Volleyball Canada. workshop 1. Learning Facilitator Guide

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workshop 1

Learning Facilitator Guide

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Updated - August, 2011 Learning Facilitator Web Page

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funded in part by Sport Canada.

The National Coaching Certiﬁ cation Program is a collaborative program of the Government of Canada,

provincial/territorial governments, national/provincial/territorial sport organizations, and the Coaching Association of Canada.

PARTNERS IN

COACH EDUCATION

Workshop materials developed by: Michel Paiement and Lynne Leblanc Contributing Editors:

Ian Allan, Alberta Volleyball

Ken Bagnell, National Sports Centre Atlantic Julien Boucher, Volleyball Quebec

Ed Drakich, University of Toronto Merv Mosher, York University Doug Anton, Volleyball Canada

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i

0h00 Sitting Area Welcome, Registration, Introduction to new NCCP

0h30 Sit/Court

Introduction to the Game of Volleyball

Basic Game Concepts

1h00

On Court

The Fundamentals of Team Play (Part 1)

Initial court positioning

Serve reception with 5 players (W formation) Offensive system 4-2 with no penetration

Pre-defence and defensive system (3-2-1 / 3-1-2)

Transition

4h00

SESSION 1 CONCLUDES

0h00 On Court

Warm-up

0h20 On Court

The Fundamentals of Team Play - Practical Workshop (Part 2)

1h30 On Court

Basic Skills (Part 1)

Skills Analysis Model

1h50

BREAK

2h00 On Court

Basic Skills (Part 2)

Serving Underhand Pass Overhand Pass Attack Block

4h00

SESSION 2 CONCLUDES

0h00 Sitting Area Long-Term Athlete Development

0h30 Sitting Area Beach Volleyball

1h00 Sitting Area Game Coaching & Rules of the Game

1h30 Sit/Court

Coaching Interventions (practices/matches)

2h00

BREAK

2h10 Sitting Area Planning (Part 1)

Seasonal Practice session Drill

2h55 On Court

Practical Workshop on Running Appropriate Drills

4h00

SESSION 3 CONCLUDES

0h00 Sitting Area Responsible Coaching

0h45 On Court

Coaches Preparation for Practical Workshop on Drills/Planning Session (Part 2)

1h15

BREAK

1h30 On Court

Practical Workshop and Assessment

4h00

What now?

How to become fully certified Discussions/Questions

4h15

SESSION 4 CONCLUDES

Session 1

Session 2

Session 3

Session 4

Level 1 Workshop Schedule

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Level 1 Volleyball Workshop

Logistical Requirements

Facility Requirements

Sitting Area

Sitting Area space is required for 3 of 4 workshop sessions: Session 1 – 3h30*

Session 3 – 2h25 Session 4 – 0h45

Court Space

Court space is required for all 4 sessions. 1 court is recommended for every 12 participants. Session 1 – 3h30*

Session 2 – 4h00 Session 3 – 1h05 Session 4 – 3h00

Audio Visual

Sitting Area sessions should have the following equipment available:

• _{A television and DVD player or a computer (with audio visual capability and a LCD projector &} screen).

• A large writing surface (white board, chalkboard, etc.)

• An overhead projector may be required if overhead transparencies are being used. Athlete Requirements

Athletes are not required for the on court sessions. Precourse Package

Prior to attending the workshop, all participants should be provided with the following items a minimum of seven (7) days in advance to maximize learning opportunities.

● Volleyball for Life: Long-Term Athlete Development for Volleyball in Canada document ● The Volleyball NCCP Level 1 Manual

● NCCP Coaching Athletes with a Disability document ● The Level 1 Volleyball Coach Workbook

Precourse Assignments

It is recommended that participants be encouraged to complete the Self-Inventory Guide located in the participant workbook prior to attending the workshop.

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Level 1 Workshop Schedule ...i

Logistical Requirements ...ii

Workshop Introduction ...1

Certification Recommendations ...2

Volleyball Canada - Coach Development Model - Indoor & Beach ...3

Volleyball Canada - Participant Development Model - Indoor & Beach ...4

Facilitating the Level 1 Volleyball Coaching Workshop ...6

Session 1 ...11

Welcome/Registration ...11

Introduction to the Game of Volleyball ... 12

The Fundamentals of Team Play: Part 1 ... 12

Session 2 ...16

The Warm-up... 16

The Fundamentals of Team Play: Part 2... 17

The Basic Skills: Part 1... 17

Basic Skills: Part 2 ... 24

Session 3 ...29

Long-Term Athlete Development... 29

Beach Volleyball... 30

Game Coaching & Rules of the Game... 30

Coaching Interventions... 31

Planning... 33

Workshop: Running Appropriate Drills ... 36

Session 4 ...38

Responsible Coaching... 38

Preparation for Practical Workshop on Drills ... 44

Practical Workshop on Drills and Assessment... 47

Conclusion: What now?... 50

Additional LF Reference Materials...52

“How to Play” the Game of Volleyball... 53

The Systems of Play ... 57

The Differences Between Beach Volleyball and Indoor Volleyball ... 65

Volleyball Canada Policy Governing Scouting and Recruiting ... 69

Description of Level 1 assessment criteria... 71

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1

Workshop Introduction

This workshop has been designed to introduce the game of volleyball and basic coaching concepts. It is for novice coaches who aspire to be competitive at local competitions (i.e. region championships) in the Training to Train stage of volleyball’s Long Term Athlete Development Strategy. Coaches will be expected to participate in a series of learning experiences designed to assist them in improving their volleyball coaching abilities and to have those coaching abilities assessed throughout the workshop. These activities represent the minimum standard for the training and certification of Level 1 - Volleyball coaches within the new NCCP. Level 1 Certified C o u rs e a s s e s s m e n t L e v e l 1 In -t ra in in g Volleyball Workshop 1* Competition Introduction Multisport Modules (Part A)

- Make Ethical Decisions - Planning a Practice - Nutrition Develop Volleyball Coaching Portfolio Observation and Debrief

Coach starting points

Level 1 Trained

Level 1 Volleyball

Certification Process

*formerly Level 1 Tech.

