workshop 1 volleyball · pdf file© volleyball canada and coaching association of canada...

Updated - August, 2011

Workshop 1

Coach Workbook

Vo

lle

yb

all

Ca

na

da

http://www.ltad.ca

© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011

Course materials developed by: Michel Paiement and Lynne Leblanc

Contributing Editors:Ian Allan, Alberta VolleyballKen Bagnell, National Sports Centre AtlanticJulien Boucher, Volleyball QuebecEd Drakich, Volleyball CanadaMerv Mosher, York UniversityDoug Anton

© This document is copyrighted by the Coaching Association of Canada (2011) and its licensors. All rights reserved. Printed in Canada.

The programs of this organization are funded in part by Sport Canada.

The National Coaching Certifi cation Program is a collaborative program of the Government of Canada, provincial/territorial governments, national/provincial/territorial sport organizations, and the Coaching Association of Canada.

PARTNERS IN COACH EDUCATION


i

0h00 Sitting Area Welcome, Registration, Introduction to new NCCP0h30 Sit/Court Introduction to the Game of Volleyball Basic Game Concepts1h00 On Court The Fundamentals of Team Play (Part 1) Initial court positioning Serve reception with 5 players (W formation) Offensive system 4-2 with no penetration Pre-defence and defensive system (3-2-1 / 3-1-2) Transition4h00 SESSION 1 CONCLUDES

0h00 On Court Warm-up0h20 On Court The Fundamentals of Team Play - Practical Workshop (Part 2)1h30 On Court Basic Skills (Part 1) Skills Analysis Model1h50 BREAK2h00 On Court Basic Skills (Part 2) Serving Underhand Pass Overhand Pass Attack Block4h00 SESSION 2 CONCLUDES

0h00 Sitting Area Long-Term Athlete Development0h30 Sitting Area Beach Volleyball1h00 Sitting Area Game Coaching & Rules of the Game 1h30 Sit/Court Coaching Interventions (practices/matches)2h00 BREAK2h10 Sitting Area Planning (Part 1) Seasonal Practice session Drill 2h55 On Court Practical Workshop on Running Appropriate Drills4h00 SESSION 3 CONCLUDES

0h00 Sitting Area Responsible Coaching0h45 On Court Coaches Preparation for Practical Workshop on Drills/Planning Session (Part 2)1h15 BREAK1h30 On Court Practical Workshop and Assessment 4h00 What now? Howtobecomefullycertified Discussions/Questions4h15 SESSION 4 CONCLUDES

Level 1 Workshop Schedule


ii

Table of ContentsLevel 1 Workshop Schedule ...................................................................................................... iWorkshop Introduction .............................................................................................................1Certification Requirements.......................................................................................................2Outcomes and Objectives ........................................................................................................3Level 1 Workshop ......................................................................................................................6Self-Inventory Guide .................................................................................................................6Observation Checklist...............................................................................................................9The Fundamentals of Team Play ..............................................................................................9Skills Analysis Model ..............................................................................................................10

The Volley .................................................................................................................................................10The Forearm Pass ................................................................................................................................... 11The Overhand Serve ................................................................................................................................12The Attack ................................................................................................................................................13The Block .................................................................................................................................................14

Basic Skills - Key Elements ....................................................................................................15The Training Session to Develop the Player .........................................................................16Error Detection and Correction ..............................................................................................17The Differences Between Beach Volleyball and Indoor Volleyball .....................................18Observation Checklist.............................................................................................................22

Conducting a Training Session ..............................................................................................................22Teaching Basic Skills ..............................................................................................................................22

Risk Management and Safety Checklist ................................................................................27Volleyball Canada Policy Governing Scouting and Recruiting ...........................................28 Accident/Incident Report Form .............................................................................................30Self-Improvement Plan............................................................................................................33Level 1 – Volleyball .................................................................................................................34NCCP Evaluation Summary ....................................................................................................34Level 1 – Volleyball ..................................................................................................................35NCCP Evaluation Tool .............................................................................................................35


iii


1

Workshop IntroductionThis workshop has been designed to introduce the game of volleyball and basic coaching concepts. It is for novice coaches who aspire to be competitive at local competitions (i.e. region championships) in the Training to Train stage of volleyball’s Long Term Athlete Development Strategy. Coaches will be expected to participate in a series of learning experiences designed to assist them in improving their volleyball coaching abilities and to have those coaching abilities assessed throughout the workshop. These activities represent the minimum standard for the training and certification of Level 1 - Volleyball coaches within the new NCCP.

Level 1

Certifi

ed

Co

urs

ea

sse

ssm

en

t

Level1

In-tra

inin

g

VolleyballWorkshop 1*

CompetitionIntroduction

Multisport Modules(Part A)

- Make Ethical Decisions- Planning a Practice- Nutrition

Develop Volleyball Coaching Portfolio

Observationand

Debrief

Co

ach

sta

rting

po

ints

Level 1

Tra

ined

Level 1 VolleyballCertification Process

*formerly Level 1 Tech.

* An acceleration pathway is available for coaches with extensive playing or coaching experience. Contact your provincial or territorial volleyball association for more details.


2

Certification RequirementsLevel 1 Level 2 Level 3 Level 4

Discipline Volleyball Indoor Volleyball Indoor Volleyball Indoor VolleyballLTAD Stage Training to Train Learning to Compete Training to Compete

Learning to WinLearning to WinTraining to Win

Athlete Context

14 & Under16 & Under

middle school

abled and standing diciplines integrated

16 & Under18 & Underhigh school

abled and staninding disciplines integrated

18 & Under21 & Under

provincial teams college/university

abled and standing disciplines integrated

National teamsNational team

Development ProgramsUniversity

abled and standing disciplines separate

In Training Completion of the Volleyball Workshop 1

Completion of VolleyballWorkshops 1 & 2

Completion of Volleyball Workshops 1, 2 & 3

Acceptance intoLevel 4 program

Trained

A. Level 1 IN-TRAINING designation

B. Completion of the Competition Introduction Multi-Sport Modules* (Part A):a. Make Ethical Decisionsb. Planning a Practicec. Nutrition

C. Completion of the NCCP Make Ethical Decisions online evaluation.

*or NCCP Theory 1

A. Level 2 IN-TRAINING designation

B. Completion of the Competiton Introduction Multi-Sport Modules* (Parts A & B):a. Make Ethical Decisionsb. Planning a Practicec. Nutritiond. Designing a Basic Sport

Programe. Teaching/Learningf. Teaching Basic Mental Skills

C. Completion of the NCCP Make Ethical Decisions online evaluation.

*or Level 2 Theory

A. Level 3 IN-TRAINING designationB. Completion of the Competiton

Development Multi-Sport Modules*:a.ManagingConflictb. Leading Drug-free Sportc. Psychology of Performanced. Coaching and Leading

Effectivelye. Prevention and Recoveryf. Developing Athletic Abilities

*or Level 3 Theory

Contact Volleyball Canada

Certified

A. Level 1 TRAINED designation

B. Completion of the Level 1 Volleyball Coaching Portfolio:a. A description of your

coaching contextb. An Emergency Action Plan

(EAP)c. A completed Practice

Observation Form from observing a practice directed by a NCCP certifiedvolleyballcoach (a Level 2 or highercertifiedcoachisrecommended).

d. 40 hours of properly structured written practice plans.

