1. 9 – IMPACT Plus - The Skills: TEACHING THE SKILLS
Recommended method is the “4x4 System”
Includes four Key Principles of Teaching:
Demonstrate
Teach
Observe
Reinforce
Use a series of Key Skill Principles to:
Demonstrate the entire skill, and
Then teach it, with emphasis on each “chunk” or Key Principle in turn
Then observe players performing the whole skill, and
Then reinforce their performance with specific & positive feedback/feed-forward on each Key Principle or “chunk” of the skill, one at a time.
For each skill identify 4 Key Principles (or “chunks”) to be demonstrated, and then taught one at a time (first “4” of the 4x4 formula). 
For each Key create set of 4 Verbal Cues - shorthand reminders; to be memorable & meaningful, each Cue should be 4 -5 words long, & create a vivid picture.
Cues may need to vary, depending on what is meaningful to each player, to visualize & perform a specific skill correctly. Think of alternate ways to say the same thing; may need to try several Cues with athlete until makes sense & they “get it”.
SLIDE #135 - Corresponds to page 115 of 2015 Manual. All are timed to appear.
Discussion/Comments: Explain again that these 2 chapters will not be covered in this presentation in detail….they are in your Manual & they are covered in detail in CAP I.
Explain the recommended 4 x 4 Teaching Method and use of Keys (chunks) of the skill, and Cues (verbal shorthand reminders) along with use of demonstration & practicing of the whole correct technique. The Cues are meant to focus the athlete’s attention on only a single “Chunk” of the skill at a time, while performing the whole skill.
Explain that what is on the screen are merely suggested ways of chunking the skill and that the coach’s job is to boil down all the verbiage of each chunk into a short, sweet, shorthand reminder of what to do to perform that portion of the skill correctly after it is taught.
How you chunk the skill and what shorthand cues you create are up to you….and sometimes you will need alternate ways to say the same things to each athlete.
The chart pictured is one way to structure your Keys and Cues for each skill.
Tell them that the first slide/photos on each skill represents what the players should see – demo from all angles- and the text is what the COACH should KNOW about the skill (not what the player should hear). Also remind them that this is not a definitive list of all possible “keys” or cues, rather just some examples of the process.
Give a reminder here to coaches to “chunk” the info by using 4-5 “keys” to learning the skill…
When all are in, remind audience of the “4 by 4” system of chunking no more than 4 keys per skill - no more than 4 keys per skill- no more than 4-5 words per verbal “cue” for each key.
Ask for volunteers to try to provide “chunked” keys for each bullets instruction… or provide one of your own using the 4x4 system.
Manual Page 115
Slide #135

2. 9 – IMPACT Plus - The Skills: TEACHING THE SKILLS
The 4x4 formula represented in chart form:
Use chart as a template to develop Keys and Cues for use with your own team.
Following pages will present some suggested Keys & Cues to help get you started.
Write your own to create the correct mental pictures for your athletes. 
One of simplest, most concise & meaningful Cues is to say, “Do This!”, while providing a good demonstration.
4 x 4 System
Key Principle 1
Key Principle 2
Key Principle 3
Key Principle 4
Verbal Cue
Verbal Cue
Verbal Cue
Verbal Cue 4.1
Verbal Cue
Verbal Cue
Verbal Cue
Verbal Cue 4.2
Verbal Cue
Verbal Cue
Verbal Cue
Verbal Cue 4.3
Verbal Cue
Verbal Cue
Verbal Cue
Verbal Cue 4.4
SLIDE #136 - Corresponds to page 115 of 2015 Manual. All are timed to appear.
Discussion/Comments: Explain again that these 2 chapters will not be covered in this presentation in detail….they are in your Manual & they are in CAP I.
Explain the recommended 4 x 4 Teaching Method and use of Keys (chunks) of the skill, and Cues (verbal shorthand reminders) along with use of demonstration & practicing of the whole correct technique. The Cues are meant to focus the athlete’s attention on only a single “Chunk” of the skill at a time, while performing the whole skill.
Explain that what is on the screen are merely suggested ways of chunking the skill and that the coach’s job is to boil down all the verbiage of each chunk into a short, sweet, shorthand reminder of what to do to perform that portion of the skill correctly after it is taught.
How you chunk the skill and what shorthand cues you create are up to you….and sometimes you will need alternate ways to say the same things to each athlete.
The chart pictured is one way to structure your Keys and Cues for each skill.
Then tell them that the first slide/photos on each following skill represents what the players should see – demo from all angles- and the text is what the COACH should KNOW about the skill (not what the player should hear). Also remind them that this is not a definitive list of all possible “keys” or cues, rather just some examples of the process.
Give a reminder here to coaches to “chunk” the info by using 4-5 “keys” to learning the skill…
When all are in, remind audience of the “4 by 4” system of chunking no more than 4 keys per skill - no more than 4 keys per skill- no more than 4-5 words per verbal “cue” for each key.
Ask for volunteers to try to provide “chunked” keys for each bullets instruction… or provide one of your own using the 4x4 system.
Manual Page 115
Slide #136

