Volleyball · Level 8: Expert · Sub-level 8.1
Coaching Philosophy
10 tests · 100 facts · updated 25 October 2026 · markdown
A coaching philosophy is what the coach believes and values, including values such as respect for players. Written down, it becomes a reference point for daily choices, and the reason for coaching shapes everything else. What a coach does each day reveals what she believes, so her words and actions have to match to be believed.
Player-centred coaching starts from the players. Questions make a player think about the skill herself, choices in practice build decision-making in matches, and control moves step by step from the coach to the players. Useful feedback is specific, close in time to the movement and limited to one or two cues. Players learn behaviour by watching the adults around them, so a coach who owns her mistakes models honesty. Culture is how the group acts when the coach is not watching, and rules players helped make are kept more willingly. Players attempt new skills when errors are not punished, and intrinsic motivation, which comes from inside the player, can be crowded out by too many outside rewards. Fair play is a spirit of respect, not only rule-keeping, and a player's long-term health outweighs one result. Reflection turns experience into better coaching. In youth sport enjoyment and learning come before results, while at the top results carry more weight.
The facts below cover what a philosophy is, player-centred coaching, feedback, the coach as a role model, team culture, mistakes, motivation, ethics, reflection and the balance between winning and development.
Each test below is ten questions on Insporta. The list under a test is what the questions check: one fact per question, with the source it was written from. Read it before the test, or come back from a wrong answer.
Test 1What a philosophy isTake a test
A philosophy is what the coach believes and values.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
A written philosophy is a reference point for daily choices.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
The reason for coaching shapes everything else.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
What a coach does each day reveals what she believes.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Words and actions have to match to be believed.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Development and top results call for different priorities.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
A philosophy covers values such as respect for players.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Reflect, write, act and review.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
A philosophy looks furthest ahead; a rally is the shortest unit.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
The first meeting sets out how the group will work together.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Test 2Player-centred coachingTake a test
Player-centred coaching starts from the players.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Questions make the player think about the skill herself.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Making choices in practice builds decision-making in matches.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Shared goals are more motivating than imposed ones.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
A command style puts every decision with the coach.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
A time-out leaves little room for long discussion.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
The focus moves to how each player is developing.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Error, question, idea and new attempt.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Control moves step by step from the coach to the players.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
A question invites the player to find the answer.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Test 3Communication and feedbackTake a test
"Good platform angle" tells the player more than "good".
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Close timing links the feedback to the movement.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
One or two cues are easier to act on than five.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
The correction sits between two positive comments.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Players who can correct themselves need the coach less in matches.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Tone and posture can contradict the words.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Useful feedback points to what can change.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Observe, praise, cue and repeat.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Feedback can come at once or much later.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
She names one detail at once.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Test 4The coach as role modelTake a test
Players learn behaviour by watching the adults around them.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Players take their lead from the coach's reaction.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Being early models the punctuality she asks for.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Owning mistakes models honesty and learning.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Example often teaches more than words.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Respect is shown before it is asked for.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Players trust a coach who is fair to everyone.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Good example runs from arrival to farewell.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Notice, talk, apologise and change.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Her example teaches how to lose with respect.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Test 5Team culture and valuesTake a test
Culture is how the group acts when the coach is not watching.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Rules players helped make are kept more willingly.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Values live in what the team does each day.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Encouragement keeps players willing to try.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
The first weeks show a new player how the group works.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Rules that bend for one lose meaning for all.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Experienced players set the tone for the rest.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Discuss, agree, describe and live them.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Support ranges from active encouragement to blame.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Team-mates back the player after an error.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Test 6Mistakes and learningTake a test
Players attempt new skills when errors are not punished.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Fear of punishment makes players play safe and learn less.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Effort is fully in the player's control; skill errors are part of learning.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Attention on the next ball stops the error from spreading.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
A little difficulty helps learning stick.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Finding the cause leads to the right correction.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Calm reactions reduce fear of failure.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Error, breath, cue and next ball.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Observe, diagnose, cue and check.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
A short routine helps her move on to the next ball.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Test 7MotivationTake a test
Intrinsic motivation comes from inside the player.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
A reward from outside is extrinsic.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Too many outside rewards can crowd out enjoyment.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Choice, feeling capable and feeling connected keep players engaged.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Small successes build a sense of competence.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
A sense of choice strengthens motivation.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Mastery goals focus on personal improvement.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Motivation can come from within or from rewards outside.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Choose, measure, aim and review.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Practising alone for the joy of it is intrinsic motivation.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Test 8Ethics and fair playTake a test
Fair play is a spirit of respect, not only rule-keeping.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Many coaches value owning up over a lucky point.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
A player's long-term health outweighs one result.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Every squad member deserves fair treatment.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Respecting privacy keeps the relationship safe.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
A coach protects every player's safety and dignity.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Betting creates conflicts of interest.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Notice, stop, talk and follow up.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Safety comes first, the coach's image last.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Owning a fault the officials missed is fair play.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Test 9The reflective coachTake a test
Reflection turns experience into better coaching.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Two questions cover most of a reflection.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Filming herself shows her talk, position and tone.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Another coach notices things she misses.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
A journal records lessons over a season.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Players experience the session from the inside.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Small lessons add up to expertise.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Do, describe, analyse and adjust.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Feedback can come from herself or from others further away.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Notes straight after practice capture what happened.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Test 10Winning and developmentTake a test
Skills built now pay off for years.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Players who never play miss the chance to learn.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
A team controls its own performance, not the other team's.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Performance goals, such as pass rating, are in the team's control.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
At the top, results carry more weight.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Low-risk matches are chances to develop.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Process is what players do on each ball.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · recall
Actions are controllable; titles depend on others too.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
In youth sport enjoyment and learning come before results.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Playing everyone shows a development aim.
Source: FIVB Coaches Manual (Levels I-II), general coaching references · applied
Questions people ask
- What is a coaching philosophy?
- It is what a coach believes and values, such as respect for players. A written philosophy serves as a reference point for daily choices, and the coach's actions each day show whether she lives by it.
- What is player-centred coaching?
- Player-centred coaching starts from the players and focuses on how each one is developing. The coach asks questions, lets players make choices in practice and passes control to them step by step.
- How should a coach give feedback to players?
- Feedback works best when it is specific, such as "good platform angle" rather than "good", and given close to the movement. One or two cues are easier to act on than five, and useful feedback points to what can change.
- What is the difference between intrinsic and extrinsic motivation?
- Intrinsic motivation comes from inside the player, such as practising alone for the joy of it. A reward from outside is extrinsic, and too many outside rewards can crowd out enjoyment.
- How should a coach respond to players' mistakes?
- Calm reactions reduce fear of failure, and players attempt new skills when errors are not punished. Finding the cause of an error leads to the right correction.
- How can a coach reflect on her own coaching?
- She can film herself, ask another coach to watch, keep a journal over a season and write notes straight after practice. Players' views add the experience of the session from the inside.
- Should youth coaches focus on winning?
- In youth sport enjoyment and learning come before results, and skills built now pay off for years. Playing everyone shows a development aim, while at the top level results carry more weight.
Sources
FIVB Coaches Manual (Levels I-II) and general coaching references; original questions authored, nothing reproduced. Numbered FIVB rules belong to the Rules category.
- FIVB Coaches Manual (Levels I-II), general coaching references100