C. Upon completion of all portfolio assignments, be formally observed and evaluated by a NCCP Level 2 Evaluator* in a practice setting.

D. Membership with your Provincial/Territorial Volleyball Association during the full period in which the portfolio and observation requirements are being completed.

*Note:mostLevel2certifiedcoacheshave been trainied as Level 1 Evaluators.

A. Level 2 TRAINED designationB. Completion of the Level 2

Volleyball Coaching Portfolio:a. A description of your coaching

contextb. An Emergency Action Plan (EAP)c. A completed Practice

Observation Form from observing a practice directed byaNCCPcertifiedindoorvolleyball coach (a Level 3 orhighercertifiedcoachisrecommended).

d. A completed Match Observation Form from observing a match directedbyaNCCPcertifiedindoor volleyball coach (a Level 3orhighercertifiedcoachisrecommended).

e. A full season of properly structured written practice plans (minimum 80 hours)

C. Upon completion of all portfolio assignments, be formally observed and evaluated by a NCCP Level 3 Evaluator* in a practice setting.


*Note:mostLevel3certifiedcoacheshavebeen trainied as Level 2 Evaluators.

A. Level 3 TRAINED designationB. Completion of the Level 3

Volleyball Coaching Portfolio:a. A description of your coaching

contextb. Completion of a Yearly Training

Plan (YTP) for a season.c. Player data (including physical

testing data).d. An Emergency Action Plan (EAP)e. A full season of properly

structured written practice plans (minimum 80 hours).

f. The season’s match plans and match outcomes.

g. A completed Practice Observation Form from observing a practice directedbyaNCCPcertifiedindoor volleyball coach (Level 2 or higher however a Level 3orhighercertifiedcoachisrecommended).

h. A completed Match Observation Form from observing a match directedbyaNCCPcertifiedindoor volleyball coach (Level 2 or higher however a Level 3orhighercertifiedcoachisrecommended).

C. Upon completion of all portfolio assignments, the candidate will be formally observed and evaluated by a Level 3 Evaluator in a minimum of three practice settings.


Contact Volleyball Canada


3

Level 1Outcomes and Objectives

NCCP Generic Outcomes Performance CriteriaWhat must the coach be able to DO, while working in this context?

1. Analyze performanceUse appropriate reference models to identify aspects of performance that the participants/ athletes need to improve.

•Explain and demonstrate the general concepts of how to play the game of volleyball indoor and beach.

•Explain, discuss, and demonstrate the fundamentals of team play including: initial positioning, serve reception with 5 players, the 4-2 offensive system, pre-defence and defensive systems, and transition/cycles of action.

•Know the four key positions in skill execution and their importance in error detection (ready position, pre-contact, contact, post-contact).

2. Plan a practiceAssemble activities into a practice plan that is purposeful, organized and appropriate fortheagegroup,andthatreflectssafetyconsiderations.

•Know and demonstrate appropriate drill structure (objective, description, success criteria, reference points).

•demonstrate successful drills designed to improve technical and tactical capacities.

3. Design a sport programConsistent with the guidelines of the sport’s ADM for the age group, design a sport program aimed at improving performance.

•Know the rationale for season planning.•Know the LTAD requirements for the context in which you coach.

4. Provide support to athletes in trainingInasport-specificenvironment,conductactivities that are enjoyable, safe, and structured, consistent with the NCCP philosophy and values

•Provide a safe and enjoyable training environment.•Design a volleyball appropriate EAP.

5. Support the competitive experienceDuring and/or leading to a competition, provide support to the participants/athletes in a manner that is consistent with the NCCP philosophy and values.

•Knowtherolesofofficials,coaches,players,andminorofficials.•Know the rules, game protocols, and competition intervention opportunities.

6. Manage a programTake measures to ensure the needs of the participants/ athlete, program and/or activity under coach responsibility are met.

•Understanding of LTAD as it relates to their coaching context.

7. Make ethical decisionsAnalyze a situation that has ethical implications and that is frequently encountered in the coaching context. Propose a course of action consistent with NCCP Code of ethics, philosophy, and values

•Know the importance of developing a personal coaching philosophy.•Apply a basic ethical decision making process.•Understand the CAC Code of Ethics.


4

IndoorB

each

Com

munity Sport Stream

Instruction StreamC

ompetition Stream

Volleyball Canada - C

oach Developm

ent Model - Indoor &

Beach

Novem

ber 18, 2004

Atom

ic VolleyballLearning to Train

Com

munity C

entres, Clubs, S

chools

Mini Volleyball

FUN

damentals

Com

munity C

entres, Clubs, S

chools

Level 1Training to TrainIndoor and B

each

Level 4Learning to W

inTraining to W

inA

ble and Disabled

Level 4Learning to W

inTraining to W

in

Level 3Training to C

ompete

Learning to Win

Able and D

isabled

Level 3Training to C

ompete

Learning to Win

Able and D

isabled

Level 2Learning to C

ompete

Able and D

isabled

Level 2Learning to C

ompete

Able and D

isabled

Entry

Entry


5

Volleyball Canada - P

articipant Developm

ent Model - Indoor &

Beach

Novem

ber 18, 2004

Learning to TrainC

omm

unity Centres, C

lubs, Schools

Youth 9-12

FUN

damentals

Com

munity C

entres, Clubs, S

choolsC

hildren 6-10

Training to TrainM

iddle School athletes

14 and Under

16 and Under

Able and D

isabled

Learning to Win

Training to Win

National Team

sA

ble and Disabled

Learning to Win

Training to Win

National Team

s

Training to Com

peteC

anada Gam

es,C

ollege, U

niversity,21 and O

lderA

ble and Disabled

Training to Com

peteC

anada Gam

es21 and U

nder24 and U

nderA

ble and Disabled

Learning to Com

pete

College and U

niversity18 and U

nder21 and U

nderA

ble and Disabled

Learning to Com

peteH

igh School athletesC

ollege and University

18 and Under

21 and Under

Able and D

isabled

Sport for LifeC

omm

unity Centres, C

lubsA

dult Recreation

IndoorB

each

Entry

Entry

Com

munity Sport Stream

Instruction Stream C

ompetition Stream


6

LeveL 1 WorkshopseLf-Inventory GuIde

The Self-Inventory Guide is a guide for coaches to measure their knowledge in volleyball. This Guide must be completed throughout the Level 1 Workshop and submitted to the LF at the end of the clinic.

