Volleyball Canada Level 2 BEACH VOLLEYBALL Coach Workbook
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: Doug Anton Contributing Editors: Ian Allan Ed Drakich Kristine Drakich Jim Cooke
Session 1 0h00 sitting area Workshop Introduction (45 min) Welcome and Registration Introduction to Beach Volleyball Review of Level 1 Expectations of Level 2 0h45 sitting area Long-Term Athlete Development (30 min) 1h15 sitting area Basic Seasonal Planning (45 min) Mid Season Planning 2h00 sitting area Developing Practice Plans (45 min) Components of a Practice Risk Factors Coordination of Drills Drill Selection and Structure 2h45 on court Skill Variation and Tactics for Beach (75 min) Skills Analysis Model H How to Observe Skill Variation (and/or Advanced Tactics) 4h00 SESSION 1 CONCLUDES Session 2 0h00 sitting area Level 1 Evaluator Training (60 min) Review the evaluation methods and tools Review the process for debriefing a coach 1h00 on court Practical Session #1 (180 min) Vertical drill integration in the 3 different parts of the training session 4h00 SESSION 3 CONCLUDES Session 3 0h00 sitting area Responsible Coaching (30 min) 0h30 on court Practical Session #2 (180 min) Vertical drill integration in the same part of a training session 3h30 sitting area Competition Management (30 min) 4h00 SESSION 3 CONCLUDES Session 4 0h00 on court Practical Workshop and Assessment (150 min) 2h30 on court Coach Feedback (60 min) 3h30 sitting area WORKSHOP CONCLUDES i
Table of Contents About This Workbook... iii Workshop Introduction...1 Certification Recommendations...2 Coach Development Model...3 Participant Development Model...4 Outcomes and Objectives...5 Seasonal Plan Assignment...7 Coaching Context...8 Assessment of Sport Demands (Key Performance Factors)...9 Athlete Assessment...10 Identify the Competitive Season...11 Practice Design Assignment...13 Self Inventory Guide...16 Final Evaluation by a Level 2 Evaluator...23 NCCP Assessment Tool...23 NCCP Assessment Summary...24 Description of Level 2 Evaluation Criteria...25 Supplemental Reference Materials...29 Seasonal Planning Considerations for Volleyball...30 The Training Session to Develop the Player...33 Technical-Tactical Development of the Player...37 Philosophical Premises of Drill Design...38 The Fundamentals of Drill Construction...40 Modifying Faulty Skill Execution...46 The Fundamentals of Doubles Play...48 Basic Beach Volleyball Skills...49 Skills Analysis Model...50 Emergency Action Plan...57 Risk Management and Safety Checklist...58 Physical Training for Volleyball...59 Sport Psychology and the Coach...61 Ethical Decision Making In Sport...68 Severe Weather...78 Game Day Nutrition...86 Level 1 Evaluator Training...88 Level 1 Evaluation Pathway Overview...89 NCCP Evaluation Tool...99 Description of Level 1 Evaluation Criteria...100 Level 1 Evaluator Evaluation Tool...103 ii
About This Workbook This workbook is a participant resource tool for the Level 2 beach volleyball workshop. The book is comprised essentially of three parts: 1. The pre-course assignments 2. The in-course assignments 3. Additional supplemental materials This workbook is to be provided to the participant a minimum of seven (7) days prior to the workshop to give you time to complete the pre-course assignments. You the participant, must also bring the entire workbook to the workshop as it also contains materials relevant to the workshop itself. Workshop Expectations The Level 2 beach volleyball workshop has recently been updated to fit the new NCCP system. The new NCCP utilizes competency-based and outcomes-based approaches and the Level 2 workshop materials are reflective of these new approaches. A significant portion of the workshop requires the coach to demonstrate his/her coaching abilities and understanding of essential coaching concepts. The Pre Course Assignments There are three pre-course assignments included in this workbook: 1. The seasonal plan pre-course assignment 2. The practice plan design assignment 3. The Self Inventory Guide The assignments need to be completed prior to attending the Level 2 workshop using your volleyball coaching knowledge as well as the Level 2 beach volleyball manual and the resource materials provided. We encourage you to review the Level 2 Volleyball Beach Volleyball Coaches Manual prior to attending the workshop. iii
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Workshop Introduction The Level 2 Beach Volleyball Workshop, attempts to build on the concepts presented in the Level 1 Volleyball Certification Program. This is an intermediate beach volleyball coaching workshop and is intended for coaches who aspire to develop athletes and teams which will be competitive at provincial level competitions (i.e. provincial championships) and deals with skill variation, doubles systems, position specialization, running cohesive practices and introduces seasonal planning and periodization. The workshop is 14½ hours in duration. Level 2 Beach Volleyball Certification Process Coach starting points Volleyball Workshop 1 *formerly Level 1 Tech. Course assessment Beach Volleyball Workshop 2 *formerly Level 2 Beach Tech. Competition Introduction Multisport Modules (Parts A & B) - Make Ethical Decisions - Planning a Practice - Nutrition - Designing a Basic Sport Program - Teaching/Learning - Teaching Basic Mental Skills Course assessment Level 2 In-training Level 2 Trained Develop Beach Volleyball Coaching Portfolio Observation and Debrief Level 2 Certified * An acceleration pathway is available for coaches with extensive playing or coaching experience. Contact your provincial or territorial volleyball association for more details. 1
Certification Recommendations Level 1 Level 2 Level 3 Level 4 Discipline Volleyball Beach Volleyball Beach Volleyball Beach Volleyball LTAD Stage Athlete Context In Training Trained Certified Training to Train 14 & Under 16 & Under middle school abled and standing disciplines 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. e. Complete the Make Ethical Decisions (MED) on line evaluation. C. Upon completion of all portfolio assignments, be formally observed and evaluated by a NCCP Level 1 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 trained as Level 1 Evaluators. Learning to Compete 16 & Under 18 & Under high school abled and standing disciplines integrated Completion of Volleyball Workshop 1 & Beach Volleyball Workshop 2 A. Level 2 IN-TRAINING designation B. Completion of the Competition 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 beach 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 beach volleyball coach (a Level 3 or higher certified coach is recommended). e. A full season of properly structured written practice plans (minimum 40 hours). f. Complete the Make Ethical Decisions (MED) on line evaluation. C. Upon completion of all portfolio assignments, be formally observed and evaluated by a NCCP Level 2 Beach Volleyball 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 trained 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 Workshop 1 and Beach Volleyball Workshops 2 & 3 A. Level 3 IN-TRAINING designation B. Completion of the Competition 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 Beach Volleyball Coaching Portfolio: a. A description of your coaching context b. Player data (including physical testing data). c. Completion of a Yearly Training Plan (YTP) for a season. d. An Emergency Action Plan (EAP) e. A full season of properly structured written practice plans (minimum 60 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 beach volleyball coach (Level 2 or higher however a Level 3 or higher certified coach is recommended). h. A completed Tournament Observation Form from observing a tournament directed by a NCCP certified beach volleyball coach (Level 2 or higher however a Level 3 or higher certified coach is recommended). i. Verification of one full season of training (minimum of 60 training hours) as a head coach of a team within the Training to Compete or Learning to Win LTAD stages (i.e. 18U+, etc.). C. Upon completion of all portfolio assignments, the candidate will be formally observed and evaluated by a Level 3 Evaluator in a minimum of 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
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
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
Level 2 Beach Volleyball Program Outcomes and Objectives NCCP Outcome Make Ethical Decisions Apply a 6-step ethical decision-making process Provide Support to Athletes in Training Ensure that the practice environment is safe. Implement an appropriately structured and organized practice. Make interventions that promote learning. Plan a Practice Identify appropriate logistics for practice. Identify appropriate activities in each part of the practice. Design an Emergency Action Plan. Analyze Performance Detect errors in performance. Correct errors in performance. Training Details Complete the Competition-Introduction Make Ethical Decisions multi-sport module. Understand the importance of developing a personal coaching philosophy (Volleyball Workshop 1). Understand the CAC Code of Ethics (Volleyball Workshop 1). Reflect on the importance of behaving respectfully toward participants, officials, parents, and spectators (Beach Volleyball Workshop 2). Identify key issues in a common situation that can be encountered in the Learning to Compete LTAD context. Describe a course of action for dealing with this situation that is consistent with the values and philosophy of the NCCP. Complete the Competition-Introduction Teaching and Learning multi-sport module. Learn how to identify potential risk factors and provide a safe and enjoyable volleyball training environment (Volleyball Workshop 1). Learn how to design a volleyball appropriate EAP (Volleyball Workshop 1). Learn how to identify athletes for appropriate positions and provide position specific tactics (Beach Volleyball Workshop 2). Learn how to select appropriate basic offensive and defensive strategies (Beach Volleyball Workshop 2). Defensive system of play Basic serve reception tactics Basic offensive tactics Learn to run/manage a two-hour coaching session. Complete the Competition-Introduction Plan a Practice multi-sport module. Learn how to structure drills appropriately (Volleyball Workshop 1). Learn how to design drills to improve technical and tactical capacities of volleyball players (Volleyball Workshop 1). Learn how to plan and structure a two-hour mid-season volleyball practice to optimize learning (Beach Volleyball Workshop 2). Learn how to plan and implement a practice in a safe and responsible environment (Beach Volleyball Workshop 2). Understand how to explain and demonstrate the general concepts of how to play the game of volleyball indoor and beach (Volleyball Workshop 1). Understand how to explain, discuss, and demonstrate the fundamentals of doubles play including: initial positioning, serve reception, offensive tactics, pre-defence and defensive tactics, and transition/cycles of action (Beach Volleyball Workshop 2). Know the four key positions in the execution of a volleyball skill and their importance in error detection (ready position, pre-contact, contact, postcontact) (Volleyball Workshop 1). Learn how to effectively demonstrate basic volleyball skills. Learn to detect and correct skill and tactical errors (including basic and advanced variants) for the following volleyball skills (Beach Volleyball Workshop 2). Forearm pass Overhead pass Serve Spike Block Evaluation Details Successful completion of the Make Ethical Decisions online evaluation for the Competition- Introduction context. A formal observation (or via video or DVD) of the coach working with a beach volleyball team of appropriate level during training. Evaluation of an Emergency Action Plan (EAP). Evaluation of one practice plan. Evaluation of an Emergency Action Plan (EAP). A formal observation (or via video or DVD) of the coach working with a volleyball team of appropriate level during training. 5
NCCP Outcome Support the Competitive Experience Prepare for readiness in competition. Make effective interventions during and after the competition. Help athletes to be mentally prepared for competition. Give basic nutritional advice. Design a Sport Program Outline program structure based on available training and competition opportunities. Identify program measures to promote athlete development. Develop practice plans that include seasonal training priorities. Manage a Program Mange administrative aspects of the program and oversee logistics. Report on athlete progress throughout the program. Develop strategies to address and resolve conflicts. Training Details Complete the Competition-Introduction Basic Mental Skills multi-sport module. Complete the Competition-Introduction Nutrition multi-sport module. Learn the roles of officials, coaches, players, and minor officials (Volleyball Workshop 1). Learn the rules, game protocols, and competition intervention opportunities (Beach Volleyball Workshop 2). Learn to manage the competition warm-up (Beach Volleyball Workshop 2). Learn how to run a pre-game meeting (Volleyball Workshop 1). Set appropriate competition tone. Successfully manage time-outs during the game. Make basic strategic adjustments to team systems during the competition. Make appropriate interventions during the game. Complete the Competition-Introduction Design a Sport Program multi-sport module. Know the rationale for season planning (Volleyball Workshop 1). Understand the LTAD requirements for the context in which you coach (Volleyball Workshop 1). Understand how to design a seasonal program emphasizing the development of technical and tactical aspects for the sport of volleyball (Beach Volleyball Workshop 2). Understand how to structure a seasonal program into three major training blocks (Beach Volleyball Workshop 2): Early season Mid season Late season Understand how the following principles can be incorporated into a volleyball season plan (Beach Volleyball Workshop 2): Physical components Mental components Techniques Tactics/strategy Understanding of LTAD as it relates to their coaching context (Volleyball Workshop 1). Learn how to manage situations and potential conflicts related to injury, recruiting, and team rules (Beach Volleyball Workshop 2). Evaluation Details Not evaluated. Not evaluated. Not evaluated. 6
Pre-Course Assignments Seasonal Plan Assignment One objective of the Level 2 beach volleyball workshop is to give the coach a better understanding of how to plan their season and how to incorporate their daily training into a basic seasonal plan. The following seasonal planning exercise is designed to help give you some practice at seasonal planning. This assignment is to be completed prior to attending the workshop. Please bring the completed assignment to the workshop with you where it will be reviewed during the Seasonal Planning Session in the workshop. Creating a Team To plan a season you must have a team to coach! So naturally for this assignment you must also have a team. Choose a team you have coached in the past or invent a new team to reference for this assignment. The more you know about the team you are planning for, the easier it will be to complete the assignment tasks but, it is not a necessity to have really detailed information. We recommend you choose a team that is relevant to the context in which you typically coach as the task will be a more valuable leaning experience in this situation. The Assignment If you are not familiar with seasonal planning then we suggest you read some of the enclosed seasonal planning reference materials prior to beginning the assignment. They will help you get a better understanding of seasonal planning concepts and will make completing the assignment easier. Relevant materials: Workbook Reference Materials Seasonal Planning Considerations for Volleyball Workbook Reference Materials Physical Training for Volleyball Workbook Reference Materials Sport Psychology and the Coach This assignment has several steps: 1. Describing the context in which you coach. 2. Identifying the physical mental, tactical and technical demands of volleyball on a team. This analysis should be specific to the competitive level your team will experience. 3. An assessment of your team. What is the current status of their skills, physical conditioning, past volleyball experiences, etc. 4. Identifying the competitive season, the competitions you will participate in and based on your competition schedule, establish (General Preparation, Specific Preparaton, and Competition Preparation (early, mid, and end) seasonal phases. Seasonal planning can become quite complex, but as an introduction this assignment should give you some insight into the planning process. During the workshop you will discuss how to incorporate the plan you create into your daily training sessions. 7
Coaching Context Identifying the context in which you coach (i.e. the athletes, the training situation, and the coaching environment) is the first step in the assignment. Take a few minutes to explore your personal coaching context. Remember, you can complete this exercise using a current or past coaching experience or create a fictional one for use in the assignment. The Athletes Average Age Gender(s) Level of Competition Training Situation Practices/week Length of each practice Total hours/week League or club regulations that influence the training process Restrictions of facilities, equipment, etc. Sport Science Resources How do you modify your plan to overcome any restrictions or lack of facilities or equipment? Coaching Environment What is your position (head coach, assistant coach, instructor, club professional) Briefly describe your abilities (i.e., skills, knowledge, experience, responsibilities) Provide a similar description for any other coaches you may be working with List other factors (if any) you feel may impact on the design of your Seasonal plan
Assessment of Sport Demands (Key Performance Factors) Based on the competitive level you identified in the previous step, perform an analysis of volleyball s sport requirements for that level of competition. What do you feel are the key performance factors that athletes and teams must possess at this level in order to be successful? To simplify this process, we have provided four core performance areas for you to assess: Volleyball Techniques (basic skills, basic skill variations, proper skill execution) Competition Tactics & Strategies (individual tactics, team tactics, read and react abilities, knowledge of team formations, response variations for similar situations) Physical Conditioning and Motor Skills (motor skills, speed, strength, power, aerobic endurance, anaerobic endurance) Mental & Psychological Qualities (goals, concentration/focus, optimal performance state, winning attitude Identify what you feel are the key factors for each item in the four established categories related to athlete performance in competition. Then for each factor, determine what you feel will be its relative importance in reaching your competition goals using the following scale. Mark the appropriate box with an X. High Importance (HIGH) this factor will be a significant contributor to a team s success in this context. Medium Importance (IMP) this factor will impact a team s performance in this context. Low Importance (LOW) this factor will not significantly change a team s performance in this context. If you wish to add additional detail (optional task), assign a percentage to each factor to more accurately determine their relative importance to each other. Volleyball Techniques Techniques HIGH MOD LOW % Basic Skills Basic Skill Variations Proper Skill Execution Other: Other: Physical Conditioning and Motor Skills Physical/Motor HIGH MOD LOW % Motor Skills (agility, balance, coordination) Speed Strength Power Aerobic Endurance Anaerobic Endurance Competition Tactics & Strategies Tactics/Strategy HIGH MOD LOW % Individual Tactics Team Tactics Read and React Abilities Practical Knowledge of Team Formations Response variations for similar situations Position Specialization Other: Other: Other: Other: Mental and Psychological Qualities Mental/Psychological HIGH MOD LOW % Goal Setting Concentration/Focus Optimal Performance State Winning Attitude Other: Other:
Athlete Assessment Once you have completed the assessment of the key performance factors for your particular coaching context, analyze the current training status of your athletes. What is their skill level, present physical condition, past training experiences, etc? These items will help to determine your season starting point and help determine what your training expectations should be for the year. Analyze your players and determine what will be your training priorities for the previously identified factors in the four core areas: Volleyball Techniques Competition Tactics & Strategies Physical Conditioning and Motor Skills Mental & Psychological Qualities Determine the team s relative strength in each factor in the charts provided on the following page. We suggest you use the following scale. Mark the appropriate box with an X. Superior (SUP) Above Average (+AVG) Average (AVG) Below Average (-AVG) NOTE: Although it is not necessary for this assignment, it is advisable for a coach to assess each athlete INDIVIDUALLY as well as do a team assessment. This way you can also tailor your training to meet individual athlete needs. Volleyball Techniques Tactic/Strategy SUP +AVG AVG -AVG Basic Skills Basic Skill Variations Proper Skill Execution Other: Other: Tactics and Strategies Tactic/Strategy SUP +AVG AVG -AVG Individual Tactics Team Tactics Read and React Abilities Practical Knowledge of Team Formations Response variations for similar situations Position Specialization Other: Other: Physical Conditioning and Motor Skills Physical/Motor SUP +AVG AVG -AVG Motor Skills (agility, balance, coordination) Speed Strength Power Aerobic Endurance Anaerobic Endurance Other: Other: Mental and Psychological Qualities Goal Setting Mental/Psych SUP +AVG AVG -AVG Concentration/Focus Optimal Performance State Winning Attitude Other: Other: 10
LTAD Sport Excellence is Complex Sport System Nutrition Physical Development Technical Skills Individual Tactics Skills Team Tactics Skills Strategies and Game Plan Sport Equipment Mental Development Motor Skills Health and Anthropometry Sport Performance Mental Preparation and Game Plan Team Dynamics Muscular Strength Energy Production Systems Moral and social development Mental skills Environmental Factors Performance factors model (inspired from Cardinal et Roy, 2004; Wenger, 2004 ). Identify the Competitive Season Once you have completed the assessment of your athletes, the next step is to identify when your team will be competing. It is important to review your competitive schedule, so you get a better understanding of when your priority competitions will be. This will give you significant insight as to when your team needs to be at its best and more information on the time frames you have to get your team ready. League Play - Regular Season Start Date End Date Matches/week Relative importance of league matches League Play - Playoffs Start Date End Date Matches/week Relative importance of playoff matches 11
