Coaching Management
> Adventure-Based
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Team Building > Eat Healthy on the Road
two for one
Coaching multiple levels of competition
POSTSEASON 2013 | VOL. XXI NO. 11 | $7.00
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Circle No. 100
CONTENTS | VOLLEYBALL Edition | POSTSEASON 2013 | Vol. XXI, No. 11
Coaching Management
21
26
COVER STORY 14 two for one
NUTRITION 21 Service To-Go
teamwork 26 All Together Now
Coaching one volleyball team can keep anyone busy. Some coaches, however, have found that working with multiple teams is rewarding on many levels.
When your team travels to an away contest, it shouldn’t mean nutrition goes out of bounds. Set your athletes up for the trip with a little planning and education.
How do you get a team to be a cohesive unit? One idea is adventure-based education, which promotes group unity and builds trust.
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POSTSEASON
BULLETIN BOARD
State law protects coaches’ jobs from parental influence ... The ins and outs of starting a sand program ... Three questions on strength and conditioning ... Fundraising with flamingos ... Multisport athlete management ... Rival players become teammates.
As Head Coach at Crook County High School in Prineville, Ore., Rosie Honl has conquered poor sportsmanship and a lack of funding en route to making the program an annual state title contender.
On the cover
ALSO IN THIS ISSUE 24 ADVERTISERS DIRECTORY 30 VOLLEYBALL COURT
Q&A 11 Rosie Honl
31 COACHING AIDS 32 MORE PRODUCTS
Publisher Mark Goldberg
Special Projects Dave Wohlhueter
Editorial Dept. Eleanor Frankel, Director Dennis Read, R.J. Anderson, Patrick Bohn, Mary Kate Murphy, Kristin Maki, Patrick Pizzuti
Production Dept. Maria Bise, Director Neal Betts, Trish Landsparger
Loyola Marymount University players benefit in many ways from their Head Coach, Tom Black, serving as Assistant Coach for the U.S. Women’s National Team. Black joins our conversation on working with multiple teams in our cover story, beginning on page 14.
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Coaching Management POSTSEASON 2013 1
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BULLETIN BOARD POSTSEASON 2013
CONTENTS
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3 New law aids coaches
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4 Starting a sand team
High School News
Coach Protection Plan It’s no secret that parents want a say in their children’s high school athletic teams. But what happens when their voices lead to coaches being fired? In Minnesota, state legislators tackled this issue by passing a law that made it illegal for a school board to fire a coach only because of parent criticism. A statement reading, “The existence of parent complaints must not be the sole reason for a board to not renew a coaching contract,” was added to an existing piece of legislation and signed into law on May 22. The original bill, passed a decade ago, provides coaches with certain rights upon their termination, such as a document outlining the reasons for their non-renewal and a chance to appeal their firing in front of the school board. According to John Erickson, Executive Director of the Minnesota State High
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6 3 Qs on having a dual role
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8 Flamingo
fundraiser
School Coaches Association, the number of non-renewed coaching contracts in the state has risen steadily over the past decade. “We have found that a lot of these terminations were driven by parents,” says Erickson. “Their involvement put unfair pressure on school boards and athletic directors, and coaches had no way to defend themselves.” Besides the impact on past and current coaches, Erickson was worried the frequent terminations and public attacks would deter people from joining the profession. He believes the new legislation can help prevent this. “We feared that young men and women who were considering coaching would take one look at the hostile work environment and decide they didn’t want any part of it,” he says. “Coaching needs to remain an attractive position so we can continue to draw from a wealth of talent.” The Minnesota School Boards Association (MSBA) sent a letter to the House and Senate Education Committee chairs stating its opposition to the bill before it was passed, arguing it was unnecessary to limit what school boards could and
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8 Coaching a multisport athlete
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9 Rivals join together
could not consider when evaluating coaching contracts. Additionally, the MSBA felt that restricting the influence of parents’ concerns in the process would close school board members off from the wishes of their constituents. But Erickson sees it differently. “We are not questioning the authority of school boards in any way,” he says. “We want them to have the same latitude they’ve always had. We feel, however, that school boards and administrators are put under incredible pressure to make a coaching change when parents are unhappy, and we are trying to ensure that stress doesn’t influence a decision. The boards are compelled to investigate any complaints they deem legitimate, but they are not required to follow the demands of parents.” Erickson adds that the bill was never meant to silence parents. “This isn’t about eliminating them from athletics, because the vast majority are supportive and encouraging,” he says. “But it does give coaches the freedom to do their jobs without worrying about being unfairly attacked and then fired.” The bill was introduced and coauthored by a former high school cross country coach, Rep. Dean Urdahl, and passed through the Minnesota House of Representatives 78-56 as part of the Omnibus Education Bill. After a joint Conference Committee between House and Senate members agreed on a final version, the bill moved through the Senate 41-26 on May 19. The governor signed it into law three days later. Although Erickson says there are still aspects of parental interactions with coaches that could be improved, he considers this law a step in the right direction. “We certainly weren’t going to back down when it came to supporting our coaches, so we feel like we have made our point,” he says. “With this law on the books, hopefully it makes our coaches’ jobs easier and more enjoyable.”
Responding to concerns about parental involvement in athletics, the Minnesota state legislature passed a law barring coaches from being fired solely because of parents’ complaints. At left, Bethlehem Academy in Faribault, Minn., players compete in a recent match.
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Coaching Management POSTSEASON 2013 3
BULLETIN BOARD
Georgia State University kicked off its first sand volleyball season last spring, sending partners Katie Madewell (spiking) and Lane Carico to the semifinals of the AVCA National Championships.
SAND GAME
From the Ground Up More than 30 college athletic departments now offer sand volleyball teams, which means fewer than 10 more are needed before the NCAA has the minimum required to hold a national championship in the sport. Georgia State University is one of the most recent schools to add the sand game, kicking off its inaugural season last spring. For Tami Audia, the Head Indoor Coach and recently named Director of Volleyball Operations at Georgia State, this marked the culmination of a three-year education in how to get a sand volleyball program up and running. When Audia was hired in April 2010 to take over the indoor squad and build the sand program, her first step was finding a place for the team to play. Georgia State’s campus is located in downtown Atlanta, where space is at a premium. Fortunately, there was an open area
4 Coaching Management POSTSEASON 2013
behind the indoor facility that would fit a sand court nicely. Once the spot for the complex had been picked, planning it came next. “The designers asked me and my Assistant Coach, Beth Van Fleet, to tell them what entered our minds when we thought of sand volleyball,” Audia says. “We mentioned things like boardwalks and palm trees. When the facility was built, the designers incorporated those concepts. We have actual palm trees surrounding it, and there’s wood painted to look like a boardwalk. It was great to have influence on the finished product.” Now that the team had a place to play, Audia had to fill up her roster. But that meant facing a dilemma: Should the sand squad include court players, or should the staff recruit an entirely new roster? “We chose to bring in players exclusively for sand,” Audia says. “We always tell our court players that championships are won in the off-season. It would have been tough for them to accept that philosophy if several of their team-
mates spent their springs playing sand volleyball instead of working on their indoor game. Our goal is for both teams to be championship caliber, and we felt having separate rosters was the best way to do that. “Fortunately, Beth was hired to be the assistant coach for the sand team the year before the squad started, so she was able to concentrate almost solely on recruiting,” Audia continues. “Every weekend, she would go to high-performance camps and high school sand tournaments all across the country. She told the prospects that Georgia State could offer them the chance to get a great education while continuing to play a sport they loved.” While Van Fleet scoured the country for players, Audia created the squad’s first schedule, which meant balancing the desire for home-court advantage with the need for exposure. “On the one hand, we had a great new facility that we wanted teams to visit, but we also wanted to get our name known in sand volleyball circles,” Audia says. “So while we hosted our own invitational, I also scheduled us for tournaments in Florida and South Carolina.” In the first year, the squad went 8-9, and the team’s top pair made the AVCA Final Four. Audia says the program is on the right track. “The first year for any squad is always tough,” she says. “The girls had to adjust to the team aspect of the college sand game, and they didn’t have any veteran players to help them. So as a staff, we had to talk to them about the ‘Panther Way.’ The court players also took them under their wings, which helped. It was great to see one of our pairs make the Final Four, but our goal for next year is to qualify the team for the postseason.” With Audia recently taking on an administrative role in addition to continuing her indoor coaching duties, Van Fleet was promoted to Head Sand Coach over the summer. Audia sees the sport continuing its march to the magic number of 40 teams. “I think it’s going to continue to grow, and there will be a lot of excitement surrounding the sport,” she says. “It’s a great chance for girls to develop their skills at the game of volleyball. And who doesn’t love the beach and the sand?”
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QUESTIONS
BULLETIN BOARD
3
Like many college head coaches, Bethel College’s (Ind.) Kevin Ulmer places a great deal of emphasis on building his players’ physical strength. Unlike most head coaches, however, Ulmer has the knowledge and credentials to take a hands-on approach to facilitating those improvements. Recently completing his second season at Bethel, an NAIA school, Ulmer is a certified kevin ulmer strength and conditioning specialist by the National Strength and Conditioning Association and personally oversees his squad’s in- and off-season workouts. Prior to landing at Bethel, Ulmer was an Assistant Coach at Georgetown College, where he also oversaw the team’s strength and conditioning program, in addition to teaching classes in the kinesiology department. Here, Ulmer talks about how he implements his strength and conditioning philosophy and how his dual role makes him a better overall coach. How do you incorporate strength and conditioning work into your team’s year-round schedule? We usually spend at least three days a week in the weightroom. In the summer, we’ll do an additional day of conditioningspecific work and focus on making significant gains in power and jumping ability. During the season, we work to maintain those gains. We only do lifts that have a direct relationship to a sport-specific movement. For example, our medicine ball throws are full rangeof-motion exercises that mimic what the players do when they hit. We also do six different shoulder prehab exercises, which address the interior and posterior shoulder
6 Coaching Management POSTSEASON 2013
A Sport and Strength Coach muscles involved in attacking and blocking. In terms of lower-body emphasis, we do a lot of hip mobility work to make sure the athletes are flexible so they dig and pass effectively. How does weight training fit into your practice routine? Before most practices, we’ll do a series of circuits of three or four strength-training exercises. It takes 20 to 25 minutes of our practice time, but those workouts double as an active warm-up period, which allows us to jump right into practice when we’re done. What are the advantages of being your team’s strength and conditioning coach? The players understand that I know what I’m talking about and that the workouts will make them better. I make it clear to them how
getting stronger in a particular range of motion will improve their game. The control component is also a plus. I know that the strength work they do is directly applicable to volleyball. It frustrates me to see a strength coach with little knowledge of a particular sport prescribe exercises that don’t address the athletes’ sport-specific demands. There is also an accountability aspect—I know who is working hard in the weightroom and who isn’t. Another benefit is that when I meet with our athletic trainer to discuss an injured athlete, I know exactly what they are talking about and what the athletic trainer is doing to help the player recover. I understand how the body works and can speak the athletic trainer’s language when it comes to injuries.
