Coaching Management 13.5

Coaching Management VOL. XIII, NO. 5

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Coaching Management Volleyball Edition Preseason 2005

CONTENTS

Vol. XIII, No. 5

2 LOCKER ROOM

Bulletin Board . . . . . . . . . . . . . . 2 High school coaches review rally scoring … DI looks to add a scholarship … RIT team visits China …

ATHENA provides peer education for athletes … Purdue program gets more students in the stands … A new symposium focuses on DIII coaches …

NFHS approves libero for 2006.

Q&A

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Art Director Pamela Crawford Business Manager Pennie Small Special Projects Dave Wohlhueter Administrative Assistant Sharon Barbell

Second-String Stars

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OFF THE COURT

Goal Climbing

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In the coaching profession, continual growth and achievement depends on setting goals. A veteran coach outlines steps for success.

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Team Equipment . . . . . . . . . . . . . . . . . . . . . . .37 Uniforms & Apparel . . . . . . . . . . . . . . . . . . . . .39 Volleyball Court . . . . . . . . . . . . . . . . . . . . . . . . .43 More Products . . . . . . . . . . . . . . . . . . . . . . . . . .44

Editor-in-Chief Eleanor Frankel Associate Editor Dennis Read Assistant Editors R.J. Anderson Kenny Berkowitz Abigail Funk David Hill Greg Scholand Laura Smith

COVER STORY Getting the most out of your bench players means communicating with them, challenging them, and preparing them to make an impact on a moment’s notice.

University of Maryland Head Coach Janice Kruger talks about turning a season around, working with assistant coaches, and encouraging athletes to join the coaching ranks.

Publisher Mark Goldberg

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27

STRENGTH & CONDITIONING

Big Jumps

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33

Looking to increase explosive power in your players? Here’s how to implement a safe and effective plyometrics program at any level.

ADVERTISERS DIRECTORY

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ON THE COVER: University of Washington substitute Egan Metcalf helped the Huskies defeat USC in a game last September. See story on page 18. Photo courtesy of UW Media Relations.

Circulation Director Dave Dubin Circulation Manager John Callaghan

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The Coaching Management Volleyball edition is published in April and November by MAG, Inc. and is distributed free to college and high school coaches in the United States and Canada. Copyright © 2005 by MAG, Inc. All rights reserved. Text may not be reproduced in any manner, in whole or in part, without the permission of the publisher. Unsolicited materials will not be returned unless accompanied by a selfaddressed, stamped envelope. Coaching Management is printed by Banta Publications Group, Kansas City, MO. POSTMASTER: Send address changes to: Coaching Management, P.O. Box 4806, Ithaca, N.Y. 14852.

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bulletin board H.S. Coaches Review Rally Scoring This past year’s high school volleyball season was the first under NFHS-mandated rally scoring, though all but three of the states that follow NFHS rules voluntarily made the switch in 2003. Now that

Melnick says his conversion started when he saw that rally scoring forced teams to focus more on all aspects of volleyball. “I think it puts a heavier emphasis on being able to do everything in a game—you’ve got to not only serve well, but also put balls down when you need to, make good passes all the time, and avoid making errors,” he explains. “Every

but Melnick knew it was a well-chosen priority.

“We actually kept a statistic this year of what happened after our missed serves under rally scoring,” he says. “We wanted to know how the other team responded every time we missed a serve. Did they run up three points off that play, four points, or

ball’s 700-win club, feels the change has made the game more exciting. “In rally scoring, the momentum can change so fast,” she says. “At the state tournament this year, my team was in the fifth game leading 13-8, and I was sure we were going to win, but the other team came back to beat us. With side-out scoring, when you had a big lead you thought you had the game. In rally, everything can turn around much quicker.”

Spectators appreciate a more exciting, faster-paced game, says Melnick, and it also brings volleyball into line with most people’s understanding of sports scorekeeping. “In a basketball game, every basket results in points, so I think a running total that counts every rally is easier for fans to understand,” he says. “Sometimes there would be side outs back and forth, and it would seem like nothing was happening in the game other than people rotating on the floor.”

The Sycamore (Cincinnati) High School squad, shown competing above, likes the switch to rally scoring, says Head Coach Paul Melnick. “I think it puts a heavier emphasis on being able to do everything …

Every error now results in a point and that changes your whole view of the game,” he explains. coaches have experienced the new scoring system firsthand, how do they like it?

error now results in a point, and that changes your whole view of the game.”

more? In some cases it was gigantic how much it hurt us to miss getting a serve in.”

At Sycamore High School in Cincinnati, Head Coach Paul Melnick is among those who see the move to rally scoring as a change for the better.

“When we were making the changeover I went to a lot of games where they used rally scoring, and I wasn’t a big fan of it at first,” he says. “But playing with it all this year, I definitely learned to enjoy it.

My players also really liked it, and almost all the parents said they did, too.”

For the Sycamore volleyball team, making the transition meant working to cut down on those errors, particularly on serves. Since every service fault is now a gift-wrapped point for the other team, Melnick worked with his players on consistency. For one drill, he had athletes perform serves during practice until they could put 25 consecutive balls in play. Some achieved the mark after only one or two attempts, while others took as long as two weeks,

Gail Nucech, Head Coach at Hibbing (Minn.) High School, agrees that avoiding service errors has become more important under the rally scoring system. “Now in a close match, it can be really costly to take a chance and go for a jump serve or an ace at the end of a game,” she says. “If the score is 24-25, one serve into the net can end the game.”

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Nucech, the sole member of Minnesota high school volley-

In addition to coaches, the vast majority of high school players also approve of the change. On the NFHS’s 2004 Volleyball Survey, 42 out of 45 states responding said the general feeling of their players toward rally scoring was positive, and the other three reported it to be neutral.

Division I May Add Scholarship Division I women’s volleyball programs may soon have an additional scholarship to offer.

A proposal to add scholarships in several women’s sports—including volleyball, for which the total would be raised from 12 to 13—passed an initial vote by the Management Council in January and will most likely be referred to the Board of Directors in April. If approved, the 13th scholarship will be available

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bulletin board strongly believe that having the ability to financially reward another student-athlete is in our best interest,” she says.

“It would allow us to build more depth and more balance on our teams. The libero was an immensely important addition, and we are currently putting scholarship dollars into that position. With a 13th scholarship, those dollars won’t be taken away from another attacker or setter that we might want to recruit.

“From the perspective of wanting to provide as many opportunities as we can for young women to earn athletic and academic scholarships, I think it’s a wonderful thing,” Fritz adds.

“The more opportunities that we can provide for young women to go on and play sports and get their education, the better.”

To help fund the libero position, the NCAA is considering allowing Division I teams one additional scholarship beginning in 2006. Kansas State libero Angie Lastra is shown above. beginning in the 2006-07 academic year.

The impetus behind the proposal was the NCAA’s introduction of the libero in 2002.

With an additional position on team rosters, the Committee on Women’s Athletics recommended the increase. It was also noted in the rationale for the proposal that the number of volleyball athletes receiving grants-in-aid is at the maximum at most NCAA Division I schools. Therefore, an additional scholarship would not benefit only the wealthiest athletic departments.

Suzie Fritz, Head Coach at Kansas State University, supports the proposal because she believes it’s a win-win proposition for both Division I programs and their athletes. “I

Opposition to the proposal has come mainly from Divisions II and III and junior colleges, where there is concern that the additional scholarship will lure quality players away from their programs. But according to Fritz, the decision of which environment provides the best fit for an individual still lies with the student-athlete herself.

“Someone who is a 13thscholarship type of player may realize that she could choose a Division I program but perhaps never play at that institution, and therefore

To view the complete proposal, go to www.ncaa.org, click on “search,” enter “Proposal 2004-21” into the window, and select “LSDBi DI Legislative Proposal Report” from the search results.

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decide to accept a scholarship from a Division II program where she will be a starter,” Fritz explains. “The choice will still belong to the athlete, but this would provide more opportunities for female student-athletes and that’s a real positive.”

A 60-day comment period on the proposal, No. 2004-21, was recently completed and a second vote will be taken at Management Council meetings in April. If it passes, the proposal will be forwarded to the NCAA Board of Directors for final approval.

RIT Practices Foreign Relations Thinking of going on a team trip? Taking your players out of their comfort zone can prove to be a beneficial and worthwhile endeavor, says Roger Worsley, Head Coach at the Rochester Institute of Technology, who traveled with his squad to Tianjin, China last August to play against the Tianjin University of Technology.

The trek provided both a cultural adventure and a unique preseason training opportunity. “It was an incredible experience,” Worsley says. “It allowed the team to bond and gave the players an opportunity to see things in a completely different perspective.”

Before they left, Worsley told his team to remember it was still preseason, and that they needed to concentrate on the training aspect of the trip. And train they did, every morning with the TUT team in their host’s gym.

“Training with them made a big difference,” says Worsley.

“Immediately, there was a connection there. One thing I found was that while there were language and cultural barriers, volleyball is still volleyball.”

RIT played two games against TUT and one against the Tianjin Professional Sports School, losing all three, but Worsley and Assistant Coach Kathleen Schreier were happy with their team’s effort. The coaches took solace in the fact that TUT is the three-time defending national university champion and TPSS is a year-round sports school training future Olympians.

In preparation for their trip, Worsley had a group of Chinese students at RIT, including several from Tianjin, speak with the team about their homeland and what to expect overseas. Worsley says the key to the successful trip was that his players went with open minds in terms of trying new foods, learning a little of the language, and seeing everything they could.

“We all agreed and understood that you just need to go into this with an open mind,” Worsley says. “And whatever the experience gave

RIT players shake hands with athletes from the Tianjin University of Technology, who they competed against both in China and on their own campus this past fall.

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bulletin board us, we took from it 100 percent and I think that makes for a great trip.”

Peer Education Reduces Risks

The team had some free time in the afternoons, which they spent shopping, exploring Tiananmen Square, and sightseeing with their host team.

“The street markets in China were so much fun,” says Sarah Ballard, a senior on the team. “We all tried bargaining, and we got to meet a lot of characters in the marketplace.”

When adolescents want information or advice, where do they turn? Although adults might wish for a different answer, it’s usually to their peers. A new program for teenage female student-athletes uses that fact to its advantage, and according to a recent study, it’s seeing great results.

In October, it was RIT’s turn to play host to the Tianjin volleyball team, which visited the RIT campus and traveled across the state to play Syracuse University and Nazareth College. “It was really exciting to have them visit us,” Schreier says. “Even though we were only over there for a short time, some strong bonds were formed. It was great to be able to see them again and return the hospitality they showed us.”

ROBIN ZINGONE

The opportunity came about through the school’s affiliation with an organization called PEN-International, a worldwide system of colleges and universities educating deaf and hard-of-hearing students.

Both RIT and TUT have Technical Institutes for the Deaf on their campuses, and TUT was interested in expanding its relationship with RIT beyond the academic connection. In May of last year, TUT sent a group of martial artists to RIT for a workshop in exchange for hosting the volleyball team.

Despite an NCAA rule that allows only one international trip every four years, Worsley is looking forward to continuing the bond the universities have formed. “The relationship is there,” Worsley says.

“We would definitely look at making a return trip when the time is right.”

A study published in the November issue of the Archives of Pediatrics and Adolescent Medicine showed that a group of high school athletes who took part in a program called ATHENA (Athletes Targeting Healthy Exercise and Nutrition Alternatives) as part of their sport season were significantly less likely to participate in unhealthy behaviors. They were less likely to start using diet pills, amphetamines, anabolic steroids, or muscle-building supplements; drive with someone who had been drinking; become sexually active; use tobacco; or vomit to lose weight. And they were more likely to engage in

healthy eating and strength training. They also proved less prone to injury during their season.

The study was conducted by ATHENA’s developers, a team of researchers at Oregon Health & Science University, on 928 athletes from 40

ATHENA targets issues specifically affecting adolescent girls, such as eating disorders, diet pill use, body dissatisfaction, drug use, depression, and the media’s portrayal of women. Rather than preaching or using scare tactics, the program focuses on providing accurate information and uses

Rather than preaching or using scare tactics, the program uses improved athletic performance as motivation for encouraging healthy choices. teams at 18 Washington and Oregon high schools. Before starting the program, studentathletes filled out anonymous questionnaires to assess their attitudes and behaviors. After completing the program, they took the questionnaires again—with very different results.

To develop ATHENA, the researchers started with the framework for ATLAS, a similar curriculum that has been successful in reducing anabolic steroid use among male student-athletes. However,

improved athletic performance as motivation for encouraging healthy choices.