Competitions Competition Dates Importance 1 2 3 4 5 6 7 8 Other Important Dates (school exam periods, holidays, tryouts, etc.) Event Dates Season Impact 1 2 3 4 5 6 7 8 Although we don t provide one here, we recommend you put you put all your competition dates onto a time line. You could also include other important dates such as school exams, tryout period, holidays, etc. A time line will give you a better visual map of your season. After you have identified all your competition dates, divide your season into 3 phases: 1. General Preparation (early season) 2. Specific Preparation (mid season) 3. Competition Preparation (late season) Phase Start Date End Date Total Length (wks) General Preparation Specific Preparation Competition Preparation This is the end of the Seasonal Planning Assignment. In the workshop you will take the results of your seasonal plan and look at ways that a seasonal plan can be used to help plan your daily practices as well as how the seasonal plan should impact your training session in terms of the training volume and training intensities that should be applied in each phase of the season. 12
Level 2 Beach Volleyball Workshop Practice Design Assignment Each Level 2 beach volleyball coach must come to the workshop with a pre-prepared practice containing 3 drills. You will be asked to demonstrate these drills during the workshop. Be sure to consider the following in your preparation: Write drills that are intended for use during a Specific Preparation Phase (mid season) practice. The drills should be deliverable on one court. The drills should be executable with 6 athletes, designed for athletes between 14 and 18 years of age and for athletes with abilities appropriate for competition in a provincial championship. Each drill should reflect one of the 3 parts of a standard training session: Drill 1 (Part 1 - acquire) should focus on the introduction of new techniques, tactics, and/or decision making skills. Drill 2 (Part 2 - stabilize) should focus on technique, tactical, and/or decision making stabilization and increasing technical, tactical, and/or decision making proficiency. Drill 3 (Part 3 - integrate) should focus on integrating techniques, tactics and/or decision making skills into game-like situations. We have included some practice design forms and resource materials to assist you with the preparation of your plans and to provide you with more information on seasonal planning and practice design. They should be very valuable in providing you with a clearer idea of the variables we wish you to consider in designing your drills as well as, the expectations for Level 2 drill design. Don t be too concerned if you do not completely understand how to incorporate all of the features described into your drills. Prior to demonstrating your drills on court, you will have opportunities to make improvements to the drills during the workshop as new concepts become better understood during workshop sessions. Relevant reference materials: Lev. 2 Beach Manual Ch. 6: Preparation for Practices and Competitions Lev. 2 Beach Manual Ch. 14: Player Development Lev. 2 Beach Manual Ch. 15: Practice Management Workbook Reference Materials The Training Session to Develop the Player Workbook Reference Materials Tech.-Tact. Development of the Volleyball Player Workbook Reference Materials Philosophical Premises of Drill Design Workbook Reference Materials Fundamentals of Drill Construction Workbook Reference Materials Modifying Faulty Skill Execution In addition, your drills are required to have a theme. If a theme has not been provided to you by the workshop organizers, design your training session based on one of the following scenarios. 1. In a recent competition, your players we vulnerable to serves targeting the seam between the receivers. They were especially vulnerable to deep serves. Two patterns were displayed during the competition. Either both players would attempt to pass the ball in which case no player was in position to set or no player would take responsibility for passing the ball. Develop a training session to correct this problem. 2. Sam has been struggling with giving consistent attack direction information after setting. Sam often initially gives the wrong information and changes the call just before the attacker makes ball contact. This confusion is causing the attacker to make errors and is reducing the aggressiveness of the attack. Take steps to correct this problem. 3. You ve recently observed that after a successful defensive play your team rarely mounts an aggressive counterattack. Most defensive digs are resulting in easy free balls back to your opponents who then use this second opportunity to score. Develop a training session to improve your counter-attack. 13
Candidate Name: Seasonal Phase: Date: TIME OBJECTIVE DRILL ORGANIZATION SUCCESS CRITERIA REFERENCE POINTS EVALUATION VARIATIONS 14
Candidate Name: Seasonal Phase: Date: TIME OBJECTIVE DRILL ORGANIZATION SUCCESS CRITERIA REFERENCE POINTS EVALUATION VARIATIONS 15
Date NCCP Number: CC Coach Surname First Name Level 2 Beach Volleyball Workshop Self Inventory Guide The Self-Inventory Guide is a tool for coaches to measure their knowledge in volleyball. You should complete this Guide prior to attending the workshop and then make corrections (as required) during the Level 2 Workshop. The Guide is to be submitted for review and discussion to the Learning Facilitator during your end of workshop debrief. We recommend you write your answers in pencil so that you are able to make adjustments during the workshop as new information is presented. 1. Briefly explain the steps in the ethical decision making process. 2. Briefly explain the Cycle of Actions involved in beach volleyball. 16
3. Identify 3 key tactical elements and 3 key technical elements in the following areas: Spike Serve Hand Setting Underhand (bump) Setting Overhand Dig Roll Shot Peeling Technical 1. 1. 2. 2. 3. 3. 1. 1. 2. 2. 3. 3. 1. 1. 2. 2. 3. 3. 1. 1. 2. 2. 3. 3. 1. 1. 2. 2. 3. 3. 1. 1. 2. 2. 3. 3. Tactical 4. If one of your athletes consistently spike serves the ball into the net when serving into the wind, what would be your feedback to this athlete in order to help him/her successfully execute the serve? 17
5. Describe the approaches a coach can use to provide effective feedback. 6. What are the key components of an effective Emergency Action Plan? And what are the requirements of the Charge Person? 7. Name the five components each drill (activity) planned in a practice should contain. 18
8. Show the ideal location for a serve receive pass in each of the following four diagrams. R R Right-handed player who plays left-side Right-handed player who plays right-side L L Left-handed player who plays left-side Left-handed player who plays right-side 9. In the diagrams, identify the area that each player (the blocker and the defender) is responsible for. B B D D Defender responsibilities B = Blocker D = Defender Blocker responsibilities 19
10. Define the concept of using specificity in training: 11. What kind of impact can we expect specificity to have on our athletes? Give a few examples of how this concept can be incorporated into practice planning. 12. When entering the court area, identify three potential facility risks you should consider before running your practise and two activity risks to consider during your practise. Facility Risks: Activity Risks: 13. During the three typical phases in a beach volleyball season listed below, what percentage of your training sessions would you typically devote to (1) acquire new skills, (2) stabilize previously acquired skills, and (3) integrate skills into team play. Also, what are the typical volume (work quantity) and intensity (effort level) levels seen in each seasonal phase? General Preparation Specific Preparation Competition Preparation Volume Low Medium High Low Medium High Low Medium High Intensity Low Medium High Low Medium High Low Medium High Acquire % % % Stabilize % % % Integrate % % % 20
14. Briefly describe the process you would undertake in the off-season to plan your team s upcoming season. 15. Identify four qualities a Specific Preparation Phase (mid-season) drill typically has. 1. 2. 3. 4. 16. List three ways that volume can be adjusted in a drill. 1. 2. 3. 17. List three ways that intensity can be adjusted in a drill. 1. 2. 3. 21
18. What are the components of a typical practice and what are the benefits of committing your practice plans to paper? Bonus Questions 19. What is a coach s best resource for good nutrition information? 20. What area of the body is it most important a volleyball athlete develop a solid strength base? 21. Name four psychological abilities common among top performing athletes. 1. 2. 3. 4. 22. In order to improve as a coach I must: 1. 2. 3. 4. 5. 6. 22
Level 2 Volleyball NCCP Assessment Tool Coach NCCP number: CC Surname First Name Written Plan Practice & Drill Implementation Safety Responsible Coaching Evaluation Criteria Needs Improvement Meets Standard Basic Information Time Frames Written Plan Organization Practice Theme Objectives Activity Descriptions Success Criteria Reference Points Drill Sequencing Drill Appropriateness Seasonal Appropriateness Developmental Appropriateness Comments Game Transferability Written Plan Total Implementation of Written Plan brief Explanation of Procedure clear Demonstration Position of Participants Ball Control Error Detection Error Correction Reference Point Reinforcement positive specific Feedback clear brief Distribution of Attention volume Workload intensity recovery Adjustment of Procedure (if required) Activity Appropriateness Practice & Drill Implementation Total Environmental Risks Reinforcement of Competitive Rules Activity Risks Medical Profiles First-Aid Kit Safety Total Coach Attire Respectful Language Coach Behaviour Interactions Occur with all Athletes Expectations for Athlete Behaviour Responsible Coaching Total TOTAL UNSHADED ITEMS ONLY Shaded items are not formally assessed at Level 2. However the LF is encouraged to provide written feedback on these items as they will be assessed at future Levels. Reward one (1) point for every item which meets the standard. Reward zero (0) points for every item which needs improvement. Assessor NCCP Number: CC Total unshaded items only Total unshaded items only Signed Date 23
Level 2 Volleyball NCCP Assessment Summary Date NCCP Number: CC Coach Surname First Name Address Apt. Street City Province Postal Code Phone ( ) ( ) ( ) Home Business Fax E-mail Level 2 Assessment Requirements (from Level 2 Assessment Form) Assessment Component Score Standard Birth Date Needs Improvement Meets Standard Written Plan 10 of 12 Practice and Drill Implementation 15 of 18 Safety 3 of 3 Responsible Coaching 5 of 5 Repeat Level 2 Workshop One (1) or less of the four assessment components meet the standard. Recommendation Evaluation by a Level 2 Learning Facilitator Two (2) of the four assessment components meet the standard. Evaluation by a Level 2 Evaluator Three (3) or more of the four assessment components meet the standard. Assessor NCCP number: CC Surname First Name Address Apt. Street City Province Postal Code Phone ( ) ( ) ( ) Home Business Fax E-mail Assessor NCCP Number: CC Signed Date 24
Description of Level 2 Evaluation Criteria Written Practice Plan Basic Information Timeframes Written Plan Organization Objectives Activity Descriptions Success Criteria Reference Points 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). Drill Sequencing 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 25
Written Practice Plan (cont.) Drill Appropriateness The drills: clearly relate to the performance factors and learning objectives that were outlined for the practice. are meaningful and have a purpose within the context of the sport. contain a high degree of on task activity time. will assist the athlete to make performance corrections. Planned activities reflect and complement the seasonal phase. Seasonal Appropriateness (not formally evaluated at Level 2) Developmental Appropriateness 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 adequately explains all activities. The following key instructions are presented to the athletes: drill objectives player positions on the court player roles ball trajectory tempo/intensity 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, is appropriate for the skills to be focused on, and provides 1 3 key learning points. 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 see demonstrations and 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. 26
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 adjustments 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. Key reference points must match approved development models for each skill. The coach creates opportunities to interact with all athletes, 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 Additional feedback parameters: Positive: Specific The coach regularly uses language that is positive in nature and reinforces successful 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. Feedback is specific to the situation and directly related to the circumstance identified. Clear Brief The athlete(s) understands what they are being told, the coach regularly seeks confirmation of this understanding, and opportunities are provided with opportunities to ask questions. The feedback is given in a succinct fashion that allows for immediate continuation of an activity. Distribution of attention Volume Intensity 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...). 27
Practice & Drill Implementation (cont.) Recovery Adjustment of Procedure (if required) 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. 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. Safety Environmental Risks Reinforcement of Competitive Rules Activity Risks Medical Profiles First-Aid Kit The coach plans for and uses the facility in ways that reflect an awareness of and control for potential risk factors. The coach ensures that the training area is made as safe as is reasonable and considers the safety of all participants when making decisions about the utilization of facility space. This includes the coach being able to: Survey the practice environment and ensure there are minimal safety risks. Identify potential dangerous situations and make adjustments prior to engaging the participant in most activities. Reinforce and teach the correct application of competitive rules that contribute to a safe practice. To ensure that the coach can critically reflect on potential risk factors it may be necessary for the Evaluator to present a specific scenario in the debrief to elicit critical reflection if a dangerous situation did not present itself during the practice. The reinforces and teaches the appropriate competitive rules to enable a safe practice environment. The coach continually surveys the practice environment and makes adjustments to activities, participant behaviours, etc. to minimize any related risks. Medical profiles for each athlete are available and can be readily accessed when needed. A fully-stocked first-aid kit is readily available. Responsible Coaching Coach Attire Respectful Language Coach Behaviour Interactions Occur with all Athletes 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 promotes a positive image of sport and respects participants. The coach creates opportunities to interact positively with all athletes in all activities. The coach identifies appropriate expectations for athlete behaviour and reinforces these expectations as required. 28
Supplemental Reference Materials 29
Seasonal Planning Considerations for Volleyball Every coach should have a training and competition plan for their players, which provides a systematic method for improving their performance and prepares them to raise their level of play for key competitions. When planning and delivering the training for any team, in any length of season, it is strongly recommended that as a coach, you divide your season into three phases. These phases should reflect distinct changes in the focus or emphasis in training. The nature of the drills, the type of feedback and the use of success criteria should all be directly affected by the phase in which the team in training. GP - General Preparation Phase (early season) The goal during this phase is to create the basic foundations necessary to improve performance. The coach should attempt to increase an athletes training capacity primarily through an increase in training volume. Improving an athlete s strength, aerobic capacity, volleyball techniques, and individual skill tactics should be primary goals. Depending on the level of technical skill that the athletes currently hold, this phase of the season may indeed be the most crucial to your success. Remember that regardless of the level of tactics and fitness within a team; points tend to be lost at all levels when there are technical breakdowns. Whether an athlete hits out, mishandles a free ball, or serves into the net the point earned by the opponents can be attributed to skill breakdown. Thus, a primary objective of the GP phase is to develop skills that can be executed within the context they are used in the game. By the end of GP, the athletes should understand the basic skill fundamentals and have reached a reasonably autonomous level of execution. In addition, there should be basic competence in terms of the transition movements to perform those skills in game situations. The transition movements should be automated responses to relevant cues (e.g. recognize a free ball, back up and pass or recognize a roll shot by a hitter and move up in response, then dig the tip). In general, GP drills will have a high quantity of ball contacts, an individual skill focus, emphasize skill correction, have a high level of same skill repetition, and focus on endurance and aerobic base development. GP Drill Considerations Essentially coaches should attempt to reduce the game of volleyball into its principle component parts during the GP phase. It helps to look at the 3 phases of the season as the building of a jigsaw puzzle. You begin by working with the individual pieces, you build the framework, and then you fill in the gaps. In GP you begin by working with the individual pieces. This has several ramifications for the types of drills you will select and design in this phase. The drills will often be simpler in nature and focus on working with the component parts or individual skills inherent in the game of volleyball and not with the skills in complex combinations. This means that GP drills often have some similar features. 1) Coach controlled The coach is typically involved in the drill in some fashion during the GP phase. Often he/she will be involved in serving, tossing, and/or hitting the ball to the players. Since a successful rally requires a complex melding of several skills, an error in a preceding skill may have significant repercussions on subsequent later skills. For example, if the objective of a drill is to work on a setter s accuracy but the pass to the setter is erratic, it won t be as easy for the setter to develop some initial consistency since he/she will continually need to adapt to a different pass location. In this case it may be better to design a drill with a coach tossing the ball instead. This may be the most efficient way to meet the GP goals of repetition, individual skill focus, and quantity. This hands on quality to the drills at this time also gives the coach great ability to influence the tempo, difficulty, and intensity of the drill directly. 2) Incomplete cycle of actions (i.e. less than 3 contacts) In volleyball, it is typically required for a team to complete 3 contacts (i.e. pass, set, hit) prior to returning the ball to the opponents. In GP, to control the playing environment and to increase focus on a particular skill, the game cycle is usually broken down and segmented so that the full sequence of actions is incomplete. For example, the coach may toss the ball to the hitter instead of having the setter set the ball or a hitter might be removed from a drill and a coach used to hit the ball at the players on defense. 30
3) Use less than the full court During GP, the goal is to work with various segments of the game so only seldom will you see a drill performed where the entire court is in play. By reducing the size or segmenting the court (i.e. by cutting it in half length-wise or diagonally) we limit the number of options and interactions the athletes experience at any one time which allows for greater focus on the key components desired by the coach. 4) The ball usually crosses the net only once In GP drills, the ball is seldom received from and then returned to the opponent s court. When the ball is received from the opponents, drill conditions seldom allow for it to be returned. For example, if the ball is attacked over the net, the conditions of a GP drill usually won t allow for that ball to be retuned back to the side from which it originated or if a ball is served it will seldom be attacked back to the side from which it was served. This allows for a very high volume of the type of contacts the coach wishes the players to experience. SP - Specific Preparation Phase (mid season) As you as individual technical corrections are made and your season progresses, your focus should begin change. Your focus should become somewhat less technical (depending on the skill level of your team) and the focus on tactical development should increase. The training sessions volume (the number of volleyball contacts per training session) is reduced while the intensity and the expectations of quality are increased. There is still significant maintenance work on skills, but they should be done within the context of the cycle of actions of the game and virtually never in isolation. Some advanced skill variations may also be introduced during this phase. Physical training for strength and power may continue and psychological skills for performance become integrated into the practice environment. Stabilizing skills, improving individual tactics and decision making, as well as, the initial development of a system of play are the primary foci and training should revolve around these items. By the end of SP, the athletes should have reasonably stable skills (stable under all the varying conditions in which they are to be performed), understand how to utilize those skills tactically, and have an understanding their offensive and defensive systems, and the context in which both will be performed. Drills begin to more closely resemble actual playing conditions during this phase while still imposing some strict conditions which allow for significant focus on specific technical and tactical objectives. Once again SP drills usually have some similar features. 1) Drills become more athlete controlled The drills during this phase progress to a more athlete controlled model. Where once the coach was serving it would now be typical to see the athlete used for this task. Where once the coach was tossing to the setter, now a passer is incorporated, and so on. Therefore the athlete is now responsible for more of the skill components in any one drill. 2) Drills typically complete the full 3 contact cycle of actions Most drills will now require that the ball is received from the opposition s court and that it be successfully returned as well. The focus of the SP phase is to ensure that the athletes begin to incorporate their skills into the team s established systems of play and game situations. This requires that they are able to successfully receive the ball from their opponents and successfully complete a three contact cycle. 3) Drills usually have players in all court positions In the SP phase, the athlete now begins to interact with all players both on his/her side of the court and in the opponent s court. Drills with 3-4 players involved are the norm. 4) The ball usually crosses the net twice Because the ball is typically received from and returned to the opponent s court in SP drills the ball needs to cross the net twice. However, a coach may wish to limit the ways in which a counter-attack can occur to maintain a stronger technical and tactical focus. 31
