*Information provided in this article should not be considered a substitute for legal advice. Readers are strongly encouraged to seek the advice of a licensed attorney familiar with youth sport laws and regulations within your state and local district.
Volleyball is full of dynamic movements and explosive actions demanding effective coaching to bring out the best in athletes and ensure athlete safety during practices and competitions. Volleyball leaders play a crucial role in planning, warning of inherent risks, grouping players appropriately, providing proper instruction, and evaluating athletes for potential injuries.
Let’s explore a volleyball leader’s fundamental duties and responsibilities, including conducting practices and preparing for competitions. Planning sets the foundation for quality practices and competition preparation. The National Standards for Sport Coaches provides a framework of seven core responsibilities of a coach:
- Set vision, goals, and standards for sport programs.
- Engage in and support ethical practice.
- Build relationships.
- Develop a safe sport environment.
- Create a positive and inclusive sport environment.
- Conduct practices and prepare for competition.
- Strive for continuous improvement.
Properly planning the activity falls under the #6 core responsibility: Conduct practices and prepare for competition. Within that planning umbrella, we will look at how coaches should plan to teach, warn, group, and evaluate during a pre-practice lesson plan creation while establishing the skill of “on the fly” adaptations/adjustments during that practice.
PLAN – Properly plan the activity
Planning what you will do in practice and games is essential to organizing fun and safe activities. Coaches must design well-organized and age-appropriate practice plans to maximize the effectiveness of training sessions. These plans should encompass various aspects of the game, including skill development, technical and tactical strategies, and physical conditioning.
By establishing clear objectives and timelines, coaches can ensure that practices are enjoyable but also safe and purposeful. A structured plan helps manage practice length and intensity, providing a balanced and progressive approach to player development. National Standards for Sport Coaches: #24, #25, #26, #27, #28, and #29 provides details about the planning process.
WARN – Warn of inherent risk
Volleyball is not without its risks, and a responsible coach should communicate potential risks and hazards to players, promoting awareness and caution. For example, reminding players to be cautious of hot sand and shells, notifying athletes and parents of risks from training in the heat and cold, and possible sun damage to eyes and skin. Indoor game examples are warnings of improper landing mechanics to prevent knee injury and potential hazards when playing and diving on a hard floor. This proactive approach promotes a culture of safety and caution, empowering players to take responsibility for their well-being. By emphasizing risk awareness, coaches contribute to their athletes’ overall health and safety on and off the court.
GROUP – Match and equate your athletes appropriately
Grouping ensures players are matched up with others equal to their skill and competition level. The rationale behind grouping must be written out to prevent confusion for coaches, players, and parents. Grouping must be done with exceptional care as it is a fundamental aspect of fair and safe volleyball practices and competitions. For example, when forming teams, coaches must carefully consider each player’s abilities to ensure that the level of play is appropriate and balanced. All clubs are responsible for grouping players on teams based on age and ability.
For smaller clubs, grouping after a tryout becomes more difficult. For example, you have a player who is new to the sport and whose skill necessitates him being on a developmental-level team, aligning him with a younger age group. To allow him to play within his skill level, the entire team would have to “move up.” into his age category. Putting the younger players at risk of frustration and not being placed in the most appropriate competition category.
A previously established grouping policy would allow the club to plan for the betterment of the program and not simply one athlete’s placement. Evaluate the pros and cons of moving everyone up to keep one player. Not only does this prevent players from feeling overwhelmed, but a clear policy prevents the advanced player from feeling under-challenged.
An example of an under-challenged player would be within a small club with one or two outstanding players. Keeping these athletes on a team based only on age may entice the athlete into feeling under-challenged and disengaged in the competitions. Pulling these athletes up to play with older players may not be in the athletes’ best interest due to mental and emotional immaturity. Policies must be established, and it is recommended that each case aligns with the clubs’ overall goals and objectives of competition and player development.
Set up fair and justified policies that support coaches in grouping procedures and be transparent about these decisions. Grouping policies should cover team placement, practices, and competitions. By placing and training athletes appropriately, coaches create an inclusive and supportive environment where each player can thrive and contribute to the team’s success.
*Note to clubs regarding practice matchups:
Sometimes, due to logistics, you must practice an older group with a younger group or combine skill levels within the same practice. Careful planning of those practice times, using predetermined policies and practice plans, can assist you in safeguarding all participants. For example, no jumping in front of the 10′ line, standing float serve only – work on placement, no hitting against younger players – work on shots. Have younger players catch a set rather than hit to have them work on approach mechanics. Have older players work on back row or pulling defense against inexperienced hitters – developing the defenders’ ability to read as younger players tend to be more dynamic with their contact. There are many safe examples of a blended practice. However, this type of practice is for experienced coaches only. It should not be attempted without advanced coaching skills.
TEACH – Provide proper instruction
Teaching involves instructing the athletes on how to play volleyball correctly and with proper developmental and age-appropriate progressions and helping players develop appropriate skills and reduce the risk of injury through correct techniques. Continuing education is vital to a volleyball leader’s success. A coach’s commitment to continuous learning and staying updated on the latest coaching methods is essential for delivering high-quality instruction.
The JVA provides many coaching education resources, including coach-to-coach video of the week and coaching articles to support all levels of coaches. The AVCA Convention is a great place to stay updated and network ideas with other coaches in your industry. Teaching while coaching involves more than just organizing practices; it requires the ability to impart knowledge and skills to players. Coaching is an art and a craft. The Art of Coaching Volleyball embraces this philosophy, and all JVA Club Directors receive a free premium membership to AOC. The National Standards for Sport Coaches #30, #31, #32, and 33 provide details about the teaching process.
EVALUATE – Evaluate athletes for injury or incapacity
Evaluation of players is a critical responsibility that goes beyond assessing performance on the court. An athlete’s performance is constantly assessed, and planning and teaching methods are adjusted based on the needs discovered. Safeguarding athletes is the primary focus of this type of evaluation and is regarding injury or the incapacity to play. It is the responsibility of a coach to know the signs of physical and emotional fatigue in their players. The days of “no pain, no gain” are over. Volleyball leaders must be vigilant in identifying signs of injuries or health conditions that may impact an athlete’s participation. Preseason physicals and implementing evaluation protocol standards, such as the National Federation of State High School Associations (NFHS) and the Centers for Disease Control and Prevention (CDC) concussion protocol demonstrates a coach’s commitment to player welfare. If an injury happens, ensure a physician has cleared the player before returning to play. Get it in writing, and document everything. Then, evaluate the player for their ability to participate safely. Evaluations that are based on a volleyball leader’s training include the guidance of a licensed medical professional, and the goal of safeguarding the athlete will enable coaches to make informed decisions about participation and take appropriate steps to address any health concerns promptly.
A volleyball leader’s duty to safeguard extends far beyond the court. By embracing the concepts of planning, warning of inherent risks, grouping appropriately, providing proper instruction, and diligent evaluation, coaches contribute to their athletes’ holistic development and safety. Combining these fundamental responsibilities creates an environment where players can thrive, learn, and compete at their best while minimizing the risks of the sport. Ultimately, a successful volleyball coach is not just a leader on the court but a mentor committed to the well-being and growth of their athletes.
This is the third part of the Risk Management Solutions Series.
View more JVA resources for Club Directors and Leaders.
About the Author
Jenny D. Johnson, Ph.D., is an Associate Professor at American Public University in the Sports & Health Science Department. She played indoor at UNC Greensboro, Class of ‘95, and is a Coach/Coordinator at Coast United Beach in Conway, SC, a JVA member beach club.