Bethel College (Ind.) athletes benefit from having a head coach who is also a certified strength and conditioning specialist.
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Circle No. 103
about reaching into their wallet for it,” she says. “But we do have a lot of people who give more than the recommended donation. “For us, this fundraiser is a no-brainer,” O’Boyle continues. “We raise a lot of money, it provides great team building for the girls, and it helps us connect with our supporters. The players, parents, and community all enjoy it.” Coaching Strategies
Three in a Row
Fundraising
Birds of a Feather When flamingos start showing up on lawns all over Gering, Neb., each August, it’s a sure sign that volleyball season is near. As part of a parent-organized fundraiser, Gering High School players secretly place eight plastic pink flamingos in the yards of their friends and neighbors at night. Along with a Gering volleyball sign, the flamingos are accompanied by a note that says, “Congratulations, you’ve been pinked by the Gering volleyball team. Someone paid to have these little pink beauties put in your yard.” The note also lets the birds’ new caretakers know that for a $10 donation, the team will relocate the flamingos to a different lawn of their choosing. Parents of senior players in the Gering program have been conducting the flamingo fundraiser since 2006. Beginning in mid-August, the parents drive team members around town for two hours as they distribute 80 flamingos across 10 houses, five nights a week for four weeks. “It involves time from the players and parents and some gas, but we can raise $1,500 to $2,000 in a matter of weeks,” says Barb O’Boyle, a volleyball parent who helped organize this year’s effort. “Plus, it’s great not having your friends cringe when you come to their door selling typical fundraising fare like cookie dough, candy, or candles.” The flamingo fundraiser is independent of the school’s sports booster club, and every player in the program is expected to take part. When it came to making the event run smoothly, O’Boyle says one of the best things she did this year was create a schedule that let parents know who was driving and which girls would be 8 Coaching Management POSTSEASON 2013
Gering (Neb.) High School players pose with the flamingos the team plants in lawns around town during an annual fundraiser.
distributing flamingos each night. “It helped make sure everybody participated equally,” she says. “It also allowed parents and players to plan ahead and set aside time to help out.” O’Boyle says the fundraiser is always a hit with the Gering community. “We live in a small town where everyone knows each other, and it’s fun to talk to the people after we take the birds out of their yard,” says O’Boyle, adding that she doesn’t know of anybody who has been upset by being pinked. “Lots of them are older fans who had kids who went through our school, and they are thrilled to be included.” Having put multiple children through Gering and its volleyball program, O’Boyle has seen her share of flamingos—including flocks on her own lawn. “My husband was the football coach here when the fundraiser started, and somebody paid extra for us to have all 80 birds in our yard at once,” she says. “We donated to get them removed and bought ‘insurance’ for another $10 to make sure the flamingos didn’t return. “We chose not to offer insurance this year, though, and decided instead to only visit a house once,” O’Boyle adds. “It’s not fair to make people pay twice, and it could negate some of the goodwill we generate.” When it comes to deciding how much to charge for flamingo removal, O’Boyle says the $10 price point seems to be the fundraiser’s sweet spot. “It’s not so much money that people will think twice
University of Oregon Head Coach Jim Moore sees the value in having multisport athletes on his roster, which is a good thing for some of the school’s other teams. As a freshman, Liz Brenner, a current junior and outside hitter for the Ducks, also played basketball and participated in five softball games. And last year, she became the first female Oregon athlete to letter in three varsity sports since 1976 after continuing basketball and replacing softball with track and field. Moore thinks the biggest key to making this unique situation work is having an open mind. “I have coached multisport athletes before, so I knew this wouldn’t be a big concern if it was handled properly,” he says. “You need to approach every player differently, but
“We didn’t want her exceeding the 20-hour a week limit for practices and competitions, so we decided that because she was getting strength and conditioning work in with volleyball, she would just work on throwing at track practice, which reduced her time commitment.” in general, I think playing multiple sports can benefit both the individual and the team. For example, when recruiting, I look for players who can move in space. Participating in other sports can help volleyball athletes develop this ability.” A four-sport all-state selection in high school, Brenner came to Oregon primarily to play volleyball. Then Paul Westhead, the Ducks’ Head Women’s Basketball Coach, asked Moore if the CoachesNetwork.com
BULLETIN BOARD team could “borrow” Brenner after one of its players suffered an injury part way through the season. “I told him I would leave it up to Liz,” Moore says. “So I advised her to talk to her family and make a decision.” Once Brenner chose to give it a go, Moore had to discuss the logistics of the arrangement with Westhead. “The biggest thing I stressed to Paul was that he needed to give Liz a week off to rest and recharge from our season before she started basketball,” Moore says. “As Liz’s primary sport coach, it was important I set the right tone. Paul understood her need to rest and agreed to give her time. “I was still slightly concerned with the setup because part of the basketball season coincided with the start of individual work in our off-season practices,” he continues. “But I figured Liz would develop her overall athleticism enough playing basketball to make up for the loss of that volleyball time.” As she entered her second consecutive season, Brenner never complained of being tired, so it was up to Moore to monitor her for signs of burnout. “I had to keep a close eye on her energy level when she came to our practices to make sure she was still positive and upbeat,” he says. “The basketball coaches hadn’t spent enough time with Liz to notice changes in her mood or demeanor.” In hindsight, Moore thought Brenner’s brief freshman stint with the softball team might have stretched her too thin at times. So when the track and field team asked if Brenner—who threw the javelin in high school—could help the squad this past spring, Moore agreed, but sat down with the coaching staff to set some firm guidelines. “We had to balance a number of things,” he says. “We didn’t want her exceeding the 20-hour a week limit for practices and competitions, so we decided that because she was getting strength and conditioning work in with volleyball, she would just work on throwing at track practice, which reduced her time commitment. “There was one conflict with competitions, however, where we had a spring match scheduled at the same time as a track meet,” Moore continues. “In talking it over with the track coaches, we agreed she’d get more from the track meet, so she participated with them.” Brenner will likely compete in all three sports again this year, and Moore’s okay with that, as long as the lines of communication remain open. “It’s crucial that you discuss any potential conflicts with the athlete and the other coaching staffs,” he says. “That way, there’s no confusion later, and the athlete doesn’t get burnt out.” CoachesNetwork.com
Off-Season Competitions
Joining Forces Coaching your squad against a rival team is challenging, as heightened emotions can result in animosity towards the players on the other side of the net. Asking those opponents to team up in pursuit of a common goal later in the year can seem like an impossible task. For the last four years, Adam DeBaggis, Head Coach at Bishop Fenwick High School in Peabody, Mass., has faced that challenge as the Head Coach of the Northeast team in the Bay State Summer Games, a statewide competition for high school athletes. Because Bishop Fenwick and its rival, Melrose High School, have some of the top volleyball athletes in the region, the Northeast squad often features numerous players from the two schools. That means DeBaggis, who selects the roster, has to ensure the rivalry doesn’t get in the way of the team’s success. He begins this effort by carefully evaluating players. “Sometimes during tryouts, I’ll notice subtle things like players from one school not communicating with those from the other,” DeBaggis says. “And because there are a lot of equally talented girls trying out, that can be enough for players to not be selected.” This past summer, the team featured five girls from both Bishop Fenwick and Melrose, meaning DeBaggis had to work especially hard to ensure the players didn’t form cliques. “Athletes are going to naturally gravitate towards their high school teammates,” he says. “But if they only work with the same teammates in practices, there are going to be problems during the games, because those players won’t always be on the court at the same
time. My goal was to get the players comfortable enough together that team chemistry would develop.” With only a handful of practices before the Bay State Games started, there wasn’t a lot of time for team building. So instead, DeBaggis focused on making the time loose and fun by creating a relaxed atmosphere. “I believe if players are at ease and enjoying themselves, they’re going to open up to each other,” he says. “It was important for me not to be a rigid taskmaster, but to be laid back during team meetings and practices. For example, if one of the players did something humorous on the court, I let the girls enjoy it for a bit rather than forcing them right back to their drills.” Although the Northeast squad has typically been one of the strongest teams at the games, it finished fifth out of six teams this past summer. But DeBaggis says the rival players got along well on the court, and he believes the experience made the in-season match between them on September 16, which was won by Bishop Fenwick, better. “During the Bay State Games, I could tell the players were anticipating the fall match because they’d talk about it amongst themselves,” he says. “Sometimes it’s nice playing against a team you dislike, but it’s better to play against one you respect. These girls respect each other after playing together, so I think it’s made our rivalry even stronger.” After a summer of being teammates in Massachusetts’ Bay State Games, players from Bishop Fenwick High School and Melrose High School compete in their annual rivalry game in September.
Coaching Management POSTSEASON 2013 9
Circle No. 104
Q&A
top of the class
Crook County players listen carefully as Head Coach Rosie Honl instructs them during a break in game action last fall.
Beth Nakamura/The Oregonian
Q&A with Rosie Honl | Crook County High School, Prineville, Ore.
When Rosie Honl became Head Coach at Crook County High School in Prineville, Ore., in 1996, few were expecting success. The program had struggled in the past, and Honl had only four years of varsity head coaching experience.
with the program, was named 2012 CoNational High School Volleyball Coach of the Year by Prepvolleyball.com. She also won the state’s class 4A Coach of the Year award for the third straight season, previously winning it in class 5A and 6A.
