Coaching Management 20.5

Coaching Management

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CONTENTS | Volleyball Edition | Preseason 2012 | Vol. XX, No. 5

Coaching Management

26

21 OPTIMUM PERFORMANCE 21 WRITING IT DOWN

COVER STORY 12

side out Coaches retire for various reasons, from burnout to finding a new passion. When they look back on their careers, there is often more clarity on what brings success—and how to define it.

3

Looking for a new way to motivate your athletes? More and more coaches are using Team Notebooks.

Athletes today are using energy supplements for a quick pick-me-up. Here’s some advice to pass on regarding best ingredients and when to use them.

3

9

PRESEASON

BULLETIN BOARD

Creating enhanced game-day experiences through mobile technology … Arizona high schools add sand … Welcoming a men’s team in D-III … Three questions for Olympic veteran and high school coach Demetria Sance … Training volunteer line judges.

VOLLEYBALL COURT COACHING AIDS BRACES & SUPPORTS MORE PRODUCTS

Q&A

Heidi Cartisser

At the College of Southern Idaho, Heidi Cartisser took over a team on probation in 2006 and landed an NJCAA title three years later.

On the cover

ALSO IN THIS ISSUE 30 32 33 35

NUTRITION 26 BURST OF ENERGY

34 ADVERTISERS DIRECTORY 36 COACHING GUIDES

Bowling Green State University players, going up for a block in our cover photo, said good-bye this fall to Head Coach Denise Van De Walle, one of six retired coaches featured in our cover story, starting on page 12.

PHOTO: CraigBell/BGSU Marketing&Communications

Publisher Mark Goldberg Editorial Dept. Eleanor Frankel, Director Abigail Funk, Dennis Read, R.J. Anderson, Patrick Bohn, Mike Phelps, Kristin Maki Art Director Pamela Crawford

Marketing Director Sheryl Shaffer Production Dept. Maria Bise, Director Neal Betts, Trish Landsparger Circulation Dept. Dave Dubin, Sandra Earle Special Projects Dave Wohlhueter

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.

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Business Manager Pennie Small Copyright © 2012 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. POSTMASTER: Send address changes to: Coaching Management, P.O. Box 4806, Ithaca, N.Y. 14852.

Printed in the U.S.A.

Coaching Management Preseason 2012 1

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BULLETIN BOARD PREseason 2012

CONTENTS

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3 Helping fans go mobile

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3 High schools get sandy

New Media Promotions

Smart Ideas to Spike Interest It’s no secret that more and more fans are bringing a small accessory with them to volleyball games—their smartphones. In response, athletic departments are working hard to create mobile applications and sites that satisfy fans’ thirst for enhanced gameday experiences.

Stanford University is at the forefront of new ideas in this area, which starts with free Wi-Fi at athletic venues such as Maples Pavilion where the men’s and

women’s teams play. Once logged in, fans have access to a mobile device-friendly Web site called “Stanford Gameday Live!” (www.stanfordgdl.com) that provides ingame video replays and updated statistics from the contest.

A second aspect of Stanford’s fan enhancement push is the free iCardinal mobile app that works with iOS (iPhone) and Android operating systems. In addition to integrating with the Gameday Live Web site, iCardinal links to the school’s social media platforms—such as Facebook, Twitter, and YouTube—allowing fans to share their own photos, videos, and comments.

The app also includes tools that provide fans with greater event convenience.

For example, the school invites hungry spectators to “Skip the Concession Lines, Not the Game!” by placing a food or drink order from their seat using a mobile device and paying for it using a credit or CoachesNetwork.com

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4 Adding men to the program

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6 3 Qs for an

debit card. Once their order is ready, a text message is sent notifying them that their food can be retrieved using a dedicated “Bypass Lane” located at one of the venue’s concession stands.

“We are excited about these mobile technology initiatives and are proud that they support the spirit of leadership and innovation that characterizes Stanford University,” said Stanford Director of Athletics Bob Bowlsby.

Seattle University is another school focused on reaching fans through mobile devices. Since beginning its return to NCAA Division I in 2009, the athletic program has worked hard to increase exposure for its teams. One of its endeavors

Along with having Wi-Fi at its home venue, Stanford University is offering its volleyball fans a free mobile app to enhance their gameday experience.

was the recent creation of an iPhone app.

Entitled “GoSeattleU” and available through the iPhone App Store, the free app provides updated stories, scores, schedules, and athlete bios for the school’s 17 teams. Seattle University Associate Athletic Director Eric Guerra says the app’s ease of use has struck a chord with the school’s fan base. “It’s great because you can add it instantly, on the spot,” he told the Catholic Sports Journal. “We see a spike in people adding the app during announcements at games. We can track exactly when people add the app, and that’s beneficial.”

The app’s success has spurred Seattle University to investigate adding an

Olympic veteran

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7 Training line judges

Android application in the near future and an iPad app a little further down the road. It is currently working on a paid app fans will be able to purchase to access streaming video and additional features. “People like to see live content and immediate information,” said Guerra. “It’s all about creating excitement through the phones to reach our alumni, fans, and potential students.”

In a move to both improve the game-day experience and cut printing costs, the athletic department at Gallaudet University has been experimenting with Quick Response (QR) code technology to replace traditional game programs, which they are only printing in limited runs. A QR code is a computer-generated two-dimensional black and white square that can be read by smartphones and tablets (such as an iPad) to immediately link it to a mobile device-friendly Web site.

Starting last September, the Gallaudet sports information department began displaying posters featuring a QR code— and instructions on its use—at game venues. Once the code is scanned, it is stored in the mobile device and fans have access to that team’s game program for the entire season with information updated before each contest. The stored code also allows fans who can’t attend a game to have access to real-time stats and live video from an event.

“We have noticed over the past two years the large amount of printed game programs not being used and later recycled,” said Gallaudet Sports Information Director Sam Atkinson. “Now we can send our fans to our Web site where we have set up a Game Day Program area with links to the information they want. Plus, now we are not limited to the amount of information we can share, unlike printed programs, and we can rest assured the information is current and up-to-date.”

High School News

Arizona Approves Sand Game The NCAA will begin its first season of sand volleyball this spring, and high schools might not be far behind. In mid-October, the Arizona Interscholastic Association (AIA) Executive Board approved a pilot program for girls’ sand volleyball, becoming the first state high school association to do so.

As of mid January, 10 schools had Coaching Management Preseason 2012 3

BULLETIN BOARD

committed to adding the sport and a maximum of 32 teams will be allowed. The season will run from February until April.

“It’s an opportunity for young ladies to participate in an emerging sport and for us to see what kind of enthusiasm we will get from the schools,” says AIA Associate Executive Director Chuck Schmidt.

“We’re going to test it, work out the kinks, and hopefully next year it will be introduced as a sanctioned sport.”

One school that has agreed to participate is Xavier College Preparatory in Phoenix. An all-female school of approximately 1,200 students, Xavier College Prep frequently has strong turnouts for sports teams (90 students tried out for indoor volleyball this past fall), so when Athletic Director Sister Lynn Winsor heard the pilot program was approved, she immediately contacted her existing volleyball coaching staff.

“Two of the coaches said they’d love to be pioneers in the sport, and were willing to coach the sand team for no additional pay,” Winsor says. “There will be costs for transportation, uniforms, renting a place to practice, and fees for the tournaments, but the school can absorb those.”

Sand volleyball squads in Arizona will have five two-player teams, with two alternates. The contests will be scored similar to NCAA sand volleyball. Schmidt says there are plenty of sand volleyball facilities in the state and some school districts have even stated that they will consider building courts at central locations in their districts if the sport gains traction.

Winsor is excited to be involved on the ground floor and to see the sport grow at the high school level. “One of our missions at Xavier College Prep is to get our students involved in activities and this gives us another opportunity to fulfill that 4 Coaching Management Preseason 2012

Xavier College Prep, competing during the fall season in the above photo, is one of at least 10 high schools in Arizona offering sand volleyball to its students. The Arizona Interscholastic Association is starting a pilot program for the sport this spring. mission,” she says. “Many of our girls who already play volleyball are also on club teams, and I don’t imagine they’ll all be playing sand, so this should create an opportunity for other students. It’s 12 more chances for the young ladies here to be part of something. We certainly have a lot of sand in Arizona, so I think there will be schools interested in trying this out.”

says Faunce, who has been the Elmira Head Coach for 24 seasons. “I’m not afraid to say that the men’s program boosted the morale of the women’s program and added excitement for the sport on our campus.”

For example, attend an Elmira women’s match and you’re likely to see 10 or so male players cheering loudly with their chests painted. “It’s nice because they know the game and can bring volleyball intelligence to their cheers,” says Faunce.

“It’s helped our players get more excited about the game knowing they have that kind of support.

“And the level of play on both squads has really gone up,” she adds. “Players from both the men’s and women’s teams are constantly getting together to play pickup games. It’s really improved our players because they’re touching the ball a lot more. The women aren’t afraid of the men. They say, ‘Go ahead, hit it at me as hard as you can.’”

That attitude helped a lot two winters ago, when Elmira’s inaugural men’s team only had seven members and a couple of Faunce’s players suited up to help the men scrimmage. “They were two of our best players,” says Faunce, who also serves as Elmira’s Head Softball Coach. “Playing against the men really helped them improve defensively because they had to deal with more power and harder hits.”

Beyond injecting skill and enthusiasm, the men’s program (which has 14 players on board this year) has allowed an upgrade to more state-of-the-art equipment. To accommodate both teams and allow them to more easily switch

NCAA Division III

Welcoming a Men’s Team When Elmira College Head Women’s Coach Rhonda Faunce looks into the stands during a match, she sees them cheering wildly.

When she walks across campus, she notices them playing pepper with members of her team. When she heads to the punch bowl at a team party, there they are again: men. And Faunce couldn’t be happier to see them.

Like several other NCAA Division III schools, Elmira recently added men’s volleyball to its athletic offerings. The move was designed to help increase the school’s male enrollment, says Faunce, but it has also proven to be a positive for her women’s team.

“Our women’s program has traditionally been decent, but since we added the men’s program two years ago, it just feels like there’s new energy surrounding it,”

At Elmira College, players on the recently formed men’s team support the women’s squad in many ways, including cheering loudly at home matches.

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QUESTIONS

3

The Olympics

Demetria Sance can’t believe it’s been almost three Olympiads since she represented the United States on its indoor national team in Sydney.

Now Head Coach at Wagner High School in San Antonio, Texas, Sance helped lead the 2000 U.S. team to a 4-1 record in group play and an overall fourth-place finish. At the time, it was just the third Olympics in which the U.S. finished in the top four.

Before becoming an Olympian, Sance was a fourtime All-American at the University of Texas, finishing as the school’s career record holder in kills (2,013), attacks (4,783), and digs (1,614). Following the Sydney Games, Sance played one season professionally in Italy before returning to Texas to complete her degree.

Sance worked as an assistant with the Austin Junior Volleyball Club, then received her first head coaching opportunity at Juan Seguin High School in Arlington. She spent three years at the school before moving back to her native San Antonio to work at Wagner.

As the 2012 London Games approach, we asked Sance about playing in the Olympics and how she uses that special experience to help her studentathletes at Wagner.

Posing with her Olympic teammates in the inset photo, Demetria Sance currently serves as Head Coach at Wagner High School in San Antonio, Texas. Above, Wagner players get ready to start a match.

