Teaching Respect in Sports – the Cougar Way

Great sports programs find creative ways to distinguish themselves for the way they teach techniques, tactics, and values such as respect, discipline, patience, and perseverance. More importantly, great programs teach their athletes “why” these skills, strategies and values are important. This is in line with one of the USA Volleyball’s axioms for coaching – The teams whose coaches teach their athletes “why” will beat the teams whose coaches teach their athletes “how”.

That point is illustrated in the following picture taken during the national anthem at the volleyball match between Washington State University and the University of Colorado during the 2016 PAC-12 season.

Respect
Washington State University athletes and coaches showing respect during the national anthem

For years, the Lady Buffs and every visiting team have stood at attention during the national anthem.

The Washington State University Cougars take it a step further. As a team, they show respect for the flag and what it should mean to all Americans. In addition, they did this long before San Francisco 49er quarterback Colin Kaepernick made a decision to refuse to stand for the playing of the national anthem during the 2910 NFL preseason. Hats off to the Cougars (and the flag)!

Coaches Jen and Burdette Greeny have taught their athletes “why” it is important to show respect for the flag. In the process of teaching their athletes “why”, they have reinforced the importance of understanding the value of showing respect for themselves, their teammates, coaches, officials, opponents, and others.

Hats off to the Greenys and the coaches in all sports who teach important values such as respect and discipline to their athletes.

Engage the Athlete – Kessel Style

The most effective theories for business, education, and management are centered on the concept of engagement. In business, Theory Y leadership has been proven more effective at engaging employees than Theory X leadership in most situations. In education and coaching the following Teddy Roosevelt quote is often cited, “Nobody cares how much you know, until they know how much you care.” Engage the student! Engage the athlete!

John Kessel, member of the American Volleyball Coaches (AVCA) Hall of Fame, writes a blog Growing the Game Together for USA Volleyball. In it, he discusses the process of engaging athletes – Kessel Style. His posts have catchy titles, but more importantly, they are thought provoking. John is a master at coaching technique and tactics, but the focus of his blog is to get coaches to engage the athlete. For example:

  • He suggests that coaches should encourage kids to make mistakes. How many of your kid’s coaches do that? Do they yell at them instead when they make a mistake?
  • He talks about the illusion of knowledge, false confidence, and false fundamentals. What are these concepts and why are these concepts important?
  • He suggests that coaches need to learn to be quiet, watch, and listen. Do you believe the coaches in youth sports programs should be always talking to the athletes to help them improve?
  • He says that coaches should not punish their athletes as a way of trying to improve their performance. How many push-ups have your kids had to do because something went wrong in practice?

Read on! The following links are just a sample of posts about how to engage the athlete at a higher level.

Promoting False Confidence (November 7, 2016)
I Want You To Make Mistakes (November 1, 2016)
Be Consistent
(October 20, 2016)
Suffering From the Illusion of Knowledge (September 16, 2016)
What is it with Physical Punishment in So Few Sports (May 7, 2016)
Fearing Free Lessons from Washington D.C. (May 20, 2016)
How Much Can Athletes Teach Themselves (April 15, 2016)
A Major Change in My Feedback (January 15, 2016)
It’s all about the Reps, ’bout the Reps, and Game-like… (September 22, 2015)
False Fundamentals (August 24, 2015)
Stay Quiet and Let Them Play (July 29, 2015)
STOP Teaching Robots (June 6, 2015)
You are Paying for Practice Not Playing (March 30, 2015)
Coach Taught or Player Learned? (January 23, 2015)
Standing in Line (January 16, 2015)
Irrelevant Training (October 20, 2014)
STOP Teaching Technique… (April 25, 2014)

Kessel’s blog presents the concept of engagement as it relates to the sport of volleyball. These concepts apply to tennis and other sports.

Read the above posts (and others) and give it some thought. If necessary, go back and read them again in a couple of days or weeks. Without a doubt, you will develop a different perspective about coaching.

The bottom line is “ENGAGE the athlete!”

engage the athlete
John Kessel engages the athletes at a grass volleyball clinic in Vail.