1. Briefly describe your coaching philosophy based on the values would you would like to transcend to your athletes._______________________________________________________________________________

2. Briefly explain the Cycle of actions involved in volleyball once the serve has been successfully executed.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

3. Identify 3 key elements for athletes to effectively perform the following technical skills:

Overhand pass: ____________________ Forearm pass: ____________________

____________________ ____________________

____________________ ____________________

Attack: ______________________ Blocking: ____________________

______________________ ____________________

______________________ ____________________

Serving: ______________________ Defense: ____________________

______________________ ____________________

______________________ ____________________

4. If one of your athletes consistently serve the ball in the net, what would be your feedback to these athletes in order to help him/her successfully execute the serve?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Workshop Reference Material


7

5. a) Place players on the court in defensive 6-back with a blocker in each of the following 3 diagrams.

Pre-defensive positions 4 3 2 5 1 6

Attack in 4 Attack in 3 Attack in 2

b) Identify the advantages and disadvantages of using a 6-up defense and 6-back defense.

_______________________________________________________________________________

_______________________________________________________________________________

6. In order to be an effective coach, communication with the athletes is a crucial part of the coach-athlete relationship. What are the essential elements in order to give proper feedback?

_______________________________________________________________________________

_______________________________________________________________________________

7. When entering the gym, name 3 safety tips you should consider before running your practice and 2 safety issues to consider during your practice.

Before: _________________________

_________________________

_________________________

During:_________________________

_________________________

8. Identify 5 characteristics that are different between the game of beach and indoor volleyball. Indoor Beach ___________________________ ___________________________

___________________________ ___________________________

___________________________ ___________________________

___________________________ ___________________________

___________________________ ___________________________



8

9. There are 4 major parts to a training session 1) introduction, 2) warm-up, 3) main core, 4) cool down. During the main core of a session in the early part of the season, associate the appropriate workload (i.e. volume, intensity, duration) for each content.

L - LoW, M - MedIuM, h - hIGh

i) Acquisition _________ a) M-volume, M-intensity, M-duration b) H-volume, L-intensity, H-duration ii) Stabilization _________ c) L-volume, H-intensity, L-duration d) M-volume, H-intensity, L-duration iii) Integration _________ e) H-volume, M-intensity, L-duration

10. As a Level 1 Coach who would like to work on serve reception, explain, in detail, the drill that you have chosen for your athletes.

Athlete’s gender: □ male □ female Age: _______ Level: _______

Objective of drill:______________________________________________________________

Description:__________________________________________________________________________________________________________________________________________________ Reference Points: ________________________ Success Criteria: ______________________________________________________________

Variations: ___________________________________________________________________



9

Observation ChecklistThe Fundamentals of Team Play

Systems of Play Content Coaching Competencies

Initial Positioning Initial court positioning Order of rotation Switching

Knowledge of rules relating to court positioning, switching etc.

Serve reception (W Formation)

Roles and responsibilities Movement direction Adjustments based on servers

positioning/angle of serve Communication between players

(e.g. front/backrow players, passers and setters)

Knowledge of the formation and its rules implications

Able to adapt based on strengths/ weaknesses of players

Error detection / correction

Offense(4-2 System)

Setters positions on court Hitters positions on court (i.e.

differences between split and stacked hitter)

Ball trajectory/speed Basic spike coverage

Knowledge of the system and its rules implications

Explanation/organization of the drill Able to position the players properly Error detection / correction

Pre-defense/ Defense(3-2-1/3-1-2)

Pre-defensive court positioning Defensive movement/court

positioning during opponent attack Movement/ court positioning during

free ball Defensive movement/court

positioning when hitters are in various positions (4, 3, 2)

Knowledge of the system and its rules implications

Explanation/organization of the drill Able to position the players properly Error detection / correction

Transition Movement/flow of players (dynamic and continuous cycle)

Create proper drill organization and explanation

Cycle of Actions

Service Serve reception Attack and spike coverage Pre-defensive to defensive position Defense to attack coverage

Create proper drill organization and explanation

Appropriate for the level of participants

Reference Material: Sessions 1 & 2


10

SKIL

LS A

NA

LYSIS M

OD

EL

The Volley

RE

AD

Y PO

SITIO

N

•Feet slightly wider than shoulder

width apart w

ith the knees flexed •Trunk slightly bent forw

ard with

arms and shoulders

•Refer to V

C’s Level 1 C

oaches M

anual for more details

PRE

-CO

NTA

CT

•move feet quickly under the ball

•arms m

oving upward, getting ready

for contact•place hands above head as soon as

possible

CO

NTA

CT

•hands are in the shape of the round ball•thum

bs pointing towards face

•ball contacts most of each finger

•fingers are relaxed•extended legs, trunk and arm

s to generate force for the m

ovement

•contact is made just above forehead

•shoulder face target

POST-C

ON

TAC

T

•weight is transferred forw

ard which

may cause a step forw

ard•hips m

ove forward

•palms of hands face ceiling after the

ball leaves the fingers

CO

MM

ON

ER

RO

RS

PRO

BA

BL

E C

AU

SES

SUG

GE

STE

D C

OR

RE

CT

ION

S/EX

ER

CISE

S

MA

JOR

RU

LE

S

Reference Material: Session 2


11

RE

AD

Y PO

SITIO

N

•Feet slightly wider than

shoulder width apart

with the knees flexed

•Trunk slightly bent forw

ard with arm

s and shoulders

•Refer to V

C’s Level 1

Coaches M

anual for m

ore details

PRE

-CO

NTA

CT

•Move quickly to appropriate position; hands apart

as the player moves

•Hands join prior to contacting the ball

•Heels of the hands together “thum

bs match”

