Since announcing the 17u & 15u Girls Programs, there has been major requests for the addition of more teams!! We will be adding a 14u girls program and a 15u Boys program!!!!!! We are extremely excited to be adding these 2 teams and tryouts will take place on Saturday, December 7th, 2013.
14u athletes wishing to tryout for the female 15u team must indicate this at tryouts. If a 14u athlete does not make the 15u team, they are still eligable to play on the 14u female team and do not have to pay an additional tryout fee.
14u girls age class: Saturday December 7th, 2013 from 9:00am-12:00pm with registration beginning at 8:30am
15u Boys age class: Saturday December 7th, 2013 from 1:00pm—4:00pm with registration beginning at 12:30pm.
Tryout fee for both is $30.00.
Please bring your MCP Number and athletes will be asked to give their sizing information for gear and equipment.
Please forward to anyone that may have interest!!!
The Galaxy Volleyball Club (GVC) is pleased to announce tryouts for 2014 season. GVC will begin training out of the new multiuse facility at the Pepsi Centre! Tryouts will take place on Sunday, December 1st, 2013. The Club is open to all volleyball players in Western NL who want to compete in Volleyball Canada’s Canadian Open National Championships. The club will be having teams compete in the 17u & 15u divisions this year!!!!
Tryout Times 15u age class: Sunday December 1st, 2013 from 9:00am-12:00pm with registration beginning at 8:30am 17u age class: Sunday December 1st, 2013 from 12:30pm—3:00pm with registration beginning at 12:00pm. Tryout fee for both is $30.00.
Please Bring your MCP Number and athletes will be asked to give their sizing information for gear and equipment.
The Galaxy Volleyball Club is pleased to announce the 2013/14 Galaxy Volleyball League. The league is broken into 2 divisions and has a total of 14 Women's teams. This project was taken on by the club this year to help keep the local league alive and to develop and educate referees for the western region.
The League operates on Sundays from 3pm-10pm at the Pepsi Studio in Corner Brook.
All League results, standings and news can be found at:
This is a great article for parents to read as the new volleyball season begins. Some great insight and being a coach myself, I have seen first hand the negatitive and positive effects parents can have on athletes, and often with realizing it. The article is written by Steve Henson for Yahoo Sports is THE POST GAME COLUMN.
Hundreds of college athletes were asked to think back: "What is your worst memory from playing youth and high school sports?"
Their overwhelming response: "The ride home from games with my parents."
The informal survey lasted three decades, initiated by two former longtime coaches who over time became staunch advocates for the player, for the adolescent, for the child. Bruce E. Brown and Rob Miller of Proactive Coaching LLC are devoted to helping adults avoid becoming a nightmare sports parent, speaking at colleges, high schools and youth leagues to more than a million athletes, coaches and parents in the last 12 years.
Those same college athletes were asked what their parents said that made them feel great, that amplified their joy during and after a ballgame.
Their overwhelming response: "I love to watch you play."
There it is, from the mouths of babes who grew up to become college and professional athletes. Whether your child is just beginning T-ball or is a travel-team soccer all-star or survived the cuts for the high school varsity, parents take heed.
The vast majority of dads and moms that make rides home from games miserable for their children do so inadvertently. They aren't stereotypical horrendous sports parents, the ones who scream at referees, loudly second-guess coaches or berate their children. They are well-intentioned folks who can't help but initiate conversation about the contest before the sweat has dried on their child's uniform.
In the moments after a game, win or lose, kids desire distance. They make a rapid transition from athlete back to child. And they’d prefer if parents transitioned from spectator – or in many instances from coach – back to mom and dad. ASAP.
Brown (pictured below at podium), a high school and youth coach near Seattle for more than 30 years, says his research shows young athletes especially enjoy having their grandparents watch them perform.
"Overall, grandparents are more content than parents to simply enjoy watching the child participate," he says. "Kids recognize that."
A grandparent is more likely to offer a smile and a hug, say "I love watching you play," and leave it at that.
Meanwhile a parent might blurt out …
“Why did you swing at that high pitch when we talked about laying off it?" "Stay focused even when you are on the bench.” "You didn’t hustle back to your position on defense.” "You would have won if the ref would have called that obvious foul.” "Your coach didn't have the best team on the field when it mattered most.” And on and on.
Sure, an element of truth might be evident in the remarks. But the young athlete doesn’t want to hear it immediately after the game. Not from a parent. Comments that undermine teammates, the coach or even officials run counter to everything the young player is taught. And instructional feedback was likely already mentioned by the coach.
"Let your child bring the game to you if they want to,” Brown says.