 

Tired? No One Cares When You are Competing

Courtney Thompson, setter for the USA Women’s National Volleyball Team has written a blog post on the Positive Performance website talking about how she uses mental training to push through and overcome fatigue instead of getting frustrated and feeling bad for herself.

This post summarizes her discussion  to help athletes deal with fatigue so it doesn’t take them out of their game.

#1: It’s not about you, so get over it. Put the team ahead of your ‘feelings’ and get it done!

#2: All champions experience fatigue when pushing their limits. So feel it and embrace it… fatigue means you’re on your way! No one said success would be easy.

#3: Your mind is incredibly powerful. Use it to help you! You’re an athlete. Being tired is a part of that, so accept it and move on. Choose to think about what you need to do to help the team in that moment.

#4: Your mission doesn’t care if you’re tired. Find what works for you and use it. I want to go to bed at night knowing I did everything I could possibly do to help my team reach our mission.

#5: We won’t always feel 100% in a game. Train yourself to be ready for those days. The real competition in sports and in life is competing with yourself to bring your personal best, day in and day outfit is unrealistic to think we will perform feeling 100% all the time.

#6: Check that your behaviors are in line with your objectives. People often look at an athlete who wins a championship and think that getting there must have all been fun, happy, and maybe even comfortable, The pursuit of becoming your best is hard work.

#7: Mood follows action. Start little, and keep going. From the start of a rough day, act in line with your goals—make just one small step—and you’ll gather momentum and come to realize you’re actually in control of your mood and your day. Then take one more small step, then another, and another. At some point your ‘mood’ will change as you involve yourself in each step, each task.

#8: Remember: the pain of not going all out is much bigger than the pain of holding back. What I’ve learned is that at some point the high of winning and the sting of losing will wear off, and the real joy comes from knowing you exhausted every possibility to help your team reach its goals and whether or not you and your team were good teammates along the way.

Sampling of Coach K Quotes About Life and Sports

Mike Krzyzewski, affectionately known as Coach K, is one of the world’s most widely respected coaches in any sport. One of his many strengths as a coach is his ability to motivate those around him.

This blog post includes a sampling of some of his quotes about sports and life taken from the official Mike Krzyzewski website, http://coachk.com/.

Advice for athletes

Adversity can teach you more about yourself than any success, and overcoming an obstacle can sometimes feel even better than achieving an easy victory. Through adversity, you can discover things about your endurance, your ability to turn a negative into a positive, and your personal strength of heart.

Dependability is the ability to be relied upon. To always be there trying to do your best. Dependability is not only about being there physically, but being there at your best. It is about loyalty and commitment, and being someone on whom your teammates can count.

The persistent pursuit of excellence determines winners, not the score of the game. To be excellent, you must be yourself. Do the very best that you can do. In giving your best every day, improvement will come naturally. Giving your all makes you better; it’s that simple.

No one can be perfect. When you break out of your comfort zone and try new things, you will probably experience some form of failure. Failure cannot be your final destination; rather, you can use it to shatter limits. It is merely a stepping-stone on your journey to greatness.

Integrity means doing the right thing whether you are alone or with a group, doing the right thing no matter what the rewards or the consequences may be. It means putting your base of ethics into action. It takes strength of character to have integrity

Advice for coaches

The foundation to achievement is in dreams, in imagination. The greatest gift a coach can give a player, a teacher can give a student, and a parent can give to their child is the opportunity to imagine great things. These dreams pave the way for future successes.

Effective teamwork begins and ends with communication. Communication does not always occur naturally, and must be taught and practiced in order to bring everyone together as one. The most crucial element of communicating is telling the truth.

Developing a culture means having a tradition that maintains the standards you want to define your program. Culture is established by the people who compose your team and is carried on by those people. A successful development of culture means that you hear different voices echoing the same message throughout the organization — now, through the history of your program, and into its future.

Trust is the foundation upon which relationships must be based. It is developed through open and honest communication, and, once established, creates a shared vision for a common goal. Established trust among a group of individuals bolsters a feeling of confidence that only comes in knowing you are not alone.