CO

NTA

CT

•A proper platform

is characterized by: oA

rms fully extended and parallel (w

rists down

to straighten elbows)

oA

rms aw

ay from the body (shoulders shrugged

in) •Platform

faces target •B

all contacts forearm just

•Arm

swing in angle necessary to reach target

•Proper platform to ensure that the:

oplayer can see the ball, his arm

s and the target opow

er can be absorbed

POST-C

ON

TAC

T

•weight is transferred

forward w

hich may

cause a step forward

•hips move forw

ard•som

e backspin on the ball is desirable

MA

JOR

ER

RO

RS

PRO

BA

BL

E C

AU

SES

SUG

GE

STE

D C

OR

RE

CT

ION

S/EX

ER

CISE

S

MA

JOR

RU

LE

S

SKIL

LS A

NA

LYSIS M

OD

EL

Th

E FO

rE

Ar

M PA

SS



12

SKIL

LS A

NA

LYSIS M

OD

EL

The O

verhand Serve

RE

AD

Y PO

SITIO

N

•Feet slightly narrower than shoulder

width apart, parallel w

ith one foot slightly in front (opposite to the hitting arm

) •The arm

holding the ball is parallel to the floor and in front of the hitting shoulder

•Hitting arm

and shoulder are pulled back

•Refer to V

C’s Level 1 C

oaches M

anual for more details

PRE

-CO

NTA

CT

Ball Placem

ent •B

all must be lifted straight up

•Just above maxim

um reach

•In front of hitting arm

Body Position

•Weight transfer forw

ard on leading foot

•“whip-like” arm

action

CO

NTA

CT

•Firm contact surface

•Arm

fully extended •A

rm facing target

•“Crisp” arm

action

POST-C

ON

TAC

T

•Arm

follows through facing target

•Weight transfer tow

ards leading foot

MA

JOR

ER

RO

RS

PRO

BA

BL

E C

AU

SES

SUG

GE

STE

D C

OR

RE

CT

ION

S/EX

ER

CISE

S

MA

JOR

RU

LE

SNote: the serve is the first chance at offence. M

any coaches underestimate the im

portance of effective serving.



13

SKIL

LS A

NA

LYSIS M

OD

EL

The A

ttack

RE

AD

Y PO

SITIO

N

•Athletes stand erect reading the

trajectory of the set •Starting position is usually at or

behind the 3 meter line (depending

on the player’s approach) •R

efer to VC

’s Level 1 Coaches

Manual for m

ore details

PRE

-CO

NTA

CT

•Dynam

ic approach involving left-right-left footstep m

ovement (for

right handed attacker and opposite for left-handed attackers)

•Player jumps at a m

inimum

of 30-40cm

behind the ball (depending on the physical ability of the athlete)

•Shoulder almost perpendicular to

the net on take-off

CO

NTA

CT

•High contact in front of hitting shoulder

•Open hand and relaxed w

rist •Pow

er provided by the rotation of the trunk, arm

, forearm and hand.

POST-C

ON

TAC

T

•Hitting arm

follows through in

front of the body •Land on both feet in a balanced

manner

•Knees slightly bent to absorb the

mom

entum of the fall

MA

JOR

ER

RO

RS

PRO

BA

BL

E C

AU

SES

SUG

GE

STE

D C

OR

RE

CT

ION

S/EX

ER

CISE

S

MA

JOR

RU

LE

S



14

SKIL

LS A

NA

LYSIS M

OD

EL

The B

lock

RE

AD

Y PO

SITIO

N

•Feet are about shoulder width apart

and knees are slightly bent •A

rms are held in front of the face,

shoulder width apart

•Stand approx. one foot from the net

•Refer to V

C’s Level 1 C

oaches M

anual for more details (m

ore inform

ation is also provided for the soft block)

PRE

-CO

NTA

CT

•Lateral movem

ent towards target

staying square to the net •K

nees bent and low center of

gravity followed by a pow

erful jum

p upwards

•Shoulders shrug and arm flexed

CO

NTA

CT

•Arm

s fully extended •Penetration of the arm

s/ hands on the opponent’s side of the court (depending on the situation and the player’s athletic ability)

•Keep eyes open and looking at the ball

•Wrists held firm

ly and the fingers are spread outw

ard

POST-C

ON

TAC

T

•Athlete draw

s the arms back from

the opponent’s side

•Land on both feet in a balance position, ready for the next action

MA

JOR

ER

RO

RS

PRO

BA

BL

E C

AU

SES

SUG

GE

STE

D C

OR

RE

CT

ION

S/E

XE

RC

ISES

MA

JOR

RU

LE

S



15

Basic Skills - Key Elements


Toss is in front of the hitting shoulder Weight transfer Surface of contact is solid

Hands together Platform is straight/keep the action simple Angle the arms and face the target

Body is underneath the ball Contact is above the forehead Hands take the form of the ball Body is facing the target

Timing of the jump Maximum height in the jump Contact with the ball is in front of the hitting shoulder

Alignment with the trajectory of the path of the attacker Timing of the jump Solid hands Stability in the air

Click on the image to play the video clip






16

THE TRAINING SESSION TO DEVELOP THE PLAYER

Session Structure 1) Welcome 2) Warm-up 3) Main Part 4) Cool-down

Part IAcquire

Part IIStabilize

Part IIIIntegrate

Objectives Introduction of new techniques, tactics,

Increasing technical, tactical, or decision-making proficiency

Employing techniques, tactics, or decision-making in

game-like situations

Volume (work quantity) Number of repetitions is high

A moderate number of repetitions

Low - Moderate number of repetitions

Intensity (effort level)

The workload is low to minimize fatigue thereby permitting a high degree of

concentration

Moderate - High. The execution is quicker

and the quality of execution remains

high

High The length of the effort is increased which leads to

fatigue.

Drill Types Simple drills Drills of basic skills sequence

Game-like drills and modified games

Session example (Core of 100 minutes)

Distribution of the training duration in different training periods of the season

Part I Part II Part III

Early season (GP) 50 minutes 30 minutes 20 minutes

Mid season (SP) 30 minutes 40 minutes 30 minutes

Late season (CP) 10 minutes 30 minutes 60 minutes*Note: the duration of each practice part may be adapted slightly based on the age, maturity, and proficiency of the athletes.

Technical Emphasis

Tactical Emphasis

Physical Conditioning

Emphasis

Mental Preparation Emphasis

Early Season (General Preparation)Major Focus: A high number of ball contacts 50% 25% 20% 5%

Mid Season (Specific Preparation)Major Focus: Intensity as well as work to rest ratios must be gradually raised to meet competition requirements

30% 40% 20% 10%

Late Season (Competition Preparation)Major Focus: The number of ball contacts exceeds competition requirements for a particular skill. Intensity is increased and rest time is increased.

15% 55% 15% 15%



17Reference Material: Session 3

Error Detection and Correction

Where to focus your attention?

