LeveL 2 olleyball Canada · PDF file3h30 sitting area Wsitting area W W KS P C CL DES ... 23 CCP Assessment ... t L e v e l 2 I n-t r a i n i n g

LeveL 2

Coach Workbook

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BeACHvOLLeYBALL

http://www.ltad.ca

© This document is copyrighted by the Coaching Association of Canada (2011) and its licensors. All rights reserved. Printed in Canada.

The programs of this organization are funded in part by Sport Canada.

The National Coaching Certifi cation Program is a collaborative program of the Government of Canada, provincial/territorial governments, national/provincial/territorial sport organizations, and the Coaching Association of Canada.

PARTNERS IN COACH EDUCATION

Workshop materials developed by: Doug Anton

Contributing Editors: Ian Allan Ed Drakich Kristine Drakich Jim Cooke

© Volleyball Canada and the Coaching Association of CanadaLevel 2 Beach Volleyball - Coach WorkbookUpdated - March, 2011

i

0h00 on court Practical Workshop and Assessment (150 min)2h30 on court Coach Feedback (60 min)3h30 sitting area W��KS��P C��CL�DESsitting area W��KS��P C��CL�DES W��KS��P C��CL�DES

0h00 sitting area Level 1 Evaluator Training (60 min) �eview the evaluation methods and tools Reviewtheprocessfordebriefingacoach 1h00 on court Practical Session #1 (180 min) Vertical drill integration in the 3 different parts of the training session4h00 SESSI�� 3 C��CL�DES

0h00 sitting area �esponsible Coaching (30 min)0h30 on court Practical Session #2 (180 min) Vertical drill integration in the same part of a training session3h30 sitting area Competition Management (30 min)4h00 SESSI�� 3 C��CL�DES

Session 10h00 sitting area Workshop Introduction (45 min) Welcome and �egistration Introduction to Beach Volleyball �eview of Level 1 Expectations of Level 20h45 sitting area Long-Term Athlete Development (30 min)1h15 sitting area Basic Seasonal Planning (45 min) Mid Season Planning2h00 sitting area Developing Practice Plans (45 min)sitting area Developing Practice Plans (45 min) Developing Practice Plans (45 min) Components of a Practice �isk Factors Coordination of Drills Drill Selection and Structure2h45 on court Skill Variation and Tactics for Beach (75 min) Skills Analysis Model �ow to �bserve Skill Variation (and/or Advanced Tactics)4h00 SESSI�� 1 C��CL�DES

Session 2

Session 3

Session 4


ii

Table of ContentsAbout This Workbook........................................................................................................................................ iiiWorkshop Introduction......................................................................................................................................1Certification Recommendations....................................................................................................................2Coach Development Model..............................................................................................................................3Participant Development Model.....................................................................................................................4Outcomes and Objectives.................................................................................................................................5Seasonal Plan Assignment...............................................................................................................................7

Coaching Context.................................................................................................................................................................................8Assessment of Sport Demands (Key Performance Factors).................................................................................................9Athlete Assessment...........................................................................................................................................................................10Identify the Competitive Season....................................................................................................................................................11

Practice Design Assignment.........................................................................................................................13Self Inventory Guide..........................................................................................................................................16Final Evaluation by a Level 2 Evaluator....................................................................................................23

�CCP Assessment Tool...................................................................................................................................................................23�CCP Assessment Summary........................................................................................................................................................24Description of Level 2 Evaluation Criteria..................................................................................................................................25

Supplemental Reference Materials.............................................................................................................29Seasonal Planning Considerations for Volleyball....................................................................................................................30The Training Session to Develop the Player.............................................................................................................................33Technical-Tactical Development of the Player..........................................................................................................................37Philosophical Premises of Drill Design........................................................................................................................................38The Fundamentals of Drill Construction......................................................................................................................................40Modifying Faulty Skill Execution....................................................................................................................................................46The Fundamentals of Doubles Play.............................................................................................................................................48Basic Beach Volleyball Skills..........................................................................................................................................................49Skills Analysis Model.........................................................................................................................................................................50Emergency Action Plan....................................................................................................................................................................57�isk Management and Safety Checklist.....................................................................................................................................58Physical Training for Volleyball......................................................................................................................................................59Sport Psychology and the Coach..................................................................................................................................................61Ethical Decision Making In Sport..................................................................................................................................................68Severe Weather..................................................................................................................................................................................78Game Day �utrition...........................................................................................................................................................................86

Level 1 Evaluator Training..............................................................................................................................88Level.1.Evaluation.Pathway.Overview.....................................................................................................................................................89�CCP Evaluation Tool......................................................................................................................................................................99Description of Level 1 Evaluation Criteria................................................................................................................................100Level 1 Evaluator Evaluation Tool...............................................................................................................................................103


iii

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 assignments2. The in-course assignments3. Additional supplemental materials

This workbook is to be provided to the participant a minimum of seven (7) days prior to the 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 ExpectationsTheLevel2beachvolleyballworkshophasrecentlybeenupdatedtofitthenewNCCPsystem.The new �CCP utilizes competency-based and outcomes-based approaches and the Level 2 workshopmaterialsarereflectiveofthesenewapproaches.Asignificantportionoftheworkshoprequires the coach to demonstrate his/her coaching abilities and understanding of essential coaching concepts.

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

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

The assignments need to be completed prior to attending the Level 2 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.


iv


1

Workshop IntroductionThe Level 2 Beach Volleyball Workshop, attempts to build on the concepts presented in the Level 1 Volleyball CertificationProgram.Thisisanintermediatebeachvolleyballcoachingworkshopandisintendedforcoacheswho 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 2Beach Volleyball

Certification Process

Level 2

Certifi

ed

Co

urs

ea

sse

ssm

en

t

Level2

In-tra

inin

g

Competition Introduction Multisport Modules

(Parts A & B)

Develop Beach Volleyball Coaching

Portfolio

Observationand

Debrief

Co

ach

sta

rting

po

ints

Level 2

Tra

ined

Co

urs

ea

sse

ssm

en

t

VolleyballWorkshop 1

BeachVolleyball

Workshop 2

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

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

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


2

Certification RecommendationsLevel 1 Level 2 Level 3 Level 4

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

Learning to WinLearning to WinTraining to Win

Athlete Context

14 & Under16 & Under

middle school

abled and standing disciplines integrated

16 & Under18 & Underhigh school


18 & Under21 & Under

provincial teams college/university


National teamsNational team

Development ProgramsUniversity

abled and standing disciplines separate

In Training Completion of the Volleyball Workshop 1

Completion ofVolleyball Workshop 1 & Beach

Volleyball Workshop 2

Completion ofVolleyball Workshop 1 and Beach

Volleyball Workshops 2 & 3

Acceptance intoLevel 4 program

Trained

A. Level 1 IN-TRAINING designation

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

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

*or NCCP Theory 1

A. Level 2 IN-TRAINING designation

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

Programe. Teaching/Learningf. Teaching Basic Mental Skills

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

*or Level 2 Theory

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

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

Effectivelye. Prevention and Recoveryf. Developing Athletic Abilities

*or Level 3 Theory

Contact Volleyball Canada

Certified

A. Level 1 TRAINED designation

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

coaching contextb. An Emergency Action Plan

(EAP)c. A completed Practice

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

d. 40 hours of properly structured written practice plans.

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:mostLevel2certifiedcoacheshave been trained as Level 1 Evaluators.

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

Volleyball Coaching Portfolio:a. A description of your coaching

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

Observation Form from observing a practice directed byaNCCPcertifiedbeachvolleyball coach (a Level 3 orhighercertifiedcoachisrecommended).

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

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.


*Note:mostLevel3certifiedcoacheshavebeen trained as Level 2 Evaluators.

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

Volleyball Coaching Portfolio:a. A description of your coaching contextb. 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 directedbyaNCCPcertifiedbeachvolleyball coach (Level 2 or higher howeveraLevel3orhighercertifiedcoach is recommended).

h. A completed Tournament Observation Form from observing a tournament directedbyaNCCPcertifiedbeachvolleyball coach (Level 2 or higher howeveraLevel3orhighercertifiedcoach is recommended).

i. Verificationofonefullseasonoftraining (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.


Contact Volleyball Canada


3

IndoorB

each

Com

munity Sport Stream

Instruction StreamC

ompetition Stream

Volleyball Canada - C

oach Developm

ent Model - Indoor &

Beach

Novem

ber 18, 2004

Atom

ic VolleyballLearning to Train

Com

munity C

entres, Clubs, S

chools

Mini Volleyball

FUN

damentals

Com

munity C

entres, Clubs, S

chools

Level 1Training to TrainIndoor and B

each

Level 4Learning to W

inTraining to W

inA

ble and Disabled

Level 4Learning to W

inTraining to W

in

Level 3Training to C

ompete

Learning to Win

Able and D

isabled

Level 3Training to C

ompete

Learning to Win

Able and D

isabled

Level 2Learning to C

ompete

Able and D

isabled

Level 2Learning to C

ompete

Able and D

isabled

Entry

Entry


4

Volleyball Canada - P

articipant Developm

ent Model - Indoor &

Beach

Novem

ber 18, 2004

Learning to TrainC

omm

unity Centres, C

lubs, Schools

Youth 9-12

FUN

damentals

Com

munity C

entres, Clubs, S

choolsC

hildren 6-10

Training to TrainM

iddle School athletes

14 and Under

16 and Under

Able and D

isabled

Learning to Win

Training to Win

National Team

sA

ble and Disabled

Learning to Win

Training to Win

National Team

s

Training to Com

peteC

anada Gam

es,C

ollege, U

niversity,21 and O

lderA

ble and Disabled

Training to Com

peteC

anada Gam

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nderA

ble and Disabled

Learning to Com

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College and U

niversity18 and U

nder21 and U

nderA

ble and Disabled

Learning to Com

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igh School athletesC

ollege and University

18 and Under

21 and Under

Able and D

isabled

Sport for LifeC

omm

unity Centres, C

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dult Recreation

IndoorB

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Entry

Entry

Com

munity Sport Stream

Instruction Stream C

ompetition Stream


5

Level 2 Beach Volleyball ProgramOutcomes and Objectives

NCCP Outcome Training Details Evaluation Details

Make Ethical DecisionsApply a 6-step ethical decision-making process

•

Complete the Competition-Introduction Make Ethical Decisions multi-sport module.�nderstand the importance of developing a personal coaching philosophy (Volleyball Workshop 1).�nderstand the CAC Code of Ethics (Volleyball Workshop 1).Reflectontheimportanceofbehavingrespectfullytowardparticipants,officials,parents,andspectators(BeachVolleyballWorkshop2).

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 �CCP.

•

•

••

–

–

Successful completion of the Make Ethical Decisions online evaluation for the Competition-Introduction context.

•

Provide Support to Athletes in TrainingEnsure that the practice environment is safe.Implement an appropriately structured and organized practice.Make interventions that promote learning.

•

•

•

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 specifictactics(BeachVolleyballWorkshop2).Learn how to select appropriate basic offensive and defensive strategies (Beach Volleyball Workshop 2).

Defensive system of playBasic serve reception tacticsBasic offensive tactics

Learn to run/manage a two-hour coaching session.