Standards form a level of excellence that we consider our norm. They define what is acceptable for an individual or a team. When you allow your standards to slip, your level of success will decrease alongside your team effort, work ethic, and pride.
You have to adapt what you do based on who you are. In teaching, you must remember that no group or individual is the same as who you taught the day before, the year before, or the decade before. Your plan has to suit who you and your team are right now.

Advice about life

Living is learning. Once you stop learning, you are no longer living. The key to learning is listening. Make it a habit to listen to everyone. You do not merely learn from the traditional teaching sources.

Ambition alone is not enough. That ambition must be coupled with hard work for success to be achieved. Real winners put forth the time and effort to make it happen. By putting in the work, you make yourself worthy of winning. I truly believe that you will not win consistently unless you are worthy.

Take care not to allow one aspect of your life to so consume you that you neglect the others. Balance can put things in perspective, can bring you joy even when you are down, and can allow you to be at your best in all aspects of your life.

No matter how successful you believe you yourself to be, you can never feel as if you’ve reached the absolute pinnacle. There are always new and wonderful challenges out there, and part of maintaining success is knowing when you need to accept them.

You can possess countless good qualities as an individual, but if you don’t have the courage to proceed, you may never see those qualities come into fruition. It takes courage to put what you believe to be best of you on the line, to test it, and to see how far it takes you. Courage means daring to do what you imagine.

When you use your success to have a positive impact on something or someone else, it adds depth to your life. Having a positive influence on people, helping others: that’s winning. For someone to be a total human being, they must realize that something happened before them, something is happening now, and something will happen after they leave.

Check out the official Coach K website. You will find a host of thought-provoking quotes. What is your favorite Coach K quote?

Change, Ugh!

This post is an excerpt from the paper, “Your Mission Should you Choose to Accept it is to be a Coach“. The paper was written to encourage volleyball coaches to incorporate relevant training into their practices. For some this means making changes.

Many people struggle when they are asked to change. Coaches may agree that the concept of relevant training makes sense, but implementing change may be easier said than done. The following two discussions are included to let coaches know they are not alone if they wrestle with change. Endorsing change will allow coaches to further increase learning, improvement, and fulfillment in their practices.

First Discussion
Parent: Did you like the part of the USAV IMPACT course where they talked about how the game teaches the game.
Coach: Yeah, that’s a cool idea. I like it.
Parent: Can you implement it into your practices?
Coach: Oh we can’t do that because we have to teach the girls how to hit the ball and where to stand. We have to teach the girls and don’t have time to play games.

Second Discussion
Parent: Could the coaches in your club be more effective if the players had more meaningful touches in practice?
Coach: Yes, most of our coaches aren’t very good at doing that and don’t get it. Would you watch my practice and give me some feedback?

After practice…

Parent: You have great rapport with your athletes and they have fun. Do you think they will retain what you worked on?
Coach: Yes, we did my favorite blocking drill for 35 minutes, they better get it, or else.
Parent: I noticed several players standing around and others did not appear to be engaged. Did you see the same thing?
Coach: Oh that is normal.
Parent: Would it help to change drills?
Coach: No, one girl doesn’t like to block, the other one was injured and couldn’t go 100%, and the other girl has had a bad attitude since day one. They just need to focus.

Another more light-hearted approach to accepting change is to imagine that David Letterman was a volleyball coach who didn’t like change. The following are 10 reasons he might give for not integrating relevant training into his practices.

If David Letterman was a Volleyball Coach who Didn’t Want to Change…
1. I have a set of great drills that were handed down to me from my coach and his coach.
2. The club has a system that works. Why change?
3. I like single focus drills because I’m in control. They look more organized, That’s important to the parents.
4. I don’t like to have multiple balls in the air because that makes practice look chaotic and unsafe.
5. It is important to demonstrate to the players and parents that I am knowledgeable about the sport by giving detailed descriptions of skills, techniques, and tactics. The kids need to learn to listen and focus. That is how they learn.
6. When I told the parents that the game teaches the game, they said, “That’s why we play tournaments. Get on the court and teach them how to play!”
7. If the club really wanted me to be a better coach they could pay for me to go to coaching clinics – in Hawaii.
8. I like breaking the skill into parts, because I can explain it better to the players that way.
9. It’s just the junior varsity team. The kids aren’t very good, so it doesn’t matter if we hire someone who has never coached before.
10. When the girls miss their serves, they should run 3 laps. It’s good conditioning and it motivates them. That’s how you teach discipline and skills.

