Volleyball Coach Development Archives - Coaching Volleyball: Recent Episodes
John Forman
Loren Anderson has a post where he focuses on how we as coaches talk to our players. It has parallels to what I talked about in Can you coach without saying “Don’t”?, though it goes beyond “don’t”.
Loren approaches language from a couple of perspectives. One of those links in ecological dynamics, and more specifically related to the concept of constraints. If you’re unfamiliar with these topics, I encourage you to check out Talking skill acquisition in volleyball and/or Book Review – Learning To Be an “Ecological” Coach by Rob Gray.
The bigger part of the post, however, focuses on the Cynefin Framework. In particular, Loren concentrates how how we coaches tend to communicate as if we’re working in a “complicated” situation when really we’re operated in a “complex” one. The difference has implications for how we talk with our players as we help them learn and develop.
I think Loren does a great job of sharing some very useful language transformations. Definitely give the post a read. If nothing else it should get you to be more conscious of what’s coming out of your mouth. That’s never a bad thing.
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Ecological Dynamics is something that’s taken hold in volleyball coaching in the last number of years. If this is something you haven’t heard of, or would like to understand better, check out the videos on my post Talking skill acquisition in volleyball.
But what about applying EcoD – and more specifically the Constraints Led Approach (CLA) – to how we coach? I came across this Instagram reel on that very subject.
View this post on Instagram A post shared by Jon Stea (@jon.stea01)
I wrote the post Can you coach without saying “Don’t”? some time ago. At the time I wasn’t aware of CLA. That’s exactly what I applied, though. There are definitely other ways you can use constraints to get to you find different ways to go about things in your coaching. If nothing else, this sort of thing makes you more aware of your coaching in the moment.
If you want to explore this even further, Loren Anderson takes a deeper look at coach development with EcoD principles in mind that I think is worth reading.
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While the research it’s based on is a bit dated at this point, the book Good to Great puts forward some concepts and principles that I think are work examining. One addressed early in the book is the idea of the Level 5 leader.
Before we get to Level 5, though, let’s first address Levels 1 to 4 (source).
Level 1: Highly Capable Individual: Possesses the knowledge, skill, and work ethic required to contribute productively to the organization.
Level 2: Contributing Team Member: Beyond their capabilities, work effectively and harmoniously as part of a team.
Level 3: Competent Manager: Efficiently organizes people and resources toward completing specific organizational goals.
Level 4: Effective Leader: Can stimulate high standards and galvanize their departments or the organization to achieve a compelling vision or higher performance standards.
In a sporting context, Levels 1 and 2 strike me as being team members. You can probably toss the likes of team managers and other support personnel in there too. Those are folks without defined leadership positions in the team. Captains and coaches start coming in at Level 3.
Level 5 leadersNow let me share author Jim Collins’ description of a Level 5 leader:
Level 5 leaders display a powerful mixture of personal humility and indomitable will. They’re incredibly ambitious, but their ambition is first and foremost for the cause, for the organization and its purpose, not themselves. While Level 5 leaders can come in many personality packages, they are often self-effacing, quiet, reserved, and even shy. Every good-to-great transition in our research began with a Level 5 leader who motivated the enterprise more with inspired standards than inspiring personality.
The notable difference between Level 5 and Level 4 leaders, as I understand it from the book, is ego. Level 5 leaders put the organization (team/program) ahead of themselves. This isn’t to say Level leaders can’t do great things. They absolutely can. The problem is that the organization led by an ego-driven leader tends not to be able to sustain greatness.
I feel like if we did an analysis that most of the interviewees for Volleyball Coaching Wizards would come up at Level 5 leaders. They didn’t start that way, of course. They ultimately got there, though.
So what level of leadership do you have in your team or program?
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Navigating the college recruiting process can be challenging for high school and juniors volleyball players. As a coach, you can play a major role in guiding your athletes on this journey. Understanding common recruiting mistakes is essential. Here are some pitfalls to watch for and how you can help your players avoid them.
Note: If you want a full guide to the recruiting process, for yourself and/or your players, check out The College Volleyball Recruiting Playbook.
- Starting the Process Too LateCommon Recruiting Mistake: Many athletes don’t begin thinking about college recruiting until their junior or senior year, missing key opportunities to connect with coaches earlier (within the rules, of course).
How Coaches Can Help: Ideally, players should begin researching schools and creating a recruiting profile by their sophomore year. Early planning allows them to develop relationships with college coaches over time, attend appropriate camps and showcases, and get on coaches’ radars well before senior year. It also helps them better understand the options available to them.
- Failing to Create a Strong Recruiting ProfileCommon Recruiting Mistake: Players often overlook the importance of a comprehensive recruiting profile, which should include academic achievements, relevant athletic details, and highlight videos.
How Coaches Can Help: Guide your athletes in building a professional recruiting profile. Ensure they include up-to-date academic records and athletic information. Help them select the best game footage for their highlight videos. Reviewing and refining their profiles together can make a significant difference in how they are perceived by college coaches.
- Overlooking AcademicsCommon Recruiting Mistake: Some players focus solely on their athletic abilities and neglect the academic standards required for college admission and NCAA eligibility.
How Coaches Can Help: Stress the importance of academic performance from day one. Regularly check in with your athletes about their grades and ensure they are meeting NCAA eligibility requirements. Encourage them to take challenging courses that reflect well on their academic commitment and prepare them for college-level work. Remind them that many schools prioritize student-athletes who excel both on the court and in the classroom. Also reinforce that stronger academics mean both better school options and improved prospects to get non-athletic funding (i.e. academic scholarships).
- Targeting the Wrong SchoolsCommon Recruiting Mistake: Players sometimes target schools based solely on their athletic programs or prestige, without considering factors like academic fit, campus culture, or geographical location.
How Coaches Can Help: Assist your players in developing a balanced list of target schools. Help them consider all aspects, including the level of competition, academic programs, financial aid, and personal preferences. Encourage them to research schools at different levels—NCAA Divisions I, II, III, NAIA, and JUCO—and to think about what environment will best support their overall growth. Importantly, help them have the right perspective on their level of play.