•

•

••

•

–––

•

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).

•

•

Plan a PracticeIdentify appropriate logistics for practice.Identify appropriate activities in each part of the practice.Design an Emergency Action Plan.

•

•

•

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).

•••

•

•

Evaluation of one practice plan.Evaluation of an Emergency Action Plan (EAP).

•

•

Analyze PerformanceDetect errors in performance.Correct errors in performance.

•

•

�nderstand how to explain and demonstrate the general concepts of how to play the game of volleyball indoor and beach (Volleyball Workshop 1).�nderstand 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, post-contact) (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�verhead passServeSpikeBlock

•

•

•

••

–––––

A formal observation (or via video or DVD) of the coach working with a volleyball team of appropriate level during training.

•


6

NCCP Outcome Training Details Evaluation Details

Support the Competitive Experience

Prepare for readiness in competition.Make effective interventions during and after the competition.�elp athletes to be mentally prepared for competition.Give basic nutritional advice.

•

•

•

•

Complete the Competition-Introduction Basic Mental Skills multi-sport module.Complete the Competition-Introduction �utrition multi-sport module.Learntherolesofofficials,coaches,players,andminorofficials(VolleyballWorkshop 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.

•

••

•

••

–––

–

�ot evaluated.•

Design a Sport Program

�utline program structure based on available training and competition opportunities.Identify program measures to promote athlete development.Develop practice plans that include seasonal training priorities.

•

•

•

Complete the Competition-Introduction Design a Sport Program multi-sport module.Know the rationale for season planning (Volleyball Workshop 1).�nderstand the LTAD requirements for the context in which you coach (Volleyball Workshop 1).�nderstand how to design a seasonal program emphasizing the development of technical and tactical aspects for the sport of volleyball (Beach Volleyball Workshop 2).�nderstand how to structure a seasonal program into three major training blocks (Beach Volleyball Workshop 2):

Early seasonMid seasonLate season

�nderstand how the following principles can be incorporated into a volleyball season plan (Beach Volleyball Workshop 2):

Physical componentsMental componentsTechniquesTactics/strategy

•

••

•

•

–––

•

––––

�ot evaluated.•

Manage a ProgramMange administrative aspects of the program and oversee logistics.�eport on athlete progress throughout the program.Develop strategies to address and resolve conflicts.

•

•

•

�nderstanding of LTAD as it relates to their coaching context (Volleyball Workshop 1).Learnhowtomanagesituationsandpotentialconflictsrelatedtoinjury,recruiting, and team rules (Beach Volleyball Workshop 2).

•

• �ot evaluated.•


7

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

The AssignmentIf.you.are.not.familiar.with.seasonal.planning.then.we.suggest.you.read.some.of.the.enclosed.seasonal.planning.reference.materials.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.


�

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

Coaching Environment

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

Brieflydescribeyourabilities(i.e.,skills,knowledge,experience,responsibilities)

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

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

Training Situation

Practices/week Length of each practice Total hours/week

League or club regulations that influencethetrainingprocess

�estrictions of facilities, equipment, etc.

Sport Science �esources

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


�

Volleyball.TechniquesTechniques HIGH MOD LOW %

Basic.Skills

Basic.Skill.Variations

Proper.Skill.Execution

Other:

Other:

Competition.Tactics.&.StrategiesTactics/Strategy HIGH MOD LOW %

Individual.Tactics

Team.Tactics

Read.and.React.Abilities

Practical.Knowledge.of.Team.FormationsResponse.variations.for.similar.situations

Position.Specialization

Other:

Other:

Physical.Conditioning.and.Motor.SkillsPhysical/Motor HIGH MOD LOW %

Motor.Skills.(agility,.balance,.coordination)

Speed

Strength

Power

Aerobic.Endurance

Anaerobic.Endurance

Other:

Other:

Mental.and.Psychological.QualitiesMental/Psychological HIGH MOD LOW %

Goal.Setting

Concentration/Focus

Optimal.Performance.State

Winning.Attitude

Other:

Other:

Assessment of Sport Demands (Key Performance Factors)Based on the competitive level you identified in the previous step, 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.


10

Volleyball Techniques

Tactic/Strategy SUP +AVG AVG -AVGBasic.Skills

Basic.Skill.Variations

Proper.Skill.Execution

Other:

Other:

Tactics and Strategies

Tactic/Strategy SUP +AVG AVG -AVGIndividual.Tactics

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

Other:

Other:

Physical Conditioning and Motor Skills

Physical/Motor SUP +AVG AVG -AVGMotor.Skills.(agility,.balance,.coordination)

Speed

Strength

Power

Aerobic.Endurance

Anaerobic.Endurance

Other:

Other:

Mental and Psychological Qualities

Mental/Psych SUP +AVG AVG -AVGGoal.Setting

Concentration/Focus

Optimal.Performance.State

Winning.Attitude

Other:

Other:

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


11

Identify the Competitive SeasonOnce. you. have. completed. the. assessment. of. your. athletes,. the. next. step. is. to. identify. when. your. team. will. be.competing..It.is.important.to.review.your.competitive.schedule,.so.you.get.a.better.understanding.of.when.your.priority.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

Environmental Factors

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

Sport SystemLTAD – Sport Excellence is Complex

Moral and socialdevelopment

Mentalskills

MentalPreparation and

Game PlanTeam

Dynamics

Mental Development

Sport Equipment

Team Tactics Skills

Strategies and Game

Plan

Individual Tactics Skills

Technical Skills

Physical Development

Nutrition

Motor Skills Health and

Anthropometry

Muscular Strength

Energy Production

Systems

Sport Performance


12

CompetitionsCompetition Dates Importance

1

2

3

4

5

6

7

8

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

1

2

3

4

5

6

7

8

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

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.PreparationSpecific PreparationCompetition.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.


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Level 2 Beach Volleyball WorkshopPractice 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:

• WritedrillsthatareintendedforuseduringaSpecificPreparationPhase(midseason)practice.• The drills should be deliverable on one court.• The drills should be executable with 6 athletes, designed for athletes between 14 and 1� years of age and for

athletes with abilities appropriate for competition in a provincial championship.

Eachdrillshouldreflectoneofthe3partsofastandardtrainingsession:• 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

increasingtechnical,tactical,and/ordecisionmakingproficiency.• 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.

�elevant 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 �eference Materials – The Training Session to Develop the Player• Workbook �eference Materials – Tech.-Tact. Development of the Volleyball Player• Workbook �eference Materials – Philosophical Premises of Drill Design• Workbook �eference Materials – Fundamentals of Drill Construction• Workbook �eference 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 counter-attack. 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.


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Candidate N

ame:_______________________

Seasonal Phase:____________

D

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AN

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RITER

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Candidate N

ame:_______________________

Seasonal Phase:____________

D

ate:_______________TIM

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TIVED

RILL O

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AN

IZATION

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Date NCCP Number: CC

CoachSurname First �ame

Level 2 Beach Volleyball WorkshopSelf 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.


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

Technical Tactical

Spike.Serve

1. 1.

2. 2.

3. 3.

Hand.Setting

1. 1.

2. 2.

3. 3.

Underhand.(bump).Setting

1. 1.

2. 2.

3. 3.

Overhand.Dig

1. 1.

2. 2.

3. 3.

Roll.Shot

1. 1.

2. 2.

3. 3.

Peeling

1. 1.

2. 2.

3. 3.

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?


1�

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.


1�

R

8... Show.the.ideal.location.for.a.serve.receive.pass.in.each.of.the.following.four.diagrams.

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 Blocker responsibilitiesB = BlockerD = Defender


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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 �igh

Low Medium �igh

Low Medium �igh

Intensity Low Medium �igh

Low Medium �igh

Low Medium �igh

Acquire % % %

Stabilize % % %

Integrate % % %


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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..


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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..


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Level 2 – VolleyballNCCP Assessment Tool

Coach NCCP number: CCSurname First �ame

Evaluation Criteria Needs Improvement

Meets Standard Comments

Writ

ten

Plan

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

Prac

tice

& D

rill I

mpl

emen

tatio

n

Implementation.of.Written.Plan

Explanation.of.Procedure brief clear

Demonstration Position.of.Participants Ball.Control Error.Detection Error.Correction Reference.Point.Reinforcement

Feedback

positive specific clear brief

Distribution.of.Attention

Workloadvolume intensity recovery

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

Safe

ty

Environmental.Risks Reinforcement.of.Competitive.Rules Activity.Risks Medical Profiles First-Aid.Kit Safety.Total

Res

pons

ible

C

oach

ing

Coach.Attire Respectful.Language Coach.Behaviour Interactions.Occur.with.all.Athletes Expectations.for.Athlete.Behaviour Responsible.Coaching.Total

Assessor NCCP Number: CC

Signed Date

TOTAL UNSHADED ITEMS ONLYShaded items are not formally assessed at Level 2. �owever 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.

Tota

l uns

hade

d ite

ms

only

Tota

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d ite

ms

only


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Level 2 – VolleyballNCCP Assessment Summary



Address Apt. Street

City Province Postal Code

Phone ( ) ( ) ( )�ome Business Fax

E-mail Birth Date

Level 2 Assessment Requirements (from Level 2 Assessment Form)

Assessment Component Score Standard Needs Improvement

Meets Standard

Written Plan 10 of 12

Practice and Drill Implementation 15 of 1�

Safety 3 of 3

Responsible Coaching 5 of 5

Recommendation

Repeat Level 2

Workshop• �ne (1) or less of the four assessment

components meet the standard.

Evaluation by a Level 2

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

the standard.

Evaluation by a Level 2 Evaluator • Three (3) or more of the four assessment

components meet the standard.

Assessor NCCP number: CCSurname First �ame

Address Apt. Street



E-mail

Assessor NCCP Number: CC

Signed Date


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Description of Level 2 Evaluation Criteria

Written Practice Plan

Basic Information Thewrittenplanidentifiesbasicinformationincludingdate,time,location,thenumberofathletes, their gender, and any logistical considerations.

Timeframes

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

Thedurationofthepracticeandeachpracticesegmentareadequatelyidentifiedonatimelineandareappropriatefortheageandabilitiesoftheparticipantsandofsufficientlengthtoinducethe desired training effects.

Written Plan Organization

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

Objectives

�easonable objectives have been outlined for all of the activities. The objectives: must be clearlyidentified,specific,andattainableandalso:

• Identifiyapurpose• Be appropriate to the context of the athlete• �elate to a technical or tactical component of volleyball.

Activity Descriptions

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

• The number of athletes.• Court positions of the athletes in the drill.• The path and circulation of the ball.• Court movements of the players.• �eturn point of the ball.• �ole of the athletes not involved in the drill (shaggers, feeders, supporters)• Rhythm,specificload,numberofseriesandrepetitions,resttime.• Delimitation of the space used.• �ole of the coach (active or passive)

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

Reference Points

Twotofourtechnicalpointsorreferencepoints(indicators)shouldbeidentifiedforeachpractice activity. These points should be tied to the objective of the drill and help the athletes focus on the objective and what to improve. These points can be utilized as a teaching tool, remind the coach where to focus observations, and assist in identifying what type of feedback should be supplied to the athletes during the activity.

