111-0533_ICor_Volleyball_Ad.eps1-0533_ICor_Volleyball_Ad.eps 1 44/13/11/13/11 99:02:02 AAMM
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ARARTOFOF Coaachching volleyballv o l l e y b a l l
THE ART OF COACHING VOLLEYBALL OVERVIEW AND PHILOSOPHY
The Art of Coaching Volleyball was established in 2011 as a coaching clinic that embraced the idea that there are many ways to teach the game of volleyball. In its 3 years of existence, the Art of Coaching Volleyball clinic series has been attended by over 2,000 coaches in 14 different cities and has built a permanent home to share its message online at TheArtofCoachingVolleyball.com.
Anchored by a group of volleyball legends and supported by top coaches from all over North America, The Art of Coaching Volleyball prides itself on delivering elite level knowledge in a way that is understandable and enjoyable for coaches at every level.
As an attendee at an Art of Coaching Volleyball event, you will see some of the biggest names in volleyball presenting their diverse perspectives on volleyball techniques, tactics, drills, practice, physical conditioning and mental training.
Our goal at these clinics is twofold. In the short-term, we want to provide you with the information you need to become a better volleyball coach for the upcoming season. Looking further down the road, we hope to stimulate your mind in a way that will help you establish a personal coaching identity that fits your program’s objectives and meets your players’ needs.
Our philosophy is to help you cultivate your philosophy because your philosophy is what will work best for you.
To ensure that learning occurs even after the clinic, all attendees get free access to all the Austin, TX clinic sessions online on their Art of Coaching Volleyball member profile.
HOW TO CREATE AND ACCESS YOUR MEMBER PROFILE
1. Create a member profile here: http://www.theartofcoachingvolleyball.com/austin-clinic-attendee-profile-sign-up/
2. Login to your account here: http://TheArtofCoachingVolleyball.com/member-login
3. Access member profile page here http://TheArtofCoachingVolleyball.com/member-profile-page
If you have any questions or don't see your attendee benefits on your member profile page send an email to: [email protected]
THE ART OF COACHING VOLLEYBALL | 2
CLINIC SCHEDULE
Contact Your Sports Imports Rep: Danielle Calo 877-384-2881 TABLE OF CONTENTS [email protected] TABLE OF CONTENTS
TABLE OF CONTENTS
WHAT I HAVE LEARNED IN MY YEARS AS A COACH ...... 8
PASSING ...... 12
SERVING ...... 14
SETTING ...... 18
HITTING & ATTACKING ...... 20
BLOCKING & INDIVIDUAL DEFENSE ...... 23
YOUTH VOLLEYBALL TRAINING ...... 24
INJURY PREVENTION ...... 26
COACHING METHODOLOGY ...... 28
PHILOSOPHIES OF THE HILLTOP ...... 50
TRAINING TRANSITIONS ...... 52
COMPETITIVENESS ...... 55
MENTAL TRAINING ...... 58
DRILLS ON THE DOWNLOAD ...... 73
PRACTICE PLANNING ...... 75
PRACTICE EXECUTION ...... 81
TEAM DEFENSE AND RELATIONSHIPS ...... 82
TEAM OFFENSE ...... 83
TABLE OF CONTENTS | 4 CONTROL THE COURT. command the net.
ASICS.COM | FACEBOOK.COM/ASICSAMERICA
A0101-Volleyball_Ad_AW1.indd 1 2/27/13 3:30 PM CLINIC SCHEDULE
CLINIC SCHEDULE
SATURDAY JUNE 14th
8:00 – 8:15 AM INTRODUCTION
8:15 – 9:00 AM WHAT I HAVE LEARNED IN MY YEARS AS A COACH with John Dunning Russ Rose and Terry Liskevych
9:00 – 9:40 AM PASSING AND SERVING with Russ Rose and Terry Liskevych
9:40 – 10:20 AM SETTING with John Dunning
10:20 – 10:35 AM BREAK
10:35 – 11:15 AM HITTING/ATTACKING with Russ Rose and John Dunning
11:15 – 11:55 AM BLOCKING AND INDIVIDUAL DEFENSE with Terry Liskevych
11:55 – 12:35 PM YOUTH VOLLEYBALL TRAINING with Ruth Nelson
12:35 – 1:35 PM LUNCH
1:35 – 2:05 PM INJURY PREVENTION with John Dunning
2:05 – 2:35 PM COACHING METHODOLOGY with Terry Liskevych
2:35 – 3:15 PM PHILOSOPHIES OF THE HILLTOP with Sean Donahue
3:15 – 3:30 PM BREAK
3:30 – 4:10 PM TRAINING TRANSITIONS with Jerritt Elliott
4:10 – 5:00 PM SMALL GROUP AND INDIVIDUAL DRILLS with All Coaches
5:00 – 6:00 PM IN GYM SOCIAL
SUNDAY JUNE 15th
8:00 – 8:30 AM COMPETITIVENESS with Russ Rose
8:30 – 9:00 AM MENTAL TRAINING with Terry Liskevych
9:00 – 9:30 AM DRILLS ON THE DOWNLOAD with Mark Barnard
9:30 – 10:00 AM PRACTICE PLANNING with Terry Liskevych
10:00 – 10:30 AM BREAK
10:30 – 11:00 AM PRACTICE EXECUTION with Russ Rose
11:00 – 11:40 AM TEAM DEFENSE AND RELATIONSHIPS with Jerritt Elliott
11:40 – 12:20 PM TEAM OFFENSE with Terry Liskevych
12:20 – 12:35 PM BREAK
12:35 – 1:30 PM TEAM DRILLS AND Q&A with All Coaches
CLINIC SCHEDULE | 6
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For sales and information Please call 501-420-4593 or email [email protected] WHAT I HAVE LEARNED AS A COACH
TERRY LISKEVYCH
WHAT I HAVE LEARNED AS A COACH
1. Surround yourself with the right people - - exceptional people – players and staff • Know your strengths, but most importantly your weaknesses then ensure those around you make your collective staff better • Delegate • “Over deliver” on your promises to them • Create a win-win situation for anyone that you work with
2. Know your priorities in life • What are the most important things for you – wealth, family, health, religious beliefs, value system, integrity, friendship, etc. • Be true to yourself • Mom – “it goes quickly – everything in moderation – most important thing in life is your” health • “One person’s BS is another person’s catechism” • “The most important things in life are not things” • Be able to make fun of yourself – laugh often and surround yourself with others who can laugh with you
3. Develop and establish a clear philosophy of coaching • Write it down • One page • Review it at the end of each year – modify it as needed • Make sure that it is easily understandable by your staff, players, parents, administrators
4. Mentorship • Find a mentor • Give back – be a mentor
5. Work ethic – learn how to work hard and smart • “This is a great country - - if you work hard anything is possible. However, always remember you may work hard and you may not get what you want, but YOU WILL NEVER get what you want if you do not work hard” (Taras M. Liskevych /my father) • “10,000 hours” – quality vs. quantity
6. Learn every day and read as much as you can • Enhance your knowledge with something new every year (every day) • Seek out professional development and networking opportunities • Keep a list of books to read ü both fiction and non-fiction ü on coaching ü on leadership and motivation ü Learners will not be left behind
WHAT I HAVE LEARNED AS A COACH | 8 WHAT I HAVE LEARNED AS A COACH
TERRY LISKEVYCH
7. Positive energy – glass ½ filled vs. glass ½ empty • Make a conscious choice to be part of the solution, not the problem
8. Have a basic foundation of teaching/coaching principles • The training environment is a key to your success. Practice is the most important thing that you will do – practice does not make perfect – perfect practice makes perfect • Design a system for your players – not fit players into a system • Do not try to do tactically what you cannot do technically • Environment shapes the desired outcome/behavior
9. Develop a system to Identify talent “The most important ingredient of coaching success is the athletic talent of your team” • Physical innate gifts • Attitude, effort and work ethic • Energy giver • Ability to keep plugging away after failing - “The greatest glory in living lies not in never failing, but in rising every time that we fall” (Nelson Mandela)
10. Market your program • It is our job as coaches to help expose this great sport • “Come once and you’ll come back” • Work to attract fans who are not just player families & friends and/or former players & coaches
JOHN DUNNING
1. Listen. Stop solving things. Just listen maybe ask questions, you will evolve.
2. Hiring those who will work with you is even more important than recruiting.
3. Never act in a way that makes someone you interact with doubt you care.
4. One of the cornerstones of success is competing, focus on it, practice it, recruit it, find a way to put it at the center and make it grow.
5. Be a visionary. Chart the path for your team and lead them there.
6. Establish team boundaries, let them breathe, decide when to enforce them.
7. Maintain life balance and enhance your chances of being great at anything.
8. As soon as you are sure you have found “The Way”, turn around and look back to find the place you went off the road, go there and decide what’s next.
9. The impact of technology has only begun, use it, understand it, find out how to use it in a way no one else has.
10. We limit ourselves in so many ways, set the bar high and then set it higher.
11. Find a mentor (Mentors) or form a coaches group you can talk with regularly.
9 | WHAT I HAVE LEARNED AS A COACH WHAT I HAVE LEARNED AS A COACH
RUSS ROSE
1. Make it fun – At times easier said than done.
2. Know your level of play and the goal is to win.
3. Know your strengths and weaknesses and find people to help shade your blemishes.
4. Tell the truth – unless you feel you might lose your job and you want to keep it.
5. Coach who you have and don’t worry about who is hurt or who went to another school (for college coaches).
6. You need to master the fundamentals to conquer the opponents.
7. Know your team better than an opponent and sometimes you have a bad matchup.
8. Teams win and coaches lose. Be tough enough to handle it.
9. Rest is best – not all the time but approaching the end of the season it is critical.
10. Find the players that want to be the best they can be and teams succeed when you incorporate addition by subtraction.
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TERRY LISKEVYCH Notes:
PASSING
1. Knees hips to target • Passing off a hip??
2. Platform with feet • Balanced – ability to move in any direction • Beat ball to spot
3. Platform with arms • Contact area • Arms away from body • Angling (tilting) arms to target • Tilting • No swiveling
4. Ball high to left or right • Dropping lead shoulder • Taking step back
5. Overhand skills
6. Vision • Tracking – follow ball from servers toss to your arms • Depth perception • Acuity • Peripheral
7. Trajectory • Horizontal vs. vertical • Passing high
8. Tactical • Communication – mine, in, out • Positioning on court • Opening lane – 4/5 person receive • Following ball to sideline and end line
9. Four point system 3-2-1-0 system. No zeros
10. Drills • Individual • Two person • Form drills – Left-Right-Forward-Back • Multiple balls – 10 ft., 20 ft., 30 ft. • W drill - - “Six X’s on Floor” • 5-3-5-3-5 in 4 minutes • Underhand, Overhand, combination • Side Out/Middle Hitter Drill
PASSING | 12 PASSING
RUSS ROSE Notes:
PASSING
Forearm Pass • Maintain the basic posture and move with a slide, if necessary to the ball – vision is critical • Face the server – angle arms to target
• Heels of the hands should be in contact with each other
• Thumbs pointed to the ground with the wrist hyper extended
• Elbows locked but not tense – contact is made away from the body and above the knees
• Pass the ball off your arms toward the target with weight shift or slight rocking motion or shoulder adjustment – keep shoulders loose
• Follow the ball from server – and to the target while holding your position
Overhead Pass • Hands up early
• Quickly get to the ball and face the target (square off)
• Contact the ball above the forehead and extend up toward and through the target
• Key is to better the ball and keep it in play
13 | PASSING SERVING
TERRY LISKEVYCH Notes:
SERVING
1. Serving is the only volleyball skill where one performer is solely responsible for the outcome. As a coach, you should always work in serving in every practice session. Your job is to get every player on your team to: a) get ball over the net; b) attain serving accuracy; c) develop a floater. Last, you should develop 3-4 different types of serves and serving styles for your team. • Only signal a few players (most can’t serve zones consistently and make more errors when zoned)
2. Spins and Trajectories • Topspin – a) top of ball vs. b) bottom/back of ball • Floater a. Teach players to first toss and have ball land in same spot on floor b. Progress all the way to serving with eyes closed • Underspin (backspin) • Sidespin
3. Types of Serves • Underhand • Overhand • Sidearm • Roundhouse • Jump – Topspin • Jump – Float
4. Mechanics of Floater Serve • Toss ball 2-3 feet overhead, 1 to 1 ½ ft. in front of you. • Foot stance – one foot astride in front of other (foot opposite your hitting arm is forward). As you contact the ball, there will be shift in weight from back leg to forward leg. • As you toss the ball, your hitting arm is drawn back (like an archer – “bow and arrow”) – or keep the hitting arm cocked before the toss. • Contact ball exactly through its center. • The ball is hit on its way up or at the peak of the toss; it is contacted slightly in front of your head. • Keep your wrist stiff (rigid) and contact ball with the palm of your hand or with a fist. • Keep the trajectory of the serve as low as possible to the net. Hit the ball in a straight line. • Replicate the same mechanics every time – keep the index finger of your non-hitting hand on the valve of the ball.
SERVING | 14 SERVING
TERRY LISKEVYCH Notes:
5. Cue words/key phrases for Float Serve Cue Word Key Phrase • Toss - Toss ball in front of hitting shoulder • Float - Solid contact in center of ball, no spin • Flat - Low trajectory, line drive • Tough - Always hit a hard flat serve
6. Serving Strategy/Serving Tactics • Serve a point or return a “free” ball to the serving team • Limit the number of options to the offensive team • Physically tax a selected member of the opposition • Psychologically tax an opponent – demoralize the receiving team
7. Choice of targets • Technical weakness – player or poor serve receiving rotation, etc. • Tactical weakness – holes in their serve receive pattern; making a player/players move • Tactical advantage – force the receiving team to alter their setter penetration or attacker approach patterns
8. Target signals – during competition – serving questionnaire
9. Establishing a tactical serving philosophy • Getting serve over the net - in • After time out • After substitution • First serve of the game • Game/Match point • Long rally/momentum • Two serves missed in a row – different players or same player
10. Serving Drills • Individual – wall serving • In a row • Zone serving – 16, 24, 32 • Over the net elastic • 6 v 6 drills
15 | SERVING SERVING
RUSS ROSE Notes:
SERVING
Float Serve • Face where the ball is intended to go • Lift the ball with consistent arm motion and place in front of the hitting arm • Strike the ball in the center and step into the contact • Float serve should be emphasized with any type of arm swings (roundhouse, overhand, sidearm, underhand)
Jump Spin
• Toss with right hand and toss the ball high • Swings arms with 4 step approach • Hit high and hard • Good toss hit it hard – bad toss hit it in
Serving Concerns
§ At the lower levels serving can be one of the best indicators of success, while at the higher levels; you try to have an effect on your opponent. At the higher levels you may get 3 errors to 1 ace while at the collegiate level you’re looking at about 1.5 errors to 1 ace.
§ Players need to have control as demonstrated by serving the zones requested.
§ Tactical application is the idea that a short crosscourt serve may limit the opponent’s ability to attack quick or run a slide.
§ Serve at the setter in hopes of interfering with his/her pathway to the target.
§ Serve tough all the time, but recognize that you shouldn’t turn around and get mad if your players miss their serves. If you seek a high % of aces, the tradeoff is normally a high % of errors. You must decide if you want to serve in or try and score a point off the effect of the serve.
§ Decide on specific patterns or the coach can give a zone to try and impose a tactical effect. I try not to get involved because I want to win more than I want perfect control on the serve.
§ Develop a specific list of times when the player needs to keep their serve in play…When is it acceptable to risk an error?
