Better Volleyball, Fewer Drills
How Players Really Learn.
A Note Before We Dive In:
This is my first long-form Substack article, and I want to make sure it’s worth your time. My goal is to keep the content approachable, understandable, and most importantly—actionable for coaches at any level. I won’t bog you down with unnecessary jargon or dive too deep into scientific theory. Instead, I’ll focus on how players actually learn and what that means for the way we train them.
If you find this type of in-depth content valuable, let me know! I want to hear from you—should I create more articles like this? Does this format help you rethink your coaching approach? Your feedback will help shape the direction of future content.
Alright, let’s get into it.
Volleyball Skills That Stick: The Adaptability Advantage
Picture this: You’re assembling an IKEA bookshelf. The instructions tell you to connect Part A to Part B using Screw C. You meticulously follow each step, but somehow, by the end, the whole thing is leaning like the Tower of Pisa. You followed the directions exactly, so what went wrong?
Now, imagine instead that you’re putting together a bookshelf without instructions—but you’re allowed to test different configurations, shake the thing a little, and adjust until it stands solid. It might look messier in the process, but by the time you’re done, you actually understand how the parts fit together. You didn’t just copy a formula; you figured it out by interacting with the materials in front of you.
This is the difference between traditional volleyball coaching and ecological dynamics.
For decades, we've treated skill development like following an IKEA manual:
Step 1: Teach the exact footwork.
Step 2: Drill it until players can’t get it wrong.
Step 3: Hope that under game pressure, it all holds up.
But here’s the problem—volleyball isn’t an IKEA bookshelf. It’s not a static assembly of movements performed in a perfect sequence. It’s a dynamic, ever-changing game where players must constantly adjust to new situations. The opponent moves, the set drifts, the ball spins weirdly, and suddenly that perfect form you drilled in practice? Useless.
If volleyball worked like an IKEA manual, every player would execute identical movements with robotic precision. But we all know that’s not the case. Players move differently, find unique ways to solve problems, and often develop effective but unconventional techniques that don’t fit into a textbook definition of "perfect form."
This is why ecological dynamics (EcoD) matters. Instead of memorizing the “correct” way to perform a skill, players learn by interacting with the game itself. They adapt in real time, calibrating their movements based on the environment, the ball, and their teammates. They become problem-solvers instead of just movement repeaters.
Let’s take a real-world example: Think about learning to ride a bike. If someone explained every muscle movement in excruciating detail—"contract your quadriceps at precisely this moment, adjust your balance by 2 degrees"—would that actually help? Of course not. Instead, you learn by doing. You wobble, you fall, you adjust, and then one day, you’re cruising without even thinking about it. Skill emerges through interaction with the bike and the environment, not through memorized instructions.
It’s not about technical perfection. It’s about skill adaptability—developing athletes who can adjust on the fly rather than breaking down the moment things don’t go according to plan. When a player can modify their movement to match the situation, rather than struggling to force a pre-learned “correct” technique, that’s when they become truly skilled.
In this article, we’ll dive deep into the science behind EcoD, break down why it works better than traditional skill instruction, and show how you can apply it in your volleyball coaching. We’ll discuss perception-action coupling, affordances, constraints, and why messy, game-like training leads to smarter, more adaptable players. And don’t worry—we’ll keep it digestible, fun, and free of PhD-level jargon (because the last thing you need is to feel like you’re in a college biomechanics class).
So, if you’ve ever wondered why your team looks great in drills but struggles in games, or why some players perform well despite “ugly” technique, buckle up. This might just change how you see skill development forever.
What Is Ecological Dynamics? (And Why Should You Care?)
Alright, let’s talk about ecological dynamics—but in a way that won’t make your eyes glaze over.
You know that feeling when you teach a skill over and over in practice, and your players nail it in drills… only to completely fall apart in a game? It’s like they’ve never seen a volleyball before. What happened?
Most likely, they didn’t actually learn the skill. They memorized a sequence of movements in a controlled environment but never developed the ability to adapt those movements to real-game situations. That’s the gap ecological dynamics fills.
How Traditional Coaching Gets It Wrong
For years, we’ve operated under the "information-processing model" of coaching. In simple terms, this approach assumes that players are like computers:
The coach uploads the correct technique (through step-by-step drills).
