VOLLEYBALL

COACH’S HANDBOOK

BRANSON PARKS AND RECREATION DEPARTMENT

1500 BRANSON HILLS PARKWAY
BRANSON, MISSOURI 65616
Youth Sports Code of Conduct

Youth sports programs play an important role in promoting the emotional and physical development of children. It is
therefore essential for parents, coaches and youth athletes to embrace the values of good sportsmanship. Moreover,
adults involved should be models of good sportsmanship and should lead by example.

I therefore pledge to be responsible for my words and actions while attending a youth sports event and shall conform
my behavior to this code of conduct:

1. I will remember that children participate to have fun and that the game is for youth, not adults.
2. I will inform the coach of any physical disability or ailment that may affect the safety of my child or the safety of
others.
3. I will learn the rules of the game and the policies of the league.
4. I (and my guest) will be a positive role model for my child and encourage sportsmanship by showing respect and
courtesy, and by demonstrating positive support for all players, coaches, officials and spectators at every game,
practice, or sporting event.
5. I (and my guests) will not engage in any kind of unsportsmanlike conduct with any official, coach, players, or
parent such as booing and taunting, refusing to shake hands, or using profane language or gestures.
6. I will teach my child to play by the rules and to resolve conflict without resorting to hostility or violence.
7. I will demand that my child treat other players, coaches, officials, and spectators with respect regardless of race,
creed, color, sex, or ability.
8. I will teach my child that doing one’s best is more important than winning, so that my child will never feel
defeated by the outcome of a game or his/her performance.
9. I will praise my child for competing fairly and trying hard, and make my child feel like a winner every time.
10. I will never ridicule or yell at my child or other participants for making a mistake or losing a competition.
11. I will promote the emotional and physical well-being of the athletes ahead of any personal desire I may have for
my child to win.
12. I will respect the officials and their authority during games.
13. In the event of a disagreement, I will not question, discuss or confront coaches at the game field, and will take
time to speak with coaches at an agreed upon time and place.
14. I will refrain from coaching my child or other players during games and practices unless I am one of the official
coaches of the team.

I hereby agree that if I fail to conform my conduct to the Youth Sports Code of Conduct I will be subject to disciplinary
action including, but not limited to the following depending on the severity of the offense:
1. Verbal or Written warning
2. Suspension or ejection from current youth sports games
3. Suspension from future youth sports games
4. Suspension from youth sports season
Youth Sports Program Philosophy

The City of Branson strongly believes in the benefits of participation in organized sports. Participation in sports has
proven to build self-esteem, promote teamwork, develop the body as well as the mind, and is an integral part of the
maturation process.

I. To have FUN!!!
A. Every child should have an enjoyable and positive experience.
B. According to the American Youth & Sports participation survey:
i. The number one reason children participate in sports is to “have fun.”
ii. The number two reason why children stop playing sports is “I stopped having fun.”

II. Recreational League

A. The Branson Parks and Recreation youth sports program is not a competitive league.
B. The Branson Parks and Recreation youth sports program allows every child a chance to play no matter
what abilities the child possess.
C. Standings are not kept and scores are de-emphasized.
D. The Branson Parks and Recreation youth sports program tries to provide as evenly skilled teams as
possible.

III. Every Child receives equal playing time.

A. Our goal is for children to learn to play the game, which they cannot do without participation.
B. Every child should receive an equal amount of attention during practices.

IV. Open Registration

A. Our programs are open to anyone who wants to play.
B. Branson Parks and Recreation will accommodate every child that signs up before the deadline.
C. Every child who enrolls before the determined deadline is guaranteed a place in the league.

V. Community Involvement
A. The Branson Parks and Recreation youth sports program is dependent on volunteers.
i. Our leagues cannot run successfully without the time and effort of our volunteer coaches,
officials, and parental support.
ii. Volunteer coaches will be trained and encouraged to make the extra effort to:
1. understand children’s needs
2. give positive help rather than negative criticism
3. be positive role models to the children
4. teach the respective sport to the best of their ability
5. follow the philosophy and standards as outlined by the Branson Youth Sports League
B. The Branson Parks and Recreation youth sports program encourage our participant’s parents or
guardians to become positively involved with their child’s respective league.

VI. Good Sportsmanship

A. Athletic contests naturally involve competition
i. The Branson Parks and Recreation youth sports program desires to create an atmosphere in
which the game is played with constructive orientation, rather than a win at all costs attitude.
ii. Respect towards teammates, coaches, and referees must be instilled in all participants.
iii. No matter what the outcome of the game, everyone gains a positive experience if they are
treated respectfully and congratulated for giving their best effort
Coach’s Expectation

Youth Volleyball coaches need to have an enthusiastic involvement for the kids to enjoy as well as learn the game of
baseball. Be involved, but not too involved! Always remember to be a role model for your players no matter what
happens. Here is our expectation.