Drill Sequencing

Activities are adequately sequenced during the practice to enhance learning (Acquire early in practice,Stabilizeinthemiddleofpractice,andIntegratelaterinthepractice)orforspecifictraining effects (see below).

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

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

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

Athletic abilities that can be improved in a state of moderate fatigue:•Stabilizationoftechnique(ofalreadyacquiredmotorpatternsindifficult/fatiguedconditions)• Lactic capacity• Maximal aerobic power• Strength endurance• �igh power aerobic endurance

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


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Practice & Drill Implementation

Implementation of Written Plan

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

Explanation of procedure

The coach 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.

Demonstration

The coach successfully demonstrates techniques or tactics as required, the demonstration is effective in providing a precise image for the athletes of what must occur, is appropriate for the skills to be focused on, and provides 1–3 key learning points.

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

Coaches can choose to demonstrate themselves or use other methods for demonstration when required.

Position of Participants

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

Ball ControlWhen the coach is active in a drill, is he/she able to handle the ball (throw-hit-serve) with the precisionandconsistencythatallowstheathletestoworkefficiently.Ifthecoachchoosestouse others (players, assistants, etc.) are these people are able to meet the control objectives identifiedabove.

Written Practice Plan (cont.)

Drill Appropriateness

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

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

Seasonal Appropriateness(not formally evaluated at Level 2)

Plannedactivitiesreflectandcomplementtheseasonalphase.

ExamplesGeneral Preparation Phase – primarily simple drills which promote learning, high level of same skill repetition.SpecificPreparationPhase–drillsbegintoresembleactualplayingconditionsbutstillhavesomestrictconditionstoallowforsignificantfocusonspecifictechnicalandtacticalobjectives.Competition Preparation Phase – “game-like” with 6 vs 6 drills and drills utilizing opposition being a common element.

Developmental Appropriateness

Planned activities are appropriate for and respectful of the developmental level of the athletes in the practice, appropriate for the drill and practice objectives described, and consistent with LTAD growth and development principles - thereby optimizing learning.

Game Transferability

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


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Practice & Drill Implementation (cont.)

Error detectionThe coach correctly analyzes the cause of performance errors based on an appropriate volleyball technical and tactical “referent model” during practice. If decision-making is involved, thecoachidentifiescriticaldecisionsand/ordecision-makingfactors(includingtimingofdecision)thatmustbeconsideredbyathleteswhileperformingspecifictechnicalelements.

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

Reference Point Reinforcement

Thecoachidentifiesfortheathletesthekeyreferencepointsoutlinedforeachactivityinthewritten 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.

Feedback

The coach creates opportunities to interact with all athletes, provides feedback, questioning, andinstructionthatclearlyidentifies:

• what and how improve• how and why these errors (or improvements) will impact performance (i.e. from technical,

tactical, or injury prevention perspectives):

Additional feedback parameters:

Positive: The coach regularly uses language that is positive in nature and reinforces successful behaviors/attempts or desired responses in a meaningful way. �egative 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). �egative feedback should usually be followed by positive feedback.

Specific Feedbackisspecifictothesituationanddirectlyrelatedtothecircumstanceidentified.

Clear The athlete(s) understands what they are being told, the coach regularly seeksconfirmationofthisunderstanding,andopportunitiesareprovidedwithopportunities to ask questions.

Brief The feedback is given in a succinct fashion that allows for immediate continuation of an activity.

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

Distribution of attention

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

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

Volume

The coach is able to attain a volume of contacts in training which conforms with planned volumesandconsiderstheoverallfitnessoftheathletes.

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

Intensity

The coach is able to demonstrate the ability to motivate/encourage athletes to perform at intensitylevelsintrainingwhichcomplementplannedvolumesandconsiderstheoverallfitnessof the athletes.

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


2�

Safety

Environmental Risks

Thecoachplansforandusesthefacilityinwaysthatreflectanawarenessofandcontrol 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.• �einforce 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.

Reinforcement of Competitive Rules

The reinforces and teaches the appropriate competitive rules to enable a safe practice environment.

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

Medical Profiles Medicalprofilesforeachathleteareavailableandcanbereadilyaccessedwhenneeded.

First-Aid Kit Afully-stockedfirst-aidkitisreadilyavailable.

RecoveryThe coach is able to recognize when recovery time needs to be provided and plan his/her sessions so that after intense efforts breaks are scheduled for rehydration as well as physical recoverysotheperformancequalityofatrainingsessiondoesnotsuffersignificantly.

Adjustment of Procedure(if required)

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


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

Respectful Language

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

Coach Behaviour The coach behaves in a manner that promotes a positive image of sport and respects participants.

Interactions Occur with all Athletes

The coach creates opportunities to interact positively with all athletes in all activities.

Expectations for Athlete Behaviour

Thecoachidentifiesappropriateexpectationsforathletebehaviourandreinforcestheseexpectations as required.


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Supplemental �eference Materials


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

GP - General Preparation Phase (early season)

The goal during this phase is to create the basic foundations necessary to improve performance. The coach should attempt to increase an athletes training capacity primarily through an increase in training volume. Improving an athlete’s strength, aerobic capacity, volleyball techniques, and individual skill tactics should be primary goals.

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

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

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

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

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

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

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


31

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

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

SP - Specific Preparation Phase (mid season)

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

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

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

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

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

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

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


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

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

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


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

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

Part 1 – AcquireEarly.in.the.training.session.is.the.time.when.your.players.are.likely.to.be.in.their.least.fatigued.state..The.rigours.of.training.have.not.yet.begun.to.fatigue.them.physically.or.mentally..This. is.typically.the.time.when.athletes.will.be.the.most.responsive.to.the. learning.of.new.techniques,.tactics,.or.decision.making.skills..Therefore.take.advantage.of.this.early.period.by.using.it.to.introduce.new.concepts.or.technical.skills.

Typically.during.this.period.you.are.going.to.want.to.keep.your.training.volume high.(a.large.number.of.repetitions).but.at.the.same.time.keep.the.training.intensity low.to.reduce.fatigue.and.ensure.the.athlete.is.able.to.handle.the.high.volume..Also.a.low.intensity.will.permit.a.higher.level.of.concentration.–.a.state.more.conducive.to.learning..Drills.are.usually.of.a.relatively.simple.nature.since.because.we.want.to.reduce.the.number.of.variables.the.athlete.needs.to.attend.to.so.we.can.better.focus.on.the.techniques,.tactics,.and/or.decision.making.skills.the.athlete.is.learning..More.complex.drills.will.likely.not.allow.us.to.focus.as.intensely.on.these.items.

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

Part 2 – StabilizeAs the training session progresses, the athlete’s ability to learn becomes slightly diminished. It is a good idea to transition your session from one.where.new.information,.skills,.etc..are.introduced.or.reviewed.to.one.where.the.focus.is.on.stabilizing or increasing the proficiency of known.concepts,.skills,.etc.

The.training.volume is reduced to a moderate level.in.this.part.of.the.training.session.so.we.can.increase the intensity.levels.experienced.by the athlete. To increase proficiency, we need to begin to increase the quality of execution as well as the speed with which execution occurs. In.addition,.we.may. increase.the.number.of.performance.variables.the.athlete.needs.to.attend.to.so.drills.usually.become.slightly.more complex..Drills.which.required.the.athlete.to.complete.a.basic.volleyball.sequence.of.actions.become.more.the.norm.

Part 3 – IntegrateTowards.the.end.of.your.training.session.work.on.integrating.stabilized.techniques,.tactics.and.decision.making.skills.into.game.like.situations..After.all,.the.ultimate.goal.of.any.training.is.to.improve.match.performance!

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

Drills.during.this.part.are.usually.game-like.or.some.sort.of.modified games..We.are.trying.to.integrate.skills.and.tactics.into.game.situations.or.get.them.“game.ready”.so.we.need.game.simulation.in.our.training.if.we.wish.to.accomplish.this.

Again,.depending.on.the.where.you.are. in.you.season,. the.number.of.drills.and/or. the. time.spent.on.this.part.of. the.practice.may.vary..Typically, early in the season you will spend less time on this part while towards the end of your season this part will likely take up a significant portion.of.your.training.time..Again,.see.the.charts.on.the.following.pages.for.more.information.


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

Main Themes: Highnumberofvolleyballcontacts Lowtomoderateintensity

Resttimelow

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

The Training Session Part IAcquire

Part IIStabilize

Part IIIIntegrate

Objectives Introductionofnewtechniquesandtactics

Increasingtechnical,tactical,ordecisionmaking proficiency

Employingtechniques,tactics,ordecision

makingingame-likesituations

Volume(workquantity) Numberofrepetitionsishigh

Amoderatenumberofrepetitions

Low to moderatenumberofrepetitions

Intensity(effortlevel)

Theworkloadislowtominimizefatiguetherebypermittingahighdegreeof

concentration

Moderate to High.Theexecutionisquickerandthequalityof

executionremainshigh

High.Thelengthoftheeffortisincreased

whichleadstofatigue.

Means(activitytypes) SimpledrillsDrillswhichcomplete

abasicvolleyballsequenceofactions

Game-likedrillsandmodified drills

Session example

Evolutionofthetrainingdurationthroughthephase.

Part I Part II Part III

Startofphase 70% 20% 10%

Endofphase 40% 40% 20%

Training Emphasis

Technical Emphasis Tactical Emphasis Physical Conditioning Emphasis

Mental Preparation Emphasis

50% 25% 20% 5%


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

Main Themes: Intensityaswellasactivetime/resttimemustgraduallymeetcompetitionrequirements,whilevolumeisreducedtomoderatelevels.

Session example





Training Emphasis



30% 40% 20% 10%



Part IIStabilize

Part IIIIntegrate










concentration



High.Thelengthoftheeffortisincreased






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THE TRAINING SESSION IN COMPETITION PREPARATION PHASE(CP Phase)

Main Themes: Thenumberofvolleyballcontactsorrepetitionsexceedscompetitionrequirementsfortheparticularskillortacticalcombination.Intensityisfrommoderatetohigh.Resttimeisincreasedbetweendrills.