Management Preseason 2012 6 Coaching Management

CM: What comes to mind when you reflect on your Olympic experience?

Sance: Every day in Australia was amazing. What we went through together as a team— the bonds and friendships I built—will stay with me forever. The opportunity to travel and learn about so many different cultures was also great.

Demetria sance And being an Olympian definitely gave me a better appreciation for the sport.

As I watch the Opening Ceremonies this summer, I’m sure it will take me back to what I was feeling when I was a part of it. Of course I’d love to be there, but I will enjoy watching, too. When you know everything all the athletes are going through and what they’re feeling, it’s like you’re right there on the bench with them. Hopefully we can bring home the gold medal this time.

Why did you get into coaching?

I love teaching volleyball because I have such a deep appreciation for it. I wanted to give back to the sport and teach others everything involved with the game. I felt like coaching at the high school level would be a good place to start, and I’m now thinking about the possibility of college coaching.

Do you use anything you learned from the Olympics with your high school student-athletes?

I don’t talk about the Olympics all the time. But if they ask about the experience I’ll definitely share my thoughts and history with them. I’ve incorporated a lot of the mental exercises and fundamental work I did on the Olympic team into my high school program.

For example, in training for the Olympics, one of the things we did for team building was a partner drill where one person is blindfolded and the other navigates her through a minefield of different objects on the court.

That exercise highlights the importance of communication and how the specific language you use while working as a team is a key to success.

We use that drill at Wagner, and it goes a long way towards turning the light bulb on for my players—it teaches them how much communication is actually needed when they are competing.

CoachesNetwork.com CoachesNetwork.com

BULLETIN BOARD between the two net heights, the school purchased top of the line carbon fiber net systems.

A key to the positive relationship between the two teams has been the synergy of the coaching staffs. Assistant Women’s Coach Jeff Lennox is the Head Coach for the men’s team and he and Faunce see eye to eye. “We believe in the same things,” Faunce says. “He’s very driven about doing things the right way and does a ton of work with his guys on teaching correct behavior. Also important is that his work off the court teaches his players to respect women.

“If he had a different philosophy than me, that could be a downside,” she continues. “But with the setup we have, where the men’s coach is involved with the women’s program and we communicate a lot, it has been great.”

With the coaches setting the tone, the players have followed suit. The two teams hold joint fundraisers and spend a lot of time together off the court.

“They are part of our group,” Faunce says. “When we had our Christmas party, the guys were there. They definitely are drawn to one another and want to hang out.”

Game-Day Operations

Lining Up Volunteers Volleyball coaches are well aware that line judges are an important part of matches. However, at the high school level, they are usually volunteers rather than paid officials. So how can coaches ensure they have competent people performing the job?

At Spotswood High School in Penn Laird, Va., Athletic Director Mary Donnellan has tackled this issue with a formal plan to recruit and train line judges well before the first whistle is blown each season. “In order to have the game called correctly, you need to have some good line judges there,” says Donnellan, who is also a Volleyball Rules Interpreter with the Virginia High School League.

Working with her school’s volleyball coach, Donnellan’s first step is recruiting volunteers. She looks for people in a variety of ways. “For example, I contact our local adult volleyball league and I put the word out at my school,” says Donnellan. “I also talk to people who I know are interested in volleyball and

coaches at some local colleges who talk to others.”

This past fall, Donnellan had four volunteers who rotated throughout the season, so each person did not have to attend every game. “When initially talking to them, make sure they’re committed to the whole season,” she says.

“Then it’s a matter of setting up a schedule and keeping in contact with them.”

Once the volunteers are in place, Donnellan takes the time to train them.

In her preseason training session, she covers the basics in the same way that scorekeepers or trackers would be briefed, making sure they are familiar with the rules and their duties. “I also give them a Cliffs-notes-type card,” Donnellan explains. “It has pictures that show them how to position themselves and exactly when the ball is in and out.”

Donnellan reports that most of her volunteers feel comfortable with their ability to act as a judge in about 20 minutes. The key is making sure they feel confident to make a call. After that, they will be ready to go.

Before each contest, the line judges have a meeting with the match officials to clear up any questions they may have,

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Circle No. 104 Coaching Management Preseason 2012 7

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and to go over other last-minute information. After the match, the line judges and officials have a debriefing, at which time the volunteers receive feedback on their progress and performance.

Finally, Donnellan makes sure to publicly thank the line judges at the start of matches. “By giving them a little bit of recognition, it makes them feel like they’re part of the program,” she says.

One of the four volunteer line judges at Spotswood High School in Penn Laird, Va., works a match last fall. Spotswood has put in place a formal program to recruit and train community members to become line judges at home contests.

Recruiting and training people from within the community takes some work, Donnellan admits, but she feels it is time and energy well spent, especially because the volunteers tend to stick with it. “One of the folks we had working this year is in probably his fifth season,” she says.

“Line judges are a necessary part of the game, and people need to make the effort to have them ready to go.” CM

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Q&A

COMING HOME

Outside hitter Keani Passi helped lead CSI to a sixth-place finish at the 2011 NJCAA championships.

Q&A with Heidi Cartisser | college of Southern Idaho

In the fall of 2006, Heidi Cartisser was hired as Head Coach at the College of Southern Idaho. She arrived at a difficult time. The Golden Eagles had long been a junior college power, winning eight national titles, but were being investigated by the NJCAA. The school decided to replace longtime coach Ben Stroud with Cartisser, who had competed for CSI from 1991-93.

1995 to 2000. She then moved to Chicago State University, where she helped rebuild an NCAA Division I program. But in 2005, she and her husband Jim decided to return to Idaho to raise their growing family.

After graduating from Albertson College, Cartisser began her coaching career at Treasure Valley Community College in Oregon, heading the volleyball program from

In the following interview, Cartisser talks about her return to CSI, planning effective practices, balancing work and family, and team building.

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Eighteen months later, she was hired at CSI. Though the program was on probation and ineligible for postseason play during her first season, she had the Golden Eagles back in the NJCAA playoffs by 2007, when the squad finished 10th. Two years later, CSI won its ninth national title. Last season, the Golden Eagles compiled a 24-12 record, finishing sixth at nationals.

CM: Your team finished sixth nationally this past year, but it seems like it was a rollercoaster season.

Cartisser: Our challenge was being able to perform at a high level more consistently.

We kept telling our players, “If you’re able to consistently perform at this level, it’s going to happen. Continue to buy into what we’re doing. All of this is just the learning process, and it’s going to matter at the end.”

The players understood and, after a loss, they would often say, “What do we have to do? What is our goal today? How do we get past this?” We also had players who needed to get comfortable and confident in a new position, which they did. They pulled through at the end.

Q: Why did you leave an NCAA Division I job?

Coaching Management Preseason 2012 9

Q&A Helping to turn around Chicago State was exciting. When I took the job, the school was one of the worst in Division I, at least on paper, and in my last year, we were almost to .500, fourth in the conference. We had 11 returning players, so we had a lot to be excited about heading into that next year.

Then my husband and I found out that we were pregnant with our fourth child. Our oldest was only six at the time. That’s really the reason we ended up leaving—we were 2,000 miles away from family.

Some people might see going from Chicago State to CSI as working backwards, but I don’t. I love being at CSI. I love the level of

How do you help your players from diverse backgrounds to get along?

Every year before we even touch a volleyball, we go on a retreat for a couple of days.

We do team-building activities that put them into situations where they get to know each other quickly. That helps get everybody on the same page.

What sort of team-building activities do you do?

We start with “get to know you.” We talk about how we all come from different backgrounds and have been coached by different coaches, but we have to come together and

“I like the challenge of getting players ready to compete at the Division I level. It’s great to get a phone call from a coach ... telling me that not only are my players great statistically, they’re also contributing as leaders.” play we’re at and the importance placed on athletics at the school. I have no desire to go anywhere else.

What are the pros and cons of coaching at a junior college?

I like the challenge of taking players and getting them ready to compete at the Division I level. It’s great to get a phone call from a coach thanking me and telling me that not only are my players great statistically, they’re also contributing as leaders.

But it’s also hard to lose them after only two years. We train them well and get them going in the right direction, and their best years are played for another coach. When they leave after the two, it hurts my heart sometimes—I really do enjoy them.

You have players from all over the Northwest as well as Hawaii and abroad.

How do you sell them on coming to Southern Idaho?

We sell the rich tradition that we have here, and the relationships that we build. Players who have been here in the past are willing to tell others from their country or hometown about CSI—that we take care of them and get them ready for future opportunities. Our players have kept the connection going.

We don’t recruit outside of the United States, but we do go to the Hawaii state championships—we have an assistant coach from Hawaii on staff. Another way we get our players, and one we’re so thankful for, are the Division I programs. Because they trust in our ability to take care of athletes and train them well, they place their players here.

10 Coaching Management Preseason 2012

understand the same concepts. We have to speak the same language when we’re on the court.

Then we do some activities that challenge them. We start to see who our leaders are and who responds to pressure. We also really try to push family at the retreat—that we respect each other and treat each other well, and when it comes to pressure situations we’re all in it together.

How do you set goals for your team?

Are they specific, like trying to win a national championship?

That is the goal every single year. Our goal setting actually starts in the recruiting process.

When we’re talking to high school players to see if CSI is a fit for them, they know the expectation is to win a national championship.

So it starts early on. Throughout the season we also set goals depending on what our competition is or where we’re at in the rankings.

Is there a key to winning a national championship?

There’s a lot that comes into play. You need to have great players who stay healthy, and you need to have them all on the same page. When we were able to win in 2009, there were players who probably didn’t love the roles they were in, but definitely accepted them and did them to the best of their ability.

I’m so thankful for that. Not all of them got to be the shining hitters or passers, but they motivated and pushed those other players in practice. It was very cool to see. A little luck comes into it, too. You have to get some calls to go your way—to help build confidence.

What makes an effective practice?

An effective practice needs to have organization with high repetition. And every drill must have a purpose. We do a lot of progression, specifically having a goal for that day.

And we do a lot of wash drills that involve six-on-six play—we give certain sides handicaps or restrictions to target problem areas, or we’ll put them in certain pressure situations. Also, every drill counts for something.

When a drill is scored, and players have a goal to go for, they really learn how to compete.

What do you think of the new NJCAA rule limiting schools to three international players?

I think it makes the playing field a lot more even, but I’m 100-percent sold that international players are important because they raise the overall level of play. It’s also incredible to get to know these women from different countries and see them form friendships with people from the States.

What’s it like to work in an athletic department that has only seven sports?

I love it. It’s such a close-knit family. All the programs here are successful, and what I like most is that we all support each other and want each sport to do well. We have some incredible coaches here at CSI and I’m thankful that I get to rub shoulders with them on a daily basis.

How do you balance family with coaching?

Early on, my mother and mother-in-law helped a lot. But most important, I have a wonderful husband who is willing to take the role of Mr. Mom, and he does a really great job with it. We have coached together a lot, so he understands what I do. He gets it.

I love when moms can be coaches, too. I think it’s great for the team to see. Another thing is that CSI allows me the flexibility to be a mom. I am grateful for that.

Have you had any issues coaching with your spouse?

Right now Jim is a volunteer assistant for our team and runs a club program. Lots of people have asked us, “How do you do it?”

One of the most important aspects of running a program is having a loyal assistant.

