Coaching Management 14.5

Coaching Management VOL. XIV NO. 5

VOLLEYBALL ■

Coaching Philosophies

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Caffeine & Performance

PRESEASON

SETTING UP SUCCESS Getting the most out of your setter

EDITION

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$5.00

2006

Circle No. 100

Coaching Management Volleyball Edition Preseason 2006

CONTENTS

Vol. XIV, No. 5

23

11

2

LOCKER ROOM

COVER STORY

Bulletin Board . . . . . . . . . . . . . . . . 2

Setting Up Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

High schools get ready for the libero …

Anti-gay claims are landing coaches in court … An Indiana high school asks its parents to sign a sportsmanship contract … Texas basketball star Heather Schreiber tries volleyball … NCAA Division I schools vote down a scholarship increase ... Boys join girls’ teams in Pennsylvania.

Q&A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Of the six players named to the NCAA Division I 25th Anniversary Team, Deitre Collins, Head Coach at Cornell, is the only one currently coaching.

UNIFORMS & APPAREL . . . . . . . . . . . . . . . . . . . . . . . . 35 MORE PRODUCTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 TEAM EQUIPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 VOLLEYBALL COURT. . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Publisher Mark Goldberg

Editor-in-Chief Eleanor Frankel Associate Editor Marketing Director Dennis Read Sheryl Shaffer Marketing/Sales Assistant Assistant Editors Danielle Catalano R.J. Anderson Kenny Berkowitz Art Director Pamela Crawford Abigail Funk David Hill Photo Research Greg Scholand Dina Stander, Laura Smith Signs of Life Studio

Great setters have more than technical skills—they understand player dynamics, are leaders on the court, and keep the team focused. Here’s how to develop all those skills.

LEADERSHIP

In Sync . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 How do you make sure your players are in sync each and every day? You can start by examining your coaching philosophy.

SPORTS NUTRITION

The Latest Buzz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Whether it’s consumed to enhance performance or as part of the daily diet, excessive caffeine can be a negative for today’s competitive athletes.

ADVERTISERS DIRECTORY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 On the cover: Ohio University setter Savanah Parra is a former defensive specialist who led her team to a 33-3 record last fall. Story starts on page 14.

Business Manager Pennie Small

Production Manager Bridget Mundy

Special Projects Dave Wohlhueter

Production Assistant Jonni Campbell

Administrative Assistant Sharon Barbell

Prepress Manager Adam Berenstain

Circulation Director Dave Dubin

Asst. Prepress Manager Jim Harper

Circulation Manager John Callaghan

IT Manager Mark Nye

Advertising Sales Associates Diedra Harkenrider, (607) 257-6970, ext. 24 Rob Schoffel, (607) 257-6970, ext. 21 Ad Materials Coordinator Mike Townsend Business and Editorial Offices 2488 N. Triphammer Rd., Ithaca, NY 14850 (607) 257-6970, Fax (607) 257-7328 info@MomentumMedia.com Mailing lists for Coaching Management Volleyball are provided by the Clell Wade Coaches Directory.

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 © 2006 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 self-addressed, 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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COACHING MANAGEMENT

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LOCKER ROOM BULLETIN BOARD High Schools Adopt Libero This fall, nearly every high school coach in the country will have the option of introducing a new position to his or her team’s lineup. Intending to add excitement to the game, the NFHS Volleyball Rules Committee approved the libero for use at the high school level beginning with the 2006 season.

developed defensive and passing skills. Another benefit is that it puts NFHS rules in step with those used by the NCAA as well as many club competitions. In the NCAA, though, a libero is allowed to serve one rotation.

Over the last two years, a handful of states have experimented with the libero, including Alabama, Colorado, Florida, Minnesota, North Dakota, Ohio, South Dakota, Tennes-

whose 2005 Washington 2A state championship team was led by Katie Hinrichs, a second-team all-state selection at libero. “Katie usually played in the center of our defense and was our best passer, so we also designed our servereceive strategy around her. It made such a difference having her on the floor for the majority of the game.”

Teaching liberos the substitution rules is also important, says Bender. “The switching they have to do can be difficult, as can remembering to stay behind the attack line when they make their substitutions,” he says. “I’ve had a few occasions where the libero has cost us a sideout or a point because she didn’t enter the game at the right time.”

But it’s also important, says Bender, to allow your liberos to learn from their mistakes.

“Don’t give up on them,” he says. “The first year I used the position, whenever there was a match in which the libero didn’t play very well, I thought, ‘Maybe she’s not made to play that position, or she can’t handle it.’ But in the end she improved immensely and did very well, and this year I learned to give that player more of a chance to grow into the position.”

To familiarize athletes with the change, Greeny has coaches at the lower levels use the libero extensively. “Our j.v. team had a libero and so did our freshman squad,” she says. “We would assign different players to play the position for different games. It really allowed us to play more people, which is important at those levels.”

In Wisconsin, Bender says some coaches have been using the libero and others have not, but he is glad he incorporated the position into his gameplan. “It can be a real advantage defensively and it can improve team morale,” he says. “It allows a seventh player to get into the lineup, and when you’re dealing with

For more information on the NFHS rule change regarding the libero, go to: www.volleyball.org/nfhs/28Jan05_Release.html.

The University Interscholastic League (UIL) of Texas Web site contains links to downloadable PDFs on transitioning to the libero and recommendations on how to track statistics for the position: www.uil.utexas.edu/athletics/volleyball/.

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COACHING MANAGEMENT

RICHARD ORR PHOTOGRAPHY

Using the libero also relieves pressure on players for whom defense is not a strength. “By getting a seventh person into the game, you alleviate stress for a weak defensive player,” says Aaron Bender, Head Coach at Hurley High School in Wisconsin, another state that experimented with the libero.

“For instance, if you have a really good outside hitter who’s a little Pullman High School won the 2005 2A Washington State Championship with weaker in her strong play by libero Katie Hinrichs (fifth from right), who garnered second-team all defense and passing, she state honors. This fall, all high school volleyball teams will be allowed to introduce can remain the libero into their line-ups. confident throughout Coaches can use the position see, Washington, and Wisconthe match if she doesn’t have to replace any back row playsin. According to the NFHS, to worry about making good er, except the server, without feedback from coaches in those passes or tough defensive it counting against the team’s states regarding the position plays. It also keeps that player allotted number of substituhas been extremely positive. fresh and agile because she tions. The libero may enter play has a chance to rest.” at any time, must wear a differJennifer Greeny, Head Coach ent-colored jersey from the rest at Pullman (Wash.) High School, For those teams that will use of the team, and is not allowed has used the libero for the last the libero for the first time this to hit, block, or serve. two years and loves the rule fall, Greeny suggests devotchange. “It allows you to speing plenty of practice time to The rule change provides cialize your defense by havlearning the nuances of the more participation opportuniing one of your best defensive position. “Experiment with ties to players who may not players on the floor for almost it as much as you can during be strong at the net but have every play,” says Greeny, practice,” she says. “Make all

your players aware of what the position does and get them comfortable playing next to the libero.”

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Circle No. 101

LOCKER ROOM BULLETIN BOARD high school kids and parents, any chance you get to provide more players with playing time is a good thing.”

Anti-Gay Claims Land Schools in Court The issue of homophobia in sports is not new. But what is changing is the likelihood that players or coaches who believe they’ve been victims of anti-gay discrimination will take the issue to court.

Former Pennsylvania State University women’s basketball player Jennifer Harris put a spotlight on the issue this past fall when she accused Nittany Lions Head Coach Rene Portland of discriminating against her based on perceived sexual orientation.

Harris, who says she is not gay, alleges that Portland thought she was gay and repeatedly asked about her sexual orientation, told other players not to associate with her, and ultimately released her from the team.

In late December, Harris filed a federal discrimination lawsuit against Portland and the Penn State athletic department.

The National Center for Lesbian Rights (NCLR), a California-based law firm, is assisting Harris with the claim.

Portland has denied the accusations, and says she released Harris because her “attitude and work ethic were detrimental to the team.” Penn State has promised a full investigation into the accusations.

This suit is the third athleticsrelated anti-gay bias case the

NCLR has handled in the past two years. In 2004, the center settled out of court with the University of Florida after softball player Andrea Zimbardi claimed she was kicked off the team because she was a lesbian. In the settlement, Florida agreed to pay Zimbardi’s tuition for her master’s degree and implement mandatory training on homophobia for all of its coaches, athletic administrators, and staff.

In early 2005, Bloomburg (Texas) High School Girls’ Basketball Coach Merry Stephens accused the Bloomburg Independent School District of terminating her contract because of her sexual orientation. That case was also settled out of court after the Bloomburg School Board President testified under oath that Stephens had in fact been fired because she was gay.

“Jennifer Harris’s case is part of a bigger change in the way anti-gay bias is being handled in sports,” says Helen Carroll, Sports Project Coordinator at the NCLR and a former NAIA basketball coach and NCAA Division III athletic director. “In the 1980s and 1990s, we tried awareness and education. But things didn’t really start to change until people began to take the issue into the courts.

What these three cases are saying is that anti-gay discrimination in athletics is not going to be tolerated anymore.”

For coaches, navigating this issue successfully means talking with their teams about a topic they may never have addressed openly before. “Historically, players have been left to deal with the issue on their own, because coaches have never been taught how to handle it,” Carroll says. “But this is

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really a team issue, because of how it affects team dynamics.

There will be lesbians on your team who are afraid of their straight teammates finding out they’re lesbians. There will be straight teammates spending their time trying to make sure the lesbian teammates don’t know they know, or straight teammates who will be con-

cerned that lesbian players are hitting on them.

“In the first five minutes of their first team meeting, coaches need to say: ‘As individuals, we have many differences. Those include our backgrounds, our races, our religions, and our sexual orientations. On this team, we are going to accept

our differences and turn them into strengths,’” Carroll continues. “Most things on that list are commonly addressed by coaches, but few coaches will say, ‘We have gay players, straight players, and bisexual players—and that’s okay.’ Once a coach says that, no matter what their sexual orientation, players know their coach won’t allow discrimination.”

In the wake of the Zimbardi case at the University of Florida, administrators found that the process of educating coaches opened up a constructive dialogue. “During the discussions, our coaches had a lot to say,” says Linda Tealer, Associate Athletic Director at Florida. “They wanted to bring up scenarios they’d faced in the past, and they wanted to know how to support gay and lesbian athletes on their teams without necessarily drawing attention to an issue those athletes might not want to discuss. It really opened up the topic for discussion and created a dialogue that we’ve kept going ever since.”

In addition, it’s critically important that coaches understand the reporting structure at their school and relay this information to their athletes. Coaches should talk with administrators to determine who can be contacted for help both inside and outside the university if a problem related to anti-gay bias arises, Carroll says, and these phone numbers and e-mail addresses should be given to all athletes.

AP/WIDE WORLD PHOTOS

Discussing an issue that has a long history of silence can seem tough, but most athletes today are very ready to talk.

“Once you bring it out into the light and start talking about it,” says Carroll, “it really doesn’t have to be a big deal.”

Former Penn State basketball player Jennifer Harris claims she was released from the Nittany Lions because of anti-gay discrimination, and she has brought suit against her coach and school.

The NCLR provides educational materials, policy guidance, and free legal counsel: www.nclrights.org.

Parents Under Contract Over the past year, some sports headlines have been pretty shocking. Last May, a girls’ rugby coach in California was beaten unconscious by parents. Also in May, the father of a Connecticut high school softball player clubbed his daughter’s coach with a bat because she was benched.

And in Texas last April, a high school football coach was critically wounded after being shot by a player’s father.

These are three extreme examples of aggressive conduct by parents, but the less extreme cases of parental interference can also bring problems to a team. At Mishawaka (Ind.) High School, coaches are fighting back by mandating that all their student-athletes’ parents sign a parental code of conduct.

“We started to see a trend around the country of parents acting more aggressively at events, and experienced a few incidents ourselves,” says Mishawaka Athletic Director Kirby Whitacre. “The parental code is an attempt to be proactive regarding parents’ behavior.”

