Why a hitting machine won't help you learn how to hit

by David Cordes

Ten years ago, before I ever heard of motor learning, specificity or the most effective transfer of skills through game-like training, I built a ball holder out of PVC and a couple of pieces of pool noodle. The kids on my team loved it. Stick a ball in it, hold it up in front of the net and let the middle-school girls approach, jump, swing and hit the ball over the net. They looked great. They loved it, I loved it, the parents loved it.

Then we went to a game, and we couldn't hit a ball over the net to save our lives. We would pass, set and our hitters would stand there, watch the ball flying through the air until it got close enough to them so they could roll shot or shot-put swing at it. 

So the next week we spent even more time hitting off my ball holder. And the changes in my players were amazing. I felt like a genius.

Then we went to our next game. And we still could not attack a ball. No approaches, no jumps, lousy swings by kids that just stood there staring at the ball and waiting until it got too close to them to swing at it in any positive way.

So we went back to hitting off the ball holder even more.

Then a miracle happened.

I was holding the ball holder for a girl to hit, and another girl decided to practice her serving. She cranked a ball over the net and smacked the ball holder right in one of the joints and snapped it like a piece of cheap 3/4-inch PVC pipe. I didn't have anything to fix it with at practice, so I set it aside and started using my setter instead. (No, I didn't put her on my shoulders and tell her to hold a ball out there for them to hit. But I briefly considered it.)

For the rest of the season, the broken ball holder laid in my garage waiting for me to fix it. But I was busy. So we kept using our passers and setters to practice hitting. But it was ugly and frustrating, and we all hated it. Well, except the girls who were setting and passing at practice instead of standing in line waiting to hit.

Then we played our third game of the season. And we actually attacked the ball. Not a lot, but a couple of times each game I saw a girl actually approach, jump and swing at a ball that was set to her. The next week we practiced hitting off a setter even more, and we hit a couple of more balls than before in our next match.

After we won the next match, one of the parents mentioned that we were hitting a lot better. His daughter told him, "Coach built this great thing out of white pipe, and it is making us a lot better." Except that we hadn't used it for a while. It was broken.

In the end I never fixed it. I reused the PVC on some other project or my sprinkler system. And a couple of years later, I discovered why we didn't miss it, either. 

If I had a pile of money to spend on my program, an Accu-Spike hitting machine would be the LAST thing I would ever buy. Right after a serving machine. Sure, if I had one, I would use it a little, early on, to let the kids feel what it's like to jump and swing at a ball. I would be negligent to not try to use every tool available to me to see if it helps. But after a couple of swings at a ball hung on a stationary machine, I would take the machine away from them and make them actually learn how to hit a volleyball that is moving through the air. That's the best way to learn how to hit at any level.

David Cordes is a long-time coach and club director for Ridgecrest Starlings Volleyball Club.

What would Reid Priddy do? How to follow the four-time Olympian's example this summer

by Jeff Smith

Reid Priddy's speech at the Serve City Volleyball Banquet was inspiring and uplifting in numerous ways. One of my favorite takeaways from his story of how he grew into a decorated four-time U.S. Olympian was how his perspective on volleyball changed shortly after first being introduced to the sport in middle school.

"I began playing volleyball all the time," Reid told our athletes, families and coaches at the banquet. "I couldn't play the sport enough."

Reid's love for the game drove him to play volleyball every chance he got: in open gyms, his backyard, on the sand, at parks, during camps and clinics and on his school's teams. He continued this habit into and throughout high school, college and the professional and Olympic ranks.

Now that most of Serve City's girls teams have wrapped up their seasons, you might be wondering what your daughter (or your son) can do next to continue fanning the flame of their love for volleyball. Following Reid Priddy's advice, here are four ideas to help your child keep developing their passion for the sport along with their skills and understanding of the game.

1. Play the sport recreationally.

Reid's love for the game grew largely out of playing the game with his friends outside of structured team practices and matches. This is also where your kids will learn the game more than any other venue. Volleyball requires countless hours of play in order to learn how to read your opponent -- looking across the net to determine when your opponent is hitting vs. tipping, where they are going to hit or pass the ball to before they even contact the ball, where they are setting to and where and how they are serving. This massive amount of information can only be instinctively learned through game play.

Plus, playing pick-up games of 6v6, 4v4, 3v3, 2v2 and even 1v1 will refine and sharpen your daughter's or son's all-around skills and ability to make split-second decisions, the latter of which is a crucial skill in and of itself in volleyball. And, of course, playing the game will stoke your child's passion and appreciation for the sport.

2. Attend summer camps.

Participating in summer camps is an excellent option for a couple of reasons. It exposes your daughter and son to new coaches and different and fresh teaching methods than they have received during their club and school seasons. Camps also give your child new ideas on how to pass, set, hit, block, defend and execute other volleyball skills that they can then take home and work on when they play recreationally this summer.

3. Try something new.

After several months of club volleyball and possibly two or three months of school ball, your daughter or son may need a fresh take on the sport to maintain her interest and refresh her love for the game. A fresh spin may come in a few different forms:

  • Trying sand volleyball. Playing in the sand is a terrific complement to the indoor version of the sport. Sand volleyball is significantly different from indoor in terms of rules, skills employed and strategy and tactics, not to mention the venue. Taking part in sand can improve your son or daughter's all-around skills, quickness, leaping ability and the skill of reading your opponent across the net while providing a refreshing new angle on the sport they love. (If you're interested in sand volleyball training this summer, here is a subsidiary organization running sand volleyball classes in the western suburbs.)
  • Taking private lessons. Summer is a good opportunity for some athletes to train individually with a private coach, as they can hone in on specific skills they need to learn or sharpen and raise their level of play prior to the start of the upcoming school season.
  • Competing in sand and grass tournaments. Both outdoor versions of the sport are popular in the Chicago area.
  • Learning a new position. One of my former players at the club where I coached prior to joining Serve City decided to play beach volleyball one summer so she could expand her game. Due to her height and frame, she had been pegged by her club coaches as strictly a middle blocker, so she joined a sand program to work on her serve receive and defensive skills in an effort to grow into an outside hitter for her senior season of club. My older daughter did the same thing, hitting the sand to improve her passing skills the summer after eighth grade and transition into a libero in high school.

5. Pay it forward.

Has your daughter or son benefited from years of coaching, instruction and input through club and school teams? This spring and summer they can begin giving back to the game by volunteering their time. They could serve as a volunteer assistant with a YMCA or park district league or help out at local camps for elementary-school kids. Paying it forward will keep them involved in volleyball while teaching them the other side of the game and perhaps sparking a future interest in coaching.

Even if they don't take to coaching, teaching the game to younger children will help your child develop a greater understanding of the sport and improve their volleyball IQ for their next season as a volley athlete.

Jeff Smith is Serve City's volleyball region director.

Are you the kind of teammate your team needs you to be?

by Jeff Smith

A coaching colleague of mine published the best list I've read for describing in detail what it means to be an outstanding teammate. From #10 through #1, the 10 qualities listed below all have one thing in common: relationships.

Positive, successful relationships are essential to a thriving volleyball team. And these relationships must be built on strong character and a common set of core values that permeate the entire team roster, from the coach through every player on the squad.

Athletes, use the 10 traits below as a checklist to evaluate how you are doing in each of these areas.

Coaches, sift your team's culture, habits and health through the filter of these 10 traits.

Parents, examine this list and consider how your son or daughter fits these traits and where they need to grow -- and how you can play a part in that growth.

Athletes, coaches and parents: Be honest with yourselves in your assessment of yourself, your team or your child. This list can illuminate the areas where you come up short and create an exciting opportunity for you to stretch and develop in new ways as a teammate, leader or sports parent.

TOP 10 WAYS YOU KNOW YOU’RE A GREAT TEAMMATE

10. You’ll play any role necessary for the sake of the team’s success.

9. You’d rather play less and win than play all the time and lose.

8. When you score, you immediately turn and thank a teammate.

7. You love training as much as you do playing in games.

6. You respect your opponent, but do not fear them.

5. You listen to your coaches and they readily describe you as coachable.

4. You are quick to pick up any teammate who is having a bad day.

3. You go out of your way to help younger teammates get better, even if it risks your own playing time.

2. You learn from each mistake you make.

1. You are confident in your abilities, but never arrogant toward your team or opponents.

Jeff Smith is Serve City's volleyball region director.

4 steps your child can take to fall in love with volleyball

by Jeff Smith

At an age when most kids begin playing organized soccer, basketball or t-ball, Laszlo Kiraly first introduced his son to volleyball shortly after his son's sixth birthday. A couple of years later, he began taking his son to sand volleyball courts to learn the outdoor game as well. His son quickly developed a deep love for volleyball, playing it with his friends for hours on end both indoors and outdoors.

Today, Karch Kiraly is universally known as the greatest men's volleyball player in the history of the sport. At age 55, he continues pouring himself into the sport he loves as head coach of the U.S. women's national team.

“I’ve been involved in this game since I was 6 years old,” Kiraly said. “I’ve had a very long love affair with volleyball thanks to the start my father gave me."

Of course, it's unlikely that any of our kids will end up accomplishing the kinds of decorated volleyball careers of Karch Kiraly. But many of us would like to see our children grow to love this game and get as much out of the sport as they can, not only in  terms of skill development and understanding of the game but also the life lessons, values and friendships this tremendous team sport offers.

Here are four ways that our kids can learn to love volleyball and develop the intrinsic motivation to passionately pursue the sport.

1. Play the game often.

If time together is the glue that holds relationships together, the same is true for volleyball. The more time spend playing the game, generally the more your child will develop an affection for the sport.

Just as time is necessary for getting to know our spouse or friend better, time playing the game is essential for getting to know and understand volleyball more intimately. The more we play the game, the more we understand how to execute the skills of the sport and how to perform the myriad of different intricacies of the sport, including how to read the opponent's actions on the other side of the net and then plan and react to those actions.

Playing the game also helps us appreciate the sport more. Most importantly, just like learning a musical instrument, the more we play the better we get at it and, in turn, the more we enjoy it.

Playing volleyball means being involved on school and club teams and taking part in camps and classes, where our kids will receive professional instruction and training as well as critical game experience. But that's just one part of the equation ...

2. Play the game outside of highly structured environments.

I played basketball competitively from second grade through high school. I participated in instructional leagues and park district leagues and competed for my school while also attending camps, clinics and private lessons.

But that's not where I developed my love for the sport. My fondest memories of basketball are the countless hours spent playing pick-up games with friends on my parents' driveway and the local park's basketball court and shooting hoops with my brother year round, even in the dead of winter, when we'd be working on our jump shots and free throws while dressed in winter coats, stocking hats and one glove (leaving our shooting hand cold but able to grip the ball).

Encourage your child to take that same approach to volleyball. Participating in camps, clinics, lessons and club and school teams is vital to your son or daughter's development. But they should be spending at least the same amount of time playing volleyball with family members and friends outside of those structured environments.