Brown and Miller, a longtime coach and college administrator, don't consider themselves experts, but instead use their platform to convey to parents what three generations of young athletes have told them.
"Everything we teach came from me asking players questions," Brown says. "When you have a trusting relationship with kids, you get honest answers. When you listen to young people speak from their heart, they offer a perspective that really resonates.” So what’s the takeaway for parents?
"Sports is one of few places in a child's life where a parent can say, 'This is your thing,’ ” Miller says. "Athletics is one of the best ways for young people to take risks and deal with failure because the consequences aren’t fatal, they aren’t permanent. We’re talking about a game. So they usually don’t want or need a parent to rescue them when something goes wrong.
"Once you as a parent are assured the team is a safe environment, release your child to the coach and to the game. That way all successes are theirs, all failures are theirs."
And discussion on the ride home can be about a song on the radio or where to stop for a bite to eat. By the time you pull into the driveway, the relationship ought to have transformed from keenly interested spectator and athlete back to parent and child:
"We loved watching you play. … Now, how about that homework?"
FIVE SIGNS OF A NIGHTMARE SPORTS PARENT Nearly 75 percent of kids who play organized sports quit by age 13. Some find that their skill level hits a plateau and the game is no longer fun. Others simply discover other interests. But too many promising young athletes turn away from sports because their parents become insufferable.
Even professional athletes can behave inappropriately when it comes to their children. David Beckham was recently ejected from a youth soccer field for questioning an official. New Orleans radio host Bobby Hebert, a former NFL quarterback, publicly dressed down LSU football coach Les Miles after Alabama defeated LSU in the BCS title game last month. Hebert was hardly unbiased: His son had recently lost his starting position at LSU.
Mom or dad, so loving and rational at home, can transform into an ogre at a game. A lot of kids internally reach the conclusion that if they quit the sport, maybe they'll get their dad or mom back. As a sports parent, this is what you don't want to become. This is what you want to avoid:
• Overemphasizing sports at the expense of sportsmanship: The best athletes keep their emotions in check and perform at an even keel, win or lose. Parents demonstrative in showing displeasure during a contest are sending the wrong message. Encouragement is crucial -- especially when things aren’t going well on the field.
• Having different goals than your child: Brown and Miller suggest jotting down a list of what you want for your child during their sport season. Your son or daughter can do the same. Vastly different lists are a red flag. Kids generally want to have fun, enjoy time with their friends, improve their skills and win. Parents who write down “getting a scholarship” or “making the All-Star team” probably need to adjust their goals. “Athletes say their parents believe their role on the team is larger than what the athlete knows it to be,” Miller says.
• Treating your child differently after a loss than a win: Almost all parents love their children the same regardless of the outcome of a game. Yet often their behavior conveys something else. "Many young athletes indicate that conversations with their parents after a game somehow make them feel as if their value as a person was tied to playing time or winning,” Brown says.
• Undermining the coach: Young athletes need a single instructional voice during games. That voice has to be the coach. Kids who listen to their parents yelling instruction from the stands or even glancing at their parents for approval from the field are distracted and can't perform at a peak level. Second-guessing the coach on the ride home is just as insidious.
• Living your own athletic dream through your child: A sure sign is the parent taking credit when the child has done well. “We worked on that shot for weeks in the driveway,” or “You did it just like I showed you” Another symptom is when the outcome of a game means more to a parent than to the child. If you as a parent are still depressed by a loss when the child is already off playing with friends, remind yourself that it’s not your career and you have zero control over the outcome.
FIVE SIGNS OF AN IDEAL SPORTS PARENT Let’s hear it for the parents who do it right. In many respects, Brown and Miller say, it’s easier to be an ideal sports parent than a nightmare. “It takes less effort,” Miller says. “Sit back and enjoy.” Here’s what to do:
• Cheer everybody on the team, not just your child: Parents should attend as many games as possible and be supportive, yet allow young athletes to find their own solutions. Don’t feel the need to come to their rescue at every crisis. Continue to make positive comments even when the team is struggling.
• Model appropriate behavior: Contrary to the old saying, children do as you do, not as you say. When a parent projects poise, control and confidence, the young athlete is likely to do the same. And when a parent doesn’t dwell on a tough loss, the young athlete will be enormously appreciative.
• Know what is suitable to discuss with the coach: The mental and physical treatment of your child is absolutely appropriate. So is seeking advice on ways to help your child improve. And if you are concerned about your child’s behavior in the team setting, bring that up with the coach. Taboo topics: Playing time, team strategy, and discussing team members other than your child.
