workshop 2 Volleyball Canada VOLLEYBALL Coach Workbook

Transcription

1 Volleyball Canada workshop 2 INDOOR VOLLEYBALL Coach Workbook

2 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

3 Session 1 0h00 classroom Course Introduction (45 min) Welcome and Registration Introduction to Volleyball Review of Level 1 Expectations of Level 2 0h45 classroom Long-Term Athlete Development 1h15 classroom Basic Seasonal Planning (45 min) Mid Season Planning 2h00 classroom Developing Practice Plans (45 min) Components of a Practice Risk Factors Coordination of Drills Drill Selection and Structure 2h45 on court Skill Variation & Individual Advanced Tactics (75 min) Skills Analysis Model How to Observe 4h00 Skill Variation (and/or Advanced Tactics) SESSION 1 CONCLUDES Session 2 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 Transition 3h00 classroom Responsible Coaching (30 min) 3h30 SESSION 2 CONCLUDES Session 3 0h00 classroom Level 2 Evaluator Training Review the evaluation methods and tools Review the process for debriefing a coach 1h00 on court Practical Session #1 Vertical drill integration in the 3 different parts of the training session 4h00 SESSION 3 CONCLUDES Session 4 0h00 on court Practical Session #2 Horizontal drill integration in the 3 different parts of the training session 3h30 SESSION 4 CONCLUDES Session 5 0h00 on court Practical Workshop and Evaluation 2h30 on court Coach Feedback (Athletes Dismissed) 3h30 classroom WORKSHOP CONCLUDES i

4 Table of Contents About This Workbook... iii Course Introduction...1 Certification Requirements...2 Volleyball Canada - Coach Development Model - Indoor & Beach...3 Volleyball Canada - Participant Development Model - Indoor & Beach...4 Outcomes and Objectives...5 Seasonal Plan Assignment...6 Coaching Context...7 Assessment of Sport Demands (Key Performance Factors)...8 Athlete Assessment...9 Identify the Competitive Season...10 Practice Design Assignment...12 Self Inventory Guide...15 Final Evaluation by a Level 2 Coach...22 Level 1 Volleyball NCCP Evaluation Summary...25 Level 1 Volleyball NCCP Evaluation Tool...26 Description of Level 1 evaluation criteria...27 Practice & Drill Implementation...28 Level 2 Volleyball NCCP Assessment Tool...30 Level 2 Volleybal NCCP Assessment Summary...31 Description of Level 2 evaluation criteria...32 Practice & Drill Implementation...33 Supplemental Reference Materials...36 Seasonal Planning Considerations for Volleyball...37 The Training Session to Develop the Player...40 Technical-Tactical Development of the Player...44 Philosophical Premises of Drill Design...45 The Fundamentals of Drill Construction...47 Modifying Faulty Skill Execution...53 Basic Cycle of Actions for Volleyball...55 Guidelines for Using the Libero...56 Emergency Action Plan...58 Risk Management and Safety Checklist...59 Physical Training for Volleyball...60 Sport Psychology and the Coach...62 Goal Setting...67 Ethical Decision Making In Sport...68 Game Day Nutrition...78 ii

5 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 assignments 2. The in-course assignments 3. 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 Expectations The 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 Assignments There are three pre-course assignments included in this workbook: 1. The seasonal plan pre-course assignment 2. The practice plan design assignment 3. 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. iii

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7 Course Introduction The 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 Contexts Coaching Streams Community Sport Competition Instruction NCCP Volleyball NCCP Indoor Volleyball NCCP Indoor Volleyball Initiation TBD Introduction Level 2 Indoor Program Beginners Level 1 Program Ongoing Participation TBD Development Level 3 Indoor Program High Performance TBD Intermediate Performers Advanced Performers N/A N/A During the transition Elements 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 Volleyball Certification Process Coach starting points Volleyball Workshop 1 *formerly Level 1 Tech. Volleyball Workshop 2 *formerly Level 2 Tech. Competition Introduction Multisport Modules* (Parts A & B) - Make Ethical Decisions - Planning a Practice - Nutrition - Designing a Basic Sport Program - Teaching/Learning - Teaching Basic Mental Skills Course assessment Level 2 In-training Level 2 Trained Develop Volleyball Coaching Portfolio Observation and Debrief Level 2 Certified *or NCCP Theory 2 * An acceleration pathway is available for coaches with extensive playing or coaching experience. Contact your provincial or territorial volleyball association for more details. 1

