set for succes

Set for Success

Lloy and Arnie Ball on Selecting and Training

an Elite Setter

A Publication of the American Volleyball Coaches Association

Also: Defensive Strategies Transitioning from Court to Sand

March 2014

p. 6

A Publication of the American Volleyball Coaches AssociationA Publication of the American Volleyball Coaches AssociationA Publication of the American Volleyball Coaches AssociationA Publication of the American Volleyball Coaches Association

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3Coaching Volleyball 2.0

8 Setting For Success When it comes to the art of setting, you cant get any more respectable than Arnie and Lloy

Ball. They know that having a good setter is essential for the success of any team. Theyll provide valuable insight into how you can identify potential setters and train them to their highest potential. If you can convince your setter to put in work on their own, then your team will reach new heights.

14 Making Change: Transitioning from Court to Sand Sand volleyball has taken off around the nation, and now more than ever, new players are

taking to the sand and learning the ropes of the game. Often, athletes arent prepared for the demands of their new playing environment. Florida States Danalee Corso walks you through the process of helping players find their sand legs and acclimate themselves to the game both physically and mentally. Check out some drills and tips that address all facets of the game.

25 Game Strategies - Defensive Systems As the sport of volleyball has changed and grown rapidly in the past several decades, a fascinating

dichotomy has emerged with regards to team defensive design and strategies. The traditional methods of deep, low perimeter player positioning around a block have been revised and restructured due to the need to defend much faster and more diverse offensive threats. Wellesleys Dorothy Webb dives inside the technical factors that can influence coaching decisions and discusses how you can develop a proper understanding of the defensive principles your team needs.

Departments 4 Spring Conference The 2014 AVCA Spring Convention is guaranteed

to be a full exploration of the coaching profession, from macro-managing a program to the tiniest technical details.

19 Xs and Os Spice up practice with a new drill courtesy of www.

coachingvb.com!

13 Sand Update Check out our first sand poll and get acquainted with

programs that are participating in the 2014 season.

21 Rules Updates The NCAA has made some critical updates to

how certain rules are interpreted. Weve got all the important changes that you need to know.

ContentsMarch 2014

On the CoverThere may be no two greater experts on the art of setting than Lloy and Arnie Ball. Our in-depth article reveals their philosophy for selecting, training and working with your setter, helping them lay the foundation for the rest of your team.Cover photo courtesy of USAV.


Craving the educational and networking op-portunities that the AVCA Convention pro-vides but couldnt make it out to Seattle this year? No need to fret weve lined up an ex-cellent slate of presenters and activities that will give you the volleyball fi x that you need. Taking place in Chicago this May, the AVCA Spring Conference off ers a unique environ-ment of classroom sessions, court demonstra-tions, off -site activities and plenty of chances to network. Grow in both your knowledge of the game and within the scope of the volley-ball community. Th e tightly focused schedule addresses all aspects of developing a successful

volleyball program, from big-picture topics to the most intricate Xs and Os. Get registered the early bird deadline is March 21!

NCAA Division I-II Mens ChampionshipFull-session tickets to the two Th ursday night semi-fi nal matches (6 & 8 pm) and the Saturday night Championship match (7 pm) are available to registered Spring Conference attendees for only $35. Tickets purchased through the AVCA block will be in the end zones guaranteeing that youll be rubbing elbows with like-minded coaches.

Networking Opportunities Abound in the Windy City

2014 SPRING CONFERENCE

Gentile Arena


SweatworkingWe started the sweatworking program in Seattle, and it was such a hit that were bringing it with us to the Windy City. There is no better way to network than in a state of sweat! Get your day started off right with a group exercise class on Friday and Saturday morning at The Doubletree (FREE for Spring Conference attendees)!

Guided Group Bike RideThis optional activity on Friday, May 2 from 3 to 5 pm is $25 per person. The price in-cludes a two-hour guided ride along the North Branch Trail with a helmet, map, lock and transportation to/from The Doubletree and the trail are included. Many of you have been stuck in the gym all winter time to get out and get a touch of Spring Fever! The beautiful North Branch Trail is named for the North Branch of the Chicago River, along which it winds. Get out and experi-ence Chicago in this unique way with other conference attendees! Reserve your spot now!

Networking Reception with AVCA Exhibitors (Full Registration Package Only)This is your opportunity to learn about the newest products and services developed spe-cifically for volleyball and volleyball coaches. Youll be able to check out the latest innova-tions in volleyball tech and get a leg up on your competition at the same time. Whether its an apparel need or a new training device, well have you covered. Join the conference exhibitors for drinks and hors doeuvres on Friday night from 6 to 8 pm at The Doubletree.

Championship Match Social HourYour weekend of learning has come to a close. Kick back, relax and share some of what youve learned with other conference attendees at a pre-Championship Match so-cial hour from 4:30 to 6pm on Saturday at Bar 63, conveniently located one block from Gentile Arena!



