Volleyball Canada. workshop 1. Learning Facilitator Guide

Transcription

1 Volleyball Canada workshop 1 Learning Facilitator Guide

2 PARTNERS IN COACH EDUCATION The National Coaching Certification Program is a collaborative program of the Government of Canada, provincial/territorial governments, national/provincial/territorial sport organizations, and the Coaching Association of Canada. The programs of this organization are funded in part by Sport Canada. This document is copyrighted by the Coaching Association of Canada (2011) and its licensors. All rights reserved. Printed in Canada. Workshop materials developed by: Michel Paiement and Lynne Leblanc Contributing Editors: Ian Allan, Alberta Volleyball Ken Bagnell, National Sports Centre Atlantic Julien Boucher, Volleyball Quebec Ed Drakich, University of Toronto Merv Mosher, York University Doug Anton, Volleyball Canada

3 0h00 Sitting Area Welcome, Registration, Introduction to new NCCP 0h30 Sit/Court Introduction to the Game of Volleyball Basic Game Concepts 1h00 On Court The Fundamentals of Team Play (Part 1) Initial court positioning Serve reception with 5 players (W formation) Offensive system 4-2 with no penetration Pre-defence and defensive system (3-2-1 / 3-1-2) Transition 4h00 SESSION 1 CONCLUDES Session 2 0h00 On Court Warm-up 0h20 On Court The Fundamentals of Team Play - Practical Workshop (Part 2) 1h30 On Court Basic Skills (Part 1) Skills Analysis Model 1h50 BREAK 2h00 On Court Basic Skills (Part 2) Serving Underhand Pass Overhand Pass Attack Block 4h00 SESSION 2 CONCLUDES Session 3 0h00 Sitting Area Long-Term Athlete Development 0h30 Sitting Area Beach Volleyball 1h00 Sitting Area Game Coaching & Rules of the Game 1h30 Sit/Court Coaching Interventions (practices/matches) 2h00 BREAK 2h10 Sitting Area Planning (Part 1) Seasonal Practice session Drill Level 1 Workshop Schedule Session 1 2h55 On Court Practical Workshop on Running Appropriate Drills 4h00 SESSION 3 CONCLUDES Session 4 0h00 Sitting Area Responsible Coaching 0h45 On Court Coaches Preparation for Practical Workshop on Drills/Planning Session (Part 2) 1h15 BREAK 1h30 On Court Practical Workshop and Assessment 4h00 What now? How to become fully certified Discussions/Questions 4h15 SESSION 4 CONCLUDES i

4 Level 1 Volleyball Workshop Logistical Requirements Facility Requirements Sitting Area Court Space Audio Visual Sitting Area space is required for 3 of 4 workshop sessions: Session 1 3h30* Session 3 2h25 Session 4 0h45 Court space is required for all 4 sessions. 1 court is recommended for every 12 participants. Session 1 3h30* Session 2 4h00 Session 3 1h05 Session 4 3h00 Sitting Area sessions should have the following equipment available: A television and DVD player or a computer (with audio visual capability and a LCD projector & screen). A large writing surface (white board, chalkboard, etc.) An overhead projector may be required if overhead transparencies are being used. Athlete Requirements Athletes are not required for the on court sessions. Precourse Package Prior to attending the workshop, all participants should be provided with the following items a minimum of seven (7) days in advance to maximize learning opportunities. Volleyball for Life: Long-Term Athlete Development for Volleyball in Canada document The Volleyball NCCP Level 1 Manual NCCP Coaching Athletes with a Disability document The Level 1 Volleyball Coach Workbook Precourse Assignments It is recommended that participants be encouraged to complete the Self-Inventory Guide located in the participant workbook prior to attending the workshop. ii

5 Table of Contents Level 1 Workshop Schedule...i Logistical Requirements...ii Workshop Introduction...1 Certification Recommendations...2 Volleyball Canada - Coach Development Model - Indoor & Beach...3 Volleyball Canada - Participant Development Model - Indoor & Beach...4 Facilitating the Level 1 Volleyball Coaching Workshop...6 Session Welcome/Registration...11 Introduction to the Game of Volleyball The Fundamentals of Team Play: Part Session The Warm-up The Fundamentals of Team Play: Part The Basic Skills: Part Basic Skills: Part Session Long-Term Athlete Development Beach Volleyball Game Coaching & Rules of the Game Coaching Interventions Planning Workshop: Running Appropriate Drills Session Responsible Coaching Preparation for Practical Workshop on Drills Practical Workshop on Drills and Assessment Conclusion: What now? Additional LF Reference Materials...52 How to Play the Game of Volleyball The Systems of Play The Differences Between Beach Volleyball and Indoor Volleyball Volleyball Canada Policy Governing Scouting and Recruiting Description of Level 1 assessment criteria iii

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7 Workshop Introduction This workshop has been designed to introduce the game of volleyball and basic coaching concepts. It is for novice coaches who aspire to be competitive at local competitions (i.e. region championships) in the Training to Train stage of volleyball s Long Term Athlete Development Strategy. Coaches will be expected to participate in a series of learning experiences designed to assist them in improving their volleyball coaching abilities and to have those coaching abilities assessed throughout the workshop. These activities represent the minimum standard for the training and certification of Level 1 - Volleyball coaches within the new NCCP. Level 1 Volleyball Certification Process Coach starting points Volleyball Workshop 1* *formerly Level 1 Tech. Course assessment Level 1 In-training Competition Introduction Multisport Modules (Part A) Level 1 Trained Develop Volleyball Coaching Portfolio Observation and Debrief Level 1 Certified - Make Ethical Decisions - Planning a Practice - Nutrition * 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 Recommendations 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 standing diciplines integrated 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 standing disciplines integrated 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 standing disciplines integrated 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 standing disciplines separate 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 Able and Disabled Able and Disabled Atomic Volleyball Learning to Train Community Centres, Clubs, Schools Level 2 Learning to Compete Level 2 Learning to Compete Able and Disabled Able and Disabled 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 NCCP Generic Outcomes 1. Analyze performance Use appropriate reference models to identify aspects of performance that the participants/ athletes need to improve. 2. Plan a practice Assemble activities into a practice plan that is purposeful, organized and appropriate for the age group, and that reflects safety considerations. 3. Design a sport program Consistent with the guidelines of the sport s ADM for the age group, design a sport program aimed at improving performance. Level 1 Outcomes and Objectives Performance Criteria What must the coach be able to DO, while working in this context? Explain and demonstrate the general concepts of how to play the game of volleyball indoor and beach. Explain, discuss, and demonstrate the fundamentals of team play including: initial positioning, serve reception with 5 players, the 4-2 offensive system, pre-defence and defensive systems, and transition/cycles of action. Know the four key positions in skill execution and their importance in error detection (ready position, pre-contact, contact, post-contact). Know and demonstrate appropriate drill structure (objective, description, success criteria, reference points). demonstrate successful drills designed to improve technical and tactical capacities. Know the rationale for season planning. Know the LTAD requirements for the context in which you coach. 4. Provide support to athletes in training In a sport-specific environment, conduct activities that are enjoyable, safe, and structured, consistent with the NCCP philosophy and values 5. Support 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 Provide a safe and enjoyable training environment. Design a volleyball appropriate EAP. Know the roles of officials, coaches, players, and minor officials. Know the rules, game protocols, and competition intervention opportunities. Understanding of LTAD as it relates to their coaching context. Know the importance of developing a personal coaching philosophy. Apply a basic ethical decision making process. Understand the CAC Code of Ethics. 5

12 Facilitating the Level 1 Volleyball Coaching Workshop Background on the workshop This workshop has been designed to introduce the game of volleyball and basic coaching concepts to novice coaches. Coaches will be expected to participate in a series of learning experiences designed to assist them in improving their volleyball coaching abilities and to have those coaching abilities assessed throughout the workshop. These activities represent the minimum standard for the training and certification of Level 1 - Volleyball coaches within the new NCCP. The multi-sport outcomes that they are based upon appear in italics. Analyzing performance Candidates will be expected to reference and apply appropriate models to identify important aspects of performance that the athletes need to improve. Planning a practice: Candidates will be expected to develop practice plans which are relevant to their athletes and take into consideration their performance capacities, performance goals, seasonal training phases, and athlete safety. Planning and designing a sport program Candidates will be required to demonstrate the ability to design a sport program which is consistent with the guidelines of Volleyball Canada s Athlete Development Model and is appropriate for the athlete s age group, skill level and aimed at improving performance. Providing support in training: In a volleyball specific environment, conduct activities that are enjoyable, safe, structured, and consistent with NCCP and Canadian volleyball philosophy and values 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 and Canadian volleyball philosophy and values. Program management Take measures to ensure the needs of the participants/athlete and the sport programs/activities under the coach s responsibility are met. Ethical coaching: Analyze a situation that has ethical implications and that is frequently encountered in the coaching context. Propose a course of action consistent with the NCCP Code of ethics, philosophy, and values. 6

13 Leading the Workshop As the Learning Facilitator, you are the leader of this workshop, and how you present yourself and the workshop to the participant coaches will in large measure determine the effectiveness of this Workshop. A suggested facilitation (teaching) approach has been provided for each workshop section, but as long as all content is appropriately covered, you are free to manage the organization/groupings/presentation methods for reference materials/debriefs in whatever way you feel will be most effective. One of the key characteristics of an effective facilitator is his/her ability to vary what is taking place while staying true to the critical path and the goals of what needs to be accomplished in each step. Understanding Adults and how They Learn Much is known about how adults learn and how to improve adult learning experiences. Yet, we tend to fall back on the standard lecture with little or no audience participation as our major training approach. It is important when planning adult training or education sessions to incorporate many of the principles of adult learning theory. From Dependency to Self-Direction Experience is a Resource Readiness Problem-Centered Need to Know Children are dependent on adults for many things, including direction about what is important to learn. As they move through childhood and gain experience, they become increasingly self-directed. They want to be more involved in choosing what they learn and when, as well as playing a part in how that learning is designed. Getting through life teaches a lot and increases the knowledge base against which we evaluate new information. Children often accept what they are taught because their basis for questioning is limited. Added experiences give adults the ability to evaluate and judge the validity and applicability of new information. They become more discriminating. As individuals mature, their readiness to learn is decreasingly the product of biological development and academic pressure and increasingly the product of the developmental tasks required for the performance of their evolving social roles. Adults orientation to learning changes from a content focus to a problem focus, in part because there is less time for learning, thus it is important to spend that time on what they really need to know. Commitment To Learning Adults will commit to learning something when the goals and objectives are considered relevant, realistic important and perceived as being immediately useful. 7

14 Adult Learning Principles Problem-Centered Learning Participation/Interaction Challenge/Question Collaboration Reflection Relevance Adult readiness to learn is related to what they need to know or do in order to fulfill their roles and responsibilities as adults in society. Participants can be involved in diagnosing their own learning needs. Training should be characterized by give-and-take, as well as respect for different opinions. Participants experiences should be used as resources before, during, and after the training event. Active involvement in the training increases retention and application. By allowing participants to challenge information, presenters increase the trust level. Participants can be involved in assessing needs, setting objectives, and selecting training methods and materials. Many adults need time to think about new information in order to critically analyze it. Build reflection time into the agenda. Information must have direct application to the needs of the learners. Modelling The coaches in the workshop will be looking at the way you coach them as a template for their own behaviour. Because of this, all messages you communicate (in words and actions) are important. What you as the Learning Facilitator emphasize will often be what they will emphasize. When you show how to coach an activity, be sure to model the steps in an approved, logical and practical way. LEADING AN ACTIVITY Explain Demonstrate Give time to practice Watch, then provide feedback Give time to practice again COMMUNICATION TIPS Create a positive learning environment. Position yourself/the group so that you can be seen and heard by all. Give explanations that are complete, yet brief and clear. Avoid long explanations for things that can be demonstrated. Use words that the participants understand. Speak enthusiastically and loudly enough to be heard by all without yelling. Speak at a pace that can be followed by all. Give action instructions. Ask questions of the participants to make sure they understand you and what it is they are to do. Communicating Model effective communication throughout the workshop. Ask the coaches in the workshop to check how your communication skills compare to the Communication Tips provided here. Avoid lecturing. Highlight what the coaches are doing and what you are doing as you are doing it. Give each coach as many opportunities as possible to learn by doing, as you would the athletes whom you coach. Ask questions. The best skill the coaches attending the workshop could come away with is an improved ability to problem solve in a volleyball context. Ask questions regularly and challenge them to apply problem solving methodologies to find solutions. 8

