relevant materials:• Level 2 Manual: Chapter 1 – Annual Training and Competition Plan• Level 2 Manual: Chapter 11 – Player and Team Evaluation• Workbook Reference Materials – Seasonal Planning Considerations for Volleyball

This assignment has several steps:1. Describing the context in which you coach2. Identifying the physical mental, tactical and technical demands of volleyball on a team. This analysis should

bespecifictothecompetitivelevelyourteamwillexperience.3. An assessment of your team. What is the current status of their skills, physical conditioning, past volleyball

experiences, etc.4. Identifying the competitive season, the competitions you will participate in and based on your competition

schedule, establishing early, mid, and end seasonal phases.

Seasonal planning can become quite complex, but as an introduction this assignment should give you some insight into the planning process. During the course you will discuss how to incorporate the plan you create into your daily training sessions.


7

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.

The Athletes

Average Age Gender(s) Level of Competition

Coaching Environment

What is your position (head coach, assistant coach, instructor, club professional)

Briefly describe your abilities (i.e., skills, knowledge, experience, responsibilities)

Provide a similar description for any other coaches you may be working with

List other factors (if any) you feel may impact on the design of your Seasonal plan

Training Situation

Practices/week Length of each practice Total hours/week

League or club regulations that influence the training process

Restrictions of facilities, equipment, etc.

Sport Science Resources

How do you modify your plan to overcome any restrictions or lack of facilities or equipment?


�

Volleyball TechniquesTechniques HIGH MOD LOW %

Basic Skills

Basic Skill Variations

Proper Skill Execution

Other:

Other:

Competition Tactics & StrategiesTactics/Strategy HIGH MOD LOW %

Individual Tactics

Team Tactics

Read and React Abilities

Practical Knowledge of Team FormationsResponse variations for similar situations

Position Specialization

Other:

Other:

Physical Conditioning and Motor SkillsPhysical/Motor MOD LOW %

Motor Skills (agility, balance, coordination)

Speed

Strength

Power

Aerobic Endurance

Anaerobic Endurance

Other:

Other:

Mental and Psychological QualitiesMental/Psychological HIGH MOD LOW %

Goal Setting

Concentration/Focus

Optimal Performance State

Winning Attitude

Other:

Other:

Assessment of Sport Demands (Key Performance Factors)Based on the competitive level you identified in the previous step, performan analysis of volleyball’s sport requirements for that levelof competition. What do you feel are the key performance factors that athletes and teams must possess at this level in order to be successful?

To simplify this process, we have provided four “core” performance areas for you to assess:

Volleyball Techniques (basic skills, basic skill variations, proper skill execution)Competition Tactics & Strategies (individual tactics, team tactics, read and react abilities, knowledge of team formations, response variations

for similar situations)Physical Conditioning and Motor Skills (motor skills, speed, strength, power, aerobic endurance, anaerobic endurance)Mental & Psychological Qualities (goals, concentration/focus, optimal performance state, winning attitude

Identify what you feel are the key factors for each item in the four established categories related to athlete performance in competition. Then for each factor, determine what you feel will be its relative importance in reaching your competition goals using the following scale. Mark the appropriate box with an “X”.

HighImportance(HIGH)–thisfactorwillbeasignificantcontributortoateam’ssuccessinthiscontext.Medium Importance (IMP) – this factor will impact a team’s performance in this context.LowImportance(LOW)–thisfactorwillnotsignificantlychangeateam’sperformanceinthiscontext.

If you wish to add additional detail (optional task), assign a percentage to each factor to more accurately determine their relative importance to each other.


�

Volleyball TechniquesTactic/Strategy SUP +AVG AVG -AVG

Basic Skills

Basic Skill Variations

Proper Skill Execution

Other:

Other:

Tactics and StrategiesTactic/Strategy SUP +AVG AVG -AVG

Individual Tactics

Team TacticsRead and React AbilitiesPractical Knowledge of Team FormationsResponse variations for similar situationsPosition Specialization

Other:

Other:

Physical Conditioning and Motor SkillsPhysical/Motor SUP +AVG AVG -AVG

Motor Skills (agility, balance, coordination)

Speed

Strength

Power

Aerobic Endurance

Anaerobic Endurance

Other:

Other:

Mental and Psychological Qualities Mental/Psych SUP +AVG AVG -AVG

Goal Setting

Concentration/Focus

Optimal Performance State

Winning Attitude

Other:

Other:

Athlete AssessmentOnce you have completed the assessment of the key performance factors for your particular coaching context, analyze the current training status of your athletes. What is their skill level, present physical condition, past training experiences, etc? These items will help to determine your season starting point and help determine what your training expectations should be for the year. Analyze your players and determine what will be your training priorities for the previouslyidentifiedfactorsinthefourcoreareas:Volleyball TechniquesCompetition Tactics & StrategiesPhysical Conditioning and Motor SkillsMental & Psychological QualitiesDetermine the team’s relative strength in each factor in the charts provided on the following page. We suggest you use the following scale. Mark the appropriate box with an “X”.Superior (SUP)Above Average (+AVG)Average (AVG)Below Average (-AVG)NOTE: Although it is not necessary for this assignment, it is advisable for a coach to assess each athlete INDIVIDUALLY as well as do a team assessment. This way you can also tailor your training to meet individual athlete needs.


10

Identify the Competitive SeasonOnce you have completed the assessment of your athletes, the next step is to identify when your team will be competing. It is important to review your competitive schedule, so you get a better understanding of when your priority competitionswillbe.Thiswillgiveyousignificant insightas towhenyour teamneeds tobeat itsbestandmoreinformation on the time frames you have to get your team “ready”.

League Play - Regular Season

Start Date

End Date

Matches/week

Relative importance of league matches

League Play - Playoffs

Start Date

End Date

Matches/week

Relative importance of playoff matches

Environmental Factors

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

Sport SystemLTAD – Sport Excellence is Complex

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


11

CompetitionsCompetition Dates Importance

1

2

3

4

5

6

7

8

Other Important Dates (school exam periods, holidays, tryouts, etc.)Event Dates Season Impact

1

2

3

4

5

6

7

8

Although we don’t provide one here, we recommend you put you put all your competition dates onto a time line. You could also include other important dates such as school exams, tryout period, holidays, etc. A time line will give you a better visual map of your season.

Afteryouhaveidentifiedallyourcompetitiondates,divideyourseasoninto3phases:

1. General Preparation (early season)2. SpecificPreparation(midseason)3. Competition Preparation (late season)

Phase Start Date End Date Total Length General PreparationSpecificPreparationCompetition Preparation

This is the end of the Seasonal Planning Assignment. In the course you will take the results of your seasonal plan and look at ways that a seasonal plan can be used to help plan your daily practices as well as how the seasonal plan should impact your training session in terms of the training volume and training intensities that should be applied in each phase of the season.


12

Level 2 Indoor Volleyball CoursePractice Design Assignment

Each Level 2 coach is expected to come to the course with a pre-prepared practice containing 3 drills. You will be asked to demonstrate these drills during the course as part of the course workshops. Be sure to consider the following in your preparation:

• Write drills that are intended for use during a mid season practice.• The drills should be deliverable on one court.• The drills should be executable with � athletes and designed for athletes between 14 and 1� years of age and

with abilities appropriate for competition in a provincial championship.

Each drill should reflect one of the 3 parts of a standard training session:• Drill 1 (acquisition) should focus on the introduction of new techniques, tactics, and/or decision making

skills.• Drill 2 (stabilization) should focus on technique, tactical, and/or decision making stabilization and increasing

technical, tactical, and/or decision making proficiency.• Drill 3 (integration) should focus on integrating techniques, tactics and/or decision making skills into game-

like situations.

We have included some practice design forms and 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 as well as, the expectations for Level 2 drill design. Don’t be too concerned if you do not completely understand how to incorporate all of the features described into your drills. 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:• Level 2 Manual: Chapter 2 – Training and Training Load• 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, your drills are required to have a theme. If a theme has not been provided to you by the course organizers, choose one of the following scenarios for your practice plan.

1. Your team unfortunately has very small right side blockers—a situation that opponents like to exploit. Develop a team blocking and defensive strategy to overcome this weakness and develop a practice session to introduce and train the related technical and tactical elements.

2. Develop an offensive system for your team and develop a practice to introduce the related elements. Include the set tempos and locations to be usde during the season and a specific play to use in free ball situations.

3. Although your team has been attacking quite well from service reception, there are several weaknesses in your attack transition you want to address. Your hitters are not moving well off the net to get an effective approach to aggressively counter-attack. As well, defensive coverage of the attackers is poor. Finally, when a player other than the setter is required to take the second contact, there are communicaion errors and sets tend to be poorly located. Develop a training session to address at least some of these issues.

4. Next week you will be facing a very aggressive and hard serving team that traditionally gives your passers trouble. You typically use a three-person service reception formation. You have two very good passers in the formation but the other passer(s) is not as stable. Develop a strategy to use against this opponent. Be sure to consider the protection of weaker passers, the addition of extra passers into the service reception formation, and potential subsitutions.


13

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


14

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


1�

Date NCCP Number: CC

CoachSurname First Name

Level 2 Indoor Volleyball CourseSelf Inventory Guide

The Self-Inventory Guide is a tool for coaches to measure their knowledge in volleyball. You should complete this Guide prior to attending the course and then make corrections (as required) during the Level 2 Course. The Guide is to be submitted for review and discussion to the Learning Facilitator during your end of course debrief.

We recommend you write your answers in pencil so that you are able to make adjustments during the course as new information is presented.

1. Brieflyexplainthestepsintheethicaldecisionmakingprocess.

2. BrieflyexplaintheCycleofActionsinvolvedinindoorvolleyball.


1�

3. Identify 3 key tactical elements and 3 key technical elements in the following areas:

Technical Tactical

Serving

1. 1.

2. 2.

3. 3.

Service reception

1. 1.