The code begins by explaining Mishawaka’s philosophy on appropriate fan behavior, then provides some specific dos and don’ts, including: The coach is responsible for deciding who plays and how much.

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It is inappropriate for a parent to confront a coach after a practice or event. They should wait until the next day and schedule a meeting with the coach.

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Making derogatory comments about officials, coaches, players of either team, or other parents and fans is unacceptable.

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Swearing at athletic events in unacceptable.

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COACHING MANAGEMENT

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LOCKER ROOM BULLETIN BOARD Coming to an athletic event intoxicated is unacceptable.

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“The code is actually a part of our student-athlete handbook, and at the end, there is an area for both parents and students to sign that says they have read it and agree to follow it,” Whitacre says. “If they don’t sign, their child cannot participate in athletics at Mishawaka.”

just shot yourself in the foot.

From our very first enforcement, it didn’t take long for people to see that we were serious.”

For any school looking to implement a parental code, Whitacre suggests getting broad-based participation.

“First, the principal and athletic director need to get the superintendent’s and the school board’s support,” he advises. “It may be a good idea to have what I call stakeholders—parents, students, athletes, board members, and teachers—involved in writing the code. A cautious school system would probably want its lawyers involved, too, at least to look it over and make sure that it’s legally enforceable.”

“Most of the time, a warning calms a parent down real fast ... But if that doesn’t do the trick, we continue up the ladder. We’ve had instances where we have gone to the fifth step and taken Coming Back To Volleyball legal action.”

The handbook also spells out the sanctions for not complying: First, a verbal or written warning; second, removal from the premises; third, banishment from attending contests for a set period of time, or even permanently; fourth, severing contact with team personnel; and finally, civil or legal action.

“I think the key when writing up any type of policy is that you must be willing to follow through with what you said you would do,” Whitacre continues. “If you have a policy and don’t enforce it, you’ve

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COACHING MANAGEMENT

An outside hitter for Texas, Schreiber came off the bench in 14 of the team’s matches, helping the Longhorns to a 24-5 record and a top-20 ranking. But the biggest lesson she learned from the experience, she says, was to appreciate being a non-starter.

“I had never sat the bench in my whole life, ever,” Schreiber says. “But on this team, there were some games—a lot of games actually—when I didn’t play. Experiencing firsthand what it’s like to go to practice every day and work your hardest knowing you might not get to play in the next game—that will help me a lot in coaching.”

Since December, Schreiber has been back at Windthorst High, where she’s serving as a teacher’s aide while seeking her teaching certification and as an assistant coach in volleyball and other sports, working primarily with j.v. and freshman

What do you do when you’re about to go from being a basketball star at the University of Texas to being an assistant volleyball coach at a small high school in the northern rural part of the state? This was the scenario for Heather Schreiber, an All-American basketball player who started every game for the Longhorns for four years.

Her answer was to dust off her volleyball sneakers, which hadn’t been used since high school, and join the Texas women’s volleyball team.

Drafted by the WNBA Los Angeles Sparks last April, Schreiber left school to begin a pro career, but did not make the team’s final roster. Her back-up plan was to become a teacher and coach, and she landed a job at her alma mater, Windthorst High School. But first she needed to complete one more semester at UT to obtain her degree.

At that point, Texas Head Volleyball Coach Jerritt Elliott asked Schreiber if she might be interested in joining his

After four years of starring for the University of Texas’ basketball team, Heather Schreiber donned a new uniform this fall and joined the Longhorn volleyball squad. This spring, she is coaching volleyball at the high school level.

COURTESY OF UNIVERSITY OF TEXAS SPORTS INFORMATION

“Most of the time, a warning calms a parent down real fast,” Whitacre explains. “But if that doesn’t do the trick, we continue up the ladder.

We’ve had instances where we have gone to the fifth step and taken legal action. On our volleyball team, there were a couple of times this past season where the code came into play. We responded by having meetings with the coach and the parents involved.

team. She had one more season of eligibility left in another sport, and had had a standout high school career, leading Windthorst to four consecutive state titles. She decided to take on the challenge—to compete with a new perspective and ready herself for her next step in life.

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LOCKER ROOM BULLETIN BOARD teams. “I don’t want there to be a game that goes by where a player never enters the court, especially at the j.v. level,” she says. “They’re all working hard, so they need to get the reward of being able to play.”

Her season of college volleyball has helped the transition from player to coach in another important way. College volley-

ball, especially at UT’s level, proved far more complex offensively and defensively than the high school game she’d played at Windthorst, and Schreiber admits there was some catching-up to do. But she credits her UT coaches and teammates for helping her.

day,” she says. “But the Texas coaches are really good teachers, and that helped me.

That’s the approach I try to take now with my teams, to be a patient teacher.”

“There was stuff I was learning or relearning every single

Last season, one player on the New Brighton (Pa.) Area High School girls’ volleyball team stood out from all the others, but not because of great serves, precision passing, or a propensity for wicked spikes.

Middle hitter Pietro Pezzella stood out from the rest of the team for a much more obvious reason—he was a he.

Going Co-ed?

Pezzella was one of two boys who competed on girls’ high school teams last year in the Western Pennsylvania Interscholastic Athletic League (WPIAL). Neither school involved has a boys’ volleyball program, though officials from the WPIAL and the Pennsylvania Interscholastic Athletic Association (PIAA) say that even if they did, there’s no rule prohibiting boys from playing on girls’ squads.

TWELVE IS ENOUGH At the NCAA Convention in January, Division I schools voted to override a proposal to up the maximum number of scholarships in women’s volleyball to 13. With 63.55 member schools voting against the increase, schools will continue to only offer 12 full grants-in-aid. Above, Carolyn Femovich, Executive Director of the Patriot League, argues against the legislation, saying it could have a negative effect on competitive equity. “Adding grants is not the best or most meaningful way to enhance competitive opportunities for women,” she told The NCAA News.

PHOTO BY TREVOR BROWN, JR/NCAA PHOTOS

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COACHING MANAGEMENT

New Brighton Head Coach Stacy Lovra says having a male player wasn’t as big an issue as one might expect. “None of the girls on my team or any of their parents ever came to me and complained, and we didn’t cut any players this year so he wasn’t taking a roster spot from a girl,” she says.

“I discussed it with my athletic director and we decided that since there wasn’t a rule against it, it wouldn’t be fair to discriminate against him.”

Most other coaches in the league agreed. When Lovra announced at her section’s preseason rules interpretation meeting that she would have a boy on her team, there was very little reaction.

Only one coach ever approached her during the season to ask about it, and she simply explained there was

no rule to keep him from participating.

Lovra admits that Pezzella may have raised more eyebrows had he been an impact player.

A 5-foot-8 senior with no volleyball experience, he mostly sat the bench and rarely made plays to help the team. In fact, his presence more often gave a boost to the opposition.

“When he would come into the game, it would fire up the other team,” she recalls. “He was pretty rough skillwise, but that didn’t matter—they would get pumped up thinking they had a chance to block a guy, or hit against a guy, and it made them play their best.”

The issue of boys competing on girls’ teams turns the gender-equity intent of Title IX on its head. While the law has traditionally been used to increase athletic opportunities for girls and women, its language is not gender-specific, saying only that no one should be excluded from participation “on the basis of sex.”

The PIAA leaves it up to individual school districts to decide whether they will allow cross-gender participation.

Districts that have policies prohibiting it usually cite the physical differences between high school age boys and girls, or the fact that males competing denies opportunities to participate for females.

Many state associations have rules banning boys from competing on girls’ teams, while in other areas, such a rule exists only for contact sports.

The Women’s Sports Foundation argues that boys should not participate on girls’ teams at the high school level, even if girls are welcome on boys’ teams. Its position statement says, “Because sport participation opportunities for girls have been historically limited, girls have a right to participate on boys’ teams if there is no girls’ team in the same sport. Since the opportunities

Circle No. 104

LOCKER ROOM BULLETIN BOARD for boys have not been historically limited, boys do not have these same rights.”

The issue has wound up in court recently in a few states.

In January, a Wisconsin high school student unsuccessfully tried to force the Wisconsin Interscholastic Athletic Association to allow him to join a girls’ gymnastics team. And last September, a Michigan middle school student sued Ann Arbor Public Schools for not allowing him to play girls’ field hockey at his school.

In Pennsylvania, boys are allowed to play on girls’ volleyball teams, and recently more are starting to do so. Above, Peter Schauf (third from left) lines up with his teammates from Harriton High School, in suburban Philadelphia, in 2003. Most other states don’t allow boys on girls’ teams, but these rules are being challenged in court.

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AP/WIDE WORLD PHOTOS

The Women’s Sports Foundation’s position statement can be found by entering “coed participation” into the search engine at: www. womenssportsfoundation. org.

Q&A

Deitre Collins Cornell University As a middle blocker at the University of Hawai’i, Deitre Collins established a reputation as one of the greatest athletes ever to play the game. Along with leading the Rainbow Wahine to national championships in 1982 and ’83, Collins was a threetime AVCA All-American and the 1983 Honda Broderick Cup Winner as the National Athlete of the Year. This fall, she was one of six players named to the NCAA Division I Women’s Volleyball 25th Anniversary Team.

Collins played on the U.S. National Team at the 1988 and ’92 Olympics and on professional teams in Europe before beginning her coaching career with assistant positions at the University of South Alabama, Northern Arizona University, and the University of Houston. In her first job as head coach, Collins revived a dormant program at the University of Nevada-Las Vegas, and

became the winningest coach in program history. In 1998, her third year at UNLV, the Lady Rebels compiled a 23-8 record, and Collins was named the Western Athletic Conference Coach of the Year.

Over the next five years, UNLV struggled to post another winning season, and in 2004, Collins became head coach at Cornell University, where she’s found her stride once again. In her first season, the Big Red finished 17-9, sharing the Ivy League title with three other schools. In 2005, Cornell improved its record to 19-6, won the Ivy title outright, and reached the NCAA Division I Tournament for the first time in 12 years.

CM: What have you learned since going to Cornell?

Collins: I’ve learned to listen to my players. When I interviewed at Cornell, I met with the team, and one of the athletes said, “Sometimes we’re going to be so bogged down with schoolwork that we’ll need a break from volleyball. But we’re not going to tell you—we’ll just go on doing whatever you tell us to do. How are you going to handle that?”

As a coach, it was wonderful to hear that your players will do anything you tell them to do. But it was actually more important for me to understand that the lines of communication always need to be open.

My response was, “That’s where we need to trust each other. I might not be able to read your mood, so if you need a break, you have to tell me. We need to have that dialogue, and together we can work hard and take the breaks we need.”

How is that different from your approach at UNLV? At UNLV, I spent too much of my time stressed, managing the kids who didn’t really want to be there instead of coaching the ones who did. People misunderstood my energy and thought I was too demanding. I had one athlete come to me and say, “Coach, we think you want us all to be Olympians.” That’s definitely not what I was aiming for.

Senior Kristin Hughes serves one up against league rival Brown this past fall. Coach Collins says she emphasizes the fundamentals of the game as well as keeping open lines of communication with her players.

When I left, I felt burnt-out, ready to believe that coaching wasn’t what I was supposed to do. I looked at other kinds of jobs, but I knew that my heart still wanted to teach volleyball. I’m not a great motivator, so I’ve realized if I’m going to succeed, I need athletes who work hard because that’s what they want

to do. People come to Cornell because they want to be here, not because I’m offering them a scholarship. Those athletes fit my coaching style.

I’m a very competitive person, and I could stay in the gym all day. But if my athletes are stressed, I back off a little bit, and it relieves the stress. We don’t get nearly as many practice hours as we could use, but I let it go. For me, that’s much easier to deal with than kids who don’t care that they’re struggling.

How do you teach your Cornell athletes to take responsibility?

By putting my expectations out there.

