Ball Control versus Ball Manipulation: Part 3 Written by Andre Christopher Gonzalez Tuesday, May 31, 2005 A treatise by a leading expert on the subject Setter/Ball Handler Relationship We often become consumed with the relationship between the setter and attackers but sometimes neglect to discuss the relationship between receivers/defenders and the setter. Establishing first tempo pressure requires that receivers and defenders pass and dig the ball with lower trajectories and tighter spin. To do this, they must be taught to pursue the ball with the correct alignment, trained to deflect the ball in a consistent elevated angle, and learn how to regulate the ball s speed and spin in relationship to where the setter begins her transition to the net. Think of the relationship between a pitcher (during batting practice) and the hitter. Assuming the ball is white, imagine the coach (pitching) wearing white sleeves. The batter would be at a considerable disadvantage because it would make it difficult to identify the ball s release point and the angle of release. One of the objectives of batting practice is to help hitters develop rhythm, which is accomplished by the coach delivering the ball more slowly than game pitching across various planes of the plate. Now imagine a setter negotiating her way to the net from either serve receive or in transition without having any control of the ball s trajectory (much like the batter), and more specifically the reflection angle (similar to the release angle). Setter friendly ball handlers realize that it is much easier for the setter to identify and prepare for the potential deflection angle (similar to the pitcher s release point) when the setter is the recipient of balls contacted by passers or defenders exercising consistent deflection techniques (this allows the setter to maintain vision of the ball during transition). Good pitchers disguise their release and release angles to confuse and deceive batters. In volleyball we want to eliminate these variables to aid in a smoother transition for the setter towards the net. Likewise, good hitters attribute good hitting rhythm to the ability to see or pick up the ball s speed and spin immediately after the ball is released. The faster the batter can identify the ball s flight pattern, the better his chance for balanced contact and efficient use of available power supplies. Similarly, the sooner the setter can identify the ball s flight pattern, the more
efficiently she can position herself underneath the ball. Eliminating alignment and platform fluxes allows the setter to transition toward the net less stressed, more balanced, and capable of making necessary adjustments to facilitate first tempo pressure. Another way to conceptualize the first tempo relationship between receivers and/or defenders is to think of the West Coast offense employed by many professional football teams. Quarterbacks in the West Coast offense take fewer drop-back steps and release the ball much quicker. The idea behind this approach is to force defenders to make decisions in shorter periods of time in hopes of causing hesitation or overpursuit. This system is predicated on the quarterback s ability to lead his receivers, allowing them to catch and run in rhythm. Likewise, an efficient receiver/defender is trained to regulate the ball s trajectory, leading the setter into the target area unstressed and in rhythm,forcing defenders to make premature adjustments and/or commitments. How Capable is Your Setter? First tempo pressure is an ideal concept if we are able to understand and ultimately control the variables that predict its success. However we also must have a setter who is capable of negotiating her way to the net anticipating a deflection with a lower trajectory. Setting encompasses more than just delivering the ball. Understanding the tempo of a match, eliminating variables for the attacker, deciding on set selection (for example, the ability to exploit a blocking deficiency in a particular rotation by calling a play in a preceding rotation that exposes the perceived weakness), and knowing when to score their own points are just a few aspects of the position that separates the good setters from the great ones. A good way to judge the potential effectiveness of your setter is to measure her speed to the net. The more efficient she is, the faster you can pass and dig the ball. Training your setter to perform efficient footwork patterns requires the demand for precision and consistency, and is a process that relies on the symbiotic cooperation between the defender and the setter. The most efficient setters transitioning from a backcourt defensive position sprint to the 3 meter line and make a quick transition into a shuffle pattern (similar to the receiving pattern) to the net. If done with the feet shoulder width apart and flexed in the appropriate alignment (slightly higher than the receiving stance), this will allow the setter to move with control over her center of gravity while anticipating the ball s potential landing depth along the net. One of the keys to efficient transition is the ability of the setter to
get to the net first and make adjustments (off the net) second. One of the biggest weaknesses of setters is their inability to get to the net. This forces the setter to set without the necessary balance to make intelligent set selections, consequently eliminating first tempo pressure opportunities and compounding the number of variables second tempo attackers must contend with. Good defenders (like a good West Coast offense quarterback) allow the setter to predict with accuracy how the ball will arrive to the target, concurrently allowing the setter to quickly evaluate the block and attackers to begin their approaches without hesitation, thus forcing defenders to make decisions versus multiple tempo attackers in a very short period of time. A good way to determine the desired deflection trajectories in relationship to setter speed is to perform (serve reception/defensive) arc timing. This is accomplished by having your receivers and defenders tossing the ball from various depths, attempting to gauge the appropriate arc of the ball needed to lead the setter into the target area. This will depend on the setter s speed and where the setter begins her transition to the net. Imagine a golfer practicing his chip and run shot. After measuring how much distance the ball must carry to yield the appropriate run, the golfer must then decide what loft of club to use. This will determine what angle of elevation he will need to utilize to land the ball in a specific area on the green to reach the hole after the ball has landed. From a closer distance to the hole you might use a higher lofted club because a greater amount of elevation is needed to create the necessary spin to prevent the ball from traveling past the hole (much like the absorption techniques used to prevent overpasses). From a longer distance