The player stores that information (through repetition).
The player executes the movement correctly when needed (in a game).
The problem? Players aren’t computers. They don’t download skills and execute them perfectly on command. Instead, they are constantly interacting with the environment—reading the ball, adjusting to their teammates, reacting to opponents.
Let’s compare two different ways of learning:
🔹 Traditional Approach (Memorization & Repetition)
Players repeat a movement pattern in a controlled, predictable setting.
Coaches assume more reps = better learning.
Players learn a single “correct” way to perform a skill.
🔹 Ecological Dynamics (Exploration & Adaptation)
Players learn by solving movement problems in game-like conditions.
Reps are varied, forcing players to adjust.
Players develop multiple ways to execute a skill based on the situation.
The difference? The traditional approach creates robots, while ecological dynamics creates adaptable athletes.
What Ecological Dynamics Says Instead
Ecological dynamics (EcoD) views learning as a process of exploration, perception, and adaptation.
Players don’t memorize movements; they learn how to interact with their surroundings.
Skills aren’t programmed in; they emerge through experience.
Decision-making isn’t separate from movement; they happen together.
Think of it like learning to navigate a city. You could memorize a list of streets and turns… or you could just walk around, explore, and figure it out. Which method makes you more adaptable?
That’s how EcoD works. Players aren’t following a script—they’re reading the game and adapting their actions in real time.
Why This Matters for Volleyball
Volleyball isn’t a step-by-step process; it’s a series of unpredictable situations.
A hitter doesn’t just “memorize” an approach—they adjust based on the set tempo, blocker position, and ball trajectory.
A passer doesn’t just “execute” platform angles—they read the speed, spin, and serve type in real time.
A setter doesn’t just “move to the ball”—they interpret the pass quality, attacker options, and blocker positioning before deciding what to do.
In short, real volleyball is messy, unpredictable, and dynamic. Training needs to reflect that.
Why Traditional Drills Fail to Prepare Players for Games
🔸 Most drills are too predictable. But game situations aren’t.
🔸 Skills are trained in isolation. But real volleyball requires combining multiple skills on the fly.
🔸 Players develop memorized responses. But the game demands adaptable solutions.
For example, a traditional hitting drill might involve:
Players standing in a line while a coach tosses perfect, high sets.
No blockers, no defensive pressure, no game-like variability.
Hitters swinging with full confidence because the set is always ideal.
The result? Players look great in practice but struggle when the game forces them to hit off-speed sets, tip around blockers, or attack in transition. They weren’t trained to adapt.
How to Apply Ecological Dynamics in Training
If we want players to thrive in games, we need to train them in environments that reflect game demands.
✅ Use variable reps. Instead of repeating the same motion, have players adjust to slightly different ball trajectories and speeds.
✅ Encourage exploration. Let players find different ways to pass, set, or attack based on the situation.
✅ Design representative drills. The closer the practice environment is to a real game, the better the learning transfer.
Key Takeaways
🔹 Players aren’t computers—stop coaching like they are.
🔹 Skills should be adaptable, not just repeatable.
🔹 Real learning happens through perception and action working together.
Perception-Action Coupling: Learning by Doing
Imagine you’re trying to learn how to play the guitar. Someone hands you a book that details exactly how to place your fingers, how much pressure to use, and the precise speed at which to strum. You spend weeks memorizing these instructions, but the first time you pick up an actual guitar? It feels completely foreign. Your fingers don’t quite move the way you expected, the strings buzz, and suddenly, all that memorization doesn’t seem to help.
Why? Because real learning happens through interaction, not just memorization.
This is exactly why perception-action coupling is such an important concept in volleyball.
What is Perception-Action Coupling?
Perception-action coupling is the idea that movement and perception are deeply connected and inseparable. Athletes don’t just execute pre-planned movements—they perceive their environment and act based on that information in real time.
In traditional coaching, we often separate these processes:
Players practice passing form in a controlled drill with easy, predictable tosses.
They work on approach footwork in an isolated, step-by-step fashion.
They rehearse arm swings against a wall, or while standing on a box.