3. 9 – IMPACT Plus- The Skills: Attacking Skills – Mechanics
4 KEY PRINCIPLES:
Always get available & be prepared to attack
Slow to Fast approach steps and jump off 2 feet
Swing both arms from high behind, forward & up on takeoff
Rotate shoulders, the elbow, and contact the ball at full arm extension
Photos Courtesy of FIVB
SLIDE #137 - Corresponds to page 116 of 2015 Manual. All are timed to appear.
Discussion/Comments: Explain again that these 2 chapters will not be covered in this presentation in detail….they are in your Manual & they are covered in detail in CAP I. Tell them that the first slide/photos on each skill represents what the players should see – demo from all angles- and the text is what the COACH should KNOW about the skill (not what the player should hear). Also remind them that this is not a definitive list of all possible “keys” or cues, rather just some examples of the process.
Give a reminder here to coaches to “chunk” the info by using 4-5 “keys” to learn the skill…
When all are in, remind audience of the “4 by 4” system of chunking no more than 4 keys per skill - no more than 4 cues per Key Principle or chunk- no more than 4-5 words per verbal “Cue” for each key.
Ask for volunteers to try to provide “chunked” keys & corresponding cues for each bulleted instruction… or provide one of your own using the 4x4 system….for example bullet #1 could be boiled down to “Get Available!” for example bullet #2 could be boiled down to “Left-Right-Left-Jump” or even “1-2-3-Jump”.
Use Attacking Skill as the example here, and explain that the same process would be followed using all the other fundamental skills.
Manual Page 116
Slide #137

4. 9 – IMPACT Plus- The Skills: Attacking Skills – Errors
NOT complete list, but SOME errors…
Swing TIMING errors
One foot takeoff – unless performing a “slide” approach
Fist instead of open hand
Elbow drops into ‘shot put’ action
Starting approach too early or too late
If an error is observed many times, THEN give the athlete more info…
SLIDE #138 - Corresponds to page 116 of 2015 Manual. All bullets are timed to appear.
Discussion/Comments: Remind coaches that the second slide pertaining to each skill represents only SOME of the common errors they may see….but that they will only offer more information to the athlete if the coach sees the same error repeatedly (“coach on the averages”). Discuss implications of a couple of these errors…
Manual Page 116
Slide #138

5. 9 – IMPACT Plus- The Skills: Attacking Skills – More Details
After repeated errors, may provide more info…
Quick approach
Step-close into the jump
Swing both arms from high behind to in front
Faster swing = harder hit
Swing through the ball
Land on both feet
SLIDE #139- Corresponds to page 117 of 2015 Manual. All bullets are timed to appear (3 sec delay).
Discussion/Comments: Remind audience that IF a player NEEDS more information to perform the skill correctly (when they see the same error repeatedly), they might need the type of cues listed here …ask for other suggestions.
The rest of the skill slides are set up the same way…go thru them rather quickly, an example or explanation here or there.
Photo Courtesy of FIVB
Manual Page 117
Slide #139