Th e AVCA Spring Conference was born sev-en years ago with the intent of adding an ed-ucational program that was unique from, yet a complement to, our annual Convention. Our working subtitle was 21st Century Coaching Skills. Th e goals were 1. focusing education on bigger-picture, though-pro-voking CEO-type topics; 2. building a more intimate, small-group centered environ-ment by including plenty of networking op-portunities between and among presenters

and attendees. We also seized on the chance to encourage more conversation between coaches of mens and womens teams and, of course, to enjoy the high-level volleyball of the NCAA Mens DI/DII Championship.

Our 2014 Spring Conference is an ag-gregation of these goals and opportuni-ties, the programming an attractive mix of macro-topics and micro-topics. Hugh McCutcheon, one of very few coaches who


Unparalleled Education Awaits at Spring Conference

Learn From the BestYour 2014 Spring Conference Presenters

Cheryl Butler

Pete Hanson

Mark Pavlik Rob Ridenour Kelly Sheffi eld Sam Shweisky Courtney DeBolt Slinko

Charlie Sullivan

Joe Walton

Sharon Clark

Abby Hasebroock

Shelton Collier

David Kniffi n

Jen DeJarld

Anne Kordes

Dan Friend

Lisa Martinez

Jennifer Fry

Hugh McCutcheon

Kevin Hambly

Sue Medley


has led medal-winning Olympic efforts in both mens and womens volleyball, will dis-cuss what he learned in his gender-crossing journey. Now two years into a college job, he will give what he calls one mans opinion on what it means to be a coach. Wingates Shelton Collier and Hinsdale Souths Lisa Martinez will also discuss big-picture con-cepts related to coaching theory and program development. And our ever popular Why We Win? session will feature Mark Pavlik (Penn State), Pete Hanson (Ohio State) and Charlie Sullivan (Springfield), three veteran mens coaches with national championship rings discussing how and why winning hap-pens sometimes and is elusive other times.

If this sounds too theoretical, fear not! The three days are also packed with sessions on tech-nique and tactics: match preparation (Anne Kordes), creating swings (Kevin Hambly), movement skills (Cheryl Butler), swing block-ing (Joel Walton), setter training (Courtney DeBolt Slinko), serving to score (Jen DeJarld), ball control drills (Jen Frye) and scouting op-ponents (Rob Ridenour). These will certainly give you your pragmatic how to fix.

We will also continue our exploration of coaching profiles by engaging Kelly Sheffield and Sue Medley in conversation on commu-nication shortcuts that have paid dividends for them with both players and administra-tors. And, of course, we will explore new ways to use the latest technology tools for video feedback (David Kniffin), organiza-tion (Sharon Clark) and statistical analysis (Kyle Mashima).


10 Reasons to Come

1 You love the volleyballim-mersion experience that only happens at a gathering of equally unbalanced coaching professionals.

2 You need an excuse to go to the NCAA Mens Championship . . . and a Cubs game.

3 You are sick of recruiting and want to remember why you went into coaching.

4 You like events with lots of interaction between clinicians and attendees.

5 Its closer to where you live so you can drive and save some bucks.

6 There is no better clinic value for the money.

7 You need a kick-start to start planning for fall.

8 You are tired and burned out, and need a volleyball-battery recharge.

9 The weekend is one of very few without a club tourney.

10 You want to keep investing in yourself as a volleyball coach.


F inding a good setter is a challenge that every coach has to deal with. Identifying a player with the potential to make a talented setter is a good fi rst step, but then the setter needs to be developed and trained. One thing thats certain is that most techni-cal setter training is done in a coach-oriented environment. How can you become or de-velop a top-level setter? Well look at some of the training methods that helped turn Lloy Ball into one of the best setters in the world.

In an ideal world, a setter on your team will devote time to training in the workout room and gym, showcasing a work ethic that refl ects the determination to become great. Th at doesnt always happen by itself, though, so how can we start that process? Believe it or not, it can be taught. You can provide an environment that fosters drive and determi-nation, and sometimes you need to be strict.

Instill the notion that someone is always ready and waiting to take their position ear-ly in their career. A driven, motivated setter will work harder and with more focus if they

By Arnie and Lloy Ball

Setting for Success: Tips for Choosing and Training Your Setter

PHOTOS: USAV

Setting for Success


understand that theyre not irreplaceable. Conversely, it can be tough to motivate that second or third string setter on your roster. Make them understand that their spot on the depth chart isnt permanent. With hard work, they are just as likely to reach up and claim that spot for themselves.

With a few setters on the roster, encourage them to take the initiative and work out on their own. Th ere are a number of ways two players in the gym can help each other develop.

Th e setter can work on their game in the off -season, as well. Th e summertime off ers a great chance for maximum improvement. Setting is obviously the fi rst priority for someone in that position, but there are other roles the player can fi ll. Its nice to incorpo-rate some backcourt defense and serving. Have them work on reading the ball and fi nding where they need to be on the court to most eff ectively help the team. Th eres a great fast-paced drill that can not only help the player read and make decisions, but get them a good workout as well.