Here are a few suggestions:

  • Games of 1v1 (basically volleyball singles) over a net, ribbon or clothesline in the backyard. (Use up to three contacts just like in the indoor and sand game.)
  • Games of 2v2, 3v3 or 4v4 with family or friends at a park, in someone's backyard or even indoors in the basement sitting volleyball style.
  • Play Loser Becomes the Net with family or friends.
  • Participate in open gym at the local park district or a church, school or club.
  • Hit the local sand court for games of 2v2, 3v3, 4v4 or up to 6v6.
  • Even by yourself, you can work on your skills for short increments of time: setting to yourself in your bedroom while lying on your bed or off a wall (with parents' permission) or hitting or serving the ball off a wall at a nearby school.

Karch Kiraly says his skills developed most of all by simply playing the game with friends. If it worked for him, it'll work for our kids, too.

3. Play multiple versions of volleyball.

The indoor game is fantastic, complex and ever challenging. Like golf, it's a sport you'll never completely conquer as a player.

But indoor athletes will grow a deeper love, appreciation and fascination with volleyball when they play the game in other venues as well.

Sampling the sand or grass versions of volleyball has other benefits, too. Playing sand or grass volleyball will keep the sport fresh for your child. Both sports, particularly sand volleyball, are significantly different from the indoor version, with different skills, strategies and rules to learn, and the outdoor venue makes volleyball more fun to play as well. It's hard not to love our sport with blue skies, sunshine, summer attire and soft sand thrown in the mix. Plus, playing sand or grass volleyball typically use smaller teams, such as beach doubles, which gives our kids more touches on the ball, more game reps and more opportunities to develop all-around skills. Learning the all-around game instead of merely specializing at one position will deepen their love for the sport as much as anything.

4. Watch the game played at higher levels.

I still remember the first time my two daughters saw a high school volleyball match. They were in fourth grade and accompanied my middle school team to a varsity match at Wheaton Academy to see one of my former players, Molly McCoy, who was WA's star outside hitter at the time. Molly made the DuPage County all-area team that season thanks to her powerful hitting and strong all-around game. My girls were in awe of the speed of the game and the skills that the WA players displayed, particularly Molly. Our seats were near the net, too, so they could fully enjoy Molly's hitting prowess.

We continued this habit throughout junior high and up till today. Even now, we still watch Big Ten women's matches each fall on BTN, which is a treat considering the Big Ten is one of the top volleyball conferences in the country.

Taking in higher-level volleyball matches in person or on TV or online will help your kids see and appreciate the game more than ever. It'll also hopefully expand their vision of the sport and how it should be played and inspire them to work on their own skills with that bigger picture in mind. It may even teach them new skills, tactics and strategies they can try or modify at their own age level, such as jump serving, jump setting, back-row jump hitting or specific digging or blocking techniques.

Just be careful, though. Once they start watching these matches, your TV may get monopolized on certain nights of the week during the fall. That's what's happened in my household!

Jeff Smith is Serve City's volleyball region director.

4 ways your child can make excellence a habit

by Jeff Smith

No matter the sport, it's amazing to watch someone perform a particular skill with such excellence that they make it look effortless.

But, as we all know, it's anything but easy to sink a 30-foot putt like Sergio Garcia, drain a 25-foot jump shot with a hand in your face like Stephen Curry or pound a kill over two 6-foot-10 blockers like Reid Priddy.

U.S. Olympic setter Alisha Glass

U.S. Olympic setter Alisha Glass

Great skills take talent. But, more than that, they take excellence. And excellence, the third value of Serve City's three-pronged motto of Love, Relationships and Excellence, doesn't just happen. It takes years of developing and honing the proper technique and know-how in practices, games, individually and with a fellow player, a partner, coach or family member. As Aristotle wrote, "Excellence is an art won by training and habituation. We are what we repeatedly do. Excellence, then, is not an act, but a habit."

Repeatedly training certain skills and techniques won't guarantee our children will begin playing volleyball at the sport's highest level. But it is encouraging to know that reaching a level of excellence as a setter, passer, hitter, blocker or digger isn't merely a matter of genetics, height, strength, speed or pure physical ability.

I just had the pleasure of watching my older daughter play with 17 Smack in the Diggin' in the Dells volleyball tournament over the weekend. She is a strong back-row passer and digger, but her game hits the excellence barometer with her out-of-system setting. As a libero, she consistently sets up her team's outside and opposite hitters with accurate bump sets from the back row when the team's setter has to pass the first ball received from the opponent.  Bump setting from behind the 10-foot line is a challenging skill to master. Countless liberos struggle to learn this. But, at the risk of sounding like a subjective volleyball parent, Jessica bump sets as well as any libero I've seen at the high school level.

The primary reason that Jessica's out-of-system sets are usually so precise is "training and habituation," as Aristotle put it. She has spent thousands of hours refining this craft between indoor school and club practices, matches and tournaments and sand practices and tournaments, not to mention playing sand doubles with family and friends and spending hours in the gym working on this skill with her sister and me. She's worked meticulously on her technique in practices, matches and individually until it has become habitually good.

Experts debate the theory that 10,000 hours are needed to master a skill, but in Jessica's case, mastering bump setting really did take a litany of hours of training. To her credit, she was willing to invest the time to excel at it, and for the last two years she and her hitter teammates and her sand partner have reaped the rewards.

So, what does it take to make excellence a habit in your child's volleyball pursuit?

1. You have to love the game.

Karch Kiraly, the three-time Olympic gold medalist considered volleyball's version of Michael Jordan, is renowned for his love for the sport. As a child and teen, he played sand and indoor volleyball year round, spending hours each day in pick-up games. Karch had no clear physical advantage over his opponents in terms of height, strength, quickness or other traits. But his love for the game drove him to play and practice it relentlessly. He practically lived on the beach playing volleyball in his youth, and his skills and knowledge of the game soared as a result.

2. You have to pour your heart into it.

Alisha Glass is the starting setter for the U.S. Olympic women's team and a former three-time all-American setter who led Penn State University to two national titles. But well before that success, Alisha was a self-described gangly and awkward middle-school girl who struggled to set the ball when she first began the sport.

But Alisha quickly developed a love for volleyball and especially for setting, and at her coach's urging began setting throughout her days. She described how she would set a ball to herself for hours while lying on her bed at night, sitting on the floor watching TV, hanging out in her backyard with a friend or family member and off a wall in the gym at her school and club.

Alisha worked tirelessly on her skills, and her investment paid off. This once "tall and overly thin string bean" grew into an all-state setter in high school, starred at Penn State and now is considered one of the world's top setters. All her accolades flow from the passion and effort she brings to her growth as a player.

"You have to train as hard as you can to be bigger, faster, stronger," Alisha told USA Volleyball. "Also, you have to train the mental game. You have to learn the game. You have to learn the opponent, learn yourself, learn your teammates. And so there so much to learn from it, you are constantly evolving. There is not a peak you are going to hit."

3. You have to make a commitment and then stick to it.

My daughter Jessica is in many ways a typical busy teenager. She takes AP and honors classes at her high school, is a student leader for one of the school's extracurricular clubs, plays volleyball for her school and club and serves in children's ministry at her church. But since she was 11 she has always made a commitment to do whatever activity she's involved in with all-out dedication. I marvel at her commitment level, particularly with volleyball. She has not missed a volleyball practice for her club or school teams since fifth grade. She has participated in practices with various injuries, with colds, the flu and a fever and on nights when she had four or five hours of homework waiting for her. Her perspective is that, if she's going to join a team or club or cause, she's going to strive to do it with excellence and devotion and not half-heartedly.

That's not to say our athletes should practice with a 102-degree fever or a broken leg or high ankle sprain. What commitment does mean is sometimes attending practice when it's not convenient for you. One way to look at it is this: When you aren't practicing, someone else is practicing, and they're getting better at their craft while you aren't. Every practice is a chance to improve, to grow and to refine and hone your skills. Seize every opportunity you can by making a commitment to your development and to your team's development, then fulfilling that commitment, even when you don't feel like doing it.

Athletes like Jessica have learned that, although there are days when you don't feel like practicing or it's hard to practice due to outside stresses or aches and pains or other issues, maintaining your commitment pays valuable dividends: short-term pain leading to long-term gain.

4. You have to be teachable.

One of my favorite quotes is "To stop learning is to stop growing. Always remain teachable." I saw one of the best examples of this demonstrated by Lebron James of all people. I once saw a program on ESPN that showed Lebron, one of the greatest NBA players in the history of basketball, taking a private tutoring lesson from Hakeem Olajuwon, a Hall of Fame center with the Houston Rockets. Lebron hired Hakeem to teach him offensive post moves around the basket to help him sharpen his low-post skills. Lebron is a three-time NBA champion and four-time league MVP, yet here he was asking a former player to give him pointers to improve his game.

If Lebron James sees the value in being teachable, then no matter how good you are at volleyball, you can take his cue and always learn something new and get better. Follow your coach's instructions and take their feedback to heart every time. Ask your coach questions when you don't understand something or you aren't sure you're doing something right. Seek out ideas and input from instructional videos online. Soak up knowledge and tips whenever you can. Realize that a teachable attitude is essential to excellence and embrace it.

Jeff Smith is Serve City's volleyball region director.

Don't be this kind of sports parent -- or this kind, either

by Jeff Smith

At first I wasn't sure I heard her right. I was sitting in the bleachers at one of my older daughter's matches, parked behind a lady whose daughter played on the other team. After her daughter served a ball into the net, her mom threw her hands in the air and yelled out, "Jane, if you keep making so many mistakes, I'm not going to buy you any lunch."

Was this woman serious?

Sadly, she was.

Her daughter continued to struggle with her hitting, passing and serving the rest of the match, further drawing her mom's ire. After the match ended, her daughter reluctantly walked over to the bleachers to grab something out of her gym bag. That's when her mom went off on her.

"What was wrong with you out there?" she asked. "You played terrible." She then listed a litany of errors her daughter had made. By the time the mom had finished berating her, Jane slowly sauntered back to her team with shoulders slumped, head down and any remaining enthusiasm drained away.

This isn't the first time I've witnessed this kind of parent-child exchange. And it won't be the last. I'm sure you've seen similar behavior. It breaks my heart to watch a young athlete treated this way by someone so important to them. It doesn't help. It leaves them demoralized, defeated and more likely to quit than commit themselves to growth and improvement.

I've also seen the opposite behavior. You probably have, too.

I'm referring to the parent who thinks their child can do no wrong. When their child does make mistakes, they either don't notice them, don't acknowledge them or blame everyone but their child. It was the coach's fault, or their teammates, or the official ("That wasn't a double contact!") or the lousy gym floor or anyone or anything else but their star athlete.

I can still remember the day that a parent came up to me after one of my team's games and lamented, "It's too bad you don't have more talent surrounding Jenny. She can't do it all." You can probably guess who Jenny's parent was. Yes, the parent who approached me.

Ironically, Jenny was a good player but probably made more mistakes in that match than anyone else on the team. Only her dad didn't notice those mistakes, or chose not to. In his eyes, she was a mix of Kerri Walsh-Jennings and Misty May-Treanor bundled in an eighth-grader's body, while her teammates were the Bad News Bears.

