Starlings Coaching Philosophy and Behaviors

The following is an excerpt from the Starlings Coaching Manual written by Tod Maddox

Philosophy

Starlings philosophy follows ASEP�s (American Sport Education Program) basic principle.

It is simply, �Athletes First, Winning Second.� Given this philosophy, it logically

follows that success will be measured in terms of players� personal development and personal

enjoyment, not wins and losses.

Success = Personal Development + Personal Enjoyment

Critical Role of the Coach

The Starlings coach is the primary teacher and modeler for players. To make it easier

for both groups, we have identified three important life skills. They are Effort (do your best),

Teamness (group before individual), and Attitude (keep a positive mindset). Following are the

expectations for both coaches and players.

Coaches are expected to teach, model, and reinforce these behaviors from the first day of

practice to our last team meeting.

ETA for Coaches

EFFORT

1. Starlings coaches are on time and prepared for every team meeting.

2. Starlings coaches are engaged. They are always involved & helpful.

TEAMNESS

1. Starlings coaches are responsible to the team and model team behaviors.

2. Starlings coaches treat everyone�players, refs, fans, opponents�with respect.

ATTITUDE

1. Starlings coaches are positive. Feedback is given at 5-1 ratio (positive to negative.)

2. Starlings coaches display sportsmanship regardless of the circumstances.

ETA for Players

EFFORT

1. Starlings players pursue every ball, both in practice and in matches.

2. Starlings players always hustle. Running is a habit, in practices and ma

TEAMNESS

1. Starlings players are responsible to the team. They attend practice or call.

2. Starlings players treat everyone�players, refs, fans, coaches�with respect.

ATTITUDE

1. Starlings players are coachable, responding positively to instruction with eye

contact, gestures, & words.

2. Starlings players display sportsmanship regardless of the circumstances.

Communication

The best coaches are master communicators. They understand that listening is

the first key to successful communication and rarely fall into the trap of talking too much.

Finally, they are positive, skillfully using words to help players focus and improve. What

follows are real examples. Included are the errors, the corrected versions, and tips to remember.

Situation: Up 22-19, team has shanked 3 straight balls to be tied at 22.

Error: Slam clipboard, stand up and scream, �Pass a ball!�

Corrected: Stand up, clap hands, �One pass right now, early platform.�

Tips: Project confidence in stressful situations.

Next play focus (�One pass, right now.�). Provide key (�. . early platform�)

Situation: After an opponent�s error, Julie serves for your team.

Error: �You�ve missed your last 3 in a row. Just get it in!�

Corrected: �Point time with you, Julie. Aim two feet over the net to area 6.�

Tips: Positive mindset. (�Point time...�) Specific focus. (�Aim two feet��)

Situation: Julie hits the serve in the net. 23-23

Error: Shake head in disgust. To asst., �Can you believe that? Four in a row!�

Corrected: �No worries. One pass, right here.�

Tips: Communicate in troubled times: don�t ignore. Next play focus. (�One pass. .�)

Situation: Ball is served between 2 players; neither says a word. 23-24

Error: Disgust-- �How many times have I told you to call the ball?�

Corrected: Confidence-- �One good pass and we come back. Early call.�

Tips: Avoid �rubbing in� the error. Next play focus with positive mindset.

Situation: After an opponent�s error, Jackie serves an ace for your side. 25-24

Error: �Hey, what d�ya know? We served a ball in.�

Corrected: �Great floater, Jackie. (To blockers) Remember front row setter.�

Tips: Avoid sarcasm. Specific feedback, next play focus, etc.

Situation: Team is now down 25-26. Long rally & ref lift call ends game. 25-27

Error: �That�s crazy, ref. You�re screwed us out of this game.�

Corrected: �What a point! We had at least 5 clutch plays! That was great VB.�

Tips: Catch players doing things right. (� . . . clutch plays�) Be a model sportsman.

As comical as these blunders are, we have witnessed worse. Remember,

communication is words + body language, expressions, and tone of voice.

Rewards and Consequences

Part of both the art and science of coaching is the proper utilization of rewards

and consequences. Below are some general rules of thumb. Remember that this is a delicate

area; different situations and different coaching styles will require different strategies.

1. Use Positive Reinforcement as a Reward: Everyone likes to hear praise.

Make it Specific: �Great angle on your platform� rather than �Nice job.�
Get Excited: Players like to make the coach happy. Show the positive emotion.
Words Are Just a Start: Expressions, body language, tone of voice are rewards.