When we set goals at the beginning of the season, I tell them what I think they’re capable of achieving. But it’s up to them to decide what they really want, because I can’t make them want any more than what’s in their hearts. And I have kids now who are honest enough to say, “You know what, coach? I just want to be as good as I can in college. Because after that, I have to focus on being an engineer.” That’s reality: setting goals that fit within what you’re willing to do.

What goals did you set this year?

We wanted to be outright Ivy champions, and we wanted the national recognition that even though we don’t have scholarships, we’re still serious athletes. And I think we achieved that.

What did you tell your athletes after the team lost to Long Island University in the first round of the NCAA Tournament?

I told them to keep their heads up, because we’d accomplished so much this year. I thanked the seniors, and left it at that. They cried, but we all had a sense

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Q&A of satisfaction, and we stayed together to watch the next game. That was one of the easier talks, thanking them for simply being who they are.

What does that say about your philosophy?

That I’m on track. At the end of a game, I know my kids are happy. They enjoy being part of Cornell volleyball and improving every year. That’s why I coach: to feel good about the kids I have, to know they’ve gotten something out of it, and to feel satisfied that we’ve done our best. That’s all that matters.

What was your role in taking Cornell to the next level?

When I arrived, the team was already good. I just guided them and worked to earn their trust in my knowledge of the game. We drill a lot, do a lot of reps, and concentrate on the fundamentals of the game. A lot of our drills are focused on minimizing errors and learning to read the other team. People assume they can tell where the setter is going to set the ball, and if they guess right, that’s all fine and dandy. But too often, they guess wrong, step the wrong way, and drop the point.

So we do a lot of training by just focusing on what we really see, not what we think we see. And we do a lot of footwork without the ball, learning to get a quick, explosive first step in everything we do.

What do you tell your athletes about your playing career?

I don’t talk much about playing. I talk about what I gained by being an athlete—all the places I traveled and the things I learned. It doesn’t necessarily make them better volleyball players, but it helps them understand who I am and why I love the sport.

What makes them better volleyball players?

I believe in discipline and consistency. I’m perfectly straightforward with them, saying, “This is what I expect and there’s no wavering.” Also, I am the same person every day, and I think that’s helped them play well. My players tell me they respect me because I am fair and honest and I don’t play mind games with them. They know what they can expect from me.

How is recruiting different in the Ivy League?

I still want the best players, but I don’t have scholarships to offer, and Cornell is a really hard school to get in to. So the first thing I look at is GPA. We get scouting reports, and I’m interested in any player

who has a 4.0 GPA. We’ll send a letter and see what kind of response we get. And when I’m trying to find new talent, I’ll concentrate on kids who I think can succeed academically in the Ivy League.

hours necessary to do my job well and maintain my home.

What do you do to get more minority players interested?

First and foremost, I try to be visible and let minority athletes know I’m here.

Another thing that attracts minorities is knowing there are other minority athletes on your team. Cornell as a whole does a lot to bring minority students to the university, and their exposure is a tremendous help.

Are there specific challenges you face as a minority coach?

There are challenges as a minority, period.

Society is quicker to notice your failures, and it’s much harder to bounce back. As a minority, you always feel you’re representing your entire group. You wish you could just be recognized as a person, or as a good hire, instead of having to represent your whole race. We could probably count on one hand the schools that have gotten rid of a minority coach and hired another. It does happen, but it’s rare.

Are there ways to get more minorities involved at the high school and club level?

There are always ways. Getting more information to city schools, where we lack

And not only do I represent minorities, I represent women. If we don’t succeed, are schools going to take a chance on another woman? Or are they going to try a man next time instead?

“I don’t talk to my athletes much about playing. I talk about what I gained by being an athlete—all the places I traveled and the things I learned. It doesn’t necessarily make them better volleyball players, but it helps them understand who I am and why I love the sport.” exposure, will hopefully produce more minority athletes. And so will developing more minority high school coaches, because they’re going to help bring in minority players.

What’s the significance of being named to the NCAA Anniversary Team?

It’s an incredible honor. Twenty-five years is a long time, so it meant a lot to me. I remember winning the Broderick Cup and sitting at the banquet, just mesmerized by the people who were around me.

Of the six people on the anniversary team, why are you the only one who’s coaching in Division I? Because coaching in Division I is difficult, especially if you’re a woman. The openings this year came from women who were fired, and the jobs were filled by men.

There are a lot of jobs that we can get, but they’re never the ones at the top.

What are the challenges of being a female volleyball coach?

Number one is that athletes think it’s better to play for a man. Number two is that life for a woman is more than just going to a job. My fiancé is incredibly supportive, but it’s still challenging to put in the

What’s the solution?

Men who are coaching women have to help their athletes become coaches. We can’t do it without their help. They should be training their assistants to coach, not just to recruit. They should want women to become coaches of women.

If you could go back to your college playing days, what would you change?

I would do better in school. When I was in school, I didn’t focus on schoolwork, I focused on winning a national championship. But I got turned down once for a coaching job because I didn’t have a college degree. I decided that would never happen again, so I took a semester off from assistant coaching at South Alabama, finished my 21 credits, and earned my diploma.

And now you’re in the Ivy League.

Yes, and it can be very intimidating.

Sometimes I wonder if I’m saying the right thing. Or if I send letters to alumni, is everything grammatically correct? But the athletes appreciate me and know that I’m intelligent. I love my conversations with them, because I learn so much. They confide in me, we work well together, and I feel like I fit.

COACHING MANAGEMENT

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COVER STORY

Ohio University setter Savanah Parra was second in NCAA Division I in assists per game last season.

SETTING UP SUCCESS Great setters have more than technical skills—they understand player dynamics, are leaders on the court, and keep the team focused. Here’s how to develop all those skills.

BY KENNY BERKOWITZ

t the close of the 2004 season, Ohio University sophomore Savanah Parra was looking forward to spending the offseason working on her specialty: defense. She had just finished her best year at Ohio and found her niche as a defensive specialist, playing in 99 games and averaging 2.02 digs per game. But Head Coach Geoff Carlston had a different plan.

“I told her she was going to become our starting setter,” says Carlston. “I’d seen her play the position as a high school senior, and even though she didn’t have the confidence initially, I knew she could handle it.

“That led to a lot of tough, in-depth conversations about volleyball, life, and leadership,” Carlston continues. “As spring progressed, she started to understand she really could do this, and as it turned out, everything came together.”

Under Parra’s leadership, the Bobcats finished the 2005 season with 33 wins and reached the Sweet 16 round of the national tournament. Ohio led the country in both kills (17.71) and assists (16.53) per game, and Parra was second in the nation with 14.69 assists per game.

She also broke two school records, setting new marks for most assists in a season and most assists per game in a season.

“Every year, I learn different lessons as a coach,” says Carlston. “After watching Savanah, I’ll never doubt how far a player can come in a very short period of time. In one month, she changed more than any player I’ve ever seen. A lot of that improvement was due to her own training and hard work. And a lot

of it had to do with the time she spent with our coaches.”

Choosing Leaders Helping a setter reach new heights starts with finding the right athlete for your program. Most coaches begin by looking for height, quickness, and natural athleticism. From there, they look for a personality that fits their coaching philosophy—for example, Carlston seeks out risk-takers who can run his fast, aggressive offense without hesitation. But all coaches quickly move on to the least tangible, most important quality: the ability to lead.

“Personal qualities are just as important as technical qualities, because the setter affects the outcome of every play,” says Debbie Sokol, Director of Club Texas, a non-profit volleyball club in Houston, Texas, and Sokol Volleyball Camps. “Her personality, body language, facial expressions, tone of voice, and ability to have relationships are absolutely crucial.

“I’ve seen setters who don’t have great technical skills, whose hand positions are never quite right, but who are great leaders,” she continues. “With personality, they make up for some of their limitations. Kids rally around them and they make teams win.”

When recruiting setters, Carlston looks for signs of leadership ability during time-outs. “I watch to see how the athlete behaves,” he says. “What kind of leadership does she show? Does she run off the court, or does she walk? Does she focus on the coaches and what they’re

saying? Or is she the kind of player who wanders off the court, drinks some water, and meanders back to the huddle toward the end of the time-out? Technique is important, but if I want to find a leader, I need to look beneath the surface.”

At the University of Missouri, Head Coach Wayne Kreklow looks for setters who remain focused regardless of what happened on the previous play. “How do they respond when things are going well?” he asks. “And what do they do when things are not going well? We want someone who’s able to remain calm while everything around her is blowing up. As the main decision-maker on the court, she doesn’t have the luxury of getting emotional.”

He also judges leadership by observing how high school athletes act before, during, and after a game. “I’m interested in seeing how they interact with teammates, coaches, parents, and friends,” says Kreklow.

The Technical Side Of course, no matter how great her leadership skills, you also need a setter who can consistently place the ball in her hitters’ comfort zone. And when it comes to teaching setters the technical aspects of the position, there’s absolutely no substitute for reps.

“As coaches, we need to spend time tossing balls, devising reps, and giving constant feedback,” says Louella Lovely, Kenny Berkowitz is an Assistant Editor at Coaching Management. He can be reached at: kb@MomentumMedia.com.

COACHING MANAGEMENT

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COVER STORY

Assistant Coach at the University of Notre Dame and a former All-American setter at California Poly State University.

“Setters need more repetition than anyone else, and if you’re willing to toss thousands of balls, it’s going to make all the difference in the world.”

Lovely makes the most of her setters’ reps by providing continuous feedback, concentrating on one goal at a time.

“Always give your setters something specific to focus on, like ‘Work on your footwork’ or ‘Keep the ball in front of you,’” advises Lovely. “There should be constant communication between the setter and the coach.”

At Notre Dame, Lovely spends about 15 minutes with setters before the start of every practice. In a typical session, setters begin by setting balls against the wall, which maximizes the number of touches and warms up their wrists and hands. From there, setters progress to five minutes of footwork drills, where they sprint in and out of rotations, with and without the ball. They spend another five minutes with Lovely passing balls from a variety of locations, practicing front sets and back sets. They end

their warmup by running 10 times from one end of the court to the other, setting balls from each corner.

Then, at some point during every practice, Head Coach Debbie Brown splits up the team by position, and either Brown or Lovely spends another 20 min-

“In practice, we’re constantly creating situations where our setter has to focus on choices. Those are teachable moments, and rather than giving her information, we’ll stop the drill, call her to the bench, and ask her to talk about the last play.

‘What just happened? Why did you do what you just did? Was it a good or a bad choice? Why?’” utes working alone with setters. They concentrate on footwork, setting location, hand position, or anything else they need to work on that day.

When reps don’t show improvement, Lovely reaches for the video camera.

“With video, they can see what they’re doing wrong. For example, they can easily see how high their hands really

At the University of North Alabama, Head Coach Stephanie Radecki makes sure her setters spend a lot of time with each other at every practice. “It’s extremely important that your setters get to compete against each other,” she says. “Every day, their job is to go after each other, help one another improve, and push one another for playing time.

“Our setters do reps together every day and spend a lot of time training together,” continues Radecki. “That way, they form a solid relationship on and off the court.

Then, during time-outs, they can communicate with each other about what is and isn’t working that day.”

University of Notre Dame coaches agree. “Our setters work with each other, help each other, and compete against each other,” says Head Coach Debbie Brown. “We keep them together all the time in practice, so they build a good working relationship. It’s a healthy competition between mature individuals, where they both want what’s best for the team and know that by pushing each other they’re going to make the team stronger.”

To create some competition during practice, Notre Dame Assistant Coach Louella Lovely asks setters to place balls at a setting target. By seeing who gets the most points, setters can gauge their progress against themselves and each other. “Hitting the target gives them immediate feedback that their set was effective,” says Lovely, “and the competition motivates each of them to play harder.”

H E A LT H Y C O M P E T I T I O N 16

COACHING MANAGEMENT

were, even if they couldn’t feel it,” she says. “It’s another way to give setters the feedback they need.”