So, what kind of sports parent do our kids need us to be at their volleyball matches? I think our children will flourish most if we can accomplish the following four actions at their tournaments:

1. Cheer for them without embarrassing them.

Several years ago, the mother of one of the girls on my team was so hyper-focused on supporting her daughter from the sidelines that her daughter was almost overcome with self-consciousness on the court. Annie's mom yelled out her daughter's name so many times over the course of a match that even the opposing team's fans knew Annie as well as any of the girls on their team.

"Great job, Annie!"

"Good try, Annie!"

"You can do it, Annie!"

"That's OK, Annie!"

"Shake it off, Annie!"

"Just get it in, Annie!"

"Way to go, Annie!"

"Oh no, Annie!"

"Annie, Annie, Annie!"

Not surprisingly, after nearly every point, Annie would reflexively glance over at her mom for approval, encouragement, instruction or just plain out of habit. A team sport quickly devolved into a solo activity, as everything became about Annie.

It wasn't until Annie's mom noticed the effect she was having on her daughter and began toning down her sideline dialogue with her that Annie started feeling more comfortable on the court and playing looser, less self-consciously and more assertively.

Of course we should cheer for our child and not succumb to the temptation of spending the match absorbed with our smartphone or distractedly swapping stories with the other spectators. But we really show our kids our greatest support by simply being there, watching them play, looking engrossed in their match and cheering enthusiastically while refraining from using their name very often or communicating directly with them. In other words, more blending in with the crowd instead of sticking out.

2. Cheer for everyone on their team.

Here's a great test for us to take as parents. When you're at your daughter's next match, imagine if a stranger watched your every move and heard your every word. By the end of the match, would they know which player was your daughter?

If they figured it out pretty quickly, that may mean you don't cheer enough for the other girls on the team, or you spend most of your time cheering for your own child and not the team or her teammates. If they weren't sure who your daughter was, that likely means you do a terrific job of spreading your support around to everyone on the team and don't go overboard cheering for your own child.

As someone who's coached thousands of young athletes, I can say with complete confidence that most kids don't want their mom or dad's cheering to single them out. Either don't use your daughter's name when your cheer for her, or learn the names of every player on the team and make sure to use each player's name when you cheer for them, not just your daughter's name.

Volleyball is a team sport, and that extends to the bleachers. Team cheering sends a healthy message to your child and sets the right example for them, that volleyball is about the team and not one individual.

3. Let the coach do the coaching.

This can be a hard one for parents like me. I've coached volleyball and basketball for 19 years and a combined 52 seasons. I also have coached my daughters off and on for a combined 13 seasons. Rarely do I cross the line and coach them from the bleachers, but regrettably it has happened.

I still cringe when I remember the time my older daughter badly shanked a pass in serve receive at a season-ending tournament and, before I could shut my mouth and keep from saying anything, I blurted out, "JESSICA, HOLD YOUR FINISH!" in a tone of voice that would have made Bobby Knight proud -- and loud enough that I felt like I was in an old E.F. Hutton commercial (I'm showing my age), with every eye in the gym now laser-locked on me.

The result? My daughter began crying, her coach had to take her out of the game to compose herself, and my face turned fire engine red with embarrassment. That was three long years ago, and I haven't done anything like this ever since. But it reminded me anew that our kids don't need us to coach them. They need us to support them.

4. Use this six-word phrase often.

I got this from a coaching colleague. I've said it to my daughters, emailed it to them and texted it to them before and after matches. It's the most meaningful sentence you can ever speak to the young athlete in your home. It's probably the only thing we should ever say to our kids after a tournament. It'll almost always bring a smile to their face, and they won't ever tire of hearing or reading it from you.

Here it is:

"I love to watch you play."

Try saying it after your daughter's next tournament. You'll be glad you did, and so will she.

Jeff Smith is Serve City volleyball region director.

Obstacle or opportunity? It's all in your perspective

by Jeff Smith

In 2014, Reid Priddy's dreams of playing in a record fourth Summer Olympics appeared to crumple to the floor when the U.S. volleyball standout landed awkwardly after tearing the anterior cruciate ligament in his right knee during a pro match in Bulgaria.

Doctors had to remove the tendon from his left knee to fix the torn ACL in his right knee. Few in the volleyball world expected Reid (the guest speaker at Serve City's 2017 banquet) to recover enough to earn a spot on an extremely talented 2016 U.S. men's team.

"Not many people thought I would make it this far," Reid admitted in an interview with NBC Sports.

But the most important person of all still believed he could do it: Reid himself. And he did, overcoming daunting odds to make the team and help the U.S. squad earn a bronze medal.

The biggest key for Reid's recovery was his perspective. Instead of feeling sorry for himself, he saw the injury as an opportunity to test his character and his love for the game and to even make himself better than ever: better conditioned, better skilled, stronger physically and even stronger mentally. His strategy worked, and he even led the U.S. to victory in the bronze medal match when he came off the bench to spark a huge rally with his hitting, blocking and passing.

I thought of Reid's story while coaching two weekends ago. My Serve City team was down to five players for our March 25 tournament in Rockford due to spring break vacations and an emergency surgery for one of my players. We needed to borrow a player from another Serve City squad just to have enough girls to field a team, and half of the kids had to play new positions on the court as a result of so many absences.

But instead of seeing this as an obstacle and mentally checking out, we looked at it as an opportunity to learn new positions, get better, gain plenty of playing time and, most importantly, come together as a team and "shock the world," as Khalid El Amin famously said after his University of Connecticut squad upset Duke in the 1999 NCAA men's basketball tournament finals. The girls rose to the challenge, won six straight matches without dropping a set and took the tournament title without the benefit of any subs.

The best moment of the tournament for me was watching our 5-foot-2 setter register a stuff block in the semifinals. Anna had never played middle hitter due to her short stature. Seeing her reaction of shock that turned quickly to glee after blocking an opposing middle hitter was one of the highlights of the day. That play, and that tournament run, became possible because the girls viewed the tournament as a window of opportunity and not a worst-case scenario.

Serve City's 13 Blue team adopted that same opportunity-over-obstacle mindset this past Saturday. Like my team, at the last minute they were faced with having only five players for their tournament at Energy Volleyball Club, but their situation was even worse, as they didn't have time to find a sixth player and had to forfeit their three matches. Fortunately the tournament director allowed them to play one set each against the three teams they were scheduled to compete with that day, but it was still a difficult challenge. They had to play each set with only five players, leaving one position open on the court, and win or lose they couldn't qualify for the playoff bracket.

But, instead of feeling sorry for themselves, the 13 Blue players and their coach, Sydney Vischer, approached each set as a regular match and put forth their best effort. They even took their last opponent to the brink before losing 26-24. Afterwards, they walked off the court with smiles on their faces. The scoreboard said they lost three sets and went 0-3 on the day, but that was far from the complete story. The girls gave it everything they had, grew a bit more in their skills and had a great time playing the game they love. It's a cliche, but those five girls were true winners that day, and it all started with an opportunistic perspective.

That same day at Energy VBC, our Ravenswood 15 Smack team had to play a 16 national team in pool play. Our 15 Smack squad is comprised mostly of eighth-grade players who are a year younger than this age level, so to say this match was daunting was an understatement. But one 15 Smack player in particular caught my attention. At about 4 feet 10, Maya was anywhere from 12 to 16 inches shorter than the front-row players on the opposing team and had to play outside hitter with the team missing three players. But Maya didn't back down from anyone. She dug up powerful serves and hits, hustled to track down shanked passes and even served three straight aces in the second set. Her all-out effort and energy was contagious, motivating her teammates to battle hard as well. Ravenswood lost the match in straight sets, but Maya came away from the games with more confidence and determination and the admiration of her teammates and coach and probably the opposing team, too.

So, what does that perspective look like with the club volleyball season coming to a close? It could mean:

  • A 12 Smack player playing volleyball games of 1v1, 2v2, 3v3 and on up for hours on end this summer to progress the skills she's learned this club season. The more touches on the ball the better she'll be.
  • A 13 White or 13 Smack player getting tips and drills from her coach and then working feverishly in the off-season to develop her setting skills because she's always wanted to be a setter. Current U.S. Olympic women's setter Alisha Glass would spend countless hours setting to herself in her room and setting off a wall in the gym to train her hands. She didn't let anything stand in the way of her development.
  • A 14 Smack or 14 Blue player deciding to learn a jump serve and training at it throughout the summer with the goal of jump serving during high school team tryouts and the high school season.
  • A 15s or 16s player choosing to play sand volleyball this summer to develop her all-around skills and improve the weaker aspects of her game, such as serve reception or hitting.
  • A 17s or 18s player participating in a challenging week-long summer camp and then applying what she learns to her game during the summer in order to make her varsity team or give herself the chance to crack the varsity starting lineup.

The right perspective makes the impossible possible.

Jeff Smith is Serve City's volleyball region director.

The day I realized I was failing my team

by Jeff Smith

My second year as a volleyball coach felt like a dream season for someone who was new to the sport. Our team had run off a 19-3 record that broke the school record for single-season wins, helping turn our small school into a volleyball-crazed institution where every home match became a must-see event and where our players were heroes to the younger students on campus.

After a long string of straight-set victories, it felt like we could do no wrong.

That is, until Geneva opened my eyes in the first round of the conference tournament.

The Vikings played a style of volleyball like no other team we had faced all season. In short, they were a hitting machine. They jump spiked from every area of the court: front row, back row, left side, right side and middle. Their offense was in attack mode the entire match. They made their share of hitting errors, bombing a number of spikes out of bounds, into the net and even occasionally off a gym wall.

But their coach never seemed bothered by their hitting errors. His facial expression never changed. After each hitting mistake he would simply crack a small smile, clap a couple of times and encourage his team to keep swinging, keep being aggressive.

By contrast, my team's success was predicated on defense, ball control and consistent serving. Trying to block and dig Geneva's barrage of hits put us on the defensive all match. To our team's credit, the girls fought valiantly and hung tight with Geneva for three thrilling sets before the Vikings prevailed 26-24 in the decisive final set. But our style of play paled in comparison to Geneva's. I spent very little time in practice working with my players on jump hitting. My philosophy was to teach consistent use of three contacts but with a focus on delivering safe standing spikes, minimizing mistakes, keeping the ball in play, avoiding risk and waiting for our opponent to commit fatal errors that gave us points.

This formula for success produced gaudy results -- we won 19 of our first 22 matches, after all. But after the match I felt like I had let my players down in one critical area: They weren't prepared for jump hitting, not to mention setting to jump hitters, at a higher level. And jump hitting is one of the most important, and exciting, skills to learn in our sport because 1) it is one of the most essential elements in the high school and collegiate game and 2) it takes so many years to acquire, refine and master.

It suddenly occurred to me that most of my eighth-grade players would now go to high school tryouts in August with minimal teaching, skills or experience in how to execute a jump spike of any kind. They would be at a competitive disadvantage as they vied for limited spots on the freshman or JV teams. And the biggest culprit for this lack of training was none other than me.

I no longer felt like we could do no wrong, either. Geneva had revealed to me the kind of style that was slowly emerging across the sport. From that point on, I became committed to teaching the full game to my teams, with a strong emphasis on hitting. I wanted every player to come through my program learning how to jump hit and how to set to a hitter as well, no matter if they were 6 feet tall or 4 feet 9.