The next three seasons did little to change any minds, as Crook County went winless in its league. However, behind the scenes, Honl was rebuilding the program from scratch, drilling players on skills and changing their attitudes. In her fourth season, Crook County won a league title, and the program has only risen from there.
What makes her success even more unlikely is that funding for the athletic department was eliminated in 2008, requiring Honl to become a master fundraiser in addition to her coaching duties. In this interview, she talks about turning the program around, the keys to keeping her players loose, and remaining humble.
The Cowgirls won their seventh straight state championship last year, and Honl, who has racked up close to 400 victories
CM: What were the steps to making Crook County a competitive team?
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Honl: The first was to turn the girls into
better players. When I started, the overall skill level of the varsity squad was like that of a freshman team. That’s not something you’re going to fix overnight, so we made individual and team goals related to specific skills for each practice and game. I tracked every stat and scored everything the players did in practice, even the simplest drills. Week by week, they got better. Another key to helping our program improve was creating the Rimrock Volleyball Club. It’s something I started shortly after I got to Crook County, and it has grown from eight players to about 150, with teams for all ages. The last hurdle was the players’ poor mental attitudes. The team had struggled for so long that the girls weren’t excited about playing and walked into matches with their heads hung. That greatly affected their play. Coaching Management POSTSEASON 2013 11
How did you change their outlook?
started getting down on herself or her teammates during a practice or match, I would immediately take her out. Eventually, the players realized they needed to be positive if they wanted to get on the court. It was also important that I remained upbeat. Players take their cues from their coaches, and if I got frustrated during a match, my team would, too. So I only allowed myself to get upset later, when I was by “THERE IS A LOT OF ENTHUSIASM myself at home. And whenever FROM THE YOUNGER GIRLS IN THE I spoke to reporters about the team, I focused on the posiAREA ... AS A RESULT, WHEN THEY tives and what we were doing well. It paid off, and our fans TRY OUT FOR CROOK COUNTY AS started commenting on how FRESHMEN, THEY’RE ALREADY much fun the players seemed to be having on the court. SKILLED ENOUGH TO BE IMPACT I told them we were going to celebrate every point and every good play by being enthusiastic and positive. We weren’t going to rub it in our opponents’ faces, but we wanted to show that we were happy to be playing and eager for the next point that was up for grabs.
PLAYERS.”
What are your thoughts on improving sportsmanship in volleyball?
During those first few years, the team had some players who had bad attitudes. Because we had a small number of girls trying out, we had to keep them on the squad. But I didn’t have to play them. If an athlete
W R I T E
Everything I do is rooted in developing my players both on and off the court, so I talk to them a lot about remaining humble in the face of our success and not responding when people try to get a rise out of us.
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When someone does say negative things about our players, I remind them that we let our play do the talking. One year, a rival school tore up one of our Rimrock T-shirts and posted a photo of it online. Rather than start a back-and-forth on the Web, we put the photo in our locker room as motivation and beat that team in the state championship. It has actually been tougher getting the parents to behave. Often, they were the ones who would go onto Facebook and respond to negative comments, usually by bringing up our success. So I sent an e-mail to all my players’ parents, reminding them that others wouldn’t be as supportive of our program if we were bragging about our championships all the time. That stopped the behavior quickly. Since winning that first state title, how have you managed to keep the team on top for so many years?
We now have tremendous buy-in from both ends of the pipeline, so to speak. The seniors don’t want to be remembered as the class that didn’t win a state title, so they give it their all and get the other players to commit 100 percent to our goals.
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Q&A But more importantly, there is a lot of enthusiasm from the younger girls in the area. Besides working with our Rimrock athletes, I teach a handful of middle school players for free before every Crook County practice. I put the youth players through the exact same drills as the high school team, and they pick things up quickly. Once, I asked a group to tell me the proper way to set the ball, and a fourth-grader raised her hand and listed every component. As a result, when these girls try out for Crook County as freshmen, they’re already skilled enough to be impact players, and eventually, great varsity players. What are your strategies for mental preparation?
One of the most successful things I do is a scavenger hunt, which I started in 2000 as a way to help the girls be more confident and keep them loose. Before certain big games, I buy stuffed animals representing our opponent’s mascot and hide them around my house. The players come to my house before the matches, and I provide clues to the stuffed animals’ locations. The girls find them, tear them apart, and give me the tails. I then bring
the tails to the match and take them out during tense moments to help relax the team. Another key is visualization. Before we start on skill work at practices, I have the players visualize what they want to accomplish in the upcoming session. One year, I had a player who always visualized shortserving in big spots. Later that season, we were tied in the third set of an important match, and she short-served twice in a row for the win. After the game, she told me visualization had given her the confidence to try that skill. Do you work with players on having good nutrition?
I talk to them about healthy eating habits constantly and put them in terms that hit close to home. I explain that eating the right foods can have a positive impact on their energy levels and on-the-court performance. If that doesn’t work, sometimes I’ll mention that certain foods can do things like cause breakouts. For some players, that affects them more than talking about weight. I’ve found that if you stick with it, you can change habits. I remember one time, a player who typically followed a poor diet
ran up to me and showed me her lunch—a turkey sandwich on whole wheat bread, yogurt, and three pieces of fruit. She was excited to share with me what she’d chosen, and I was proud of her. What have you done to keep your team afloat financially after your funding was cut?
When it happened, I didn’t waste time getting upset. I told my players, “Let’s get it done ourselves,” and we set out to raise the money. We do traditional things like car washes and dinners, but one of our most successful fundraisers is collecting soda cans from the community and returning them for five cents a piece. You wouldn’t think you could raise a lot of money that way, but one year, the town helped us fill a horse trailer with cans, and we brought in $6,000. We look outside the community as well since Prineville has been hit hard economically by the recession. I have each player write four letters to friends or relatives who live in another town and ask for a “sponsorship” or donation. They have responded positively and helped us out. CM
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Coaching Management POSTSEASON 2013 13
Loyola Marymount University players, such as Taylor Scioscia (left) and Felicia Arriola, benefit in several ways from their Head Coach, Tom Black, serving as Assistant Coach for the U.S. Women’s National Team.
COVER STORY
two for
one Coaching one volleyball team is usually more than enough to keep anyone busy. Some coaches, however, have found that being involved with multiple teams can be professionally and personally rewarding. | By Mary Kate Murphy
When Lindsey Devine, Head Coach at East Tennessee State University, begins practices in the fall, her athletes enter the gym with some trepidation. They know that their head coach has spent the summer with USA Volleyball, which means they are going to be challenged with tougher drills and new ideas. “I can see it in their faces when I get back,” Devine says. “They’re like, ‘Oh boy, what does she have in store for us this year?’” Devine serves as an Assistant Coach for the U.S. Girls’ Youth National Team, which earned a silver medal at the 2013 FIVB 18and-under World Championships in Thailand—the best showing ever for a U.S. team in this age group. “Last summer, I saw that the serves come in harder and the game is faster in international play,” she says. “After being exposed to that, I didn’t think my ETSU players’ first contacts were as strong as they could be. I also wanted to make our out-of-system game a bigger part of our offensive strategy. “If international athletes can do these skills, why can’t it work at NCAA Division I?” Devine continues. “Although they aren’t always ecstatic about the changes, I think our ETSU players recognize we are trying
challenging things to make us better, so they are willing to take a risk.” Devine’s off-campus coaching experiences—she also serves as Head Coach of the 17and-under Kingsport (Tenn.) Volleyball Club team—have helped her primary team become more competitive. The Buccaneers landed their first-ever NCAA Division I tournament appearance in 2012. And she cites additional benefits to expanding her coaching, including learning how to work with different types of players. But do the positives of coaching more than one team outweigh the extra time commitment? And how do multi-team coaches balance the different levels of play as well as their own schedules? WHY DO IT?
Lisa Lindberg is Assistant Coach at Hamilton College and also Head Coach at New York Mills (N.Y.) High School, a small, rural school that offers volleyball in the winter
season. She says that going back and forth between programs can be challenging because they are so different, but those negatives are outweighed by the growth she has experienced through tackling the two positions. “Being a head coach at a high school has been a great opportunity to test my knowledge and has made me more secure in my coaching skills,” she says. “I know I can run a practice, make in-game decisions, evaluate players, and come up with strategies on the fly. Being an assistant coach for a college team has given me experience at a higher level. Those two roles in tandem help empower me in my abilities.” Coaching at different levels has also worked out well for Gloria Coughlin, who serves as Head Coach for Moraine Valley Community College and a 12-and-under team at Michio Chicago Volleyball Academy. A major plus for her is that the programs have contrasting missions.