2. 2.

3. 3.

Setting the second contact

1. 1.

2. 2.

3. 3.

Attacking the third contact

1. 1.

2. 2.

3. 3.

Blocking against the attack

1. 1.

2. 2.

3. 3.

The counter-attack

1. 1.

2. 2.

3. 3.

4. Describe the approaches a coach can use to provide effective feedback.


17

5. What are the key components of an effective Emergency Action Plan? And what are the requirements of the Charge Person?

6. The use of the Libero player has created an opportunity for the coach to enhance their team’s defensive and serve reception capabilities. What are 5 major considerations for the coach when using their Libero?

7. Namethefivecomponentseachdrill(activity)plannedinapracticeshouldcontain.


1�

8. Definetheconceptofusingspecificityintraining:

9.Whatkindofimpactcanweexpectspecificitytohaveonourathletes?Giveafewexamplesofhowthisconceptcan be incorporated into practice planning.

10. When entering the court area, identify three potential facility risks you should consider before running your practise and two activity risks to consider during your practise.

Facility Risks: _________________________ _________________________ _________________________Activity Risks: _________________________ _________________________

11. During the three typical phases in a indoor volleyball season listed below, what percentage of your training sessions would you typically devote to (1) acquire new skills, (2) stabilize previously acquired skills, and (3) integrate skills into team play. Also, what are the typical volume (work quantity) and intensity (effort level) levels seen in each seasonal phase?

General Preparation

Specific Preparation

Competition Preparation

Volume Low Medium High

Low Medium High

Low Medium High

Intensity Low Medium High

Low Medium High

Low Medium High

Acquire % % %

Stabilize % % %

Integrate % % %


1�

12.Brieflydescribetheprocessyouwouldundertakeintheoff-seasontoplanyourteam’supcomingseason.

13.IdentifyfourqualitiesaSpecificPreparationPhase(mid-season)drilltypicallyhas.

1.

2.

3.

4.

14. Identify the qualities you would look for in an athlete to play the following positions:

Left side player

Right side player

Middle blocker

Setter

Libero


20

15. Explain the difference between a 5-1 and a 6-2 offensive system and list two advantages and two disadvantages of each system.

16. List three ways that volume can be adjusted in a drill.

1.

2.

3.

17. List three ways that intensity can be adjusted in a drill.

1.

2.

3.

18.Whatarethecomponentsofatypicalpracticeandwhatarethebenefitsofcommittingyourpracticeplanstopaper?


21

Bonus Questions

19. What is a coach’s best resource for good nutrition information?

20. What area of the body is it most important a volleyball athlete develop a solid strength base?

21. Name four psychological abilities common among top performing athletes.

1.

2.

3.

4.

22. In order to improve as a coach I must:

1.

2.

3.

4.

5.

6.


22

FINAL EVALUATION BY A LEVEL 1 EVALUATORUpon completion of all portfolio components (Assignments A thru D) you are eligible to proceed to the final phase of Level 1 volleyball certification; Evaluation by a Level 1 Evaluator*. This evaluation cannot proceed until all portfolio requirements have been fulfilled. In addition, you are required to supply your Evaluator with your entire portfolio with all completed assignments for his/her review as part of the evaluation process.

Notes for the Coach Being ObservedAll NCCP Level 1 volleyball coaches must be evaluated by a Level 1 Evaluator* to meet certification requirements. If you know of a coach who meets this requirement, contact him/her to see if they are available to evaluate and critique one of your practices. If you are not aware of any Evaluators in your area, contact your Provincial Volleyball Association and they will assist you in contacting one.

Once arrangements have been made, be sure to provide the evaluating coach with a copy of your practice plan and a copy of the blank evaluation tool and evaluation summary in advance. In addition, provide your completed coaching portfolio assignments upon his/her arrival for your evaluation. You must have a written plan for the practice and every effort should be made to provide all documentation a day or two in advance so your evaluator can become familiar with the observation process.

Be sure to organize your time so that you will be available to meet with your evaluator for at least 1� minutes before the practice to answer any questions or respond to any requests he/she may have. As well, anticipate a 30-minute debriefing after the practice to receive feedback from the evaluator on your training session.

Please note that the demonstration of one or more of the following behaviours during an evaluation will result in the Evaluator being forced to intervene, an immediate end to the evaluation, and the coach will need to be re-evaluated at a later date:

SAFETY Seriously endangering the health of an athlete or any other person regardless of whether the behaviour was accidental or intentional.

HARASSMENT AND/OR ABUSE

Demonstrating harassing or abusive behaviours towards an athlete or any other person. Harassing behaviours may consist of repeatedly humiliating or intimidating someone, making racist comments, threatening someone with physical harm, making cruel personal jokes or teasing someone about their body or sexual orientation. Abusive behaviours may consist of name calling, swearing, threatening, ridiculing, intimidating, isolating, hazing, ignoring a person’s needs, slapping, hitting, shaking, kicking, pulling hair, pulling ears, striking, shoving grabbing or excessive exercise as a form of punishment.

DISREGARD FOR FAIR PLAY

Violating Volleyball Canada rules and/or the Coaching Association of Canada Code of Ethics/Conduct.

LOSS OF CONTROL OF ATHLETE GROUP

Athletes clearly not responding to directions of the coach by wandering off, and/or not following instructions, and/or displaying unsafe, abusive and/or harassing behaviours.

DEMONSTRATION OF DISRESPECT FOR ATHLETES, PEERS, VOLUNTEERS, AND EQUIPMENT

Violation of the NCCP’s Code of Ethics/Conduct

Notes for the Evaluating CoachAll volleyball coaches seeking NCCP Level 1 volleyball certification have to complete a post-course coaching portfolio and formal evaluation. The formal evaluation is to be conducted by a Level 1 NCCP Evaluator. As a NCCP CERTIFIED Level 2 Coach you have been trained as a


23

Level 1 Evaluator and are encouraged to assist other coaches training in the NCCP to meet their certification requirements.

Requirements for acting as a Level 1 Evaluator1. You must be a member of your Provincial Association2. You must be Trained as a Level 1 Evaluator (this process automatically occurs during the

Level 2 volleyball course).

Once you have agreed to evaluate a coach, ask the coach to send you a copy of their practice plan and observation tool (if you do not have a copy) in advance. If this is not possible, be sure to get a copy at the practice site and if the coach does not have a practice plan, be sure to report it in the observation form. In addition remind them that all Coaching Portfolio assignments must be complete and that you are required to verify their completion at the time of the evaluation.

The Evaluation ProcessThe evaluation process includes the following steps:

1. A request from a Level 1 coach in-training to be evaluated.2. The reception of the practice plan and observation tool from the candidate coach.3. The evaluator familiarizes himself/herself with the evaluation tool and summary sheet.4. The Evaluator arrives on site for the evaluation 30 to �0 minutes before the start of the

practice.�. The candidate coach provides the evaluator with their Coaching Portfolio which is reviewed

by the Evaluator. All necessary items are reviewed by the Evaluator and recorded on the Evaluation Summary sheet.

�. The observation takes place (details below).7. Upon conclusion of the practice session, a 30-60 minute debriefing takes place (details

below)�. The Evaluator signs off on the Evaluation Summary and returns the completed summary

and observation tool to the candidate coach.�. The candidate coach submits the completed evaluation summary and observation tool to

their provincial volleyball association.

The ObservationThe primary goal of this exercise is evaluate how the coach organizes their practice, conducts their drills (i.e. drill management), manages risk/safety, and behaves towards the athletes.

Observation tools have been designed to assist you—the evaluator—in gathering evaluation data or evidence during the evaluation process. Be sure to familiarize yourself with the tools and evaluation process before the evaluation. The strength and quality of your debriefing relies on your ability to observe the coach and note critical information that will assist in passing a judgment on the coach’s competency.

In general you will use the following steps in the evaluation process:


24

Step 1: Identify the evidence to be observed and rate its quality.Step 2: Determine whether the coach meets the proscribed standard for Level 2 certificationStep 3: Identify recommendations. To assist the evaluated coach and encourage on going

improvement, it is important to provide meaningful feedback to the coach and help them improve their coaching skills

The DebriefingEach evaluation must be followed by a debrief. This serves two purposes:

1. To continue to gather necessary information to verify specific evidences that may not have been clearly demonstrated during the practice.

2. To provide feedback to the candidate about what went well and what areas need improvement.

Start the debrief by asking relevant questions about the practice session. Find out how the candidate coach felt about the session.

• What do they think went well?• What do they think they could have done better?• What might they change?• Did they consider other ways of doing things?• Etc.

Next, question the candidate coach about the session and actions you feel are relevant to the evaluation. Ask probing questions to find out why they did the thinks they did and if required make suggestions on how you the Evaluator might have done things differently. Then summarize the relevant points of the evaluation. Identify those items you thought they did well and those items that may need improvement. Suggest further actions they may take to continue to improve as a coach. Then, complete the Evaluation Summary sheet and Observation tool, sign it and return it to the coach.

Finally, review their coaching portfolio. Ensure that all assignments have been adequately completed and work with the coach to make any necessary recommendations or corrections.


2�

Level 1 Volleyball NCCP Evaluation Summary



Address Apt. Street

City Province Postal Code

Phone ( ) ( ) ( )Home Business Fax

E-mail

Portfolio RequirementsPortfolio Assignment Incomplete CompleteContext Description Emergency Action Plan Practice Observation Written Practice Plans (40 hours)

All portfolio requirements must be complete to meet the standard for certification

Level 1 Evaluation Requirements (from Level 1 Evaluation Form)

Evaluation Component Score Standard Needs Improvement Meets Standard

Written Plan 4 of � Practice and Drill Implementation � of 10 Safety 2 of 2 Responsible Coaching 3 of 4

All scores must meet the standard to receive credit towards certification

Evaluator NCCP number: CCSurname First Name

Address Apt. Street



E-mail

Evaluator

Signed Date

Tothebestofmyknowledge,theevaluationconductedforthecoachidentifiedabovehasbeencarriedoutinaccordancewiththeestablishedcertificationstandardsforthevolleyball NCCP. The recommendation I have made is based on my professional estimation of the coach’s observed abilities in the training session I observed, as well as the written evidence provided in the coaching portfolio and the evaluation session’s written plan. I have attempted to conduct my evaluation in a fair and unbiased manner and have fully briefed the evaluated coach on the outcome of this evaluation and made recommendations for improvement where appropriate.