Training Emphasis



15% 55% 15% 15%

Session example







Part IIStabilize

Part IIIIntegrate










concentration



Optimum.Thelengthoftheeffortisincreased





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


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Technical-Tactical Developm

ent of the Player

STE

PSTeaching the m

echanics of a skill

Skill stabilizationD

eveloping tactical intelligence

Integrating player/skill into a system

of playC

ontrolling player/skill efficiency in com

petition

Objectives

● Global skill acquisition

● Improving specific

technical details● Technique is

consolidated● Variant acquisition

● Develop player autonom

y on court

● Perform task w

ith less effort

● Control of uncertainty

● Improve reading cues

● Increase team tactical

knowledge

● Develop a system

of associative solutions

● Match-up w

ith our opponents

● Implem

entation of instruction relevant to the gam

e plan

● Pursuit of the same

imm

ediate objective by all m

embers

● Same interpretation of

opponent’s intentions in certain tactical situations

● Speed of execution synchronization and cooperation betw

een players im

plementing

tactical combinations

● Rhythm

ic, fluid skill execution

● Team’s variety of

responses for same

tactical situation

Conditions

● Artificial

● Constant and easy

● Controlled by the coach

● Individual performance

more closely associated

to the game context

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

● Absolute or approxim

ate gam

e like conditions● 6 players involved on

the court

Content

● Starting posture● M

oving to the ball● B

all contact posture● Propelling segm

ents● C

haracteristics of the hit

● Intensity● A

ccuracy● Sequence of m

otor skills● Execution at different

locations on the court

● Temporary and partial

phase of the game

● Reading cues and proper

motor response

● Implem

entation of team

formations and tactical

combinations

Means

● Simple drills

● Simple drills

● Drills of basic skills

sequence

● Simple drills w

ith opposition

● Com

plex drills● M

odified games

● Gam

e like drills● Scrim

mage

● Preparatory competition

TaskR

equirements

● Concentration

● State of readiness● C

oncentration● A

ssessment of ball flight

● Concentration

● Assessm

ent of ball flight● R

eading cues motor

response

● Concentration

● Assessm

ent of ball flight● R

eading cues● C

hoice of proper motor

response● M

emory


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

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

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

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

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

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


3�

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

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

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

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

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

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


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

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

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

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Drill.Variation.1Here.is.an.example.of.a.very.simple.GP.phase.drill.with.the.coach.attacking.the.ball.at.a.defender.(from.a.table)..The.goal.for.the.defender.is.to.successfully.dig.the.ball..Although.this.drill.could.conceivably.be.done.anywhere.on.the.court,.the.drill.has.been.organized.so.that.the.defender.is.digging.from.the.left.side.of.the.court.

C

Drill.Variation.2An.additional.defender.is.added.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.


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CDrill.Variation.3The.coach.is.replaced.by.an.attacker.(the.coach.tosses.the.balls.for.the.attacker).and.the.right.side.defender.now.also.assumes.a.blocking.role..The.blocker.has.the.option.of.blocking.or.peeling.as.the.situation.requires..Now.the.defense.must.dig.a.real.hitter.and.adapt.their.defensive.positioning.relative.to.the.block.

CS

Drill.Variation.4A.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.5The.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.


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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.PlayerThis. 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.DrillBy 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.ComponentsBeach.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.

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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.OptionsRestricting.the.tactical.options.of.the.players.in.a.drill.is.an.excellent.way.to.direct.play.towards.those.areas.you.wish.


43

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

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

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

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

Here’s an example of front court segmentation:

CS

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

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


44

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.

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

There.are.countless.methods.a.creative.coach.can.use.to.create.variation.in.his/her.drills..The.methods.described.above.are.a.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..


45

ObservationStep 1

Group ObservationShould.occur.at.the.beginning.of.each.activity.with.periodic.

double.checks.throughout.the.activityRationale Method

•. Ensures.procedure.is.respected•. To.detect.common.errors.among.

participants•. Identifies the most common errors

to.improve

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

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

Individual ObservationShould.occur.throughout.the.activity

Rationale Method•. Ensures.the.athlete.is.properly.

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

error.that.affects.the.desired.outcome

•. Choose.the.most.appropriate.angle.to.observe.the.skill

•. Do.not.let.yourself.become.distracted.by.the.ball

Error Detection3.possible.outcomes:

1.. Participant.does.not.successfully.engage.in.task2.. Participant.engages.in.the.task.but.the.outcome.is.not.being.achieved3. Participant is engaging in task but there are deficiencies in performance

Step 2

Analyze Potential CausesEquipment •. Fit/tuning

Environment•. Sun.or.Rain•. Auditory/visual.Distraction

Affective•. Fear/hesitation•. Not.involved/interested

Cognitive/Mental

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

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

Tactical•. Unable.to.select.appropriate.tactic.(decision.making•. Unaware.of.tactical.options•. Difficulty reading or recognizing cues

Technical •. Unable.to.effectively.or.consistently.execute.technique

Step 3

Select & Apply Corrective MeasuresModify/Adjust.Activity Teaching.Interventions

Adjust.equipmentAdjust.task.demandsRepeat.task/activityAdjust.progression

Adjust.tempoAdjust.volume.or.intensity

or

Help.or.reassureExplain.or.ask.questions

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

Use.re-focusing.or.visualization.strategiesDemonstrate.correct.technique/tactic

Provide.feedback.or.results

Step 3

Error Detection Tips

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

•. Identify.WHERE.the.error.occurs.in.the.skill.model:.(ready.position,.pre-contact,.contact,.post-contact)

Error Correction Tips

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

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

Error Detection and Correction Flow Chart


46

Modifying Faulty Skill Execution(skill transformation)

Thefirststeprequiredfordetectingfaultyskillexecutionistheuseofanobservationmodelorprocedure.We recommend the following reference points: player’s footwork patterns on the court - center of gravity flow-jointanglesatthemomentofballcontact.Thecoachshouldnotstopthedrillbeforemakingsurethat faulty execution is repeated quite regularly. �nce the fault is pinpointed, the coach should try to find its source.Has the player understood the proper execution?Does the player have an accuratemental image of the skill? �as 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. �nly video will be convincingenough.Isthereadeficiencyrelatedtophysicalconditioning?Isthestrengthandendurancesufficientlydevelopedtoupholdproperskillexecution?Doestheathletehavedifficultyinassessingballflight,speed,distances?

�nce 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 atfirst,withouttheball- thenintroducingtheball inconstantandeasyconditions-finallyproperskillexecution 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. �ave 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.

Thecoachmustbeawarethat it isverydifficultandtimeconsumingtotryandchangethetechniqueof stabilized motor skills. To modify the player’s skill execution because it is preventing the player from reachinghis/herpotential,isaprocessfilledwithmanyobstaclestoclear.WHY?Adeeplyrootedmotorstereotype cannot be removed or erased. We can only superimpose another motor skill on top of the firstone.Itislikeaddinganotherlayer.Consequently,thereexistsacertainstratificationofmotorskillexecution, 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. �yde conflictfortheathleteiscreated.Furthermore,successwithanewwayofperformingaskillinatrainingenvironment 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.�.f.K. (1�7�).

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


47

but over a short period of time. This is done in order not to overwork the nervous system. In the training session,thecoachshouldincludeotherskillstheathleteperformsverywelltokeeptheconfidencelevelup. The practice is characterized by many drill changes coupled with relaxation exercises. �o competition is introduced at this stage.

Step 2Theoldmotorstereotypestillpersistsandthenewskillexecutionisunstable.Itisaverydifficultstagefor the athletes. They struggle, and cannot reach the former performance level with the new skill. Further more,therearehugevariationsinperformingtheskilladequately.Confidencelevelsareshatteredanddoubt 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.Thereisdefinitelynocompetitionatthisstage.Theplayerhassuccessfullycompletedthe2ndstep when the coach notices a constant rising tendency in performing the skill correctly.

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

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

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

Step 4The athlete has achieved total mastery of the new technique. This stage is reached when the player is not required to concentrate on skill execution. �ather, 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 etal.(1975).Howlongeachofthestepsshouldlastisverydifficulttodetermineprecisely.Asimpleskillsuchasthefloaterservecouldtakeafewweeks,whileamorecomplexskilllikethespikecouldrequireseveral months.


4�

Component Key Considerations

Initial Positioning • Initial court positioning for serve reception• Initial court positioning for blocking/defending

Doubles team considerations for serve reception

• 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

Setting

• Setters releasing• Setter options• Preferred set locations• Ball trajectory/speed• Calling the defense• Covering the attack

Attacking

• Initial approach positioning• Final attack positioning•Identificationofattacklocation/direction• Selection of attack shot

Transition to blocker and defender

•Movement/flowofplayers(dynamicandcontinuouscycle)

Blocking

• block direction/responsibilities• communication with defender • When to block or when to peel• Transition to setter (or attacker)

Defending

• communication with blocker •Defensefinalposition• Court responsibilities• Transition to attacker (or setter)

Cycle of actions

• Serve • Serve Reception• Set• Attack• Defense

The Fundamentals of Doubles Play


4�

Basic Beach Volleyball SkillsKey Elements

Jump Serving●Tossisinfrontofthehittingshouldertowardthecourtendline●2,3,or4stepapproach●Left,rightortwo-handtoss●Contactoccursintheairwiththebodyfullyextended,withanopenhandandrelaxedwrist,and

with an aggressive follow through

Serve Receive●Identifyseam●Preparereceptionarea●Adjustpositionforenvironmentalconditions●Handstogether●Platformisstraight/keeptheactionsimple●Anglethearmsandfacethetarget

Setting●Releasefromservereception●Moveintosettingposition:usecross-overstep,watchpasser●Bodyisunderneaththeball●Contactisabovetheforehead●Handstaketheformoftheball●Bodyisfacingthetarget

Attacking●Fourbasicshots:thespike,therollshot,thepoke,andthecobra●Timingofthejump●Maximumheightinthejump●Contactwiththeballisinfrontofthehittingshoulder

Blocking●Startingposition1-2mfromnet;onefootinfrontoftheother●Selecttoblockorpeel●Alignmentwiththetrajectoryofthepathoftheattacker●Timingofthejump●Solidhands●Stabilityintheair


50

SKIL

LS A

NA

LYSIS M

OD

EL

Th

e Se

T

RELEA

SING

TO SET

PRE-C

ON

TAC

TC

ON

TAC

TPO

ST-CO

NTA

CT

- release from serve reception position

and move to setting position

- move w

ith crossover step- w

atch passer while in transition

- assess ball path and environmental

conditions- determ

ine whether contact w

ill be a hand-set or a bum

p-set- m

ove feet quickly into position to set (under the ball for a hand-set and behind the ball for a bum

p-set)

Hand-set

- same as the indoor volley except

contact is often more prolonged or

soft (deep-dish)- allow

for environmental conditions

Bum

p-set- sam

e as the forearm pass allow

for environm

ental conditions

- setter observes opponents’ defensive form

ation and recomm

ends a soft shot location

- looks to cover the attack

CO

MM

ON

ERR

OR

SPR

OB

AB

LE CA

USES

SUG

GESTED

CO

RR

ECTIO

NS


51

SKIL

LS A

NA

LYSIS M

OD

eL

Se

rv

Ice r

ec

epT

ION

PRE-SERV

EPR

E-CO

NTA

CT

CO

NTA

CT

POST-C

ON

TAC

T

- identify seam responsibilities

- prepare the serve reception area- adjust position for environm

ental conditions

- move quickly to appropriate position;

hands apart as the player moves

- hands join prior to contacting the ball- heels of the hands together “thum

bs m

atch”