1. Adhere to and support the youth sports rules and philosophies.

2. Communicate practice, game times and team information to parents. Please note that email is a great tool, but
please do not rely entirely on it.
3. Keep Athletics & Facilities Supervisor informed of all positive or negative information regarding the fields,
officials, participants, or general public.
4. Organize practices.
5. Provide a supportive atmosphere for achieving team goals.
6. Keep winning in perspective, and help your players and parents to do the same.
7. Help your team/players set challenging but realistic performance goals rather than focusing on only “winning
the game.”
8. Grant equal playing time to all children.
9. Although kids may get hurt playing sports, we do all we can to prevent injuries. We’ve modified each sport to
make it safer and more enjoyable to play. Coaches make sure the equipment and facilities are safe, and they
teach the sport as we’ve prescribed so that the skills taught are appropriate for athletes’ developmental levels.
And coaches constantly supervise their players and stop any unsafe activities.
10. Be sure every player has been picked up from games or practices.
11. Fair play is about playing by the rules-and more. It’s about coaches and players showing respect for all
participants and referees.
12. Coaches remember this. Sports are naturally fun for most kids. Sometimes when adults become involved in
children’s sporting activities they over-organize and dominate the activities to the point that it destroys kids’
enjoyment of them. If we take the fun out of sports for young athletes, we are in danger of having the young
athletes take themselves out of sports.

Weather Information

Cancellation Hotline: (417) 335-6550

At your convenience 24 hours a day information regarding games schedules, program updates, cancellations and
weather decisions. A decision regarding evening programs will be made by approximately 4:00 pm.

TeamSideline.com/Branson
A new program for our participant, teamsideline.com offers up to the minute scheduling information. Cancellation
information can be found on the home page. TeamSideline also offers text alerts to those that sign up.
Practice Plan
There are a number of practice plans and they all contain the following elements

This plan should include:

 Provide objectives that should be accomplished during the practice. This can include both subjective and non-
subjective goals.

 Outline the goals and requirements of the four basic activities and the amount of time you would like to devote
to each. Our sample agenda includes recommended times and should vary with your team’s skill development
and maturity.

 Prepare a list of the equipment required. This helps ensure you only take what you need and makes sure you get
what you need if you should be in a hurry.

 The Practice Plan form gives you an area to take notes as to what aspects of the practice went well, what didn’t,
or maybe ideas you had to make the skill development simpler for the players. You can also take notes about
the players’ responses during your Team Talk regarding the next practice. Keep these forms for a reminder next
year.

Team Talk: Have a brief Team Talk with them and let them know what you want to accomplish today and what you
expect of them today. Keep it simple and in words they can understand.

Skill Development: Begin skill development drills and exercises. Spend the first 10 minutes improving skills taught in
previous practices. You will need to focus on the less-talented players at this time to help them improve at a quicker
pace. Consider providing these players a ‘mentor’, another player that can show them good execution of the skill. This
mentoring approach also keeps more players busy and ‘engaged’ providing more fun and participation.

After the review, begin introducing a new skill ‘game’ or regimen. You should strive to introduce one new skill, or a
variation or refinement of a skill at every practice session. This may require a brief Team Talk with the players to provide
a foundation of words or expectations. First explain the skill, and then with other assistants, if necessary, demonstrate
the skill using proper technique. Then turn the players loose to try it themselves.

Once they begin the skill development exercise, try to keep further instruction and refinement to a minimum, and spend
your time one-on-one with the players. Having other volunteers and coaches manage the ‘team’ allows you to spend
some ‘quality time’ with each player while they are striving to learn. If you have an exceptional player or two, place
them in a mentoring position with other players.

Water Break: If you are in warm or summer conditions, take a 3 to 5 minute water break. Have the players’ gather in the
Team Talk location and use this as a brief cool-down. You can have an assistant or player ‘serve’ the water and you can
use this opportunity to reinforce the skill(s) just practiced.

Play: Play a modified game or small-sided game / scrimmage. This will increase the likelihood that the skills you have just
introduced or have previously introduced have real-world (read gametime) implications. Here are a few tips to ensure a
successful (read fun and educational) scrimmage:

 Be sure to have the player’s rotate positions so that each player can understand the requirements of the
position, and possibly develop an appreciation of other players that play that position.
 Have a couple of players be assistant coaches and officials. This encourages these players to understand the
rules and really teaches a sense of fair play.
 Play for a pre-determined amount of time, not until a scrimmage team reaches a certain score.
  Focus on only one or two rules or skills at a time. Trying to teach too many skills / rules at a time can be
overwhelming for most players.

