Workshop 1

Volleyball Canada

Coach Workbook

LTAD
Web Page
www.ltad.ca
Updated - August, 2011
 PARTNERS IN
COACH EDUCATION

The National Coaching Certification Program is a

collaborative program of the Government of Canada,
provincial/territorial governments, national/provincial/territorial
sport organizations, and the Coaching Association of Canada.

The programs of this organization are

funded in part by Sport Canada.

© This document is copyrighted by the Coaching Association of Canada (2011) and its licensors. All rights reserved. Printed in Canada.

Course materials developed by: Michel Paiement and Lynne Leblanc

Contributing Editors:
Ian Allan, Alberta Volleyball
Ken Bagnell, National Sports Centre Atlantic
Julien Boucher, Volleyball Quebec
Ed Drakich, Volleyball Canada
Merv Mosher, York University
Doug Anton
© Volleyball Canada and Coaching Association of Canada
Level 1 - Coach Workbook
Updated - August, 2011
 Level 1 Workshop Schedule

0h00 Sitting Area Welcome, Registration, Introduction to new NCCP

0h30 Sit/Court Introduction to the Game of Volleyball
Basic Game Concepts
1h00 On Court The Fundamentals of Team Play (Part 1)
Initial court positioning
Serve reception with 5 players (W formation)
Offensive system 4-2 with no penetration
Pre-defence and defensive system (3-2-1 / 3-1-2)
Transition
4h00 SESSION 1 CONCLUDES

0h00 On Court Warm-up

0h20 On Court The Fundamentals of Team Play - Practical Workshop (Part 2)
1h30 On Court Basic Skills (Part 1)
Skills Analysis Model
1h50 BREAK
2h00 On Court Basic Skills (Part 2)
Serving
Underhand Pass
Overhand Pass
Attack
Block
4h00 SESSION 2 CONCLUDES

0h00 Sitting Area Long-Term Athlete Development

0h30 Sitting Area Beach Volleyball
1h00 Sitting Area Game Coaching & Rules of the Game
1h30 Sit/Court Coaching Interventions (practices/matches)
2h00 BREAK
2h10 Sitting Area Planning (Part 1)
Seasonal
Practice session
Drill
2h55 On Court Practical Workshop on Running Appropriate Drills
4h00 SESSION 3 CONCLUDES

0h00 Sitting Area Responsible Coaching

0h45 On Court Coaches Preparation for Practical Workshop on Drills/Planning Session (Part 2)
1h15 BREAK
1h30 On Court Practical Workshop and Assessment
4h00 What now?
How to become fully certified
Discussions/Questions
4h15 SESSION 4 CONCLUDES
© Volleyball Canada and Coaching Association of Canada
Level 1 - Coach Workbook 
Updated - August, 2011
 Table of Contents
Level 1 Workshop Schedule.......................................................................................................i
Workshop Introduction..............................................................................................................1
Certification Requirements.......................................................................................................2
Outcomes and Objectives.........................................................................................................3
Level 1 Workshop.......................................................................................................................6
Self-Inventory Guide..................................................................................................................6
Observation Checklist...............................................................................................................9
The Fundamentals of Team Play...............................................................................................9
Skills Analysis Model...............................................................................................................10
The Volley.................................................................................................................................................. 10
The Forearm Pass.................................................................................................................................... 11
The Overhand Serve................................................................................................................................. 12
The Attack................................................................................................................................................. 13
The Block.................................................................................................................................................. 14
Basic Skills - Key Elements.....................................................................................................15
The Training Session to Develop the Player..........................................................................16
Error Detection and Correction...............................................................................................17
The Differences Between Beach Volleyball and Indoor Volleyball......................................18
Observation Checklist.............................................................................................................22
Conducting a Training Session............................................................................................................... 22
Teaching Basic Skills............................................................................................................................... 22
Risk Management and Safety Checklist.................................................................................27
Volleyball Canada Policy Governing Scouting and Recruiting............................................28
Accident/Incident Report Form..............................................................................................30
Self-Improvement Plan............................................................................................................33
Level 1 – Volleyball . ................................................................................................................34
NCCP Evaluation Summary.....................................................................................................34
Level 1 – Volleyball...................................................................................................................35
NCCP Evaluation Tool..............................................................................................................35

© Volleyball Canada and Coaching Association of Canada

Level 1 - Coach Workbook ii
Updated - August, 2011
© Volleyball Canada and Coaching Association of Canada
Level 1 - Coach Workbook iii
Updated - August, 2011
Workshop Introduction
This workshop has been designed to introduce the game of volleyball and basic coaching concepts. It is for novice
coaches who aspire to be competitive at local competitions (i.e. region championships) in the Training to Train
stage of volleyball’s Long Term Athlete Development Strategy. Coaches will be expected to participate in a series
of learning experiences designed to assist them in improving their volleyball coaching abilities and to have those
coaching abilities assessed throughout the workshop. These activities represent the minimum standard for the
training and certification of Level 1 - Volleyball coaches within the new NCCP.

Level 1 Volleyball
Certification Process
Leve
Cour

l1

Volleyball
se

Workshop 1*
In-tr
asse
Coach starting points

Level 1 Certified
Level 1 Trained
ssme
ainin
nt
g

Observation
*formerly Level 1 Tech.
Develop Volleyball
and
Coaching Portfolio
Debrief
Competition
Introduction
Multisport Modules
(Part A)

- Make Ethical Decisions

- Planning a Practice
- Nutrition

* An acceleration pathway is available for coaches with extensive playing or coaching experience. Contact your
provincial or territorial volleyball association for more details.

© Volleyball Canada and Coaching Association of Canada

Level 1 - Coach Workbook 
Updated - August, 2011
 Certification Requirements
Level 1 Level 2 Level 3 Level 4
Discipline Volleyball Indoor Volleyball Indoor Volleyball Indoor Volleyball
LTAD Training to Compete Learning to Win
Training to Train Learning to Compete
Stage Learning to Win Training to Win
18 & Under National teams
14 & Under 16 & Under 21 & Under National team
16 & Under 18 & Under provincial teams Development Programs
Athlete middle school high school
Context college/university University
abled and standing diciplines abled and staninding disciplines
integrated integrated abled and standing disciplines abled and standing
integrated disciplines separate
Completion of the Volleyball Completion of Volleyball Completion of Volleyball Workshops Acceptance into
In Training
Workshop 1 Workshops 1 & 2 1, 2 & 3 Level 4 program
A. Level 2 IN-TRAINING
designation
A. Level 1 IN-TRAINING A. Level 3 IN-TRAINING designation
B. Completion of the Competiton
designation B. Completion of the Competiton
Introduction Multi-Sport
B. Completion of the Development Multi-Sport
Modules* (Parts A & B):
Competition Introduction Modules*:
a. Make Ethical Decisions
Multi-Sport Modules* (Part a. Managing Conflict
b. Planning a Practice
A): b. Leading Drug-free Sport
c. Nutrition Contact Volleyball
Trained a. Make Ethical Decisions c. Psychology of Performance
d. Designing a Basic Sport Canada
b. Planning a Practice d. Coaching and Leading
Program
c. Nutrition Effectively
e. Teaching/Learning
C. Completion of the NCCP e. Prevention and Recovery
f. Teaching Basic Mental Skills
Make Ethical Decisions f. Developing Athletic Abilities
C. Completion of the NCCP
online evaluation.
Make Ethical Decisions online
*or NCCP Theory 1 evaluation. *or Level 3 Theory