Having Jim as an assistant means he always has my back and my interests in mind— because they are our best interests. The other thing is that I’m thankful for his perspective, even when we may not agree.

The only con is that it can take over your home life. We learned that early on and made a rule that we can’t speak volleyball at the dinner table. And if we slip on that rule, our kids will remind us! CM CoachesNetwork.com

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Circle No. 106

siDE

OUT

Bowling Green State University recently retired Head Coach Denise Van De Walle celebrates a win with her team last fall. She feels it’s important for today’s coaches to know their “shelf life” and understand when it’s been exhausted at a particular school.

Photo: BRAD PHALIN/BGSU MARKETING & COMMUNICATIONS

COVER STORY

Coaches retire for various reasons, from burnout to finding a new passion. When they look back on their careers, there is often more clarity on what brings success—and how to define it. We asked six retired volleyball coaches to share their insights.

For one coach, 41 years was enough. For another, there was a need to help her mom. A third coach wanted to concentrate soley on her duties as athletic director. And yet another admits she was plain worn out.

At some point, you will wonder if it’s time to retire. Maybe another opportunity is beckoning or your priorities have shifted. Or it could just be time to hang up the whistle and relax.

We talked to six coaches who have recently opted for retirement about their decision to do so. We also asked them to reveal the secrets to their success and how they handled the biggest challenges of their careers. Whether you’re thinking about retirement yet or not, these coaches have lots of wisdom to pass on.

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Done it all

Bowling Green State University’s longest tenured head coach retired last fall after 29 seasons. Denise Van De Walle’s teams posted 13 20-win seasons and one 30-win campaign on her way to a 527-378 career record.

She was named Mid-American Conference Coach of the Year four times, and served as President of the American Volleyball Coaches Association (AVCA) and on the Board of Directors for USA Volleyball.

Van De Walle started her coaching career at North Side High School in Fort Wayne, Coaching Management Preseason 2012 13

COVER STORY

Ind., where she led her team to a state championship, as well as sectional and regional titles, and was Indiana High School Athletic Association Volleyball Coach of the Year in 1978. She has also coached at Ball State, Cal Poly-San Luis Obispo, the Michiana Volleyball Club, Athletes in Action, and the USA Women’s National Sitting Volleyball Team.

CM: Why did you decide to retire?

Van De Walle: I retired to move back home to help my mom. She was forced to

What advice do you have for current coaches to maintain long and successful careers?

Find balance between your job and the rest of your life. Keep your priorities your priorities. Second, I think it’s critical to know what’s really important to yourself when it comes to coaching. Figure out what your volleyball goals are, then find a school that supports your goals. It’s about fit. If you want to win championships and you’re not supported at that school, you’ll just be frustrated.

CM: Why did you decide to retire?

Mader: I spent 41 years coaching, since 1969, and felt it was time to hang it up. We won a state title in my last year, so it was a nice way to retire.

What were the keys that made you successful throughout your career?

One was to be consistent every day. Practice always started at 3 p.m., on the dot.

We also worked a lot on focus. Many times when you lose matches, it’s because

“I focused on having a team culture based on positive attitude— we created a pamphlet that emphasized this idea.”

Milan mader, Lakeville (Minn.) North High School move out of her house because a new high school was being built on her property. My dad passed away a few years ago and moving alone was too much for her.

Looking back, what was the best part about being a coach?

The best part was the relationships with the players—talking, teaching, counseling, road trips. Next was the competition. There’s nothing like the feeling of a big win or seeing your players put it all together.

I loved what I did. It was meaningful to me to be a part of the players’ lives and watch them grow. I love to teach and that’s what I felt I was always doing.

What were the hardest parts of the job?

Recruiting was toughest. I won’t miss being on the road. Also tough was not having money in the budget to do what we wanted.

There was always a fight to get the recognition for the program I thought we deserved. I also won’t miss some of the problems that playing time seems to bring—from both players and parents.

What do you feel were the key things that made you successful throughout your career?

I truly feel that the Lord blessed my efforts. I also tried to be flexible and adaptable throughout my career, always looking for ways to improve. I wasn’t afraid to change or try something new. And I never quit or gave up.

Was there a certain coaching philosophy you followed?

I believe that your players don’t care how much you know until they know how much you care. I wanted them to know that I cared about them as people first and as volleyball players second.

14 Coaching Management Preseason 2012

I also think coaches have a shelf life and you should have a good pulse on yours. Try to get out before your expiration date. More and more coaches are being let go after several years at the same school because they’ve exhausted their shelf life there. It doesn’t mean they aren’t good coaches—it could just mean the shop owner is looking for a newer version of the same product. I was fortunate to last 29 years at the same school. I don’t see that happening as much in the future.

you’re tired and are having trouble focusing and executing. For the last half hour of every practice, we trained our focus.

Obviously the most important part of volleyball is ball control, so defense was always a big part of our work. Also, we focused on playing high above the net.

Finally, I focused on having a team culture based on positive attitude—we created a team culture pamphlet that emphasized this idea and we followed it.

If you could have done anything differently in your career, what would that have been?

Why is a positive culture so important?

I would have had more balance in my life. Coaching often consumed me and I see some of the pitfalls of that now. I’d also try to not take losing so hard.

The only other thing is that I may have left BGSU to try coaching at another school.

I loved BGSU, but I wonder what it would have been like to coach somewhere else and see what I could have accomplished.

Because kids always remember if you say something negative. You might say positive things to them 99 percent of the time, but they will remember the one negative thing.

I coached my daughter and I told her once, “Donna, don’t be lazy.” When we got home, my daughter said to my wife, “Mom, Dad says I’m lazy!” And I said, “I never said that! I said ‘Don’t be,’ not ‘You are.’” But that’s very, very typical of young people. The negative aspect of whatever you say overshadows all the positive things you have said.

in the 800 club

Lakeville (Minn.) North High School Head Coach Milan Mader retired on a high note. After 15 appearances and five secondplace finishes, Lakeville North won its first Minnesota State High School League (MSHSL) Class AAA Girls’ Volleyball Tournament in 2010—Mader’s final season of coaching. Mader also had the honor of seeing one of his former athletes compete in the Olympics, when Elisabeth Bachman played on the USA indoor team in 2004.

Over the course of his career, Mader achieved 806 wins, making him Minnesota’s second high school volleyball coach to reach the 800 mark. He has been inducted into the Minnesota State Volleyball Coaches Hall of Fame and received the Special Merit Award from the Minnesota Coalition of Women in Athletics.

What advice do you have for current coaches?

Enjoy it. I always enjoyed coaching. I also think it’s important to teach kids proper work habits—not only for volleyball, but for life. I’m very happy that my players took what they learned from the sport to their personal lives. When I see somebody I had the opportunity to work with 30 years ago, what they remember is not necessarily how to execute certain skills, but how important it was that they brought those efforts to their life off the court. switching gears

Kris Russell retired as Head Coach at the University of Wisconsin-Whitewater in 2004, a post she had held since 1981. She led CoachesNetwork.com

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She received AVCA Division III National Coach of the Year honors four times, and retired with an 812-231 record.

In 2009, Russell decided to put her whistle back on, as an assistant coach for Elmhurst College. This past season, she helped the team reach its first NCAA Division III tournament since 2005. Russell presents at many volleyball clinics and conducts the Volleyball Coaches’ Clinic at Whitewater every summer.

CM: Why did you decide to retire in 2004?

Russell: I wanted to do something different. I coached for 24 years, and that’s a long time. It wasn’t that I didn’t enjoy what I was doing. I did. But I had coached at one school long enough and it was time to leave.

What then made you decide to become an assistant coach at Elmhurst in 2009?

I missed the kids. But all I wanted to do was train them. I didn’t want the responsibility of recruiting, going to watch open tournaments, and being on the road. I like being in

It’s nice to be the one in charge and making the calls. When you’re an assistant, you’ve got to be okay with the fact that you’re following someone else’s lead. I needed to accept that. There are times when I think, “Oh man, I’d do that differently.” But it’s not my program, which is what I want right now.

Being able to recruit the kinds of athletes that were a good fit for our program was really important. Also key was surrounding myself with assistant coaches who shared my vision.

And I needed to be really organized, a great communicator, and have a strong work ethic.

I also found that coaches need to be creative, because kids get bored really easily. Getting a drill book and opening it up and finding some new drills doesn’t cut it. Being creative is looking at your team and saying, “What does my team need? What are we strong in, and what are we weak in?” Then you need to find a creative way of working at it.

Looking back, what was the best part about your time at Whitewater?

What did you learn over time that you wished you knew earlier in your career?

There’s something exciting about building a program and keeping it at a certain level.

Having your program respected on a national level is also a great feeling. But it’s the kids that make you continue coaching. I was blessed to have such wonderful young women to work with—that was the best part of the job.

That my coaching philosophy should focus more on enjoyment of the sport. As young coaches, we’re demanding and we can be rough on our players. Often times, it’s about winning and not about them. I think back to early in my career, and boy was I competitive. I was so worried about winning that everything else took a backseat. Then I started to look at it differently. I realized it really wasn’t fun to yell at my players, or to demand ridiculous things of them.

the gym, working with players. I didn’t think anybody would hire me to just do that, but [Elmhurst Head Coach] Julie Hall did. And it was a win-win for both of us.

What do you miss about being a head coach?

What were the key things that made you successful?

Semi-retired After a successful career at Moeller High School in Cincinnati, Head Boys’ Coach Greg Ulland decided to focus his attention on his girls’ team at nearby Sycamore High School. Ulland’s team at Moeller made

it to the state finals eight out of his 10 years on the job—and won the championship four times. However, after spending several years splitting his attention between coaching at Moeller and teaching math and coaching girls’ volleyball at Sycamore, Ulland decided to retire from Moeller.

CM: What were the best parts of coaching at Moeller?

Ulland: Coaching really committed, really skilled athletes. Also, forming lifelong bonds with some of the players I coached.

What was the hardest part of coaching at Moeller?

Maintaining the level of excellence that we established for ourselves. Maintaining that day after day and year after year was hard.

What were the key things that brought success?

I think it was developing athleticism in the weightroom. Another key was getting players to appreciate attention to detail, particularly as it came to technique. And then also having great athletes.

You can’t be successful without them.

Was there a certain philosophy you followed?

We were real big into first contacts: serving, passing, and

16 Coaching Management Preseason 2012

defense. We also spent a lot of time developing setters. We just kind of let the hitting and blocking take care of themselves.

What did you learn over time that you wished you had known earlier?

Well, probably millions of things, but there are two at totally opposite ends of the spectrum. One thing I learned is that first you have to get kids to believe they can be the best at what they do. And then on the total other side, with coaching, that I could be as proud of a group of kids whose season didn’t end well, as I could with a championship.

How did you avoid getting burned out?

Well, I’m not sure that I did. But I think the best thing I did was to start every season new. I always had a new blueprint, a new schedule, and new documents for the year. It’s so easy to take the saved documents and say, “Hey, this is what we did last year and it worked, so let’s do it again.” But especially in high school, each team is so different, there needs to be different strategies and practice routines for those new teams.

What do you see as a challenge for volleyball in the future?

The biggest challenge we face is eliminating the socio-economic gap so that more kids have the opportunity to play volleyball at a younger age. It’s too often a game where affluent girls have an advantage. I wish boys and a more rounded group of athletes had the chance to play earlier.