15 Learning by doing Competency based training and certification embraces the concept of learning by doing. Coaches learn good coaching habits when they have the opportunity to practice effective coaching behaviours. This workshop is designed to give the participants plenty of opportunities to do and think for themselves. One of your responsibilities as the facilitator is to ensure that these opportunities are both dynamic and constructive. Managing group discussions Each of the steps in the workshop has been designed to allow time for the following: Individual reflection Exchange of ideas with other coaches and comparison to relevant reference material Opportunity for the coaches to review their starting point in light of the new information and exchange of ideas Debrief of the learning that took place For most of the workshop, you will be facilitating, leading or orchestrating rather than speaking/presenting. One of the learning facilitator s key roles is to debrief the learning (changes) that takes place. Checks for an effective learning environment Some signs that you are doing your job effectively: The group is engaged in the task. Each coach is working/discussing based on his/her actual coaching situation. The coaches have many opportunities to move about and exchange ideas. You are engaged in managing the environment and the time. You are only talking when you answer a question, clarify a task, sum up a section of the material, or introduce the next topic. You are drawing from the experiences of the coaches/groups rather than your own. There is minimal dead time (i.e., when coaches are waiting for each other, waiting for you to get organized). Intervene in group discussions only if you observe the following: The discussions are off-topic. One person in the group or only one view is manipulating a group discussion. The conclusions are inconsistent with the reference material. The group at large is ready for the next task. TIPS TO REMEMBER Model the steps to coaching an activity. Model effective communication. Manage the learning environment so that it is dynamic and constructive. Allow coaches to learn by doing avoid lecturing. 9

16 Working with the Learning Facilitator Guide The Learning Facilitator Guide is the principle tool provided to Learning Facilitators for managing the Level 1 Workshop. However to use this guide effectively, it is important that you also have a copy of the Workbook and Reference Materials. The Workbook and Reference Materials document provides all the pre-course, in-course and post-course materials necessary for the participant to complete the Level 1 certification process and this document is referred to regularly throughout the Guide. Combined, the Learning Facilitator Guide and the Workbook and Reference Materials provide all the information and reference materials necessary to successfully run all sessions. Two workshop schedules are provided in this guide. The first schedule is a one page brief overview of all the sessions and will provide the Learning Facilitator with a more global perspective of the workshop. The second schedule is a detailed look at each session with examples of how each session could be run. It should be useful tool in the Learning Facilitator s preparation for the workshop. As well, a Supplemental Reference Materials section has been included which is full of reference materials relevant to the Level 1 Certification Program. Adult Learning Is Ego Involved Learning a new skill, technique or concept may promote a negative or positive view of self. 10

17 Session 1 Welcome/Registration - 30 Minutes Sitting Area Equipment and Resources Required Sitting Area Overhead projector (optional) LCD projector & laptop computer (optional) Key Reference Materials Workshop Schedule (LF Guide, p. i) Workshop Introduction (LF Guide, p. 1) Facilitating the Level 1 Volleyball Workshop (LF Guide, pp. 6-10) Participant Development Model (LF Guide, p. 4) Coaching Development Model (LF Guide, p. 3) Self-Inventory Guide (Workbook pp. 6-8) Welcome and Registration 1. Arrive in sufficient time to complete the preparation of materials, A/V equipment, and facilities prior to the arrival of the first participant. This will allow you to greet each person in a relaxed manner without feeling rushed or distracted. As a guideline, this is usually 1 hour prior to the start time. 2. Whenever possible, make contact with each person as he/she arrives. 3. Once the group is seated and ready to begin, briefly introduce yourself. You may want to include your name, where you are from, your coaching background and why you are facilitating this workshop. 4. Explain your role as the Learning Facilitator (mentor, assessor, presenter, etc.) and the various roles the candidates will be expected to fill (participant, coach, observer, etc.). 5. Thank participants for their involvement as coaches and for attending the workshop. 6. Go over logistics (bathrooms, locations for the workshop, entry to facilities, times, etc.). 7. Each coach should have the following prior to beginning: i. Level 1 Volleyball Manual ii. Level 1 Volleyball Coach Workbook and Reference Materials iii. Any additional supplementary materials as required by the Learning Facilitator 8. Hand out any additional materials related to the workshop. Note: This can be done as the coaches arrive or ahead of time your choice. There are advantages to each approach. Distribution of the materials before the start of the workshop saves time during the workshop, and gives those coaches who like to know a chance to scan through what will be taking place. Distribution after the icebreaker encourages coaches to interact as they arrive, because there is little else to do, and also does not intimidate coaches with the volume of what they will be receiving (you can distribute materials as they are needed). 9. Review the workshop content and the workshop expectations. Introduce the observation sheets to allow the candidates to become familiar with the observation process. 10. Ask coaches to turn to the workshop schedule in their workbooks and review the timetable for the workshop. You may choose to make an overhead of this, or simply have coaches follow along in their workbooks. Avoid reading each line simply highlight the main sections and deliver the key messages. Check that the coaches clearly understand what will be taking place. 11

18 Introduction to the Game of Volleyball - 30 Minutes Sitting Area or Court Equipment and Resources Required Sitting Area or On Court Overhead projector (optional) LCD projector & laptop computer (optional) Key Reference Materials How to Play the Game of Volleyball (LF Guide pp ) Video (optional) The goal is to explain and demonstrate the general concepts of How to play the game of volleyball. LF may use a visual tool such as a video presentation (classroom setting) and/or plan simple hands-on activities, which will involve the participants (on court). The Fundamentals of Team Play: Part 1-3h00 Sitting Area/On Court Equipment and Resources Required Sitting Area or On Court Overhead projector (optional) LCD projector & laptop computer (optional) 1 volleyball court for every 12 participants 12 volleyballs/court Key Reference Materials Systems of Play (LF Guide pp ) Basic Cycles of Action (LF Guide p. 14) Observation Chklst - Fundamentals of Team Play (Workbook p. 9) Level 1 Manual - Ch. 9: The Basics of Team Play The Learning Facilitator can use a classroom setting to explain/discuss the basic principles of team play then use the gym to demonstrate (more hands on) the systems of play, using the following suggested progression: 1. Initial positioning Explain some basic concepts in the positioning of the players on the court (e.g. # of positions, order of rotation). Discuss the level in which player specialisation/switching is appropriate. Relate discussion back to LTAD concepts. 2. Serve reception with 5 players (W formation) Review roles and responsibilities Introduce the concept of respecting the rules of rotation order (e.g. out of rotation order). Demonstrate different scenarios (e.g. serve going to different areas on the court, serve coming from different locations pos. 1 or 5) and make the participants adjust to various situations (i.e. develop problem solving skills). Emphasise the importance of communication between: front/back row players, passers etc. Discuss the advantages and disadvantages of this type of formation. Mention that there are other systems/formations and the coach must be able to properly choose the formation based on the strength/weakness of each team. 3. Offensive system 4-2 with no penetration Introduce the setter position (specialisation in position 3 or 2). Introduce the positioning of hitters (stacked or split). Demonstrate the different rotations. Explain the strengths and weaknesses of this system. 4. Pre-defence and defensive system (3-2-1 / 3-1-2) Demonstrate the players positions. Discuss the use of each system as well as its advantages/disadvantages. The Learning Facilitator must continuously emphasize the importance for a coach to develop the ability to adjust and problem solve based on the strengths and weaknesses of the team/players. 5. Transition/cycles of action Explain movement of players from defensive (or serve reception) to attack coverage. As Learning Facilitator; demonstrate using a dynamic drill which requires 6 players on the court. 12

19 a) Throw an easy ball over the net, the players serve receive the ball, set and hit. b) Immediately after the hit is successfully over the net, tip an easy ball over the net to the passers (to ensure they were covering their hitter), pass, set, hit. c) Then hit an easy ball over the net, defense, set hit. This drill must emphasize the continuous movement/flow that is required in transition. The LF may ask the players to exaggerate the movement so that they clearly understand this in and out motion. Future Session Preparation In order to prepare for the next session Basics of Team Play, create groups of 3-4 participants and ask each group to select one of the systems of play and specify exactly which area they will be working on (make sure all the systems of play are covered). See Basics of Team Play for a more details. Self-Inventory Guide Questions 2. Briefly explain the Cycle of actions involved in volleyball once the serve has been successfully executed. Serving Team Receiving Team 1. Defensive ready 1. Service reception 2. Defence and attack reception 2. Offensive ready 3. Offensive ready 3. Attack and coverage 4. Attack and coverage 4. Defensive ready 5. Defence and attack reception 5. a) Place players on the court in defensive 6-back with a blocker in each of the following 3 diagrams. Pre-defensive positions Attack in 4 Attack in 3 Attack in

20 Self-Inventory Guide Questions b) Identify the advantages and disadvantages of using a 6-up defense and 6-back defense. Additional LF Resources Basic Cycle of Actions for Volleyball Service Reception Preparation for Attack Defense and Attack Reception Attack Transition to Final Defensive Positions Attack Coverage Information Gathering Transtion to Defensive Ready Defensive Ready Service Adapted from a model originally developed by Lorne Sawula,

21 Observation Checklist The Fundamentals of Team Play Systems of Play Content Coaching Competencies Initial Positioning Initial court positioning Order of rotation Switching Knowledge of rules relating to court positioning, switching etc. Additional LF Resources Serve reception (W Formation) Offense (4-2 System) Pre-defense/ Defense (3-2-1/3-1-2) Transition Cycle of Actions Roles and responsibilities Movement direction Adjustments based on servers positioning/angle of serve Communication between players (e.g. front/backrow players, passers and setters) Setters positions on court Hitters positions on court (i.e. differences between split and stacked hitter) Ball trajectory/speed Basic spike coverage Pre-defensive court positioning Defensive movement/court positioning during opponent attack Movement/ court positioning during free ball Defensive movement/court positioning when hitters are in various positions (4, 3, 2) Movement/flow of players (dynamic and continuous cycle) Service Serve reception Attack and spike coverage Pre-defensive to defensive position Defense to attack coverage Knowledge of the formation and its rules implications Able to adapt based on strengths/ weaknesses of players Error detection / correction Knowledge of the system and its rules implications Explanation/organization of the drill Able to position the players properly Error detection / correction Knowledge of the system and its rules implications Explanation/organization of the drill Able to position the players properly Error detection / correction Create proper drill organization and explanation Create proper drill organization and explanation Appropriate for the level of participants 15

