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.

 

PAC-12, Smack 12 – Best Volleyball Conference?

PAC-12, Smack 12 – for a number of years, smack talkers from the West have claimed the PAC-12 is the top collegiate volleyball conference in the country. At times that has been true; however, that wasn’t the case in 2015.

Without a doubt the Big 10 was the country’s elite collegiate volleyball conference this season. The following table shows the win-loss records for the NCAA teams from the Big 10.

Team Record
Nebraska 6-0
Minnesota 4-1
Illinois 2-1
Ohio State 2-1
Penn State 2-1
Wisconsin 2-1
Michigan State 1-1
Michigan State 1-1
Purdue 1-1

Not only did the tournament champion come from the Big 10, but six of the conference teams had winning records and all of the Big 10 teams won matches.

The Huskers won six matches – three were 3-0 and three were 3-1. Their dominance was impressive given the depth of the field.

Looking ahead to next season, you have to feel sorry for the Big 10. The leading hitter for Nebraska was Kadie Rolfzen (412 kills) and right behind her was Mikaela Roecke (386 attacks). Rolfzen is a junior and Roecke is a freshman.

Amber Rolfzen led the team in blocks (182) and Kelly Hunter led the team in assists (1,501). Rolfzen is a junior and Hunter is a sophomore. The chances are pretty good that Nebraska will have a “decent” team in 2016.

Sixty four teams played in the NCAA championships. These teams represented thirty-two conferences.

The following 20 teams and conferences were at the bottom with 0-1 records.

University Conference
• SMU American Athletic Conference
• New Hampshire American East Conference
• Lipscomb Atlantic Sun Conference
• NAU Big Sky
• Coastal Carolina Big South Conference
• UNC Wilmington Colonial Conference
• Cleveland State Horizon League
• Fairfield Metro Atlantic
• Ohio Mid-American Conference
• Howard Mid-Eastern Athletic Conference
• Colorado State Mountain West
• Robert Morris Northeast Conference
• Belmont Ohio Valley Conference
• Furman Southern Conference
• Texas A&M Corpus Christi Southland Conference
• Jackson State Southwestern Athletic Conference
• Arkansas State Sun Belt
• Harvard The Ivy League
• Denver The Summit League
• NMSU WAC

In addition, the PAC-12 and Missouri Valley Conference were leaders for the number of teams with first round losses. Both had three, followed by the Big 12 with two. The ACC, SEC, WCC, and Big East also had teams that bowed out in the first round.

Only 12 conferences had teams that won matches and only six conferences had winning records.

Conference Record
Big 10 21-8
Big 12 10-5
PAC-12 9-7
SEC 5-4
WCC 5-4
Big West 3-1
Big East 3-3
ACC 3-4
Atlantic 10 Conference 1-1
Conference USA 1-1
Patriot League 1-1
MVC 1-4

Only 16 of the 64 teams had winning records

University Conference Record
Nebraska Big 10 6-0
Texas Big 12 5-1
Minnesota Big 10 4-1
Kansas Big 12 4-1
Hawaii Big West 3-1
USC PAC-12 3-1
Washington PAC-12 3-1
Florida SEC 3-1
Illinois Big 10 2-1
Ohio State Big 10 2-1
Penn State Big 10 2-1
Wisconsin Big 10 2-1
Creighton Big East 2-1
UCLA PAC-12 2-1
BYU WCC 2-1
Loyola Marymount WCC 2-1

While it is entertaining to play with the data and talk smack about which conference is best, the most impressive aspect of the 2015 NCAA Championships was the number of quality players on all teams.

Congrats to the Cornhuskers and Big 10 on a great season!

Lady Buffs Volleyball Wins and Attendance Peaked in 2014

The CU Lady Buffs volleyball team peaked in 2014.

There was a small group of players who raised their level of play in 2015. Unfortunately, their efforts were not enough to carry the Lady Buffs volleyball team to the NCAAs. To add insult to injury, the average size of the crowds in 2015 was less than during the previous season.

CU Lady Buffs Volleyball
Setter Nicole Edelman led the CU Lady Buffs Volleyball team to two NCAA tournaments during her career.

The University of Colorado became a member of the PAC-12 Conference in 2010 and began competition in 2011. During their first two seasons the Lady Buffs volleyball team was the doormat for the league; however they won slightly more than half their conference matches for the 2013 – 2015 seasons.