CP - Competition Preparation Phase (late season) There comes a point in your season when it is necessary to settle for the skill level that exists and you basically win and lose relative to that skill level. Similarly, as a coach you make decisions about systems and tactics your team can handle as well as what is necessary in order to play the game effectively. Of course, these are partially based on your team s capabilities, strengths and weaknesses. Similar to the settling on a level of skill competence, there is a point where the introduction of tactics is relatively closed. You may inject small adjustments based on opponents or weigh one offensive pattern heavily relative to another but ultimately everything you do is around fine-tuning your game. In order to peak at the crucial time of the year (focal competition(s)), you have tapered your physical training, developed and refined the application of psychological skills and now all of your training is specific to game situations. Competitive drills with scoring, as well as applying pressure to the athletes, are at the core of this phase. Drills should include all of the players in almost all situations. 2 vs 2 drill variations are the norm in this phase. Just one reminder for the coach however; even in 2 vs 2 scrimmage situations, your drills should have objectives. In other words, you should be working on perfecting something specific. Your scoring should reflect that and the athletes should (must) know what that element is. If this phase of training is done well, your athletes should feel well rested, confident, enthusiastic and ready for competition. The key characteristics of Competition Perparation Phase drills are: 1) All drills are 2 vs. 2 When possible, most drills should be run under match-like conditions. This means playing versus a full opposition, using a fullsize court, and using specific drill criteria to create a focus which will achieve your drill objectives. 2) Both sides should have the opportunity to complete a full cycle of actions Since the drills in CP typically have two full squads of players, it is now possible for both sides to easily achieve 3 contacts. This ability once again makes training sessions more closely mirror actual game activities and allows for successful counterattack opportunities. 3) All rallies should be played to completion Keeping things game-like is critical. This means players must learn to compete until the rally is truly ended. Therefore, it is imperative in this phase that all rallies are played to completion. 32
The Training Session to Develop the Player To maximize the benefits of any training session, it is important to recognize that athletes will perform and respond differently at different periods within an individual training session. Understanding on how the athlete s performance and responses may change within any practice can assist the coach greatly in their individual practice planning and assist in achieving a better performance. For example, an athlete s physical and mental state will evolve through a training session and understanding this process will allow the coach to make sure they are providing activities at a time when they are likely to be most beneficial. Generally, the main part of any practice session should be further divided into 3 sub-parts: Part 1 Acquire Early in the training session is the time when your players are likely to be in their least fatigued state. The rigours of training have not yet begun to fatigue them physically or mentally. This is typically the time when athletes will be the most responsive to the learning of new techniques, tactics, or decision making skills. Therefore take advantage of this early period by using it to introduce new concepts or technical skills. Typically during this period you are going to want to keep your training volume high (a large number of repetitions) but at the same time keep the training intensity low to reduce fatigue and ensure the athlete is able to handle the high volume. Also a low intensity will permit a higher level of concentration a state more conducive to learning. Drills are usually of a relatively simple nature since because we want to reduce the number of variables the athlete needs to attend to so we can better focus on the techniques, tactics, and/or decision making skills the athlete is learning. More complex drills will likely not allow us to focus as intensely on these items. Depending on the where you are in you season, the number of drills and/or the time spent on this part of the practice may vary. Typically, early in the season you should spend more time on this part while later in the season this part of your training session will likely be reduced. See the following charts for more information. Part 2 Stabilize As the training session progresses, the athlete s ability to learn becomes slightly diminished. It is a good idea to transition your session from one where new information, skills, etc. are introduced or reviewed to one where the focus is on stabilizing or increasing the proficiency of known concepts, skills, etc. The training volume is reduced to a moderate level in this part of the training session so we can increase the intensity levels experienced by the athlete. To increase proficiency, we need to begin to increase the quality of execution as well as the speed with which execution occurs. In addition, we may increase the number of performance variables the athlete needs to attend to so drills usually become slightly more complex. Drills which required the athlete to complete a basic volleyball sequence of actions become more the norm. Part 3 Integrate Towards the end of your training session work on integrating stabilized techniques, tactics and decision making skills into game like situations. After all, the ultimate goal of any training is to improve match performance! During this part of a training session, we try to put the athlete into overload situations so they will be able to successfully handle whatever competition throws at them. Training volume is low to moderate, but typically at or above what athletes typically experience in competition. Intensity levels are high and again should simulate what the athletes will typically experience in competition. It is important to recognize in your drill planning that moderate volume and high intensity will fatigue the athlete relatively quickly so drills often need to be planned with brief periods of rest so that recovery can occur if you want your athletes to continue to perform at optimum levels. Drills during this part are usually game-like or some sort of modified games. We are trying to integrate skills and tactics into game situations or get them game ready so we need game simulation in our training if we wish to accomplish this. Again, depending on the where you are in you season, the number of drills and/or the time spent on this part of the practice may vary. Typically, early in the season you will spend less time on this part while towards the end of your season this part will likely take up a significant portion of your training time. Again, see the charts on the following pages for more information. 33
THE TRAINING SESSION IN GENERAL PREPARATION PHASE (The GP Phase) Main Themes: High number of volleyball contacts Low to moderate intensity Rest time low Definition The training session represents a unit of time within a training cycle (4 parts) Session structure 1) Welcome 2) Warm-up 3) Main Part 4) Cool-down The Training Session Part I Acquire Part II Stabilize Part III Integrate Objectives Introduction of new techniques and tactics Increasing technical, tactical, or decision making proficiency Employing techniques, tactics, or decision making in game-like situations Volume (work quantity) Number of repetitions is high A moderate number of repetitions Low to moderate number of repetitions Intensity (effort level) The workload is low to minimize fatigue thereby permitting a high degree of concentration Moderate to High. The execution is quicker and the quality of execution remains high High. The length of the effort is increased which leads to fatigue. Means (activity types) Simple drills Drills which complete a basic volleyball sequence of actions Game-like drills and modified drills Session example Evolution of the training duration through the phase. Part I Part II Part III Start of phase 70% 20% 10% End of phase 40% 40% 20% Training Emphasis Technical Emphasis Tactical Emphasis Physical Conditioning Emphasis Mental Preparation Emphasis 50% 25% 20% 5% 34
THE TRAINING SESSION IN SPECIFIC PREPARATION PHASE (The SP Phase) Main Themes: Intensity as well as active time/rest time must gradually meet competition requirements, while volume is reduced to moderate levels. Definition The training session represents a unit of time within a training cycle (4 parts) Session structure 1) Welcome 2) Warm-up 3) Main Part 4) Cool-down The Training Session Part I Acquire Part II Stabilize Part III Integrate Objectives Introduction of new techniques and tactics Increasing technical, tactical, or decision making proficiency Employing techniques, tactics, or decision making in game-like situations Volume (work quantity) Number of repetitions is high A moderate number of repetitions Low to moderate number of repetitions Intensity (effort level) The workload is low to minimize fatigue thereby permitting a high degree of concentration Moderate to High. The execution is quicker and the quality of execution remains high High. The length of the effort is increased which leads to fatigue. Means (activity types) Simple drills Drills which complete a basic volleyball sequence of actions Game-like drills and modified drills Session example Evolution of the training duration through the phase. Part I Part II Part III Start of phase 40% 40% 20% End of phase 20% 50% 30% Training Emphasis Technical Emphasis Tactical Emphasis Physical Conditioning Emphasis Mental Preparation Emphasis 30% 40% 20% 10% 35
THE TRAINING SESSION IN COMPETITION PREPARATION PHASE (CP Phase) Main Themes: The number of volleyball contacts or repetitions exceeds competition requirements for the particular skill or tactical combination. Intensity is from moderate to high. Rest time is increased between drills. Definition The training session represents a unit of time within a training cycle (4 parts) Session structure 1) Welcome 2) Warm-up 3) Main Part 4) Cool-down The Training Session Objectives Volume (work quantity) Intensity (effort level) Means (activity types) Part I Acquire Introduction of new techniques and 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 decision making proficiency A moderate number of repetitions Moderate to High. The execution is quicker and the quality of execution remains high Drills which complete a basic volleyball sequence of actions Part III Integrate Employing techniques, tactics, or decision making in game-like situations Low to moderate number of repetitions Optimum. The length of the effort is increased which leads to fatigue. Game-like drills and modified drills Note: A critical component of this phase is to have the athlete train at optimum intensity and at or above game speed in Part III (integration). This can usually only be achieved when the athlete is well rested (minimal fatigue). Thefore, a coach may choose to reverse the order of parts II and III within the training session to ensure the athlete is capable of maximum physical and mental output for the integration of skill into game situations and then work to stabilize skill at the end of the training session to simulate the need for high level execution late in competition (when the athlete is usually more fatigued). Any physical conditioning should typically occur after the technical and tactical training session. Session example Evolution of the training duration through the phase. Part I Part II Part III Start of phase 20% 50% 30% End of phase 0% 30% 70% Training Emphasis Technical Emphasis Tactical Emphasis Physical Conditioning Emphasis Mental Preparation Emphasis 15% 55% 15% 15% 36
Technical-Tactical Development of the Player STEPS Teaching the mechanics of a skill Objectives Global skill acquisition Conditions Content Artificial Constant and easy Starting posture Moving to the ball Ball contact posture Propelling segments Characteristics of the hit Skill stabilization Improving specific technical details Technique is consolidated Variant acquisition Controlled by the coach Individual performance more closely associated to the game context Intensity Accuracy Sequence of motor skills Execution at different locations on the court Developing tactical intelligence Develop player autonomy on court Perform task with less effort Control of uncertainty Improve reading cues 2, 3, 4 players involved in a playing sequence Temporary and partial phase of the game Reading cues and proper motor response Integrating player/skill into a system of play Increase team tactical knowledge Develop a system of associative solutions Match-up with our opponents Absolute or approximate game like conditions 6 players involved on the court Implementation of team formations and tactical combinations Means Simple drills Simple drills Drills of basic skills sequence Simple drills with opposition Complex drills Modified games Game like drills Scrimmage Preparatory competition Task Requirements Concentration State of readiness Concentration Assessment of ball flight Concentration Assessment of ball flight Reading cues motor response Concentration Assessment of ball flight Reading cues Choice of proper motor response Memory Controlling player/skill efficiency in competition Implementation of instruction relevant to the game plan Pursuit of the same immediate objective by all members Same interpretation of opponent s intentions in certain tactical situations Speed of execution synchronization and cooperation between players implementing tactical combinations Rhythmic, fluid skill execution Team s variety of responses for same tactical situation 37
Philosophical Premises of Drill Design (Excerpt from Volleyball Canada s Ultimate Drills Book) There are five important premises that exist in the design of drills that are suitable for use in the Level 2 volleyball workshop. 1) Specificity of training conditions Skills performed in training using the same context and conditions as seen in competition have better transfer value. In other words, if an athlete trains to dig cross-court balls through repetitions hit by a coach on a box, this may or may not transfer directly into the ability to dig balls in competition. However, if an athlete trains the skill of digging cross-court, with the ball being hit from a real set, with a block angle then there is a much higher likelihood that this athlete s skill will be competition ready. Of course this only applies once the basic skill has been acquired and is stable. 2) Importance of providing relevant cues One of the most critical elements to successful performance in a game situation is the ability to interpret information from the environment. If the athlete is given the opportunity to judge whether the ball is tight to the net or off the net, behind the hitter s head or too far in front of them... then they have more information with which to base their defensive positioning. After all, no matter how well we develop the skill of digging and the ball control to absorb velocity, if the athlete is in the wrong place, the likelihood of being successful at digging in a game is greatly reduced. Coaches must pay close attention to what cues are being provided and/or eliminated when setting up drills and must direct the athlete to look for those cues. The elimination of relevant cues for the sake of higher success in the execution of the drill may in fact reduce the transferability of the training to the competitive environment. 3) Balancing specificity and cues against objectives It has been stated here that specificity (i.e. game related conditions) and relevant cues are very important to improving the athlete s ability to play the game efficiently. At the same time, it is necessary for each coach to weigh the gains and losses of each condition of a drill. For example, in attempting to make the conditions relevant and specific for a player who is training their offensive skills, the coach has the player pass the serve prior to transitioning to attack. However, the passing is so poor that the setter unable to provide a consistent set. Therefore, the primary objective of the drill isn t being accomplished and the feedback moves from the hitter and setter to the passer. This is where coach s discretion is important. If one pass in 10 isn t accurate enough to set accurately, is the 10% loss of primary objective contacts worth the game related conditions... what if the inaccuracy is 20% or 30%. Does the coach make the first ball easier; do they eliminate the first pass and toss to the setter? It is important with this type of adjustment to recognize where you are in your season. Choosing to make this adjustment in the General Preparation phase or early in the Specific Preparation phase may be appropriate. However, to make this type of change late in your season (CP phase) where it is important to ensure that practice activities closely simulate game activities my not be advisable. During this phase you need to keep your training specific to the competitive situation. The challenge for the coach is to make the conditions as game related as possible without significantly reducing the ability to accomplish the primary objective. 4) Use of success criteria The use of success criteria as a scoring or measurement tool is extremely useful on three distinct levels. Firstly, they provide athletes with a measurable outcome or finish to their task. This most definitely reduces the coasting mode that often occurs as drills go on too long. If athletes know that they must run 3 times around the gym, from their first step they have a goal or an outcome that defines when the run is successfully completed. If athletes need 10 good passes to finish, you will often see the focus increase as the task nears completion. The completing of this type of task also brings a sense of accomplishment for participants. 38
Very often coaches simply say, okay run around for warm-up or let s get into service reception and only when they feel it has gone on long enough do they say, okay that s it... one more time around or one more good one and we will move on. While this type of finish gives the coach more control of time factors, it does not put the same motivation to the athlete or give them the sense of completion that an up-front measurable criteria does. Secondly, and perhaps more importantly, the success criteria gives the coach a measurement of where each athlete and/or where the team is at within the assigned context. As an example, if you assign a drill that requires 5 positive block touches to get out and one athlete completes the requirement in 8 attempts while another is still in the drill after 80 attempts... something becomes pretty clear. Extra practice for someone is likely a result. Thirdly, success criteria can help to train your athletes to score points. After all, this is the principle objective of a volleyball match. As a team progresses into the competitive portion of their season it is important that the success criteria of most drills require points to be scored. 5) Coaching and training for development and performance This premise may well seem obvious to the advanced coach, however it is worthy of highlighting. The sport of volleyball is about competing. It is about grounding the ball in the opponent s court and keeping it off your own. It is about doing these things at a higher rate of efficiency and effectiveness than your opponent. Beating the opponent to 21 earns wins. Making unforced errors is counter-productive. It helps the opponent achieve their goals and hinders you from achieving your own. This mind set must be developed in practice. Athletes need to understand the objectives of the game and how the decisions they make within the game effect outcomes. These thought processes can be established and reinforced through scoring systems. Rewards for execution and good choices as well as minus points for low percentage decisions will assist in simulating the competitive environment. Coaches will also need to make philosophical decisions about repercussions for losing or not achieving a certain score within an assigned number of repetitions. It is important to remember that there is a distinct difference between lack of execution and lack of effort. Similarly, it is important to recognize the difference between lack of concentration and poor decision-making. When athletes are trying very hard to do the right thing and execution simply breaks down coaches may not want or need to intervene. Athletes will normally make errors in execution as part of learning and expanding their skill repertoire. This expansion should not be discouraged, especially early in the season. During this phase the coach should accept a higher margin of error and be prepared to show patience and tolerance during the athlete s adaptation period. For example, early in the season, if athletes are working to develop tougher serves and coaches include push-ups if they miss, this type of association might be inappropriate. The push-ups are deemed as punishment for failure which could ultimately discourage the development of the tougher serve. However, later in the season the coach needs to recognize that the time for skill development/improvement is past and the goal is to have the players be as effective as possible with their current abilities. Demanding a high level of execution at this time is appropriate. 39
The Fundamentals of Drill Construction There is not one drill or a series of drills that will work in all situations. Although drill manuals can often help fill in the gaps, the skilled coach is also prepared to develop new drills or adapt existing drills to meet their specific needs and maximize their training opportunities. Developing good drills is not always an easy task. However by applying some basic principles and concepts it is possible to simplify the process. Know Your Objective It is fundamentally important that you know what you wish to accomplish with any drill you design. If you do not know what you wish to accomplish it becomes very difficult to develop an appropriate drill. Every drill MUST start with an objective. Drill Complexity For most teams, drills used early in the season should be of a simple nature and as the skill level of the athletes improves the structure of the drills will progress to become more complex and difficult in the season s later stages. In general, this will mean a shift from early season drills that deal with skill execution in isolation to drills which integrate individual skills within the team s system. Drill Variation Often it is not necessary to develop a completely new drill to achieve your objective. Many times you may be able to adapt an existing drill that you have used often to suit your current needs. Knowing some of the basic ways drills can be adapted is an important concept for drill design. Being skilled at drill adaptation is also very useful during practice. Especially if you have a drill that is not creating the results you intended. Often a quick adjustment to the organization of the drill is able to get the drill back on track. Below are some of the more common methods of adapting drills. 1) Add/remove players This is a very powerful drill adaptation tool. By adding additional players to a drill it is possible to take a drill from a simple form to a more complex one. On the next page is an example of how a simple defense drill by adding additional players creates some variation possibilities. C Drill Variation 1 Here is an example of a very simple GP phase drill with the coach attacking the ball at a defender (from a table). The goal for the defender is to successfully dig the ball. Although this drill could conceivably be done anywhere on the court, the drill has been organized so that the defender is digging from the left side of the court. C Drill Variation 2 An additional defender is added allowing the coach to hit the ball into a larger area of the court. Now some interaction between two players is required which increases the complexity of the drill. 40
