CENTER FOR ETHICS*
University of Idaho
Center for ETHICS
500 Memorial Gym
Moscow, ID 83844-3080
Phone: (208) 885-2103
Fax: (208) 885-2108
Email: ethicsinfo@uidaho.edu
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V. Popovsky and S.
Stoll (USA, Moscow, University of Idaho)
In order to
continue research begun in 1973 into the implementation of efficient
pedagogical approaches for achieving athletic results that can
transfer into life success, the Russian American Physical Culture
Institute (RAPCI) was founded in 1992 in Seattle, Washington, USA.
RAPCI is a scientific/education organization focused on assisting
people of all ages to develop personal efficacy for life through
physical culture activities.
To implement
these ideas an educational project was created within RAPCI, the
Popovsky Volleyball Institute (PVI). The choice of volleyball as a
physical culture activity was based on Popovsky's intensive teaching
and scientific expertise in coaching education and the development
of volleyball athlete's from beginners to Olympic-levels [1, 2, 3,
4, 5, 6]; however, implementing this sport in Washington State, USA,
had some specific challenges unlike any encountered previously in
Russia. These challenges led to the creation of an efficient
coaching model that produced quality athletes in spite of the system
in which it was implemented. The balance of the paper discusses the
problems faced by this author and the coaching model developed to
solve them.
The Environmental Context
The
challenge facing PVI was the environmental (Washington State)
context in which it was implemented. The youth and junior sport
environment in Washington State was typified by the following:
| 1.) |
In
contrast to the Russian system which had
government-sponsored, multi-year, annual programs, the
Washington State system allows only a two-month season
with coaching out-of-season limited to the summer
months. For example, at the high school level (15-18
years), the average Russian season was 700 hours, while
the average season in Washington State is only 240
hours, supplemented with voluntary participation in
private clubs and camps of up to 300 hours.
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| 2.) |
In
America, volleyball training begins at age 12-14 years
as a recreational sport, while in Russia training begins
at 10 years of age in selective programs designed to
identify potential professional athletes.
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| 3.) |
Volleyball in Washington
State is only a girls' sport and competes with much
better developed programs in basketball and soccer that
begin at ages 5-7 years old.
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| 4.) |
While the
Russian system has a full time coaching staff,
Washington State has only part time coaches.
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| 5.) |
The Russian system has a
multi-year/multi-level program assessment that includes
the level of athletic competition, the level of athletes
prepared for advanced programs (college, etc.), winning
records, and skills and athletic abilities development.
[7] This contrasts to the American system that evaluates
programs primarily on winning record, the academic
achievements of players and player satisfaction.
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A distinguished American volleyball expert, William Neville, best
summarized the conditions encountered in Washington State [8] as
follows:
…scholastic volleyball in the Puget Sound
region...does not carry much prestige for young impressionable athletes or their
parents. Therefore, not many coaches or administrators treat volleyball with
much respect. [8]...At the youth and junior level...there is a serious lack of
professionalism in this important development area.
Added to the
conditions described above were the additional challenges of
cultural and language differences that had to be resolved in the
course of managing PVI. For example, in America there is a greater
emphasis on individual efficacy as opposed to group efficacy. In
addition, the concept of self-esteem dominates making it difficult
to deliver correction and constructive criticism.
The Popovsky Volleyball Institute (PVI)
PVI was
developed with these environmental constraints in mind and had the
primary goal of unleashing the individual potential of athletes in
the program. The following model was developed to guide athletic
development.
Figure 1.
Coaching Model for Unleashing Athletic Potential for Life Success
One of the guiding
principles of PVI was that anyone who wanted to play volleyball, regardless of
natural ability, was taken into the program. That meant that focus on individual
improvement was primary. Using the model in Figure 1, the personal potential of
each athlete (I) was input to the pedagogical/physical culture process (II) and
was expected to yield achievements in sport (III) that would lead to personal
and social growth (IV).
In addition to the PVI coaching model, the 7 Step
Cognitive Model, was developed based on self-efficacy research [9, 10] which
provided a tool for athlete's to use to improve their individual performance.
[11] This model can be used for sport or for life improvements.
7 Step Cognitive Character
Development Model
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1. Assume an optimistic and positive attitude.
Athletes were encouraged to assume
new tasks and challenges optimistically and
enthusiastically because athletic potential is always
greater than performance.
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2. Be accountable.
Athletes were evaluated
individually according to scientific and pedagogical
standards of efficiency of game performance (offense and
defense), sport skills and fitness conditions. They were
urged to hold themselves accountable to reach demands of
both competition and practice.
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3. Adopt a higher point of view.
