workshop 1 volleyball canada · abled and standing diciplines integrated 16 & under 18 ... •...
TRANSCRIPT
© 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
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
iii
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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.
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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.
D. Membership with your Provincial/Territorial Volleyball Association during the full period in which the portfolio and observation requirements are being completed.
*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.
D. Membership with your Provincial/Territorial Volleyball Association during the full period in which the portfolio and observation requirements are being completed.
Contact Volleyball Canada
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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.
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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 ___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
Workshop Reference Material
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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: ___________________________________________________________________
Workshop Reference Material
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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
Reference Material: Session 2
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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.
Reference Material: Session 2
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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
Reference Material: Session 2
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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
Reference Material: Session 2
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
15
Basic Skills - Key Elements
Reference Material: Session 2
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
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© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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%
Reference Material: Session 2
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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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.
Reference Material: Session 3
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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.
Reference Material: Session 3
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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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.
Reference Material: Session 3
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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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.
Reference Material: Session 3
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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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
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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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
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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DATE : _________________________________
O
bjectivesD
rill Organization
Reference Points
Success Criteria
Evaluation
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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DATE : _________________________________
O
bjectivesD
rill Organization
Reference Points
Success Criteria
Evaluation
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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DATE : _________________________________
O
bjectivesD
rill Organization
Reference Points
Success Criteria
Evaluation
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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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.
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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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.
Reference Material: Session 4
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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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.
Reference Material: Session 4
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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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: _____________________________________________________
Reference Material: Session 4
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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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.
__________________________________________ _______________________________________
__________________________________________ _______________________________________
__________________________________________ _______________________________________
Reference Material: Session 4
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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.
Reference Material: Session 4
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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
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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Level 1 – Volleyball NCCP Evaluation Summary
Date NCCP Number: CC
CoachSurname First Name
Address Apt. Street
City Province Postal Code
Phone ( ) ( ) ( )Home Business Fax
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
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.
© Volleyball Canada and Coaching Association of CanadaLevel 1 - Coach WorkbookUpdated - August, 2011
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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