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COVER STORY

Once I came to that conclusion, I changed my coaching philosophy to not talk about winning, but instead to make playing and practice fun. It wasn’t that I didn’t stress playing hard or playing your best, because I definitely did. But it was about accepting the outcome. I learned that if my team played the best it could, and we lost, the players still did what I asked them, so accepting that loss was okay.

As I evolved as a coach, so did my program. I changed my focus to all the reasons kids play sports: developing sportsmanship, working together, and building character. I think as young coaches we don’t look at those things—we just see the “golden apple” as winning.

I also found out that if you do all the things that need to be done, and do them well, you can’t help but win. It just happens.

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What was one of the most challenging situations you faced as a coach?

Playing in a terrible venue. Our old gym had a hardwood floor that was about 20 years old, and it had lost its spring.

There were lots of back and knee injuries. We also had to share the facility. It took years and years of work to get an arena strictly for volleyball, but we eventually did.

How did you make decisions on any potential job changes?

I had a few offers throughout my tenure at Whitewater, including some at Division I schools. But I really liked teaching.

I taught teaching methods classes in the physical education department. I didn’t want my life to only be about 12 kids on a volleyball team. Whitewater gave me great opportunities, not only as a coach, but as a teacher. There was no reason for me to leave. three decades on the court

This fall, Head Coach Lisa Miller left the sidelines at Illinois Valley Central High School in Chillicothe, Illi., for the last time, after being involved in the sport for over three decades. Her squad won the North Central Illinois Conference in 2009, and advanced to regional competition this past season. Miller also coached the first two IVC volleyball players to go on to compete at the NCAA Division I level. Although she has retired from coaching, Miller is still teaching at IVC, along with serving on the adjunct faculty at Midstate College.

Miller started her coaching career in 1981, and took six years off in the middle, before continuing on to her retirement at the end of 2011. Prior to IVC, Miller coached at Hartsburg-Emden High School and Illini Central High School.

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The best part was the sport itself. To me, volleyball is the ultimate team sport. You can’t have one person doing everything and you can’t win a game by yourself. To see the girls improve and grow together was also very rewarding.

What was the hardest part of the job?

The outside challenges. Working with parents can be difficult. I will not miss dealing with those who feel their daughter is the best athlete and can’t see her as part of the team.

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Coaching Management Preseason 2012 17

COVER STORY

What did you learn over time that you wish you had known when you first started?

When I first started, I was 24 years old, enthusiastic, and a bit naïve. I wish I had known that volleyball isn’t the center of attention for the everyone. I didn’t realize that until I was at a point in my life where other things were happening, and I quit coaching for six years. When you’re in the middle of the sport, it seems like it’s important for everyone, but it’s still just a game.

CM: Why did you decide to retire?

Daugherty: After 16 years of coaching at the collegiate level I added Director of Athletics to my title. I did both jobs for four years. But I felt like neither job was getting the attention it needed. I felt I could best serve JBU by moving into administration full time. It wasn’t an easy decision and there are days when I would love to be back on the sideline. But I look at my job now as being able to “coach” coaches instead of students.

What was one of the most challenging situations you faced as a coach?

One year I had six seniors and the rest were underclassmen. I thought we were going to have a really fantastic season, but we began 0-9. It was difficult to know what to say to make them believe that things would get better. I told them to never give up, to keep their focus on the team, and not look past the point in front of them. By the time our conference schedule rolled around, they were working together much better.

“At some point I started each practice communicating our plan for the day. It was amazing to see how much it helped them stay focused.”

Robyn Daugherty, John Brown University How did you avoid getting burned out?

Every season was new. Every group had a totally different mix of personalities, and that kept it interesting for me. I also loved watching the younger players advance.

When I did feel burned out, it didn’t have anything to do with the players, but all of the other things that go along with coaching high school teams—planning fundraisers and camps, scheduling games and officials, ordering equipment and uniforms. It all adds up. It was a year-round thing, even though the season only lasts for 10 weeks.

What advice do you have for current coaches to maintain a long and successful career?

You need to have confidence in yourself and thick skin because your coaching will be scrutinized. There are more and more people who think they know the dynamics of the game and how it should work. Believe in yourself and what you are doing.

Also, align yourself with good people.

Choose assistant coaches who will respect and support you and your strategies. And get to know your school’s maintenance crew and treat them well. Whenever there’s a problem in the gym, you want those people on your side. coaching coaches

After 20 years coaching for her alma mater Robyn Daugherty retired from her post at John Brown University in 2010 in order to commit more time to being Director of Athletics at the school. Throughout her career, Daugherty posted a record of 446-300, tallying back-to-back 30-win seasons in 2004 and 2005, and a Sooner Athletic Conference Championship in 2006.

She was named SAC and NAIA Region VI Coach of the Year three times and the NAIA Region VI Coach of Character in 2007.

18 Coaching Management Preseason 2012

What do you feel were the keys that made you successful throughout your career?

I always told players that if they were not enjoying the game—whether winning or losing—it was time to quit. If it becomes a job that isn’t fun for an 18-to 22- year-old college student, then the focus on sports is too large.

Another thing I tried to instill in teams was to “play the point and game in front of you.” If your focus moves towards games in the future, then you are missing some opportunities that are right in front of you.

What did you learn over time that you wished you knew earlier in your career?

That players like to know the objective and focus for each practice. I’m not sure when, but at some point I started each practice with them on the line and me communicating our practice plan for the day. It was amazing to see how much they appreciated that and how much it helped them stay focused at practice. They knew what was going to happen and why. It helped them to engage more.

I also began using the clock for everything—as a countdown to the start of practice, warmups, drills, six-on-six time, etc. In the midst of a practice sometimes we as coaches just continue on with a drill when we should really move on to another objective.

How did you avoid getting burned out?

I broke the season into segments: preseason, non-conference, conference, and then postseason. We set specific obtainable goals for the year then reviewed those goals after each segment. I also tried to introduce some new drills, take a day off, or have captains lead practice one day—all those things helped me not burn out.

Everyone had a role on the court, and we ended up going 10-0 in conference play!

What advice do you have for current coaches on maintaining a long and successful career?

Keep your priorities in balance and enjoy being around young people. There were days when I wanted to kick myself for allowing 18- to 22- year-olds determine my success on the court. But most days I thoroughly enjoyed teaching both on and off the court and seeing players mature.

Also, know that you are never going to win all the games in front of you. Sometimes I would get so mad after a loss—I couldn’t think about anything else. Then I realized that I was taking it much harder than my team and I was missing out on the lessons that could be taught through losing.

What do you see as the major challenges for women’s volleyball in the future?

The game continues to change and develop into a sport that requires training all year. Because of that, I am concerned that many potential female coaches will choose not to go into this profession for fear of the time it might take away from their family.

The other thing that I see as a challenge is keeping kids from burning out before they get to college or even high school. I love that youth volleyball opportunities have grown through the years, but I am concerned that kids are spending way too much time in their childhood training for a competitive sport. They are asked to choose earlier and earlier in life, instead of being given the opportunity to play as many sports as possible. We have to keep a balance for our kids.

Otherwise they are going to burn out and lose their love of the game. CM CoachesNetwork.com

Circle No. 109

Circle No. 110

optimum performance

Coach Jason B. Jones of Las Vegas has his club players Leah Lychock and Faryn Duncan (left to right) analyze their play in notebooks.

writing it down Looking for a new way to motivate your athletes? More and more coaches are using Team Notebooks.

By Dr. Richard Kent

jason b. jones

You’ve just had a comeback win over a better team. Your players hug and high-five in celebration. Ten minutes after the handshakes, while your players stretch and hydrate, you take a glance over toward your opponents to see how they’re taking the loss.

Across the court a few players still stretch, but one by one they open up their athletic CoachesNetwork.com

bags and pull out a notebook. Soon, most of the players are writing. Heads bowed into their books, the players look focused and purposeful.

You walk across the court. “Team Notebooks,” says the other coach. “They’re writing a quick analysis of the match.”

A combination workbook and reflective journal, Team Notebooks guide athletes in critiquing a match and their own performances. Such writing helps athletes prepare for the next competition and to think more objectively about matches. The Notebooks also keep the coaching staff informed of what players are thinking.

Coaching Management Preseason 2012 21

optimum performance

As a coach, I have used various writing activities with my high school and college teams since the early 1980s. Writing has helped my athletes learn many lessons while thinking more deeply about their training and competitions. Over the past six years, I have studied the use of Team Notebooks on a wide variety of teams across the nation.

This article showcases some of what I have discovered.

MANY BENEFITS

IN-SEASON

Adding Team Notebooks to an athletic program won’t make up for out of shape athletes or ill-designed training sessions. However, coaches have found that writing provides

asked the athletes on the ski team if writing could make someone a faster racer or a better athlete.

“Writing makes you learn about yourself,” explained Chris McKenna. “Knowing yourself physically and mentally as an athlete is very important. Writing made me think about what I was doing well and what I needed to work on. This made my training and motivation much better.”

“Writing helps athletes analyze their play, thought processes, and feelings,” says Nicole Moore, Assistant Women’s Lacrosse Coach at the University of Vermont. “It brings more meaning to what they are experiencing. Writing is a reminder of what we all are

Valley Academy, English teacher Mary Poulin gives her student-athletes a choice for daily writing at the beginning of class. They may write about “the opening line of a notable poem, which they can spring board off in prose or poetry” or a prompt about athletics from my new book Writing on the Bus. With this approach, she merges writing with her students’ passion for ski racing.

According to Poulin, the would-be Olympians delve into themes like performance pressure, humility, and sportsmanship.

Because our teams are comprised of student-athletes with different learning styles, writing can play a unique role. For those who are more tuned into writing and read-

The following is a Competition Analysis by a sweeper on a soccer team. The team has just won, 1-0, and upped its record to 4-0.

My strengths as a player in today’s match: Maintained defense’s compactness. Right amount of talk—I didn’t talk too much like last game. I had a brilliant run through the midfield into the attacking third.

My weaknesses as a player in today’s match: I could have been more supportive of Jason. When I encourage him he plays better.

Team strengths in today’s match: We worked as a team—great support—positive comments … Good halftime adjustments.

Team weaknesses in today’s match: We could have been more inventive in attack during the 2nd half. We used Matt too much.

many benefits, from helping athletes work toward their goals to linking to their school’s academic mission. During interviews, coaches and athletes also spoke about how Team Notebooks added variety to practice sessions and frontloaded team discussions.

For me as a coach, the athletes’ writing provides yet another way to enhance communication. Reading entries from my players’ Team Notebooks or Journals keeps me more in tune with their needs and strengthens the player-coach relationship.

Other coaches cite that writing improves their athletes’ learning. “My players were able to look at the game from a coach’s point of view and learn how to deal with situations that the other team presented,” says Anthony Neeson, Head Girls’ Soccer Coach at St. Michael the Archangel High School in Baton Rouge, La. Ski racing coaches Darrell Gray and Jake Fisher of Burke Mountain Academy in East Burke, Vt., assigned writing activities to their athletes during a training camp in Chile. I 22 Coaching Management Preseason 2012

Opponent’s strengths: They never let down. #9 had warp speed. His runs opened space and chances on goal.

Opponent’s weaknesses: Their midfielders and forwards did not mark us well in attack.