SERVING | 16
Improved Tempo
Improved Position Control
See the Set Hear the Set Practice the Set
TM The Technology to Improve Your Set
SETTING | 18 SETTING
JOHN DUNNING Notes:
SETTING
I. Help your setter be a student of the game. A. Understand the rules B. Understanding offense 1. Phases of the offense a. Serve Receive b. Transition
2. Factors of the offense a. Tempo G. Pass and dig quality b. Location H. Set distribution c. Depth I. Opponents d. Movement J. Predictability e. Combination K. Deception f. Emotion
3. Understanding our offense a. Our set list *Strategy behind each set *The setter’s job on each set *The hitter’s job on each set b. Our hitters *Understand each set for each person *Work with your trust level *The way to communicate for each person c. In System/Out of System d. Our Team Goals
4. Understanding their role This is changing as the role of the libero grows
5. Understanding the game thru statistics a. Our offense b. Our opponent c. The game in general
6. Decision making and communication
II. Coaching, communication and establishing performance levels for setting. A. Coaching vs. criticism B. How accurate can we be? C. The benefits of using Noah
III. Decisions to be made concerning any setter’s training. *****Guidelines for teaching and training. II. Keep it simple III. Explain it: Understanding aids disciplined training IV. Techniques must add to athleticism V. Cycles for learning transfer VI. Single item focus while doing the whole skill VII. Basic skills are the foundation for advanced skills
SETTING | 18 SETTING
JOHN DUNNING Notes:
IV. Training a setter A. What is the Setting Motion? (Focus is on form before and after contact.) 1. Hand position (Molding: The ball, triangle…) 2. Shoulders, arms, elbows…and the angle of release 3. Hand and arm motion 4. What story to set from 5. Quiet hands 6. Ball/window 7. The eyes a. How to look at the ball b. Looking through the net c. Close your eyes d. Looking at your hand e. Looking at the back ground 8. Follow through a. Posture b. Set height c. Full extension or not 9. The whole rhythmic motion 10. Balance vs. Any movement other than forward B. Where is home base located? 1. System reasons. 2. Footwork to Home Base 3. Square to what location? C. What footwork do we teach? 1. Keep it simple and athletic 2. The last two steps, locating 3. Discipline and deception 4. Speed, athleticism and system D. What other setting skills does a setter need? 1. Back Setting 2. Jump set (Technique and location) 3. One leg jump set 4. Bump set 5. Tilt sets 6. Spin and jump spin sets 7. Net skills (One hand sets, jousts, dumps and tools) 8. Fitting your hands into the space you have
19 | SETTING HITTING & ATTACKING
RUSS ROSE Notes:
HITTING & ATTACKING
1. Stay loose and prepared to move off the balls of the feet to the ball - Generate as much momentum as possible – go slow to quick and from small to big steps
2. Either 3 or 4 step approach can be used as long as the takeoff is in heel-toe fashion (explosive last two steps coincided with a big arm swing/lift
3. Outside foot should be a little forward to aid in upper body rotation
4. Arm swing should be through a full range – target arm stays up until the top of the jump – then hitting arm extends through the ball – rotate left hip to right hip
5. Emphasize hitting ball with violent wrist snap off the hitting shoulder – Reach up and hit high and behind the ball
6. Landing should be cushioned with toe-heel fashion with emphasis on landing balanced on both foot
7. Slide attackers need to land balanced one foot at a time
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JOHN DUNNING Notes:
HITTING & ATTACKING
1. Strategy A. What Position do you play? B. What kind of hitter are you? 1. Power 6. Off Line 2. Altitude 7. High Flat 3. Off speed 8. Slide 4. Tool 9. Situations 5. Location 10. ????
2. The Arm Swing A. Develop an arm swing that will help you stay healthy 1. Feet 2. Hips & Shoulders 3. Whip 4. Finish 5. Ball Speed and technique B. Develop an arm swing that will allow for many options 1. Contact, what part of the ball 2. Off line 3. Ball Speed on off line vs. Health
3. The Approach (Two foot plant) A. The power angle B. Approach technique 1. Length and number of steps 2. Posture and the arm swing to jump 3. Compression, plant, and lift 4. Landing C. Location 1. Altitude and contact point 2. Attack options 3. Vision D. Timing 1. Steps in time with the set tempo 2. Approach length
4. The Slide Approach (One foot plant) A. Technique 1. Length of approach 2. Angle off approach 3. Location, plant and knee drive 4. Arm motion 5. Using your body for power generation B. Set type and timing C. Attack options, vision and landing
HITTING & ATTACKING | 22 BLOCKING & INDIVIDUAL DEFENSE
TERRY LISKEVYCH Notes:
BLOCKING
1. Penetration 2. Blocking with your hands 3. Spacing of hands & angling of outside hand 4. Hands/arms held high – even when loading 5. Area block vs. Attack (stuff) block 6. Eye sequence – pass-setter –“OVER- ON-OFF” 7. Timing 8. Foot movement • Shuffling • Cross over • Swing blocking • Hybrid 9. Spacing of middle and outside blockers
INDIVIDUAL DEFENSE
The key to individual defense is to identify your area of responsibility prior to the attacker’s contact (“read position”).Once the ball is hit, you will be able to move 1-2 feet left, right, forward or back (“adjust position”).
For underhand digs, you will be in a low position at contact with the ball with minimum arm movement.
1. Keep your feet (do not hit the floor with your knee if you do not have to) 2. Body position - - low to high 3. Digging a ball hit right at you 4. Arms between ball and floor on underhand technique 5. Taking a step direction of ball 6. Arms inside your foot plant – no swiveling 7. Overhand digging techniques 8. Run through 9. Hitting the floor • Collapse dig/Sprawl • Roll • Dive • Pancake??
23 | BLOCKING & INDIVIDUAL DEFENSE YOUTH VOLLEYBALL TRAINING
RUTH NELSON
YOUTH VOLLEYBALL TRAINING
“Preparing*for*Long.Term*Success*–*Engaging*Parents*in*the*Bring*Your*Own*Parent*(BYOP®) Program*and*Effectively*Training*Players*10U”" presented(by(Ruth(N.(Nelson! " Introduction"" ! Overview"of"program" ! Preparation"of"the"parents"" ! On8court"demonstration"with"players"ages"589" " " 1."" Fundamental"Skills"and"Progressions" " " 2."" Interaction"" ! Self8help"and"helping"other"players"and"parents" ! Parents"helping"other"players"–"interaction" " 3."" Three"Essential"Elements"of"Movement"(Speed;"Agility;"Quickness)"and"" " Activities"to"Develop"Them""" ! Jumping"rope" ! Hand8eye"coordination"with"tennis"balls"" ! Warm8ups"with"small"footballs"and/or"small"balls" " " 4."" Use"of"Nelson"BYOP®"Point"System"When"Playing"in"League"Last"6"Months"" " Goal"="20"points,"now"60"to"emphasize"focus,"three"hits"and"recognition;"" " goals"readjusted"each"month"based"on"success" ! Pass"high"enough"to"set"="2"points" ! Pass"over"net""="81"point" ! Setter"bumps"ball"high"enough"to"spike"="2"points" ! Setter"bumps"ball"="1"point" ! Setter"sets"ball"high"enough"to"spike"="3"points" ! Hitter"bumps"or"sets"ball"="1"point" ! Down"ball"over"="2"points" ! Approach"and"attack"over"net"="3"points" ! Serving"over"net"="1"point" ! Serving"over"net"and"to"target"area"="2"points" ! Jump"serving"over"net"="3"points" ! More"points"for"serving"further"back" " " 5." Motivation"–"" " Purpose:"to"engage"players"so"that"they"feel"ownership"of"program"" " (team"buzz"words;"cheers;"naming"cartoon"characters)" ! TEAM" ! PRACTICE" 3"BYOP®"DVDs"available" ! TRAIN" www.ChampionshipProductions.com" " " " "
YOUTH VOLLEYBALL TRAINING | 24 YOUTH VOLLEYBALL TRAINING
RUTH NELSON " 6."""Performance"Training" ! Skipping" ! Shuffling" ! Back"pedaling" ! Circuits" ! Crab"walk" " " 7."" Use"of"BYOP®"PLAYDAY"(28hours)"" Have"each"player"invite"a"friend"and"their"parents"to"participate." Cost"$5"for"parent"and"player"with"player"receiving"a"BYOP®"t8shirt" ! Jump"rope"warm8up"with"parent" ! Zebra"drills"with"mentors"and"parents"(review"all"skills"with"drills)" ! Head"official"goes"over"calling"lines"for"players"and"parents" ! Team"play" ! Zebra"mini"skills"contest"(includes"parents)" ! Zebra"play"(one"mentor;"one"experienced"BYOP®"player"or"parent;"and"complete"team" with"BYOP®"current"players"and"invited"players)" ! Prize"give8away"and"closing"remarks"(be"sure"every"player"receives" something)" " " " 8.""Elementary"Developmental"Programs"at"Lovejoy" ! Once"a"week"for"1"hour" ! 108week"program" ! 1"scrimmage"session"and"1"play"day" ! No"more"than"8"players"and"8"parents"per"court" ! 4"mentors"(1:4"ratio)" ! Each"player"and"parent"receives"T8shirt,"DVD"and"BYOP®"tote"bag" " " 9."" BYOP®"Expansion" ! Pilot"BYOP®"Program"in"Montgomery,"Alabama"conducted"by"certified" BYOP®"trainer" ! BYOP®"Net"Results:"Introductory"classes"for"586"year"olds"and"7810" year"olds" ! BYOP®"expanded"to"League"Play:"two"sessions"with"recreational"and" one"session"in"12U"pre8club" ! Expanded"BYOP®"to"48on84"(2"mentors"and"2"BYOP®"players)" ! BYOP®"8"Net"Results"Sunday"Program"(program"includes"players"that" have"trained"a"minimum"of"two"years"and"as"long"as"5"years"with" Nelson)"
25 | YOUTH VOLLEYBALL TRAINING INJURY PREVENTION
Notes: JOHN DUNNING
INJURY PREVENTION
1. A Place to Start · Developing a coaching philosophy · Excellence at what cost? · Coaching evolution as the world changes. (Think outside the box) · What determines our team’s success? a. Talent d. Human Traits b. Experiences e. Group Chemistry c. Skills f. Work Ethic g. Health
2. Maintaining Mental Health · Communication · Commitment · Focus · Discipline · Accountability · Transfer · Roles-Clear and Direct · Reminders · A time for observation only · Positive vs. Negative · The whole is greater than the sum of the parts · Be a Team · Love of the game (Formal vs. Informal)
3. Maintaining Physical Health · Health meetings · Surfaces we play on · 9” line · Season physical planning-days off, extended rest, gradual decline · Cross training · Strength levels · Conditioning level · Equipment (Shoes) · When less is more · Pay attention to # of swings, squats and landings. · Landing (Blocking, Hitting and Serving) 1) Two feet 2) Accordion 3) Parachute · Plant, location, setup, decisions · Hitting form 1) Setup 2) Plant open 3) Ready position 4) Left arm hold 5) Left arm pull 6) Rotation 7) Whip 8) Core 9) Follow Through
4. Sequencing · Getting ready - Consistency · Progressing to ready · Finishing · Recovering
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TERRY LISKEVYCH
COACHING METHODOLOGY
1. Definitions of Coaching – p. 29 • Coaching = Teaching • Leadership • Develop, Change, Maintain Behaviors
2. What makes a successful coach? – p. 29 • The most important ingredient of coaching success • Common denominators of Successful Teams? – p. 29 • Components of Successful Coaching (not in rank order) – p. 30
3. What does a coach control & what does a coach not control? – p. 31
4. Time Outs - p. 32
5. Choosing your style of coaching – must coach within your personality & philosophy – p. 33
6. Creating and developing your philosophy of coaching - p. 34
7. Liskevych Philosophy – p. 38
8. Coaching Females – p. 41
9. Communication – p. 42
10. Components of being the best volleyball player – p. 43
11. Mundane Tasks – 10,000 hours Chambliss article – “Mundanity of Excellence” - p. 44
12. The children/kids of today – Enabled? Short attention span? Work Ethic? Bombarded by media?
13. Mentors & Mentoring – “One hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove. But the world may be different because I was important in the life of a young person.”
14. Bibliography/References - p. 46
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WHAT IS A COACH?
Coaching = Teaching - The ability to coach will be directly related to the coach’s teaching ability – i.e. transferring information and developing skill levels
• Leadership – the coach as a leader
- Ability to lead and direct staff and players to a common goal - Get people to do what you want them to do (even if they do not want to!)
• To train intensively by instruction, practice and demonstration
• Develop, change and maintain behaviors
MAINTAIN
SKILL
CHANGE DEVELOP
TIME • Develop terminal levels of performance that are measurable, observable and accountable
WHAT MAKES A SUCCESSFUL COACH?
1. Athletic Talent 2. Inter-relating to Talent, (communication, motivation, etc.) 3. Knowledge of the sport, X’s and O’s 4. Administration & Organization 5. Public Relations & Marketing skills
A Successful Coach Must Have: A. Hard Work Ethic B. Patience C. Adaptability
COMMON DENOMENATORS OF SUCCESSFUL TEAMS
1. Mutual Respect and Trust • Staff – Players • Players – Players • Staff – Staff 2. Discipline 3. Athletic Talent 4. Players fit coaching systems/systems designed for players 5. Coaches are good motivators (they understand what motivates their team) 6. Top work ethic translates to “playing hard” 7. “Team” will beat a collection of great individuals
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COMPONENTS OF SUCCESFUL COACHING (not in rank order)
• Having a passion for your sport. • Have a long term plan (vision) and the ability to implement it (organize). • Find the way to lead this group - - leadership ability. • Applying the appropriate teaching method – identify how each individual player learns best (visual, auditory, hands-on, etc.); develop creative approaches to present all the information and material. • Appropriately facilitate your message – i.e. have all your coaches and staff say the same thing; provide the rights tools - - notebooks, playbooks, video, tests. etc. • Knowledge of X’s & O’s - - skills (techniques) and strategies (tactics). • Identifying general “athletic” and “sport specific” talent. • Inter-relating to the players and staff. - Communication skills – how best to get your points across? What is the best delivery mechanism. - Ability to relate (get-along, function appropriately, etc.) with the athletes and staff. - Learn who your players and staff are as people - -their personality strengths and weaknesses; what they are and are not about. • Make it FUN! • Determine how to motivate each athlete and the team as a whole - Motivation = working for reinforcement - People are motivated to fulfill their needs (Successful Coaching by Rainer Martens, 1990) - “Sport psychologists have learned that the two most important needs of young athletes are to have fun (which includes the need for stimulation and excitement), and to feel worthy (which includes the need to feel competent and successful). - What reinforces your team and each of your individual athletes? - What moves your team and each individual athlete to excel?
An average coach gets his/her team to perform at their expected level.
A successful coach gets his/her team to perform beyond their level of expectation.
A winning/championship (great) coach is successful with a team that has a high level of athletic talent.
A successful coach is able to give (transfer) information to his/her players and they execute this in the game/match – they actually do it!
A winning/championship (great) coach transfers superior skills/techniques/ & strategies/tactics to his/her players and they execute this high level of performance repeatedly in the game/match
Every coach must have a tireless work ethic (the ability to work hard), must exhibit patience and must be adaptable.
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WHAT DOES A COACH CONTROL?
1) Selecting your Team & Staff
2) Planning
3) Practice • Technical • Tactical • Physical Training & Conditioning
4) Coach Athlete Interactions – Team Building – Mental Training • Communication • Athletes’ Roles • Motivation • Focus • Confidence
5) Pre-Match Preparation • Statistical Analysis • Scouting • Video • Offense-Defense Game Plan (Tactics) • Line-Up (Personnel) o Match-Up o Substitutions
6) Match • Line-Up • Substitutions • Time-Outs • Tactics o Side-Out Offense o Transition Offense o Serving o Blocking o Defense
7) Post Match • Game Plan • Personnel • Statistics • Video
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TIME OUTS
1) Your Team – Discuss Side-Out • Serve Receive Formation • Side-Out Play • Where To Attack Their Defense • ?