- Ineffective Communication with College CoachesCommon Recruiting Mistake: Many players don’t know how to communicate effectively with college coaches, leading to missed opportunities or miscommunication.
How Coaches Can Help: Guide your athletes in crafting professional, personalized emails to college coaches. Show them how to introduce themselves, express interest in the program, and highlight their academic and athletic strengths. Role-playing conversations can help players gain confidence in phone and face-to-face interactions. Regularly reviewing their communication strategy ensures they are presenting themselves in the best possible light.
- Neglecting Social Media PresenceCommon Recruiting Mistake: In today’s digital age, players’ social media profiles are often the first impression a coach gets. Poorly managed accounts can hurt a player’s chances – or even destroy them.
How Coaches Can Help: Educate your players about the importance of maintaining a positive social media presence. Encourage them to use platforms like Instagram to share their achievements and connect with college programs. Remind them that coaches may look at their profiles to get a sense of their character and professionalism, so it’s crucial to keep content appropriate and relevant.
- Ignoring NCAA and NAIA RulesCommon Recruiting Mistake: Failing to understand and adhere to recruiting rules can lead to unintended violations that may affect a player’s eligibility. Beyond that, it also helps avoid putting college recruiters in awkward situations, which they appreciate.
How Coaches Can Help: Stay informed about the latest NCAA and NAIA recruiting rules – especially the recruiting calendar – and educate your players and their families about them. Make sure they understand key dates, communication guidelines, and eligibility requirements. Keeping everyone informed helps avoid unnecessary complications in the recruiting process.
- Not Being Prepared for College VisitsCommon Recruiting Mistake: College visits are a crucial part of the recruiting process, but players often go into them unprepared, missing the opportunity to make a strong impression and gain valuable information.
How Coaches Can Help: Prepare your players for college visits by discussing what to expect and the questions they should ask. Help them reflect on what they want to learn about the program, the team culture, and the school itself. Encourage them to take notes and follow up with a thank-you email to the coaches and staff they met.
- Over-committing or Making Early Verbal CommitmentsCommon Recruiting Mistake: Some athletes feel pressured to make a verbal commitment early in the process, sometimes before they are ready or have fully explored their options.
How Coaches Can Help: Advise your players to take their time when making verbal commitments. Remind them that they should feel confident in their decision and understand what they are committing to. Encourage them to ask questions and be sure they are making the best choice for their future, both athletically and academically.
- Lack of Persistence and Follow-UpCommon Recruiting Mistake: Players often give up too soon if they don’t receive immediate responses from coaches, missing the opportunity to build relationships over time.
How Coaches Can Help: Teach your players the importance of persistence in the recruiting process. Encourage them to follow up with coaches they haven’t heard back from and to keep coaches updated on their progress and achievements. Regular communication shows interest and dedication, which can help keep them on a coach’s radar.
ConclusionAvoiding common recruiting mistakes can make a significant difference in your players’ chances of being recruited. As their coach, your guidance is extremely valuable in navigating the complexities of the recruiting process. By helping them steer clear of these pitfalls, you empower your athletes to pursue their collegiate volleyball goals with confidence and success. And don’t forget that your own relationships with college coaches matter as well.
Again, be sure to check out The College Volleyball Recruiting Playbook for additional information and insight into the college volleyball recruiting process.
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Last week I attended a coaching conference put on by Sport England. Representatives from a number of different sports – from large (like track & field/athletics) to comparatively small (like volleyball) attended. Between the presentations themselves and the discussions we had at our tables, we talked a lot about coach education programs and the concept of coach development. They were interesting conversations.
The structure of coach education
A big topic from the beginning was required formal education (coaching certifications/qualifications) vs. continuous professional development (CPD). The sports are in different places with regards to required certification. Many are like we are at Volleyball England with just two levels. Gymnastics is an example of one with a different approach because of safety considerations.
I think there was general agreement, though, that formal requirements present challenges. Probably the most obvious is the cost in both time and money. Given the majority of coaches are volunteers, you can see how this might create friction in the process.
This brought up the question of whether we could drop certifications. This honestly doesn’t seem likely (insurance reasons, for one), so the next question is how to make the system better. For example, can we integrate CPD to lead people into the Level 1 and then act as a bridge to Level 2.
And, of course, what does CPD look like for those who’ve completed the Level 2 requirements. Those folks can’t just sit back on that for the next 20 years (which definitely happens).
Coach Developers
The other key topic – at least to my mind – was what coach development looks like beyond simply running courses, and what those in the role of Coach Developer actually do. The feeling is that too often they default to simply offering up education rather than the sort of individualized guidance and mentorship really required.
There was an interesting proposal for the training of CDs. That was to have them work with mentee coaches while those coaches go through some kind of education program. In other words, the CDs develop their skills actually working with coaches the way coaches develop their skills actually working with players.
Putting it all in context
Obviously, I was at this conference in my capacity as the head of the national team programs for Volleyball England. As such, I was thinking about things on two levels. Narrowly, I was considering our national team coaches. This is very much like you would do from a club perspective. Granted, I’m not dealing with brand new coaches at that level, but I do need to look at how we help each of them grow and develop. Even experienced coaches have room to keep doing that.
The other perspective for me was broader coach development across England. This is a major focus because if we want better players in our national team pipeline we need stronger player development at the club level. We could have the best coaches in the world, but we simply can’t see the players as much as their club coaches do.
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The weekend of September 14-15, 2024 Volleyball England hosted the UK Volleyball Coaching Symposium at its National Volleyball Centre. In attendance were coaches from England, Ireland, Northern Ireland, and Scotland. The theme of the event was juniors performance coaching. Thanks to funding from the FIVB, we had Jim Stone as our lead presenter. Jim won a U19 World Championships gold medal coaching the USA women, so he suited well the event’s focus.
There were four off-court sessions:
- An examination of sport and exercise medicine in volleyball and the prevalence of different injuries in volleyball based on recent research run by the V.E. Chief Medical Officer.
- A discussion of developing and sustaining confidence in players led by Alex Porter, the head coach of the University of Essex, which is one of the UK university performance programs (with a bit of contribution from myself).