“Michio Chicago has a developmental philosophy, which allows the players to get comfortable with every position and learn the entire game,” says Coughlin. “Winning and losing aren’t important, because we celebrate the little victories, like when a skill is mastered or a specific play is executed. “The environment is more competitive at the college level,” she continues. “So we have to accelerate the learning curve. I tell my freshmen, ‘You have to learn faster and retain more than you did in the past, because we move at a much quicker pace up here.’” Coughlin also enjoys going back to basics with her younger team. “I’ve gained a lot by having to teach skills to 12-year-olds, and it’s incredibly rewarding to see the weekly progress of this age group,” she says. “I think the younger players often miss out on some pivotal coaching, and it makes it much easier for their coaches later on when they have already learned certain skills.” The same holds true for Amy Cox, Assis-
on the trail When working with a club or high school team in addition to a college squad, a coach needs to be well versed on NCAA recruiting rules. For Kahala Kabalis, Head Coach at Chaminade University,
founder of Honolulu’s HI Intensity Volleyball Club, and Head Coach of its 14-andunder team, this often impacts her travels. “There is a rule that says if I am going to a tournament on the club’s dime, I cannot do any recruiting for Chaminade and vice versa,” she says. “That’s a real deterrent for some coaches, because they don’t want to have to use double the funds to make the same trip twice.” The rules also impact who multi-team coaches can and cannot talk to at tournaments. “Once I am wearing gear for the Kingsport Volleyball Club, I cannot represent East Tennessee State University,” says Lindsey Devine, who is Head Coach for both ETSU and the Kingsport (Tenn.) 17-and-under team. “That can be difficult, because a lot of club coaches know who I am. “If I am recruiting one of their players for ETSU and they want to talk to me about her, I tell them to wait until we get home from the tournament and then they can give me a call,” she continues. “That way, we’re all following the rules.” Beyond following the black and white requirements of the rule book, dual-role coaches may sometimes have to put the best interests of their players ahead of the needs of their collegiate programs. “At my club team’s first tournament last year, a few college coaches approached me about my outside hitter—who I was also recruiting,” says Amy Cox, Assistant Coach at Wittenberg University and Head Coach of a Dayton (Ohio) Juniors Volleyball Club’s 17-and-under team. “On one hand, I would love for her to play for me at the university, but I knew I needed to think about what would be best for her. That might be Wittenberg, but it could also be another school. So I was honest when coaches asked about her skills and neutral on where I thought she should attend.”
tant Coach at Wittenberg University and Head Coach of a 17-and-under team for the Dayton (Ohio) Juniors Volleyball Club. “Working with club players has made me slow down the skill instruction in order to teach it more thoroughly,” she says. “I often assumed my college athletes knew what I was talking about when we went over something, but now I know I sometimes need to simplify and break down a skill, especially when working with freshmen.” Tom Black is Head Coach at Loyola Marymount University and took on the role of Assistant Coach of the U.S. National Women’s Team in March after four years of being one of its consultant coaches. Reaching the international level as a coach has been a reward in and of itself for Black. “It’s pretty special to be a part of the game at the highest level,” he says. “My hope is that it makes me a better coach, so I can have a greater impact on my LMU players’ lives. “Being able to work with national team players has also shown me the potential of what an athlete can be,” Black continues. “Team USA athletes are more mature, more serious about their skills, and more focused on improving. You don’t have to tell them to work hard or watch video. Because I’ve seen what it takes to be successful at the highest level, I can show my LMU players what they need to do to make it.” For Kahala Kabalis, Head Coach at Chaminade University, who founded Honolulu’s HI Intensity Volleyball Club in 2006 and now serves as the Head Coach for its 14-andunder team, the enjoyment of watching younger players succeed keeps her returning to the club scene each year. “The biggest reward is when the club players earn college scholarships,” she says. “Some of the smaller achievements are also meaningful, such as seeing a player make her school team after getting cut the previous year, winning a tournament, or executing a skill for the first time.” back and forth
Although there are many benefits of coaching at multiple levels, there are definite challenges. The first is being able to bounce between different age groups and skill levels. Working with players as young as 12 while also interacting with college seniors required Kabalis to develop an organized approach for going back and forth. “When coaching the youngest group, I focus on developing sound fundamentals MARY KATE MURPHY is an Assistant Editor at Coaching Management. She can be reached at: mkmurphy@MomentumMedia.com.
16 Coaching Management POSTSEASON 2013
CoachesNetwork.com
COVER STORY
and providing a solid foundation for volleyball skills,” she says. “I also try to help them gain confidence and a positive mindset. When the players reach high school, I begin implementing game strategies and advanced skills like jump serving, hitting sharp angles, and lane attacking. At this
hit the ball over the net, and the other side must dig, set, and send it back over,” she says. “The goal of the activity is to keep the ball alive for as long as possible. “With my Chaminade players, we’re hands off as they do the drill,” Kabalis continues. “But to make the drill easier for my
her practice plans, something she doesn’t consider with her Hamilton squad. “Perceived social status is very important to the high school girls, so I have to be more in tune with their personal lives,” she says. “I’m aware of who the popular girls are on the team and tailor my practices to them at
“Every volleyball player learns at different rates and in different ways, regardless of if they are 12 or 22. If you understand that from the beginning, it will keep you from getting frustrated later.” | Lindsey Devine, East Tennessee State University stage, I like to emphasize goal setting and being a team player. With my college athletes, I focus on skill execution, fine-tuning our match strategies, and pumping up the tempo, while also managing pressure situations and developing team chemistry.” Kabalis has come up with ways to adapt drills to match the skill set of each team she works with. “I like to use a drill called ‘cooperative’ where one group has to pass, set, and
12- to 14-year-olds to complete, we put coaches on both sides of the net. If any element of the sequence goes wrong, such as a missed set, the coach will immediately toss a ball in so the hitter can still make the play.” The differences between college players and their younger counterparts may be even greater off the court than on it. When working with her high school team, Lindberg often has to factor in player popularity to
times, because I know the other girls will follow their lead.” Lindberg has instituted a directed captain selection process. “First, I ask the team to think about the most important aspects of our team culture,” she says. “Then, we create a list of value statements based on their answers. Next, the players list which of their teammates exhibit the characteristics outlined in the value statements. After they Continued on page 20
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Coaching Management POSTSEASON 2013 17
Circle No. 109
A Powerful wAy to teAch SPiking Volleyball coaches are constantly looking for ways for players to improve their sport-specific skills outside of team-based practices. But for many athletes, working on a skill such as spiking can be difficult and time-consuming when done in pairs. One solution to this problem is the AcuSpike, which is a self-reloading, multi-ball machine allows players to develop this skill on their own, quickly and easily.
a consistent height, it positively impacts jump training by providing instant feedback,” Sagula says. “Players will always know, ‘this is the height I need to strive for,’ and if they’re not jumping high enough, they won’t reach the ball. And if a player is constantly reaching a certain height, it’s easy to move it up another half-inch. Not only does that reinforce that they’re improving, it gives them a goal to reach, which is something we stress.”
After the AcuSpike is set up, balls roll down a ball rail into a foam gripper, which can be set at a height from six to 11 feet. Once a player strikes the ball, the next one automatically dropped into the gripper. This allows players working alone to execute multiple repetitions quickly. ”I think it’s a great product,” says University of North Carolina Head Coach Joe Sagula. “Now, players don’t need to rely on a setter to work with them, and they don’t have to go chasing after balls.”
Sagula also says that the ball-catcher basket can provide help to setters and passers. “It gives them a target when they’re working on that skill,” he says. “It gives them something to visualize so they know where they need to be delivering the ball to, and they won’t need to shag them after they’re done.”
The Tar Heels started using the AcuSpike last summer, mostly with their youth camp players, and Sagula says it provides numerous benefits to young players. “It’s great for their timing because it eliminates all the other variables and distractions that occur when you’re doing a drill in practice,” he says. “The players are able to concentrate on their approach, arm swing, and wrist snap.” The ability to lock balls in at specifics heights and adjust those heights are also beneficial. “When you’re working at Special Adver tising Feature
Currently, the Tar Heels make the AcuSpike available to players to use during the summer on their own, and Sagula believes it will have an impact on the team in the future. “Once you get one or two players using it and they see how easy it is, everyone’s going to get on board. I think once our players adjust to doing it on their own as opposed to working with a teammate, they’ll use it even more.”
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come up with a few names, I have them narrow the list down to the players they would like to nominate as captains.” Kabalis is also very aware of the varying maturity levels of her teams and takes a different approach for each. “I try to be a role model for my club players, someone they can look up to as a mentor,” she says. “Getting to know the younger girls personally helps them be more engaged and more willing to open up to me when they are upset. “However, I don’t always get personal with my college athletes,” Kabalis continues. “I start by being positive and supportive in the beginning of the season, but I let my players know that the direction of our playercoach relationship is entirely up to them.” Devine takes a player-by-player approach with each squad she coaches. “Every volleyball player learns at different rates and in different ways, regardless of if they are 12 or 22,” she says. “If you understand that from the beginning, it will keep you from getting frustrated later.” clock CONTROL
Another difficulty of coaching multiple levels of competition is time management. Black is constantly working on this aspect of his life as his National Team obligations have him coaching year-round. “In the fall, I’m 100-percent focused on LMU,” he says. “The spring is very busy, because the indoor team is doing off-season
training, I’m now coaching sand volleyball, it’s a big recruiting time, and I work with Team USA two mornings a week. During the summer, 80 to 90 percent of my day is with Team USA, and I do LMU work at night.” Black’s keys to making it work are an understanding family and a highly detailed calendar. “I write out my schedule at the start of each week,” he says. “First, I list the big priorities for my family, Team USA, and LMU. Then, I plan time for my own professional development. After that, I break up every day into half-hour segments and write in any deadlines that I have.” Carving out time for his family is Black’s top priority, although it isn’t always easy. “I’m committed to being a good dad, so I try to be home in time to put my daughter to sleep every night,” he says. “I think the biggest mistake coaches make is not blocking out specific time for their families. If you think you can just fit it in wherever, it will quickly get lost when you’re busy.” Like many coaches who work with multiple teams, Kabalis has learned that knowing your limits is a big part of time management. “I started HI Intensity as an assistant college coach, when I had a bit more free time than I do now,” she says. “After getting the head coaching position at Chaminade, that spare time went away. So instead of coaching multiple teams every spring, I label myself a ‘skill trainer’ for each squad and serve as head coach for just one team. I don’t have to be at
every game, but I can still be involved with the players’ development. “I also got people to help me with the administrative work of HI Intensity, such as player registration, entering tournaments, and keeping track of rosters,” Kabalis continues. “I gave the team parents more responsibility than they had in the past, and I made sure they were aware of my Chaminade schedule. From the beginning, I told them I was only going to be at one or two tournaments a month and only two practices a week. That way, they knew what they were signing up for when they joined HI Intensity.” Kabalis is also a big proponent of scheduling time for herself. “I work out regularly, and I like going out to dinner and the movies, as well as relaxing at home,” she says. “And believe it or not, I play sand volleyball on the weekends with a group of friends to unwind.” One of the biggest factors holding coaches back from working with multiple teams is the fear of getting burned out. But Lindberg says the excitement of coaching two teams has kept her going. “The New York Mills season feels so new and fresh by the time we’re done at Hamilton,” she says. “I look forward to bringing all the things I’ve learned with my college players to my high school girls. And I’ve felt inspired for the Hamilton season to start every September. For me, each team keeps me excited for the other.” CM
second in command On top of working with more than one group of players, coaching multiple teams means adjusting to a different coaching staff.