Group ObservationWhy?1) To ensure that the procedure is respected2) To detect common errors among participants3) To identify the most common errors to improve

How?1) Distance yourself from the group2) Walk around the group to create awareness of your presence 3) Keep an overall view of the group

Individual ObservationWhy?1) To ensure that the athlete is properly executing the skill2) To detect individual errors3) To identify the most important error that affects the desired outcome

How?1) Choose the most appropriate angle to observe the skill (preferably 45°- but it usually depends on the

skill)2) Keep most players in front of you 3) Do not let yourself be distracted by the ball

Error Correction

1) Prioritize the feedback based on the instructions/ objectives that were given prior to the drill 2) Use a positive approach applying the “sandwich” approach – positive - constructive - positive

feedback3) Be brief, concise and to the point in your intervention4) Provide feedback immediately after the problem has occurred5) Use visual demonstrations


18

the dIfferences BetWeen Beach voLLeyBaLL and Indoor voLLeyBaLL

Environmental Differences

1) SandBeach volleyball is played on sand. The sand should be as flat and uniform as possible and it should be free of objects (e.g. rocks, shells etc.) which could injure a player. It is recommended that the sand be at least 30cm deep (softly packed). For FIVB World Competitions the sand must be at least 40cm deep with loosely compacted grains. As the grain size of the sand increases the softness of the sand increases (i.e. the bigger the grain size the softer the sand).

2) OutsideBeach volleyball is primarily played outside although indoor beach volleyball facilities exist across the country.

3) No shoes (barefoot)Beach volleyball players normally compete in barefoot.

4) Ball A beach volleyball ball is heavier, larger in diameter, and slightly softer than an indoor volleyball. The ball is heavier so that it is less affected by the wind and is both larger and softer to make it more “controllable” during hard driven spikes or serves (and less killable when spiking and serving). The Wilson Volleyball Canada Gold ball is the exclusive ball for Volleyball Canada competitions. (Note: The Learning Facilitators should have a Wilson Volleyball Canada Gold ball available to allow each candidate coach to familiarize themselves with the differences from indoor volleyballs.)

5) PostsWhenever possible, the permanent posts should be free standing (no supporting cables) and properly padded to reduce the risk to injury for any players. However, most temporary net systems employ support straps (or rope) - players should exercise caution when pursuing a ball near these support straps.

6) Net The beach volleyball net has similar dimensions to an indoor net. However, a beach volleyball ball net must be sturdier and heavier so it will withstand the outdoor conditions and not dramatically bow in the wind.

7) Lines and anchorsThe court used is 16m x 8m divided equally by the net creating two sides of the court each 8m x 8m. Note that in the USA the dimensions are often measure using Imperial units (i.e feet and inches) and beach line systems manufactured in the USA potentially be of a different size. Lines should be straps or rope that contrast with the colour of the sand. The corners of the court should be anchored into the sand. Metal should not be used to anchor the court boundaries since it could cause injuries to a player. Usually a wood or plastic disk, with a bungie cord attached to the corner of the court, is buried in the sand.

Technical Differences

1) Movement and jumpingThe characteristics of sand (a soft surface which absorbs energy) make moving and jumping more difficult in beach volleyball than on the harder and more stable indoor volleyball surface.

2) Ball controlThe affect of wind makes the ball flight path more difficult to predict in beach volleyball than it is in indoor volleyball. Indoor beach volleyball however, has the same ball flight characteristics as indoor volleyball. As well, the intense brightness of the sun can affect vision to a greater extent than the artificial lighting experienced with indoor volleyball.



19

3) High energy expenditure (good fitness required)The soft playing surface (difficult movements in sand) combined with the outside conditions (possibly high temperatures, high humidity, and strong winds) make the energy expenditure rate very high for beach volleyball players. As a result, successful beach volleyball players are usually extremely fit.

4) Players per sideAt the provincial, national, and international levels the game of choice for beach volleyball is doubles (2 on 2). The game of beach doubles is very different from the other forms of beach volleyball (3 on 3, 4 on 4, or 6 on 6). The three most important factors differentiating doubles from triples, fours, or sixes (both beach and indoor volleyball) are the following:

a) Area to coverWith only two players covering a court it takes very good movement skills to effectively cover the entire court. As a result, doubles on a full size court may not be suitable for younger athletes. Younger athletes should either play triples or fours on full size court or they should play doubles on a reduced size court.

b) High skill requirements (ball control)With only one other teammate on the court the ball control requirements to maintain a rally in beach doubles are significantly higher than with indoor volleyball where there are five other on-court teammates.

c) Minimal specialization (serve reception, setting, and attacking)Indoor volleyball and beach triples/fours/sixes are games of specialization. That is, the strengths of a player can be maximized – a good setter sets frequently, a strong attacker gets many opportunities to attack, and a consistent passer will often receive serve. Also, the weaknesses can be minimized – a poor attacker seldom attacks, a poor passer may never have to receive serve, and a good setter can be designated the full time setter.

In beach doubles the future actions of a team are dictated by the serve – player A receives serve, player B then sets the pass, and player A attacks the set. As a result, the game of beach doubles has the ability to magnify a player’s serve reception, setting, and attacking weaknesses. For example a poor setter often has to set because their opponents may attempt serve their partner. Also a poor passer and/or a poor attacker will likely be forced to constantly execute these skills because their opponents may try to direct their serves at this player. For these reasons, a successful beach doubles player is usually an all-around player.

d) Defensive and blocking specialization is possibleSince there are no rotational positions (there are no front or back row positions) in beach doubles it possible for a beach team to specialize the blocking and defensive tasks. For example, a shorter partner who is a weaker blocker might decide to always play defense behind a taller partner who is a better blocker but a weaker defender. In this example the taller player would run to the net to block immediately following their serve – this is not allowed in indoor volleyball.

5) Number of athletes in practice sessionsSince beach teams are composed of only two players there will be fewer athletes taking part in beach training sessions. Ideally there should be four athletes (two teams) at a beach volleyball training session. However, it is possible to run effective training sessions with 1, 2, 3, or 4+ athletes.

6) Safety considerationsThere are many important safety considerations that must be taken into account with beach volleyball:

a) Sharp or dangerous objects in the sandSince beach players compete on the sand with bare feet it is important to ensure and any sharp or dangerous objects (such as rocks, glass, metal, shells, sticks…etc) are removed before beginning to practice or compete in that area.



