Coaching Management 14.11

Coaching Management VOL. XIV NO. 11

VOLLEYBALL

POSTSEASON

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A Plan for Strength

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Handling a Losing Season

ON THE RIGHT TRACK Navigating your career choices

EDITION

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$5.00

2006

Circle No. 100

Coaching Management Volleyball Edition Postseason 2006

CONTENTS

Vol. XIV, No. 11

23

2

27

LOCKER ROOM

COVER STORY

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

On The Right Track. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Title IX battle in Michigan continues … Understanding social networking Web sites … A look at the Nigerian Volleyball Project … Cutting players for the first time … New NCAA rule helps grad student-athletes … Athletic IQ to make recruiting easier.

Q&A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 A former standout at Arizona State University, Amanda Burbridge has quickly proven herself as a high school coach, leading Desert Mountain (Scottsdale, Ariz.) High School to the 2005 Class 5 Division II state title.

PRODUCT LAUNCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 VOLLEYBALL COURT. . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 TEAM EQUIPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 WEB NEWS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 ADVERTISERS DIRECTORY . . . . . . . . . . . . . . . . . . . 36

Publisher Mark Goldberg Editor-in-Chief Eleanor Frankel Associate Editor Dennis Read Assistant Editors R.J. Anderson, Kenny Berkowitz, Nate Dougherty, Abigail Funk, Greg Scholand, Laura Smith Art Director Pamela Crawford Photo Research Tobi Sznajderman Business Manager Pennie Small Special Projects Dave Wohlhueter

Developing your ideal career path is about being prepared for the next step, knowing when to take risks, and understanding what’s right for you. In this article, five coaches discuss how they’ve navigated the profession.

LEADERSHIP

Lessons in Losing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 When losses start piling up, player morale can take a nose dive. Should you change your approach or your expectations? And how can you keep your athletes from losing confidence in you?

OPTIMUM PERFORMANCE

Irish Intensity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 At the University of Notre Dame, a finely tuned strength and conditioning program helps the volleyball team keep one leap ahead of its opponents.

On the cover: Stephanie Lynch and the Purdue Boilermakers were on the right track this season, as Head Coach Dave Shondell started his fourth year with the team. Shondell and other coaches talk about their career paths in our cover story, which begins on page 14.

Marketing Director Sheryl Shaffer

Advertising Sales Associates Marketing/Sales Assistant Danielle Catalano Diedra Harkenrider, (607) 257-6970, ext. 24 Rob Schoffel, (607) 257-6970, ext. 21 Circulation Director Dave Dubin Ad Materials Coordinator Circulation Manager John Callaghan Mike Townsend, (607) 257-6970, ext. 13 Production Director Don Andersen Business and Editorial Offices Assistant Production Director Jim Harper 31 Dutch Mill Rd., Ithaca, NY 14850 Production Assistant Jonni Campbell (607) 257-6970, Fax: (607) 257-7328 info@MomentumMedia.com Prepress Manager Miles Worthington IT Manager Julian Cook Administrative Assistant Sharon Barbell

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 MHSAA Seasons Fight Continues In August, when a three-judge panel of the 6th U.S. Circuit Court of Appeals affirmed a lower court’s ruling in the Title IX lawsuit against the Michigan High School Athletic Association (MHSAA), it looked like a long legal battle was reaching an end. The panel said the MHSAA’s nontraditional seasons for six girls’ sports discriminated against females, and gender-equity advocates looked forward to statewide schedule changes. But the association has filed yet another appeal, sending the case back to court.

judges on the 6th U.S. Circuit have been asked to review the case. The court has yet to decide whether it will grant another hearing, but it is now certain that changes to the Michigan high school sports

seasons will come no earlier than the 2007-08 school year.

In the meantime, the advocacy group Communities For Equity (CFE), which helped file the original lawsuit, is work-

The audit is filled out annually by a school’s athletic director or Title IX coordinator and addresses many aspects of athletic equity. In addition to standard proportionality information (total enrollment and sports participation by gender), it also asks about equal access to prime time contests; presence of a sideline cheer squad, mascot, and/or announcers to support the athletes; availability of concessions and printed programs during events; and pep assemblies for teams.

The suit was first filed in 1998 when the mothers of two female athletes in Grand Rapids claimed that the MHSAA discriminated against girls by sanctioning girls’ volleyball in the winter and basketball in the fall, out of step with most other state associations and college programs. They said these nontraditional seasons created a long list of disadvantages for Michigan girls, including reduced exposure to college recruiters and fewer opportunities for interstate competition. They also noted that while six girls’ sports are played in nontraditional seasons, the same is not true for any boys’ sports.

The MHSAA maintains that its season structure is best for both genders because it reduces competition for limited resources—a school with one gym doesn’t have to juggle boys’ and girls’ practice schedules if the two teams play in different seasons. The association also points to the large number of Michigan girls who receive college athletic scholarships to refute the claim that girls are at a disadvantage.

The MHSAA filed its latest appeal request on Aug. 31, and as a result, all 14 active

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ing on other fronts to promote gender equity in the Wolverine State. Earlier this year, it introduced a Title IX audit to help high school athletic departments evaluate their compliance with the law. Currently being used throughout the Kent (Mich.) Intermediate School District (which comprises more than 20 high schools), CFE hopes the audit will spread across the state.

After a school completes the audit, athletic department officials review the information on their own and send the results to their regional school district’s office. The findings are also shared with athletes’ parents at preseason meetings.

“Parents receive a copy of the report, and when we present it to them, we discuss what it means and explain how the data reflects the opportunities available to students and ways they’re taking advantage of those opportunities,” says Ron Koehler, Assistant Superintendent for Kent ISD, who worked with CFE to develop the audit. “It makes parents

Along with continuing its lawsuit against the MHSAA over traditional seasons, Communities for Equity has developed a Title IX audit for high schools in the Kent (Mich.) Intermediate School District. Players at Northview High School, a member of the Kent ISD, are shown above.

For more information on Communities for Equity and its ongoing suit against the MHSAA, visit: www. communitiesforequity. com.

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Circle No. 101

LOCKER ROOM BULLETIN BOARD aware of what Title IX means for their children and how their school is doing in terms of compliance.”

Facing Facebook Two members of your team throw a party and post directions to their off-campus apartment on the Internet.

Your team meets at a bar for a post-game celebration, and photos of underage players drinking wind up online. As your team prepares for a road trip, an athlete posts the travel itinerary on the Web, complete with information about hotels where the team will be staying.

If you think these scenarios present a safety and publicrelations nightmare waiting to happen, you’re right. If you think they’re not happening already, you’re wrong.

In most cases, the medium is Facebook.com, a Web site your student-athletes probably know well. The site was created to allow college students to network with each other, and it now has over six million members, with more students joining every day. Each member maintains a profile where they can post information about themselves and their personal interests, as well as photos and contact information. Students say it’s a fun and easy way to meet new friends and keep in touch with old ones. It is currently one of the most visited Web sites in the country.

But as Facebook has grown wildly popular, coaches and athletic administrators are starting to take notice of its potential hazards. Mark McGushin, Life Skills Coordinator at Sacramento State University, had never heard of

the site before another administrator brought it to his attention. “When I first checked it out, I saw pictures of our student-athletes partying and drinking, and I was especially concerned to see athletes’ cell phone numbers posted, and other types of personal information that could be used to stalk or harass them,” he recalls. “And it wasn’t just one or two athletes who had profiles. At minimum, half of our student-athletes are on the site.”

In response, McGushin has warned all athletes at Sacramento State about the dangers of posting personal information online and has urged them to clean up their profiles.

He says virtually everyone has complied, and coaches have since been encouraged to keep an eye on their athletes’ Web presence.

At Loyola University (Ill.), Athletic Director John Planek told athletes last January they are prohibited from having profiles on the site at all, and failing to comply could result in dismissal from their team.

“We are responsible for the well-being and safety of our athletes, and most young people don’t realize how something like this can put them at risk,” Planek says. “I’m also concerned that it creates an inroad for people involved in gambling to contact athletes.”

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COACHING MANAGEMENT

At least one coach is trying to turn Facebook into a positive influence for his program.

Gregg Brandon, Head Football Coach at Bowling Green State University, created his own Facebook profile page and started a Facebook group called the “10,000 students at Bowling Green football games” club. “Social networking sites are out there and I can’t change that, so rather than fight against it, I decided to be proactive and learn more about how I could use it,” he says. “My idea is to use it to generate student support for the program.”

Since Brandon posted his profile, more than 18,000 people—mostly students from Bowling Green along with some faculty and staff members—have requested to become his Internet “friend.”

“I have student assistants check the site, and it takes them about half an hour each day,” he says. “If I had more time, I’d love to find other ways to use it. I think it would be a great way to learn about the culture at your school.”

Into Africa For many college coaches, the end of the spring semester means the beginning of recruiting trips and conducting camps for high school players.

But this past spring and summer a group of six coaches traveled far beyond the comfortable boundaries of U.S. volleyball courts to introduce

ROBIN ZINGONE

Most schools are taking an educational approach. “First and foremost, we wanted to teach our coaches about what’s out there,” says Pam Overton, Associate Director of Athletics at Florida State University. “We had them come to a meeting and write the name of one athlete on a piece of paper. Then we pulled up each one’s Facebook profile. We all read what they’d written and looked at their photos, and some of the coaches were really shocked by what they saw.”

From there, FSU coaches were told to keep an eye on their athlete’s Facebook use and encourage them to remove anything offensive or unflattering from their profiles. “All we really want is for our athletes to protect their own privacy and make smart decisions,” Overton says. “We basically tell them, ‘If you don’t want to see it as a newspaper headline or on the six o’clock news, don’t put it on Facebook.’”

the game to a place where kneepads are a rarity—Nigeria.

The program, known as the Nigerian Volleyball Project, is a cooperative effort between the Institute for International Sport (IIS) and the Bureau of Educational and Cultural Affairs of the U.S. State Department. The three-part project brought eight Nigerian coaches to the IIS in Rhode Island for an eight-day training program, sent six Ameri-

says the conditions were vastly different from what he was used to at home.

“The devastation of poverty was everywhere,” Schneck says. “Most of the kids didn’t even have shoes on. There were children who came in from places where they didn’t have a single volleyball in the entire state. When they came in and saw we had 20 volleyballs, they looked at them with disbelief.”

the girls didn’t want to go outside to play when we rotated between the gym and outdoor courts. They wanted to stay inside, out of the sun.

“The way sports are looked at over there, men get the lion’s share of the time and resources,” he continues.

“Girls weren’t aggressive or assertive at all. You had to tell them things four or five times before they moved.”

Athletes from one of the girls’ teams participating in the Nigerian Volleyball Project’s mini tournament pose during the event’s closing ceremonies. The project allowed six American coaches to visit Nigeria this past summer, including Rhode Island’s Bob Schneck, who said he was treated like a “rock star.” can coaches to Nigeria to hold camps and teach the game to children and coaches, and selected students from these camps to participate in the 2006 World Scholar Athlete Games, held June 24 through July 2 in Rhode Island.