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

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Certification Recommendations

Level 1 Level 2 Level 3 Level 4

Discipline Volleyball Indoor Volleyball Indoor Volleyball Indoor Volleyball LTAD

Stage Training to Train Learning to Compete Training to CompeteLearning to Win Learning to WinTraining to Win

Athlete Context

14 & Under 16 & Under middle school abled and standing diciplines

integrated

16 & Under 18 & Under high school abled and standing disciplines

integrated

18 & Under 21 & Under provincial teams college/university abled and standing disciplines

integrated

National teams National team Development Programs

University abled and standing disciplines separate

In Training Completion of the Volleyball _{Workshop 1} Completion of Volleyball_{Workshops 1 & 2} Completion of Volleyball Workshops _{1, 2 & 3} Acceptance into_{Level 4 program}

Trained

A. Level 1 IN-TRAINING designation B. Completion of the

Competition Introduction Multi-Sport Modules* (Part A):

a. Make Ethical Decisions b. Planning a Practice c. Nutrition

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

*or NCCP Theory 1

A. Level 2 IN-TRAINING designation

B. Completion of the Competiton Introduction Multi-Sport Modules* (Parts A & B):

a. Make Ethical Decisions b. Planning a Practice c. Nutrition

d. Designing a Basic Sport Program

e. Teaching/Learning f. Teaching Basic Mental Skills C. Completion of the NCCP

Make Ethical Decisions online evaluation.

*or Level 2 Theory

A. Level 3 IN-TRAINING designation B. Completion of the Competiton

Development Multi-Sport Modules*:

a. Managing Conflict b. Leading Drug-free Sport c. Psychology of Performance d. Coaching and Leading

Effectively

e. Prevention and Recovery f. Developing Athletic Abilities

*or Level 3 Theory

Contact Volleyball Canada

Certified

A. Level 1 TRAINED designation

B. Completion of the Level 1 Volleyball Coaching Portfolio:

a. A description of your coaching context b. An Emergency Action Plan

(EAP)

c. A completed Practice Observation Form from observing a practice directed by a NCCP certified volleyball coach (a Level 2 or higher certified coach is recommended). d. 40 hours of properly structured written practice plans. C. Upon completion of all

portfolio assignments, be formally observed and evaluated by a NCCP Level 2 Evaluator* in a practice setting.

D. Membership with your Provincial/Territorial Volleyball Association during the full period in which the portfolio and observation requirements are being completed.

* Note: most Level 2 certified coaches have been trainied as Level 1 Evaluators.

A. Level 2 TRAINED designation B. Completion of the Level 2

Volleyball Coaching Portfolio: a. A description of your coaching

context

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

Observation Form from observing a practice directed by a NCCP certified indoor volleyball coach (a Level 3 or higher certified coach is recommended).

d. A completed Match Observation Form from observing a match directed by a NCCP certified indoor volleyball coach (a Level 3 or higher certified coach is recommended).

e. A full season of properly structured written practice plans (minimum 80 hours) C. Upon completion of all portfolio

assignments, be formally observed and evaluated by a NCCP Level 3 Evaluator* in a practice setting.

* Note: most Level 3 certified coaches have been trainied as Level 2 Evaluators.

A. Level 3 TRAINED designation B. Completion of the Level 3

Volleyball Coaching Portfolio: a. A description of your coaching

context

b. Completion of a Yearly Training Plan (YTP) for a season. c. Player data (including physical

testing data).

d. An Emergency Action Plan (EAP) e. A full season of properly

structured written practice plans (minimum 80 hours).

f. The season’s match plans and match outcomes.

g. A completed Practice Observation Form from observing a practice directed by a NCCP certified indoor volleyball coach (Level 2 or higher however a Level 3 or higher certified coach is recommended).

h. A completed Match Observation Form from observing a match directed by a NCCP certified indoor volleyball coach (Level 2 or higher however a Level 3 or higher certified coach is recommended).

C. Upon completion of all portfolio assignments, the candidate will be formally observed and evaluated by a Level 3 Evaluator in a minimum of three practice settings.

Contact Volleyball Canada

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3

Indoor

Beach

Community Sport Stream

Instruction Stream

Competition Stream

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November 18, 2004 Atomic V olleyball Learning to T rain

Community Centres, Clubs, Schools

Mini V

olleyball

FUNdamentals

Level 1

Training to T

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Indoor and Beach

Level 4

Learning to W

in

Training to W

in

Able and Disabled

Level 4 Learning to W in Training to W in Level 3 Training to Compete Learning to W in

Able and Disabled

Level 3

Training to Compete

Learning to W

in

Able and Disabled

Level 2

Learning to Compete

Able and Disabled

Level 2

Learning to Compete

Able and Disabled

Entry

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November 18, 2004 Learning to T rain

Youth 9-12

FUNdamentals

Children 6-10

Training to T

rain

Middle School athletes

14 and Under

16 and Under

Able and Disabled

Learning to W in Training to W in National Teams

Able and Disabled

Learning to W in Training to W in National Teams Training to Compete Canada Games, College, University , 21 and Older

Able and Disabled

Training to Compete

Canada Games

21 and Under

24 and Under

Able and Disabled

Learning

to

Compete

College and University

18 and Under

21 and Under

Able and Disabled

Learning

to

Compete

High School athletes

College and University

18 and Under

21 and Under

Able and Disabled

Sport for Life

Community Centres, Clubs

Adult Recreation

Indoor

Beach

Entry

Community Sport Stream

Instruction Stream

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5

Level 1

Outcomes and Objectives

NCCP Generic Outcomes Performance Criteria_{What.must.the.coach.be.able.to.}_{DO,.while.working.in.this.context?}

1. Analyze performance

Use appropriate reference models to identify aspects of performance that the participants/ athletes need to improve.

• Explain and demonstrate the general concepts of how to play the game of volleyball indoor and beach.

• Explain, discuss, and demonstrate the fundamentals of team play including: initial positioning, serve reception with 5 players, the 4-2 offensive system, pre-defence and defensive systems, and transition/cycles of action.

• Know the four key positions in skill execution and their importance in error detection (ready position, pre-contact, contact, post-contact).

2. Plan a practice

Assemble activities into a practice plan that is purposeful, organized and appropriate for the age group, and that reflects safety considerations.

• Know and demonstrate appropriate drill structure (objective, description, success criteria, reference points).

• demonstrate successful drills designed to improve technical and tactical capacities.