C Drill Variation 3 The coach is replaced by an attacker (the coach tosses the balls for the attacker) and the right side defender now also assumes a blocking role. The blocker has the option of blocking or peeling as the situation requires. Now the defense must dig a real hitter and adapt their defensive positioning relative to the block. S C Drill Variation 4 A fourth player is added to assume the setting role. Further changing the drill and increasing the interaction required between the players. Players could also be instructed to start from their defensive ready positions and move into their defensive final positions after the coach has tossed the ball for attack. C Drill Variation 5 The coach is replaced by two receivers who are served by the coach. Since there are now 4 players on each side it is possible to play each rally to conclusion making this variation a competitive phase drill. The last player variation would be to have the players serve instead of the coach. Many different drill variations have been created just by adding additional players to the mix. These player additions have so significantly changed the drill that the final variation does not resemble the initial drill at all. 2) Change the Success Criteria or Objective The objective and success criteria of a drill have a significant ability to change a drill. Two drills can operate under almost identical court conditions but with a different objective and/or success criteria become significantly different variations. For example, in the previous examples it was understood that the objectives and ultimately the success criteria were related to defense. So a possible objective for Variation 4 might be to improve the coordination between the blocker and defender. Possible success criteria could be to successfully transition 10 attacks with attacks that the blocker successfully directs toward the back row defender counting as +2. Using this example there is clearly a defensive focus. But what happens if we change the objective to: to improve attack communication and tactics and the success criteria to a goal of achieving 15 kills with kills with and incorrect call = -1, kills with no call from the setter = 1, kills with a correct call but an incorrect response by the attacker = 2, and kills with a correct call and a correct response = 3? Now the focus of the drill has changed significantly and the behavior of the athletes and their approach to the drill will change significantly as well because they have a different objective. 41
3) Change the Type of First Ball Introduction The type of first ball used to start a sequence of actions can significantly alter the difficulty of a drill and have far reaching implications for the quality of execution in the drill, its objectives, and success criteria. For example in Variation 5 if the coach steps into court and delivers an easy serve so the quality of the pass is high; the attacker has the opportunity to be quite consistent and aggressive. This could significantly alter the defense s ability to counter-attack. However, if the coach delivers a very difficult serve resulting in inconsistent passes then a low-quality first attack is more likely to result. This would significantly increase the defense s opportunities to counter-attack. 4) Replace the Coach With A Player This method of variation has been used quite often during the above sequence of drills (variations 3, 4, and 5). By replacing the coach s involvement in the drill with a player the coach is able to extend the player s involvement further through the sequences of actions seen in various stages of the game. Often as is the case in this set of drill examples, when the coach is replaced, he/she often assumes a new role earlier in the action sequence chain. For example, in variation 3 the coach has essentially assumed the responsibilities for delivering the second contact (the set). In variation 4, the coach has been replaced by a setter who assumed responsibility for the second contact but the coach assumes the responsibility for the first contact (the pass) instead. This concept of replacing the coach with players is quite important as your team progresses from the GP phase into the SP phase and the CP phase of your season. Ultimately, the athletes must be responsible for performing all the skills, so it is best for the coach to limit their involvement even if it has an impact on the quality and tempo of the drills. 5) Change the Location of the Drill By changing where the drill is performed on the court we can significantly impact the execution of the drill. For example, in Variation 1 if we move the defender from the left side of the court to the right side of the court, the drill is altered considerably. The defender is now digging from the opposite side of the court and they will now be defending versus a line attack as opposed to cross-court (of course we also have the option of moving the location of the coach to change the attack as well). 6) Add Additional Skill Components Beach volleyball skills are almost never performed in isolation. Players are typically in a constant state of transition. For example prior to executing a dig the defender must first position him/herself based on the attack location and their team s system of play. After they make the dig he/she will be required to attack the third contact. For example, Variation 1 could be adapted to require the defender to start in their Defensive Ready Position and move to their Defensive Final Position to execute the dig, to more closely simulate the movements required in competition. C Another way to add additional skill components is to create a situation where a player is required to perform more than one skill in the same rally as occurs in Variation 5 where the receiving players are required to pass and then hit. This linking of the skills is an important concept for the beach player to acquire as early as possible 1) Restrict Tactical Options Restricting the tactical options of the players in a drill is an excellent way to direct play towards those areas you wish 42
to focus on. It is especially useful in the Competition Phase where we may wish to fine tune a specific tactical aspect or prepare to counter a specific strength of an opponent. For example, in Drill Variation 5 we could increase the focus on defense on the left side by introducing the restriction that the first two attacks must be directed toward this sideline. Another possible restriction would be to require the first attack to occur from the left side attacker if we wished to focus on defense versus this position. 2) Segment the Court In situations where coaches wish to have longer or more continuous rallies to work on transition elements coaches may choose to segment the court. Using this adaptation method the coach will restrict play to certain areas of the court so that a player s court coverage responsibilities are reduced and so the rallies have the best chance to be continuous in nature. It also provides a method for the coach to ensure that there is a high volume of balls directed at one location. Typically the coach chooses to segment the court in one of three ways; front or back, left or right, or diagonally. Here is a good example of a drill which segments the court front to back. C In this drill, the coach initiates the rally by serving the ball over the net. The ball is passed and attacked over the net but no ball can be attacked into the front part of the court. When the rally ends the coach introduces another ball. The coach has segmented the court by only allowing deep attacks. This creates a drill with a focus on back court defense and ball control. Here s an example of front court segmentation: C S S C This drill is initiated by the coach tossing an easy ball to the setter. The ball is attacked and the opposing blocker attempt to block the ball. If the block is successful, the same side gets another free ball from the coach. If the attack is successful, then the blocking side receives the next ball to attack. By removing back court defense, the coaches are able to focus completely on the actions of attacking and blocking and also ensure that a significant number of repetitions can be achieved quite quickly. Right and left court segmentation also aids the coach in focusing on specific court positions and situations. Here s an example: 43
S This drill is initiated with a player serving towards the left side of the court. After the serve, the server enters the court and plays defense. The ball is passed and attacked from the left side of the court. All attacks are directed down the line. If the ball is successfully defended it could be counter-attacked. Note: The blocker could be instructed to block cross-court to provide the attacker more opportunity to successfully attack the line. S This same drill could easily be adapted to use diagonal segmentation to train cross court attack and defense situations: There are countless methods a creative coach can use to create variation in his/her drills. The methods described above are a few of the more common ones. As is evident in the drill examples provided, often these adaptations are used in combination to achieve the conditions you wish to create. 44
Error Detection and Correction Flow Chart Step 1 Observation Group Observation Should occur at the beginning of each activity with periodic double checks throughout the activity Rationale Ensures procedure is respected To detect common errors among participants Identifies the most common errors to improve Method Distance yourself from the group Walk around the group to create an awareness of your presence Keep an overall view of the group Individual Observation Should occur throughout the activity Rationale Ensures the athlete is properly executing the skill To detect individual errors To identify the most important error that affects the desired outcome Method Choose the most appropriate angle to observe the skill Do not let yourself become distracted by the ball Error Detection Tips Compare technical execution to a volleyball skill model. Excellent knowledge of skill execution is key to technical detection! Identify WHERE the error occurs in the skill model: (ready position, pre-contact, contact, post-contact) Step 2 Error Detection 3 possible outcomes: 1. Participant does not successfully engage in task 2. Participant engages in the task but the outcome is not being achieved 3. Participant is engaging in task but there are deficiencies in performance Equipment Environment Affective Cognitive/Mental Physical/Motor Tactical Technical Modify/Adjust Activity Adjust equipment Adjust task demands Repeat task/activity Adjust progression Adjust tempo Adjust volume or intensity Step 3 Analyze Potential Causes Fit/tuning Sun or Rain Auditory/visual Distraction Fear/hesitation Not involved/interested Player confusion/understanding Information overload Poor concentration or arousal control Choice of decision Lacks physical ability to complete task Task too demanding/too easy Unable to select appropriate tactic (decision making Unaware of tactical options Difficulty reading or recognizing cues Unable to effectively or consistently execute technique Step 3 Select & Apply Corrective Measures or Teaching Interventions Help or reassure Explain or ask questions Simplify use examples or reduce the number of variables to process Use re-focusing or visualization strategies Demonstrate correct technique/tactic Provide feedback or results Error Correction Tips Prioritize the feedback based on the instructions/objectives that were given prior to the activity When multiple errors are detected, correct the error that occurs earliest in the execution of the skill first. Use a positive approach applying the sandwich method: positive constructive positive feedback Be brief, concise, and to the point in your intervention Provide feedback immediately after the problem has occurred Use visual demonstrations 45
Modifying Faulty Skill Execution (skill transformation) The first step required for detecting faulty skill execution is the use of an observation model or procedure. We recommend the following reference points: player s footwork patterns on the court - center of gravity flow - joint angles at the moment of ball contact. The coach should not stop the drill before making sure that faulty execution is repeated quite regularly. Once the fault is pinpointed, the coach should try to find its source. Has the player understood the proper execution? Does the player have an accurate mental image of the skill? Has the athlete a proper feel for the ball? Quite often the player really thinks he/she is performing the skill correctly and is reluctant to accept the coach s feedback. Only video will be convincing enough. Is there a deficiency related to physical conditioning? Is the strength and endurance sufficiently developed to uphold proper skill execution? Does the athlete have difficulty in assessing ball flight, speed, distances? Once the coach addresses the athlete regarding feedback on motor skill execution, one of several approaches may be selected. Demonstrate the faulty execution followed by the proper execution. This technique aims to create an accurate mental image of the skill. The athlete will become aware of the technical details that are irrelevant in his/her performance and hopefully make the necessary adjustments. Another approach consists in having the player perform the skill with the coach s assistance - without assistance - at moderate speed, then at full speed. Imitating the proper execution can be done at first, without the ball - then introducing the ball in constant and easy conditions - finally proper skill execution in normal conditions. If we are dealing with a complex skill (example: the spike), we can focus our attention on part of the skill and then integrate the corrected part to the global execution. Sometimes when the players are running through the drill, the coach can give verbal feedback on technical details to an athlete in order to bring about adjustments on skill execution, without interrupting the drill. If this doesn t work, the coach will have to create conditions that will force the athlete to do it correctly. Example: a spiker s hitting arm is pulled backward at take-off rather than trusted upward on take-off, then pulled back once the athlete has left the ground. Position the player with the hitting shoulder close to the wall. Have the athlete go through the arm motion at take-off several times. If this is not done correctly, he/she will bang an elbow into the wall. The coach must be aware that it is very difficult and time consuming to try and change the technique of stabilized motor skills. To modify the player s skill execution because it is preventing the player from reaching his/her potential, is a process filled with many obstacles to clear. WHY? A deeply rooted motor stereotype cannot be removed or erased. We can only superimpose another motor skill on top of the first one. It is like adding another layer. Consequently, there exists a certain stratification of motor skill execution, an old way of doing it and a new way. This will bring out a certain rivalry among them. When the coach introduces a new way of performing a skill in the training session, a Dr. Jekyll - Mr. Hyde conflict for the athlete is created. Furthermore, success with a new way of performing a skill in a training environment is completely obliterated in a match when stress appears. The old way of doing it comes back. It becomes evident not to make any major changes of skill execution in the competition period. It would only confuse the athlete and negatively affect performance. Introducing a new way of performing a skill is done in the transition period and the general preparatory phase. Following is a four step process for modifying faulty skill execution D.H.f.K. (1978). Step 1 The old stereotype (motor skill) still persists if the athlete does not concentrate on the new technical elements of the skill introduced by the coach. The proper skill execution requires concentration and a state of readiness. Intensity in the drill is moderate and so is the number of repetitions. However, the frequency of training is high. In other words, the new motor skill execution should be trained everyday 46
but over a short period of time. This is done in order not to overwork the nervous system. In the training session, the coach should include other skills the athlete performs very well to keep the confidence level up. The practice is characterized by many drill changes coupled with relaxation exercises. No competition is introduced at this stage. Step 2 The old motor stereotype still persists and the new skill execution is unstable. It is a very difficult stage for the athletes. They struggle, and cannot reach the former performance level with the new skill. Further more, there are huge variations in performing the skill adequately. Confidence levels are shattered and doubt creeps in regarding the proposed technique. The athlete could even reach a depressed state. The coach must be understanding, patient and encouraging particularly in this 2nd stage of the process. In training the player is exposed to simple drills with constant and easy conditions to handle and moderate intensity. There is definitely no competition at this stage. The player has successfully completed the 2nd step when the coach notices a constant rising tendency in performing the skill correctly. Step 3 This stage is characterized by a gradual increase in technical efficiency as well as cutting down performance variations. It is the beginning of skill stabilization of the new technique. The athlete is exposed to preparatory or control competitions. However, the old motor skill will appear in certain situations. When a major effort (will power) is required to better the best performance. When optimal training load generates fatigue. In major competitions against an opponent requiring our best shot. After a long rest period. Example: Christmas break. This 3rd step is similar to the skill stabilization stage dealt with in the technical/tactical training steps. Step 4 The athlete has achieved total mastery of the new technique. This stage is reached when the player is not required to concentrate on skill execution. Rather, his selective attention is focused on the tactical task at hand. Skill implementation in a match is led by perceptual qualities and kinesthetic feel Cardinal et al. (1975).How long each of the steps should last is very difficult to determine precisely. A simple skill such as the floater serve could take a few weeks, while a more complex skill like the spike could require several months. 47
The Fundamentals of Doubles Play Component Initial Positioning Doubles team considerations for serve reception Setting Attacking Transition to blocker and defender Blocking Defending Cycle of actions Key Considerations Initial court positioning for serve reception Initial court positioning for blocking/defending Seam responsibilities Adjustments based on servers positioning/angle of serve Adjustments based on environmental factors (wind, sun) Communication between players Movement limitations due to soft surface Preferred passing locations based on player characteristics Setters releasing Setter options Preferred set locations Ball trajectory/speed Calling the defense Covering the attack Initial approach positioning Final attack positioning Identification of attack location/direction Selection of attack shot Movement/flow of players (dynamic and continuous cycle) block direction/responsibilities communication with defender When to block or when to peel Transition to setter (or attacker) communication with blocker Defense final position Court responsibilities Transition to attacker (or setter) Serve Serve Reception Set Attack Defense 48
Basic Beach Volleyball Skills Key Elements Jump Serving Toss is in front of the hitting shoulder toward the court end line 2, 3, or 4 step approach Left, right or two-hand toss Contact occurs in the air with the body fully extended, with an open hand and relaxed wrist, and with an aggressive follow through Serve Receive Identify seam Prepare reception area Adjust position for environmental conditions Hands together Platform is straight/keep the action simple Angle the arms and face the target Setting Release from serve reception Move into setting position: use cross-over step, watch passer Body is underneath the ball Contact is above the forehead Hands take the form of the ball Body is facing the target Attacking Four basic shots: the spike, the roll shot, the poke, and the cobra Timing of the jump Maximum height in the jump Contact with the ball is in front of the hitting shoulder Blocking Starting position 1-2 m from net; one foot in front of the other Select to block or peel Alignment with the trajectory of the path of the attacker Timing of the jump Solid hands Stability in the air 49
SKILLS ANALYSIS MODEL The Set RELEASING TO SET PRE-CONTACT CONTACT POST-CONTACT - release from serve reception position and move to setting position - move with crossover step - watch passer while in transition - assess ball path and environmental conditions - determine whether contact will be a hand-set or a bump-set - move feet quickly into position to set (under the ball for a hand-set and behind the ball for a bump-set) Hand-set - same as the indoor volley except contact is often more prolonged or soft (deep-dish) - allow for environmental conditions Bump-set - same as the forearm pass allow for environmental conditions - setter observes opponents defensive formation and recommends a soft shot location - looks to cover the attack COMMON ERRORS PROBABLE CAUSES SUGGESTED CORRECTIONS 50
SKILLS ANALYSIS MODEL Service Reception PRE-SERVE PRE-CONTACT CONTACT POST-CONTACT - identify seam responsibilities - prepare the serve reception area - adjust position for environmental conditions - 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 - arms fully extended and straight - wrists down to straighten elbows - arms away from the body (shoulders shrugged in) to assure that the: a) player can see the ball, his arms and the target b) power can be absorbed ball contacts forearms just above wrists - weight is transferred forward which may cause a step forward - hips move forward - some backspin on the ball is desirable COMMON ERRORS PROBABLE CAUSES SUGGESTED CORRECTIONS 51
SKILLS ANALYSIS MODEL The Standing Serves READY POSITION Underhand - feet parallel - arm poised - side to net - ball at hitting level Standing Float - opposite foot forward - elbow pulled back - facing net - ball held high Standing Spin - opposite foot forward - one or two hand toss - elbow pulled back after toss - facing net PRE-CONTACT Ball Placement Body Position Underhand - about waist high - in front of lead foot Standing Float - just above maximum reach in front of hitting shoulder Standing Spin - above maximum reach and in front of hitting shoulder Underhand - weight transfer through ball and in direction of target - straight arm Standing Float - weight transfer forward on leading foot - whip-like arm action Standing Spin - weight transfer forward on leading foot - whip-like arm action Underhand - firm surface - straight arm - crisp action CONTACT POST-CONTACT Standing Float - large and firm surface - arm fully extended - crisp action Standing Spin - open hand and relaxed wrist - straight arm - aggressive contact with long follow through MAJOR ERRORS PROBABLE CAUSES SUGGESTED CORRECTIONS Underhand - arm follows through facing target - Weight transfer towards leading foot Standing Float - minimal follow through - Weight transfer towards leading foot Standing Spin - aggressive wrist follow through - arm follows through facing target - Weight transfer towards leading foot 52