This one match with Geneva transformed my coaching philosophy for the next 17 seasons and continues influencing me today. Now opposing teams see my teams the way I saw the Vikings umpteen seasons ago. Many teams are more skilled at hitting than our teams, and my teams sometimes rack up hitting errors at an alarming rate -- we had 27 jump hitting errors in one two-set match back in January -- but few teams are more committed to jump hitting at every opportunity, and from anywhere on the court, as we are. The players themselves love it, and, truth be told, I think most of the opposing players they face are envious of the freedom they get to approach, jump and swing.

If you're a parent who would love to see your daughter develop jump hitting skills, or a coach who wants to teach and instill a hitting mentality on your team, or an athlete who longs to learn how to jump hit or grow into a consistent jump hitter, the only thing stopping your daughter or players from achieving this goal is making the commitment to doing this.

And yes, it is a commitment. It won't magically happen in one 10-minute session of hitting lines. It won't become reality by having someone mindlessly underhand toss balls for your hitters to pound into the court. And it won't take place if your coach or your dad or mom wince and mutter "just get it in" every time you hit a ball into the net or out of bounds.

But hitting skills will slowly, methodically and gradually emerge if you take a few necessary steps, including:

  1. Learning and practicing jump hitting from day 1 of practice
  2. Learning and practicing jump hitting from the front and back rows
  3. Working on jump hitting off live (and yes, both good and bad) sets
  4. Working on jump hitting in game-like drills and situations
  5. Living with the inevitable growing pains of a high volume of hitting errors
  6. Making the training of jump hitting as important to your team's development as passing, serving and setting

From the first day of practice for each season we introduce and work on the approach, footwork, technique, torque, timing and arm swing necessary to jump hit from any spot in the front and back rows using both a two-step and three-step approach. We treat jump hitting as a skill that is every bit as vital to the game as passing, serving, setting and digging. In fact, with my teams jump hitting is considered so crucial to my athletes' development that I also teach most of them how to jump serve largely because the footwork and arm swing used in jump serving is so similar to their jump hitting approach and arm swing.

In a nutshell, jump hitting is like a muscle; it'll only get stronger, leaner, healthier and better conditioned when you regularly exercise it. We practice jump hitting in small court games, half-court games and full-court scrimmages. During our game-like drills a rally won using a down-ball, or standing, hit doesn't even earn a point. In matches one of our team goals is to compile at least twice as many hitting attempts as our opponent.

And we train hitting as one piece of a total package. Hitting ultimately shouldn't be learned in isolation but in concert with setting, passing and even blocking. When we want to work on our jump hitting skills, we practice jump hitting off live sets, not off coach tosses. And those live sets are practiced by receiving passes from teammates, not perfect tosses from a coach. And, in most circumstances, those passes from teammates are delivered off free balls, soft hits or sometimes serves over the net from teammates competing against them. And, as often as possible, our hitters jump hit against one or two blockers in the game-like drills and games we play.

These game-like settings help our hitters, setters and passers develop the total skills they need to hit, set and pass against live competition. Our hitters learn how to read sets and adjust their footwork, approaches, jumps and arm swings to a wide variety of sets -- some sets of which are too far off the net, or too tight to the net, or too high, or too low, or too close to the antenna or too far inside the court. Just as a good shooter in basketball needs to learn how to shoot jump shots off both good and bad passes, and a wide receiver in football needs to learn how to catch a range of passes, a successful jump hitter must learn the art of taking a bad set and delivering a decent hit or taking a mediocre set and delivering a good hit.

Jump hitting takes an inordinate amount of practice, sweat, failure, time, frustration and effort, especially at the middle-school and freshman/15s levels. It's tempting to just push off the heavy lifting of learning or teaching this skill to an athlete's next coach or next team. But, for those athletes and coaches who decide to dedicate themselves to learning or teaching this craft, it's an investment that will pay tremendous dividends -- not necessarily that season, though many times it does pay off in a matter of weeks, but definitely for the athlete's future.

And it is one of the most rewarding and exciting skills in our sport. Just today I received an email from the director of the tournament my team played in on Saturday that lauded the girls for being such a fun team to watch. A mom from another Serve City team came up to me between matches on Saturday to share how she makes it a point to head over to our court to watch the team play when her daughter's team isn't playing.

The Geneva Vikings deserve the credit for compliments like those.

Jeff Smith is Serve City's volleyball region director.

It's a fact: Coaches do play favorites

by Jeff Smith

No, the headline for this blog post isn't a typo. When it comes to their teams, most coaches do play favorites.

In fact, let me describe my own personal favorite players right now. The athletes who are my favorites are those who ...

Come to each practice early and ready to give their best effort in every drill, game, scrimmage and activity. They're also among the last to leave, always looking to squeeze in a few more reps and touches to continue improving their skills before heading out the door. They live by the mantra that sweat plus sacrifice equals success.

Strive to be the hardest worker on the team regardless of talent, experience or skill level. They understand that, though they can't control their height or ability, they do control their effort, and they make sure they invest maximum effort into what they do.

Play every practice and game with an enthusiasm that is infectious to those around them and whether the team is winning or losing. When they're at practice, everyone else seems to work that much harder, even the coaches.

Make practice a high priority. Even when they can't attend a practice, they ask me for ways they can make up the time on their own or by attending another team's practice. They get the fact that you only get out of something however much or little you put into it.

Bring a teachable attitude to every practice. One of my favorite questions is when an athlete comes up to me during a practice and asks, "Coach, can you help me with ____?" or "Coach, what can I do to get better at _____?" Athletes who are hungry and eager to keep improving are always my favorites.

Adopt a growth mindset. These players are excited and receptive to learning new skills, techniques, tactics and strategies and enjoy being stretched outside their comfort zone. They are fine with being comfortable being uncomfortable as they practice on the very edge of their abilities because they know this will make them better players.

Closely aligned with this growth mindset, they have no fear of mistakes. They realize that learning new skills requires failing. They don't care if they make error after error as they strive to learn a new set or hit or play or serve or passing technique. They're comfortable hitting the ball against the back wall of the gym while being taught how to jump spike for the first time or serving a ball 10 feet short of the net when learning how to jump serve. They understand that failure is part of the journey to reaching the destination of mastering a new skill.

Treat everybody on the team with respect. They respect and appreciate me as their coach through their effort, attitude, teach-ability and commitment, and they respect each teammate, even going so far as to purposely pair up with each teammate during drills and pre-game warm-ups over the course of the season instead of only practicing with her best friends.

Have appropriate fun in matches and practices. These athletes celebrate teammates' successes and the success of the team. They're the first to congratulate a teammate for an ace, kill, block or dig. They love the game and love their team and love their teammates, and it shows in how they play and conduct themselves.

Encourage their teammates. These are athletes who understand the power of words to build others up. They realize that encouragement is oxygen to the soul and are happy to pump up their teammates with affirming comments that strengthen those around them.

Will do whatever the team needs of them. If one of their team's middle hitters is injured and I ask them to switch positions to cover this gap, they're fine with it for the good of the team. They're team players first and foremost.

Play assertively in matches. My favorite players aren't always the most skilled athletes, but they don't let that hold them back from going all-out on the court. If I ask them to be the team's most aggressive back-row player, they seek to fulfill that role with all their heart. That doesn't mean they play perfect volleyball; no one does. But it does mean that the mistakes they make are aggressive, and any coach will tell you those are the kinds of mistakes that we all can happily live with.

Embrace process over outcome. Athletes who are overly focused on winning and the final score can end up playing tight, conservative, safe volleyball that stunts their growth as players. Athletes who focus on the process of playing the game the right way are freed up to be at their best. Instead of playing not to lose, they play with confidence, assertiveness and aggression no matter what the score is. A few weeks ago, one of my team's outside hitters called for our setter to run a tandem play on match point. Tandems are more difficult plays to run, especially at the 14s level. The setter obliged, and our outside hitter pounded it home for a kill to end the match. If she had been obsessed with the score of the match at the time, she would have called for a safe set or just free-balled the set over in order to keep from making a mistake on match point. But her mind was focused on the process of playing good, smart, assertive volleyball, so she went after the point with abandon.

Value her team on and off the court. My favorite players believe that a volleyball team isn't merely a volleyball team when they're together on the court. They understand that you're still a team on your off days, too, and between matches at a tournament. They occasionally send a teammate a text message or email thanking them for their contributions to the team. They gather everyone together after a match and make sure the whole team eats lunch as a unit during their off time at a tournament. They invite their teammates to their house at mid-season for a team bonding event. They occasionally bring treats for the team to a practice or tournament just for fun. They look for ways to keep their team growing together throughout the season.

Display good sportsmanship win or lose, especially after a loss. (Anyone can be a good sport after a victory. True character is revealed in how we handle adversity, such as losing.)

Control their emotions on the court. They don't get too high after a win or too low after a loss, and they don't allow their emotions to get the best of them, whether it's crying because they're not playing up to their standards or getting angry with teammates when they feel their teammates are letting them down.

You probably noticed that the qualities that define "favorite player" have nothing to do with statistics or on-court performance. Great play on the court is tainted when combined with a poor attitude, lack of commitment or weak work ethic.

What other qualities would you add to this "favorites" list?

Jeff Smith is Serve City's volleyball region director.

'I WANT to See Mistakes out Here on the Court'

by Jeff Smith

"For more than 40 years, one of the first things I say to new teams and summer camp players is 'I want to see mistakes out here on the court.'”

You're probably thinking no coach has ever said this to their players. What coach would want their athletes committing errors that squander points to the opposing team? 

But this is an actual quote from John Kessel, director of sport development at USA Volleyball. And his philosophy is spot on.

As coaches, we want players to stretch outside their comfort zone in order to do things they have never done before. That means errors are inevitable. In fact, they're expected. New skills don't just happen overnight. They require trial and error, sweat and sacrifice, falling down and getting back up again ... and again ... and again.

That's really what club volleyball should be about, shouldn't it? It's why I tell people that my team's practices are our laboratory where we're experimenting, learning, extending ourselves and frequently failing.

"I don’t want to see the athletes doing things they are already really good at, with few if any errors," John Kessel says. "I want to see those errors that are part of learning."

Admittedly, putting this philosophy into practice isn't always easy. Here's one example. On Saturday the team I coach won the first match of our tournament and then took the first set of our second match against the other unbeaten team in our pool. I knew that if we won the second set as well, we would probably go on to win the pool and the tournament. It was tempting to use the same lineup that won the first set of the pivotal match since they were playing so well together. But I switched one of our outside hitters to setter and one of our setters to outside hitter for various reasons. The main reason is because they both would like to learn second positions and earned the right to do so through their effort, attitude and improving play on the court at these new positions in practices. They earned the chance to play these positions in a tournament.

I'd love to tell you that the two girls excelled at their new positions and led us to a rousing victory that catapulted us to sole possession of first place in the tournament.

But that's not exactly what happened.

The setter actually fared very well, while the new outside hitter struggled. Most of her hits sailed out of bounds or were easily returned, and she made some mistakes in serve receive. We eventually lost the set and ended up tying for first in the tourney with this same opponent.

And that's totally fine.