*or Level 2 Theory

A. Level 3 TRAINED designation

A. Level 1 TRAINED B. Completion of the Level 3
designation A. Level 2 TRAINED designation Volleyball Coaching Portfolio:
B. Completion of the Level B. Completion of the Level 2 a. A description of your coaching
1 Volleyball Coaching Volleyball Coaching Portfolio: context
Portfolio: a. A description of your coaching b. Completion of a Yearly Training
a. A description of your context Plan (YTP) for a season.
coaching context b. An Emergency Action Plan (EAP) c. Player data (including physical
b. An Emergency Action Plan c. A completed Practice testing data).
(EAP) Observation Form from d. An Emergency Action Plan (EAP)
c. A completed Practice observing a practice directed e. A full season of properly
Observation Form from by a NCCP certified indoor structured written practice plans
observing a practice volleyball coach (a Level 3 (minimum 80 hours).
directed by a NCCP or higher certified coach is f. The season’s match plans and
certified volleyball recommended). match outcomes.
coach (a Level 2 or d. A completed Match Observation g. A completed Practice Observation
higher certified coach is Form from observing a match Form from observing a practice
recommended). directed by a NCCP certified directed by a NCCP certified
d. 40 hours of properly indoor volleyball coach (a Level indoor volleyball coach (Level
structured written 3 or higher certified coach is 2 or higher however a Level
practice plans. recommended). 3 or higher certified coach is Contact Volleyball
Certified recommended).
C. Upon completion of all e. A full season of properly Canada
structured written practice h. A completed Match Observation
portfolio assignments, be Form from observing a match
formally observed and plans (minimum 80 hours)
directed by a NCCP certified
evaluated by a NCCP Level C. Upon completion of all portfolio indoor volleyball coach (Level
2 Evaluator* in a practice assignments, be formally 2 or higher however a Level
setting. observed and evaluated by a 3 or higher certified coach is
D. Membership with your NCCP Level 3 Evaluator* in a recommended).
Provincial/Territorial practice setting. C. Upon completion of all portfolio
Volleyball Association D. Membership with your assignments, the candidate
during the full period in Provincial/Territorial Volleyball will be formally observed and
which the portfolio and Association during the full evaluated by a Level 3 Evaluator
observation requirements period in which the portfolio in a minimum of three practice
are being completed. and observation requirements settings.
are being completed. D. Membership with your
Provincial/Territorial Volleyball
* Note: most Level 3 certified coaches have Association during the full
* Note: most Level 2 certified coaches
have been trainied as Level 1
been trainied as Level 2 Evaluators. period in which the portfolio and
Evaluators. observation requirements are
being completed.

© Volleyball Canada and Coaching Association of Canada

Level 1 - Coach Workbook 
Updated - August, 2011
 Level 1
Outcomes and Objectives
NCCP Generic Outcomes Performance Criteria
What must the coach be able to DO, while working in this context?
1. Analyze performance • Explain and demonstrate the general concepts of how to play the game of volleyball
Use appropriate reference models to identify indoor and beach.
aspects of performance that the participants/ • Explain, discuss, and demonstrate the fundamentals of team play including: initial
athletes need to improve. positioning, serve reception with 5 players, the 4-2 offensive system, pre-defence
and defensive systems, and transition/cycles of action.
• Know the four key positions in skill execution and their importance in error detection
(ready position, pre-contact, contact, post-contact).
2. Plan a practice • Know and demonstrate appropriate drill structure (objective, description, success
Assemble activities into a practice plan that criteria, reference points).
is purposeful, organized and appropriate • demonstrate successful drills designed to improve technical and tactical capacities.
for the age group, and that reflects safety
considerations.
3. Design a sport program • Know the rationale for season planning.
Consistent with the guidelines of the sport’s • Know the LTAD requirements for the context in which you coach.
ADM for the age group, design a sport
program aimed at improving performance.

4. Provide support to athletes in • Provide a safe and enjoyable training environment.

training • Design a volleyball appropriate EAP.
In a sport-specific environment, conduct
activities that are enjoyable, safe, and
structured, consistent with the NCCP
philosophy and values
5. Support the competitive • Know the roles of officials, coaches, players, and minor officials.
experience • Know the rules, game protocols, and competition intervention opportunities.
During and/or leading to a competition, provide
support to the participants/athletes in a manner
that is consistent with the NCCP philosophy
and values.
6. Manage a program • Understanding of LTAD as it relates to their coaching context.
Take measures to ensure the needs of
the participants/ athlete, program and/
or activity under coach responsibility
are met.
7. Make ethical decisions
Analyze a situation that has ethical
implications and that is frequently • Know the importance of developing a personal coaching philosophy.
encountered in the coaching context. • Apply a basic ethical decision making process.
Propose a course of action consistent • Understand the CAC Code of Ethics.
with NCCP Code of ethics, philosophy,
and values

© Volleyball Canada and Coaching Association of Canada

Level 1 - Coach Workbook 
Updated - August, 2011
 Volleyball Canada - Coach Development Model - Indoor & Beach
November 18, 2004
Community Sport Stream Instruction Stream Competition Stream
Indoor Beach
Level 4 Level 4
Learning to Win Learning to Win
Training to Win Training to Win
Able and Disabled
Level 3 Level 3
Training to Compete Training to Compete
Learning to Win Learning to Win


Able and Disabled Able and Disabled
Level 2

© Volleyball Canada and Coaching Association of Canada

Atomic Volleyball Level 2
Learning to Train Learning to Compete Learning to Compete
Community Centres, Clubs, Schools Able and Disabled Able and Disabled
Mini Volleyball Level 1

Level 1 - Coach Workbook

Updated - August, 2011
FUNdamentals Training to Train
Community Centres, Clubs, Schools Indoor and Beach
Entry Entry
 Volleyball Canada - Participant Development Model - Indoor & Beach
November 18, 2004
Community Sport Stream Instruction Stream Competition Stream
Indoor Beach
Learning to Win
Learning to Win
Training to Win
Training to Win
National Teams
National Teams
Able and Disabled
Training to Compete
Training to Compete
Sport for Life Canada Games,
Canada Games
College,
Community Centres, Clubs 21 and Under
University,
Adult Recreation 24 and Under
21 and Older


Able and Disabled
Able and Disabled
Learning to Compete
Learning to Compete

© Volleyball Canada and Coaching Association of Canada

Learning to Train High School athletes
College and University
Community Centres, Clubs, Schools College and University
18 and Under
Youth 9-12 18 and Under
21 and Under
21 and Under
Able and Disabled Able and Disabled
Training to Train

Level 1 - Coach Workbook

FUNdamentals

Updated - August, 2011

Middle School athletes
Community Centres, Clubs, Schools 14 and Under
Children 6-10 16 and Under
Able and Disabled
Entry Entry
 L evel 1 W orkshop
S elf -I nventory G uide
The Self-Inventory Guide is a guide for coaches to measure their knowledge in volleyball. This Guide
must be completed throughout the Level 1 Workshop and submitted to the LF at the end of the clinic.