Bob Schneck, Head Coach at the University of Rhode Island, led the delegation that traveled to Nigeria. The group flew 13 hours to the capital city of Abuja, where they ran camps for 400 children and 40 prospective coaches. Schneck

Despite their inexperience, the Nigerian children approached the game with enthusiasm and learned quickly. Schneck compares the Nigerians’ talent to what he sees at the summer camp he runs at Rhode Island. However, he did see a lot of hesitation from female players, which he attributes to a lack of previous athletic opportunities. “Around the world, men and women play volleyball pretty evenly, but in Nigeria I found women don’t have near that opportunity,” Schneck says. “For instance,

During their time abroad, Schneck says the Americans themselves were treated “like rock stars.”

“We had meetings with dignitaries all the time,” he says. “I did one television and radio program after another talking about our grassroots program to introduce volleyball to their country.”

Currently, the IIS is advancing the project by creating a National Sportsmanship Day in Nigeria and opening up its Web-based Center for Sports Parenting to a Nigerian audience. This will allow parents, coaches, and others in Nigeria involved with youth sports to access information about the psychological and physical needs of young athletes. The IIS is actively looking to secure more resources for Nigerian volleyball—it is currently asking schools in the U.S. to donate used volleyballs to the program.

To donate to the Nigerian Volleyball Project, contact the Institute for International Sport at: www.internationalsport.com.

Making The Cut Southeast Polk High School in Runnells, Iowa, is becoming crowded. With enrollment increasing by about 200 students each year, its population is approaching 1,400 bodies cramped into too-little classroom space. And Southeast Polk’s athletic programs, especially volleyball, haven’t been spared the overcrowding, as Head Coach Matthew Parker saw over 70 girls come out for his teams this August.

In response to the growing population, the district scrapped its no-cut policy this year, and Parker was forced to conduct volleyball tryouts at Southeast Polk for the very first time. “Cuts are hard to accept at first, for athletes, parents, and myself,” he says. “But we have space issues from seventh grade on up, so we really had no choice. Trying out for a spot will eventually become an expectation for athletes here.”

The high school has four volleyball squads—freshman, sophomore, j.v., and varsity— and Parker decided to institute cuts only at the varsity level.

“As I explained to the parents and my athletic director, I have some issues with cutting at the freshman level,” he says.

“They’re still very young and they’re still learning their bodies. But by the time they’re juniors and seniors, volleyball is really competitive and it’s time for them and us to take a serious look at their interests and what they want to do.”

This fall, just over 30 students came out for the freshman team, which Parker says is a manageable number because they can be split into two courts and get enough practice in. About 15 came out for the sophomore team, an ideal number of girls to work with.

And Parker had six seniors make up the core of his varsity squad. But 23 juniors also Continued on page 8

COACHING MANAGEMENT

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Circle No. 102

LOCKER ROOM BULLETIN BOARD tried out this year—and that was just too many.

“With the players I cut, I was also straightforward,” he continues. “I said, ‘Here are your strengths, here are your weaknesses, and unfortunately I don’t see a position for you at this point. But work on your weaknesses, don’t give up, and I hope you’ll come back next year.’ I think having individual conversations worked really well.”

Instead of having an official tryout date, Parker and his coaching staff observed players for the first two weeks of the season. “We had them do a lot of individual skills drills like run-throughs, passing, setting, serving, and hitting,” he says. “I sat down with my staff and compiled names, then made my decisions.”

Parker didn’t have an issue with making the cuts, as it’s now part of his job description, but he was concerned about finding the right way to tell the girls. “I’m definitely opposed to a posting a cut list,” he says. “That’s the easy way out, but I don’t think it’s good psychologically for girls this age. So I had individual conferences with each girl who tried out, starting with

At Southeast Polk High School, players went through team tryouts for the first time this year. Head Coach Matthew Parker had individual conferences with each girl as part of the process. the seniors and working my way down. With those who made the team, I said, ‘Here are your strengths, here are

your weaknesses, this is what I think your role on the squad will be, and this is what I think your goals should be this year.’

In general, Parker is in favor of cutting players, citing a baseball analogy. “When the players throw the ball around the horn,” he says, “if there’s a weak link and the second baseman drops the ball every time, how does that affect the chain further down? You hate to say a girl is weak, but that’s the competitive nature of this sport. The cuts will be hard to accept at first, but it will become an expectation that the girls will have to work hard to secure a spot.”

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LOCKER ROOM BULLETIN BOARD What’s Your IQ? Imagine coaching at a smalltown high school. You have a group of good-sized, wellrounded players, including a few you think could play at the college level. But how would a college coach hear about those athletes, and would anyone really be interested in recruiting them?

areas: height, weight, body fat, upper-body power, lowerbody power, core flexibility, agility, speed, and hand-eye reaction time.

Athletes’ physical test results, along with their SAT scores, are entered into a database that college coaches can search using specific criteria such as an athlete’s state of residence,

ing this information together in one package can be very valuable. Even at the Division I level, searching the database could be a good starting point before going out to see a high schooler play.

“One advantage Athletic IQ has is that it uses state-of-theart equipment with no room for human error,” Altman

New Rule to Help Grad Students In April, few people noticed when the NCAA Division I Board of Directors passed a rule allowing all graduate students with unused athletic eligibility to retain that eligibility even if they attend a school other than their undergraduate institution. But once the rule became more widely known, there was an outcry from football coaches. They feel it allows student-athletes to switch loyalties too easily and may bring a form of free agency to college sports.

But how will this new rule affect volleyball? Because players don’t redshirt as frequently in volleyball as in football, and because volleyball already allows a one-time transfer exemption that can be used by a graduate student, Texas State UniversitySan Marcos Associate Athletic Director Tracy Shoemake predicts that only a small number of volleyball players will take advantage of the new rule.

Athletic IQ tests high school athletes in nine areas, including core flexibility (as shown above), then makes the information available to college coaches in a searchable database. “For coaches, having all this information together in one package can be very valuable,” says Masspike’s Karyn Altman.

Now imagine being a smallcollege coach who has no recruiting budget to speak of.

You’re looking for great athletes, but it’s hard to gauge talent from a distance.

With an eye on these dilemmas, a Massachusetts-based company called Athletic IQ is attempting to bridge the gap between those promoting low-profile athletes and those recruiting them. This summer, Athletic IQ began traveling to high schools around the country testing athletes in nine For more information on Athletic IQ, visit: www.athleticiq.com.

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COACHING MANAGEMENT

position, and SAT score. “We’re trying to create equal exposure for all kids,” says Keith Kenyon, Vice President of Athletic IQ and former Athletic Director at North Kingstown (R.I.) High School. “SAT scores level the playing field academically, but nothing provided objective, quantitative athletic measurements—until now.”

Masspike Volleyball Camps, run

by Director Karyn Altman, the former Head Coach at the Massachusetts Institute of Technology, offered Athletic IQ testing this past August. “For the kids, it’s a great way to see how they measure up against others their age,” she says. “And for coaches, especially at the NCAA Division III level, hav-

continues. “The speed test is measured with a radar gun, and athletes aren’t told when to start—they start on their own whenever they’re ready, and the gun starts clocking.

A coach using a stopwatch could be off by a second or two, which can end up being very misleading for the athlete and any coach who is recruiting her.”

Athletic IQ is currently traveling around the country administering tests and training coaches to become certified test monitors. The entire test takes less than an hour and a half for an athlete to complete. Access to the database will be free to colleges for at least the first year of operation.

“I don’t think we’ll see a huge effect,” says Shoemake, a member of the NCAA Division I Women’s Volleyball Committee and San Marcos’s Senior Woman Administrator.

“You might see a case here or there, but not a wide sweep of students doing this all of a sudden.”

Shoemake disagrees with the view that the rule equates to free agency and likes its intent, which is to allow student-athletes who still have eligibility remaining more flexibility when looking for graduate schools. “This rule is designed for players who want to pursue a graduate program and the school they’re at doesn’t have it,” says Shoemake. “Maybe they’d like to play for one more year or have their first year of graduate school paid for. This has some huge benefits for stu-

dents, and I think we’re just trying to be student-athlete friendly and give them more opportunities.”

Not everyone within the volleyball ranks shares Shoemake’s enthusiasm for the

the Division I Women’s Volleyball Committee, says it could affect competitive equality.

“I’m a little concerned that it provides an advantage to schools with more extensive graduate programs,” Andrews says.

program does not seem right.

“By the time a student-athlete completes her undergraduate degree, she has gained significant experience at one institution, and bringing that to another school seems unfair,”

“This rule is designed for players who want to pursue a graduate program and the school they’re at doesn’t have it. Maybe they’d like to play for one more year or have their first year of graduate school paid for.” change, however. Kelly Andrews, Associate Athletic Director at the University of Toledo and also a member of

Andrews also says that allowing an athlete to take the fruits of three years of coaching and experience to a new

she says. “The school would be getting someone at a point where she is at her very best.

But if a student-athlete uses

her eligibility at one school and does her graduate school there, the school is getting a return on its investment.”

Coaches who agree with Andrews will have a chance to see the rule repealed at the 2007 NCAA Convention.

Following the Board of Directors’ approval, there were 46 override requests, enough to put the role to a vote of the full Division I membership.

This is only the second NCAA proposal to face an override vote. A measure to increase scholarship limits for volleyball, gymnastics, and women’s track and field and cross country was revoked at the 2006 NCAA convention.

For information on the rule, go to: www.ncaa.org, click on “Library,” click on “Legislation,” and then click on “Division I Proposals” in the sidebar titled “Other Legislative Databases.” Once there, enter 2005-54 as the Proposal Number.

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Circle No. 105

Q&A When Amanda Burbridge finished her playing career at Arizona State University in 2001, she had set a single-season school record for kills with 599, had twice been named to the All-Pac-10 team, and was honored as a second-team AVCA All-American.

A starter since her sophomore year, she had led the team in kills for three years running and is ranked third in school history in kills. But as her playing days drew to a close, she knew she wasn’t ready to leave the game yet.

Four years later, Burbridge was standing in the winner’s circle as the head coach of a high school team being crowned state champions for the first time in school history. Desert Mountain High School in Scottsdale, Ariz., captured the state’s Class 5 Division II title in 2005 under Burbridge’s direction as a first-year head coach. She had served as the team’s assistant coach two years earlier, before leaving to pursue her master’s degree.

When she returned to a teaching position at Desert Mountain, she found the head coaching position available as well.

AMANDA BURBRIDGE Desert Mountain High School

CM: Desert Mountain won its first volleyball state championship last year. To what do you attribute the success?

Burbridge: It started three years ago with a little bit of luck. For most of its history, the program has struggled, winning one to four matches a year. In 2003, when I was an assistant coach, four very special freshmen came in, and they have literally taken the program to another level.