In fact, I don't blame this athlete at all. We made mistakes in several areas. It was a team loss. And so, in our last match of the pool, after we won the opening set, I switched the lineup again for the second set to give the new outside hitter and setter another opportunity at their new secondary positions. The new setter did a good job again, making numerous solid plays to give our hitters hittable sets. This time our new outside hitter played much sharper both in her hitting and serve reception, even pounding a couple of hits off hut sets that are more difficult to execute than the typical high set used at the 14s level. She still has a lot of work to do in honing her hitting skills and technique, but it's clear that she has the potential to develop into both an excellent setter, outside hitter and even a middle hitter, where she'll play in our next tournament. And her taste of outside hitting will likely stir her appetite to train even harder in future practices.

It's just going to require making, learning from and living with X number of mistakes and errors to reach that destination.

Will that mean occasionally losing a set or a match we could have won by always rolling out our very best lineup for every set of every tournament? I'm sure it's already cost us a handful of sets this season. But, as John Kessel points out, limiting athletes to only doing what they're already proficient at will stunt their growth.

And that would be the biggest loss of all.

Jeff Smith is Serve City Volleyball Region Director.

Every athlete can and should be trained for leadership

by Jeff Smith

For my first 18 years as a coach, I selected captains for my volleyball and basketball teams.

It wasn't until a few weeks before this club season that I realized I was making a big mistake.

By naming only one, two or at most three players to be team captains, I was neglecting leadership development for the other athletes on my teams. In essence I was letting the other players off the hook. They figured the team captains held all the leadership responsibilities, so they didn't have to learn to lead or share the load, even though I stressed to everyone the importance of receiving leadership from each player.

This club season I intentionally didn't name a team captain for the express purpose of leaving that leadership vacuum open for every athlete on the team to fill. Now, when I ask the players a question during a team huddle at a tournament or practice, they don't reflexively turn to the team captain or captains to provide an answer. And when we're in a rough patch during a match, they don't instinctively wait for the captains to speak up and take the lead in encouraging or challenging their teammates. This leadership-by-committee approach is producing excellent results, including a closer-knit squad where everyone feels they have equal ownership of the team.

Even if your team has a player captain, that doesn't mean the other players can't grow as leaders, too. In fact, as coaches we are doing the other athletes a disservice if we don't teach them leadership and give them opportunities to lead.

Here are some specific ideas to help coaches and athletes develop players' leadership qualities this season and beyond.

Coaches: Develop non-captain roles

Creating leadership responsibilities for some or all of your athletes will increase athlete engagement in the team, teach critical leadership traits, expand your players' volleyball IQ and build relationships and connectivity between teammates.

Here are some suggested roles. Note that you can have multiple athletes take turns filling these responsibilities for a week, a month or a half-season.

Net captain: communicate blocking responsibilities, opposing hitters to watch, types of hits and shots coming from opponents as they happen, hitter tendencies and other helpful information to their teammates

Back-row captain: makes sure the team's back-row defense is organized and players are in correct defensive positions. Covers the team's hitters and communicates open areas to hit to. Lets everyone know where the opponent's top hitters are for every rotation as well as where they tend to hit.

Bonding captain: promotes fun, relationship building and team bonding through team get-togethers before or after practices or on separate nights or weekends as well as team service projects and other team functions. Some examples include our Wheaton 13 Blue team having a sleepover at a player's house, our Wheaton 14 Smack team serving together at Feed My Starving Children and one of the athletes on Elgin 13 Smack inviting her teammates to her house on a Saturday afternoon to make blankets for a homeless shelter.

Serve receive captain: the team's libero or another player who is in serve receive for six rotations is in charge of reminding teammates of their serve receive formation for each rotation as well as seam management responsibilities and where and how specific opposing servers like to serve.

Encouragement captain: Have a player on your team who is adept at keeping teammates' spirits up and exudes a positive attitude? Put her in this role to ensure that teammates are communicating in positive ways, maintaining upbeat and confident body language and staying connected with each other and supporting one another on the court.

Game plan captain: makes sure everybody is striving to execute the team's offensive, defensive and overall game plan for that tournament. If the coach's theme for the day is to run an aggressive offense, this player keeps an eye on how things are going on the court and communicates when specific players are doing this and when the team as a whole needs to get back to the theme.

Parents and athletes: understand leadership and your personal leadership style

Most young athletes don't know what leadership is or entails nor are familiar with how their personality fits with a specific leadership style. To aid discovery in this area, parents or coaches can ask kids to answer the questions below and then discuss their answers. They can also have the athlete take the Myers Briggs Personality Assessment to gain a stronger understanding of their personality and how it impacts how they think, react to certain situations, make decisions and live their lives. Visit www.myersbriggs.org/my-mbti-personality-type/take-the-mbti-instrument for more information.

Here are some leadership questions for your athlete or child to answer. Feel free to add or alter this list:

  • What is leadership?
  • Who are some leaders in your life or from history that you admire?
  • What are/were the traits or qualities of those leaders that make them good leaders?
  • Why does a team need good team leaders?
  • How do team leaders help their team's performance on the court?
  • How do team leaders help their team's commitment and unity on and off the court?
  • What are some of the temptations of leadership that can lead to being a poor team leader?
  • If your coach asked you to be a team leader, how could you best help the team as a leader?
  • What are some areas where you would want to help lead your team?
  • What are some areas where you would feel uncomfortable or ill equipped to lead your team?

Jeff Smith is Serve City's volleyball region director.

The best thing to do with a scoreboard is to ignore it

by Jeff Smith

For obvious reasons, a scoreboard is an essential tool for any volleyball match.

But the best approach any coach and athlete can take toward a scoreboard is to act like it's not there. Don't look at it, fall for its hypnotic powers or give it a second thought except to know when a set or match is over.

The story below from my team's last tournament is a perfect case in point.

On Saturday Elgin 14 Smack went on a 7-2 spurt to take a 9-6 lead in the third set and appeared en route to an upset victory over the top team in the Fusion Challenge, Illini Northwest 15 Black.

That is, until we began fixing our gaze on the almighty scoreboard.

With a big win nearly in hand, players began peeking over at the scorer's table between every point. Athletes on the bench craned their necks or stood up and leaned forward over and over to check out the score as well. Normally such attention can be seen as harmless or perhaps motivate a team even more. But in this case, it had the opposite effect. We began playing more conservatively, hitting soft shots and tipping and free-balling to the middle of the court instead of continuing to play our aggressive offensive brand of volleyball. In short, we went into safe mode and waited for Illini Northwest to make mistakes instead of remaining assertive and on the attack.

Basically, we played not to lose -- and promptly lost 15-12. It wasn't anywhere close to the scale of the Falcons' collapse against the Patriots in the Super Bowl, but it was deflating nonetheless after the team played so well for most of the match.

We almost acted out the same script in our next match. The girls played fantastic to build an even bigger lead in the first set, going up 21-11, before scoreboard watching led to cautious play again. Soon, Fusion 15 Teal erased a once large deficit to draw even at 23-23. We were able to close out the set for a 26-24 victory on our way to a two-set win, but the scoreboard obsession needed to stop.

Ironically, some court-side logistics at the Fusion Sports Center inadvertently taught us a valuable lesson. Our final match of the day, against Fusion 15 Sapphire, was on a different court than the first two matches. Instead of being located in a spot where both teams could see the scoreboard, the scorer's table was situated on the opposite side of the court to our team bench. Because of this, the players and I had no way to view the scoreboard or know the score without asking.

This setup worked out perfectly in our favor. With no ability to glimpse at the score after carving out an early 11-6 lead, our players simply focused on playing their best volleyball. They continued expanding the lead throughout the set, though they never realized the actual size of the lead, eventually winning 25-14 in one of their sharpest performances of the tournament. After the teams switched sides between sets, we were now on the same side of the court as the scoreboard. But after being unaware of the score in the first set, the girls chose to ignore the scoreboard in set 2. They again played one of their strongest sets of the day, winning decisively 25-14 to clinch the match.

Afterwards, we discussed if being unable to see the scoreboard in the first set helped us. The girls all thought it did.

"We just concentrated on playing our game, doing our best and playing as a team," one of the players said.

"And we had more fun," a teammate chimed in. "We just played aggressive and didn't think about the score. We knew if we played well the score would be fine."

In a 30-second post-game team huddle, the girls summarized the most effective approach to competition that exists today: process over outcome. Players and coaches can't really control the outcome of a sporting event. But we can control the process -- our attitude, effort, energy, performance and pre-game preparation. To play at the peak of our abilities, we need to place our in-game emphasis on the process and simply trust that the score will take care of itself.

Will that ensure a win every match? Of course not. But it will lead to better performances by the athletes and team and, as a byproduct, positively impact the scores of matches. More importantly, the girls will play looser and more assertively from start to finish, develop a stronger and healthier mental attitude toward competition, thrive in tight situations, grow in their confidence, focus more on individual and team development and less on just wins and losses -- and enjoy the game more in the long run.

Jeff Smith is Serve City's volleyball region director.

Want to be good at volleyball? You have to be bad first

When Chloe first walked in the school gym for the fourth-grade beginners clinic, I couldn't help but smile. Chloe came from an athletically gifted family. Both of her brothers were star basketball players at the school where I coached, and her parents were good athletes who instilled their kids with a strong work ethic, teachable attitudes, a love for athletics and fitness, competitive mindsets and a commitment to giving their full effort at each practice and game.

But something I didn't count on was how Chloe would respond to her first taste of volleyball. To be blunt, Chloe's initial experience at that clinic was a disaster. She struggled with all of the skills we introduced her to. As coaches, we fully expected this.

But Chloe didn't.

Chloe was an athletic dynamo who was used to excelling immediately at whatever she tried. Her inability to pick up volleyball skills instantly left her visibly discouraged. When she left the gym after the clinic ended with her head down and her face sullen, her mom said to me, "I don't know if volleyball is her sport. She likes softball and basketball, but I'm not sure she'll go out for the volleyball team next year."

The fact is, volleyball is one of the hardest sports to learn at a young age. While baseball, soccer and basketball offer modified instructional leagues for kids as young as 3 or 4, volleyball's more complex motor skills make it challenging to pick up, which is largely why there are few organized opportunities to play volleyball before fifth grade or middle school.

But fortunately Chloe's story didn't end there. Her parents talked her into joining the school's fifth-grade volleyball team that fall. Chloe was anything but a natural. From serving to hitting to passing, nothing came easy for her.

However, slowly but surely she developed a love for the game. The turning point was a play she made during an away match. An opposing player tipped a ball over the net that looked like it would land on our side of the court for a point when, out of nowhere, Chloe rushed up from the back row, made a full dive at the ball and dug it up in the air and back to the opponent's court to win the rally. It was the kind of skilled play you almost never see at the fifth-grade level. Chloe got up from the floor unhurt and beaming as if she'd just won an Olympic gold medal while her teammates mobbed her with congratulations.

That play foreshadowed Chloe's volleyball future. The next year, she started on the school's eighth-grade team as a sixth-grader. In seventh and eighth grade she won back-to-back team MVP awards and led her team to two conference titles. In high school she was a three-time varsity letter-winner and an all-conference defensive specialist and earned a full-ride college scholarship. The last two seasons she's started at libero for a Division I school.