“When it comes to nutrition, nowhere in the program does it say, ‘Don’t take diet pills and don’t make yourself vomit,’” says Diane Elliot, a researcher with the Division of Health Promotion and Sports Medicine at Oregon Health & Science and one of the program’s creators. “Instead, we put it in performance terms: How much protein and carbohydrate do you need to fuel your engine for practice?”

To help girls deconstruct media portrayals of women, student-athletes are asked to look at specific print and television advertisements and discuss whether the women they portray have healthy, realistic body shapes and sizes. Then they are asked to re-make the ads in a way that reflects a healthy lifestyle.

To address the increased risk of depression faced by females, athletes learn a technique called “cognitive restructuring” which teaches them to make connections between their thoughts and their moods by keeping logs.

“Once they make connections between their thoughts, emotions, and activities, they can avoid getting caught in a spi-

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bulletin board ral of depression,” Elliot says.

“Again, we cast it in performance terms. We talk about how working on your own psychology can make you a better athlete and help your team.”

Fridays. “All I did was basically oversee and lead them a little bit into their discussion,” she says. “Then the studentleaders would take control and work with their group. It was really easy to do.”

The program consists of eight 45-minute sessions designed to be conducted once a week during a team’s season. A coach or assistant coach is in charge of the program and commits to being present for each session. However, the responsibility for running the program largely falls to the athletes themselves. Members of junior varsity and varsity squads work together, divided into small groups of about six athletes each. The coach chooses a squad leader for each group and helps the team get started and stay on track, but beyond that, athletes run the activities.

Gaston believes the program produced real results for her athletes. “How many times during high school do girls hear, ‘Don’t’ and ‘You can’t’?” she says. “Teenagers tend to tune that message out. This program gives them facts instead. A lot of young female athletes have never been told what diet pills and other drugs do in the body.

When they do get the correct information, they are more likely to make good decisions on their own.”

“There is no preparation required for coaches or squad leaders,” says Elliot. “They open the page and they’re ready to go.

“Peer-led programs work for high schoolers because they are affected more by peers and less by teachers,” Elliot continues. “Part of the developmental task of becoming an adolescent is pulling away from adults. Sports teams are a natural place to implement a program of this type because the athletes are already bonded as a team—these are the peers they already turn to for information and advice.”

Annette Gaston, former Head Volleyball Coach at La Center (Wash.) High School, administered the program to her teams for four years, running the sessions after practices on

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events on the team’s home schedule, usually around 80 percent of the total.

“It all started because we found that every time we gave away T-shirts, a lot of students came to our sporting events,” says Sara Fetzer, Assistant Promotions Director for the athletic department.

“So to inspire students to come out to watch our Olympic sports, we created this affinity program. We got groups of students involved with a specific sport and they took ownership of that Boilermaker team.”

Conducting the program can be rewarding for coaches, too. “They get to see the kids do skits and activities and they get to know them in a whole different way,” Elliot says. “Coaches told us it made them feel very positive about what they were doing.”

More Students in the Stands Purdue University’s football and basketball players are used to loud, raucous student fans showing their support at home games. But lately, the volleyball players have enjoyed an enthusiastic cheering section of their own—a horde of students clad in black and gold chanting praise for every spike, block, and dig the team executes.

It’s a product of the adopt-asport program, launched last year by Purdue’s athletic promotions office.

For more information or to order ATHENA, visit: www.ohsu.edu/hpsm/athena.html.

To read the text of the study, go to: http://archpedi.ama-assn.org/content/ vol158/issue11/index.dtl.

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Any residence hall, fraternity, sorority, or student organization with at least 25 members can adopt a Boilermaker sports team. For signing up, the athletic promotions office provides the proud parents with specially designed Tshirts identifying them as “Purdueligans” for their sport. They also receive email reminders before each home game, and an invitation to a once-per-season hospitality event typically held at a local restaurant before a game. In return, each student in the group promises to attend a set number of

Purdue’s student-fan support group, the Purdueligans, cheer on the team this past season. “It’s made a tremendous difference at our matches,” says Head Coach Dave Shondell.

“It’s made a tremendous difference at our matches,” says Dave Shondell, Head Coach at Purdue. “The biggest thing is they set the tone in our gym. Before, we had pretty good crowds but it was kind

the best environments in the country.”

The students who adopted the volleyball team are nicknamed the Tark Sharks (they reside in Tarkington Resi-

“Before the season begins, we communicate our expectation that they always keep things clean, because we consider our home events to be family-friendly.” of a ‘sit on your hands’ atmosphere. At our matches now, from start to finish they’re on their feet making noise, and they really get into it—they’ve even got a special chant for each player. The rest of the crowd responds favorably to their energy, and I think it’s made our home court one of

dence Hall), and with 106 members they are the largest Purdueligan group. They’re also the most organized—students arrive at matches early to distribute printed cheers, and they even collect dues from each member and use the money to travel to away games.

“They’ve been to our matches at Illinois, Ohio State, and Northwestern, and they’re usually there when we travel in-state,” Shondell says. “The support is great for our team, and the players love it.”

Since the adopt-a-sport groups are sanctioned by the athletic department, Purdueligans are encouraged to be as supportive as possible, but never to cross the line that separates loud and spirited from vulgar and abusive.

“Before the season begins, we communicate our expectation that they always keep things clean, because we consider our home events to be family-friendly,” says Fetzer.

“We want them to be crazy, noisy fans having fun, but we don’t want them cursing or heckling opposing players.

We encourage them to be

Spend time setting up your shot, not your net!

role models for other fans, and so far they’ve been really good about it.”

To ensure that students honor their attendance commitment, ID cards are swiped at each event, and those who don’t attend enough games are charged five dollars for their T-shirt. But Fetzer says students hold each other accountable, so the turnouts are consistently high.

The adopt-a-sport program has been so successful in bolstering student attendance that Fetzer says many coaches at Purdue now view it as their number-one promotional tool. “When we have our preseason meetings with coaches, the first question we get now is, ‘What groups have us this season?’” she says. “They saw how great it

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bulletin board could be last year, and so this year they don’t ask how we’re going to advertise or promote their team—they want to know who is adopting them.”

An Inside Look at D-III Coaching Those who work in the NCAA Division III ranks often talk about how coaching at that level is very different from any other. So, last summer, Haverford College hosted the first edition of what’s envisioned as an annual conference to explore just what it means to coach at a Division III school.

Titled the “Division III Coaches’ Institute,” its aim was multifaceted: to help coaches and administrators in D-III get

better at their jobs, to talk about the nontechnical aspects of coaching, to encourage networking and pursuing career goals, to discuss developments in the NCAA affecting the division, and to foster appreciation of the Division III philosophy.

The Institute tackled these goals through sessions titled “Recruiting and Admissions,” “Ethics and Sportsmanship,” “Appreciating Institutional Mission and Culture,” “The Value of Winning and Success,” and “Division III Philosophy and Practice.”

The Institute also aimed to help coaches align their coaching aspirations with their own institution’s goals and mission. “Division III coaches are charged with not only creating successful programs on the playing fields,

but also with upholding the educational and institutionalmission components,” says William Roth, the Institute’s

Division III coaches and administrators discuss the topic of “Appreciating Institutional Mission and Culture” during a breakout session at last year’s Division III Coaches’ Institute.

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Executive Director and Executive Director of Development at Goucher College. “In addition, the coaching usually

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bulletin board involves more grooming and teaching of athletes than in other divisions.”

For Aaron Bowers, Head Coach at Pennsylvania State University-Altoona, the Institute helped broaden his understanding of the Division III philosophy. “We discussed how Division III is not about outside recognition so much as it is about the students and what they’re doing—things like putting class before the athletic part,” he says. “I’d recommend it. It gives coaches a better understanding of what Division III is all about, and can help you decide if you want to be part of this level, or whether your beliefs

don’t exactly match up with the Division III philosophy.”

Bowers found many different educational models represented at the sessions. “It was all sorts of coaches from different types of schools—the liberal arts, branch campuses, state schools, with a wide range of experience levels,” he says.

The second Division III Coaches’ Institute will be held June 12-14 of this year, and will include a new session on the many-hats aspect of coaching in D-III, called “Other Duties as Assigned.” The cost is $475 for registration by April 22 and $525 for registration

For more information about the Institute, contact William Roth at: (410) 337-6097 or wroth@goucher.edu.

through June 3, and covers housing on campus. The event will be held at Swarthmore College this year.

For coaches who aren’t in Division III but are interested in learning about a possible career at that level, the fee is $375. “We know that this can also be a really nice networking opportunity for folks who want to know what it’s like to be in college coaching and how to become a part of it,” Roth says.

NFHS Approves Use of Libero Beginning with the 2006-07 season, all states that follow National Federation High School rules will be required to implement the libero posi-

tion into high school play.

The decision to make this change was approved by the NFHS Volleyball Rules Committee and Board of Directors in January.

Last season, 10 states experimented with the libero position, with positive results. All states will be allowed to implement the rule change in 2005-06 if they so desire.

For a complete rundown on the decision, as well as a list of rules accompanying the libero position, go to the NFHS’s Web site: at www.nfhs.org, click on “Sport & Rules Information,” and then “Volleyball.”

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Janice Kruger University of Maryland

She won her fourth Atlantic Coast Conference title and led her team to its sixth NCAA tournament appearance in 2004.

She has mentored her squad to two perfect ACC seasons, and in 1997 recorded an undefeated regular season. In 2003 she became the all-time winningest coach in ACC history.

It’s no wonder that Janice Kruger, Head Coach at the University of Maryland, is recognized as a force to be reckoned with in east coast volleyball. Heading into her 18th year at Maryland and 28th year as a head coach, Kruger has had winning streaks and losing streaks, made comebacks no one thought was possible, and inspired several former players to pursue their own coaching careers.

A former player at the University of Nebraska and two-time NCAA Division II coach of the year at Nebraska-Omaha, Kruger believes in involving her assistant coaches in team decisions. She also talks about how she keeps her team positive during a losing streak, what she looks for in recruits, and what it’s been like to watch Title IX develop and improve the options available to female student-athletes.

CM: This past season, your team had a 12-14 regular season record and was the eighth seed in the ACC tournament. But you ended up winning the conference championship and almost upset Penn State in the second round of the NCAA tournament. How do you keep a team motivated through a tough season and in the end get them turned around?

JK: You just have to keep things positive.

You have to show your athletes their potential for improvement, while making it very clear what you’re trying to accomplish. Once they understand that and start working towards it, even if there are more losses than wins, they can see the opportunity to improve.

TONY QUINN

This past year we had several runs where we would win, then we would lose, and it was quite challenging. You just try to improve every day, stay with the team, and hope they stay with you.

You received a yellow card during the NCAA playoff match against Penn State. In retrospect, do you think you should have acted differently?

That was a tough one. If I felt the penalty from the card had had a big impact on the game, yes, I would take it back. But in some ways, I felt as though it pushed our players. It let them know that we wanted them to fight, that it meant

something to us, and we wanted the game to be officiated fairly.

How do you keep pushing yourself and your team without getting burned out?

I think you have ebbs and tides along the way, and I know there have been times that I’ve probably been a little more charred around the edges than I’d like.

But I try to surround myself with individuals who bring energy, knowledge, and enthusiasm to the game. You have to have fun in what you’re doing and try to constantly keep growing and changing.

Q A

&

and power-based with an endurance component, so they’re capable of participating in these ultra-competitive matches and practices day in and day out. We are also getting better at tailoring our strength and conditioning to each athlete’s needs. It’s not just a one-sizefits-all program anymore.

What are some of the best and worst changes in the college game over the past 25 years?

I very much like some of the recent changes: rally scoring, the libero position, the let serve. With rally scoring, the game is a lot more pressure packed than it’s ever been, and I think that’s been really good for the athletes. But I think we still play too many points. We play 30, and I think 25 would be enough. Playing shorter games puts a little more pressure on a little earlier.

No ACC team has ever won a national title. What needs to change for that to happen?

The league must embrace volleyball as much as the rest of its sports, and that’s starting to happen. I believe the coaching is in place and now it’s a matter of getting the type of players who can take teams to

How do you work with your assistants?

I really try to use my assistants’ strengths in the best way possible. I like them to be expressive, I like to hear their opinions, and I like them to challenge me.

Because I really do encourage and ask for a lot of input, they are motivated to put everything they have into coaching the team and working for the betterment of the program. However, even though I want to know what my coaches are thinking, I’m still strong enough to know that in the end, it’s ultimately my decision.