3. Design a sport program

Consistent with the guidelines of the sport’s ADM for the age group, design a sport program aimed at improving performance.

• Know the rationale for season planning.

• Know the LTAD requirements for the context in which you coach.

4. Provide support to athletes in training

In a sport-specific environment, conduct activities that are enjoyable, safe, and structured, consistent with the NCCP philosophy and values

• Provide a safe and enjoyable training environment. • Design a volleyball appropriate EAP.

5. Support the competitive experience

During and/or leading to a competition, provide support to the participants/athletes in a manner that is consistent with the NCCP philosophy and values.

• Know the roles of officials, coaches, players, and minor officials.

• Know the rules, game protocols, and competition intervention opportunities.

6. Manage a program

Take measures to ensure the needs of

the participants/ athlete, program and/

or activity under coach responsibility

are met.

• Understanding of LTAD as it relates to their coaching context.

7. Make ethical decisions

Analyze a situation that has ethical

implications and that is frequently

encountered in the coaching context.

Propose a course of action consistent

with NCCP Code of ethics, philosophy,

and values

• Know the importance of developing a personal coaching philosophy. • Apply a basic ethical decision making process.

• Understand the CAC Code of Ethics.

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Facilitating the Level 1 Volleyball Coaching Workshop

Background on the workshop

This workshop has been designed to introduce the game of volleyball and basic coaching concepts to novice coaches. Coaches will be expected to participate in a series of learning experiences designed to assist them in improving their volleyball coaching abilities and to have those coaching abilities assessed throughout the workshop. These activities represent the minimum standard for the training and certification of Level 1 - Volleyball coaches within the new NCCP. The multi-sport outcomes that they are based upon appear in italics.

Analyzing performance

Candidates will be expected to reference and apply appropriate models to identify important aspects of performance that the athletes need to improve.

Planning a practice:

Candidates will be expected to develop practice plans which are relevant to their athletes and take into consideration their performance capacities, performance goals, seasonal training phases, and athlete safety.

Planning and designing a sport program

Candidates will be required to demonstrate the ability to design a sport program which is consistent with the guidelines of Volleyball Canada’s Athlete Development Model and is appropriate for the athlete’s age group, skill level and aimed at improving performance.

Providing support in training:

In a volleyball specific environment, conduct activities that are enjoyable, safe, structured, and consistent with NCCP and Canadian volleyball philosophy and values

Supporting the competitive experience:

During and/or leading to a competition, provide support to the participants/athletes in a manner that is consistent with the NCCP and Canadian volleyball philosophy and values.

Program management

Take measures to ensure the needs of the participants/athlete and the sport programs/activities under the coach’s responsibility are met.

Ethical coaching:

Analyze a situation that has ethical implications and that is frequently encountered in the coaching context. Propose a course of action consistent with the NCCP Code of ethics, philosophy, and values.

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7

Leading the Workshop

As the Learning Facilitator, you are the leader of this workshop, and how you present yourself and the workshop to the participant coaches will in large measure determine the effectiveness of this Workshop. A suggested facilitation (teaching) approach has been provided for each workshop section, but as long as all content is appropriately covered, you are free to manage the organization/groupings/presentation methods for reference materials/debriefs in whatever way you feel will be most effective. One of the key characteristics of an effective facilitator is his/her ability to vary what is taking place while staying true to the critical path and the goals of what needs to be accomplished in each step.

Understanding Adults and how They Learn

Much is known about how adults learn and how to improve adult learning experiences. Yet, we tend to fall back on the standard lecture with little or no audience participation as our major training approach. It is important when planning adult training or education sessions to incorporate many of the principles of adult learning theory.

From Dependency to Self-Direction

Children are dependent on adults for many things, including direction about what is important to learn. As they move through childhood and gain experience, they become increasingly self-directed. They want to be more involved in choosing what they learn and when, as well as playing a part in how that learning is designed.

Experience is a Resource

“Getting through life” teaches a lot and increases the knowledge base against which we evaluate new information. Children often accept what they are taught because their basis for questioning is limited. Added experiences give adults the ability to evaluate and judge the validity and applicability of new information. They become more discriminating.

Readiness As individuals mature, their readiness to learn is decreasingly the product of biological development and academic pressure and increasingly the product of the developmental tasks required for the performance of their evolving social roles.

Problem-Centered Need to Know

Adults’ orientation to learning changes from a content focus to a problem focus, in part because there is less time for learning, thus it is important to spend that time on what they really need to know.

Commitment To Learning

Adults will commit to learning something when the

goals and objectives are considered relevant, realistic

important and perceived as being immediately useful.

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Adult Learning Principles Problem-Centered

Learning

Adult readiness to learn is related to what they need to know or do in order to fulfill their roles and responsibilities as adults in society. Participants can be involved in diagnosing their own learning needs.

Participation/Interaction

Training should be characterized by give-and-take, as well as respect for different opinions. Participants’ experiences should be used as resources before, during, and after the training event. Active involvement in the training increases retention and application.

Challenge/Question By allowing participants to challenge information, presenters increase the trust _level. Collaboration Participants can be involved in assessing needs, setting objectives, and selecting _{training methods and materials.} Reflection Many adults need time to think about new information in order to critically analyze _{it. Build reflection time into the agenda.} Relevance Information must have direct application to the needs of the learners.

LEADING AN ACTIVITY Explain

Demonstrate Give time to practice Watch, then provide feedback

Give time to practice again

Modelling

The coaches in the workshop will be looking at the way you coach them as a template for their own behaviour. Because of this, all messages you communicate (in words and actions) are important. What you as the Learning Facilitator emphasize will often be what they will emphasize. When you show how to coach an activity, be sure to model the steps in an approved, logical and practical way.

COMMUNICATION TIPS

 Create a positive learning environment.  Position yourself/the group so that you can

be seen and heard by all.

 Give explanations that are complete, yet brief and clear.

 Avoid long explanations for things that can be demonstrated.

 Use words that the participants understand.  Speak enthusiastically and loudly enough to

be heard by all without yelling.

 Speak at a pace that can be followed by all.

 Give “action” instructions.

 Ask questions of the participants to make sure they understand you and what it is they are to do.

Communicating

Model effective communication throughout the workshop. Ask the coaches in the workshop to check how your communication skills compare to the Communication Tips provided here.