Ironically, this wellspring of memorable experiences, successes and accolades almost never happened if not for the encouragement of Chloe's parents, teammates and coaches.

Is your daughter or son relatively new to volleyball and struggling to learn the skills and intricacies of the sport? As with any new venture, it can be disheartening for them, and even for you.

That's when we as parents, coaches and athletes need to remember a universal truth about volleyball and anything else worthwhile: Getting better is far from a pretty process. Volleyball players are going to be bad initially, and their development will only sprout out of struggle. The reality is their skills are built, not born. They'll only improve with time and hard work, with attempting new skills, taking chances, failing, trying again, making more mistakes, getting back up again -- and all fueled by a combination of their internal desire and the collective affirmation and support of their families, teammates and coaches.

Just ask Chloe.

The best way to improve your child's indoor game is ...

By Jeff Smith

Last fall my daughters and I continued a weekly tradition of gluing ourselves to the TV to watch Big Ten women's volleyball on Wednesday nights on BTN. On one particular night, the University of Nebraska's top-ranked team was on the air. Nebraska is always must-see TV in our household.

Early in the match, the TV announcers revealed that Nebraska's players all trained in the sand during their spring season, and that one of their star players, all-American libero Justine Wong-Orantes, actually played beach volleyball competitively each summer while on school break.

In fact, the Cornhuskers' head coach, John Cook, was such an ardent believer in the merits of beach volleyball for improving indoor players' skills and athleticism that he gave the team's beach training much of the credit for Nebraska's 2015 national title run.

It's easy to see why Coach Cook is so high on the benefits of beach training. Running, jumping and executing volleyball skills in sand while covering an entire half of the court with just one teammate strengthens the muscles in your legs, back, core and shoulders and sharpens your all-around skills. It takes endurance, conditioning, grit, determination and commitment to developing your skills and understanding of the game. It's short-term pain -- though it's not really pain because it's such a fun sport to play -- that produces long-term gain.

In fact, whenever families ask me what the best avenue is for growing their child's game, I always mention beach volleyball first. One former pro and collegiate standout, Pat Powers, even goes so far as to say that two weeks of beach training and tournaments are as effective for player development as an entire season of indoor club.

I'm not ready to make that same statement, but I do see Pat's point. I've personally witnessed first hand how beach improves young athletes' volleyball skills, both as a beach coach and as a parent of two beach athletes. Even anecdotally, one of the liberos on the Serve City indoor team that I coach in Elgin participated in an eight-week beach training class last summer that dramatically improved her game, her quickness, her confidence as a passer and her command of the court. A dad of one of her club teammates the last two years even pulled me aside a while back and expressed his amazement at the transformation in this player's back-row play after one summer of beach training.

I saw similar developments in the skills of my older daughter through beach. Jessica primarily played setter for three years in middle school. But, at 4 feet 11 inches tall, she didn't think she had much of a future at the position in high school.

The summer after eighth-grade graduation, Jessica and her sister, Nicki, joined a beach volleyball program that significantly altered Jessica's volleyball career path. The girls quickly grew to enjoy sand volleyball, entering a slew of area tournaments and playing in practices and recreationally every chance they got. Jessica especially loved the opportunity to serve receive, defend and pursue balls all over the court. Sand soon became a mainstay in our bathtub that summer!

By the time her first year of beach volleyball had ended, Jessica's quickness, court coverage and passing and ball-control skills had markedly improved, convincing her to try out for the public high school's freshman A volleyball team as a libero. She made the team, became their starting libero and has played that position for her school and club teams ever since ... all while continuing to hit the sand courts for the last three summers.

And this new path began during a beach volleyball class in West Chicago.

Not every volleyball athlete will undergo the drastic change in their career trajectory that Jessica did. But athletes who work diligently to learn the beach game will see skill development that will translate to their indoor volleyball experience, whether they play for a club and/or school program. When kids get serious about beach volleyball, it makes a tremendous impact on their all-around skills, understanding of the game, specific individual skills and their quickness and athleticism on the court.

After spending most of the summer getting to do it all in beach volleyball -- serve, pass, set, hit, dig, block and touch the ball every other contact -- transitioning to a specialized role as a middle blocker, opposite or outside hitter, defensive specialist, setter or libero in six-player indoor volleyball is a stark adjustment; the indoor game can seem slower and even less enjoyable by comparison.

But don't just take my word for it. John Kessel, USA Volleyball director of beach volleyball, is far wiser about the sport's benefits than I am. Mr. Kessel recently wrote, "The beach game is GREAT for improving your indoor game. Whatever your weaknesses are, you get to work on them a ton. Unlike the six-person (indoor) game, you touch the ball in every rally. And with just two of you covering the court, you learn to read and anticipate much better. Dealing with the sun and wind helps you be more adaptable. Player height is less important outdoors; ball control and skill is most important. It is a great way to improve your jump, as there are just two of you to block and hit every rally, and communicating effectively is essential in the sport. Most top-level coaches encourage their players to play as much as they can on the beach."

Like anything worthwhile in life, beach volleyball isn't easy. But, when athletes combine sweat, sacrifice and dedicated sand training together, success almost always follows, along with a deeper love and appreciation for the game.

Jeff Smith is Serve City's volleyball region director.

'You're not a middle hitter; you're a volleyball player'

by Jeff Smith

If you asked what my biggest pet peeve is in two decades as a coach, it's this: coaches who specialize players in middle school.

Middle school is the ideal period when volleyball players should be given ample opportunities to learn every aspect of the game. It's why every athlete who plays on one of my teams, even the high school teams I worked with at a previous club, learns and works on passing, serving, setting, hitting, serve receiving and digging in our practices, no matter if they're 6 feet tall or 4 feet 10.

That doesn't mean everyone plays every position in actual matches, but it does mean learning and playing a range of skills during practices. Why? Because, except for rare instances, it's hard to predict with certainty what position a 12- to 14-year-old athlete is best suited for in high school. Even if a player is a great fit for a specific position as a seventh- or eighth-grader, they need to learn the full game so that they can be fully effective on the court in any and all situations.

An eighth-grade player named Mary serves as the ultimate example of this philosophy.

The confused look on Mary's face said it all. It was the first practice of the season, and the other players were forearm passing balls while the coaches finished setting up the nets.

"We're supposed to pass the ball 50 times without a miss," one of Mary's teammates told her.

Mary shook her head. "But I'm not good at passing," said the team's tallest player, who played middle hitter for her club team last year. "I'm a hitter, not a passer."

Once the drill ended, the girls organized into groups of four for a 2v2 split-court warm-up drill. Each player took turns setting, passing and hitting. When it was Mary's turn to set, she didn't realize I was standing a few feet behind her when she exclaimed to her teammates, "But I'm not a setter!"

Mary's reluctance to do anything but hit and block continued throughout the first couple of weeks of the season. That is, until one day, upon hearing her tell a teammate again that she was a middle hitter and not a passer or setter, I chimed in: "You're not a middle hitter; you're a volleyball player."

From that point forward, Mary slowly grew into an all-around volleyball player. It took lots of instruction, feedback, affirmation and game repetitions, but Mary's passing and setting skills steadily developed. At first I had to stand and watch Mary for a couple of minutes before she finally delivered a solid set to a teammate during a ball control drill that allowed me to affirm a positive play. But by mid-season her setting and passing skills were remarkably improved over the season's first practice, and she no longer complained to teammates about "having" to set or pass. As part of my philosophy that middle-school athletes should learn the all-around game, I also put Mary and her teammates in serve receive and at different positions on the court during practices. Even though Mary only played middle hitter in matches, she played every position on the court in our practices, which sped her all-around development.

Mary's transformation became public in a mid-season match when she received an errant pass and set the ball to a teammate for a kill, giving Mary the first assist of her young career. The "milestone" was not lost on Mary, who broke into a huge grin after the play was over. In fact, the assist fed her desire to pass and set the ball.

Later in the season, she recorded three assists in one match from her middle hitter position, and in another match she delivered five passes to setter. Her confidence continued to grow to the point where she even stole the second ball from one of our setters a couple of times in her zeal to set a teammate.

At our season-ending team party, Mary delivered another "assist" when she gave me a handwritten note that read, "Thank you for coaching me this season. You have helped me improve tremendously. You let me play more than just middle and helped me improve as an all-around player. Thank you again. I'm glad to have had you as my coach."

Needless to say, I'll be keeping Mary's note for a long, long time.

Jeff Smith is Serve City's volleyball region director.

Keep your athletes on the edge of their skills: the ultimate boredom buster

By Jeff Smith

Pat Riley is one of the most often-quoted figures in all of sports. One of the former NBA championship coach's greatest quotes is “There are only two options regarding commitment. You're either in or out. There's no such thing as life in between.”

Riley's quote was about commitment, but it can easily be applied to player development as well. The athletes in our gym are always headed in one of two directions: They're either growing or stagnating. There's no such thing as development in between.

One of the biggest culprits that contributes to the stagnation of our players is if we as coaches aren't intentionally pushing them to live on the edge of their skills, to be constantly stretching them outside their comfort zone to learn new skills, new ideas, new methods, new tactics and new strategies.

Besides speeding our athletes' skill development, this philosophy of training also keeps our athletes more engaged in team practices. It's difficult to be bored in practice if each day our athletes are being challenged and encouraged to learn new skills, refine current skills and extend themselves beyond what they think they're capable of -- to be comfortable being uncomfortable, as we explored in our last blog post.

Here are a few examples of how to create a practice culture where our athletes are excited to train and motivated to train hard and grow.

The power of video and competition

Starting with the team's first practice, Coach Tim began filming his 17 Smack squad's 2v2 Bjerring tournament half-court warm-ups, then uploaded the footage to his team's web page and assigned his players to watch the video between practices and track certain key stats to gauge their progress. Athletes won't admit this publicly, but most of them thoroughly like being captured on video, especially in today's media-saturated society.

Add in the fun of participating in a tournament as part of your practice -- while getting dozens of gamelike touches on the ball in the process -- and the 17 Smack girls enjoyed this part of practice as much as any other portion of their workouts. I should know -- my older daughter is on that team. On one drive home from practice, she expressed her pride at winning three straight Bjerring practice tournaments. I never heard her express a similar level of pride at mindlessly digging up down balls hit by a coach during a blocked defensive drill during previous seasons.

After watching Coach Tim's first video of his team's Bjerring tournament online, I stole his idea and did the same thing with my 14 Smack squad at our first few practices. The girls' play in these 15-minute-long tournaments wasn't always pretty -- training "ugly" never is -- but my athletes absolutely loved the tournaments and watching themselves on film afterwards. Early in the season, one of my players' moms emailed me to say "Hayley just loves the team's practices. She is having so much fun. As a parent, I love hearing how excited she is about being on the team and going to practice." The power of video combined with the element of competition are an enticing mix for many of our athletes.

Constant learning curve

Another strong motivational tool for practices is continually weaving in new skills, tactics and strategies to our training sessions. Keep them on the edge of their skills by continually challenging them with new opportunities to grow.