How much emphasis do you put on strength training and conditioning?

A huge amount. I feel this has been an area that our staff has done a nice job with over the years. Our program focuses on injury prevention, but it’s also strength-

Maryland outside hitter Sarah Treadwell passes during a Sept. 15 game vs. Towson.

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Q A

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the Final Four. The expectations of athletic directors are becoming higher—they want volleyball to be on the national scene, and that’s starting to show.

have the mindset and the motivation to do it continually. Hopefully I’ve made it a fun process and something that they want to continue being a part of.

Speaking of athletic directors, yours is one of the few females at the Division I-A level. What’s it like having Debbie Yow as your boss?

She has a very clear vision of what she wants to accomplish. She brings a level of professionalism and expectation to the program, along with really high standards.

She’s a very strong role model and shows our female athletes what goals and hard work can accomplish.

What do you and your staff look for in your recruits?

We look for athletic ability first. Then, as we dig deeper, we look at their competitive spirit. We also look at their character. How do they get along with other people? What are they like day in and day out? Are they willing to work for our common team goals? We also consider if, academically, they are the right fit for the University of Maryland. Are they capable of handling the competition in the classroom?

You have several former players who currently coach. What do you do that influences your players to go into the profession?

I got into coaching because my college coach made the sport fun and allowed me to feel successful and enjoy the process. I try to do the same. I also try to teach the pleasure of having a goal and then figuring out the steps needed to reach it. Then, when players experience success through conquering goals, they

What has it been like playing and coaching through 33 years of Title IX changes?

It’s been great to see all the positives.

Programs are now able to recruit female athletes, and young women are now able to go to a university they may not have been able to go to before. That’s been a real joy. I like that female athletes have crowds watching them, and the opportu-

“I got into coaching because my college coach made the sport fun and allowed me to feel successful ... I try to do the same.

I also try to teach the pleasure of having a goal and then figuring out the steps needed to reach it.” nity to do their very best is a phenomenal thing. But sometimes I catch myself saying every now and again, ‘Back in the good old days … ’ At times, I’m not as inclined to like the changes that have made women’s athletics more of a business. But I also understand those things sort of go hand in hand. To be able to afford some of it, sometimes that’s what you have to do.

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COVER STORY

UNIVERSITY OF WASHINGTON SENIOR MIDDLE BLOCKER EGAN METCALF ENTERS A GAME LAST FALL.

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UNIVERSITY OF WASHINGTON MEDIA RELATIONS

Second–

–String

STARS

Getting the most out of your bench players means communicating with them, challenging them, and preparing them to make an impact on a moment’s notice.

BY KENNY BERKOWITZ

own two games to one against the University of Southern California, the University of Washington Huskies found themselves trapped in a rotation.

Losing points rapidly and unable to sideout, Head Coach Jim McLaughlin sent in substitute middle blocker Egan Metcalf.

“We knew we were stuck,” says McLaughlin. “I told Egan, ‘This is what we need done, and I know you can do it because we’ve rehearsed it over and over in practice.’ She went in, immediately got a couple of kills, and bang!

We’re on our feet again.”

Washington went on to win the Sept.

25 match in five games, continuing its undefeated season and propelling the team to a No. 1 ranking in the nation 10 days later. “Egan hadn’t played much, but she’d had some really good practices,” says McLaughlin. “Our subs are prepared to enter the game at any time by the way they train. We teach them how to move, what to look for, and how to be ready.”

Metcalf made a dozen more appearances in the Huskies’ run to the NCAA Division I Final Four, and even though she never matched the impact she’d had against USC, the team’s lesson was a powerful one: Subs always have to be ready to come off the bench and immediately start playing at the top of their game.

“Having depth on your bench and knowing how to use it is a huge factor in winning a championship,” says McLaughlin. “If you’re going to preach the importance of teamwork, you have to work with players who are going to contribute at different times in different ways.”

Roles & Goals Working effectively with bench players means keeping them in your plans in various ways—and letting them know that you are. This requires open lines of communication: talking about your subbing philosophy with players and their parents, demonstrating your commitment to each of your student-athletes on a regular basis, and letting them know what you expect of them.

Jim Boos, Head Coach at the University of Minnesota-Duluth, addresses playing time before players even join the team. “When you’re recruiting, it’s important to find kids who have the philosophy that you preach in your program,” says Boos. “If you bring in an athlete whose first and foremost thought is, ‘I have to play,’ but she’s not going to play until her third year, then you’re going to have a very unhappy person sitting on your bench. That’s not good for your team and that’s not good for the kid.”

Boos explains to his recruits that even as sophomores, they may not make the team’s starting six, and may be asked to sub for a number of different positions during a season. “Your subbing philosophy has to directly connect to your recruiting philosophy,” says Boos. “Are you bringing in a 5’10” middle who can play all the way around? Or are you bringing in a 6’2” middle who may have to come out when she reaches the back row? It’s Kenny Berkowitz is an Assistant Editor at Coaching Management.

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about being honest and making sure the prospect has a clear understanding of your expectations.”

Once athletes arrive on campus, the honesty continues with a clear explanation of your goals for each player. At Williams College, Head Coach Fran Vandermeer begins the preseason by meeting individually with each player to identify reasonable, attainable expectations. For her stars, the conversations revolve around kills, digs, and how they’d like to improve their on-court performance. For her bench players, the goals are equally clear, but the dialogue is more often about the spirit that everyone needs to bring to the team.

“Whether they’re All-Americans or they played 12 games last season, we expect the same work ethic and the same level of commitment from everyone, and those expectations are clearly communicated before the season starts,” says Vandermeer. “We’ve got an expression: ‘If you’re not giving, then you must be taking. There is no neutral.’ If you’re moping around practice and not working as hard as everyone else, you’re taking energy away from the program.

“Our bench players buy into that concept,” continues Vandermeer. “They know that our team’s success hinges on them, and even if they’re not getting a lot of playing time, they need to come to practice with positive energy. And they

At Hebron (Texas) High School, becomes a powerful thing, and the Head Coach Karin Keeney also believes whole team benefits collectively from that talking about everyone’s roles honyour effort.’” estly is the best policy—even when The key to getting players to they’re teenagers, and even when it embrace their roles and continue to makes them cry. “As a coach, your job is work hard is keeping communication to be brutally honest with your bench strong. “As coaches, the most important players,” says Keeney, whose 2004 team thing we can do is to develop individual won the school’s first state champirelationships with our athletes, whether onship. “Sometimes it’s hard, and they’re bench players or stars,” says sometimes there are tears. But I don’t Mika Robinson, Head Coach at Buchthink that kids want to be pumped full of lies, even “To stay motivated, she needs to at the high school level.

They’re smart. If you’re know what to work on, and she just blowing smoke at needs to feel you’re giving her them, they know.

“It’s not a conversation every opportunity to improve.” that I look forward to,” she continues. “But if you can clearly communicate your expectations holz (Fla.) High School. “That way, the to them, the ones who stay around will lines of communication are always accept their roles. And once they open, and if an athlete feels she’s not understand their roles, they’re so much being appreciated, she’s able to talk to happier. It’s like you’ve taken a weight you about it.” off their shoulders.”

At Williams, Vandermeer and her Keeney keeps her roster small, usualassistants make sure they find time to ly around 10 athletes, and by the time talk to their athletes every day. “Our she’s chosen her starting six, her substicoaching staff makes a point to check in tutes all know their place on the team. with our athletes as people, not just as “At the beginning of the season, I’ve sat volleyball players,” says Vandermeer. “A down with players and told them, ‘I see lot of times, if we’re in the middle of a you as third behind so-and-so,’” run towards a title, there’s a tendency to explains Keeney. “Because if that’s the get too volleyball-oriented. So before truth, that’s what they need to know. I the start of every practice, each athlete want to be really takes a minute to tell us about what her honest about day has been like outside volleyball.

“Once they understand their roles, where I see them, “It may sound small,” continues Vanbut I also tell dermeer, “but that’s one of the ways we they’re so much happier. It’s like you’ve them, ‘This isn’t make sure all our athletes feel importaken a weight off their shoulders.” etched in stone. tant, even the ones who aren’t reaching If you improve the court. They see that we care as need to use that positive energy to pracyour skill at such-and-such, your place much about them as we do about the tice the skills that will improve their could change. It’s entirely up to you.’” players who are putting up the big numopportunities to help the team.”

At Washington, McLaughlin also lets bers. Every year, we get feedback that Hand in hand with goals is talking his players know their place in the it’s really made them feel like an imporabout players’ specific roles on the order, but he insists that they commit tant part of the team.” team. “Everybody in our program has a themselves to changing that order. “We role, and as head coach, my job is to tell our bench players that the best way Assessing Progress clearly define that role so each player to help the team is to improve individuAlong with all the talk, successful understands exactly what’s expected of ally,” says McLaughlin. “We say, ‘You coaches continually assess the progress her,” says Jenny McDowell, Head Coach have to be ready at all times, you’ve got of their bench players, ideally giving at Emory University. “That may be startto manage your game, you’ve got to them criteria to measure their improveing, or it may be serving the lights out of improve. You’ve got to be connected— ment. At Washington, McLaughlin the ball in practice to prepare our prinot just emotionally or physically, but compiles each athlete’s statistics into a mary passers. It may be leading the intellectually. You’ve got to be mindful single figure, updating the numbers team in the weight room. The key is to in everything you do to improve your after every practice and awarding his give each player a role, so that everyone game, and you’ve got to take the indiplayers a computer-generated score views themselves as critical to the sucvidual responsibility that comes along from one to 100. He uses the scores to cess of the team.” with it. And if you’re doing it right, it create a plan for each athlete at the 20

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beginning of the season, and to talk about how she can improve from one day to the next.

“People here compete every day and there’s something very healthy about that,” says McLaughlin. “I tell my players, ‘It’s up to you. I’m going to put the best players out there at each position, and I’m going to measure progress every day.

Every hit and every serve is going to be recorded, and at the end of the day we’ll all know where you are.’”

Like McLaughlin, Boos keeps stats during practices, and uses them to focus his second team on improving the skills they need to get playing time. “I want to clearly communicate what the starting player is doing better and how the bench player needs to improve if she’s going to get that starting position,” says Boos. “To stay motivated, she needs to know what to work on, and she needs to feel you’re giving her every opportunity to improve.”

Boos also puts his starters and non-starters in head-tohead competition during practice. “When I’m running a wash drill, I make sure to have that non-starting outside hitter go up against the starter,” says Boos. “We play a game to three, and if the outside hitter on one side gets a kill, then the outside hitter on the other side has to get a kill. If she

“As a coach, you can’t wait until the conference championship to put pressure on your bench … You’ve got to keep looking forward and preparing your bench as early as you can.” doesn’t, it’s a point for the other team. The drill gets everyone on the court to rally around their outside hitter, working together to get her the win, but ultimately, those two outside hitters are competing, and that’s the score I’m keeping.”

However, McLaughlin does not have his starting six compete in practice against the bench players. “I’ve heard coaches at clinics say, ‘Your players have to get used to the people next to them,’” says McLaughlin. “That’s a bunch of baloney. They’ve got to learn how to play the game. Very rarely do we have the starters together on one side. We’re keeping track of points and stats, and we’re measuring progress every day. We’re working on our mechanics, the systems, and understanding the demands of those systems.

Across the board, everybody understands how they can make this team work at a higher level.”

Vandermeer also rarely combines the first team during practice. “We’re willing to sacrifice a little jelling among the starting six to make the whole team stronger,” she says. “It provides a more competitive atmosphere for everyone and helps our younger athletes improve. It doesn’t matter that our best player is standing next to our number 12 player.

What matters is that they have a job to do together, and whether or not they’re used to playing together day in and day out, they need to communicate. And whether or not the play was successful, they need to connect with each other.”

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Preparing for Pressure Along with assessing progress and keeping all players in sync with each other, coaches spend practice time simulating going from bench to court. In some team drills, Boos brings his bench players to the sideline for 10 or 15 minutes before sending them back onto the court, giving them the experience of having to play cold, which prepares both the athletes going in and the athletes already on the court.

“For the subs, it simulates the pressure they’re going to feel in a real game,” says Boos. “For the players on the court, it’s a chance to rally behind these athletes who are just coming in.

And for the coach, it’s a chance to see how your team responds to the situation. Are starters encouraging the sub?

Are they keeping her involved? Are they stepping up their game to help her, or are they pointing their fingers?

“Building that team chemistry is more important than focusing on any one individual,” continues Boos. “If you can get the members of the team to support each other, it really doesn’t matter who you bring in from the bench. What matters is how your team responds to uncertainty and how well you’ve prepared them to face the unexpected.”