At volleyball camp, Sokol also uses the video camera to help setters improve their form, shooting them from multiple locations. “We try to tape the set-

ter from every angle: directly behind her, directly in front of her, off her left shoulder, and if we can mount the camera, from overhead,” she says. “The setter needs to see her hands from all angles. She needs to see her body in motion, which helps her understand concepts like proper weight transfer, hand positioning, follow-through, and footwork.

“She needs to see where she’s going wrong, because we want her to catch the ball in the same position every time,” continues Sokol. “If she can learn to maintain that triple threat position— where she can set the ball forward, backward, or to the middle—then the blocker isn’t going to know where the ball is headed. And if she can beat the middle blocker, she’s essentially won the game.”

Ohio’s Carlston augments video sessions with two old-fashioned tools: pencil and paper. “Athletes can learn a lot by writing things in a journal,” he says.

“It reinforces learning, especially when they’re watching themselves on video. I ask them to analyze what they’re seeing and write down their responses.

“We videotape the setters doing reps for about three minutes, and then we sit down for a class right on the court,” Carlston continues. “We watch the monitor and ask, ‘What do you see when you look at your hand position?’ And they write the answer in their journals, something like, ‘It looks better, but my hands are still dropping at times.’ So our second question is, ‘How are you going to fix that?’ They write the answer, and

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COVER STORY

provide their own mental cue, like ‘I want to see my fingers high above my head.’

And then we go back onto the court, videotape them for another three minutes, and see if there’s any improvement.

“If they notice improvement, we’ll ask them how they’re going to maintain that change. If they don’t see any difference, we can videotape them again and keep playing around in the journal until they find a cue that works for them.”

Carlston also uses visualization tech-

niques to help players achieve optimal body position for setting. “Imagery is very helpful in teaching athletes to keep their hands as high and quiet as possible, making sure their hands are exactly the same until the very last split-second,” he says. “Once we’ve built that technical foundation on the court, imagery works to reinforce that message. We do both reps and imagery, but research shows that imagery can be as effective as 100 extra reps.”

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COACHING MANAGEMENT

Decisions, Decisions Another key part of training setters is teaching them how to make choices on the court. Between matches, University of North Alabama Head Coach Stephanie Radecki reviews game tapes with her setters to teach them strategy.

“We watch a lot of film together, so my setter can point out what was and wasn’t successful in any given situation,” she says. “That way, she has a chance to rethink her strategy, asking herself ‘Why was I running this play?’ or ‘Why didn’t I try this other play?’

“As a coaching staff, we give her certain plays to think about, and give her cues during a match, but she’s the one who’s actually on the court,” continues Radecki. “Ultimately, the decision is hers, and it’s up to us to give her the feedback she needs to successfully lead the team.”

At Ohio, Carlston also reviews a lot of game tape with his setters. “We’ll look at some of the choices she made in the previous match,” he explains. “We’ll stop the video before she actually sets the ball and say, ‘What would be a good play to run here against this defense?’

She’ll analyze it, make her decision, and explain her reasons. Then, we’ll start the video again and see the play she actually ran. It’s a great way for a setter to keep checking her progress.”

At Missouri, Kreklow sets up similar teaching situations. “In practice, we’re constantly creating situations where our setter has to focus on choices,” he says. “Those are teachable moments, and rather than giving her information, we’ll stop the drill, call her to the bench, and ask her to talk about the last play. ‘What just happened? Why did you do what you just did? Was it a good or a bad choice? Why?’” To develop his setters’ ability to think quickly under stress, Carlston runs some practice situations as quickly as he can.

“We try to do things faster than game pace, especially as we get towards the middle of the season,” he says. “When we’re serve-receiving, we only give players a few seconds between points, so they learn to act quickly. Then, in an actual game, it feels a little bit slower, and that gives the setter time to really analyze the situation before she calls the next play.”

Providing the setter a lot of feedback on her choices is also critical. “You’d be

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COVER STORY

amazed what you can get out of players if you keep giving them feedback—positive and negative,” Radecki says. “If she made a great choice on a play, tell her.

Even if it wasn’t a kill, she needs to understand why it was still a great choice on her part. And she has to understand the reverse, too: Just because it was a kill doesn’t mean she made a great choice.”

Part of helping your setter make the right decisions is teaching her how to evaluate the strengths and weaknesses of the hitters on your team. “Our setters have to know what kind of balls each particular hitter hits the best and which ones they have trouble with,” says Kreklow.

“Communication is enormously important, because the setter and the coach may have different perspectives about who does what well. As the coach, I have to make sure we’re both on the same page.”

At Club Texas, Sokol gives setters in-depth, no-holds-barred evaluations about each of their teammates. “Your setter needs to know everything you know,” she says. “You need to have frank, one-on-one conversations about the strengths and weaknesses of every player on the team, and your setter has to be able to keep that information confidential and use it wisely.

“She might look at the stat sheet every day to see who’s hitting well and who’s not,” Sokol continues. “But she may not understand that your best hitter, statistically, is also the one who consistently

errs at crunch time, or that one of your passers is unreliable under pressure. No matter how observant your setter is, you need to point that out to her, so she can anticipate what’s going to happen.”

Leading The Way The final aspect of developing setters is teaching them leadership skills. “We talk with our setters about leadership a lot,” says Carlston. “We tell them, ‘You are the mirror for the team, so whenever your teammates look at you, you have to reflect confidence and show them that the team is going to be okay. They cannot see you freaking out. If you make a mistake, or a teammate makes a mistake, you are the one who keeps the team moving forward. And it has to happen instantaneously. Your role is to always keep the team focused on the next ball.’”

To prove his point, Carlston and his staff give their players a preseason demonstration of how not to act after a mistake. “Say I’m the setter,” he explains.

“I’ll set a ball to my assistant and she’ll pound it 20 feet out of bounds. I’ll drop my head and start talking to myself, and the team will immediately see that I’ve disconnected from everyone on the court. For females, that sense of connection and team dynamic is enormously important. So we talk about it, because as coaches we see that all the time, and we tell them there’s no room for our athletes to disconnect.”

For coaches who are truly committed to building their setters’ leadership skills, there’s no better tool than letting setters call their own plays. At Ohio University, Head Coach Geoff Carlston started the 2005 preseason calling plays from the bench, but gradually let his new setter, Savanah Parra, make more and more of the calls herself.

“It’s important to start slowly and communicate constantly,” says Carlston. “At the beginning, I called most of the plays myself, but whenever possible, I made a point of getting her opinion. During time-outs, I’d ask, ‘Savanah, what do you think we should run?’ That gave her the opportunity to give feedback and gave our coaching staff a chance to hear what she had to say.

“I want to see the choices she’s making and hear about the thought processes she’s going through,” Carlston continues. By the end of the season, Parra was calling about 85 percent of the plays, and by the end of next year, Carlston expects her to call 100 percent.

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COACHING MANAGEMENT

Ap Clarke, Head Coach at Bellaire High School and Club Texas 17 Black in Houston, gives her setters tips on providing constructive criticism to teammates.

“A setter needs to demand a lot from the people around her, and if her passers aren’t passing the ball well, she needs to communicate that in a way that won’t offend them,” she says. “A constructive way would be to tell a passer, ‘You have a small block in front of you’ or tell a hitter, ‘Your approach needs to be faster.’ That’s providing information, and doing it in a way that’s non-threatening, that feels like one teammate talking to another.

“To become an effective a leader, she has to make her teammates accountable,” continues Clarke. “And she has to do it in a way that the girls will respect and respond to.”

Creating A Vision When Carlston began transitioning Parra to be his next setter, he didn’t know she would lead the team to a 33win season. But he knew that he had to develop a great relationship with her.

He also knew he had to show her the confidence he had in her.

“As head coaches, we’re essentially teachers in a very high-energy, highlyemotional classroom,” says Carlston.

“Every setter is different, just like every student is different. We need to build relationships with our setters, because they’re the quarterbacks of the team.

Our job is to create a vision of how good they can be and give them the one-onone attention they need.”

“We need to spend a lot of one-onone time with our setters, and a great deal of the relationship should be built around talking about the game itself,” says Sokol. “Setters have to become students of the game, critical thinkers who are able to utilize all the tools in their toolbox.”

Building that relationship also means asking what they need from you. “A lot of setters know exactly what kind of training they need, but as coaches, we sometimes forget to ask them,” Radecki says. “Do they want more drills? More film? More feedback? I ask my setters all the time, ‘What do you need to be successful?’

“Giving your setter the freedom to help guide her training,” continues Radecki, “shows how confident in her you really are.” ■

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LEADERSHIP At Horseheads (N.Y.) High School, Head Coach Patti Perone’s philosophy focuses on team-building. Here, her players get ready for their state championship match last fall.

IN SYNC

How do you make sure your players are in sync each and every day? You can start by examining your coaching philosophy.

BY LAURA SMITH

W

hen Patti Perone took over as Head Volleyball Coach at Horseheads (N.Y.) High School in 1988, she heard one comment over and over: “You have some pretty big shoes to fill.” Her predecessor, Tom Skidmore, started the Horseheads volleyball program, had been its only coach, and was revered by the community for his success and old school coaching style.

Perone had coached before and was just beginning to develop her own coaching philosophy. Teaching life skills was at its core, along with building relationships, staying positive, fostering confidence, and seeing players blossom

as individuals. But her style was very different from Skidmore’s, and she began to wonder if it would be successful at Horseheads.

“He had an authoritarian, no-nonsense way of dealing with his players, and that just isn’t in my personality,” says Perone. “I knew one thing: I could never be successful if I tried to mold my philosophy into his. So I decided to stay true to who I am.”

The approach has worked. Perone has led her team to 11 state semifinal round appearances, including four championship berths. Horseheads won the New York State Class A Championship in 2001.

“Before I came here, if someone had asked what my philosophy was, I don’t

think I’d have had an answer,” she says.

“Following a coach who was so successful and yet so different from me really made me think about what my coaching philosophy is.”

What’s your coaching philosophy?

Whether you think about it daily, analyze it once a season, or rarely reflect on it at all, it’s the framework on which your team’s performance is built. Here, we ask veteran coaches in three different sports to discuss what their philosophies are, describe how they evolved, and recall the experiences that formed their beliefs.

Laura Smith is an Assistant Editor at Coaching Management. She can be reached at: ls@MomentumMedia.com.

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Teaching Success It’s a long time after a season ends before Perone knows whether it was a success. In fact, it can be years. “I don’t judge success by wins and losses,” she says. “I judge it by the outcome of my players’ lives.”

That approach forms the bedrock of her coaching philosophy: She believes that the most important part of her job is to teach her players skills that will make them successful off the court and for the rest of their lives. “I believe that coaching is teaching at its best, and I believe I can teach kids things through volleyball that they can’t learn in a classroom,” Perone says. “Put kids in a team situation, and

they are going to encounter lessons they won’t get anywhere else.”

The cornerstone of these lessons is an emphasis on team, which often begins with some remedial concepts about family. “It’s impossible for kids to understand team if they don’t understand family,” she says. “In a time when a lot of players come from split families, my first job is to tell them, ‘This team is a family. That means we’re all responsible for each other. We’re going to develop a chemistry that will make us far better as a whole than we could ever be as individuals.’”

She puts her players through a local ropes challenge course at the beginning of

MA K I NG A S TAT E M E N T

By Dr. Dennis Docheff

Along with figuring out your coaching philosophy, consider writing a personal philosophy statement.

letes. Although I like to win, it is imperative that I do so in a fair and just manner. I believe in doing what’s right.”

Developing a concise, written description of your philosophy will allow you to think about what is important to you and communicate that to others. When there’s a decision to be made, your philosophy statement will serve as a personal guide to steer you in the right direction. Here is a way to break the task down into a six-step process.

Publish it. When people think of publishing, they typically think of books or magazines. But coaches have many avenues to publish their philosophy statement. The simplest way is to place it in a frame and hang it on the office wall or post it in the locker room where athletes can read it. Other ideas include: placing it on a Web site; printing it on 3x5 cards you hand out to athletes; and including it in a preseason packet for athletes and parents.