Th eres plenty of ways to add another di-mension to these drills. One way to mix it up is to vary the position on the court.

One thing we dont consider is that the coach isnt always available, and teaching players to work without a coach isnt some-thing we often discuss. Th is is a crucial com-ponent of building a program, especially when time with players is limited. With how constrained some levels of play are, the player absolutely needs to take extra time on their own to ensure that they develop to the highest level possible.

As a setter, you need to acclimate to how the hitters like the ball. Training with the hit-ter in a two-person setting can be an excellent

Setting for Success


way to learn preferences and tendencies, fur-thering the team chemistry and improving the opportunities for success in the regular season. Th is knowledge will help the setter produce sets that arent ball-determined, meaning, for example, if the set is low and inside, the hitter is forced to hit the ball cross-court. If the ball fl ies past the antennae and the hitter has to chase it, the hit has to be down the line. Th e goal should be to produce a hitter-determined set, where the ball ends up in a window that the hitter can take advantage of to hit any-where on the court. Remember not every hitters window is the same. Th ats why work-ing extensively in small groups is key to de-veloping that relationship. You must do drills like this three to four times a week to maintain consistency and continuity. Its paramount to success of the setter to communicate loudly

and often. Cohesive movements are a result of constant talking, and the result is unparalleled chemistry and more wins during the season.

Whats wrong with the previously men-tioned scenario? Th e players have got to take the initiative to work without the coach around. Th eyve got to take responsibility for this aspect of their training, and believe me, its hard work. Weve got to convince setters and hitters that hard work both in the off -season and during the season pays off .

Setting for Success


Th ese movements are hard and require dil-igent work. Th ey also are very diffi cult to pull off if the pass is too low. A pass that doesnt give the setter room to work limits the qual-ity of the set from the start. We have to con-vince the team that the fi rst contact can give the off ense a good foundation immediately. Now, a lot of people believe in passing the ball in a fl at manner. We fi nd this handcuff s the setter. You need to make a philosophical decision about how you want your team to pass. Th e reason we practice this way is that the ideal situation doesnt always happen in volleyball this allows the setter to develop a versatile and consistent approach that can work in a number of situations.

Something else that we do that is a bit unique is train our setters to run to the ball with your hands down as long as you can keep the guns in the holster. Many coaches teach moving with hands up, but naturally, we dont run that way. We run most ath-letically with our arms moving as they in-stinctively do. Th ey can come up at the last second and still be just as eff ective. Th is is a more effi cient move, and at younger ages, it allows players to use the momentum of lifting the arms up to power the ball more eff ectively.

All these movements allow not only rep-etition, but emulate something that well do in the game. A lot of teams employ misdi-rection. When the pass goes one way, set the other. When were running forward, most of the time the middle blocker will follow. We can set back over our head and cause them to be late. We want these things to become second nature.

Having a strong core keeps movement tight and effi cient, the back strong and emphasizes muscle memory. If your core strength is loose, the ball coming off the sets will be loose. Running drills such as the ones weve suggested can make the off -season pro-ductive and means that the setter will arrive for pre-season workouts already prepared to produce tight sets.

Setting isnt something that can only be done from right front or right back. Th e na-ture of volleyball dictates that a setter that

Setting for Success


can play defense from a number of posi-tions can be a valuable asset to any team. Have them practice getting into transition from a variety of positions. Make sure they set the ball high often, out-of-system set-ters dont set the ball high enough because theyre uncomfortable with the angle and court location.

Weve always been impressed with the Asian and Brazilian teams and their speed of play especially with regards to their pass-ing. Th eir ability to jump set on free balls is well-known. But who really determines the speed of the off ense? Its the setter. Th e lost art of the high ball can lead to big swings and less fatigue for your team.

One of the hardest sets to make is when the pass comes high behind the setters head. When we practice, we dont do a good enough job of passing to a variety of

locations. Th erefore, when our players are in game mode and the pass comes from angles we arent familiar with and to locations we dont practice, we have trouble adjusting. Its a glaring weakness for a lot of teams that dont practice it.

When you pick your setter, a lot of things need to be considered. Th ey need to be one of your best athletes, because theyre going to run, jump and move a LOT. Th ey need to be in top shape, because theyre going to need to cover for errant passes by dashing to the right spots. Th ey also need to be strong-minded. Th ey should be the fi rst one to show up at the gym and the last one to leave; they can provide excellent feedback to the coach about who can do what. Th ey also need to be committed and have enough self-confi dence to shoulder the burden when easy blame for defeat falls on the setter.

You need to fi nd people with those skills and help them grow. Th ey can be your exten-sion on the fl oor. Th e right setter can make or break a team. Use some of these tips to help your setter understand that they dont need a scheduled, controlled team practice session to improve.