6. 9 – IMPACT Plus- The Skills: Overhead Passing Skills – Mechanics
POLL QUESTION #5
4 KEY PRINCIPLES:
Ready position with feet apart, knees bent & hands over thighs
Move to Ball, arrive early, feet staggered & balanced, square to target
Ball shaped Hands with fingers in front & above forehead
Extend arms & fingertips follow the ball into extension to target
Courtesy of FIVB
SLIDE #140- Corresponds to page of 2015 Manual.
BEFORE PRESENTING INFO ON THIS SLIDE, DO A REVIEW POLL QUESTION ON THE 4X4 KEYS/CUES SYSTEM:
Which is NOT a good example of an effective set of "Verbal Cues" for coaching Attacking? (THE BOLDED STATEMENT HAS WAY TOO MUCH INFORMATION IN IT0 [CHAPTER 9- SLIDE #117]
Run Three, Jump off Two
Run Fast as can, Jump off 2 Feet, Hit Hard as can, Land on 2
Run, Jump, Swing, Hit
L-R-L, Jump, Swing Fast
Run, Jump, High Five
Discussion/Comments: Again, remind audience of the “4 by 4” system of chunking no more than 4 keys per skill & no more than 4 words per key. Ask for volunteers to try to provide “chunked” keys for overhead passing instruction…
Explain about some of the repeated errors coaches may observe with the overhead passing skill:
Palms touching the ball
Too little hand/too few fingers on the ball
Non-extension of follow-through
Not facing the target when receiving the ball
Contacting the ball below the forehead
And then explain that if repeated errors are observed, the coach should supply more info, such as:
Staggered foot position, knees bent with feet, hips and shoulders square to target
See under the ball
Beat the ball to the net
Elbows bent and fingers relaxed
Contact ball above forehead
Extend through the ball to target
Courtesy of Bill Kauffman
Courtesy of Bill Kaufman
Manual Page
Slide #140

7. 9 – IMPACT Plus- The Skills: Overhead Passing Skills – Errors
Some repeated errors coaches may observe:
Palms touching the ball
Too little hand/too few fingers on the ball
Non-extension of follow-through
Not facing the target when receiving the ball
Contacting the ball below the forehead
Courtesy of FIVB
SLIDE #141 - Corresponds to page 118 of 2015 Manual. All bullets are timed to appear.
Discussion/Comments: If time allows, may discuss implications of several of these errors…
Courtesy of Bill Hamiter
Courtesy of Bill Kauffman
Manual Page 118
Slide #141

8. 9 – IMPACT Plus- The Skills: Overhead Passing Skills – More Details
If repeated errors are observed, supply more info:
Staggered foot position, knees bent with feet, hips and shoulders square to target
See under the ball
Beat the ball to the net
Elbows bent and fingers relaxed
Contact ball above forehead
Extend through the ball to target
SLIDE #122- Corresponds to page 119 of 2015 Manual. All bullets are timed to appear (3 sec delay).
Discussion/Comments: Again, point out that IF a player NEEDS more information to perform the skill correctly, they might need the type of keys stated here…ask for other suggestions.
Courtesy of Bill Kauffman
Courtesy of FIVB
Manual Page 119
Slide #122

9. 9 – IMPACT Plus- The Skills: Serving Skills – Mechanics
4 KEY PRINCIPLES:
Ready with opposite foot forward, knees bent & toe to target
Lift toss low, in front/in line with hitting shoulder and consistent (floor floaters)
Swing elbow high with a rigid wrist/hand
Contact back of ball with palm to target
SLIDE #141 - Corresponds to page of 2015 Manual.
Discussion/Comments: Again, remind audience of the “4 by 4” system of chunking no more than 4 keys per skill & no more than 4 words per key. Ask for volunteers to try to provide “chunked” keys for serving instruction…
Then click the first bullet in, and the rest are timed to appear. When all are in, can elaborate on a couple.
Then explain about some of the repeated errors coaches may observe with the serving skill:
Possible errors coaches may observe:
Knuckles or uneven surface contacts ball
Floppy wrist on contact
Toss is too low to hit
Inconsistent toss
Same foot forward
Contacting ball only with fingers
And then explain that if repeated errors are observed, the coach should supply more info, such as:
Underhand serve – contact ball below waist
Pick a target
Transfer weight from back to front
Contact with closed, half-open or open hand
Fast swing = deep serves, slow swing = short serves
Follow through to target
Serve and run to defense
Courtesy of FIVB
Manual Page
Slide #141

10. 9 – IMPACT Plus- The Skills: Serving Skills – Errors
Possible errors coaches may observe:
Knuckles or uneven surface contacts ball
Floppy wrist on contact
Toss is too low to hit
Inconsistent toss
Same foot forward
Contacting ball only with fingers
Courtesy of USOC
SLIDE #124 - Corresponds to page 120 of 2015 Manual. All bullets are timed to appear.
Discussion/Comments: If time allows, may discuss implications of several of these errors…
Manual Page 120
Slide #124