SKILLS ANALYSIS MODEL The Jump Serves READY POSITION PRE-CONTACT CONTACT POST-CONTACT Spike Serve - position approx. 2-3m behind end line - one or two hand toss - approach and jump is completed (2-3 steps) Jump Float - position approx. 2-3m behind end line - one or two hand toss - approach and jump is completed (2-3 steps) Ball Placement Body Position Spike Serve - in front of server (towards the end line) - height dependant upon both the moment of the toss and the height of the contact point Jump Float - in front of server (towards the end line) - height dependant upon both the moment of the toss and the height of the contact point Spike Serve - body is in the air - whip-like arm action Jump Float - body is in the air - whip-like arm action Spike Serve - open hand and relaxed wrist - body is in the air and fully extended - aggressive contact Jump Float - firm surface - body is in the air and fully extended - crisp action MAJOR ERRORS PROBABLE CAUSES SUGGESTED CORRECTIONS Spike Serve - Arm follows through facing target - long follow through - player should land in playing court Jump Float - Minimal follow through - player should land in playing court NOTE - The serve is the first chance at offense: many coaches underestimate the importance of effective serving. 53
SKILLS ANALYSIS MODEL The Attack READY POSITION PRE-CONTACT CONTACT POST-CONTACT The Spike - Approach starts about 3m from the net - left foot forward - weight on right foot The Roll-Shot - same as the spike The Poke - same as the spike The Cobra - same as the spike The Spike - left-right-left movement - player jumps to intercept the ball at the highest contact point - players must attempt to be light on their feet The Roll-Shot - same as the spike - full/aggressive jump is critical The Poke - same as the spike - full/aggressive jump is critical The Cobra - same as the spike - full/aggressive jump is critical The Spike - high contact in front of hitting shoulder - open hand and relaxed wrist - power provided by the rotation of the trunk, arm, forearm and hand. The Roll-Shot - contact in front of the hitting shoulder - open hand and relaxed wrist - contact usually occurs with the elbow slightly bent and under the ball The Poke - contact in front of the hitting shoulder - second knuckles turned over - wrist is stiff - aggressive arm swing which almost stops at contact The Cobra - contact in front of the hitting shoulder - hand stiff and fingers together - contact occurs on the top of the fingertips The Spike - hitting arm follows through - contact the ground on both feet with knees slightly bent The Roll-Shot - the hand follows through up and over the ball - contact the ground on both feet - knees slightly bent The Poke - little or no follow through - contact the ground on both feet - knees slightly bent The Cobra - little or no follow through - contact the ground on both feet - knees slightly bent MAJOR ERRORS PROBABLE CAUSES SUGGESTED CORRECTIONS 54
SKILLS ANALYSIS MODEL The Block STARTING POSITION PRE-CONTACT CONTACT POST-CONTACT The Block - 1-2 m away from the net - one foot in front of the other - knees are slightly bent - forearms are parallel to the net and the hands open The Block - move closer to the net and into blocking position - feet are brought parallel - bend the knees and lower the centre of gravity - shoulders shrug and hyper extension of elbow The Block - keep eyes open - wrists held firm and the fingers are spread outward - penetration of the arms/hands on the opponent s side of the court The Block - athlete draws the arms back from the opponent s side - land on both feet on a balance position, ready for the next action - rotate body in direction the ball passes the block - land ready for ball pursuit The Peel - same as for the block The Peel - aggressive push off the front foot and sprint to back court - back pedal, forward sprint, or sideways sprint could be used - stop in ready position The Peel - ball is defended as per standard methods The Peel - transition to attack MAJOR ERRORS PROBABLE CAUSES SUGGESTED CORRECTIONS 55
SKILLS ANALYSIS MODEL Defense STARTING POSITION PRE-CONTACT CONTACT POST-CONTACT Hard Spike - low, wide stance with arms in front of the body - deep knee bend - usually a deeper position than for a soft shot Hard Spike - move to best position the body to use one of two basic defensive techniques: the forearm pass or the beach dig Hard Spike - ball pace is absorbed (retracting the arms, J-bar principle, fingers and wrists) - ball is redirected toward teammate Hard Spike - transition to attack Soft Shot - stance designed for movement; slight knee bend, erect, ready for ball pursuit - usually a shallower position than for a hard spike Soft Shot - pursue ball - move to best position the body to use one of two basic defensive techniques: the forearm pass, the double axe handle, the poke, or the dive/lunge Soft Shot - selected technique is executed Soft Shot - transition to attack MAJOR ERRORS PROBABLE CAUSES SUGGESTED CORRECTIONS 56
Emergency Action Plan The purpose of an emergency action plan (EAP) is to get professional care to the injured participant as quickly as possible. Unless the coach has received specialized training in advanced first-aid techniques, leave such care to professionals. It is strongly recommended that the coach develop an EAP before the season begins. Such a plan includes information on the location of the nearest telephones, directions to the site, and the names of two people: the Charge Person and the Call Person. Note: It may be necessary to update your EAP or develop more than one EAP if your team is training at more than one facility or location. The CHARGE PERSON: should have specific training in the care of injuries. The coach need not be the Charge Person, but if no one else can assume this role, the responsibility falls upon the coach. The responsibilities of the Charge Person are as follows: To take control of the situation on contact with the injured participant To instruct all participants and bystanders to leave the injured participant alone To ensure that the participant is not moved To leave the participant s equipment in place To assess the injury and to determine whether further assistance is required To decide how to move the participant if an ambulance is not needed To notify the Call Person if an ambulance is needed and to briefly describe the injury To observe the participant carefully for any change in condition and to reassure him or her until professional help arrives. The CALL PERSON: the responsibilities of the call person are as follows: 1. to know the location of all telephones that could be used for placing calls. Pre planning is required. 2. to prepare a list of local numbers ambulance, fire, police, doctor, etc. Attach to EAP card. 3. to know the address, the directions and the best access routes to the facility. Write exact location on back of EAP. 4. to place call and provide emergency dispatcher with all necessary information. Request ETA. 5. to assign someone to stay by the phone. 6. to report to the Charge Person that emergency dispatcher has been called and inform them of the ETA. 7. to go to the main access entrance and wait for the emergency vehicle. Team/Event Emergency Action Plan Locations of Phones Number Card Site Charge Person Call Person Call 911 (in an emergency) or: Ambulance Police Fire Hospital Doctor s Office Facility Office Details of Location 57
Risk Management and Safety Checklist It is the policy of Volleyball Canada to develop, implement and monitor an effective Risk Management and Safety Program designed to foster a spirit of competitiveness in the safest possible environment. It is the responsibility of every member, coach, official, volunteer, staff and director to practice Risk Management and Safety on a continuous basis. Lines and Anchors Court boundaries conform to Volleyball Canada regulations Boundary lines are of a colour which contrasts with the sand Corner anchors are buried and unable to cause injury At least 2m of free space beyond the sidelines At least 2m of free space beyond the end lines Sand Flat and uniform Free of objects (rocks, shells, etc.) At least 30cm deep Nets and Standards Standards are at least 0.5m from the sidelines Standards are free standing (no supporting cables) when possible Standards are padded when possible Cranks / hooks / fasteners are covered Antennae are safely and securely attached Score Tables and Team Area Position of score table will not interfere with play Placement of team benches will not interfere with play Team gear can be stowed behind benches Referees Stands Stands are safe, stable and easily accessed Stands are padded Spectator Gallery Does not interfere with play All railings are secure Environmental Conditions Wind does not pose a risk to participant Rain conditions are suitable for play Lightning at least 30 seconds exist between lightning flash and the thunderclap Others Others: Report any problems identified in the above checklist items. 58
Physical Training for Volleyball The culture of volleyball in Canada is constantly changing and nowhere is that more evident than the weight rooms and fitness centres throughout the country. Training programs and personal trainers abound as volleyball athletes become cognizant of the physical, tactical, technical, and, in some cases, financial advantages to be gained by physical development. Thus, it is incumbent upon coaches to understand the requirements of volleyball and the optimal manner in which to meet those requirements in the development of a physical training program. The sport of volleyball is by it s nature a power sport, and athlete physical development for volleyball should strive to make its biggest gains in the area of power development. Power, by definition is the sum of speed multiplied by strength and the development of both physical components - speed and strength - is essential in its development. However, it is imperative that the athletes have the ability to train effectively, efficiently and injury free at the intensity levels required in the acquisition of power development. Establishing a base of cardiovascular fitness, muscular endurance and good technique should be considered a mandatory prerequisite to a power development training program. Key among the prerequisite development areas is the development of core body strength. Strength in the core body is a key to injury prevention, in addition it is essential to the production of power, and the athlete s ability to transfer that power to the desired action. Key areas of muscular development for the competitive - healthy - volleyball athlete are the prime jumping muscles (quadriceps, hamstrings, calves and buttocks), the shoulder girdle (deltoids, rhomboids and rotator cuff), the musculature responsible for the hitting action (pectorals, triceps, lats and obliques), and the core stabilizers (abdominals - obliques and transverse, lower back, hip flexors, hamstrings and buttocks). Many training programs and/or exercise prescriptions exist in current literature and most of these programs, if followed precisely, will result in gains by the athlete. There many differences from program to program but, generally a program that includes the following will be sufficient to realize the desired results: Genetic Pre-Disposition Base Development The Principle of Over Load Sport Specificity Athletes with a preponderance of fast twitch muscle fibers will respond more positively to a power development program. Although, all athletes will see performance gains, regardless of the density of fast twitch fibers present, greater improvements will generally be seen by those genetically predisposed to this type of training. All programs should include a significant training phase where the goal is to increase general fitness (cardiovascular, muscular endurance, muscular strength, and core strength are the components of general fitness). Through regular training, an athlete s body will begin to adapt to the training stresses placed upon it. Therefore, the training volume and/or intensity need to be increased over time to maximize training s benefits. Failure to increase the demands on the body in an appropriate manner will over time, reduce the impact of training sessions and slow an athlete s physical improvement. Conversely, increasing physical demands or the length and frequency of training sessions too rapidly, may overfatigue the athlete and lead to a reduction in performance. Successfully managing the volume and intensity of training sessions is critical to maximizing performance. The training program must be geared to producing power, strength, and endurance in those actions specific to the sport of volleyball. That is, the strength and power gains must be functional for volleyball. For example, massive biceps have not been shown to be beneficial for the spiking action in volleyball. But, triceps development can be shown to have a positive influence on the speed of the hand at contact with the ball, which would aid in producing a more powerful hit. 59
Frequency Intensity Training Load Core Strength Auxiliary Movements Power Movements Most authors agree that an athlete must train a minimum of twice weekly to achieve substantial strength and power gains. This training must be in addition to the athlete s normal volleyball training schedule. In order to achieve strength and power gains the athlete must train at high intensity. Intensity can be manipulated through factors such as: The number and order of exercises per workout session Number of exercises per muscle group Number of repetitions per set and number of sets per exercise Concentric vs. eccentric work Percentage of maximal load Prime movers vs. auxiliary muscle groups Work:rest ratio Number of landings per session/day Is a combination of the intensity and frequency of the overall athlete training program, including team and individual practice sessions as well as match play. The core body muscles are the connecting and stabilizing muscles in a power movement. A strong core is essential to maximal power development and application, as well as a key component for any injury prevention program. Significant attention should be given to the development of core body strength. These movements typically involve small muscle groups not involved in the jumping action per se, or those movements by muscles which will complement the prime mover muscles. These movements may, or may not, be considered whole body exercises. Are the key movements for the production of power and are typically considered whole body exercises. Olympic Lift movements including, but not limited to, such lifts as: squats, cleans, push press, snatch, dead lift - are considered power movements. With power movements technique is crucial to safe and effective training with loads. It is imperative that the athlete learn the proper technique of these complex lifts/movements with no load prior to additional loading. Note: The coach/trainer should ensure that all athletes have proper technique prior to prescribing these types of exercises. Call in an expert if need be! Training for power development creates high nutritional demands on the athlete. Athletes will need carbohydrates to power them through their workout, water to train effectively and efficiently, and a protein rich diet in order to enable muscle hypertrophy. It is important that all athletes learn to fuel their high performance engine (muscles) with premium fuel (good dietary habits). Nutrition Rest Note: Many athletes, especially female athletes, become concerned that their training will make them muscle-bound. They seek definition in their muscle without the hypertrophy that will occur. It is important to emphasize that in most cases female volleyball athletes will not see huge gains in size or lose symmetry. Typically, the elite volleyball player is long and lean and even with training will remain true to that body type. Also, while their muscle mass may increase, their body mass may increase only slightly, as a result of reduced adipose tissue. While the training session is the vital component of a power development program, it is the aspect of adequate rest that ensures that the training session has been beneficial. Muscle does not build during training. In fact, muscle is broken down during training. Rest is where muscles build! While the athlete rests/sleeps, their body goes about the task of rebuilding those muscles that were broken down in the training session. It is during rest that the body rebuilds the muscle to handle the stresses that regular training places on the body. Adequate rest is the key to maximizing the effects of a training session. In fact, inadequate rest can often be the cause of overuse and fatigue type injuries. No rest no gains! 60
Introduction Sport Psychology and the Coach (adapted from Sport Psychology and the Swim Coach by John M. Hogg and reprinted with permission) The psychological dimensions of sport are of interest to both the coach and the athletes and raise important questions which may be confusing, frustrating and captivating. For instance: Why do certain athletes perform better than those who seemingly have greater physical and technical talent? Why do certain athletes perform flawlessly in practice, and yet fail to match your and their expectations in competition? Why do certain athletes have the ability to put it altogether and demonstrate a peak performance at the right moment while others can only fall short? Sport Psychology or Performance Enhancement Sport psychology is primarily concerned with the many psychological factors that tend to influence both participation and performance. Both the coach and their athletes need to understand, teach and apply select and appropriate psychological constructs to the coaching setting - e.g. motivation, attribution, personality, achievement, self-awareness, leadership, group dynamics, cohesiveness, team harmony, self-esteem, confidence, anxiety, communication etc. In addition to these constructs and their theoretical orientations, the coach will need to teach their athletes select and appropriate psychological skills - for instance - self-awareness, goal setting, relaxation, self-talk, mental imagery and attentional control in particular, and other cognitive and emotional coping skills to deal with controlling confidence and anxiety levels in a variety of different settings. Such activities as psyching-up the athletes or helping them to create effective motivational or technical strategies, formulating performance routines or mental skills training programs, will demand considerable skills, knowledge and commitment on the coach s part. The coach may need to keep abreast of the current literature and research within the field while becoming cognizant of any cause-effect relationships among constructs that may negatively or positively influence both athlete performance process and outcome. The coach may also need to understand and appreciate psychological theory and techniques, as they apply to the sport of competitive swimming. The coach will certainly be expected to provide a healthy mental climate that leads to improved mental states and to the personal growth and maturity of all athletes. Athletes today are looking to the mental aspects to provide them with the competitive edge. They are aware of the availability of various mental skills training programs; and that select skills must be mastered in order to create ideal psychological states before, during and following performance. There are many useful and practical techniques to help athletes be the best they can be. The coach will want to be concerned about their own competencies as a coach and take steps toward self-improvement if they are to successfully meet these needs. Psychology is no longer based solely on sound common sense. The coach may want to discover ways to enhance their athletes chances of reaching peak performances, to teach various forms of selfregulation training and to incorporate and integrate psychological skills training packages into their training program of training and competition. Psychological Qualities and Abilities Associated With Top Performers In addition to identifying physical talent the coach may wish to recognize those psychological qualities and mental abilities associated with elite performers as outlined in the following tables. An appreciation of the psychological make-up of successful elite athletes may help the coach strive with extra urgency and direction to incorporate mental skills with developing team members. Psychological Qualities Associated With Top Performers Top performers tend to: Enjoy higher levels of self-confidence and self-belief and less self-doubt. Experience better levels of focus and concentration and are less likely to be distracted from goals. Focus more on performance process and be less influenced by outcome. Be pre-occupied with sport in a more positive way - more positive thoughts, imagery, day dreams. 61
Experience less anxious states immediately prior to and during competition and be able to obtain and sustain an ideal performance state. Be more capable of rebounding from mistakes and of drawing readily from previous experiences. Enjoy relaxed states and yet be highly energized and in control when it really counts. Experience extraordinary awareness with all their sensations acting in harmony. However, it is important to remember that the essence of talent is not so much the presence of certain qualities as in the absence of the inhibiting self (Millman, 1979). The athletes will first have to know themselves fully (be both physically and mentally aware) and to gradually free themselves of physical and psychological constraints which at times they tend to unconsciously develop. Psychological Abilities Associated With Top Performers Top performers possess the ability to: Compete in a relaxed state of mind. Integrate both success and failure into their existing self-concept. Achieve productive outcomes while avoiding repetition compulsion. Create a harmonious existence between the real and the ideal self. Foster an integrated ego ideal that is a constant source of internal motivation. Postpone any gratification in favor of reaching long term goals. Separate emotional intensity from cognitive awareness by intellectualizing and rationalizing. Make changes based on self/other evaluations The coach should be more aware of your own coaching behaviors and whether these are actually effective in promoting both learning and personal growth specifically in terms of important mental skills or performance enhancement techniques. Many coaches admonish their athletes to do things without actually telling them how or why! The coach should consciously avoid statements like - Focus! You have got to be mentally tough! Some days you have it, others you don t! Keep your mind on the race! Don t choke! Just don t think about it and it will come! More precise feedback is very important in the psychological sense. It will help the coach to be acutely aware of their own skills and competencies as an educated resource, and if the coach feels that they are overlooking the psychological aspects of training and competition the coach may need to ask him/herself why. Is it because the coach is skeptical about the power of mental skills or believe psychological skills to be innate; or is it because the coach feels that they do not have adequate time, are unable to make a commitment to learning and sharing your knowledge, or recognize that they lack appropriate training and therefore find themselves playing down or denying the significance of these skills? While the coach endeavours to make up for their own limitations, the coach might be able to acquire the help of suitable sport psychologist to commence a meaningful program for their team or simply pass this exercise on to a mental skills trainer if he or she is available as a vital part of your support systems. For instance, there are many imagery and cognitive interventions that the coach should acquaint him/herself with. The coach needs to know a variety of techniques available to their athletes to help them focus positively on what they want to happen rather than on what they do not want to happen. The coach will need to help them deal with negative thinking or the I can t do it attitude associated with performance failure. The coach should discover the many ways to enhance team cohesiveness and harmony, athletic self-confidence and feelings of competency. The coach should become acquainted with motivational techniques - especially group and team goal setting procedures, along with effective ways of communicating and providing meaningful feedback. One should never underestimate their own power as a coach. The coach should initially influence their athlete s attitudes and responses and then gradually empower them to accept full responsibility for their mental preparation. Empowering means systemically providing the athletes with occasions and opportunities that encourage them to be responsible and to learn how to handle themselves. Educate them as well as shape the environment to help them control and influence their own behaviors. 62