AVCA Collegiate Sand Volleyball Top 10 2014 Preseason Poll

Sand Volleyball Programs

1. Pepperdine

2. Southern California

3. Long Beach State

4. Florida State

5. Hawaii

6. UCLA

7. Nebraska

8. St. Marys College of CA

9. Florida International

10. Stanford

Southwest 1. Southern California 2. Pepperdine 3. Long Beach State 4. Hawaii 5. Loyola Marymount 6. UCLA 7. Cal State Bakersfi eld 8. Grand Canyon 9. Arizona 10. Arizona State 11. Cal State Northridge

Midwest 1. Nebraska

NAIA Varsity 1. Webber (FL) 2. Warner (FL) 3. Cal State San Marcos

Northwest 1. Santa Clara 2. San Francisco 3. Stanford 4. Pacifi c 5. St. Marys College of CA 6. Sacramento St. 7. Cal Berkeley 8. Cal Poly 9. San Jose State 10. Boise State 11. Oregon 12. Washington

Southeast 1. Florida State 2. College of Charleston 3. Stetson 4. Jacksonville 5. North Florida 6. UAB 7. Tulane 8. Mercer 9. Florida Atlantic 10. Florida Gulf Coast 11. Georgia State 12. Florida International 13. Louisiana Monroe 14. South Carolina 15. LSU 16. Mississippi State 17. TCU (2014-15)

This list is generated by the AVCA from the NCAA Sports Sponsorship Lists, http://web1.ncaa.org/onlineDir/exec2/sponsorship, and from public releases that have been printed in newspapers stating an institutions intentions. This list may not be inclusive of all institutions that are playing Sand VB or have set a date for adding a program. If you have new information, or want to be added to this list, please alert Kathy DeBoer at the AVCA, [email protected]. Go to http://www.avca.org/sand/ for latest information on sand volleyball rules, legislation, facilities, and the most updated list of schools considering adding a program.


By Danalee Corso Head Coach, FSU Sand Volleyball

A s a younger player, I spent the year moving back and forth from the sand to the court, giving me a good under-standing of what players go through when they make the switch, and giving me some expertise in taking skilled volleyball play-ers and helping them become good sand players in a short span of time. Well take a look at some of the basic drills and tactics that can get you up and running quickly.

Th ink about the fi rst step this way: identify your biggest fi re, and try to decide how you can put that fi re out. As a coach, you need to come to an understanding of what happens to the mental state your players are going to be in as they transition from the court to the sand. A lot of times, players have to deal with initial frustration as they may be very talented on the court, but struggle with their fi rst foray into sand play. If they cant get over that fi rst hump, its hard to enjoy the game and even harder to keep them working hard to improve.

Transitioning from the Indoor Game to the Sand Quickly

In my experience, it takes about fi ve weeks for a new player to adapt to playing on the sand. Th is is the time in which a player will fi nd their sand legs and learn how to become more stabilized in the softer environment.

We tested some of our Florida State play-ers that were coming off of a very good court season and discovered that our middles (who touch 10 feet or more) consistently touched an average of eight inches lower when they moved to the sand. Likewise, the outsides were touching three inches lower. You can see how that drastic of a change would be frus-trating to a high-level athlete. Your outsides, who will be well-practiced in a jumping mo-tion more suitable for the sand, will likely transition a little bit easier than your middles.

You can begin to establish a foundation for playing in the sand early on by simply having the players run and condition

in the sand. Th is builds a level of comfort and familiarity that can be sustained with regular participation. Also, keep in mind that, par-ticularly in the early days, its very diffi cult to go double days meaning multiple workouts without some recovery time. Players that are being pushed too rapidly are going to see their eff ectiveness diminish over time. I rec-ommend a maximum workout time of two to three hours per day with at least two days per week designated to rest. In reality, your conditioning is largely to prepare for running drills. A two-minute drill in the sand is ex-ponentially more diffi cult and taxing than a similar drill in a court situation.


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One key that is essential to developing that core stability in the sand is a simple jump serve. Th e top-spin jump serve is very important for a hitting drill on the sand. Whether or not you use it in matches, the process of learning to hit through the ball can help players make the change to sand, particularly middles. Because youre out-doors, there are a number of natural elements that will come into play. You may step into a divot or the wind may gust, moving the ball around and forcing the player to hit wher-ever they can. Th is means sets are often less than ideal, so learning to hit through the ball in a variety of ways can be a valuable tool.

First contact is critical indoors, but in the sand there are so many more individ-ual touches that the fi rst contact becomes even more important. Th e sand game has a unique rhythm and fl ow to it that needs to be fully grasped.

Four Corners

Partners are on one side of the court. One partner is the target in the middle

with the ball. Target throws the ball to each corner. Other partner must pass the ball back to

the target each time. Repeat the drill three times then switch.

V Drill Partners are on one side of the court. One partner is the target

in the middle with the ball. Target sets the ball long, short, long, short. Other partner has to pass the ball back

to the target each time. Repeat the drill 3 times then switch.

DiggingDigging posture in the indoor game diff ers a bit from what the sand game requires. You need to be a little wider, feeling loose and bouncy. Ball control in the sand game is of great importance, and the little details are what can make the diff erence between win-ning and just getting close. Players with ef-fi cient footwork can be more eff ective than players that are taller or faster.