They’re seniors this year. One has a full volleyball scholarship to the University of Nebraska, and another has a full ride to New Mexico State. A third is a two-sport athlete who has a softball scholarship, and I feel confident the fourth will have a volleyball scholarship soon.

With that core group graduating, how will you continue the team’s success?

When we talk to our younger players, we use our seniors as an example of what it takes to succeed: They take volleyball seriously, they are in peak physical condition, and they work hard outside of practice. They also knew early-on that they wanted to play at the next level, and we use that to show our younger kids that if they work hard, college volleyball can be an option for them, too.

We also encourage our team members to play outside of school and do extra physical training. Club participation and

outside training and conditioning is a big part of the reason this team has been so successful.

When players are participating in both high school and club, how do you guard against burnout and overuse injuries?

I strongly encourage them to take the month between the two seasons completely off. I tell them not to look at a ball, touch a ball, or think about volleyball.

The reality is that volleyball has become so competitive that players who are able to participate outside of school are simply going to develop faster and get better than those who don’t—I’m not sure there is any way around that. A lot of getting better at volleyball is repetition. Those who play club get more ball contacts and more time on the court. Because club can be expensive, if I have a kid who wants to play but whose family can’t afford it, I help her find a club that is affordable or that offers some kind of scholarships.

Do you encourage your players to participate in more than one sport?

Definitely. However, those are also the kids I worry about when it comes to injuries and burnout. I went through this myself—I played softball and volleyball, and I had shoulder surgery as a senior in high school.

A teacher of world history at Desert Mountain, Burbridge talks in this interview about her transition from the court to the sidelines, her learning curve as a new coach, and avoiding club-high school conflicts. She also discusses how she plans to capitalize on her team’s recent success, her approach to goal-setting, and the experience of losing a player to cancer.

Burbridge’s top player, Tara Mueller, was honored as the Arizona Republic’s 2005 Player of the Year, and has accepted a college scholarship to the University of Nebraska.

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What was even more difficult for me than the injury was the conflict between club and high school sports. I remember once being forced to run five miles at a softball practice because I had missed practice for a volleyball tournament. It was very difficult to handle that as a high school student.

How do you approach those conflicts with your players?

I am the first one to give in. I will never punish a kid or make her choose. If there is a conflict, we talk about it and try to find a compromise. Maybe she can do half with us and half with them. Or if the other sport is her primary sport, I will just bow out.

I know that is not the way a lot of high school coaches handle it, but that’s how I handle it, because I don’t want to make them choose the way I was forced to choose by my softball coach. Ultimately, I chose the sport that didn’t penalize me for trying to do both.

What was it like to transition from being a celebrated college player to being a novice coach?

There was a little bit of an identity crisis. I saw myself for so long as primarily a volleyball player and an athlete. After college, a lot of my friends got married, had kids, and moved on with life. I was not ready to leave volleyball. I love it too much.

But I realized I had lost the desire to be coached. I was playing on a team after college, and I thought, “I just don’t like this drill” or “I don’t think this coach is teaching this skill correctly,” and I realized it was time to step away as a player. At the same time, my coaching side was developing. I looked at my teammates and thought, “I could fix this kid!”

Also, I’d had such dynamic coaches that I wanted to give back some of what I had been given. But it took a little while to figure out how to be a coach and not a player. At first, when I watched my players, I wanted to just get out there and do it for them.

Did players or parents question your youth and inexperience?

Yes. When I first started coaching, a parent said to me, “You know, just because you were a good player doesn’t mean you’ll make a good coach.” I said, “That’s valid.

But give me a chance.” I think it helps to acknowledge that you’re new, that you’re going to be learning.

I needed to focus on having confidence in myself and not worrying too much about what other people were thinking. I believed

my biggest asset was that even though I hadn’t coached, I’d had so many coaches—good and bad—that I knew a lot about what kind of coach I wanted to be. For example, I had one softball coach who was extremely aggressive. He made great athletes out of us and we won junior nationals.

But I knew that was not the kind of coach I wanted to be. It worked, but it made me feel terrible.

especially as her class plays its senior year.

We have her name on our T-shirt, and while we can’t officially retire her number, no one wears it.

What do you tell your players in pregame speeches?

First, we talk about what we know about our opponent’s strengths and weaknesses.

Then I have them tell me three very specific things they are going to work on as a team during the game. Last, I have each player

On the other hand, I had a phenomenal volleyball coach who never yelled. He was extremely patient and focused on the technical side of the game.

If the ball did what I wanted it to “We get together and make a comdo, but my footwork was wrong, he’d have me do it again until I mitment poster. It lists all of the got it right. That is a big part of goals they have for the season and my own philosophy now: If my players have flawless fundamenwhat they pledge to do to reach tals, I feel I’ll have done my job.

them … The poster hangs in the

You coach Arizona’s top high locker room, and I definitely use it school player, Tara Mueller. when I see things faltering. I remind What is it like to have such a them of the promises they made to celebrated player on the team?

Mostly I make sure I don’t treat each other and to me.” her any differently. She works hard and definitely doesn’t have a big head. So it’s more that I have to look out for her, actually. She pick one thing they are personally going to was injured this fall, and reporters were work on. I say, “I don’t want to know what asking her a lot of questions. I took that opportunity to call a team meeting and talk it is. It is your personal goal, just for you.” to all my players about dealing with the How do you approach team goal setting? media. I reminded them to remain positive, The girls make the goals. We get together and that if they don’t understand a quesand make a commitment poster. It lists all tion, they can ask to have it rephrased. of the goals they have for the season and Last year, you lost a player, Ashley what they pledge to do to reach them. This Anderson, to cancer. How did you year, repeating our state championship is handle that? the big goal. Some of the commitments Many of my players had gone to school are to keep their grades up, manage their with Ashley since kindergarten. The day time well, work hard in every practice, not she died, we got them all into a room to hesitate on the court, and maintain an even be together. There was a lot of hugging, energy level during matches. and not a lot of words. My job was really just to hold them and allow them to cry The poster hangs in the locker room, and I together. definitely use it when I see things faltering.

I remind them of the promises they made In the following months, I focused on just to each other and to me. being there for them, listening to them, and What are your goals for yourself? encouraging them to share their memories.

To make sure the game is always enjoyable In the spring, I put together a dodgeball for them and for myself. My biggest goal tournament in her honor, and that ended is to teach them to love the game the way up being a great thing for our team and her parents. It gave her mom a way to celebrate I do, whether we win or lose. Winning is Ashley’s life and connect with her daughter’s great, but mostly I enjoy the relationships and watching the kids succeed. Seeing a friends. We did it as a fundraiser and split player get something in a match that she the proceeds between our team and a has been struggling with in practice—that children’s hospital. is the high point for me. If I can grow as a coach and keep that perspective, I’ll be on Then this year, we continue to do things the right track. to celebrate Ashley and keep her close,

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Purdue has become a top-20 team under fourth-year Head Coach Dave Shondell, a 23-year veteran of the high school coaching ranks. Middle hitter Stephanie Lynch, at right, was an All-Big Ten Freshman Team selection in 2005.

14

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COVER STORY

Developing your ideal career path is about being prepared for the next step, knowing when to take risks, and understanding what’s right for you.

Here, five coaches discuss how they’ve navigated the profession.

IF

YOU START ASKING COACHES HOW THEY

NAVIGATED THEIR CAREER PATHS, YOU’LL QUICKLY REALIZE THERE ARE AS MANY ROUTES AS THERE ARE COACHES.

Some, like Lisa Love, former Head Coach at the University of Southern California and current Vice President for University Athletics at Arizona State University, view the path as a ladder and the ultimate goal is to reach the top rung. By the time she took her first job as a high school volleyball coach, Love knew how she wanted to finish her career: working as the athletic director at a large university.

For others, the journey involves finding challenges by staying right where they are, growing with the sport and the school. Louise Crocco, Head Coach at Fort Lauderdale’s Cardinal Gibbons High School, found her ideal job immediately after college and has never looked elsewhere.

Still others choose to move from the high school ranks to college or college to high school, or to simply examine opportunities as they arise. In this article, we talk to five veteran coaches who took five very different paths in their lifework. They talk about the twists and turns of their careers, sharing advice for taking risks, building on past experiences, creating new opportunities, and strategizing to land the next job.

BY KENNY BERKOWITZ

Dave Shondell Head Coach, Purdue University After working as an Indiana public school physical education teacher and volleyball coach for 23 years, Dave Shondell snared his dream job in 2003, making the leap from high school to NCAA Division I. Now in his fourth year as Head Coach at Purdue, Shondell has completely turned the program around, earning NCAA Tournament berths the last three seasons. And he’s convinced he’s found the perfect fit.

“Before I came to Purdue, I was coaching high school volleyball, running the Munciana Volleyball Club, broadcasting basketball games on the radio, and raising a family, so I was being pulled in a lot of different directions,” says Shondell.

“It’s been great to take a job where I have only one focus: to build the best college volleyball program in the nation.

There’s still a lot of coaching, organizing, traveling, and working with young people, but it’s a much different lifestyle and I’m really enjoying it.”

Shondell points to his past experiences as the key to his present success.

After growing up in a volleyball family— his father was a coach, as are two of his Kenny Berkowitz is an Assistant Editor at Coaching Management. He can be reached at: kb@MomentumMedia.com.

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Circle No. 106

COVER STORY

brothers—Shondell proved himself by posting a 167-63 record at Daleville High School and a 428-52 record at Muncie Central High School. He also won four Indiana state titles, clearly demonstrating his ability to lead on the court.

DAVE SHONDELL

Running one of the most successful club programs in the country taught him the importance of organization and time management. Raising three daughters and a son has made him a better motivator for his players and a better communicator with their parents. But none of it would have been enough if Shondell hadn’t carefully planned a way to win the Purdue job.

His strategy had four distinct parts, each designed to address his weakest point and show off his greatest strengths.

The biggest hole in his resume was his lack of college coaching experience. So at the start of the application process, Shondell enlisted help from friends in the Division I coaching ranks, whom he’d met through recruiting and AVCA conventions. Some of the biggest names in college coaching, including John Dunning, Mick Haley, Mike Hebert, and Russ Rose, wrote letters on his behalf, which they sent to Purdue’s Athletic Director, Senior Woman Administrator, and search committee chair.

Second, Shondell networked with contacts in Purdue’s athletic booster club and on the team—at the time, an alumna of the Munciana Volleyball Club was a starting player. He let these people know he’d applied for the position and asked for their support.

Third, to emphasize his ability to recruit from the region, Shondell asked the top 15 or 20 Indiana high school coaches and many prominent club

coaches around the country to write or call the Purdue athletic department, explaining their hesitation to send athletes to the program in the past and offering to reverse that advice if Shondell were given the job. “I knew Purdue was concerned that they weren’t getting the best players in Indiana,” says Shondell.

“With all these high school coaches recommending me for the job, Purdue had to understand that if they didn’t hire me, getting those Indiana players would be even harder.”