22 Session 2 The Warm-up - 20 Minutes Equipment and Resources Required On Court 1 volleyball court for every 12 participants 12 volleyballs/court On Court Key Reference Materials The Warm-up (LF Guide, p. 16) Level 1 Manual - Ch. 12: The Basics of Practice Management Method of Presentation Discuss the importance/reasons for a warm-up then explain the 4 parts of the warm-up. As workshop leader. Demonstrate a brief and interesting warm-up highlighting the key components so that all participants get a feel for how a warm-up should be delivered. Be sure to facilitate discussion among participants and briefly discuss the differences between a warm-up during training and during competition (i.e. tournament). Additional LF Resources THE WARM-UP Objective The goal is to ensure that the athlete is in an ideal state for the training session. The content may vary depending on the content of the training session. Length In general, the warm-up session lasts 20 minutes. Adjustments can be made depending on the length of the training session (10 minutes of warm-up per hour of training). Steps (3) Step 1 ACTIVATE 2-3 min. Low intensity exercises are used to progressively raise the athlete s body temperature. Large muscle activities such as jogging, skipping, or full body callisthenics are normally used. A variety of games such as tag can also be effective. Step 2 DYNAMIC STRETCHING 10 min. Exercises are done to prepare the body for the ranges of motion found in volleyball. Players may chose to take time to perform additional stretches, or anything else that they feel is necessary to prepare themselves for the main part of the training session. Step 3 REACTIVATE 6-8 min. Exercises are performed to bring the athlete s CV over 150 beats/minutes. Movements or jumps used in volleyball are highly recommended. Often, teams have their own routine performed within their half of the volleyball court. (e.g. speed, footwork). The largest portion of this part of the warm-up incorporates the basic ball handling skills of volleyball such as pepper. Warm-up in competition In competition (i.e. tournament), the time allocated for the warm-up will vary as the day progresses and the number of matches increase. The goal is to run a minute warm-up, which includes physical preparation, prior to the first match of the day and progressively decrease to a 15 minute warm-up which focuses mainly on volleyball related skills (i.e. ball handling) 16

23 The Fundamentals of Team Play: Part 2-70 Minutes On Court Equipment and Resources Required On Court 1 volleyball court for every 12 participants 12 volleyballs/court Key Reference Materials Systems of Play (LF Guide pp ) Observation Chklst - Fundamentals of Team Play (Workbook p. 9) Level 1 Manual - Ch. 9: The Basics of Team Play Method of Presentation Request that each group get together for the practical workshop (i.e. the groups created at the end of session 1). Each group is responsible for justifying the reasons for their choice of system of play and demonstrate it to the class by running a drill. The group may mimic the drills demonstrated by LF earlier or may attempt to create a new one whatever makes them feel more comfortable. As described in the introduction section, for this type of workshop, there should be three (3) groups, one group of coaches, a group of observers, and some participants role playing athletes (depending on the numbers needed). Immediately after each group of coaches has demonstrated their drill, the observers share their observations with the coaches and the rest of the group. This is followed by the LF who challenges the choices of the coaches (i.e. problem-solving). This should create a lot of interaction within the group. Other participants may also provide feedback. Be sure all discussions maintain a relatively positive tone for the coaches who are receiving feedback. The Basic Skills: Part 1-20 Minutes Class or Court Equipment and Resources Required On Court or Sitting Area 1 volleyball court for every 12 participants 12 volleyballs/court Key Reference Materials The Skills Analysis Model (Workbook, pp ) Level 1 Manual - Chapters. 2-7 Method of Presentation As the LF, explain the 4 parts included in the Skills Analysis Model and its importance to observe athletes and detect errors. Be sure to highlight the following items: ready position, pre-contact, contact, and post contact. Be sure to discuss how skills might need to be adapted for beach volleyball or for disabled athletes. Note: to effectively explain the Skills Analysis Model, the LF must explain the concept of intercepting the trajectory (reception) and then creating a new trajectory (projection) for the moving object (i.e. ball). This is the underlying principle behind the model. 17

24 Coach Workbook Sample GIVING FEEDBACK Useful feedback is descriptive rather than evaluative It describes reactions, observations, feelings It focuses on behaviour It describes objective consequences that may occur or have occurred It avoids evaluative language, thus reducing the chances of a defensive reaction It s concerned with what is said and done, not why it s done It avoids accusations or inferences It is specific rather than general It describes what happened It avoids generalizations such as that was great ; rather, useful feedback is specific, for example, stating exactly what the athlete did that made it great It takes into account the needs of both the athlete and the coach Feedback should be given to help, not hurt Feedback is not given to make the coach feel better It doesn t overload the athlete with information; it is selected on the basis of what the athlete can use, rather than the amount the coach can provide Sharing information rather than giving advice allows the athlete to decide what to do with the information It is directed toward behaviour the athlete can change Focus on the behaviour, not the person Suggest a more acceptable alternative It is solicited rather than imposed Feedback is most useful when the athlete has sought it out It is well timed It is given as soon after the performance/event as practical The athlete is ready to receive the feedback Excellent feedback at the wrong time can do more harm than good It is checked with the athlete Have the athlete say in their own words what they heard No matter the intent, feedback can be misinterpreted Coaches need to pay attention to the effects of their feedback It is checked with others in the group 18

25 Coach Workbook Sample SKILLS ANALYSIS MODEL The volley READY POSITION Feet slightly wider than shoulder width apart with the knees flexed Trunk slightly bent forward with arms and shoulders Refer to VC s Level 1 Coaches Manual for more details COMMON ERRORS PRE-CONTACT move feet quickly under the ball arms moving upward, getting ready for contact place hands above head as soon as possible PROBABLE CAUSES CONTACT hands are in the shape of the round ball thumbs pointing towards face ball contacts most of each finger fingers are relaxed extended legs, trunk and arms to generate force for the movement contact is made just above forehead shoulder face target POST-CONTACT weight is transferred forward which may cause a step forward hips move forward palms of hands face ceiling after the ball leaves the fingers SUGGESTED CORRECTIONS/EXERCISES 1. Lack of control and precision Setting only with fingertips Improper positioning under the ball Hands not up soon enough or not high enough Follow through is in the wrong direction Review basic hand positions Hands take the shape of the round ball 2. Lack of power (e.g. difficulty reaching target/distance Very little weight transfer or improper sequencing of body segments Reemphasize the use of weight transfer and full arm extension 19 Reference Material: Session 2

26 Coach Workbook Sample SKILLS ANALYSIS MODEL The Forearm Pass READY POSITION PRE-CONTACT CONTACT POST-CONTACT Feet slightly wider than shoulder width apart with the knees flexed Trunk slightly bent forward with arms and shoulders Refer to VC s Level 1 Coaches Manual for more details MAJOR ERRORS Move quickly to appropriate position; hands apart as the player moves Hands join prior to contacting the ball Heels of the hands together thumbs match PROBABLE CAUSES A proper platform is characterized by: o Arms fully extended and parallel (wrists down to straighten elbows) o Arms away from the body (shoulders shrugged in) Platform faces target Ball contacts forearm just Arm swing in angle necessary to reach target Proper platform to ensure that the: o player can see the ball, his arms and the target o power can be absorbed weight is transferred forward which may cause a step forward hips move forward some backspin on the ball is desirable SUGGESTED CORRECTIONS/EXERCISES 1. Lack of control and precision Extra motion (e.g. bent arms: praying) Uneven surface of forearms Arms not angled towards the target Review basic platform cues, demonstrate different ball trajectories and impact on player movement as well as different footwork methods to accelerate movement behind the ball 2. Lack of power (e.g. difficulty reaching target/distance) Not using all body parts (i.e. arms and legs) Reemphasize the use of weight transfer from legs to arms 20 Reference Material: Session 2

27 Coach Workbook Sample SKILLS ANALYSIS MODEL The Overhand Serve READY POSITION PRE-CONTACT CONTACT Feet slightly narrower than shoulder width apart, parallel with one foot slightly in front (opposite to the hitting arm) The arm holding the ball is parallel to the floor and in front of the hitting shoulder Hitting arm and shoulder are pulled back Refer to VC s Level 1 Coaches Manual for more details Ball Placement Ball must be lifted straight up Just above maximum reach In front of hitting arm Body Position Weight transfer forward on leading foot whip-like arm action Firm contact surface Arm fully extended Arm facing target Crisp arm action MAJOR ERRORS PROBABLE CAUSES 1. Lack of control & precision Toss is incorrect (e.g. too low/high, bad location) o Inconsistent point of contact o Timing of sequence (step toss) is incorrect 2. Lack of power Improper weight transfer o Contact surface is too soft o Lack of acceleration through the motion POST-CONTACT Arm follows through facing target Weight transfer towards leading foot SUGGESTED CORRECTIONS/EXERCISES Practice proper toss motion o Focus on the ball o Review basic contact cues Ensure that weight is on leading foot during contact o Progressive acceleration from all body segments involved o Firm wrist during contact 21 Reference Material: Session 2

28 Coach Workbook Sample SKILLS ANALYSIS MODEL The Attack READY POSITION PRE-CONTACT CONTACT POST-CONTACT Athletes stand erect reading the trajectory of the set Starting position is usually at or behind the 3 meter line (depending on the player s approach) Refer to VC s Level 1 Coaches Manual for more details Dynamic approach involving leftright-left footstep movement (for right handed attacker and opposite for left-handed attackers) Player jumps at a minimum of 30-40cm behind the ball (depending on the physical ability of the athlete) Shoulder almost perpendicular to the net on take-off High contact in front of hitting shoulder Open hand and relaxed wrist Power provided by the rotation of the trunk, arm, forearm and hand. Hitting arm follows through in front of the body Land on both feet in a balanced manner Knees slightly bent to absorb the momentum of the fall MAJOR ERRORS PROBABLE CAUSES SUGGESTED CORRECTIONS/EXERCISES 1. Lack of control (e.g. hitting out of bound) Not contacting the ball in front of hitting shoulder Poor/wrong body angle at the net due to improper footwork Hitters must learn to initiate their approach based on the speed and height of the ball trajectory Hand must be relaxed and open (not too loose nor too tight) 2. Lack of Power Arm, especially wrist too rigid Approach is not dynamic/aggressive Relax the upper body and maximize the speed of approach 3. Poor timing/positioning Hitting on the way down, leaving too early, not reading the proper cues Attacker drifts into the net Coaches must recognize the individual athletic abilities of players which will affect their timing cues 22 Reference Material: Session 2

29 Coach Workbook Sample SKILLS ANALYSIS MODEL The Block READY POSITION PRE-CONTACT CONTACT POST-CONTACT Feet are about shoulder width apart and knees are slightly bent Arms are held in front of the face, shoulder width apart Stand approx. one foot from the net Refer to VC s Level 1 Coaches Manual for more details (more information is also provided for the soft block) Lateral movement towards target staying square to the net Knees bent and low center of gravity followed by a powerful jump upwards Shoulders shrug and arm flexed Arms fully extended Penetration of the arms/ hands on the opponent s side of the court (depending on the situation and the player s athletic ability) Keep eyes open and looking at the ball Wrists held firmly and the fingers are spread outward Athlete draws the arms back from the opponent s side Land on both feet in a balance position, ready for the next action MAJOR ERRORS PROBABLE CAUSES SUGGESTED CORRECTIONS/ EXERCISES 1. Poor timing with attacker Not in an active ready position Not reading proper cues/watching only the ball Not placing body in front of attacker and ball Focus on knee and hip flexion More dynamic in lateral movement Coach should demonstrate how to identify and read proper cues 2. Poor contact Hands, especially wrists too soft Small contact surface Firm wrists in order to be able to absorb the ball and redirect it Fingers should be spread out as much as possible and must be facing inside of opposite court 23 Reference Material: Session 2

30 Basic Skills: Part Minutes On Court Equipment and Resources Required Court 1 volleyball court for every 12 participants 12 volleyballs/court Key Reference Materials Basic Skills - Key Elements (Workbook, p. 15) Basic Skills - Tactical Analysis (LF Guide, p. 27) Error Detection and Correction (Workbook, p. 16) VC Technical Posters Basic Skills Video Level 1 Manual - Chapters 2-7 Method of Presentation Step A Demonstrate a drill that requires 2-3 participants. Asks the group to identify the positive technical aspects of the participants followed by technical aspects that could be improved. Provide feedback (identifying the proper cues to observe) in regards to the comments given (use demonstration) and demonstrate examples of drill progression. It is important to emphasize: quality of demonstration major technical element in each part drill progression major error/corrections Step B Participants actively participate in a practical workshop for each skill. The procedure is: 1. Create groups of 5-6 participants. 2. Within each group, include 1 coach, 2 participants, 2-3 observers. 3. Each coach must give feedback (error detection/ correction) to the participants in respect to the cues identified earlier. 4. The observers must give the feedback to the coach regarding his/her coaching intervention, observation/ communication skills. Step C LF concludes by identifying the proper cues relating to the skill and discussing how to effectively adapt for the beach volleyball context or when working with athletes with a disability. Presentation order of skills: 1- Serve 2- Underhand pass 3- Overhand pass 4- Attack 5- Block Tips Steps A, B and C are done for each skill after moving on to the next skill. For instance, the LF would go through Step A, then B, followed by C for the Serve then move on to doing Step A, B and C for the Underhand Pass Be sure to discuss how various drills may need to be adapted to better accomodate disabled athletes. END OF SESSION 2 24

