Volleyball ACE Power Tips

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Volume No. 20, Issue No. 6 ~ March 25, 2009

Make Mental Training Part of Physical Training

By Suzie Tuffy-Riewald, Ph.D. All coaches and athletes understand the importance of the mental side of the game. The mind can have a positive (or negative) influence on how athletes perform. However, while many coaches recognize the importance of a strong mental game, they may not be comfortable with teaching mental skills. One remedy for this situation may be to have a sport psychologist develop and implement a psychological skills training program. Unfortunately, few programs/coaches have access to sport psychologists. Therefore, coaches must take responsibility for physically, technically and psychologically preparing their athletes. Psychological Skills Training Program You dont have to be a psychologist to set up a psychological skills training program. First, it is not necessary (or realistic) for the program to be comprehensive. Second, with just a little planning, you can combine basic mental training principles and techniques into daily practice sessions. When the coach stresses the importance of mental training, it might be more effective than when mental training is a separate component of practice, delivered by an outside consultant. The Program Focus on specific practice goals. Goal setting clearly has a positive effect on sport performance. Goal setting helps direct attention and increases motivation and persistence. Despite the benefits, coaches often balk at developing systematic goal-setting programs because they believe there is not enough time to structure such a program, especially when coaching a large team. Fortunately, the benefits of goal setting can be realized without a large commitment of time. Coaches should discuss specific goals with athletes prior to each practice or drill

Official Drill Bulletin of the American Volleyball Coaches Association

Coaches must take responsibility for physically, technically and psychologically preparing their athletes, no matter the level. Photo courtesy of FIVB

Education

Recognition
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Innovation

Coaches should direct the athletes to practice each skill mentally prior to physical execution. Photo courtesy of FIVB

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practice by using all the senses to create or recreate an experience. Imagery builds confidence, perfects skills, familiarizes oneself with the various elements of performance (i.e., gymnasium surroundings, pre-competition plan), and motivates by calling to mind images of future success. Furthermore and contrary to what is believed by someusing imagery does not require an individual to sit for 15-20 minutes in a quiet environment. Once athletes have a basic knowledge of the skill, it can be easily included in practice. To include imagery in practice, coaches should direct the athletes to practice each skill mentally prior to physical execution. Be sure to provide athletes with cues to make the imagery as real as possible and to direct their attention to important elements of the skill. Athletes can also use imagery in practice to simulate competitions. The coach can direct the athletes to image the competitive environment and their game plan as the team prepares for an upcoming competition. Barbara, a libero, is directed by her coach to image the perfect dig prior to each execution. She is told to feel her body get into a low position as the ball crosses the net, see the ball hit her arms, feel the immense power of the impact, and then see and feel the ball making a perfect trajectory to the setter. When she completes the dig, her coach helps her correct her errors using imagery.

telling them where to direct attention and focus efforts. This can be done during pre-practice stretching and will help prevent aimless practices, direct attention toward relevant skills and build confidence as the athletes evaluate their performances and note improvements. Randi, a volleyball coach, has developed a drill to work on Stephanies armswing during her attack approach. While her execution of a proper armswing is important, Randi directs Stephanie to focus her efforts on her footwork, which has cost her team several points in recent competitions. By doing this, she has a specific area on which to direct Stephanies attention, and she can also evaluate her practice performance based on how well she moved to the net. Additionally, having focused on this skill in practice and noted improvements, Stephanie will have confidence that her improved footwork will be an asset in competition. Imagery Use imagery to complement physical practice. Imagery is also a psychological skill that can be refined through daily