For the interview, Shondell created a 30-page PowerPoint presentation outlining week-by-week plans for his first year on the job. “By doing that, I made it very evident that I wasn’t just some high school coach who didn’t know anything about how to run a college volleyball program,” he says. “The presentation was very detailed, explaining what I was going to do, starting with that first week—who I would meet with, how I was going to write letters to alumnae, and how I planned to communicate my approach to the team. I had to make them understand I had a legitimate plan to turn the program around.”

The strategy worked and Purdue hired him. Four years later, Shondell believes the process taught him the importance of working well with other people. “How you treat people is enormously important when you’re trying to make that next big step,” he says. “Had I not had really good relationships with so many coaches, there’s no way I could have gotten this job. I firmly believe that everything you do in life is either going to help you or hurt you.

“I learned that when you want something as much as I wanted this job, you’ve got to work really, really hard to get it,” continues Shondell. “I wasn’t going to leave any stone unturned, and to do that, I needed a lot of people behind me.”

Louise Crocco Head Coach and Athletic Director, Cardinal Gibbons High School, Fort Lauderdale, Fla. Growing up in Albany, N.Y., in the 1950s, Louise Crocco had no opportunities to play in organized competition. As far as she knew, girls’ sports simply didn’t exist. But when her family moved to Fort Lauderdale, Fla., where she started attending Cardinal Gibbons High School, Crocco discovered a whole

new world. Encouraged by principal Sister Marie Schramko (who still works at the school at the age of 92), Crocco quickly became captain of the girls’ volleyball, softball, and basketball teams.

And though she’d never considered the possibility before, she began to think about a coaching career.

“Sister Marie thought I’d be good at it, and that coaching and teaching would be very satisfying for me,” says Crocco, who graduated from Cardinal Gibbons in 1965 and Florida Atlantic University in 1969. “But when I went to college, I found that women weren’t allowed to take coaching courses. It was really frustrating, to not be able to take a class in something I was planning as my career.”

While Crocco was in college, Cardinal Gibbons kept a job open for her. When she returned to her alma mater after graduation in 1969, she immediately went to work teaching health and fitness and coaching basketball, softball, and volleyball. In 1982, she became Athletic Director, a position she still holds along with being Head Volleyball Coach.

“Working at your alma mater is one of the most satisfying things you can do, because you already love the school,” says Crocco. “You can see how far the program has come, and you know your contribution is going to mean some-

LOUISE CROCCO thing very special. When you look into the stands and see your former players coming back to watch their children on the court, you know you’ve made a difference in their lives.”

Without coursework in coaching, Crocco is largely self-taught, learning from experience and by regularly attending coaching clinics around the country.

In her 38 years at Cardinal Gibbons,

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COVER STORY

she’s lead the volleyball team to 17 state championships, compiled a 1,072-118 (.900) record, and been named Florida Athletic Coaches Association Coach of the Year 18 times. In 2005, she was inducted into the AVCA Hall of Fame.

During her tenure, she’s kept herself challenged by continually broadening her responsibilities. Crocco recently took charge of athletics fundraising for the department and served on the rules committee of the Florida High School Athletic Association from 1993-96 and on the AVCA Board of Directors from 1998-2000. Over the years, she’s received a handful of offers to coach at the college level, but has always turned them down to stay at Cardinal Gibbons.

“When I first started, it never occurred to me that I might spend my whole career here,” says Crocco, who has no plans to retire any time soon. “I feel I’ve come full circle since I arrived. I love this age group, and having new students every year keeps the job fresh.

“I’ve also enjoyed being a part of the evolution of female athletics,” continues Crocco. “The acceptance of female athletes and female coaches has grown tremendously. Nowadays girls can grow up with a total commitment to sports and can look forward to one day making a living through athletics—for me, that’s incredible to see.”

Lisa Love Vice President for University Athletics, Arizona State University Lisa Love is one of only a handful of females who are athletic directors at schools with NCAA Division I-A football teams. But before she achieved that career distinction, she paid her dues. After coaching four years at Bowie High School in Arlington, Texas, and seven years at the University of TexasArlington, Love was Head Coach at the University of Southern California for 10 years. She also served as Associate Athletic Director at USC, Chair of the NCAA Division I Volleyball Committee, Vice President of the Pac-10 Conference, and President of the AVCA. “In college, I was one of the fortunate ones who knew exactly what I wanted to do,” says Love. “I had my eye on coaching, so I earned an undergraduate degree in physical education. Then, when I started coaching, I thought that athletic administration was appealing, so 18

COACHING MANAGEMENT

LISA LOVE I obtained a master’s degree in education administration. In the back of my mind, I thought, ‘At some point, I’d love to be the athletic director of a major Division I-A institution.’ And the cards have fallen into place—I couldn’t have dreamed it any better.”

With each opportunity, Love struggled with the decision to leave her existing job. But she recognized the importance of advancing toward her goal when she had the chance. “When a new position opens, you can’t control the timing,” says Love. “Opportunities just present themselves and you have to exercise some wisdom when they come.

I left each position kicking and screaming—that’s how hard it was. But I realized that no matter how much I loved what I was doing, turning down these chances would be unwise.

“That doesn’t mean you have to jump at every opportunity that presents itself,” she continues. “You have to listen to your instincts, and that voice could either tell you, ‘Think carefully before you give up this opportunity,’ or ‘This is not the opportunity for you.’ If something speaks to you, it’s important to listen.”

As much as she loved coaching volleyball—she stopped at the end of the 1999 season—Love never swayed from her dreams of getting into administration. She’s enjoyed seeking out greater challenges and larger responsibilities, and for anyone thinking about making a similar move, Love has some advice.

“If you’re considering a career in administration, get involved in committee work to serve your department, your school, or your profession,” she says. “Gain exposure. Build a network. Volunteer. Extend your perspective beyond your current realms. Take

classes. Broaden your knowledge base with an advanced degree, not only as a resume builder, but as a way to expand your perspective outside the coaching profession. And each step of the way, make sure to give 110 percent.

“The keys to being a good administrator are communication, collaboration, and critical thinking, which are essentially the same skills you need as a coach,” continues Love. “There are many different avenues into athletics administration, but they all begin with communication.

You need to know how to build a successful administrative team, just like you’d build a successful volleyball team.”

With responsibility at Arizona State for 22 teams and a multi-million dollar budget, Love still thinks often of her beginnings as a high school coach. In her only regret, she wishes she’d had the chance to become an assistant coach before being a head coach, and wonders what she might have learned working under the supervision of a more experienced mentor.

“When a new position opens, you can’t control the timing ... so you have to exercise some wisdom when they come. I left each position kicking and screaming—that’s how hard it was. But I realized that no matter how much I loved what I was doing, turning down these chances would be unwise.”

But even without that experience, Love applies all the lessons of the past to the challenges of her dream job. “Every step along the way brings you an invaluable perspective,” she says. “Whatever level you’re aiming for, understanding athletics with all its pressures, passions, frustrations, and rewards will help build your frame of reference and help you make decisions that help you succeed in your career.

“Don’t settle for anything,” she adds.

“As long as you have the opportunity to experiment, keep taking those risks.”

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Circle No. 107

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COVER STORY

Mary Buczek Head Coach, The Lovett School, Atlanta, Ga. The passion and dedication to climbing the career ladder Love describes is something Mary Buczek subscribed to for 15 years. But two years ago, she realized that wasn’t truly the best path for her.

MARY BUCZEK

From 1990, when she took her first job as an Assistant Coach at the University of Kentucky, to 2000, when she became Head Coach at the University of Georgia, Buczek diligently worked her way up the coaching rungs. In between, she had been an Assistant Coach at the University of North Carolina and the University of Florida and been Head Coach at Wake Forest University. But by 2005, with a fiveyear-old son and a four-year-old daughter, trying to balance work and home had become impossible.

“One day, my son asked if he was going to get a new mother, because I was never around the house,” she says. “And at three years old, my daughter would point at airplanes and say, ‘That’s where my mommy lives.’ During the season, I would leave the house on a Thursday morning, come back on Sunday night, and if I was lucky, I might get to see my kids again before I left for work on Monday morning. I found myself crying before every road trip. I knew it was time for a change.”

The strain had been building for eight years, ever since Buczek had been diagnosed with breast cancer at 29, while she was Head Coach at Wake Forest.

Throughout her treatments, she never thought about quitting coaching, but when her son was born two years later, on the day she was scheduled to begin her job at Georgia, Buczek felt her pri20

COACHING MANAGEMENT

orities shifting. Taking only two weeks off, Buczek reported to work in Athens while her husband stayed in Greensboro, where he was Assistant Lacrosse Coach at the University of North Carolina.

Three months later, she was pregnant again, and as the pressure increased, her husband quit his job to become a full-time stay-at-home father. For role models of coaching mothers, Buczek looked to Kathy DeBoer and Mary Wise, but with the birth of her second child, the struggle to maintain a healthy balance grew even more difficult. When she was with her team, Buczek felt guilty about being away from her family. When she was with her family, she felt guilty about not giving more to her athletes.

So at the close of the 2004 season, with a 82-69 record in five years at Georgia, Buczek jumped off the ladder, retiring from college volleyball.

“In 15 years of college coaching, I feel I accomplished a lot, and I don’t have any regrets,” says Buczek. “I played for and worked with some of the best coaches in the country, and I became a head coach at the top level of the college game—just as I’d always wanted.

Before, I never thought for a second that I wouldn’t want to be a college coach. But it was time to put my family first.”

Before Buczek resigned, her husband had become Head Lacrosse Coach at the Lovett School, a private K-12 collegeprep day school in Atlanta. A month later, Lovett’s head volleyball coaching position opened up and Buczek took it, coaching at the high school level for the first time in her life.

“This job allows me to do what I know best and what I love, which is coaching volleyball,” says Buczek, whose two children now attend Lovett. “I miss the level of athlete I worked with in college, but I’m still teaching the game and still competing for championships. Plus, I can have lunch with my husband, I can be with my children, and we can all travel to school together. Taking this job was a great decision, and my quality of life has risen tremendously.”

Among her new challenges, Buczek teaches five classes of health and physical education every day, and is surprised at how much she enjoys being a middle school teacher, affecting the lives and selfconfidence of pre-teenage girls. After years of mapping out her career, step-by-step, she’s broken the habit of making plans.

“People ask if I ever think about going back to college coaching, but I really don’t,” says Buczek. “It’s important to have goals, but life brings changes. Lovett has turned out to be a perfect way to make family our number-one priority.

Our plan is to stay right here, and if anything changes down the road, it’s going to be my husband’s turn to pursue his career, because he gave up college coaching so I could take the job at Georgia.

“There’s a concern that a lot of women are making a choice like mine and getting out of college coaching,” she continues. “There is more that universities could be doing to better support their female coaches, but finding that balance is always going to be difficult. If you ask the coaches who’ve succeeded, you’ll find that their spouses were able to pick up the slack at home, just like my husband did. But everyone is different, and if you’re trying to think this through, you have to decide what’s most important for you.”