- arm

s fully extended and straight- w

rists down to straighten elbow

s- arm

s away from

the body (shoulders shrugged in) to assure that the:a)

player can see the ball, his arms

and the targetb)

power can be absorbed ball

contacts forearms just above

wrists

- weight is transferred forw

ard w

hich may cause a step forw

ard- hips m

ove forward

- some backspin on the ball is

desirable

CO

MM

ON

ERR

OR

SPR

OB

AB

LE CA

USES

SUG

GESTED

CO

RR

ECTIO

NS


52

SKIL

LS A

NA

LYSIS M

OD

eL

Th

e STA

ND

INg S

er

ve

S

REA

DY

POSITIO

NPR

E-CO

NTA

CT

CO

NTA

CT

POST-C

ON

TAC

TB

all Placement

Body Position

Underhand

- feet parallel- arm

poised- side to net- ball at hitting level

Underhand

- about waist high

- in front of lead foot

Underhand

- weight transfer through ball

and in direction of target- straight arm

Underhand

- firm surface

- straight arm- “crisp” action

Underhand

- arm follow

s through facing target

- Weight

transfer tow

ards leading foot

Standing Float- opposite foot forw

ard- elbow

pulled back- facing net- ball held high

Standing Float- just above m

aximum

reach in front of hitting shoulder

Standing Float- w

eight transfer forward on

leading foot- “w

hip-like” arm action

Standing Float- large and firm

surface- arm

fully extended- “crisp” action

Standing Float - m

inimal follow

through- W

eight transfer

towards

leading foot

Standing Spin- opposite foot forw

ard- one or tw

o hand toss- elbow

pulled back after toss- facing net

Standing Spin- above m

aximum

reach and in front of hitting shoulder

Standing Spin - w

eight transfer forward on

leading foot- “w


Standing Spin - open hand and relaxed w

rist- straight arm- aggressive contact w

ith long follow

through

Standing Spin - aggressive

wrist

follow

through- arm

follows through facing

target- W

eight transfer

towards

leading footM

AJO

R ER

RO

RS

PRO

BA

BLE C

AU

SESSU

GG

ESTED C

OR

REC

TION

S


53

SKIL

LS A

NA

LYSIS M

OD

eL

Th

e Ju

Mp S

er

ve

S

REA

DY

POSITIO

NPR

E-CO

NTA

CT

CO

NTA

CT

POST-C

ON

TAC

TB

all Placement

Body Position

Spike Serve- position approx. 2-3m

behind end line

- one or two hand toss

- approach and jump is

completed (2-3 steps)

Spike Serve- in front of server (tow

ards the end line)

- height dependant upon both the m

oment of the toss and the

height of the contact point

Spike Serve- body is in the air- “w


Spike Serve- open hand and relaxed w

rist- body is in the air and fully

extended- aggressive contact

Spike Serve- A

rm follow

s through facing target

- long follow through

- player should land in playing court

Jump Float

- position approx. 2-3m

behind end line- one or tw

o hand toss- approach and jum

p is com

pleted (2-3 steps)

Jump Float

- in front of server (towards the

end line)- height dependant upon both

the mom

ent of the toss and the height of the contact point

Jump Float

- body is in the air- “w


Jump Float

- firm surface

- body is in the air and fully extended

- “crisp” action

Jump Float

- Minim

al follow through

- player should land in playing court

MA

JOR

ERR

OR

SPR

OB

AB

LE CA

USES

SUG

GESTED

CO

RR

ECTIO

NS

NO

TE - The serve is the first chance at offense: many coaches underestim

ate the importance of effective serving.


54

SKIL

LS A

NA

LYSIS M

OD

eL

Th

e AT

TAc

K

REA

DY

POSITIO

NPR

E-CO

NTA

CT

CO

NTA

CT

POST-C

ON

TAC

T

The Spike- A

pproach starts about 3m from

the net

- left foot forward

- weight on right foot

The Spike- left-right-left m

ovement

- player jumps to intercept the ball at

the highest contact point- players m

ust attempt to be “light on

their feet”

The Spike- high contact in front of hitting shoulder- open hand and relaxed w

rist- pow

er provided by the rotation of the trunk, arm

, forearm and hand.

The Spike- hitting arm

follows through

- contact the ground on both feet with

knees slightly bent

The Roll-Shot

- same as the spike

The Roll-Shot

- same as the spike

- full/aggressive jump is critical

The Roll-Shot

- contact in front of the hitting shoulder- open hand and relaxed w

rist- contact usually occurs w

ith the elbow slightly

bent and under the ball

The Roll-Shot

- the hand follows through up and over

the ball- contact the ground on both feet- knees slightly bent

The Poke- sam

e as the spike

The Poke- sam

e as the spike- full/aggressive jum

p is critical

The Poke- contact in front of the hitting shoulder- second knuckles turned over- w

rist is stiff- aggressive arm

swing w

hich almost stops at

contact

The Poke- little or no follow

through- contact the ground on both feet- knees slightly bent

The Cobra

- same as the spike

The Cobra

- same as the spike

- full/aggressive jump is critical

The Cobra

- contact in front of the hitting shoulder- hand stiff and fingers together- contact occurs on the top of the fingertips

The Cobra

- little or no follow through

- contact the ground on both feet- knees slightly bent

MA

JOR

ERR

OR

SPR

OB

AB

LE CA

USES

SUG

GESTED

CO

RR

ECTIO

NS


55

SKIL

LS A

NA

LYSIS M

OD

eL

Th

e BL

Oc

K

STARTIN

G PO

SITION

PRE-C

ON

TAC

TC

ON

TAC

TPO

ST-CO

NTA

CT

The Block

- 1-2 m aw

ay from the net

- one foot in front of the other- knees are slightly bent- forearm

s 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 low

er the centre of gravity

- shoulders shrug and hyper extension of elbow

The Block

- keep eyes open

- wrists held firm

and the fingers are spread outw

ard- penetration of the arm

s/hands on the opponent’s side of the court

The Block

- athlete draws the arm

s 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- sam

e as for the block

The Peel-

aggressive push off the front foot and sprint to back court

- back pedal, forw

ard sprint, or sidew

ays sprint could be used-

stop in ready position

The Peel- ball is defended as per standard

methods

The Peel- transition to attack

MA

JOR

ERR

OR

SPR

OB

AB

LE CA

USES

SUG

GESTED

CO

RR

ECTIO

NS


56

SKIL

LS A

NA

LYSIS M

OD

eL

De

feN

Se

STARTIN

G PO

SITION

PRE-C

ON

TAC

TC

ON

TAC

TPO

ST-CO

NTA

CT

Hard Spike

- low, wide stance w

ith 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 arm

s, “J-bar” principle, fingers and w

rists)- ball is redirected tow

ard teamm

ate

Hard Spike

- transition to attack

Soft Shot- stance designed for m

ovement;

slight knee bend, erect, ready for ball pursuit

- usually a shallower position than

for a hard spike

Soft Shot- pursue ball- m

ove to best position the body to use one of tw

o 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

MA

JOR

ERR

OR

SPR

OB

AB

LE CA

USES

SUG

GESTED

CO

RR

ECTIO

NS


57

Emergency Action Plan

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

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

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

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

help arrives.

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

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

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

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

Emergency Action Plan Number Card

Team/Event Locations of Phones

Site Call 911 (in an emergency) or:Ambulance

Charge Person PoliceFire

Call Person HospitalDoctor’s OfficeFacility Office

Details of Location


5�

Risk Management and Safety Checklist

It is the policy of Volleyball Canada to develop, implement and monitor an effective �isk Management and Safety Program designed to foster a spirit of competitiveness in the safest possible environment. It is the responsibilityofeverymember,coach,official,volunteer,staffanddirectortopracticeRiskManagementand 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 �ain – conditions are suitable for play Lightning–atleast30secondsexistbetweenlightningflashandthethunderclap

Others �thers: ________________________

Report any problems identified in the above checklist items.


5�

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:

GeneticPre-Disposition.

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 pre-disposed.to.this.type.of.training.

Base DevelopmentAll 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).

The Principle ofOver Load

Through regular training, an athlete’s body will begin to adapt to the training stresses placed upon it. Therefore, the training volume and/or intensity need to be increased over time to maximize training’s benefits. Failure to increase 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.over-fatigue.the.athlete.and.lead.to.a.reduction.in.performance..Successfully.managing.the.volume.and.intensity.of.training.sessions.is.critical.to.maximizing.performance.

Sport Specificity

The.training.program.must.be.geared.to.producing.power,.strength,.and.endurance.in.those.actions.specific to the sport of volleyball. That is, the strength and power 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.


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

Intensity

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

● 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

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

Core Strength

The.core.body.muscles.are.the.connecting.and.stabilizing.muscles.in.a.power.movement..A.strong.core.is.essential.to.maximal.power.development.and.application,.as.well.as.a.key.component.for.any injury prevention program. Significant attention should be given to the development of core body strength.

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

Power Movements

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

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

Nutrition

Training.for.power.development.creates.high.nutritional.demands.on.the.athlete..Athletes.will.need.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).

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.

Rest

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!


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

IntroductionThe.psychological.dimensions.of.sport.are.of.interest.to.both.the.coach.and.the.athletes.and.raise.important.questions.which.may.be.confusing,.frustrating.and.captivating..For.instance:• Why do certain athletes perform better than those who seemingly have greater physical and technical talent?• 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 EnhancementSport 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 self-regulation.training.and.to.incorporate.and.integrate.psychological.skills.training.packages.into.their.training.program.of.training.and.competition.

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

Psychological Qualities Associated With Top Performers Top performers tend to:

•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.


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•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 PerformersTop performers possess the ability to:

•Compete.in.a.relaxed.state.of.mind.• Integrate.both.success.and.failure.into.their.existing.self-concept.•Achieve.productive.outcomes.while.avoiding.repetition compulsion.•Create.a.harmonious.existence.between.the.real.and.the.ideal self.•Foster.an.integrated.ego ideal.that.is.a.constant.source.of.internal.motivation.•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.


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

Self-AwarenessHow.I.understand.or

perceive.myself

Self-Actualization

Self-Confidence

Self-Acceptance

Self-Esteem

Self-ImageHow.I.see.myself.generally

How I evaluate myself

The degree to which Ican accept myself

How good I feel about myself now

Goal-Setting ImageryRelaxation Self-Talk Attention

As A Person As An Athlete


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The 6 Major Mental Skills for The Competitive Athlete

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


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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.


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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 Setting1... Clearer.Goals.and.Priorities2... Increased.Commitment.and.Motivation3... More.“Successes”4. Increased Confidence and Improved Morale5... Psychological.Maturity6... Improved.Coping.Mechanisms7... The.Prevention.of.Problem.Behaviour8... More.Joy.in.Leadership9... An.Appreciation.of.Planning.and.Goal-Setting10...Empathy.for.the.Rights.of.Others11...Improved.Communication12...Happier.Athletes,.Better.Performances,.and.More.Fun

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


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GIVING FEEDBACK�seful 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

Itisspecificratherthangeneral• It describes what happened• Itavoidsgeneralizationssuchas“thatwasgreat”;rather,usefulfeedbackisspecific,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 ath-

lete 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• �ave the athlete say in their own words what they heard• �o 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


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

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

Ethical Decision-Making ProcessStep 1 Establish.the.facts.of.the.situation

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

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

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

Step 5 Select.the.best.option.for.the.decision

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

Step 1 Establish the facts of the situation

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)?


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Step 2 Determine What are the Issues in the Situation

A. Does the Situation Have Legal Implications?�nce 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. �as 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 - �arassment is a form of discrimination and is contrary to human rights laws: in its extreme form, harassment may be a criminal offense.