Digging Drill

Target sets a ball to the passer, passer sets a short ball.


After the pass, they should make a half turn, back-pedal and pass one deep.

Target then hits a ball to dig. Do this drill six times each.

Digging with the hands is a critical aspect of the game. In indoors, we dig to the pock-et, but in the sand we need to dig the ball up.

Hand Dig Drill

Target hits a ball to the other player. Player hand digs to themselves then hits

the ball back to the target. Target catches the ball then hits it again.

SettingTh e second contact setting is of great importance. Th is is whats going to create sepa-

ration among talented players. Th is is where the technical aspects of the game are most magnifi ed. In the indoor game and mens game, you can be a little less technical be-cause of the speed and height of the game. In the sand, however, your players need to think tactically about their movements and really nail the little things.

Some of these drills are great for small group work, but they can also be adjusted to be incorporated with the entire team.

Triangle Drill Variation

For more than four players. Defenders dig an angle block by crossing

over and passing to the setter. Setters and defenders rotate while a

coach hits the ball.

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Hitting Now we move to the hand phase. A well-placed ball on the sand is much more eff ec-tive than just whaling on the ball like you would in the indoor game.

Revolver

Pass to yourself. Set to yourself. Stay on the ground and hit over the net

towards the line. After hitting, player on the other side of

the net goes.

Youll notice that these drills can be espe-cially exhausting. Never go to sand practice without a stopwatch or some way to keep time we want to limit the amount of time spent doing these drills because they can be so tiring physically and mentally. In the in-door game you can sort of let drills run on, but here we need to be mindful of the work being expended. Even if theyve not quite mastered the drill, give them time to rest.

Th roughout practice, point out to the players how theyre technique changes as fa-tigue becomes more of a factor. Remember, if it happens in practice, it will happen in games. Players dont often get to quite the same height throughout the duration of a

match. If youre at a tourna-ment, you wont have the strength in the championship that you did earlier in the day.

You must adjust and be comfortable playing at those diff erent angles.

Moving to the sand is a process that takes time. As previously stated, the normal period is about fi ve weeks for the fi rst-time player. Th at will shorten as they get more accus-tomed to sand movements. Regularly jump-ing into a sand session throughout the year will make the transition that much easier.

For more on transitioning players from the court to the sand, including some defensive tips, check out the full presentation, available on DVD from Championship Productions.

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Xs AND Os

Continuous Cross-court DiggingBy John Forman, www.coachingvb.comCheck out www.coachingvb.com for daily volleyball tips, thoughts and drills!

Synopsis: Continuous cross-court digging is a high-intensity drill which builds mental toughness while working on individual digging and fi tness.

Age/Skill Level: Th is is a drill which can be used with all age groups and skill levels.

Requirements: Th ree players in the drill, two coaches, 6 or more players to collect balls and feed, lots of balls

Execution: Begin with one player in defense for position 5, and two players queued up be-hind. A coach positioned on a box or chair in position 4 on the other side of the net hits a cross-court ball at the player which they have to dig to target. Th e player then sprints across the court to defensive position where they dig a ball from a coach on a box in position 2 on the other side of the net. At the same time, the second player in line in position 5 steps in and digs a ball from the coach in position 4. Th e players continue going from back and forth digging in positions 1 and 4 until they collectively reach a predetermined objective of X number of good digs.

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Xs AND Os

Variations: If there are no boxes, tables, chairs, etc. for

the coaches to hit from, they could stand on the same side of the net as the players.

Depending on the skill level of your team you could only count digs to Target 1 (a 3-pass), or you can accept digs to Target 2 off the net near the 3 meter (a 2-pass).

To work on keeping digs on their side of the net, a -1 can be applied to the count if theres an overpass (but dont go negative).

To get players focused on digging with proper technique and being prepared, you can do a -1 for single-arm digs.

Th e temptation may be to go with more than 3 players in the drill, but that will likely prove challenging because of the players getting tangled up moving back and forth. Even with 3 players the play-ers are often dodging each other on the cross-over.

Additional Comments: Keeping the tempo high is a key to this

drill, which means the players collecting and feeding balls must be highly effi cient or you need to have suffi cient balls to overcome this defi cit.

Make sure players crossing the court do so away from the net rather than toward it. Otherwise they are at risk of taking a ball in the head.

Do not let the players give less than 100% eff ort. If a ball drops with no attempt to play it they go back to 0.

Dont alter the rhythm of the hitting

once you get going. Th at will force the players to continue moving rapidly and not slow their pace.

Make sure the players are going all the way to the sideline and not stopping well inside the court, especially as they get tired. You can do this by aiming your hits to land near the sideline, which will keep them honest.

Talk to the players throughout the drill. Remind them to get to the right spot, to move quickly, and to use good technique. Encourage them throughout, and make sure the rest of the team does so as well.

Encourage players of similar skill to go together so you can adapt the tempo and aggressiveness of your hits to be able to challenge all players at a level suitable to their development.