Pete Waite Head Coach, University of Wisconsin As a freshman at Ball State University in 1977, Pete Waite majored in education and played on the school’s nationally ranked men’s volleyball team. He did not have an exact career plan, but he did know he wanted to teach, coach, and stay dedicated to the sport. And that he has done, carefully using his experiences to find that next perfect job.

After graduating in 1981, Waite taught industrial arts at a high school in

PETE WAITE Wisconsin and then at a middle school in Indiana, and coached anywhere he could.

He spent three summers as a volleyball camp coach and three years as a high

COVER STORY

school coach, followed by three years as a club coach, two years as a junior college coach, and two years as Assistant Coach at Illinois State University. From there, he made the leap to Head Coach at Northern Illinois University, where he was the winningest volleyball coach in the history of the program, leading the Huskies to eight regular season conference titles in 11 years.

“It was a steady, step-by-step progression—never looking too far ahead and taking care of one thing at a time,” says Waite. “It’s a lot like the way I coach my team, concentrating on the next match, then focusing on the match after that.

Sometimes life takes a turn, so you need to be flexible. I took each opportunity as it arose and followed it to the next level along the way.”

For Waite, the two keys for moving up the coaching ladder are passion and patience. “Coaching is definitely something you have to have a passion for, because it’s going to take up a lot of your time,” he says. “Anybody who wants to rise to the next level also needs to be patient. You need to put in your time in the gym, because you learn things at every stage along the way. Working in camps, club, high school, and junior college gave me the background I needed for coaching at the college level.”

During Waite’s tenure in Dekalb, Northern Illinois moved from the North Star Conference to the Mid-Continent Conference to the Midwestern Collegiate Conference and finally to the MidAmerican Conference in 1997. By then, as his team earned a ranking of 15th in the nation and his children grew closer to college age, Waite felt he was ready for a new challenge. In 1999, he accepted the head coach job at the University of Wisconsin, moving back to Madison, where his parents and his wife’s parents live.

“This is a perfect fit for us, because our kids have always loved this city and the volleyball program provides me with all the things I’ve been looking for,” says Waite, whose sons are currently in school at Wisconsin and the University of Wisconsin-Oshkosh. “Every season that you walk into a job, you’ve got new challenges, new personnel, and new situations. That’s what I enjoy, and my next challenge is to get us to the Final Four again.”

Waite credits experience and hard work with helping him land the

Wisconsin job, and encourages his assistant coaches to seek more and more responsibility. “Learn as much as you can about all aspects of coaching,” he advises. “If you haven’t recruited, scouted, or worked on a budget, take advantage of any opportunities to do those things. Seek out speaking engagements.

Work closely with athletes on the court.

Attend coaching clinics, work at other programs’ camps, and study everything that goes on behind the scenes.

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“Learn from coaches who’ve gone before you,” continues Waite. “And save your money and invest it wisely, because if you’re thinking about moving at some point, you may need that cushion. And always make sure coaching is something you enjoy. From the beginning, I knew I wanted to like what I was doing and find some success. Now that my boys are in college, I’ve got an opportunity to focus even more on my job, and I’m really enjoying it.” ■

Circle No. 108 10/13/0621 4:54:01 PM COACHING MANAGEMENT

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Circle No. 109

LEADERSHIP

LESSONS IN LOSING

BY LEM ELWAY

When losses start piling up, player morale can take a nose dive.

Should you change your approach or your expectations? And how can you keep your athletes from losing confidence in you?

I don’t like to lose. I don’t even like to write about losing. But we’ve all been through it—having a losing season that doesn’t turn around no matter what you do.

In today’s world, with parents scrutinizing your every move, you can’t just grit your teeth through a bad year. In fact, a sub-par season needs to be handled with as much care—if not more— than a winning season.

Losses usually lead to questions and doubts: Should I alter my approach? Set new rules? Change my expectations?

How do I keep athletes from getting frustrated? How do I keep them from losing confidence in me? Should I start playing younger players and looking ahead to next year? How do I respond to the complaints of parents and fans?

And how do I make sure I don’t lose my job? Your answers and actions will make a huge difference in how things turn out.

RICHARD ORR SPORTS PHOTOGRAPHY

Check In With Yourself It is important to realize that losing is not an indictment of your coaching ability. However, the way you react to losing can be. When losses pile up, your values and leadership will be exposed in a new way. How you respond to adversity Lem Elway is Head Baseball Coach at Black Hills High School in Tumwater, Wash. A member of the Washington State Coaches Hall of Fame, he has coached several sports at the middle school, high school, and college levels.

His first book, The Coach’s Administrative Handbook, has recently been published by Coaches Choice.

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LEADERSHIP

will show those around you what you’re really about.

That’s why the first step to take when you start losing is to review your coaching philosophy. If you have a written philosophy, re-read it. It will help remind you why you coach, and for most of us, it’s not only about winning.

Staying true to your coaching philosophy is paramount to keeping the situation positive.

Here are three critical areas that will define who you are during a losing season: Consistent Expectations: During a losing season, it can be tempting to lower your standards for player behavior and work ethic. However, your players stand to gain nothing from you lowering your expectations. If you expect them to get to practice 10 minutes early every day when the team is winning, they should continue to do so when they’re losing. If you give out an award in practice every week to the player who works hardest, you should continue doing it, even if it feels like that hard work isn’t paying off.

Emotional Control: For both players

The worst part about a losing season is that it gives people license to question your decisions and objectives. I can think of several coaches who posted continuous winning seasons, had one losing season, and were suddenly faced with all sorts of questions that led to their firing.

The key to avoiding the one-badseason axe is to communicate with parents and administrators and educate them about what you’re trying to do. Over the years, I’ve come to realize that it is not only important to mold players, but also their parents, who will be very vocal if the team begins to lose.

For example, I hold a clinic just for parents, where our coaching

and coaches, keeping emotions in check becomes more difficult when the losses keep coming. But this is the time when your leadership and maturity are most needed to set an example for your athletes. Take the time to go over your rules on behavior more frequently than usual, and don’t hesitate to quickly call players on any negative actions.

Staying Positive: It’s extremely easy to feel negative about your players and yourself when the losses pile up, and you need to fight this every step of the way.

Every word out of your mouth and all your body language need to convey that you have not lost hope.

It’s up to you to continue hustling, being enthusiastic, and bringing energy to practices and games. You must be as excited as ever when something good happens and present nothing but positive encouragement when things are not going right.

Examine your words and your tone of voice. Yelling is not an acceptable way to correct players, nor is foul language.

Be a teacher and explain in a confident voice the mistake that was made. Every

staff presents the fundamentals we are trying to teach in our program and explains why we teach techniques the way we do.

We periodically have pre- and post-event get togethers and dinners for team members and families, and I regularly send group e-mails to update parents on schedule changes and team notes. When the team is losing, I intensify this communication, spending even more time talking to parents about what we are trying to do.

During a losing season, it can be tempting to hunker down, avoid contact, and communicate less than usual. Fighting this urge can earn you a new level of respect from parents and administrators.

It can also help you keep your job.

JOB SECURITY 24

COACHING MANAGEMENT

time you open your mouth, something constructive should come out.

Evaluate Why You’re Losing A key part of getting through a losing season is making sure athletes and parents do not lose confidence in you. The best way to ensure this is to continually evaluate why the team is losing and try to turn things around.

Let your athletes and their parents know that you are constantly analyzing everything the team does and making whatever changes are needed. Break down every game and figure out what went wrong and what went right. Know what your athletes are doing well and what they need to improve on. Are there problems with concentration, technical skills, or communication? Have you neglected to teach them something?

What will you do in practice to work on those problems?

I am a firm believer in the motto, “A chain is only as strong as its weakest link,” and when we’re losing, I ask myself if there is a weak link in our offense or defense. I use statistics and performance analysis to find areas that need improvement. Then, I work with those athletes to improve their skills, or I increase the number of athletes working at the position so I can make a change if necessary. Either the athlete gets better or I alter the lineup.

Throughout all these evaluations, I make sure I am communicating well.

After games, I talk to players about what caused the team to lose and what we need to do to improve. I post production sheets on the locker room bulletin board so my athletes can see the facts of their performance, and I let them know that I am evaluating them on their hustle, teamwork, and attitude.

I also ask them to evaluate themselves using one question: Did you give 100-percent effort today? If they can answer yes, then I feel we are achieving our goals. Each athlete needs to answer this question for him- or herself, not for me or anyone else.

At the same time, I emphasize that we’re all in this together. I try to create the feeling that everyone must learn from each other’s mistakes in a constructive manner. I also emphasize that comments on individual mistakes are not to be taken personally. I try to convey the idea that figuring out what’s

LEADERSHIP

going wrong and how to change it is a fun, dynamic process.

continue to work hard on an individual basis, the team will succeed. The message from the coach must be that both goals are intertwined.

I also remind athletes that if they want to play at the next level, the college recruiters who come to watch

Tough Decisions Once you’ve determined why your team is losing, you may be faced with some difficult decisions. The most impor-

the younger athlete. However, I always have factual information to support my decision, and I often make it a gradual transition.

I’ve also learned that, during these changes, it is critical for a coach to protect the younger player from abuse

If an underclassman begins to play better than a senior, I will not hesitate to start the younger athlete. However, I always have factual information to support my decision, and I often make it a gradual transition. tant thing is for you to be able to justify your actions in whatever you do, because sometimes, you’ll need to make tough decisions. Here are some big questions that can arise: Individual vs. Team: What if there’s one athlete who is trying to play at the next level but the team is hindering him or her? I still base everything we do on team goals—not on the individual. I let my best players know that for them to get the recognition they’ve worked for, the team must be successful. If they

them are watching everything they do.

If they see an athlete only trying to impress the recruiter and not being a team player, that will not make a good impression.

Sitting Seniors: What if you decide that a senior on the team is a weak link? I always convey to seniors that they should be the strongest members of the team, but if they aren’t the best at their position, they should expect no favors. If an underclassman begins to play better than a senior, I will not hesitate to start

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When Players Quit: Some players are not able to deal with losing and may decide to quit the team during the season. As a coach, be ready to deal with that possibility. Be aware some will go quietly, while others will make a scene.

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LEADERSHIP

Some might also direct their animosity toward you. In this situation, always take the high road in your reaction. It is imperative that your team is ready to regroup quickly and move on with the players who have decided to remain.

If possible, I try to talk to every kid who quits to find out why. I think about their reason and if I, as a coach, feel I did something to make them quit, I try to change that part of my coaching. If the reasons for quitting come down to simply not having the right attitude, I wish them the best and tell them I’m glad they were part of the program.

Make It A Learning Experience We’ve all heard the saying, “You can learn more from losing than winning,” but the operative word there is can— this learning doesn’t happen automatically. You need to seize the teachable moments of losing.

To start, I always ask my players how they want to be remembered when they leave high school. Do they want to be the athlete who fought through adver-

sity, or the athlete who helped bring the team down? I explain that one’s true character comes out during tough times, and if they can hold their heads high while losing, they’ll know how to hold their heads high when they experience adversity in their adult lives. If they can hold onto a “never give up” attitude in sports, they will go far in anything they choose to do.