- A look at performance metrics and how they relate to winning from the England Men’s National Team analyst (he actually did his own “takeaways” post here).
- A State of the Game session run by Jim looking at how the game is being played now, and where it seems to be going.
All the sessions generated good conversations with insightful questions. The session on confidence, though, could easily have carried on for quite a bit longer than it did. The main thrust was that there is are two types of confidence. The first is self-confidence, which is general. As such, it is subject to the influence of day-to-day events in a player’s life.
The second is self-efficacy. This is domain specific. In other words, it will be different for receiving serve vs. hitting vs. serving. This is heavily influenced by the player’s sense of competence and their prior experience. What we see is a feedback loop where self-efficacy (confidence) allows the player to take risks to try to improve, that improvement leads to increased competency, which lifts self-efficacy, and so on.
Of course, we also had a bunch of on-court sessions.
The first of those was connected to the look at volleyball injuries. An S&C coach from TASS with experience working in the volleyball space (not an easy thing to find in the UK) ran a session that featured activities to warm-up athletes up, help them avoid injuries, and generally improve their physical capabilities. This was all court stuff. No discussion of weight lifting or anything like that.
The remaining sessions were all run by Jim. They went over:
- Early-Practice Activities (ball-handling and other warm-up type exercises)
- Serve & Pass
- Developing Tempo in Attack
- Integrating Front and Back Row Attack
- Out of System Offense
- Block & Defense
We had juniors players on-hand to be demonstrators for the on-court stuff. On Saturday it was a group of girls, while on Sunday we had boys. I invited players that I thought would probably be fairly representative of the level of players the coaches in attendance would be working with. In other words, I didn’t want to just bring in a bunch of college players so it would all be nice and neat.
This approach ultimately had pluses and minuses. I think it went according to plan on Day 2 with the boys as we had a decent level of capability throughout. With the girls, though, we were lacking in the setting position. We had a couple, but they were inexperienced. That made Jim’s “tempo” session a challenge. On the one hand, it was frustrating that Jim couldn’t do what he probably would have otherwise. On the other hand, however, attendees saw Jim adapt to the circumstances in a situation probably quite like what they’d face in their own gyms.
One of the funnier elements of that whole scenario was that one of our England U19 players – a Middle – actually demonstrated some interesting setting skills. This had our national team coaches looking on with mouths open (we could REALLY use more height at setter) and asking her club coach, who was there, why this is the first we’ve ever seen that. His argument was that if he didn’t have her hit he wouldn’t have any offense. That does, though, beg the question of running a 6-2.
The other thing that stood out was Jim’s concentration on players’ focus of attention.
Of course there were a lot of other takeaways. Based on the comments we collected at the end, different people took a variety of things away from basically every session. Exactly the sort of thing you hope for.
Overall, the event went very well. All the feedback we got during and after the Symposium was extremely positive. One of the coaches from Ireland in attendance shared his thoughts and takeaways in a post on the Volleyball Ireland Facebook page.
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As a high school coach, a key responsibility is to help any athlete interested in playing college volleyball to get the attention of recruiters. A significant part of this process involves building strong relationships with college coaches, both locally and out of state. These relationships can open doors for your players and provide them with valuable opportunities. Here are some effective strategies to create and maintain relationships with college coaches.
Attend Coaching Clinics and ConventionsAttending coaching clinics and conventions is a great way to network with college coaches. Events like the American Volleyball Coaches Association (AVCA) Convention bring together coaches from all levels and regions. Participate in workshops, panels, and social events to meet college coaches and exchange contact information. Potentially even better, from a networking perspective, is to attend local/regional clinics featuring college coaches.
Host Recruiting Showcases and CampsOrganize recruiting showcases and camps at your school or local sports facilities. Invite college coaches to attend (and possibly work) and observe your players. This gives college coaches a chance to see your athletes in action and provides a platform for you to interact with them. Highlight your players’ strengths and make introductions.
Leverage Social Media and Online PlatformsSocial media platforms like are powerful tools for connecting with college coaches. Follow and engage with college volleyball programs and their coaches. Share highlights of your team’s performances, player achievements, and updates. Use direct messages to introduce yourself and your players, and express interest in their programs.
Personalized OutreachReach out to college coaches directly through email or phone calls. Personalize your communication by mentioning specific aspects of their program that align with your players’ strengths and goals. Provide information about your players, including their recruiting profiles, highlight videos, and academic achievements. Regular updates about your team’s progress can keep the lines of communication open.
Utilize Your NetworkLeverage existing relationships within your network to connect with college coaches. Other high school coaches, club coaches, and former players who are now in college programs can provide introductions and recommendations. Attend local college games and events where you can meet coaches in a more informal setting.
Participate in College Recruiting EventsAttend college recruiting events such as showcases, tournaments, and combines. These events often attract college coaches looking for talent. Being present at these events allows you to network with coaches and discuss your players’ potential. Bring player profiles and highlight videos to share with interested coaches.
Highlight Your Program’s SuccessPromote your high school volleyball program’s success through local media, school websites, and social media. Showcase team achievements, player milestones, and college commitments. A strong and visible program can attract the attention of college coaches who are always on the lookout for successful and well-coached athletes.
Collaborate with College CoachesOffer to collaborate with college coaches on clinics, camps, or community service projects. These joint efforts can foster mutual respect and create opportunities for relationship-building. Working together on initiatives shows your commitment to the sport and can leave a positive impression on college coaches.
Stay Informed and EducatedStay up-to-date with the latest trends and changes in college recruiting. Understanding NCAA and NAIA recruiting rules, as well as the needs and preferences of college programs, can help you tailor your approach when interacting with college coaches. Attend webinars, read relevant publications, and continuously educate yourself about the recruiting landscape. And, of course, read The College Volleyball Recruiting Playbook.
Be Professional and PersistentProfessionalism and persistence are key to building lasting relationships with college coaches. Be respectful of their time, follow up on communications, and maintain a positive attitude. Persistence shows your dedication to your players and your program, which can leave a lasting impression on college recruiters. That said, make sure you only promote realistic candidate and respect college coaches’ opinions.