If this sounds like your son or daughter’s coach, it is time to start shopping for a new program.

Assess Your Mindset to Increase Relevant Training

Coaches can increase the level of relevant training in their practices with an honest self-evaluation of their mindset. The following questions can be used in such an evaluation.

  • Do the coaches have a growth mindset as opposed to a fixed mindset?
  • Do they create an environment where athletes are challenged to learn?
  • Do the coaches focus on effort or performance as opposed to outcome?
  • Do the coaches provide constructive feedback or feed-forward comments?
  • Do they use cues that are meaningful to players to help them learn?  In the photo below the setters coach was at court side and used cues to effectively communicate with the setter between points.relevant training
  • Do the practice activities transfer to match play or do they emphasize false fundamentals or skills that make the players look good in practice?
  • Do the coaches understand that players have peaks and valleys and over time their performance regresses to their mean performance?
  • Do coaches focus on raising the mean performance of athletes rather than emphasize the peaks and the valleys?
  • Is the coach committed to relevant training and meeting the needs of the athletes?

Most coaches will find that after they have answered these questions they are excellent in some areas and can improve in other areas. Changes can be made as appropriate.

Assess Your Practices to Increase Relevant Training

Volleyball coaches can increase the level of relevant training in their practices with an honest self-evaluation or assessment from another coach. The following  questions can be used in such an evaluation.

  • Do you have a practice plan? Do you post it or share it with the athletes?
  • Do the drills in your practice plan address the needs of your athletes?
  • Have you established the time to be allocated for each drill? For example, some coaches will plan for 4 to 5 drills in an hour (12 to 15 minutes per drill). This allows them time for a 20 to 30 minute scrimmage.
  • Do your coaches have the same expectations of the players in practice and matches? For example, are the players told to serve aggressively in practice then told to just get it in when they play matches?
  • Do your drills maximize use of the space in the gym?  For example, in the practice shown in the photo below, the coaches had 18 players. By setting up the gym differently they would have played on two courts and better met the needs of the athletes.relevant training
  • Have you optimized touches while allowing for necessary discussions, drill changes, and water breaks? Coaches can practice conveying a message in 30 to 60 seconds or the length of a time they have to talk during a time out.
  • Do you have names for your drills? This eliminates the need to describe them every practice.
  • Have you incorporated the mindset of kids teaching kids into your practice? Juniors learn good and bad things by watching their peers play. They also learn when they are asked to teach their peers to play.
  • Have you taught the athletes to feed or toss the ball to start drills? Feeding is a physical activity that it better than standing and watching. When athletes are initiating the drill it allows the coaches to be in a position to help the athletes.
  • Do you practice what happens in a match? For example, do you your setter practice setting when the pass is out of system?
  • Have you included scoring systems in your drills to make them competitive or game-like?
  • Do you have a backup plan when drills go really well or horribly?
  • At what point should you make a drill tougher or easier? A general guideline is to make the drill more difficult If the players’ success rate is 65% to 70% or higher and make it easier if the success rate is lower.
  • How many drills include multiple balls in the air at the same time?
  • Do you keep your practice plans and make notes of what worked and how your players performed?

Most coaches will find that after they have answered these questions they are excellent in some areas and can improve in other areas. Changes can be made as appropriate.

Playing Time – Why is My Daughter Sitting on the Bench?

If you asked parents what they are paying for when they put their children in a volleyball program many would say they are paying for playing time in the tournaments.