Especially when head coaches of one program are assistants for another, the switch in roles can take some getting used to. After being the Head Coach of the New York Mills (N.Y.) High School program for a year, it was hard at first for Lisa Lindberg to accept not calling the shots when she became Assistant Coach at Hamilton College. “I have a dominant personality that lends itself to being the only coach in the room,” she says. “While I understand and accept my supportive role at Hamilton, there have been times when I want to jump in and change something. But I’ve learned to channel my energy,
20 Coaching Management POSTSEASON 2013
because the hierarchy in a coaching staff is there for a reason.” As an Assistant Coach for the U.S. Girls’ Youth National Team, Lindsey Devine, who is also the Head Coach at East Tennessee State University and with the Kingsport (Tenn.) Volleyball Club’s 17-and-under team, has made it a point to be proactive. “My role is to do the small tasks that don’t need approval from the head coach, but still help the team,” she says. “Along the way, I’ve learned that a good assistant coach is loyal, trustworthy, and honest, and you always need to have your coach’s back—no matter what.” An unforeseen benefit of her time as an assistant is that Devine has developed a greater appreciation for her ETSU staff. “I’m now more aware of the little things
they do to make my life easier,” she says. “I show my appreciation through thank you notes, gift cards, and verbal praise, especially in front of the team. Your assistants will work harder for you if they feel valued.” Tom Black thinks his time as an Assistant Coach with the U.S. Women’s National Team has helped him become a better Head Coach at Loyola Marymount University. “To be a good leader, you have to know when to follow,” he says. “I think head coaches can lose that skill sometimes, because we get used to people doing what we say. But now, when I’m at LMU, I can better understand and empathize with my assistants, which makes me a more effective leader for them.”
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nutrition
service to-go
Scott Bruhn/NU Media Relations
When your team travels to an away contest, it shouldn’t mean nutrition goes out of bounds. Set your athletes up for the trip with a little planning and education. By Lindsey Remmers Student-athletes’ schedules can be summed up in one word: busy. Whether it’s practice, class, a team meeting, a weightroom workout, a study session at the library, or traveling to an away game, they always seem to be headed somewhere. With so little time to sit and eat, fueling on the go is vital. It is especially important when on the road. Not only is proper nutrition critical for maintaining energy levels, but it also helps fuel the body to fight the fatigue and dehydration associated with traveling. Unfortunately, when long hours on the bus and odd flight schedules prompt a stomach growl that means, “I’m hungry,” athletes are often not as prepared as they should be. But they certainly can be. The trick is planning ahead. Here at the University of Nebraska, we often pack food for our trips, scope out the grocery stores located nearest the team hotel, and see which restaurant
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At the University of Nebraska, players have eating-on-theroad plans for both bus trips and plane travel. Coaching Management POSTSEASON 2013 21
options are available. And if a team has to go the fast food route, the athletes are educated on best choices. BROWN BAG IT
Many athletes view traveling as a vacation or getaway and give themselves more leeway with what they eat. But when teams are on the road, they’re competing, and it isn’t a good time to compromise nutritional intake. The best option is to bring familiar, healthy, and nutritious snacks and drinks when traveling. We purchase food items in bulk, then send our athletes on the bus with their own individual-size servings and a couple of coolers for perishable items.
Instant oatmeal packets Peanut butter and jelly sandwiches n Whole fruit (choose ones that won’t get crushed easily like apples, oranges, and pears) n Energy bars (Clif, PowerBar, Kit’s Organic, Lärabar, Pure, Kashi, Nature Valley Trail Mix Bars, and NRG) n Trail mix n Dried fruit n An empty water bottle (fill after security check and aim to drink eight ounces every hour in flight as airplanes can be very dehydrating). If competing over a long weekend or at a multi-day tournament, it may also be helpful to seek out the nearest grocery store after n n
form optimally. Fatty foods take longer to digest, potentially leading to an upset stomach or “heavy” feeling when competing. The general rule of thumb for everyday eating still holds true when consuming fast food. Athletes should be building their meals with mainly carbohydrates for fueling (baked potatoes, pasta, whole wheat buns/ bread/hoagie rolls), fruit, a lean protein source (grilled or broiled meats, chicken, fish, eggs), and vegetables wherever possible (side salad, veggies on a sandwich). Healthy fast food options do exist but not in abundance. There may only be two or three good choices at each restaurant, meaning that athletes may have to choose the same thing every time. That’s okay, as long as fast
Most fast food is void of many vital nutrients, and although it supplies the body with calories and energy, the type of calories can actually promote inflammation rather than fight it. If the majority of calories an athlete consumes are from high-fat burgers and French fries, their bodies may not perform optimally. Here is a list of items that will supply athletes with carbohydrates, protein, and healthy fats, and are easy to pack on a van or bus trip: n Whole fruit: apples, bananas, oranges, pears, peaches n Greek yogurt and granola n String cheese n Jerky n Peanut butter and jelly ingredients n Tuna packets n Triscuits, Wheat Thins, rice cakes, Kellogg’s Cracker Chips n Whole grain Goldfish n Trail mix n Dry cereal (great choices include Kashi cereals, Multi Grain Cheerios, Cinnamon Life, Quaker Whole Hearts, and Quaker Life Crunchtime) n Horizon low-fat chocolate milk n Dried fruit n Protein shakes n 100% juice boxes n Clif and Kashi bars n Fruit cups n Yogurt parfait cups n Water. Traveling by plane is a bit trickier because teams have to pack within luggage restrictions and cannot bring semi-solid foods like yogurt through security. Still, athletes can store a small, soft-sided cooler and empty plastic bags in their carry-on, then fill the bags with ice and purchase any perishables after landing. Here are some good choices for air travel: 22 Coaching Management POSTSEASON 2013
arriving at the team hotel or competition site. You can research this online ahead of time. Many hotels offer free shuttles, so once the team arrives, athletes can hit the store to load up on snacks and healthy breakfast items. Some hotels will put a mini-fridge in the room if requested so that athletes can store deli meats, yogurt, string cheese, and milk. Though a lot of hotels offer free breakfast with a night’s stay, it often consists of cereal, pastries, doughnuts, muffins, and canned fruit. If cereal is available, athletes should go for Cheerios, Mini-Wheats, or Raisin Bran and avoid the pastries and doughnuts at all costs. These choices offer little nutritional value and digest rather quickly, leaving athletes with a rumbling stomach close to game time. Or if athletes have brought instant oatmeal packets, adding a glass of milk, fruit, egg (if available), and toast with peanut butter makes a well-rounded breakfast. The drive through
It’s easy to see why teams flock to fast food restaurants when on the road. They are quick, convenient, and cheap. But what a lot of athletes don’t realize is that their food offerings can have a direct negative effect on performance. Most fast food is void of many vital nutrients, and although it supplies the body with calories and energy, the type of calories can actually promote inflammation rather than fight it. If the majority of calories an athlete consumes are from high-fat burgers and French fries, their bodies may not per-
food isn’t their go-to for every meal during travel. We give our athletes the following guidelines, along with lists of approved restaurants and the healthier items to order: Check the nutrition facts. Fast food restaurants are required to make nutrition facts available to their customers. Entire menus can be looked up online, and brochures or posters with nutritional information are often available in the restaurants. The main things to look for are calorie, carbohydrate, protein, and fat content. Especially if eating near competition time, athletes should choose meals that are higher in carbohydrates (energy source) and low in fat (easier to digest). To determine the leanness of a menu item, athletes can look at the ratio of protein-to-fat grams or percentage of calories from fat. Here are the guidelines we give our athletes: n Three-to-one ratio or less than 30 percent: Go for it n Two-to-one ratio or 30 to 40 percent: Consider it n One-to-one ratio or more than 40 percent: Skip it. Choose the least processed items. Processed foods have been altered from their natural state, which tends to make them less nutritious. For example, packaged white bread is made from refined white flour, meaning it loses most of its fiber and nutriLindsey Remmers is the Director of Sports Nutrition at the University of Nebraska. She can be reached at: lremmers@huskers.com.
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nutrition
instead of a scone. Choose chicken. Fast food restaurants don’t use lean beef, so the fat content in a hamburger is higher and contains more saturated (unhealthy) fat than the ground beef found at the grocery store. Eating two grilled chicken sandwiches from McDonald’s (700 calories, 84 grams of carbohydrates, 56 grams of protein, and 18 grams of fat) instead of one Angus Deluxe Burger (750 calories, 61 grams of carbohydrates, 40 grams of protein, and 39 grams of fat) offers more calories from carbohydrates and lean protein, along with fewer calories from fat, and would be the better option.
This table shows the leaner, healthier options available at popular fast food restaurants. The items in green are the “go for it” choices, and those in orange are the “consider it” options.