Write a list. The first step is to create a list of everything important to you in life—everything. If family is important to you, list it. If having time to exercise is a priority, list it. How about your professionalism? Winning? Salary? Try to include everything that may impact your daily behavior.

Prioritize your list. Next, prioritize each item on the list: 1 = very important, 2 = somewhat important, and 3 = moderately important. Here’s an example: Family: 1 Influencing students: 1 Success of athletes: 2 Friends: 3

Winning games: 1 Championship titles: 2 Lifelong learning: 1

There is no right or wrong in this process. The items listed and the numbers next to them should reflect your true feelings.

Create the statement. Look at all the #1 items and write a paragraph or more that links them together. If some of the #1 items do not seem to fit what you want to say, it’s okay to leave them out. And you may decide to “upgrade” a few #2 items because they help to define what you are truly about. Elaborate and add text to bring out what really inspires you on a daily basis.

The following is an example of the opening of a philosophy statement: “I love to learn, and learning inspires me to teach others. Through coaching, I hope to positively influence today’s youth, so they might be good citizens tomorrow.

Patience, kindness, and love direct my interactions with ath-

24

each season and immerses them in other team-building exercises. “That definitely shows me who our leaders are and which kids know how to communicate and solve problems—concepts they’re going to need on the volleyball court,” she says.

“I’ve found that it’s not necessarily having the most talented kids on your team that gets you where you want to go. It’s having the kids who play the best together.”

While teaching them to understand the true meaning of “team,” Perone also finds it critical to get to know players as individuals, and she has developed a unique tool to do that. Every so often at the beginning of practice, she passes out “me cards,” blank index cards on

COACHING MANAGEMENT

Put it into practice. The most important part of the process is putting the philosophy into action. Try setting one or two monthly goals that are directly related to your philosophy and check your work at the end of each month. Another idea is to create a term “report card,” either on your own or with a mentor to gauge progress toward your larger goals. Or keep a journal, where you write about your daily activities, then reflect on how well your behavior matches your philosophy.

Review it. As people grow and mature, things that were once important in their lives may change and thus their philosophy may change, too. Even if the philosophy statement remains the same from year to year, reviewing the document will refresh your perspective.

Certainly, trying to live out a public philosophy puts pressure on a coach. It takes courage to tell people, “This is what I’m about. Please hold me accountable.” However, writing and reviewing your philosophy will help you coach in a manner that truly represents who you are. And the longer you use it, the more likely you will be to reach your goals.

Dennis Docheff, EdD, is a Professor in the Department of Health and Human Performance at Central Missouri State University and a former football, basketball, and track and field coach. A version of this sidebar has been published in Athletic Management, Coaching Management’s sister publication.

LEADERSHIP

which players can write anything they want to tell her. Players can sign their cards or return them anonymously.

“At first, they might just draw a little picture, and they don’t sign their names,” Perone says. “Eventually they’re writing their phone numbers on them and telling me that things aren’t going well at home, or that they’re interested in a boy but they’re afraid to talk to him.

“Building relationships with my players is key to my philosophy, especially since I’m coaching girls,” Perone continues. “I have learned that girls don’t care how much you know about a sport until they know you care about them.”

When there is a conflict, she pushes her players to speak up for themselves.

“For example, if a player has a problem with something I’m doing, I tell her parents I don’t want to hear from them, I want to hear from their child,” Perone says. “ It’s easy for a parent to come talk to me, but then we’re not teaching the kid anything about dealing with real life.”

Perone’s final philosophical principle is to emphasize process goals over

outcome goals. “I tell my players, ‘Every time you step into the gym, I want your work ethic to be second to none,’” she says. “They can’t control their talent, but they can choose their effort level and enthusiasm.”

Perone says she didn’t give a lot of thought to coaching philosophy early in her career, and that her focus on it has grown steadily over time. “When you first start coaching, you’re just excited to get in there and lead a team,” she says. “But philosophy is something every coach should think about, because your philosophy becomes the foundation of your program and it ultimately determines the strength of your program.”

Once she began piecing together a philosophy, Perone watched successful coaches carefully and read books by coaches she respects, like legendary volleyball coach Sally Kus from Sweet Home High School in Amherst, N.Y., and basketball coach John Wooden. “I asked myself, what do they do that works?” she says. “And I took away the pieces that I thought would work for me.

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“If you’re trying to define your philosophy, the first question you need to ask is, ‘What is important to me?’” she continues. “Another way to phrase it is, ‘What kind of team do I want to put on the floor?’ Answer that, and you’ll have a good start on a philosophy.”

How does Perone know whether her philosophy is working? “I learn from my past players,” she says. “They are the product of my philosophy, so when they come back and talk to me, I listen.

I look at whether they’re still involved with volleyball and whether they still love the sport. I look at whether they’re doing good things with their lives, and I see whether the life skills I taught stayed with them. I consider them to be my best source of evaluation.”

Focusing on the Journey Mark Guthrie, Head Coach of Men’s and Women’s Indoor and Outdoor Track and Field at the University of WisconsinLa Crosse, has used a coaching philosophy based on three basic principles to guide 19 teams to NCAA Division III

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titles. The first principle is that the experience belongs to his student-athletes.

“I had my time, and this is their time,” Guthrie says. “So I let them tell me what they want to accomplish. I allow the student-athletes to set their own individual and team goals, and my role is to help them reach those goals.”

putting his student-athletes into challenging competitive situations—even if they feel they’re in over their heads.

“We’re a D-III school, but we compete in some meets against Division I schools,” he says. “I believe in taking my athletes to events where they are going to see fantastic talent. It gives them confidence

Guthrie sets aside a special time after each season ends to evaluate his philosophy. “I go out on my boat alone and think about the season. Are my core beliefs and my approach working? If the answer is no, I start breaking down what isn’t working and figure out how to change it.”

Guthrie starts each season by asking his team to set a goal for the season.

“Not surprisingly, they always come back with, ‘To win the national championship,’” he says. “Everything is geared toward winning the title, from how I plan practices to how I approach meets.

If they tell me one year their goal is to win a conference title, I’ll base everything on that instead.”

Second, Guthrie believes in regularly

when they get to the most critical situation we face—our national meet.”

A team focus is the third hallmark of Guthrie’s philosophy. “I talk to my athletes a lot about how every member of the team, whether they score points or not, contributes to the final result,” he says.

Guthrie says that watching other coaches—both those he respects and those he doesn’t—has helped him refine

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his philosophy. “I remember early in my career watching a coach chew out a kid who had screwed up in a meet,” he says.

“I knew right then that wasn’t going to be part of my philosophy. Some coaches say, ‘You have to tear kids down to build them back up,’ but I don’t believe that.

When an athlete screws up, they know it, and the last thing they need is to be torn down. I tell them, ‘Tomorrow is another day. Let’s start over from here and do what we need to do.’”

Guthrie also tests his beliefs by watching how they stand up in tough situations.

“Going into the D-III indoor championships two years ago, one of my athletes was the top thrower in D-III history in the 35-pound weight, and we were counting on him for 10 points toward the title,” he says. “Instead, he fouled three times. It was a big blow, but I followed my philosophy. I told him, ‘The sun is still coming up tomorrow and even though this is pretty important to us, it’s not the end of the world.’ Then at the outdoor nationals, he threw a lifetime personal record and won the hammer throw event.

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“If I had jumped down his throat at the indoor nationals and told him he had let us down,” he continues, “I’m not sure he would have had the confidence to put it behind him. So I believe my philosophy served me well, and it goes back to when I saw that one coach early in my career do just the opposite.

“The longer you coach, the more your philosophy evolves. You see what works and build on it, and you see what doesn’t work and change it. It’s a slow process. I think it takes at least a decade before you have a fairly solid philosophy. And even after that, good coaches never stop looking for ways to adapt and improve.”

Guthrie sets aside a special time after each season ends to evaluate his philosophy. “I go out on my boat alone and just cruise and think about what happened during the season. Are my core beliefs and my approach working? If the answer is no, I start breaking down what isn’t working and figure out how to change it.

“The toughest time to evaluate your philosophy is when you’re succeeding,” he continues. “After a losing season, it’s

easy to look back and try to figure out what went wrong. But it’s just as important to go back after a great season and ask, ‘Did we do everything we could or is there a better way to do it?’”

Over the years, Guthrie says his philosophy has evolved to be much less about wins and losses and much more about the process. “I’ve come to realize that it’s all about the journey, and I’ve developed a little tradition to communicate that to my athletes,” he says. “I make sure we are always the last ones to leave a competition. We wait, and after all the other teams have left, we just stand there for a minute and look around so they don’t forget the experience. The medals will tarnish and the ribbons will fade, but the memories are what will carry them for the rest of their lives. I tell my athletes, ‘Just stand here a minute and soak it in so you’ll always remember what you’ve been through and what you’re a part of.’”

Three Little Words University of Idaho Head Women’s Basketball Coach Mike Divilbiss has a

philosophy that’s distilled into three words: hard, smart, together. Divilbiss freely admits the words are borrowed from basketball icon Dean Smith, but he has put his own stamp on the phrase that has come to stand for a very specific way of doing things.

On the basketball court, “play hard” translates to putting in maximum effort every day. Playing smart reminds his players to take care of the little things: boxing out for rebounds, making the sure pass, reading defenses properly. And playing together means an athlete understands teamwork—she knows when to pass the ball and when to take it to the basket.

However, “hard, smart, together” extends beyond the basketball court. “It applies to every facet of their lives, and of my life too, because I also ask it of myself,” Divilbiss says. “I expect them to play ‘hard, smart, and together’ in the classroom and socially as well. I expect them to extend maximum effort in their schoolwork and to ‘play together’ by helping each other make good decisions in social situations.

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“I don’t believe you can be one person in one part of your life and a different person in another part of your life,” he continues. “So my players can’t tell me they’re going to be a mess academically and then become disciplined and accountable on the court. My philosophy is that we have to build quality people

He also looks at pivotal experiences in his coaching career as opportunities to define his philosophy. One came in his former job as Head Coach at LewisClark State College, when his team was 26-0 and ranked number one in the NAIA, then lost in the conference tournament finals on a half-court shot at the

“I continually ask myself, ‘What does this team need from me?’ I also ask my captains that question and listen carefully to their answers. If I’m constantly adjusting my approach to give them more of what they need, I know I am working from a sound philosophy.” who are ready to make good decisions and give maximum effort on and off the basketball court. ‘Hard, smart, together’ has become shorthand for that.”

Divilbiss says he still puts time into thinking about coaching philosophies.

“I go to clinics now not so much to learn about basketball, but to hear coaches talk about why they do what they do,” he explains.

buzzer. “I didn’t get down on the kids, but I didn’t lead,” he says. “I lost my perspective, and I was making it all about the scoreboard. Ever since then, I’ve wished I could have that moment in the locker room back. But evaluating that experience helped me return to who I am and what I believe in.”

Divilbiss’s soul searching resulted in a personal philosophy statement that’s

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published on Idaho’s athletics Web site.

In place of the usual collection of stats and accolades, the coach’s bio describes how he molds a basketball team into a family and teaches players to handle successes and failures in life. “In the end, I came back to the fact that winning wasn’t the most important thing to me and that success was about much more than the scoreboard,” he says.

Along with pivotal moments, Divilbiss uses his daily interactions to refine his philosophy. “I continually ask myself, ‘What does this team need from me?’ I also ask my captains that question and listen carefully to their answers. If I’m constantly adjusting my approach to give them more of what they need, I know I am working from a sound philosophy.

“There’s really no time when I’m not evaluating my coaching philosophy,” he adds. “It’s synonymous with who I am as a person, and that’s something I think about every day.” ■ Portions of this article appear in other editions of Coaching Management.

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SPORTS NUTRITION

THE LATEST BUZZ

Whether it’s consumed to enhance performance or as part of the daily diet, excessive caffeine can be a negative for today’s competitive athletes.