McDowell also likes to use practice time to prepare her bench athletes to play well under pressure. “If you’re going to send a sub into a game to serve on match point, you’ve got to make sure she’s done it in practice,” says McDowell. “I make our practices feel as game-like as I can, so if I’m sending in a new server at 28-28, I’m going to have an assistant coach blow the whistle, I’m going to shout out the sub’s name, and I’m going to make sure I speak to her the same way I would if she were entering a real game: ‘This is a critical time, and we need you to perform.’

“As a coach, you can’t wait until the conference championship to put pressure on your bench,” continues McDowell. “You’ve got to keep looking forward and preparing your bench as early as you can. You have to be able to look into the future and predict what you’re going to need at the end of the season.”

struggling on the court, if a player has lost her cool, if he’s found a hole in his opponent’s defense, or if he just needs to shift the momentum. But even bench players who don’t get put into the game still have important roles to play.

“We have bench athletes keeping statistics, not only because it gives us feedback during the match, but also because it keeps them involved in what’s happening on the court,” says Boos. “We chart each pass, each serve, each hit, each reception. We chart

points per rotation, so we know our strengths and weaknesses. It’s another opportunity for our bench athletes to learn about the game and to understand why we do everything we do.

“We also put the bench in charge of cheering, making sure that the team energy on the floor doesn’t start to dwindle,” continues Boos. “This year, I think we had the loudest bench in the world, and it made a huge difference in motivating the team. As soon as the bench started cheering, it was like

Playing Their Parts During a game, Boos will make a substitution if one of his student-athletes is Circle No. 115 COACHING MANAGEMENT

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turning on a switch. It was actually part of a conscious choice we’d made to recruit some high-energy athletes after last season.”

To foster their leadership, Boos lets his bench athletes come up with the cheers themselves, with only three simple rules: Keep the cheers lively, positive, and focused on your own team. Other than that, he gives his athletes free rein, and they keep coming up with new cheers over the course of the season, borrowing chants from opponents, and tailoring them to fit their teammates’ personalities.

Along with developing their cheers, Boos expects his substitutes to continually scout the opposing team, and during timeouts, he steps aside for the first 30 seconds to allow his bench players to help coach the athletes on the floor. “We want the bench athletes to feel like they’re part of our success and that they’re using their knowledge to contribute to the win,” says Boos. “So we tell

W O R K I N G W I T H PA R E N T S Talking to a bench player’s parents can be one of the hardest parts of being a high school coach.

At Buchholz (Fla.) High School, when parents raise questions about playing time, Head Coach Mika Robinson always invites their daughter to join the conversation. Even though Robinson has clearly communicated her expectations to each of her athletes, she’s learned that her players don’t always bring that information home.

“A lot of the time, a parent isn’t getting the true picture of what’s going on in practice until the three of you sit down together,” says Robinson. “The player knows why she’s not playing and

how she needs to improve, because I’ve told her. So when we all sit down, it’s usually pretty enlightening.

“Whether they’re happy with their daughter is another story,” continues Robinson. “But after talking with me, they know I’m trying to help. By the end of the conversation everybody is on the same page, and the parents walk away feeling a lot better about the situation.”

If there’s a particular athlete who needs some extra encouragement, Robinson may initiate a conversation. “I may ask the parents to give her a hand,” she says. “If I want her to keep working hard and not get discouraged, I may say, ‘I know your daughter isn’t getting a lot of playing time right now, but I want you to keep encouraging her, because she’s right on the verge.’”

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them, ‘This is the time to give some feedback about what you’ve been seeing from the bench—about what you feel the team needs to do.’

“As a coach, I might give those players the same information,” continues Boos. “But coming from their peers, it means more. When that peer is telling them, ‘You’ve got to be out there to set that block,’ it makes a real impression.

And if I have to bring in that bench player, I know she’s been watching the game very, very closely.”

At Emory, McDowell uses a similar approach, assigning her bench players to watch individual players on the opposing team and pass on their observations during timeouts. “Our middles watch their middles, and our outside hitters watch theirs,” says McDowell. “As coaches, we can see the big picture, but we can’t possibly watch every single position on every single play. So I trust our bench to find weaknesses on the other side, analyze the situation, and use that information to help coach their teammates.”

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in a practice drill,” she says. “Giving Recognizing Effort them recognition in front of their teamBy the end of the season, when your mates is an important part of helping first team wins, your second team wins them feel appreciated. And it’s interesttoo, and at Hebron High School, ing, because usually when I do that, the Keeney makes sure to publicly thank starters add their own recognition. So the bench players for their efforts. the bench players get positive feedback “Everyone contributes, and everyone not just from me but from their teamgets recognized,” says Keeney. “Last mates as well. year, I had three seniors on the bench, “The key to using bench players wiseand they were the hardest workers on ly is to keep up their sense of confithe whole team. Everyone on the dence, even in the seasons where bench contributed in some way, whether it was in the weight room, on the “At our banquet, I made a big deal track, or on the sidelines. And at our banabout our bench players, talking quet, I made a big deal about how important they were in about them, talking about how important getting us to the state tournament.” they were in getting us to the state tournathey’re not going to see a lot of playing ment.” time,” continues Robinson. “Keep recRobinson does the same. “I try hard ognizing the things that they do well, to recognize our bench players’ contrikeep recognizing their improvements, butions, especially when they’re doing and make sure they understand exactly things that the starters don’t tend to what they’re working toward.” ■ notice, even if it’s as simple as hustling

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OFF THE COURT

C

GOAL CLIMBING

BY LEM ELWAY

ROB BARBER

In the coaching profession, continual growth and achievement depends on setting goals. A veteran coach outlines steps for success.

oaching can be an immensely satisfying profession, particularly in today’s world. With more extracurricular options for students, increased academic demands, and a greater need to channel energy in a positive direction, the importance of coaches in shaping young people increases with each passing year.

But coaching, like a lot of things, is an activity of love and, over time, the luster that drew us to it can wear off. Coaching is like a marriage: It can be the most beautiful experience in the world, or it can sour and create a lot of heartache and hurt.

Like a marriage, coaching requires continual hard work and the desire to improve while maintaining flexibility and adaptability.

This is especially true when things beyond our control build to create a negative situation and force us to ask ourselves why we do it. How do we maintain the enthusiasm and motivation to keep coaching?

No matter how long you’ve been coaching, the best way to maintain your motivation is to have goals. Enjoying coaching—and being a good coach— requires constant efforts to improve.

This means making a serious, critical, and introspective analysis of your objec-

Lem Elway is currently the Head Baseball Coach at Black Hills High School in Tumwater, Wash.

A special education teacher, he has coached a variety of sports for more than 25 years and is a member of the Washington State Coaches Hall of Fame.

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OFF THE COURT

tives. What areas need improvement, and what is your plan of action to strengthen those areas? You must decide where you’re going, where you want to be, and how you are going to get there.

The Big Picture At the center of this self-inventory process are your goals. Goals are like the rudder on a boat in that they keep you moving in the right direction. Even if your athletic director does not require you to submit yearly goals, you should develop some yourself.

It is imperative that the goals are written down on paper, expressed in positive terms, and defined in measurable ways. They can involve your professional or personal goals as a coach, or a combination of both. For example, does your coaching style need to be adjusted? Does your approach to selecting a roster need to be revised?

It’s also imperative to evaluate whether you are reaching your goals.

For some coaches, this means asking a mentor or administrator to sit down at specified dates to review the goals.

Others do this by themselves, sometimes simply by closing the door to their office and taking the afternoon to reflect.

To start the evaluation process, ask yourself the following four basic questions: Why do I coach?

To keep ourselves motivated, we need to keep reminding ourselves why we are in coaching. The answer to “why do I coach?” will be a very personal one, of course, but it’s important to know what parts of the job satisfy us. Some possible reasons include: ■ Camaraderie with people you might not otherwise get to know.

■ The emotions of competition.

■ Getting to know kids out of class and watching them grow and mature.

■ Being able to make a difference in people’s lives—seeing your players turn into productive members of society when they leave.

■ Building a successful program through hard work.

How do I define success?

Success is a relative term that can mean very different things for different people. For some, success can mean taking a group of diverse students and teaching them how to be a team. For others, it’s winning the league championship every year.

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COACHING MANAGEMENT

For most coaches, though, success is a blend of teaching the lessons of sport and winning on the field. The key is figuring out what is most important to you. One way to think about this is to ask yourself, “When I’m gone from the game, how do I want to be remembered?”

What is my coaching philosophy?

It may seem easy at initial glance, but one of the hardest things to first establish and then revise on a regular basis is your coaching philosophy. The depth of your philosophical search can go as far as you want. But it must take you beyond coaching “in the moment” and identify those long-range benefits you expect your players to take with them into the world.

Start by looking at how you answered the first two questions. Your philosophy needs to be personal to you, and it must be an honest and true reflection of why you coach and how you define success.

As an example, my philosophy goes something like this: I want to be able to take our players where they would not be able to take themselves. At the same time, I want to teach them how to develop successful attitudes, build team chemistry, establish character values, deal with adversity, and set goals.

Your philosophy can certainly change over the years—I know mine has. As I have become more experienced, my philosophy has leaned more toward teaching long-term lessons. I still love to win (and hate to lose!), but I’ve found that bigger lessons and values need to be paramount as you journey to the end goal.

What is my commitment?

The commitment to doing this job the right way can be overwhelming at

times. Along with coaching the “game,” the peripheral issues such as logistics and players’ personal problems take time, energy, and emotion. When you evaluate yourself and your future, it’s critical to think about your commitment to what it takes to cover all the bases of coaching.

After answering these four questions, take some time to determine if your answers mesh with where you are now and where you are progressing in your career. For example, if you define success differently than the student-athletes on your team, you may be heading down the wrong road. At the high school level, most boys and girls say the reasons they go out for sports are: 1) for fun; 2) to improve skills; and 3) to stay in shape. Is that something you can accept and incorporate into your objectives? If you’re working at a college or university, do your ideas about athletics mesh with the institution’s objectives for its sports programs?

Another example: does your time commitment match the expectations of the athletes and parents? If you don’t have time to chat with one of your athletes’ parents on the phone in the evening, maybe you shouldn’t be a head coach. Maybe it’s best to be an assistant coach until you have more time. Or maybe coaching at a school with lesser expectations is the right choice.

The Smaller Picture If you find that, overall, you are heading in the right direction—you can define your big-picture goals and they fit your current situation—the next step

WHY SET GOALS? All successful coaches need to evaluate themselves and their programs, but sometimes that isn’t easy to do. Remember these positives if goalsetting seems overwhelming: ■ ■ ■ ■ ■

■

When goals are achieved, they give us personal satisfaction.

They give direction and purpose and help us grow.

They help us win at things we can control.

Goals give us the courage to try new things.

They allow us a mechanism to be open to criticism and help us see our short-comings.

They help us realize it is okay to fail because we can learn from the experience.

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OFF THE COURT

is to think about evaluating yourself more specifically. What are the small things you need to work on? Here are some areas to think about: Organizational Skills: This critical area leads to success or failure and requires maximum effort. The key to organizational success is planning and scheduling. All possible tasks involved with the program must be written down and put into a timeline.

In- and out-of-season activities associated with the program must be planned and those plans must be communicated to all involved. This includes practices being organized for skill development and a schedule that allows players’ improvement to occur in a logical, positive direction.

Be optimistic.

Understand the feelings of others.

■ Have emotional control in all situations.

Being a leader also means being open to a changing culture. You need to realize that players come to your program with different attitudes, goals, and objectives than they did five or 10 years ago. The ability to listen, to be understanding and caring, and to change with the times is imperative when dealing with the young people of today.

I believe that rules must be made and expectations spelled out, but each situation that arises with a student-athlete needs to be resolved on its own facts.

One point to remember: Being compassionate doesn’t mean lowering your ■ ■

To formulate goals, have a game plan. Be aggressive in your thinking … but don’t try to take on too much at once ... It often works well to have long-term goals and short-term goals.

The little things—bus schedules, academic concerns, equipment ordering— must also receive the necessary attention. You will develop trust and a following much more quickly if your athletes, their parents, and school administrators have the perception that all the details are being taken care of.

Instructional Skills: This is a multifaceted task that requires learning the complexities of the game you coach, keeping abreast of new ideas within the sport, taking a look at new and different teaching techniques, and perfecting your motivational skills. You need to continually analyze whether your athletes are learning the skills of the game in the most effective and efficient way possible.