Team Talk: This provides time for the players to cool-down and reflect on their recent accomplishments. It also provides
a time for you to repeat today’s instructions and to communicate with your players.

A sample agenda on the closing Team Talk could include the following:

 Ask the players to tell the team what they learned today. Try to refrain from using "Yes" or "No" questions.
Don’t force a player to make provide an answer to your questions. He may be too tired or mentally drained to
answer your question. If they give you an inattentive answer, simply acknowledge their answer with a nod, smile
or "that’s interesting" and move on to the next player.
 Talk to the team about a particular rule or situation that may have happened in practice or the last game. For
instance, in soccer, "Johnny pushed Jason down while going to the goal. What foul would be called? What would
the penalty be?" Or in baseball, "Johnny was called out at second in our scrimmage. Can anybody explain why?
“(Running outside of the baseline, tagged out, or force out).
 Ask the players what they would like to do in the next practice. This will give you a good pulse on what part of
the game is the most fun, and will let you use this in between "less fun" activities.
 If your team is old enough or if you choose to use the "mentoring" practice, assign some players to be officials,
assistants or mentors for the next practice. This creates enthusiasm for practice for these players, and is
especially useful with less enthusiastic players.
 If you’re going to give the players ‘homework’, now would be the time to do so. Give them very specific
instructions on skills and rules they should practice and learn. For younger children you should provide this
information as note cards or flash cards. Then see how many of them completed last week’s homework. Test
them with simple questions.
 Summarize your discussion and repeat the important teachings of the day. With younger kids a small ‘reward’
can help keep the players’ attention. (Bubble gum, etc…)
 Make a game out of wrapping up the practice. Have the players’ pack up the equipment, balls; retrieve the
bases or cones, etc…

Snack: Snacks are not a requirement, but if present should be a healthy choice.
Practice Plan Worksheet

Date: ______________________ Practice Number: ______________

Practice Emphases: ___________ Time Started: _________________
1. _________________________ Time Ended: _________________
2. _________________________ Total Time: __________________

Time Practice Activity Coaching Emphases

 Youth Volleyball Coaches Drill Book
4 X 2 Pepper Drill

Purpose: Practice ball control with a wide variety of types of contacts.

Procedure: Put players in pairs. Player one hits the ball down to player two. Player two digs the ball to themselves,
tomahawk's to themselves (overhead contact), then left fist only, right fist only, sets to themselves, then
player two hits the ball down to player one, who repeats.

10 Ball Wash Drill

Purpose: Teach back row attacking and defending back row attacks.

Procedure: Drill can be initiated by a free ball (suggested for just starting out) or a serve. Play balls out with only
back row hitters allowed to attack. Team must win two points in a row to rotate; usually the free balls or
serves are given to alternate sides.

Corner Killer Drill

Purpose: Works on serves to the corners of the court.

Procedure: Set up the same number of cones in all four corners of the court. Divide team up into sides with each
player having a ball. The object of the game is to knock over the others team’s cones on the other side
of the court. Team who knocks over all of the other teams cones first wins. (Variation) Set up two cones
in each corner, teams take turns serving and are awarded a point each time they knock over a corner
cone.

Coverage Drill

Purpose: Teaches the team to cover hitters.

Procedure: Line-up 6 players in their normal set on one side of the court (receiving). Line-up two blockers in each of
the three blocking zones on the other side. The coach tosses a ball to the receiving side who plays on the
ball. With so many blockers, chances are the return will be blocked, forcing the receiving side to cover
the hitter.

Eye Check Drill

Purpose: Works on getting the setter to see what is happening on the other side of the net.

Procedure: Set-up a tosser in the back-row, a setter and hitter in the front row and the coach on the other side of
the net. The tosser tosses the ball to the setter. During the toss the coach holds up rock, paper or
scissors. The setter must look at the call and say what the coach is holding before setting the ball. Setter
sets the ball to the hitter.

Greed Drill

Purpose: Teach team concept and attitude of doing their best to win every point and get every ball.
Procedure: Two teams of six players. Each team starts with 12 balls. Each team serves two balls at a time,
alternating sides, and then rotates. The team that wins the rally gets to keep the ball. The team that
finishes with the most balls wins.

Net Save Drill

Purpose: Teach the defender to dig the ball out of the net on the return.

Procedure: This can be played on both sides of the net simultaneously, thus allowing for group competition. Line up
a group on each side of the net. Have a line of defenders to save the ball off the net, a setter, and a
hitter outside. The coach throws a ball into the net and the defender tries to bump the ball to the setter,
who sets the ball outside (just catch the ball). A point is awarded if the set ball is actually hittable. This is
a difficult drill, but develops an important fundamental tool. Play a game to between 5 and 10.