But in a real game, these skills don’t exist in isolation! A passer has to read the serve, move their feet, angle their platform, and adjust based on speed, spin, and trajectory—all in a split second. A hitter has to time their approach based on the set, react to the block, and adjust mid-air. The game forces perception and action to happen together.
Think about that traditional hitting drill:
A coach tosses a perfect set to a line of players who take turns hitting with no blockers.
The players execute clean, repeatable approaches and arm swings without any need to adjust to set location or block positioning.
In practice, they look like they have great attacking mechanics.
But come game time? The second they face a real, imperfect set with blockers in front of them, their efficiency plummets. Why? Because they never had to adjust their approach, timing, or shot selection based on actual game-like conditions.
When we separate movement from perception, we create “gym-class all-stars”—players who look great in predictable drills but struggle in actual competition.
Why This Matters for Volleyball
A player’s performance is only as good as their ability to adjust to the situation in front of them. Drills that force players to read and react will always create more adaptable, game-ready athletes than drills that isolate skills in unrealistic conditions.
Here’s how perception-action coupling applies to different volleyball skills:
For passing: Players don’t just perform a textbook platform angle; they read the ball’s flight path, spin, and trajectory and adjust accordingly.
For setting: Players don’t just memorize the same footwork and body position; they see the pass, consider attacker options, and set based on game flow.
For hitting: Attackers don’t just use the same footwork every time; they adjust their approach based on set tempo, blocker positioning, and court space.
How to Train Perception-Action Coupling
Instead of breaking skills into isolated pieces, training should focus on game-like conditions where perception and movement happen simultaneously.
✅ For passing: Use live servers, vary serve speeds, and force passers to read ball trajectory rather than reacting to predictable tosses.
✅ For hitting: Pass, set, hit, with setters naturally delivering inconsistent sets, making hitters adjust their approach on the fly.
✅ For defense: Use live hitters instead of stationary hitters on a box, so defenders have to react to real attacks.
✅ For serving: Instead of hitting 10 perfect reps in a row to a cone, have players serve against a live passer and aim for seams under real match conditions.
By training perception and action together, we create adaptable, game-ready players rather than robotic drill specialists.
Key Takeaways
🔹 Skills are context-dependent—if you train them in isolation, they won’t transfer to real matches.
🔹 Players need to read and react to game-like situations in practice.
🔹 Stop separating perception and action—integrate both into every drill.
Affordances: Why No Two Players Move the Same Way
Imagine watching two elite outside hitters. One has a smooth, high-arm swing that looks like it was crafted in a volleyball lab. The other has a funky, compact motion that doesn’t look as pretty—but they both score at the same rate. So, which one is “correct”?
The answer? Both.
This is where affordances come into play.
What Are Affordances?
An affordance is simply an opportunity for action based on the interaction between an individual and their environment. In volleyball, this means that no two players will perceive and execute a skill the same way because their bodies, experience, and perception of the game are different.
Think about walking up a flight of stairs. If you’re tall, taking two steps at a time is easy. If you’re shorter, you may need to take one step at a time. The stairs “afford” different actions depending on the individual.
Now apply this to volleyball:
A taller, slower player might use a high, powerful arm swing because they can see over the block and generate downward angles.
A shorter, explosive hitter might rely on quick, sharp angles and higher, flatter swing, to score around the block.
A libero with fast footwork might get low to absorb a serve, while another with stronger upper-body control may pass by adjusting platform angles instead.
Each of these athletes is using the solution that fits them best.
Why Traditional Coaching Gets This Wrong
For decades, we’ve coached as if there’s one “correct” way to perform every skill:
“You have to pass with your feet perfectly balanced and platform locked.”
“Your hitting arm must be in this exact position at this exact moment.”
“Your setting hands should always follow through like this.”
But this assumes that every player moves the same way and sees the same possibilities in a given situation. That’s just not how skill works.
Coaching with rigid technique models ignores individual affordances—the fact that different players will perceive and act differently based on their unique body structure, motor abilities, and experiences.
Why This Matters in Volleyball
Take a look at two great passers like Lexi Rodriguez and Zoe Jarvis on the women’s side, or Erik Shoji and Tomohiro Yamamoto on the men’s side as examples. One might have a wide base with an ultra-stable platform, while another might take a staggered stance and use more arm movement. If both are elite, why force one style over the other?