McDonald’s
Premium Grilled Chicken Classic Premium Grilled Chicken Club Sandwich Honey Mustard Snack Wrap BBQ Snack Wrap Hamburger Cheeseburger Egg McMuffin Fruit & Maple Oatmeal Side Salad (no dressing) Fruit n’ Yogurt Parfait Apple Slices
burger king
Hamburger Tendergrill Chicken Sandwich (no mayo) Veggie Burger (no mayo) Maple & Brown Sugar Oatmeal Original Oatmeal Egg & Cheese Breakfast Sandwich Ham, Egg & Cheese Breakfast Sandwich Apple Slices
arby’s
Jr. Roast Beef Sandwich Classic Roast Beef Sandwich Mid Roast Beef Sandwich Max Roast Beef Sandwich French Dip & Swiss/Au Jus Ham & Swiss Melt Roast Turkey & Swiss Wrap Apple Slices
350 42 28 510 44 40 250 27 16 250 27 16 250 31 12 300 33 15 300 32 18 290 58 5 20 4 1 150 30 4 15 4 0
9 20 8 8 9 12 12 4 0 2 0
230 26 9 360 38 39 320 43 21 270 55 5 140 23 5 250 23 12 300 25 18 30 7 0
9 7 8 3.5 3.5 11 13 0
210 360 460 560 450 300 490 35
8 14 21 27 17 9 25 0
22 13 35 23 35 34 35 45 50 26 35 19 38 35 9 0
Skip the fried version. When choosing a sandwich or salad with chicken on it, go with the grilled option instead of the crispy one. Fried chicken (or fish) means it will have more calories from fat instead of lean protein. Order it your way. Never hesitate to request that the food be prepared in a certain way. The athlete is the one purchasing and eating the food, so he or she shouldn’t be afraid to ask for alterations to make the meal healthier. For example, if an athlete is really craving a burger, he or she can keep it leaner by requesting no mayo, the bun untoasted (so it isn’t soaked in the fat on the
best choices wendy’s
Ultimate Chicken Grill Sandwich Grilled Chicken Go Wrap Jr. Hamburger Small Chili Large Chili Garden Side Salad Apple Slices Plain Baked Potato
KFC
Grilled Chicken Breast Honey BBQ Sandwich Green Beans Mashed Potatoes with Gravy Mashed Potatoes (no gravy) Corn on Cob (three inch) BBQ Baked Beans Sweet Kernel Corn
chick-Fil-A
Chargrilled Chicken Sandwich Chargrilled Chicken Club Chargrilled Chicken Cool Wrap Fruit Cup Side Salad Hearty Breast of Chicken Soup Multigrain Oatmeal (no toppings) Roasted nut topping Mixed Dried Fruit Blend Yogurt Parfait (fruit only) Yogurt Parfait with Granola
Ca lo ri e Ca rb s oh Pr ot ydr ei at n Fa es (g t (g ) (g ) )
Ca lo ri e Ca rb s oh Pr ot ydr ei at n Fa es (g t (g ) (g ) )
ents when the bran and germ of the grain are removed via processing. Processed foods also tend to have longer lists of ingredients. A Chargrilled Chicken Sandwich from Chick-Fil-A isn’t just chicken, a bun, and pickle slices. In addition to 100-percent natural whole breast chicken filet, 50 other items are also listed. That’s a lot of “stuff” in one chicken sandwich. Typically, the longer the list, the more processed the food is. We suggest that athletes skip the most processed foods. For example, instead of fries at Wendy’s, choose the baked potato. Or at Starbucks, purchase the oatmeal
370 260 250 180 270 20 40 270
43 34 25 19 25 14 20 13 31 19 4 1 9 0 61 7
7 10 10 5 8 0 0 0
220 320 25 120 90 70 210 100
0 40 47 24 4 1 19 2 15 2 16 2 41 8 21 3
7 3.5 0 4 3 0.5 1.5 0.5
310 430 330 60 80 200 140 80 45 280 350
46 29 46 37 28 38 15 0 6 5 30 11 28 0 3 2 12 0 53 9 61 10
3.5 12 12 0 4.5 4 2.5 8 0 3.5 6
The ABOVE information is from each restaurant’s respective Web site.
CoachesNetwork.com
Coaching Management POSTSEASON 2013 23
Directory
Help Fuel Your AtHletes to success
Advertisers Directory Circle #. . . . Company. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page #
102 . . . Active Ankle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 109 . . . AcuSpike. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18-19 103 . . . Airborne Athletics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 111 . . . Athlete’s Guide to Nutrition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 113 . . . Athletic Management Program Service. . . . . . . . . . . . . . . . . . . . . . . . . . . 29 108 . . . Bison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 112 . . . Blazer Athletic Equipment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 113 . . . Coaching Management Program Service. . . . . . . . . . . . . . . . . . . . . . . . . . 29 100 . . . Gatorade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IFC 106 . . . Pocket Radar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 114 . . . Porter Athletic Equipment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IBC
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Products Directory Circle #. . . . Company. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page #
515 . . . Active Ankle (Excel lace-up brace). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 516 . . . Active Ankle (Volt ankle brace). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 519 . . . AcuSpike. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Topics covered include
504 . . . Airborne Athletics (AirCAT) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 503 . . . Airborne Athletics (Networks). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
The Athlete’s Guide To Nutrition • • • • •
The amount and kinds of calories athletes need How to make sure athletes are properly hydrated “When” athletes eat is as important as “what” they eat Recovery nutrition A close look at nutritional supplements
508 . . . Bison (portable/freestanding system). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 513 . . . Bison (top rope tension gauge). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 509 . . . Blazer (Ace Power Volleyball Systems). . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 500 . . . Blazer (Spike/Set Stand with Ball Rack). . . . . . . . . . . . . . . . . . . . . . . . . . . 31 514 . . . Gatorade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 505 . . . Pocket Radar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 520 . . . Porter Athletic Equipment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Let us create a customized nutrition guide for your athletes.
517 . . . Porter Athletic Equipment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 510 . . . Schelde (Collegiate 4000 net system) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 511 . . . Schelde (Self-Storing Pro™) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 506 . . . Sports Attack (Attack II). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
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501 . . . Sports Attack (Attack Volleyball Machine). . . . . . . . . . . . . . . . . . . . . . . . . . 31
877.422.5548 Ext.11
502 . . . Sports Tutor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Circle No. 111
518 . . . VolleyWrite by Wildfire Sports LLC. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
24 Coaching Management POSTSEASON 2013
507 . . . Sports Imports (SI-1 Carbon Upright). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 512 . . . Sports Imports (Tight Right) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
CoachesNetwork.com
nutrition
grill), extra lettuce and tomato, and/or a side salad instead of French fries. Happy Medium
When athletes hear the words “fast food” they probably think of McDonald’s, Burger King, Wendy’s, and Taco Bell. But Subway, Quiznos, Panera Bread, other sandwich shops, and the local pizzeria can also be
For example, at Panera Bread, sandwiches come with a choice of apple, side salad, or plain chips. Quiznos has racks of baked chips to choose from. And side salads are usually available. A large slice of cheese pizza usually runs less than 250 calories, and a meat lover’s slice is still usually less than 400 (compare that to an Angus Deluxe Burger from McDonald’s,
hand-tossed crust over original and steer clear of any pizza that is made with alfredo or a cream sauce. However, athletes shouldn’t assume that anything they order at a sandwich shop or pizzeria is a healthy choice because it’s not from a hamburger joint. They should still check the ingredients and nutritional information if possible.
Never hesitate to request that the food be prepared in a certain way. The athlete is the one purchasing and eating the food, so he or she shouldn’t be afraid to ask for alterations to make the meal healthier. For example, if an athlete is really craving a burger, he or she can keep it leaner by requesting no mayo, the bun untoasted, extra lettuce and tomato, and/or a side salad instead of French fries. considered fast food. Overall, this second set of restaurants has healthier options but are still convenient for athletes on the go. At sandwich shops, athletes can choose whole wheat bread, leaner meats like turkey, ham, roast beef, and grilled chicken, and healthy side options instead of French fries.
which is 750 calories). When athletes are choosing toppings at a pizzeria, they can pile on the veggies to add some crunch, fiber, and inflammation-fighting antioxidants, and choose leaner meats like chicken, ham, or Canadian bacon instead of bacon, pepperoni, or sausage. They can also look for
The inconvenience of traveling doesn’t have to ruin an athlete’s diet. It’s just a matter of preparing and knowing what the best options are. When athletes choose foods that make their body feel good, they are more likely to compete at the top of their game. CM
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Teammates try to help each other move from one end of the log to the other without anyone falling off during an adventure-based education session.
all together now
How do you get a team to be a cohesive unit? One idea is adventurebased education, which promotes group unity and builds trust.
By Ward Dobbs, Dr. Jeff Steffen, & Dr. David Waters
26 Coaching Management POSTSEASON 2013
Imagine two equally talented, prepared, and well-coached teams facing each other in a competition. What X factor will end up deciding the victor? More often than not, the variables of teamwork and cohesion are what make the difference. Players who trust each other, communicate well, and know how to work together will achieve a higher level of success in the long run than those who don’t. However, developing these traits is easier said than done. Trust doesn’t magically materialize overnight. It’s something coaches and teams have to work at. One way to build this type of chemistry is through the adventure-based education model, which consists of several activities that involve engagement, challenges, and some risk. Used by businesses for many CoachesNetwork.com
teamwork
years, we have also had success implementing the idea with athletic teams. Because coaches are already aware of the benefits of team-building activities, many include them into their preseason plan. The adventure-based model, which has benefits backed by research, ensures that there is meaning and progression to these actions, while also providing a fun break in a squad’s routine. HOW IT WORKS
Adventure-based education is best known for its ropes courses and unique games that engage people of all ages. When we suggest the idea to coaches, their reaction is usually, “That would be fun!” But the program is more complex than having a team spend a few hours together on an obstacle course.