11. 9 – IMPACT Plus- The Skills: Serving Skills – More Details
If repeated errors observed, supply more info:
Underhand serve – contact ball below waist
Pick a target
Transfer weight from back to front
Contact with closed, half-open or open hand
Fast swing = deep serves, slow swing = short serves
Follow through to target
Serve and run to defense
SLIDE #125- Corresponds to page 121 of 2015 Manual.
Discussion/Comments: Again, point out that IF a player NEEDS more information to perform the skill correctly, they might need the type of keys stated here…ask for other suggestions.
All bullets are timed to appear (3 sec delay).
Photos Courtesy of Bill Hamiter
Manual Page 121
Slide #125

12. 9 – IMPACT Plus- The Skills: Forearm Passing Skills – Mechanics
4 KEY PRINCIPLES:
Ready to move, weight forward, feet wide, knees bent and chest down
Make platform and contact the ball above the wrists
Outside body, drop inside shoulder, “eyes on elbows” must see target
Finish, freeze and rebound the ball to target
Courtesy of FIVB
SLIDE #142- Corresponds to page of 2014 Manual.
Discussion/Comments: Again, remind audience of the “4 by 4” system of chunking no more than 4 keys per skill & no more than 4 words per key. Ask for volunteers to try to provide “chunked” keys for forearm passing instruction…
Then click the first bullet in, and the rest are timed to appear. When all are in, can elaborate on a couple.
Then explain about some of the repeated errors coaches may observe with the Forearm Passing skill:
Standing too upright
Getting ready too late–ball too close
Contacting ball on hands or wrists
Platform made with crossed thumbs
Too much arm swing or platform motion
Bent elbows
And then explain that if repeated errors are observed, the coach should supply more info, such as:
Balanced, straddle position with one foot forward
Form platform with elbows extended & close together, thumbs together & wrists toward floor
Platform out early
Contact low, waist level at midline of body
Bend knees and transfer weight forward toward target
Two arms on the ball, whenever possible
Drop inside shoulder when ball is outside body
Photos by Bill Kauffman
Manual Page
Slide #142

13. 9 – IMPACT Plus- The Skills: Forearm Passing Skills – Errors
Possible errors coaches may observe:
Standing too upright
Getting ready too late– ball too close
Contacting ball on hands or wrists
Platform made with crossed thumbs
Too much arm swing or platform motion
Bent elbows
Courtesy of FIVB
SLIDE #127 - Corresponds to page 122 of 2015 Manual.
All bullets are timed to appear.
Discussion/Comments: If time allows, may discuss implications of several of these errors…
Courtesy of NCAA
Courtesy of Bill Kauffman
Manual Page 122
Slide #127

14. 9 – IMPACT Plus- The Skills: Forearm Passing Skills – More Details
If repeated errors observed, supply more info:
Balanced, straddle position with one foot forward
Form platform with elbows extended & close together, thumbs together & wrists toward floor
Platform out early
Contact low, waist level at midline of body
Bend knees and transfer weight forward toward target
Two arms on the ball, whenever possible
Drop inside shoulder when ball is outside body
SLIDE #128 - Corresponds to page 123 of 2015 Manual. Again, point out that IF a player NEEDS more information to perform the skill correctly, they might need the type of keys stated here…ask for other suggestions. All bullets are timed to appear (2 sec delay).
Courtesy of FIVB
Manual Page 123
Slide #128

15. 9 – IMPACT Plus- The Skills: Blocking Skills – Mechanics
4 KEY PRINCIPLES:
Ready position with knees bent, hands up in front and ready to move
Use proper footwork to slide along net & front the hitter
Watch Approach & jump after hitter jumps
Penetrate the plane of the net with palms facing into the court
SLIDE #143 - Corresponds to page of 2015 Manual.
Discussion/Comments: Again, remind audience of the “4 by 4” system of chunking no more than 4 keys per skill & no more than 4 words per key. Ask for volunteers to try to provide “chunked” keys for forearm passing instruction…
Then click the first bullet in, and the rest are timed to appear. When all are in, can elaborate on a couple.
Then explain about some of the repeated errors coaches may observe with the Blocking skill:
Eyes closed when blocking
Not penetrating the net
Hands/body facing out of bounds
Jumping forward or swinging arms into net
Watching the ball –jumping early/late
Arms too wide
Positioned in wrong place
And then explain that if repeated errors are observed, the coach should supply more info, such as:
Watch the hitter not the ball – jump on the swing
Ball-Setter-Ball-Hitter
Take away the hitter’s best shot
Channel or deflect the ball into your court
Bend the knees and slightly at waist
Block the ball on the opponent’s side
Keep hands in front of ball as long as possible
Courtesy of Bill Hamiter
Manual Page
Slide #143