choosing a club with less loft might be needed to reach the required distance. Beyond a reference for selfcorrection, having your athletes perform arc timing also gives them an understanding of what variables the setter must contend with during her transition to the net. After the athletes have successfully regulated the arc of the ball using the timing drill, I would recommend having your trainer serve a variety of serves allowing the athletes to have the opportunity to replicate the arc using their deflection techniques. To determine the desired deflection arc during defense, have your trainer attack (multiple tempos) along the net to afford defenders an opportunity to exercise techniques that facilitate manipulating the arc of the ball. Remember that specific contact depths require specific deflection techniques. One of the unusual dynamics of our 1998 NCAA Championship team was the ability of Misty May to effectively maneuver her way to the target. Misty s ability to intercept the ball anywhere along the net allowed our ball handlers to concentrate on deflecting the ball with lower trajectories. The ability of
our passers and defenders to deflect the ball with great horizontal speed allowed our team to apply tremendous first tempo pressure on our opponents. As a result we were able to utilize a variety of attacking schemes using multiple first tempo attackers, including those from the backcourt. Having a setter with the type of acrobatic ability Misty possessed also allowed our team to exercise high levels of creativity. While we enjoyed this luxury it would not have been possible had our ball handlers not been trained to exercise almost identical passing and defending techniques. Consistent Training-Consistent Performance Athletes performing and executing similar movement patterns and ball handling techniques make it easier to develop team rhythm, setter/ball handler relationships and spatial relationships with other teammates, because efficiently sharing space is dependent on consistent behaviors. I cannot begin to stress how important this concept is to the success and/or failure of your team. One of the primary concerns of coaches when an athlete is injured (beyond the athlete s health) is how the newly inserted player will affect the team s rhythm. A different set of concerns will arise depending on the position of the player injured; the focus is generally on how the absence of the injured player will affect offensive rhythm. For example, in 1997 our Long Beach State team suffered a significant injury when our 5 11 (right-handed) utility attacker broke her hand heading into the sweet sixteen. Her replacement, a 5 8 (left-handed) setter was inserted into the line-up and we ultimately earned a trip to the final four. Much of the team s success after the injury can be attributed to our back-up setter s ability to systemically participate with the technical precision exercised by the injured athlete. Sharing almost identical techniques with her teammates also allowed our team to operate with the same offensive philosophies our staff had envisioned prior to the injury. A good offense should resemble a fast break in basketball. Employing the correct balance of spacing and rhythm causes defenders to hesitate just enough to exploit advantages in spacing toward the basket. This is predicated on athletes sharing similar passing techniques, an understanding of how to balance the court and hours and hours of weave drills used to recognize and attack defensive deficiencies. In volleyball terms, sharing similar techniques and an understanding of systemic responsibilities, tempered with the ability to be flexible within the systems, affords a team more opportunities to attack and counterattack in rhythm with minimal resistance. As an added bonus this would also limit the amount of times we turn to our assistants and ask, Why are we setting into a double or triple block?
Competing at the highest levels requires that all athletes are trained to adhere to the same philosophical, systemic, and technical guidelines set forth (at the beginning of the season) by the coaching staff. Deviating even on a smallest scale will ultimately compromise your chance to realize your vision and your team s chance to truly develop. Conclusion These theories and analogies are by-products of ten years of observing, training, and coaching. What I have learned is that volleyball, much like mainstream sports, should evolve as the rules and players change. Scoring, rule changes and specialization afford the volleyball community the opportunity to exercise creativity and experiment with new systems, techniques, and tactics. Our theories and philosophies should reflect the recognition of how our game is evolving. The NBA in the 1980s had a handful of big men dominating the league. Coaches without big men were forced to counter with speed, spacing, and ball movement to stay competitive. Today players like Tim Duncan, Dirk Nowitski, Kevin Garnett and Rasheed Wallace, who would have played center in the 1980s, are playing the forward position because players like Shaquille O Neal and Yao Ming are a difficult match-up to because of their size. As a result the NBA has instituted rules to level the playing field and coaches have again been forced to experiment and devise new schemes to defend against their deficiencies and exploit the weaknesses of their opponents. Similarly, women s volleyball in the 1990s saw the emergence of taller more athletic athletes switching from the middle to the outside and setting positions. As a result, coaches are now faced with developing new systems to score against bigger blocks. This is an exciting time to be a volleyball coach: bigger, stronger athletes, new rules, specialization, and new levels of athlete dedication should act as motivation to attempt to help our game evolve. The goal of sharing these theories is to hopefully improve volleyball for those who choose to implement them. For those who do not agree with these ideas I hope you will develop theories of their own. My theories, ideas, and philosophies are not for everyone, but my objective with this piece was to offer a different way to look at how we teach and train our athletes. If you found yourself questioning or disagreeing with my theories, initiating dialogue with other coaches about your own theories and ideas; then I have succeeded.
The great part of coaching is that all coaches, regardless of the level or age of the athletes they work with, have the ability to influence the way volleyball is played in this country. But to compete at the highest levels within our country and around the world we must be dedicated to educating our athletes, exercising creativity and invest significant time developing techniques, systems, theories, and philosophies. What I have learned foremost is that volleyball does not have to be preformed the way you see it, but rather trained to be performed the way you envision it.