Avoid lecturing. Highlight what the coaches are doing and what you are doing as you are doing it. Give each coach as many opportunities as possible to learn by doing, as you would the athletes whom you coach.

Ask questions. The best skill the coaches attending the workshop could come away with is an improved ability to problem solve in a volleyball context. Ask questions regularly and challenge them to apply problem solving methodologies to find solutions.

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9 Learning by doing

Competency based training and certification embraces the concept of learning by doing. Coaches learn good coaching habits when they have the opportunity to practice effective coaching behaviours. This workshop is designed to give the participants plenty of opportunities to do and think for themselves. One of your responsibilities as the facilitator is to ensure that these opportunities are both dynamic and constructive.

Managing group discussions

Each of the steps in the workshop has been designed to allow time for the following: • Individual reflection

• Exchange of ideas with other coaches and comparison to relevant reference material

• Opportunity for the coaches to review their starting point in light of the new information and exchange of ideas

• Debrief of the learning that took place

For most of the workshop, you will be facilitating, leading or “orchestrating” rather than speaking/presenting. One of the learning facilitator’s key roles is to debrief the learning (changes) that takes place.

Checks for an effective learning environment Some signs that you are doing your job effectively:

• The group is engaged in the task.

• Each coach is working/discussing based on his/her actual coaching situation. • The coaches have many opportunities to move about and exchange ideas. • You are engaged in managing the environment and the time.

• You are only talking when you answer a question, clarify a task, sum up a section of the material, or introduce the next topic.

• You are drawing from the experiences of the coaches/groups rather than your own.

• There is minimal dead time (i.e., when coaches are waiting for each other, waiting for you to get organized).

Intervene in group discussions only if you observe the following: • The discussions are off-topic.

• One person in the group or only one view is manipulating a group discussion. • The conclusions are inconsistent with the reference material.

• The.group.at.large.is.ready.for.the.next.task. TIPS TO REMEMBER ○ Model the steps to coaching an activity. ○ Model effective communication. ○ Manage the learning environment so that it is dynamic and constructive. ○ Allow coaches to learn by doing – avoid lecturing. 

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Working with the Learning Facilitator Guide

The Learning Facilitator Guide is the principle tool provided to Learning Facilitators for managing the Level 1 Workshop. However to use this guide effectively, it is important that you also have a copy of the Workbook and Reference Materials. The Workbook and Reference Materials document provides all the pre-course, in-course and post-course materials necessary for the participant to complete the Level 1 certification process and this document is referred to regularly throughout the Guide. Combined, the Learning Facilitator Guide and the Workbook and Reference Materials provide all the information and reference materials necessary to successfully run all sessions.

Two workshop schedules are provided in this guide. The first schedule is a one page brief overview of all the sessions and will provide the Learning Facilitator with a more global perspective of the workshop. The second schedule is a detailed look at each session with examples of how each session could be run. It should be useful tool in the Learning Facilitator’s preparation for the workshop.

As well, a Supplemental Reference Materials section has been included which is full of reference materials relevant to the Level 1 Certification Program.

Adult Learning Is Ego Involved

Learning a new skill, technique or concept may promote

a negative or positive view of self.

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11

Equipment and Resources Required

• Sitting Area

• Overhead projector (optional)

• LCD projector & laptop computer (optional)

Key Reference Materials

• Workshop Schedule (LF Guide, p. i) • Workshop Introduction (LF Guide, p. 1)

• Facilitating the Level 1 Volleyball Workshop (LF Guide, pp. 6-10) • Participant Development Model (LF Guide, p. 4)

• Coaching Development Model (LF Guide, p. 3) • Self-Inventory Guide (Workbook pp. 6-8)

Welcome/Registration - 30 Minutes

Sitting.Area

session 1

Welcome and Registration

1. Arrive in sufficient time to complete the preparation of materials, A/V equipment, and facilities prior to the arrival of the first participant. This will allow you to greet each person in a relaxed manner without feeling rushed or distracted. As a guideline, this is usually 1 hour prior to the start time.

2. Whenever possible, make contact with each person as he/she arrives.

3. Once the group is seated and ready to begin, briefly introduce yourself. You may want to include your name, where you are from, your coaching background and why you are facilitating this workshop.

4. Explain your role as the Learning Facilitator (mentor, assessor, presenter, etc.) and the various roles the candidates will be expected to fill (participant, coach, observer, etc.).

5. Thank participants for their involvement as coaches and for attending the workshop. 6. Go over logistics (bathrooms, locations for the workshop, entry to facilities, times, etc.). 7. Each coach should have the following prior to beginning:

i. Level 1 Volleyball Manual

ii. Level 1 Volleyball Coach Workbook and Reference Materials

iii. Any additional supplementary materials as required by the Learning Facilitator 8. Hand out any additional materials related to the workshop.

Note:.This.can.be.done.as.the.coaches.arrive.or.ahead.of.time.–.your.choice..There.are.advantages.to.each. approach..Distribution.of.the.materials.before.the.start.of.the.workshop.saves.time.during.the.workshop,.and.gives. those.coaches.who.“like.to.know”.a.chance.to.scan.through.what.will.be.taking.place..Distribution.after.the.ice-breaker.encourages.coaches.to.interact.as.they.arrive,.because.there.is.little.else.to.do,.and.also.does.not.intimidate. coaches.with.the.volume.of.what.they.will.be.receiving.(you.can.distribute.materials.as.they.are.needed).

9. Review the workshop content and the workshop expectations. Introduce the observation sheets to allow the candidates to become familiar with the observation process.

10. Ask coaches to turn to the workshop schedule in their workbooks and review the timetable for the workshop. You may choose to make an overhead of this, or simply have coaches follow along in their workbooks. Avoid reading each line – simply highlight the main sections and deliver the key messages. Check that the coaches clearly understand what will be taking place.

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The Learning Facilitator can use a classroom setting to explain/discuss the basic principles of team play then use the gym to demonstrate (more hands on) the systems of play, using the following suggested progression:

1. Initial positioning

• Explain some basic concepts in the positioning of the players on the court (e.g. # of positions, order of rotation). • Discuss the level in which player specialisation/switching is appropriate. Relate discussion back to LTAD concepts. 2. Serve reception with 5 players (W formation)

• Review roles and responsibilities

• Introduce the concept of respecting the rules of rotation order (e.g. out of rotation order).