but a coach can also fill the role. The discussions, which include debriefing and processing, should relate the adventure-education experience to the athletic setting and help the players focus on the actions that led to positive outcomes. A good debrief begins with a primer statement from the coach to help frame the experience. For example, after playing a communication game called “Junkyard,” in which there is a lot of confusion and noise, a basketball coach could connect it to a 30-second timeout during a crucial period in a contest. In both the activity and the timeout, the players must learn to listen to one person’s voice in the midst of excitement and commotion. From there, the majority of the discussion should involve the athletes describing their personal reactions to the activity and its connection to the team. The coach’s role
BREAKING THE ICE
If team members do not know each other, the first step is acquaintance activities, which ensures everyone knows each other’s names (see “What’s Your Name?” on page 28). From there, icebreakers should be used to get athletes into the right frame of mind. The purpose of these games is to release the players’ inhibitions and build excitement for the activities to come. We have also found that it is a good idea to use an icebreaker any time you are trying to refocus the team prior to moving onto a more critical set of activities, such as after lunch or a break. This concept seems elementary, but after a few minutes of performing this exercise, you will easily be able to grab the athletes’ full attention when transitioning to the next task. Here are some examples of fast, easy ice-
The focus in problem solving is putting athletes in a dilemma and letting them figure out how to fix it ... If you want problem-solving activities to be beneficial, do not guide them to success. For adventure-based education to truly build teamwork, coaches who utilize it must understand how it works. The ultimate aim is to put athletes in a position where they must rely on each other to accomplish a common goal. To get them to this point, we use activities that help them communicate more effectively, work together to strategize, and fully trust each other. Coaches must also commit to the process and not view it as a one-time activity. Just as most coaches enter each season with a structured, yearlong plan for training, this same detailed approach is needed for team building. The activities must be planned and organized in the following order to achieve team cohesion: n Step one: Acquaintance activities and icebreakers n Step two: Enhancing communication n Step three: Furthering skills in problem solving n Step four: Establishing trust. Research has found that inappropriate sequencing can lead to poor results. Athletes must feel comfortable with one another before they can communicate, and they must be able to communicate before they can problem solve effectively. The process of problem solving can create cohesion, which leads to teammates trusting each other. After the activities, conversation should take place. It’s best if this is led by a trained facilitator in adventure-based education, CoachesNetwork.com
during this time is primarily a passive one. The strength of the debriefing comes from the athletes’ ability to process the experience. Intermittently, coaches can summarize and apply the theme of the conversation to competition or practice scenarios. A few key points for the coach to remember when monitoring the discussion: n Remain non-judgmental n Be sincere and honest n Be a good listener n Be open to players’ feelings n Ask questions rather than making suggestions. The adventure-based program can be done as a full- or half-day retreat or split up into preseason sessions. For example, it is common for major league baseball teams to devote two four-hour blocks in spring training to develop team cohesiveness. It’s important that the lessons learned are reiterated throughout the season so your team will remember the value of working as one. For instance, if a coach sees a breakdown in communication during a drill, he or she can refer back to the lessons learned during the team-building activities and reapply them. Just like trust, team cohesion is hard to gain but easy to lose. Understanding the sequence and elements of adventure-based training is key to getting the most out of it. The following are some specific areas to work on in a teambuilding program.
breakers to conduct with your team: Ready, Aim, Fire: In this activity, athletes are broken into partners and compete in a gentle dodgeball game. One player from each pair is blindfolded and attempts to hit other players with a foam ball. To ensure safety, they must cup their throwing elbow with their non-dominant hand and be at least six feet away from the player they are aiming for. The seeing partner guides the blindfolded one around and puts the ball into their hands, saying “Ready, aim, fire!” when they should throw. He or she may not drag the blindfolded athlete and is entrusted with preventing them from tripping or running into anyone. Play for three to five minutes, and end by asking how many hits each pair had. Piggyback Circle Relay: Form a circle with 10-12 athletes in pairs. Begin with one partner on the other’s back, then say, “1, 2, 3, GO!” At that point, the athlete jumps off their teammate’s back, crawls through their legs, and runs around them three times. Then they take a lap around the entire circle. Once they return to their teammate, they crawl through their partner’s legs again and Ward Dobbs is the former Athletic Director at the University of Wisconsin-Barron County. Jeff Steffen, PhD, is Director of Adventure Programs at the University of Wisconsin-La Crosse. David Waters, PhD, is Director of the Sport Management and Leadership major at Viterbo University. Dobbs can be reached at: warddobbs@gmail.com.
Coaching Management POSTSEASON 2013 27
jump on and off their back. The other athlete then completes the same tasks. The pair that finishes first, wins. COMMUNICATION
Effective communication is apparent when group members listen well and build on each other’s contributions. Because it’s easy for disagreements to occur on a team, the ability to recognize and resolve conflict quickly is vital to success. Communication is also important during competitions. For example, in football, a defense must be able to transmit any necessary adjustments between all 11 players within a few seconds. A failure to do so could cause a breakdown in the defensive scheme and result in a first down rather than a loss of yards. Prior to partaking in a communication game, athletes must understand the reason for the activity and know what to expect. Because players may become confused during a communication activity, it is important to relate that feeling to a real life competition afterward. Some of our favorite examples mute all or several of the athletes. This helps relate the importance of body language when delivering a message, which can be connected to a competition inside a noisy stadium. Besides building off of existing communication skills, these activities can highlight any breakdowns that could cause problems in the future. During one team-building intervention with a youth ice hockey team, athletes initially did not give instructions well, which resulted in failed tasks. However, after a few blindfolded activities, the players communicated better. Here are two exercises that emphasize communication skills. Junkyard: Pair up two teammates and blindfold one of them. Place items (bats, balls, helmets, etc.) randomly in the “junkyard” and surround this area with a rope boundary. One partner must stay outside the boundary and verbally direct their blindfolded teammate across the junkyard without them touching anything. Backboard: Place six to 12 athletes in two lines, all facing forward. The coach shows a drawing to the last athlete in each line. Then, using their finger, the players attempt to draw what they saw on the back of the athlete in front of them. When finished, this athlete draws on the person ahead of them. This process continues through the line, and the last player draws what they think the picture is with a pen and paper. Compare each group’s picture with the original to see how close they came. 28 Coaching Management POSTSEASON 2013
WHAT’S YOUR NAME? For large teams or those that consist of players who don’t already know each other, acquaintance activities are an important first step. These are simple exercises that allow everyone to know each other’s names and are critical for starting to build a sense of trust. We recently used the activity “Peek-A-Who” with a football team. It involved holding a tarp between two players so they could not see each other. On the count of three, the tarp was dropped. The goal was for one player to call out the other’s name first. There are usually several instances where neither athlete can recall the other’s name, and the contest ends in a draw. When this happens, both players become embarrassed that they were caught not knowing the other person’s name. When that occurs, we talk about how important it is to ask a teammate’s name if you do not know it. This lesson seems simple, but the overall effect it has on the remainder of the teambuilding sequence is tremendous.
PROBLEM SOLVING
The focus in problem solving is putting athletes in a dilemma and letting them figure out how to fix it. These activities are the most powerful in boosting group efficacy and cohesion. We recommend using fewer than 12 people to allow for the emergence of informal roles such as leaders and followers. Each activity should take 30-40 minutes, which should allow time to engage in the problem-solving process and realize the value of having all group members focused on a common goal. The emphasis should not be on the successful completion of the task, but rather the process of working together. It is common for athletes to become frustrated if they continue to fail at the task and look to their coach for a clue. However, if you want problem-solving activities to be beneficial, do not guide them to success. Let them find the answer together by discussing and debating solutions. Oftentimes, these activities allow a less vocal team member to become valued. For example, during a game called “Magic Carpet Ride,” in which a group of athletes stand on a small tarp and try to flip it over without anyone touching the ground, it’s common for a group to run out of ideas quickly. At a recent training, the more vocal members of the group quieted down after multiple failed attempts. One individual who had been quiet all morning began to suggest solutions, eventually coming up with the right one. From that point on, everyone listened when she had an idea. During this group’s
debriefing, the athletes acknowledged how important it was to seek the voices of all members of their team. Here are some examples of problemsolving games: Pipeline: Each athlete in a group is given a small tube, with the goal being to roll an object, like a ping-pong ball or egg, from one person’s tube to the next person’s tube all the way to a designated end line. Once the object starts moving forward, it cannot stop or roll backwards, or the group must start over. When an athlete has the object in their tube, they must stand still. Bull Ring: Place a ball on a small metal key ring on the ground with several 10-foot long strings tied to the ring. Together, each player lifts one of the strings to try to raise the ball and move it to a specific spot without it falling. To make this even more challenging, you can blindfold athletes who are touching the strings and have a teammate give them verbal directions. TRUST
The emphasis with these activities is for each athlete to demonstrate he or she is a trustworthy person. For teams to be productive and unified, athletes need to have complete faith in each other. If there is an individual who demonstrates they are not dependable, teammates may question whether or not that athlete can be counted on during competitions. A situation like this may become a plague to the team as the season progresses. CoachesNetwork.com
teamwork
Building trust within the team can be a tricky task, and you can only progress at the rate of your athletes. For example, if a difficult trust activity is attempted and the group fails, it may have negative repercussions for the team. We suggest a progression of tasks that begin with simple one-on-one interaction and move toward more challenging activities that involve collaborative trustworthiness. As you proceed with trust exercises, it is important to mitigate any safety issues by teaching a trust chain. One example of this is a “Trust Fall” progression, in which each athlete performs a sequence of spotting commands with a partner. Have one individual rigidly stand in front of a partner who has assumed the spotting stance—staggered feet and both arms extended with hands touching the shoulders of the other athlete. Once the pair is in position, they then communicate as follows: Rigid athlete: “Spotter ready?” Spotter: “Ready.” Rigid athlete: “Falling?” Spotter: “Fall away.” The rigid athlete then falls back and shifts
their weight onto the spotter. The spotter absorbs the weight, lowering the rigid athlete several inches before returning him or her to the standing position. This is performed three times—each time the spotter absorbs a greater amount of weight, lowering the rigid athlete closer to the ground. After three trials, the rigid athlete says, “Spotter off,” and the spotter responds with, “Spot is off.” As the facilitator of this activity, ensure that the spotter remains in contact with the rigid athlete until he or she hears the command, “Spotter off.” During this activity— and the following examples—you should expect team members to perform the task in a serious manner. If there is horseplay, you should not progress. Here are two more examples of activities that build trust: Trust Wave: Form two lines of athletes facing each other with their arms reaching out at the person across from them. Another teammate stands 15 feet away from the two lines, facing the tunnel made of outstretched arms. The athlete runs through the tunnel, and his or her teammates raise their hands up just before the athlete passes.