20

b) Unsafe equipmentBeach volleyball equipment must be free on any exposed surfaces that could injure a player (such as stakes, parts with sharp edges, support cables, exposed metal connectors…etc)

c) Dangerously positioned set-up equipmentItems that are often used to set up a beach court (such as hammers, shovels, and rakes) must be kept a safe distance (minimum 3m, preferably 5m) from the playing area.

d) Personal CareSince beach volleyball is played outside on the sand there are several personal care safety considerations that each beach player and coach must take into account:

Sunscreen – players and coaches must always apply generous amounts of a high quality waterproof (or sweat proof) sunscreen with a sun protection factor (SPF) of 15 or greater. Sunscreen will reduce or prevent sunburns, sunstroke, skin cancer, and fatigue.

Sunglasses – good quality sunglasses should be worn at all times to protect the eyes from direct sunlight.

Fluids – since physical exertion and exposure to sun leads to rapid water loss, it is crucial for beach volleyball athletes and coaches to frequently replace lost fluids (either water or a mineral replacement drink).

Clothing – weather conditions at the beach can range from intense heat/humidity to strong rainstorms to frigid temperatures. As a result, beach athletes and coaches should bring items of clothing for all possible weather conditions. They may include:

Hat or visor – keeps the sunrays off the head and face.

T-shirt or tank top – keep the sunrays off the torso and provides some warmth. T-shirts are preferred since they cover the shoulders.

Sweat suit – for warmth.

Rain suit – to keep dry in the rain.

Socks or aqua socks – when playing in very hot sand socks or aqua socks will prevent blisters on the bottom of the feet.

Rule Differences

1) Set and Match DurationsIn beach volleyball, matches are 3 sets in duration. The first two sets are played to 21 points (win by two) and the 3rd deciding set is played to 15 points (win by two).

2) CoachingIn beach volleyball, coaching is often not permitted during a match. Coaches will be allowed during youth matches (24 & Under age and younger). Senior level competitions usually will not permit coaching during matches. This is to comply with the current FIVB regulations. As a result, beach coaches should teach their athletes to think critically and make any necessary tactical or technical changes without the help of a coach.

3) SubstitutionsThere are no substitutions allowed in beach doubles volleyball. Should one of the players sustain an injury that makes them unable to finish the match, that match is forfeited.



21

4) Change sides at regular intervalsThe weather conditions (wind and sun) can have a dramatic effect on the game of beach volleyball. As a result, the teams switch sides at a pre-designated point total; usually every 7 or 5 points (although other point totals are also used). This ensures that no team gets an unfair advantage due to the weather conditions.

Unlike indoor volleyball the teams do not change their benches during a side change in beach volleyball.

5) Block counts as one contactIn beach doubles volleyball the block counts as the first contact leaving two remaining contacts before the ball must be played over the net. If a player contacts the ball while blocking (first contact) they are also eligible to play the next (second contact) as well.

6) Open hand tip is not allowedOpen hand tipping is not allowed in the beach doubles game. A soft attack shot can either be a “roll shot”, a “poke”, or a “cobra”. A “roll shot” is a soft topspin (or sidespin) shot executed with the palm of the hand causing the ball to spin or roll. A “poke” (or “knuckler”) is achieved by contacting the ball with the knuckles. A “cobra” shot is performed using fully extended fingers to contact the ball on the fingertips.

7) No re-serve on joustWhen a ball is simultaneously held above the net between two players on opposing teams a re-serve is called in indoor volleyball. In beach volleyball the play continues until the rally is over (there is no re-serve in this case).

8) Beach digWhen defending a hard-driven spike, a beach volleyball player may slightly hold or carry the ball with the fingers in an overhand position. This technique is called a beach dig. Please note that a spike serve can not be considered a hard driven ball.

9) Overhand set as attackThe player overhand passing the ball across the net must have their shoulders’ perpendicular, before the contact, to the path of the ball.

10) Players may cross under netThere is no centre line in beach volleyball. During a match a player is allowed to cross under the net into the opponent’s side of the court providing that they do not interfere with the opposing players.

11) Serve receive with overhand contact is rareDuring serve receive beach volleyball players can’t double hit the ball with an overhand pass. As a result, the serve receive in beach volleyball is more restrictive (no overhand pass) than with indoor volleyball.

12) No service screenThe screen call does not exist in beach volleyball. A beach volleyball player has the right to ask an opponent to move so they do not obstruct their view of the server. In other words, the onus is on the serving team not to screen.



22

oBservatIon checkLIstconductInG a traInInG sessIon

1. Drill Selection and Explanation ● Drill Selection● Drill Explanation (brief & concise)● Mention of Criteria● Demonstration

2. Transition ● Group organization between drills● Group organization during drill

3. Drill Execution ● Observation/distribution of attention● Error detection / correction● Positive, effective, constructive

intervention4. Global Training Session

● Workload● Volume● Intensity● Maximize contact time

● Ball Handling● Precision/consistency● Respect spatial references● Tempo

4. Responsible Coaching

● Ethics● Leadership● Attitude● Motivation

oBservatIon checkLIstteachInG BasIc skILLs

1. Explanation of Drill● Key points highlighted● Clear objectives are mentioned● Message is clear and precise● Presence (e.g. confidence, tone of

voice)2. Demonstrations

● Good visual example3. Drill organization

● Group organization● Distance between players● Ball trajectory (e.g. speed, distance)

4. Error Detection/Correction● Feedback reflects objectives/key

points● Specific Feedback● Immediate Feedback● Positive Feedback● Brief and concise


23

GIVING FEEDBACKUseful feedback is descriptive rather than evaluative

• It describes reactions, observations, feelings• It focuses on behaviour• It describes objective consequences that may occur or have occurred• It avoids evaluative language, thus reducing the chances of a defensive reaction• It’s concerned with what is said and done, not why it’s done• It avoids accusations or inferences

It is specific rather than general• It describes what happened• It avoids generalizations such as “that was great”; rather, useful feedback is specific, for example,

stating exactly what the athlete did that made it great

It takes into account the needs of both the athlete and the coach • Feedback should be given to help, not hurt• Feedback is not given to make the coach feel better• It doesn’t overload the athlete with information; it is selected on the basis of what the athlete can

use, rather than the amount the coach can provide• Sharing information rather than giving advice allows the athlete to decide what to do with the infor-

mation

It is directed toward behaviour the athlete can change• Focus on the behaviour, not the person• Suggest a more acceptable alternative

It is solicited rather than imposed• Feedback is most useful when the athlete has sought it out

It is well timed• It is given as soon after the performance/event as practical• The athlete is ready to receive the feedback• Excellent feedback at the wrong time can do more harm than good

It is checked with the athlete• Have the athlete say in their own words what they heard• No matter the intent, feedback can be misinterpreted• Coaches need to pay attention to the effects of their feedback

It is checked with others in the group


24

DATE : _________________________________

O

bjectivesD

rill Organization

Reference Points

Success Criteria

Evaluation


25

DATE : _________________________________

O

bjectivesD

rill Organization

Reference Points

Success Criteria

Evaluation


26

DATE : _________________________________

O

bjectivesD

rill Organization

Reference Points

Success Criteria

Evaluation


27

RISK MANAGEMENT AND SAFETY CHECKLISTIt is the policy of Volleyball Canada to develop, implement and monitor an effective Risk Management and Safety Program designed to foster a spirit of competitiveness in the safest possible environment. It is the responsibility of every member, coach, official, volunteer, staff and director to practice Risk Management and Safety on a continuous basis.