Coach Grant is among the coaches doing this with his 15 Blue team. He recently told me how he is teaching his players a fast-tempo offense with shoot sets to the outside hitters, quick sets to his middle hitters and gap sets and hut sets as well. His team is still learning to some extent to implement such a complex array of offensive plays into matches, but they're pushing each other to execute these plays, and with each tournament they're showing steady, encouraging improvement that has Coach Grant and the girls excited to continue down this path.

By setting the bar of expectations high for his team, Coach Grant has created a practice culture where his players are eager to work diligently with him during small-court and full-court grills to acquire the skills necessary to pull off such a demanding offense.

Score what you want to see from your team

Like Coach Grant, I've been teaching my 14 Smack team in Elgin a faster-tempo offense with decidedly mixed results, which is typical for a middle-school aged team. Learning and mastering the timing and skill involved in executing a quick set to a middle hitter, a hut set to an outside hitter or a gap set to an opposite hitter -- particularly off a live serve -- at this age level can feel like teaching algebra to a kindergartener. When left to their own devices, many of my players will resort to running the safer, more familiar high sets to each pin hitter. I'm also a huge proponent of back-row attacks, especially out of serve receive, but early each season I've coached my players will choose to hit down-ball attacks instead of jump attacks because they're simpler, safer and easier to control.

That's when as coaches we need to enforce the power of scoring constraints and enticements. At our last team practice, to ensure that my athletes were stretching themselves running our quicker plays, during a game of hitters vs. defense I awarded hitters 15 points for every jump kill off a fast-tempo set ... and conversely they earned only 1 point for any jump kill off a high set. As for standing attacks, they received no points, as down-ball kills were treated as a wash.

How did the girls react to this scoring system? They "let it rip." I've enacted this point system many times before, and each time it gives the players the freedom to try our faster-tempo plays with no fear of failure. In this particular case, group A scored 31 points in two minutes behind one kill off a hut set to the outside hitter and another kill off a front slide attack by our left-handed middle hitter along with a 1-point kill off a high set to the outside. It was the highlight of our practice; our southpaw middle hitter was so pumped up after recording a rare kill off a play we've been learning for a few practices now. Let's face it: Who doesn't get stoked about the opportunity to score 15 points with one kill? The 1-point kills off high sets lost their luster with one creative scoring rule.

Sometimes I up the ante even further, giving hitters 10 points for a kill off a fast-tempo or back-row jump attack and 5 points for any similar attempt that doesn't result in a kill but at least is hit over the net (a positive error). This gives my athletes the ultimate freedom to experiment, be aggressive and "fail," though in this case they're succeeding by earning points even for jump attacks that sail 10 feet out of bounds.

(As coaches, this can be a real challenge for us. Watching attacks careen out of bounds can tempt us to spit out the words "just get it in" sometimes, especially after the 15th errant attack in the last five minutes of practice. I speak for myself as much as anyone on this issue. But if we can be patient, supportive and even encourage these mistakes, and offer timely feedback to help our athletes fix the flaws in technique that are causing these errors, the payoff is frequently just around the corner.)

Now the girls have progressed to the point where our scoring system in practices gives them no points for even down-ball back-row attacks. Their response? They rarely hit a standing attack in practices or matches anymore. At the start of our season, only three of our athletes could consistently execute a three- or two-step back-row jump attack. Now eight of the 10 can do it regularly, even our two 4-feet-10 liberos, and the other two girls are close to joining them, working feverishly in our grills to catch up with their teammates, one back-row jump attempt at a time.

Keep things fresh, fast paced and fun

To some extent our athletes like routine. If every practice were comprised of all new grills, games and drills, our athletes would get frustrated, and our practices would grind to a slow halt.

But at the same time, our athletes -- and, truth be told, us as coaches -- like fresh ideas as well. Try weaving one or two new grills into every practice to spice up your training sessions and keep your practices from going stale. Even throw in new concepts, like spending 10 minutes at the middle of your practice teaching a fun new skill like how to execute a pancake or taking a few minutes to play your athletes' favorite game just for the fun of it.

For example, Coach Tim lets his Downers Grove 14 Smack boys team finish each practice with a few minutes of pound-the-ball-as-hard-as-possible hitting lines if their effort level throughout practice was good. Our Wheaton 14 Smack team has an encouragement circle where Coach Nick has the girls take turns pointing out something one of their teammates did well during that practice. Three of the Elgin teams close each practice giving out hustle and best attitude awards to end each session on a positive note. My team loves Speedball and Rotating Columbus, so if we have a great and focused practice I'll close our time with one of these games or another game I call Volleyball Knockout, where the player who ends each rally with an error is "knocked out" of the game until only one player remains on the court.

Above all, make sure the pace of your practices is up-tempo. There are times when we are teaching a new skill or strategy, explaining a new grill or having to reiterate something our team is struggling with that practice needs to slow down. But, by and large, our practices need to be run at a high-energy clip, minimizing down time. This gets our athletes moving, competing, learning and getting the quantity and quality of ball touches they need to develop their skills -- while keeping them engaged, excited, stretched and having fun.

I've seen this with my own teams over the years. The slower I run my practices, the lower my athletes' energy level becomes. But when I make sure that most of my team's practice time is gamelike, random, competitive and scored, and my feedback and explanations are brief, occasional and to the point, our practices are productive, enjoyable, spirited and engaging. And yes, that sometimes means keeping my know-it-all coaching mouth shut and avoiding the urge to correct Sally every time she forgets to cover a tip or Margaret whenever she steals the second ball from our setter.

Taken all together, this life-on-the-edge-of-your-skills mentality makes for a fun environment where learning and taking chances are embraced, and where boredom is left outside the front door of your gym.

Jeff Smith is Serve City volleyball region director.

To Succeed on the Court, Your Daughter Must Fail

By Jeff Smith

At a recent tournament, one of our coaches was standing at the scorer's table after their team's first match had ended when the tournament director approached.

"What did I do wrong?" the coach thought. "Forget to turn in our team's insurance waiver?"

Fortunately the director had something nice to say. "You know, I've never seen a girls team with as many jump servers as yours, especially at this level (middle school)," he said. "That was neat to see."

At Serve City, that's one of the greatest compliments anybody could pay our teams. One of the most important philosophies that we strive to instill in our athletes is a growth mindset -- a rock-solid belief in their ability to learn and grow, even when others say "You're too short, too thin, too slow, too young, too (fill in the blank)." From the first day of practice, our desire is to create a training culture where our players eagerly stretch themselves outside of their comfort zone in order to learn and develop new skills that they thought were beyond their reach.

Three-time Olympic gold medalist Karch Kiraly said it more eloquently than I ever could. "Job number one for all of us is to be learners and embrace the growth mindset," the U.S. Olympic women's volleyball coach said. "We have to be in a constant state of learning and creating a safe environment to do so.”

While our coaches play a significant role in encouraging a growth mindset in their athletes, their efforts are futile unless reinforced by their players' parents and other family members at home.

Here are three ways that you can help your child embrace a growth mindset that impacts their learning curve not only on the court but in the classroom and other areas of their lives.

Accept -- and encourage -- failure

Learning new skills is risky. It's easy to stick with the status quo of what we already do well. In fact, at the 12's, 13's and 14's levels, playing it safe pays off in the win column more often than not, especially when competing against teams that are trying to learn new skills.

The biggest risk of all is knowing that acquiring new skills takes plenty of time and lots of failure. The jump serving team referenced above has lost a few matches where its jump serves cost them points due to errant and inconsistent serving. Some of their players took weeks and even months to hone this craft. One girl in particular "failed" again and again in her efforts to master this skill. In one match she missed three consecutive jump serves.

When this happens, it's inevitable to hear someone in the crowd yell out "Just get it in" or wonder why the athlete doesn't just resort to a safe standing serve and plunk it carefully into the middle of the opponent's court. It's our human nature to react this way.

But, when our athletes are encouraged by both their coaches and their families to stretch themselves, keep at it and refuse to give up or give in because they believe in the athletes' capacity to learn and grow, these kids receive the fuel, confidence and belief they need to succeed, even as they make mistake after mistake in the process of learning.

So, when it's tempting to tell our kids to stop pursuing X or Y skill in order to protect them from the disappointment of failing, we do our athletes a much larger favor by applauding every missed jump serve, jump attack, quick set and any other new skill they're learning. I dare you to do this at your child's next tournament. If she blasts a back-row attack five feet beyond the end line, stand up and clap for her. Give her the freedom to learn, grow and fail along the way.

Let them be uncomfortable

A growth mindset requires athletes to be comfortable being uncomfortable. Learning new individual and team skills, strategies and tactics isn't easy. Besides failure, it can make an athlete look awkward and silly and feel frustrated and defeated as she makes one error after another. But, if they push through these feelings and ignore the temptation to return to the safer skills they already have acquired, the discomfort slowly goes away as they steadily improve. It's a case of short-term pain yielding long-term gain.

The jump server who missed three straight jump serves at an early season tournament is the perfect example. Her coach never wavered in his commitment to helping her jump serve, and neither did she. And at her last tournament this same athlete racked up 15 service points in a row for her team ... all scored with her now nasty jump float serve.

Focus on process over outcome

If we're all fully honest, we'd all admit that the scoreboard has a hypnotic power over us. We can't help but continually check it to see the score of each set of each match.

That's another reason why a growth mindset can be so difficult to grasp. When Big-Time Club is beating our team 22-8 while our 13-and-under athletes overhand serve one ball after another out of bounds, or our 15's players pound so many quick sets and shoot sets into the net that everyone expects the net to collapse from so much force, the scoreboard seems to grow to the size of the jumbo-tron at Soldier Field.

But our focus at Serve City is on process over outcome. This simply means teaching our athletes to concentrate on playing the game the right way as they're being taught and not worry about the score of the match. Sometimes that process looks downright ugly. Two weeks ago, my 14's team committed 27 -- yes, 27 -- hitting errors in one two-set match along with 13 service errors. That's 40 points that we gifted our opponent, some of which came as we tried to stretch outside our comfort zone and execute new, riskier, more aggressive hitting plays that we'd been working on in practice.

Full disclosure: It took every ounce of my self-control, and a couple of quickly muttered prayers for divine intervention, to avoid telling my athletes to stop jump attacking and "just get the ball in the court." Let's face it: None of us wanted to lose. But we ended up learning a valuable lesson. How? By staying the course, continuing to attack and keep focusing on the process of developing our aggressive new offensive skills while eking out a sloppy but satisfying victory.

And, with each time we choose to continue pursuing new skills over playing it safe, our once messy-looking efforts become more and more polished like a diamond forming under intense pressure. It just takes a commitment to taking our eyes off the scoreboard and training them instead to focus on our performance and execution. It won't happen overnight. In fact, most of us will never completely shake the desire to scoreboard watch. (I still do it, though not nearly as often as my early years of coaching.) But, a growth mindset can help us grow in this area, too.

Jeff Smith is Serve City volleyball region director.

 

'Your club is so much different than the other clubs'

By Jeff Smith

I was cheering on my older daughter and her 17 Smack squad at a Windy City Power League tournament in January when a mom came up to me and began talking about Serve City.

Near the end of our conversation, she said something that reminded me of Mark Twain's famous quote, "I can live for two months off one good compliment." 

"You know," the mom began, "your (this) club is so much different than any of the other clubs."