• Know your role: Everyone at a game is either a player, a coach, an official or a spectator. “It’s wise to choose only one of those roles at a time,” Brown says. “Some adults have the false impression that by being in a crowd, they become anonymous. People behaving poorly cannot hide.” Here’s a clue: If your child seems embarrassed by you, clean up your act. • Be a good listener and a great encourager: When your child is ready to talk about a game or has a question about the sport, be all ears. Then provide answers while being mindful of avoiding becoming a nightmare sports parent. Above all, be positive. Be your child's biggest fan. "Good athletes learn better when they seek their own answers," Brown says. And, of course, don’t be sparing with those magic words: "I love watching you play."
The following is an article that was posted on GMS by Tom Melton some time ago. He discusses tryouts and gets the thoughts of many other very successful coaches. I thought with the NL volleyball season about to start, that this article might be an interesting read for all you coaches out there. nate
What principles will govern your tryout organization and decision making?
Some challenging ideas:“First and foremost, it is very difficult to predict which individuals will attain expert levels of achievement.” -K. Anders Ericsson
Initial ability is not correlated to final ability
“The evidence, though, suggests that music is a skill, not an ability.” “The research on music expertise says that it is the amount of time that musicians spend practicing that determines how good they will be. Anders Ericsson and his colleagues have studied expertise extensively in music and other domains. One study even looked at musicians in a conservatory. The ratings of students by faculty were almost perfectly related to the amount of time that those students spent practicing rather than some other measure of ability. So, as we honor Les Paul for his contributions to popular music, let's also honor him for being an example of what each of us is capable of doing if we are willing to put in the time and effort to do it well.”If we agree that principles are laws or that principles are derived from statistical trends, then we must take into consideration the concept of initial ability vs. final ability when we are organizing our tryouts and selecting the activities for tryouts.
“Given that everyone at the initial exposure of the domain of expertise is unable to perform at even acceptable levels implies that skilled and expert performance must be acquired through learning and skill acquisition.” – K. Anders Ericsson
What are you trying to accomplish with tryouts?
Are tryouts simply evaluative processes for selecting your team? Or, are they an integral part of your season? Tryouts are an opportunity to Introduce/Reinforce your program’s “core values, principles, and ideals.” Day 1 of tryouts is the first day of practice for your season.
“First Who … Then What” – Jim Collins, Good to Great, Chapter 3 “[The executives] first got the right people on the bus and then figured out where to drive it.” “The second key point is the sheer rigor needed in people decisions in order to take a TEAM from good to great” “Maxwell made it absolutely clear that there would only be seats for A players who were going to put forth an A+ effort, and if you weren’t up for it, you had better get off the bus, and get off now.”
Jeremiah Larson: After the 1st session one of my “better” players was not moving up (the ladder), and so I asked her why she wasn’t moving up and she was giving me excuses. I told her that if she was below #26 I would cut her and if she wanted to make this team then she would need to work harder. By the end of the session she was #10 because she demanded every set and took every pass she could. That is the attitude I wanted to cultivate…competition and that is why I loved this game in tryouts.” - Jeremiah Larsen, Brighton HS, State Champions, Utah, 2006 (now asst. coach at Utah State)
"Better to have a player who makes a team great than a great player making the team" -John Wooden Those who build great TEAMS understand that the ultimate throttle on growth (success) for any great TEAM is not markets, or technology, or competition, or products. It is one thing above all others: the ability to get and keep enough of the right people. Jim Collins, Good to Great
Ron Larsen“Looking for players who … Elevate, get from A to B in a hurry, have arms, and players who have volleyball IQ. Looking for volleyball players.”
Marv Dunphy“Evaluating players based on … how they see the game (evaluating eye-work), how the respond when things are less than perfect, and how they respond to instruction and feedback. Looking for volleyball athletes.” We don’t recommend that you have players tryout for specific positions. Get volleyball players on the bus and figure out their seats later.
What activities will you conduct at tryouts?
We like double-days.
Each session should have some elements of the following: Initial evaluation – exchange. Cognitive activity – passing keys (for example). Competitive activity – small group activities like monarchs and neville’s pepper, some position tournaments, and 6 v. 6 games
*Eventually, you need to have small group competition, position tournaments, and 6 v. 6 games.
*Start a cauldron right away for the competitive activities. We do not score cognitive activities.