16. 9 – IMPACT Plus- The Skills: Blocking Skills – Errors
Possible errors coaches may observe:
Eyes closed when blocking
Not penetrating the net
Hands/body facing out of bounds
Jumping forward or swinging arms into net
Watching the ball – jumping early/late
Arms too wide
Positioned in wrong place
SLIDE #130 - Corresponds to page 124 of 2015 Manual. All bullets are timed to appear.
Discussion/Comments: If time allows, may discuss implications of several of these errors…
Courtesy of USOC
Manual Page 124
Slide #130

17. 9 – IMPACT Plus- The Skills: Blocking Skills – More Details
If repeated errors observed, supply more info:
Watch the hitter not the ball – jump on the swing
Ball-Setter-Ball-Hitter
Take away the hitter’s best shot
Channel or deflect the ball into your court
Bend the knees and slightly at waist
Block the ball on the opponent’s side
Keep hands in front of ball as long as possible
Courtesy of USOC
SLIDE #131 - Corresponds to page 125 of 2015 Manual. All bullets are timed to appear (2 sec delay).
Discussion/Comments: Again, point out that IF a player NEEDS more information to perform the skill correctly, they might need the type of keys stated here…ask for other suggestions. Remind students of Additional Resources list for this chapter on page 122. Again, remind audience to read manual for more information on skills or attend a CAP Level I course.
Manual Page 125
Slide #131

18. 10 – IMPACT Plus- The Systems: Implementing a System
POLL QUESTION #6
Serve Receive
Get your best passers passing where most balls are served
Receive Offense
Cover the Hitter then Switch to specialty
Base Defense
Visual Keys for Transition to Defense
Play Defense
SLIDE #144- Corresponds to page of 2015 Manual. The first bullet appears with slide. The rest are timed to appear on a 5 second delay.
Discussion/Comments: Discuss each point briefly as it pertains to the flow of the game.
BEFORE MOVING TO NEXT SLIDE, CAN ASK POLL QUESTION TO LEAD INTO THAT SLIDE DISCUSSION:
Which of the following can be considered a Basic Front Row Setter Offense? [CHAPTER 10- SLIDE #129]
6-2
6-6
6-3 (not so obvious, especially if not familiar with, so some explanation may be needed)
5-1
4-2 (obvious answer)
Courtesy of FIVB
Manual Page
Slide #144

19. 10 – IMPACT Plus- The Systems: Basic Offensive Systems
Get best athletes setting
Most basic front row offenses (6-6, 6-3)
Most basic back row offenses (6-6, 6-3)
Intermediate front row offenses (Am./Int. 4-2)
Most advanced offenses (6-2, 5-1)
SLIDE #145 - Corresponds to page of 2015 Manual. All bullets are timed to appear (3 second delay).
Discussion/Comments: Briefly explain what the offensive system numbering means and how a 6-6, 6-3, A4-2 and I4-2 are organized. Explain why 6-2 and 5-1 are considered more advanced.
Refer the audience to their Manual (and explain that this is covered in detail in CAP I & II courses) for more details on each offensive system (pages ).
BEFORE CLICKING TO NEXT SLIDE, MAY WANT TO ASK THE LEAD IN QUESTION, THEN BRING IN ANSWERS ON SLIDE 131:
Which of the following is a dependable way to gain your team a lead in rally scoring? [CHAPTER 10- SLIDE #130]
Serving an Ace
Transitioning for an Attack Kill
Stuff Blocking
An Opponent Error
A Scorekeeper Error (CAN’T REALLY DEPEND ON THIS ONE HAPPENING!)
Courtesy of Bill Kauffman
Manual Pages
Slide #145