1. Briefly describe your coaching philosophy based on the values would you would like to transcend to
your athletes.
_______________________________________________________________________________

2. Briefly explain the Cycle of actions involved in volleyball once the serve has been successfully
executed.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

3. Identify 3 key elements for athletes to effectively perform the following technical skills:

Overhand pass: ____________________ Forearm pass: ____________________

____________________ ____________________
____________________ ____________________

Attack: ______________________ Blocking: ____________________

______________________ ____________________
______________________ ____________________

Serving: ______________________ Defense: ____________________

______________________ ____________________
______________________ ____________________

4. If one of your athletes consistently serve the ball in the net, what would be your feedback to these
athletes in order to help him/her successfully execute the serve?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

© Volleyball Canada and Coaching Association of Canada Workshop Reference Material

Level 1 - Coach Workbook 
Updated - August, 2011
5. a) Place players on the court in defensive 6-back with a blocker in each of the following 3 diagrams.
Pre-defensive positions

4 3 2

5 1

6

Attack in 4 Attack in 3 Attack in 2

b) Identify the advantages and disadvantages of using a 6-up defense and 6-back defense.
_______________________________________________________________________________
_______________________________________________________________________________

6. In order to be an effective coach, communication with the athletes is a crucial part of the coach-athlete
relationship. What are the essential elements in order to give proper feedback?
_______________________________________________________________________________
_______________________________________________________________________________

7. When entering the gym, name 3 safety tips you should consider before running your practice and 2
safety issues to consider during your practice.

Before: _________________________
_________________________
_________________________
During:_________________________
_________________________

8. Identify 5 characteristics that are different between the game of beach and indoor volleyball.
Indoor Beach
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________

© Volleyball Canada and Coaching Association of Canada Workshop Reference Material

Level 1 - Coach Workbook 
Updated - August, 2011
9. There are 4 major parts to a training session 1) introduction, 2) warm-up, 3) main core, 4) cool down.
During the main core of a session in the early part of the season, associate the appropriate workload
(i.e. volume, intensity, duration) for each content.

L - Low, M - Medium, H - High

i) Acquisition _________ a) M-volume, M-intensity, M-duration

b) H-volume, L-intensity, H-duration
ii) Stabilization _________ c) L-volume, H-intensity, L-duration
d) M-volume, H-intensity, L-duration
iii) Integration _________ e) H-volume, M-intensity, L-duration

10. As a Level 1 Coach who would like to work on serve reception, explain, in detail, the drill that you have
chosen for your athletes.

Athlete’s gender: □ male □ female Age: _______ Level: _______

Objective of drill:________________________
______________________________________

Description:_____________________________
_______________________________________
_______________________________________
_______________________________________

Reference Points: ________________________

Success Criteria: ________________________
______________________________________

Variations: _____________________________
______________________________________

© Volleyball Canada and Coaching Association of Canada Workshop Reference Material

Level 1 - Coach Workbook 
Updated - August, 2011
 Observation Checklist
The Fundamentals of Team Play
Systems of Play Content Coaching Competencies
 Initial court positioning
 Knowledge of rules relating to
Initial Positioning  Order of rotation
court positioning, switching etc.
 Switching
 Roles and responsibilities
 Movement direction  Knowledge of the formation and its
 Adjustments based on servers rules implications
Serve reception
positioning/angle of serve  Able to adapt based on strengths/
(W Formation)
 Communication between players weaknesses of players
(e.g. front/backrow players,  Error detection / correction
passers and setters)
 Setters positions on court
 Knowledge of the system and its
 Hitters positions on court (i.e. rules implications
Offense differences between split and
 Explanation/organization of the drill
(4-2 System) stacked hitter)
 Able to position the players properly
 Ball trajectory/speed
 Error detection / correction
 Basic spike coverage
 Pre-defensive court positioning
 Defensive movement/court  Knowledge of the system and its
positioning during opponent attack rules implications
Pre-defense/
Defense  Movement/ court positioning during  Explanation/organization of the drill
(3-2-1/3-1-2) free ball
 Able to position the players properly
 Defensive movement/court
 Error detection / correction
positioning when hitters are in
various positions (4, 3, 2)

 Movement/flow of players  Create proper drill organization

Transition
(dynamic and continuous cycle) and explanation

 Service
 Create proper drill organization
 Serve reception
and explanation
Cycle of Actions  Attack and spike coverage
 Appropriate for the level of
 Pre-defensive to defensive position
participants
 Defense to attack coverage

© Volleyball Canada and Coaching Association of Canada Reference Material: Sessions 1 & 2
Level 1 - Coach Workbook 
Updated - August, 2011
 SKILLS ANALYSIS MODEL
The Volley

Reference Material: Session 2

READY POSITION PRE-CONTACT CONTACT POST-CONTACT
• move feet quickly under the ball
• Feet slightly wider than shoulder • arms moving upward, getting ready • hands are in the shape of the round ball • weight
is transferred forward which
width apart with the knees flexed for contact • thumbs pointing towards face may cause a step forward
• Trunk slightly bent forward with • place hands above head as soon as • ball contacts most of each finger • hips move forward
arms and shoulders possible • fingers are relaxed • palms of hands face ceiling after the
• Refer to VC’s Level 1 Coaches • extended legs, trunk and arms to ball leaves the fingers
Manual for more details generate force for the movement
• contact is made just above forehead
• shoulder face target
COMMON ERRORS PROBABLE CAUSES SUGGESTED CORRECTIONS/EXERCISES

10
© Volleyball Canada and Coaching Association of Canada
MAJOR RULES

Level 1 - Coach Workbook

Updated - August, 2011
 SKILLS ANALYSIS MODEL
The Forearm Pass

Reference Material: Session 2

READY POSITION PRE-CONTACT CONTACT POST-CONTACT
• Feet slightly wider than • Move quickly to appropriate position; hands apart • A proper platform is characterized by: • weight is transferred
shoulder width apart as the player moves o Arms fully extended and parallel (wrists down forward which may
with the knees flexed • Hands join prior to contacting the ball to straighten elbows) cause a step forward
• Trunk slightly bent • Heels of the hands together “thumbs match” o Arms away from the body (shoulders shrugged • hips move forward
forward with arms and in) • some backspin on the
shoulders • Platform faces target ball is desirable
• Refer to VC’s Level 1 • Ball contacts forearm just
Coaches Manual for • Arm swing in angle necessary to reach target
more details • Proper platform to ensure that the:
o player can see the ball, his arms and the target
o power can be absorbed
MAJOR ERRORS PROBABLE CAUSES SUGGESTED CORRECTIONS/EXERCISES