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NCAA RULES

As volleyball evolves, so must the rules by which the game is played. The NCAA Womens Volleyball Rules Committee and the NCAA Playing Rules Oversight Panel have approved a number of rules modifications that will be incorporated in the rules book for the 2014 and 2015 seasons. There are quite a few that stand out. Check out this link (http://ncaa.org/sites/default/files/2014_2015_WVB_Rules_Changes_FINAL.pdf ) for the latest informa-tion. Dont be caught by surprise this fall!

NCAA Rules Changes

SUBJECT PG. RULE REF. RULE CHANGE

Playing surface, Free Zone Distance Increased

12 1.1.1 For facilities constructed after 2016, a free zone of 3 meters (9 feet, 9 inches) is required.

Rationale: Increases player safety and lessens the potential for interference with fans. This change may also promote longer rallies with increased free space outside the court.

Assessment of Sanctions, Elimination of Expulsion Sanction

28 6.4 Delete the sanction level of Expulsion (dismissal for the remainder of the current set). A further sanction after a penalty (red card) would result in Disqualification (dismissal for the remainder of the match).

Rationale: Places a greater emphasis on sportsmanship by not allowing coaches or players to return after being expelled.

Uniform Numbers, Allowance of 0

32 7.1.2.6 Shirts may be numbered from 0 through 99.

Rationale: Add the number 0 as an allowable number.

Rally and CompletedRally, DefinitionRevised

35 8.1.3.1 Modify the definition of a rally as follows:

Current definition: A rally is the sequence of playing actions from the moment of the service contact by the server until the ball is out of play. A rally is completed when the playing actions result in a point awarded to either team.

New definition: A rally begins from the moment of the service contact by the server until the ball is out of play. A rally is completed when a point is awarded to either team.

Rationale: This will allow a coach the option of substituting when play is stopped to issue a penalty (red card). Prior to this change, if play was stopped to issue a penalty point, it was not considered playing actions, so the rally was not considered complete. A substitution would not have been allowed.


NCAA RULES

StandardProtocol, Pre-Match Warm-Up ProtocolAdjusted

38 9.1.1.1 The pre-match warm-up may be protocol (Table 2) may be adjusted by conference policy for the first 20 minutes (until the 40-minute mark on the clock). The adjustment to the current protocol may only be made on a conference level and may not be used for non-conference matches. The NCAA championships will follow the default warm-up protocol (Table 2).

Rationale: This change allows conferences to alter their warm-up protocol due to facility space constraints.

Timeout, Length Adjusted

44 11.2.2 Change the default timeout length from 60 seconds to 75 seconds. A timeout may be less than 75 seconds if both teams are ready for play.

Rationale: Allows coaches more time to communicate with their players and matches the recommendedlength of a media timeout.

Media Timeouts, Non-Broadcast Timeout Length Adjusted by Mutual Consent

44 11.2.3.3 By mutual consent of both coaches, the length of all timeouts may be reduced from the default length of 75 seconds to 60 seconds, or increased to the length of 90 seconds. If both coaches do not agree to the modified length, the default time of 75 seconds will be used.

Rationale: Modification to the timeout length to meet the rules change in Rule 11.2.2.

Accident or Injury, Substitution Allowed for Injured Libero Replacement

47 11.3.5.1 Allow coaches the option of replacing the injured libero with the player she came in for and then allow one substitution for the replacement player (only).

Rationale: For all other injured players, the coach may substitute any legal substitute. Currently, if play is stopped because the libero is injured, the coach may only return the player that the libero came in for to continue play. This would allow the coach to replace the injured libero with the player she came in for and then allow one substitution for the replacement player.

Libero Uniforms, Shorts May Be Different from Teammates

50 12.1.3.3 It is not required that the liberos shorts be identical to her teammates.

Rationale: Allows the libero to be more visible by providing more uniform options.

Libero Uniforms, School References Allowed on Jersey Sleeve(s)

51 New12.1.3.1.5

Allow a single mascot and/or school reference to be placed on the sleeve(s), provided it does not exceed 4x 4 or 3x 5.

Rationale: Allows for displays of school spirit while keeping the integrity of the solid-colored uniform rule.


NCAA RULES

Player Contactwith Net or Antennas, Contact Allowed with Net OutsideAntenna

62 15.2.1.2 Change the current net rule to allow contact with the net outside the antenna provided it does not interfere with the play or is not used as a means of support while playing the ball.

Rationale: Allows for more consistency by offi cials when calling net violations and aligns with USA Volleyball rules.

Offi cials Jurisdiction, Arrival Time Adjusted

67 18.1.2 The jurisdiction of the referees begins with their arrival on the court, which should be at least 40 minutes before the match start time.

Rationale: Currently, the offi cials jurisdiction begins at least 30 minutes before the match start time. This proposal would require offi cials to be on the court at least 40 minutes before the match start time to conduct the required pre-match protocol.

The Scorekeepers, Terminology Modifi cation

72 18.4 Change terminology from scorekeeper to scorer.