8 Certification Requirements Level 1 Level 2 Level 3 Level 4 Discipline Volleyball Indoor Volleyball Indoor Volleyball Indoor Volleyball LTAD Stage Athlete Context In Training Trained Certified Training to Train 14 & Under 16 & Under middle school abled and disabled Completion of the Volleyball Workshop 1 A. Level 1 IN-TRAINING designation B. Completion of the Competition Introduction Multi-Sport Modules* (Part A): a. Make Ethical Decisions b. Planning a Practice c. Nutrition C. Completion of the NCCP Make Ethical Decisions online evaluation. *or NCCP Theory 1 A. Level 1 TRAINED designation B. Completion of the Level 1 Volleyball Coaching Portfolio: a. A description of your coaching context b. An Emergency Action Plan (EAP) c. A completed Practice Observation Form from observing a practice directed by a NCCP certified volleyball coach (a Level 2 or higher certified coach is recommended). 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: most Level 2 certified coaches have been trainied as Level 1 Evaluators. Learning to Compete 16 & Under 18 & Under high school abled and disabled Completion of Volleyball Workshops 1 & 2 A. Level 2 IN-TRAINING designation B. Completion of the Competiton Introduction Multi-Sport Modules* (Parts A & B): a. Make Ethical Decisions b. Planning a Practice c. Nutrition d. Designing a Basic Sport Program e. Teaching/Learning f. Teaching Basic Mental Skills C. Completion of the NCCP Make Ethical Decisions online evaluation. *or Level 2 Theory A. Level 2 TRAINED designation B. Completion of the Level 2 Volleyball Coaching Portfolio: a. A description of your coaching context b. An Emergency Action Plan (EAP) c. A completed Practice Observation Form from observing a practice directed by a NCCP certified indoor volleyball coach (a Level 3 or higher certified coach is recommended). d. A completed Match Observation Form from observing a match directed by a NCCP certified indoor volleyball coach (a Level 3 or higher certified coach is recommended). 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. D. Membership with your Provincial/Territorial Volleyball Association during the full period in which the portfolio and observation requirements are being completed. * Note: most Level 3 certified coaches have been trainied as Level 2 Evaluators. Training to Compete Learning to Win 18 & Under 21 & Under provincial teams college/university abled and disabled Completion of Volleyball Workshops 1, 2 & 3 A. Level 3 IN-TRAINING designation B. Completion of the Competiton Development Multi-Sport Modules*: a. Managing Conflict b. Leading Drug-free Sport c. Psychology of Performance d. Coaching and Leading Effectively e. Prevention and Recovery f. Developing Athletic Abilities *or Level 3 Theory A. Level 3 TRAINED designation B. Completion of the Level 3 Volleyball Coaching Portfolio: a. A description of your coaching context b. 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 directed by a NCCP certified indoor volleyball coach (Level 2 or higher however a Level 3 or higher certified coach is recommended). h. A completed Match Observation Form from observing a match directed by a NCCP certified indoor volleyball coach (Level 2 or higher however a Level 3 or higher certified coach is recommended). 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. D. Membership with your Provincial/Territorial Volleyball Association during the full period in which the portfolio and observation requirements are being completed. Learning to Win Training to Win National teams National team Development Programs University abled and disabled Acceptance into Level 4 program Contact Volleyball Canada Contact Volleyball Canada 2

9 Volleyball Canada - Coach Development Model - Indoor & Beach November 18, 2004 Community Sport Stream Instruction Stream Competition Stream Indoor Beach Level 4 Learning to Win Training to Win Able and Disabled Level 4 Learning to Win Training to Win Level 3 Training to Compete Learning to Win Level 3 Training to Compete Learning to Win Atomic Volleyball Learning to Train Community Centres, Clubs, Schools Level 2 Learning to Compete Level 2 Learning to Compete Mini Volleyball FUNdamentals Community Centres, Clubs, Schools Level 1 Training to Train Indoor and Beach Entry Entry 3