Recommendation

Repeat observation

by a Level 1 Learning Facilitator• One (1) or less of the evaluation components

meet the standard

Repeat observation

by a Level 1 Evaluator• Two (2) or three (3) of the evaluation components

meet the standard

Credit towards certification

• All portfolio assignments are complete• Four (4) evaluation components meet the standard


2�

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

Evaluator NCCP Number: CC

Signed Date

Level 1 VolleyballNCCP Evaluation Tool

Coach NCCP number: CCSurname First Name

Evaluation Criteria Needs Improvement

Meets Standard Comments

Writ

ten

Plan

Activity Descriptions Objectives Success Criteria Reference Points Game Transferability Written Plan Total

Prac

tice

& D

rill

Implementation of Written Plan Explanation of Procedure brief clearDemonstration Position of Participants Ball Control Error Detection Error Correction Reference Point Reinforcement

Feedbackpositive clear Practice & Drill Implementation Total

Safe

ty Environmental Risks Activity Risks Safety Total

Res

pons

ible

C

oach

ing

Coach Attire Respectful Language Coach Behaviour Expectations for Athlete Behaviour Responsible Coaching Total

FORWARD REQUIRED DOCUMENTATION TO YOUR PROVINCIAL ASSOCIATIONOnce you have completed your evaluation, you must remit your evaluation results to your Provincial/Territorial Volleyball Association.

Be sure all portfolio items are listed as completed and that your Evaluator has signed your Evaluation Tool form and your Evaluation Summary form.

Once all the above activities have been completed, please forward only your Level 1 NCCP Evaluation Tool and your Level 1 NCCP Evaluation Summary to your Provincial/Territorial Volleyball Association for review and submission to the Coaching Association of Canada to complete the certification process. These are all the volleyball specific tasks required to achieve your Level 1 CERTIFIED designation.

Be sure to keep a copy of all documentation for your records.

Your athletes will benefit greatly by you becoming a CERTIFIED coach. Good luck with your coaching this season.


27

Description of Level 1 evaluation criteriaWritten Practice Plan

Activity Descriptions

Written activities are effectively described and should include the following items as required for proper implementation:

• 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)

Objectives

Reasonable objectives have been outlined for all of the activities. The objectives: must be clearly identified, specific, and attainable and also:

• Identifiy a purpose• Be appropriate to the context of the athlete• Relate to a technical or tactical component of volleyball.

Success CriteriaSuccess criteria (either quantitative or qualitative) are appropriate, attainable, challenging for the athletes, consider the nature of the drill, the drill’s objective(s), and the athletes’ abilities are present.

Reference Points

Two to four 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 athletes during the activity.

Game Transferability

Are the activities are 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.


2�

Practice & Drill Implementation

Implementation of Written Plan

The coach successfully follows his/her plan as it is written such that:• what is written conforms to what is observed on the court.• the majority of the procedures outlined in the plan are respected.• the practice goals/objectives are clearly communicated to the athletes.

Explanation of procedure

The coach adequtely explains all activities. The following key instructions are presented to the athletes:

• drill objectives• player positions on the court• player roles• ball trajectory• tempointensity

In addition, the explanations should be clear and brief.

Demonstration

The coach successfully demonstrates techniques or tactics as required, the demonstration is effective in providing a precise image for the athletes of what must occur, and is 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.

Position of Participants

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

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

Error detectionThe coach correctly analyzes the cause of performance errors based on an appropriate volleyball technical and tactical “referent model” during practice. If decision-making is involved, the coach identifies critical decisions and/or decision-making factors (including timing of decision) that must be considered by athletes while performing specific technical elements.

Error correction The coach implements corrective measures based on an appropriate volleyball technical and tactical “referent model”. These corrective measures aid the athletes in making adjustements that have the capacity to bring their performances closer the established model (have the capacity to improve performance).

Reference Point Reinforcement

The coach identifies for the athletes the key reference points outlined for each activity in the written practice plan prior to engaging in each activity and consistently reinforces and provides feedback related to these points.


2�

Feedback

The coach provides feedback, questioning, and instruction that clearly identifies:• what and how improve• how and why these errors (or improvements) will impact performance (i.e. from technical,

tactical, or injury prevention perspectives):

Additonal feedback perameters:

Positive: The coach regularly uses language that is positive in nature and reinforces sucessful behaviors/attempts or desired responses in a meaningful way. Negative feedback is only given to stop undesired behaviours 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 Feedback is specific to the situation and directly related to the circumstance identified.

Clear The athlete(s) understands what they are being told and the coach regularly seeks confirmation of this understanding.

Brief The feedback is 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. A 3:1 ratio of positive to negative reinforcement tends to produce the best results.

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.

Practice & Drill Implementation (cont.)


30

Level 2 – VolleyballNCCP Assessment Tool

Coach NCCP number: CCSurname First Name

Assessment Criteria Needs Improvement

Meets Standard Comments

Writ

ten

Plan

Basic Information Time frames Written Plan Organization Objectives Activity Descriptions Success Criteria Reference Points Drill Sequencing Drill Appropriateness Seasonal Appropriateness Developmental Appropriateness Game Transferability Written Plan Total

Prac

tice

& D

rill I

mpl

emen

tatio

n

Implementation of Written Plan Explanation of Procedure brief clearDemonstration Position of Participants Ball Control Error Detection Error Correction Reference Point Reinforcement

Feedback

positive specific clear brief

Distribution of Attention

Workloadvolume intensity recovery

Adjustment of Procedure (if required) Activity Appropriateness Practice & Drill Implementation Total

Safe

ty Environmental Risks Activity Risks Safety Total

Res

pons

ible

C

oach

ing

Coach Attire Respectful Language Coach Behaviour Expectations for Athlete Behaviour Responsible Coaching Total

Tota

l uns

hade

d ite

ms

only

Tota

l uns

hade

d ite

ms

only

Assessor NCCP Number: CC

Signed Date

TOTAL UNSHADED ITEMS ONLYShaded items are not formally assessed at Level 2. However the LF is encouraged to provide written feedback on these items as they will be assessed at future Levels.Reward one (1) point for every item which meets the standard. Reward zero (0) points for every item which needs improvement.


31

Level 2 – VolleyballNCCP Assessment Summary



Address Apt. Street



E-mail

Level 2 Assessment Requirements (from Level 2 Assessment Form)

Assessment Component Score Standard Needs Improvement

Meets Standard

Written Plan � of 11

Practice and Drill Implementation 1� of 1�

Safety 2 of 2

Responsible Coaching 4 of 4

Recommendation

Repeat Level 2 Course

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

Evaluation by a Level 2 Learning

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

the standard.

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

components meet the standard.

Level 1 Evaluator RecommendationLevel 1 Evaluator Training Complete Incomplete

This coach has agreed to conduct Level 1 Evaluations within his/her region.

Add to Provincial/Territorrial Evaluator list.

Do not add to Provincial/ Territorrial Evaluator list.

Assessor NCCP number: CCSurname First Name

Address Apt. Street



E-mail

Assessor NCCP Number: CC

Signed Date


32

Description of Level 2 evaluation criteria

Written Practice Plan

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

Timeframes

The length of each drill is appropriate and considers the attention span of the athletes, the intensity of the drill, and the level of athlete conditioning.

The duration of the practice and each practice segment are adequately identified on a timeline and are appropriate for the age and abilities of the participants and of sufficient length to induce the desired training effects.

Written Plan 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.

Objectives

Reasonable objectives have been outlined for all of the activities. The objectives: must be clearly identified, specific, and attainable and also:

• Identifiy a purpose• Be appropriate to the context of the athlete• Relate to a technical or tactical component of volleyball.

Activity Descriptions

Written activities are effectively described and should include the following items as required for proper implementation:

• 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)

Success CriteriaSuccess criteria (either quantitative or qualitative) are appropriate, attainable, challenging for the athletes, consider the nature of the drill, the drill’s objective(s), and the athletes’ abilities are present.

Reference Points

Two to four 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 athletes during the activity.

Drill Sequencing

Activities are adequately sequenced during the practice to enhance learning (Acquire early in practice, Stabilize in the middle of practice, and Integrate later in the practice) or for specific training effects (see below).

Athletic abilities not likely to be improved when trained in a state of fatigue, are presented early in the main part of the practice:

• Acquisition of new motor patterns• Coordination/technique at high speed• Pure speed (alactic power)• Speed-strength (power)• Maximum strength

Athletic abilities that can be improved in a state of light fatigue (mid-practice):• Stabilization of technique (consolidation of motor patterns)• Speed endurance (alactic capacity; lactic power)

Athletic abilities that can be improved in a state of moderate fatigue:• Stabilization of technique (of already acquired motor patterns in difficult/fatigued conditions) • Lactic capacity• Maximal aerobic power• Strength endurance• High power aerobic endurance

Athletic abilities that can be improved in a state of moderate to high fatigue:• Low power aerobic endurance• Flexibility


33

Practice & Drill Implementation

Implementation of Written Plan

The coach successfully follows his/her plan as it is written such that:• what is written conforms to what is observed on the court.• the majority of the procedures outlined in the plan are respected.• the practice goals/objectives are clearly communicated to the athletes.

Explanation of procedure

The coach adequtely explains all activities. The following key instructions are presented to the athletes:

• drill objectives• player positions on the court• player roles• ball trajectory• tempointensity

In addition, the explanations should be clear and brief.