• Demonstrate different scenarios (e.g. serve going to different areas on the court, serve coming from different locations – pos. 1 or 5) and make the participants adjust to various situations (i.e. develop problem solving skills). • Emphasise the importance of communication between: front/back row players, passers etc.

• Discuss the advantages and disadvantages of this type of formation.

• Mention that there are other systems/formations and the coach must be able to properly choose the formation based on the strength/weakness of each team.

3. Offensive system 4-2 with no penetration

• Introduce the setter position (specialisation in position 3 or 2). • Introduce the positioning of hitters (stacked or split).

• Demonstrate the different rotations.

• Explain the strengths and weaknesses of this system. 4. Pre-defence and defensive system (3-2-1 / 3-1-2)

• Demonstrate the players’ positions.

• Discuss the use of each system as well as its advantages/disadvantages.

The.Learning.Facilitator.must.continuously.emphasize.the.importance.for.a.coach.to.develop.the.ability.to.adjust. and.problem.solve.based.on.the.strengths.and.weaknesses.of.the.team/players.

5. Transition/cycles of action

• Explain movement of players from defensive (or serve reception) to attack coverage.

• As Learning Facilitator; demonstrate using a dynamic drill which requires 6 players on the court.

The Fundamentals of Team Play: Part 1 - 3h00

Sitting.Area/On.Court

• Sitting Area or On Court • Overhead projector (optional)

• LCD projector & laptop computer (optional) • 1 volleyball court for every 12 participants • 12 volleyballs/court

• Systems of Play (LF Guide pp. 56-63) • Basic Cycles of Action (LF Guide p. 14)

• Observation Chklst - Fundamentals of Team Play (Workbook p. 9) • Level 1 Manual - Ch. 9: The Basics of Team Play

• Sitting Area or On Court • Overhead projector (optional)

• LCD projector & laptop computer (optional)

• How to Play the Game of Volleyball (LF Guide pp. 52-55) • Video (optional)

Introduction to the Game of Volleyball - 30 Minutes

Sitting.Area.or.Court

The goal is to explain and demonstrate the general concepts of “How to play the game of volleyball”. LF may use a visual tool such as a video presentation (classroom setting) and/or plan simple hands-on activities, which will involve the participants (on court).

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13

Future Session Preparation

In order to prepare for the next session “Basics of Team Play”, create groups of 3-4 participants and ask each group to select one of the systems of play and specify exactly which area they will be working on (make sure all the systems of play are covered). See “Basics of Team Play” for a more details. a) Throw an easy ball over the net, the players serve receive the ball, set and hit.

b) Immediately after the hit is successfully over the net, tip an easy ball over the net to the passers (to ensure they were covering their hitter), pass, set, hit.

c) Then hit an easy ball over the net, defense, set hit.

This drill must emphasize the continuous movement/flow that is required in transition. The LF may ask the players to exaggerate the movement so that they clearly understand this in and out motion.

2. Briefly explain the Cycle of actions involved in volleyball once the serve has been successfully executed.

Serving Team

Receiving Team

1. Defensive ready

1. Service reception

2. Defence and attack reception

2. Offensive ready

3. Offensive ready

3. Attack and coverage

4. Attack and coverage

4. Defensive ready

5. Defence and attack reception

5. a) Place players on the court in defensive 6-back with a blocker in each of the following 3 diagrams.

Pre-defensive positions

Self-Inventory Guide Questions

4 3 2

5 1

6

Attack.in.4

1

6

5

4 ₃

2

1

2

3

4

5

6

1

2

3

4

5 ₆

Attack.in.2 Attack.in.3 

(20)

Additional LF R

esources

Basic Cycle of Actions for Volleyball

b) Identify the advantages and disadvantages of using a 6-up defense and 6-back defense.

_____________________________________________________________________________ _____________________________________________________________________________ Self-Inventory Guide Questions

Service Reception

Service

Adapted from a model originally developed by Lorne Sawula, 1978 Preparation for

Attack

Information Gathering Transtion to

Defensive Ready Attack Coverage Attack Transition to Final Defensive Positions Defensive Ready Defense and Attack Reception

(21)

15

Additional LF R

esources

O

bservatiOn

C

heCklist

t

he

F

undamentals OF

t

eam

P

lay

Systems of Play Content Coaching Competencies

Initial Positioning



Initial court positioning



Order of rotation



Switching



Knowledge of rules relating to court positioning, switching etc.

Serve reception (W Formation)



Roles and responsibilities



Movement direction



Adjustments based on servers positioning/angle of serve



Communication between players (e.g. front/backrow players, passers and setters)



Knowledge of the formation and its rules implications



Able to adapt based on strengths/ weaknesses of players



Error detection / correction

Offense (4-2 System)



Setters positions on court



Hitters positions on court (i.e.

differences between split and stacked hitter)



Ball trajectory/speed



Basic spike coverage



Knowledge of the system and its rules implications



Explanation/organization of the drill



Able to position the players properly



Pre-defense/ Defense (3-2-1/3-1-2)



Pre-defensive court positioning



Defensive movement/court

positioning during opponent attack



Movement/ court positioning during free ball



Defensive movement/court positioning when hitters are in various positions (4, 3, 2)



Knowledge of the system and its rules implications



Explanation/organization of the drill



Able to position the players properly



Transition



Movement/flow of players _{(dynamic and continuous cycle)}



Create proper drill organization _{and explanation}

Cycle of Actions



Service



Serve reception



Attack and spike coverage



Pre-defensive to defensive

position



Defense to attack coverage



Create proper drill organization and explanation



Appropriate for the level of participants

(22)

The Warm-up - 20 Minutes

On.Court

Method of Presentation

Discuss the importance/reasons for a warm-up then explain the 4 parts of the warm-up. As workshop leader.

Demonstrate a brief and interesting warm-up highlighting the key components so that all participants get a feel

for how a warm-up should be delivered. Be sure to facilitate discussion among participants and briefly discuss the

differences between a warm-up during training and during competition (i.e. tournament).

• On Court

• 1 volleyball court for every 12 participants • 12 volleyballs/court

• The Warm-up (LF Guide, p. 16)

• Level 1 Manual - Ch. 12: The Basics of Practice Management

session 2

Additional LF R

esources

THE WARM-UP

Objective

The goal is to ensure that the athlete is in an ideal state for the training session. The content may vary depending on the content of the training session.