The Lady Buffs won only 1 of 22 conference matches in their first season. On a positive note, they won their only conference match at home. Since the first year, there has been steady improvement on the court and in the stands. The Lady Buffs were:
• 1-21 in 2011.
• 4-16 in 2012.
• 9-11 in 2013.
• 11-9 in 2014.
• 11-9 in 2015.
In five PAC-12 seasons they have had three losing conference seasons and were selected for two NCAA appearances. They won 36 conference matches and lost 66. The Lady Buffs reach a plateau in 2014.

Their home court conference record also got better. The Lady Buffs were:
• 1-10 in 2011.
• 4-6 in 2012.
• 7-3 in 2013.
• 6-4 in 2014.
• 7-3 in 2015.
The Lady Buffs have won 25 home matches and lost 26 in five seasons. On the road they were 11-40.

Finally, their average attendance at conference home games showed steady gains until 2015. Attendance at the Lady Buff home matches was:
• 814 in 2011.
• 1,226 in 2012.
• 1,169 in 2013.
• 1,452 in 2014.
• 1,395 in 2015.
With the exception of the Oregon match, more than 1,000 players were in attendance at all home matches. Unfortunately there were no matches where the Buffs had more than 2,000 fans in attendance.

Lady Buffs Volleyball Home Conference Attendance 2015

Date Opponent Score Attendance
9-Oct USC 2-3 1,899
11-Oct UCLA 0-3 1,972
16-Oct California 3-1 1,432
18-Oct Stanford 3-1 1,809
30-Oct Oregon State 3-2 1,116
31-Oct Oregon 2-3 948
12-Nov Arizona State 3-2 1,672
14-Nov Arizona 3-0 1,029
25-Nov Washington State 3-2 1,055
27-Nov Utah 3-1 1,021

Best wishes to Coach Mahoney and the Lady Buffs volleyball program for a productive offseason and for continued improvement in 2016. The program deserves better support than it has seen in the past.

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.

Weak Volleyball Coaches or Too Many Programs – North Metro

There is concern among volleyball parents in the North Metro/Northern Colorado area (north or I-70) that the overall quality of the club and high school volleyball programs is  weaker than other parts of the Front Range.

Discussions with club directors and high school coaches say there are plenty of good coaches, but there are too many programs. That means there aren’t enough good players for all the programs. They also point out that the sport is growing and there is greater depth. That means there is more equity among the teams.

Let’s take a look at how the North Metro/Northern Colorado teams did in the regional and state tournament.

In the CHSAA 5A regional playoffs the Northern teams were represented by 9 teams and they were 6-12 in match play. Sadly, only Fairview advanced to state.

Region School Record in Regionals
3 Fossil Ridge 1-1
4 Loveland 1-1
5 Poudre 0-2
6 Brighton 0-2
6 Legacy 0-2
7 RockyMountain 1-1
8 Fort Collins 0-2
9 Boulder 0-2
11 Fairview 1-1
Total Northern 5A 6-12

Fairview represented the North Metro area/Northern Colorado well by finishing second at state. They were 3-2  in the tournament. They won 9 sets and lost eight and they won 50.3% of the points played (384-379).

The following table shows that Northern 4A teams had a strong showing in the regional championships. Nine of the 36 teams in the regional competition were from the northern region and 6 of the teams qualified for state. The northern 4A teams were 16-7 in match play.

Region School Record in Regionals
1 Weld Central 0-2
4 Holy Family 2-0
4 Niwot 1-1
6 Longmont 2-0
7 Windsor 2-0
8 Erie 1-2
8 Silver Creek 3-1
11 Berthoud 2-0
12 Mead 3-1
Total Northern 4A 16-7

Note: Erie, Silver Creek, and Mead had playoffs in their pool play. Silver Creek and Mead advanced to state.

On the first day of the state tournament, the 4A teams played 7 matches and were 0-7. They did not even win a set. Silver Creek was the only North Metro/Northern Colorado team to win a set against a team from outside that region when they lost 3-1 to Delta.  Overall, the teams from the Northern area were 2-10, with the only wins coming against teams from the region.

School Matches W-L Sets W-L Points W-L % Points Won
Holy Family 0-2 0-6 97-150 29.3%
Longmont 1-1 3-3 136-141 49.1%
Windsor 1-1 3-4 132-147 47.3%
Silver Creek 0-2 1-6 123-169 42.1%
Berthoud 0-2 0-6 113-150 43.0%
Mead 0-2 1-6 117-172 40.5%
Total – Northern 4A 2-10 9-36 718-929 43.6%

There are a number of strong players in the North Metro/Northern Colorado region. However, with the exception of Fairview they were not competitive with the top teams in the state. Is the weak performance from the North a function of a shortage of strong coaches and club programs (as some parents claim) or is it a result of too many programs and not enough good players on a team (as the club directors suggest)? Good question.