Courts Courts are 9m by 18m Boundary / center / attack / service lines are clearly marked At least 2m of free space beyond the sidelines At least 2m of free space beyond the end lines

Floor

Clean and dry Post hole sockets are capped or covered Free of hazardous cracks / chips / gouges / irregularities

Ceiling

At least 7m above the floor Free of obstructions / protrusions Lights are suitably bright, protected and stable Other fixtures are stable

Nets and Standards

Standards are at least 0.5m from the sidelines Standards are padded Cranks / hooks / fasteners are covered Antennae are safely and securely attached

Score Tables and Team Benches

Position of score table will not interfere with play Placement of team benches will not interfere with play Team gear can be stowed behind benches

Referees’ Stands

Stands are safe, stable and easily accessed Stands are padded

Spectator Gallery

Does not interfere with play All railings are secure

Others Others: ________________________

Report any problems identified in the above checklist items.


28

Volleyball Canada Policy Governing Scouting and Recruiting

The recruiting of young athletes by coaches as well as scouting services is becoming increasingly aggressive and intense in Canada. Thus, Volleyball Canada has put together a policy on this matter, as well as developed some guidelines and ideas to help athletes, coaches, parents and tournament organizers deal with this situation.

Volleyball Canada’s role is primarily to regulate scouting and recruiting requirements to ensure that athletes are scouted/recruited in a manner that is ethical and respects the needs of athletes, coaches, parents and all other individuals involved. The objective of the regulations is to make sure recruiters are not taking advantage of athletes pursuing scholarships, and also to ensure that the rights of volleyball coaches in Canada are respected. Any athletes, coaches or parents who have questions regarding the recruitment process or scholarship/playing opportunities can consult VC’s and/or P/TA’s Technical Directors.

Recruiting Regulations

1. During the playing season:

A. Regulations for Recruiters:a) Recruiters are allowed to contact athletes during the playing season.b) Prior to contacting an athlete, recruiters must identify themselves to the athlete’s

coach and/or parents. c) Recruiters should attempt to conduct their activities in an open environment.d) Once an athlete has signed with a club, this athlete is no longer eligible for

recruitment by other clubs in the playing season. If an athlete wishes to change clubs within a playing season, see regulation 6.8 governing player transfers.

B. Regulations for Coaches:a) Educate their athletes and parents about acceptable and unacceptable recruiting

practices as well as the roles of the recruiter, the coach, the athlete and parents. b) Should a recruiter approach an athlete, it is the coach’s responsibility to inform the

athlete’s parents.c) Coaches should not prevent recruiters from educational institutions from contacting

their athlete(s) during the playing season, however coaches do have the right to limit how such contact may occur.

C. Regulations for Athletes:a) Should a recruiter contact an athlete, the athlete is responsible for informing his/

her coach and/or parents.

D. Regulations for Parents:a) Parents are responsible for informing their child’s coach of any contact made by a

recruiter.



29

2. At events:

A. Regulations for Event Organizers:a) Event organizers shall give or sell the coach/recruiter or scouting agency

representative a program of the tournament (if available).b) Event organizers have the right to ask a recruiter to leave the gymnasium if the

previously defined recruiting practices are not respected. If this should occur, event organizers are responsible for reporting all infractions to P/TA.

B. Regulations for Recruitersa) Recruiters are not allowed to contact athletes while the athlete’s team is still

participating in the competition.b) Recruiters must introduce themselves and the institution which they represent

to the tournament organizers, follow any additional event regulations regarding recruiters, and when possible wear clothing which identifies them as representing their institution or group. Recruiters should identify themselves to coaches and/or parents when interested in a particular athlete and/or team.

c) Recruiters must conduct their activities in an open environment away from the competition venue.

d) Recruiters must have coaches’ consent and/or knowledge when approaching athletes.

C. Regulations for Coaches:a) All coaches are obligated to report to the event organizers any recruiting practices

that they feel do not meet the above regulations for recruiters.b) Coaches must restrict recruiters from approaching their athletes while their team

is still participating in the competition as recruiter are not allowed to approach athletes during this period.

c) Regulations for Athletes:d) Should a recruiter contact an athlete, the athlete is responsible for informing his/

her coach and/or parents.

D. Regulations for Parents:a) Parents are responsible for informing their child’s coach of any contact made by a

recruiter.

The repercussions of violating these rules, or the spirit of these rules, may result in the sanctioning of a recruiter, coach, athlete or parent.



30

Accident/Incident Report Form

Complete this form whenever a volleyball accident/incident occurs which requires medical attention for an athlete, coach, official, volunteer or spectator and forward to the office of your provincial association. This is not a claim form, but this form must be filed prior to a medical/dental claim form being issued. Submission of this form will allow for the study of the causes of volleyball related injuries and the improvement of preventative measures.

* * * * * * * * * * * * * *

INDICATE THE NATURE OF THE ACTIVITY IN WHICH THE INJURY OCCURRED:

○ Practice ○ Game ○ Indoor ○ Outdoor ○ Other

Description of Activity ______________________________ Date & Time of Incident ____________________

Name & Location of Facility: __________________________________________________________________

Address _____________________________ City __________________ Prov. _____ Postal Code _________

* * * * * * * * * * * * * * *

FULL NAME OF INJURED PERSON ________________________________ ○ Male ○ Female

Address ________________________________ City _________________ Prov. ____ Postal Code _________

Telephone Numbers (___)______________________________________________ Date of Birth ___/___/___

Team/Club Name _____________________________________________________

Team/Club Address ______________________ City _________________ Prov. ____ Postal Code __________