Instead of focusing on playing time in matches, parents should have the following discussion with club and school coaches, “Court time is a precious commodity. Use it wisely. When is the team going to have more relevant training so my daughter will get more meaningful touches and game-like learning? What are you doing to make her a gamer, not just a star in practice? ”

It is understandable that parents want to see their daughter compete in match play given their time and financial investment in the sport. At the same time, they need to do the following math problem to understand the relationship between playing time and practice time.

Playing time

Does your daughter spend more time playing or practicing?

Assumptions

A. A club practices 3 times a week for 2 hours each practice for 24 weeks.
B. The club plays 5 matches at 6 tournaments during the season. They also play 5 matches in 2 national qualifier tournaments. Each match lasts 1 hour.

Calculations

A. The total hours spent in practice are 3 X 2 X 24 = 144 hours.
B. The total hours spent playing matches equals 5 X 6 X 1 = 30 hours plus 2X5=10; 30 +10=40.

Answer

Your daughter spends 40 hours in practice and 144 hours playing matches.

Coaches must be fair in allocating playing time. More importantly, they have an obligation to make practices more relevant by increasing the number of meaningful touches and game-like activity.

Incorporating Statistics into Individual and Team Sports

When coaches use data or statistics they can help improve the performance of athletes in individual and team sports.

One of the top “stats” people in volleyball is Joe Trinsey, technical coordinator for the U.S. Women’s National Volleyball Team. In that capacity, Trinsey is responsible for match video analysis and statistics for the program. His work is so important it is incorporated into the process for practices and match play.

The following is a summary of Trinsey’s thoughts about stats, compiled from various presentations and discussions.

The Process

The process of taking stats is a combination of three circular activities.
• You decide what you want to analyze and you gather data.
• You evaluate the results.
• You make a plan how you are going to apply the data
And the process repeats itself.

The process sounds simple!

 

stat cyclev1

Plans for Change

It is critical to have consistency in “taking stats”. For example there must be a common definition for identifying an unforced error or determining what an out-of-system pass is. The product of inconsistent data is garbage-in and garbage-out.

Once consistency is established, the subsequent steps are to evaluate the data and apply it in the coaching process. It doesn’t help an athlete know her percentage of good serves, if that information isn’t used to help the athlete improve her serve.

It is easier to talk about making change than it is to actually make the changes.

The following questions will lead to meaningful change:
• What are all the possible changes that we could make?
• How much do we want to adjust?
• Are the athletes capable of making the adjustment?
• Do we think the athletes will do what is necessary to make the changes?
• What do we need to do to make changes stick?
• How will we measure the change to see is progress is being made and if the changes stick?

Words of Wisdom

The following words of wisdom are useful when implementing change.
• Never attempt tactically what a team or athlete cannot perform technically.
• Greater complexity requires more training and coaches with a better knowledge base who can teach those skills. For example, a volleyball team that wants to run a quick attack, must have coaches who can teach back row players to pass “in-system” passes, setters who can set “one” sets, and hitters who can hit quick sets. In addition, the coaches must be able to teach the tactical strengths and weaknesses of quick attacks.
• When trying to affect change, coaches should challenge their players. If they are learning new skills the coaches should do drills where they have at least a 2:1 success failure ratio. If they are performing below that level then the drill should be switched to an “easier” drill. Likewise if they have reached that level or they have mastered a, the coaches should challenge them with “more difficult” drills.

The following are final thoughts about statistics from Trinsey and others:
• Stats are an observation with a memory, They are a snapshot of a player or team’s performance at a given point in time with a defined set of circumstances.
• Stats may not provide answers, but they will allow a coach or athlete to ask better questions.
• Stats are used most effectively when they are incorporated with qualitative data or intuition.
• Stats can help a player or team if they are used to measure progress, growth, or change.

Volleyball Club Directors Don’t Always Get it Right

The sport of volleyball is growing by leaps and bounds. About a quarter of adolescent American girls play some form of organized volleyball -that is the good news.

The bad news is the infrastructure is not in place to support the current rate of growth. The sport needs additional facilities and qualified club directors and coaches to handle the current demand, especially in Colorado.