A Positive Approach Use positive, appropriate coach behavior when interacting with athletes. All coaching education programs promote and encourage a positive approach to coaching. Does this mean coaches should never yell or critique an athletes performance? Of course not. In some situations, yelling may be necessary to get the athletes attention. Critiquing or evaluating helps athletes learn from mistakes. It must be communicated, however, that you are critiquing the performance, not the athlete as a person, and that such evaluations are necessary to make improvements. One way to communicate effectively with athletes is the sandwich approach, which involves sandwiching the critique or feedback between positive statements. For example: Great hustle on that play, Gerri (positive). You ran the ball down but took your eye off of it at the last second. Next time, follow the ball all the way to your platform (critique). You can do it (positive)! Such an approach communicates the error or mistake to the athlete, but does so in a supportive, encouraging, nonthreatening manner. Athletes look to their coaches as models of thinking and behavior. If the coach expresses doubts, either verbally or nonverbally, the athletes will pick up on this and also start doubting. Or, if the coach acts frustrated or upset, the athlete might see this type of behavior as appropriate when coping with challenges. Coaches, therefore, must be aware and control their verbal and nonverbal behavior to serve as an example for their athletes. With a little thought and creativity, numerous mental training activities can become a regular part of daily practice. To begin, coaches must understand these skills and use them with a goal of educating their athletes on the mental aspects of performance.

Athletes can use imagery in practice to simulate competitions. The coach can direct the athletes to image the competitive environment and their game plan as the team prepares for an upcoming competition.

Photo courtesy of FIVB

Reprinted from Olympic Coach, Fall 2008. Olympic Coach is a publication of the United States Olympic Committee. To subscribe, log on to http://coaching.usolympicteam.com/coaching/kpub.nsf.

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VOLLEYBALL ACE DRILLS

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No Boundaries From 101 Winning Volleyball Drills From the AVCA (2000) Number of Players: 4-12 Number of Balls: Steady supply Objective: This is a defensive team drill that teaches players to have no mental barriers just go for the ball. It eliminates the decision process if a player should play the ball. During the drill, it is emphasized that relentless efforts should be made for every ball that crosses the net. g Directions: 1. Equal teams are set up in defensive positions. The

cooperative drill is actually a pepper game where players (X) on both sides of the net are working together to keep the ball in play. 2. There are no court boundaries for the game, only a net. All of the rules of volleyball pertain to the drill, except there is no such thing as an out ball. Every ball that crosses the net is playable. 3. If a rally should end, the coach (C) initiates play by creating the same scenario that caused the rally to end. Goals: 1. The goals for the drill can include having the ball cross the net 10 times or keeping the ball in play for one minute. The drill becomes fun for the players as their defensive attitudes develop.

X X X

X C X

X X

X X

X X

Three-Point Passing Game Lisa Love, former head womens coach at USC (found in Volleyball Drills for Champions, Mary Wise, Ed., 1999) Number of Players: 6 Number of Balls: Steady supply Objective: To teach players to sustain their focus. Directions: 1. Set up four servers (S) on one side of the net and three passers (P) on the other. 2. There is a target (T) at the net who is the judge

the server. 4. To win, the passer (or server) must score three consecutive points. 5. Switch servers with passers after each game. Variations: 1. Tighten the accuracy of the pass. 2. Play a match. Three in a row equals one game. Play to three out of five games.

(usually a coach). 3. Any ball the judge can catch within one step is a point for the passers. Any other ball is a point for S Dig 10 By Stephanie Schleuder, Macalester College Number of Players: 6 Number of Balls: Steady supply Objective:
This drill provides an opportunity for defensive players to become accustomed to reading the setter and gives them a chance to work on various defensive alignments. 3. The ball is put in play from a setter (S) on the opposite side of the net so the defense becomes accustomed to reading the setter. The setter sets in the general direction of one of the coaches. 4. That coach then tosses a ball to attack or tip against the defense. 5. Repeat the sequence 10 times before switching players on defense. 6. Work on various defensive alignments. 7. Compete to see which group gets the most digs out of 10. Variation: 1. The drill can be done with three live hitters at each position instead of coaches.

S MB

RB

LB

RF

MF S

LF

Directions:
1. Three coaches (C1, C2, C3) are on boxes on one side of the net. A group of six players sets up on the other side. 2. The group of six on the floor attempts to dig 10 balls.

C1
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C2

C3

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