Page 5 - Jim Stone Book Beginner

Being a Professional Coach

The game we are teaching is challenging. The action takes place in a confined space, the ball
moves at high speed; players attempt to attack the moving ball with their feet are off the ground, and
every play is unpredictable. The only aspect of the game that is not reactive is the serve. With
volleyball being a complicated sport, there are a million components to every play. When teaching a
complex activity, there needs to be a well thought out strategy of presenting the skills while
addressing the inherent variables. Considering the randomness of our game, we tend to teach the
skills in a very static way. We toss balls to a passer's forearms, start a hitter off the court in advance
of tossing a perfect set, etc. This teaching method equates to a guard in basketball learning to shoot
a jump shot without learning to make a move to free themselves from the defense before shooting. I
am not opposed to isolating the skills when teaching young players; however, we need to be
somewhat mindful of the game's movements as a skill development component. Teaching the
game's skills in a fashion that transfers to the game's nature requires meticulous planning. To be
kind, in many of the club practices that I've watched, the level of planning is lacking.

The principles of coaching and teaching are interchangeable. The administrative tasks will differ, but,
at the core, the challenge for the coach and teacher is to impart content in a manner that will benefit
the student and foster improvement. The measurement of the quality of instruction is two-fold. One,
does the athlete improve their fundamental skills and knowledge of the sport? Second, does the
student achieve a level of satisfaction and enjoyment in the activity? The development of skills is
critical in coaching volleyball. An improving skillset allows not only contributes to better play but also
the love of participation. Maximum enjoyment of the game is only possible when playing with
advanced skills.

As I observe training sessions at the club and high school levels, a consistent teaching plan is
lacking. Not every coach will be the same in their practice management, but there needs to be a
commonality in offering skill development. Equally concerning is no coordinated strategy or a long-
term player development plan with coaches inside the same club. Coaches are randomly doing their
own thing without any roadmap for guidance. Players matriculate to the next level with little
communication between coaches relative to needed improvement areas and a written plan for future
improvement.

Picture the eighth-grade math student that gets passed from grade to grade, with an average of 75%
on the exams. Despite not comprehending 25% of the material, the student will advance to
Geometry, Algebra, Trigonometry, etc. However, at some point, the material the student did not
grasp at the previous levels will impact their ability to manage current challenges successfully. They
become stymied and take on the mindset of "I'm not good at Math." The fact of the matter is they
might possess the potential to be good at Math; they might need to work harder, be more
determined, and have a teacher with the expertise and willingness to assist. The philosophy of 75%
being sufficient to advance must be unacceptable, or at the very least, identified and addressed. A
complete understanding of the material is required for the student to achieve great things as they
move through the educational system.

It would seem that we are incorporating a similar structure in how we teach and coach volleyball.
Players advance through the various age groups in high school and club volleyball with "Swiss