11
© Volleyball Canada and Coaching Association of Canada
MAJOR RULES

Level 1 - Coach Workbook

Updated - August, 2011
 SKILLS ANALYSIS MODEL
The Overhand Serve

Reference Material: Session 2

READY POSITION PRE-CONTACT CONTACT POST-CONTACT
• Feet slightly narrower than shoulder • Firm contact surface • Arm follows through facing target
width apart, parallel with one foot Ball Placement • Arm fully extended • Weight transfer towards leading foot
slightly in front (opposite to the • Arm facing target
• Ball must be lifted straight up
hitting arm) • “Crisp” arm action
• Just above maximum reach
• The arm holding the ball is parallel
• In front of hitting arm
to the floor and in front of the
hitting shoulder
• Hitting arm and shoulder are pulled
back Body Position
• Refer to VC’s Level 1 Coaches • Weight transfer forward on leading
Manual for more details foot
• “whip-like” arm action
MAJOR ERRORS PROBABLE CAUSES SUGGESTED CORRECTIONS/EXERCISES

12
© Volleyball Canada and Coaching Association of Canada
MAJOR RULES

Level 1 - Coach Workbook

Updated - August, 2011
Note: the serve is the first chance at offence. Many coaches underestimate the importance of effective serving.
 SKILLS ANALYSIS MODEL
The Attack

Reference Material: Session 2

READY POSITION PRE-CONTACT CONTACT POST-CONTACT
• Athletes stand erect reading the • Dynamic approach involving left- • High contact in front of hitting shoulder • Hitting arm follows through in
trajectory of the set right-left footstep movement (for • Open hand and relaxed wrist front of the body
• Starting position is usually at or right handed attacker and opposite • Power provided by the rotation of the • Land on both feet in a balanced
behind the 3 meter line (depending for left-handed attackers) trunk, arm, forearm and hand. manner
on the player’s approach) • Player jumps at a minimum of 30- • Knees slightly bent to absorb the
• Refer to VC’s Level 1 Coaches 40cm behind the ball (depending on momentum of the fall
Manual for more details the physical ability of the athlete)
• Shoulder almost perpendicular to
the net on take-off
MAJOR ERRORS PROBABLE CAUSES SUGGESTED CORRECTIONS/EXERCISES

13
© Volleyball Canada and Coaching Association of Canada
MAJOR RULES

Level 1 - Coach Workbook

Updated - August, 2011
 SKILLS ANALYSIS MODEL
The Block

Reference Material: Session 2

READY POSITION PRE-CONTACT CONTACT POST-CONTACT
• Feet are about shoulder width apart • Lateral movement towards target • Arms fully extended • Athlete draws the arms back from the
and knees are slightly bent staying square to the net • Penetration of the arms/ hands on the opponent’s side
• Arms are held in front of the face, • Knees bent and low center of opponent’s side of the court (depending • Land on both feet in a balance
shoulder width apart gravity followed by a powerful on the situation and the player’s athletic position, ready for the next action
• Stand approx. one foot from the net jump upwards ability)
• Refer to VC’s Level 1 Coaches • Shoulders shrug and arm flexed • Keep eyes open and looking at the ball
Manual for more details (more • Wrists held firmly and the fingers are
information is also provided for the spread outward
soft block)
MAJOR ERRORS PROBABLE CAUSES SUGGESTED CORRECTIONS/
EXERCISES

14
© Volleyball Canada and Coaching Association of Canada
MAJOR RULES

Level 1 - Coach Workbook

Updated - August, 2011
 Basic Skills - Key Elements

 Toss is in front of the hitting shoulder

 Weight transfer
 Surface of contact is solid

Click on the image to play the video clip

 Hands together
 Platform is straight/keep the action simple
 Angle the arms and face the target

Click on the image to play the video clip

 Body is underneath the ball

 Contact is above the forehead
 Hands take the form of the ball
 Body is facing the target

Click on the image to play the video clip

 Timing of the jump

 Maximum height in the jump
 Contact with the ball is in front of the hitting shoulder

Click on the image to play the video clip

 Alignment with the trajectory of the path of the attacker

 Timing of the jump
 Solid hands
 Stability in the air

Click on the image to play the video clip

© Volleyball Canada and Coaching Association of Canada Reference Material: Session 2

Level 1 - Coach Workbook 15
Updated - August, 2011
 THE TRAINING SESSION TO DEVELOP THE PLAYER

Session Structure 1) Welcome 2) Warm-up 3) Main Part 4) Cool-down

Part I Part II Part III

Acquire Stabilize Integrate
Increasing technical, Employing techniques,
Introduction of new
Objectives tactical, or decision- tactics, or decision-making in
techniques, tactics,
making proficiency game-like situations
Number of repetitions A moderate number Low - Moderate number of
Volume (work quantity)
is high of repetitions repetitions
The workload is low Moderate - High. The
to minimize fatigue execution is quicker High The length of the effort
Intensity (effort level) thereby permitting and the quality of is increased which leads to
a high degree of execution remains fatigue.
concentration high
Drills of basic skills Game-like drills and
Drill Types Simple drills
sequence modified games

Session example (Core of 100 minutes)

Part I Part II Part III
Distribution of the
training duration Early season (GP) 50 minutes 30 minutes 20 minutes
in different training Mid season (SP) 30 minutes 40 minutes 30 minutes
periods of the season
Late season (CP) 10 minutes 30 minutes 60 minutes
*Note: the duration of each practice part may be adapted slightly based on the age, maturity, and proficiency of the athletes.

Physical Mental
Technical Tactical
Conditioning Preparation
Emphasis Emphasis
Emphasis Emphasis
Early Season (General Preparation)
Major Focus: A high number of ball contacts
50% 25% 20% 5%
Mid Season (Specific Preparation)
Major Focus: Intensity as well as work to rest ratios must be 30% 40% 20% 10%
gradually raised to meet competition requirements

Late Season (Competition Preparation)

Major Focus: The number of ball contacts exceeds competition
requirements for a particular skill. Intensity is increased and rest
15% 55% 15% 15%
time is increased.

© Volleyball Canada and Coaching Association of Canada Reference Material: Session 2

Level 1 - Coach Workbook 16
Updated - August, 2011
 Error Detection and Correction

Where to focus your attention?