20. 10 – IMPACT Plus- The Systems: Basic Offensive Systems
POLL QUESTION #7
General offensive considerations:
Four ways to gain a lead in rally scoring
Ace
Transition attack
Stuff block
Opponent error
TRAIN in REALITY!
And the REALITY is…
@ Lower skill levels = more points scored on aces and unforced errors
@ Higher skill levels = more points scored on blocking and transition
Photos Courtesy of FIVB
SLIDE #146- Corresponds to page 131 of 2015 Manual.
Discussion/Comments: “The Four ways to gain a lead” each fly in with a separate click to allow you to get audience response first...(”Survey Says!...)
ASK THE LEAD IN QUESTION, THEN BRING IN ANSWERS ON SLIDE 131:
Which of the following is a dependable way to gain your team a lead in rally scoring? [CHAPTER 10- SLIDE #130]
Serving an Ace
Transitioning for an Attack Kill
Stuff Blocking
An Opponent Error
A Scorekeeper Error (CAN’T REALLY DEPEND ON THIS ONE HAPPENING!)
The “Lower” and “Higher” statements also each need to be clicked in.
Manual Page 131
Slide #146

21. 10 – IMPACT Plus- The Systems: Basic Offensive Systems
Specific offensive considerations:
Attempt tactically only what you can execute technically!
Player skill and experience?
Setter ability?
Hitter ability?
Passing consistency?
Practice time & space available?
Balance what’s needed to win at this level while building for the next!
SLIDE #147 - Corresponds to page of 2015 Manual. All are timed to appear on a half second delay.
Discussion/Comments: Discuss why you would want to consider these things in designing your offense…
Photos Courtesy of FIVB
Manual Page
Slide #147

22. 10 – IMPACT Plus- The Systems: Basic Defensive Systems
Get best blockers blocking in zones where opponents attack from most often
Put your best diggers in areas most often attacked into
Player-Up Defenses = good vs Teams that don’t hit hard or deep, but who do tip often
Player-Back Defenses = good vs teams that hit hard/deep but who don’t tip much
0-1-2 Blocker Systems – what do opponents “deserve”?
Hitter Coverage Systems (“offensive rebounds”)
SLIDE #148- Corresponds to page of 2015 Manual. All bullets are timed to appear on a 5 second delay to allow for comments.
Discussion/Comments: Remind students of Additional Resources list for this chapter on page 139.
Again, remind audience to read manual for more information on systems or attend a CAP Level I course, where this info is covered in detail.
Courtesy of USOC
Manual Page
Slide #148

23. Credits and Acknowledgments
USAV Education would like to extend our thanks to the following INDIVIDUALS for their work on this project:
Don Burroughs
Cody Chamberlain
Diana Cole
Kathy DeBoer
John Kessel
Andy Pai
Chris Pickett
Stu Sherman
Carlee Wolfe
Slide #149
Discussion/Comments: As you wrap up your comments….Display for about 5-8 seconds, then click to next slide.
Photo Courtesy of Bill Kauffman
Slide #149

24. MORE Credits and Acknowledgments
USAV Education would like to credit the following PHOTOGRAPHERS for their contributions to this project:
AVP
FIVB
USOC
Bill Kauffman
USAV Staff (B. Kauffman, J. Kessel, D. Cole, M. Podschweit)
Slide #150
Discussion/Comments: Display for about 5-8 seconds, then click to next slide.
Slide #150

25. USA Volleyball Education Webinars
USAV Educational Webinars
USA Volleyball Education Webinars
If you’d like more information, be sure to look for upcoming opportunities to take one of the Instructional Webinars or On-Demand Modules conducted by USAV Education during
Each carries minimum of one CAP Module Credit toward re-certification!
Check often for new Webinars, CAP Modules or CAP Certification Courses at:
Slide #151 – display briefly & announce below….
Discussion: USAV CAP will be presenting many such CAP Module Webinars the remainder of 2013 and thru 2014….watch for this one (Nutrition 101) and other soon to be released topics on the CAP Schedule page of the USAV website (Events tab/CAP Schedule)
Slide #151