Leadership: In general, being a leader means having self confidence, lofty yet attainable goals, good habits, and a positive outlook. It also requires making decisions that are best for everyone rather than just a few. More thoughts on being a good leader: ■ Do whatever it takes to do things right.

■ Always strive to improve.

■ You need to give respect to get respect.

■ Stress the positive and eliminate the negative.

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COACHING MANAGEMENT

expectations of players. It means the lines of communication are open and you are approachable.

Gametime Skills: As simple as it sounds, the key to success in competition is planning. In sports, if anything good is going to happen, preparation must come first. It’s amazing how “lucky” a team is when it is prepared.

A good coach will focus on skill and mental development during practices, then during matches will let the athletes perform. This involves making sure your team isn’t surprised by anything the other team might do, which will allow your athletes to play relaxed and to the best of their ability.

And you should prepare yourself for a match in the same way. In your mind, put each player in every possible game situation and anticipate what you are going to do—then you are mentally ready to make the best decision because you’ve anticipated that situation. Your ability to make these quick decisions will be the difference in the outcome of big games.

The most important role of the coach on game day, though, is to be the leader. The coach reflects the team’s state of mind and must remain under control in both negative and positive conditions.

A Role Model: Every day you must make difficult decisions. Many of these decisions can affect everyone on your team for years to come, so they need to be made with the utmost professionalism and deliberation. Players might not figure out the importance of these decisions until years later, but that doesn’t mean you should stop teaching the lessons.

Communication Skills: Have you ever thought about why we were given two ears and only one mouth? We need to use the ears more than the mouth. As a coach, the ability to know when to talk and when to listen can be critical. It isn’t always easy to be a good listener, but it’s a skill that needs to be developed. Some valuable lessons to become an effective listener: ■ Give eye contact to the person who is talking.

■ Don’t interrupt.

■ Don’t change the subject.

■ Ask questions.

■ Be responsive verbally and nonverbally.

People Skills: From public relations to communication with parents to fundraising activities, more and more of coaching involves interacting with people other than players. People skills can be a very big asset when trying to incorporate many different opportunities into your program.

Having these skills is an important part of being seen as a leader. Thus, it is important to understand people, possess program creativity, stand firm on tough decisions, and realize you need to continue to change and improve.

Getting There After thinking about your organizational, instructional, leadership, gametime, communication, and people skills, you’ll need to formulate goals and develop a plan for achieving them. To start the process, sometimes it helps to get feedback from others involved in the program. Ideally, your athletic director will be giving you an annual review, but you can go further. Some coaches ask their assistant or j.v. coaches and senior athletes to fill out a questionnaire about the head coach’s performance.

To formulate goals, have a game plan. Be aggressive in your thinking and strive to never stay the same, but don’t try to take on too much at once. Just as you wouldn’t ask a team to master a new blocking strategy in one day of practice,

OFF THE COURT

C O M M U N I C AT I O N B A S I C S Among all our duties as coaches, our communication skills are often the most important. The following is my checklist for communicating well as a coach: â–

Form a partnership with the athletic director.

â–

Set up lines of communication with parents throughout the year.

â–

Show compassion, patience, and understanding with players.

â–

Provide leadership and motivation for players.

â–

Teach decision-making skills and the value of athletics.

don’t try to perfect all your communication skills in one season.

It often works well to have long-term goals and short-term goals. For example, you may want to develop better communication skills with parents.

Because this is a leadership goal, it can-

â–

Develop lines of communication between teams at your school and solicit other coaches’ input.

â–

Be cooperative with other schools and their coaches.

â–

Cooperate with groups related to athletic programs.

â–

Be receptive to suggestions.

â–

Exhibit enthusiasm about coaching.

not happen overnight. Changing one’s style is a slower process than changing an organizational skill.

You might want to break down that long-term goal into smaller targets, such as: ■Revamping your preseason parents’

meeting to make it more effective. â– Working harder on being a patient listener to parents. â– Taking the time to send an e-mail to all parents about the team once a week.

Other ways to achieve your goals include learning about coaching and teaching techniques, becoming more knowledgeable about your sport, and developing yourself personally to be more effective during practice and games. It also helps to research what other successful people have done.

Developing coaching goals is not a simple or easy process, but I believe it is critical to staying motivated and giving our students the best experience possible.

Before the next season starts, take the time to think about how you define longterm success and analyze what you need to do to get there. Coaching is a time-consuming endeavor, but its rewards are matched by few other professions. â– Similar versions of this article have appeared in other editions of Coaching Management.

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Circle No. 121

Circle No. 122 COACHING MANAGEMENT

31

Circle No. 123

STRENGTH TRAINING

Big

m p u J s Looking to increase explosive power in your players? Here’s how to implement a safe and effective plyometrics program at any level.

BY TIM McCLELLAN

AP/WIDE WORLD PHOTOS

A

sk any volleyball player what her primary objective is for her off-season training efforts, and the answer is always the same. Ask any club, high school, or college coach what his or her training goals are for their team, and you’ll hear an echo. They will all say, “Increase vertical jump.”

The key to increasing vertical jumping ability is to incorporate plyometrics into a training program. Most coaches today understand the value of plyometrics, but few understand how to safely and effectively make it a part of their offseason training programs.

History & Definitions It is often said that plyometrics were invented in the 1970s by Soviet Bloc and

Eastern European coaches. This is actually not true. The term “plyometrics” may not have been popularized until that time, but there are much earlier accounts of Japanese judo athletes hopping up steps, track athletes performing hurdle hops, and boxers jumping rope.

The effectiveness of such training has been known for at least 100 years.

But there are still many misconceptions about what plyometrics are and how they work. Simply stated, an exercise is deemed plyometric if the muscle groups utilized contract rapidly in a shortening fashion, after previously lengthening. The classic volleyball example is a middle blocker touching down after blocking a ball and immediately having to jump again to block another. The plyometric effect is present when the muscles of the thighs,

glutes, calves, and core lengthen upon floor contact (eccentric contraction) and are then asked to immediately shorten (concentric contraction) in the propulsion of the next jump.

The goal of training with plyometrics is to increase the rate of this stretching and shortening, as well as the power behind it, so that the stored elastic energy more rapidly transfers to the next explosive movement. In the above example, it means the volleyball player will spend as little time as possible on the floor between jumps, while elevating as high as possible during both Tim McClellan is the Performance Enhancement Director at Makeplays.com. He has coached volleyball players for over 20 years, ranging from professionals to youth club competitors.

COACHING MANAGEMENT

33

STRENGTH TRAINING

jumps. This rapid transfer of elastic energy into the shortening phase is believed by many to be the most productive training stimulus for improving explosive muscle contraction and increasing vertical jump capability.

Understanding plyometrics also requires knowing the difference between strength and power. Power is defined as the amount of force an athlete can apply over a distance in the amount of time it takes to do so. It differs from strength in that the strength equation does not take into account the time component.

For example, if Kaylin squats 200 pounds x 3 feet over the course of 6 seconds, her power ratio is 200x3/6 = 600/6 = 100 foot pounds/second. If her twin sister Ashley squats 150 pounds x 3 feet over the course of 3 seconds her power ratio is 150x3/3 = 150 foot pounds/second. Ashley isn’t as strong as Kaylin, but she demonstrates more power.

Since the leg extension movement required in jumping takes between 0.2 and 0.3 seconds, and maximal strength development takes usually between 0.5 and 0.7 seconds, it makes sense for athletes to incorporate exercises aimed at increasing power. Increasing strength is important for increasing power, but speed of movement is a critical second step. And speed of movement is a big component of plyometrics.

Are They Safe?

With this sound scientific reasoning for enhanced power development, and knowledge that most elite-level volleyball players, basketball players, and jumping field-events athletes use this type of training, it would seem that there should be instant incorporation of plyometrics into all volleyball training programs. However, plyometrics have been criticized for having a greater risk of injury than other methods due to increased forces of landing and immediate rebounding.

In reality, these fears won’t materialize if a progressive program is implemented. Consider these facts: Volleyball is a plyometric sport, as are most other sports. Competitors are required to decelerate and accelerate in a different direction, be it a libero exploding laterally to dig a ball and then getting back to original position, or a middle blocker having to jump quickly to make consecutive blocks.

Sending an athlete into a plyometric sport unprepared to make plyometric movements is like sending someone to a piano recital after having them practice extensively on the tuba.

Many of the reported injuries resulting from plyometrics occur in populations that are very different from competitive sport-specific athletes. For example, one article that calls plyometrics dangerous is talking about partici-

P LY O M E T R I C D E M A N D R AT I N G S C A L E Rating

Example

Recovery Time

1 = very low stress

Rope-jumping, ankle bounces, or other similar low-amplitude jumps

Very rapid

2 = low stress

Tuck jumps or other similar in-place jumps

Rapid, one day required

3 = moderate stress

Stair jumps or other similar short jumps

One to two days

4 = high stress

Hops, bounds for distance, or other similar long jumps

Slow, two days required

5 = very high stress

Depth jumps or other similar shock-type jumps

Very slow, three days required, highest nervous system demand

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COACHING MANAGEMENT

pants in aerobics classes. Comparing hard-training athletes to the bulk of participants in an aerobics class is simply inaccurate. Many aerobics participants aren’t used to plyometric activity or lack a sufficient strength base to safely perform plyometrics. Most volleyball players have extensive, though possibly informal, histories with plyometric exercise and many have access to adequate strength programs, giving those athletes a leg up when it comes to avoiding injury.

The National Strength and Conditioning Association has issued a position paper with regards to plyometric exercises touting its benefits over its risks. The paper says, “Carefully applied plyometric exercise programs are no more harmful than other forms of sports training and competition, and may be necessary for safe adaptation to the rigors of explosive sports.”

Proper Use So what constitutes a “carefully applied” and “safe” plyometrics program? The first step is to understand that plyometrics tax the athletes’ muscles, connective tissue, and nervous system, and thus should be implemented with care. Consider these important guidelines from the NSCA position statement: ■ A thorough set of warm-up exercises should be performed before beginning a plyometric training session.

■ Footwear and landing surfaces used in plyometric drills must have good shock absorbing qualities.

■ Only athletes who have already achieved high levels of strength training through standard resistance training should engage in plyometric drills.

■ Less demanding drills should be mastered prior to attempting more complex and intense drills.

In terms of the strength needed before starting a plyometrics program, there is no hard-and-fast rule. It has been mentioned in previous literature that a player should be able to squat twice his or her weight before beginning plyometric training, but this lacks substantiation and is not accepted by most diligent performance enhancement coaches. The National Football League, for example, is full of 350pound linemen who cannot squat 700

STRENGTH TRAINING

FIGURE ONE

pounds, yet they routinely train with plyometrics.

Rather than risk injury by making athletes “max-out” on squats, I feel it is more important to observe strength levels exhibited during play. If the athlete shows sufficient and functional strength movements while fulfilling sport requirements, he or she is ready for a plyometric program.

For example, one of our current clients is a 6’3”, 16-year-old female who cannot squat twice her bodyweight. Few players her age, height, and weight would be ready for medium or advanced-level plyometrics, but this athlete actually started functional strength training when she turned 13, then started on very low levels of plyos as she developed her strength. Her years of strength work prepared her for the demands of higher-level plyometrics at a younger age. She now possesses the strength, physique, and movement skills of a college-age player, and actually has already made a verbal commitment to accept a volleyball scholarship at a prestigious university.

To implement a progressive plyometrics program, start with lower level exercises and progress slowly into medium and more advanced stages. Vern Gambetta, who has coached national and world-class athletes for three decades, says the key is to understand the stress of different types of drills and to only progress to higher stress exercises when the athlete is ready. He has developed a rating scale to help coach-

FIGURE TWO

es understand the different stress levels (see “Rating Scale” on page 34).

When To Progress How do you actually know when the athlete is ready to progress to the next level? Coaches, above all, must be great observers. If the player is struggling to complete the plyometric movement, then the exercise is inappropriate for that individual. If the athlete has mastered the exercise repeatedly, she is ready to move to the next level.

For example, double-leg hops down an agility ladder can be successfully used by groups of females as young as 13 on their first day of training. My past experience has shown they can handle this very low-level plyometric activity using appropriate mechanics at almost no risk of injury. Most at this age can then progress to performing the same exercise over six-inch hurdles, while some can do the same over 12-inch hurdles. However, if an athlete exhibits a lack of ability to maintain proper biomechanics, then the exercise opens the athlete up to a greater risk of injury. At that point the athlete should return to a lower level of exercise.