Group Observation 
Why?
1) To ensure that the procedure is respected
2) To detect common errors among participants
3) To identify the most common errors to improve

How?
1) Distance yourself from the group
2) Walk around the group to create awareness of your presence
3) Keep an overall view of the group

Individual Observation 
Why?
1) To ensure that the athlete is properly executing the skill
2) To detect individual errors
3) To identify the most important error that affects the desired outcome

How?
1) Choose the most appropriate angle to observe the skill (preferably 45°- but it usually depends on the
skill)
2) Keep most players in front of you
3) Do not let yourself be distracted by the ball

Error Correction

1) Prioritize the feedback based on the instructions/ objectives that were given prior to the drill
2) Use a positive approach applying the “sandwich” approach – positive - constructive - positive
feedback
3) Be brief, concise and to the point in your intervention
4) Provide feedback immediately after the problem has occurred
5) Use visual demonstrations

© Volleyball Canada and Coaching Association of Canada Reference Material: Session 3

Level 1 - Coach Workbook 17
Updated - August, 2011
T he D ifferences B etween B each V olleyball and I ndoor V olleyball
Environmental Differences

1) Sand
Beach volleyball is played on sand. The sand should be as flat and uniform as possible and it should be free of
objects (e.g. rocks, shells etc.) which could injure a player. It is recommended that the sand be at least 30cm deep
(softly packed). For FIVB World Competitions the sand must be at least 40cm deep with loosely compacted grains.
As the grain size of the sand increases the softness of the sand increases (i.e. the bigger the grain size the softer
the sand).

2) Outside
Beach volleyball is primarily played outside although indoor beach volleyball facilities exist across the country.

3) No shoes (barefoot)
Beach volleyball players normally compete in barefoot.

4) Ball
A beach volleyball ball is heavier, larger in diameter, and slightly softer than an indoor volleyball. The ball is heavier
so that it is less affected by the wind and is both larger and softer to make it more “controllable” during hard
driven spikes or serves (and less killable when spiking and serving). The Wilson Volleyball Canada Gold ball is the
exclusive ball for Volleyball Canada competitions. (Note: The Learning Facilitators should have a Wilson Volleyball
Canada Gold ball available to allow each candidate coach to familiarize themselves with the differences from indoor
volleyballs.)

5) Posts
Whenever possible, the permanent posts should be free standing (no supporting cables) and properly padded to
reduce the risk to injury for any players. However, most temporary net systems employ support straps (or rope)
- players should exercise caution when pursuing a ball near these support straps.

6) Net
The beach volleyball net has similar dimensions to an indoor net. However, a beach volleyball ball net must be sturdier
and heavier so it will withstand the outdoor conditions and not dramatically bow in the wind.

7) Lines and anchors

The court used is 16m x 8m divided equally by the net creating two sides of the court each 8m x 8m. Note that
in the USA the dimensions are often measure using Imperial units (i.e feet and inches) and beach line systems
manufactured in the USA potentially be of a different size. Lines should be straps or rope that contrast with the
colour of the sand. The corners of the court should be anchored into the sand. Metal should not be used to anchor
the court boundaries since it could cause injuries to a player. Usually a wood or plastic disk, with a bungie cord
attached to the corner of the court, is buried in the sand.

Technical Differences

1) Movement and jumping

The characteristics of sand (a soft surface which absorbs energy) make moving and jumping more difficult in beach
volleyball than on the harder and more stable indoor volleyball surface.

2) Ball control
The affect of wind makes the ball flight path more difficult to predict in beach volleyball than it is in indoor volleyball.
Indoor beach volleyball however, has the same ball flight characteristics as indoor volleyball. As well, the intense
brightness of the sun can affect vision to a greater extent than the artificial lighting experienced with indoor
volleyball.

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3) High energy expenditure (good fitness required)
The soft playing surface (difficult movements in sand) combined with the outside conditions (possibly high
temperatures, high humidity, and strong winds) make the energy expenditure rate very high for beach volleyball
players. As a result, successful beach volleyball players are usually extremely fit.

4) Players per side

At the provincial, national, and international levels the game of choice for beach volleyball is doubles (2 on 2). The
game of beach doubles is very different from the other forms of beach volleyball (3 on 3, 4 on 4, or 6 on 6). The
three most important factors differentiating doubles from triples, fours, or sixes (both beach and indoor volleyball)
are the following:

a) Area to cover
With only two players covering a court it takes very good movement skills to effectively cover the entire
court. As a result, doubles on a full size court may not be suitable for younger athletes. Younger athletes
should either play triples or fours on full size court or they should play doubles on a reduced size court.

b) High skill requirements (ball control)

With only one other teammate on the court the ball control requirements to maintain a rally in beach doubles
are significantly higher than with indoor volleyball where there are five other on-court teammates.

c) Minimal specialization (serve reception, setting, and attacking)

Indoor volleyball and beach triples/fours/sixes are games of specialization. That is, the strengths of a player
can be maximized – a good setter sets frequently, a strong attacker gets many opportunities to attack, and
a consistent passer will often receive serve. Also, the weaknesses can be minimized – a poor attacker
seldom attacks, a poor passer may never have to receive serve, and a good setter can be designated the
full time setter.

In beach doubles the future actions of a team are dictated by the serve – player A receives serve, player
B then sets the pass, and player A attacks the set. As a result, the game of beach doubles has the ability
to magnify a player’s serve reception, setting, and attacking weaknesses. For example a poor setter
often has to set because their opponents may attempt serve their partner. Also a poor passer and/or a poor
attacker will likely be forced to constantly execute these skills because their opponents may try to direct
their serves at this player. For these reasons, a successful beach doubles player is usually an all-around
player.

d) Defensive and blocking specialization is possible

Since there are no rotational positions (there are no front or back row positions) in beach doubles it possible
for a beach team to specialize the blocking and defensive tasks. For example, a shorter partner who is a
weaker blocker might decide to always play defense behind a taller partner who is a better blocker but a
weaker defender. In this example the taller player would run to the net to block immediately following their
serve – this is not allowed in indoor volleyball.

5) Number of athletes in practice sessions

Since beach teams are composed of only two players there will be fewer athletes taking part in beach training
sessions. Ideally there should be four athletes (two teams) at a beach volleyball training session. However, it is
possible to run effective training sessions with 1, 2, 3, or 4+ athletes.

6) Safety considerations
There are many important safety considerations that must be taken into account with beach volleyball:

a) Sharp or dangerous objects in the sand

Since beach players compete on the sand with bare feet it is important to ensure and any sharp or
dangerous objects (such as rocks, glass, metal, shells, sticks…etc) are removed before beginning to
practice or compete in that area.

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 b) Unsafe equipment
Beach volleyball equipment must be free on any exposed surfaces that could injure a player (such as
stakes, parts with sharp edges, support cables, exposed metal connectors…etc)

c) Dangerously positioned set-up equipment

Items that are often used to set up a beach court (such as hammers, shovels, and rakes) must be kept
a safe distance (minimum 3m, preferably 5m) from the playing area.

d) Personal Care
Since beach volleyball is played outside on the sand there are several personal care safety considerations
that each beach player and coach must take into account:

Sunscreen – players and coaches must always apply generous amounts of a high quality waterproof
(or sweat proof) sunscreen with a sun protection factor (SPF) of 15 or greater. Sunscreen will reduce
or prevent sunburns, sunstroke, skin cancer, and fatigue.