We also talk about how losing can bring us together or tear us apart. One season I started with seven seniors who had minimal varsity experience from the previous year. Over the season the players developed togetherness and support for each other, and the team won the league championship. The energy created by hard work fueled everything.

Communication is key to the learning process. I make sure there are times when athletes can voice their frustrations, either one-on-one with me or in a group. They need to be able to express themselves, and I let them know they can talk to me to let off steam. At the same time, they know that they will be

held accountable for what they say to the whole team.

What do I do when an individual athlete or an entire team has endured a particularly dismal outing? I believe it is good for athletes to face the reality of “being down,” especially when their performance has created the situation.

If young people can be held accountable and accept responsibility for their part in a loss, they are learning a wonderful life lesson. If they can say, “I wasn’t giving 100-percent effort today” or “I botched the play,” they can figure out how to change their attitude or skills to help make sure it doesn’t happen again.

Through it all, I always try to teach the ultimate lesson—that sports are fun, no matter what the score is. I always want to accentuate the positives and show interest in the present. We laugh and joke every day. Win or lose, you need to keep true to your philosophy and your role as a mentor of young people. ■ A version of this article has appeared in other editions of Coaching Management.

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26

COACHING MANAGEMENT

OPTIMUM PERFORMANCE

IRISH INTENSITY

At the University of Notre Dame, a finely tuned strength and conditioning program helps the volleyball team keep one leap ahead of its opponents.

BY MICHAEL JOSEPH

MATT CASHORE

P

reparing female athletes for high-level volleyball competition is an exciting challenge. Here at the University of Notre Dame, we strive to build a sound foundation that allows each player to reach her maximum potential.

The overall goal of our program is to develop a total athlete by improving her strength, flexibility, power, and athleticism, which she can then use on the court of competition. We use a proper

progression that reduces the risk of injury while developing the traits needed for the sport of volleyball.

Our program also emphasizes motivation. We tell our athletes there are many factors that play a role in their physical development, but there are only two factors they can control: intensity and effort.

If they give their all in these two areas, we promise to motivate and push them to new levels both physically and mentally.

For our part, we try to give them as much variety as possible in their workouts and provide competition in many

different forms. We also teach them how what they do in the weightroom relates to making them better volleyball players—once an athlete truly comprehends how training can enhance her play, motivating her becomes much easier.

When designing a strength and conditioning program for volleyball, I keep eight key areas in mind: strength, core, Michael Joseph is an Assistant Strength and Conditioning Coach at the University of Notre Dame. He can be reached at: mjoseph1@nd.edu.

COACHING MANAGEMENT

27

OPTIMUM PERFORMANCE

flexibility, power development, agility, injury prevention, conditioning, and recovery. No area is more important than the next, and each is intertwined in the development of the others.

We start with strength development because it is the foundation for all the other areas. Our goal is to develop a complete athlete who is balanced and has no deficient areas that may cause injury or prevent her from reaching full potential.

Most freshman volleyball players who enter our program have a very good athletic base and sport specific development, but are deficient in certain areas of total body strength. The most common problems we see are a lack of posterior shoulder, back, gluteal, and hamstring to quadriceps strength ratio.

We work hard to correct these during strength development so they do not lead to imbalance issues down the road.

For posterior shoulder development, I incorporate isolated shoulder exercises such as DB rear shoulder raises, band saber (diagonal) raises, manual resistance, static holds (blackburns), band and plate shoulder complexes, and scapular isolations and pulls. I use a push/pull method on my upper body workouts but usually add one to two extra sets of back exercises in correlation to the presses.

For lower back isolation, I include chinups, seated rows, cable rows, DB rows, pulldown variations, inverted pull-ups,

weighted hyperextensions, and others.

In addition, during our Olympic lifts, the trapezius, rhomboids, and deltoids are being activated.

The last area of the posterior chain is the gluteals and hamstrings. I try to develop the hamstrings by incorporating several exercises such as RDLs, leg curls, good mornings, glute/ham raises (progression), manual resisted curls, reverse hypers, and single leg RDLs. The gluteals will be activated during jumping, squatting, lunging, step-ups, dead lifts, and Olympic movements.

Our program is based on multijoint Olympic-style movements (squats, cleans, snatches) with supplemental exercises that are progressed and cycled.

The intensity of our resistance-training workouts remains consistent all year, but the volume and workload change depending on the season. The workouts are developed to maximize volume of workload in the least amount of time without sacrificing strength gains.

Core strength is the second area for developing a total volleyball player, as deficiencies in this area can limit other components from achieving full potential. In addition, abdominal and low back development is a central ingredient in rotational speed, power transfer, body control, and injury prevention, all of which are very much needed in the game. For example, a player going up for a spike needs to have

great power from her core while maintaining precise body positioning.

We incorporate core work into the warmup, weighted exercises in the workout, and end-of-workout team drills.

Types of exercises include basic bodyweight floor abs, dynamic movements such as med-ball throws, and those that incorporate abdominal activation such as a walking lunge with a twist. We stress full range of motion and contraction rather than volume of repetitions.

The most overlooked area for development is flexibility, which can be the single most limiting factor for an athlete’s physical progression. Without it, a volleyball player may not extend her shoulder complex to its full capacity, which will limit her spiking and serving ability.

Problems in flexibility can also hamper her ability to lunge for a difficult dig.

Since coaches have a limited amount of time to spend with their athletes, flexibility often loses out to other areas of training. To make our flexibility drills time efficient, we incorporate them into our dynamic warmups through kicks, lunges, and hurdles, and place them between major exercises that require recovery time. At the end of each workout, the team goes through several static stretches led by a captain or senior. Also, any athlete that has severe flexibility issues will do extra work to help increase range of motion.

THE FOLLOWING WEEKLONG WEIGHT-TRAINING WORKOUT is progressed through a periodized style of percentages.

For the power movements we start at 4x4 sets/reps and go down to 3x1. For strength exercises, we work from 4x10-12 down to 3x2. For supplemental exercises we work from 3x12 to 2-3x6. Power and strength exercises stay constant for the entire cycle but we vary the supplemental exercises for variety.

28

MONDAY: TOTAL BODY

WEDNESDAY: UPPER BODY

THURSDAY/FRIDAY: LOWER BODY

Warmup and core work Jump training Power clean Back squat RDL Squat lunge Reverse hyperextension DB incline press Chin-ups Medball push-ups DB row DB 30’s (front/side/rear shoulder raise) Weighted sit-ups Four-way ankle

Warmup and footwork drills Plyos Medball throws Box jumps or box fast-feet step-ups Snatch Bench press Machine row Alt. DB shoulder press Inverted pull-ups Plate raise Band retraction Static shoulder holds (6 prone positions) Medball abs

Warmup/core/hip mobility Jump training: side-step and block Hang clean Front squat or band squat (speed) Glute/ham raise Barbell step-up Good morning Manual resistance (hip/ankle flexion) Plate rotations (abs) Shoulder complex

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OPTIMUM PERFORMANCE

The area that our volleyball coaches are most concerned with is power development, especially as it relates to vertical jumping. They know the higher their front row players can jump, the more successful their team will be. But we also pay a lot of attention to lateral and forward horizontal power in order to build explosive, agile athletes. Volleyball Ifplayers possible, I try tovery talk need power to move quickly in allevery directions to get to the ball and to to kid who quits produce to findstrong outshoulder why. Imovement think for serves, spikes, and sets. about their reason and Our program incorporates many trainifingI,stimuli as a tocoach, did maximizefeel each Iathlete’s power. The weight training contains something to make them several exercises designed to maximize quit, I try to change that speed of movement, such as cleans, part of resisted my coaching. snatches, boards, and band squats with lighter weight loads. We also use several unloaded triple-extension movements in order to increase power output and speed of contraction of the muscles. These may include box jumps, plyometrics, and slide boards.

Each athlete is progressed from basic plyometrics, proper landing technique, and Olympic movements to higher impact movements and more complex lifts. We also take into consideration the amount of foot contacts per workout and per week to eliminate overtraining or injury.

At Notre Dame, our coaches want the most athletic and best defensive team in the nation, so we put a lot of emphasis on agility and footwork development. Due to sport specialization, many volleyball players lack basic agility and footwork skills and don’t possess the all-around athleticism that multi-sport athletes have.

The ability to quickly react, accelerate, and decelerate in any direction leads to more blocks and digs. Therefore, we use agility and footwork drills as often as we can—as a warmup, during workouts, as a conditioning tool, or sometimes as a team competition.

We start with basic drills such as foot ladders, jump rope, line hops, and dots to develop fast feet. For agility, we use basic cone drills to teach body control, foot placement, low center of gravity, and proper positioning on the balls of the feet.

Once our athletes master the basics, we incorporate reactive and competitive drills that are as volleyball specific as possible. For example, when doing a simple pro shuttle (5-10-5), each athlete 30

COACHING MANAGEMENT

must touch the line with both hands in a dig-style motion to develop hips being low and body control. Although we do some position-specific drills, I feel that all the players should be able to get to every ball on the court whether they are a libero or a middle blocker, so all of our front line players have the same agility goals as our liberos.

Two specific drills that I use are a twopoint wave and a four-point mirror cone drill. The two-point drill allows the athletes to move on my visual commands in a blocking, shuffle, run, defensive slide, dig, or roll direction, and it lasts for 5-10 seconds. The mirror cone drill is set up

of the shoulder girdle and rotator cuff.

For example, we may do two sets of 10 reps of each of the following exercises: Front raise Side raise Empty can Prone lateral Internal/external rotation at 90 degrees (standing) Supra raise Proper technique and isolation of musculature around the shoulder capsule is the goal of the complex. Exercises such as medicine ball push-ups and box walk-ups are also implemented for shoulder stabilization.

This sample dynamic warmup should take about 15 minutes. Most movements are completed for 10-15 yards.

Walk-outs (crawling to hamstring stretch) Walking knees to chest Knees to chest w/skip Straight-leg kicks (walking) Straight-leg kicks (skipping) Forward walking lunges with twist Backward walking lunges with twist High-knee runs

Backward runs Side lunges Groin skips Spidermans Lying hip rotations Scorpions Hurdles or wall drills (hip mobility)

D Y N A M I C WA R MU P like a basic cone drill with two separate squares and two athletes facing each other. One athlete is the leader and the other must react in an opposite movement. If the leader comes forward the other athlete must come forward and block, and if the leader goes back, the follower must slide back and dig. The movements can go in any direction and last 8-12 seconds.

Injury prevention is another focal point of our training regimen. The shoulder, knee, and ankle are the areas most prone to injury in volleyball. Our goal is to reduce the overall number of injuries and the recovery time needed when injuries do occur.