Piquing my interest, I asked, "How so?"

"It's just such a friendly atmosphere. I love that parents can come right up to the coaches and leadership like yourself and talk to you guys and you're all so approachable. And the parents of the players talk to each other, too. It's not like that at other clubs. Serve City has such a community feel to it."

Needless to say, this mom made my day -- or, really, my week.

But, rather than dwell on that compliment, I think it's important to ask how can we all learn from it and put it into practice throughout the season? How can we ensure that this statement is true of all our teams at Serve City -- and all the time?

1. We're all in this together

It can help all of us to realize that we're all on the same team, figuratively and literally speaking. Yes, we each have an agenda. Let's be fully open and honest about that. We're all human. As a father, I come to tournaments to see my daughters play. But, having said that, I think it's also true that all of us also want to see our kids' teams succeed, play well, compete and enjoy the game. When one of my daughters' teammates makes a great play, I can't help but clap for her and yell out some praise. I think most of us feel the same way. If we can remember this, it lets everyone's guard down and helps us connect more.

2. Coaches: Parents are people, too

As a coach for coming up on 20 years, I see both sides of this equation. As a parent, it's tempting to wonder what the coach is thinking and why they are doing X, Y or Z. As a coach, it's tempting to put up walls between myself and my team's parents to protect myself from a dad or mom who may want to ask me difficult questions like why I started player X over their daughter.

I think the key here is to respect each other's roles and boundaries. Coaches shouldn't be questioned about playing time within 24 hours of a tournament. That's a rule in our club handbook. Parents should be seen as advocates and not adversaries by coaches. When we can respect one another and let the coaches coach, the parents parent and the players play (and even the officials officiate), we can all enjoy the freedom to be ourselves and connect with each other as members of the same team.

3. All read off the same script

Serve City's motto is Love, Relationships and Excellence. The word order is intentional. Love comes first. Coaches are expected to love their athletes above any other responsibility they have. Athletes are expected to love their teammates (and their coach) first and foremost.

Relationships will then flow out of that culture of love. Relationships matter more at Serve City than anything else. That includes relationships between players, between players and their coach and between parents, coaches and players.

Excellence is intentionally listed third. Do we want our teams to learn, grow, compete and excel on the court? Absolutely! But not at the expense of love and relationships.

When athletes, parents and coaches all accept and practice this motto, we all are on the same page. When that happens, we all treat each other differently. Community takes place. Mutual respect arises. Common values take shape. And we all become of the same mindset at tournaments, the one location where we all come together. For example, we all focus our attention on supporting the athletes and the team and not on merely cheering on our son or daughter. At the risk of getting a bit too sappy, selflessness takes root, and community is born.

4. It takes a village

Fulfilling the mom's quote at the start of this blog post truly requires a team effort. Coaches, athletes, parents -- all of us have to put this into practice for us to be a club that feels like a community. If one group doesn't do its part, the whole community feel will quickly fade away.

Coaches: Take time at each tournament and before or after each practice to talk with parents. Don't hide three courts away until your team is back on the court for its next match. Treat parents as partners in this venture of helping athletes reach their highest potential on and off the court.

Parents: Reach out to your child's coach. Connect with them when the opportunity presents itself. Thank them for their investment in your child's life.

Athletes: Express gratitude to your parents for all they do for you, including sacrificing a few hours of their rare free time to watch you play. Thank your coach for their dedication to your growth as a player and as a person. And cheer on your teammates and get to know them and support them, not just the teammates you know from school, either.

Thanks for the part you play in the Serve City community!

Jeff Smith is Serve City's volleyball region director.

The Three Gifts We're Most Grateful for This Christmas

As I was preparing to leave a parent meeting I led for two of Serve City's club teams, one of the moms in attendance asked if she could talk for a minute. After pulling me aside, the first words out of her mouth were music to my ears: "I just want to let you know how grateful I am that my daughter switched to this club."

The mom went on to reveal that her daughter had played for one of the area's most elite clubs last year. "They were such a large club that they were like a big factory," she said. "There would be 10 teams and over 100 girls all practicing at the same time. They treated the girls like numbers on an inventory sheet. They got no individual instruction or attention. My daughter received more attention and got more instruction in her first practice here than she did the whole year at (her previous club). She already feels more valued at Serve City after one practice than she ever felt last year. It's more like a family here, too."

Stories like this don't just materialize out of thin air. They are the result of numerous hours of hard work, intentional planning and significant contributions from an entire team of people at Serve City. As we celebrate with gift giving this Christmas, we recognize three early Christmas gifts to Serve City -- the three key groups that turn our motto of love, relationships and excellence into reality.

Our athletes: The players on our 19 boys and girls club teams form the heart and soul of our program. Serve City draws athletes to our teams that are a cut above the rest in terms of their teach-ability, respect, enthusiasm, character and values. Our athletes bring so much energy, passion and joy to each practice and tournament that our coaches love coming to the gym each week.

Our players exhibit the same zeal for life off the court, such as when our four Elgin teams packed over 19,000 meals for needy kids in Africa through Feed My Starving Children Dec. 19. Watching 40-plus young athletes and a dozen parents pack enough food to feed 53 malnourished children in Malawi for a full year may have been my favorite moment of the club season so far. Then, our West Chicago 17 Smack team committed the same generous act of service by preparing meals for poor families in the Chicago area at Northern Illinois Food Bank Dec. 21.

Of course, seeing over 200 players representing Serve City on 19 teams at tournaments around the Chicago area this year has been an incredible blessing. These young athletes are representing Serve City with pride, and we are grateful to each one of them.

Our parents: We may be a tad biased, but we feel Serve City has the most supportive parents of any club in our region. Our parents go above and beyond to help make club volleyball a terrific experience for their kids and our athletes. From filling team parent roles to cheering on their team, not just their own child, at tournaments, our athletes' parents play a crucial part in the success of our program.

Our coaches: We unabashedly ask a lot of our coaches. The reason is simple: The role they fulfill with their team is critical to the development of their athletes and the positioning of Serve City as a club that is a cut above the rest in combining love and relationships with excellence. It takes a special kind of person to be able to train young athletes to reach their highest potential on and of the court while treating them with dignity, respect and care. Some clubs resort to using physical punishment (do 10 burpees each time you "let" a ball hit the floor) and consequences (the whole team runs lines if you miss this serve) to "train" their players in practice. We believe a positive approach is the better approach, and we hire coaches based on our unique philosophy.

From carefully planning practices to seeking out creative ways to develop team chemistry to one coach even making libero jerseys by hand for our preseason tournaments, our coaches pour their hearts into what they do and go the extra mile to help their athletes learn, grow and feel accepted and important. Each coach is a gift to our organization and to the teams and athletes they serve.

On behalf of everyone at Serve City, I wish you a Merry Christmas, a Happy New Year and a special time with family and friends this holiday season.

14 Things I Wish I Knew My First Year Coaching

Created by the VCT Admin Team

These coaches account for over 200 years of combined experience and they each have shared what they wish they would have known. Every coach has a different background and unique story but we all started at year one.

1)    "Create a working coaching philosophy.

I wish I would have had a more solid foundation regarding my philosophies and core values. I have always worked incredibly hard, and have done as right as I can by my players, but a solid foundation of who I am and what I expect would have created a better and more consistent experience for all." - Brian Swenty

2)    "You can never serve and serve receive enough. 

You think it’s enough and it’s not." - John Kessel

3)     "Don't be afraid to ask for help. 

As a young coach I thought asking for help meant I wasn't capable or that I didn't know what I was doing. Now I know it just means that I know where I need advice, a sounding board, and that others who already have the experience can be of value in helping guide me." - Katie Charles

4)    "Be the coach you always wanted to have.

When I started coaching, I coached players how I had always been coached because I didn't know any different. And then I thought ... wait ... I HATED those coaches and their militaristic style, why would I want to replicate that? So I made the decision to be the coach I always wished I had, and that decision changed everything for the better." - Emily Swanson

5)    "Everything needs a reason and purpose.

Research what works. Understand why it works. We worked on silly things that didn't matter in the game, simply because some famous coach did it that way. Assuming that some method is good will keep you from getting better. " - BJ LeRoy

6)    "Coach your players, not a system.

I floundered about for five years searching for the perfect system to teach my players. I jumped on, and usually fell off, every bandwagon that came along. What I discovered is that there is no perfect system nor holy grail of volleyball. There is no one right or perfect way to do anything. Eventually I learned to establish a relationship built on trust with my players. While building that relationship share your knowledge of the game with them. Then together, you can figure out a system of practice and play that works best for their team." - David Cordes

7)      "Volleyball is not a game of perfect.

The game involves errors, which inevitably leads to opponent points, if you operate under the idea that your team and players can completely eliminate error then you need to quit coaching. This same idea also applies to coaching itself. If you operate under the idea that you can be the perfect coach: that everything you say or do will lead to perfection then you need to quit coaching as well. By holding your team to ridiculously unrealistic standards of performance, you are killing their ability to learn and to deal with adversity. The idea is not to fill their heads with contingencies and what-if's, the idea is to teach them to deal with solving problems as they come, in whatever form they may take.  There is also randomness and chance involved. There are days when the randomness doesn't affect you, and there are days when randomness affects you in both good and bad ways, the randomness doesn't even out: it is what it is. There are days when you need to kill a drill because it's just not working, and you are frustrating your team by staying with it for too long. But you need to always kill a drill with the idea that you will come back and do it when circumstances are better." - Pete Wung

8)     "Teach the why, not just the how. 

- Leanne Marriott

9)     "Find a new definition of failure.

There are attempts of skill where an athlete will go all out and fail. That's called a mistake. There are non-attempts by an athlete. Those are called errors. Errors are unacceptable, mistakes need to be encouraged. It's the mistakes that true learning come from." -  Pat Madia

10)    "Over communication early negates confusion later.

Don't expect your players to do something you haven't communicated to them before. I remember being a new coach and being super frustrated about players not doing certain things. Then I realized that I wasn't teaching them and just expecting them to do it." - Sean Manzi

11)    "Reading the game is more important than playing the game.

When we teach kids to read the game we make them students of the game, making them athletes that can think, adapt, and execute based on what is presented to them. My goal is to say as little as possible on game day and less and less in practice as the season progresses. It's how I teach mathematics and it works. Trust your kids to learn to think on their feet... even if it means tripping and falling a lot. It's a marathon, not a sprint."  - Brett Widman

12)    "Let off the court work define your program.

I wish I knew how work off the court would pay major dividends in my program, whether it was conditioning, mental training, or sport history. These off the court areas are crucial to building not only a successful team, but a lasting program." - Dan Mickle

13)    "All the time you put in is worth it.

There are a lot of tasks to be done before a season or practice begins and it is easy to get caught up in the planning, administrative, and organizational duties. When I made a point of being proactive and reading on a daily basis, I found I was less frustrated and reactive. Taking care of as many details ahead of time allows me to really enjoy and get the most out of those few hours in the gym." - Heidi Anderson

14)    “Recognize the impact you have as a coach.

It is not a matter of if you will impact your athletes its a matter of how. I wish I knew to be selfless with my athletes. To learn what each player needs, how they tick, and to serve them with love and excellence." - Tim Maruyama