The same goes for setting, hitting, and blocking. There is no universal “correct” technique—only solutions that work for different individuals.
Some examples of affordances in volleyball:
✅ A shorter setter who can move quickly may jump set more often to disguise their intentions.
✅ A player with stronger wrists might rely on quick, last-second touches to tool the block, while another with more explosive power swings through hands.
✅ A libero with fast reactions might pass using quick, active adjustments, while another with strong anticipation might position early and let the ball come to them.
The bottom line? Players will self-organize and find what works best for them—if we let them.
How to Coach With Affordances in Mind
Instead of forcing every player into the same mold, great coaches:
✅ Give general principles but allow for personal movement styles.
✅ Design practices that let players explore different techniques under real game conditions.
✅ Encourage adaptability over robotic perfection.
Here’s how this looks in training:
Passing: Instead of forcing a single stance, let players experiment with different platform angles and foot positions under real serving conditions.
Hitting: Allow hitters to try different swing paths and shot selections based on their approach speed, body position, and set location.
Setting: Let setters explore different tempos, hand positions, and footwork to find what works best for their body type and movement style.
If a player is consistently successful with an unconventional approach, resist the urge to “fix” them just because it doesn’t look textbook. Functionality beats aesthetics every time.
Let Players Be Themselves
Instead of saying, “This is the only correct way,” we should be asking: “Does this work for them?”
When we allow players to solve movement problems in ways that fit their individual constraints, they become more adaptable, resilient, and confident on the court.
Because at the end of the day, volleyball isn’t about moving in a way that looks good in a clinic—it’s about finding what works when the game is on the line.
Key Takeaways
🔹 Affordances explain why different players move differently.
🔹 There is no single “right” way—only effective solutions based on the individual.
🔹 Great coaching means guiding, not forcing, players toward movement solutions that work for them.
Constraints: Shaping Learning Without Over-Coaching
Imagine you’re trying to teach a kid how to ride a bike.
Option 1: You give them a 10-minute lecture on balance, pedaling mechanics, and the physics of momentum. Then, you have them practice pedaling in the grass without actually moving forward.
Option 2: You put them on a bike with training wheels, let them push off, and let them figure it out with minor adjustments along the way.
Which method is going to help them actually ride a bike?
If you picked Option 2, congratulations—you’ve just used constraints-led coaching without even realizing it.
What Are Constraints?
Constraints are simply factors that shape how players move and make decisions. Instead of telling players exactly what to do, you modify the environment so that the desired movement or behavior emerges naturally.
There are three types of constraints:
Task Constraints – The rules, equipment, or drill structure (e.g., limiting attackers to off-speed shots).
Environmental Constraints – The space, conditions, or playing surface (e.g., making the court smaller for a fast-paced game).
Individual Constraints – Each player’s physical, mental, or skill-based tendencies (e.g., a setter’s height affecting their setting technique).
When you adjust constraints, you change the way players solve problems—without needing to micromanage every movement.
The Trampoline Basketball Example
Imagine playing basketball, but instead of a normal court, you’re on a trampoline (like in SlamBall). Suddenly:
Layups become dunks.
Defense adjusts to account for higher jumps.
Passing changes because footwork is different on a bouncy surface.
The trampoline forces adaptations without needing a coach to yell, “Jump higher!”
That’s how constraints work in volleyball, too.
Why Traditional Coaching Falls Short
Coaches love to say:
🚫 “Move your feet faster!”
🚫 “Angle your platform better!”
🚫 “Snap your wrist!!”
But what if, instead of giving constant corrections, you changed the task itself so that the players naturally made the necessary adjustments?
For example:
✅ Instead of telling players to ‘angle your platform’ when passing…
➡️ Make them pass within a narrow alley so they naturally adjust their angles to keep the ball on target.
✅ Instead of repeatedly saying ‘cover your hitter’ in transition…
➡️ Add a rule: If the attacking team gets blocked and no one covers, the blocking team scores extra points. Players quickly learn that covering is essential.
✅ Instead of forcing setters to 'freeze' their hands on contact…
➡️ Give setters a variety of pass qualities and require them to set from different body positions (on the move, off one foot, falling back) so they develop adaptability.