ConclusionBuilding relationships with college coaches is a crucial part of helping your athletes achieve their college volleyball dreams. By utilizing these strategies, you can create strong connections with coaches both in your area and out of state, enhancing the recruiting prospects for your players. Remember, your efforts can make a significant difference in their journey to playing college volleyball.
You may also find How can high school coaches help in the recruiting process? has useful information and tips.
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As a high school or club volleyball coach, offering effective volleyball recruiting tips to your players who dream of playing at the collegiate level is an important role. Navigating the college recruiting process can be complex and challenging, but with the right strategies, you can significantly increase your players’ chances of getting noticed by college recruiters. Here are ten tips to help you promote your players to college volleyball recruiters.
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Create High-Quality Highlight VideosA well-crafted highlight video is a crucial tool in the recruiting process. Ensure that the video showcases your player’s best skills and plays, is no longer than 5-7 minutes, and includes their contact information. Focus on including game footage (avoid practice, if possible) that highlights their abilities in different scenarios. This is one of the essential volleyball recruiting tips for coaches to ensure their players stand out. Here are some specific tips on creating a good highlight video.
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Develop a Comprehensive Recruiting ProfileHelp your players create a detailed recruiting profile that includes their academic achievements, athletic stats, personal information, and a link to their highlight video. Platforms like NCSA, and FieldLevel can be useful for building and sharing these profiles.
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Leverage Social MediaSocial media can be a powerful tool for getting your players noticed and build their brand, especially in these days of NIL. Encourage your players to create professional profiles on platforms like Twitter and Instagram where they can share their achievements, highlight videos, and updates. Make sure they follow and engage with college coaches and programs, as well as the broader community.
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Network with College CoachesUse your connections within the volleyball community to network with college coaches. Attend coaching clinics, tournaments, and showcases where you can meet college coaches and talk about your players. Building relationships with college coaches can open doors for your players. Networking is a crucial part of volleyball recruiting strategies for coaches, and a potentially important way to promote players to college recruiters. It can also help you in your own career. 😉
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Organize College VisitsArrange for your players to visit colleges they’re interested in. This gives them a chance to see campuses, meet teams, and talk to coaches. Prepare them with questions to ask and things to look for during the visit to make the most of the opportunity.
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Provide Strong RecommendationsWrite personalized recommendation letters for your players that highlight their skills, work ethic, character, and academic achievements. A strong recommendation from a coach can make a difference in the recruiting process. And stand ready to speak with college coaches over the phone if they ask (many won’t, but some will).
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Host Recruiting ShowcasesOrganize or participate in recruiting showcases where college coaches are invited to watch your players in action. These events provide a platform for your players to demonstrate their skills and compete against high-level competition in front of college recruiters.
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Keep Track of Academic PerformanceEmphasize the importance of academics to your players. Ensure they understand that maintaining good grades and achieving high test scores are critical for meeting NCAA eligibility requirements and attracting college recruiters.
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Stay Informed on Recruiting Rules and DeadlinesKeep up-to-date with NCAA and NAIA recruiting rules and deadlines. Make sure your players and their families are aware of important dates, such as signing periods and contact periods, to ensure they don’t miss any opportunities.
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Encourage Persistence and ResilienceRemind your players that the recruiting process can be lengthy and sometimes discouraging. Encourage them to stay persistent, keep improving their skills, and remain positive. Share stories of successful athletes who faced challenges but eventually achieved their goals.
By implementing these tips, you can play a pivotal role in helping your players get recruited and achieve their dream of playing college volleyball. Remember, your support and guidance can make all the difference in their recruiting journey.
Seeing your players recruited to play college volleyball is a rewarding aspect of coaching. By following these tips, you can enhance your players’ visibility and appeal to college recruiters, ultimately setting them on the path to collegiate success. For more detailed strategies and insights, check out my new book, The College Volleyball Recruiting Playbook, which provides comprehensive guidance on navigating the college volleyball recruiting process.
Got anymore college volleyball recruiting tips? Leave a comment below.
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Here’s a question from a relatively young coach that I suspect some readers can relate to.
I’m young (21) and introverted, so I’ve consistently had a hard time establishing authority over my players. I started coaching when I was 17 and the girls were 15, and they walked all over me. Since then, I’ve been working on being firmer, but things haven’t really gotten much better. I’m quiet and awkward by nature, and in any situation where I have to manage a group of kids (teaching a classroom or coaching) I always find that it gets out of my control. I am great with 1-1 teaching and coaching, but I’m too passive when it comes to working with and disciplining a group of kids. I’m deeply anxious and tend to panic and retreat into myself when I make a mistake, which makes me make more mistakes, which (as you can imagine) is quite unhelpful both as a player and a coach.
I have previously written about the potential benefits of being introverted in coaching. It does, however, also have its challenges.
I consider myself an introvert. I didn’t have the age issue this person has had when I first became a head coach, but I can relate to the issues with firmness. Early in my career I had broad issues with what I, at the time, called “being mean” to the players. I was a 2-year college assistant coach at the time. Sadly, physical punishments did feature in our practices (they were quite old school in hindsight). I struggled to call for those punishments, or to otherwise be firm with the players when required.
Eventually, I learned to be sharp with a team when required. I’m not a yeller, and never will be. Yelling is quite contrary to the whole introvert vibe in a lot of ways. My players know, however, when I’m displeased. It’s funny. My players will comment that I yelled at them for something when I might not even have raised my voice. It’s about the tone (something coaches should always be aware of).
Anyway, it’s not just about volume and/or tone. It’s mainly about holding them (and yourself) to a standard. If you can’t do so, that’s when the players walk all over you. It won’t happen right away. Your position as coach will automatically engender a certain level of respect. What you do from there determines whether you keep it.
And players can respect you in one way, but not in another. They might respect your knowledge of the game, but not respect that you’ll call them out for messing around when they should be focused. You have to work to maintain the respect across the board.
These days, my introversion tends to express itself more in being quicker to observe and absorb and slower to talk. That has certain benefits to be sure, but there are negatives as well.