2) Your Opponent – Discuss Point Scoring • Where To Serve • Blocking Assignments • Team Defense • ?
3) Entire Team – One Message
4) Individual Position Players • Setter • Middle Hitters/Blockers • Libero/Defensive Specialist • Outside Hitters
5) When To Use Your Time Outs • After Losing 3-4 Points In A Row • Critical Times Of A Match (Set/Game To 25) o 11-16 o 17-20 o After 22
6) Interesting Statistics • 1995 Women’s Grand Prix – (Old Scoring System – Side-Out To 15 Points) o First Team To 5 Won The Set 84% Of The Time o First Team To 10 Won The Set 88% Of The Time
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TERRY LISKEVYCH Notes:
CHOOSING YOUR STYLE OF COACHING
A coaching style has to reflect your personality. It is an extension of your personality. You must have a good idea of what kind of person you are and what type of person are you aspiring to be. You must know yourself - are you uptight? flexible? anal? fun-loving? serious? cynical?,etc. The key is to identify a style that will best transfer information from coach to player. One must have flexibility to adapt to athletes since after a certain point in their development it is very difficult to change them. The most often described styles of coaching are: (from Successful Coaching, Martens, 1990, pp.11-16)
1. COMMAND – In the command style of coaching, the coach makes all the decisions. The role of the athlete is to respond to the coach’s commands. The assumption underlying this approach is that because the coach has knowledge and experience, it is his or her role to tell the athlete what to do. The athlete’s role is to listen, to absorb, and to comply.
2. SUBMISSIVE – In the submissive style, coaches make as few decisions as possible. It’s a “throw-out-the-ball-and-have-a-good- time-approach.” The coach provides little instruction, provides minimal guidance in organizing activities, and resolves discipline problems only when absolutely necessary.
3. COOPERATIVE – In the cooperative style, coaches share decision making with athletes. This is an adaptable and pliable style that puts the coach in the role of a facilitator, conductor and choreographer. This style empowers athletes to be the best that they can be.
There are other ways to categorize coaching styles - - authoritarian, democratic, socialistic, guided-discovery, etc.
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CREATING & DEVELOPING YOUR COACHING PHILOSOPHY
Every coach has a coaching style and a philosophy. However, very few can precisely articulate their philosophy of coaching. First and foremost we need to define both philosophy and coaching
Philosophy is defined as: 1) Pursuit of wisdom (getting smarter), 2) A search for a general understanding of values and reality by chiefly speculative rather than observational means (introspection) and 3) The most general beliefs, concepts and attitudes of an individual or group.
Coaching is defined as: 1) Teaching, 2) Training intensively by instruction, demonstration and practice, 3) Developing, changing and maintaining behaviors, and 4) Developing terminal behaviors that are measurable and observable.
Creating and developing your own Coaching Philosophy will require introspection and reflection in order to determine what you stand for and what you would like your team to know about you and your value system. You will need to understand and know yourself. To accomplish this you will need to go through several exercises that will help you ascertain this.
Your coaching philosophy must be determined and finely tuned by you before you present it to your staff and team. Three main questions need to be answered:
1. What are the idealistic and guiding principles in your life? 2. What are the idealistic and guiding principles in your coaching? 3. What do you want your team and staff to know and understand about you?
The best way to identify your coaching philosophy is to produce a one page typed document that will both describe and define it. This one page coaching philosophy should be looked at, modified, added to, deleted from, etc. every year. It is a “living document.” You will be constantly growing both as a person and as a coach and your life’s journey and athletic experiences will “tweak” and modify your philosophy. Your written philosophy will be a “guided-missile” that will “self-correct” as you mature as a coach.
Your goal is to have final product that is one typed page (including your 3-4 line biographical sketch). Your “Coaching Philosophy” can be handed out to your team, team parents, supervisors, search committee in an application packet or during your interview, etc.
A series of questions are listed below. These will make you reflect and determine what is important and not important to you as a person and as a coach. Answer these in an outline or text format. Then prepare your own one page coaching philosophy (see Action Plan - p. 36).
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Life in General:
What is important to you?
Prioritize the following: job, hobbies, family, friends, religion, health, values, money, etc.
What is not important to you?
What are you willing to compromise?
What will you never compromise?
What would you like to have written as your epitaph?
What are you willing to die for?
What……….?
Coaching:
What coaches do you admire? Why? What coaches would you like to be like (emulate)? What parts of their styles or philosophies would you like to copy?
What one or two principles best represent your coaching? What are two or three principles that you always stress?
How are these terms/phrases defined in your philosophy? • Fun • Competition • Winning vs. losing • Success • Teamwork • Attitude • Positive reinforcement • Negative reinforcement • Etc.
Answer these questions: • Do you intend to teach “life skills” as a coach? • Should you have fun in practice? On game day? • When would you bench a player?
Do you have uncompromising principles in regard to your coaching? • Effort • Competitiveness • Punctuality • Ethics/morals • Concept of team • Etc.
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Favorite Quotes: • What quotes have been important in your life? What quotes have been important in your playing/coaching career? § What are some sport quotes that are appropriate to your philosophy? § You can choose one or two to put into your philosophy.
My Favorites: § “Concern yourself with the things you can control or change, don’t worry about things you can’t” § “Take charge of your attitude – do not let anyone else choose it for you” § “When all is said and done, more is done than said” § “Always strive for perfection and you may catch excellence along the way” § “The vision of a champion is someone who is bent over, drenched in sweat, at the point of exhaustion when no one else is watching.” (Anson Dorrance) § T.E.A.M. = Together Everyone Achieves More - There is no “I” in the word TEAM § “The name on the front of the jersey is much more important than the name on the back” (Herb Brooks – Miracle) § “Success is a journey, not a destination” § “The difference between ordinary and extraordinary is the little extra” § “The spirit, the will to win, and the will to excel are things that endure. These qualities are so much more important than the events that occasion them” (Vince Lombardi) § “Fame is a fleeting moment - - no one is irreplaceable, the moment you think you are, you should be replaced.” § “The main ingredient of stardom is the rest of the team” (John Wooden) § “One person’s BS is another person’s catechism” § “It is better to be hated for what you are than loved for what you are not” § “Failure is the opportunity to begin more intelligently” (Henry Ford) § “It’s not hard to make decisions when you know what your values are” (Roy Disney) § “The most important things in life are not things” (Written on the T-shirt of a boy injured in a car accident)
Action Plan: Ø Answer the following statements/questions: 1. List the top three priorities in your life; 2. What would you never compromise? 3. List your top three coaching priorities; 4. If you play on my team, expect (or you will learn, or I will stress, etc.) the following… list 2 to 3 points; 5. What is your favorite quote (s) on life in general? 6. What is your favorite coaching or sports quote (s)? 7. See Self Evaluation questionnaire - p.70 Ø In addition, write down your random ideas and thoughts – put them in an outline Ø Construct a short biographical sketch (3 to 4 lines) – this will appear at the top or bottom of your one typed page “Coaching Philosophy”. Ø File all of your work in a folder or drawer Ø Review in 2-3 days; add to and delete Ø Put together a new outline/text of these notes Ø File them once again Ø Review in one week Ø Finalize your philosophy on ONE typed page Ø Write and rewrite until satisfied
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SELF EVALUATION:
Name: ______Date: ______
In five years I will be ______
In ten years I will be ______
What is important to you?
What is not important to you?
What are you willing to compromise?
What will you never compromise?
What would you like to have written as your epitaph (on your grave’s headstone – Here lies ______who ……………..)?
What are your top three priorities in life (Prioritize the following: job, hobbies, family, friends, religion, health, values, money, etc):
1.
2.
3.
What do you live for? (what makes life worth living?) ______
What would you die for? ______
What would you kill for? ______
In regard to your team:
If you play on my team – you will need to:
A) ______
B) ______
Our team will be known for: ______
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TERRY LISKEVYCH
LISKEVYCH COACHING PHILOSOPHY
SKILL ---- PHYSICAL ---- MENTAL
ATTITUDE & EFFORT
DISCIPLINE
INTENSITY CONSISTENCY
PRACTICE =MATCH
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LISKEVYCH COACHING PHILOSOPHY
SKILL ---- PHYSICAL ---- MENTAL
The sequence/phases of learning volleyball – 1) Skill – acquiring all the skills/techniques needed to become the best volleyball player; 2) Physical – getting yourself in the best possible physical condition; 3) Mental – the psychological side of the game – the higher the level, the more important this phase becomes. 1) Skill 2) Physical 3) Mental are in rank order of importance
ATTITUDE & EFFORT
You control both of these. No matter where you are in your skill development, physical conditioning and/or mental state your attitude and effort are factors that you alone can control.
DISCIPLINE/INTENSITY/CONSISTENCY
These follow from having the appropriate attitude and effort. They must be first understood and then practiced just as you would practice any volleyball skill.
PRACTICE = MATCH
What you do in practice relates directly to your match results. You cannot execute in game conditions what you have not mastered in a practice/training setting. “Practice does not make perfect – perfect practice makes perfect.”
DEFINITIONS
ATTITUDE The manner of acting, feeling, or thinking that shows one’s disposition, opinion, etc. The right attitude is being positive and being focused in the present moment (“here and now”).
EFFORT The use of energy to get something done by exerting both body and mind. Push yourself to places that you have never been before…test your limits… break through barriers.
DISCIPLINE A training that develops self-control, character, and/or orderliness and efficiency. You do what has to be done – every time.
INTENSITY The quality of being intense – a) Extreme degree of anything and b) Great energy or vehemence of emotion, thought or activity. Always give 100% while being in control and attentive both physically and mentally.
CONSISTENCY Agreement or harmony with what already has been done. Doing things the same way day to day.
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LISKEVYCH COACHING PHILOSOPHY
1. Put your energy into the things you can control. Concern yourself only with the things you can change, don’t worry about the things you can’t. 2. Concept of “TEAM” 3. Positive Reinforcement 4. Reliability/Dependability 5. Delegation
My Philosophy of Life Most important – every individual should prioritize: religion, family, vocation/career, health, values, integrity, etc. The following are twenty points below are in my view/perspective a guide to happiness and fulfillment: 1. Dream – dare to dream what you want to accomplish and what you want to become. 2. Set Goals – take time to develop and write down both short term and long term goals. Make them Specific, Challenging, Realistic, Attainable and Measurable (SCRAM). 3. Think You Can – all personal achievement starts in your mind. You can achieve what you think you can. Believe in yourself and your goals. This will put you on a path to confidence and success. (Confidence = Success, Success = Confidence) 4. Work Hard – after you have set a goal work hard to achieve it. Nothing worthwhile in life comes without hard work. Learn how to work hard. 5. Be The Best That You Can Be – ultimately your success will be measured by how well you developed your innate gifts (God-given talents). Pursue Excellence! 6. Don’t Be Afraid To Make Mistakes – it is natural and normal to err. This is how we learn – but it is important to learn every time you make one. 7. Turn Negatives to Positives – every disadvantage has some silver lining. “Turn a lemon into lemonade.” 8. Seek Meaningful Friendships – you know that family will stick with you through good and bad times. Use the same measuring stick for friends. Distinguish between friends and acquaintances. 9. Practice the Golden Rule – do unto others as you would have them do to you 10. Be Positive – very little gets accomplished with negative thoughts and behavior. 11. Be Enthusiastic – if you are not excited about what you are doing, others will not be. “Enthusiasm is contagious.” 12. Listen – develop this skill and you will learn a lot. 13. Do It Now – procrastination is an obstacle to achieving your goals. 14. Get an Education – this is your stepping stone toward a meaningful life and career. 15. Read – in this era of television, Internet, and other electronic communication gadgets, set aside time to read. You will discover many hidden treasures. 16. Embrace Health & Fitness – take time out of every day to take care of your mind and body. Develop life long leisure skills by learning a sport skill(s) that you can practice well into old age. 17. Be A Good Time Manager - develop a system to manage your time – daily planner, things- to-do list, set routines, etc. 18. Be Aware of the Dangers of Drugs & Alcohol – say “no” to drugs – be careful of alcohol abuse. 19. Learn to Manage Money – this is an important skill to acquire. Be careful not to become a slave to $. Remember the key to wealth is learning to save. 20. Have Fun – Enjoy The Things Around You – the world and life is a wondrous adventure. It has its ups and downs, but overall an extraordinary journey. Take time to enjoy each day!
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TERRY LISKEVYCH
COACHING FEMALE ATHLETES
For most of the last two centuries sports have been coached and taught utilizing a traditional male sport model. The phenomenon of women sports has grown and blossomed since the passage of Title IX in the early 1970’s. Here are some things that I have learned in my twelve years as the US Women’s Head Volleyball Coach and my years of coaching men and women in college.
• Men are hierarchical (top to bottom), while women rely on a network (web) & connectedness. In women’s organizations everyone is connected to the leader; they tend to be more decentralized; the leaders are more likely to bring the group together. • Women on a team must have a personal connection to the coach and it has to be unique for each player. • Males – have learned to be led by the powerful presence and will of leader – also they are used to intimidation by the coach/leader. • Females – as a coach you must show them that you care about them as a person over and above their soccer capabilities. “Nobody cares how much you know, until they know how much you care.” • World-view – women – athletic success is not viewed as a defining element of female development vs. men – athletic success is a “test of manhood.” • Women do not like bearing down or competing against their teammates. It is hard for them to be competitive against each other in 1v1 drills. • Men can be disgusted with their teammates, but will function just fine vs. women need group support, they want to be liked by their teammates. Good team chemistry is critical to the success of women’s teams. • Do not single out a women’s player – positive or negative in front of the group, it is better to talk to her one on one. • Women’s teams may need additional incentives beyond winning. • Challenge females to help her teammate(s); effort in a drill = commitment to your team. • Females have a hard time saying publicly – “I am the best,” while males may thrive on saying it. • Female athletes may “disable their performance” by personalizing corrective feedback. They may be more concerned with the tone of the message as opposed to the content of the message.
REFERENCES:
TRAINING SOCCER CHAMPIONS by Anson Dorrance with Tim Nash, JTC Sports Inc., 1996
GENDER AND COMPETITION – How Men and Women Approach Work And Play Differently by Kathleen J. DeBoer, Coaches Choice, Monterey, CA, 2004
41 | COACHING METHODOLOGY 5/25/2011 COACHING METHODOLOGY
COMMUNICATIONTERRY LISKEVYCH
PLAYER COMMUNICATION
GENERALGeneral · One syllable
· Early • One· Loud syllable • Early· Back Row Precedence • Loud· Call it once (not mine, mine) • Back· Listen for others calling Row Precedence
• Call it once (not mine, mine.)