The key? Players learn faster when they have to figure things out in real situations—not just because a coach told them the “correct” way to move.
How Constraints Develop Better Volleyball Players
Think about how much time is wasted in drills where:
The passer knows exactly where the ball is going.
The setter is not having to make any decisions.
The hitter swings against no block, with no pressure.
These drills might look clean, but they fail to prepare players for real matches because they don’t contain any meaningful constraints.
Instead, adding constraints forces adaptability and decision-making, which are the most important skills in volleyball.
Volleyball Examples of Constraints in Action
🔥 The Small Court Serving Drill
Shrink the depth of the court, so servers must serve over a shorter distance. This makes getting the ball over easier but also reduces the amount of open space available, forcing servers to develop better placement and tactical decision-making rather than just relying on power.
🔥 Out-of-System Attacking Game
Every rally starts with a out of system pass, making setters and hitters work on problem-solving and creativity.
Create this through manipulating how the ball is entered, with the goal of drastically increasing the number of out of system passes.
🔥 One-Touch Chaos Game
Teams can only make one contact before sending the ball over, creating a fast-paced, unpredictable game that improves court awareness and quick reactions.
The best part? Players adapt naturally—without needing constant verbal feedback from coaches.
Why This Works Better Than Over-Coaching
🚫 Traditional Coaching Approach:
Coach gives technical instructions.
Player tries to copy the movement.
Game situations don’t match the drill, so skill transfer is low.
✅ Constraints-Based Approach:
Coach modifies the environment (rules, court, time, scoring, etc).
Players explore and adapt without being spoon-fed answers.
Skills develop in context, leading to better in-game performance.
By designing the right constraints, you’re creating the conditions for learning to happen—without needing to coach every single rep.
Let the Game Be the Teacher
Coaches often feel pressure to correct every mistake, thinking it’s their job to be the expert. But sometimes, the best coaching move is to step back and let the environment do the teaching.
Instead of saying, “Do it this way,” create a constraint that forces players to find a better way themselves. That’s where real learning happens.
Key Takeaways
🔹 Constraints shape learning better than verbal instruction.
🔹 The best learning happens when players problem-solve in real situations.
🔹 Coaches should design environments where the game teaches the skills.
Self-Organization: Why Chaos Is a Good Thing
Picture a volleyball practice where everything looks a little… messy. Players aren’t moving in perfect synchronization, the ball is flying in all directions, and the coach isn’t stopping every mistake. To the untrained eye, it might look unstructured or even unproductive.
But in reality, that chaos is where the real learning happens.
What Is Self-Organization?
Self-organization is the process by which athletes adapt their movement and decision-making without explicit instructions. Instead of memorizing fixed patterns, they learn to adjust to the game’s unpredictable nature in real time.
Think about how kids learn to play a sport on the playground. No coach tells them exactly where to stand or how to move—they just play, make mistakes, and figure things out. Over time, they get better because they’re constantly solving problems, not because someone is correcting their every move.
In volleyball, self-organization means that instead of being forced into rigid, pre-determined movements, players are given the space to explore and develop solutions that work for them. This is what allows athletes to adjust under pressure, rather than shutting down when the play doesn’t go as planned.
Why Over-Coaching Kills Adaptability
Many coaches feel pressure to make everything in practice look clean and controlled. But the reality is:
If your practices look “too perfect,” it probably means players aren’t being challenged enough.
If players only train in predictable, structured environments, they’ll struggle the moment things become chaotic in a match.
When we over-coach, we unintentionally limit players’ ability to self-organize. Instead of figuring out solutions on their own, they rely on constant coach feedback. But in a real match, the coach isn’t on the court making decisions for them—the player has to recognize situations and adapt without waiting for external guidance.
What does this look like in traditional coaching?
🚫 Stopping every play to correct footwork or positioning.
🚫 Yelling detailed instructions during every rep.
🚫 Expecting players to execute the exact same movement every time.
What does this look like in an EcoD-based approach?
✅ Letting players figure out positioning and movement in real-game situations.
✅ Providing guiding questions instead of immediate corrections.
✅ Encouraging multiple solutions instead of a single “correct” technique.