31 Self-Inventory Guide Questions 3. Identify 3 key elements for athletes to effectively perform the following technical skills: Overhand pass: Body is under the ball Contact above forehead Hands form the shape of the ball Forearm pass: Hands together Straight platform/simple action Angle arms/face target Body faces target Attack: Timing of the jump Maximum height in the jump Contact the ball in front of the hitting shoulder Blocking: Align with the path of the attacker Timing of the jump Solid hands Stability in the air Serving: Toss in front of the hitting shoulder Weight transfer Solid contact surface Defense: Attitude Ready to move Get behind the ball 4. If one of your athletes consistently serves the ball in the net, what would be your feedback to this athlete in order to help him/her successfully execute the serve? contact under the ball to increase the angle of trajectory (hit the ball higher) hit the ball harder so the ball travels further (via faster arm swing, increased transfer of weight, etc.) focus on making solid contact (focus on ball contact and a solid contact surface) 25

32 Coach Workbook Sample Basic Skills - Key Elements Toss is in front of the hitting shoulder Weight transfer Surface of contact is solid Click on the image to play the video clip Hands together Platform is straight/keep the action simple Angle the arms and face the target Click on the image to play the video clip Body is underneath the ball Contact is above the forehead Hands take the form of the ball Body is facing the target Click on the image to play the video clip Timing of the jump Maximum height in the jump Contact with the ball is in front of the hitting shoulder Click on the image to play the video clip Alignment with the trajectory of the path of the attacker Timing of the jump Solid hands Stability in the air Click on the image to play the video clip 26

33 Where to focus your attention? Group Observation Why? 1) To ensure that the procedure is respected 2) To detect common errors among participants 3) To identify the most common errors to improve Error Detection and Correction Coach Workbook Sample How? 1) Distance yourself from the group 2) Walk around the group to create awareness of your presence 3) Keep an overall view of the group Individual Observation Why? 1) To ensure that the athlete is properly executing the skill 2) To detect individual errors 3) To identify the most important error that affects the desired outcome How? 1) Choose the most appropriate angle to observe the skill (preferably 45 - but it usually depends on the skill) 2) Keep most players in front of you 3) Do not let yourself be distracted by the ball Error Correction 1) Prioritize the feedback based on the instructions/ objectives that were given prior to the drill 2) Use a positive approach applying the sandwich approach positive - constructive - positive feedback 3) Be brief, concise and to the point in your intervention 4) Provide feedback immediately after the problem has occurred 5) Use visual demonstrations 27

34 Additional LF Resources Tactical use: The Overhand Pass When? Why? Where? Basic Skills Tactical Analysis Why to use it? When to use it? Where to use it? How to use it? when the ball is traveling towards you at slow to medium speed when you can get your body under the ball, on 1st, 2nd or 3rd contact when you need ultimate precision, this is the best skill to send the ball precisely to a target or teammate. This skill is generally used for offensive purposes. 1st CONTACT: to send the ball towards the net: requires medium precision to send it to a teammate s position at a predetermined zone at the net 2nd CONTACT: to send a ball along the net: requires optimal precision to allow teammate to score or put opponent in difficulty. Ideally every second contact are executed using this skill 3rd CONTACT: to send the ball over the net: requires medium precision but good reading ability to send the ball into a zone unoccupied by opponents How? for each skill, refer to the Breakdown of Basic Skills The Underhand Pass Why? When? Where? The Serve Why? to defend your side of the court against a hard driven ball or a ball placed in unoccupied location and/or to pass the ball to a teammate when the ball is traveling at high speed, the player will try to control it with a large platform when the ball is slightly out of reach or when the player does not have the time to get his entire body under the ball everywhere on the court but mostly from the furthest half of the court and generally during the team s 1st contact to move the ball at the net to put the ball in play to place opponent s in difficulty either by focusing on precision or speed When? to initiate the game after having won the toss or having won the previous rally Where? from anywhere behind the end line, the server can serve to anywhere on the opponent s court The Attack Why? When? Where? The Block Why? When? Where? to place opponent into difficulty OR to score by putting the ball into opponent s court. This can be done by angling the ball downwards or hitting with high speed not allowing opponents time to react when the player s hitting arm is above the net and in balance behind the ball when the set (overhand pass) is well executed along the net player will contact the ball along the net, usually in position 4, 3 or 2. The ideal set should be approx. 1 meter away from the net. If the ball is closer or further away from the net, physical ability and experience of the player will dictate the option to attack or simply keep the ball in play. slow down or prevent the ball sent by opponents from crossing the net to cover a designated zone allowing other players to be positioned for maximum space coverage the opponent players have the ability to hit (smash) the ball on your side of the court an opponent player is in a position to smash the ball when the blocker is in balance position in front of opponent s hitter along the net at the point of opponent s attack. Single block or block with a teammate can be used to intercept the ball 28

35 Session 3 Long-Term Athlete Development - 30 Minutes Sitting Area Equipment and Resources Required Sitting Area Overhead projector (optional) LCD projector & laptop computer (optional) Key Reference Materials Volleyball for Life Resource Paper Sport for Life Resource Paper No Accidental Champions Resource Paper Volleyball LTAD Electronic presentation Lead a presentation on LTAD as it relates to volleyball. Discuss how the sport system in Canada has just happened (i.e. developed by accident or without an overall plan) and that LTAD is an attempt to correct this situation. Focus discussions on the following LTAD concepts: Windows of optimal trainability Physical literacy developmental age vs chronological age for de termining age classes Peaking by Friday (winning vs development) The imposition of adult rules on children The need for more extensive sport system integration An electronic presentation has been developed to assist you with this topic. Consult the Learning Facilitator web page on Volleyball Canada s web site to download the presentation. This presentation is approximately 20 minutes in length leaving you some time at the end of the presentation to answer questions or highlight certain aspects of the presentation. Have the discussions continue to return to the Training to Train context as much as possible as this is the principle context in which most Level 1 coaches should be coaching. However, be sure to review all the LTAD Stages so the participants become familiar with them all. As an alternative method of presentation the LF could explore some of Canada s sport preparation myths as examples of why LTAD is so important for the restructuring of the Canadian sport system. Key Messages In what developmental stage do your athletes presently exist? How should the concept of LTAD influence how you coach? How will LTAD limit what you coach? How will applying the principles of LTAD change you program? What areas of LTAD do you as a coach most neglect? 29

36 Beach Volleyball - 30 Minutes Equipment and Resources Required At least 1 beach volleyball Sitting Area Overhead projector (optional) LCD projector & laptop computer (optional) Sitting Area Key Reference Materials The Differences Between Beach Volleyball and Indoor Volleyball (Workbook pp ) Level 1 Manual - Ch. 15: Important Concepts in Beach Volleyball Method of Presentation Introduce the sport of beach volleyball and explain why beach and indoor are complementary sports. Then lead an open discussion to identify the differences between beach and indoor volleyball relating to: Environmental issues Technical aspects Rules After a 10 minute discussion between groups, summarize the ideas brought forth by each group. Participants should not refer to the manual for this exercise. Self-Inventory Guide Questions 8. Identify 5 characteristics that are different between the game of beach and indoor volleyball. Indoor scoring system (set & match) playing surface (sand vs hard court) equipment (ball, boundary lines) number of players (6 vs 2) substitutions Beach overhead pass of serve not allowed limited coaching hand setting more restrictive block counts as a contact no shoes Game Coaching & Rules of the Game - 30 Minutes Sitting Area Equipment and Resources Required Sitting Area Overhead projector (optional) LCD projector & laptop computer (optional) Key Reference Materials Score sheet and line-up cards Volleyball Rules (rulebook) Level 1 Manual - Ch. 13: The Basics of Match Management Method of Presentation 1. Game Coaching Briefly explain the use of material used during matches (i.e. scoresheets, line-up cards) LF reviews game protocol Before: warm-up, fill in/sign scoresheets, After: teams shake hands, team captain and coach thank the officials, captain signs scoresheet etc. 2- Rules of the game Review the major rules and emphasise the new rules of the game Discuss how rules can be used to enhance or hinder objectives outlined in volleyball s LTAD strategy. Answer general questions regarding the rules 30

37 Coaching Interventions - 30 Minutes Sitting Area Equipment and Resources Required Sitting Area Overhead projector (optional) LCD projector & laptop computer (optional) Key Reference Materials Observation Checklist - Teaching Basic Skills (Workbook, p. 22) Game Coaching (LF Guide, p. 31) Level 1 Manual - Ch. 10: Basic Coaching Skills Method of Presentation Discuss the importance of effective coaching intervention during practices and during games. Key points: 1. Practice Explanation of the drills Organization of the drill Intervention during the drill (communication and error detection) 2. Match Before the match During the match After the match Self-Inventory Guide Questions 6. In order to be an effective coach, communication with the athletes is a crucial part of the coachathlete relationship. What are the essential elements in order to give proper feedback? Be positive (3:1 positive-negative), be clear, be concise (brief), be specific, provide immediate feedback when possible, feedback should reflect activity objectives and reference points. Coach Workbook Sample Observation Checklist Teaching Basic Skills 1. Explanation of Drill Key points highlighted Clear objectives are mentioned Message is clear and precise Presence (e.g. confidence, tone of voice) 2. Demonstrations Good visual example 3. Drill organization Group organization Distance between players Ball trajectory (e.g. speed, distance) 4. Error Detection/Correction Feedback reflects objectives/key points Specific Feedback Immediate Feedback Positive Feedback Brief and concise 31

38 Game Coaching Before the match Role of the Coach 1. Brief team meeting Game Coaching 2. Complete necessary forms (i.e. score sheet, line-up cards) 3. Conduct a warm-up appropriate in duration and content Intervention Identifies team objectives of the match Identifies key point to focus Motivate the athletes Additional LF Resources During the match 1. Talking from the floor/bench 2. Time-out Use short keys that are meaningful and helpful When team is loosing ground to the opponent poor execution Content 1 or 2 key points positive/constructive 3. Substitutions To improve team performance/cohesiveness Between Sets After the match 1. Brief intervention 1. Brief team meeting Reconfirm things that are working for the team Rectify areas that require change/ adjustments Brief general comments Adjourn with positive aspects to focus on for next event/practice 32

39 Planning - 45 Minutes Equipment and Resources Required Sitting Area Overhead projector (optional) LCD projector & laptop computer (optional) Key Reference Materials The Training Session to Develop the (Workbook, p. 17) Drill Planner (Workbook, p.p ) Level 1 Manual - Ch. 8: Development of a Volleyball Player Sitting Area Method of Presentation Initiate a discussion in regards to the importance of planning: Why is it important? Developing habit or writing plans on paper on a regular basis Emphasise the need to identify goals/objectives appropriate for their level of play 1. Seasonal Planning Explain the variations in content and workload at different times during the season: Early season (General Preparation Phase) Mid-season (Specific Preparation Phase) End of season (Competition Preparation Phase) 2. Practice Session Explain components of a practice: Welcome, warm-up, main part, cool down, team meeting, reiterate key points of practice 3. Drill Selection and Structure LF asks coaches for characteristics of a successful drill Objectives Conditions Success criteria Reference Explain the elaboration/selection of drills Describe components involved in running a drill Variation of volume and intensity Self-Inventory Guide Questions 9. There are 4 major parts to a training session 1) introduction, 2) warm-up, 3) main core, 4) cool down. During the main core of a session in the early part of the season, associate the appropriate workload (i.e. volume, intensity, duration) for each content. b L - Low, M - Medium, H - High i) Acquisition a) M-volume, M-intensity, M-duration b) H-volume, L-intensity, H-duration ii) Stabilization a c) L-volume, H-intensity, L-duration d) M-volume, H-intensity, L-duration iii) Integration e) H-volume, M-intensity, L-duration d 33