Demonstration

The coach successfully demonstrates techniques or tactics as required, the demonstration is effective in providing a precise image for the athletes of what must occur, and is 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.

Position of Participants

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

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

Written Practice Plan (cont.)

Drill Appropriateness

The drills:• clearly relate to the performance factors and learning objectives that were outlined for the

practice.• are meaningful and have a purpose within the context of the sport.• contain a high degree of on task activity time.• will assist the athlete to make performance corrections.

Seasonal Appropriateness(not formally evaluated at Level 2)

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 � vs � 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, appropriate for the drill and practice objectives described, and consistent with LTAD growth and development principles - thereby optimizing learning.

Game Transferability

Are the activities are 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.


34


Error detectionThe coach correctly analyzes the cause of performance errors based on an appropriate volleyball technical and tactical “referent model” during practice. If decision-making is involved, the coach identifies critical decisions and/or decision-making factors (including timing of decision) that must be considered by athletes while performing specific technical elements.

Error correction The coach implements corrective measures based on an appropriate volleyball technical and tactical “referent model”. These corrective measures aid the athletes in making adjustements that have the capacity to bring their performances closer the established model (have the capacity to improve performance).

Reference Point Reinforcement

The coach identifies for the athletes the key reference points outlined for each activity in the written practice plan prior to engaging in each activity and consistently reinforces and provides feedback related to these points.

Feedback

The coach provides feedback, questioning, and instruction that clearly identifies:• what and how improve• how and why these errors (or improvements) will impact performance (i.e. from technical,

tactical, or injury prevention perspectives):

Additonal feedback perameters:

Positive: The coach regularly uses language that is positive in nature and reinforces sucessful behaviors/attempts or desired responses in a meaningful way. Negative feedback is only given to stop undesired behaviours 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 Feedback is specific to the situation and directly related to the circumstance identified.

Clear The athlete(s) understands what they are being told and the coach regularly seeks confirmation of this understanding.

Brief The feedback is 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. A 3:1 ratio of positive to negative reinforcement tends to produce the best results.

Distribution of attention

What the coach sees and the ability to respond appropriately to what he/she sees in the practice environment.

Key Evidences• The coach regularly observes the entire group during drills and play.• The coach regularly narrows focus to observe individuals or smaller groups.• The coach observes technical elements from adequate vantage points.

Volume

The coach is able to attain a volume of contacts in training which conforms with planned volumes and considers the overall fitness of the athletes.

The volume achieved is also related to the established goals of the training phase (General Preparation, Specific Preparation, etc...).

Intensity

The coach is able to demonstrate the ability to motivate/encourage athletes to perform at intensity levels in training which complement planned volumes and considers the overall fitness of the athletes.

The intensity achieved is also related to the established goals of the training phase (General Preparation, Specific Preparation, etc...).

RecoveryThe coach is able to recognize when recovery time needs to be provided and plan his/her sessions so that after intense efforts breaks are scheduled for rehydration as well as physical recovery so the performance quality of a training session does not suffer significantly.


3�

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.

This includes the coach being able to:• Survey the practice environment and ensure there are minimal safety risks.• Identify potential dangerous situations and make adjustments prior to engaging the

participant in most activities.• Reinforce and teach the correct application of competitive rules that contribute to a

safe practice.

ToensurethatthecoachcancriticallyreflectonpotentialriskfactorsitmaybenecessaryfortheEvaluatortopresentaspecificscenariointhedebrieftoelicitcriticalreflectionifadangeroussituationdidnotpresentitselfduringthepractice.

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.

Adjustment of Procedure(if required)

The coach adapts practice activities or practice conditions where necessary to provide appropriate challenges from a technical, tactical, physical, or decision-making point of view and when made is able to justify how these adjustments enhanced the training session.

Activity Appropriateness

The coach is able to design and successfully present activities within his/her practice in an order that optimizes learning. The early part of practice generally focuses 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.



3�

Supplemental Reference Materials


37

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 phase 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 (e.g. 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 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.


3�

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 retuned 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 you 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.


3�

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 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 Preparation 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.


40

The Training Session to Develop the PlayerTo maximize the benefits of any training session, it is important to recognize that athletes will perform and respond differently at different periods within an individual training session. Understanding on how the athlete’s performance and responses may change within any practice can assist the coach greatly in their individual practice planning and assist in achieving a better performance. For example, an athlete’s physical and mental state will evolve through a training session and understanding this process will allow the coach to make sure they are providing activities at a time when they are likely to be most beneficial.

Generally, the main part of any practice session should be further divided into 3 sub-parts:

Part 1 – AcquireEarly in the training session is the time when your players are likely to be in their least fatigued state. The rigours of training have not yet begun 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 low to reduce fatigue and ensure the athlete is able to handle the high volume. Also a low intensity will permit a higher 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 the athlete is learning. More complex drills will likely not allow us to focus as intensely on these items.

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. See the following charts for more information.

Part 2 – StabilizeAs the training session progresses, the athlete’s ability to learn becomes slightly diminished. It is a good idea to transition your session from one where new information, skills, etc. are introduced or reviewed to one where the focus is on stabilizing or increasing the proficiency of known 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 by the athlete. To increase proficiency, we need to begin to increase the quality of execution as well as the speed with which execution occurs. 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. After all, the ultimate goal of any training is to improve match performance!

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 or get them “game ready” so we need game simulation in our training if we wish to accomplish this.

Again, 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 will spend less time on this part while towards the end of your season this part will likely take up a significant portion of your training time. Again, see the charts on the following pages for more information.


41

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%


42

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






43

THE TRAINING SESSION IN COMPETITION PREPARATION PHASE(CP Phase 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).Therefore,acoachmaychoosetoreversetheorderofpartsIIandIIIwithinthetrainingsessiontoensuretheathleteiscapableofmaximumphysicalandmentaloutputfortheintegrationofskill intogamesituationsandthenworktostabilizeskillattheendofthetrainingsessiontosimulatetheneedforhighlevelexecutionlateincompetition(whentheathleteisusuallymorefatigued).Anyphysicalconditioningshouldtypicallyoccurafterthetechnicalandtacticaltrainingsession.


44

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


4�

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 2 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.


4�

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.


47

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 ComplexityFor most teams, drills used early in the season should be of a simple nature and as the skill level of the athletes improves the structureofthedrillswillprogresstobecomemorecomplexanddifficultintheseason’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 VariationOften it is not necessary to develop a completely new drill to achieve your objective. Many times you may be able to adapt an existing drill that you have used often to suit your current needs. Knowing some of the basic ways drills can be adapted is an important concept for drill design. Being skilled at drill adaptation is also very useful during practice. Especially if you have a drill that is not creating the results you intended. Often a quick adjustment to the organization of the drill is able to get the drill “back on track”.

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

1) Add/remove playersThis 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

Drill Variation 1Here is an example of a very simple GP phase drill with the coach attacking the ball at a defender (from a table). The goal for the defender is to successfully dig the ball. Although this 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

Drill Variation 2An additional defender is added (in position 6) allowing the coach to hit the ball into a larger area of the court. Now some interaction between two players is required which increases the complexity of the drill.


4�

Drill Variation 3The coach is replaced by an attacker (the coach tosses the balls for the attacker) who is instructed to attack the ball cross court and an outside blocker is added (position 2) who is instructed to block line. Now the defense must to dig a real hitter and adapt their defensive positioning relative to the block.

Drill Variation 4Two more defenders are added to the drill (positions 1 and 4), further changing the drill and increasing the interaction required between the players. The hitter is instructed to hit the ball down the line as well as cross court and the blocker is instructed to block either line or cross court. Players could also be instructed to start from their defensive ready positionsandmoveintotheirdefensivefinalpositionsafterthecoachhadtossedtheballfor attack.

Drill Variation 5The coach is replaced by a setter (the coach tosses to the setter) and an additional attacker is added in position 2. The setter has the option to set either position 4 or position 2. The defenders must adapt their positions to defend against either attacker as required. The offside blocker should drop off the net and become the fourth defender.The defenders are also instructed to counter-attack any successful digs from positions 2 and 4. If the right side blocker is a setter then the second attacker could be from position 1. The two initial attackers should attempt to block any counter-attacks.

Note: This drill has advanced such that it now meets the requirements of a SP drill.

C

C

Cs

Cs Drill Variation 6

A middle blocker and a middle attacker are now added, giving each side additional defending and attacking capabilities

Cs

Drill Variation 7The coach is replaced by two receivers who are served by the coach.

Since there are now 6 players on each side it is possible to play each rally to conclusion making this variation a late season (CP) drill.


4�

Many different drill variations have been created just by adding additional players to the mix. These player additions have so significantlychangedthedrillthatthefinalvariationdoesnotresembletheinitialdrillatall.

2) Change the Success Criteria or Objective Theobjectiveandsuccesscriteriaofadrillhaveasignificantabilitytochangeadrill.Twodrillscanoperateunderalmost

identicalcourtconditionsbutwithadifferentobjectiveand/orsuccesscriteriabecomesignificantlydifferentvariations.

In the preceding examples, it was understood that the objectives and ultimately the success criteria were related to defense. So a possible objective for Variation 6 might be to improve cross court defense. To assist in achieving this objective, a possible success criterion could be to allocate 1 point for every ball that is successfully defended and transitioned. This combination of objective and success criteria would provide a clear defensive focus to the drill.

However by changing the objective to: “improving attack combination play selection” and the success criteria to a goal of achieving 25 kills vs. a 2-person block = 1, vs. a 1-person block = 2, and vs. a 0-person block = 3, the focus of the drill has beenchangedsignificantlyandthebehaviouroftheathletesandtheirapproachtothedrillwillchangeaswell,becausethey have a different objective and different criteria to meet for drill success..