Sunglasses – good quality sunglasses should be worn at all times to protect the eyes from direct
sunlight.

Fluids – since physical exertion and exposure to sun leads to rapid water loss, it is crucial for beach
volleyball athletes and coaches to frequently replace lost fluids (either water or a mineral replacement
drink).

Clothing – weather conditions at the beach can range from intense heat/humidity to strong rainstorms
to frigid temperatures. As a result, beach athletes and coaches should bring items of clothing for all
possible weather conditions. They may include:

Hat or visor – keeps the sunrays off the head and face.
T-shirt or tank top – keep the sunrays off the torso and provides some warmth. T-shirts
are preferred since they cover the shoulders.
Sweat suit – for warmth.
Rain suit – to keep dry in the rain.
Socks or aqua socks – when playing in very hot sand socks or aqua socks will prevent
blisters on the bottom of the feet.

Rule Differences

1) Set and Match Durations

In beach volleyball, matches are 3 sets in duration. The first two sets are played to 21 points (win by two) and the
3rd deciding set is played to 15 points (win by two).

2) Coaching
In beach volleyball, coaching is often not permitted during a match. Coaches will be allowed during youth matches (24
& Under age and younger). Senior level competitions usually will not permit coaching during matches. This is to comply
with the current FIVB regulations. As a result, beach coaches should teach their athletes to think critically and make any
necessary tactical or technical changes without the help of a coach.

3) Substitutions
There are no substitutions allowed in beach doubles volleyball. Should one of the players sustain an injury that
makes them unable to finish the match, that match is forfeited.

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4) Change sides at regular intervals
The weather conditions (wind and sun) can have a dramatic effect on the game of beach volleyball. As a result, the
teams switch sides at a pre-designated point total; usually every 7 or 5 points (although other point totals are also
used). This ensures that no team gets an unfair advantage due to the weather conditions.

Unlike indoor volleyball the teams do not change their benches during a side change in beach volleyball.

5) Block counts as one contact

In beach doubles volleyball the block counts as the first contact leaving two remaining contacts before the ball must
be played over the net. If a player contacts the ball while blocking (first contact) they are also eligible to play the
next (second contact) as well.

6) Open hand tip is not allowed

Open hand tipping is not allowed in the beach doubles game. A soft attack shot can either be a “roll shot”, a “poke”,
or a “cobra”. A “roll shot” is a soft topspin (or sidespin) shot executed with the palm of the hand causing the ball to
spin or roll. A “poke” (or “knuckler”) is achieved by contacting the ball with the knuckles. A “cobra” shot is performed
using fully extended fingers to contact the ball on the fingertips.

7) No re-serve on joust
When a ball is simultaneously held above the net between two players on opposing teams a re-serve is called in
indoor volleyball. In beach volleyball the play continues until the rally is over (there is no re-serve in this case).

8) Beach dig
When defending a hard-driven spike, a beach volleyball player may slightly hold or carry the ball with the fingers in
an overhand position. This technique is called a beach dig. Please note that a spike serve can not be considered
a hard driven ball.

9) Overhand set as attack

The player overhand passing the ball across the net must have their shoulders’ perpendicular, before the contact,
to the path of the ball.

10) Players may cross under net

There is no centre line in beach volleyball. During a match a player is allowed to cross under the net into the
opponent’s side of the court providing that they do not interfere with the opposing players.

11) Serve receive with overhand contact is rare

During serve receive beach volleyball players can’t double hit the ball with an overhand pass. As a result, the serve
receive in beach volleyball is more restrictive (no overhand pass) than with indoor volleyball.

12) No service screen

The screen call does not exist in beach volleyball. A beach volleyball player has the right to ask an opponent to move
so they do not obstruct their view of the server. In other words, the onus is on the serving team not to screen.

© Volleyball Canada and Coaching Association of Canada Reference Material: Session 3

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Updated - August, 2011
 Observation Checklist Observation Checklist
Conducting a Training Session Teaching Basic Skills
1. Drill Selection and Explanation 1. Explanation of Drill
● Drill Selection ● Key points highlighted
● Drill Explanation (brief & concise) ● Clear objectives are mentioned
● Mention of Criteria ● Message is clear and precise
● Demonstration ● Presence (e.g. confidence, tone of
2. Transition voice)
● Group organization between drills 2. Demonstrations
● Group organization during drill ● Good visual example
3. Drill Execution 3. Drill organization
● Observation/distribution of attention ● Group organization
● Error detection / correction ● Distance between players
● Positive, effective, constructive ● Ball trajectory (e.g. speed, distance)
intervention 4. Error Detection/Correction
4. Global Training Session ● Feedback reflects objectives/key
● Workload points
● Volume ● Specific Feedback
● Intensity ● Immediate Feedback
● Maximize contact time ● Positive Feedback
● Brief and concise
● Ball Handling
● Precision/consistency
● Respect spatial references
● Tempo
4. Responsible Coaching
● Ethics
● Leadership
● Attitude
● Motivation

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Updated - August, 2011
 GIVING FEEDBACK
Useful feedback is descriptive rather than evaluative
• It describes reactions, observations, feelings
• It focuses on behaviour
• It describes objective consequences that may occur or have occurred
• It avoids evaluative language, thus reducing the chances of a defensive reaction
• It’s concerned with what is said and done, not why it’s done
• It avoids accusations or inferences

It is specific rather than general

• It describes what happened
• It avoids generalizations such as “that was great”; rather, useful feedback is specific, for example,
stating exactly what the athlete did that made it great

It takes into account the needs of both the athlete and the coach
• Feedback should be given to help, not hurt
• Feedback is not given to make the coach feel better
• It doesn’t overload the athlete with information; it is selected on the basis of what the athlete can
use, rather than the amount the coach can provide
• Sharing information rather than giving advice allows the athlete to decide what to do with the infor-
mation

It is directed toward behaviour the athlete can change

• Focus on the behaviour, not the person
• Suggest a more acceptable alternative

It is solicited rather than imposed

• Feedback is most useful when the athlete has sought it out

It is well timed
• It is given as soon after the performance/event as practical
• The athlete is ready to receive the feedback
• Excellent feedback at the wrong time can do more harm than good

It is checked with the athlete

• Have the athlete say in their own words what they heard
• No matter the intent, feedback can be misinterpreted
• Coaches need to pay attention to the effects of their feedback

It is checked with others in the group

© Volleyball Canada and Coaching Association of Canada

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DATE : _________________________________
 Objectives Drill Organization Reference Points Success Criteria Evaluation

24
© Volleyball Canada and Coaching Association of Canada
Level 1 - Coach Workbook
Updated - August, 2011
DATE : _________________________________
 Objectives Drill Organization Reference Points Success Criteria Evaluation

25
© Volleyball Canada and Coaching Association of Canada
Level 1 - Coach Workbook
Updated - August, 2011
DATE : _________________________________
 Objectives Drill Organization Reference Points Success Criteria Evaluation

26
© Volleyball Canada and Coaching Association of Canada
Level 1 - Coach Workbook
Updated - August, 2011
 RISK MANAGEMENT AND SAFETY CHECKLIST
It is the policy of Volleyball Canada to develop, implement and monitor an effective Risk Management and Safety
Program designed to foster a spirit of competitiveness in the safest possible environment. It is the responsibility of
every member, coach, official, volunteer, staff and director to practice Risk Management and Safety on a continuous
basis.