The “difference” in today’s match: Our midfielders’ support of the forwards … and, did I mention, a brilliant run by the sweeper?

Team adjustment you suggest for the next match against this opponent: #9=FAST. Move Dusty? More variety in attack.

Other comments about team strategy, attitude, preparation: We were prepared! The seniors had us ready to play. Un-DE-feated!

playing for and working towards.”

In Writing to Learn, William Zinsser explains the value of writing as a learning tool: “Writing organizes and clarifies our thoughts. Writing is how we think our way into a subject and make it our own. Writing enables us to find out what we know—and what we don’t know—about whatever we’re trying to learn.”

Writing as a learning activity also connects athletics to academics. In the academic arena, high school and college faculties emphasize the importance of writing across the curriculum and across disciplines. Schools like Burke Mountain Academy work to integrate writing in all facets of a student-athlete’s life, from the classroom to the ski slopes. Coaches who adopt writing as a learning activity on their teams may find faculty members and school administrators cheering them on. In fact, at some schools, coaches and teachers have joined forces through classroom assignments, such as using sport journals in English class.

At Maine’s elite ski school Carrabassett

ing, Team Notebooks offer a welcoming way to learn beyond the more traditional coaching methods. And even for student-athletes who shy away from the written word, I’ve found that writing in the Notebooks builds academic confidence as they write about a subject they know well.

Sport psychologists use writing activities to help athletes sharpen mental approaches, curb performance anxiety, and eliminate negative thoughts. In Creative Journal Writing: The Art and Heart of Reflection, author Stephanie Dowrick explains that writing and journaling can reduce stress and anxiety, increase self-awareness, sharpen mental skills, Richard Kent, PhD, has spent over 30 years coaching soccer and skiing at various competitive levels and is an Associate Professor at the University of Maine as well as Director of the Maine Writing Project, a site of the National Writing Project. Rich has recently authored Writing on the Bus: Using Athletic Team Notebooks and Journals to Advance Learning and Performance in Sports.

He may be reached at: rich.kent@maine.edu or via the book’s Web site: www.writingathletes.com.

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promote genuine psychological insight, advance creative inspiration and insight, and strengthen coping abilities. Team Notebooks may offer the same benefit for athletes.

Meg Hostage, an NCAA All-American in diving at Stanford University, found that writing kept her focused. “Writing worked to keep me accountable for what I wanted to achieve, and in a way helped me to reach my goals,” she says. “Putting it all in writing reminded me what I was working toward every time I opened the journal to make a new entry.”

ORGANIZING THE BOOKS

The basic Team Notebook can be adapted for different sports and to align with program needs. Coaches determine what and how often athletes will write, and that can change from week to week or season to season. If the concept of using a full-blown Team Notebook is overwhelming, coaches may decide to use sections of the notebooks as stand-alone activities.

Regardless of the structure chosen, the key is that the pages of Team Notebooks serve as a place for athletes to reflect, analyze, and note-take. Whether coaches use three-ring binders like I did or move to online forms, the prompts on the various pages should create opportunities for athletes to set goals and work through challenges.

The following provides a look at some of the sections of Team Notebooks: Coach’s Informational Letter: It’s a good idea for the notebook to begin with an opening letter by the coach. Coaches might write briefly about the program’s history or the goals for the season and include team rules and contact information.

The letter should include thoughts on why Team Notebooks are important, as well as directions for its use. For example, the coach may state: “The Competition Analysis section is due immediately after a match unless you make arrangements with the coach,” or “If your writing is illegible, I’ll ask you to write the page again.”

Preseason Thoughts: At the beginning of an athletic season, many coaches ask players to formulate personal and team goals. It’s not uncommon for such writing to end up being overly generalized. Including a page for preseason thoughts, with specific prompts, can make this exercise more meaningful. Here are some prompts that can be utilized: n My strengths last year as a player n My weaknesses last year as a player n My preparation for this season has been the following n My goals for this season include the following n Last year our team strengths included n Last year our team weaknesses included CoachesNetwork.com

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n

I am taking the following classes this

motivational when shared with the coaching staff. For athletes who have only marginally prepared, writing Preseason Thoughts can be an empty experience that leads to a reality check. This may impact an athlete in the long term by serving as an incentive.

Competition Analysis I: This page of the Team Notebook is completed after every match, and builds on the preseason writing.

It guides athletes in reflecting on their individual performances as well as those of their teammates and opponents. The prompts steer players away from reducing a match result to one-dimensional accounts like, “the officials had it in for us.” The page helps players gain perspective and moves them, in large and small ways, toward thinking as coaches.

The one-page reflection takes an average player three to five minutes to complete.

fall n Other thoughts.

The prompts on this page create opportunities for athletes to look back and think forward, and thereby make specific connections to their performances. Writing Preseason Thoughts takes an athlete roughly 10 to 15 minutes. Depending on the number of athletes on the team, a coach will read and perhaps take notes on the collection of pages in 15 to 30 minutes.

Using Preseason Thoughts generates deeper conversations, provides players with a forum for goal setting, and keeps the coaching staff informed. For athletes who have fully involved themselves in off-season training and arrive at preseason fit and determined, writing Preseason Thoughts can build confidence and be

like a coach

The Competition Analysis II prompts athletes to think and write about a volleyball match the team watches together.

TEAM 1

TEAM 2

Strengths:

Strengths:

Challenges:

Challenges:

Game-to-Game Adjustments:

Game-to-Game Adjustments:

Position Specific Comments Strengths, Weaknesses, Tendencies

Setters:

Setters:

Middles:

Middles:

Outsides:

Outsides:

Liberos:

Liberos:

Describe the Turning Point of the Match:

Final Analysis Think as a coach about each team’s performance.

What adjustments would you have made if you were each team’s coach?

What issues would you address with your team after the match?

TEAM 1:

Other Thoughts and Notes:

24 Coaching Management Preseason 2012

TEAM 2:

Depending on the number of athletes, coaches will read and perhaps take notes on the collection in 10 to 20 minutes. An example of a Competition Analysis I can be seen in the sidebar titled “In-Season” on page 22, which is from a soccer player.

Competition Analysis II: The prompts on this page assist athletes in writing about a competition that a team watches together.

The two-page observation takes athletes approximately 10 minutes to complete and may be used as a discussion guide. Coaches may read and perhaps take notes on the collection in 10 to 20 minutes. Some coaches do this exercise once a week while others do it once a season. An example of a Competition Analysis II for volleyball is at left.

Postseason Thoughts: On this page players are asked to think about the past season while making plans for the future. As with Preseason Thoughts, an athlete may take 15 to 20 minutes to write and a coach may read and perhaps take notes on the collection in 15 to 30 minutes. The prompts on Postseason Thoughts are similar to Preseason Thoughts.

Athletes’ Notes: These pages are for keeping notes, sketching plays, and storing information like handouts from the coach. The pages may be blank pieces of paper or the coach (or players) may create different page styles.

It’s not uncommon for coaches to create their own program-specific notebook pages.

At Temple University, the women’s lacrosse staff created a page for athletes to use following an injury, which helped keep athletic trainers and coaches informed of athletes’ rehab plans and progress. At Gonzaga University, Head Women’s Soccer Coach Amy Edwards created Pre/Post Game Sheets to help her team with the challenge of recovery when playing Friday/Sunday matches, which is typical in her team’s conference.

Some coaches expand the concept of the Team Notebook to an Athlete’s Journal, which can help athletes delve deeper into their motivations and stumbling blocks.

Here are some examples of prompts to use for this deeper analysis: n What do you dislike about yourself as an athlete and why? n Think back to a time when an athlete or team you admired failed in an event that the athlete or team was favored to win. Describe your feelings. n What is your favorite place to compete and why? n Why can this statement hold true: “Some days, doing poorly is the most important result that could happen.” n What is a good opponent? n What’s a great memory that you have as a competitive athlete?

CoachesNetwork.com

optimum performance MAKING IT WORK

A lot of coaches I’ve met like the idea of Team Notebooks but feel overwhelmed at the prospect of having another thing to keep tabs on. My advice is to keep the process simple, at least to start. The Preseason Thoughts section may be a good first step. Athletes will write and the coach will read, and this exercise won’t take more than 20 minutes for either to complete. Then, a coach might use the Competition Analysis I sheet for just a few matches or ask athletes to write responses to a few questions before a team discussion.

A coach can also vary the amount of time he or she spends reviewing the writing. As a soccer coach, I photocopied the pages and kept them in a large three-ring binder. I liked comparing my athletes’ responses from game to game. But other coaches simply read the notes quickly and hand the pages back.

Some coaches have told me they write back to players as a way to show concern, offer advice, and build relationships. While I have not done this, I do speak with athletes if I have concerns about an entry or if their writing indicates they are struggling.

Coaches should also be prepared to read athletes’ honest opinions. There are times

when players’ frustrations come out in their writing. Perhaps they didn’t play in a match or, in their eyes, played too little. As long as an athlete didn’t call me a nitwit, I had to allow them to express themselves, reminding myself how this kind of writing has a wide range of benefits. In the end, the writing in a Team Notebook belongs to the athlete.

It is important to decide who will be reading the Team Notebooks and to communicate this to the athletes. In some cases, having assistant coaches read the athletes’ thoughts can be helpful. But athletes should know this up front. For the most part, the athletes’ writing is not secret or personal.

Every once in a while, however, private writing surfaces, and those words deserve a level of confidentiality.

For some coaches, it may be more efficient to construct the Team Notebooks online. An online form that allows privacy and convenience can keep Team Notebooks at your athletes’ fingertips. I have no doubt that some athlete or coach will come up with “an app for that.”

It’s important that coaches set up a structure that works for them and their team in their particular setting. And finally, Edwards

> References for this article can be

found by typing “Richard Kent” into the search window and scrolling to the bottom of the page at: www.AthleticManagement.com

offers a great piece of advice. “Make sure you value the information you are collecting,” she says. “If the players do not feel you value their words, then they will be very hesitant to put much effort into it.”

In terms of communication, player development, and learning, writing has the potential to make a powerful difference in the world of athletics. One of my favorite times as a coach is the silence when athletes are writing in their Team Notebooks. Something is happening during those few minutes of reflection, and I know it is helping my players and our team. CM A version of this article has appeared in other sport-specific editions of Coaching Management as well as our sister publication, Athletic Management.

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Circle No. 112

NUTRITION

Burst of Energy

Many athletes today are using energy supplements for a quick pick-me-up. Here’s some advice to pass on regarding best ingredients and when to use them. By Dr. Kris Clark

Amanda just got out of her last class of the day and needs to be on the volleyball court across campus in 45 minutes dressed and ready to practice, but right now she’s feeling low on energy. Jessica is headed to the weightroom and isn’t sure what to bring 26 Coaching Management Preseason 2012

with her for fuel. Sarah was up late working on a school project with classmates, woke up early to ride the team bus to a match, and when it’s time to compete, she isn’t sure she’ll be able to give her best effort.

What can these athletes do for a quick boost? Though there is no replacement for food-based fuel combined with properly timed nutrient consumption, a fast-acting energy supplement might be the answer.

But advice on energy supplements is not as straightforward as it might seem. Should CoachesNetwork.com

MARK SELDERS/PENN STATE ATHLETIC COMMUNICATIONS

Author Kris Clark helps Penn State volleyball players (Deja McClendon is at right) understand how the right nutritional choices can provide energy for games and practices.

all three of these athletes use the same supplement? What about the delivery method?