3) Change the Type of First Ball Introduction Thetypeoffirstballusedtostartasequenceofactionscansignificantlyalterthedifficultyofadrillandhavefarreaching

implications for the quality of execution in the drill, its objectives, and success criteria. For example in Variation 7 if the coach steps into court and delivers an easy serve so the quality of the pass is high; the attacker has the opportunity to be quitecomplexwithanaggressiveandveryfastmiddleattackandcombinationplayopportunities.Thiscouldsignificantlyalterthedefense’sabilitytocounter-attack.However,ifthecoachdeliversaverydifficultserveresultingininconsistentpassesthenasimplefirstattackismorelikelytoresult.Thiscouldsignificantlyincreasethedefense’sopportunitiestocounter-attack.

4) Replace the Coach With A PlayerThis method of variation has been use quite often during the above sequence of drills (variations 3, 5, and 7). 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, when the coach is replaced they often assume a new role earlier in the action sequence chain. For example, in variation 4 the coach has essentially assumed the responsibilities for delivering the second contact (the set). In variation 5, the coach has been replaced by a setter who assumed responsibility for the second contact but the coach assumes the responsibility forthefirstcontact(thepass)instead.Thisconceptofreplacingthecoachwithplayersisquiteimportantasyourteamprogresses from early season (GP) into mid season (SP) and the late season (CP). 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,in Variation 1 if we move the defender from The left side of the court to the right side of the court, the drill is altered considerably. The defender is now digging from the opposite side of the court and they will now be defending versus a line attack as opposed to cross-court (of course we also have the option of moving the location of the coach to change the attack as well).

6) Add Additional Skill ComponentsVolleyball skills are seldom performed in isolation. Players are typically in a constant state of transition. For example prior toexecutingadigthedefendermustfirstpositionhim/herselfbasedontheattacklocationandtheirteam’ssystemofplay. After they make the dig he/she will be required to cover their attackers against a possible block by the opposition. For example, Variation 1 could be adapted to require the defender to start in their Defensive Ready Position and move to their Defensive Final Position to execute the dig, to more closely simulate the movements required in competition.


�0

7) Restrict Tactical Options Restricting the tactical options of the players in a drill is an excellent way to direct play towards those areas you wish to

focuson.Itisespeciallyusefulinthelateseason(CP)wheretherearetypicallymanyplayersonthefloorwhichcreatesmany different tactical opportunities. For example, in Drill Variation 7 we could increase the focus on defense in position 5byintroducingtherestrictionthatthefirsttwoattacksmustbedirectedtowardthissideline.Anotherpossiblerestrictionwouldbe to require thefirstattack tooccur from the left sideattacker ifwewished to focusondefenseversus thisposition.

8) Segment the CourtIn situations where coaches wish to have continuous rallies but do not wish to have a full six players on each side involved, coaches may choose to segment the court. Using this adaptation method the coach will restrict play to certain areas of the court (i.e. to the areas where they have players located) so that a player’s court coverage responsibilities are limited 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.

C

Cs

Another way to add additional skill components is to create a situation where a player is required to perform more than one skill inthesamerally.Forexample,wecouldadaptVariation6byhavingourtwooutsideattackersreceiveservefirstandthenberequired to attack the third contact.

This linking of the skills is an important concept for the athlete to acquire at advanced levels.

Cs

s

In this drill, the coach initiates the rally by serving the ball over the net. The ball is passed and attacked over the net from the back row in a controlled fashion. The objective is to create a continuous rally. When the rally ends, the coach introduces another ball.


�1

This drill is initiated by the coach tossing free ball to the setter. The setter sets one of three attackers and the opposing blockers attempt to block the ball. If the block is successful, the attacking side gets another free ball from the coach. If the attack is successful, then the blocking side receives the next ball to attack.

By using almost exclusively front court players, the coaches are able to focus completely on the actions of attacking and blockingandalsoensurethatasignificantnumberofrepetitionscanbeachievedquitequickly.

Rightand leftcourtsegmentationalsoaids thecoach in focusingonspecificcourtpositionsandsituations.Here’sanexample:

sThis drill is initiated with a player serving towards position 4 or 5. After the serve, the server enters the court and plays defense in position 1. The ball is passed to the setter and attacked from position 4. All attacks are directed down the line. If the ball is successfully defended it could be counter-attacked via the back row.

Note: The blocker could be instructed to block cross-court to provide the attacker more opportunity to successfully attack the line.

s This 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 few of the more common ones. As is evident in the drill examples provided, often these adaptations are used in combination to achieve the conditions you wish to create.

The coach has segmented the court by only having back row players involved. This allows the drill to focus on backcourt defense and ball control. A further possible restriction might be to not allow tipping in front of the attack line to further improve rally length and the back court focus.

Here’s an example of front court segmentation:

Cs

s

C


�2

Observation

Step 1

Group ObservationShould occur at the beginning of each activity with periodic

double checks throughout the activityRationale Method

• Ensures procedure is respected• 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 ObservationShould occur throughout the activity

Rationale Method• Ensures the athlete is properly

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/visual Distraction

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/Adjust Activity Teaching Interventions

Adjust equipmentAdjust task demandsRepeat task/activityAdjust progression

Adjust tempoAdjust volume or intensity

or

Help or reassureExplain or ask questions

Simplify – use examples or reduce the number of variables to process

Use re-focusing or visualization strategiesDemonstrate correct technique/tactic

Provide feedback or results

Step 3

Error Detection Tips

• Compare technical execution to a volleyball skill model. Excellent knowledge of skill execution is key to technical detection!

• Identify WHERE the error 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 applying the “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


�3

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. (1�7�).

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


�4

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.


��

Basic Cycle of Actions for Volleyball

Service Reception

Service

Adapted from a model originally developed by Lorne Sawula, 1978

Preparation for Attack

Information Gathering Transtion to Defensive Ready

Attack Coverage

Attack

Transition to Final Defensive Positions

Defensive Ready

Defense and Attack Reception


��

Guidelines for Using the Libero

The Libero is exclusively a backcourt player who should excel in passing “first contact balls’. This position gives players regardless of size, a chance to specialize their skills and become valuable contributors to their team.

This is a brief introduction both to the strategies that have commonly been used for the position and the rules that govern its use.

Choosing the LiberoThe Libero should be a player with excellent ball control skills. He/she should excel at both overhead and underhand passing, and both serve receive and defence. On some teams, the player with the best ball-control may also be the best hitter or blocker; because the Libero is not allowed to play in the front row, you probably do not want to choose someone whose skills will be missed at the net. At the same time, the Libero does not automatically need to be the team’s smallest player.

Who to ReplaceThe idea behind the rule is to extend rallies by allowing teams to replace a weak passer with a stronger one. Some teams have assumed that the Libero should automatically replace the back-row middle, or the tallest player on the team, or the best hitter. This may or may not be the case - for example, at higher levels; some teams make extensive use of back-row attacks, in which case coaches need to decide whether they are willing to sacrifice these attacks for better defence. Take a good look at your team’s player personnel before you make decisions about who will go in and who will go out. In order to make best use of the rule, you should try to substitute for the player who is least likely to provide quality back-row contacts. It is important to remember, though, that the Libero does not need to stay in for the same person the whole way through the back row. As long as the Libero leaves the court for at least one rally before returning, he/she can replace several different players as different game-situations develop. Where Does the Libero GoBecause the Libero is essentially a back-row specialist, you will want to position them in a spot where they will get the largest number of balls. This will vary depending on the blocking scheme your team uses, but most teams have chosen for their Libero to play in either position � or �. To use the back-row attack as an example again, it is much more common to use back-row attacks from position 1 or � than from �, so for teams using back-rows, position � might be the best spot. Once again, it is important to assess the needs of your particular team when deciding where you want to position this new player, instead of simply sticking them somewhere because you have seen other teams doing it.

Characteristics of the LiberoThe Libero ‘s defensive role on the team means that he/she should be a fearless defender, willing to go after any ball. A take-charge attitude is also an asset because you will probably want your Libero to play any of the in-between balls on free balls or serve receive. Liberos must be confident and not easily frustrated by one or two bad contacts; they will be counted on to be steady passers, because (as will be covered later in the “Rules” section) a new Libero cannot be substituted in right away.

Rules Governing the Liberoa) It is not mandatory to have a Libero .b) The Libero must wear a jersey that is a different colour than those of the rest of the team, and this

jersey must bear the same number that is listed for that player on the score sheet. c) The Libero can replace any back-row player, but must come back out before he/she gets to the

front row.


�7

d) Replacements involving the Libero are not counted as regular substitutions; they are unlimited, but once the Libero comes out, he/she must be on the bench for at least one rally before going back in.

e) The Libero is not allowed to serve, block, or attack from either the front or backcourt.f) If the Libero is in front of the attack line, he/she is not allowed to set (overhead pass) to either a

front or back row hitter to attack the ball. If he/she is behind the attack line, this is allowed.g) For Libero replacements, the officials do not need to be notified (as with substitutions), but make

sure that (a) the switch is completed before the service whistle, and (b) the players come in and out on the sideline between the attack line and the end line.

h) Once a game has started, a new Libero cannot be substituted in. However, a new Libero can be named between games of a match. The exception to this could come in the case of an injury to the Libero. If the Libero is injured, another player can be legally substituted, but the new Libero must play for the remainder of that game, and the injured Libero must not play for the rest of the match.


��

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


��

Risk Management and Safety Checklist

It is the policy of Volleyball Canada to develop, implement and monitor an effective Risk Management and Safety Program designed to foster a spirit of competitiveness in the safest possible environment. It is the responsibility of every member, coach, official, volunteer, staff and director to practice Risk Management and Safety on a continuous basis.