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

Actions to take

Inform appropriate authority:

•Police•Child protection

service •Employer•�ther

Use the ethical decision-making

process

YES NO


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

This would involve:

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

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

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

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

When the coach encounters a situation that does not violate any law but nonetheless raises moral questions, he/she must make decisions about how best to respond. �nder 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. �nethical behaviour is the contrary, i.e. actions or decisions that are immoral, unprofessional or unjust.

�nce 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 �espect for established principles, rules (rules of the team, the game, etc.), or policies of

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

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

under the circumstances at hand (standard of behaviour)

Fairness and equity; using acceptable means; respect of others

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


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

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

Havingdeterminedthatthesituationdoeshavesomeethicalimplicationsandidentifiedsomepotentialethical 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.Thisreflectionrepresentsanimportant 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, thinkaboutavarietyofoptions.Thefirstonetoconsidershouldbe“notmakinganydecision”or“takingno 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

Onceseveraloptionsfordecisionhavebeenidentified,thinkabout“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 – �o” 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 fordecision.Belowisalistofcriteriathatcanhelpyouperformsuchanassessment.ThesereflecttheprinciplesandthevaluesoftheNCCPCodeofEthics,andareclassifiedintotwocategoriesbasedonwhether they relate primarily to the outcome (or result) of the decision, or the means (or process) used to reach a decision.


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Criteria That Relate Primarily to the Outcome

Criteria That Relate Primarily to the Means

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

• The option minimizes the negative implications that may follow.

•Potentially negative implications affect the fewest people possible.

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

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

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

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

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

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

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

• The option is based on credible information.

Step 5 Select the Best Option for the Decision

Making Decisions That Are “Just and Reasonable”We are now reaching a crucial phase of our process, i.e. the one where a decision must be made. At this stage,itisimportanttobringtogetherkeyelementsofthepreviousstepsandreflectonhowtomake“thebest 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. Basedonthesecriteria,asolutionthatis“justandreasonable”canthereforebedefinedasonethat:

1. �esults 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 �CCP Code of Ethics.

�owever, despite the availability of such criteria, not all ethical decisions are clear-cut. In some instances, acoachmayexperiencesomedifficultyinmakingadecisionbecausethereappearstobemore than one reasonable solution. Sometimes,making a decisionwill even involve sacrificing one value foranother. To rank options that seem reasonable with a view to “making the best possible decision”, we will now consider the following aspects:

1. Whatfactorscouldpossiblyinfluencedecision-making?

2. Howcanoneprioritizeprinciplesorvaluesinwhichhe/shestronglybelieves,butthatseeminconflictin the situation at hand? In other words, what do you do when you are confronted with an ethical dilemma?


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Factors That Can Influence Decision-MakingThedecisionswemakecanbeinfluencedbymanyfactorsthatwemayormaynotbefullyawareof.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 makingofyourdecision,itmaybeusefultoconsidercertainfactorsthatmayinfluenceyou.Thiscanhelpyouto(1)becomeawarethatcertainfactorsmightindeedbeinfluencingyou,and(2)assesstowhatdegree 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)internalfactorsand(2)externalfactors.

Internal Factors of InfluenceInternalinfluencesarethosethatareintimatelyassociatedwiththeindividualwhoisfacedwithmakingthe ethical decision.

Personal Values Personal Circumstances•�ave you experienced a similar situation

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

•�ow 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?

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

•�ow did you learn to view the situation at hand?

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

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

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

•�ow 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 InfluenceExternalinfluencesarethosethatarisefromsociety,orfromtheenvironmentinwhichtheindividualwho is faced with making the decision lives.

Economics and Politics Severity of Situation Organizational and Institutional

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

•What are the political influencesand/orramificationsofyourdecision? (gender issues)

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

•Would delaying the decision be potentially harmful?

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

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

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

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

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


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WhatInfluencesHowYouViewaSituationandtheDecisionsYouMake?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

•�eligious beliefs

Personal Circumstances

•Employment

•Coaching level and development

•�eputation

Internal Influences

Decision-Making

External Influences

Economics and Politics

•Economic impact of decision on context

•Political/rights-based issues of the situation

Organizational, Institutional, and Social Aspects

•�elations and links with:oorganizationsoindividualsocommunities

•Social norms and conventions

Severity of Situation

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

affected?

Moral Dilemmas and Ethical Decision-MakingAs mentioned previously, certain ethical situations may generate strong feelings or doubts because there seems to be more than one reasonable solution. Sometimes, making a decision even involves sacrificingonevalueforanother.Whentherearetwopotentiallyrightsolutions,suchsituationsarereferred to as ethical dilemmas – a conflict between values we wish to maintain.

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


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Examplesofpossibleconflictsbetweenvalues,orethicaldilemmas:

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

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

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

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

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

�aving thoroughly determined the pros and cons of the various options for decision using the criteria proposedinStep4,andhavingreflectedonsomefactorsthatmayinfluenceyourdecision-making,youcan 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 �CCP Code of Ethics suggest in this type of situation? I• s there another value in which you strongly believe, and that you would seek to maintain at all

costs? If so, which is it?

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

Do No Harm Principle

Questions That May Help You to Validate That Your Decision is “Just and Reasonable”�aving 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

justifiableexception?Ifso,inwhichcircumstances?Dosuchcircumstancesapplyinthepresentsituation?Whatleadsyoutobelievethatanexceptionmightbejustifiedinthiscase,butnotinother situations?

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


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

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

InSteps1to5,youhavebeenthroughathoroughreflectionprocessthathasmadeitpossibleforyouto make a “just and reasonable decision” in response to an ethical situation. The question now arises: “What to do next?”

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

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

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

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

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

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


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General Coaching Tips

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

�ever “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 �CCP Code of Ethics.

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

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


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Severe Weather(excerpts taken from the Environment Canada web site)

Storm Warning Clues

Thunderstormsformquicklywhenatmosphericconditionsareright.Withsufficientinstabilityandmoisture,astormcandevelopinaslittleastenminutesanddropgolfball-sizedhailinfifteenminutes.Hereareafew signs that may help you recognize the threat, and could save lives and property.In Advance:

● Thunderstormsrequiremoistureforfuelandheatforenergy.Weather,suchas,hotmuggydaysand 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.

● Severeweatherthedaybeforeintheprovincetoyourwestcanindicateasystemisapproachingthat 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:● Cloudbuild-upsbeginnearorbeforenoonbutstruggletoreachhighaltitudes.● Southorsoutheastwindsincreaseinstrengthandbecomegustyintheafternoon.● Cloudbuild-upsturnintothunderstormsinthemidorlateafternoonofahot,humidday.Someof

these storms may become severe quickly.

As the Storm Forms:● BurstsofstaticonAMradioindicatelightningisnearby.● Whitetoweringthunderheadsformrapidlytothewestorsouthwest.● Thunderstormsstandstraightupwithwelldefinedcaulifloweredgesontheirsides.Somemayhave

an“overshootingtop”-acauliflower-likebubbleofcloudthatpenetratestheflattopofthestorm.These can only be seen from a distance.

Increasing Danger:● Darkcloudswithheavyrainandfrequentlightningcanbeseenapproachingfromthewest.Atnight,

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.

● Alonghorizontalrollofcloudorashelf-likecloudcanbeseenmovingtowardyoufromathunderstormin 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.

● Swirlingdustisvisibleinthedistance.Windsareapproaching.● Themainthunderstorminthedistanceisaccompaniedbyaseriesofgrowingthunderstormtowers

(perhapsfiveormore)onitssouthside.Thesegrowingtowersmoveintothemainstormandbecomea 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:● Hailbeginstofallandreaches“loonie”orgolfballsize.Youareunderaseverethunderstormthat

may also contain a tornado. Take shelter now - don’t stop to protect property.● Youawaketorattlingwindowsandanintenselightningdisplay.Collectyourfamilyandtakeshelter

- damaging winds may be on the way, or may have already arrived. �eavy rain or hail will follow


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shortly if it is not already present.● Astrongthunderstormispassingtoyournorth-itseemstohavemissedyouexceptforalittlelight

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 berotating - 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.

● Afunnelcloudcanbeseenoverhead.Theyarenotdangerousaslongastheyremainaloft.Funnelclouds indicate that conditions may lead to tornadoes. Keep a close eye on them and be prepared to take shelter. �ot all funnel clouds touch down.

● Lightningcanstrikeover16km froma thunderstorm-a “bolt from theblue”.When lightning isvisible or thunder can be heard, follow the 30-30 rule: If there is less than 30 seconds between lightningandthunder,findappropriateshelterimmediately.Wait30minutesafterthelastthunderbefore resuming your activities.

When danger has passed, please report severe weather to Environment Canada at 1-�00-23�-04�4. 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.

Tojudgehowcloselightningis,countthesecondsbetweentheflashandthethunderclap.Eachsecondrepresents 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 �0 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● Takeappropriateshelterwhenyoucancount30secondsorlessbetweenlightningand

thunder.● Remainshelteredfor30minutesafterthelastthunder.


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If caught outdoors:● Keepasafedistancefromtallobjects,suchastrees,hilltops,tents,andtelephonepoles.● Avoidprojectingabovethesurroundinglandscape.Seekshelterinlow-lyingareassuchasvalleys,

ditchesanddepressionsbutbeawareofflooding.● Stayawayfromwater.Don’tgoboatingorswimmingifastormthreatensandlandasquicklyas

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.

● Stayawayfromobjectsthatconductelectricity,suchastractors,golfcarts,golfclubs,metalfences,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 orfishing rod can make you the tallest object and a target for lightning. Take off s h o e s with metal cleats.

● Youaresafeinsideacarduringlightning,butdon’tparknearorundertreesorothertallobjectswhich 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.

● Inaforest,seekshelterinalow-lyingareaunderathickgrowthofsmalltreesorbushes.● Keepalertforflashfloods,sometimescausedbyheavyrainfall,ifseekingshelterinaditchorlow-

lying area.● Ifcaughtinalevelfieldfarfromshelterandyoufeelyourhairstandonend,lightningmaybeabout

to hit you. Kneel on the ground immediately, with feet together, place your hands on your knees and bendforward.Don’tlieflat.

● Ifyouareinagroupintheopen,spreadout,keepingpeopleseveralyardsapart.

Indoor Precautions:● Beforethestormhits,disconnectelectricalappliancesincludingradiosandtelevisionsets.Donot

touch them during the storm.● Don’tgooutsideunlessabsolutelynecessary.● Keepaway fromdoors,windows, fireplaces ,andanything thatwill conductelectricity, suchas

radiators, stoves, sinks, and metal pipes. Keep as many walls as possible between you and the outside.

● Don’thandleelectricalequipmentortelephones.Usebatteryoperatedappliancesonly.

�ote: 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.


�1

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 �eepawa, 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. �se the 30-30 rule. If you count 30 seconds or less between lightning and thunder, seek shelter. �emain 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: �ubber-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. �owever, the metal shell of a car providesapathway for the lightningstrike toflowaround thevehicleprovided thecarhasahardtop 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: “�eat-lightning” occurs after hot summer days and poses no threat.

Fact: “�eat-lightning” is actually lightning from a thunderstorm too far away for thunder to be heard. �owever, the storm may be moving in your direction. �n 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.


�2

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).