40 Coach Workbook Sample THE TRAINING SESSION TO DEVELOP THE PLAYER Session Structure 1) Welcome 2) Warm-up 3) Main Part 4) Cool-down Objectives Volume (work quantity) Intensity (effort level) Drill Types Part I Acquire Introduction of new techniques, tactics, Number of repetitions is high The workload is low to minimize fatigue thereby permitting a high degree of concentration Simple drills Part II Stabilize Increasing technical, tactical, or decisionmaking proficiency A moderate number of repetitions Moderate - High. The execution is quicker and the quality of execution remains high Drills of basic skills sequence Part III Integrate Employing techniques, tactics, or decision-making in game-like situations Low - Moderate number of repetitions High The length of the effort is increased which leads to fatigue. Game-like drills and modified games Session example (Core of 100 minutes) Part I Part II Part III Distribution of the training duration Early season (GP) 50 minutes 30 minutes 20 minutes in different training Mid season (SP) 30 minutes 40 minutes 30 minutes periods of the season Late season (CP) 10 minutes 30 minutes 60 minutes *Note: the duration of each practice part may be adapted slightly based on the age, maturity, and proficiency of the athletes. Early Season (General Preparation) Major Focus: A high number of ball contacts Mid Season (Specific Preparation) Major Focus: Intensity as well as work to rest ratios must be gradually raised to meet competition requirements Late Season (Competition Preparation) Major Focus: The number of ball contacts exceeds competition requirements for a particular skill. Intensity is increased and rest time is increased. Technical Emphasis Tactical Emphasis Physical Conditioning Emphasis Mental Preparation Emphasis 50% 25% 20% 5% 30% 40% 20% 10% 15% 55% 15% 15% 34

41 Coach Workbook Sample DRILL PLANNER DATE : Objectives Drill Organization Reference Points Success Criteria Evaluation 35

42 Workshop: Running Appropriate Drills - 65 Minutes On Court Equipment and Resources Required Court 1 volleyball court for every 12 participants 12 volleyballs/court Key Reference Materials Risk Management and Safety Checklist (Workbook p. 26) Level 1 Manual - Ch. 12: The Basics of Practice Management Method of Presentation As the LF, demonstrate 3 drills appropriate for the three different seasonal periods with special consideration given to safety factors, ball handling, level of players, athletes with a disability, etc. Safety Create and/or discuss different scenarios that demonstrate important safety issues to be considered when running a practice. Activity: LF creates an environment that is deemed unsafe for practice (this is unknown to participants). When the participants enter the gym after the Planning Session, coaches must realise that there are unsafe elements that must be taken care of prior to starting the practice. Discuss other important risk management factors. Ball Handling Skills LF demonstrates, through drills, proper ball handling skills in creating different situation where the coach is involved in the drill: Overhand motion (serve) Tossing an underhand pass Hitting motion Self-Inventory Guide Questions 7. When entering the gym, name 3 safety tips you should consider before running your practice and 2 safety issues to consider during your practice. Before: During: Equipment in good repair and safe The activity area is clean and in good repair Extraneous items (benches, tables, etc.) are positioned such that they will not interfere with activity. Structure of activities create a safe play environment. Equipment is removed effectively from the play area. END OF SESSION 3 36

43 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. Courts Courts are 9m by 18m Boundary / center / attack / service lines are clearly marked At least 2m of free space beyond the sidelines At least 2m of free space beyond the end lines Coach Workbook Sample Floor Clean and dry Post hole sockets are capped or covered Free of hazardous cracks / chips / gouges / irregularities Ceiling At least 7m above the floor Free of obstructions / protrusions Lights are suitably bright, protected and stable Other fixtures are stable Nets and Standards Standards are at least 0.5m from the sidelines Standards are padded Cranks / hooks / fasteners are covered Antennae are safely and securely attached Score Tables and Team Benches 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 Others Others: Report any problems identified in the above checklist items. 37

44 Session 4 Responsible Coaching - 45 Minutes Sitting Area Equipment and Resources Required Sitting Area Overhead projector (optional) LCD projector & laptop computer (optional) Key Reference Materials Responsible Coaching (LF Guide, p. 38) A Vision for Coaching (LF Guide, p. 39) Scouting and Recruiting Policy (Workbook, pp ) Accident/Incident Report Form (Workbook pp ) Method of Presentation 1. Personal Philosophy Discuss the importance of developing an personal coaching philosophy and some of the items that it might contain. 2. Case Studies Divide into groups or 4-5 participants and assign a case study to each group. Instruct each group to discuss their case study and report back to the group in regards to: Their approach in dealing with the problem. Their justification and explanation of the concepts used to come up with the solution. Be sure to receive feedback from other participants and provide your own. 3. Code of Ethics Discuss code of ethics principles that reflect the context that is most relevant to the participants. Self-Inventory Guide Questions 1. Briefly describe your coaching philosophy based on the values you would like to transcend to your athletes. No one correct answer here. Discuss written statement with coach 38

45 Responsible Coaching 1. Margie, your star setter, is injured. It s the most important game of her life, and even though she can function at only 75 percent of her normal level, she will help you win the state championship if she plays. Margie desperately wants to play; it will be the culmination of three hard years of training for her. The doctor advises you that there is a 10 to 15 percent chance she could reinjure herself seriously if she plays. Do you let Margie play? Additional LF Resources 2. Fred is a problem athlete on the team whose potential is great but whose attitude is awful. You ve tried several times to counsel Fred, but so far nothing has changed. Fred disrupts practice and you see signs that his negative attitude is adversely affecting some of the other members of the team. Fred s mother, however, told you recently that Fred looked up to you and really wanted to be a part of the team. If the truth be known, though, you don t especially like the youngster. Do you keep Fred on the team? 3. Kevin, one of your starting power hitters, has been in constant academic trouble. You happen to overhear in the locker room that two other members of the team sat next to Kevin in class and gave him the answer on a midsemester geography examination. Without this help, Kevin would have flunked the course and been ineligible to play on the team. You confront the two with what you overheard, and they admit they did it because it would help the team. Now what do you do? 39

46 Additional LF Resources Coaching A Vision for Coaching Sport plays an important role in the lives of Canadians. Because of their central role in the sport experience, coaches have the opportunity to impact the physical, psychological and moral development of participants. This makes coaching a complex endeavour, which carries with it significant responsibility. There are several types of coaches: some work primarily in a recreational context, with the primary goal of instilling the love of sport in a safe environment through fun activities; others focus on the teaching of sport-specific skills, and assist people in the process of learning new activity or becoming better at an activity they love; another category of coaches intervene primarily in a competitive setting, and are responsible for helping athletes prepare for performance. To this end, these coaches provide support to athletes in areas such as physical, technical, tactical, and mental preparation. Despite the diverse contexts in which the sport experience may take place, one constant remains: coaches interact with people. These people come to sport from different social, economic and cultural backgrounds, and also have varying levels of ability and aspirations. Regardless of the reason that brought them to sport, they all have specific needs. How those needs are met will determine, to a larger extent, what they will get out of sport. Coaching Philosophy/Coaching Values In the light of the above considerations, the purpose of coaching may be articulated around three essential points: 1. Providing a positive sport experience to participants. 2. Providing an opportunity for participants to achieve their full potential in and through sport. 3. Using sport as a means of helping participants develop in a holistic way. Coaching Values Given the level of responsibility that is associated with the coaching process, it is critical that such interventions take place within the boundaries of ethical practice. The ethical dimension of coaching is embodied in five coach values: 1. Responsible coaching 2. Competent coaching 3. Fairness 4. Integrity 5. Honoring sport The following statements represent the desired state of coaching in Canada: All participants in sport have access to appropriate, competent coaching services. Canadian society values coaching, and recognizes coaches as leaders who have a positive influence on an individual s personal and athletic development. Coaches recognize their importance to society and accept the responsibility to pursue ongoing training and education to ensure that they meet the needs of sport participants/athletes as effectively as possible. Education and training opportunities are available to service the needs of all types of coaches. Individuals who do not reach the required level of competency, or do not adhere to coaching values, are retrained and/or redirected by the appropriate authority or constituency. 40

47 Accident/Incident Report Form Complete this form whenever a volleyball accident/incident occurs which requires medical attention for an athlete, coach, official, volunteer or spectator and forward to the office of your provincial association. This is not a claim form, but this form must be filed prior to a medical/dental claim form being issued. Submission of this form will allow for the study of the causes of volleyball related injuries and the improvement of preventative measures. * * * * * * * * * * * * * * INDICATE THE NATURE OF THE ACTIVITY IN WHICH THE INJURY OCCURRED: Coach Workbook Sample Practice Game Indoor Outdoor Other Description of Activity Date & Time of Incident Name & Location of Facility: Address City Prov. Postal Code * * * * * * * * * * * * * * * FULL NAME OF INJURED PERSON Male Female Address City Prov. Postal Code Telephone Numbers ( ) Date of Birth / / Team/Club Name Team/Club Address City Prov. Postal Code Age Category: 13U 14U 15U 16U 17U 18U 21U Type Of Injury: Dental Internal Concussion Skin Wound/Puncture Fracture Torn Ligament Bruise Dislocation Muscle Pull/Strain Laceration Joint Sprain Torn Cartilage Other: Affected Area: Knee Chest Head Ankle Shoulder Hand Foot Collar Bone Finger(s) Achilles Tendon Abdomen Thumb Lower Leg Teeth Wrist Thigh Face Forearm Hamstring Neck Elbow Hip Chin Upper Arm Back Eye Spine Nose Other: 41

48 grass sand artificial turf other Weather Conditions Temp. Indoor Playing Surface: dry clean wood tile synthetic other Coach Workbook Sample Outdoor Playing Surface: dry wet Description of Accident/Incident: Collision with another player Hit with ball Collision with net standard Collision with officials stand Jumping/Landing Collision with bench area Collision with score table Loss of footing Diving/Rolling Collision with spectators Other: List the causes/reasons for the injury in order of importance: 1) 2) 3) What safety and preventative measures were in effect at the time of the accident/incident? Was treatment provided on site? Yes No If yes, give the name and title of those who provided treatment. Was outside medical/dental attention obtained? Yes No If yes, give the name and title of those who provided treatment, and the date of treatment. 42

49 What recommendations do you or the medical/dental personnel have for the prevention of such an injury? If possible, attach a description of the accident/incident by the injured person as well as a medical report. Coach Workbook Sample Submitted by: Position: Address City Prov. Postal Code Telephone: Signature Date On the reverse side, please draw a diagram of the playing venue and indicate where the injury took place. Include team benches, score table and the spectator area in the diagram and distances from the court. 43

50 Preparation for Practical Workshop on Drills - 30 Minutes On Court Equipment and Resources Required Court 1 volleyball court for every 12 participants 12 volleyballs/court Key Reference Materials Seasonal Planning Scenarios (LF Guide, pp ) All relevant materials and notes Method of Presentation Create groups of 3 participants and assign a skill and seasonal planning period to each group (refer to seasonal planning only as a guide for ideas on the type of components to assign to each group). For example, group A could be responsible for planning a blocking practice for the end of the season (CP phase). Each group must plan 2-3 progressive drills relevant to their skill and seasonal planning period as well as, identify the age, context and level of play for their athletes. Each coach will be required to present one of the drills planned in the Practical Workshop. Self-Inventory Guide Questions 10. As a Level 1 Coach who would like to work on serve reception, explain, in detail, the drill that you have chosen for your athletes. Athlete s gender: male female Age: Level: Objective of drill: Description: Reference Points: Success Criteria: Variations: 44