Courts
 Courts are 9m by 18m
 Boundary / center / attack / service lines are clearly marked
 At least 2m of free space beyond the sidelines
 At least 2m of free space beyond the end lines

Floor
 Clean and dry
 Post hole sockets are capped or covered
 Free of hazardous cracks / chips / gouges / irregularities

Ceiling
 At least 7m above the floor
 Free of obstructions / protrusions
 Lights are suitably bright, protected and stable
 Other fixtures are stable

Nets and Standards
 Standards are at least 0.5m from the sidelines
 Standards are padded
 Cranks / hooks / fasteners are covered
 Antennae are safely and securely attached

Score Tables and Team Benches
 Position of score table will not interfere with play
 Placement of team benches will not interfere with play
 Team gear can be stowed behind benches

Referees’ Stands
 Stands are safe, stable and easily accessed
 Stands are padded

Spectator Gallery
 Does not interfere with play
 All railings are secure

Others
 Others: ________________________

Report any problems identified in the above checklist items.

© Volleyball Canada and Coaching Association of Canada
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Updated - August, 2011
 Volleyball Canada Policy Governing Scouting and Recruiting
The recruiting of young athletes by coaches as well as scouting services is becoming increasingly
aggressive and intense in Canada. Thus, Volleyball Canada has put together a policy on this
matter, as well as developed some guidelines and ideas to help athletes, coaches, parents and
tournament organizers deal with this situation.

Volleyball Canada’s role is primarily to regulate scouting and recruiting requirements to ensure
that athletes are scouted/recruited in a manner that is ethical and respects the needs of athletes,
coaches, parents and all other individuals involved. The objective of the regulations is to make
sure recruiters are not taking advantage of athletes pursuing scholarships, and also to ensure
that the rights of volleyball coaches in Canada are respected. Any athletes, coaches or parents
who have questions regarding the recruitment process or scholarship/playing opportunities can
consult VC’s and/or P/TA’s Technical Directors.

Recruiting Regulations
1. During the playing season:

A. Regulations for Recruiters:

a) Recruiters are allowed to contact athletes during the playing season.
b) Prior to contacting an athlete, recruiters must identify themselves to the athlete’s
coach and/or parents.
c) Recruiters should attempt to conduct their activities in an open environment.
d) Once an athlete has signed with a club, this athlete is no longer eligible for
recruitment by other clubs in the playing season. If an athlete wishes to change
clubs within a playing season, see regulation 6.8 governing player transfers.
B. Regulations for Coaches:
a) Educate their athletes and parents about acceptable and unacceptable recruiting
practices as well as the roles of the recruiter, the coach, the athlete and parents.
b) Should a recruiter approach an athlete, it is the coach’s responsibility to inform the
athlete’s parents.
c) Coaches should not prevent recruiters from educational institutions from contacting
their athlete(s) during the playing season, however coaches do have the right to
limit how such contact may occur.
C. Regulations for Athletes:
a) Should a recruiter contact an athlete, the athlete is responsible for informing his/
her coach and/or parents.
D. Regulations for Parents:
a) Parents are responsible for informing their child’s coach of any contact made by a
recruiter.

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Updated - August, 2011
 2. At events:

A. Regulations for Event Organizers:

a) Event organizers shall give or sell the coach/recruiter or scouting agency
representative a program of the tournament (if available).
b) Event organizers have the right to ask a recruiter to leave the gymnasium if the
previously defined recruiting practices are not respected. If this should occur, event
organizers are responsible for reporting all infractions to P/TA.
B. Regulations for Recruiters
a) Recruiters are not allowed to contact athletes while the athlete’s team is still
participating in the competition.
b) Recruiters must introduce themselves and the institution which they represent
to the tournament organizers, follow any additional event regulations regarding
recruiters, and when possible wear clothing which identifies them as representing
their institution or group. Recruiters should identify themselves to coaches and/or
parents when interested in a particular athlete and/or team.
c) Recruiters must conduct their activities in an open environment away from the
competition venue.
d) Recruiters must have coaches’ consent and/or knowledge when approaching
athletes.
C. Regulations for Coaches:
a) All coaches are obligated to report to the event organizers any recruiting practices
that they feel do not meet the above regulations for recruiters.
b) Coaches must restrict recruiters from approaching their athletes while their team
is still participating in the competition as recruiter are not allowed to approach
athletes during this period.
c) Regulations for Athletes:
d) Should a recruiter contact an athlete, the athlete is responsible for informing his/
her coach and/or parents.
D. Regulations for Parents:
a) Parents are responsible for informing their child’s coach of any contact made by a
recruiter.

The repercussions of violating these rules, or the spirit of these rules, may result in the sanctioning
of a recruiter, coach, athlete or parent.

© Volleyball Canada and Coaching Association of Canada Reference Material: Session 4

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Updated - August, 2011
 Accident/Incident Report Form
Complete this form whenever a volleyball accident/incident occurs which requires medical attention for an athlete,
coach, official, volunteer or spectator and forward to the office of your provincial association. This is not a claim
form, but this form must be filed prior to a medical/dental claim form being issued. Submission of this form will
allow for the study of the causes of volleyball related injuries and the improvement of preventative measures.

* * * * * * * * * * * * * *

INDICATE THE NATURE OF THE ACTIVITY IN WHICH THE INJURY OCCURRED:

○ Practice ○ Game ○ Indoor ○ Outdoor ○ Other

Description of Activity _ _____________________________ Date & Time of Incident ____________________

Name & Location of Facility: __________________________________________________________________

Address _____________________________ City __________________ Prov. _____ Postal Code _________

* * * * * * * * * * * * * * *

FULL NAME OF INJURED PERSON ________________________________ ○ Male ○ Female

Address ________________________________ City _________________ Prov. ____ Postal Code _________

Telephone Numbers (___)______________________________________________ Date of Birth ___/___/___

Team/Club Name _____________________________________________________

Team/Club Address _______________­­­_______­­­ City _________________ Prov. ____ Postal Code __________

Age Category: ○ Bantam ○ Midget ○ Juvenile ○ Junior

Type Of Injury:
○ Dental ○ Internal ○ Concussion ○ Skin Wound/Puncture
○ Fracture ○ Torn Ligament ○ Bruise ○ Dislocation
○ Muscle Pull/Strain ○ Laceration ○ Joint Sprain ○ Torn Cartilage
○ Other: _____________________________________________________
Affected Area:
○ Knee ○ Chest ○ Head ○ Ankle
○ Shoulder ○ Hand ○ Foot ○ Collar Bone
○ Finger(s) ○ Achilles Tendon ○ Abdomen ○ Thumb
○ Lower Leg ○ Teeth ○ Wrist ○ Thigh
○ Face ○ Forearm ○ Hamstring ○ Neck
○ Elbow ○ Hip ○ Chin ○ Upper Arm
○ Back ○ Eye ○ Spine ○ Nose
○ Other: _____________________________________________________
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Updated - August, 2011
Outdoor Playing Surface: ○ dry ○ wet
○ grass ○ sand ○ artificial turf ○ other _______________________