Rationale: Align with USA Volleyball and National Federation of State High School Associations (NFHS) rules language.

RULES ANDINTERPRETATIONS

COACHING VOLLEYBALL | December 2013/January 2014 | 21www.avca.org

By Steve Lenderman (CAP III) Delaware Juniors Volleyball Club

to take the next step. Some years it is an experienced coach, and others it a brand new coach to the club.

Let Them CoachEach club has their own philosophy about how they want their players trained. At Delaware Juniors VBC, we have a guiding principal that all coaches adhere to, but we dont tell them how to do it. at is why we send them to a variety of coaching educational experiences: to learn new and exciting ways to teach. When you hired them to coach, you made a decision to let them coach. Trust them. When they know you believe in them, it makes all of the di erence. eir con dence and motivation is high, and that is just how you want them to be. e last thing you want is to force something down their throats. If they dont believe in it, how are they going to teach it?

Empower Them is is tricky, but again, very helpful. Give your coaches the ability to make decisions. We have 38 coaches with us. If I had to give approval for each of them on every little thing, we would get nothing done. Let them pick their own tournament schedule for example. Include them in decisions that involve their team and once in a while ask them what they would do on decisions that club directors usually make. Value their feedback. Remember, they are your rst line of customer service. What you think is a great idea could be disastrous. However, you wont know unless you ask or until its too late.

The Little StuffSome say the little stu adds up to one big thing. For our club, we try to do lots of little things which add up to happy coaches. Happy coaches are easier to retain. Try to have coaches socialize at gatherings in which you pick up the bill. Make sure you give them all the coaching gear that they need. It is amazing what a t-shirt can do for morale. We also started to provide the coaches with actual resources that they can use during practice. Our coaches have access to a radar gun, several coaches boxes and other training aids. When they can run an e ective practice and have the resources to do it, all parties involved are bene tting, from the coaches to the sta to the players themselves.

e de nition of insanity is to keep doing the same thing over and over again. Dont go insane by having to hire new coaches ev-ery season. Keep the ones you already have and let them help you attract other good coaches. In fact, this is how we have obtained our last ve coaches: from our current coaches recruiting them from other clubs. Most of them were making more than we pay, but the money was not enough to keep them. All ve coaches that came to us last year are back again this year. We really think we are doing something right and hopefully some of this will work for you and your club.

www.Powercore360.comFor more information contact Billy Glisan at [email protected]

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Use the Powercore 360 Performance Training System to Improve Your Sports Performance, Fast!

By Steve Lenderman (CAP III) Delaware Juniors Volleyball Club

Dorothy Webb, Wellesley College

As the sport of volleyball has changed and grown rapidly in the past several decades, a fas-cinating dichotomy has emerged with regards to team defensive design and strate-gies. Th e traditional methods of deep, low pe-rimeter player positioning around a block have been revised and restructured due to the need to defend much faster and more diverse off ensive threats. Some of the adjust-ments are necessary and logical; however, many of the changes have evolved from some inadequate coaching phi-losophies as well as a lack of player discipline.

been revised and restructured due to the need to defend much faster and more diverse off ensive threats. Some of the adjust-ments are necessary and logical; however, many of the changes have evolved from some

coaching phi-

well as a lack

been revised and restructured due to the need to defend much faster and more diverse off ensive threats. Some of the adjust-ments are necessary and logical; however, many of the changes have evolved from some

coaching phi-


By Dorothy WebbVolleyball Head Coach, Physical Ed. Recreation & Athletics, Wellesley College

PHOTOS: JOHN RICH

Game Strategies:Primary Principles for Designing and Evaluating Your Team Defense


For more than 30 years, my focus as a player and a coach has been on defense. My high school team won three California state championships, my club team won three junior national titles, and my college team won two Division I national champion-ships. I played in three professional leagues, indoor and on the beach in the 1990s. Although I played all the way around as a middle blocker and an outside hitter, my specialty was always all the back row skills, especially defense. I still hold the Division I NCAA tournament record for digs (prior to the implementation of the libero position). Many of my teammates also specialized in defense and ball control which is the pri-mary reason, I believe, we were so successful.

As a current college coach and an observer of the professional game, the national team

players and the top Division I programs, I have one consistent thought with regards to team defense every time I watch great teams play: the six amazing and increasingly large and powerful athletes defending each side of the net could have only a very limited, general team defensive plan (with at least a couple of people blocking and free license to read) and they would still cover most of the court, making dozens of amazing, athletic, defensive plays; however, when I closely ob-serve the balls they do not dig, I wonder if many current defensive strategies position players in the best possible position indi-vidually and as a team to cover the whole court and all possible shots, and to make the most defensive plays with the most control.