Age Category: ○ Bantam ○ Midget ○ Juvenile ○ Junior Type Of Injury:○ Dental ○ Internal ○ Concussion ○ Skin Wound/Puncture ○ Fracture ○ Torn Ligament ○ Bruise ○ Dislocation ○ Muscle Pull/Strain ○ Laceration ○ Joint Sprain ○ Torn Cartilage ○ Other: _____________________________________________________ Affected Area: ○ Knee ○ Chest ○ Head ○ Ankle ○ Shoulder ○ Hand ○ Foot ○ Collar Bone ○ Finger(s) ○ Achilles Tendon ○ Abdomen ○ Thumb ○ Lower Leg ○ Teeth ○ Wrist ○ Thigh ○ Face ○ Forearm ○ Hamstring ○ Neck ○ Elbow ○ Hip ○ Chin ○ Upper Arm○ Back ○ Eye ○ Spine ○ Nose ○ Other: _____________________________________________________



31

Outdoor Playing Surface: ○ dry ○ wet ○ grass ○ sand ○ artificial turf ○ other _______________________

Weather Conditions _______________________________ Temp. ________

Indoor Playing Surface: ○ dry ○ clean ○ wood ○ tile ○ synthetic ○ other __________________________

Description of Accident/Incident:________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________ ○ Collision with another player ○ Hit with ball ○ Collison with net standard○ Collision with officials stand ○ Jumping/Landing ○ Collison with bench area ○ Collision with score table ○ Loss of footing ○ Diving/Rolling ○ Collision with spectators ○ Other: __________________________________________

List the causes/reasons for the injury in order of importance:

1) ___________________________ 2) ________________________ 3) ________________________ What safety and preventative measures were in effect at the time of the accident/incident?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Was treatment provided on site? ○ Yes ○ No If yes, give the name and title of those who provided treatment. __________________________________________ _______________________________________

__________________________________________ _______________________________________

__________________________________________ _______________________________________

Was outside medical/dental attention obtained? ○ Yes ○ No If yes, give the name and title of those who provided treatment, and the date of treatment.

__________________________________________ _______________________________________

__________________________________________ _______________________________________

__________________________________________ _______________________________________



32

What recommendations do you or the medical/dental personnel have for the prevention of such an injury?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

If possible, attach a description of the accident/incident by the injured person as well as a medical report.

Submitted by: __________________________________________ Position: ______________________

Address ______________________________ City ____________ Prov. ____ Postal Code _________

E-mail: ________________________________________________ Telephone: ____________________

Signature ____________________________ Date _____________

On the reverse side, please draw a diagram of the playing venue and indicate where the injury took place. Include team benches, score table and the spectator area in the diagram and distances from the court.



33

Self-Improvement PlanCoach Profile Coaching experience

_____________________________________ ________________________________________Name Coaching Experience (e.g. level, age of participants)

_____________________________________ ________________________________________Address Date of Level 1 Workshop___________________ ________________ ________________________________________Phone Number E-mail Learning Facilitator

A- Areas for Improvement

1. Planning 6. Coaching skills2. Practice organization Ball handling3. Drill management 7. Provide fun and enjoyment for athletes

Selection, structure, explanation, demonstration 8. Game management4. Coaching intervention 9. Technical and tactical knowledge

During practices and matches 10. Responsible coachingFeedback, error detection/correction 11. Other ________________________

5. Communication/observation skills

B- Action Plan

An effective Action Plan must consist of 1) identifying your goals that relate to an area of improvement (see suggestions above), 2) utilizing available resources and 3) setting timelines. Use the framework below to guide your Self-Improvement Plan.

My coaching goals are: (identify SMART goals - Specific, Measurable, Attainable, Realistic and Timelines)

Goal Resources(e.g. books, videos,

people)1-

2- 3- 4- 5-

C- Evaluation

I, ___________________, have made a conscientious effort to improve the above mentioned goals and feel that I have attained my goals within the above mentioned time frame using all the resources that were available to me. Therefore, I believe that I have developed my coaching competencies/skills to the level required by the Level 1 Workshop.

_____________________________ __________________Coach Signature Date

___________________________________ _____________________ ______________Evaluator Signature Position Date

Note: A copy of your Self-Improvement Plan must be sent to your Learning Facilitator and your Provincial Association.Reference Material: Session 4


34

Level 1 – Volleyball NCCP Evaluation Summary

Date NCCP Number: CC

CoachSurname First Name

Address Apt. Street

City Province Postal Code

Phone ( ) ( ) ( )Home Business Fax

E-mail

Portfolio RequirementsPortfolio Assignment Incomplete CompleteContext Descritption Practice Observation Written Practice Plans (40 hours)

All portfolio requirements must be complete to meet the standard for certification

Level 1 Evaluation Requirements (from Level 1 Evaluation Form)

Evaluation Component Score Standard Needs Improvement Meets Standard

Written Plan 4 of 5 Practice and Drill Implementation 8 of 10 Safety 2 of 2 Responsible Coaching 3 of 4

All scores must meet the standard to receive credit towards certification

Recommendation

Repeat observation

by a Level 1 Learning Facilitator• One (1) or less of the evaluation components

meet the standard

Repeat observation

by a Level 2 Evaluator• Two (2) or three (3) of the evaluation components

do not meet the standard

Credit towards certification

• All portfolio assignments are complete• Four (4) evaluation components meet the

standard

Evaluator NCCP number: CCSurname First Name

Address Apt. Street

City Province Postal Code

Phone ( ) ( ) ( )Home Business Fax

E-mail

Evaluator

Signed Date

Tothebestofmyknowledge,theevaluationconductedforthecoachidentifiedabovehasbeencarriedoutinaccordancewiththeestablishedcertificationstandardsforthevolleyball NCCP. The recommendation I have made is based on my professional estimation of the coach’s observed abilities in the training session I observed, as well as the written evidence provided in the coaching portfolio and the evaluation session’s written plan. I have attempted to conduct my evaluation in a fair and unbiased manner and have fully briefed the evaluated coach on the outcome of this evaluation and made recommendations for improvement where appropriate.


35

Reward one (1) point for every item which meets the standard. Reward zero (0) points for every item which needs improvement.

Evaluator NCCP Number: CC

Signed Date

Level 1 – VolleyballNCCP Evaluation Tool

Coach NCCP number: CCSurname First Name

Evaluation Criteria Needs Meets Standard Comments

Writ

ten

Plan

Activity Descriptions Objectives Success Criteria Reference Points Game Transferability Written Plan Total

Prac

tice

& D

rill

Implementation of Written Plan Explanation of Procedure brief clearDemonstration Position of Participants Ball Manipulation Error Detection Error Correction Reference Point Reinforcement

Feedbackpositive clear Practice & Drill Implementation Total

Safe

ty Environmental Risks Activity Risks Safety Total

Res

pons

ible

C

oach

ing

Coach Attire Respectful Language Coach Behaviour Expectations for Athlete Behaviour Responsible Coaching Total

workshop 1 volleyball · pdf file© volleyball canada and coaching association of canada...

Documents