Weather Conditions _______________________________ Temp. ________

Indoor Playing Surface: ○ dry ○ clean

○ wood ○ tile ○ synthetic ○ other __________________________

Description of Accident/Incident:________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

○ Collision with another player ○ Hit with ball ○ Collison with net standard
○ Collision with officials stand ○ Jumping/Landing ○ Collison with bench area
○ Collision with score table ○ Loss of footing ○ Diving/Rolling
○ Collision with spectators ○ Other: __________________________________________
List the causes/reasons for the injury in order of importance:

1) ___________________________ 2) ________________________ 3) ________________________

What safety and preventative measures were in effect at the time of the accident/incident?
___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Was treatment provided on site? ○ Yes ○ No

If yes, give the name and title of those who provided treatment.
__________________________________________ _______________________________________­­

__________________________________________ _______________________________________­

__________________________________________ _______________________________________

Was outside medical/dental attention obtained? ○ Yes ○ No

If yes, give the name and title of those who provided treatment, and the date of treatment.
__________________________________________ _______________________________________
­__________________________________________ _______________________________________
__________________________________________ _______________________________________

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Updated - August, 2011
What recommendations do you or the medical/dental personnel have for the prevention of such an injury?
_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

If possible, attach a description of the accident/incident by the injured person as well as a medical report.

Submitted by: __________________________________________ Position: ______________________

Address ______________________________ City ____________ Prov. ____ Postal Code _________

E-mail: ________________________________________________ Telephone: ____________________

Signature ____________________________ Date _____________

On the reverse side, please draw a diagram of the playing venue and indicate where the injury took place.
Include team benches, score table and the spectator area in the diagram and distances from the court.

© Volleyball Canada and Coaching Association of Canada Reference Material: Session 4

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 Self-Improvement Plan
Coach Profile Coaching experience
_____________________________________ ________________________________________
Name Coaching Experience (e.g. level, age of participants)
_____________________________________ ________________________________________
Address Date of Level 1 Workshop
___________________ ________________ ________________________________________
Phone Number E-mail Learning Facilitator

A- Areas for Improvement

1. Planning 6. Coaching skills
2. Practice organization  Ball handling
3. Drill management 7. Provide fun and enjoyment for athletes
 Selection, structure, explanation, demonstration 8. Game management
4. Coaching intervention 9. Technical and tactical knowledge
 During practices and matches 10. Responsible coaching
 Feedback, error detection/correction 11. Other ________________________
5. Communication/observation skills

B- Action Plan
An effective Action Plan must consist of 1) identifying your goals that relate to an area of improvement (see
suggestions above), 2) utilizing available resources and 3) setting timelines. Use the framework below to guide your
Self-Improvement Plan.

My coaching goals are: (identify SMART goals - Specific, Measurable, Attainable, Realistic and Timelines)
Goal Resources
(e.g. books, videos,
people)
1-
2-
3-
4-
5-

C- Evaluation

I, ___________________, have made a conscientious effort to improve the above mentioned goals and
feel that I have attained my goals within the above mentioned time frame using all the resources that were
available to me. Therefore, I believe that I have developed my coaching competencies/skills to the level
required by the Level 1 Workshop.

_____________________________ __________________
Coach Signature Date

___________________________________ _____________________ ______________

Evaluator Signature Position Date
Note: A copy of your Self-Improvement Plan must be sent to your Learning Facilitator and your Provincial Association.
© Volleyball Canada and Coaching Association of Canada Reference Material: Session 4
Level 1 - Coach Workbook 33
Updated - August, 2011
 Level 1 – Volleyball
NCCP Evaluation Summary
Date NCCP Number: CC

Coach
Surname First Name

Apt. Street
Address
City Province Postal Code

Phone ( ) ( ) ( )
Home Business Fax

E-mail

Portfolio Requirements
Portfolio Assignment Incomplete Complete
Context Descritption  
Practice Observation  
Written Practice Plans (40 hours)  
All portfolio requirements must be complete to meet the standard for certification
Level 1 Evaluation Requirements (from Level 1 Evaluation Form)
Needs
Evaluation Component Score Standard Meets Standard
Improvement
Written Plan 4 of 5  
Practice and Drill Implementation 8 of 10  
Safety 2 of 2  
Responsible Coaching 3 of 4  
All scores must meet the standard to receive credit towards certification

Recommendation
Repeat observation Repeat observation Credit towards certification
by a Level 1 Learning Facilitator by a Level 2 Evaluator
 • One (1) or less of the evaluation components
 • Two (2) or three (3) of the evaluation components
 • All portfolio assignments are complete
• Four (4) evaluation components meet the
meet the standard do not meet the standard standard

Evaluator NCCP number: CC

Surname First Name

Apt. Street
Address
City Province Postal Code

Phone ( ) ( ) ( )
Home Business Fax

E-mail

To the best of my knowledge, the evaluation conducted for the coach identified above has been carried out in accordance with the established certification standards for the
volleyball NCCP. The recommendation I have made is based on my professional estimation of the coach’s observed abilities in the training session I observed, as well as the
written evidence provided in the coaching portfolio and the evaluation session’s written plan. I have attempted to conduct my evaluation in a fair and unbiased manner and have
fully briefed the evaluated coach on the outcome of this evaluation and made recommendations for improvement where appropriate.
Evaluator

Signed Date

© Volleyball Canada and Coaching Association of Canada

Level 1 - Coach Workbook 34
Updated - August, 2011
 Level 1 – Volleyball
NCCP Evaluation Tool
NCCP number: CC
Coach
Surname First Name

Evaluation Criteria Needs Meets Comments

Standard
Activity Descriptions  
Written Plan

Objectives  
Success Criteria  
Reference Points  
Game Transferability   Written Plan Total
Implementation of Written Plan  
brief
Explanation of Procedure clear  
Demonstration  
Practice & Drill

Position of Participants  
Ball Manipulation  
Error Detection  
Error Correction  
Reference Point Reinforcement  
Feedback
positive  
clear   Practice & Drill Implementation Total
Environmental Risks  
Safety

Activity Risks   Safety Total

Coach Attire  
Responsible

Respectful Language  
Coaching

Coach Behaviour  
Expectations for Athlete Behaviour   Responsible Coaching Total

Reward one (1) point for every item which meets the standard. Reward zero (0) points for every item which needs improvement.

Evaluator NCCP Number: CC

Signed Date

© Volleyball Canada and Coaching Association of Canada

Level 1 - Coach Workbook 35
Updated - August, 2011