�3

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

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

TEMPERATURE

(C)

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 �one Low to moderate25 to 2� C �one Moderate

30 to 3� C Some �igh - Children should be monitored closely

40 to 45 C Great

Very high - Exercise is not advised for children, older

people, or individuals with a poorfitnesslevel

Above 45 C Great �isk of overheating even at rest

Extreme - Exercise is not advised for any participant


�4

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.


�5

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.


�6

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.cereals5.to.15.servings.of.fruits.and.vegetables2.to.6.servings.of.milk.and.milk.products2 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).


�7

Sample Meal Planfor

2 ½ Day Round-Robin CompetitionDay 1 (Matches at 10:00 am, 2:00 pm and 5:00 pm)Breakfast.(7:15.am) Cereal.with.Skim.Milk,.Orange.Juice,.Toast.with.Jam.or.Honey,.Fruit.YogurtSnack.(8:45.am) Juice.and/or.CookiesMATCH (10:00 AM) Post-Match.DrinkSnack.(12.Noon) Vegetable Juice, Chicken Sandwich (no mayo or butter/margarine), Fruit Salad, Cookies/MuffinMATCH (2:00 PM) Post-Match.DrinkSnack.(3:30.pm) Muffins/Cookies, Juice or Clear Soft Drink, Add Yogurt Drink or Low Fat Cheese if HungryMATCH ( 5:00 PM) Post-Match.DrinkDinner.(8:00.pm) Chicken.Stir-Fry,.500.mL.Rice,.Fruit.Salad,.Cake,.Choice.of.DrinkSnack.(prior.to.bed) If.hungry,.have.a.high.carbohydrate.snack.

Day 2 (Matches at 9:00 am, 1:00 pm and 7:00 pm)Breakfast.(6:30.am) Toast.with.Jam/Jelly/Honey,.Juice,.Low.Fat.Milk,.Fruit.SaladMATCH (9:00 am) Post-Match.DrinkSnack.(11:00.am) Low-fat Cheese, Soda Crackers, Juice, Granola Bar/Muffins, Orange/Grapefruit SectionsMATCH (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/JuiceSnack.(11:00.am) Juice,.Sandwich.(no.butter/mayo),.or Muffins, or.Low-Fat.Cheese,.or Boiled.Eggs,.MilkMATCH (1:00 pm)Post-Match Rehydrate,.and.eat.as.you.wish..

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

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


��

Level 1 Evaluator Training Materials


��

Level 1 Volleyball Evaluation Pathway Overview

Evaluation within the Level 1 Volleyball �CCP is a multi-step process with several different pathways to asuccessfulfinalevaluationforcertificationpossible.

Phase 1 – AssessmentThefirstphaseintheprocessisaFormalAssessment.ThisAssessmenttakesplacewithinVolleyballWorkshop1.ThefinalsessioninWorkshop1istheFormalAssessment.ThisFormalAssessmentservestwo 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 highlyexperiencedandcertifiedLevel1Evaluator).Itutilizesasimilarprocesstotheonewhichwillbeexperienced by the candidate coach during their �n-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 �CCP. An LF whorecommendsthispathwaytoacandidatecoachhasidentifiedthatthecoachingskillsandknowledge 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 �n-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 �n-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 �n-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 acandidatecoachhas identified that thecoachingskillsandknowledgedemonstratedby thecoach 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 – PortfolioAfter 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 �n-Site Final Evaluation. The Portfolio project includes several assignments:

Describing your coaching context.Developing an Emergency Action Plan (EAP).�bserving another coach’s practice session.Developing 40 hours of written and properly structured practice plans.

Phase 3 – On-Site Final EvaluationOnceacoachhascompleted thePortfolioproject,he/shebecomeseligible for thefinalphaseof theprogram, the �n-Site Final Evaluation. �pon successful completion of the �n-Site Evaluation, the coach isconsideredcertified.

••••


�0

IntroductionEvaluation in theNationalCoachingCertificationProgram (NCCP) is theprocessused to determinewhethercoachesmeetNCCPcoachingstandardsforcertification.EvaluationintheNCCPisbasedona systematic approach to determining whether coaches meet �CCP standards. This approach has three key components:

1. �utcomes2. Criteria3. Evidence

Outcomes: These are the overall tasks coaches must be able to perform.There are seven overall tasks that capture what coaches in the �CCP need to be able to do. These are called �CCP outcomes, and they are:

1. Provide Support to Athletes in Training,2. Make Ethical Decisions3. Plan a Practice4. Analyze Performance5. Support the Competitive Experience6. Design a Sport Program7. Manage a Program

Volleyball’sLevel1programevaluatesthefirstfouroftheseoutcomes:1. Provide Support to Athletes in Training,2. Make Ethical Decisions3. Plan a Practice4. Analyze Performance

Criteria: These are the components of an outcome that will be evaluated.Everyoutcomeisassociatedwithoneormorecriteriawhichisspecifictothecoachingcontext.Thequantity and quality of criteria associated with a particular outcome contribute to the �CCP minimum standard for evaluation.

Evidence:ThisiswhattheEvaluatormustobserveandmeasuretoconfirmthatthecandidatemeetsthe �CCP 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 �CCP minimum standard for evaluation.

Role of an EvaluatorThe 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.• �se appropriate observation methods to determine achievement of criterion.•Correctlyinterprettheverificationofevidencestoidentifyevaluationofcriterion.• Facilitate coach debrief to verify evidences, provide feedback and create an action plan.


�1

EvaluatinganddebriefingcoachesintheNCCPevaluationprocessinvolves:A. Portfolio EvaluationB. PrebriefC. �n-site observationD. DebriefE. Action PlanningF. �eporting

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.oConfirmationofthepractice/lessonplan.oTheindicatorsofsuccesstheevaluatorwillusetomeasurethestandardforcertification.

• 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 �eview the Evaluation Tool; the �utcomes, 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. �ere 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?


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o �ow will you be able to tell if your goals are being achieved?o What adjustments have you prepared to ensure you meet your goals?o What kinds of adjustments have you made in the past?

C. On-site Observation• Thepurposeoftheon-siteobservationistodeterminethecoach’sabilitytodemonstratespecific

coaching outcomes.• �n-site observations must involve the coach working with a group of athletes they coach

regularly and in a context appropriate for a Level 1 coach.• During the on-site observation, Evaluators carefully observe coaches. �ere are some tips on

how to observe coaches:o Become thoroughly familiar with the Evaluation Tool so you know exactly what to look

for.o Get as close as possible to the action while not affecting the practice/lesson or the outcome

of the evaluation.o Look and listen for subtle indicators of the coach’s performance without coaching, directing,

or asking questions.o Put the coach at ease with the evaluation process. �emind the coach that evaluation

should be a positive opportunity for personal growth.o �emind the coach to introduce the Evaluator to the group and explain what the Evaluator

is doing.• �se the Evaluation Tool to record and make notes on what they see during the observation.• Evaluators should take some time after the observation and before the debrief to collect their

thoughts.

D. DebriefingThe purposes of the debrief are to:Givethecoachanopportunitytoreflectonandtalkabouttheirpractice/lesson.Give Evaluators an opportunity to provide feedback on what they observed, including criteria met and evidence observedGive Evaluators and coach an opportunity to develop an Action Plan.Give Evaluators an opportunity to develop their recommendation about certifying the coach and share it with the coach.

Throughout the debrief, Evaluators provide positive feedback that focuses on future improvement.

There are three (3) primary stages to a debrief: 1. The Opening: Purpose: provides an opportunity to continue data collection about the coach. Openingremarksshouldusealanguagethatinvitesthecandidatetoreflect,toself-assess,andto present more information about his or her knowledge or experience. Try to put the candidate at ease and allow him or her to express feelings and frustrations that mayhaveoccurredinthecertificationprocess.Allowing the coach to share validates the coach’s feelings and thoughts and creates opportunities tobuildgreatertrustandconfidenceinthecertificationprocess.Donotofferopinionstooearlyinthedebriefasthiswilltendtostiflecoachexpression.

••

••

•

•

•

•


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2. Facilitation: Purpose: assists in leading the coach in guided discovery to probe areas for further evidence. Usetheevidencestojustifytheattainmentofacriterionandtoformspecificquestionsortogenerate scenarios. Useguidingquestionsthatenablethecandidatetoreflectonhisorherexperiences.�se active listening skills: instead of reviewing various evaluation tools during the debrief, focus on the candidate and his or her responses to various questions. Ask leading questions that will encourage the coach to provide more information, and clarify concerns about elements that may have been missed in the evaluation (portfolio or formal observation). For example, if a safety issue did not present itself in the evaluation, the Evaluator may ask the coach what he or she would have done if a safety-related scenario had occurred.

3. Closing: Purpose: allows the Evaluator to summarize key points and provide feedback. Providecommentsonspecificevidenceorprovidesuggestionsforimprovement.Feedback should focus on the coaching behaviours rather than personal qualities of coach. Consider what the coach could do in order to become better based on the criteria and evidences. Lead into Action Plan development.In the cases where the candidate is clearly below the standard, ensure they understood the expectations of the evaluation as this may identify areas to consider in the action plan

E. Action Planning• The purpose of the Action Plan is to establish short-term and long-term goals for the coach’s

development. This includes specifying, in order, the steps to take to accomplish these goals. For example, the Action Plan could list steps the coach will take to complete his or her evaluation ortoimproveincertainareas.Forexample,acoachcouldbeencouragedtoattendspecificworkshops or clinics that would assist in the successful achievement of a particular outcome or criteria.

• The Action Plan includes the Evaluator’s assessment of a coach’s ability to meet the required criteria established for the Level 1 program.

• The Action Plan should be developed collaboratively by the Evaluator and the coach.• The two main areas that an Evaluator or mentor must consider in action planning are organized

to align with volleyball’s achievement scale.Needs Improvement — For outcomes or criteria that were below standard, the Evaluator must indicatewhatthecoachneedstoimprove.TheEvaluatorshouldbeasspecificaspossibleinidentifying what the coach would need to do to complete a successful evaluation of particular outcomeorcriteria.OutliningspecificevidencefromtheEvaluationCriteriamayhelpidentifyareas for improvement.

Meets Standard — In this section, the Evaluator should note outcomes for which the coach has met the standards. The Evaluator should identify to the coach what, if anything, the coach still needstocompletetoobtainacertifiedstatus(e.g.,signacodeofconduct,updateamembershipstatus, or complete additional portfolio pieces.).

F. Reporting• The evaluator must provide the coach with a formal record of each step of the evaluation. This

includes copies of the portfolio assessment, a summary of the formal observation, and a copy of the action plan.

• �pon conclusion of the evaluation event, the coach must submit a copy of the Evaluation Summary and the Evaluation Tool to their Provincial/Territorial Volleyball Association. Be sure that:

•

••

•

•••

••


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o Coach and evaluator information including the CC#’s are clearly indicated.o It is essential the date of birth be recorded on the form. It is not possible to enter coach

information into the �CCP Database without an accurate date of birth as this is used as oneoftheuniqueidentifierstoensuredataintegrity.

o All forms are signed by the Evaluator.o The coach sends the completed forms in a timely manner to their Provincial/Territorial

Volleyball Association.• In the event of an unsuccessful evaluation:

o It is required that the Evaluator submit copies of the Evaluation Summary and the Evaluation Tool to their Provincial/Territorial Volleyball Association.