Car and Driver: One athlete is blindfolded (the car) and the other is the driver. Have the car athlete tuck their elbows in and put their hands up to act as bumpers. As the car begins to move forward, the driver taps on their shoulders to make them turn right or left. You can make a track with some obstacles for the car to travel around without “crashing.” As the coach, you are looking for the car to feel comfortable with the driver guiding them safely through the obstacles. Coaches must understand that an adventure-based, team-building intervention will not magically increase team solidarity immediately. Cohesion does not just happen overnight, it is created over time. It is the process of going through the icebreakers, communication, problem-solving, and trustbuilding activities with a reflective debriefing that allows for a successful intervention. Athletes must be given enough time to progress through each set of activities and understand the meaning behind each task. Coaches must plan their interventions accordingly, while acknowledging that the more time allotted to them, the greater their effect. CM
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You need quality, safety, durability, and value from your volleyball net systems. The sport has been revolutionized with the ultimate upright for ultimate safety and performance: the SI-1. This all-carbon, telescoping upright weighs 19 pounds and delivers superior strength and minimal deflection. The SI-1 provides easy adjustments and storage, minimizing the risk of potential accidents. Taking preventative measures to ensure safe net system set-up means providing athletes with a lightweight, manageable upright that doesn’t compromise on performance. Circle No. 507
Truly Portable
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Circle No. 508
Self-Storing Net System
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Serving Up Aces
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Circle No. 509
Ideal Tension
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Circle No. 512
Porter Athletic’s Powr-Steel Volleyball package is a premier equipment choice for competitive volleyball programs. This package features Powr-Steel End Standards; Porter Athletic’s Competition Volleyball Net, known for its superior tension; protective pads in a variety of 14 colors; durable net antennas; and a Fair Height Net Chain, for exact set-up every time. With standards made in the USA, the Powr-Steel Volleyball package is your answer for style, function, and affordability.
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30 Coaching Management POSTseason 2013
Circle No. 520
Never guess at proper volleyball net top rope tension again. Find the best setting for your system and repeat it easily every time—no matter who is in charge of set-up. The gauge installs between the winch and top rope on all Bison and most manufacturers’ competition volleyball systems. It offers an anodized aluminum body, chromium steel spring, red line indicator, plated steel internal plunger, and heavy-duty spring clip connectors. Circle No. 513 CoachesNetwork.com
Coaching Aids Powerful Jump Serve
The all-important jump serve is one of the hardest to deliver with high repetition at every practice. The Attack Volleyball Machine provides extreme ball control at internationallevel speeds. Producing hundreds of powerful jump serves is just the beginning of what it can do. The Attack’s powerful game-simulating repetition is delivered from a realistic over-the-net (men’s) release point. Are you ready to take your game to the next level? Sports Attack • 800-717-4251 www.sportsattack.com
Circle No. 501
At Your Service
Both the Gold and Silver models of the Volleyball Tutor can vary ball trajectory— producing any desired set or pass—while delivering serves at speeds up to 60 miles per hour. The Silver model’s 5.5-foot-high release point is perfect for sets, can be angled for dig drills, and features a separate dial to control the amount of topspin and underspin. The Gold model can automatically throw six volleyballs at intervals ranging from five to 20 seconds, and is available in a battery-powered version. Both are portable and transport easily. Volleyball Tutors start at under $1,000. Sports Tutor • 800-448-8867 www.sportsmachines.com
Circle No. 502
Compact, portable, and efficient—it’s no wonder Networks helps train champions. Manage your space with Networks, a compact volleyball training station, with a built-in backstop to catch and collect balls. The portable net is freestanding, so it can be set up in a corner of the gym without taking up valuable court space. Use it at home, in a driveway, or anywhere in between. Watch your volleyball players improve their passing, serving, tipping, and more—without chasing balls and wasting time. Circle No. 503
Most volleyball coaches agree that proper approach, jump, and arm swing are among the hardest skills to master. The AcuSpike Trainer allows you to focus on these fundamentals, removing the variable of ball placement and providing a consistent, adjustable target. With AcuSpike’s innovative ball-reloading system and reload hopper, players can train in repetition, which is key to implanting skills. The AcuSpike Trainer is available in two team models and an individual model.
CoachesNetwork.com
Airborne Athletics • 888-887-7453 www.airborneathletics.com
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Circle No. 504
SPEED MATTERS
Pocket Radar™ is the revolutionary training tool engineered to help improve power and control. Used by top coaches and schools around the nation, Pocket Radar provides instant feedback to dial in players’ optimal speed ranges for serving and hitting. Increase motivation and performance by quickly identifying and correcting mechanical mistakes. Pocket Radar is priced $200, accurate to +/- 1 MPH, 150-foot range on a volleyball, and provides over 10,000 readings on 2 AAA batteries (included). Circle No. 505
Thousands of Reps
The Attack II Volleyball Machine provides complete ball control, unlimited spins, and professional-level speeds. The machine is extremely effective with all types of drills— from floaters to jump-serve receiving, digging, spiking, passing, and setting. The Attack II has a realistic over-the-net (women’s) release point and the ability to deliver at non-stop game tempo. Don’t waste valuable practice minutes or the shoulders of your coaching staff—get thousands of reps every day. Sports Attack • 800-717-4251 www.sportsattack.com
A Proper Approach
AcuSpike, Inc. • 501-939-2104 www.acuspike.com
The AirCAT is setting a new standard for volleyball training machines, with up to 1,200 fast, precise tosses per hour. Like every coach, you’re juggling enough—free up time with the AirCAT. It uses air so you’ll save on ball replacement but gain practice with digging, spiking, serving, blocking, and other skills needed for peak performance. AirCAT has no exposed moving parts—a big safety advantage—and its built-in, rechargeable battery pack provides up to eight hours of training without cords interfering on the court. Practice more reps, in less time, with greater control with the AirCAT. The operation is automatic—as is the game improvement.
Pocket Radar, Inc. • 888.381.2672 www.PocketRadar.com
Portable Efficiency
Airborne Athletics • 888-887-7453 www.airborneathletics.com
Powered By Air
Circle No. 506
Fine Tune Your Skills Blazer’s #4900 Spike/Set Stand with Ball Rack is a super training aid for spiking and setting. This product is welded with 1-1/4-inch steel square tubing and is 30 inches high. The ball rack and wheels can be removed to make a plyo box. It is lightweight and easy to roll for storage. Plus, the volleyball top rack removes and folds flat. Blazer Mfg. Co. • 800-322-2731 www.blazerathletic.com Circle No. 500 Coaching Management POSTseason 2013 31
Testimonial
More Products Achieve Their Best
Give it everything you’ve got. Gatorade is dedicated to providing high school athletes with the fuel they need to achieve their best during practice and competition. That’s why Gatorade offers G Series performance packages to high school coaches and athletic trainers at a significant discount. To get the most out of every play and every player, visit the Web site to learn more and place your order.
Gatorade • 800-88-GATOR www.gatorade.com/coaches
Circle No. 514
Innovative System
The Excel ankle brace features an innovative lacing system that tightens all the way around the ankle and conforms much tighter than other braces. The nylon eyelets reduce pressure points and allow for better comfort without losing support. This brace provides athletes the support needed by utilizing the figure-eight straps commonly used in taping techniques. The Excel is designed to protect the ankle while performing agility movements in any sport.
Active Ankle Systems, Inc. • 800-800-2896 www.activeankle.com
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Customized Fit
The Volt ankle brace features a friction-reducing hinge and allows for full plantarflexion/dorsiflexion. The fabric-lined EVA foam minimizes tearing of the pads as while increasing comfort. The single webbing strap with a dual-fastening option holds the ankle for a customized fit. This brace offers superior protection for all positions on the court. The Volt’s functional, lightweight design increases ankle stability and integrity. ctive Ankle Systems, Inc. • 800-800-2896 A www.activeankle.com
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Helps Develop Skills
With Porter Athletic’s Blocking Hands, athletes have the opportunity to expand their reach, achieving success through the use of this training aide. Blockers have the chance to experience the feeling of a “clean” block. In another application, attackers face a bigger net presence and must make a better attacking decision against a closed block. Blocking Hands also protect fingers from being injured in practice when taking several repetitions.
Porter Athletic Equipment • 888-277-7778 www.porter-ath.com
Circle No. 517
A smoothly running match is the goal of VolleyWrite Volleyball Scoring Software. VolleyWrite helps you keep up with the action on the court--and it prevents mistakes and applies the rules of the game. VolleyWrite is easy to learn and easy to use, and your officials will love having the score sheets in perfect notation. VolleyWrite supports all levels of play and U.S. associations such as NFHS, NCAA Women, and USA Volleyball.
32 Coaching Management POSTseason 2013
American Public University offers more than 170 undergraduate and graduate degree programs and certificates designed for sports and health sciences professionals, coaches, athletic administrators, and working adults like you-completely online. These dynamic programs are taught by industry professionals and experienced educators in the areas of kinesiology, human performance, strength and conditioning, nutrition, coaching studies, sports law, and more. American Public University has been nationally recognized by the Sloan Consortium for effective practice in online education. “Having four children and being busy with full- and part-time jobs, I didn’t have a lot of extra time or money. So I wanted to be sure I could get a top-notch education for an affordable price--APU enabled me to do that.” –Laurie Ogden, APU student; B.S., Sports & Health Sciences
“I was able to complete my master’s degree within a time frame that fit my schedule. The course work was challenging and rewarding. Now, I hope to move to a second career, allowing me to use the degree I worked so hard for.” –Jon LaBeau, APU graduate; M.S., Sports Management
“APU exceeded all my expectations. The resources they provided made me confident I could achieve my degree.” –Heidi Boe, APU graduate; M.S., Sports Management
Accurate and Easy
VolleyWrite by Wildfire Sports LLC • 513-400-5937 www.volleywrite.com
Online Degrees for Sports & Health Professionals
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American Public University 877-777-9081 www.StudyatAPU.com/TC
CoachesNetwork.com
Circle No. 114
DIALED IN
REPETITION
ATTACK VOLLEYBALL MACHINE SHOWN IN RAISED SERVING POSITION.
ATTACK VOLLEYBALL MACHINE SHOWN IN LOWERED POSITION. USED FOR SETTING DRILLS. Bulgaria’s National Men’s Volleyball coach using the Attack Volleyball Machine at the net.
VOLLEYBALL MACHINE Precise Repetition Training. Our volleyball machines will deliver thousands of reps in daily practice of serve receiving, digging and spiking. Perfect for team coordination drills requiring long or short passes and sets at game tempo. “The girls were passing a whole ball cart in a few minutes. You can’t get that many good touches usually in a turnout. I also like the fact I can be right next to the player while she is passing to correct form and the ball can be delivered to the same spot each time.” - Coach Chris Tesarik, Sedro-Woolley High School P.O. Box 1529 | 2805 U.S. 40 | Verdi, NV 89439 tf 800.717.4251 | ph 775.345.2882 | w sportsattack.com Circle No. 115