This was made quite clear to me at the end of my first season coaching in England. The captain of the Exeter men’s team told me he thought I didn’t want to coach them early in the season because I didn’t talk very much. That was a “Whoops!” moment. Legitimately, I was trying to get my feet under me coaching in an entirely new environment after a few years away from the game. That’s not an excuse for lack of player/team engagement, though.
I’m much more conscious and aware of my tendency these days. It doesn’t mean I talk all the time. No one changes their nature completely. I make sure to keep it in check, however.
Ultimately, it’s about the players. We have to do what’s best for them. If we take that mentality, we can step outside our base personality and act in the manner the situation requires. With practice, it becomes easier. And this applies equally to more extroverted coaches.
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I have to address something that I see WAY too much of. That’s coaches in discussions about the validity of the game context training approach straw-manning what exactly “the game teaches the game” means.
Let’s start with a definition. According to Wikipedia:
A straw man fallacy (sometimes written as strawman) is the informal fallacy of refuting an argument different from the one actually under discussion, while not recognizing or acknowledging the distinction.
The straw man those who attack “the game teaches the game” use is that this means coaches just play games all the time and don’t actually provide any instruction/feedback/etc. In other words, they just roll out the balls and tell the kids to play. I’m sure you’ve heard that argument. Maybe you’ve used it yourself. Of course, that’s not what it is. At best that’s bad coaching. Really, it’s more like activity management, or something along those lines, and not coaching at all.
If we were to flip things around and straw-man the more technical training approach (“drill, drill, drill”?) it would be something like saying all they do is isolated skill (blocked) drills. Again, if you ever came across a coach who did that you’d say it was pretty bad coaching – especially if they didn’t offer the players any instruction/feedback/etc.
Are there examples of “just roll the balls out and play” coaches? For sure! All the ones I’ve come across or heard about, though, weren’t actually “the game teaches the game” proponents. They were just lazy people there for a paycheck. That’s not to say there aren’t examples of coaches who misunderstand and misapply the approach, however. Similarly, there are examples of coaches doing more isolated skill training who have no idea how to do it well.
To quote Mark Lebedew:
Bad coaches are bad coaches. They will always be bad regardless of the dogmatic position they choose. It is not the position that makes them bad coaches.
So let’s get away from the straw man arguments. It gets us nowhere attacking what would be the worst possible example of the other side. We all acknowledge that’s bad coaching. If you want to debate, then do so on the right basis. In this case, it’s whether training in a game context is better/worse/equivalent to training in a more isolated fashion in a given situation.
And if you can’t do anything but straw-man the other side, consider whether you might be stuck in the “what works” mentality.
As an aside, I’ve never really liked the whole “game teaches the game” phraseology for game context training. It’s too easy to straw-man, as we can see.
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Shortly after I wrote Coaches doing “what works”, an article came up on my LinkedIn feed. It did so because Munciana’s Mike Lingenfelter, who I interviewed for Volleyball Coaching Wizards, had left a comment. The author intended the article as a story about leadership. And it’s a good story from that perspective.
Me being who I am, however, I couldn’t help but latch on to part of the story.
As we got closer to the USA Olympic National Championships, we would be pushed to our limit strength and conditioning wise – we would have to SPRINT up the entire ski hill, and the culmination of our training would end with 3 full ski hills IN A ROW. Truly torturous!
If you read my post about volleyball players running the mile, you might guess my reaction to having a team do ski hill sprints.
Why the BLEEP would you do ski hill sprints!?!?
Based on their description as “torturous”, these weren’t short hills. So we’re talking about activities that are not in line with the energy demands of our sport. There might be justification for them at other points (I’ll leave that to the pros in the field to say). Certainly that’s not right before your biggest competition, however.
And yet, because that team was so successful, there will be those who latch on to this training method thinking that somehow it’s a driver of that team’s success. It could even be some of those players who move into coaching who do so (or as leaders and/or parents). It’s the sort of misattribution and “in spite of” thing I talked about in the prior post.
I know some readers of this will throw out the camaraderie development angle. By that I mean the idea that joint struggle produces group cohesion. It can certainly happen, which is part of the reason I said these sprints might be useful at a different part of the year. A bit too late if you’re doing it right before national championships.
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As an argument against physical consequences in practice (e.g. sprints after losing a game), someone posted in a coaching group a 2002 paper titled Correlation Between High Rates Of Corporal Punishment In Public Schools And Social Pathologies. Here’s part of one of the comments posted in response:
I know this has been debated thoroughly on this group before, but some of the best coaches in all sports use drills with “consequences.” In one of my previous coaching positions, the team (college women) actually asked for more drills with “consequences” I agree with the premise of not doing things just because “they have always been done this way.” It is healthy to question and re-evaluate coaching methods. By the same token, coaches should not stop doing what works because the latest “science” says so.
That last sentence is what motivated this post.
What works
The argument we most often see in favor of outdated coaching methods is something that leans heavily on the idea of, “It’s working, so why change?” I’d argue, however, that a great many coaches don’t actually know what’s working. Success in coaching involves multiple factors. Oftentimes, a coach is successful because strength in one or more areas offsets weakness elsewhere.
In the above example we have a case where there is a clear body of research (much more than just the attached paper) telling us physical consequences aren’t helpful. We purportedly have a number of examples of successful coaches who use them, however. Don’t we also have loads of examples of “unsuccessful” coaches who use them, though? If so, perhaps the use of physical consequences isn’t actually a driver of success.
So maybe coaches are successful in spite of using physical consequences. Maybe they’re really good in other areas that offset the negatives of physical consequences. If so, imagine how good they’d be if they didn’t have that holding them back.
And this doesn’t just apply to physical consequences. You can insert any number of coaching methods here – like I talked about in this post, and this one as well.
Players wanting consequences
I too have had teams that have asked for consequences. In some ways this can be related to players saying they want to be yelled at. Here, though, I think it’s more about built up expectations. Prior coaches did it, and those teams won. Just like misguided coaches, these players falsely equate good performance with physical consequences in training.
So not only do coaches using physical consequences operate at a disadvantage in the present, they pass that along into their players’ futures by creating a faulty linkage and expectancy.