The shoulder can receive considerable stress from overuse or improper mechanics. Freshmen are most at risk due to the increased amount of practice and competition they see at the collegiate level. We incorporate several shoulder complexes in the warmup or workout with tubing or plates (2.5 or 5 pounds) to isolate the small musculature

The devastating ACL injury is prevalent in women’s volleyball, so we teach proper jumping and landing techniques, which are critical for female athletes to develop balance and reduce the stress placed on knee ligaments. We make sure the athlete lands on the balls of her feet with her knees in alignment with the middle toe and not coming in together, and then sits immediately back on her heels. We incorporate several activities that improve proprioception in the knee and surrounding stabilizing musculature, such as landing on uneven surfaces and squatting on balance boards. We use resistance training to strengthen the quadriceps and hamstrings for symmetry.

Ankle injuries are also common, and we try to limit their severity by adding strength and stability to the joint. Many of the exercises we use for knee stability will activate the ankle and lower-leg proprioceptors and stabilizers. We also develop flexibility through strength by using bands with exercises, such as the four-way ankle.

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Circle No. 113

OPTIMUM PERFORMANCE

Volleyball is a very anaerobic power sport (the average volley lasts between five and 10 seconds), so we focus our conditioning protocols on shorter shut-

we do in the first game of the match.

All the above efforts will be hindered without proper recovery, which includes rest and good nutritional intake.

The off-season contains longer duration runs with a longer rest-to-work ratio. As we get closer to the start of preseason training camp, the runs are shortened with less rest. Our goal is to play at a higher level of intensity in the fifth game than we do in the first game of the match. tles, sprints, and runs that are 60 seconds or less. We use 300-yard shuttles, widths, 400’s, 200’s, sprints, and gamesituation conditioning to prepare for the season. The off-season contains the longer duration runs with a longer restto-work ratio. As we get closer to the start of camp, the runs are shortened with less rest. Our goal is to play at a higher level of intensity in the fifth game than

Because Notre Dame students typically have a heavy course load, we continually remind our athletes they need more rest than non-athletes and can’t skimp on sleep. We do our part by making their training as efficient as possible.

We also talk a lot about nutrition, since many female athletes struggle with wanting to look like very thin models and will eat for fashion instead of ath-

letic gains. We are very fortunate to have a sports nutritionist on staff to help educate the athletes on proper nutrition and recovery from workouts. But most of our athletes still need constant reinforcement to get enough calories from the right sources, in the right proportions of carbs, protein, and fat.

Testing is important and done at the beginning of off-season, the end of offseason, and end of preseason. After testing, we always reassess the program. My goal is to push each player to a new level of mental toughness and physical performance. If our testing does not show good improvement, we’ll revisit what we do in each area.

Irish volleyball has made a commitment to be great both on the court and in the weightroom. We follow very simple guidelines: We expect nothing less than great effort and a relentless desire to be the best team in the country every year. â– A version of this article was previously published in our sister publication, Training & Conditioning.

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COACHING MANAGEMENT

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Circle No. 502

Circle No. 503 COACHING MANAGEMENT

33

Volleyball Court Spalding 800-435-3865 WWW.SPALDINGEQUIPMENT.COM The new Spalding Solo Elite volleyball system is intended for use on the most competitive courts. Lightweight and incredibly rigid, the unique oval design of the Solo Elite allows for maximum stiffness with minimal weight. From three- to four-inch sleeves and everything in between, the expandable base makes setup and teardown easier than ever. Spalding’s complete volleyball product line includes systems, uprights, referee stands, pads, nets, and accessories. Spalding is the official volleyball equipment supplier to the NFHS and USA Volleyball.

Circle No. 504 Spalding has entered into a three-year partnership agreement with the NFHS to be the federation’s official sponsor for basketball equipment, volleyball equipment, and foam-backed carpet for cheerleading. Spalding manufactures a complete line of quality-driven basketball, volleyball, and cheerleading equipment, including basketball backstops, backboards, and goals, volleyball systems, protective padding, foam-backed carpet, and all kinds of accessories.

Circle No. 505 Bison, Inc. 800-247-7668 WWW.BISONINC.COM Until now, facilities without floor sockets or anchors had limited options for elite power volleyball. The new Bison Arena freestanding portable volleyball system needs absolutely no floor anchors, loose ballasts, or extended framework. The Arena is totally selfcontained, with a

34

COACHING MANAGEMENT

built-in ballast that allows superior net tension. It is backed by a 100-percent guarantee not to slide on any common volleyball court flooring. The posts and the 26:1 worm gear winch carry a lifetime limited warranty. The complete system includes two bases with a builtin official’s stand, a competition net, a net storage bag, antennae, net rope covers, and safety padding with lettering. The Arena meets all NCAA, NFHS, and USVBA standards.

Circle No. 506 The Lady CarbonMax is a new volleyball system from Bison that’s designed specifically for women’s programs. It is set up at the official height for the women’s game: 7’ 4-1/8”. The Lady CarbonMax’s posts are made of an engineered composite material that carries a lifetime limited warranty.

At just 19 pounds, these composite posts are lighter than aluminum, yet as stiff as steel. A lifetime limited warranty also covers the 26:1 machined worm gear net-tensioning winch. The Lady CarbonMax fits all three-inch sockets, and Bison offers free adapters for programs with 3-1/2 inch or 4 inch sockets. Safety padding and lettering are included.

Circle No. 507 Blazer Athletic 800-322-2731 WWW.BLAZERATHLETIC.COM Blazer offers a full line of innovative volleyball products. For instance, the company’s Exaireo self-storing volleyball system can be stored in your gym floor. Other great products include Blazer’s quick and easy Velcro antennae, the very strong Mega volleyball cart, the practical net winder/antenna cart, and the convenient line-up card holder, which comes with a dozen volleyball line-up cards.

Circle No. 508

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The sleeve has a 3-1/2 inch inner diameter and is 10 inches deep. The lockable hinged cover plate has a 7-1/2 inch outer diameter and is made of heavy cast brass. A 10 inch sleeve with a 3 inch inner diameter is also available.

Circle No. 509 Jaypro believes your time should be spent practicing and coaching, not struggling to set up your net. The patented Flex Net system has no extra cables, straps, or tie-offs, so setup is quick and easy. Jaypro manufactures a full line of lightweight aluminum volleyball standards that offer infinite height adjustments and powder-coat finishes to match your school colors. The company also offers classic steel net systems with pin-stop height adjustments, and systems suitable for elementary or intramural use.

Circle No. 510 LeverKnot, LLC 256-880-3636 WWW.LEVERKNOT.COM Volleyball netting stretches over time.

The non-stretchable VB-6 side tensioning system keeps it tight for days of practice and competition. Nets with a quarter-inch bottom rope can easily be upgraded with the VB-BR2C bottom rope system, which comes with unique covers that won’t get lost. The patented LeverKnot systems are durable and easy to use for coaches and players at all levels.

Circle No. 511

Volleyball Court Matéflex 800-926-3539 WWW.MATEFLEX.COM Matéflex, 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 highquality luxury vinyl tiles fit neatly into a base module to form a single snaptogether unit. A popular wood grain look is available for gymnasium applications.

The base features a specially designed raised rim that protects the insert from chipping and other damage. TileFlex is made of high-impact polypropylene and has hundreds of support pegs that raise the tile above the existing floor to allow for airflow.

Circle No. 512

Matéflex 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. 513 Sports Imports 800-556-3198 WWW.SPORTSIMPORTS.COM Sports Imports is the exclusive North American distributor of Senoh volley-

ball, tennis, and badminton net systems.

A recognized authority in national, international, and Olympic competition, Senoh makes some of the most durable and reliable volleyball equipment on the market. Ninety percent of Division I volleyball programs use Senoh, and it is the only net system endorsed by the FIVB, NCAA, and AVCA. Circle No. 514

Need help fundraising for your team?

Check out the new source for fundraising tips, support, and suppliers:

www.fundraisingforsports.com

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Catalog Showcase ADVERTISERS DIRECTORY

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

CIRCLE NO.

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

As a “one-stop shop,” the company’s new fall 2006 catalog has 96 pages that offer 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, tackle twill, and vinyl applications. While you’re at it, request a free copy of the company’s catalog.

Circle No. 515

THE NEXT GENERATION OF VOLLEYBALL EQUIPMENT

d igne Des

™ Max bon r a

by C

CARBON FIBER UPRIGHTS ARE: ■

■

Stronger than steel Lighter than aluminum

AND OFFER UNEQUALED ■ ■ ■

Safety Convenience Performance CARBON FIBER UPRIGHTS

1-877-311-8399 www.kalbreesports.com

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109. . . Active Ankle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 113 . . . AVCA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 115 . . . Blazer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 101 . . . Gatorade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 103. . . Jaypro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 116 . . . Kalbree Sports Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 117 . . . LeverKnot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 110 . . . Mateflex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 102. . . Russell Athletic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-7 119 . . . Spalding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BC 100 . . Spike Nashbar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IFC 118 . . . Sports Attack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IBC 106. . . Sports Imports (Senoh net system) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 108 . . Sports Imports (Stealth) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 111 . . . Sports Tutor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 105. . . Stromgren . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 112 . . . Volleyball ACE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 104 . . Wilson Sporting Goods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 107 . . . Worldwide Sport Supply . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 114 . . . Xvest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

PRODUCTS DIRECTORY CIRCLE NO.

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516 . . . Active Ankle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 506 . . Bison (Arena) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 507 . . Bison (Lady CarbonMax). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 508 . . Blazer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 500 . . Dimensional Software (TapRecorder) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 517 . . . Dimensional Software (Volleyball Ace) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 519 . . . Gatorade (Endurance Formula) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 518 . . . Gatorade (Nutrition Shake) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 510 . . . Jaypro (Flex Net system) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 509 . . Jaypro (Floor Sleeve/Cover Plate) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 511 . . . LeverKnot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 513 . . . Mateflex (ProGym) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 512 . . . Mateflex (TileFlex) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 520 . . Power Systems (Power Program) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 521. . . Power Systems (Vertical Jump Tester) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 523 . . Russell Athletic (Dri-Power) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 522 . . Russell Athletic (jersey) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 501 . . Russell Athletic (NXT Compression) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 505 . . Spalding (NFHS official sponsor) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 504 . . Spalding (Solo Elite Volleyball System) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 525 . . Spike Nashbar (ball-cart system) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 524. . . Spike Nashbar (Vertical Challenger) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 527. . . Sports Attack (Attack II) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 526. . . Sports Attack (Attack volleyball machine) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 502 . . Sports Imports (Product Launch) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 514 . . . Sports Imports (Senoh) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 528 . . Sports Imports (Vertec) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 529 . . Sports Tutor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 531. . . Stromgren (1370 compression short) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 530 . . Stromgren (390 Ankle Lock) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 533 . . Wilson (i-COR Power Touch) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 532 . . Wilson (Intelligent Core) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 503 . . Wilson (product launch) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 515 . . . Worldwide Sport Supply (catalog) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 535 . . Worldwide Sport Supply (DVDs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 534 . . Worldwide Sport Supply (socks) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 536 . . Xvest (Don Chu). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 537 . . Xvest (Fire Fighter model) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

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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, fabric-lined EVA padding provides lightweight comfort. The All-Sport 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 the company online.