• Listen for others calling
MINE
ME “I GOT IT” IN “MY BALL” OUT
“I’LL SET” DOWN
FREE “I GO”
HELP “GO”
UP
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COMPONENTS OF BEING THE BEST VOLLEYBALL PLAYER
1) Lifestyle Commitment 6) Mental Preparedness Develop/Change/Maintain § Knowing and understanding your system of a. Nutrition play (TACTICS) b. Rest § Displaying a “here and now” - Practice and c. Time Management Match Focus d. Dependability/Reliability § Knowing Game Plans (Scouting Reports)
2) Volleyball Skills-Technique 7) Discipline, Intensity, Consistency, Effort, a. Attacking/Hitting Competitiveness b. Blocking c. Serving 8) Communication d. Passing (Serve Receiving) e. Individual Defense 9) Self-Confidence f. Setting/Overhand Passing Having the attitude that: a. You will be successful (“Being The Best That 3) Physical Training & Conditioning You Can Be”) a. Injury Rehabilitation/Injury Prevention b. That your team will be successful b. Flexibility c. Weight Training 10) Coachability d. Plyometrics e. Interval Training 11) Attaining Your Established Goals f. Volleyball Circuits Observable & Measurable Individual and Team Goals a. Statistics in Practice 4) Athletic Ability/Physical Abilities b. Statistics in Match a. Height/Arm Reach c. Annual Goals b. Quickness c. Eye/Hand Coordination 12) Fitting into Team System (Your Role) d. Jumping Ability (Attack/Block) e. Cognitive Abilities 13) Attitude f. Personality and Mental Traits Displaying a positive attitude; not letting anyone else affect or ” choose” your attitude 5) Work Ethic 14) Game Day/Match Day Performance - “Gamer”
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THE MUNDANITY OF EXCELLENCE
Excerpted from Champions: The Making of Olympic Swimmers by Daniel F. Chambliss, New York: Morrow, 1988.
The champion athlete does not simply do more of the same drills and sets as other swimmers; he or she also does things better. That’s what counts. Very small differences, consistently practiced, will produce results. In swimming it could be doing all turns legally, or swimming one extra set of repeats after practice every day, or wearing gloves on your hands to keep them warm at a meet. American historian John Morton Blum reportedly has said that to be successful a writer need produce only three pages a day---every single day. Often the trick is doing little things (like good turns) correctly, all the time, every time. Championship training consists of doing more and more of these little things- --and they are, finally, innumerable---each one consistently, so that each one produces a result.
The results of such quality training inevitably add up. Swimming is swimming, we can say---in practice, or in meets, it’s all the same. If you swim sloppily 364 days a year, nothing great is going to happen on the day of that one big meet, no matter how excited you get. Nowadays top-level swimmers tend to treat workouts as meets, where every swim counts; they have to win each repeat, always do great starts and turns. Steve Lundquist, for example, decided early in his career to try to win every swim in every practice, and eventually he did that. Many Mission Viejo swimmers took time every day to psych up for workouts, which they treated as intense competitions. It was not uncommon to see swimmers at Mission Viejo swimming within seconds of their lifetime bests in practices, going all out every day. When they eventually got to a meet, there was nothing new to be overcome, and the conclusion was all but foregone: for all the closeness of the times at Nationals, the same people often do win, year after year.
When Rowdy Gaines studied the starter in the Olympic Games, that was not a new “trick” he invented that day. He always checked the starter, as do many swimmers, because he knows that sometimes it makes a difference. He wasn’t “cheating” to win that day. He was simply attending to details that other people didn’t, and he had the good luck that the officials didn’t recall the start. Mike Heath and Mark Stockwell and the five other swimmers in that race could have anticipated the gun, too, perhaps with good results, but they didn’t. Gaines did.
These little things matter not so much because of their physical impact, but because psychologically they separate the champion from everyone else. Having done the little things, the champion can say “I have done what no one else has done, and I know it; and they know it, too.” The little things, the details, then can be important for their testimonial value, their symbolic value, in setting one apart as someone special or different---someone to be watched and to be paid attention to. “This guy takes this seriously (and we don’t); he really does deserve to win.” “Why should I hurt myself in this race when Christine wants it that bad?” The little things, far from being an aggravation for top-level athletes are the part they most enjoy: the polished points that mark the craftsmen of sport.
One result of this we call “confidence.” Some people believe that confidence is “mental” or is “all in your head,” as if you could just, one day, decide to have it. Or they believe that you get “confidence” when you buy a cassette tape that tells you to relax, think positively, visualize your races, and so on. They believe that confidence is a mental trick, like hypnosis, that can take one to incredible feats. But the confidence of the champion is not some trick learned by listening to an inspiring lecture. Confidence is not the cause of championship; it is the result of setting up difficult tasks and then doing them. As one coach put it, “Mental preparation is something you do in the water everyday.”
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Our usual view of champions tells us the opposite. We think they are special people, larger than life: unusually good-looking, successful, happy all the time, patriotic, and self-confident. Failures don’t get much TV coverage. For the sake of drama, reasonably enough, storytellers enhance some part of the story and downplay others. And we think reasonably: My God, this guy is nothing like me, I could never do what he does.
But there is no magic that separates Olympians from everyday people, despite the fact that the title suggests Greek gods. No one is born to make the Olympic finals; potential doesn’t win a gold medal. Doing it is the only thing that counts. The truth is simple: Most swimmers choose every day not to do the little things. They choose, in effect, not to win. They say, “I could do this workout if I wanted to,” or “I could have rolled with the start,” or “I would have won if I had been healthy.” In some sense, everyone “could” win in the Olympic Games, but “could” doesn’t count. The gold medal is reserved for those who do.
The doing---this alone makes champions different. The excitement they feel comes from the raw physical and emotional reality they face every morning as they swim six miles, paying attention to all the details. Certainly the Olympic Games represent a rare opportunity to demonstrate publicly one’s heroic capabilities. But champions do not wait four years to find their heroic opportunities; they create those opportunities, every day.
45 | COACHING METHODOLOGY COACHING METHODOLOGY
TERRY LISKEVYCH
COACHING BIBLIOGRAPHY May 2014
10-Minute Toughness – The Mental-Training Program for Winning Before the Game Begins. Jason Selk, 2009. McGraw-Hill: New York, NY. The 21 Irrefutable Laws of Leadership. John C. Maxwell, 1998 (2007). Thomas Nelson, Inc: Nashville, TN. 212 ° Leadership – The 10 Rules for Highly Effective Leadership. Mac Anderson, 2011. Simple Truths: Naperville, IL 30 Lessons for Living. Karl Pillemer, 2011. Hudson Street Press (published by Penguin Group), New York, NY. Al McGuire – The Colorful Warrior. Roger Jaynes, 2004. Sports Publishing, LLC: Champaign, IL. Always Compete – An Inside Look at Pete Carroll and the USC Football Juggernaut. Steve Bisheff, 2009. St. Martin’s Press: New York, NY. Any Given Team – Improving Leadership and Team Performance. Ray McLean, 2006. A Paul G. Conroy Book for Leading Teams: North Melbourne, Victoria, Australia. The Art of Leadership. J. Donald Walters, 1987. MJF Books-Fine Communications: New York, NY. The Art of Team Coaching. Jim Hinkson, 2001. Warwick Publishing, Inc: Toronto, Ontario, Canada. A Behavioural Analysis of Sport. John Dickinson, 1977. Princeton Book Company Publishers: Princeton, NJ. Beyond Winning. Gary M. Walton, 1992. Human Kinetics: Champaign, Illinois. Bring Your ‘A’ Game – A Young Athlete’s Guide to Mental Toughness. Jennifer Etnier, 2009. The University of North Carolina Press: Chapel Hill, NC. The Cambridge Handbook of Expertise and Expert Perfomance. Edited by K. Anders Ericsson, Neil Charness, Paul J. Feltovich and Robert R. Hoffman, 2006. Cambridge University Press: New York, NY. The Carolina Way – Leadership Lessons from a Life in Coaching. Dean Smith and Gerald D. Bell with John Kilgo, 2004. Penguin Group, Inc.: New York, NY. Catch Them Being Good. Tony DiCicco and Colleen Hacker (with Charles Salzberg), 2002. Viking – Penguin Group: New York, NY. The Champion Within – Training for Excellence. Lauren Gregg (with Tim Nash), 1999. JTC Sports: Burlington,NC. Championship Team Building. Jeff Janssen, 2002. Winning the Mental Game: Cary, NC. The Checklist Manifesto – How to Get Things Right. Atul Gawande, 2010. Henry Holt & Co., New York, NY. Coach – 25 Writers Reflect on People Who Made a Difference. Edited by Andrew Blauner, 2005. Warner Books, New York, NY. Coach – Lessons on the Game of Life. Michael Lewis, 2005. W.W. Norton & Company: New York, NY. Coach Wooden’s Leadership Game Plan for Success. John Wooden and Steve Jamison, 2009. McGraw Hill: New York, NY. Coach Wooden’s Pyramid of Success. John Wooden and Jay Carty, 2005. Regal/Gospel Light: Ventura, CA. Coaching – The Art and the Science. Dave Chambers, 1997. Key Porter Books: Toronto, Ontario, Canada. Coaching Mental Excellence. Ralph Vernacchia, Rick McGuire & David Cook, 1996. Warde Publishers, Inc.: Portola Valley, CA. Coaching the Mental Game. H.A. Dorfman, 2003. Taylor Trade Publishing: Lanham, MD. Creative Coaching. Jerry Lynch, 2001. Human Kinetics: Champaign, IL.
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Developing Decision Makers – An Empowerment Approach to Coaching. Lynn Kidman, 2001. Innovative: Christchurch, New Zealand. The Development and Control of Behavior in Sport and Physical Education. Brent Rushall & Daryl Siedentop, 1972. Lea & Febiger: Philadelphia, PA. The Disappearance of Childhood. Neil Postman, 1982. Delcorte Press: New York, NY. Paperback edition – Laurel Books, Dell Publishing: New York, NY, 1982. The Edge. Howard E. Ferguson, 1990 (Revised Edition). Getting the Edge Company: Cleveland, OH. The Education of a Coach. David Halberstam, 2005. Hyperion Books, New York, NY. The Essential Wooden – A Lifetime of Lesson on Leaders and Leadership. John Wooden and Steve Jamison, 2007. McGraw-Hill: New York, NY. Everyone’s a Coach. Don Shula & Ken Blanchard, 1995. Harper Business: New York & Zondervan Publishing House: Grand Rapids, MI. The Female Advantage – Women’s Ways of Leadership. Sally Helgesen, 1990. Currency Doubleday – a division of Bantam Doubleday Dell Publishing Group, Inc.: New York, NY (Reprinted as Currency paperback in 1995). The Fifth Down. Neil Amdur, 1971. Coward, McCann & Geoghegan, Inc.: New York NY. Paperback Reprinted as Delta Book – Dell Publishing: New York, NY, 1972. Finding the Winning Edge. Bill Walsh (with Brian Billick and James Petersen), 1998. Sport Publishing, Inc.: Champaign, IL. Game On – The All-American Race to Make Champions of Our Children. Tom Farrey, 2008. ESPN Books, New York, NY. A Game Plan for Life – The Power of Mentoring. John Wooden and Don Yeager, 2009. Bloomsbury USA: New York, NY. Gender and Competition – How Men and Women Approach Work and Play Differently. Kathleen J. DeBoer, 2004, Coaches Choice: Monterey, CA. The Genius – How Bill Walsh Reinvented Football and Created an NFL Dynasty. David Harris, 2009. Random House Trade Paperback Edition: New York, NY. A Good Man – The Pete Newell Story. Bruce Jenkins, 1999. Frog, Ltd.: Berkeley, CA. Great Quotes from Great Leaders. Compiled by Peggy Anderson, 2007. Simple Truths: Naperville, IL. The Greatness Guide – 101 Lessons for Success and Happiness. Robin Sharma, 2007. Hardcover and softcover – HaperCollins Publishers, Ltd.: Toronto, Ontario, Canada. The Heart of a Leader – Insights on the Art of Influence. Ken Blanchard, 1999. The Ken Blanchard Companies: Escondido, CA. Republished – 2012 by Simple Truths: Naperville, Illinois. How Winning Works – 8 Essential Leadership Lessons from the Toughest Team on Earth. Robyn Benincasa, 2012. Harlequin Enterprises Ltd.: Mills, Ontario, Canada. I Remember Al McGuire. Mike Towle, 2001. Cumberland House Publishing, Inc.: Nashville, TN. Just Let the Kids Play. Bob Bigelow, Tom Moroney and Linda Hall, 2001. Health Communications: Deerfield Beach, FL. The Inner Athlete – Realizing Your Fullest Potential. Dan Millman, 1994. Stillpoint Publishing: Walpole, NH. The Inner Game of Tennis. W. Timothy Gallwey, 1974. Random House: New York, NY. Paperback Edition – Random House: New York, NY, 2008. InSideOut Coaching. Joe Ehrmann (with Paula Ehrmann and Gregory Jordan), 2011. Simon & Schuster: New York, NY. The Leader Who Had No Title. Robin Sharma, 2011. Free Press – Division of Simon & Schuster: New York, NY. The Leadership Moment. Michael Useem, 1998. Random House: New York, NY. Leading with the Heart. Mike Krzyzewski (with Donald T. Phillips), 2000. Warner Books: New York, NY. Learned Optimism. Martin Seligman, 1991. Alfred A. Knopf, Inc.: New York, NY.
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Lincoln on Leadership – Executive Strategies for Tough Times. Donald T. Phillips, 1992. Warner Books, Inc.: New York, NY (first trade copy 1993). The Man Watching – A Biography of Anson Dorrance, the Unlikely Architect of the Greatest College Sports Dynasty Ever. Tim Crothers, 2006. Sports Media Group: Ann Arbor, MI. MBA – Management by Auerbach. Red Auerbach (with Ken Dooley), 1991. Macmillan: New York, NY. Mental Toughness Training for Sports. James E. Loehr, 1986. The Stephen Greene Press: Lexington, MA. Mental Toughness Training – Volume III. James E. Loehr, 1991. United States Professional Sports Registry: Hilton Head Island, SC. Mind Gym – An Athlete’s Guide to Inner Excellence. Gary Mack with David Casstevens, 2001. McGraw-Hill: New York, NY. Mindset – The New Psychology of Success. Carol Dweck, 2006. Random House, Inc.: New York, NY. Paperback – Ballantine Books – Division of Random House: New York, NY, 2008. The Most Expensive Game In Town – The Rising Cost of Youth Sports and the Toll on Today’s Families. Mark Hyman, 2012. Beacon Press: Boston, MA. My Personal Best. John Wooden with Steve Jamison, 2004. The McGraw-Hill Companies: New York, NY. The New Toughness Training for Sports. James E. Loehr, 1994. Dutton (Penguin Group): New York, NY. Our Competition is the World. Stan Baker, 2012. Lulu Publishing: San Bernardino, CA. Outliers – The Story of Success. Malcolm Gladwell, 2008. Little, Brown & Company: Boston, MA. Peak Performance – Mental Training Techniques of the World’s Greatest Athletes. Charles A. Garfield with Hal Zina Bennett, 1984. Jeremy P. Tarcher, Inc. (Distributed by Houghton Mifflin, Boston): Los Angeles, CA. Play Practice-2nd Edition: Engaging and Developing Skilled Players from Beginner to Elite Alan G. Launder, 2013. Human Kinetics Publishers: Champaign, IL. (First Edition, 2001). The Power of Habit. Charles Duhigg, 2012. Random House: New York, NY. Psyching for Sport. Terry Orlick, 1986. Human Kinetics Publishers: Champaign, IL. Psyching in Sport. Brent Rushall, 1979. Pelham Books: London, England. Psychology and the Superior Athlete. Miroslav Vanek and Bryant J. Cratty, 1970. Macmillan: Toronto, Ontario, Canada. In Pursuit of Excellence. Terry Orlick, 1980. Human Kinetics Publishers: Champaign, IL. Fourth Edition, 2008. Sacred Hoops. Phil Jackson & Hugh Delehany, 1995. Hyperion: New York, NY. Scorecasting. Tobias J. Moskowitz and L. Jon Wertheim, 2011. Crown Publishing (a division of Random House): New York, NY. The Score Takes Care of Itself – My Philosophy of Leadership. Bill Walsh with Steve Jamison and Craig Walsh, 2009. Penguin Group: New York, NY. S.C.O.R.E. for Life – The Secret Formula for Thinking Like a Champion. Jim Fannin, 2005. HarperCollins Publishers: New York, NY. Scream & Run Naked. Alison Arnold, 2006. Head Games, LLC: Phoenix, AZ. Season of Life. Jeffrey Marx, 2003. Simon & Schuster: New York, NY. The Seven Secrets of Successful Coaches. Jeff Janssen & Greg Dale, 2002. Winning the Mental Game: Cary, NC. The Smart Take from the Strong – The Basketball Philosophy of Pete Carril. Pete Carril (with Dan White), 1997, Simon and Schuster, New York, NY. Republished 2004, University of Nebraska Press, Lincoln, NB. The Sports Gene – Inside the Science of Extraordinary Athletic Performance. David Epstein, 2013, Current (published by the Penguin Group): New York, NY.