Would a gel, bar, chew, or shake be best? And when should they be taken?

Along with good food choices throughout the day, I regularly recommend energy supplements to the Penn State athletes I work with. Most supplements are small and can be easily carried in a backpack or gym bag, or kept in a locker. The convenience factor, along with the advantage of an energy edge, has made them popular among athletes in many sports. The keys are knowing which energy supplements to use and when.

HOW THEY WORK

While the combination of ingredients and how they are packaged varies, the goal of each energy supplement on the market is the same: to boost an athlete’s energy level. There are two basic ways supplements can safely do this.

The first is with carbohydrates. Just as foods that contain carbohydrates improve energy levels, so do carbohydrate-containing supplements. The single most important source of energy for athletes, carbohydrates provide the fastest and most efficient method

of fueling muscle contractions for any type of exercise.

During digestion, carbohydrates are broken down into smaller sugars—glucose, fructose, and galactose. These sugars are then absorbed into the bloodstream where they are immediately used as muscle fuel.

Any sugars not needed by the muscles right away get stored as glycogen—a complex carbohydrate energy reserve. The muscles and liver can generally store up to 1,800 calories worth of glycogen for future use. That’s about two to three hours worth of fuel. And any extra glucose beyond the 1,800 calories is stored as fat.

When blood glucose levels start to drop during exercise, the stored glycogen is called upon. Because of its immediate accessibility in the muscles and liver, these glycogen stores are tapped for short, intense bouts of exercise like sprinting and weight lifting. Endurance exercise, like a long run sustained at a slow pace, is eventually fueled by the extra glycogen being stored as fat.

Carbohydrate-containing supplements are generally made for long-duration exercise. If an athlete will be competing in a long,

tough practice, they are a great choice as they will effectively elevate blood sugar for energy while exercising.

The second way to safely boost energy levels is with caffeine. Research suggesting that caffeine enhances performance is plentiful, so it’s no surprise many manufacturers use it as a main ingredient in their energy supplements. Studies have shown small but worthwhile improvements in both shortterm, intense aerobic exercise lasting four to eight minutes as well as prolonged highintensity aerobic exercise lasting 20 to 60 minutes. However, the stimulant’s effect on strength and power (weightlifting) exercises and sprints lasting less than 90 seconds is unclear.

Greater alertness, attentiveness, and an overall sense of increased energy have also been attributed to caffeine use. Recent evidence suggests that low intake levels—one to three milligrams per kilogram of body KRIS CLARK, PhD, is Director of Sports Nutrition and an Assistant Professor at Pennsylvania State University, where she coordinates nutrition planning for more than 800 varsity athletes. She can be reached at: klc5@psu.edu.

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weight—are ideal and best consumed an hour before and/or during exercise. I recommend athletes look for drinks, bars, gels, and sport beans with up to 100 milligrams of caffeine per serving.

It’s important to note that caffeine is a central nervous system stimulant and can cause jitteriness in athletes not acclimated to using it. It may not be for everyone, so if you recommend a supplement with caffeine to an athlete, make sure they are aware of this possible side effect. Several companies that manufacture energy supplements also offer reduced or caffeine-free alternatives.

And though the World Anti-Doping Agency removed caffeine from its list of prohibited substances in 2004, the NCAA’s doping threshold is 15 micrograms per milliliter of urine. A moderate amount of caffeine (up

appear more “natural” than if it contained a basic caffeine powder or extract.

Manufacturers may also include other ingredients that have health benefits beyond an energy boost to separate themselves from their competitors. Here is a guide to some of these ingredients and what they do: Guarana: This South American bush produces potent caffeine-rich seeds. When compared to coffee beans, which contain anywhere from one to 2.5 percent caffeine, guarana seeds contain four to eight percent more per serving.

Guarana is reputed to be a stimulant that increases mental alertness, fights fatigue, and increases stamina and physical endurance.

Yerba mate: Another South American plant, “mate” is a source of caffeine when the leaves are brewed for tea. Its caffeine content is low compared to coffee or guarana seeds and

believe their consumption aids in gaining lean muscle mass.

L-Carnitine: Produced in the body by the amino acids methionine and lysine, L-carnitine is required to help shuttle fatty acids into the cells to be used as an energy source.

Manufacturers include it in energy supplements because it gives the impression that it burns fat, though this hasn’t been proven.

Inositol: A substance made naturally in the body, inositol is added to energy supplements because of its potential link to cell membrane integrity. The amount found in energy products will not harm the body.

B vitamins: These water soluble and essential vitamins must come from diet or supplements. They play a role in breaking down carbohydrates, fat, and protein so they can serve as energy sources for working muscles.

Consider a reasonable investigation of any energy supplement before suggesting it to your athletes. Take into account the ingredients on the nutrition facts label, but keep in mind that ... contaminated products do exist, which means ingredients may be present without being identified. to six milligrams per kilogram of body weight) will not raise urinary caffeine levels, but it’s good for athletes to be aware not to consume too much.

Hundreds of popular energy supplements combine carbohydrates and caffeine for an optimal energy boost. I tell athletes to look for supplements with 25 to 30 grams of carbohydrates and no more than 100 milligrams of caffeine. There are a number of products that contain these levels.

When combining carbohydrates and caffeine, athletes should consume the supplement 30 to 60 minutes prior to exercise. This will give the body the time it needs to digest and absorb the carbohydrates. If pressed for time, consuming a liquid supplement is best because carbohydrates in liquid form are immediately transported into the bloodstream, quickly elevating blood sugar.

INGREDIENTS LIST

If carbohydrates and caffeine are all that an energy supplement needs, why do these products also have so many other ingredients on their labels? One answer is that manufacturers want their supplements to be unique and capture the attention of potential users.

For example, caffeine is a drug derived from a variety of sources, including cocoa, coffee beans, herbs, and tea leaves. By using a variety of plant sources, a supplement may 28 Coaching Management Preseason 2012

is Generally Recognized as Safe (GRAS) by the Food and Drug Administration (FDA).

Creatine: A calorie-free, nitrogen-containing substance naturally occurring in very small amounts in humans, creatine helps supply energy to muscle cells by producing adenosine triphosphate (ATP), which transports chemical energy within cells for metabolism. Extensive research shows that daily doses between five and 20 grams have no negative health effects on adults.

Coupled with weight training, the benefits of ingesting creatine appear to be increased muscle mass and weight gain. But taking a supplement containing creatine just before a workout will not improve energy levels unless the product also contains carbohydrates and/ or caffeine. Benefits from creatine come from daily use over time, and it is considered more of a training aid than an immediate energyenhancing agent.

Taurine: This non-essential amino acid (a building block of protein) is necessary for normal skeletal muscle functioning, but humans can produce enough of it naturally by eating a wide variety of protein sources.

The amount of it present in energy supplements will not harm the body.

Branched-chain amino acids: Including leucine, isoleucine, and valine, these essential amino acids must come from diet and/ or supplements because unlike taurine, the body cannot manufacture them. Some

Athletes should have no problem eating foods with plenty of B vitamins since they’re plentiful in dairy, grain-based foods, and meats.

Since B vitamins will be excreted in urine if excess amounts are consumed, there is no risk associated with consuming extra B vitamins found in energy supplements.

Ginkgo biloba: An herb primarily touted for its effect on memory performance, supplement manufacturers claim ginkgo biloba improves blood flow and oxygen delivery to the brain and subsequently better helps deliver nutrients.

Glucuronolactone: A naturally-occurring substance that is part of all connective tissue, glucuronolactone is used in energy products by manufacturers under claims it will detoxify the blood. Studies have shown that levels up to 1,000 milligrams per serving is safe.

None of the above ingredients listed are “bad” for an athlete to consume, as long it’s not in excess. A lot of choosing which energy supplement to take will be based on personal preference. For some, it has to do with taste and texture. I know athletes who can’t seem to get the gels down, but love the chews and beans—and vice versa.

Consider a reasonable investigation of any energy supplement before suggesting it to your athletes because all products are not created equally. Take into account the ingredients on the nutrition facts label, but keep in mind that the NCAA, which partners CoachesNetwork.com

NUTRITION

with the organization Drug Free Sport, takes a hard line in this area: No supplement is a safe supplement. Contaminated products do exist, which means ingredients may be present in a product without being identified on the nutrition facts label.

EVERYDAY SOLUTIONS

While the athletes I work with use energy supplements often, I also advise them that the best solution to a lack of energy is through whole foods. In a pinch, an energy supplement may work very well, but there are nutrients and vitamins in foods that are important and cannot be found in supplements.

Colorful plant foods, fruits, and vegetables contain highly potent antioxidants that supplements don’t. Broccoli, tomatoes, carrots, brussels sprouts, cantaloupe, peaches, strawberries, and blueberries are just a few examples of foods loaded with plant chemicals that protect cellular membranes and also provide good carbohydrates for energy.

Energizing the mind and body through food takes some forethought and planning on the athlete’s part. Here are some simple suggestions:

INtroducINg New coachINg guIdes from

Three hours before a workout, an athlete should eat a complete meal that contains carbohydrates, protein, and fats. A good midday meal would be a turkey and cheese sandwich with lettuce and tomato on whole wheat bread, a salad or piece of fruit, a cup of yogurt, and a glass of milk. An example of a good breakfast is eggs, pancakes with syrup or a bowl of cereal with milk, 100-percent juice or a piece of fruit, and a glass of milk.

If an athlete only has one hour before a practice or game, they should focus on foods heavy on carbohydrates because they are easily digested and available for use faster than proteins and fats. Examples include a bagel or whole wheat bread with jelly and a banana, dry cereal, a sports bar, an energy gel and one half a sports bar, or crackers with honey and jelly and a piece of fruit. All of these snacks can include a sports drink with carbs.

Not long ago, an athlete on campus reached out to me for advice. She texted me that she had a killer practice coming up at 4 p.m., and she wanted to know what she should eat to gain some energy.

I looked at the clock, saw that she had two and a half hours before practice—just

enough time to eat and digest food—and called her. I recommended half of a peanut butter and jelly sandwich, a large handful of pretzels, and at least 16 ounces of a sports drink containing at least 100 milligrams of caffeine. Her text back to me later that night read, “did so good tonight second fastest in the group including the guys love u girl thanks again.”

Carbohydrates were key for this athlete to get immediate energy. She also went into the practice session hydrated so that she wasn’t risking low energy levels due to dehydration.

Athletes need to understand that their diet throughout the entire day and not just right before a practice or game is important.

Energy levels should be fueled by food all day long for optimum performance. In addition, energy supplements can add an extra boost when time is tight or planning ahead is not possible. CM A version of this article was previously published in Coaching Management’s sister publication, Training & Conditioning.

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Coaching Management Preseason 2012 29

Volleyball Court Exceeds Standards

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Ultra-Light Net System

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High-Flying Posts Self-Storing Net System

The Schelde Self-Storing Pro™ volleyball net system sets a new standard for quick and easy setup. A patent-pending air cushion design allows its telescoping posts to glide in and out of its self-storing floor sleeve, while a simple twist-lock mechanism allows you to quickly lock each segment in place. Springloaded fingertip net height control makes height adjustment easier than ever. Integrated floor sleeves are only 32 inches deep and install just like any conventional floor sleeve.