And this applies elsewhere as well. There’s a lot of research telling us game-like training is better than isolated reps (not that they don’t have value in a limited fashion). See my post about the book How We Learn to Move to learn more. Yet we still have coaches doing lots of isolated reps and ingraining the idea in players that isolated reps is how they get better.
Changing based on the science
Now let me get on to the idea of changing because the latest science says so.
It’s interesting how the commenter put science in quotes. Clearly, there’s a feeling there that at least some of what is reported as science is of dubious merit. This is entirely fair for two reasons. First, quite often things are reported based on only a small amount of research and/or with a bias. I spoke to this is the post Don’t just cite the research, actually read and understand it!
Second, research fully embraces skepticism. We should challenge the findings on all sorts of basis. One of them shouldn’t simply be because we’ve always done it this way and it works (see above), but there are plenty of other reasons. So no, we shouldn’t necessarily change our approach based on one study.
If, however, there’s a consistent pattern of findings that basically say the same thing, we need to be willing to adapt. After all, if there’s a way to do better, we should be all over it. Even being just a fraction better each time can add up to massive improvement over time.
You’ve evolved to this point. Keep going
Unless you are reading this as someone who has literally never coached before, you’ve already evolved in your coaching. It’s unlikely you use all the same games and drills as you started with. You probably communicate with your players differently. Maybe you use different offensive and/or defensive systems. The point is, you made changes because you realized you could do better.
We should never lose that mentality as coaches. There is SOOOOO much involved in coaching and we’re never going to be perfect at all of it. All we can do is continue to learn and grow in our craft. If you haven’t read the Volleyball Coaching Wizards books yet, definitely do so. Those are some of the most successful coaches in the world and a common theme with them all is continuous development. Be like the Wizards!
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I previously wrote the post If you think it’s them you should think some more. Basically, it’s about coaches failing to accept at least some of the blame when they don’t get the most out of their players/team. Sports Psychologist Dan Abrahams takes it a step further. In particular, he addresses the idea that attitude and energy are solely the responsibility of the athlete.
To quote Dan:
“…if I may respectfully say, no matter how complicated it is, a coach can absolutely influence effort and energy. And if you’re a College coach…a full-time coach…then I would argue it’s incumbent on you to strive to do so. Coaching effort and energy should probably be front and centre of your coaching practice if it’s your job! (If I may respectfully say).”
I should note that while Dan’s main sport focus is soccer, the motivation for his post was something said by a college basketball coach.
Anyway, one of the memes you come across on social media and elsewhere is the idea that athletes are in control of their attitude and energy. Notably, it’s often coaches posting and sharing those memes. In doing so they (probably unconsciously in most cases) absolve themselves of responsibility for player engagement.
It’s certainly true that we cannot control what’s going on outside our interactions with the players and the team. No one is saying we do. What we absolutely can control, however, is what we do – and the environment we create – that influences attitude and energy while we’re with them. This is something every coach needs to take responsibility for.
A very simple part of this is how you start and end practices. And, as Dan notes:
“…it’s about engaging in coach behaviours that help you notice which players may require your attention prior to training. Being human, some players will arrive at the field, the pitch, or the court a little flat or lethargic or distracted on occasion. That’s more than ok, and it’s your cue to go have a chat with them. Make them smile. Remind them of their Player Development Programme, or take them to one side and give them a chance to share what they’re feeling.”
I encourage you to read the full piece. Don’t be the sort of coach that makes excuses.
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Here’s a quote from Hugh McCutcheon’s book Championship Behaviours that every coach should consider:
One of the main litmus tests is your response to failure. When you perceive failure as an opportunity for improvement, it’s probably a sign that you’re on a good path: you see your shortcomings as valuable feedback in your process of improvement and achievement. If you perceive failure as an embarrassment or a personal affront, then you should probably look more closely at why you are engaged in the activity.
I’ve commented in the past that yelling is often more about the coach than the player(s). Can you see how the perception of failure as an embarrassment or personal affront might trigger that? Or induce a coach to use punishment for errors? This is why it’s important to think more in terms of the athletes, and less in terms of ourselves.
Not that we shouldn’t think about ourselves as well, of course. Coach health – mental and physical – is important. I think you know what I mean, though.
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Sports psychologist Dan Abraham, who I’ve mentioned before, offered up what he called seven quick ideas for coaches. They’re simple in concept, but he does suggest they deserve some thought. Here they are, with some of my own thoughts.
1. For players to learn through instruction, information needs to be encoded deeply.
- Make sure they’re paying attention…all eyes on you!
- Communications must be short & understandable (lean & lucid)
- Give them a chance to ‘picture’ what you’re explaining
- Check their understanding
I would call all this pretty standard teaching approach. I’ve written before on that second one – keeping talk to a minimum.
2. Help your players build their leadership toolbox by:
- Including more collaboration during activities. In other words, give them chances to experience leadership
- Negotiating type of leadership: by action, by instruction, by energy…which type fits each individual best?
- Seeing leaders as an extension of coaches…create informed leaders (flatten the coach-player hierarchy)
An potentially important element of the first bullet is unstructured play where players are encouraged to work together on solutions. And we can do that in a structured way as well. Leadership development is always something worth thinking about.
3. The human cognitive architecture for visualization includes:
- Central executive….choose it!
- Phonological loop….say it!
- Visuo-spatial scratchpad….see it!
Help players choose what to visualize (“Tell me about your best”). Help players to say it and see it…in detail!
This kind of ties in with the 3rd bullet from #1 above.
4. A key to learning is attention!
- Attention is driven neurochemically by the release of:
– Dopamine (interest)…reward
– Norepinephrine (alertness)…threat - Make activities:
– Personally meaningful for each player…reward!
– Collaborative (social)…reward!
– Challenging and pressurized…threat!
I love that last one. It talks to both finding ways to put players in pressure situations in practice, and to more generally keep them challenged.
5. Helping players develop relevant cue words & phrases prior to a game can help limit the amount of spontaneous self-talk they experience during the game (that can distract from picking up environmental clues).
Prepared cue words & phrases decrease thinking during a game!