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SoccerAtEase, Lawrence Fine, 2003. The Writers’ Collective: Cranston, RI. The Social Animal. David Brooks, 2011 (paperback 2012). Random House: New York, NY. The Sports Psych Handbook. Shane Murphy, Editor 2005. Human Kinetics Publishers: Champaign, IL. Success is a Choice. Rick Pitino, 1997. Broadway Books: New York, NY. Successful Coaching. Rainer Martens, 2012. (Fourth Edition). Human Kinetics Publishers: Champaign, IL. Talent is Never Enough - - Discover the Choices That Will Take You Beyond Your Talent. John C. Maxwell, 2007. Thomas Nelson Publishers: Nashville, TN. The Talent Code – Greatness Isn’t Born. It’s Grown. Here’s How. Daniel Coyle, 2009. Bantam Dell, division of Random House: New York, NY. The Tao of Coaching. Max Landsberg, 1996. Harpers Collins Publishers: London, England. The Team Captain’s Leadership Manual. Jeff Janssen, 2004. Winning the Mental Game: Cary, NC. Technopoly – The Surrender of Culture to Technology. Neil Postman, 1992. Alfred A. Knopf, Inc.: New York, NY. Paperback edition, Vintage Books, Division of Random House: New York, NY, 1993. They Call Me Coach. John Wooden (as told to Jack Tobin), 1972. Word Books: Waco, TX. Top Dog – The Science of Winning and Losing. Po Bronson & Ashley Merryman, 2013. Twelve – Hachette Book Group: New York, NY. Training Soccer Champions. Anson Dorrance (with Tim Nash), 1996. JTC Sports: Burlington, NC. Values of the Game. Bill Bradley, 1998. Artisan: New York, NY. The Vision of a Champion. Anson Dorrance and Gloria Averbuch, 2002. Huron River Press: Ann Arbor, MI. Until It Hurts – America’s Obsession with Youth Sports and How It Harms Our Kids. Mark Hyman, 2009. Beacon Press: Boston, MA. What Makes Winners Win. Charlie Jones. 1997. Birch Press-Carol Publishing: Secaucus, NJ. Paperback – 1999 – Broadway Books – Division of Bantam Doubleday Dell Publishing: New York, NY. When Pride Still Mattered – A Life of Vince Lombardi. David Maraniss, 1999. Simon and Schuster: New York, NY. Who Will Cry When You Die? Robin Sharma, 1999. Harper Collins Publishers Ltd.: Toronto, Ontario, Canada. Re-published – 2002, 1st Hay House: Carlsbad, CA. Why We Win – Great American Coaches Offer Their Strategies for Success in Sports and Life. Billy Packer with Roland Lazenby, 1998. Masters Press: Lincolnwood, IL. Win Forever. Pete Carroll with Yogi Roth and Kristoffer A. Garin, 2010. Portfolio – Penguin: New York, NY. The Winner Within. Pat Riley, 1993. G.P. Putnam’s Sons: New York, NY. The Winners Manual: For the Game of Life. Jim Tressel with Chris Fabry, 2008. Tyndale House Publishers, Inc.: Carol Stream, IL. Winning the Athletic Mental Game. John Sikes, Jr. – editor, 2012. Championship Performance: Charlotte, NC. Winning Ugly. Brad Gilbert (with Steve Jamison), 1993. Fireside Books (division of Simon & Schuster): Secaucus, NJ. The Wisdom of Wooden – My Century On and Off the Court. John Wooden and Steve Jamison, 2010. McGraw-Hill: New York, NY. Wooden. John R. Wooden (with Steve Jamison), 1997. NTC/Contemporary: Chicago, IL. Wooden – A Coach’s Life. Seth Davis, 2014. Times Books (Henry Holt and Company): New York, NY. Wooden on Leadership. John Wooden and Steve Jamison, 2005. McGraw-Hill: New York, NY. You Can Call Me Al. Joseph Declan Moran, 2000. Prarie Oaks Press: Madison, WI. Zen in the Art of Archery. Eugen Herrigel, 1953. Pantheon Books, Inc.: New York, NY.
49 | COACHING METHODOLOGY PHILOSOPHIES OF THE HILLTOP
SEAN DONAHUE
PHILOSOPHIES OF THE HILLTOP
Coach the Controllables We talk about mind set a lot in our gym. At certain levels we do not control the players we get. We can't control if there 6'4" or have a 40" vertical, but there are 4 things every player has control over and we have an acronym for it: A. A.C.E.
ATTITUDE: Are the players giving or taking from the team (or are they just neutral). Do they have a competitive fighting attitude or our they just happy to be there.
ANTICIPATION: Does the player think every ball is coming to them, even the routine play (the pass off the free ball). More importantly do they want every ball to come to them.
COMMUNICATION: Is the players communication helping the team or hurting the team. People who communicate are confident. Communication brings energy to a gym.
EFFORT: Effort is more than just going for the ball, it is putting effort in being in good body position. It is effort in being balanced at the right times.
Defensive Philosophies
Defensive Progression: When the ball crosses from your side of the net over to the opponents side there is a progression that ball can take to be attacked back to your side and this progression in the history of volleyball has never changed. We call it OVER, DUMP, QUICK, HIGH.
The first thing that can happen is the other team can overpass. If there is a pass the next thing that can happen is a dump (or second hit). Remember that a dump doesn't have to be by a setter. If there isn't a dump the next thing is some kind of 1st tempo ball, a quick set. If that doesn't happen then it is a high set.
This seems like a simple intuitive concept, but how many of you have coached a team were an overpass/dig has hit the ground on your side, or a setter standing on the 10' line 2 handsets the ball over for a kill. If players are doing their defensive progression then those things shouldn't happen.
Serving aggressive: Serving is our first line of defense. We serve to make other teams uncomfortable. Aces are just bonus, but we would like to keep to 1 ace to 1 error ratio.
Serving is an important part of practice, but pressure serving is more important. How do you put pressure on players in a practice? We serve 2 balls before every water break because it's usually after a couple of drills when they're tired. The question is can they perform like in a game situation after a long rally.
PHILOSOPHIES OF THE HILLTOP | 50 PHILOSOPHIES OF THE HILLTOP
SEAN DONAHUE
Defensive Eye Sequencing: The eye sequencing we use is a little different than the standard Ball - Setter - Ball - Hitter. We eye sequence based on percentages.
General rules: when the ball is on your side, watch ball. When the ball is on the opponent’s side watch the players. We like to say to SEE is when your eyes focused right at something and to LOOK is when you are using your peripheral vision.
1. When opponent passes: front row - should be on step 2 but can LOOK at passer while listening for the back row communication / back row - SEE where pass is going and call super loud if pass is: off/over
2. Before or after opponent passes: everyone - SEE the opponents middles feet and call where middle is going (have they cheated over to hit a 3, or are their feet angled for slide, or are they in a weird position for a step in, etc) / LF & RF – LOOK at your hitter and call if your hitter is crossing
3. Before or as opponent sets: everyone - SEE setter: if setter is out of system (at 10’ line or further) front row – call: where setter’s best option is (Outside, Rightside) / If setter is in system SEE setters wrist (are they back for back set, way out in front for a quick set, etc) / back row call: potential setter dump
4. After Setter Sets: everyone - SEE ball and communicate where is the ball actually set (4, 3, C, etc) / also communicate any problems with the set (Tight, Off, Inside, Outside, etc)
5. As opponent hitter approaches: wing blocker (LF & RF) - SEE hitters approach angle / set block early and call block jump timing / middle – let the wing know if you have totally blown the block and are leaving a big whole / back row – SEE hitters approach and body position relative to the ball and call hitters options: angle, line, shot, back row, everyone – SEE hitters hand contact the ball
Mind Set Easy Ball: Most coaches spend a majority of their time teaching players to dig the hard driven hit, and when a hitter jumps that is what players are dug in for and looking for. In our gym we train to want the easy ball. Look for the shot. For the hard driven the player is either in the right spot or not, they will react or not. For the easy ball there may be more movement to the ball. The easy ball your team is more likely to be in system, and has a better chance of scoring a point.
51 | PHILOSOPHIES OF THE HILLTOP TRAINING TRANSITIONS
JERRIT ELLIOTT Notes:
TRAINING TRANSITIONS
A. In system transition training- When the ball is passed to a location in which multiple attackers are involved
B. Out of system transition training- When you can only set balls to the pins or back row
C. Getting opponent out of system when your system breaks down.
Training means every player knows their responsibility, footwork patterns and options for execution
A. In system training (dig tempo’s and location0 1. Pins a. Freeball/downball locations and transition b. Dig to attack c. Caught inside to attack d. Block to attack 2. a. Freeball/downball locations and transition b. Block to attack (middle, left, right)
Box transition drill Coach vs 6 with ability to toss to attack drill
B. Out of system training (We spend a high percentage of time on this skill set) 1. Understanding error % and eliminating errors a. Hand on ball b. Feet to ball and step close footwork (star drill) c. Height/location of attack d. Tipping
Scramble drill- 2 pts for attacks dug behind the 10ft line 7-3-1 Drill-
C. Getting opponent out of system a. Location of attack b. Who to put the ball on c. Understanding defensive system once you execute
TRAINING TRANSITIONS | 52 SMALL GROUP AND INDIVIDUAL DRLLS V&-11!>-3&+&2!
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53 | INDIVIDUAL AND SMALL GROUP DRILLS SMALL GROUP AND INDIVIDUAL DRLLS
NOTE PAGE
INDIVIDUAL AND SMALL GROUP DRILLS | 54 COMPETITIVENESS
RUSS ROSE
COMPETITIVENESS 1. WHAT IS MENTAL TOUGHNESS?
A. The ability to persevere in effort and concentration while maintaining your focus in a pressure filled situation.
B. Being at your Best when the Best is Necessary
C. The mentally tough athlete appears to be capable of processing information and handling criticism without being distracted and is not dependent on constant encouragement from their teammates and coach.
D. The mentally tough athlete takes distractions like a hostile environment, a bad call by an official, the inability of a teammate to really compete and uses these events to step up their own level of concentration, focus and performance.
E. Players and teams compete-some compete really well and some never get to test the opponent because they are competing with each other
F. Coaches are responsible for their team’s ability to compete and players need to be mentally tough
2. TRAITS OF THE MENTALLY TOUGH TEAMS
A. Teams that have the ability to handle the various distractions that develop in a match or season; such as:
1. A hostile crowd 2. A poor performance by an official/line judge/scorekeeper 3. The ability to "weather the storm" when the opponent gets on a "hot streak". 4. Travel demands and the break in their normal pre-game/travel schedule 5. A key players below par performance and its effect or impact on the team 6. The ability as a group to draw strength from the challenge - some teams want to kick the other team’s butt
B. A team’s commitment to play up to its potential verses down to the level of its opponent. If they can beat you soundly - they will.
C. The maturity and patience needed to remain steady and win close games – the ability to play their respective roles and let the key players if one exists to win the game for you.
D. Maturity will allow players to accept their roles and develop a level of Mental Toughness. I make sure everyone knows their own roles and the other's roles-so we have a starting point. Roles can change as key performers emerge. Injuries play a role and that is when and where coaches have to have the ability to adjust on the fly.
55 | COMPETITIVENESS COMPETITIVENESS
RUSS ROSE
3. COACHES ROLE IN THE DEVELOPMENT OF MENTAL TOUGHNESS
A. Simulate and develop pressure situations in practice so the players know the difference between pressure and a drill. An aggressive attitude may be necessary to challenge the players/team. B. Make sure the team is physically fit to make sure you do not limit your teams potential - of course as my former players indicated you can't run the ball over the net! You need to be especially good at the end of a game - deals with skills, and will, as well as physical strength. C. Recruit players who can handle and thrive in your program. You need to: 1. Know your strengths and weaknesses 2. Know your administrations position on your behavior and job security - this is changing much quicker than the knowledge of administrators of volleyball. 3. If you want players to do as you ask, then you must be the same when you recruit them as when you coach them. There shouldn’t be any ass-kissing! I am at 36 years on the job and it’s still not happening! 4. I am interested in effort and team culture, not strictly results, because I can’t change the results, but I can always have input to the effort.
D. Encourage positive team leadership and try to develop it in practice. I do not call timeouts in practice. I signal a player or coach to call and talk to the team. I may or may not listen to their interaction. The team needs to break the negative flow of events. They can’t be dependent on you!
4. DRILLS TO DEVELOP MENTAL TOUGHNESS
A. You need to have competitive drills to evaluate and enhance individual/team mental toughness.
1. Serve - Target serve on each side of net with points for hitting targets and randomly selecting players to serve at various times during practice.
2. Two Person Passing - to 10. Winners stay on the court and the losing duo perform some form of conditioning for losing.
3. One vs One Hitting with team play on each side - Must set over each other Wash concept with drill to ?, or just play a 15 point game.
4. Front Row vs Front Row - Especially if you do not have enough good players. 6 mini games
5. Individual Defense Drills a. Pit or pursuit from their back court position b. Two Person c. Rep. digging by position 1. Force transition so team is dependent on successful execution and understand how they are dependent on each other. 2. Same drill off of tips or roll shots
B. Focus on your strengths as a coach so your team develops a specific personality as well. They need to have a sound foundation and then they feel that they can control their own destiny. Teams need to have a cause!
COMPETITIVENESS | 56 COMPETITIVENESS
RUSS ROSE
5. CONFIDENCE, CONCENTRATION, COMPOSURE, RELATIONSHIP TO MENTAL TOUGHENSS
A. Confidence Players need to have confidence in their skill and must be given the opportunity to perfect them- Nothing impacts confidence like hard work
B. Concentration Being totally focused on the task at hand - This incorporates the process of mental and visual imagery as well as the actual knowledge of being able to read the opponents offense and hitter effectively.
You must be able to block out the crowd or the ineffective coach or teammate if necessary
C. Composure The need for the player and team to stay focused in both the front runner or catch- up role.
This can be linked to the coach or can be developed in spite of the coach.
1. Too much energy is wasted before game in college warm-ups - if you ever see international teams warm-up
2. You are either the favorite - the underdog - or it’s a toss up - know it and understand the differences
We all need mentally tough players - some of us recruit them, some of us try and develop them but we all have experience in losing to them!