Lines and Anchors Court boundaries conform to Volleyball Canada regulations Boundary lines are of a colour which contrasts with the sand Corner anchors are buried and unable to cause injury At least 2m of free space beyond the sidelines At least 2m of free space beyond the end lines

Sand Flat and uniform Free of objects (rocks, shells, etc.) At least 30cm deep

Nets and Standards Standards are at least 0.�m from the sidelines Standards are free standing (no supporting cables) when possible Standards are padded when possible Cranks / hooks / fasteners are covered Antennae are safely and securely attached

Score Tables and Team Area Position of score table will not interfere with play Placement of team benches will not interfere with play Team gear can be stowed behind benches

Referees’ Stands Stands are safe, stable and easily accessed Stands are padded

Spectator Gallery Does not interfere with play All railings are secure

Environmental Conditions Wind – does not pose a risk to participant Rain – conditions are suitable for play Lightning – at least 30 seconds exist between lightning flash and the thunderclap

Others Others: ________________________

Report any problems identified in the above checklist items.


�0

Physical Training for Volleyball

ThecultureofvolleyballinCanadaisconstantlychangingandnowhereisthatmoreevidentthantheweightroomsandfitnesscentres throughout the country. Training programs and personal trainers abound as volleyball athletes become cognizant of the physical,tactical,technical,and,insomecases,financialadvantagestobegainedbyphysicaldevelopment.Thus,itisincumbentupon coaches to understand the requirements of volleyball and the optimal manner in which to meet those requirements in the development of a physical training program. The sport of volleyball is by it’s nature a “power” sport, and athlete physical development for volleyball should strive to make its biggest gains in the area of power development.

Power,bydefinitionisthesumofspeedmultipliedbystrengthandthedevelopmentofbothphysicalcomponents-speedandstrength-isessentialinitsdevelopment.However,itisimperativethattheathleteshavetheabilitytotraineffectively,efficientlyand injury free at the intensity levels required in the acquisition of power development. Establishing a base of cardiovascular fitness,muscular endurance and good technique should be considered amandatory prerequisite to a power developmenttraining program.

Key among the prerequisite development areas is the development of core body strength. Strength in the core body is a key to injury prevention, in addition it is essential to the production of power, and the athlete’s ability to transfer that power to the desired action.

Key areas of muscular development for the competitive - healthy - volleyball athlete are the prime jumping muscles (quadriceps, hamstrings, calves and buttocks), the shoulder girdle (deltoids, rhomboids and rotator cuff), the musculature responsible for the hitting action (pectorals, triceps, lats and obliques), and the core stabilizers (abdominals - obliques and transverse, lower back, hipflexors,hamstringsandbuttocks).

Many training programs and/or exercise prescriptions exist in current literature and most of these programs, if followed precisely, will result in gains by the athlete. There many differences from program to program but, generally a program that includes the followingwillbesufficienttorealizethedesiredresults:

GeneticPre-Disposition

Athleteswithapreponderanceoffasttwitchmusclefiberswillrespondmorepositivelytoapowerdevelopment program. Although, all athletes will see performance gains, regardless of the density offasttwitchfiberspresent,greaterimprovementswillgenerallybeseenbythosegeneticallypre-disposed to this type of training.

Base Development

Allprogramsshouldincludeasignificanttrainingphasewherethegoalistoincreasegeneralfitness(cardiovascular, muscular endurance, muscular strength, and core strength are the components of generalfitness).

The Principle ofOver Load

Through regular training, an athlete’s body will begin to adapt to the training stresses placed upon it. Therefore, the training volume and/or intensity need to be increased over time to maximize training’s benefits.Failure to increase thedemandson thebody inanappropriatemannerwill over time,reduce the impact of training sessions and slow an athlete’s physical improvement. Conversely, increasing physical demands or the length and frequency of training sessions too rapidly, may over-fatigue the athlete and lead to a reduction in performance. Successfully managing the volume and intensity of training sessions is critical to maximizing performance.

Sport Specificity

The training program must be geared to producing power, strength, and endurance in those actions specific to the sport of volleyball. That is, the strength and power gainsmust be functional forvolleyball.Forexample,massivebicepshavenotbeenshowntobebeneficialforthespikingactioninvolleyball.But,tricepsdevelopmentcanbeshowntohaveapositiveinfluenceonthespeedofthehand at contact with the ball, which would aid in producing a more powerful hit.


�1

FrequencyMost authors agree that an athlete must train a minimum of twice weekly to achieve substantial strength and power gains. This training must be in addition to the athlete’s normal volleyball training schedule.

Intensity

In order to achieve strength and power gains the athlete must train at high intensity. Intensity can be manipulated through factors such as:

●Thenumberandorderofexercisesperworkoutsession●Numberofexercisespermusclegroup●Numberofrepetitionspersetandnumberofsetsperexercise●Concentricvs.eccentricwork●Percentageofmaximalload●Primemoversvs.auxiliarymusclegroups●Work:restratio●Numberoflandingspersession/day

Training Load Is a combination of the intensity and frequency of the overall athlete training program, including team and individual practice sessions as well as match play.

Core Strength

The core body muscles are the connecting and stabilizing muscles in a power movement. A strong core is essential to maximal power development and application, as well as a key component for anyinjurypreventionprogram.Significantattentionshouldbegiventothedevelopmentofcorebodystrength.

Auxiliary Movements

These movements typically involve small muscle groups not involved in the jumping action per se, or those movements by muscles which will complement the prime mover muscles. These movements may, or may not, be considered whole body exercises.

Power Movements

Are the key movements for the production of power and are typically considered whole body exercises. Olympic Lift movements including, but not limited to, such lifts as: squats, cleans, push press, snatch, dead lift - are considered power movements. With power movements technique is crucial to safe and effective training with loads. It is imperative that the athlete learn the proper technique of these complex lifts/movements with no load prior to additional loading.

Note: The coach/trainer should ensure that all athletes have proper technique prior to prescribing these types of exercises. Call in an expert if need be!

Nutrition

Training for power development creates high nutritional demands on the athlete. Athletes will need carbohydratestopowerthemthroughtheirworkout,watertotraineffectivelyandefficiently,andaprotein rich diet in order to enable muscle hypertrophy. It is important that all athletes learn to fuel their high performance engine (muscles) with premium fuel (good dietary habits).

Note: Many athletes, especially female athletes, become concerned that their training will make themmuscle-bound.Theyseekdefinitionintheirmusclewithoutthehypertrophythatwilloccur.Itis important to emphasize that in most cases female volleyball athletes will not see huge gains in size or lose symmetry. Typically, the elite volleyball player is long and lean and even with training will remain true to that body type. Also, while their muscle mass may increase, their body mass may increase only slightly, as a result of reduced adipose tissue.

Rest

While the training session is the vital component of a power development program, it is the aspect of adequate restthatensuresthatthetrainingsessionhasbeenbeneficial.Muscledoesnotbuildduring training. In fact, muscle is broken down during training. Rest is where muscles build! While the athlete rests/sleeps, their body goes about the task of rebuilding those muscles that were broken down in the training session. It is during rest that the body rebuilds the muscle to handle the stresses that regular training places on the body. Adequate rest is the key to maximizing the effects of a training session. In fact, inadequate rest can often be the cause of overuse and fatigue type injuries. No rest – no gains!


�2

Sport Psychology and the Coach(adapted from Sport Psychology and the Swim Coach by John M. Hogg)

IntroductionThe psychological dimensions of sport are of interest to both the coach and the athletes and raise important questions which may be confusing, frustrating and captivating. For instance:• Why do certain athletes perform better than those who seemingly have greater physical and technical talent?• Whydocertainathletesperformflawlesslyinpractice,andyetfailtomatchyourandtheirexpectationsincompetition?• Why do certain athletes have the ability to put it altogether and demonstrate a peak performance at the right moment while

others can only fall short?

Sport Psychology or Performance EnhancementSport psychology is primarily concerned with themany psychological factors that tend to influence both participation andperformance. Both the coach and their athletes need to understand, teach and apply select and appropriate psychological constructs to the coaching setting - e.g. motivation, attribution, personality, achievement, self-awareness, leadership, group dynamics,cohesiveness,teamharmony,self-esteem,confidence,anxiety,communicationetc. In addition to these constructs and their theoretical orientations, the coach will need to teach their athletes select and appropriate psychological skills - for instance - self-awareness, goal setting, relaxation, self-talk, mental imagery and attentional control in particular, and other cognitiveandemotionalcopingskills todealwithcontrollingconfidenceandanxiety levels inavarietyofdifferentsettings.Such activities as psyching-up the athletes or helping them to create effective motivational or technical strategies, formulating performance routines or mental skills training programs, will demand considerable skills, knowledge and commitment on the coach’spart.Thecoachmayneedtokeepabreastofthecurrentliteratureandresearchwithinthefieldwhilebecomingcognizantof any cause-effectrelationshipsamongconstructsthatmaynegativelyorpositivelyinfluencebothathleteperformanceprocessand outcome.

The coach may also need to understand and appreciate psychological theory and techniques, as they apply to the sport of competitive swimming. The coach will certainly be expected to provide a healthy mental climate that leads to improved mental states and to the personal growth and maturity of all athletes.

Athletes today are looking to the mental aspects to provide them with the competitive edge. They are aware of the availability of various mental skills training programs; and that select skills must be mastered in order to create ideal psychological states before, during and following performance. There are many useful and practical techniques to help athletes be the best they can be. The coach will want to be concerned about their own competencies as a coach and take steps toward self-improvement if they are to successfully meet these needs. Psychology is no longer based solely on sound common sense. The coach may want to discover ways to enhance their athletes’ chances of reaching peak performances, to teach various forms of self-regulation training and to incorporate and integrate psychological skills training packages into their training program of training and competition.

Psychological Qualities and Abilities Associated With Top Performers In addition to identifying physical talent the coach may wish to recognize those psychological qualities and mental abilities associated with elite performers as outlined in the following tables. An appreciation of the psychological make-up of successful elite athletes may help the coach strive with extra urgency and direction to incorporate mental skills with developing team members.