It occurs to me that I haven’t written much of anything about helping players develop good self-talk. Need to remedy that!
6. Player ownership can be a key to learning tactical movements
- In training, as an activity unfolds, if a player is doing something wrong avoid correcting…
- Instead, trigger their curiosity by telling them there is something they can improve…and ask them to consider what it is…
- Don’t stop play…let them ‘think’ and ‘find solutions’ themselves
I’ve long liked the solutions-based approach to thinking. The one thing I would reflect with regards to the first bullet is the need to make sure the player has the necessary knowledge of performance.
7. And…
- Help players have action-changing words (adjectives) then ask them to embody and enact their actions in the style of these words
- Alert…alive…lively…sharp…relentless…focused
- Action-changing words hone identity. They guide attention and influence intensity
This could be a lot of fun with a young group of players. 🙂
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Here’s something to think about. Are you teaching, developing, or coaching?
Let me provide a set of definitions as I’m thinking about them in this context.
Teaching is instruction. Basically, it’s giving someone information and/or showing them how to do something.
Developing goes a step further. It guides the person (player) towards achieving mastery. That’s where they don’t just know how to execute a skill, for example. They can do it effectively and consistently in game conditions and know when and how to apply it in a game context.
Coaching brings in the added level of motivation and coordination with others.
Most of what we coaches do – unless we’re working with beginners – falls into the Developing and Coaching categories. I see this as an important thing to think about because it’s easy to fall into the trap of operating either too much or not enough in a given context.
For example, a lot of coaches think too much from a teaching perspective, where it’s about technical ability to perform a skill. They don’t think enough about developing mastery, which is about being able to perform when it matters, and knowing when that is. This is how you run into the “Why can’t they do it in a game?” situation.
Looking at things from the opposite direction, sometimes coaches spend too much time coaching the team and not enough time helping players develop mastery. Or they spend lots of time on motivation and not enough on developing skills.
Ultimately, we need to balance our focus across the three domains based on our priorities and objectives at the time.
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Here’s an interesting question from a Facebook group for head coaches working with new assistants.
For those of you who get an assistant coach who maybe understands how to play volleyball, but doesn’t understand the intricacies of how to coach it, what do you do to help THEM learn how to coach. How do you utilize them?
The poster went on to add, “He doesn’t know the lingo, the specific drills we run, etc.” to provide further context. So clearly it isn’t someone who played for this particular coach. That means there’s a lot to learn in terms of specifics on top of more general concepts. Let me share how I’d approach things.
General expectations
This goes for all assistants, not just those without a coaching background. Start by laying out the expectations and how you do things. Be very straightforward about this. Answer any and all questions you can. You won’t cover every possible thing that could come up, of course, but make sure you hit all all the big stuff. Think of it as a reference point for the “Remember when I said…” conversations that might have to happen down the line.
Explain your plan before practice
A great way to get someone trained up as an assistant is to walk them through the plan for your practice. This is where they can learn terminology, the drills you use, etc. Explain why you’re doing things and their role in each activity. Don’t expect them to retain it all right away, though. Just like with the players, it can take a new assistant going through a drill or a game to really understand how it works and what they’re supposed to do.
Keep their focus narrow
Over time you’ll figure out the best ways to make use of an assistant based on their strengths, interests, etc. In the early stages as they are learning, though, make sure you focus them fairly narrowly. That gives them the opportunity to get stuff right while also taking in the bigger picture.
Encourage questions
Make it a rule that if there’s any doubt at all, they should ask you. The last thing you want is to have to stop them doing something because they didn’t understand and are doing it incorrectly. That means you have to be open to questions. Obviously, there are times when questions are a distraction you don’t want. Make sure they know when those times are, but otherwise be open to them.
Lots of feedback
Just like you want to give your players feedback as part of their development, make sure you do that with your new assistant. This is probably not something you want to do in front of the team (definitely not if it’s negative!), so do it away from them. Tell them the things you want them to keep doing, and tell them the stuff you want them not to do anymore. In the latter case, make sure to tell them what you want instead.
Use debriefs
A great time to give feedback and to answer questions is in a debrief session after practice or a match. Having seen how things went, they’re in a better position to understand and know what questions to ask. You can also use the time to talk about what you see for the next session. That way they can get a better sense of your thinking and your perspective on things.
Give them resources
If there’s anything specific you want them to learn, point them toward resources so they can do some homework. There are loads of articles, books, and videos you can share. You might even already have stuff you give to the team covering things like serve receive patterns by rotation, defensive systems, and set calls to get them going on those subjects.
Be patient
The last thing I would say is to be patient in their learning process. You can’t expect them to get everything right away. And you definitely can’t expect them to know what you’re thinking or how you want things done if you don’t explain it. They are there to help you, and by extension your team. Keep them motivated to continue learning. Play to their strengths, and as they demonstrate competency, expand their role.
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If you haven’t seen them already, here are my updates from Day 1, Day 2, Day 3 and Day 4 of the virtual version of the 2022 AVCA Convention. In this post I’ll share the sessions I went back to watch after the Convention ended.
Youth VB Practices: Strategies & Drills to Build Confidence and Survive the Chaos
This was a pre-recorded session by Kathy DeBoer and Becca Just (Education Specialist at the AVCA). Kathy doesn’t normally present at the Convention, aside from the stuff you’d expect from the Executive Director of a coaching federation. As such, I was interested to see this one.
Kathy started off by sharing the growth of volleyball at the high school level. She also mentioned that growth in the sport is really being driven at the younger age groups. In particular, she noted that the 13-and-under age group was the largest at AAUs last year, with over 700 teams.
From there the presentation featured Kathy talking about something, then Becca offering on-court examples. A big feature throughout was Kathy talking about the value of blocked training, in particular as related to player confidence. I have a lot to comment on about this one, but have to do that elsewhere. It would take up too much space here.
Coaching Juniors in the Japanese Way
This was another pre-recorded session. The presenter was Sei Kawabe, the Executive Director for the Japanese equivalent of the AVCA. He talked about the way things go in youth volleyball in Japan. A clear criticism he spoke of is an extreme focus on winning because tournaments there are strictly elimination. You lose, you go home.
