The 13th webinar series, organized by the CEV Development Department in conjunction with the CEV School Project ‘Play Volleyball – Grow with it,’ featured two interconnected sessions specifically designed for grassroots Volleyball coaches and physical education teachers. This initiative adopted a holistic approach to youth development, integrating the psychological, educational, and human dimensions of coaching with essential physical and technical training foundations.
The Role of Coaching Psychology and Education
Paulina Maj-Erwardt, a sports development strategist and former member of the Polish national team, focused her session on the wider significance of sport in young people`s lives. She emphasized how coaching communication and behavior directly influence athletes` motivation, learning, and long-term engagement in the sport. Her core message highlighted the crucial principle that:
Maj-Erwardt stressed the necessity of creating training environments where mistakes are accepted as a natural part of the learning process rather than a source of fear. The former libero encouraged coaches to prioritize guidance and purpose (“direction before power”) over an early focus on results. She advocated for Volleyball to be viewed as a powerful educational tool that builds essential life skills, such as resilience, confidence, and a strong sense of belonging, rather than focusing solely on athletic performance.
Athletic Development and Intrinsic Motivation
Rosana Krajnc, a respected Slovenian strength and conditioning coach with extensive experience across youth and senior national teams, provided a highly practical session focusing on youth athletic development, movement literacy, age-appropriate conditioning, and injury prevention. She stressed the importance of a long-term athlete development model, prioritizing proper technique before increasing the load.
Krajnc underscored the vital role of intrinsic motivation, stating clearly that:
During the subsequent Q&A session, when addressing the balance between exercise and rest, Krajnc made a striking observation. She noted that she is often less concerned about the risk of overtraining and more worried about general inactivity among modern youth. She observed that for many children today, “the two hours of practice can sometimes be the only meaningful movement children get.” This remark resonated strongly with the attending coaches and PE teachers, sparking further discussion.
Both sessions generated significant engagement, with participants actively sharing reflections and posing questions. The positive feedback confirmed the value of combining psychological and athletic preparation perspectives within a single comprehensive webinar series. Recordings of both sessions will be made available shortly for coaches and educators who were unable to attend the live events.
Finley Blackwood