57 | COMPETITIVENESS MENTAL TRAINING
TERRY LISKEVYCH Notes:
MENTAL TRAINING
1. Life Style Commitment a) Time Management b) Sleep/Rest c) Nutrition d) Dependability/Reliability e) Fitness level
2. Attitude p. 59
3. Goal Setting p. 60
4. “In the Zone”/Peak Performance p. 62
5. Tools a) Relaxation p. 62 b) Visualization/Imagery/Mental Rehearsal p. 65 c) Focus/Refocus p. 67 d) Confidence/Self-Confidence p. 67 e) Pre-Competition Routines p. 69 - 70 • 24 hour • Pre-match f) Leadership p. 71 g) Communication • Direct, short positive verbal communication • Positive Self-Talk • Listening Skills • Positive Body Language h) Team Building
6. Other Coaching Philosophies a) John Wooden b) Pete Carroll c) Pat Summit d) Anson Dorrance e) Russ Rose – “The Psychology of Ongoing Excellence: An NCAA Coach’s Perspective on Winning Consecutive Multiple Championships” by David Yukelson and Russ Rose – Journal of Sport Psychology in Action, 5:44-58, 2014 f) John Dunning g) ?
7. Sports Psychologists p. 72
MENTAL TRAINING | 58 MENTAL TRAINING
TERRY LISKEVYCH Notes:
ATTITUDE
1. Control over one’s thoughts and actions
2. In order to succeed we must first believe that we can!
3. Glass ½ filled versus ½ empty
4. Enjoying the process
5. Mutual respect
6. 100% Effort
7. Positive Verbal Communication, Positive Body Language, and Positive Self Talk
8. Acknowledging feedback from coaches and/or teammate (s)
9. Life is 10% what happens and 90% is how you react to what happens
10. Every disadvantage has an equal advantage and visa versa. Look for opportunities.
“Turn a lemon into lemonade.”
“In the middle of difficulty lies opportunity.” - Albert Einstein
11. Quotes
“Think you can, think you can’t either way you are right.” Henry Ford
“Take charge of your attitude. Do not let anyone else choose it for you”!
“We are what we repeatedly do…...excellence, then, is not an act but a habit.” Aristotle
“Avoid equating success with winning the external contest. Success should be defined in relation to performance and particularly in relation to the self-contest” Dr. James Loehr
“Win the battle within”! Dr. Glen Albaugh
WHAT YOU CAN VIVIDLY IMAGINE, ARDENTLY BELIEVE, AND ENTHUSIASTICALLY ACT UPON WILL INEVITABLY COME TO BE!
59 | MENTAL TRAINING MENTAL TRAINING
TERRY LISKEVYCH
GOAL SETTING – “A HOW TO”
1. SMART – SCRAM – 3 “R’s” • SMART ü Specific ü Measurable ü Action Oriented ü Relevant ü Time-bound • SCRAM ü Specific ü Challenging ü Realistic ü Attainable ü Measureable • 3 “R’s” ü Review ü Re-evaluate ü Rewrite 2. Set goals in all your phases of life – family, education, career, religion/spirituality, health, social, finances, and athletics. Goals give our life direction. Goals are dreams with deadlines. 3. It first starts with a DREAM - - the dream of what you can accomplish in volleyball. What is your dream? Your dream will help formulate and define some long term goal (six months to four years). Make sure that your goal is high enough – “shoot for the stars” – however temper it with a goal that you feel can be attainable and realistic. 4. Be sure that this is really – your goal! Make it something that you really want versus something which sounds good and/or that you may think your coaches or your supervisors want to hear. 5. Visualize the achievement of your goal – see it in your “mind’s eye” hundreds of times. What you will need is a positive attitude that will lead to positive images which will program a successful achievement of your goal (goals). 6. Create a step-by-step “action-plan” from the beginning. Ask this question – “What is my goal”? “How do I get there”? Today? Tomorrow? Next week? Next month? Next year? Next five years? You should work on setting the following goals: • daily • short-term – 1 to 2 weeks • intermediate – 1 to 3 months Note: “A steady diet of perceived success is virtually assured if proper daily and weekly goals are established (goals and sub-goals). Great accomplishments are built on a series of little successes” Dr. James Loehr
• long term – 6 months to one year • Five year goal • Ten year goal
MENTAL TRAINING | 60 MENTAL TRAINING
TERRY LISKEVYCH
7. WRITE THEM DOWN – Put all of your goals in writing. This clearly defines, crystallizes and gives them more meaning. • Write specifically and in detail. • Write in positive terms, rather than negative terms. State each goal in a positive statement. • Use action verbs. • Use affirmations - - put them in present tense and say them out loud – “I will ______.” and “say like it has already happened.”
8. Make sure that your goals are observable and measurable. 9. Put a time limit on all of your goals. Set a deadline. 10. Be precise. Set a precise goal, putting in dates, times and amounts so that you can measure achievement. 11. Keep a log and check each item off –YES, if obtained; NO, if not obtained. 12. Prioritize your goals. When you have several goals, give each a priority. 13. For your short term goals - set performance goals, not outcome goals. 14. Set goals over which you have as much control as possible. 15. Be public with your goals. 16. Commit to your goals. You must make a commitment to work very hard to achieve your goals knowing that there will be obstacles and setbacks. 17. You must realize that any goal is a risk and challenge - - you are risking failure, creating new challenges & problems, etc. Also, understand that mistakes and hard work are all part of the “process” - - so learn from your mistakes. 18. Building and gaining self-confidence are directly correlated to achieving your goals. 19. Reviewing your goals daily is a crucial part of your success and must become part of your routine. Every day review your list of goals and your action plan (day-by-day objectives). 20. Some final definitions: Goal – Favorable or desirable outcome Motivation – Goal directed behavior Success – Progressive realization of a worthy goal
• “If a person knows not which harbor he/she seeks, any wind is the right wind.” – Seneca
§ Aim High – If you aim for an A in a class, you may get an A, B, or C. – If you aim for a C, you will not get an A. § “Our duty as people is to proceed as if limits to our ability do not exist.” - Teilhard de Chardin - French Jesuit, Paleontologist
§ “It is a funny thing about life; if you refuse to accept anything but the best, you very often get it.” - Somerset Maugham
• “Perfection is impossible, but in chasing perfection, sometimes we can catch excellence.”
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“IN THE ZONE”/PEAK PERFORMANCE
• Total Engagement: sensory, cognitive, emotional (Dr. Glen Albaugh)
• Operating close to our potential
• Effortless – Let it happen vs. making it happen
• Be in control of yourself
• Timeless, in the moment – “Here & Now” (not in the past or in the future)
• Not “thinking” yet “knowing”
• Slow the game down
• Not holding back & not overly careful
• Tension Free – “Enjoyment” versus “Tension” “maximizing the pleasure of the moment” – John Huizinga
RELAXATION
Breathing • Breathing plays a very important role in your efforts to control and regulate both arousal and relaxation levels • The pattern of your breathing is typically quite different when you are relaxed and calm versus when your are tense, anxious and over activated (over aroused) • When under- aroused, speed up your breathing up until you fell higher energy levels • When over-aroused (over anxious, over activated) slow your breathing down. Take deep, long and regular breaths • According to Eastern teachings (for centuries) the control and regulation of one’s breathing is absolutely essential for learning: ü Appropriate self-control over one’s body ü Achieving the kind of body awareness that will put you in a relaxed state • Off the Court Breath Control Strategies ü Step 1 – Inhalation. Take a long and prolonged inhalation through your nostrils, very slowly and continuously to a count of four. o The process should be very easy and very relaxed. o There should be no strain, with a steady flow of incoming air o The air taken in should fill and expand the central area of your body which includes the lower part of your abdomen and the central & upper chest cavity o Your stomach and lower abdomen should be fully pushed outward during the inhalation process o Practice this 2-3 times to a count of 4 ü Step 2 – Is simply a momentary pause before allowing the process of exhalation to occur.
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ü Step 3 – Exhalation. This should occur through the mouth in a very relaxed, continuous and slow way. o A very distinctive sound will be heard in the sound of your exhaling – the sound of ahhhhhhhhh o The sound should be clear, continuous, slow and long o The entire exhalation process should last to a count of 10 o Practice making the sound of ahhhhhhhh a couple of times before putting the breathing method all together ü Step 4 – Putting it all together. o Fill your lungs with air and slowly exhale through your mouth, making the distinctive sound of ahhhhhhhh o Your normal breathing rate is around 14 – 16 breaths per minute o With this breathing technique – you can reduce it to 4 sometimes 3 • Steps 1 – 4 should be practiced and used off court – do not use during play. • During play, when under pressure, take 2-3 deep, prolonged breaths and you will slow down your breathing rate and return you arousal/anxiety levels to an acceptable range.
Dr. James Loehr – Mental Toughness Training – Volume III – United States Professional Tennis Registry , Hilton Head Island, South Carolina, 1991. Lesson 7 pp. 17-19.
PROGRESSIVE RELAXATION
• Method developed by Edmund Jacobsen a Harvard physiologist in the early 20th Century • There is a close and direct relationship between mental tension states and muscle tension states • As you become tense and anxious, your muscles will also become tense • If muscles are relaxed they cannot be tense • Once muscles are voluntarily relaxed, levels of mental tension also decrease
To control muscle tension levels you must: • Learn to control what you think • Learn to discriminate increases and decreases in muscle tension
Dr. James Loehr’s Programs for Progressive Relaxation
• Jacobsen’s training procedures involves the alternation of tensing muscles and relaxing muscles with the specific intention of developing an acute AWARENESS OF THE DIFFERENCE. The technique is surprisingly very simple. The following procedure should take about 10 minutes. Follow the steps below in order:
1. Select a comfortable chair
2. Find a quiet room
3. Close both eyes, take two deep breaths and feel yourself “let go”
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4. Extend both arms straight out and clench your fists…..gradually increase the tension level until all the muscles in your fingers and hands are fully tight….then relax…..let your arms drop naturally. Be aware of the difference between feeling “tense” and “relaxed”
5. Extend both arms again, straight out, and tense the muscles of your lower arm and elbow ……hold it. Become aware of the feeling…..now relax……let your arms drop naturally to your side.
6. Tense the muscles in your forehead by frowning……hold it, become aware of the feeling….now relax….let all the muscles in your forehead become smoother and smoother.
7. Tense the muscles in your face….grimace….hold it, become aware of the feeling….now relax
8. Tense the muscles of your neck…..hold it, become aware of the feeling….now relax 9. Tense the muscles of your shoulders….hold it, become aware of the feeling…now relax
10. Tense the muscles of your back, first upper back, hold it, become aware of the feeling….now relax. Now your lower back, hold it, become aware of the feeling…now relax
11. Tense the muscles of your chest…..hold it, become aware of the feeling…. now relax 12. Tense the muscles of your stomach (lower abdomen)…hold it, become aware of the feeling….now relax
13. Tense the muscles of your upper abdomen, hold it, become aware of the feeling.…now relax
14. Tense the muscles of your upper leg – all the muscles of the thigh (front and back)....hold it, become aware of the feeling….now relax
15. Tense the muscles of your lower leg – all the muscles of the knee and calf….hold it, become aware of the feeling….now relax
16. Tense the muscles of your feet and toes….hold it, become aware of the feeling….now relax.
17. Now concentrate on relaxing all the muscles of your body. Become aware of the any areas that might still be tense in any way – relax them. Maintain this state of “total muscle relaxation” for at least 2-3 minutes
18. Open your eyes, stretch and feel refreshed….go on about your business
Dr. James Loehr – Mental Toughness Training – Volume III – United States Professional Tennis Registry , Hilton Head Island, South Carolina, 1991. Lesson 10 pp. 27-29.
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VISUALIZATION/IMAGERY
• Visualization, Imagery, Mental Imagery, Guided Imagery, Mental Rehearsal, Meditation
• Visualization uses the same brain pathways as vision
• The world’s best athletes have extremely well-developed visualization/imagery skills
• Research has found that both physical and psychological reactions can be improved
• The process of creating a mental image of what you want to happen, want to feel or how you want to execute a skill
• By visualizing you will “imagine an action” or “imagine a result” in your MIND’S EYE
• Goal Directed – visualize scenes that result in the desired physical or mental response
• Imagine how you want to perform. Positive and success oriented (no negative results)
• The most effective visualization techniques result in a very vivid sport experience in which you have complete control over a successful performance
• “Vividness” – use all of your senses. Get “INTO” the image with the five basic senses –– sight, hearing, smell, taste & touch. Sensory Awareness. Add Emotion
“Feelization” – Dr. Terry Orlick = senses + kinesthetic (movement) + emotions • Visualizing in color – will dramatize the effects of imagery
• “Controllability” – produce a successful sport movement or strategy. The act of imagining yourself performing skills with perfect form and perfect execution
• “Visualization/Imagery has the potential to improve skills only if the athlete believes it will work and regularly devotes time on developing it.” Dr. Yukelson
• Internal Perspective (actually there – visualizing through your eyes) vs. External Perspective (just watching your performance on a video screen or from the stands)
• ISM (A. Ahsen) – Image – cognitive template images in brain Somatic Response – physiological reactions in response to image Meaning – unique significance to the individual
• Different ways to visualization: ü Practice the Performance – mentally practice skill you have performed in the past ü Pre-play the Performance – visualize right before you perform ü Replay the Performance – replay the skill you just performed – mentally review the motion
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• You can use visualization for: ü Learning new skills ü Maintaining (retaining) your present skills (consistency) ü Pre-performance rituals ü Developing strategies (tactics) and game plans ü Reducing competitive anxiety ü Psyching up ü Managing your stress levels ü Enhancing confidence ü Enhancing motivation ü Improving concentration ü Rehabbing from an injury ü Building teamwork
How to • Do it by yourself – no guidance, no audio, no other person with you • Find a quiet, non-disruptive environment • Assume a comfortable position • Get in a relaxed state – slow, deep diaphragmatic breathing • In your Mind’s Eye execute the desired activity or see yourself in the desired outcome • Live the performance and feel the sensation • Do the complete skill • Perform perfectly and fluidly • Practice 10-15 minutes every day – minimum 3 x per week. • 1-3-5-10 minute segments – never more than 10-15 minutes
Volleyball Situations to Visualize • Visualize yourself in a practice drill – perfect execution, 100% effort, etc. • Visualize yourself performing any one of the six skills. Visualize body position, body movement (feet, arms, etc.), track the ball, execute the skill, hear the sound of contact • Visualize the match point scored versus ______, etc.