Length

In general, the warm-up session lasts 20.minutes. Adjustments can be made depending on the length of the training session (10 minutes of warm-up per hour of training).

Steps (3)

Step 1 ACTIVATE 2-3 min.

Low intensity exercises are used to progressively raise the athlete’s body temperature. Large muscle activities such as jogging, skipping, or full body callisthenics are normally used. A variety of games such as tag can also be effective.

Step 2 DYNAMIC STRETCHING 10 min.

Exercises are done to prepare the body for the ranges of motion found in volleyball. Players may chose to take time to perform additional stretches, or anything else that they feel is necessary to prepare themselves for the main part of the training session.

Step 3 REACTIVATE 6-8 min.

Exercises are performed to bring the athlete’s CV over 150 beats/minutes. Movements or jumps used in volleyball are highly recommended. Often, teams have their own routine performed within their half of the volleyball court. (e.g. speed, footwork).

The largest portion of this part of the warm-up incorporates the basic ball handling skills of volleyball such as pepper. Warm-up in competition In competition (i.e. tournament), the time allocated for the warm-up will vary as the day progresses and the number of matches increase. The goal is to run a 25-30 minute warm-up, which includes physical preparation, prior to the first match of the day and progressively decrease to a 15 minute warm-up which focuses mainly on volleyball related skills (i.e. ball handling)

(23)

17

The Fundamentals of Team Play: Part 2 - 70 Minutes

On.Court

Method of Presentation

Request that each group get together for the practical workshop (i.e. the groups created at the end of session 1). Each group is responsible for justifying the reasons for their choice of system of play and demonstrate it to the class by running a drill. The group may mimic the drills demonstrated by LF earlier or may attempt to create a new one – whatever makes them feel more comfortable.

As described in the introduction section, for this type of workshop, there should be three (3) groups, one group of coaches, a group of observers, and some participants role playing athletes (depending on the numbers needed). Immediately after each group of coaches has demonstrated their drill, the “observers” share their observations with the coaches and the rest of the group. This is followed by the LF who challenges the choices of the coaches (i.e. problem-solving). This should create a lot of interaction within the group. Other participants may also provide feedback. Be sure all discussions maintain a relatively positive tone for the coaches who are receiving feedback.

• On Court

• Systems of Play (LF Guide pp. 56-63)

• Observation Chklst - Fundamentals of Team Play (Workbook p. 9) • Level 1 Manual - Ch. 9: The Basics of Team Play

The Basic Skills: Part 1 - 20 Minutes

Class.or.

Court

Method of Presentation

As the LF, explain the 4 parts included in the “Skills Analysis Model” and its importance to observe athletes and detect errors. Be sure to highlight the following items: ready position, pre-contact, contact, and post contact. Be sure to discuss how skills might need to be adapted for beach volleyball or for disabled athletes.

Note: to effectively explain the “Skills Analysis Model”, the LF must explain the concept of intercepting the trajectory (reception) and then creating a new trajectory (projection) for the moving object (i.e. ball) . This is the underlying principle

behind the model.

• On Court or Sitting Area

• The Skills Analysis Model (Workbook, pp. 10-14) • Level 1 Manual - Chapters. 2-7

(24)

GIVING FEEDBACK

Useful feedback is descriptive rather than evaluative

• It describes reactions, observations, feelings

• It focuses on behaviour

• It describes objective consequences that may occur or have occurred

• It avoids evaluative language, thus reducing the chances of a defensive reaction

• It’s concerned with what is said and done, not why it’s done

• It avoids accusations or inferences

It is specific rather than general

• It describes what happened

• It avoids generalizations such as “that was great”; rather, useful feedback is specific, for

example, stating exactly what the athlete did that made it great

It takes into account the needs of both the athlete and the coach

• Feedback should be given to help, not hurt

• Feedback is not given to make the coach feel better

• It doesn’t overload the athlete with information; it is selected on the basis of what the

athlete can use, rather than the amount the coach can provide

• Sharing information rather than giving advice allows the athlete to decide what to do with

the information

It is directed toward behaviour the athlete can change

• Focus on the behaviour, not the person

• Suggest a more acceptable alternative

It is solicited rather than imposed

• Feedback is most useful when the athlete has sought it out

It is well timed

• It is given as soon after the performance/event as practical

• The athlete is ready to receive the feedback

• Excellent feedback at the wrong time can do more harm than good

It is checked with the athlete

• Have the athlete say in their own words what they heard

• No matter the intent, feedback can be misinterpreted

• Coaches need to pay attention to the effects of their feedback

It is checked with others in the group

Coach W

(25)

SKILLS

ANAL

YSIS MODEL

T

h E v OLLEY READY POSITION •

Feet slightly wider than shoulder

width apart with the knees flexed

•

Trunk slightly bent forward with

arms and shoulders

•

Refer to

VC’

s Level 1 Coaches

Manual for more details

PRE-CONT

ACT

•

move feet quickly under the ball

•

arms moving upward, getting ready

for contact

•

place hands above head as soon as

possible

CONT

ACT

•

hands are in the shape of the

round

ball

•

thumbs pointing towards face

•

ball contacts most of each finger

•

fingers are relaxed

•

extended legs, trunk and arms to

generate force for the movement

•

contact is made just above forehead

•

shoulder face tar

get

POST

-CONT

ACT

•

weight is transferred forward which

may cause a step forward

•

hips move forward

•

palms of hands face ceiling after the

ball leaves the fingers

COMMON ERRORS

1.

Lack of control and precision

PROBABLE CAUSES

•

Setting only with fingertips

•

Improper positioning under the ball

•

Hands not up soon enough or not high

enough

•

Follow through is in the wrong direction

SUGGESTED CORRECTIONS/EXERCISES

•

Review basic hand positions

•

Hands take the shape of the round ball

2.