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FINAL EVALUATION BY A LEVEL 1 EVALUATOR

�pon completion of all portfolio components (Assignments A thru D) you are eligible to proceed to the finalphaseofLevel1volleyballcertification;EvaluationbyaLevel1Evaluator*.Thisevaluationcannotproceeduntilallportfoliorequirementshavebeenfulfilled.Inaddition,youarerequiredtosupplyyourEvaluator with your entire portfolio with all completed assignments for his/her review as part of the evaluation process.

Notes for the Coach Being ObservedAllNCCPLevel1volleyballcoachesmustbeevaluatedbyaLevel1Evaluator* tomeetcertificationrequirements. If you know of a coach who meets this requirement, contact him/her to see if they are available to evaluate and critique one of your practices. If you are not aware of any Evaluators in your area, contact your Provincial Volleyball Association and they will assist you in contacting one.

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

Be sure to organize your time so that you will be available to meet with your evaluator for at least 15 minutes before the practice to answer any questions or respond to any requests he/she may have. As well,anticipatea30-minutedebriefingafterthepracticetoreceivefeedbackfromtheevaluatoronyourtraining session.

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

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

HARASSMENT AND/OR ABUSE

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

DISREGARD FOR FAIRPLAY

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

LOSS OF CONTROL OF ATHLETE GROUP

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

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

Violation of the NCCP’s Code of Ethics/Conduct

*Note:mostLevel2certifiedcoacheshavebeentrainedasLevel1Evaluators.

Level 1 Portfolio and Evaluation Requirements Document Sample


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Notes for the Evaluating CoachAllvolleyballcoachesseekingNCCPLevel1volleyballcertificationhavetocompleteapost-workshop coaching portfolio and formal evaluation. The formal evaluation is to be conducted by a Level 1 �CCP Evaluator. As a �CCP CE�TIFIED Level 2 Coach you have been trained as a Level 1 Evaluator and are encouraged to assist other coaches training in the �CCP to meet their certificationrequirements.

Requirements for acting as a Level 1 Evaluator1. You must be a member of your Provincial Association2. You must have completed Level 1 Evaluator training (this process usually occurs during

the Level 2 volleyball workshop).

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

The Evaluation ProcessThe evaluation process includes the following steps:

1. A request from a Level 1 coach in-training to be evaluated.2. The reception of the practice plan and observation tool from the candidate coach.3. The evaluator familiarizes himself/herself with the evaluation tool and summary sheet.4. The Evaluator arrives on site for the evaluation 30 to 60 minutes before the start of the

practice.5. The candidate coach provides the evaluator with their Coaching Portfolio which is reviewed

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

6. The observation takes place (details below).7. Uponconclusionofthepracticesession,a30-60minutedebriefingtakesplace(details

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

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

their provincial volleyball association.



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

�bservation tools have been designed to assist you—the evaluator—in gathering evaluation data or evidence during the evaluation process. Be sure to familiarize yourself with the tools andevaluationprocessbeforetheevaluation.Thestrengthandqualityofyourdebriefingrelieson your ability to observe the coach and note critical information that will assist in passing a judgment on the coach’s competency.

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

Step 1: Identify the evidence to be observed and rate its quality.Step2:DeterminewhetherthecoachmeetstheproscribedstandardforLevel2certificationStep 3: Identify recommendations. To assist the evaluated coach and encourage on going

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

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

1. To continue togather necessary information to verify specificevidences thatmaynothave been clearly demonstrated during the practice.

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

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

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

�ext, question the candidate coach about the session and actions you feel are relevant to the evaluation.Askprobingquestionstofindoutwhytheydidthethinkstheydidandifrequiredmakesuggestions on how you the Evaluator might have done things differently. Then summarize the relevant points of the evaluation. Identify those items you thought they did well and those items that may need improvement. Suggest further actions they may take to continue to improve as a coach. Then, complete the Evaluation Summary sheet and �bservation tool, sign it and return it to the coach.

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



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Level 1 Volleyball NCCP Evaluation Summary



Address Apt. Street



E-mail Birthdate:

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

AllportfoliorequirementsmustbecompletetomeetthestandardforcertificationLevel 1 Evaluation Requirements (from Level 1 Evaluation Form)

Evaluation Component Score Standard Needs Improvement Meets Standard

Written Plan 4 of 5 Practice and Drill Implementation � of 10 Safety 2 of 2 Responsible Coaching 3 of 4

Allscoresmustmeetthestandardtoreceivecredittowardscertification

Evaluator NCCP number: CCSurname First �ame

Address Apt. Street



E-mail Birthdate:

Evaluator

Signed Date

To the best of my knowledge, the evaluation conducted for the coach identified above has been carried out in accordance with the established certification standards for the volleyball NCCP. The recommendation I have made is based on my professional estimation of the coach’s observed abilities in the training session I observed, as well as the written evidence provided in the coaching portfolio and the evaluation session’s written plan. I have attempted to conduct my evaluation in a fair and unbiased manner and have fully.briefed.the.evaluated.coach.on.the.outcome.of.this.evaluation.and.made.recommendations.for.improvement.where.appropriate.

Recommendation

Repeat observation

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

meet the standard

Repeat observationby a Level 2 certified coach

• Two (2) or three (3) of the evaluation components meet the standard

Credit towards certification

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



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

Evaluator NCCP Number: CC

Signed Date

Level 1 VolleyballNCCP Evaluation Tool




Writ

ten

Plan

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

Prac

tice

& D

rill

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

Feedbackpositive clear Practice.&.Drill.Implementation.Total

Safe

ty Environmental.Risks Activity.Risks Safety.Total

Res

pons

ible

C

oach

ing

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

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

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

�nce all the above activities have been completed, please forward only your Level 1 NCCP Evaluation Tool and your Level 1 NCCP Evaluation Summary to your Provincial/Territorial Volleyball Association for review and submission to the Coaching AssociationofCanadatocompletethecertificationprocess.Theseareallthevolleyballspecifictasksrequiredtoachieveyour Level 1 CE�TIFIED designation.

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

YourathleteswillbenefitgreatlybyyoubecomingaCERTIFIEDcoach.Goodluckwithyourcoachingthisseason.



100

Description of Level 1 evaluation criteriaWritten Practice Plan

Activity Descriptions

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

• The number of athletes.• Court positions of the athletes in the drill.• The path and circulation of the ball.• Court movements of the players.• �eturn point of the ball.• �ole of the athletes not involved in the drill (shaggers, feeders, supporters)• Rhythm,specificload,numberofseriesandrepetitions,resttime.• Delimitation of the space used.• �ole of the coach (active or passive)

Objectives

�easonable objectives have been outlined for all of the activities. The objectives: must be clearly identified,specific,andattainableandalso:

• Identify a purpose• Be appropriate to the context of the athlete• �elate to a technical or tactical component of volleyball.

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

Reference Points

Twotofourtechnicalpointsorreferencepoints(indicators)shouldbeidentifiedforeachpracticeactivity. These points should be tied to the objective of the drill and help the athletes focus on the objective and what to improve. These points can be utilized as a teaching tool, remind the coach where to focus observations, and assist in identifying what type of feedback should be supplied to the athletes during the activity.

Game Transferability

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



101

Practice & Drill Implementation

Implementation of Written Plan

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

Explanation of procedure

The coach 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.

Demonstration

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

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

Coaches can choose to demonstrate themselves or use other methods for demonstration when required.

Position of Participants

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

Ball controlWhen the coach is active in a drill, is he/she able to handle the ball (throw-hit-serve) with the precisionandconsistencythatallowstheathletestoworkefficiently.Ifthecoachchoosestouseothers(players,assistants,etc.)arethesepeopleareabletomeetthecontrolobjectivesidentifiedabove.

Error detectionThe coach correctly analyzes the cause of performance errors based on an appropriate volleyball technical and tactical “referent model” during practice. If decision-making is involved, the coach identifiescriticaldecisionsand/ordecision-makingfactors(includingtimingofdecision)thatmustbeconsideredbyathleteswhileperformingspecifictechnicalelements.

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

Reference Point Reinforcement

Thecoachidentifiesfortheathletesthekeyreferencepointsoutlinedforeachactivityinthewritten practice plan prior to engaging in each activity and consistently reinforces and provides feedback related to these points.



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Feedback

Thecoachprovidesfeedback,questioning,andinstructionthatclearlyidentifies:• what and how improve• how and why these errors (or improvements) will impact performance (i.e. from technical,

tactical, or injury prevention perspectives):

Additional feedback parameters:

Positive: The coach regularly uses language that is positive in nature and reinforces successful behaviors/attempts or desired responses in a meaningful way. �egative 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). �egative feedback should usually be followed by positive feedback.

Specific Feedbackisspecifictothesituationanddirectlyrelatedtothecircumstanceidentified.

Clear The athlete(s) understands what they are being told and the coach regularly seeks confirmationofthisunderstanding.

Brief The feedback is given in a succinct fashion that allows for immediate continuation of an activity.

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

Safety

Environmental Risks

Thecoachplansforandusesthefacilityinwaysthatreflectanawarenessofandcontrol for potential risk factors. The coach ensures that the training area is made as safe as is reasonable and considers the safety of all participants when making decisions about the utilization of facility space.

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

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

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

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

Thecoachidentifiesappropriateexpectationsforathletebehaviourandreinforcestheseexpectations as required.




103

Level 1 EvaluatorEvaluation Tool




Obs

erva

tion

Posi

tion

Positions.to.view.the.coaches.actions Positions.to.hear.the.coaches.remarks

Varies.positions.relative.to.activity

Avoids.direct.intervention.with Observation

Con

sist

ency

of R

atin

g

Communicates.the.evaluation.criteria Distinguishes.when.criteria.are.not.present Differentiates.between.level.of.performance Accounts for athletes’ readiness to learn Displays.knowledge.about.volleyball.technical.and.tactical.development Attends to the criteria identified for evaluation

Considers.differences.in.coaching. Consistency.of.Rating

Deb

riefin

g an

d Pr

ovid

ing

Feed

back

Articulates.results.clearly.to.the.coach

Feedback is specific to the checklist Presents.feedback.in.a.positive.manner

Presents.constructive.feedback Presents.consistent.verbal.and.non-verbal.communication Encourages.a.two-way.dialogue.with.the.coach Supports.coach.in.developing.and.action.plan.for.improvement Debriefing and Providing Feedback

Level 1 Evaluator - Evaluation Requirements (from results above)

Evaluation Component Score Standard Needs Improvement Meets Standard

Observation 3 of 4 Consistency of Rating 6 of 7 Debriefing and Providing Feedback 6 of 7

Level 1 Evaluator RecommendationLevel 1 Evaluator Training Complete Incomplete

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

Add to Provincial/Territorial Evaluator list.

Do not add to Provincial/ Territorial Evaluator list.

Evaluator NCCP Number: CC

Signed Date

Documents

LeveL 2 olleyball Canada · PDF file3h30 sitting area Wsitting area W W KS P C CL DES ... 23 CCP Assessment ... t L e v e l 2 I n-t r a i n i n g