Link to articles • ‘Teaching Athletes Visualization and Mental Imagery’ by Dr. David Yukelson, Ph.D. Psychologist for Penn State Volleyball http://www.mascsa.psu.edu/dave/Visualization-Handout.pdf • ‘How to Develop your own visualization/imagery scripts” by - Dr. Adrienne Leslie-Toogood, Thomas Hammond and Dr. Melanie Gregg http://www.sportmed.mb.ca/uploads/pdfs/How%20to%20develop%20your%20own%20i magery%20scripts.pdf
References • Coaching – The Art and the Science. Dave Chambers, 1997. Key Porter Books: Toronto, Ontario, Canada. pp. 119-121 • Mental Toughness Training – Volume III. James E. Loehr, 1991. United States Professional Sports Registry: Hilton Head Island, SC. Pp. 49-57 – Lesson 16 – “Visualization – the Performance Roadmap” • In Pursuit of Excellence. Terry Orlick, 1980. Human Kinetics Publishers: Champaign, IL. (Fourth Edition, 2008). pp. 99-112 – Chapter 8 – Chapter 8 – “Positive Images” • The Sports Psych Handbook. Shane Murphy, Editor, 2005. Human Kinetics Publishers: Champaign, IL pp.127-151 – Chapter 8 – “Imagery: Inner Theater Becomes Reality” by Shane Murphy
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FOCUS/REFOCUS
• Focus on the moment instead of the result/outcome • Simplify the performance • Breathe – take a deep breath • Remove negative thoughts/negative emotions • Only positive energy/positive thoughts/positive affirmations • Centering – “being centered” – Eastern tradition and martial arts “Ki” = centralized energy Japanese – “hara” • Trust your practice • “Next Play/Next Contact”
CONFIDENCE/SELF-CONFIDENCE
• Confidence is a result of preparation. An athlete must: ü Have mastery over his/her skills, ü Be in top fitness shape ü Be mentally ready prior to and during the match. All of the above are achieved through Quality Repetitions – “10,000 hours” “Confidence – may come from faith in yourself in knowing that you are prepared” John Wooden – Wooden’s Pyramid of Success • The athlete will have self-confidence if they believe that they can achieve their goal. “You can achieve what you believe.” • When an athlete has confidence they will: ü Show a solid sense of self ü Exhibit 100% effort ü Show enthusiasm ü Preserve even when things are not going to plan ü Be positive in their approach – positive attitude, positive self-talk, positive self- affirmations, positive body language ü Perform in the clutch – will not hold back (will go for it at a critical juncture of game) ü Take responsibility in success and in failure – “I am the master of my ship” ü Believe in themselves – “no one will believe in you, if you do not believe in yourself” ü “We are what we believe we are” Benjamin N. Cardozo • To improve their self-confidence, an athlete can use visualization/mental imagery to: ü Visualize previous good performances to remind them of the look and feel ü Imagine various scenarios and how they will cope with them • Player can list positives about themselves. What are positives about you as a player? ü List on my wall, my refrigerator, my bathroom mirror ü Create a “brag sheet” ü Letter to myself – write a letter of positives to myself • Calvin Aubin: ü Positive self-talk ü Positive non-verbal communication (body Language) ü Positive verbal communication ü All teammates must buy into this – positive communication must INCLUDE EVERYONE
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• Jeff Janssen: ü Realize that confidence is a choice that you can control ü Learn how to build confidence by choosing and focusing on the things that you have going for you ü Learn how to build confidence by minimizing and eliminating stress and doubt ü Cultivate the habit of recognizing and enjoying successes ü Learn how to handle mistakes by transforming them into helpful lessons ü Four Sources of confidence: o Preparation - reminding yourself of the quantity and quality of hard work that you have done o Strengths – take an inventory of strengths that you possess as an athlete o Past Successes – reflect on your past successes o Praise – use the words and actions of others to help build your confidence ü Resilience Reaction to Failure – Optimism (Martin Seligman – Learned Optimism) o Temporary – “this too shall pass” o Localized – keep the adversity that you are experiencing in perspective and limited in scope (opposite of Chicken Little statement – “the sky is falling”). o Changeable – belief that you have the ability to influence and control your destiny.
Jeff Janssen – 1) Chapter Three – Confidence – How to Believe in Yourself and Your Ability to Lead – pp. 39-48. Team Captain’s Leadership Manual, 2007. Winning the Mental Game: Cary, North Carolina. 2) The Mental Makings of Champions – How to Win the Mental Game, 1996
• What can coaches do? ü Praise positive outcomes – “catch them being good” ü Give corrective feedback ü “Next Play” ü Focus on process/game plan versus only the score/outcome ü Define roles – make sure that the athlete understands and accepts his/her role ü Team Buy In – make sure the team/staff buys into positive communication – verbal and non-verbal, as well as, positive self-talk ü Highlight Video – produce a video clip that is no longer than 3 minutes in length. Edit great plays that the individual athlete has made in a match. If you do not have this athlete’s match footage get a practice clip. Have the athlete choose their favorite inspirational music and then add it as background music in the video clip.
Link: The Skill of Self Confidence: Dr. Ivan Joseph at TEDx: https://www.youtube.com/watch?v=w-HYZv6HzAs
References:
• In Pursuit of Excellence. Terry Orlick, 1980. Human Kinetics Publishers: Champaign, IL. (Fourth Edition, 2008). pp. 156-159 –– Building Confidence • Captain’s Leadership Manual. Jeff Janssen, 2007. Winning the Mental Game: Cary, NC. Chapter Three: Confidence – How to Believe in Yourself and Your Ability to Lead – pp. 39-48 • The Mental Makings of Champions – How to Win the Mental Game. Jeff Janssen, 1996. Winning the Mental Game: Cary, NC. Section 4 – Confidence. • “Confidence is the Key to Success in Volleyball.” Calvin Aubin, 2009. (unpublished paper)
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OSU VOLLEYBALL - MENTAL PREP - MATCH DAY
1. The key on game day is to not be in a frenzied – hurried state. You must find time to relax (short nap or at least put your feet up), hydrate, eat a good breakfast and a good pre-game. Both rest and proper “fueling” are critical to optimal performance - - “PROTECT YOUR TIME AND ENERGY”! To help do this – in the Fall Term – on Friday’s eliminate or minimize afternoon classes.
2. You must get into a similar preparation routine, is there music you listen to, movie/TV you watch, quotes you read, etc. Next - - how you dress, how you get treatment, how you do your hair, make-up, or no make-up, etc. Make this the SAME all the time. “CONSISTENT ROUTINE”
3. Pre-Game meal – 3:30 PM
4. Be in locker room 5:30 PM at the latest. Here you have to do two things – A) Prepare to get into your “individual/personal match ready state” and B) Get into a “team match ready state.”
5. Your “individual/personal match ready state” – take 15 to 30 minutes of personal time to prepare yourself.
By asking the following questions: • How can I best help our team tonight? • What do I need to do tonight – skills/tactics? • What are the major points of scouting report – how does it relate to my position & role?
By using the following techniques: • Centering (here and now) • Music – iPod, etc. • Visualization/Imagery • Relaxation techniques • Positive self-talk – affirmations • Meditation • Scripture/prayer
6. “Team match ready state”
7. Team & Staff get-together in locker room – coach pre-match talk 6:10 PM
8. Out on floor 6:15 setters – 6:20 team
9. Dynamic warm-up
10. Partner ball handling – you should now be totally into a “Match Focus.” Every contact is with proper technique and execution. Better the ball!
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24 HOUR ROUTINE – MENTAL PREP PLAYER XXXX - - - - OCTOBER 23, 2013
Day Prior • Review scouting report • Stay hydrated and eat healthy • Relax • Get as much sleep as possible
Day of Match • Stay relaxed and on top of school work • Listen to music to stay relaxed • Visualize • Pre-game meal • Get treatment/stretched • Have everything prepared and organized
10 minute routine ((In Locker Room) • Pre-Game Meal • Lay down for 30 minutes • Go in for treatment ü Heat & listen to music ü Go to locker room and get dressed • Go over scouting report/positional assignments • Gauge my emotions: ü Feeling anxious : listen to music and calm down (be by myself) ü Feeling good/ready: interact with teammates, just focus on being relaxed • Keep thoughts in check – makes sure I’m only being positive and not second guessing my skill • Team Activity
Match Warm-Up • Keep emotions in check and stay relaxed • Focus on proper technique in all skills
“In Game” Routine • Be ready to go in at any point • Be an encourager on the bench • If I make a mistake turn it around, “next play” – one point at a time
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LEADERSHIP
• A leader can: - Lead people to a common goal - Get people to do what he/she want them to do - At times get people to do what they do not want to do • Good leadership creates a “team” environment – a critical component for any endeavor. • Leaders are granted permission to lead by those who choose to follow. • Leaders NEVER stop learning – “LIVE as though you will die tomorrow, LEARN as though you will live forever.” – John Wooden. • Leaders maximize strengths and minimize weaknesses of their subordinates. • Modeling is critical – in coaching, teaching, managing & parenting. • Surround yourself with the best people, make sure they are trained in what you want from them (or in your system) and then delegate! • Good leaders foster an “All for one, one for all” environment –– As Rudyard Kipling wrote “For the strength of the pack is the wolf; and the strength of the wolf is the pack.” • There is only ONE STAR that counts in every outstanding organization – THE TEAM!
Some of my favorite quotes on LEADERSHIP:
“Leaders are visionaries with a poorly developed sense of fear and no concept of the odds against them. They make the impossible possible.” Dr. Robert Jarvik
“The reason we’re a leader in so many areas isn’t how much we talk, it is how attentively we listen.” Jerome F. Kenney
“Talent is important. But the single most important ingredient after you get the talent is internal leadership. It’s not the coaches as much as one single person or people on the team who set higher standards than that team would normally set for itself. I really believe that that’s been ultimately important for us.” Mike Krzyzewski – Duke Men’s Basketball – Four- Time National Championship Coach
“1) Do your job and 2) Put the team first” Bill Belichick – Head Coach New England Patriots
“The coach must never forget that he is, first of all, a teacher. He must come (be present), see (diagnose), and conquer (correct). He must continuously be exploring for ways to improve himself in order that he may improve others and welcome every person and everything that may be helpful to him. As has been said, he must remember, others, too, have brains.” John Wooden – UCLA
“Leadership is the art of accomplishing more than the science of management says is possible.” Colin Powell
Bibliography/References • The 21 Irrefutable Laws of Leadership. John C. Maxwell, 1998 (2007). Thomas Nelson, Inc.: Nashville, TN. • The Essential Wooden – A Lifetime of Lessons on Leaders and Leadership. John Wooden and Steve Jamison, 2007. McGraw-Hill: New York, NY. • The Leadership Moment. Michael Useem, 1998. Random House: New York, NY. • Leading with the Heart. Mike Krzyzewski (with Donald T. Phillips), 2000. Warner Books: New York, NY. • The Team Captain’s Leadership Manual. Jeff Janssen, 2004. Winning the Mental Game: Cary, NC. • Wooden on Leadership. John Wooden and Steve Jamison, 2005. McGraw-Hill: New York, NY.
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SPORTS PSYCHOLOGISTS/MENTAL TRAINERS MAY 2014
• Terry Orlick – www.zoneofexcellence.ca • James Loehr – top tennis psychologist – Mental Toughness Training • Jeff Janssen – www.jeffjanssen.com • Championship Performance – John Sikes, Jr. www.championshipperform.com • Glen Albaugh – Winning the Battle Within – www.wbwgolf.com • Michael Gervais – www.michaelgervais.com - Seattle Seahawks, USA Women’s Volleyball • Andrea Becker – USA Men’s Volleyball, UCLA Men’s Team • Chris McLachlin – former Coach BB & VB and AD at Punahou School – Hawaii • Ken Ravizza – CSU Fullerton • Fran Pirozzolo – www.drfranpirozzolo • Shane Murphy – Western Connecticut State University – former USOC Psychologist • Colleen Hacker – Pacific Lutheran University – US Soccer and USOC Psychologist • Brian Cain – www.briancain.com • Lindsey Wilson – Positive Performance – www.positiveperformancetraining.com • Jim Taylor – www.drjimtaylor.com • Alan Goldberg – www.competitiveedge.com • David Yukelson – Penn State • Mora Kanim – www.coachingclout.net • Calvin Aubin – Mount Royal University – Calgary, Alberta • Patrick Cohn – www.peaksports.com • John Maxwell (leadership) – www.johnmaxwell.com • Alison Arnold – www.docaliarnold.com • JoAnn Dahlkoetter – www.drjoann.com
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MARK BARNARD Notes:
DRILLS ON THE DOWNLOAD
Now you have the iPad, the Pocket Radar, Noah, Vert, what do you do with these to gather meaningful data and keep the athletes engaged.
There is a variety of technology that is available to you as a coach, it can be quite inexpensive and provide a great training tool to assist your athletes to get better.
Video Apps
Coaches Eye $4.99 Ubersense Free Coach My Video $4.99 Dartfish $4.99
Video Delay Apps
BAM Video Delay $4.99 O’See $0.99 Live Video Delay $5.99 Video Delay - Sport Analysis $1.99
Other technology we use in practice
Pocket Radar Vert Acu Spike Noah
Drills using technology/stats
1. 500 2. Serving knockout 3. 70% sideout drill or 40% point score drill 4. Serving score/passing score wash drill 5. Hitting pairs (set attack efficiency goal)
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WHAT WE BREAKDOWN FOR VOLLEYBALL
When you receive your game film back from us, each event Serves, receptions, and sets from your game will appear as its own video clip tagged with play and player information that will allow you to search and Kills and blocks sort the footage however you’d like. We’ll even extract stats Digs and errors from the footage, giving you everything from basic box score information to pass quality indicators that evaluate a team’s Pass quality metrics setting performance in each game. Box scores and complete season stats
BREAKDOWN PRICING
FRANCHISE CHAMPION DYNASTY EASY BUDGET OPTION OUR MOST POPULAR PLAN FOR COLLEGE OR PRO TEAMS
FULL GAME BREAKDOWNS FULL GAME BREAKDOWNS FULL GAME BREAKDOWNS 2 / WEEK 3 / WEEK 6 / WEEK (20 GAME SEASON LIMIT) (NO SEASON LIMIT) (NO SEASON LIMIT)
TURNAROUND TIME TURNAROUND TIME TURNAROUND TIME 36-48 HOURS 24-36 HOURS 12-24 HOURS
UPLOADS FOR SHARING UPLOADS FOR SHARING UPLOADS FOR SHARING UNLIMITED UNLIMITED UNLIMITED
PRICE PER TEAM PRICE PER TEAM PRICE PER TEAM $799 / SEASON* $1399 / SEASON* $2499 / SEASON*
*Volleyball season starts on August 1st and ends on February 1st. Unused breakdowns do not carry over from week to week. Regular games from the previous season are not eligible for breakdown.
CALL US: 888-339-5395 OR EMAIL: [email protected] PRACTICE DESIGN & PLANNING
TERRY LISKEVYCH Notes:
PRACTICE PLANNING
1. Yearly Plan • Pre-Season/Fall Camp (Pre-Competitive)
• Competitive Season ü Non-league ü League/Conference
• Rest/Recovery (Post Competitive)
• Spring Season
2. Yearly planning samples - - Australian National Team – 2003; Oregon State – 2010
3. 10 segment Practice –blank template & both OSU and USA National Team examples.
4. Drill Guideline – pick 2-4 drills for each specific technique and tactic – do these over and over again. A new drill every day sounds exciting, but it detracts from learning the technique or tactic.
5. Drills • Coach Oriented vs. Player Oriented
• Goal i. repetition – 10 reps ii. quality – 7 out of 10 iii. in-a-row – for example 3 or 4 in-a-row *****
• Individual-Group-Team
• Play aspect – singles, doubles, triples (small sided games)
• Balls per player (s)
• Bjerring Tournaments
6. Multiple drills per session vs. 2-3 drills; New drill every day?
7. Technical Training is the key. Progression: Skill – Physical – Mental .
8. Environment shapes the behavior. Structure your practice environment to shape the behavior that you want to develop.
9. Observable and Measurable
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10. Design drills and tactics to fit your team. Do not attempt to do tactically what you cannot do technically.
11. Individual practice time – at least one out of ten segments • Increased feedback & verbal reinforcement
• Carefully break down skills
• One player – One coach. Two players – one coach. Four coaches – three players, etc.