26. GREAT Planning Resource for Volleyball Coaches. Check out Rotate123
GREAT Planning Resource for Volleyball Coaches! Check out Rotate123.com and get your special USAV Coach DISCOUNT!
Slide # 152 – Corresponds to Chapter 11 page 146
Discussion/Comments: Remind participants that Chapter 11 of the 2015 Manual contains information on additional resources for coaches…..STRONGLY SUGGEST THAT THEY READ IT since we are not covering it in this class!
Wrap Up with a short Q & A.
Administer the Motor Learning Quiz if used for an on-site course, then correct (as a review for audience) and collect.
INSTRUCTORS PLEASE NOTE-If submitting documentation to the National office for CAP Level II & IMPACT Instructor re-accreditation Modules, instructors must forward copies of the final edited roster (electronic), copies of the Participant Evaluations, a copy of the Certificate issued on that date with instructor signature included, a copy of the Instructor Self Evaluation, & a copy off any additional Instructor teaching notes used for this Clinic.
Discussion/Comments: Administer the Participant Evaluation & collect.
Check to be sure all participant contact info has been collected/edited on roster form.
Click to Video Education Channel slide (#121) & then to “Thank you” slide as your Final task is “Thank You’s” and distribute the participant IMPACT Certificates on-site.
BE SURE TO SEND YOUR DOCUMENTATION TO THE NATIONAL OFFICE FOR CAP RE-CERTIFICATION MODULE CREDIT FOR THIS CLINIC….YOU CAN SUBMIT UP TO 3 PER QUAD.
Slide #152

27. Conclusion & Questions
Slide # 153 –
Discussion/Comments: Remind participants that Chapter 11 of the 2014 Manual contains information on additional resources for coaches…..READ IT since we are not covering it in this class!
Wrap Up with a short Q & A. Answer questions & make your final remarks as you are waiting for folks to finish their quiz if used, and filling out their evaluation forms.
Administer the Motor Learning Quiz if used for an on-site course, then correct (as a review for audience) and collect.
INSTRUCTORS PLEASE NOTE-If submitting documentation to the National office for CAP Level II & IMPACT Instructor re-accreditation Modules, instructors must forward copies of the final edited roster (electronic), copies of the Participant Evaluations, a copy of the Certificate issued on that date with instructor signature included, a copy of the Instructor Self Evaluation, & a copy off any additional Instructor teaching notes used for this Clinic.
Discussion/Comments: Administer the Participant Evaluation & collect.
Check to be sure all participant contact info has been collected/edited on roster form.
Click to Video Education Channel slide (#121) & then to “Thank you” slide as your Final task is “Thank You’s” and distribute the participant IMPACT Certificates on-site.
BE SURE TO SEND YOUR DOCUMENTATION TO THE NATIONAL OFFICE FOR CAP RE-CERTIFICATION MODULE CREDIT FOR TEACHING THIS CLINIC….YOU CAN SUBMIT UP TO 3 PER QUAD.
Photos Courtesy of FIVB
Slide #153

28. Now think about attending a USAV –CAP Level I Course!
Thanks for Attending this USA Volleyball IMPACT Clinic! Congratulations! You Are Now An IMPACT Certified Coach!
Slide #154–
Discussion/Comments: If you have a copy, play the USAV-CAP PSA video here.
Then final task is “Thank You’s” (for taking the time to improve their coaching & their IMPACT on their athletes; thanks to the facility host, the Region, etc.) and distribute their participant IMPACT Certificates on-site.
Click on the last line to Remind participants that they should notify their Club & Region offices that they have been thru this Clinic.
******
Instructors, a reminder that Rosters should be sent to each Region Office which had a member present in this Clinic!
Also, if the Instructor wishes to submit this IMPACT Clinic taught for CAP Modules credits toward CAP II (or III if the case may be), then Instructor must submit the following to the National office following the Clinic:
Copies of Participant Evaluation Forms
Copy of Instructor Self Evaluation Form
Copy of Roster
Copy of IMPACT Certificate issued to participants (one example with date/site/Instructor signature on it)
Copy of any additional Instructor Notes used to teach this clinic.
When ALL the documentation has been received by the National Office, the Instructor will receive ONE CAP Module Credit toward the next re-accreditation requirements. The Instructor may submit up to 3 Clinics per 4 year certification period. The remaining 2 (CAP II; 3 for CAP III) Module credits must be earned by attending continuing education opportunities.
AND, INSTRUCTORS… USAV EDUCATION DEPARTMENT THANKS YOU FOR ALL YOU DO TO IMPROVE THE LEVEL OF COACHES EDUCATION & CERTIFICATION THROUGH TEACHING THE IMPACT PROGRAM AND FOR MAINTAINING YOUR CAP CERTIFICATION!!
Now think about attending a USAV –CAP Level I Course!
Don’t forget to pick up your certificate and to let your Region Office and Club Director know you have received your certification at this Clinic!
Slide #154