BY LAURA SMITH

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is laboratory evidence that caffeine enhances performance, athletes who use it as an ergogenic aid need to be educated about the risks and realities of competing under its influence.

The Daily Grind When student-athletes become daily caffeine users, particularly with heavy use, both their health and performance may suffer in ways they aren’t even aware are happening. One of the biggest risks is that caffeine use disrupts sleep, and studentathletes are often sleep-deprived to begin with.

“High school and college students are notorious for not getting enough sleep, and caffeine increases the length of time it takes to fall asleep and decreases total sleep time,” says Laura Juliano, a caffeine researcher and Assistant Professor of Psychology at American University.

Laura Smith is an Assistant Editor at Coaching Management. She can be reached at: ls@MomentumMedia.com.

DINA STANDER/SIGNS OF LIFE STUDIO(PHOTO); ALAN ROWE/MINDFULPLANET.COM(RETOUCHING)

hen ingested, it triggers changes in the same area of the brain activated by nicotine, cocaine, and heroin. Used regularly, it leads to tolerance and addiction. Attempting to discontinue use prompts painful withdrawal. Many of your players may be using it, and in fact, you probably had a dose of it today yourself.

Caffeine. Eighty to 90 percent of American adults consume it every day, and student-athletes on college campuses are no exception.

Increasingly, high schoolers are rivaling adults in their caffeine use, downing sodas and visiting coffee shops for frozen or sweetened caffeinated drinks. In addition, many student-athletes turn to the drug to enhance their athletic performance.

Certainly, concern about caffeine use pales in comparison to the use of substances like steroids and ephedra. But heavy consumption can have some very real downsides for student-athletes’ health and performance. And while there

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“It’s absolutely essential for athletes to get enough rest to repair muscle tissue and perform optimally.”

It doesn’t require downing a double espresso right before bed to lose sleep from caffeine consumption, either. Studies have shown that consuming a moderate amount of caffeine early in the day can reduce the quality and quantity of that night’s sleep.

recent studies have challenged the longheld belief that caffeine is a diuretic, most caffeinated beverages are still not particularly good sources of hydration. If they replace water or sports drinks in an athlete’s diet, chances of dehydration increase.

Last but not least, student-athletes who use caffeine daily will build up a tolerance, gradually needing more and more to achieve the same effect.

They’ll also develop dependence “If a student-athlete does not and feel like they need caffeine to want to be physically addicted function normally. “When it to caffeine, he or she needs to comes to chronic caffeine users, use well below 100 milligrams a it’s often difficult to separate the of the drug from the effect day, which means drinking only effect of not having the drug,” Juliano one caffeinated soft drink or a says. “In other words, they may very small cup of coffee.” think caffeine makes them feel and perform better, but in reality, Another concern involves caffeine’s it just keeps them from feeling bad from ability to produce anxiety. Again, the not having it.” effect does not require huge doses. StarFew sports nutritionists insist college bucks reports that its 16-ounce coffee athletes avoid caffeine altogether. It’s contains 400 milligrams of caffeine—the simply too pervasive an ingredient in exact amount researchers administer in many foods and drinks. But how much is the laboratory to induce anxiety, accord- too much? ing to Juliano. “There is already a lot of “If a student-athlete does not want to anxiety in the lives of most student-ath- be physically addicted to caffeine, he or letes,” she says. “And caffeine is going to magnify it.”

A student-athlete who has an exam looming, a paper due, and a match coming up may down a mug or two of coffee For student-athletes who need to make it through the day, then attrito lower their caffeine intake, bute feelings of stress and anxiety to the it’s essential to develop a stratworkload. “In reality, caffeine is probaegy, because withdrawal sympbly making them feel much worse, but toms can hit harder than they they don’t realize it,” says Juliano. expect.

Daily consumption of coffee and colas Caffeine researcher and Assistant also deprives the body of calcium, accordProfessor of Psychology at Ameriing to Barbara Lewin, a nutritionist based can University Laura Juliano and her in Fort Myers, Fla. “Coffee and colas are colleague Roland Griffiths recently high in phosphorus, and the body conducted a review of existing literarequires a certain phosphorus-to-calcium ture on caffeine withdrawal. “One of ratio,” Lewin says. “If your phosphorus our most important conclusions was intake is high, and you don’t ingest that caffeine withdrawal is clinically enough calcium, your body will pull calsignificant,” she says. “Some people cium from your bones. Most student-athbecome so ill that they mistake the letes don’t get enough calcium in their withdrawal for the flu. It’s important diets as it is. Often, when I look at a stuto take caffeine withdrawal seriously.” dent-athlete’s daily calcium intake alongJuliano suggests helping studentside their use of coffee and colas, they are athletes cut back by letting them in a negative calcium balance.” know what to expect. “Explain to There are two other nutrition negathe student-athlete that whenever tives to be aware of. First, since caffeine you use a drug regularly, your body increases the production of stomach acid, makes a series of adjustments,” she large amounts can induce an upset stomach or acid reflux. Second, although

she needs to use well below 100 milligrams a day, which means drinking only one caffeinated soft drink or a very small cup of coffee a day,” Juliano says.

For student-athletes who find that recommendation unrealistic, nutritionists advise that they keep their daily intake under 300 to 400 milligrams a day. While this amount does cause dependence on the substance, other side effects, such as anxiety, sleeplessness, and digestive disturbance generally don’t occur. Staying under 400 milligrams requires limiting intake to about two cups of coffee or three caffeinated soft drinks a day.

Caffeine & Performance Beyond consuming coffee as part of their daily routines, many athletes are turning to caffeine as an ergogenic aid.

“The prevalence of caffeine as a performance aid is something I’m seeing more and more,” says Josh Hingst, Assistant Strength and Conditioning Coach and Sports Nutritionist at Florida State University.

“I don’t see student-athletes taking caffeine pills, but I do see them drinking more caffeinated beverages before con-

KICKING CAFFEINE

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says. “When your body doesn’t get the drug, it is forced to go through a period of readjustment—and that can significantly interfere with performance in school and athletics.”

Leah Moore Thomas, Sports Nutritionist at Georgia Tech, advises student-athletes to reduce caffeine gradually. She first has athletes tally all the sources of caffeine they typically use, especially hidden ones like coffee-flavored yogurt or caffeine-containing medications.

“Then I ask them to reduce it a little at a time,” she says. “If caffeine is present at three meals a day, I have them replace it at one meal with juice or water or a decaffeinated soda or coffee. Once they do that for a while, I ask them to try including caffeine only once a day, and then go to every other day. My goal is for our studentathletes to reach a level of use where if they don’t have caffeine for a day, they don’t feel any adverse effects.”

SPORTS NUTRITION

tests, especially the so-called energy drinks,” agrees Leah Moore Thomas, Sports Nutritionist at Georgia Tech. “And I’ve had more athletes ask, ‘If I drink coffee before my game, is it going to help me?’”

The answer, according to recent studies, is probably yes—but with some big caveats. “There is a wealth of information to suggest that caffeine allows people to exercise harder and longer,” says Lawrence Spriet, an exercise physiologist, caffeine researcher, and Professor at Canada’s University of Guelph. “As athletes get tired, caffeine improves their ability to maintain focus and level of effort. Caffeine also reduces perceived exertion, so athletes report that they don’t feel like they are working as hard.”

In laboratory studies, caffeine’s stimulant effect also seems to boost awareness, vigilance, and alertness, particularly during long-term exercise bouts. However, although caffeine may boost performance in laboratory tests, questions remain when trying to apply those findings to actual competition. “When you

introduce all the variables that are sage,” says Lewin. “It opens them up to involved with sports, it becomes much the idea of a quick fix, of taking a pill to harder to measure whether caffeine has become a better athlete.” improved an individual athlete’s perforWith these risks in mind, it’s impormance,” says Spriet. tant for high school coaches to talk with If caffeine may boost performance, should coaches encourage student-athletes to use it? When it “When athletes ask me about comes to high schoolers, absolute- boosting performance with ly not, says Spriet. “I do not recom- caffeine, I ask them, ‘What mend caffeine use with developing individuals,” he says. “In fact, if it have you done to improve your were up to me, it would be banned breakfast, lunch, dinner, and for athletes under 18.” recovery meals? How is your Juliano agrees. “From a chemihydration, training, and rest?’” cal standpoint, we know that the brain is still developing, and that caffeine affects brain neurotransmitters,” their athletes about caffeine. “We know she says. “But beyond that, we just don’t that children and adolescents are using know.” more caffeine than ever before,” Juliano In addition, advocating that high says. “It’s critical to educate them that cafschool athletes use caffeine to perform feine is a drug, that it causes physical better may put them at increased risk dependence, and that there are much for trying other, more dangerous ergo- better ways to improve performance.” genic aids. “Telling a 14- or 15-year-old athlete that caffeine supplementation is Information & Education an okay idea sends a dangerous mesWith older student-athletes, a message

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SPORTS NUTRITION

that combines information about caffeine’s risks with education about using it safely may be a more realistic approach.

“I think the message for college athletes needs to be, ‘There are a lot more important things to consider when you’re trying to improve your performance, like nutrition, hydration, training, and rest.

But if you are going to use caffeine in an attempt to boost your performance, here is how to do it safely,’” Hingst says.

Education on the safe use of caffeine as an ergogenic aid needs to include the following factors: Dose: Research indicates that doses of three to five milligrams per kilogram of body weight will provide a performance effect without health risks. “For a 70-kilogram (154-pound) athlete, three milligrams per kilogram is only 210 milligrams of caffeine,” Spriet says. “You can easily get that from two cups of coffee.”

Athletes who ingest too much caffeine before a game are more likely to see a performance detriment than a benefit, from caffeine-induced headaches, anxiety, stomachaches, and focusing prob-

lems. They may also approach the caffeine limits set by the NCAA, which require athletes to have less than 15 micrograms per milliliter of urine.

Source: Spriet advises against using energy drinks, since they typically contain many other ingredients not regulated by the FDA. He believes the safest source is simply coffee.

Timing: In general, caffeine should be consumed a half-hour to an hour before the athlete’s event. “The blood level of caffeine is maximized one hour after it’s taken, but effects start to show up by 30 minutes,” Spriet says.

Tolerance: Athletes who use caffeine as part of their daily diet are less likely to see a performance benefit from using it prior to exercise. “To avoid building up a tolerance, an athlete needs to abstain from caffeine for a few days prior to taking it before a game,” Lewin says.

Testing: “Advise athletes to try it during practices or workouts before using it during a game,” Hingst offers. “They need to have some experience using it first to see how they respond.”

Mixing It: Perhaps most importantly, advise student-athletes to be very aware of the ingredients in any other supplements they are taking. Combining caffeine and stimulants found in dietary supplements can put an athlete at higher risk for sudden arrhythmic death.

Even with new research on caffeine and performance available, nutritionists still recommend downplaying its role to athletes. “When athletes ask me about boosting performance with caffeine, I ask them, ‘What have you done to improve your breakfast, lunch, dinner, and recovery meals? How is your hydration, training, and rest?’” Lewin says. “Depending on their sport, their individual response, and a host of other variables, caffeine may give them a slight boost. But it is not going to make up for not having these foundational pieces in place.” ■ To help student-athletes pinpoint their exact caffeine intake with an interactive calculator, direct them to the National Sleep Foundation’s Web site at: www.sleepfoundation.org.

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Uniforms & Apparel Fergo Athletics 888-OK-FERGO WWW.OKFERGO.COM

Moyer Sports 800-255-5299 WWW.MOYERSPORTS.COM

Fergo Athletics is an apparel manufacturer that passes huge savings directly to teams. It custom-designs athletic apparel for high schools, colleges, clubs, and recreational leagues in every sport. As part of its dedication to schools, Fergo will meet any quote or bid in price, quality, and style and then write your team, school, or club a 10-percent royalty check on the total order. Call the company for more details about this offer and to find out more about all Fergo products.

Circle No. 500

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 microwave 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.

Circle No. 503

Fergo Athletics’ custom-made volleyball apparel line features three packages: Bronze, Silver, and Gold.