One of his more interesting comments was that in his mind technique is about controlling the ball, while kill is about controlling the game. A chunk of the video (only about 35 minutes total) focused on coaching spiking. He specifically talked about teaching youngsters how to throw, and also shoulder alignment. Toward the end he shared clips of one club’s training that featured some more general athletic movements with volleyball skills.
Learning Lab: Setting
Like the other Labs, this was a zoom. The presenter was Paco Labrador, from the Naval Academy. It being an open Q&A means the questions covered several different topics. Kind of like Chris Tamas from Day 2, Paco talked about not being fixated on specific technique, particularly with footwork.
Recruiting the Club Recruiting Coordinator – What to Do and What to Avoid on Calls to a Club
This was a panel discussion featuring a group of juniors club recruiting coordinators. The focus was on how college coaches can do a better job of working with clubs in the recruiting process. There was a lot of talk about the communication side of things – both to the kids and the recruiting coordinators.
Maximizing the Transfer Portal + Preventing YOUR Players From Entering It!
Dan Tudor did this presentation, which was a live seminar. Dan is the president and founder of Tudor Collegiate Strategies, which advises colleges on recruiting. When I was at Medaille, the department used his services. He talked about the difference between recruiting transfers and high school athletes, among other subjects.
Championship Behaviors
This was Hugh McCutcheon’s talk based on his new book by the same name, though with a slightly different spelling. You can read my book review here. The first 10 minutes or so was the story of how the book came to be. One of the funnier parts of that was when Hugh found out his book was #1 in Volleyball – and was quite excited – then realized what else was in the top seller list and was less impressed. This is related to something I wrote about here.
Out of System Offense: Creating Your System
Retired LSU and AVCA Hall of Fame coach Fran Flory ran this on-court session. She started with an exercise I’ve seen in a lot of pro team gyms where players bounce the ball then set it to one of the pins like they were setting an out-of-system ball. Fran challenged the attendees to spend much more time working with young setters setting from off the net rather than perfect balls.
A Balancing Act: Physical Trainings Loads, Skill Development and Mental Health
This was a seminar session. It featured David Gil from VERT and Lauren Steinbrecher from James Madison. You may recall that I had the two of them on one of my Coaching Conversations. Much of what they talked about was similar to the content from that Conversation.
Something really interesting that David brought up had to do with the impact of fatigue on learning. Most of us understand that we should do the more teaching oriented (skill acquisition) parts of our training toward the beginning of a session when the mind and body of the athletes are relatively fresh. David noted, however, that we can’t just look at it in terms of today. He said research suggests there’s a carryover effect from a heavy load day to the days after it. So if we had a hard day on Tuesday, we probably don’t want to try to do much skill acquisition work on Wednesday.
Managing Your Team Before, During and After a Game
Canadian Women’s National Team head coach Shannon Winzer presented this seminar. She said from the start that the title wasn’t the best for what she wanted to talk about. Basically, she talked about getting from where you are to where you want to be in terms of team performance. She talked about how they examined the deficiencies they saw in the Canada team (what she called Gap Analysis) and what they did in training to address them. She then went into scouting and what they look at/for.
Building a Better Learning Environment
Trevor Ragan from The Learning Lab presented this session. His focus was on creating/sustaining the right environment within our teams. A prime example of this is how we react to mistakes. He also talked about how Karch asks his players how he can do a better job coaching them as an example of modeling a learning-based mentality and behavior. Importantly, he did make the observation that the inherent competition for playing time within a team works against the concept of have a safe psychological environment. It’s just something we have to acknowledge.
A Simple Planning System for Winning Your Days
This was a pre-recorded session by Mandy Green from Busy Coach. The basic thrust of this presentation was helping coaches manage their time better. She made two observations at the beginning that I really liked. The first was “Coaches think ‘busy’ is equal to ‘value’. The second was “Coaching are patting themselves on the back for the number of hours of work they are putting in”. Both are so true. I see it regularly, especially at the college level.
Why Branding Matters for Leaders in Sports
Laura Barnard of BREAKTHRU Brands presented this pre-recorded seminar. It was primarily aimed at women leaders. While it brought in corporate brands by way of example, the focus was on coaches developing their personal brand.
So You Think You Want to Coach? Managing the Transition from Player to Assistant Coach to Head Coach
This was a panel discussion featuring four women at different points in their careers. It covered a lot of different aspects of the transitions from role to role. Having been in those positions myself, I found myself agreeing with pretty much all they said.
Minds, Hearts & Wallets: The Secrets to Engaging Donors
Beth Launiere ran this session, with the help of Leo Hopf who is her co-author on Stop Competing and Start Winning. They also had a woman who donated for an endowed coach’s chair at Utah, where Beth coaches. She actually came up and shared a lot of insights from her side of things. Another donor followed who talked about how she’s now a planned donor, meaning the program will get money from her estate after she passes.
You CAN Handle the Truth: Fostering Honest Relationships with Your Athletes and Staff
This was a panel discussion at the very end of the live convention. Chris McGown moderated it, with Karch Kiraly, Luka Slabe (North Carolina State), and Beth Launiere. As the title implies, relationships was the main focus. There was a lot of discussion of good communication.
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Here's a quick recap of my experience at the 2021 AVCA Convention in Columbus. This is the 5th since I started the blog in 2013.
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How can we help a coach who has mainly worked at the very basic levels make a move to a higher, more complex level of coaching?
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So you want to get into college coaching, but aren't sure how to get your foot in the door. Here are some thoughts.
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As in any field, those in the coaching profession need to think about their impact and influence on the broader organization.
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The record of a certain college coach demonstrates rather dramatically how little winning matters in some situations.
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Our job as coaches is to push our athletes outside their comfort zone to further their development. How do we do the same as coaches?
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How can high school coaches help their volleyball players in the college recruiting process? There are a few different ways.
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A coach asks whether it's better to assist at an established program, or to head coach at one that struggles.
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How should one's approach to coaching be different as an assistant coach as compared to being the head coach?
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Coaching legend Terry Pettit has a list of 10 behaviors we should focus on to make us better, more effective coaches.
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