Some examples that might indicate that the athlete is not ready for the next level include the following: ■ If the athlete shows extensive bending at the waist or her torso flops forward or from side-to side, more core work may be needed.

■ If the athlete exhibits prolonged contact with the floor, she may not have

FIGURE THREE

the overall body strength and power necessary to proceed.

■ If the athlete’s knees are collapsing towards each other, this can mean lack of quadriceps strength (see Figure One, above). This can occur on landing during the eccentric contraction or on push-off of the concentric phase. If the level of exercise is not decreased, these movements can lead to joint pain, tendonitis, excessive heaviness of the legs, and a decreased demonstrated ability to explode. Ideally, the knees should be aligned over the middle toe of each foot (see Figure Two, above).

Along with the position of the knees, the position of the feet is also important during landing. It has been said that all athletes doing plyometrics should land first on their toes and balls of feet, then make contact with their heels to help absorb force. This is correct for high-level jumps and plyometrics such as depth jumps, box jumps, tuck jumps, and many repeat hops.

However, this is not correct for very low-level plyometrics, such as ankle flips, rope jumping, and agility ladder drills. In these low-level exercises, the athlete’s entire floor contact should be made with the toes and balls of the feet.

There should be no contact between the floor and the athlete’s heels. In addition, there should be as little noise as possible made by the athlete’s feet when landing.

The athlete should also try to keep her head up during all drills (see Figure Three, above). This helps prepare her

COACHING MANAGEMENT

35

STRENGTH TRAINING

for on-court situations, when jumping and viewing the court need to be done simultaneously.

Exercise Choices In designing your own program, it’s important to start with low-level plyometrics. Here are some examples: ■ Rope jumping (various patterns) ■ Speed-agility ladder ■ Six-inch hurdle hops (forward hops, side hops, side-to-side hops over one hurdle, side hop with a vertical block) ■ Ankle flips ■ Power skips ■ Side-to-side hops to create a distance (such as hitting dots on a dot drill pad).

Here are some mid-level plyometric exercises: ■ Rope jumping (double jumps) ■ 12-inch hurdle hops (repeat forward hops, forward hops with block, side-to-side hops with block, hopscotch) ■ Low-level depth jumps

Dumbbell squat jumps Low-level single-leg box or hurdle hops ■ Resisted/assisted lateral hops (can include vertical block).

High-level plyometric exercises include: ■ Depth jumps ■ Depth jumps onto or over another object ■ Single-leg hurdle hops (both forward and lateral) ■ Dumbbell split-squat jumps ■ Bounding ■ Lateral bounding ■ Side step-up jumps over a bench ■ Resisted/assisted hops or shuffles over hurdles.

As your athletes move into the higher levels of plyometrics, it’s especially important to be position-specific when developing a regimen. For front row players, repeat hops are a solid choice (assuming the player is ready). Repeat hops can be performed as consecutive vertical movements, lateral movements, or preferably a combination of both.

For the “movement based” positions of setter, libero, or the defensive specialist in high school play, lateral movements are more appropriate. One exercise particularly helpful for this group is to attach a resisted/assisted bungee cord to the athlete via a belt. If it is attached to the left hip, the athlete would jump to the right against the resistance, usually over chalk lines or a taped area. Upon touching down they would then pop back to starting position with assistance from the stretched cord. Repeat for the desired number of repetitions (such as a set of 10 reps) then switch direction.

With any and all of the exercises, the keys to keep in mind are minimizing contact time with the ground and maintaining appropriate biomechanics. As the athletes progress, you’ll see improvement in the drills, then on the playing court. ■

Software. Features include per-game and summary stats, box scores, serve and pass ratings, points-perrotation, and hit charts.

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Circle No. 501

single desktop or laptop computer. Each team can capture and mark up video for analyzing opponents and themselves.

GamerEZ is so easy to use, coaches will be analyzing video clips in no time. Check out an online demo to learn more.

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■ ■

This article is also appearing in Coaching Management’s sister publication, Training & Conditioning.

New Technology Dimensional Software 877-223-8225 WWW.ACE4VB.COM The TapRecorder™ is a new handheld software tool from Dimensional Software.

Combined with PracticeStats™ templates for volleyball, the TapRecorder is an excellent tool for recording and summarizing information right on the court. Using a spreadsheet format and requiring a single tap to record data, TapRecorder applications can be customized to quickly and easily record the information you need.

You can track any kind of counts and ratings, and monitor performance and selected stats during practice drills and scrimmages.

Circle No. 500 Volleyball Ace (for Palm handhelds) and Pocket Volleyball Ace (for the Pocket PC) version 5 is the latest incarnation of handheld stats software from Dimensional

36

COACHING MANAGEMENT

LRSSports 888-LRS 0001 WWW.LRSSPORTS.COM GamerEZ™ from LRSSports is the one digital video editing system that multiple teams can easily share. Up to five different teams can share a single GamerEZ license installed on a

Gamer™ video editing systems from LRSSports always ace the competition—on a laptop or desktop computer, and for standalone or networked solutions.

Gamer serves highquality video and all the data you need for analyzing your team and your opponents.

From capturing video to creating cut-ups and generating scouting reports by player or rotation, Gamer makes video editing and analysis easy. Best of all, Gamer fits even the tightest volleyball budgets. Call or click today to learn more.

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Team Equipment Airborne Athletics, Inc. 888-887-7453 WWW.AIRCATVOLLEYBALL.COM AirCAT™ TEAM from Airborne Athletics is an air-powered training machine that does much more than just serve.

Use it for spiking, setting, passing, and digging drills, too. It’s perfect for all volleyball programs, from youth to adult.

The AirCAT features a 10-ball automatic feeder, remote control or timer operation, adjustable ball speed and trajectory, and a rechargeable battery. Easy set-up and portability around the court make the AirCAT effective in team practices as well as individual workouts. This product is endorsed by USA Volleyball.

Visit the company’s Web site for more information and to request a free video.

Circle No. 505

All Volleyball, Inc. 800-416-4658 WWW.ALLVOLLEYBALL.COM All Volleyball meets the specific needs of volleyball coaches and players.

Whatever they need—uniforms, camp shirts, volleyballs, ball carts, bags, shoes, warmups, novelties, gifts, or other products—All Volleyball’s onestop volleyball shop concept is a hit with middle school, high school, college, and club coaches across the country.

Offering all the top brands and many private labels, the company can work with any budget, any age group, and any level of competition. All Volleyball provides customized lettering, numbering, and embroidery services as well as custom design assistance and pre-designed artwork to choose from. Contact the company for all your volleyball needs.

Circle No. 506

Cramer Products, Inc. 800-345-2231 WWW.CRAMERSPORTSMED.COM The Chameleon ankle brace provides Active Ankle’s proven protection in a streamlined design.

New strengthening ribs within the solid U-shaped support make for a stronger, lighter brace. Custommolded EVA padding guarantees maximum comfort and durability, and a single webbing strap with dual fastening ensures a customized fit. The Chameleon includes eight interchangeable colored straps that add a bright new style to ankle support.

The brace itself is available in white or black.

Circle No. 507 The Coil Cool, from Cramer Products, is an economical and efficient source for dispensing cold drinking water. A copper coil inside the cooler carries drinking water from the hose attachment to the drinking hoses that hang on the sides of the cooler.

Just add ice to the cooler, attach your water hose, and crisp, cool water is available through four adjustable drinking nozzles.

Circle No. 508

Power Systems, Inc. 800-321-6975 WWW.POWER-SYSTEMS.COM The Volleyball Power Program by Power Systems is a 12-week training program designed to improve the performance of volleyball athletes. The package includes all the necessary equipment for developing the speed,

agility, and quickness needed to excel in this very competitive sport. The program includes a pro agility ladder, a 6-lb. Power Med ball, a lateral stepper, a VersaDisc, a 4-lb. Power Grip ball, an economy Power Jumper, a nylon carry bag, a Power Program manual, and your choice of a VHS tape or a DVD. The video shows the proper way to use the equipment and the manual takes you step-by-step through the program. Contact Power Systems for more information on other products and programs.

Circle No. 509 Power Systems’ Power Strap Ball gives you total ball control to perform a variety of strength-training and functional movements by strapping the ball directly onto the hand. For more versatility, hold it by the strap to perform rows, releases, and rotational exercises, or strap it to the ankles to perform extreme crunches. The straps can be removed, converting the Power Strap Ball into a traditional medicine ball. The balls range from 2 to 12 lbs. each in 2-lb. increments. Power Strap Balls are made of rubber, so they will bounce.

Circle No. 510

Spike Nashbar 800-774-5348 WWW.SPIKENASHBAR.COM The Pro Spike™ Trainer from Spike Nashbar improves spiking technique, power, approach, arm swing, and endurance. It teaches players to hit correctly on top of the ball, and allows increased repetitions without having to chase balls around the gym. This trainer adjusts in height from 6 1/2 feet to 11 1/2 feet in two-inch increments.

The ball is not included.

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COACHING MANAGEMENT

37

Team Equipment Sports Imports

Sports Tutor

800-556-3198 WWW.SPORTSIMPORTS.COM The Attack Volleyball Machine from Sports Attack, distributed by Sports Imports, challenges professional men’s and women’s volleyball programs. Ball speeds of up to 70 mph with accuracy and repetition are assured in every drill. The throwing-head release points adjust from 5’ to 9’ 6”, for everything from setting to men’s over-thenet serving and spiking heights. Horizontal and vertical throwing-head movement allows the coach to instantly target any point on the court, simulating real game situations.

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Check out

www.AthleticBid.com to contact these companies.

COMPANY

125. . . AirCAT

PAGE NO.

. . . . . . . . . BC

800-756-3555 WWW.WWSPORT.COM

Both the gold and silver models of the Volleyball Tutor can var y ball trajector y and speed to produce any desired set or pass, and deliver ser ves at speeds up to 60 mph. The gold model can automatically throw six volleyballs at inter vals ranging from five to 20 seconds.

The unit is completely portable, and is available with either AC or batter y power. The silver model’s release point is 5 1/2 feet high, and features a separate dial to control the amount of topspin or underspin. The Volleyball Tutor starts under $900.

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ADVERTISERS DIRECTORY CIRCLE NO.

Worldwide Sport Supply

800-448-8867 WWW.SPORTSMACHINES.COM

Worldwide Sport Supply enthusiastically launches the adidas ClimaCool® Response Light volleyball shoe. The Running white/blue line/silver color scheme is a WSS exclusive. With its 360° ventilation, enhanced cushioning, and superb lateral support, the ClimaCool® Response Light is adidas’s offering to the player who demands the ultimate in volleyball footwear. It has an open-mesh nylon upper for breathability and quick drying; a textile lining; an EVA insole inlay for comfort; a compression-molded EVA midsole for lightweight cushioning; the Torsion® system for midfoot integrity; and an adiPRENE® insert for forefoot propulsion and efficiency.

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PRODUCTS DIRECTORY CIRCLE NO.

COMPANY

PAGE NO.

CIRCLE NO.