How Self-Organization Works in Volleyball
Volleyball is a sport of constant adjustments. No two rallies are exactly the same, and players have to react to:
Variability in passing, setting, and attacking.
Different blocking schemes and defensive formations.
Opponent tendencies and in-game momentum shifts.
If we want players to be adaptable, we have to let them experience these variations in training. That means:
✅ Encouraging exploratory play. Let players try different solutions and see what works.
✅ Allowing mistakes to happen. Failure is part of learning—if a player never struggles, they’re not being challenged.
✅ Designing open-ended drills. Give players a goal, but let them decide how to achieve it.
Instead of constantly intervening, let the game be the teacher. Players will self-organize when they are given the opportunity to find their own solutions, rather than being told exactly what to do.
Final Thoughts: Embrace the Mess
If a practice looks too scripted and structured, it’s probably not preparing players for the reality of competition.
Let players struggle. Let them make mistakes. Let them self-organize.
Because when the game is on the line, the best players aren’t the ones who execute perfect mechanics in a controlled environment—they’re the ones who can adapt, adjust, and thrive in chaos.
Key Takeaways
🔹 Self-organization allows players to learn through problem-solving, not memorization.
🔹 Over-coaching prevents adaptability—players must experience chaos to handle it.
🔹 Unstructured, game-like drills foster real decision-making and problem-solving.
Debunking Common Myths About Ecological Dynamics
As ecological dynamics gains traction in the coaching world, so do the misunderstandings. Some coaches hear about it and immediately think, “So you’re saying technique doesn’t matter?” or “This sounds like just letting kids figure things out with no structure!”
Let’s clear up some of the most common myths about ecological dynamics and what it actually means for volleyball coaching.
Myth #1: ‘This Means We Don’t Teach Technique’
One of the biggest misconceptions is that ecological coaching means ignoring mechanics and letting players develop whatever technique they want.
The reality: Technique absolutely matters—but it emerges as a result of the environment and task, not through memorization of a perfect movement pattern.
Example: If a hitter needs to adjust to an off-speed set, their approach and arm swing will naturally change. If we only teach one “ideal” approach and arm swing in isolation, that player won’t know how to adjust in a real match.
✅ Instead of teaching rigid techniques, we create conditions that guide players toward functional movement solutions.
Myth #2: ‘Players Won’t Learn If We Don’t Give Explicit Instructions’
Many coaches fear that if they don’t provide constant verbal cues, players will fail to improve. But research on motor learning shows that players learn best through experience, not excessive verbal instruction.
The reality: Overloading players with instructions can actually interfere with their ability to explore and adapt.
Example: Instead of telling a passer exactly how to angle their platform, we can put them in a game-like passing drill where different serve speeds and trajectories force them to adjust. Through trial and error, they develop passing mechanics that work for them.
✅ Coaches still provide feedback—but it’s based on helping players recognize patterns and make adjustments, not memorizing a single “correct” way.
Myth #3: ‘Elite Players Train With Traditional Drills, So We Should Too’
It’s easy to look at top teams running passing drills or hitting lines and assume that’s how they got good.
The reality: Elite players already have thousands of hours of game-like experience. They aren’t learning from those drills—they’re using them as warm-ups or refinements after years of adaptable training. And while they may have had coaches who used traditional coaching methods of isolation and decomposition in practice, there’s compelling evidence the learning really happened in the games they played, not the scripted practice activities.
Example: A national team libero might do controlled passing reps to fine-tune technique, but they didn’t learn to pass in a controlled setting. They became elite by passing real serves under pressure in thousands of game-like situations.
✅ If you coach younger or developing players, your focus should be on training adaptability, not rehearsing static drills.
Myth #4: ‘If We Don’t Correct Players, They’ll Develop Bad Habits’
This is one of the most common concerns: “If I don’t stop every mistake, they’ll reinforce bad technique.”
The reality: Players don’t develop bad habits in game-like training—they develop bad habits in artificial drills that don’t resemble real volleyball.
Example: If a passer always gets tossed perfect balls in practice, they might develop a “bad habit” of assuming every ball will land right in their sweet spot. But if they pass in realistic scenarios, where they must adjust to different serves, their mechanics will evolve naturally based on what works.