10 Volleyball Canada - Participant Development Model - Indoor & Beach November 18, 2004 Community Sport Stream Instruction Stream Competition Stream Indoor Beach Learning to Win Training to Win National Teams Able and Disabled Learning to Win Training to Win National Teams Sport for Life Community Centres, Clubs Adult Recreation Training to Compete Canada Games, College, University, 21 and Older Able and Disabled Training to Compete Canada Games 21 and Under 24 and Under Able and Disabled Learning to Train Community Centres, Clubs, Schools Youth 9-12 Learning to Compete College and University 18 and Under 21 and Under Able and Disabled Learning to Compete High School athletes College and University 18 and Under 21 and Under Able and Disabled FUNdamentals Community Centres, Clubs, Schools Children 6-10 Training to Train Middle School athletes 14 and Under 16 and Under Able and Disabled Entry Entry 4

11 Level 2 Indoor Volleyball Program Outcomes and Objectives NCCP Generic Outcomes 1. Analyzing performance Use appropriate reference models to identify aspects of performance that the participants/ athletes need to improve. 2. Planning a practice Assemble activities into a practice plan that is purposeful, organized and appropriate for the age group, and that reflects safety considerations. 3. Designing a sport program Consistent with the guidelines of the sport s ADM for the age group, design a sport program aimed at improving performance. 4. Providing support to athletes in training In a sport-specific environment, conduct activities that are enjoyable, safe, and structured, consistent with the 3M NCCP philosophy and values Performance Criteria What must the coach be able to DO, while working in this context? Detect and correct basic skill errors o Forearm pass o Overhead pass o Serve o Spike o Block Plan a 1 ½ - 2 hour mid season practice session in a safe and responsible environment Identify the risk factors Develop an EAP Design a seasonal program emphasizing technical and tactical aspects Structure the program into three major blocks a. Early season b. Mid season c. Late season Understand how the following principles can be incorporated into a plan a. Physical components b. Mental components c. Techniques d. Tactics/strategy Identify athletes for appropriate positions and provide position specific tactics Utilize basic intervention/communications feedback skills in training Select basic offensive and defensive strategies o Defensive system of play o Serve reception formations o Offensive patterns Manage proper demonstration of basic skills 5. Supporting the competitive experience During and/or leading to a competition, provide support to the participants/athletes in a manner that is consistent with the NCCP philosophy and values. 6. Manage a program Take measures to ensure the needs of the participants/ athlete, program and/or activity under coach responsibility are met. 7. Make ethical decisions Analyze 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 Run/manage a 2 hour coaching session Manage the competition warm-up Run a pre-game team meeting a) Set appropriate competition tone b) Successfully manage time-outs during the game c) Make basic strategic adjustments to team systems during the competition d) Make appropriate interventions during the game Run a meeting with parents and athletes on program philosophy and seasonal logistics. Reflect on the importance of behaving respectfully toward participants, officials, parents, and spectators. o Identify key issues in a common situation that can be encountered in the Learning to Compete LTAD context. o Describe a course of action for dealing with this situation that is consistent with the values and philosophy of the NCCP.

12 Pre-Course Assignments Seasonal 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 Team To 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 Assignment If 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 coach 2. Identifying the physical mental, tactical and technical demands of volleyball on a team. This analysis should be specific to the competitive level your team will experience. 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.

13 Coaching Context Identifying the context in which you coach (i.e. the athletes, the training situation, and the coaching environment) is the first step in the assignment. Take a few minutes to explore your personal coaching context. Remember, you can complete this exercise using a current or past coaching experience or create a fictional one for use in the assignment. The Athletes Average Age Gender(s) Level of Competition 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? 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 7

14 Assessment of Sport Demands (Key Performance Factors) Based on the competitive level you identified in the previous step, perform an analysis of volleyball s sport requirements for that level of 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. High Importance (HIGH) this factor will be a significant contributor to a team s success in this context. Medium Importance (IMP) this factor will impact a team s performance in this context. Low Importance (LOW) this factor will not significantly change a team s performance in this context. 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 Techniques Techniques HIGH MOD LOW % Basic Skills Basic Skill Variations Proper Skill Execution Other: Other: Physical Conditioning and Motor Skills Physical/Motor MOD LOW % Motor Skills (agility, balance, coordination) Speed Strength Power Aerobic Endurance Anaerobic Endurance Competition Tactics & Strategies Tactics/Strategy HIGH MOD LOW % Individual Tactics Team Tactics Read and React Abilities Practical Knowledge of Team Formations Response variations for similar situations Position Specialization Other: Other: Other: Other: Mental and Psychological Qualities Mental/Psychological HIGH MOD LOW % Goal Setting Concentration/Focus Optimal Performance State Winning Attitude Other: Other:

15 Athlete Assessment Once 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 previously identified factors in the four core areas: Volleyball Techniques Competition Tactics & Strategies Physical Conditioning and Motor Skills Mental & Psychological Qualities Determine 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. Volleyball Techniques Tactic/Strategy SUP +AVG AVG -AVG Basic Skills Basic Skill Variations Proper Skill Execution Other: Other: Physical Conditioning and Motor Skills Physical/Motor SUP +AVG AVG -AVG Motor Skills (agility, balance, coordination) Speed Strength Power Aerobic Endurance Anaerobic Endurance Tactics and Strategies Tactic/Strategy SUP +AVG AVG -AVG Individual Tactics Team Tactics Read and React Abilities Practical Knowledge of Team Formations Response variations for similar situations Position Specialization Other: Other: Other: Other: Mental and Psychological Qualities Mental/Psych SUP +AVG AVG -AVG Goal Setting Concentration/Focus Optimal Performance State Winning Attitude Other: Other:

16 LTAD Sport Excellence is Complex Sport System Nutrition Physical Development Technical Skills Individual Tactics Skills Strategies and Game Plan Team Tactics Skills Sport Equipment Mental Development Motor Skills Health and Anthropometry Sport Performance Mental Preparation and Game Plan Team Dynamics Muscular Strength Energy Production Systems Moral and social development Mental skills Environmental Factors Performance factors model (inspired from Cardinal et Roy, 2004; Wenger, 2004 ). Identify the Competitive Season Once 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 competitions will be. This will give you significant insight as to when your team needs to be at its best and more information 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 10

17 Competitions Competition Dates Importance Other Important Dates (school exam periods, holidays, tryouts, etc.) Event Dates Season Impact 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. After you have identified all your competition dates, divide your season into 3 phases: 1. General Preparation (early season) 2. Specific Preparation (mid season) 3. Competition Preparation (late season) Phase Start Date End Date Total Length General Preparation Specific Preparation Competition 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. 11

18 Level 2 Indoor Volleyball Course Practice 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 9 athletes and designed for athletes between 14 and 18 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 gamelike 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. 12

19 Candidate Name: Seasonal Phase: Date: TIME OBJECTIVE DRILL ORGANIZATION SUCCESS CRITERIA REFERENCE POINTS EVALUATION VARIATIONS 13

20 Candidate Name: Seasonal Phase: Date: TIME OBJECTIVE DRILL ORGANIZATION SUCCESS CRITERIA REFERENCE POINTS EVALUATION VARIATIONS 14

21 Date NCCP Number: CC Coach Surname First Name Level 2 Indoor Volleyball Course Self 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. Briefly explain the steps in the ethical decision making process. 2. Briefly explain the Cycle of Actions involved in indoor volleyball. 15

22 3. Identify 3 key tactical elements and 3 key technical elements in the following areas: Serving Service reception Setting the second contact Attacking the third contact Blocking against the attack The counter-attack Technical Tactical 4. Describe the approaches a coach can use to provide effective feedback. 16

23 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. Name the five components each drill (activity) planned in a practice should contain. 17

24 8. Define the concept of using specificity in training: 9. What kind of impact can we expect specificity to have on our athletes? Give a few examples of how this concept can 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 % % % 18

25 12. Briefly describe the process you would undertake in the off-season to plan your team s upcoming season. 13. Identify four qualities a Specific Preparation Phase (mid-season) drill typically has 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 19

26 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 List three ways that intensity can be adjusted in a drill What are the components of a typical practice and what are the benefits of committing your practice plans to paper? 20

27 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 In order to improve as a coach I must:

28 FINAL EVALUATION BY A LEVEL 1 EVALUATOR Upon 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 Observed All 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 15 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 HARASSMENT AND/OR ABUSE DISREGARD FOR FAIR PLAY LOSS OF CONTROL OF ATHLETE GROUP DEMONSTRATION OF DISRESPECT FOR ATHLETES, PEERS, VOLUNTEERS, AND EQUIPMENT Seriously endangering the health of an athlete or any other person regardless of whether the behaviour was accidental or intentional. 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. Violating Volleyball Canada rules and/or the Coaching Association of Canada Code of Ethics/ Conduct. 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. Violation of the NCCP s Code of Ethics/Conduct Notes for the Evaluating Coach All volleyball coaches seeking NCCP Level 1 volleyball certification have to complete a postcourse 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 22

29 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 Evaluator 1. You must be a member of your Provincial Association 2. 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 Process The 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 60 minutes before the start of the practice. 5. 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. 6. The observation takes place (details below). 7. Upon conclusion of the practice session, a minute debriefing takes place (details below) 8. The Evaluator signs off on the Evaluation Summary and returns the completed summary and observation tool to the candidate coach. 9. The candidate coach submits the completed evaluation summary and observation tool to their provincial volleyball association. The Observation The 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: 23

30 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 certification Step 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 Debriefing Each 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. 24

31 Level 1 Volleyball NCCP Evaluation Summary Date NCCP Number: CC Coach Surname First Name Address Apt. Street City Province Postal Code Phone ( ) ( ) ( ) Home Business Fax Portfolio Requirements Portfolio Assignment Incomplete Complete Context 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 5 Practice and Drill Implementation 8 of 10 Safety 2 of 2 Responsible Coaching 3 of 4 All scores must meet the standard to receive credit towards certification Repeat observation by a Level 1 Learning Facilitator One (1) or less of the evaluation components meet the standard Recommendation 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 Evaluator NCCP number: CC Surname First Name Address Apt. Street City Province Postal Code Phone ( ) ( ) ( ) Home Business Fax To the best of my knowledge, the evaluation conducted for the coach identified above has been carried out in accordance with the established certification standards for the volleyball 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. Evaluator Signed 25 Date

32 Level 1 Volleyball NCCP Evaluation Tool Coach Surname First Name NCCP number: CC Written Plan Practice & Drill Safety Responsible Coaching Evaluation Criteria Needs Improvement Meets Standard Activity Descriptions Objectives Success Criteria Reference Points Comments Game Transferability Written Plan Total Implementation of Written Plan brief Explanation of Procedure clear Demonstration Position of Participants Ball Control Error Detection Error Correction Reference Point Reinforcement positive Feedback clear Practice & Drill Implementation Total Environmental Risks Activity Risks Safety Total Coach Attire Respectful Language Coach Behaviour Expectations for Athlete Behaviour Responsible Coaching Total 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 FORWARD REQUIRED DOCUMENTATION TO YOUR PROVINCIAL ASSOCIATION Once 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. 26

33 Description of Level 1 evaluation criteria Written Practice Plan Activity Descriptions Objectives Success Criteria Reference Points Game Transferability 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) 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 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. 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. 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. 27

34 Practice & Drill Implementation Implementation of Written Plan Explanation of procedure 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. 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. 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. Demonstration Position of Participants Ball control Error detection Error correction Reference Point Reinforcement Some possible demonstration methods: global/broken down (whole-part-whole) slow speed/normal speed Coaches can choose to demonstrate themselves or use other methods for demonstration when required. The coach positions participants advantageously so that: Participants are able to clearly hear directions. Distractions are minimized. Activity can begin as quickly as possible. When the coach is active in a drill, is he/she able to handle the ball (throw-hit-serve) with the precision and consistency that 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. The 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. 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). 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. 28

35 Practice & Drill Implementation (cont.) 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): Feedback 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 Clear Brief Feedback is specific to the situation and directly related to the circumstance identified. The athlete(s) understands what they are being told and the coach regularly seeks confirmation of this understanding. 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 Activity 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. The coach continually surveys the practice environment and makes adjustments to activities, participant behaviours, etc. to minimize any related risks. Responsible Coaching Coach Attire Respectful Language Coach Behaviour Expectations for Athlete Behaviour The coach is dressed in sports attire appropriate for coaching in a volleyball situation. The coach uses language that demonstrates a respect for participants and other stakeholders. The coach behaves in a manner that honours sport and respects participants. The coach identifies appropriate expectations for athlete behaviour and reinforces these expectations as required. 29