• Use of video – i. immediate feedback – “tivo type” system in practice ii. after practice – YouTube, DVD,
12. Focus – Re-focus. Practice does not make perfect – PERFECT PRACTICE MAKES PERFECT!
13. “10,000 hours” – working smart vs. just putting in hours. Quality vs. Quantity
14. Be adaptable – very seldom do I stick exactly to my practice plan. I have never devised a minute by minute plan.
15. The most important aspect of peaking = rest!
16. PRACTICE = MATCH “practice does not make perfect – perfect practice makes perfect”!
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NationalTeam Competition/Training
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MAY JUNE JULY AUGUST
ecific prep Defence team systems team General See attached schedule See attached footwork Defence Serving aggression jump team systemsteam ball 2nd setting middle t reading setter AISSquad Training Period quick reaction triple blocking Footwork 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 26 2 9 16 23 1 8 15 22 29 5 12 19 26 31 3 10 17 24 7 14 21 28 5 12 19 26 2 9 1 Transition Transition Pre-season Sp Ball Contoverhead Ball Cont overhead Attack sideout Attack combinations Technique Technique foot foot speed foot speed fast over Commiting Agility Agility Blocking Blocking JANUARY FEBRUARY MARCH APRIL direction change digging digging transition backrow armswing armswing blocking blocking individual Training Week Starting Training week Training Training phase Training VTAW/AIS 2003 PLAN TRAINING YEARLY Technical/Tactical Competitions
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23 i l a A C 4 N n A F 16 19 o A C u n N d 9 A R 16 of 18 o A C 1 u n N d 2 A R 17 NCAA DECEMBER
k 1 4 W 25 16
k 1 3 W 18 15
k 1 2 W 11 14
1 k 1 4 W 13 NOVEMBER
k 1 0 W 28 12
k 9 W 11 21
k 8 W 14 10
k 7 7 9 W OCTOBER Fall term commences 9/30/13
k 6 8 W 30 Pac 12 Season 20 match season UW/WSU Single match only 20 hrs per week
k 5 7 W 23 Competitive Season.
k 4 6 W 16
k 3 9 5 W SEPTEMBER
k 2 2 4 W
k 1 3 W 26 2 19 Pre-season 1 12 4 weekends prior to Team Practice Team VB 101 - all topics Offense systems Offense Individual technical bonding Team Double days Defense Systems start of Pac -12 Con- ference play t
t / r 0 8 a 1 5 S AUGUST 29 22 a p C
m 15
a p 8 C m JULY
1
24
17 i l s n a F 10 JUNE .
k e a d 3 D W Athletes taking summer classes Summer S & C plus Open Gyms Supervised strength and condit. Sand Open Gyms Twice weekly open gyms Twice Summer internships Summer Camp 7/12 - 7/20 Conditioning + Open Gyms SUMMER - NO ORGANISED PRACTICE Strength & 9 27 Ind. 8hr 8 20 Indiv. Ind. 8hr 7 13 6 6 MAY 5
29 4 22 3 15 8 2 APRIL Spring)20hrs/week) 1 1 Position experimentation Team Practice Team Team Prep/Competition Team Offense systems Offense Plus: 2 weeks of 2hrs/week individuals at the end of Spring Defense systems Playing experience .
r r e a k p B S 25 i l s n a F 18
.
k e a d D W 11 BREAK 4 8
MARCH
7 25 6
18 31's, slides 5 11 4 4
FEBRUARY 3 28 2 21 Winter'8)hrs)/week) 1 14 3 x 40 minute sessions per week Individual Practice Individual + S&C 4 x 1.5 hr S & C sessons per week JANUARY MB - 1's (tempo) OH - feet to ball, shots Setter - accuracy and tempo General Blocking - footwork/eyework Serving - zones and green light DS-L Passing & defense DS-L Captain selection/mentoring Focus on individual skills
School Training Training week Training phase Week Starting - Mon Week OREGON STATE UNIVERSITY VOLLEYBALL YEARLY PLAN 2013 YEARLY VOLLEYBALL UNIVERSITY OREGON STATE Technical/Tactical
PRACTICE DESIGN & PLANNING | 78 PRACTICE DESIGN & PLANNING
TERRY LISKEVYCH
79 | PRACTICE DESIGN & PLANNING PRACTICE DESIGN & PLANNING
TERRY LISKEVYCH
unit win 2 win unit
unit win all 3 all win unit ??
1. Alyssa 1. Jill 2. Camille 3. Dianni 4. Kiersten 7. Megan 10. Tami 11. Kelsey 12. Kaitlan 14. Ashley 32. nd
st
1
-
for a point or 3 for 2pts) 3for pointor a for for point, 2 point, for Regular score game to to game score Regular 15/25 Butterfly drill Butterfly 3 before 2 before 3 10L and 10R and 10L 19 v 11 v 19 Serve/freeball/downball (scoring Clockwork
ollow for for ollow 12 noon 12 9.15am
------– –
Saturday April 3rd April Saturday 9th April Friday
9am 6’s All Lexie Camilla, Rachel, 7am plays. all rotations, 6 All Handling Ball Weights 9.30am ! ! f to BBQ players/staff/parents 15 of Drill 6’s
,
2m
-
, B/row
pairs
–
AO
12 scoring 12 21 3 out of 5 of out 3 21
before 2 before verhead Inddefense/hitting
Ind.Defense/blocking Beaver setting Beaver drill dig and Tip Over the net pepper net the Over JS/KZ/DF/KL/TB OTN pepper pepper OTN CS/AE/AO/MM/KS O 12 - MB/OH hitting vs block vs hitting MB/OH Digging coach on box on coach Digging
MB moving into blue into moving MB Digging live hitter live Digging Middle v middle sideout middle v Middle from points score only end attacking KSvAE, TB vs KS vs TB KSvAE, sideout Continuous MB’s and OH’s blocking blocking OH’s and MB’s plays against drill wash score Serving LvL, MvM, RvR MvM, LvL, B/row v 3 23 - – - 9.15am 9.30am
/DF/KL/ TB ------– – hnical hnical KS
Friday April 2nd April Friday 8th April Thursday 7am throughout Serving handling Ball 7am 4 and 3 play rotations All dling han Ball Positional Box Drill Box Positional KZ/CS/MM/AE/ JS/ Backcourt exchange Backcourt Tec Technical 6’s Serving 9.30am Weights 9.30am 6’s
from
2/5 2/5 Position s
v Play Play v
l baseline pairs baseline
2/5 –
12
/JS/DF/KL/AE x Drill x 3/11/2010 Inddefense/hitting
Chinese digging drill digging Chinese 10ft 10ft CS Triangle pepper Triangle dig and Tip KZ/TB/KS/MM/AO Until completion Until Complete zone chart zone Complete completion, Until positional 12 - 2 before 3 Sprawling Play Play Stepping/digging OH’s vs blocking MB’s freebal Middle v middle sideout middle v Middle AE vs TB KSvTB, Passing Serve/freeball/downball LvL, LRvLR etc LRvLR LvL, –
throughout
- 9.30am 9.15am
------– –
Thursday April 1st April Thursday 7th April Wednesday Ball handling Ball 7am Serving 7am 5 and 2 plays rotations All Handling Ball Bo Positional Drill of 15 of Drill Serving 15 of Drill JS/KZ/DF/KL/TB CS/AE/AO/MM/KS JS/KZ/DF/KL/TB CS/AE/AO/MM/KS exchange Backcourt 6’s Technical Technical Weights 9.30am 6’s 6’s
/hitting
st
pass 10 and 10 pass ) (
Day –
)
Ind.Defense
Practice Practice Triangle pepper Triangle pepper person 5 25pts to setters + Middles LB/RB digging x 2 balls 2 x digging LB/RB Coach on box vs team of of team vs box on Coach 5/6 Live hitter vs team of 6 of team vs hitter Live stat OH’s blocking vs MB’s vs blocking OH’s B.row v B.row Passing –
9pt games, LvL, MvM LvL, games, 9pt passing
- passing
15am passing passing
-
– -
-
- - - -
9. 0am 9.3
use all defenses all use ------(
– – passing
- –
Wednesday March 31 March Wednesday 6th April Tuesday Tami Kelsey Kaitlan Ashley Jill Camille Dianni Kiersten Megan 7am handling Ball Individual 7am Alyssa Backcourt exchange Backcourt Technical Virus Drill Virus washe drill scor Passing 6’s Weights 9.30am Hitting
N
.
T .
(Stat)
neric catch /hitting
blockers v
Ge (to15pts)
th
AO baseline pairs baseline KS
-
Ind.Defense
10ft Beaver setting Beaver Benny (sideline to to (sideline Benny sideline) 1 on 1 dig set hit O hit set dig 1 on 1 Middles in, to 25pts to in, Middles 10 balls left and right and left balls 10 right balls 10 Digging middle back middle Digging left balls 10 Complete zone chart zone Complete coach v Blocking Blocking v live hitter live v Blocking Dig to self and self to Dig Coach on box on Coach MB’s blocking vs OH’s vs blocking MB’s Middle v middle sideout middle v Middle AE vs TB KSvAE, Passing MvM RvR, LvL, 3 before 2 before 3 Serve/freeball/downball 1/6 play v 1/6 Play –
throughout practice
30am –
ndling 9. 9.15am Meeting
a /DF/KL/ TB
------(UseBlue/white/red defense) - - - - – - –
KS
Tuesday March 30 March Tuesday 5th April Monday 7am 7am h Ball 7am 6 and 1 plays rotations All Ball handling Ball Backcourt exchange Backcourt Drill of 15 of Drill Drill of 15 of Drill KZ/CS/MM/AE/ JS/ KZ/KL/AO/TB/AE JS/CS/DF/MM/ Technical KZ/KL/DF/KS/CS JS/AE/AO/MM/TB Backcourt exchange Backcourt Serving Technical 6 v 6 v 6 Serving 6’s 9.30am Weights 9.30am
PRACTICE DESIGN & PLANNING | 80 PRACTICE EXECUTION
RUSS ROSE
PRACTICE EXECUTION
MODEL PRACTICE
• 45-MINUTE PRACTICE FOR THIS PRESENTATION WITH EMPHASIS ON ATTACKING/COMPETING
• (4 MINUTES)-OVER THE NET COLLABORATIVE PEPPER WITH MIDDLE TAKING 2ND BALL
• (4 MINUTES)-COMPETITIVE GAME TO 11 WITH MIDDLE TAKING 2ND BALL
• (5 MINUTES)-BACK ROW CONTINUOUS BEHIND 3 METER LINE
• (8 MINUTES) 5 VS 5 (NO MIDDLES)
• (7 MINUTES)-TEAM SERVE RECEIVE 2/3 TO FLIP
• (7 MINUTES) ONE VS ONE
• (8 MINUTES) OF SCRAMBLE
81 | PRACTICE EXECUTION TEAM DEFENSE AND RELATIONSHIPS
JERRIT ELLIOTT Notes:
TEAM DEFENSE AND RELATIONSHIPS
I. Understanding your teams system.
II. Relationships a. Parallel lines b. First right of refusal/ body line relationship c. Direction/directions of movement d. Understanding every situation/responsibility
III. Visual Keys a. Visual sequencing b. 3 areas of ball location c. approach angles of attacker d. speed of approach e. feet to the ball? f. arm position g. Balance team positioning based on visual keys
IV. Defensive dig tempo
DRILLS
Two player drills 1. Left front left back 2. Left back middle back (two blockers/one on one) 3. Middle back right back (two blockers/one on one) 4. Right front right back 5. Left back right front
Three player drill 1. Left front, left back, middle back (two blockers/one on one) 2. Right front, right back, middle back (two blockers/one on one) 3. Left back, Right back, middle back (two blockers/one on one) 4. Coach on 3
Four player drills vs Hut and 5 sets 1. Coach vs four with perimeter defense (two blockers/one on one) 2. Coach on four with rotation defense (two blockers/one on one) 3. Coach on four vs slide defense (two blockers/one on one)
6 vs coaches on box 1. In this you can review all plays and sequencing 2. Two block hut and one on one vs 5 3. Slide 10 ft combo 4. X combinations 5. Off blocker
* You can create any combination you desire to work on your teams weaknesses
TEAM DEFENSE AND RELATIONSHIPS | 82 TEAM OFFENSE
TERRY LISKEVYCH
TEAM OFFENSE
1. Definition -Usually a reflection of a team’s style of play – sets the tempo for the game
2. General Guidelines a) Gear your offense to your players’ strengths b) Do not do tactically what you cannot do technically c) Passing is the key – then setting/overhand passing/ball control –finally hitting/attacking d) Design a system and type of offense where your team has the ability to still execute a successful attack when either pass or/and set are not perfect. e) Differentiate your offense in serve reception vs. your transition offense f) Ability to terminate from left side g) Isolate the opponent’s middle blocker to get your attackers one on none or one on one.
3. International Nomenclature for dividing court – Zones – 1-6
4. Zones of the Net
5. Offense Nomenclature - # spikers + # setters a) 5-1 b) 6-2 c) 4-2 d) 6-6 – setter can be MF – then 2 front row hitters – or setter can be RB or MB – then 3 front row hitters e) 3-3 – old system-front court setting only – H-1 + S-1; H-2 + S-2; H-3 + S-3 f) 6-3 – setters back row – set only when RB and MB
6. Types of Offense a) High sets all zones b) High sets outside c) Fast (quick sets) all zones d) Combination fast and high e) Back row attack f) Duration of time from pass/dig to attack
7. Set Types
8. Hand Signals
9. Serve receive patterns + plays
10. Offense Philosophy
83 | TEAM OFFENSE OSU Volleyball TEAM OFFENSE 8-11-07
TERRY LISKEVYCHZONES OF THE NET (Setting Zones) ZONES OF THE NET (SETTING ZONES)
The net is divided into a symmetrical system of zones The net is divided into a symmetrical system of zonesPassing target is zone 7 Passing Target is Zone 7
1 2 3 4 5 6 7 8 9
Zone No. Setter in Zone 7
In this system the height of the set is designated by the second digit; the zone that the set is in by the first digit. In this system the height of the set is designated by the second digit; the zone that the set is in by the first digit. e.g A 23 set will be in zone 2, 3 feet above the net at the peak of its arc. e.g A 23 set will be in zone 2, 3 feet above the net at the peak of its arc. A 68 set will be in zone 6, 8 feet above the net at the peak of its arc. A 68 set will be in zone 6, 8 feet above the net at the peak of its arc. Note: Note: 1. When 0 is the second digit, the set is a normal high set 1. When 0 is the second digit, the set is a normal high set
2. When 9 is the second digit, the set is a super high set 2. When 9 is the second digit, the set is a super high set e.g 10 is a regular set in zone 1 e.g 99 is a super high set in zone 9 10 is a regular set in zone 1 99 is a super high set in zone 9
TEAM OFFENSE | 84 TEAM OFFENSE
1/18/2009 TERRY LISKEVYCH OSU SET TYPES
OSU SET TYPES
OSU Volleyball 2007 1 High Ball (4)
32 5 X 2 Hut
31 Shoot Wide (W)
B1
Tight (t)
A B M C D
85 | TEAM OFFENSE TEAM OFFENSE
TERRY LISKEVYCH
OSU OFFENSIVE PHILOSOPHY
The primary purpose of an OFFENSE is to score a point and secondarily to keep a ball in play.
The basic principles of our offense:
1. To create situations for our attackers where they will be one-on-none or one-on- one versus the opponents’ blocker (s). 2. To utilize all nine zones of the net. 3. To use front and back row attackers. 4. To score points both in and out of system.
Offense priorities
1. Establish the middle attack 2. Run the middle on every type of pass 3. Our middle blockers drive hard on every play to hold the opponents’ middle blocker. 4. Set our attackers in all nine zones (“pin to pin”) Ability to terminate an outside set (4 set or hut) Lower outside set – hut (shoot) Hitting behind the setter – 5, w, t, B1 Attacking from back row in five corridors – A, B, M, C, D Lower back-row set to B, M, C positions X series 31 Series
Tempo
1. First tempo: 1, 31, tight (t), wide (w), B1 2. Second tempo: hut (shoot), 32, 2, loop, rev, B, M, C 3. Third temp: 4, 5, A, D
Miscellaneous
1. Hitting to score vs. hitting smart – swing away when you can, but know when to hit a smart shot. 2. Do not tip or off-speed only bad sets 3. Changing passing formations – never more than two in a row in one formation 4. Setters – good, smart, fancy
TEAM OFFENSE | 86 TEAM DRILLS
V&-11!>-3&+&2!
87 | TEAM DRILLS! TEAM DRILLS
TEAM DRILLS | 88
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