Circle No. 516 Dimensional Software 877-223-8225 WWW.ACE4VB.COM Volleyball Ace version 6, for Palm and Pocket PC handhelds, adds features and greater ease-of-use to this popular volleyball stats program from Dimensional Software. It includes pergame and summary stats, box scores, serve and pass ratings, points per rotation, and hit charts.

New features include desktop setup of rosters and matches, automated data uploads for NAIA and NJCAA reporting, improved libero handling, scrollable play-by-play logs, and support for beaming rosters and stats between Palm devices. Stats automatically upload to Windows or Macintosh computers, allowing further analysis and printing.

Circle No. 517

Gatorade Nutrition Shake contains vitamin C, calcium, and iron, so it’s great for athletes who want to perform at their best and need to supplement their diet with a convenient, balanced, and nutritious product. Gatorade Nutrition Shake is available in two flavors: chocolate and vanilla.

Circle No. 518 After years of extensive research, scientists at the Gatorade Sports Science Institute have developed Gatorade Endurance Formula for athletes’ longer, more intense workouts and competitions. Gatorade Endurance Formula is a specialized sports drink with a five-electrolyte blend containing nearly twice the sodium (200mg) and three times the potassium (90mg) of Gatorade Thirst Quencher to more fully replace what athletes lose in sweat when fluid and electrolyte losses become substantial.

Circle No. 519 Power Systems 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 Gatorade Co. 800-88-GATOR WWW.GATORADE.COM

the necessary equipment to develop the speed, agility, and quickness needed to excel in this very competitive sport. The program includes a Pro Agility Ladder, a six-pound Power Med-Ball, a Lateral Stepper (intermediate), a VersaDisc, a four-pound Power Grip Ball, an Economy Power Jumper, a nylon carrying bag, a Power Program manual, and your choice of a video cassette or DVD. The video shows the proper way to use the equipment, and the training manual takes you step-by-step through the program.

Circle No. 520

Gatorade Nutrition Shake is a balanced nutritional supplement that’s ideal for use as a high-energy meal replacement, or a pre-event or between-meal snack.

The new Wall-Mounted Vertical Jump Tester from Power Systems offers a quick, easy, and affordable way to train and measure your athletes’ verti-

cal jump and reach. The solid steel board with magnetic markers allows for single- or double-foot jumps and measures jump and reach from one inch to 48 inches in halfinch increments. The 48-inch retrieval rod allows the magnets to be quickly reset. The unit includes a testing board, a retrieval rod, and two magnets for marking jump height and reach.

Circle No. 521 Russell Athletic WWW.RUSSELLATHLETICTEAMSPORTS. COM Russell Athletic’s new Ventilator Volleyball Cap-Sleeve Jersey is made of a new proprietary performance fabric designed to enhance athletes’ performance on the court. This Dri-Power® Ventilator fabric not only accelerates the movement of moisture away from the body, but also features tiny textured capsules that expand and contract to expedite the release of heat from the body.

This allows athletes to feel cooler and drier during competition.

If your team is looking for a competitive advantage, this jersey is for you.

Circle No. 522 Russell Athletic has introduced a new design to its popular Dri-Power® collection of volleyball uniforms. This bodyskimming style includes a contrasting collar, a shoulder insert, and piping.

The Dri-Power stretch technology enhances fit, performance, and mobility for players on the court and wicks sweat away from the body to keep players cool and dry. The low-rise shorts, with a three-inch inseam, were inspired and made popular by beach volleyball players and elite athletes.

Together, these two garments will provide your team with a unique, custom look on the court.

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Team Equipment Spike Nashbar 800-SPIKE-IT WWW.SPIKEVOLLEYBALL.COM Spike Volleyball is your source for volleyball training equipment. Get a jump on the competition with one of the newest, most affordable, and most accurate vertical-jump measuring devices on the market.

The Vertical Challenger is a must-have for every school team, club program, and training facility.

Circle No. 524 Spike Nashbar offers a revolutionary ball-cart system that provides the easy transportation of a ball bag with the characteristics and function

of a sturdy ball cart. It holds up to eight volleyballs, which can be easily secured using the mesh zip cover. A clear plastic sleeve on each side of the unit can be customized with your team name and color. The ball-cart system is now in stock at Spike Volleyball—your source for everything volleyball.

Circle No. 525 Sports Attack 800-717-4251 WWW.SPORTSATTACK.COM If the jump serve is the problem in your team’s game, the Attack volleyball machine from Sports Attack can be the solution.

It provides extreme ball control at internationallevel speeds. National, collegiate, high school, and club teams can benefit from the Attack’s powerful game-simulating repetition and realistic over-the-net release point. The precision and speed of the Attack can make all the differ-

ence for your team. Contact the company today for more information.

Circle No. 526 The unique design of Sports Attack’s Attack II volleyball machine provides complete ball control, unlimited spin, and professional-level speeds.

Athletes will enhance their play—from floaters and jump-serve receiving to digging, spiking, passing, and setting—all with a realistic over-the-net release point and a non-stop game tempo.

Depend on the Attack II, one of the topselling volleyball machines in the world.

Circle No. 527 Sports Imports 800-556-3198 WWW.SPORTSIMPORTS.COM Virtually all professional and college sports teams and the NFL Scouting Combine use the Vertec jump-training

The Most Innovative On-Line Buyer’s Guide for Athletic Organizations

O View the complete product lines of

companies listed.

O View catalog pages or spec sheets

from many of the top companies.

O Read a profile or description of

select companies.

O Send an e-mail directly to a supplier

or make a request to be contacted by a company representative.

O Request catalog and sales literature

from companies.

AthleticBid.com is a free service to help buyers at schools and athletic organizations contact many companies in the most efficient fashion to request product specs and pricing information.

It used to take hours to contact dozens of companies to research products and plan purchases.

But by using AthleticBid.com, it now only takes minutes.

See for yourself why more than 13,000 unique users each month rely on

Athleticbid.com 38

COACHING MANAGEMENT

Team Equipment system, distributed by Sports Imports.

It is one of the best ways to evaluate and improve jump reach and lower-body explosive power. The Vertec jump-training system challenges athletes to improve their vertical leap through instantaneous feedback and recognition. The process is simple, offering a true vertical target, visual motivation, and an immediate, accurate measure of success and growth. A wallmounted version is now available.

Circle No. 528 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 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. 529 Stromgren Supports 800-527-1988 WWW.STROMGREN.COM The new model 390 Ankle Lock from Stromgren Supports isn’t just another lace-up ankle support—it’s the newest concept in ankle support technology. The newly patented model 390 combines the simplicity of a lace-up with

a permanently attached but comfortable heel cup and side stabilizers for better-than-tape support. The athlete is allowed a full range of motion, but inversion and eversion of the ankle complex is a lock: The heel cup stabilizes the heel as the side stabilizers lock the medial and lateral ankle complex to help prevent any abnormal movement.

Circle No. 530 Stromgren Supports offers the 1370 Low Rise compression short, which helps reduce hip injuries and bruises by providing a 3/16-inch-thick Permalite™ FlexPad™ protective pad for the athlete’s hip area. New for 2007, the highcompression fabric is treated with an antibacterial chemical to help prevent staph infections. For more information, call Stromgren or visit the company’s Web site.

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Team Equipment Wilson Sporting Goods WWW.WILSON.COM New for 2007, Wilson® Intelligent Core (i-COR™) indoor volleyballs react to the task at hand, delivering optimal control for passing and digging, and total speed for closing the deal. Developed with the help of Wilson advisor y staff members and top college programs, i-COR volleyballs excel at the highest levels of play, with unrivaled per formance, touch, and durability. The i-COR High Per formance ball features a full-grain leather cover and is available in white, red/blue, and blue/silver.

Circle No. 532 The i-COR™ Power Touch from Wilson is a top-quality volleyball that offers the perfect balance of control and power. It was developed with elite volleyball players in mind and engineered to allow optimal passing and digging. The i-COR Power Touch has a micro-fiber composite leather cover and is available in white, black, green, navy, orange, purple, royal, scarlet, and red/blue.

Circle No. 533 Worldwide Sport Supply 800-756-3555 WWW.WWSPORT.COM Red Lion Dots socks from Worldwide Sport Supply are made of a blend that’s 71 percent cotton, 21 percent nylon, seven percent acrylic, and one percent spandex.

They can add a touch of style to any volleyball team’s uniforms, and are available in all these color combinations: white/black dots, black/ white dots, navy/white dots, red/white

dots, royal/white dots, white/royal dots, black/fuchsia dots, pink/white dots, purple/white dots, forest/white dots, gold/black dots, and black/lime dots.

Circle No. 534 Instructional DVDs from Worldwide Sport Supply can teach you all the latest coaching techniques. Help your athletes serve with more power and consistency, reach higher on every jump, and cover the court with increased quickness and agility.

Your team will get more digs, kills, and blocks, and remain strong through the end of every match.

Learn successful coaching strategies from the University of Southern California’s head coach, progression drills from Wichita State University’s head coach, and blocking drills from the University of Notre Dame’s head coach with these great instructional videos.

Circle No. 535

Xvest has a new weight configuration, and it’s heavy: 84 pounds of heavy. The new Xvest, known as the Fire Fighter model, was developed especially for fire fighters and their rigorous training. It has the same basic design as the original Xvest, but internally it has a new weight configuration that allows for 84 pounds of weight. Because of its ability to adjust weight like the original Xvest, ever yone from body builders to militar y personnel is buying them. For more information on all the Xvest models, call the company or visit its Web site.

Circle No. 537

Need help fundraising for your team?

Check out the new source for fundraising tips, support, and suppliers:

www.FundraisingForSports.com

Xvest 800-697-5658 WWW.THEXVEST.COM “I have found the Xvest to be an excellent tool for providing overloads in plyometrics, strength training, conditioning, and rehabilitation programs. The fit and adaptability are excellent. The Xvest allows freedom of movement and doesn’t interfere with any of the agility, bounding, or running programs that I write for a wide variety of athletes, both collegiate and professional.

The Xvest has proven itself in my programs.

Thank you for all your efforts and help in improving my capability as a strength and conditioning specialist.” —Donald A. Chu, Ph.D., PT, ATC, CSCS, author of Jumping Into Plyometrics Circle No. 536

Web News Sports Imports Puts Its Nets on the Net Sports Imports’ interactive Web site offers complete product and ser vice information, customer testimonials, and a video on setting up your net system. The “Facility Planner” section allows you to plan your own facility and choose the equipment best suited to your unique needs. Drawings and equipment specifications are also available for download. The Senoh Volleyball Net Systems video can help you set your system up in five minutes or less. The online store enables you to view pricing information and place orders. The site also includes answers to many frequently asked questions, along with links to the industr y’s most useful Web sites.

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COACHING MANAGEMENT

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. 118

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