Psychological or Mental Skills For The Athlete Just as physical skills and their sequential development are important to each athlete, the same applies to mental skills. A brief introduction to each skill follows and it should be noted how these mental skills are linked and sequenced. Self-Awareness As A Person How I understand or perceive myself Self-Image How I see myself generally As An Athlete Self-Esteem How I evaluate myself Self-Acceptance The degree to which I can accept myself Self-Confidence How good I feel about myself now Goal-Setting Relaxation Self-Talk Imagery Attention Self-Actualization 63
The 6 Major Mental Skills for The Competitive Athlete 1. Self-Awareness: How the athletes think or perceive of themselves both as persons and as competitive volleyball players is critical. The skill of selfawareness will help your athletes recognize their strengths and limitations and come to terms with those things that they need to change technically, physically, strategically and psychologically. Self-awareness will ultimately help your athletes improve or enhance their existing self-image and it is the thread or the lynch pin that connects all other mental skills. Awareness should be reflected in the athlete s abilities to have faith in their skills, conditioning and competitive preparations so that they can perform when it really counts. 2. Goal Setting: Once the coach and the athletes are aware of their own strengths and limitations, as well as their aspirations and motives in the psychological sense, then the coach can specifically help their athletes or encourage them to work independently at mapping out their own individual journey toward success. Clearly defined goals may help the athletes behave with single mindedness as they move toward their destination. The goal setting procedure requires that the coach is systematic and precise and the coach must take into account the athlete s level of ability, gender, degree of commitment and stage of development. Initially, the coach will be required to present the goal setting process in detail, structure a delivery system, create appropriate tools, monitor progress, and create an environment that is conducive to successful goal setting. 3. Relaxation: The ability to relax is significant for two reasons: it is a primary skill that can be directed at eliminating tension and stress. Equally, it is a skill than can produce a tranquilizing state and cause the mind to be more receptive to positive suggestions as to how the athletes might improve their mental states and consequently their performances. 4. Self-Talk: The athletes need to be aware of their innermost thoughts, perceptions and beliefs and whether these tend to be positive or negative. Positive athletes have little trouble seeking out all the positive things that surround their training and competition. Equally, negative athletes have no difficulty attaching themselves to the negative aspects. Self-talk can keep things in control, and the coach should certainly recognize that process oriented and outcome oriented athletes talk differently to themselves. 5. Mental Imagery: The athletes need to harness the power of their mind s eye. Visualization skills can help athletes reproduce past experiences and mental recall is a process that allows athletes to draw upon the very best of their past experiences and to reaffirm the positive that exists in them. It is also a useful method to conjure up images in the here and now, to assist with focusing on skill or technique or to project future images in order to help the athletes solve problems and to cope with the unexpected. Imagery can help the athlete fill up with good thoughts, pictures and feelings or alternatively empty out. Images can help to increase energy or to calm the mind and clear the mental airways so that the body and the mind will be ready for competition. 6. Attentional Control: The athletes need to concentrate, focus and refocus on the details of their performances. Optimal performance depends on the athlete s ability to focus on the appropriate cues, to avoid all distractions and to sustain concentration on the task until it is completed. Developing this skill will enable the athletes to concentrate when it counts the most. Performance Process vs. Performance Outcome Many coaches are still overly obsessed with performance outcome (winning or losing) to the extent that they and their athletes lose focus on the performance process. A performance outcome orientation is invariably wrapped up in a winning is everything competitive ethic (Burton, 1989) and can be a considerable source of anxiety which eventually impacts upon motivation and selfconfidence. It is not that winning is unimportant. But a sole emphasis on outcome will lead the coach and their athletes to adopt a less than flexible approach. The danger associated with an outcome oriented philosophy is that it presumes that the athletes are in control of winning and consequently are consistently successful and feel totally responsible for their successes. For the vast majority of athletes this is an impossibility. Just as the baseball player is unable to consistently pitch the perfect throw, so too a volleyball team is unlikely to win every match. 64
A winning orientation as a sole focus tends to force the athletes into evaluating their successes based on odious comparisons between their performances with those of other athletes. Unfortunately, when athletes view their achievements in terms of whether they actually win or lose matches rather than how they perform individually, they endanger their chances of consistent success and invariably fail to take credit for their successes. Because the athletes actually win matches does not necessarily mean that they perform well. Winning matches are often the result of other factors that athletes cannot control directly - for instance - how the opposition plays in the match, their ability and performance capabilities, luck and so on. This means that most athletes are really unable to control winning, despite their evident abilities, and that they may lose a match simply due to circumstances beyond their control. Also, it becomes difficult to take full credit when they do not feel totally in control. Equally, because the athletes lose matches does not necessarily mean that they perform badly. Winning is too much of a challenge for the majority of athletes, but if this is their sole focus then they will gradually view their chances of being successful in terms of outcome rather negatively, and when they do win they will tend to regard their performance more as a reflection of good luck than the result of design or ability. They may even begin to perceive their competencies in very limiting ways, and experience increased anxiety states in the competitive setting. A performance process orientation invites the coach and athletes to focus on success in terms of exceeding one s own performance standards rather than those of others. The process entails so much more than the outcome and should not be exclusive of outcome goals. The process is inclusive of all those things the athletes need to do to ensure that their performance is perfect or the best under the existing circumstances. The performance process is meaningful every day and gives each athlete the power to be flexible and to adjust to any needs or demands. Their destiny (success or failure) remains in their own hands. If they are successful and because of this self-responsibility, they will internalize their success and perceive themselves as having both ability and confidence. This approach works for all levels of athletes (developmental to elite). Highly motivated athletes can always focus on doing their best versus comparing themselves to others. Rather than being locked into an outcome orientation, encourage the athletes with meaningful feedback to concentrate on learning and mastering all those controllable things that impact on outcome - for instance - skill technique, intensity of effort, regularity at training, positive thoughts and so on. It will be helpful to strike a happy balance between the advantages and disadvantages of these two perspectives. Because the coach encourages their athletes to concentrate on those aspects of performance that they can control in the expectation that winning or success will occur as a consequence, does not mean that the coach would shun any thoughts or hopes of winning. Good athletes dream about winning, but they safeguard their dreams by doing all those things that ensure excellence in performance. 65
Goal Setting Goal setting is a very effective motivating technique. Moreover, the way you set goals is crucial. In particular, collaborative goal setting, which involves athletes, is much more powerful than unilateral goal setting, in which athletes are told what their goals are. Feelings of loyalty and an attitude of caring are benefits of collaborative goal setting. Goal setting involves talking with athletes about why they are in sport and what they are expecting. Setting common goals has many benefits - it helps develop clearer goals and priorities, increases commitment and motivation, prevents problem behavior, and improves communication. Setting common goals also allows athletes to make their own decisions. Athletes learn to solve problems within a group, they become responsible for their own actions, and a more positive and supportive environment develops. It is imperative that collaborative goal setting and in particular why athletes participate and what they expect is determined as early as possible in the season. That way there is time to find out whether goals, priorities and expectations are compatible - and time to find solutions to any confusion or misunderstanding. Payoffs to Using Collaborative Goal Setting 1. Clearer Goals and Priorities 2. Increased Commitment and Motivation 3. More Successes 4. Increased Confidence and Improved Morale 5. Psychological Maturity 6. Improved Coping Mechanisms 7. The Prevention of Problem Behaviour 8. More Joy in Leadership 9. An Appreciation of Planning and Goal-Setting 10. Empathy for the Rights of Others 11. Improved Communication 12. Happier Athletes, Better Performances, and More Fun Ten Steps of Collaborative Goal Setting 1. Plan on Your Own. 2. Plan to Involve Your Athletes. 3. Consider Involving You Athletes a Bit at a Time. 4. State the Limitations of Your Sport Program. 5. Set the Right Climate. 6. Act as a Facilitator, Not a Dictator. 7. Set Appropriate Goals. 8. Discuss Strategies for Achieving Goals. 9. Strive for Consensus. 10. Record all Specific Goals and Strategies. 66
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 67
Ethical Decision Making In Sport Adapted from the NCCP Multi Sport Module: Make Ethical Decisions reference material and reprinted with permission from the Coaching Association of Canada Values and Ethics: What Are They? Our values represent a set of deeply held beliefs upon which our thoughts and actions are based; we refer to our values in evaluating our own actions as well as the actions and decisions of others. In coaching, our core values are expressed as a series of principles defined by the NCCP Code of Ethics. A code of ethics defines what is considered good and right behaviour. Ethical issues arise when our values and the corresponding ethical principles are compromised in some way. When this happens, the decisions are often sensitive and difficult to make. In these situations, the quality of the decisions made by the coach depends on a number of factors including: an understanding of the facts of the situation an awareness of his/her own values, and of the various factors that can influence his/her decision the use of appropriate benchmarks to analyze the situation and understand what is involved the ability to apply a rigorous decision-making framework to the situation at hand Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Establish the facts of the situation Ethical Decision-Making Process Determine what are the issues in the situation: (a) Does the situation have legal implications? (b) Does the situation have ethical implications? Identify potential decisions that could be made or actions undertaken, and consider what might result in each case Identify the pros and cons of each potential decision that could be made Select the best option for the decision Design an action plan to implement the selected decision, and plan to manage its consequences Step 1 Establish the facts of the situation When faced with any situation or problem in coaching, your first task is to establish exactly what has happened (or is happening) and who is involved in the situation before trying to figure out what you will do about it. At this stage, ask yourself the following questions: What has happened or what is happening? When and where did certain events occur? Get the facts from all the parties involved, and look at the situation from both sides if there is disagreement or conflict. Who is (or might be) involved in or concerned by the situation? What do the parties involved have to say about the situation (i.e. what are all sides of the story)? 68
Step 2 Determine What are the Issues in the Situation A. Does the Situation Have Legal Implications? Once the facts have been clearly established, the next step consists in determining whether or not the situation has legal implications. Two useful questions to ask yourself at this stage are: 1. Has anyone been harmed by the action or decision of another, and if so, in what way? 2. Does the action or the situation contravene an existing law? Determine the Facts of the Situation Based on the facts, determine if the situation is legal. It will automatically be so if it relates to one or more of the elements below: Actions that are criminal or quasi-criminal - These are wide-ranging and could include theft, assault, sexual assault, other sexual offenses, possession of narcotics, underage drinking, driving without a license or insurance, forgery, fraud, vandalism, etc. Actions that breach a contract - These could include someone acting outside the scope of their delegated authority, violating agreed-upon rules relating to the use of a facility or equipment, or failing to meet other contractual obligations. Actions or information indicating there are reasonable grounds to believe that a child may be in need of protection. Actions that are discriminatory - Actions of a government, organization or individual that are contrary to the Canadian Charter of Rights and Freedoms, the Canadian Human Rights Act, or any provincial human rights legislation. Actions that constitute harassment - Harassment is a form of discrimination and is contrary to human rights laws: in its extreme form, harassment may be a criminal offense. Actions, even those that are not intentional, that could constitute negligence, as legally defined. YES NO Actions to take Inform appropriate authority: Use the ethical decision-making process Police Child protection service Employer Other 69
Actions to Take in Situations That Have Legal Implications A coach occupies a position of authority and, accordingly, has important legal responsibilities. When a coach is confronted by a legal situation such as those described on the previous page, he/she has a duty to do something about it. This would involve: Reporting the situation to the police, where the coach is aware of or reasonably suspects criminal or quasi-criminal activity. Reporting the situation to child protection authorities, where a coach suspects that a child has suffered physical or emotional harm, or is in circumstances where a risk of such harm exists. Reporting the matter to the employer or to the organization having authority over the persons involved in the conduct, for all other legal matters. B. Does the Situation Have Ethical Implications Law and ethics are related and overlap, but they are not identical. Conduct that is illegal is always unethical. Yet, some forms of conduct may be unethical even though they are legal. The law therefore represents an absolute minimum standard of behaviour, while the standard for ethical behaviour is somewhat higher. When the coach encounters a situation that does not violate any law but nonetheless raises moral questions, he/she must make decisions about how best to respond. Under these circumstances, ethical principles are often called upon. When Can a Coach Know that a Situation has Ethical Implications? Ethical conduct can be described as a behaviour that meets accepted standards or principles of moral, professional or just conduct. Unethical behaviour is the contrary, i.e. actions or decisions that are immoral, unprofessional or unjust. Once you have determined that the situation is not of a legal nature, it is important to determine whether it presents an ethical issue. At this stage, ask yourself the following question: Given the facts that have been identified, is there a reasonable doubt that the situation might impact on, or be related to, one or more of the following: Safety of one or more individuals Short or long term well-being or health of one or more individuals Respect for established principles, rules (rules of the team, the game, etc.), or policies of an organization Obligations, loyalties, word given, prior commitments made, responsibilities of the person(s) concerned Appropriate use of power by the individuals in a position of authority Objectives and goals sought by the group or by an individual Behaviours or practices that are generally considered acceptable, or that are expected under the circumstances at hand (standard of behaviour) Fairness and equity; using acceptable means; respect of others At this stage, any statement from the above list that you have checked should cause you to believe that there are one or more ethical issues in the situation. 70
Step 3 Identify Potential Decisions That Could Be Made or Actions Undertaken, and Consider What Might Result in Each Case Because they often relate to sensitive issues, ethical situations may generate some degree of emotional reaction. As a result, some individuals may have a tendency to react quickly and spontaneously, and to make quick decisions. Sometimes, this may affect their judgment and the quality of the decisions they make. Having determined that the situation does have some ethical implications and identified some potential ethical issues (based on the statements listed in the previous step), you should now identify options for decision or for action, and assess potential consequences in each case. This reflection represents an important step in the ethical decision-making process because it shows that you care about what might happen to others. Start by asking yourself: What could I do in this situation? In the process of answering this question, think about a variety of options. The first one to consider should be not making any decision or taking no action. This would be the least demanding option, and it could be thought of as representing one end of a continuum of possibilities. As a second step, consider the other extreme of the continuum, and think of the most comprehensive or liberal action you might take in the situation. Then, identify several intermediate options. Do not rule out any option at this stage, even though at the outset it may appear an unlikely choice. Continuum of Options for Decision or for Action Do nothing or make no decision Intermediate options Most comprehensive or liberal action or decision that can be made Once several options for decision have been identified, think about What might happen if. This will enable you to assess potential consequences that may result from each option. In many ethical situations where a Yes No decision must be made, the following questions are likely to arise: What might happen if the coach chose not to make any decision or took no action? What might happen if the coach s position were favorable to the situation, question, or issue at hand? What might happen if the coach s position were not favorable to the situation, question, or issue at hand? Step 4 Identify the Pros and Cons of Each Potential Decision That Could Be Made As part of a thoughtful decision-making process, you should now assess the pros and cons of each option for decision. Below is a list of criteria that can help you perform such an assessment. These reflect the principles and the values of the NCCP Code of Ethics, and are classified into two categories based on whether they relate primarily to the outcome (or result) of the decision, or the means (or process) used to reach a decision. 71
Criteria That Relate Primarily to the Outcome The option promotes the achievement of a positive outcome for the majority of the individuals concerned. The option minimizes the negative implications that may follow. Potentially negative implications affect the fewest people possible. The option does not represent a risk for the physical, intellectual, emotional or social development of a person. The option does not represent an obstacle to the achievement of a person s or a group s goals. The option seeks to protect the interests of others who might be in a vulnerable position. Criteria That Relate Primarily to the Means The option is fair and respects the rights of everyone regardless of athletic potential, sex, race, language, age, religion, etc. The option takes into account and is consistent with all established rules and principles. The option is consistent with successful decisions or actions taken in the past in similar situations. The option respects the authority of people in a position of responsibility. The option is based on credible information. Step 5 Select the Best Option for the Decision Making Decisions That Are Just and Reasonable We are now reaching a crucial phase of our process, i.e. the one where a decision must be made. At this stage, it is important to bring together key elements of the previous steps and reflect on how to make the best possible decision under the circumstances. In Step 4, we used certain criteria to assess the merit of a variety of options for decision or for action. Based on these criteria, a solution that is just and reasonable can therefore be defined as one that: 1. Results in a positive outcome for the majority of the individuals concerned. 2. Minimizes the negative implications for all parties involved. o Appears to be the right thing to do with regard to your coaching duties and responsibilities. o Is being made using a fair and equitable process. o Is consistent with certain expected standards of behaviour, such as those outlined in the NCCP Code of Ethics. However, despite the availability of such criteria, not all ethical decisions are clear-cut. In some instances, a coach may experience some difficulty in making a decision because there appears to be more than one reasonable solution. Sometimes, making a decision will even involve sacrificing one value for another. To rank options that seem reasonable with a view to making the best possible decision, we will now consider the following aspects: 1. What factors could possibly influence decision-making? 2. How can one prioritize principles or values in which he/she strongly believes, but that seem in conflict in the situation at hand? In other words, what do you do when you are confronted with an ethical dilemma? 72