2. Be Creative with Rewards

It is usually not the reward that the player cherishes; it is the accompanying recognition.

First in line for water, 1 minute of hitting, choose a drill to begin the next practice, 1st

group to do a hitting drill are simple rewards that players enjoy,

3. Meaningful Consequences Rather Than Punishment

Rather than sprints after lack of effort on a boll, how about 5 floor moves? This has a

direct connection to the error. You focus on improving rather than punishing.

4. If Effort is Weak, �Start Over�

If drills have reasonable criteria for completion, players will want to finish.

Discipline

Though we never like to discipline our players, it is inevitable that coaches will be tested.

If a coach is not prepared for this, a player can make life miserable, both for the coach and the

entire team. The following tips are guidelines for a discipline strategy.

1. Set Clear Standards on Day One (ETA stuff works here.)

2. Standards Must Be Enforced (Your actions must back up your words.)

3. Playing Is a Privilege, Not a Right (Sitting a player may be required.)

4. Separate a Troublesome Player (Often, a player creating problems acts

differently in a group than one-on-one. Separating the player often helps.)

5. Give a Troublesome Player Choices (Don�t corner a player, forcing her to back

down. Give her choices. �You can stay here & watch, or return & try for every ball.�

Your goal is to have the player save face while you remain true to your principles.

6. Be Consistent (Players want and need consistency when it comes to discipline.)

The Starlings Coach

Teaching the Game of Volleyball

1. There is Only One Chance to Make a First Impression

Be prepared on day 1. Begin immediately to set your standards.

2. Be Consistent in Establishing and Enforcing Standards

This includes both behavior and standards for performing skills.

3. Show, Don�t Tell Keep words to a minimum.

4. Encourage Involvement by Every Player Say & recite, model & copy

5. Explain the Why Teach players to problem-solve and be self-reliant.

6. Teach Players to Teach Themselves Use players to give feedback.

7. Spend Time Wisely Will team win due to conditioning or serving & passing?

8. Stress Balance, Efficiency of Movement, & Communication

9. Stress Defensive Effort The ball is a grenade; it never hits the ground.

10. Create a Positive, Fun Environment

Running Volleyball Drills

1. Teach Players to Value Practice Time Start on time, run between drills.

2. Drills/Games Should Have Single Item Focus

3. Drills/Games Should Have Criteria/Goal For Completion

a. Time �30 seconds of paired passing�

b. Number of Contacts �25 to target and we�re done.�

c. Number in a Row �We have to call the ball 20 times in a row.�

d. Time / Number Combo �Who can get the most in a row in 3 minutes?�

e. Individual (or Team) Points �When a player scores 7, the game ends.�

4. Set High Standards �Start over.�

5. If You Can Turn a Drill into a Game, Do It

6. Keep Players Moving Use more balls/lines to minimize waiting time.

7. Create Drills That Players Must Run They run it; you give feedback.

8. Play Half Your Practice Games are fun. Play 3�s, 4�s, 5�s & keep score.

9. Give Off-Ball Feedback You�re the only one who will see off-ball mistakes.

10. Combine Teaching Keys & Skills in Drills

What a Starlings Coach Looks Like at Practice

1. On time (minimum of 10-15 minutes early) and appropriately dressed.

2. Has a practice plan.

3. Calls each player by name.

4. Has established routines. �Corner-up�, warm-up, names for basic drills, wrap-up, etc.

5. Values time. Coach & players move quickly, never sit, etc.

6. Uses the Coaching Manual. Terminology and routines are consistent.

7. Runs efficient drills. Players get reps and long lines are avoided.

8. Runs drills with single item focus. Players know the focus of the drill.

9. Communicates positively to players, parents, and school administrators.

10. Habitually �catches� players doing things right.

11. Habitually gives focused feedback to players�either positive or corrective,

rarely negative.

12. Smiles and clearly enjoys making a difference for young women in the Starlings program.

What a Starlings Coach Looks Like at Competitions

1. Focuses on the process--ETA (Effort, Teamness, Attitude), not the product�

winning or losing.

2. Habitually �catches� players doing things right.

3. Habitually gives focused feedback to players�either positive or corrective,

rarely negative.

4. Focuses on off-ball feedback�defensive position, coverage, decision-making,

etc. Avoids terminating mistake feedback.

5. Uses time-outs and/or subs to break up the other team�s momentum.

6. Projects both engagement and confidence�expressions, tone, body language, etc.

7. Practices ideal sportsmanship. The coach is a model for players.

8. Smiles and clearly enjoys making a difference for young women in the

Starlings program.