The Bronze Package includes custom-made 100-percent polyester jerseys designed in a basic style with a choice of color and printed logos and names. Shorts are made of 100-percent nylon taffeta with a one-and-one-halfinch multi-needle waist with draw cord. The Silver and Gold packages include all of the Bronze features and optional embroidery details and custom-designed tops.

All packages are available for men and women. Contact Fergo Athletics for more information.

Circle No. 501

Rugbys are back in style—and are ideal volleyball apparel. Made with 100-percent cotton, these shirts are great for coaching, traveling, or as warm-up shirts. Holding true to its national reputation, Moyer Sports will customize your orders to match specific team colors. Moyer Sports has been serving teams for over 25 years and is proud to offer teams its custom Rugby athletic apparel collection.

Circle No. 504

Nonstop Volleyball 800-747-9007 WWW.NONSTOPVOLLEYBALL.COM

Players will love the stylish look and improved fit of Volleyball Market’s No-Logo Spandex shorts, featuring player-approved, moisture-wicking DriFX®, a 90percent Polyester microfiber/10percent Lycra® Spandex fabric that cools the body and fits great. The CoolMax®-lined crotch panel and smooth flat-seam stitching create the ultimate in comfort and prevents chafing. The “California low-rise” cut with a four-inch inseam provides an improved fit for 2006—players will have no need to roll down waistbands. DriFX Spandex shorts are available in black or navy blue. Designed and proudly manufactured in Orange County, Calif.

Circle No. 505

Hosting a summer camp? Raising money for boosters? T-shirts are great money-makers and Nonstop Volleyball can help you raise the funds you need. Nonstop Volleyball has been screening T-shirts for nearly two decades and can give you both the quality and quick turnaround time you’re looking for. The company also offers a complete line of team uniforms, warm-ups, shoes, bags, equipment, and accessories at competitive pricing. Call for a free quote today.

Circle No. 502

The Volleyball Market 866-999-3004 WWW.VOLLEYBALLMARKET.COM

The Volleyball Market’s exclusive 2006 Budget Saver custom teamwear program saves you more time and money.

The program offers soft, 100-percent cotton heavyweight T-shirts from Hanes, Gildan, Fruit of the Loom, and JerZees screen-printed in vibrant team colors. New this year are team and practice T-shirts for $3.47 for a one-color print on a white body, $4.97 on a gray body, or $5.27 on a colored body. Outfit your team in Match T’s for $6.97 per player, with your team name and four- to six-inch numbers on the front and back. The Volleyball Camp Tshirts are available for $3.47 each with a one color print and $4.97 for a twoor three-color print.

Circle No. 506 Smack Sportswear 866-SMACK-88 WWW.SMACKSPORTSWEAR.COM Smack Sportswear was born on the sands of Manhattan Beach, Calif., 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.

Circle No. 507 Smack Sportswear offers one of the most comfortable shorts you will ever wear. The new Flip short, made from moisture-wicking material, is customized to fit a young woman’s body perfectly.

The lined horizontal crotch panel provides maximum comfort—and does not ride up. The Flip short is a low-rise short available in multiple lengths. The thick waistband allows the wearer to flip the waistband to create an even lower rise, if desired.

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More Products Dimensional Software 877-223-8225 WWW.ACE4VB.COM Volleyball Ace version 6, for Palm and Pocket PC hand-helds, adds features and greater ease-of-use to this popular volleyball stat program from Dimensional Software. Stats include per-game and summary stats, box scores, serve and pass ratings, points per rotation, and hit charts. New features include desktop set-up of rosters and matches, automated data uploads for NAIA and NJCAA reporting, improved libero-handling, scrollable play-by-play logs, and support for beaming to share rosters and stats. Stats automatically upload to Windows PC or Macintosh computers, allowing for further analysis and printing.

Circle No. 509

The TapRecorder™ is a revolutionary hand-held software tool from Dimensional Software. When combined with PracticeStats™ templates for volleyball, the TapRecorder becomes an excellent tool for recording and summarizing information right on the court. By combining a spreadsheet format and a single tap to record data, TapRecorder applications can easily be customized to quickly process data. This allows coaches to track counts and ratings and to monitor drill performances as well as selected stats during scrimmages. The Palm version is available now, and the Pocket PC version will be available in spring 2006.

Call toll-free or visit the company’s Web site for more information.

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ADVERTISERS DIRECTORY CIRCLE NO.

COMPANY

PAGE NO.

110 . . . Active Ankle . . . . . . . . . . . . . . . . . 21 113 . . . All Volleyball . . . . . . . . . . . . . . . . . 26 106 . . AVCA . . . . . . . . . . . . . . . . . . . . . . . 12 120. . . eFundraising.com . . . . . . . . . . . . 34 118 . . . Fergo Sports . . . . . . . . . . . . . . . . . 31 101 . . . Gatorade . . . . . . . . . . . . . . . . . . . . . 3 102. . . Jaypro . . . . . . . . . . . . . . . . . . . . . . . 4 114 . . . JV Pro, Inc. . . . . . . . . . . . . . . . . . . 26 112 . . . Mateflex . . . . . . . . . . . . . . . . . . . . 25 116 . . . Moyer Sports . . . . . . . . . . . . . . . . 28 103. . . Nonstop Volleyball . . . . . . . . . . . . . 7 108 . . Power Systems . . . . . . . . . . . . . . . 18 122. . . Precision Passer (RI Blast) . . . . . . 38 121 . . . Rip Tide Volleyball . . . . . . . . . . . . 34 119 . . . Smack Sportswear . . . . . . . . . . . . 33 115 . . . SoloSpike . . . . . . . . . . . . . . . . . . . 27 123. . . Spalding . . . . . . . . . . . . . . . . . . . IBC 100 . . Spike Volleyball . . . . . . . . . . . IFC 124 . . . Sports Attack . . . . . . . . . . . . . . . BC 104 . . Sports Imports . . . . . . . . . . . . . . . . 9 105 . . Sports Tutor . . . . . . . . . . . . . . . . . 10 109 . . The Volleyball Market . . . . . . . . . . 19 117 . . . The Volleyball Market (t-shirts) . . 29 111 . . . Volleyball ACE . . . . . . . . . . . . . . . . 22 107. . . Worldwide Sport Supply . . . . . . . 17

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eFundraising 866-235-9660 WWW.EFUNDRAISING.COM eFundraising’s Scratchcards are one of the most profitable fundraising products in America with up to a rare 100-percent profit opportunity.

Check out the company’s special offers and fundraising tips online, and find out how this fundraiser can be personalized for your group. Here is just one of the many success stories: “You have helped our organization reach our goals. After attempting various forms of fundraising in the past, we decided to try the Scratchcard fundraiser. This by far has been our most successful fundraising event we have participated in. Thanks.”

–Dwan Lee, Capitol Athletic Basketball.

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PRODUCTS DIRECTORY CIRCLE NO.

COMPANY

PAGE NO.

527 . . AAI/Spalding . . . . . . . . . . . . . . . . 39 512 . . . Active Ankle . . . . . . . . . . . . . . . . . 37 513 . . . All Volleyball, Inc. . . . . . . . . . . . . . 37 529 . . Bison (CarbonMax Composite) . . . . 39 528 . . Bison (Centerline Elite) . . . . . . . . . . 39 510 . . . Dimensional Software (TapRecorder) . . 36 509 . . Dimensional Software (Volleyball Ace) . 36 511 . . . eFundraising.com . . . . . . . . . . . . . 36 501 . . Fergo Sports (custom-made apparel) . 35 500 . . Fergo Sports (huge savings) . . . . . . 35 531. . . Jaypro (Flexnet system) . . . . . . . . . . 39 530 . . Jaypro (Three-Inch Steel Standard) . 39 532 . . JV Pro, Inc. . . . . . . . . . . . . . . . . . . 39 533 . . Mateflex (ProGym) . . . . . . . . . . . . . 40 534 . . Mateflex (TileFlex) . . . . . . . . . . . . . 40 504 . . Moyer Sports (rugbys) . . . . . . . . . . 35 503 . . Moyer Sports (uniforms) . . . . . . . . 35 514 . . . Nonstop Volleyball (merchandise) . 37 502 . . Nonstop Volleyball (t-shirts) . . . . . 35

CIRCLE NO.

COMPANY

PAGE NO.

515 . . . Power Systems (Power Program) . . 37 516 . . . Power Systems (Vertec) . . . . . . . . . 37 517 . . . Precision Passer (RI Blast) . . . . . . . 37 507 . . Smack Sportswear (custom apparel) . . 35 508 . . Smack Sportswear (“Flip” short) . . 35 518 . . . SoloSpike (LS1500) . . . . . . . . . . . . . 37 519 . . . SoloSpike (SS2000) . . . . . . . . . . . . 37 520 . . Spike Nashbar (ball cart system) . . . 38 521. . . Spike Nashbar (Vertical Challenger) . . . 38 522 . . Sports Attack (Attack II). . . . . . . . . 38 523 . . Sports Attack (Attack Volleyball Mach.) . 38 536 . . Sports Imports . . . . . . . . . . . . . . . 40 535 . . Sports Imports (Senoh net systems) . . . 40 524. . . Sports Tutor . . . . . . . . . . . . . . . . . 38 506 . . The Volleyball Market (Budget Saver) . . 35 505 . . The Volleyball Market (Spandex shorts) 35 526 . . Worldwide Sport Supply (ball cart) . . 38 537 . . Worldwide Sport Supply (catalog) 40 525 . . Worldwide Sport Supply (Volleyball Pal) . 38

Check out www.AthleticBid.com to contact these companies.

Team Equipment Active Ankle 800-800-2896 WWW.GETCHAMELEON.COM Ankle protection isn’t black and white anymore. With the new All-Sport Chameleon™ from Active Ankle®, athletes can choose from eight bright interchangeable strap covers that come with each brace.

The solid U-shaped frame ensures maximum strength while the molded, fabriclined EVA padding provides lightweight comfort. The AllSport Chameleon offers great style with the same great protection that has made Active Ankle one of the top brace manufacturers in the industry. For more information, visit online.

Circle No. 512 All Volleyball, Inc. 800-416-4658 WWW.ALLVOLLEYBALL.COM All Volleyball meets the specific needs of volleyball coaches and players.

Whatever the need—uniforms, camp shirts, volleyballs, ball carts, bags, shoes, warm-ups, novelties, gifts, or other products—All Volleyball’s “where the game begins” 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. Contact the company for all your volleyball needs.

Circle No. 513 Nonstop Volleyball 800-747-9007 WWW.NONSTOPVOLLEYBALL.COM If your coaching budget is tight, spend your volleyball budget right with Nonstop Volleyball, a division of First to the Finish. Call Nonstop or log onto its Web site to find select-quality volleyball merchandise.

Nonstop offers all the famous brands, such as Asics, Mizuno, Nike, adidas, Tachikara, Mikasa, AAI/Spalding, and many more. Mention this ad to receive a free screen-printing set-up with your purchase of 12 or more team uniforms. Get it all at Nonstop Volleyball.

Circle No. 514 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 the necessary equipment athletes need to develop speed, agility, and quickness. The program includes: the Pro Agility Ladder™; the six-pound Power Med Ball™; the Lateral Stepper™; the VersaDisc™; a fourpound Power Grip ball; an economy Power Jumper; a nylon carry bag; a Power Program manual; and a choice of a VHS tape or DVD. The video demonstrates proper equipment use, and the manual illustrates the program step-by-step. Visit online or call toll-free for more information on the Volleyball Power Program, to place an order or to request a new 2006 catalog.

Circle No. 515 Power Systems offers Vertec™, a quick and easy way to train and measure your athlete’s vertical jump. This freestanding, opendesign unit allows for single- or double-foot jumps and dynamic approaches, measuring the vertical jump to the nearest half-inch.

The vane quickly adjusts heights from six to 12 feet, and the reset pole allows the vane to be easily reset without lowering the unit. The Vertec can be used indoors or outdoors and comes with two 10-pound weight plates to stabilize the base and the reset pole. A wallmounted version is also available.