COMPANY

PAGE NO

505 . . Airborne Athletics (AirCAT TEAM ) . . . 37

503 . . LRSSports (Gamer video editing) . . . . . 36

530 . . Airborne Athletics (Networks) . . . . . . 43

502 . . LRSSports (GamerEZ) . . . . . . . . . . . . . 36

506 . . All Volleyball, Inc.. . . . . . . . . . . . . . . 37

538 . . Mateflex (III-S) . . . . . . . . . . . . . . . . . . 44

119 . . . Ballgirl Athletic. . . . . . . . . . . . . . . . . 26

531. . . American Athletic, Inc. . . . . . . . . . . 43

539 . . Mateflex (TileFlex) . . . . . . . . . . . . . . . 44

117 . . . Cardinal Publishers Group . . . . . . . 25

515 . . . Ballgirl Athletic (Cita sleeveless jersey) . 39

525 . . Moyer Sports (catalog) . . . . . . . . . . . . 40

516 . . . Ballgirl Athletic (Medalista Short) . . . . 39

518 . . . Moyer Sports (uniforms) . . . . . . . . . . . 39

101. . . Gatorade . . . . . . . . . . . . . . . . . . . . . . 3

532 . . Bison (Centerline Elite) . . . . . . . . . . . . . 43

526 . . Power Systems (catalog) . . . . . . . . . . 40

121 . . . Human Kinetics . . . . . . . . . . . . . . . . 31

533 . . Bison (post padding) . . . . . . . . . . . . . . 43

510 . . . Power Systems (Power Strap Ball) . . . . 37

544 . . Cardinal Publishers Group . . . . . . . 44

509 . . Power Systems (Volleyball Power Program) .37

110 . . . LeverKnot . . . . . . . . . . . . . . . . . . . . . 16

507 . . Cramer (Chameleon ankle brace) . . . . . . 37

517 . . . Smack Sportswear . . . . . . . . . . . . . . 39

112 . . . LRSSports Software . . . . . . . . . . . . . 17

508 . . Cramer (Coil Cool) . . . . . . . . . . . . . . . 37

519 . . . Spike Nashbar (Mizuno jersey). . . . . . . 39

500 . . Dimensional Software (TapRecorder) . . 36

511 . . . Spike Nashbar (Pro Spike Trainer) . . . . 37

. . . . . . . IFC

501 . . Dimensional Software (Volleyball Ace) . 36

512 . . . Sports Imports (Attack Volleyball Machine)38

115 . . . Power Systems . . . . . . . . . . . . . . . . . 23

541. . . eFundraising.com . . . . . . . . . . . . . . 44

540 . . Sports Imports (Senoh net systems). . . . 44

542 . . Gatorade . . . . . . . . . . . . . . . . . . . . . 44

513 . . . Sports Tutor . . . . . . . . . . . . . . . . . . 38

543 . . Human Kinetics . . . . . . . . . . . . . . . . 44

521. . . The Volleyball Market (Budget Saver) . 39

535 . . Jaypro

. . . . . . . . . . . . . . . 43

520 . . The Volleyball Market (Spandex shorts). . 39

534 . . Jaypro (VRS-3000 referee stand) . . . . . . 43

527 . . Worldwide Sport Supply (catalog) . . 40

536 . . JV Pro, Inc. . . . . . . . . . . . . . . . . . . . 43

522 . . Worldwide Sport Supply (socks) . . . . 39

537 . . LeverKnot . . . . . . . . . . . . . . . . . . . . . 43

514 . . . Worldwide Sport Supply (volleyball shoe) 38

(Airborne Athletics)

114 . . . All Volleyball. . . . . . . . . . . . . . . . . . . 22 124 . . . American Athletic (AAI) . . . . . . . . . IBC 109 . . AVCA . . . . . . . . . . . . . . . . . . . . . . . . 14

108 . . Cramer . . . . . . . . . . . . . . . . . . . . . . . 13 122. . . eFundraising.com . . . . . . . . . . . . . . 31

104 . . Jaypro . . . . . . . . . . . . . . . . . . . . . . . . . 9 111 . . . JV Pro, Inc. . . . . . . . . . . . . . . . . . . . . 16

105 . . Mateflex . . . . . . . . . . . . . . . . . . . . . . 10 116 . . . Moyer Sports . . . . . . . . . . . . . . . . . 24 100 . . Networks

(Airborne Athletic)

118 . . . Smack Sportswear . . . . . . . . . . . . . . 25 102. . . Spike Nashbar . . . . . . . . . . . . . . . . . . 5 123. . . Sports Imports (Attack Machine) . . . . . 32 103. . . Sports Imports (Senoh Volleyball) . . . . . 6 107. . . Sports Tutor (Volleyball Tutor) . . . . . . . 12

(PVB-3000)

106 . . The Volleyball Market . . . . . . . . . . . 11 120. . . Volleyball ACE . . . . . . . . . . . . . . . . . 29 113 . . . Worldwide Sport Supply . . . . . . . . . 21

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Uniforms & Apparel Ballgirl Athletic 877-268-7778 WWW.BALLGIRLATHLETIC.COM Made from a lightweight and breathable closed-hole mesh, the Cita sleeveless jersey is designed with V-neck styling and a choice of color-blocked or solid shoulder yoke and side panels. It offers the best in performance, fit, and comfort for female athletes. These jerseys are available in both home and away team colors. This style is also featured in the “Design Your Own” program, which allows a team to discover and order its own unique color combination.

Circle No. 515 The Medalista 5” Short from Ballgirl Athletic is designed to give the female athlete the best in performance, fit, and comfort. It is the only volleyball short on the market to offer six panels enhanced with flatlock seaming. The fabric, a polyester/ spandex blend, was selected with comfort in mind. This product is also offered with a three-inch inseam (style #5014), and it is available in athletic team colors.

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Smack Sportswear 866-SMACK 88 WWW.SMACKSPORTSWEAR.COM Smack Sportswear was born on the sands of Manhattan Beach, California in 1994.

Since then, the company has focused on creating custom volleyball apparel that is uniquely stylish,

comfortable, functional, and durable.

Smack Sportswear has outfitted athletes from all over the world, including Olympians, top-ranked college teams, and AVP pros, as well as hundreds of clubs and school teams. For more information, or to design your own custom uniforms, call or go online today.

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Moyer Sports 800-255-5299 WWW.MOYERSPORTS.COM Moyer Sports offers a full line of stock and custom uniforms. Top name brands such as adidas, Mizuno, and Kaepa are available. Custom uniforms come in 100-percent microweave polyester Dyna-Dry or polyester Dazzle. Sublimation printing allows you to choose any color combination, and the uniforms are guaranteed never to peel or crack. Moyer Sports will never discontinue your uniforms, and many colorful designs are available.

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Spike Nashbar 800-774-5348 WWW.SPIKENASHBAR.COM The Mizuno Matrix® women’s jersey is made of 100-percent MzO™ microfiber polyester with Lycra®. A revolutionary close-to-the-body design, stretch fabric, and moisture management make this jersey a great choice for any volleyball team.

It is available in sizes XS through XL, and in white, navy, red, royal blue, black, forest green, and maroon.

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The Volleyball Market 866-999-3004 WWW.VOLLEYBALLMARKET.COM Do your players give you grief when it’s time to decide on uniform spandex? That problem is solved with The

Volleyball Market’s spandex shorts.

They’ll love the moisture-wicking DriFX® 90-percent polyester microfiber/10percent Lycra® spandex fabric, which offers cool comfort and stylish fit. The CoolMax® lined crotch panel and smooth flat-locked seams create the ultimate in comfort. These shorts are available in standard rise with a four-inch inseam, or low rise “California cut” with a 3 7/8-inch inseam. They are designed and proudly manufactured in Southern California.

Circle No. 520 The Volleyball Market offers an exclusive “Budget Saver” custom team program, featuring multi-colored, heavyweight, screen-printed T-shirts from topquality American manufacturers such as Hanes, Gildan, Fruit of the Loom, and JerZees. The product line includes oneand two-color screened motivational T-shirts (starting under $4), and twoand three-color custom-printed team practice T-shirts (starting under five dollars). Custom matched T-shirts are available as well, featuring the school logo, team name, and four- to six-inch numbers, screen-printed front and back, starting at less than $6 apiece.

Circle No. 521

Worldwide Sport Supply 800-756-3555 WWW.WWSPORT.COM Flash some color with Worldwide Sport Supply, your first choice for volleyball accessories. The snazzy tie dye colors of Red Lion Tie Dye socks allow you to express your mood. They are just the accessory you are looking for to create some fun while showing your team spirit. Choose from three sizes: 725 (6-8 1/2), 726 (9-11), and 727 (1013). Team pricing is available.

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Company News

Catalog Showcase Moyer Sports 800-255-5299 WWW.MOYERSPORTS.COM The Moyer Sports family has been selling quality athletic apparel since 1981. The company has a national reputation for quality custom uniforms, sports apparel, team jerseys, team jackets, team warm-ups, and sports bags.

Moyer offers major name brands such as adidas, Bike, and The Game, along with the company’s own custom line. Make Moyer your number-one source for custom athletic apparel.

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Power Systems 800-321-6975 WWW.POWER-SYSTEMS.COM Since 1986, Power Systems has been setting the standard as a leading supplier of sports performance, fitness, and rehabilitation products and programs. It’s the one resource for all your training equipment, supplemental product education, and storage needs. The sports performance catalog has designated

areas for core strength, medicine balls, speed, plyometrics, strength equipment, racks, and flooring. The catalog is filled with hundreds of new products and dozens of products available exclusively from Power Systems. The company has even lowered some of its prices, enabling the customer to get premium products at great prices. Call or go online to find out more, to place an order, or to request a catalog.

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Worldwide Sport Supply 800-756-3555 WWW.WWSPORT.COM

Jump Training Like the Pros The VERTEC Jump Training System is used by virtually all professional and college sports teams, including the NFL Scouting Combine. Sports which use the VERTEC include: • Baseball • Basketball • Football • Hockey

Worldwide Sport Supply has been a leading volleyball supplier for over 24 years. The company has the largest array of volleyball products in the U.S. The new 2005 volleyball catalog has 80 pages of products, with everything your team needs for the upcoming season. Over 40 manufacturers are represented, including Asics, Mizuno, adidas, Kaepa, Tachikara, Wilson, Molten, Mikasa, AAI, Tandem, Champion, Active Ankle, and many more. Contact WSS for all your screen-printing, embroidery, tackle twill, and vinyl applications. Call the company’s experienced customer service department or visit its Web site to order your free catalog today.

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• Skiing • Soccer • Softball • Swimming • Tennis • Track & Field • Volleyball The VERTEC Jump Training System challenges athletes to improve their vertical leap through instantaneous feedback and recognition. It is the best way to evaluate and improve jump reach and lower-body explosive power.

The process is simple, offering a true vertical target, visual motivation, and an immediate, accurate measurement of success and growth.

Skills improved include: acceleration, base-stealing, blocking, rebounding, running, skating, spiking, starting, tackling, and vertical leap.

Available at:

Web News PLAN YOUR OWN FACILITY ONLINE WITH SPORTS IMPORTS Sports Imports’ interactive Web site provides complete product and service descriptions, customer testimonials, a list of current customers by state, and an online store. The “Facility Planner” section allows you to plan your own facility and choose the equipment best suited to your unique needs. Drawings and equipment specifications are also available for download. The online store enables you to view pricing information and make purchases using a credit card, or to prepare a purchase order. The site also includes answers to many frequently asked questions from customers, along with links to the industry’s most valuable Web sites.

www.sportsimports.com

Sports Imports P.O. BOX 21040 COLUMBUS, OH 43221 800-556-3198 INFO@SPORTSIMPORTS.COM WWW.SPORTSIMPORTS.COM

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Case Study

Shelley High School Learns to Pass Like Champions

“Passing had been the weakest area for our team. The consistent repetitions that the AirCAT allowed us to perform in practice were invaluable.

Plus, it freed me up to actually coach, rather than just hit the ball at my players. Our passing improved dramatically because the players got the repetitions and the feedback they needed.”

Krista Pettingill, Head Coach Shelley High School 2004 Idaho Class 3A State Champions

In volleyball, perfect passing is the key to the entire offense. If you can develop a team with a high passing percentage, you can develop a huge offensive edge.

Take Shelley High School. The team went 24-13 for the year—a good record in the tough Mountain Rivers Conference in Idaho. They had a lot of talent, but their biggest issue was passing the ball to start the offense.

Everybody knew they could do better.

Enter the parents. Over the previous summer, some of their daughters had attended clinics at Bonneville High School, which had won several state titles. The girls had used a machine there which they claimed helped their passing. Doing a little research, the parents discovered that Bonneville, under the coaching of David Albinston, was using the AirCAT.

Airborne Athletics, Inc. 116 WEST MAIN ST. BELLE PLAINE, MN 56011 888-887-7453 SPIKEIT@AIRCATVOLLEYBALL.COM WWW.AIRCATVOLLEYBALL.COM

Like a pitching machine for volleyball, the AirCAT delivers the ball at different angles and speeds. It can simulate a set, a pass, a spike, or a floater serve.

The parents at Shelley approached their coach, Krista Pettingill, and she loved

the concept. She asked the parents to lead the fundraising. The parents rolled up their sleeves and delivered.

Shelley’s AirCAT arrived with a little more than two weeks left in the season.

Coach Pettingill used the AirCAT to deliver those difficult floater serves to her players. The AirCAT delivers 1,100 textbook floaters an hour—no spinning, but bobbing and dancing in front of your eyes. It meant Coach Pettingill no longer had to stay at the serving line. She was now able to evaluate her players’ form, communicate her feedback, and physically adjust their technique. And all without any shoulder fatigue.

After receiving the AirCAT, Shelley went 7-1 and won the district title. Then the team dominated at state competition, losing just two games in four matches and bringing home the 3A State Championship banner.

And Bonneville High School isn’t too upset about having shared its edge.

Its volleyball team went 41-1 this year, won the district title, and then won the 4A State Championship.