Top Sports in Colorado for High School Girls

What were the top sports for high school girl athletes in Colorado in 2014?

Data from the National Federal of State High School Athletic Associations (NFHS), https://www.nfhs.org/, shows that the top sports for girls, from an athletic director’s perspective, are basketball, volleyball, track and field, cross-country, and soccer. More than 300 Colorado schools have basketball, volleyball, and track and field programs and greater than 200 schools have cross-country, and soccer programs.

At the bottom of the list are field hockey and alpine and cross-country ski programs.

Sport Number of Schools with Programs
Basketball 329
Volleyball 318
Track and Field — Outdoor 302
Cross Country 230
Soccer 213
Competitive Spirit Squad 190
Softball — Fast Pitch 178
Golf 164
Tennis 153
Swimming & Diving 153
Lacrosse 81
Gymnastics 66
Skiing — Alpine 14
Skiing — Cross Country 14
Field Hockey 13

Top Sports in Colorado - Volleyball

From the athlete’s perspective the ranking is much different. Volleyball is overwhelmingly the most popular sport followed by soccer, track and field, basketball, and tennis.

Alpine and cross-country ski programs are clearly at the bottom.

Sport Number of Participants
Volleyball 9,097
Soccer 7,623
Track and Field — Outdoor 7,334
Basketball 7,089
Competitive Spirit Squad 4,810
Tennis 4,552
Swimming & Diving 4,142
Cross Country 3,957
Softball — Fast Pitch 3,724
Lacrosse 1,604
Golf 1,514
Field Hockey 592
Gymnastics 543
Skiing — Alpine 151
Skiing — Cross Country 100

The data showed there are 175 girls participating in boy’s wrestling, baseball, football (11,8, and 6 player), and Ice hockey. There were 85 in wrestling and 42 in baseball.

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.

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.

Parent and Player Concerns with Volleyball Club Coaches

As August draws to a close, most volleyball club tryouts have come and gone. Players have been assigned to teams and they are anxiously waiting for practice to start in November. Volleyball has experienced rapid growth over the past ten years – that is the good news. On the other hand there aren’t enough qualified coaches to support the growth, particularly in Colorado.

This post focuses on parent and player concerns with volleyball club coaches. It can be compared with a previous post that emphasizes the qualities of strong programs and coaches. A comparison of both the positive and negative perceptions of club coaches illustrates the impact coaches have on parents, the players, their team, and their club.

