• 1:31 - What Travis does in between seasons to sustain coaching success.
  • Experience playing two seasons in one calendar year.
• 2:22 - Did playing two consecutive seasons bring about more injuries or physical issues?
  • Not as much physical difficulty, but struggled with mentality.
• 3:39 - How Travis tackled mental health issues with his players.
  • Ramping up communication, reducing stress.
• 5:04 - What team culture and coaching aspects has Travis implemented to have such a successful program?
  • Truth, respect, and trust - only two people in the history of the program have left.
  • Admitting the weaknesses of the program to find the right people.
• 9:40 - Convincing athletes to join a smaller program.
• 10:58 - Travis’ thoughts on the importance of team culture in his program.
• 13:37 - Key components and people that have helped shape Travis’ team culture.
  • Being truthful.
• 16:28 - How Travis makes “10, 11 and 12” players/backup players feel important.
  • Being straightforward with them.
• 19:13 - What parts of Travis’ culture has changed since he first started to create it?
• 23:17 - Are there any unique aspects of Travis’ team that stands out?
• 24:49 - What does Travis do off the court to establish an effective team culture?
  • Developing athletes as strong communicators.
• 33:02 - Travis’ advice for coaches struggling to come up with their own team culture.
  • Finding the right fit for you and your team.

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-Scouting your own players
-Embracing your role
-Passion as a coach
-Having hard conversations
-Learning from Karch

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GMS+ https://www.goldmedalsquared.com/cybo

-Tokyo experience
-Scouting philosophy
-How much time he spends scouting
-What he looks for
-Making scouting accessible to players

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GMS+ https://www.goldmedalsquared.com/cybo

• 1:04 - The guidance hypothesis: the dichotomy of implicit and explicit learning.
  • Generally well developed and researched.
• 1:49 - Rich Masters and the role of implicit and explicit learning on the effects of pressure and stress on performance.
• 2:54 - Defining explicit and implicit learning.
• 4:52 - Using golf putting as an example of studying the effects of implicit and explicit learning.
• 6:00 - Tendencies to believe that implicit learning is drastically superior to explicit learning.
  • Both implicit and explicit groups in the golf putting study improved.
• 6:32 - How the introduction of pressure and stress changed the results of the study.
  • The implicit group found little to no decrease in performance while the explicit group had detrimental effects to their performance.
• 7:14 - Combating “choking” from a motor learning perspective.
• 8:46 - Defining choking and its causes.
• 10:15 - Rich Masters methods to induce implicit learning.
  • “Dual-task learning”
• 13:25 - Creating an effective environment for implicit learning
• 15:16 - Balancing explicit learning and implicit learning: how much time should athletes spend in each environment?
  • Depends on the athlete’s skill level.
• 20:58 - Despite having a heavy emphasis on implicit learning, does Kasey still debrief with his athletes or give them direct instructions?
  • Overlapping elements.
• 26:39 - Using the theories to also guide communication with athletes.
• 30:13 - How coaches can know if they have actually established an effective implicit learning environment with benefits to their athletes’ performance.

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• 0:40 - Can perception action be observed in examples of limiting constraints?
• 1:39 - Discussing the efficiency of constraints: should they be used to develop certain movement patterns, or to move athletes away from undesired movement patterns?
• 3:20 - Rob’s ideal timeframe: when to change constraints.
• 7:24 - How coaches can recognize when certain coaching strategies are actually effective and worthwhile.
  • 7:40 - “Not all variability is good variability”.
• 10:22 - Importance of accepting mistakes and letting them happen.
• 11:20 - How would Rob organize the type of games within an allotted time frame during practices?
  • Constraint based games vs. straightforward/traditional games.
• 12:55 - Forward vs. backward movement study example: how the results of corrective treatment can be overshadowed by results of overemphasizing technical errors.
• 19:27 - Approaching the mental side of sports.
• 21:18 - Importance of explicit positive feedback from coaches to their athletes.
• 22:15 - “Holes” in the ecological dynamics approach of coaching.
• Where can people find more information about Rob and his new book?
  • https://perceptionaction.com

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• 0:28 - Introducing Rob.
  • Where to find Rob’s podcast + his new book, How We Learn to Move.
    • https://perceptionaction.com
• 1:51 - Describing what Rob calls the “Coaching Revolution” + what this means for coaches.
• 3:40 - Rob’s thoughts on John Wooden’s philosophy of repetition.
• 6:14 - Do laws of learning really exist?
• 7:50 - Changing constraints or purposes changes the results.
• 10:58 - Principles of Rob’s self-organization model.
• 13:05 - Taking the constraints led approach to be a “masterchef” in self-organization
• 14:58 - What constraints should be used to coach young athletes?
  • Letting them trial and error techniques
  • Letting athletes figure out solutions: giving the goals and intent of practice, but not giving them the answers
• 16:28 - First approaching a college level team: what constraints would Rob use + what would his process be like?
• 18:45 - Approaching situations where coaches might like to change technique (using the example of launch angle).
• 19:15 - Traditional approach vs constraints led approach
• 21:16 - When dealing with an athlete with a deeply ingrained technique, is it worth it to change it, or try changing something else (TIm Tebow example).
• 23:36 - In what situations should constraints be more extreme to effectively train athletes?
  • 23:49 - Deliberately using wrong technique to understand better technique.
• 25:04 - Should coaches help athletes understand the method to succeed, or just help them achieve the right technique?
• 26:23 - Describing the “connection ball” constraint.
   