✅ Players don’t need to be “fixed” as much as they need opportunities to self-correct in realistic situations.
Myth #5: ‘If It Looks Messy, It’s Not Working’
A well-structured but overly controlled drill often looks clean—but doesn’t transfer to real games.
The reality: Learning is messy. If players are being challenged, they will struggle at times—and that’s a good thing.
Example: A chaotic, fast-paced 3v3 drill might look out of control, but it’s forcing players to make quick decisions, communicate, and problem-solve—all essential skills in real matches.
✅ If a drill is too “clean,” it might mean players aren’t being challenged enough to truly learn.
Understanding vs. Misunderstanding Ecological Coaching
Ecological dynamics doesn’t mean:
🚫 Ignoring technique
🚫 Letting players do whatever they want
🚫 Avoiding all instruction
🚫 Running chaotic practices with no structure
It does mean:
✅ Creating game-like conditions where skills emerge naturally
✅ Encouraging players to self-adjust based on context
✅ Designing training where movement and decision-making happen together
✅ Developing adaptive athletes who thrive in unpredictable situations
Key Takeaways
🔹 Ecological coaching isn’t anti-technique—it’s about developing adaptable technique.
🔹 Players learn best through experience, not over-coaching.
🔹 Messy, game-like training leads to better skill transfer.
How to Apply Ecological Dynamics in Your Volleyball Practices
At this point, you might be thinking:
“Okay, I get the theory. But how do I actually use this in my gym?”
Good news—you don’t need to overhaul everything at once. Small changes can make a big difference in how your players learn and perform.
Here’s a step-by-step guide to applying ecological dynamics (EcoD) in a way that’s practical, effective, and won’t cause a coach’s existential crisis.
Replace Isolated Drills with Game-Like Activities
The biggest shift you can make? Stop separating skills from the game.
Instead of running static, repetitive drills, create game-like environments where skills naturally emerge.
Traditional Drill:
🚫 Players stand in a line and pass balls tossed by a coach.
EcoD Alternative:
✅ Run a modified serve-receive competition where:
Only the passer and server are involved (1v1).
The passer gets a point for an in system pass.
The server gets a point for causing an out of system pass or serving an ace.
Why?
The passer must read the server’s toss and serve, just like in a real game.
They learn to adjust their platform in context, not in an isolated vacuum.
Every rep is unique, forcing adaptability.
Takeaway: If a drill doesn’t resemble what happens in a real game, rethink it.
Use Constraints to Guide Learning (Instead of Over-Coaching)
Instead of telling players exactly what to do, change the environment so they naturally adapt.
Examples of Constraints-Based Drills:
✅ Serving: To encourage tougher serves, give 2 points for an ace and 1 point for forcing an out-of-system pass. Players will naturally start serving more aggressively—without needing constant reminders.
✅ Hitting: To help hitters see the block and not just swing blindly, run a drill where:
A point only counts if they score cleanly or use the block.
Watch how players adjust their shot selection naturally—instead of you micromanaging their arm swing.
✅ Defense: Instead of saying, “Stay low and move your feet,” create a small-court, fast-paced 2v2 game where:
Players must read attacks constantly.
Reactions become automatic rather than coached step-by-step.
Takeaway: Good constraints teach lessons without needing long-winded explanations.
Reduce Explicit Feedback (and Let Players Self-Correct)
🚫 Old-school coaching: “Your platform was too high. Your arms weren’t locked. Your feet were too far apart.”
✅ EcoD approach: “What happened on that last pass? What could you have adjusted?”
Instead of giving constant technical instructions, let players:
Reflect on what happened.
Adjust based on real-time experience.
Figure things out for themselves.
Why This Works:
Players become more aware of what’s happening.
They don’t become dependent on the coach for every adjustment.
Skills transfer better because they’re self-generated, not memorized.
Use Small-Sided Games for More Reps and More Decisions
If your practice includes a lot of standing and waiting—you’re wasting valuable learning time.
✅ Why Small-Sided Games Work:
More touches per player.
More game-like decision-making.
Forces players to adapt faster.
Examples:
🔥 2v2 Jamball
2 players per side, with court split in half and 10' line as the endline.