Psychological Qualities Associated With Top Performers Top performers tend to:

•Enjoyhigherlevelsofself-confidenceandself-beliefandlessself-doubt.•Experience better levels of focus and concentration and are less likely to be distracted from goals.•Focusmoreonperformanceprocessandbelessinfluencedbyoutcome.•Be pre-occupied with sport in a more positive way - more positive thoughts, imagery, day dreams.


�3

•Experience less anxious states immediately prior to and during competition and be able to obtain and sustain an ideal performance state.

•Be more capable of rebounding from mistakes and of drawing readily from previous experiences.•Enjoy relaxed states and yet be highly energized and in control when it really counts.•Experience extraordinary awareness with all their sensations acting in harmony.

However, it is important to remember that the essence of talent is not so much the presence of certain qualities as in the absence oftheinhibitingself(Millman,1979).Theathleteswillfirsthavetoknowthemselvesfully(bebothphysicallyandmentallyaware)and to gradually free themselves of physical and psychological constraints which at times they tend to unconsciously develop.

Psychological Abilities Associated With Top PerformersTop performers possess the ability to:

•Compete in a relaxed state of mind.• Integrate both success and failure into their existing self-concept.•Achieve productive outcomes while avoiding repetition compulsion.•Create a harmonious existence between the real and the ideal self.•Foster an integrated ego ideal that is a constant source of internal motivation.•Postponeanygratificationinfavorofreachinglongtermgoals.•Separate emotional intensity from cognitive awareness by intellectualizing and rationalizing.•Make changes based on self/other evaluations

The coach should be more aware of your own coaching behaviors and whether these are actually effective in promoting both learningandpersonalgrowthspecifically intermsofimportantmentalskillsorperformanceenhancementtechniques.Manycoaches admonish their athletes to do things without actually telling them how or why! The coach should consciously avoid statements like - “Focus!” “You have got to be mentally tough!” “Some days you have it, others you don’t!” “Keep your mind on the race!” “Don’t choke!” “Just don’t think about it and it will come!” More precise feedback is very important in the psychological sense.

It will help the coach to be acutely aware of their own skills and competencies as an educated resource, and if the coach feels that they are overlooking the psychological aspects of training and competition the coach may need to ask him/herself why. Is it because the coach is skeptical about the power of mental skills or believe psychological skills to be innate; or is it because the coach feels that they do not have adequate time, are unable to make a commitment to learning and sharing your knowledge, orrecognizethattheylackappropriatetrainingandthereforefindthemselvesplayingdownordenyingthesignificanceoftheseskills? While the coach endeavours to make up for their own limitations, the coach might be able to acquire the help of suitable sport psychologist to commence a meaningful program for their team or simply pass this exercise on to a mental skills trainer if he or she is available as a vital part of your support systems.

For instance, there are many imagery and cognitive interventions that the coach should acquaint him/herself with. The coach needs to know a variety of techniques available to their athletes to help them focus positively on what they want to happen rather than on what they do not want to happen. The coach will need to help them deal with negative thinking or the ‘I can’t do it’ attitude associated with performance failure. The coach should discover the many ways to enhance team cohesiveness andharmony, athletic self-confidenceand feelingsof competency.Thecoachshouldbecomeacquaintedwithmotivationaltechniques - especially group and team goal setting procedures, along with effective ways of communicating and providing meaningful feedback.

Oneshouldneverunderestimatetheirownpowerasacoach.Thecoachshouldinitiallyinfluencetheirathlete’sattitudesandresponses and then gradually empower them to accept full responsibility for their mental preparation. Empowering means systemically providing the athletes with occasions and opportunities that encourage them to be responsible and to learn how to handlethemselves.Educatethemaswellasshapetheenvironmenttohelpthemcontrolandinfluencetheirownbehaviors.


�4

Psychological or Mental Skills For The AthleteJust as physical skills and their sequential development are important to each athlete, the same applies to mental skills. A brief introduction to each skill follows and it should be noted how these mental skills are linked and sequenced.

Self-AwarenessHow I understand or

perceive myself

Self-Actualization

Self-Confidence

Self-Acceptance

Self-Esteem

Self-ImageHow I see myself generally

How I evaluate myself

The degree to which Ican accept myself

How good I feel about myself now

Goal-Setting ImageryRelaxation Self-Talk Attention

As A Person As An Athlete


��

The 6 Major Mental Skills for The Competitive Athlete

1. Self-Awareness:How the athletes think or perceive of themselves both as persons and as competitive volleyball players is critical. The skill of self-awareness will help your athletes recognize their strengths and limitations and come to terms with those things that they need to change technically, physically, strategically and psychologically. Self-awareness will ultimately help your athletes improve or enhance their existing self-image and it is the thread or the lynch pin that connects all other mental skills. Awareness should be reflectedintheathlete’sabilitiestohavefaithintheirskills,conditioningandcompetitivepreparationssothattheycanperformwhen it really counts.

2. Goal Setting:Once the coach and the athletes are aware of their own strengths and limitations, as well as their aspirations and motives in the psychologicalsense,thenthecoachcanspecificallyhelptheirathletesorencouragethemtoworkindependentlyatmappingouttheirownindividualjourneytowardsuccess.Clearlydefinedgoalsmayhelptheathletesbehavewithsinglemindednessastheymove toward their destination. The goal setting procedure requires that the coach is systematic and precise and the coach must take into account the athlete’s level of ability, gender, degree of commitment and stage of development. Initially, the coach will be required to present the goal setting process in detail, structure a delivery system, create appropriate tools, monitor progress, and create an environment that is conducive to successful goal setting.

3. Relaxation:Theabilitytorelaxissignificantfortworeasons:itisaprimaryskillthatcanbedirectedateliminatingtensionandstress.Equally,it is a skill than can produce a tranquilizing state and cause the mind to be more receptive to positive suggestions as to how the athletes might improve their mental states and consequently their performances.

4. Self-Talk:The athletes need to be aware of their innermost thoughts, perceptions and beliefs and whether these tend to be positive or negative. Positive athletes have little trouble seeking out all the positive things that surround their training and competition. Equally,negativeathleteshavenodifficultyattachingthemselvestothenegativeaspects.Self-talkcankeepthingsincontrol,and the coach should certainly recognize that process oriented and outcome oriented athletes talk differently to themselves.

5. Mental Imagery:The athletes need to harness the power of their mind’s eye. Visualization skills can help athletes reproduce past experiences and mental recall isaprocess thatallowsathletes todrawupontheverybestof theirpastexperiencesandtoreaffirmthepositive that exists in them. It is also a useful method to conjure up images in the here and now, to assist with focusing on skill or technique or to project future images in order to help the athletes solve problems and to cope with the unexpected. Imagery can help the athlete fillup with good thoughts, pictures and feelings or alternatively empty out. Images can help to increase energy or to calm the mind and clear the mental airways so that the body and the mind will be ready for competition.

6. Attentional Control:The athletes need to concentrate, focus and refocus on the details of their performances. Optimal performance depends on the athlete’s ability to focus on the appropriate cues, to avoid all distractions and to sustain concentration on the task until it is completed. Developing this skill will enable the athletes to concentrate when it counts the most.

Performance Process vs. Performance Outcome Many coaches are still overly obsessed with performance outcome (winning or losing) to the extent that they and their athletes lose focus on the performance process. A performance outcome orientation is invariably wrapped up in a “winning is everything” competitive ethic (Burton, 1989) and can be a considerable source of anxiety which eventually impacts uponmotivationandself-confidence.Itisnotthatwinningisunimportant.Butasoleemphasisonoutcomewillleadthecoachandtheirathletestoadoptalessthanflexibleapproach.Thedangerassociatedwithanoutcomeorientedphilosophyisthatitpresumes that the athletes are in control of winning and consequently are consistently successful and feel totally responsible for their successes. For the vast majority of athletes this is an impossibility. Just as the baseball player is unable to consistently pitch the perfect throw, so too a volleyball team is unlikely to win every match.


��

A winning orientation as a sole focus tends to force the athletes into evaluating their successes based on odious comparisons between their performances with those of other athletes. Unfortunately, when athletes view their achievements in terms of whether they actually win or lose matches rather than how they perform individually, they endanger their chances of consistent success and invariably fail to take credit for their successes.

Because the athletes actually win matches does not necessarily mean that they perform well. Winning matches are often the result of other factors that athletes cannot control directly - for instance - how the opposition plays in the match, their ability and performance capabilities, luck and so on. This means that most athletes are really unable to control winning, despite their evidentabilities,andthattheymayloseamatchsimplyduetocircumstancesbeyondtheircontrol.Also,itbecomesdifficulttotake full credit when they do not feel totally in control.

Equally, because the athletes lose matches does not necessarily mean that they perform badly. Winning is too much of a challenge for the majority of athletes, but if this is their sole focus then they will gradually view their chances of being successful intermsofoutcomerathernegatively,andwhentheydowintheywilltendtoregardtheirperformancemoreasareflectionofgood luck than the result of design or ability. They may even begin to perceive their competencies in very limiting ways, and experience increased anxiety states in the competitive setting.

A performance process orientation invites the coach and athletes to focus on success in terms of exceeding one’s own performance standards rather than those of others. The process entails so much more than the outcome and should not be exclusive of outcome goals. The process is inclusive of all those things the athletes need to do to ensure that their performance is perfect or the best under the existing circumstances. The performance process is meaningful every day and gives each athlete the power tobeflexibleandtoadjusttoanyneedsordemands.Theirdestiny(successorfailure)remainsintheirownhands.Iftheyaresuccessful and because of this self-responsibility, they will internalize their success and perceive themselves as having both ability andconfidence.Thisapproachworksforalllevelsofathletes(developmentaltoelite).Highlymotivatedathletescanalwaysfocuson doing their best versus comparing themselves to others. Rather than being locked into an outcome orientation, encourage the athletes with meaningful feedback to concentrate on learning and mastering all those controllable things that impact on outcome - for instance - skill technique, intensity of effort, regularity at training, positive thoughts and so on.