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RI Blast, Inc. 401-932-9106 WWW.PRECISIONPASSER.COM The Precision Passer is a net-suspended target that offers big advantages over its competition. It’s lightweight but durable, set-up is simple, and the collapsible frame allows for easy storage and transport.

The Precision Passer hangs on the net rather than sitting on the ground, making it a safer choice for your players. For budget-conscious coaches, the biggest advantage may be the price—the Precision Passer is available at a fraction of the cost of other targets.

Circle No. 517 SoloSpike, LLC 877-765-6774 WWW.SOLOSPIKE.COM The new SoloSpike LS1500 is one of the highest-quality attack and spike trainers on the market. Its sturdy, ergonomically-correct design allows for many players to take multiple attacks in a short amount of time without ever having to shag a ball. The SoloSpike is ideal for teaching full-arm extension, body mechanics, and other hitting fundamentals. It easily adjusts to each player’s specific hitting height and also adjusts for blocking and setting. The SoloSpike breaks down into three parts for simple storage.

Circle No. 518 SoloSpike’s SoloSet SS2000 is a volleyball-training tool developed for setting. The SoloSet allows a player to repetitively set to specific areas on the net, helping to develop a setters’ accuracy, consistency, and range. The SoloSet also provides the setter with immediate feedback on the result of the set.

The SoloSet is composed of a lightweight aluminum, tempered for enhanced strength. A target attaches directly onto the net and adjusts 180 degrees to allow front-row setting.

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Team Equipment Spike Nashbar 800-SPIKE-IT WWW.SPIKENASHBAR.COM Spike Volleyball offers a revolutionary ball cart system that transports as a ball bag with the characteristics and function of a sturdy ball cart.

It holds up to eight volleyballs that can be easily secured with its mesh zip cover and comes with a clear plastic sleeve on both sides of the bag to insert specific team name or color. The ball cart system is now in stock at Spike Volleyball— your source for the sport.

Circle No. 520 Spike Volleyball is your source for volleyball-training equipment. Get a jump on the competition with one of the newest, most affordable, and accurate devices on the market for measuring vertical jump.

Accurate and effective, the Vertical Challenger is a must have for any school, club program, or training facility.

(Item #TM-VC; $349.99).

Circle No. 521 Sports Attack 800-717-4251 WWW.SPORTSATTACK.COM The unique design of Sports Attack’s Attack II Volleyball Machine provides

complete ball control, unlimited spins, and professional-level speeds. Athletes will enhance their play not the drill—from floaters and jump-serve receiving, to digging, spiking, passing, and setting—all from a realistic over-the-net women’s release point and at non-stop game tempo. Depend on one of the top-selling volleyball machines in the world, the Attack II from Sports Attack.

Circle No. 522 If the jump serve is the problem in your game, the Attack Volleyball Machine

by Sports Attack can be the solution. It provides extreme ball control at international-level speed.

National, collegiate, and club teams can benefit from the Attack’s powerful game-simulating repetition, delivered from a realistic over-the-net men’s release point.

Only the precision and speed of the Attack Volleyball Machine from Sports Attack can do it.

Contact the company today to find out more information.

Circle No. 523 Sports Tutor 800-448-8867 WWW.SPORTSMACHINES.COM Both the Gold and Silver Models of the Volleyball Tutor can vary ball trajectory and speed to produce any desired set or pass while delivering serves at speeds up to 60 mph. The Gold Model can automatically throw six volleyballs

401-932-9106 Circle No. 122

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at intervals ranging from five to 20 seconds. The unit is completely portable and is available with either AC or battery power. The Silver Model’s release point is 5-1/2 feet high, and it features a separate dial to control the amount of topspin and underspin. The Volleyball Tutor starts under $900.

Circle No. 524 Worldwide Sport Supply 800-756-3555 WWW.WWSPORT.COM Volleyball Pal from Worldwide Sports Supply allows athletes to practice ser ves for hours without the need for another teammate. This training device consists of a Velcro® strap that secures around the waist, a neoprene pouch that holds the volleyball, and an elastic connecting cord. Smooth action of the cord guides the ball back to the player ever y time. Use it to practice ser ving tosses or arm swing technique without having to chase the ball. Visit Worldwide Sport Supply online for item #TSVBALLPAL ($17.99 ea.).

Circle No. 525 Worldwide Sport Supply offers the Tachikara Ball Cart, a great innovation in ball cart design. It’s composed of a galvanized-steel frame and a durable hammock-style nylon basket. The Tachikara Ball Cart package includes a same color carrying bag with an adjustable shoulder strap. The cart is completely collapsible and can accommodate up to 24 inflated balls.

Expanded, it measures 48”L x 22”W x 12”D x 40”H. Choose your team colors: black, cardinal, dark green, navy, purple, or royal scarlet. Visit WSS online for item #BCHAM ($119.99).

Circle No. 526

Volleyball Court AAI/Spalding 800-435-3865 WWW.SPALDINGEQUIPMENT.COM

Jaypro Sports, LLC 800-243-0533 WWW.JAYPRO.COM

Under the manufacturing expertise of AAI, Spalding manufactures top-quality volleyball equipment for competitive, recreational and physical education use. The first upright to bear the Spalding name is the new Solo Elite Volleyball System.

Lightweight and incredibly rigid, the Solo Elite System features a unique oval design that allows for maximum stiffness with minimal weight. Spalding’s volleyball product line includes systems, uprights, referee stands, pads, nets, training equipment, and accessories.

Visit the company’s new Web site to preview these products.

Circle No. 527

The innovation behind Jaypro’s ThreeInch Steel Standard allows this classic-style volleyball system to work even better with the patented Flexnet system. Tension is put directly on the headband of the net, so no extra cables, straps, or tie-offs are necessary.

The strength and rigidity of steel (bottom section) is combined with the lightweight aluminum (top section). Uprights have a pin-stop height adjustment, with heights ranging from 6’6” to 8’2”. This system has a powder-coated finish and meets all NCAA, NFSHA, and USVBA specifications.

Circle No. 530

Bison Recreational Products 800-247-7668 WWW.BISONINC.COM

Jaypro™ believes that your time should be spent practicing or coaching—not struggling to set up your net. The Flexnet system ensures you can do just that. No extra cables, straps, or tie-offs are needed, so set-up is quick and easy. Jaypro manufactures a full line of volleyball standards in lightweight aluminum with infinite height adjustments, powder-coated paint finishes to match your school colors, classic-style steel net systems with pin-stop height adjustment, and systems suitable for elementary or intramural use.

Circle No. 531

Bison’s Centerline Elite Volleyball Systems are used by top programs across the country. Centerline Elite Systems are available with aluminum or steel telescoping standards that are designed for years of dependable use with bowstring-tight net set-up. Net height adjustment is precise and fast with AutoTrack spring-assisted piston design. The precision-machined 26:1 worm gear winch and a two-inch tensioning strap eliminate backlash. A lifetime-limited warranty on standards and winch is available with this system. Net heights vary between 72 and 96 inches.

Circle No. 528 Bison’s new CarbonMax Composite Volleyball System is lighter than aluminum and as stiff as steel. At 27 pounds, CarbonMax is lighter than most aluminum systems, yet when the net is tensioned, CarbonMax deflects up to 60-percent less than popular aluminum systems and no more than the most rigid steel standards.

An internal net heightadjustment crank allows adjustments even with the net tensioned. CarbonMax comes with a lifetimelimited warranty on standards and winch.

Circle No. 529

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 shatter-proof lexan panels, heavyduty 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 featuring your logo or mascot to complement your scoring table. These products create the perfect image for your sports program.

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Testimonial

Coaches Are Glad They Chose Senoh “I am so impressed with the quality of Sports Imports’ products that if any coach in the market for a net system asks my opinion, I always tell them to buy Senoh.”

Marilyn Tobin Athletic Director, college volleyball coach, and volleyball official Montana Tech, Mont.

“The Sports Imports staff is great to talk to when planning a facility, as well as when installing their net system into an existing system.”

Sarah Pelster College volleyball coach and former player Shenandoah University, Va.

“Sports Imports provided us with such a durable and maintenance-free product that we’ve never had any problems.”

Beth Loehfelm High school volleyball coach Forest Hills Central High School, Mich.

“Twenty-nine years ago I made the single-most important purchase of my young career when I purchased the Senoh system, and I didn’t realize then what a value it was.”

Sue Gozansky Former player and current college volleyball coach University of California, Riverside, Calif.

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

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Champions in Customer Service Worldwide Sport Supply, a leading volleyball supplier for over 25 years, offers one of the largest array of volleyball products available in the countr y. Place your order with confidence and relax. The company’s team specialists are here to ser ve you, from customer ser vice through shipping.

You are Worldwide Sport Supply’s number-one priority.

“The customer service was prompt and friendly and the shoes arrived a week and a half before the pair I ordered for my younger son from a different site on the same day.”

Heather Lawrence, Kans.

“I made a mistake in ordering, and Liz went beyond what I expected to help me resolve it. She was great!”

Millie Sanford, Fla. “My bag arrived even before I expected!

The description was perfect, it came well-packaged. I would indeed recommend this seller to my friends.”

Rebecca Dublin, Ohio Worldwide Sport Supply has been promoting volleyball, supporting coaches, and Fueling Champions™ for over a quarter-century. While names and faces change over the years, the company’s commitment never will. It’s a devoted business in the local community as well as in the national athletic community.

The company thanks you for your loyalty and looks forward to your success.

Volleyball Court Mateflex 800-926-3539 WWW.MATEFLEX.COM

Sports Imports, Inc. 800-556-3198 WWW.SPORTSIMPORTS.COM

Mateflex offers a unique interlocking modular surface for volleyball flooring needs.

ProGym™ features a solid-top 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, ProGym™ 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. 533

Sports Imports, a world leader in volleyball net unit sales, supplied its Senoh net systems for all indoor and outdoor volleyball competitions at the 2004 Summer Olympic Games in Athens, Greece. Senoh has been 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 as the official net system for beach volleyball when that sport was added to the Games in 1996. The unit is endorsed by the NCAA, the Federation Internationale de Volleyball, and the American Volleyball Coaches Association.

Circle No. 535

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 snap-together 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.

Circle No. 534

Sports Imports is the exclusive North American distributor of Senoh volleyball, tennis, and badminton net systems.

The recognized authority in national, international, and Olympic competition, Senoh is the most durable and reliable volleyball equipment on the market. Ninety percent of Division I volleyball programs use Senoh, and it’s the only net system endorsed by the FIVB, the NCAA, and the AVCA. Circle No. 536

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

Worldwide Sport Supply 145 NORTH JENSEN RD. VESTAL, NY 13850 800-756-3555 SALES@WWSPORT.COM WWW.WWSPORT.COM

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Worldwide Sport Supply has been a leading volleyball supplier for over 25 years, with one of the largest array of volleyball products in the country. As a “One

Stop Shop”, its new Spring 2006 catalog has nearly 100 pages that offers over 40 manufacturers’ products, including Asics, Mizuno, adidas, Kaepa, Tachikara, Wilson, Molten, Mikasa, AAI/Spalding, Tandem, Champion, Active Ankle, and many more. Contact Worldwide Sport Supply for all your screen printing, embroidery, and tackletwill and vinyl applications. Contact the company today for your free catalog.

Circle No. 537

Circle No. 123

with The Attack Volleyball Machine • Powerful, realistic, top speed, Jump Serves • Consistent breaking topspins and floaters • Controlled repetition in all digging, spiking, setting, tipping, serving, passing and blocking drills • Realistic over-the-net ball release point As proven by our extensive customer list of top volleyball programs, The Attack is the #1 selling machine in the world!

P.O. Box 1529 · 2805 U.S. 40 · Verdi, Nevada 89439 toll free 800.717.4251 · ph 775.345.2882 · fx 775.345.2883

www.sportsattack.com Circle No. 124