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Tired of hauling heavy, awkward, bulky volleyball posts to and from your gym?

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Circle No. 502

Lightweight Carbon Upright

Sports Imports has raised the bar again with Stealth, Senoh’s lightweight carbon upright. The Senoh Stealth volleyball upright is the first competition net system to feature aerospace composite technology. It provides an unbelievably lightweight competition net system with three times the strength and deflection of aluminum. This unit weighs 26 pounds and fits all three-inch sleeves. It also adapts to all other sleeves without compromise.

Sports Imports • 800-556-3198 www.sportsimports.com 30 Coaching Management Preseason 2012

Circle No. 505

Kalbree Sports has introduced the “original” VB7000K carbon fiber volleyball post system. Designed for use in stealth fighter planes, carbon fiber offers the ideal volleyball combination of lightness and stiffness. Unlike traditional metal uprights, carbon fiber uprights have no memory and will not permanently deflect like aluminum. In addition, the innovative VB7000K system includes an internal winch mechanism for perfect net height adjustments and a 26:1 ratio net-tensioning winch. It fits all existing floor sleeve designs. The uprights and net winch are backed by a limited lifetime warranty.

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Circle No. 525

Set Up and Store

Spalding’s Volleyball Equipment Carrier can conveniently store and help set up your volleyball systems. The carrier can hold up to three courts of play with six uprights, a referee platform, padding, and nets. It rolls on four swivel casters to quickly move your stored systems from the closet to floor, to set up for play. Easily set up and store your volleyball systems with Spalding’s Volleyball Equipment Cart.

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Circle No. 503

Jump Serve Simulation

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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 miles per hour. The Silver model’s 5.5-foothigh release point is perfect for sets, and it features a separate dial to control the amount of topspin and underspin on serves. The Silver model can also be angled down to practice dig drills. 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. Volleyball Tutor models start at under $1,000.

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Circle No. 524

For Smarter Practices

Maximum Reps for Maximum Training

The AirCAT is the perfect tool for team or individual training. It trains players in virtually every facet of the game—digging, passing, setting, hitting, and blocking.

Powered by air, the AirCAT is precise, consistent, adjustable, and safe. The AirCAT is battery operated, remote controlled, and fully automatic. Put the AirCAT to work for you so you can focus on coaching. Visit the company’s Web site to see the AirCAT in action.

Airborne Athletics, Inc. • 888-887-7453 www.airborneathletics.com

Circle No. 527

The Precision Passer™ is a net-suspended target training aid designed by and for volleyball coaches. The device goes up quickly on any standard net. Your team will be executing great passes and sets in no time.

The lightweight, durable unit folds up for easy storage and portability. Precision Passer lets coaches focus on coaching, not counting good repetition. It costs $100s less than other ball targets and carries a money-back guarantee. Ground shipping is free. Visit the company’s Web site for more details or to order.

Anduril Ventures www.precisionpasser.com

Manage your players and your space with NetworKs from Airborne Athletics.

NetworKs catches and collects volleyballs, so you don’t waste valuable training time.

Use it as a training station for hitting, serving, setting, or passing without taking up a court. The volleyball net is 10 feet wide and adjusts from six to nine feet high. A 12-foot backstop net collects the balls and funnels them to a trap door. NetworKs is ideal for in-season or off-season training at school or in a driveway. It sets up and collapses in seconds. Contact the company to request a free video.

The Tool For Realistic Practices

Airborne Athletics, Inc. • 888-887-7453 www.airborneathletics.com

Sports Attack • 800-717-4251 www.sportsattack.com

32 Coaching Management Preseason 2012

Circle No. 512

Net-Suspended Target

Fine Tune Your Skills

Blazer Mfg. Co • 800-322-2731 www.blazerathletic.com

At Your Service

Circle No. 526

Circle No. 528

The new throwing head on the Attack II Volleyball Machine provides complete ball control, unlimited spins, and professional-level speeds. The machine can help with all types of drills, from floaters to jump-serve receiving to digging, spiking, passing, and setting. The Attack II serves the ball from a realistic over-the-net (women’s) release point and at non-stop game tempo, making every minute of every practice effective. Call or go online to learn more.

Circle No. 513 CoachesNetwork.com

Braces, Supports & More Products Ideal Icing

The ZAMST IW-2 Icing Set for shoulder and back provides easy wrapping and immobilization of up to three ice bags. The ZAMST icing set is ideal for the R.I.C.E. procedure since the dual-strap design enables accurate placement of the ice bag and adjustable compression of the affected body part.

Easy to apply and adjust, this product is perfect for elbows, back, and shoulders, and can be used on other joints.

The ZAMST IW-2 Icing Set contains two large ice bags (replacements sold separately).

ZAMST • 877-926-7887 www.zamst.com

Circle No. 514

Maximum Protection for Athletes

The Volt is maximum protection for the maximum athlete. Engineered for performance, the Volt features a carbon fiber reinforced plate, a molded bearing hinge design to provide a smoother range of motion, strengthening ribs for a thinner profile that fits better in your shoe, fabricbacked EVA foam pads for durability and comfort, and a single webbing strap with dual fastening option for a customized fit.

Active Ankle Systems, Inc. • 800-800-2896 www.activeankle.com

Circle No. 515

Unrestricted Movement

The Cramer ESS Ankle Compression Sleeve’s patented articulated ankle joint allows for unrestricted movement while providing mild compression and support to the joint. Compression provides a performance enhancement benefit as well as mild muscular support. The unique knitted design allows for lightweight fit and exceptional stretch and comfort.

Cramer Products, Inc. • 800-345-2231 www.cramersportsmed.com

Circle No. 517

The ZAMST A1 ankle brace is designed to restrict inversion and provide lateral stability.

It has two removable and flexible inner stays for additional support. The ZAMST A1 also features one stirrup strap and one lateral strap to enhance the stability of the ankle. The ZAMST A1 has a low profile with moderate support, making it comfortable and

easy to use.

CoachesNetwork.com

Every roll of Cramer 100-percent cotton porous tape is like the next, which means you can count on it to unwind consistently, conform better, and adhere longer. Cramer 950, constructed with a latexfree adhesive, is perfect for athletic trainers or athletic programs looking for a high-quality, economically priced porous tape alternative. Cramer Products has been the industry leader in sports medicine and athletic training room supplies for more than 85 years.

Cramer Products, Inc. • 800-345-2231 www.cramersportsmed.com

Circle No. 510

Relieves Pain and Discomfort Thousands of people have chosen the Cho-Pat Dual Action Knee Strap for relief of pain and discomfort caused by overuse, injury, and degeneration. The patented strap uses compression upon the patellar tendons to provide support and stability and improve tracking and elevation. This product is easy to apply, comfortable to wear, allows full mobility, is available in sizes for more specific results, and the American-made supports are now available in six colors.

Cho-Pat • 800-221-1601 www.cho-pat.com

Circle No. 516

Natural Flexibility

Twenty-two parts and 18 different materials have been assembled to create the ZAMST A2-DX, one of the company’s most advanced products. It provides unique, rigid guards that restrict inversion and eversion, and X-straps for enhanced anterior and medial stability.

The design allows for natural flexibility of movement and features a low profile to prevent unnecessary wear and tear on footwear.

ZAMST • 877-926-7887 www.zamst.com

Circle No. 518

Exceptional Protection

Get Strapped In

ZAMST • 877-926-7887 www.zamst.com

Perfect for Athletic Trainers

Circle No. 529

Active Ankle T2 provides exceptional ankle protection for active lifestyles during exercise or athletic activity. The Solid U-Shaped design relieves pressure from the ankle and provides superior inversion/eversion protection. With a bi-lateral anatomical hinge, T2 allows freedom of motion in plantar flexion/dorsiflexion.

The T2 also has a single quick-fit strap that adjusts for high-or low-top shoes and custom-molded EVA padding for a comfortable fit and firm support.

Active Ankle Systems, Inc. • 800-800-2896 www.activeankle.com

Circle No. 519

Coaching Management Preseason 2012 33

C48_T-C2011_208_T-C.qxd 2/15/12 10:58 AM P

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Directory

® ho-Pat P F A L RODUCTS

OR

CTIVE

Advertisers Directory

IFESTYLES

THE FACT IS THAT WE ARE NOT ALL ALIKE. At Cho-Pat, we understand people are different and that is why our Americanmade supports are available in a range of sizes. The choice is yours!

DUAL ACTION KNEE STRAP Patented strap gives an added level of support which helps stabilize & strengthen the joint.

Circle #

106. . .Active Ankle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 100. . .Airborne Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IFC 108. . .Athlete’s Guide To Nutrition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 104. . .Bison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 112. . .Blazer Athletic Equipment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 120. . .Blueprint For Better Coaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 103. . .Center for Performance Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 117. . .Cho-Pat. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 109. . .Cramer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 119. . .Gatorade. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BC 111. . .K&K Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 113. . .Kalbree Sports Equipment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 114. . .Precision Passer™ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 107. . .Schelde North America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 102. . .Spalding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 118. . .Sports Attack. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IBC 110. . .Sports Imports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 105. . .Sports Tutor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 116. . .TurfCordz™/NZ Manufacturing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 101. . .ZAMST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Products Directory Circle #

SHIN SPLINT COMPRESSION SLEEVE Cho-Pat’s unique approach to help alleviate the pain and soreness caused by shin splits.

CHO-PAT TENNIS ELBOW SUPPORT Designed to relieve the pain and discomfort associated with tennis elbow.

SIZE US UP!

www.cho-pat.com 1-800-221-1601

Company. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page #

Company. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page #

519. . .Active Ankle (T2 rigid ankle brace). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

515. . .Active Ankle (Volt ankle brace). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

527. . .Airborne Athletics (AirCAT). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

526. . .Airborne Athletics (NetworKs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

502. . .Bison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

523. . .Blazer (Ace Power Volleyball Systems). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

524. . .Blazer (Spike/Set Stand with Ball Rack). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

516. . .Cho-Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

510. . .Cramer (950 tape). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

517. . .Cramer (ESS Ankle Compression Sleeve). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

522. . .Gatorade (Energy Chews) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

520. . .Gatorade (Recovery Shake). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

521. . .K&K Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

525. . .Kalbree Sports Equipment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

509. . .Power Systems (STS Training System). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

508. . .Power Systems (VersaClubs™). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

528. . .Precision Passer™ (Anduril Ventures). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

504. . .Schelde (Collegiate 4000 Net System). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

501. . .Schelde (Self-Storing Pro™). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

506. . .Spalding (Volleyball Equipment Carrier). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

500. . .Spalding (volleyball systems). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

513. . .Sports Attack (Attack II). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

511. . .Sports Attack (Attack Volleyball Machine). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

503. . .Sports Imports (Coaches Box). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

505. . .Sports Imports (Senoh Stealth) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

512. . .Sports Tutor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

507. . .TurfCordz™/NZ Manufacturing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

518. . .ZAMST (A2-DX). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

514. . .ZAMST (IW-2 Icing Set). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

529. . .ZAMST (A1 ankle brace) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

33 33 32 32 30 30 32 33 33 33 35 35 35 30 35 35 32 30 30 30 30 32 32 32 30 32 35 33 33 33

Circle No. 117 34 Coaching Management Preseason 2012

CoachesNetwork.com

More Products

Testimonial

New and Improved Throwing Head Design

Protein to Rebuild Muscles

G Series™ Protein Recovery Shake delivers 20 grams of protein that contains essential amino acids to help support muscle rebuilding after training or competition. It also contains 45 grams of carbohydrates to replace depleted fuel stores and to help muscles use protein more efficiently. G Series Protein Recovery Shake should be consumed within 60 minutes after exercise for maximum muscle benefit.