It will be helpful to strike a happy balance between the advantages and disadvantages of these two perspectives. Because the coach encourages their athletes to concentrate on those aspects of performance that they can control in the expectation that winning or success will occur as a consequence, does not mean that the coach would shun any thoughts or hopes of winning. Good athletes dream about winning, but they safeguard their dreams by doing all those things that ensure excellence in performance.


�7

Goal Setting

Goal setting is a very effective motivating technique. Moreover, the way you set goals is crucial. In particular, collaborative goal setting, which involves athletes, is much more powerful than unilateral goal setting, in which athletes aretoldwhattheirgoalsare.Feelingsofloyaltyandanattitudeofcaringarebenefitsofcollaborativegoalsetting.

Goal setting involves talking with athletes about why they are in sport and what they are expecting. Setting common goalshasmanybenefits-ithelpsdevelopclearergoalsandpriorities,increasescommitmentandmotivation,preventsproblem behavior, and improves communication.

Setting common goals also allows athletes to make their own decisions. Athletes learn to solve problems within a group, they become responsible for their own actions, and a more positive and supportive environment develops.

It is imperative that collaborative goal setting and in particular why athletes participate and what they expect is determined as early as possible in the season. That way there is time to find out whether goals, priorities andexpectationsarecompatible-andtimetofindsolutionstoanyconfusionormisunderstanding.

Payoffs to Using Collaborative Goal Setting1. Clearer Goals and Priorities2. Increased Commitment and Motivation3. More “Successes”4. IncreasedConfidenceandImprovedMorale5. Psychological Maturity6. Improved Coping Mechanisms7. The Prevention of Problem Behaviour8. More Joy in Leadership9. An Appreciation of Planning and Goal-Setting10. Empathy for the Rights of Others11. Improved Communication12. Happier Athletes, Better Performances, and More Fun

Ten Steps of Collaborative Goal Setting1. Plan on Your Own.2. Plan to Involve Your Athletes.3. Consider Involving You Athletes a Bit at a Time.4. State the Limitations of Your Sport Program.5. Set the Right Climate.6. Act as a Facilitator, Not a Dictator.7. Set Appropriate Goals.8. Discuss Strategies for Achieving Goals.9. Strive for Consensus.10. Record allSpecificGoalsandStrategies.


��

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 this happens,thedecisionsareoftensensitiveanddifficulttomake.Inthesesituations,thequalityofthedecisionsmadebythecoach depends on a number of factors including:

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

Ethical Decision-Making ProcessStep Establish the facts of the situationStep 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 Identify the pros and cons of each potential decision that could be madeStep Select the best option for the decisionStep 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. At this stage, ask yourself the following questions:

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


��

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 CanadianCharterofRightsandFreedoms, the CanadianHumanRights 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


70

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.


71

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 decisionorforaction, 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 chosenottomakeanydecision 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.


72

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?


73

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?


74

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.


7�

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• Is 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?


7�

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: “Whattodonext?”

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 conservativeapproach.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.


77

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.


7�

Game Day Nutrition

Sport performance and healthy eating habits are linked in much the same way that a race car and the high octane gasoline that fuels the car are linked. To achieve optimal performance both the race car and the athlete require high quality fuel. Placing a substandard fuel in either the race car or the athlete’s body will have the same result - a sub-standard performance. And in fact, bad fuel or lack of fuel will cause both the car and the athlete to break down or shut down. Furthermore, the longer the race,matchoreventlaststheimportanceofaqualitysourceoffuelbecomesevenfurthermagnified.Thus,duringvolleyballcompetitions that involve multiple matches per day and/or multiple day events, the coach and athlete must do the utmost to ensure quality nutritional practices are followed. At best, Game Day Nutrition should be an extension of an athlete’s normal, high quality daily nutritional plan. The Canada Food Guide remains an athlete’s and coach’s best tool for ensuring that quality nutritional habits become the norm.

What then, is the best fuel to feed the high performance athlete and how do we ensure that the fuel that the athlete requires for high performance utilized and optimized in the best possible way?

In short, the major nutrients required by the high performance volleyball athlete each day, are:

5 to 15 servings of breads and cereals5 to 15 servings of fruits and vegetables2 to 6 servings of milk and milk products2to4servingsofmeat,fishandalternatives (Canada Food Guide)

While energy demands vary based on factors such as; age, sex, body size, and the intensity and duration of the activity, the major source of this energy comes from carbohydrates. Breads, cereals, fruits and vegetables are the best source of carbohydrates for the athlete. Thus, game day nutrition must satisfy the body’s needs for carbohydrates (fuel).

It should also be noted that while protein is an important muscle building and rebuilding nutrient, volleyball players have normal protein needs – typically about 1 gram of protein per kilogram of body weight. And as it relates to game day nutrition, protein is not a major source of energy as the athlete competes throughout the day.

SpecificGameDayStrategies

Snacks - Snack throughout the day. The athlete should take a healthy “Snack Pack” with them to the competition site. Choose high carbohydrate snacks, and keep the snack servings small between matches.

Post-Match-Withinfifteen(15)minutespost-match,havehighacarbohydratedrink,e.g. juice,specialdrinks,even clear soft drinks if that is the only drink available.

Low-Fat - Avoid high fat foods such as fried foods, butter/cream sauces, mayonnaise and mayonnaise type salads, donuts, pastries, pies, cakes, whole milk and others.

Hydration-Theathleteshoulddrinkplentyoffluids.Dehydrationisamajorobstacletooptimalperformance,asitinhibits muscular contraction and recovery.

ProblemFoods-Spicyfoods,fibrerichfoods,gasproducingfoods,foodscontainingcaffeine,andalcoholshouldall be avoided.

Waiting Periods - When the athlete has a 3 - 4 hour waiting period prior to their next match, a calorie total of 500 - 800 calories (primarily carbohydrates) is recommended. When the athlete has a 2 - 3 hour waiting period prior to their next match, a calorie total of 250 - 500 calories (primarily carbohydrates) is recommended. When the athlete has a waiting period of 1 - 2 hours, a calorie total of less than 250 calories (primarily carbohydrates) is recommended. A meal that is rich in fat or protein will require a longer waiting period.

For further information, thecoachand theirathletescanacquireadditionalnutritional informationwithspecificemphasisonnutritional requirements for high performance athletes, from the Sport Medicine and Science Council of Canada, and with SNAC (Sport Nutrition Advisory Committee).


7�

Sample Meal Planfor

2 ½ Day Round-Robin CompetitionDay 1 (Matches at 10:00 am, 2:00 pm and 5:00 pm)Breakfast (7:15 am) Cereal with Skim Milk, Orange Juice, Toast with Jam or Honey, Fruit YogurtSnack (8:45 am) Juice and/or CookiesMATCH (10:00 Post-Match DrinkSnack (12 Noon) VegetableJuice,ChickenSandwich(nomayoorbutter/margarine),FruitSalad,Cookies/MuffinMATCH (2:00 PM) Post-Match DrinkSnack (3:30 pm) Muffins/Cookies,JuiceorClearSoftDrink,AddYogurtDrinkorLowFatCheeseifHungryMATCH ( 5:00 Post-Match DrinkDinner (8:00 pm) Chicken Stir-Fry, 500 mL Rice, Fruit Salad, Cake, Choice of DrinkSnack (prior to bed) If hungry, have a high carbohydrate snack.

Day 2 (Matches at 9:00 am, 1:00 pm and 7:00 pm)Breakfast (6:30 am) Toast with Jam/Jelly/Honey, Juice, Low Fat Milk, Fruit SaladMATCH (9:00 am) Post-Match DrinkSnack (11:00 am) Low-fatCheese,SodaCrackers,Juice,GranolaBar/Muffins,Orange/GrapefruitSectionsMATCH (1:00 pm) Post-Match DrinkLunch (3:00 pm) McDonald’s (McDLT - no mayonnaise), Orange Juice or Soft Drink, Salad (low cal dressing), Cookies, Low-

Fat MilkSnack (5:00 pm) If hungry, choose a high carbohydrate snack.MATCH (7:00 pm)Dinner (9:00 pm) Vegetarian Pizza, Juice, Milk, Soft Drink, Fruit Salad

Day 3 (Match at 1:00 pm)Breakfast (8:00 am) Eggnog/Juice, French Toast (no butter), Syrup, Low-Fat Cheese or Lean Ham, Milk/JuiceSnack (11:00 am) Juice, Sandwich (no butter/mayo), or Muffins,or Low-Fat Cheese, or Boiled Eggs, MilkMATCH (1:00 pm)Post-Match Rehydrate, and eat as you wish.

Carbohydrate Content of Various Foods0 to 5 Grams per 6 to 10 grams per 11 to 20 Grams per 21 to 30 Grams per PortionCheese Soda Crackers (4) Milk Yogurt DrinkTofu Wheat Bran Plain Yogurt MilkshakeMeat, Fish, Poultry Popcorn, Potato Chips Seeds, Nuts Soya MilkButter, Margarine, etc. BranMuffin Cooked Flours and Grains Cream SoupEggplant Grapes Bread Instant BreakfastBroccoli,Cauliflower Grapefruit Pasta Whole Grain CerealAsparagus Peach RefinedCereal Melba ToastLettuce Avocado Berries, Cherries CantaloupeCelery Spinach Sweet Biscuits Pastries - sweet buns, croissantsGreen Pepper Carrot Honeydew Melon Apple, PearOlives Meatloaf Kiwi BananaDiet Soft Drinks Wine Orange Dried FruitCondiments Plum Regular Soft DrinkCoffee, Tea Raisins

Fruit Juice, Fruit Drinks31 to 50 Grams per 51+ Grams per Portion Canned FruitFruit Yogurt Chocolate Milk Green Peas, CornMilk Pudding Rice Pudding with Raisins Sugar, Syrup, JamLegumes Bread SticksCakePotato

workshop 2 indoor volleyball canada volleyball 2 coach... · 1h35 on court strategic ... the level...

Documents