51 Seasonal Planning Scenarios Ideas for Learning Facilitators The main purpose of the Seasonal Planning Scenarios is to assist the Level 1 Learning Facilitator in preparing to teach the Planning Session for the participants. It will serve the LF as ideas so that he/she knows the components to assign to the participants in respect to planning a training session. In addition, it will assist the LF to do the following: 1. Create open-ended scenarios that will apply to all levels of coaching skills within the Level 1 coach level. Additional LF Resources 2. Create three scenarios that cover the beginning, middle and end of the season. 3. Have student coaches work through a process of identifying the area of improvement, and planning drills/practice structure to deal with those specific areas of need. Scenario #1 You are in the beginning part of your season. You have observed that your players have weak underhand passing skills, both in general play and service reception. a) Describe the process that you would follow to determine the weak aspects of the underhand pass. What key skill components would you look for in your observations? b) Describe the sequence of steps you would take to improve the passing skills of your players. c) State the specific objectives of a drill to improve one aspect of the underhand pass. Design and describe the drill. Scenario #2 You are in mid-season. Your team is having difficulty making the transition from defense to offense during play. There is confusion after attack balls have been retrieved by your team. Communication is poor between setters and other players, and setters are having difficulty getting to retrieve balls with consistency. a) Describe the process that you would follow to determine the weak aspects of your team s transition from defense to offense. What key aspects of transition would you look for in your observations? b) Describe the sequence of steps you would take to improve your team s transition from defense to offense. c) State the specific objectives of a drill to improve one aspect of your team s transition from defense to offense. Design and describe the drill. 45

52 Additional LF Resources Scenario #3a It is late in your season, and you are two weeks from playoffs. You know that the first team you will meet in the playoffs has had success defending against your primary attackers. a) Describe the process that you would follow to determine the difficulties that your team is having with this aspect of defense. What key aspect of defense would you look for in your observations? b) Describe the sequence of steps you would take to improve this aspect of your team s defense. c) State the specific objectives of a drill to improve one aspect of your team s defense. Design and describe the drill. Scenario #3b It is late in your season, and you are two weeks from playoffs. You know that the first team you will meet in the playoffs has had success defending against your primary attackers. a) Describe from which position your primary attackers attack. Describe the attack your primary attackers have used most successfully with most teams. b) Describe the process that you would follow to determine the difficulties that your team is having in formulating an offense against this team. What key aspects of your offense would you look for in your observations? c) State the specific objectives of a drill to improve this aspect of your team s offense. Design and describe the drill. 46

53 Practical Workshop on Drills and Assessment - 2h30 On Court Equipment and Resources Required Court 1 volleyball court for every 12 participants 12 volleyballs/court Key Reference Materials Conducting a Training Session Observation Chklst (Workbook p. 22) Level 1 Assessment Forms (LF Guide, pp ) Method of Presentation From the previous session; have each group of coaches demonstrate their coaching skills one group at a time. Have the rest of the participants perform the duties of participants or observers. Upon completion of the demonstration, receive feedback from observers, participants, and the LF then rotate responsibilities. Provide each coach with an official assessment to determine follow-up pathway. Coaches may choose to be assessed on beach or indoor volleyball. Coach Workbook Sample Observation Checklist Conducting a Training Session 1. Drill Selection and Explanation Drill Selection Drill Explanation (brief & concise) Mention of Criteria Demonstration 2. Transition Group organization between drills Group organization during drill 3. Drill Execution Observation/distribution of attention Error detection / correction Positive, effective, constructive intervention 4. Global Training Session Workload Volume Intensity Maximize contact time Ball Handling Precision/consistency Respect spatial references Tempo 4. Responsible Coaching Ethics Leadership Attitude Motivation 47

54 Additional LF Resources Date Coach Level 1 Volleyball NCCP Assessment Summary Name CC number: CC Surname First Address Apt. Street City Province Postal Code Phone ( ) ( ) ( ) Home Business Fax Level 1 Assessment Requirements (from Level 1 Assessment Form) Assessment 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 Repeat Level 1 Workshop One (1) or less of the four assessment components meet the standard Recommendation Evaluation by a Level 1 Learning Facilitator Two (2) of the four assessment components meet the standard Evaluation by a Level 1 Evaluator Three (3) or more of the four assessment components meet the standard Assessor Surname First Name Address Apt. Street City Province Postal Code Phone ( ) ( ) ( ) Home Business Fax Assessor CC Number: CC Signed Date 48

55 Coach Written Plan Practice & Drill Implementation Safety Responsible Coaching Surname Assessment Criteria Level 1 Volleyball NCCP Assessment Tool Needs Improvement First Name Meets Standard TOTAL UNSHADED ITEMS ONLY Shaded items are not formally assessed at Level 1. 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. Total unshaded items only Total unshaded items only NCCP number: CC Comments 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 Implementation of Written Plan brief clear Explanation of Procedure Demonstration Position of Participants Ball Control Error Detection Error Correction Reference Point Reinforcement positive specific Feedback clear brief Distribution of Attention Workload volume intensity recovery Adjustment of Procedure (if required) Activity Appropriateness Practice & Drill Implementation Total Environmental Risks Activity Risks Safety Total Coach Attire Respectful Language Coach Behaviour Expectations for Athlete Behaviour Responsible Coaching Total Additional LF Resources Assessor CC Number: CC Signed Date 49

56 Conclusion: What now? - 15 Minutes On Court Equipment and Resources Required Court Key Reference Materials Self-Improvement Plan (Workbook, p. 32) Self-Inventory Guide (Workbook, pp. 6-8) Level 1 Assessment Forms (LF Guide, pp ) Level 1 Portfolio and Evaluation Requirements Method of Presentation Discuss next steps for coaches who are interested in pursuing Level 1 Certification as outlined in the Level 1 Follow-Up Tasks document: Observation of another coach 40 hours of practical experience Evaluation Address any additional questions and discussions. LF must ensure that ALL participants submit their completed Self-Inventory Guide prior to departing END OF Workshop 50

57 Self-Improvement Plan Coach Profile Coaching experience Name Coaching Experience (e.g. level, age of participants) Address Date of Level 1 Workshop Phone Number Learning Facilitator Coach Workbook Sample A- Areas for Improvement 1. Planning 6. Coaching skills 2. Practice organization Ball handling 3. Drill management 7. Provide fun and enjoyment for athletes Selection, structure, explanation, demonstration 8. Game management 4. Coaching intervention 9. Technical and tactical knowledge During practices and matches 10. Responsible coaching Feedback, error detection/correction 11. Other 5. Communication/observation skills B- Action Plan An effective Action Plan must consist of 1) identifying your goals that relate to an area of improvement (see suggestions above), 2) utilizing available resources and 3) setting timelines. Use the framework below to guide your Self-Improvement Plan. My coaching goals are: (identify SMART goals - Specific, Measurable, Attainable, Realistic and Timelines) C- Evaluation Goal Resources (e.g. books, videos, people) I,, have made a conscientious effort to improve the above mentioned goals and feel that I have attained my goals within the above mentioned time frame using all the resources that were available to me. Therefore, I believe that I have developed my coaching competencies/skills to the level required by the Level 1 Workshop. Coach Signature Date Evaluator Signature Position Date Note: A copy of your Self-Improvement Plan must be sent to your Learning Facilitator and your Provincial Association. 51

58 Additional LF Reference Materials 52

59 HOW TO PLAY THE GAME OF VOLLEYBALL Introduction Over the past few years many volleyball experts have discussed the many roadblocks to placing the sport of volleyball at the forefront of the North American sport scene. One of the recurrent themes is that we must get younger athletes playing the sport. Sports such as soccer and ice hockey have had considerable success attracting participants as young as three years old, and basketball is able to attract athletes as young as 6. With this in mind, volleyball competitions have been organized for younger and younger athletes. Provincial and state competitions are now organized for 20 & Under (19-20 year olds), 18 & Under (17-18 year olds), 16 & Under (15-16 year olds) and 14 & Under (13-14 year olds) age athletes. To introduce the game to even younger athletes (9-12 year olds), mini-volleyball or relays, challenge tasks and modified games of 2 vs 2, 3 vs 3, 4 vs 4 on a smaller court have been implemented. It is hoped that children will enjoy playing the game and decide to pursue their interest in volleyball. Although these changes have made a positive impact, volleyball is still proving to be a difficult game to understand and master. Observing matches at the elementary school and even junior high school levels, indicate that there is overall minimal mastery of the basic skills and at best a rudimentary understanding of how to play the game. Some of this difficulty may be related to how the game is introduced and how it is taught by teachers and coaches. Although the Volleyball Canada Level 1 manual outlines that fun and games are the essential forms of learning (pg 8.2), the emphasis is placed on the acquisition of general motor patterns that will facilitate learning the basic technical fundamentals. It is implied that mastery of these fundamentals are required to play the game. Once the basic skills have been developed to a reasonable level, the coach must teach the players the concepts and a system of volleyball play (pg. 9.2). The Level 1 manual further outlines that basic movement skills should be taught to the novice volleyball player prior to the introduction of the specific skills of the game. It cannot be assumed that the players are capable of efficient, effective movement if not taught first (pg. 2.2). Dr. Carl McGowan, in his book Science of Coaching Volleyball, places an emphasis on having gamelike (pg. 20) situations in order to develop motor programs. This is further stressed by Merv Mosher that athletes need to train in ways that simulate the game. (Volleyball Canada Level 2 manual pg. 7). However if athletes and coaches do not understand how the game is to be played, then effectiveness of developing appropriate motor patterns will be minimal. This section will attempt to outline a fresh approach to understanding the game of volleyball and more importantly how to play the game so that athletes of all ages will be able to increase their enjoyment of the sport by being successful at a more rapid rate. Objectives of the Game Volleyball is a team sport played by two teams on a playing court divided by a net. The objectives of the game are for each team to send the ball over the net attempting to ground it on the opponent s court, and to prevent the ball from being grounded on its own court. Each team has three hits for returning the ball (in addition to the ball being contacted on the block). Thus every action in the sport should relate to these objectives or prime directives. A rally is initiated by a serve from the right back-row player who hits the ball over the net to the opponent s court. A player is not allowed to hit the ball twice consecutively, except when attempting a block. The rally 53 Reference Material: Session 1

60 continues until the ball touches the ground/floor or goes out of bounds by either team. A point is scored after every rally. When the receiving team wins a rally, it scores a point, gains the right to serve and its players rotate one position clockwise. Rotation ensures that players play at both the net and the back zone of the court (except for the Libero who is restricted to the back row). A team wins a set by scoring 25 points (21 points in beach volleyball) with a two-point advantage and wins the match by winning the three of a possible five sets (best two of three sets in beach volleyball). In a deciding set, the set is played to 15 points with a two-point advantage. There is no point cap. Review: Basic Objectives of the Game 1. ground the ball on the opponent s court 2. prevent the ball from being grounded on your own court Basic Concepts There are five basic concepts that are fundamental to understanding the game of volleyball: offense, defense, service, service reception and transition. Offense Offense in volleyball is related to the first outlined objective. Offense is an attempt to ground the ball on the opponent s court. Most people would indicate that a team is on offense when the ball is on their side of the net. Offense usually begins with the first ball contact and culminates with an attack. However, if the first ball contact is not controlled, every effort is made to firstly, keep the ball off the floor, and secondly to try to set up an attack. A team is on offense when they have control of the ball. Defense Defense in volleyball is related to the second outlined objective. Defense is an attempt to prevent the ball from being grounded on one s own court. Again, most people would indicate that a team is on defense when the ball is in the opponents court. This is not entirely correct. A more accurate view of a team being on defense would relate to control of the ball. A team is on defense when they do not have control of the ball. Service The serve can be viewed as the act of putting the ball in play. Indeed many coaches at the younger levels stress to their athletes to just get the ball over the net. However, putting the ball in play is not one of the prime directives of the game. The serve is the first opportunity at scoring a point and a well placed serve can minimize the effectiveness of an opponents attack. It should also be noted that at service, the ball is totally under the control of the server. Service is a part of offense Service reception Service reception is considered the most important aspect of the game of volleyball. Initially, it can be viewed as a defensive alignment in that it defends against the offensive tool of service. If the ball is not controlled, the team scrambles to keep the ball off the floor and put it over the net after the third contact. If the ball is controlled, then the team can initiate offense cumulating in an attack. Reference Material: Session 1 54