Teams only get 2 touches.
Encourages creativity, communication, and reading the game.
🔥 4v4 Scramble
Ball is entered to one side in a way that decreases likelihood of an attack, resulting in a free ball or easier ball sent to other side. (tossed, bounced, hit, served, etc)
Team receiving free ball can get 2 points if the get a kill on the first attempt..
Emphasizes the importance of transition to attack.
Takeaway: Small-sided games = More learning, fewer wasted reps.
Final Takeaways: How to Start Using EcoD Today
✅ Run more game-like activities (less isolated repetition).
✅ Use constraints to guide learning (instead of over-coaching).
✅ Encourage players to self-adjust (ask, don’t always tell).
✅ Prioritize small-sided games (more reps, more decisions).
✅ Embrace variability (volleyball isn’t predictable—practice shouldn’t be either).
If this feels overwhelming, start small. Pick one concept and apply it in your next practice.
The more you integrate EcoD, the more you’ll see your players develop real, adaptable, game-ready skills—without you needing to micromanage everything.
The Future of Volleyball Coaching
If you’ve made it this far, congratulations—you’re already ahead of the curve.
The truth is, volleyball coaching is evolving, and ecological dynamics (EcoD) is at the forefront of that evolution.
For decades, we’ve relied on a mechanical, step-by-step approach to skill development. But now, we’re seeing a shift: ✅ From technical repetition → to game-based adaptability. ✅ From memorization → to real-time problem-solving. ✅ From coach-driven correction → to player-driven discovery.
Why This Shift Matters
The game itself is changing—faster speeds, more complex offenses, tougher serves, and better athletes.
A rigid, one-size-fits-all approach isn’t enough anymore.
Players need to be decision-makers, not just technical robots.
The best teams aren’t the ones with the “cleanest” skills—they’re the ones that adapt under pressure.
This is why coaches who embrace EcoD will have a competitive edge.
As more research emerges on skill acquisition, the coaching world is recognizing the limitations of traditional drill-heavy, prescriptive coaching methods. More and more coaches around the world are moving away from isolated technical training and instead focusing on representative learning environments that reflect the reality of the game.
Coaching is becoming more about designing effective learning environments rather than micromanaging every detail of an athlete’s movement. Instead of overloading players with step-by-step instructions, more coaches are realizing the power of creating conditions that force players to find their own solutions.
If the trend continues, we’ll see less explicit coaching and more guided discovery, with coaches acting as facilitators rather than directors. The emphasis will be on creating adaptable athletes who can respond to unpredictable game situations, rather than just repeating pre-determined techniques in sterile practice settings.
This shift won’t happen overnight, and it won’t be the same for every coach or team. Some will fully embrace EcoD principles, while others will gradually incorporate elements into their existing approach. The key is understanding that learning is a dynamic process, not just a repetition of fixed movements.
What This Means for You as a Coach
If you want to stay ahead in this evolving landscape, here’s what you can do:
✅ Keep experimenting. Try new training methods, track what works, and adapt.
✅ Stay open-minded. The best coaches are lifelong learners, not just gatekeepers of old-school methods.
✅ Ask yourself: “Am I preparing my players for real matches, or just making them look good in practice?”
✅ Trust the process. EcoD-based coaching might feel messy at first—but the long-term gains are undeniable.
Final Thought: Be the Coach You Wish You Had
Think back to when you were a player.
Would you have wanted a coach who drilled you endlessly on perfect form, only to see it fall apart in games?
Or would you have wanted a coach who gave you the tools to adapt, problem-solve, and thrive in real competition?
That’s the kind of coach ecological dynamics helps you become.
So, the next time your practice looks a little chaotic, instead of panicking—lean in. Because that’s where the real growth happens.
What’s Next?
📌 Try applying one EcoD principle in your next practice (constraints, game-like reps, self-adjustments).
📌 Join the conversation. What are your thoughts? Have you tried these methods? Drop a comment!
📌 Share this article with another coach who might find it useful.
Thanks for reading—now go shake up the volleyball world.
Love this long format once in a while
I love the depth of the article and the readability. It gives me more knowledge (in layman's terms) about ECOD/CLA and provides applications in volleyball practice. Thanks!