Factors That Can Influence Decision-Making The decisions we make can be influenced by many factors that we may or may not be fully aware of. When taking a position or making a decision in a situation that has moral or ethical implications, it is important to ensure that we remain as objective as possible. Many of the previous steps were aimed at ensuring a high degree of objectivity. As you get closer to the making of your decision, it may be useful to consider certain factors that may influence you. This can help you to (1) become aware that certain factors might indeed be influencing you, and (2) assess to what degree they might drive your actions or decisions. For the purposes of our ethical decision-making process, we will consider two potential sources of influence: (1) internal factors and (2) external factors. Internal Factors of Influence Internal influences are those that are intimately associated with the individual who is faced with making the ethical decision. Personal Values Have you experienced a similar situation before? If so, what did you do and how did things turn out? How would your family have viewed such a situation? What did you learn from your education about the kind of situation you are now faced with? How might spiritual or religious background/ values impact on your evaluation of the issue? How did you learn to view the situation at hand? How might your level of experience impact on your ability to make an objective decision? Personal Circumstances Does the decision have the potential to impact on your employment status? (Does your decision impact on someone who has an interest in the team but also controls your employment status?) How might your decision impact on the development of your coaching career? How might your decision impact on your reputation in the club/sport/situation? (Will your decision alter peoples views of your coaching approach?) External Factors of Influence External influences are those that arise from society, or from the environment in which the individual who is faced with making the decision lives. Economics and Politics Severity of Situation Organizational and Institutional How might your decision impact on the economic situation of your team/club? (e.g., types of sponsorship tobacco). What are the political influences and/or ramifications of your decision? (gender issues) How immediate is the need to make a decision? (e.g., is the safety of an individual at stake?) Would delaying the decision be potentially harmful? Who and how many people will be affected, and in what way? Do the values of the coach match those of the administration or the decisionmakers in the club setting? Does the decision impact on others in other organizations and how will the decision affect relationships? Do the coach s values match those of the community? Does the coach have values that contrast with wider societal values? 73
What Influences How You View a Situation and the Decisions You Make? This figure has been adapted from Malloy, Ross, and Zackus, 2000 Personal Experiences Previous experience with a similar issue Positive or negative outcomes of previous similar decisions Personal Values Family background/upbringing Formal education Religious beliefs Internal Influences Personal Circumstances Employment Coaching level and development Reputation Decision-Making External Influences Economics and Politics Economic impact of decision on context Political/rights-based issues of the situation Severity of Situation Immediacy of the decision Who is affected? How many people are affected? Organizational, Institutional, and Social Aspects Relations and links with: o organizations o individuals o communities Social norms and conventions Moral Dilemmas and Ethical Decision-Making As mentioned previously, certain ethical situations may generate strong feelings or doubts because there seems to be more than one reasonable solution. Sometimes, making a decision even involves sacrificing one value for another. When there are two potentially right solutions, such situations are referred to as ethical dilemmas a conflict between values we wish to maintain. The challenge in ethical decision-making is to determine which value you will maintain in your course of action. 74
Examples of possible conflicts between values, or ethical dilemmas: Team Rules vs. Parental Rights and Authority A Team has a standing policy of curfew being set at 10:00 PM at away competitions. All parents give signoff approval on this and other policies at the beginning of the year. One parent who often travels with the team routinely allows his/her son/daughter to stay up past this hour. Team Rules vs. Winning the Competition A Club has a strict policy of no swearing when on clubhouse grounds. The pre-established penalty for such speech is a one-competition automatic suspension. The day before the championship competition, the leading athlete has a temper tantrum during practice and mouths off using foul language to another athlete on the team. Duty to Do No Harm Principle vs. Athlete s Will/Rights to Play An athlete has been experiencing chronic knee pain as a result of a growth spurt. The athlete is begging you to be allowed to play in a key competition, and the parents support this athlete in his/her eagerness to play. Questions to Help You Prioritize Principles and Values When Faced With an Ethical Dilemma Sometimes, it is relatively easy to determine which value should take priority (e.g., safety of athletes in your care) but in others, it is not as clear (e.g., amount of playing time for each athlete). When someone is faced with an ethical or moral dilemma and is forced to choose between two values, it is normally his/her most deeply held beliefs that will dictate the course of action. Having thoroughly determined the pros and cons of the various options for decision using the criteria proposed in Step 4, and having reflected on some factors that may influence your decision-making, you can resolve an ethical dilemma by asking yourself the following questions: Which criteria (or value) do you consider the most important from those listed in Step 4? What does the NCCP Code of Ethics suggest in this type of situation? I s there another value in which you strongly believe, and that you would seek to maintain at all costs? If so, which is it? Do No Harm Principle Even though it is a sensitive issue to suggest a ranking of your values, the NCCP nonetheless considers that, above all, it is the duty of all coaches to ensure the decisions they make and the actions they take will result in no harm, physical or other, to the athletes. Questions That May Help You to Validate That Your Decision is Just and Reasonable Having gone through all the previous steps, you may still want to validate one more time that your decision is really just and reasonable, by asking yourself the following questions: Would you make this decision in all similar cases? If you feel that you cannot apply your decision to all similar cases, what might be a reasonable and justifiable exception? If so, in which circumstances? Do such circumstances apply in the present situation? What leads you to believe that an exception might be justified in this case, but not in other situations? Is the decision consistent with previous decisions that have been made in similar situations in the past, and that have resulted in a positive outcome? 75
Going through this last series of questions should enable you to be confident that you have made the best possible decision under the circumstances, and give you additional arguments to fully assume the consequences that may unfold when the decision is announced or implemented. Step 6 Design an Action Plan to Implement the Selected Decision, and Plan to Manage its Consequences In Steps 1 to 5, you have been through a thorough reflection process that has made it possible for you to make a just and reasonable decision in response to an ethical situation. The question now arises: What to do next? Putting your decision or plan of action into effect requires that you consider a number of things, particularly if it involves dealing with individuals or groups of people. Consider the following questions as you establish an action plan: Choose your path. Exactly what is it that you are going to do? Plan carefully the steps you are going to take. Think about what may happen. Consider the likely outcomes of the decision and how will these consequences be managed? Identify who needs to know. Consider carefully who needs to be informed of, or involved in, the implementation of the action plan or decision. Determine if you can deal on your own with the person involved. Is it appropriate to seek an informal resolution in this situation? In issues not involving a contravention of the law, it is often best to try and deal with the issue informally and directly with the individual involved. We often refer to this as adopting the conservative approach. It has the advantage of conferring responsibility for actions upon the party involved and allows them to resolve the situation while maintaining their own sense of dignity and selfrespect. It also establishes a degree of trust between parties involved. Approach the individual, and inform him/her of your observations or what has been shared with you. Give him/her a chance to respond, and a chance to do the good or right thing. Warn, don t threaten. This is an important concept when dealing with a situation at an informal level. This entails informing the individual of the logical consequences of what can happen if a situation is not resolved, rather than threatening the person with an end of run right out of the gate! This is plan B. Keep plan B in your back pocket. Think about what you might do next if the informal resolution doesn t work. In the event an informal resolution does not work, carefully consider what to do next. Inform the individual that you now have to follow up with plan B. Consider who should be contacted, and what level of authority you should now involve in this situation. 76
General Coaching Tips When in doubt or faced with an ethical dilemma, think about the do no harm principle. Never second-guess yourself on decisions made with integrity, intelligence, thoroughness, and based on accepted values. Make sure you are clear about your coaching values, and that you can talk about them in a way that is clear, simple, and easily understood by everyone. Cross-reference your coaching values and principles with the NCCP Code of Ethics. Pay attention to what is important to kids in establishing your ethical standards. References Canadian Professional Coaches Association Code of Ethics, Ottawa, 1993. Malloy, D.C., Ross, S., & Zakus, D.H. Sport Ethics: Concepts and Cases in Sport and Recreation. Thompson Educational Publishing. 2000. ISBN 1-55077-107. Tomlinson, P., Strachan, D. : Power and Ethics in Coaching, Coaching Association of Canada, 128 pages, 1996. 77
Severe Weather (excerpts taken from the Environment Canada web site) Storm Warning Clues Thunderstorms form quickly when atmospheric conditions are right. With sufficient instability and moisture, a storm can develop in as little as ten minutes and drop golf ball-sized hail in fifteen minutes. Here are a few signs that may help you recognize the threat, and could save lives and property. In Advance: Thunderstorms require moisture for fuel and heat for energy. Weather, such as, hot muggy days and warm uncomfortable nights indicate that thunderstorms may be forming. These storms can occur in the afternoon, evening, overnight or the next day. Be ready - listen to forecasts and keep an eye on the sky. Severe weather the day before in the province to your west can indicate a system is approaching that has the potential to produce severe thunderstorms. Environment Canada records show that weather systems often produce severe weather each afternoon for several days in a row as they move across the country. Before the Storm: Cloud build-ups begin near or before noon but struggle to reach high altitudes. South or southeast winds increase in strength and become gusty in the afternoon. Cloud build-ups turn into thunderstorms in the mid or late afternoon of a hot, humid day. Some of these storms may become severe quickly. As the Storm Forms: Bursts of static on AM radio indicate lightning is nearby. White towering thunderheads form rapidly to the west or southwest. Thunderstorms stand straight up with well defined cauliflower edges on their sides. Some may have an overshooting top - a cauliflower-like bubble of cloud that penetrates the flat top of the storm. These can only be seen from a distance. Increasing Danger: Dark clouds with heavy rain and frequent lightning can be seen approaching from the west. At night, frequent lightning is your best clue that threatening weather is coming. These conditions are often associated with strong straight-line winds and large hail. Winds may arrive a considerable distance ahead of the rain. A long horizontal roll of cloud or a shelf-like cloud can be seen moving toward you from a thunderstorm in the distance. These can be beautiful cloud formations, but are also a sign of strong winds - typically over 100 km/h. You have a few minutes - stow loose objects and prepare to take shelter. Swirling dust is visible in the distance. Winds are approaching. The main thunderstorm in the distance is accompanied by a series of growing thunderstorm towers (perhaps five or more) on its south side. These growing towers move into the main storm and become a part of it. This is a sign of a supercell thunderstorm - the kind that can produce tornadoes, large hail, winds and heavy rain. Immediate danger: Hail begins to fall and reaches loonie or golf ball size. You are under a severe thunderstorm that may also contain a tornado. Take shelter now - don t stop to protect property. You awake to rattling windows and an intense lightning display. Collect your family and take shelter - damaging winds may be on the way, or may have already arrived. Heavy rain or hail will follow 78
shortly if it is not already present. A strong thunderstorm is passing to your north - it seems to have missed you except for a little light rain. Winds are changing direction rapidly. Clouds above you, at several different levels, seem to be moving in different directions - lower ones from the southeast, higher from the west. This is where tornadoes are found. Keep an eye on the clouds, and listen for warnings. When tornadoes form, they are typically found in a rain-free area on the back or southwest side of a large thunderstorm and may be immediately preceded in time by a clear slot - a localized opening in the cloud which allows sunshine to reach the ground. You are watching a thunderstorm and notice that some of the clouds beneath it appear to be rotating - the far side is moving right to left while the near side clouds are moving left to right. This storm could produce a tornado, large hail, or damaging winds. A funnel cloud can be seen overhead. They are not dangerous as long as they remain aloft. Funnel clouds indicate that conditions may lead to tornadoes. Keep a close eye on them and be prepared to take shelter. Not all funnel clouds touch down. Lightning can strike over 16 km from a thunderstorm - a bolt from the blue. When lightning is visible or thunder can be heard, follow the 30-30 rule: If there is less than 30 seconds between lightning and thunder, find appropriate shelter immediately. Wait 30 minutes after the last thunder before resuming your activities. When danger has passed, please report severe weather to Environment Canada at 1-800-239-0484. Your report may help warn someone else along the thunderstorm track. Lightning Safety Lightning is an electrical discharge caused when static electricity builds up between thunderclouds, or thunderclouds and the ground. Lightning strokes carry up to 100 million volts of electricity and leap from cloud to cloud, or cloud to ground and vice versa. Lightning tends to strike higher ground and prominent objects, especially good conductors of electricity such as metal. Thunder is the noise caused by the explosive expansion of air due to the heat generated by a lightning discharge. Thunder may have a sharp cracking sound when lightning is close by, compared to a rumbling noise produced by more distant strokes. Because light travels at a faster speed than sound, you can see a lightning bolt before the sound of thunder reaches you. To judge how close lightning is, count the seconds between the flash and the thunder clap. Each second represents about 300 metres. If you can count less than 30 seconds between the lightning strike and the thunder, the storm is less than 10 km away and there is an 80 percent chance the next strike will happen within that 10 km. If you count less than 30 seconds, take shelter, preferably in a house or all-metal automobile (not a convertible top) or in a low-lying area. Lightning may strike several kilometres away from the parent cloud and precautions should be taken even if the thunderstorm is not directly overhead. Learn the 30-30 rule Take appropriate shelter when you can count 30 seconds or less between lightning and thunder. Remain sheltered for 30 minutes after the last thunder. 79
If caught outdoors: Keep a safe distance from tall objects, such as trees, hilltops, tents, and telephone poles. Avoid projecting above the surrounding landscape. Seek shelter in low-lying areas such as valleys, ditches and depressions but be aware of flooding. Stay away from water. Don t go boating or swimming if a storm threatens and land as quickly as possible if you are on the water. Lightning can strike the water and travel some distance from its point of contact. Don t stand in puddles even if you are wearing rubber boots. Stay away from objects that conduct electricity, such as tractors, golf carts, golf clubs, metal fences, motorcycles, lawn mowers, bicycles, metal tent poles, electronic devices. Avoid being the highest point in an open area. Swinging a golf club or holding an umbrella or fishing rod can make you the tallest object and a target for lightning. Take off s h o e s with metal cleats. You are safe inside a car during lightning, but don t park near or under trees or other tall objects which may topple over during a storm. Be aware of downed power lines which may be touching your car. You are safe inside the car, but you may receive a shock if you step outside. In a forest, seek shelter in a low-lying area under a thick growth of small trees or bushes. Keep alert for flash floods, sometimes caused by heavy rainfall, if seeking shelter in a ditch or lowlying area. If caught in a level field far from shelter and you feel your hair stand on end, lightning may be about to hit you. Kneel on the ground immediately, with feet together, place your hands on your knees and bend forward. Don t lie flat. If you are in a group in the open, spread out, keeping people several yards apart. Indoor Precautions: Before the storm hits, disconnect electrical appliances including radios and television sets. Do not touch them during the storm. Don t go outside unless absolutely necessary. Keep away from doors, windows, fireplaces, and anything that will conduct electricity, such as radiators, stoves, sinks, and metal pipes. Keep as many walls as possible between you and the outside. Don t handle electrical equipment or telephones. Use battery operated appliances only. Note: Persons who have been struck by lightning receive an electrical shock but do not carry an electrical charge and can be safely handled. Victims may be suffering from burns or shock and should receive medical attention immediately. If breathing has stopped, mouth-to-mouth resuscitation should be administered. If breathing and pulse are absent, cardiopulmonary resuscitation is required. 80
Myths and Facts Myth: If a thunderstorm has passed to the east, the danger is abating. Fact: Most thunderstorms move from the west to the east, but tornadoes can occasionally travel in the opposite direction. The 2000 tornado near Neepawa, Manitoba moved 10 km from east to west before it dissipated. Myth: If it is not raining, there is no danger from lightning. Fact: Lightning often strikes outside of heavy rain and may occur more than 16 km away from a storm. Use the 30-30 rule. If you count 30 seconds or less between lightning and thunder, seek shelter. Remain sheltered for 30 minutes after the last thunder. Myth: The rubber soles of shoes or rubber tires on a car will protect you from being struck by lightning. Fact: Rubber-soled shoes and rubber tires provide no protection from lightning. The lightning strike between the cloud, and the ground has potentially traveled thousands of metres through thin air; rubber soled footwear or tires are inconsequential. However, the metal shell of a car provides a pathway for the lightning strike to flow around the vehicle provided the car has a hardtop metal roof (not a convertible). Although such vehicles do not offer you absolute protection from lightning, you and others are much safer inside with your hands on your lap than outside during lightning. Myth: People struck by lightning carry an electrical charge and should not be touched. Fact: Lightning-strike victims carry no electrical charge and should be attended to immediately. Myth: Heat-lightning occurs after hot summer days and poses no threat. Fact: Heat-lightning is actually lightning from a thunderstorm too far away for thunder to be heard. However, the storm may be moving in your direction. On some occasions lightning from a line of thunderstorms may remain mostly aloft and not touch the ground, but this situation can change rapidly and you should seek shelter immediately when lightning is present. 81