Athletes studied themselves and volleyball, engaging in
a continuous learning process that looked for ways to
apply their achievements to life as well as sport.
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4. Design an Authentic Character Education Program.
Athletes were taught to emphasize their unique strengths
based on their own personal profile, compensating for
their weaknesses.
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5.
Build an Efficient Support Group.
Athletes built
support groups from among their parents, coaches, other players, school and
other sport experts who helped them maintain a higher point of view, recognize
their potentials, and master failures and setbacks.
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6. Develop
Resilience to Your Failures.
Athletes were reminded
constantly that failure is only temporary. Any setbacks
should be used as new opportunities for achieving their
potential
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7.
Permanently Empower and Motivate Yourself.
Athletes were taught to motivate
themselves through efficient thinking, positive self
talk, specific visualizations and affirmations, and
communication with highly effective people and mentors.
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Results
Applying the models described above to Washington State high school
and junior high school varsity team athletes over a nine-year
period, PVI achieved the following individual player and program
results:
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1.) |
For the
first time, volleyball athletes from these school
programs were accepted into university programs NCAA
Division I and II and into community college programs.
Athletes demonstrated both athletic and academic
excellence.
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2.) |
One
outstanding player received the Washington State
Gatorade Player of the Year award for sport achievement
and scholastic honors.
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3.) |
All programs, both in junior high
school and high school, achieved the best results in their respective histories.
Junior high schools achieved a 70-80% winning record and the best high school
record was 9:4.
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4.) |
Coaching teaching
technologies were shared throughout the Puget Sound area
through university continuous educational programs and
regional clinics. Individual coaches were mentored
individually through PVI.
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5.) |
The PVI programs were
featured by the regional media on many occasions, in
both local and regional newspapers and on regional cable
television sport news.
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Conclusion
Based on
results, the approaches taken by PVI to unleash individual athletic
potential were effective. It is hoped that this article will promote
international understanding among coaches regarding methods for
unleashing and maximizing an athlete’s potential.
Further documentation of the methods
described in this article is in work.
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References
[1] Zedginidze, V.I., Gurovich, L.I., Belyaev,
I.A., Popovsky, V.M., and Lisyanskij, V.K. (1979). Results of the Performance
of USSR National Women's team Candidates in Volleyball at the 1979 Spartakiada
of the Peoples of the USSR (Methodological Recommendations). Moscow: Sports
Committee.
[2] Popovsky, V.M. (1980). The Prediction of Several Morphological and
Speed/Strength Indexes During the Selection of Young Volleyball Players (9-14
years). Dissertation, Candidate of Pedagogical Science, Leningrad.
[3] Gurovich,
L.I., Popovsky, V.M., Lutkov, V.F., and Korpol, I.V. (1980). Volleyball.
Results of Preparation and Performance of the U.S.S.R. National Women's Team in
the XXII (1980) Olympic Games (Methodological Letter),
Moscow: Olympic Sports Committee.
[4] Kuramshin, U.F. and Popovsky, V.M.. (1987).
Find Your Talent.
Leningrad: Lenizdat.
[5]Popovsky, V.M. and Dimitrov, A.B. (1987).
The Technology of Training Volleyball Players: Methodological Indications.
Leningrad: Lesgraft Institute of Physical Culture.
[6] Evseev, S.P. and Popovsky, V.M.. (Ed.) (1988). Organization and
Methodology of Continuous Pedagogical Practicums in the Institute of Physical
Culture: Academic Methodological Benefits.
Leningrad: Lesgraft Institute of Physical Culture.
[7] Zhelezniak, U.D. (1978). Toward Mastery in
Volleyball. Moscow: Physkultura and Sport.
[8] Neville, W. (2000, January 12; 1996, April
16). Letters to V.M. Popovsky.
[9]
Bandura, A. (1994). Self -efficacy. In V.S. Ramachaudran (Ed.), Encyclopedia
of human behavior (Vol. 4, pp. 71-81). New York: Academic Press.
[10]
Tice, Lou.
(1997). Personal Coaching for Results. Nashville, TN: Thomas Nelson
Publishers.
[11] Popovsky, V.M. (1998). Applying the TPI curriculum to physical culture.
The Letter: The Pacific Institute, Inc., 1, 4.
____________________________________________________________________________________________________________________________
Author Information
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Russian
American Physical Culture Institute
(RAPCI)
P.O Box 2176
Vashon Island,
Washington 98070
Popovsky, Viatcheslav M. Ph.D.
(kandidat nauk)
(206) 781-5895
Affiliate Professor University of
Idaho
dr_popovsky@hotmail.com
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