This post focuses on comments from parents and players about club directors. The purpose of presenting this post is to illustrate the impact that club directors have on their players, parents, coaches, their program, and the sport, particularly when they don’t get things right.

The Snake Oil Salesman
Most club directors enthusiastically sell their club. Sometimes they are overzealous, much like a snake oil salesman, in describing the positive aspects of their program.volleyball club directors

• Situation 1- At an open gym the director told a group of parents, “I have worked with the coach on court 1. She is the most amazing coach I have ever seen. Given her skill and the talent she has on that court, it wouldn’t surprise me if that team qualified for nationals.”

The coach was a wonderful human being, the girls loved her, but she ran horrible practices. The team started off around 15th in the division and ended the season around 20th – they got worse as the season progressed.

• Situation 2 – The director told a group of parents, “We are the only team in Colorado that teaches mental toughness as part of their program.” NOT!

• Situation 3 – At open gyms, club directors are frequently asked how many positions the club is trying to fill for the upcoming season. A common response is, “All positions on the team are open for competition, even the girls who played last year have to earn their positions on the team.”

If parents talk to the coaches they will often get a different story. The coaches will usually be more specific and identify which positions the team is actually looking for.

• Situation 4 – In private discussions, many directors have told parents, “Your daughter doesn’t have to be tall to play on this team.”

Right or wrong, the top clubs in most age categories place a premium on tall girls.

We Don’t Like Parents
• Some clubs have a policy of having closed practices. The justification for closed practices is usually cited as safety or liability. Some directors close practices because they claim it helps the players focus.

In 99% of the cases, club directors and coaches don’t like parents to be involved in the learning process. One director told a parent that since she initiated closed practices, her complaints from parents had declined.

Club directors who close practices lose the opportunity to include parents in the learning process. Parents are entitled to be part of that process since they pay the bills.

Open Door Policy
At an open gym the club director proudly stated to the parents,”I have an open door policy and welcome any comments by parents who want to make the club better.”

• Situation 1 – A group of parents talked to the club director because a coach was playing his daughter full-time and she was the worst player on the team.

The club director said he would look at the situation, but he never got back to the parents.

The parents later learned the coach was able to get special access to a local facility that the club used for practices two nights a week. The club director did not address the concern raised by the parents for fear of losing the practice space.

• Situation 2 – A parent sent the club director an email that addressed the lack of meaningful activity in practices. This included a timeline of drills and activities. The club director did not respond. The next time the parent saw him he asked the club director what his thoughts were about the email. The club director said he didn’t remember the email. He said his wife also used the club email for her personal use and probably deleted it before he had a chance to read it. He asked the parent to re-send the email. The parent re-sent it and never heard back from the club director.

• Situation 3 – A group of parents approached the club director because there wasn’t protective padding on the net posts where the team practiced. The club was renting the gym from a school and the club director blamed the problem on the school system. The parents offered to do a fundraiser to buy net pads so practices would be safer. The director said she would get back to the parents. She never followed up on this safety issue.

Out of Control
It was the last crossover match of the day in a 12U tournament and the teams were vying for 5th and 6th place in a Division Three match. The down referee, a 12-year old, made a call the coach didn’t like (the coach also happened to be the club director). For two minutes the coach yelled at the head official, the 12-year old down official, and then her team.

After the match the discussion in the parking lot varied greatly. Her supporters said, “She tried to get the kids to rally, but she waited too late. She usually throws her clipboard in those situations. I love her coaching style.” At the other end of the spectrum parents said, “Why doesn’t she pick on someone her own size. She is a good coach and club director. She doesn’t need to be such a jerk.”

It is My Way or the Highway
It is important for club directors to develop policies and make decisions that are in the best interest of the club, the coaches, and the players. Sometimes club directors make decisions for reasons that are hard to understand. Volleyball Club Directors

• Situation 1 – At an open gym a club director talked about how certain teams traveled out-of-state. A parent asked him, “While it is fun for the kids to travel out-of-state, it doesn’t make sense for most teams to travel because they are not competitive at the national level. If a majority of the parents don’t want to travel out-of-state, does the team still have to?”
The club director, curtly responded, “I know what is best for the kids. If I think they should travel they will. The parents don’t have a say in this matter.”