Many programs run Monarchs (kings/queens) ladders every session. It’s important to use “Latin Squares”. Everyone plays with and against everyone. If you use a ladder, move up and down and re-seed. “I ran tryouts like a camp. I included some cognitive activities. I normally ran Monarchs with work-up ladders to establish competition. Players would compete in 4 rounds 3x (3 complete Latin Squares). In 2 hours there was lots of movement up and down the ladder. This instilled competition from the first day, and the players saw that I never had any favorites. If you wanted to play, then you had to work hard. Getting better was something they knew they had to do.” – Jeremiah Larsen, Brighton HS, State Champions, Utah, 2006
“We do some instruction but not nearly as much as we would do once tryouts are over. We do keep a cauldron during tryouts as well as evaluations of passing, hitting, setting skills etc. We try to be objective as possible w/ two-three managers on palms keeping passing, hitting stats. I coach both club and H.S., in the H.S. situation we have a lot longer to make our evaluations (we could extend it all week if we wanted to). We do two-a-days just to see who is serious about playing, sometimes this eliminates the fringe players who may not understand the kind of commitment it takes to be part of our program.” – Shawn Martz, Musselman HS, State Champions, West Virginia, 2008
“Once we’re ready to play 6 v. 6, I like to switch setters around to see how that impacts how the others are playing or how it affects the setters.” - James Felton, Seton Catholic, State Champions, Arizona, 2008
“Tryouts are organized in the daily doubles of preseason. We have two practices a day, and we do a variety of skill instruction and competitive activities. Our morning sessions are usually skill teaching, and evaluating if players are coachable and can make changes and how fast, then the evening sessions may have a little skill instruction and more competitive drills, as the week goes by we are going into more competitive and evaluating the skills that we asked them to make changes with earlier in the week. By Friday, we are doing lots of playing and then choosing the varsity team.” – Paula Toney, Burns HS, State Champions, Oregon, 2006 & 2007
“We put them through game like drills ranging from queens court to 6 on 6 games. We will make them competitive so that teams that are not winning are off (kind of like sending a message). For the most part we just evaluate, but towards the end of the week we will give more instruction to see if they make changes and by then we usually have a good feel of what the teams are going to be.” – Adam Black, Harvard Westlake HS, State Champions, California, 2007
Communicating your decisions
Be prepared and be honest. – John Wooden Every player has the desire to be addressed as an individual. – Marv Dunphy
“All players are assigned a number. We post the numbers of the kids we want to come back in the gym. We also tell the girls that we will be in the office for 20 minutes following the cut to discuss with any players that did get cut how they can improve and what they need to do to make the team next year. Open, honest communication.” -Megan Jacobson, Pinnacle HS, State Champions, Arizona, 2005
“Deliberate practice, whether it's applied to sport or business or the arts, begins in the brain. This isn't a child doing an hour of piano scales every day while imagining the fun they will have afterwards. Instead, what makes someone spectacular in their field - and keeps them there - is training via a kind of focused, repetitive practice in which the subject is always monitoring his or her performance, correcting, experimenting, listening to immediate and constant feedback, and always pushing beyond what has already been achieved.
Ericsson's theory has enormous ramifications for parents, students, teachers and managers. It also puts the kybosh on the idea that critical feedback is damaging.‘If you're in an accepting world, then people don't develop or get better,’ he states. ‘They're in a kind of time warp.’ Of the way star performances often look so easy, he says: ‘For expert performers, there's always effort. Improvement is never effortless.’” – Shelley Gare, “Success is all in the Mind”, The Australian http://www.theaustralian.com.au/news/health-science/success-is-all-in-the-mind/story-e6frg8gf-1111118649674
I hope that everyone is enjoying their summer. As this summer season draws
to a close the Galaxy Volleyball Club is beginning to finalize its fall
programing in preparation for the 2014 Club season.
2013 ended with a good note as the 16s team won a gold Medal in Teir 5 at
the Eastern Open Canadian Championships. We will build on that moving forward
and want to have 2 teams competing nationally this season. It is a big goal,
but one that we feel is achievable!!
Last year we were able to purchase much needed equipment; which includes
target challengers, volleyballs, and a radar gun. This year the goal is to
purchase a Serving Machine and an AcuSpike. These tools will allow the club to
help athletes get specialized High Performance training geared towards national
With that being said the Galaxy Volleyball Club would like to invite people
to volunteer with the club. We are looking for coaches that are driven,
positive and want to push themselves to the next level. Most of all, we are
looking for people who want to have fun and give back. If you are interested in
getting involved and want to help the club grow and compete for a National Championship
please contact Nathan Wareham for more information!!
Keep checking back to hear more about our HP Camp this Spring as we will
soon announce this year’s guest coach, information regarding the
Grenfell/Galaxy Volleyball Camp next summer, and more importantly the Club Team
Prep sessions this fall!!!
See you on Court!!!
"Whatever it is you set out to do, whatever goal you seek to achieve, push yourself to do just a little bit more, just one degree more. And more often than not, that 'one-degree-more' attitude will mean huge successes in your life." unknown