61 Service reception i) act of receiving serve (defensive action) ii) initiation of offense Transition Transition can be described as the movement from one phase of the game to another (i.e from offense to defense and vice versa). This is clearly illustrated within the concept of service reception. Initially, service reception is a defensive phase, as it must defend against the offensive tool service. If on service, the ball is controlled, then the team now is involved in running the offense. Once the offense has been completed and thus control of the ball relinquished, the team is once again in a defensive phase. These team play phases or transitions are considered the Basic Cycle of Actions. The Basic Cycle of Actions is outlined on page 14 of this guide. Transition changes from one phase of the game to another. service to defense serve reception to offense defense to offense offense to defense Basic Volleyball Play In accordance with the objectives of the game, getting the ball over the net is not a prime directive. Many a time, this is the end result when a team cannot control the ball to mount an effective attack. Thus getting the ball over the net should be used as a last resort. Unfortunately, many novice volleyball players utilize this tactic as a prime objective and thus the game deteriorates to what has commonly been called jungle ball - whoever touches the ball immediately sends it over the net. Unfortunately, this tactic has proven to be somewhat successful as these novice athletes do not have the skill set to return the ball properly. Perhaps they take the cue from other net sports such as tennis or badminton where sending the object over the net immediately is what is required. It is imperative that novice volleyball players be ingrained in the notion that volleyball is a unique net sport where three contacts in a basic volleyball play is the expectation. The other notion is to ingrain in them what exactly are the elements in the basic volleyball play. Many believe that the basic volleyball play is bump, set, spike, and in general terms, they are correct. However, with the new passing rules and giving more guidance to what a team is actually attempting to accomplish, a better concept of basic volleyball play is that on the: on first contact the ball should be passed to the net on second contact the ball should be passed along the net on third contact the ball should be directed over the net. Based on the simple above mentioned principles and that the first objective of the game is to ground the ball on the opponent s court, the BVP becomes very simple to explain and teach to beginners of the game. Since the goal is to ground the ball and that this is done by using three contacts, the athletes must understand that the first two contacts are extremely important in order to build towards a successful third contact. A successful third contact is characterized by an attack, which is when a ball is contacted above the height of the net (i.e. the highest point possible) in a downward motion. An effective attack is the most difficult type of ball that can be defended by the opponent.. Therefore, in order for a team to build towards a successful third contact/attack, the first and second contact must be well executed. Drills can be developed using 1 vs. 1, 2 vs. 2, 3 vs. 3 or 4 vs. 4 situation in order to progressively initiate Reference Material: Session 1 55

62 the young athletes to the game of volleyball. There are several advantages to using these situations. These situations allow more athletes to actively participate in a drill at once. This in turn, increases the volume, hence improves their skills faster. By limiting the court size (see Figure J.1 for examples), the athletes have a specific zone to cover which is less than the traditional 6 vs. 6 dimension, hence be more effective in executing the skill required. The use of a softer/beach ball is also recommended for beginners. With a beach ball, the pace is much slower giving more time for the athletes to move under it in addition to being much less hurtful on the arms. This type of ball is also very attractive to young athletes because of its bright colours. By improving the playing environment (i.e. court size and type of ball) based on the age and level of the athletes, they become successful at a more rapid rate which leads to increased confidence and enjoyment of the game. With younger athletes, success should be coaches and team leaders main focus (refer to VC s Mini-volleyball Program for more details). *Figure J.1 Different court sizes when initiating the game of volleyball to younger athletes. * Please note that the above diagram demonstrates 4 vs. 4 based on a traditional badminton court. This is mostly due to the fact that many schools have access to these types of court sizes and accommodate more athletes. 56 Reference Material: Session 1

63 THE SYSTEMS OF PLAY 4-2 System Figure L.1 A typical 4-2 rotational line-up SERVICE RECEPTION The W Formation Figure L.2 The basic alignment of players for a W serve receive formation Comments Advantages of W formation: 1. Little movement due to 5 players covering the court. 2. Easy formation to adapt relative to the position of the server. Disadvantages of the W formation: 1. Possibility of confusion in between 2 players (cohesion). 2. If the player covering the line receives the ball in serve reception, this allows him/her less time to prepare for his/her attack. 3. Entails that every player is strong in serve reception. 57 Reference Material: Session 1 & 2

64 Serve Reception to Attack Transition 4-2 Offence with W : Serve Receive Formation & 2-3 Attack Coverage Figure L.5 Rotation #1, 4-2 offense, setter to right, transition from serve receive to offense ready. Figure L.6 Rotation #1, 4-2 offense, setter to right, transition from offensive ready to attack coverage. Figure L.7 Rotation #2, 4-2 offense, setter to right, transition from serve receive to offensive ready. Figure L.8 rotation #2, 4-2 offense, setter to right, transition from offensive ready to attack coverage. Figure L.9 Rotation #3, 4-2 offense, setter to right, transition from serve receive to offensive ready. Figure L.10 Rotation #3, 4-2 offense, setter to right, transition from offensive ready to attack coverage. 58 Reference Material: Session 1 & 2

65 Figure L.11 Rotation #1, 4-2 offense, setter to center, transition from serve receive to offensive ready Figure L.12 Rotation #1, 4-2 offense, setter to center, transition from offensive ready to attack coverage Figure L.13 Rotation #2, 4-2 offense, setter to center, transition from serve receive to offensive ready Figure L.14 Rotation #2, 4-2 offense, setter to center, transition from offensive ready to attack coverage Figure L.15 Rotation #3, 4-2 offense, setter to center, transition from serve receive to offensive ready Figure L.16 Rotation #3, 4-2 offense, setter to center, transition from offensive ready to attack coverage 59 Reference Material: Session 1 & 2

66 DEFENSIVE SYSTEMS 6-Up Defense Figure L.17 Defensive ready position for the 6-up defense Figure L.18 Defensive ready position for the6-up defense with transition to attack reception position Figure L.19 Attack reception position and movement of players to dig ball for 6-up defense using 1 blocker Figure L.20 Defensive ready position for the 6-up defense with transition to attack reception position Figure L.21 Attack reception position and movement of players to dig ball for 6-up defense using 1 blocker 60 Reference Material: Session 1 & 2

67 6-Up Defense (con t) Figure L.22 Defensive ready position for the 6-up defense with transition to attack reception position Figure L.23 Attack reception position and movement of players to dig ball for 6-up defense using 2 blockers Figure L.24 Defensive ready position for the 6-up defense with transition to attack reception position Figure L.25 Attack reception position and movement of players to dig ball for 6-up defense using 2 blockers Comments Advantages of 6-up defense: - more players are responsible for covering the tip. 61 Reference Material: Session 1 & 2

68 6-Back Defense Figure L.26 Defensive ready position for the 6-back defense Figure L.27 Defensive ready position for the 6-back defense with transition to attack reception position Figure L.28 Attack reception position and movement of players to dig ball for 6-back defense using 1 blocker Figure L.29 Defensive ready position for the 6-back defense with transition to attack reception position Figure L.30 Attack reception position and movement of players to dig ball for 6-back defense using 1 blocker 62 Reference Material: Session 1 & 2

69 6-Back Defense (con t) Figure L.31 Defensive ready position for the 6-back defense with transition to attack reception position Figure L.32 Attack reception position and movement of players to dig ball for 6- back defense using 2 blockers Figure L.33 Defensive ready position for the 6-back defense with transition to attack reception position Figure L.34 Attack reception position and movement of players to dig ball for 6- back defense using 2 blockers Comments Advantages of 6-back defense: More players are responsible for defending a hard driven ball. Disadvantages of 6-back defense: No specific player is responsible for covering the tip. 63 Reference Material: Session 1 & 2

70 DEFENSE ON A FREE BALL Figure L.35 Defensive ready position for the 6-up defense with transition to free ball reception with setter in position 2 Figure L.36 Defensive ready position for the 6-up defense with transition to free ball reception with setter in position 3 Figure L.37 Defensive ready position for the 6-back defense with transition to free ball reception with setter in position 2 Figure L.38 Defensive ready position for the 6-back defense with transition to free ball reception with setter in position 3 64 Reference Material: Session 1 & 2

71 The Differences Between Beach Volleyball and Indoor Volleyball Environmental Differences 1) Sand Beach volleyball is played on sand. The sand should be as flat and uniform as possible and it should be free of objects (e.g. rocks, shells etc.) which could injure a player. It is recommended that the sand be at least 30cm deep (softly packed). For FIVB World Competitions the sand must be at least 40cm deep with loosely compacted grains. As the grain size of the sand increases the softness of the sand increases (i.e. the bigger the grain size the softer the sand). 2) Outside Beach volleyball is primarily played outside although indoor beach volleyball facilities exist across the country. 3) No shoes (barefoot) Beach volleyball players normally compete in barefoot. 4) Ball A beach volleyball ball is heavier, larger in diameter, and slightly softer than an indoor volleyball. The ball is heavier so that it is less affected by the wind and is both larger and softer to make it more controllable during hard driven spikes or serves (and less killable when spiking and serving). The Wilson Volleyball Canada Gold ball is the exclusive ball for Volleyball Canada competitions. (Note: The Learning Facilitators should have a Wilson Volleyball Canada Gold ball available to allow each candidate coach to familiarize themselves with the differences from indoor volleyballs.) 5) Posts Whenever possible, the permanent posts should be free standing (no supporting cables) and properly padded to reduce the risk to injury for any players. However, most temporary net systems employ support straps (or rope) - players should exercise caution when pursuing a ball near these support straps. 6) Net The beach volleyball net has similar dimensions to an indoor net. However, a beach volleyball ball net must be sturdier and heavier so it will withstand the outdoor conditions and not dramatically bow in the wind. 7) Lines and anchors The court used is 16m x 8m divided equally by the net creating two sides of the court each 8m x 8m. Note that in the USA the dimensions are often measure using Imperial units (i.e feet and inches) and beach line systems manufactured in the USA potentially be of a different size. Lines should be straps or rope that contrast with the colour of the sand. The corners of the court should be anchored into the sand. Metal should not be used to anchor the court boundaries since it could cause injuries to a player. Usually a wood or plastic disk, with a bungie cord attached to the corner of the court, is buried in the sand. Technical Differences 1) Movement and jumping The characteristics of sand (a soft surface which absorbs energy) make moving and jumping more difficult in beach volleyball than on the harder and more stable indoor volleyball surface. 2) Ball control The affect of wind makes the ball flight path more difficult to predict in beach volleyball than it is in indoor volleyball. Indoor beach volleyball however, has the same ball flight characteristics as indoor volleyball. As well, the intense brightness of the sun can affect vision to a greater extent than the artificial lighting experienced with indoor volleyball. 65 Reference Material: Session 3