COACHING MANAGEMENT

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Company Q & A

Maintaining A Competitive Edge With Sports Imports Tell our readers a little bit about your company.

Brad Underwood is the President of Sports Imports, the exclusive distributor of Senoh Volleyball net systems. “I am proud of our nearly 30-year history of service to the volleyball industry.

Our customers have come to rely on us as a resource, not only for equipment and court design, but also for training and industry information,” Underwood says.

Since 1976, Sports Imports has helped coaches understand the benefits that a quality net system can provide to their players and programs. We’ve also offered ways to demonstrate that value to athletic directors. We are a great resource because we know the sport— we play and coach volleyball ourselves.

We’ve seen first-hand how the legacy of a sub-standard net system can haunt a program for years, when purchasing managers and contractors make decisions based on limited knowledge or short-term goals.

Why is having a quality net system so important?

Nothing is more embarrassing than not achieving proper net height for competition play.

Referees continually tell us about game delays and setup problems caused by a system that cannot achieve or maintain competition net height. And that’s not to mention the headaches and frustration of setting up a sub-par net system for dayto-day practice.

What makes the Senoh design different?

SPORTS IMPORTS P.O. BOX 21040 COLUMBUS, OH 43221 800-556-3198 INFO@SPORTSIMPORTS.COM WWW.SPORTSIMPORTS.COM

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Senoh is the acknowledged world leader because our net system design is the most durable and reliable on the market. It’s simple: Our uprights achieve accurate net height every time and never lose the ability to maintain it. And coaches are thrilled with the easy setup and storage. Also, our steel uprights are nearly indestructible—just ask our customers who are reconditioning their uprights purchased in 1978.

Who uses Senoh net systems?

Our systems are installed at more than 17,000 gyms and arenas across the country, including 90 percent of all Division I college programs. Our equipment is the most respected by coaches, and Senoh is the only net system ever to be endorsed by both the FIVB and the American Volleyball Coaches Association. That’s why the NCAA selects Senoh for its national championships year after year, and why every Olympic volleyball competition has been played on our systems, including both indoor and beach volleyball.

Is it hard to switch to a Senoh system?

Our system, unlike others, quickly adapts to all other floor sleeves without destruction of your floors or any modification of our superior design.

Do good uprights mean good value?

Yes, you definitely get what you pay for. We hear it every day: Lesser-quality products wear out and diminish the quality of play. Too many times, we see coaches upset about a purchase by a contractor or purchasing manager who made a decision based only on price.

Senoh’s durable system will provide you with decades of high-quality play— and we guarantee it with an unmatched warranty. You cannot buy a higher-quality, more durable net system.

We love to see 15-, 20-, and 25-yearold uprights sent to our warehouse for cosmetic reconditioning. We quickly put these uprights into “like new” condition and ship them back. After all our years in business, we do not yet know the true life span of a Senoh steel upright.

To me, that is value.

Overall, our advice to coaches, no matter what system they decide on, is this: Spend the time to be directly involved in the buying process. Do the research.

Make sure you understand all aspects of the system you are buying and its longterm value. We promise: Quality means a competitive edge for your program.

Volleyball Court Airborne Athletics, Inc. 888-887-7453 WWW.NETWORKSVOLLEYBALL.COM Manage your players and your space with Networks. Networks catches and collects volleyballs so you don’t have to waste valuable training time doing it yourself. The front net is 10 feet wide and adjustable from a height of six feet to nine feet, making it ideal for all ages and skill levels.

Practice hitting, serving, setting, or passing into Networks. Use it during the season for an extra training station, or in the off-season to keep your players sharp. It’s perfect for team or individual use. Airborne Athletics recently reduced the price of Networks, and redesigned it to allow for easier storage. Visit the company’s Web site for more information and to request a free video.

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American Athletic, Inc. (AAI) 800-247-3978 WWW.AMERICANATHLETIC.COM AAI’s Elite aluminum or steel volleyball systems are easy to set up, adjust, and transport. The uprights are constructed of lightweight aluminum or heavy-duty steel and are compatible with most floor plates.

AAI systems feature unique powder-coat paint, which resists chipping and fading. A complete volleyball system for a single court includes two uprights, protective end pads, a net, and an antenna package. Custom colors are available for referee platforms and pads. Call today for a free AAI volleyball catalog.

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Bison, Inc. 800-247-7668 WWW.BISONINC.COM Do you prefer the rigidity of steel, or the lighter weight of aluminum? Whichever you choose, there’s Bison Centerline™ Elite equipment to meet your needs, with either steel or aluminum telescop-

ing standards. A unique Auto Track spring-assisted height adjustment combined with a machined 26:1 gear ratio winch assures that the net is always bowstring tight.

The standards and winch are covered by a lifetime limited warranty. Post padding, available in 12 colors, can be customized with your school and team names. Bison is the exclusive official supplier of volleyball equipment for the NFHS. Circle No. 532 Customize your court with volleyball post padding that sports your team or school name. Bison volleyball post padding meets all NCAA, NFHS, and USVBA rules.

Padding and lettering is available for stationary and portable standards. High-density 1 1/2-inch thick foam protects your players to a height of six feet. Padding is available in 12 school colors and can be customized with up to 10 block letters in your choice of gold, white, black, royal, or scarlet.

It’s designed to fit Bison standards, but this padding will also cover most other manufacturers’ in-floor volleyball systems.

Circle No. 533

Jaypro Sports 800-243-0533 WWW.JAYPRO.COM Jaypro’s new VRS-3000 referee stand features a sturdy twoleg design and a blue powder-coat finish. The clamp-on frame, made of 1 5/16-inch steel tubing, mounts to most standards. The platform padding adds extra comfort for referees.

Optional padding is available.

Circle No. 534 The new three-inch steel volleyball system (PVB-3000) from Jaypro combines steel’s strength in the bottom section with aluminum’s light weight in the top section in classic style. With the

FlexNet, tension is placed directly on the net headband, with no extra cables, straps, or tie-offs needed. Pinstop height adjustments range from 6’ 6” to 8’ 2”. The uprights are three inches in diameter and fit most existing floor sleeves.

Circle No. 535

JV Pro, Inc. 800-962-2440 WWW.JVPRO.COM JV Pro offers custom-made freestanding and convertible bleacher-mounted scoring tables. Standard options include an LED possession arrow with bonus indicators, illuminated shatterproof Lexan panels, heavy-duty soft rubber casters for easy movement, and collapsibility down to 16 inches for easy storage. JV Pro also offers heavy-duty courtside chairs in school colors and features your logo or mascot to complement your scoring table. These products create the perfect image for your sports program.

Circle No. 536

LeverKnot 256-880-3636 WWW.LEVERKNOT.COM The patented LeverKnot™ volleyball net tensioning system enables coaches and players of all ages to quickly and easily create tight nets for practice as well as competition. It provides consistent ball play off the net. LeverKnot is designed to solve the problems caused by rope and Velcro® systems, such as insufficient tension, stretching or loosening during play, tangling, and breaking.

Each set contains six durable assemblies for use with indoor and outdoor nets.

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Volleyball Court Mateflex 800-926-3539 WWW.MATEFLEX.COM Mateflex offers a unique interlocking modular surface for volleyball flooring needs. Mateflex III-S features a solidtop design for indoor sports applications. It has a smooth, solid surface for player safety and excellent traction. It is available in 16 standard colors for good court definition. Made from a specially formulated high-impact polypropylene, Mateflex III-S provides outstanding resiliency and durability. It is manufactured by the oldest American maker of modular sports tiles, and comes with a 10-year warranty.

Circle No. 538

Sports Imports, Inc. Mateflex, a leading manufacturer of modular flooring, offers the TileFlex™ solid-top tile for basketball, aerobics, and multi-use sports facilities. TileFlex is unique because its high-quality luxury vinyl tiles fit neatly into a base module to form a single snaptogether unit. A popular wood grain look is available for gymnasium applications. The base features a specially designed raised rim that protects the insert from chipping and other damage. TileFlex is made of high-impact polypropylene and has hundreds of support pegs that raise the tile above the existing floor to allow for airflow.

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800-556-3198 WWW.SPORTSIMPORTS.COM Sports Imports, the world leader in volleyball net system sales, supplied its Senoh net systems for all indoor and outdoor volleyball competition at the 2004 Summer Olympic Games in Athens. Senoh is the only net system used for Olympic competition, ever since volleyball premiered as an official sport at the 1964 games in Tokyo. Senoh was also selected for beach volleyball when that sport was added in 1996. The system is endorsed by the Federation Internationale de Volleyball and the American Volleyball Coaches Association.

Circle No. 540

More Products eFundraising 866-825-2921 WWW.MAGFUNDRAISING.COM Try eFundraising’s On-line Fundraising Program, a new way to raise money quickly and easily. With your free, personalized Web site, complete with a magazine store, your supporters can purchase magazine subscriptions online and 40 percent of each purchase amount will go back to your group. Simply enter the site and send e-mails to friends and family across America, inviting them to visit your online store and buy, renew, or extend their magazine subscriptions to help support your group. They’ll save up to 85 percent off the newsstand price on over 650 magazine titles while you earn 40-percent profit.

Circle No. 541

The Gatorade Co. 800-88 GATOR WWW.GATORADE.COM After years of extensive research, scientists at the Gatorade Sports Science

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Institute have developed Gatorade Endurance Formula for athletes’ longer, more intense workouts and competitions. Gatorade Endurance Formula is a specialized sports drink with a five-electrolyte blend containing nearly twice the sodium (200 mg) and three times the potassium (90 mg) of Gatorade Thirst Quencher to more fully replace what athletes lose in sweat when fluid and electrolyte losses become substantial.

Circle No. 542

Human Kinetics 800-747-4457 WWW.HUMANKINETICS.COM In The Volleyball Coaching Bible, 24 of the top U.S. men’s and women’s volleyball coaches share their principles, insights, strategies, and experiences to help you improve your coaching skills and build better players and teams.

From Mike Hebert’s chapter on setting goals to Russ Rose’s chapter on

productive practices and Mary Wise’s chapter on serving, this book provides the full-court coverage you need to put together a winning program.

Circle No. 543

Cardinal Publishers Group 800-296-0481 WWW.CARDINALPUB.COM WWW.SPORTSWORKOUT.COM The Ultimate Guide to Weight Training for Sports is a series of books devoted to sport-specific weight-training programs. Each guide, authored

by Robert Price, CPT, contains detailed instructions for workouts appropriate for pre-season preparation, seasonal development, and post-season maintenance. The books are available now for the following sports: swimming, triathlon, volleyball, golf, basketball, soccer, baseball/softball, football, and tennis.

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Circle No. 124

Why winning coaches buy the AirCAT ™, the volleyball training machine that uses “AIR” (not spinning wheels) to launch precise sets and passes, and powerful spikes and serves…

1. Precise, consistent air-fed

4. Approved and endorsed by

ball delivery

Karch Kiraly and USA Volleyball, and used by winning coaches at all levels – Need we say more?

That’s what you get with AirCAT ™. Its patented Consistent Air Technology ™ delivers up to 1100 balls per hour with air, which is much more consistent and adjustable than the traditional spinning wheels projection (the accuracy of spinning wheels can vary as ball wear, age or inflation varies). With AirCAT ™ you get precise, consistent ball delivery for more effective drills.

2. More than a serving machine Thanks to the precision and adjustability of air, AirCAT ™ can throw a hard serve, simulate a soft set and everything in-between!

Hitting/Spiking Setting/Tipping

Serve/Receive, Passing

Blocking

“AirCAT ™ is going to revolutionize volleyball training.”

- Karch Kiraly

“Every program in the country could benefit from the AirCAT ™ training machine. It’s valuable for all levels of play.”

- Toshiaka Yoshida - Head Coach, Women's USA National Team

Other reasons to buy • Players can train by themselves • Battery operated (built-in charger; no electrical cords on the court) • Wireless remote control or timer operation • Automatic ball-feeder • Adjustable ball speed and trajectory • Easy to use • Safe

For a FREE video and brochure call toll-free 1-888-88SPIKE This allows you to create virtually any situation for game-like drills that will make every player better!

(1-888-887-7453)

or email request to SpikeIt@aircatvolleyball.com

3. No ball wear Spinning wheels can damage volleyballs. Besides being costly, resulting ball wear means even less consistent ball projection. Air does no damage to volleyballs, w h i c h m e a n s much longer ball life and exceptional consistency!

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Airborne Athletics, Inc. 116 West Main Street, Belle Plaine, MN 56011

web: www.aircatvolleyball.com