Heat And Humidity As Risk Factors (an excerpt from the NCCP Multi-Sport Module: Planning a Practice Reference Materials) The challenges of exercising in the heat: key points During exercise, the muscles produce heat. This heat must be dissipated, otherwise the body runs the risk of overheating. Overheating can result in serious, potentially life-threatening injuries. Sweating is one of the heat-dissipating mechanisms of the body. When sweat evaporates, it cools off the body. Most sport activities lead to heat production and sweating. Evaporation of sweat works best when the air is dry. In moist, damp air, sweat cannot evaporate easily and cooling off is more difficult. If the air temperature is high during vigorous activity, participants can lose a significant amount of water through sweating. High temperatures and high relative humidity make it hard for the body to dissipate heat; heavy sweating occurs, but the water lost does not help to cool off the body. Under these conditions, participants run the risk of overheating. Water lost as a result of heavy sweating can lead to dehydration. Dehydration can reduce performance, decrease the body s ability to dissipate heat, and endanger health. During exercise in the heat, adequate hydration is a must. Participants must drink water whenever the risk of dehydration is present. Thirst is not a good indicator of a need for water. In fact, dehydration has already started if a participant feels thirsty. During most exercise conditions, the rate at which participants lose water exceeds the rate at which they can absorb it by drinking. This is accentuated during exercise in a hot environment. Therefore, participants need to drink fluids before they are thirsty. Children run a higher risk of overheating when exercising in the heat, because their sweating mechanism is not fully developed. In addition, children tend to not drink enough during exercise, in particular if the beverage is not flavoured. Humidex: A Guide To Assess The Risk Of Exercising In Hot And Humid Conditions The humidex describes how hot and humid weather feels to the average person. The humidex combines the temperature and humidity into one number to reflect the perceived temperature. Because it takes into account both heat and humidity, the humidex provides useful information about the risks of exercising in the heat. The table on the next page shows the humidex value for various air temperatures and levels of relative humidity. For instance, if the air temperature is 25 C and the relative humidity is 70%, the humidex is 32 C. This means that the sensation of heat when it is 25 C and the relative humidity is 70% is about the same as when it is 32 C and the air is dry (20% relative humidity). 82
RELATIVE HUMIDITY (%) 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100 20 20 20 21 22 22 23 24 24 25 25 26 27 27 21 21 22 22 23 24 24 25 26 26 27 28 29 29 22 22 22 23 24 25 25 26 27 27 28 29 30 30 31 23 23 24 24 25 26 27 28 28 29 30 31 31 32 33 T E M P E R A T U R E (C) 24 24 25 26 27 28 28 29 30 31 32 33 33 34 35 25 25 26 26 27 28 29 30 31 32 33 33 34 35 36 37 26 26 27 28 29 30 31 32 33 33 34 35 36 37 38 39 27 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 28 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 29 29 30 31 32 33 35 36 37 38 39 40 41 42 43 45 46 30 30 31 33 34 35 36 37 39 40 41 42 43 44 46 47 48 31 32 33 34 35 37 38 39 40 42 43 44 45 47 48 49 50 32 32 33 34 36 37 38 40 41 42 44 45 46 48 49 50 51 53 33 33 34 36 37 39 40 41 43 44 46 47 48 50 51 53 54 55 34 34 36 37 39 40 42 43 45 46 48 49 51 52 53 55 56 58 35 36 37 39 40 42 43 45 47 48 50 51 53 54 56 57 59 36 37 39 40 42 44 45 47 49 50 52 53 55 57 58 60 37 37 38 40 42 44 45 47 49 51 52 54 56 58 59 38 38 40 42 43 45 47 49 51 53 54 56 58 60 39 39 41 43 45 47 49 51 53 55 57 59 40 41 43 45 47 49 51 53 55 57 59 Range Of Humidex: Degree Of Discomfort And Risk Of Overheating During Exercise The guidelines below are provided for a heat acclimated, well-hydrated person. Humidex value Discomfort at rest Risk of overheating during exercise Below 24 C None Low to moderate 25 to 29 C None Moderate 30 to 39 C Some 40 to 45 C Great Above 45 C Great Risk of overheating even at rest High - Children should be monitored closely Very high - Exercise is not advised for children, older people, or individuals with a poor fitness level Extreme - Exercise is not advised for any participant 83
If the humidex is above 30 C, in particular if it exceeds 35 C: Tell participants to bring extra water or sport drinks; ensure there will be access to water during the practice or the competition, and bring a big jug of fluids. Tell participants to dress in loosely fitting, lightweight, and light-coloured clothes. Plan for low-intensity activities. Plan for shorter work bouts, with frequent and longer pauses. Schedule practices early in the morning or during the evening; avoid the hours between 9 a.m. and 6 p.m. Consider changing the location of the practice to a shaded area, or ask participants to bring umbrellas to create shade during breaks. Consider exercising indoors, in a facility with air conditioning. Consider alternatives to physical exercise. Other Safety Measures To Avoid Heat Injuries Plan for participants to have enough time to get used to the environment they will face in competition. Insisting on heat acclimatization may mean not entering competitions if participants cannot train in a similar climate for approximately two weeks beforehand. In order to protect participants (in particular young children) against the potentially harmful effects of ultra violet (UV) rays, the following is recommended: they should wear a hat or a cap with a visor; clothes should cover the upper part of the body, the neck, the arms and the legs; sun screen lotion (protection factor of 30 or more) should be applied on the exposed skin, including the face and the hands. Participants should not expose their body to the sun without effective protection when the UV index is high. Before exercise, participants should drink 400 to 600 ml of fluid. During exercise, participants should drink 150 to 250 ml of fluid every 15 minutes. Remind participants to drink, lead by example, and never restrict them from drinking during a practice or a competition. After exercise, participants should rehydrate by drinking as much fluid as thirst dictates, and even force themselves to drink. Beverages should be cool (8 to 10 C) and not too sweet; children prefer flavoured sport drinks and these promote drinking. Tell the participants to bring a personal water bottle with cold fluids to each practice or competition; inform their parents about the importance of hydration; make sure each bottle is clean and well identified. Tell the participants to monitor their hydration level by checking their urine. If it is dark, there is not much of it, and it has a strong smell, the participants are most likely dehydrated and should force themselves to drink. NB: Particular attention should be paid to these measures during the first few hot days of spring or summer, when participants are not yet acclimatized to hot and humid weather. 84
Cold As A Risk Factor (an excerpt from the NCCP Multi-Sport Module: Planning a Practice Reference Materials) The challenges of exercising in the cold: key points The colder the environment, the faster a participant s body temperature will decrease. During exercise in a cold environment, the skin can become wet as a result of sweating, or exposure to rain or snow. A wet skin surface cools the body faster than when it is dry. Temperature may drop considerably once the sun has set, which can quickly increase the level of risk associated with exercising in a cold environment. The wind magnifies the perception of cold, and increases the rate at which the body loses heat. This effect can be further amplified if the skin is wet. In cold weather, high humidity makes the temperature feel colder than air temperature indicates it is. Cold, dry air makes it difficult to breathe for some asthmatics, although it is generally easier to tolerate the cold when the air is dry. Children get cold much faster than adults, and their skin is more prone to freeze. People with less body fat usually have less tolerance for cold than those with more body fat. Muscles and other soft tissues that are cold are more susceptible to injuries such as pulls and tears, in particular if the efforts produced are sudden and intense. Wearing appropriate clothing can be a challenge when exercising in the cold. Clothes must protect against the cold, but at the same time they must not impair the body s ability to get rid of the heat produced during exercise. Heavy clothing can be cumbersome and interfere with movement; it can also increase air resistance in some sports where speed is critical. On the other hand, the thin clothing used in many sports often offers little protection from the cold and the wind. The type of fabric worn can either wick water from the body surface (i.e. synthetics such as polypropylene or Gore-Tex ) which results in less risk of heat loss, or trap it there (i.e. cotton or nylon) which results in greater risk of heat loss. Safety Measures To Avoid Cold Injuries When exercising in the cold: Ensure participants wear sufficient clothing for the conditions. Once the body has warmed up, and if the temperature is not too cold, consider removal of clothes during exercise to avoid excessive sweating. Have participants add a layer or use blankets to keep warm during breaks or pauses. Ensure participants hydrate when they exercise in the cold. Inform participants and their parents to consider the combined effect of cold and wind (i.e. the wind chill factor, see next section) when making decisions about how to dress rather than simply looking at the thermometer. Do the same when you make coaching decisions about the choice and the scheduling of activities. If possible, choose areas that are protected from the wind; avoid activities in open areas. Have participants or their parents bring a change of clothing, especially socks and underwear. Try to find a warm and protected spot to change. Allow additional time for warming up for training and competition; it takes longer to get the body warmed up and ready for sport in cold weather than it does in warm weather. 85
Game Day Nutrition Sport performance and healthy eating habits are linked in much the same way that a race car and the high octane gasoline that fuels the car are linked. To achieve optimal performance both the race car and the athlete require high quality fuel. Placing a substandard fuel in either the race car or the athlete s body will have the same result - a sub-standard performance. And in fact, bad fuel or lack of fuel will cause both the car and the athlete to break down or shut down. Furthermore, the longer the race, match or event lasts the importance of a quality source of fuel becomes even further magnified. Thus, during volleyball competitions that involve multiple matches per day and/or multiple day events, the coach and athlete must do the utmost to ensure quality nutritional practices are followed. At best, Game Day Nutrition should be an extension of an athlete s normal, high quality daily nutritional plan. The Canada Food Guide remains an athlete s and coach s best tool for ensuring that quality nutritional habits become the norm. What then, is the best fuel to feed the high performance athlete and how do we ensure that the fuel that the athlete requires for high performance utilized and optimized in the best possible way? In short, the major nutrients required by the high performance volleyball athlete each day, are: 5 to 15 servings of breads and cereals 5 to 15 servings of fruits and vegetables 2 to 6 servings of milk and milk products 2 to 4 servings of meat, fish and alternatives (Canada Food Guide) While energy demands vary based on factors such as; age, sex, body size, and the intensity and duration of the activity, the major source of this energy comes from carbohydrates. Breads, cereals, fruits and vegetables are the best source of carbohydrates for the athlete. Thus, game day nutrition must satisfy the body s needs for carbohydrates (fuel). It should also be noted that while protein is an important muscle building and rebuilding nutrient, volleyball players have normal protein needs typically about 1 gram of protein per kilogram of body weight. And as it relates to game day nutrition, protein is not a major source of energy as the athlete competes throughout the day. Specific Game Day Strategies Snacks - Snack throughout the day. The athlete should take a healthy Snack Pack with them to the competition site. Choose high carbohydrate snacks, and keep the snack servings small between matches. Post-Match - Within fifteen (15) minutes post-match, have high a carbohydrate drink, e.g. juice, special drinks, even clear soft drinks if that is the only drink available. Low-Fat - Avoid high fat foods such as fried foods, butter/cream sauces, mayonnaise and mayonnaise type salads, donuts, pastries, pies, cakes, whole milk and others. Hydration - The athlete should drink plenty of fluids. Dehydration is a major obstacle to optimal performance, as it inhibits muscular contraction and recovery. Problem Foods - Spicy foods, fibre rich foods, gas producing foods, foods containing caffeine, and alcohol should all be avoided. Waiting Periods - When the athlete has a 3-4 hour waiting period prior to their next match, a calorie total of 500-800 calories (primarily carbohydrates) is recommended. When the athlete has a 2-3 hour waiting period prior to their next match, a calorie total of 250-500 calories (primarily carbohydrates) is recommended. When the athlete has a waiting period of 1-2 hours, a calorie total of less than 250 calories (primarily carbohydrates) is recommended. A meal that is rich in fat or protein will require a longer waiting period. For further information, the coach and their athletes can acquire additional nutritional information with specific emphasis on nutritional requirements for high performance athletes, from the Sport Medicine and Science Council of Canada, and with SNAC (Sport Nutrition Advisory Committee). 86
Sample Meal Plan for 2 ½ Day Round-Robin Competition Day 1 (Matches at 10:00 am, 2:00 pm and 5:00 pm) Breakfast (7:15 am) Cereal with Skim Milk, Orange Juice, Toast with Jam or Honey, Fruit Yogurt Snack (8:45 am) Juice and/or Cookies MATCH (10:00 AM) Post-Match Drink Snack (12 Noon) Vegetable Juice, Chicken Sandwich (no mayo or butter/margarine), Fruit Salad, Cookies/Muffin MATCH (2:00 PM) Post-Match Drink Snack (3:30 pm) Muffins/Cookies, Juice or Clear Soft Drink, Add Yogurt Drink or Low Fat Cheese if Hungry MATCH ( 5:00 PM) Post-Match Drink Dinner (8:00 pm) Chicken Stir-Fry, 500 ml Rice, Fruit Salad, Cake, Choice of Drink Snack (prior to bed) If hungry, have a high carbohydrate snack. Day 2 (Matches at 9:00 am, 1:00 pm and 7:00 pm) Breakfast (6:30 am) Toast with Jam/Jelly/Honey, Juice, Low Fat Milk, Fruit Salad MATCH (9:00 am) Post-Match Drink Snack (11:00 am) Low-fat Cheese, Soda Crackers, Juice, Granola Bar/Muffins, Orange/Grapefruit Sections MATCH (1:00 pm) Post-Match Drink Lunch (3:00 pm) McDonald s (McDLT - no mayonnaise), Orange Juice or Soft Drink, Salad (low cal dressing), Cookies, Low- Fat Milk Snack (5:00 pm) If hungry, choose a high carbohydrate snack. MATCH (7:00 pm) Dinner (9:00 pm) Vegetarian Pizza, Juice, Milk, Soft Drink, Fruit Salad Day 3 (Match at 1:00 pm) Breakfast (8:00 am) Eggnog/Juice, French Toast (no butter), Syrup, Low-Fat Cheese or Lean Ham, Milk/Juice Snack (11:00 am) Juice, Sandwich (no butter/mayo), or Muffins, or Low-Fat Cheese, or Boiled Eggs, Milk MATCH (1:00 pm) Post-Match Rehydrate, and eat as you wish. Carbohydrate Content of Various Foods 0 to 5 Grams per Portion 6 to 10 grams per Portion 11 to 20 Grams per Portion 21 to 30 Grams per Portion Cheese Soda Crackers (4) Milk Yogurt Drink Tofu Wheat Bran Plain Yogurt Milkshake Meat, Fish, Poultry Popcorn, Potato Chips Seeds, Nuts Soya Milk Butter, Margarine, etc. Bran Muffin Cooked Flours and Grains Cream Soup Eggplant Grapes Bread Instant Breakfast Broccoli, Cauliflower Grapefruit Pasta Whole Grain Cereal Asparagus Peach Refined Cereal Melba Toast Lettuce Avocado Berries, Cherries Cantaloupe Celery Spinach Sweet Biscuits Pastries - sweet buns, croissants Green Pepper Carrot Honeydew Melon Apple, Pear Olives Meatloaf Kiwi Banana Diet Soft Drinks Wine Orange Dried Fruit Condiments Plum Regular Soft Drink Coffee, Tea Raisins Fruit Juice, Fruit Drinks 31 to 50 Grams per Portion 51+ Grams per Portion Canned Fruit Fruit Yogurt Chocolate Milk Green Peas, Corn Milk Pudding Rice Pudding with Raisins Sugar, Syrup, Jam Legumes Cake Potato Bread Sticks 87
Level 1 Evaluator Training Materials 88
Level 1 Volleyball Evaluation Pathway Overview Evaluation within the Level 1 Volleyball NCCP is a multi-step process with several different pathways to a successful final evaluation for certification possible. Phase 1 Assessment The first phase in the process is a Formal Assessment. This Assessment takes place within Volleyball Workshop 1. The final session in Workshop 1 is the Formal Assessment. This Formal Assessment serves two purposes: 1. To assess the coach s current competencies so that an action plan for further professional development can be established. 2. To determine the correct Level 1 evaluation pathway for the candidate coach. The Assessment occurs within the Workshop and is conducted by the Workshop s LF (who is also a highly experienced and certified Level 1 Evaluator). It utilizes a similar process to the one which will be experienced by the candidate coach during their On-Site Final Evaluation. During the Assessment, the coach s readiness for evaluation is assessed and based on the outcome of the Assessment, one of three possible pathways are recommended. 1. A recommendation that Workshop 1 and the Formal Assessment be repeated. In the event of a very poor assessment, where few of the required evaluation evidences are observed it is recommended the coach repeat Workshop 1. 2. A recommendation that the coach be formally evaluated by a Level 1 Learning Facilitator. Level 1 LFs are the most experienced Level 1 Evaluators within the volleyball NCCP. An LF who recommends this pathway to a candidate coach has identified that the coaching skills and knowledge demonstrated by the coach are not yet near the standards established for the program and that there is a high potential the coach may not obtain a successful On-Site Final Evaluation without additional education, training, and/or mentoring. In this situation, it is recommended an Evaluator who is also a trained LF is the best person to help this candidate progress through their On-Site Final Evaluation and ensure all appropriate standards are completed. When this recommendation is suggested, the LF who initially makes the recommendation is also expected to develop with the coach an appropriate action plan to prepare for the On-Site Final Evaluation. 3. A recommendation that the coach be formally evaluated by a Level 1 Evaluator. This is the most common outcome of the Workshop 1 Assessment. An LF who recommends this pathway to a candidate coach has identified that the coaching skills and knowledge demonstrated by the coach are at or near the standards established for the Level 1 program and that the coach should proceed with the most common evaluation process. Phase 2 Portfolio After completing Phase 1 and assuming all other required learning experiences for the program have been successfully completed, coaches become eligible to build their portfolio in preparation for an On- Site Final Evaluation. The Portfolio project includes several assignments: Describing your coaching context. Developing an Emergency Action Plan (EAP). Observing another coach s practice session. Developing 40 hours of written and properly structured practice plans. Phase 3 On-Site Final Evaluation Once a coach has completed the Portfolio project, he/she becomes eligible for the final phase of the program, the On-Site Final Evaluation. Upon successful completion of the On-Site Evaluation, the coach is considered certified. 89
Introduction Evaluation in the National Coaching Certification Program (NCCP) is the process used to determine whether coaches meet NCCP coaching standards for certification. Evaluation in the NCCP is based on a systematic approach to determining whether coaches meet NCCP standards. This approach has three key components: 1. Outcomes 2. Criteria 3. Evidence Outcomes: These are the overall tasks coaches must be able to perform. There are seven overall tasks that capture what coaches in the NCCP need to be able to do. These are called NCCP outcomes, and they are: 1. Provide Support to Athletes in Training, 2. Make Ethical Decisions 3. Plan a Practice 4. Analyze Performance 5. Support the Competitive Experience 6. Design a Sport Program 7. Manage a Program Volleyball s Level 1 program evaluates the first four of these outcomes: 1. Provide Support to Athletes in Training, 2. Make Ethical Decisions 3. Plan a Practice 4. Analyze Performance Criteria: These are the components of an outcome that will be evaluated. Every outcome is associated with one or more criteria which is specific to the coaching context. The quantity and quality of criteria associated with a particular outcome contribute to the NCCP minimum standard for evaluation. Evidence: This is what the Evaluator must observe and measure to confirm that the candidate meets the NCCP standard for each criteria. All criteria are associated with one or more pieces of evidence. Evidence is what the coach actually does. It is observable and measurable. Together with the outcomes and criteria, the evidence is used to determine the NCCP minimum standard for evaluation. Role of an Evaluator The role of an Evaluator is to determine a coach s ability to demonstrate the achievement of coaching outcomes within a designated context. In order to successfully complete the evaluation process, accredited evaluators must be able to: Manage administrative and logistical aspects of the evaluation. Use appropriate observation methods to determine achievement of criterion. Correctly interpret the verification of evidences to identify evaluation of criterion. Facilitate coach debrief to verify evidences, provide feedback and create an action plan. 90
Evaluating and debriefing coaches in the NCCP evaluation process involves: A. Portfolio Evaluation B. Prebrief C. On-site observation D. Debrief E. Action Planning F. Reporting A. Portfolio Evaluation The portfolio evaluation enables the Evaluator to determine the readiness of the coach candidate for the formal observation. The coach must contact an evaluator (either directly or by having an evaluator assigned to them vis their provincial/territorial volleyball association), schedule a formal evaluation, and submit all required portfolio pieces in advance of the formal observation. The evaluator must review the portfolio using the appropriate evaluation tools and then communicate the feedback to the coach as part of the debrief and action planning process at the conclusion of the formal evaluation. Successful completion of the required portfolio pieces allows the formal evaluation to proceed. When the formal observation is scheduled, the Evaluator begins the Prebrief process. B. Prebrief The pre-brief occurs in advance of the formal observation to determine: o The coach s objective for the practice/lesson that will be observed. o Confirmation of the practice/lesson plan. o The indicators of success the evaluator will use to measure the standard for certification. The prebrief should last between 15 and 30 minutes and is ideally conducted face to face. During the prebrief, the Evaluator must: o Explain the process of the evaluation (emphasizing the observation). o Review the Evaluation Tool; the Outcomes, Criteria, and Evidence; and the Standards for Certification. o Answer any questions the coach may have. o Ensure the coach understands the process, Evaluation Tool, and standards. It is also hoped that the evaluator will use the prebrief to develop a positive and supportive relationship with the coach. Here are some questions evaluators can use to help this happen: o What are your goals for the practice/lesson? o What is your comfort level with this particular participant/athlete group? o What is your plan for reaching your goals? o What do you see as the biggest challenge in reaching your goals? o What is your plan for introducing your goals? 91