Many of the elite college and national team coaches present and write about their

Game Strategies


philosophies for designing team defenses. In recent years, more and more of these elite coaches seem to base their team defenses on statistics and positioning players accord-ing to percentages. Th e mens national team coaches have videotaped and taken stats for hundreds of matches. At one clinic I attend-ed they explained how it was this compre-hensive process that led to their very clear rationale for designing their team defense. Th e end result was quite logical: take of-fensive statistics for dozens and even hun-dreds of international matches and then position your defensive players in the posi-tions to which the vast majority of the balls are attacked.

One example of the outcome of all of their research is that they concluded that a player must be positioned in the middle-middle position. Th e middle-middle po-sition was described and diagramed as being located nearly 10 feet into the court from

the end line and almost exactly mid-way between the sidelines. It was easy to under-stand their logic since statistics proved that a signifi cant number of balls ended up being attacked to this very position. In fact, after a few dozen matches, almost any hitting chart at any level will look something like Diagram 1, with the vast majority of balls going to middle-middle or what are popu-larly known as the 2-by-2 spots in left and right back. Th e remaining player positions were established using the same criteria (see Diagram 2 for a typical defense designed from these principles).

Although this process of designing a de-fense is logical, it overlooks the critical rela-tionship between the block and the position-ing of the defensive players, and it fails to ask some very important questions, namely:

1) Why are balls being hit to certain parts of the court (i.e. is there a blocking prob-lem rather than a defensive breakdown)?

Diagram 1 Diagram 2

Game Strategies


2) How are balls being hit to certain spots (i.e. are they hard-driven balls or roll shots, tips and block defl ections)?

Th e answers to these questions are criti-cal in the design of a comprehensive team defense. If a team frequently has a seam in the block and/or is frequently blocking one-on-one (especially outside) then they certainly will need to position a player in the middle-middle position (and probably will need to allow other players to read up as well). However, they should not necessarily design their defense to assume they always will have hard-driven balls hit to the middle of their court; rather, they should focus on fi xing their fairly serious blocking problems. If, in fact, a signifi cant number of balls are being attacked to the middle of the court (as proven by the statistics and off ensive data for many successful programs) then it is impera-tive to know what kinds of balls are being hit and why they are being hit there. Clean, hard hits through the seam are a block-ing problem (although they still must be

defended); however, in my experience and observation, the vast majority of these balls being attacked to the middle of the court are rolls, tips and hard balls defl ected off the block. If this is true, then it is much more eff ective to maintain a deep, low defense (to ensure that the team does not give up deep balls behind them in the court) and train the players to read and move forward for these diffi cult but very playable balls to the middle of the court.

Low, forward individual player body po-sitioning is also a critical factor in eff ective defense, yet it is rarely a point of major em-phasis even in some of the most successful programs. Faster and more diverse, power-ful off enses, the widely used overhand dig, and the many 63 (and bigger) back row players who are primarily in the game as of-fensive weapons, have led to more upright, fl at-footed body position, generally. Many of these players are often phenomenal ath-letes who still make dozens of great plays, but coaches could discipline and position these players for even more and easier defensive opportunities.

Some principles to consider in design-ing a team defense that are diff erent and even in direct confl ict with statistics and percentage-driven philosophies include:

Six defenders on one 30 X 30-foot square court can defend the entire area; no shot needs to be conceded (especially behind any player)

Design your defense around your block, positioning your players to de-fend all hard-driven balls the block cannot stop, while giving players full

Game Strategies


Game Strategies

license to read and adjust to a poor block; cover all hard-driven balls fi rst, and tips, roll shots and balls off the block second

Design your team defense expecting a double closed block and then adjust to blocking breakdowns (not vice-versa); assume youll have a solid block taking away any hard-driven balls to the cen-ter of the court and position defensive players accordingly, but practice (on a daily basis) and use emergency ad-justments for blocking breakdowns

A defense should never give up balls behind any player, in the back of the court (i.e. players should never be ex-pected to go backwards or dig behind them for a hard-driven ball); any de-fensive player signifi cantly shallow in the court is usually unnecessarily con-ceding part of the court

It is much easier and faster to come up out of a low body position than to drop down into a low defensive stance;

coaches must discipline athletes against their natural tendency to stand up straight and tall; its much easier physi-cally to stay and move in a higher, more upright position but its far less eff ective for covering both deep, hard-driven balls as well as short tips, roll shots and balls defl ected off the block

It is easier and faster to move forward rather than backward; coaches must discipline athletes against their natu-ral tendency to read forward (exces-sively) into the court especially when confronted with big, powerful hitters, a very fast, complex off ense, and a late-closing, broken block

Faster, more potent off enses with great setters and many fast options have created more blocking breakdowns, late-closing blocks and one-on-one blocking situations than ever before. Coaches must position, train and discipline each individual player in a low, deep, forward body position to be able to react and move as quickly as possible for a

wide variety of shots over the greatest possible expanse of court.

Statistics and percentages tell only part of the story in our sport. Great athletes who read well will dig lots of balls regardless of their exact body and court position. However, great defense and ball control are the foun-dation of every successful team, and it is critical for us as coaches and play-ers to ask: what are the best defensive body and court positions for allowing the greatest number of digs with the most control?

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