Gatorade • 800-884-2867 www.gatorade.com

Circle No. 520

Insure Your Teams

The machines that 10 years ago elevated the efficiency of every volleyball training session now have an improved throwing head design that will significantly increase ball speed and ensure precise ball placement as well as virtually eliminate ball wear. Both the Attack and Attack II volleyball machines manufactured

by Sports Attack now benefit from 50-percent wider throwing wheels, which are shaped to grip the ball with even pressure. If you, like thousands of teams around the world, already own a machine, you can still take advantage of this innovative design enhancement as the new throwing head is also sold separately.

“The new design delivers the increased speed we see at the elite levels of play.

Plus, with the new larger, contoured wheel design, we have much more action on the ball with minimal ball wear. We now have a training tool that can simulate the level of play we experience in game situations.”

—John Speraw, Head Coach UC-Irvine Men’s Volleyball 2007, 2009 NCAA Champions; Asst. Coach, USA National Team, 2008 Gold Medal

Purchase insurance for your sports teams and events quickly and conveniently online with K&K Insurance. K&K offers essential, affordable coverage for sports teams, leagues, tournaments, events, camps, and clinics. The company’s Web site is simple to use and provides an option to buy coverage immediately when using a credit card. Celebrating 60 years of insuring the world’s fun, K&K Insurance is a trusted provider of coverage for the sports and recreation industry.

K&K Insurance • 800-426-2889 www.sportsinsurance-kk.com

Circle No. 521

Work the Entire Body

Gain grip, wrist, and forearm strength using the VersaClubs™, while activating the core muscles and working the entire body. VersaClubs allow the user to train in all three planes of motion to increase strength, flexibility, and stamina. They are also a great tool to use in rehabilitation, prehab, and sports-specific training. Available in three weights: two, four, and six pounds. Black in color.

Power Systems, Inc. • 800-321-6975 www.powersystems.com

Circle No. 508

Jumpstart Your Training

The high-impact TurfCordz™ Jump Belt, used by professional sports teams and international Olympians, strengthens leg muscles to enhance your vertical leap. With five resistance levels, it’s ideal for basketball, football, and track training.

The easy-to-use Jump Belt features an adjustable cam buckle closure that fits up to a 36-inch (90-centimeter) waist and two 30-inch (75-centimeter) rubber tubes that connect to foot straps. TurfCordz resistance products are designed to meet the extreme demands of high-level sports training.

NZ Manufacturing • 800-866-6621 www.turfcordz.com

Circle No. 507

Energy to Fuel Athletes

G Series™ Energy Chews are a pre-game fuel in a convenient form, with 25 grams of carbohydrates and 20-percent DV of B vitamins. Carbohydrates before activity are important to top off fuel stores in the muscle and liver, providing energy to help optimize performance. B vitamins aid in energy metabolism as part of a daily diet. G Series Energy Chews are designed to be used in the 15 minutes before training or competition.

Gatorade • 800-884-2867 www.gatorade.com

Circle No. 522

Two-in-One Package

Sports Attack 800-717-4251 www.sportsattack.com CoachesNetwork.com

Rings and bodyweight exercises are very popular, and now you can do both with the STS Training System. The versatility to have either handles or rings keeps your athletes training hard. Build strong arms, shoulders, and core essentials for optimal athletic performance. This product is black in color and includes two ABS material rings (1-1/8” thick x 9-3/8” diameter), two 1” W x 14’ straps with buckles, and two foam padded handles with D-ring connectors.

Power Systems, Inc. • 800-321-6975 www.powersystems.com

Circle No. 509 Coaching Management Preseason 2012 35

COACHING IS MORE THAN X S AND OS INTRODUCING NEW COACHING GUIDES from

For every decision about lineups and strategy, there is another one about dealing with parents, developing leaders, and handling budgets.

That’s why Coaching Management is producing a series of Coaching Guides addressing these important off-the-court topics. Topics will include strength training, leadership, nutrition, management, and sports medicine. Read advice from experts and other coaches about handling these vital, yet often overlooked, areas.

For a limited time, we are offering a sample guide that will include articles on each of these important subjects. You can get your e-version by submitting the form below or going to coachesnetwork.com.

Use this form for your free sample guide.

LEADERSHIP them.

Throughout these discussions, let your leaders know how important they are to the program. Don’t be afraid to tell them how much you will rely on them to set the standards, keep the team focused, and handle conflicts. You may even want to tell them that it is “their” team. You will be there to help them, but ultimately it’s the athletes— particularly the leaders— who determine how far the team will go.

Here is a sample list of responsibilities coaches can give to team captains:

School: _______________________________________

issues like how to best discipline a teammate who has broken team rules. Whatever the case, we will expect you to add your insight to help our decision making.

Lead warmups and drills: We expect you to get your LEAD R S H I P Talk with struggling teammates organized andE keep everyone in line, literally and teammates: We expect you to figuratively. talk with teammates who might be struggling with their depend you for leadership, pageperformance and leading together as Set the right toneon for or role on the team.

It is your guidance, and a unified front, great things can the team: We expect you to support as they job to understand them, support up the to their happen in your program. start practices step off with rightchallenge. They them, challenge them, and figure their coach to create a attitude, focus,rely andon work ethic. out how to get them back on You must also refocus team positivethe and productive environtrack. when practicesment get sloppy, that iscreate conducive to helping a positive momentum going into Handle conflicts: WeStarting may on them lead. competition, and recharge the ask you to get involved with team Provide the Right Foot In other great conflicts team capteam when needed.

We words, expect you when they arise. If a Opportunities tains made whensmall both problem roles crops up, we may to be the mental andare emotional catalyst for theofteam. you to find out exactly what is the coach-captain ask equation goingeason and develop a workable are tended to. What can Spending time at the very start Keep coaches informed: solution.

While talking about their of the season working with your We expect you ily to occur, keep ushowever, is that one becomes frustrated withteam the activities: responsibilities is important, captains builds the basis for informed aboutside issues that impact Plan the success andother. psyche of the We will ask you to and your captains need conthisplan leadership team. To be on team. We want to know who coordinate various tinual opportunities to make theevents same so page, you need to Somewith coaches’ stem might be in conflict whom,frustrations your teammates can better getwhat to being a team real leadership decisions. talk through a belief that theknow athletes whether playersfrom are accepting each other.captain We willmeans rely on and how to be an It often works well to start of todaysocial don’tlife seem to have the these events and their roles, if anyone’s you to initiate small and build up to more effective one. leadership theysure dideveryone is invited and is getting out ofstrong control, and so skills make complicated tasks. forth. Of course, in we thedon’t past.need I often hear coaches involved.

Step number one is to clarify to know every lament, little thing.

You’ll “Kids today don’t un- Understand For example, let them your expectations Be loyal: that we of them. Many have to use your discretion to it means to be a derstand what oversee warmups before coaches simply capare putting a tremendous amountsay to their cap decide which issues might a nearly as voleader.

Theyhave aren’t practice and make any tains, “You’re our leader. I expect of trust in you. For example, negative impactcal onas thethey team.

Be need to be.”

Another team announcements. Have to that stepwe up and lead.” But this we may tell you you things careful to respect the trust of your not tell youralone teammates. frequent complaint is,will “They them contact teammates is too In vague to give proper teammates as well. You don’t want return, we expect you to respect willing to stand up and to inform them of scheddirection. to be viewed asaren’t a tattletale. and support confront their teammates when the decisions we ule changes. You can even Rather Provide input on team make for the team.

You than may assuming your necessary.” let them lead some praccaptains their du dudecisions: We will ask your disagree with them behindunderstand closed tice drills, or take it a step And captains don’t always ties, as well opinion on a variety of decisions doors,feel but we will expect youas to your philosophy further and let them plan a that will affect they the team. show a united front the team. sit down and have This the necessary guidandtoexpectations, practice from time to time. could include minor decisions also will insist on yourclarify loyaltywhat you need ance or support fromWe their carefully like what gear toAwear that you never badthem. mouth us a job descrip coaches. recent polland I conductIt’s teams also key to solicit your great leaders. from Create descripGreat always include But itwarmup doesn’t happen magically. coaches or where the team to eat. torevealed your teammates. ed ofprefers student-athletes captains’ inputinon team de- roles, providing tionThere of themust eightbeto 10 priorities must invest time explaining opportunities, giving afeedback.

Or it could involve more and serious sacred trust between us. that over 60 percent of captains cisions. These can be minor you expect them to handle. (See

By Jeff Janssen felt their coaches needed to do a “Job Description” on next page.)

Jeff Janssen is director of the Janssen Sports Leadership center, in cary, N.c., better job of working with them.

Clarification of their roles and and a former athletic administrator at the University of arizona.

This article is In essence, captains complain responsibilities on the front end an adapted excerpt from his book, The Team captain’s Leadership Manual. that too many coaches preach will prevent misunderstandings the need for athlete leadership as the season goes on. but don’t teach it.

Next, discuss the risks and chal chalRather than both sides blaming lenges of leadership. Let your Your team captains the other, they must make the captains know that this new re recan make or break effort to work together and forge sponsibility might be difficult and your season. a strong coach-captain partdemanding at times. They will nership. I like to think of it as a encounter many gray areas and f that sounds an overstateleadership team.like When coaches bumps along the way, and they ment, thinkare back your and captains onover the same should understand that these coaching career. during your most successful seasons, I bet you had great team leaders. Now consider your most frustrating years. did they include poor leaders?

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LeaderShIP

Name: _______________________________________

JOB DESCRIPTION

Leader Of The Pack

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Title: _________________________________________ challenges are a normal part of leadership. Most importantly, let them know that you will be there to support them through thick and thin.

E-mail: _______________________________________

From there, ask your captains to describe what they think it means to be an effective leader.

Their ideas of leadership might be quite different than yours. Ask them to talk about the leaders whom they respect in their lives and why, and the ones they don’t respect and why. This will give you insight into their model of leadership and can start great discussions that get you both on the same page.

Phone: _______________________________________

It can also be helpful to provide your captains with an assessment of their leadership style. Just as each athlete has certain physical strengths and weaknesses, so do leaders. I use a two-part evaluation that rates how a person leads by example and vocally, in several areas, from composure to team building. (Click here for a Web link to the survey.)

This type of analysis can help make the captains aware of their strengths and weaknesses in their leadership qualities.

Encourage your captains to utilize and maximize their strengths and acknowledge areas to improve in. For example, some of your leaders might have a hard time confronting their teammates when necessary. Or, some of your leaders may be too blunt and lack the necessary tact to get their messages across well.

Whatever the challenge, encourage them to make sure that their weaknesses are not a leadership liability as they work to improve

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and not only do your captains have a huge impact on your team’s success, but also on your sanity and your satisfaction as a coach. You’ll usually remember a year you had fantastic team leaders with a smile, regardless of the final record.

You rely on your captains to help set and uphold the standards of the squad, monitor team chemistry, and be your voice in the locker room and on the weekends when you’re not around. You need your captains to consistently reinforce the team’s standards and hold their teammates accountable. at the same time, your captains

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