The list of parent and player concerns follows:
• Weak coaches appear to be lost on the court. The kids don’t respond to the drills, they get bored and stop paying attention. Once they have lost focus the practice spirals downward.
• A lot of meaningless chatter comes from poor coaches. Because nothing of value is shared with the players, they tune out the coach five minutes into practice.
• Too many coaches think that just because they were a good player that they will automatically be a good coach. It takes a lot of work to become a good coach.
• Teams with weak coaches stand out like sore thumbs. The players don’t talk to each other during the warm-ups. Even though they may be trying hard, they look like they are struggling to go through the motions. On the other hand, well-coached teams walk and talk like winners on and off the court.
• Idle hands are the devil’s workshop. When practices are not well-organized the players have time to get in trouble. They gossip, goof around, and next thing you know someone gets hurt or players become mad at each other.
• Poorly coached teams play the blame game. You can spot hateful gestures and the negative body language from two courts away.
• Bad coaches punish players for making mistakes. The server doesn’t need a coach to point out that she missed her serve in the net – everyone the gym knows it. A good coach will find a way to help that same player hit the ball in the court next time she serves. I have yet to meet a competitive athlete who erred on purpose. Don’t coaches realize that?
• Weak coaches often have unusual starting lineups, rotations, and substitution patterns. At times it seems that some parents have paid extra to have their kids in the lineup.
• Young coaches talk way too much. They feel obligated to comment on everything that happens. For example, a team had an enthusiastic young assistant coach. The players were always upbeat at the start of the tournament. After the first huddle a few players lost their edge. As the competition progressed the team became more downtrodden. When a father queried his daughter about this she said the assistant coach began every team discussion by saying, “Now girls, if you want to win, you have to do this, you have to do that and you have to stop doing this and that.” The coach was toxic. The criticism went on ad nauseam. Even if the team ended the day as winners, they were so beat up by her negative talk that they looked and felt like they had lost every match. The following season, only two of the ten players returned – and one of them was a coach’s daughter.
• Then there was the young coach who summed up the qualifications of her peers, “The coaches in this club suck. I have tried to help them improve, but they don’t listen to me because I’m a woman. I can’t wait to start my own club so I don’t have to deal with them.” While her assessment was correct and she was rightfully frustrated, she lost credibility every time she shared her opinion.
• The club’s weakest coach appears to keep his job because he has access to the keys at a local school where the team practices on Tuesdays.
• The purpose of holding practices is to help the players improve their skills. Too many coaches view the team practice as a time for them to get their workout. Too often the coaches touch the ball more frequently than any of the players.
• Two parents watched a veteran coach “help” his young team with their serves. After each player had a chance to hit one serve, the team had to run a lap for every missed serve. The players with good serves were punished because the coach couldn’t teach their teammates how to serve. The performance of the team got worse the longer the team did the drill. Afterwards the parents told the coach, “What was the purpose of that drill? You didn’t improve their serves by having them run laps. They are two different skills”. His response was, “Running laps motivates them to serve better and it is good conditioning. This is a popular serving drill used by all the clubs.”
• One of my pet peeves is coaches whose behavior is different in practices and competition. For example, a team had a coach who encouraged the players to go for their serves in practice but then told them to just get it in during tournament matches. The coach seemed fun-loving in practice, but yelled at the girls when they made errors in the game. They didn’t know if their coach was Dr. Jekyll or Mrs. Hyde. Their confusion about how to react to his multiple personalities was reflected in the way they played in competition.
• Some adults shouldn’t be allowed to coach. A team had an assistant coach who wanted her daughter to be the setter and she convinced the head coach that was a good idea. The fact that the team had an excellent setter and her daughter had never set before was irrelevant. The experiment resulted in a wasted season for everyone, including the assistant coach’s daughter. The only legitimate setter quit the team once the coach announced her decision. By the time the season was half over, everyone (parents and teammates) hated the coach, the assistant coach, and her daughter.
• The worst coach at a local club informally classified her players as “natural athletes” and klutzes. The “natural athletes” had an inflated impression of their skills and the klutzes were convinced they would never be able to do anything right. As a result, nobody was challenged and nobody improved that season. The coach didn’t understand that the key to improvement is working hard.
• One season a young coach was challenged by a group of parents for the way she coached defensive skills. The remainder of the season she focused on showing the parents and the players who was boss. Helping the kids become better players was of secondary importance to her. She won the grudge match, but the club was the overall loser. All of the players on the team switched to different clubs the following season.
• A young coach focused her attention on the top six players of her team because they had better skills. Then, one tournament two of her top players got sick, one was injured, and another had a family emergency. Unexpectedly, she had to play four kids who she had not given a chance to play in practice or competition. The fans applauded the efforts of the weaker players while the young coach yelled at them for making errors. She acted as if it was their fault the top players were not available to play. Even after this situation the coach didn’t understand the importance of coaching all the players on the team.
• At an open gym a coach was asked to spend 20 minutes doing his favorite drill with a group of 20 kids. He selected two players and hit balls to them for two minutes while the other 18 players surrounded them in a circle and counted their passes out loud. After 20 minutes each player hit 5 to 10 balls, they stood around for 18 minutes and the coach hit several hundred balls. It was only fitting that the coach walked off the court dripping sweat and said to the parents on the sideline, “Gosh, the girls had a great workout!” On the other hand, the 20 players walked off the court and muttered under their breath, “That was a waste of time.” The coach was too busy trying to impress people to see that he was a loser as a coach.
As can be seen, a lot can go wrong on the court, even when coaches may be trying to do the right thing. It takes a lot of work to be a good coach.

There are some common themes in the concerns voiced by the parents and players.
• The negative impacts of a coach can last for a season (five to six months). When players quit the sport the impact of a bad coach lasts a lifetime.
• Just as there is a tendency for young players to make a lot of mistakes, there is a tendency for young coaches to make a lot of mistakes. It is essential for volleyball clubs mentor their coaches, especially the younger ones.
• Young coaches often talk too much. They can become better coaches by organizing their practices, using cues to more effectively provide feedback, and practice the timeout axiom (limit discussions during drill sessions to the length of a timeout – a maximum of 60 seconds). They must also learn to watch and listen. It is not necessary to comment every time a ball is hit or missed.
• Athletes learn by touching the ball. They don’t improve their skills when they are running laps.
• Communications is critical and the coach is responsible for making that communications happen – on and off the court.
• Most coaches have good intentions and they choose to coach a volleyball team as a labor of love. They are to be commended for their altruism.
• Club directors have an obligation to help coaches improve their coaching skills.
• Parents, players, and coaches are all part of the team.

Great coaches make it look deceptively easy. Over the years they have made lots of mistakes, but they have made a conscious effort to learn from them. Great coaches are successful because they are students of the game – for them the learning process never stops.