72 3) High energy expenditure (good fitness required) The soft playing surface (difficult movements in sand) combined with the outside conditions (possibly high temperatures, high humidity, and strong winds) make the energy expenditure rate very high for beach volleyball players. As a result, successful beach volleyball players are usually extremely fit. 4) Players per side At the provincial, national, and international levels the game of choice for beach volleyball is doubles (2 on 2). The game of beach doubles is very different from the other forms of beach volleyball (3 on 3, 4 on 4, or 6 on 6). The three most important factors differentiating doubles from triples, fours, or sixes (both beach and indoor volleyball) are the following: a) Area to cover With only two players covering a court it takes very good movement skills to effectively cover the entire court. As a result, doubles on a full size court may not be suitable for younger athletes. Younger athletes should either play triples or fours on full size court or they should play doubles on a reduced size court. b) High skill requirements (ball control) With only one other teammate on the court the ball control requirements to maintain a rally in beach doubles are significantly higher than with indoor volleyball where there are five other on-court teammates. c) Minimal specialization (serve reception, setting, and attacking) Indoor volleyball and beach triples/fours/sixes are games of specialization. That is, the strengths of a player can be maximized a good setter sets frequently, a strong attacker gets many opportunities to attack, and a consistent passer will often receive serve. Also, the weaknesses can be minimized a poor attacker seldom attacks, a poor passer may never have to receive serve, and a good setter can be designated the full time setter. In beach doubles the future actions of a team are dictated by the serve player A receives serve, player B then sets the pass, and player A attacks the set. As a result, the game of beach doubles has the ability to magnify a player s serve reception, setting, and attacking weaknesses. For example a poor setter often has to set because their opponents may attempt serve their partner. Also a poor passer and/or a poor attacker will likely be forced to constantly execute these skills because their opponents may try to direct their serves at this player. For these reasons, a successful beach doubles player is usually an all-around player. d) Defensive and blocking specialization is possible Since there are no rotational positions (there are no front or back row positions) in beach doubles it possible for a beach team to specialize the blocking and defensive tasks. For example, a shorter partner who is a weaker blocker might decide to always play defense behind a taller partner who is a better blocker but a weaker defender. In this example the taller player would run to the net to block immediately following their serve this is not allowed in indoor volleyball. 5) Number of athletes in practice sessions Since beach teams are composed of only two players there will be fewer athletes taking part in beach training sessions. Ideally there should be four athletes (two teams) at a beach volleyball training session. However, it is possible to run effective training sessions with 1, 2, 3, or 4+ athletes. 6) Safety considerations There are many important safety considerations that must be taken into account with beach volleyball: a) Sharp or dangerous objects in the sand Since beach players compete on the sand with bare feet it is important to ensure and any sharp or dangerous objects (such as rocks, glass, metal, shells, sticks etc) are removed before beginning to practice or compete in that area. 66 Reference Material: Session 3

73 b) Unsafe equipment Beach volleyball equipment must be free on any exposed surfaces that could injure a player (such as stakes, parts with sharp edges, support cables, exposed metal connectors etc) c) Dangerously positioned set-up equipment Items that are often used to set up a beach court (such as hammers, shovels, and rakes) must be kept a safe distance (minimum 3m, preferably 5m) from the playing area. d) Personal Care Since beach volleyball is played outside on the sand there are several personal care safety considerations that each beach player and coach must take into account: Sunscreen players and coaches must always apply generous amounts of a high quality waterproof (or sweat proof) sunscreen with a sun protection factor (SPF) of 15 or greater. Sunscreen will reduce or prevent sunburns, sunstroke, skin cancer, and fatigue. Sunglasses good quality sunglasses should be worn at all times to protect the eyes from direct sunlight. Fluids since physical exertion and exposure to sun leads to rapid water loss, it is crucial for beach volleyball athletes and coaches to frequently replace lost fluids (either water or a mineral replacement drink). Clothing weather conditions at the beach can range from intense heat/humidity to strong rainstorms to frigid temperatures. As a result, beach athletes and coaches should bring items of clothing for all possible weather conditions. They may include: Hat or visor keeps the sun rays off the head and face. T-shirt or tank top keep the sun rays off the torso and provides some warmth. T-shirts are preferred since they cover the shoulders. Sweat suit for warmth. Rain suit to keep dry in the rain. Socks or aqua socks when playing in very hot sand socks or aqua socks will prevent blisters on the bottom of the feet. Rule Differences 1) Set and Match Durations In beach volleyball, matches are 3 sets in duration. The first two sets are played to 21 points (win by two) and the 3rd deciding set is played to 15 points (win by two). 2) Coaching In beach volleyball, coaching is often not permitted during a match. Coaches will be allowed during youth matches (24 & Under age and younger). Senior level competitions usually will not permit coaching during matches. This is to comply with the current FIVB regulations. As a result, beach coaches should teach their athletes to think critically and make any necessary tactical or technical changes without the help of a coach. 3) Substitutions There are no substitutions allowed in beach doubles volleyball. Should one of the players sustain an injury that makes them unable to finish the match, that match is forfeited. 67 Reference Material: Session 3

74 4) Change sides at regular intervals The weather conditions (wind and sun) can have a dramatic effect on the game of beach volleyball. As a result, the teams switch sides at a pre-designated point total; usually every 7 or 5 points (although other point totals are also used). This ensures that no team gets an unfair advantage due to the weather conditions. Unlike indoor volleyball the teams do not change their benches during a side change in beach volleyball. 5) Block counts as one contact In beach doubles volleyball the block counts as the first contact leaving two remaining contacts before the ball must be played over the net. If a player contacts the ball while blocking (first contact) they are also eligible to play the next (second contact) as well. 6) Open hand tip is not allowed Open hand tipping is not allowed in the beach doubles game. A soft attack shot can either be a roll shot, a poke, or a cobra. A roll shot is a soft topspin (or sidespin) shot executed with the palm of the hand causing the ball to spin or roll. A poke (or knuckler ) is achieved by contacting the ball with the knuckles. A cobra shot is performed using fully extended fingers to contact the ball on the fingertips. 7) No re-serve on joust When a ball is simultaneously held above the net between two players on opposing teams a re-serve is called in indoor volleyball. In beach volleyball the play continues until the rally is over (there is no re-serve in this case). 8) Beach dig When defending a hard-driven spike, a beach volleyball player may slightly hold or carry the ball with the fingers in an overhand position. This technique is called a beach dig. Please note that a spike serve can not be considered a hard driven ball. 9) Overhand set as attack The player overhand passing the ball across the net must have their shoulders perpendicular, before the contact, to the path of the ball. 10) Players may cross under net There is no centre line in beach volleyball. During a match a player is allowed to cross under the net into the opponent s side of the court providing that they do not interfere with the opposing players. 11) Serve receive with overhand contact is rare During serve receive beach volleyball players can t double hit the ball with an overhand pass. As a result, the serve receive in beach volleyball is more restrictive (no overhand pass) than with indoor volleyball. 12) No service screen The screen call does not exist in beach volleyball. A beach volleyball player has the right to ask an opponent to move so they do not obstruct their view of the server. In other words, the onus is on the serving team not to screen. 68 Reference Material: Session 3

75 Volleyball Canada Policy Governing Scouting and Recruiting The recruiting of young athletes by coaches as well as scouting services is becoming increasingly aggressive and intense in Canada. Thus, Volleyball Canada has put together a policy on this matter, as well as developed some guidelines and ideas to help athletes, coaches, parents and tournament organizers deal with this situation. Volleyball Canada s role is primarily to regulate scouting and recruiting requirements to ensure that athletes are scouted/recruited in a manner that is ethical and respects the needs of athletes, coaches, parents and all other individuals involved. The objective of the regulations is to make sure recruiters are not taking advantage of athletes pursuing scholarships, and also to ensure that the rights of volleyball coaches in Canada are respected. Any athletes, coaches or parents who have questions regarding the recruitment process or scholarship/playing opportunities can consult VC s and/or P/TA s Technical Directors. Recruiting Regulations 1. During the playing season: A. Regulations for Recruiters: a) Recruiters are allowed to contact athletes during the playing season. b) Prior to contacting an athlete, recruiters must identify themselves to the athlete s coach and/or parents. c) Recruiters should attempt to conduct their activities in an open environment. d) Once an athlete has signed with a club, this athlete is no longer eligible for recruitment by other clubs in the playing season. If an athlete wishes to change clubs within a playing season, see regulation 6.8 governing player transfers. B. Regulations for Coaches: a) Educate their athletes and parents about acceptable and unacceptable recruiting practices as well as the roles of the recruiter, the coach, the athlete and parents. b) Should a recruiter approach an athlete, it is the coach s responsibility to inform the athlete s parents. c) Coaches should not prevent recruiters from educational institutions from contacting their athlete(s) during the playing season, however coaches do have the right to limit how such contact may occur. C. Regulations for Athletes: a) Should a recruiter contact an athlete, the athlete is responsible for informing his/ her coach and/or parents. D. Regulations for Parents: a) Parents are responsible for informing their child s coach of any contact made by a recruiter. 69 Reference Material: Session 4

76 2. At events: A. Regulations for Event Organizers: a) Event organizers shall give or sell the coach/recruiter or scouting agency representative a program of the tournament (if available). b) Event organizers have the right to ask a recruiter to leave the gymnasium if the previously defined recruiting practices are not respected. If this should occur, event organizers are responsible for reporting all infractions to P/TA. B. Regulations for Recruiters a) Recruiters are not allowed to contact athletes while the athlete s team is still participating in the competition. b) Recruiters must introduce themselves and the institution which they represent to the tournament organizers, follow any additional event regulations regarding recruiters, and when possible wear clothing which identifies them as representing their institution or group. Recruiters should identify themselves to coaches and/or parents when interested in a particular athlete and/or team. c) Recruiters must conduct their activities in an open environment away from the competition venue. d) Recruiters must have coaches consent and/or knowledge when approaching athletes. C. Regulations for Coaches: a) All coaches are obligated to report to the event organizers any recruiting practices that they feel do not meet the above regulations for recruiters. b) Coaches must restrict recruiters from approaching their athletes while their team is still participating in the competition as recruiter are not allowed to approach athletes during this period. c) Regulations for Athletes: d) Should a recruiter contact an athlete, the athlete is responsible for informing his/ her coach and/or parents. D. Regulations for Parents: a) Parents are responsible for informing their child s coach of any contact made by a recruiter. The repercussions of violating these rules, or the spirit of these rules, may result in the sanctioning of a recruiter, coach, athlete or parent. 70 Reference Material: Session 4

77 Description of Level 1 assessment criteria Written Practice Plan Basic Information (not formally evaluated at Level 1) Timeframes (not formally evaluated at Level 1) Written Plan Organization (not formally evaluated at Level 1) Objectives Activity Descriptions Success Criteria Reference Points Drill Sequencing The written plan identifies basic information including date, time, location, the number of athletes, their gender, and any logistical considerations. 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. 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. 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. 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 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. 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 71 Workshop Assessment

78 Written Practice Plan (cont.) Drill Appropriateness (not formally evaluated at Level 1) 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. Planned activities reflect and complement the seasonal phase. Seasonal Appropriateness (not formally evaluated at Level 1) Developmental Appropriateness (not formally evaluated at Level 1) Game Transferability Examples General Preparation Phase primarily simple drills which promote learning, high level of same skill repetition. Specific Preparation Phase drills begin to resemble actual playing conditions but still have some strict conditions to allow for significant focus on specific technical and tactical objectives. Competition Preparation Phase game-like with 6 vs 6 drills and drills utilizing opposition being a common element. 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. 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. 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 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 Ball Control 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. 72 Workshop Assessment

79 Practice & Drill Implementation (cont.) Error detection Error correction Reference Point Reinforcement 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. 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 (partially evaluated at Level 1) 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 Brief 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. Distribution of attention (not formally evaluated at Level 1) Volume (not formally evaluated at Level 1) Intensity (not formally evaluated at Level 1) Recovery (not formally evaluated at Level 1) 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. 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. 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...). 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...). The 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. 73 Workshop Assessment

80 Practice & Drill Implementation (cont.) Adjustment of Procedure (if required) (not formally evaluated at Level 1) Activity Appropriateness (not formally evaluated at Level 1) 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. 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. 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. 74 Workshop Assessment