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• 0:29 - How Mike adjusts games in practice based on skill level or age group.
  • Very similar across the board.
  • Based on the principle of “keeping everything together”.
  • Simplifying everything for beginners.
• 1:47 - How Mike used half court Queen of the Court to teach younger players the 6-2 rotation.
• 3:20 - How Mike is able to still develop Volleyball IQ while emphasizing a 90% playing practice philosophy.
  • Organization is key to an effective practice (example of making sure every coach and player knows their rotations).
• 5:28 - How Mike’s players have reacted to his ecological dynamics based approach compared to a more traditional approach to coaching.
• 8:46 - How parents have responded to Mike’s ecological dynamics based approach to coaching.
• 10:38 - Keeping parents engaged with the club.
  • Answering questions, explaining the club’s philosophy.
• 11:34 - Dealing with both gaining and also losing players.
• 13:00 - Studying and implementing movement patterns of athletes in a realistic environment.
• 15:39 - Simulating realistic situations compared to more unlikely and unrealistic perfect scenarios.
  • E.g. at the highest level setters are not using perfect technique, but situationally are able to adapt and execute effectively.
• 16:39 - “You’re either a setter, or you’re someone that just plays the setter position”. 
  • Instilling both confidence and identity within players.
• 18:01 - Does Mike include ques in his instruction and feedback?
• 20:03 - Why is the pre-game warmup so important, and what Mike’s looks like.
• 22:03 - Mike’s one piece of advice for coaches looking to try an ecological dynamics based approach to coaching.
   

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• 1:32 - Mike’s YouTube channel + videos he would recommend viewers/listeners start with.
  • Ecological Dynamics (Eco D).
  • Practice design
  • Link to his YouTube channel: https://www.youtube.com/channel/UCwdLRsJvwBV_UC3iANsHpng
• 2:17 - Introducing Mike: how he got into Eco D, and his experience as a club director for the North Pacific Juniors volleyball club.
  • Dealing with limited practice time.
• 4:05 - Mike’s original coaching approach/philosophy in comparison to Eco D.
• 6:23 - Determining that new coaching approaches have a direct correlation to athletes’ performance.
• 8:16 - Important things to consider in practice design.
  • Realistic drills (not necessarily framing it as “game-like”).
• 9:40 - The “Tennis” drill, and how it differs at different skill levels.
• 13:26 - What would Mike’s typical practice look like?
  • Playing 6s and competing in games.
• 15:41 - If Mike had more time, how would his practices look? Would they be more realistic, or would it be broken down more by skills?
• 17:05 - The typical time breakdown of a 4-hour practice, and what skills Mike usually works on.
  • Dynamics, serve and pass/Queen of the Court, playing 6s.
• 22:31 - Creating constraints in practices, particularly in 6s.
  • Developing communication between players specifically by restricting communication with coaches.
• 24:56 - Are there go-to constraints that consistently work?
• 27:05 - Team constraints vs individual constraints.
  • “Low-ceiling” constraint
• 29:36 - Does Mike explicitly give his players the purpose/intention of his drills/games?
• 31:12 - More examples of constraints Mike has used regularly in practice.

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• 1:03 - Drawing from his own experience, how Joe has tried to develop skills within young and beginner players.
• 3:22 - Eliminating unforced errors in high school volleyball.
  • Coaching a mentality of making the setter’s life easier.
• 7:55 - Without stats available in the early parts of the club season, how should coaches approach the triangle?
  • Focusing on transition primarily.
  • 8:41 - When first ball becomes a much more important part of the game.
• 10:07 - Joe’s experience coaching the national team at NORCECA + its importance to players involved.
• 11:04 - Difference in practice time between the national team and highschool/club, and even at the collegiate level.
  • Maximizing practice time
• 13:11 - Focused coach = focused players
• 16:45 - Breaking down the women’s national team’s win against Brazil in the Gold Medal match in relation to the triangle, and Joe’s biggest takeaways.
• 18:48 - With little time to prepare, focusing on covering up weaknesses rather than expecting a quick change in an athlete’s ability.
• 20:14 - Breaking down the men’s finals in the Olympics, and how Joe would implement the triangle in the ROC/Russia’s coaching.
  • 20:55 - Russia’s missed serves + resulting in only one ace, balancing aggressiveness with practicality/tacticality.
  • 24:05 - Making the decision to serve with the purpose of blocking + defending, or serve with the purpose of getting aces.
• 26:54 - Joe’s thoughts on + takeaways from the beach in comparison to indoors.
  • 28:01 - Increased possibilities + strategy.
• 35:56 - What Joe is looking forward to in the upcoming season.
  • Another link to his blog: https://smartervolley.substack.com/

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• 1:49 - Why Joe has been taking a break from social media and the internet + what he has gained from it.
  • 3:45 - Freeing up time to focus on his own thoughts and opening up time to write a new book/training manual.
• 4:20 - Joe’s blog (what he was originally planning on writing in a book format)
• 5:00 - What Joe thought he gained or missed by taking a break.
• 6:20 - Value of being bored + value of also taking breaks from educational resources.
  • Fostering great ideas from boredom.
• 7:14 - Joe’s blog (what he was originally planning on writing in a book format)
  • Read Joe’s blog here: https://smartervolley.substack.com/
  • Extra resources on his blog (some film, stats, etc).
• 10:59 - Joe’s triangle connecting terminal serves, first ball, and transition aspects.
• 12:36 - The extent to which the “Terminal Serves” aspect has an impact on matches from varying age levels.
• 13:55 - Putting terminal serves in the context of stats.
• 14:19 - “Our aces + opponent’s service errors” vs “Our service errors + opponent’s aces”.
• 15:16 - Measuring first ball attacking/putting it in the context of stats.
• 18:48 - Understanding transition win percentages.
• 22:25 - What to work on if one point of the triangle is successful, but another is lacking.
• 26:27 - What the standard would be in indoor volleyball + how high school volleyball practice can be structured to meet that standard and potentially go beyond it.

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