Lack of power (e.g. difficulty reaching

target/distance

•

Very little weight transfer or improper

sequencing of body segments

•

Reemphasize the use of weight transfer and

full arm extension

Reference Material: Session 2

(26)

Coach W

orkbook Sample

READY

POSITION

•

Feet slightly wider than

shoulder width apart

with the knees flexed

•

Trunk slightly bent

forward with arms and

shoulders

•

Refer to

VC’

s Level 1

Coaches Manual for

more details

PRE-CONT

ACT

•

Move quickly

to appropriate position; hands apart

as the player moves

•

Hands join prior to contacting the ball

•

Heels of the hands together “thumbs match”

CONT ACT • A proper platform is characterized by: o

Arms fully extended and parallel (wrists down

to straighten elbows)

o

Arms away from the body (shoulders shrugged

in)

•

Platform faces tar

get

•

Ball contacts forearm just

•

Arm swing in angle necessary to reach tar

get

•

Proper platform to ensure that the:

o

player can see the ball, his arms and the tar

get

o

power can be absorbed

POST -CONT ACT • weight is transferred forward which may

cause a step forward

•

hips move forward

•

some backspin on the

ball is desirable

MAJOR ERRORS

1.

Lack of control and precision

PROBABLE CAUSES

•

Extra motion (e.g. bent arms: praying)

•

Uneven surface of forearms

•

Arms not angled towards the target

•

Review basic platform cues, demonstrate

different ball trajectories and impact

on player movement as well as different

footwork methods to accelerate movement

behind the ball

2.

Lack of power (e.g. difficulty reaching

target/distance)

•

Not using all body parts (i.e. arms and legs)

•

Reemphasize the use of weight transfer

from legs to arms

SKILLS

ANAL

YSIS MODEL

T

h E

F

O r EA r M

P

ASS

(27)

SKILLS

ANAL

YSIS MODEL

T

h E

O

v E rh AND

S

E r v E READY POSITION •

Feet slightly narrower than shoulder

width apart, parallel with one foot

slightly in front (opposite to the

hitting arm)

•

The arm holding the ball is parallel

to the floor and in front of the

hitting shoulder

•

Hitting arm and shoulder are pulled

back

•

Refer to

VC’

s Level 1 Coaches

PRE-CONT

ACT

Ball Placement

•

Ball must be lifted straight up

•

Just above maximum reach

•

In front of hitting arm

Body Position

•

W

eight transfer forward on leading

foot

•

“whip-like” arm action

CONT

ACT

•

Firm contact surface

•

Arm fully extended

•

Arm facing tar

get

•

“Crisp” arm action

POST

-CONT

ACT

•

Arm follows through facing tar

get

•

W

eight transfer towards leading foot

MAJOR ERRORS

1.

Lack of control & precision

PROBABLE CAUSES

•

Toss is incorrect (e.g. too low/high, bad

location)

o Inconsistent point of contact

o Timing of sequence (step toss) is incorrect

SUGGESTED

CORRECTIONS/EXERCISES

•

Practice proper toss motion

o Focus on the ball

o Review basic contact cues

2.

Lack of power

•

Improper weight transfer

o Contact surface is too soft

o Lack of acceleration through the motion

•

Ensure that weight is on leading foot during

contact

o Progressive acceleration from all body

segments involved

o Firm wrist during contact

(28)

Coach W orkbook Sample

SKILLS

ANAL

YSIS MODEL

T

h E

A

TT A c K READY POSITION •

Athletes stand erect reading the

trajectory of the set

•

Starting position is usually at or

behind the 3 meter line (depending

on the player ’s approach) • Refer to VC’ s Level 1 Coaches

PRE-CONT

ACT

•

Dynamic approach involving

left-right-left footstep movement (for

right handed attacker and opposite

for left-handed attackers)

•

Player jumps at a minimum of

30-40cm behind the ball (depending on

the physical ability of the athlete)

•

Shoulder almost perpendicular to

the net on take-of

f

CONT

ACT

•

High contact in front of hitting shoulder

•

Open hand and relaxed wrist

•

Power provided by the rotation of the

trunk, arm, forearm and hand.

POST

-CONT

ACT

•

Hitting arm follows through in

front of the body

•

Land on both feet in a balanced

manner

•

Knees slightly bent to absorb the

momentum of the fall

MAJOR ERRORS

1.

Lack of control (e.g. hitting out of bound)

PROBABLE CAUSES

•

Not contacting the ball in front of hitting

shoulder

◦

Poor/wrong body angle at the net due to

improper footwork

•

Hitters must learn to initiate their approach

based on the speed and height of the ball

trajectory

•

Hand must be relaxed and open (not too

loose nor too tight)

2.

Lack of Power

•

Arm, especially wrist too rigid

•

Approach is not dynamic/aggressive

•

Relax the upper body and maximize the

speed of approach

3.

Poor timing/positioning

•

Hitting on the way down, leaving too early,

not reading the proper cues

•

Attacker drifts into the net

•

Coaches must recognize the individual

athletic abilities of players which will affect

(29)

SKILLS

ANAL

YSIS MODEL

T

h E

B

LO c K READY POSITION •

Feet are about shoulder width apart

and knees are slightly bent

•

Arms are held in front of the face,

shoulder width apart

•

Stand approx. one foot from the net

•

Refer to

VC’

s Level 1 Coaches

Manual for more details (more

information is also provided for the

soft block)

PRE-CONT

ACT

•

Lateral movement towards tar

get

staying square to the net

•

Knees bent and low center of

gravity followed by a powerful

jump upwards

•

Shoulders shrug and arm flexed

CONT

ACT

•

Arms fully extended

•

Penetration of the arms/ hands on the

opponent’

s side of the court (depending

on the situation and the player

’s athletic

ability)

•

Keep eyes open and looking at the ball

•

W

rists held firmly and the fingers are

spread outward

POST

-CONT

ACT

•

Athlete draws the arms back from

the opponent’

s side

•

Land on both feet in a balance

position, ready for the next action

MAJOR ERRORS

1.

Poor timing with attacker

PROBABLE CAUSES

•

Not in an active ready position

•

Not reading proper cues/watching only the ball

•

Not placing body in front of attacker and ball

SUGGESTED CORRECTIONS/

EXERCISES

•

Focus on knee and hip flexion

•

More dynamic in lateral movement

•

Coach should demonstrate how to

identify and read proper cues

2.

Poor contact

•

Hands, especially wrists too soft

•

Small contact surface

•

Firm wrists in order to be able to absorb

the ball and redirect it

•

Fingers should be spread out as much

as possible and must be facing inside of

opposite court

(30)

Method of Presentation

Step A

Demonstrate a drill that requires 2-3 participants. Asks the group to identify the positive technical aspects of the participants followed by technical aspects that could be improved. Provide feedback (identifying the proper cues to observe) in regards to the comments given (use demonstration) and demonstrate examples of drill progression.