• Situation 2 – In a Q&A session at an open gym, a parent asked the club director, “We have been in tryouts for 10 weeks. What team is our daughter going to play on – Black, Green, or Blue?”

The club director responded, “I appreciate your concern. Trust us, we know what we are doing. We appreciate your patience. Your daughter has been given a position on a team in her age group. We will continue to have tryouts for the next three weeks to see whether she plays on the Black, Green, or Blue team. We want to place as many kids on teams as possible. At this point we don’t know how many teams we are going to have and who is going to coach those teams. As the club director I want to personally make sure every player is properly placed in our program. There is a lot that goes into making this decision.”

The decision was delayed for three additional weeks so the club director could assign the handful of players “on the bubble” to their appropriate team. The reason for the delay was the coach had to attend to personal business.

Trust us, we want to do what is best for your daughters.

• Situation 3 – At a coaches conference, a club director talked about the steps he took to eliminate the problems caused by the parents of the players at his club. He resolved them by holding a meeting for the parents and telling them it was his job to be club director and not their friends. He politely said he didn’t care about their personal lives or the personal lives of the players. He pointed out that it was his job to provide the kids with quality instruction and a quality program and he didn’t have time to do that if he was chit chatting with parents or having to deal with their problems.

It Doesn’t Matter Who Coaches Your Kid
Parents and club directors sometimes do not see eye-to-eye about hiring qualified coaches, as illustrated by the following conversation.

Parent: Your club fees are $3,500 for the season, plus travel expenses. From my perspective that is a lot of money. Who is going to coach my daughter’s team? Of the 15 coaches on your staff, only one is certified. Why don’t you have more certified coaches beyond the mandatory USAV IMPACT certification?

Club Director: Actually we have other coaches who have taken First Aid courses and attended other workshops.
Parent: It is great that some of your coaches have attended workshops, but only one of your coaches is certified. Who will coach my daughter’s team?
Club Director: We haven’t decided yet. Besides, it doesn’t matter who coaches your daughter, all the coaches on my staff are excellent. In fact, I can guarantee you that your daughter will be happy with any of my coaches.
Parent: There are two reasons I am asking. First, my daughter has had some bad experiences with coaches in the past. It is important for her to be with a coach who she respects and who she will learn from. Second, my daughter has attended open gyms at your club and has found there are coaches who she could work with and there are coaches on your staff who she does not respect. I am hesitant to pay $3,500 to have her spend time with a coach she doesn’t respect, especially when I don’t get a chance to see the person coach or have the coach talk to my daughter.
Club Director: I don’t know why you feel that way. When you take your daughter to school you don’t have any say in who her teachers are. She needs to grow up and learn to deal with whoever is there to coach her.
Parent: Comparing your program to the school system is an inappropriate analogy. At the school my daughter attends we can request many of her teachers. You seem to forget that parents are paying you $3,500 for quality coaching. You may have the best staff in town, but if they were as good as you say, the parents and the players would be able to talk with them and watch them work with the players.

The preceding comments illustrate some of the challenges club directors and parents face. Club directors have a thankless job. It is difficult for them to get it right all of the time. Having said that, most of these concerns could be eliminated with improved organization and honest communications.

• Club directors should keep the focus on the athletes.
• Parents are part of the learning process.
• Parents have a responsibility to hold club directors accountable (in a professional manner) when they don’t get things right.  And they should sing their praises on the many occasions they provide exemplary service.
• Most clubs do an adequate job, but they should be held to a higher standard. Parents should not support clubs that consistently do not get it right.
• Club directors should encourage their coaches to get certified in the USAV CAP program.
• Currently, the sport is in a growth mode. That will not always be the case. Some of the current business practices of club directors will not be satisfactory when the popularity of the sport levels out or declines.
• Volleyball club directors must be proactive in supporting the growth of the sport. This includes the construction of more volleyball facilities and the promotion of doubles and boys and adult volleyball programs.