It is important to emphasize:  quality of demonstration

 major technical element in each part  drill progression

 major error/corrections Step B

Participants actively participate in a practical workshop for each skill. The procedure is: 1. Create groups of 5-6 participants.

2. Within each group, include 1 coach, 2 participants, 2-3 observers.

3. Each coach must give feedback (error detection/ correction) to the participants in respect to the cues identified earlier.

4. The observers must give the feedback to the coach regarding his/her coaching intervention, observation/ communication skills.

Step C

LF concludes by identifying the proper cues relating to the skill and discussing how to effectively adapt for the beach volleyball context or when working with athletes with a disability.

Presentation order of skills: 1- Serve 2- Underhand pass 3- Overhand pass 4- Attack 5- Block

Basic Skills: Part 2 - 120 Minutes

On.Court

• Court

• Basic Skills - Key Elements (Workbook, p. 15) • Basic Skills - Tactical Analysis (LF Guide, p. 27) • Error Detection and Correction (Workbook, p. 16) • VC Technical Posters

• Basic Skills Video

• Level 1 Manual - Chapters 2-7

Tips

 Steps A, B and C are done for each skill after moving on to the next skill. For instance, the LF would go through Step A, then B, followed by C for the Serve then move on to doing Step A, B and C for the Underhand Pass

 Be sure to discuss how various drills may need to be adapted to better accomodate disabled athletes.

(31)

25

3. Identify 3 key elements for athletes to effectively perform the following technical skills: Overhand pass: Body is under the ball Forearm pass: Hands together

Contact above forehead Straight platform/simple action

Hands form the shape of

the ball Angle arms/face target

Body faces target

Attack: Timing of the jump Blocking: Align with the path of the attacker Maximum height in the

jump Timing of the jump

Contact the ball in front of

the hitting shoulder Solid hands

Stability in the air

Serving: Toss in front of the hitting shoulder Defense: Attitude

Weight transfer Ready to move

Solid contact surface Get behind the ball

4. If one of your athletes consistently serves the ball in the net, what would be your feedback to this athlete in order to help him/her successfully execute the serve?

● contact under the ball to increase the angle of trajectory (hit the ball higher)

● hit the ball harder so the ball travels further (via faster arm swing, increased transfer of weight, etc.)

● focus on making solid contact (focus on ball contact and a solid contact surface)

Self-Inventory Guide Questions

(32)

Coach W

orkbook Sample  Toss is in front of the hitting shoulder_{ Weight transfer}

 Surface of contact is solid

 Hands together

 Platform is straight/keep the action simple  Angle the arms and face the target

 Body is underneath the ball  Contact is above the forehead  Hands take the form of the ball  Body is facing the target

 Timing of the jump

 Maximum height in the jump

 Contact with the ball is in front of the hitting shoulder

 Alignment with the trajectory of the path of the attacker  Timing of the jump

 Solid hands  Stability in the air

Basic Skills - Key Elements

Click on the image to play the video clip

(33)

27

Coach W

orkbook Sample

e

rrOr

d

eteCtiOn and

C

OrreCtiOn

Where to focus your attention?

Group Observation



Why?

1) To ensure that the procedure is respected 2) To detect common errors among participants 3) To identify the most common errors to improve

How?

1) Distance yourself from the group

2) Walk around the group to create awareness of your presence 3) Keep an overall view of the group

Individual Observation



Why?

1) To ensure that the athlete is properly executing the skill 2) To detect individual errors

3) To identify the most important error that affects the desired outcome

How?

1) Choose the most appropriate angle to observe the skill (preferably 45°- but it usually depends on the skill)

2) Keep most players in front of you

3) Do not let yourself be distracted by the ball

Error Correction

1) Prioritize the feedback based on the instructions/ objectives that were given prior to the drill 2) Use a positive approach applying the “sandwich” approach – positive - constructive - positive

feedback

3) Be brief, concise and to the point in your intervention

4) Provide feedback immediately after the problem has occurred 5) Use visual demonstrations

Volleyball Canada. workshop 1. Learning Facilitator Guide

workshop 1

Learning Facilitator Guide

V

o

ll

e

y

b

a

ll

C

a

n

a

d

a

PARTNERS IN

COACH EDUCATION

0h00 Sitting Area Welcome, Registration, Introduction to new NCCP

0h30 Sit/Court

Introduction to the Game of Volleyball

1h00

On Court

The Fundamentals of Team Play (Part 1)

4h00

SESSION 1 CONCLUDES

0h00 On Court

Warm-up

0h20 On Court

The Fundamentals of Team Play - Practical Workshop (Part 2)

1h30 On Court

Basic Skills (Part 1)

1h50

BREAK

2h00 On Court

Basic Skills (Part 2)

4h00

SESSION 2 CONCLUDES

0h00 Sitting Area Long-Term Athlete Development

0h30 Sitting Area Beach Volleyball

1h00 Sitting Area Game Coaching & Rules of the Game

1h30 Sit/Court

Coaching Interventions (practices/matches)

2h00

BREAK

2h10 Sitting Area Planning (Part 1)

2h55 On Court

Practical Workshop on Running Appropriate Drills

4h00

SESSION 3 CONCLUDES

0h00 Sitting Area Responsible Coaching

0h45 On Court

Coaches Preparation for Practical Workshop on Drills/Planning Session (Part 2)

1h15

BREAK

1h30 On Court

Practical Workshop and Assessment

4h00

What now?

4h15

SESSION 4 CONCLUDES

Session 1

Session 2

Session 3

Session 4

Level 1 Workshop Schedule

Level 1 Volleyball Workshop

Logistical Requirements

Table of Contents

Level 1 Workshop Schedule ...i

Logistical Requirements ...ii

Workshop Introduction ...1

Certification Recommendations ...2

Volleyball Canada - Coach Development Model - Indoor & Beach ...3

Volleyball Canada - Participant Development Model - Indoor & Beach ...4

Facilitating the Level 1 Volleyball Coaching Workshop ...6

Session 1 ...11

Welcome/Registration ...11

Introduction to the Game of Volleyball ... 12