Overhead Toss Drill

Purpose: Helps develop the toss for the overhead serve.

Procedure: Right handed players, stand with left foot slightly forward. Hold the ball in the left hand and extend the
arm straight out from the body at a ninety degree angle. (Left-handed players will do the exact
opposite). With a firm wrist, arm toss the ball 18 inches high but let it fall to the ground. The ball should
fall to the spot on the floor just inside of the lead foot and in line with the hitting shoulder. The toss is
crucial to a successful serve because an improperly tossed ball will cause a poor arm angle resulting in a
bad serve. Remember when serving-on a bad toss you should let the ball fall to the ground, and then
attempt again.

Rapid Set Drill

Purpose: Works on setting the ball.

Procedure: Two players (#1 and #2) stand on the opposite side of the net from a third player. Player #2 stands
where the setter would line up (front middle preferably) and player #1 stands in a back row position on
the same side. Player #3 lines up on opposite side of the net as #1 and #2 and tosses the ball over the
net to player #1 who passes it to the setter (player #2). The setter bounce passes the ball under the net
back to player #3. Meanwhile player 3 throws the second ball immediately after player 1 passes the first
ball. The drill is fast paced and designed to get a lot of passing done in a short period. Note: player #3
should toss the second ball before player #2 has caught the first. That way the drill is executed rapidly.

Serve Receive Transition Drill

Purpose: Works on the transition from serve to receive to hitting.

Procedure: Two groups of five players set up on each side of the net, three passers, one setter, one server.
Alternate serving from each side. The passer passes to the setter, the setter sets the person who passed
the ball, the hitter calls on appropriate set call for where they are after the pass.

Serve Reception Drill

Purpose: Works on the transition from serve receiving to hitting.

Procedure: 3 players on one side (hitters), 4 players on the other side 3 passes and one target. Starting from left to
right the hitters give the passer in line with them, a down ball. The passer must decide whether to
forearm pass or overhead pass each ball to the target. Alternate down the line of hitters. Set a goal for
number of good passes.
Set - Set - Hit Drill

Purpose: Works on setters transitioning to the net as quickly as possible and then setting outside.

Procedure: This drill starts with three players lying face down on the end line - a setter, middle back player and an
outside hitter. The Coach slaps the ball and then tosses it over the net to the middle back player. Setter
transitions all the way to the net. Outside hitter transitions to start of approach, and the Passer sets the
ball to the target. (Not where the setter is, but where the setter should be.) Setter sets to the outside.
Outside hitter hits.

Six Touch Pepper Drill

Purpose: Works on practicing ball control with a wide variety of types of contacts.

Procedure: Put players in pairs. Player one hits the ball down to player two. Player two digs the ball to themselves,
tomahawk's to themselves (overhead contact), then left fist only, right fist only, sets to themselves, then
player two hits the ball down to player one, who repeats.

Target Practice Drill

Purpose: Practice controlling the serve.

Procedure: On the other side of the net set up 6 main targets at the front right and middle positions, as well as the
back left and middle positions. Coach chooses target to aim for and server tries to hit the target on the
serve. The team can be divided in half and this can be turned into a competition with points awarded to
how many serves strike the chosen target area. Make sure to keep wrist firm throughout the serve.
Contact with heel of hand through the middle back of the ball. The contact should sound like a "thud"
not a "slap" sound. Hand follows ball to the target. Finish with hand alongside or within bodyline.

Two VS Two Drill

Purpose: Teaches teamwork. Both players must work together to stay on the court.

Procedure: The court is divided up in half and the back line for this game is the 10 foot line. The game is played
within the 10 foot line on one half of the court. The whole team partners off and 2 players are on one
side and 2 players are on the other. Using only underhand serves, one team serves to the other and play
begins. Once a team wins a side out, the losers must leave the court and the new challengers come on
to face the winning team. Challengers serve. This game is fast paced and a fun way to get everyone
involved.
General Volleyball Information
Volleyball requires skills of mobility, balance and jumping. Focus on teaching the following skills:
 Serving
 Forearm Passing
 Overhead Passing (Setting)
 Hitting
 Blocking

Teaching players to toss the ball properly will be some of the best time ever spent. Once players can toss the ball
properly, you'll have more time to coach and instruct.

Tossing

Tossing is important, yet often overlooked, part of running effective drills. Tossing the ball with no spin makes learning
and performing other new skills much easier. Once players learn to toss, they can run their own drills under your
supervision.

With your feet shoulder-width apart, demonstrate a soft, two-handed toss from below the waist to a partner who
catches it just above the head. Emphasize that there is no spin on the ball and the toss is high and soft. Have each player
practice this with a partner who is about 10 feet away. This will take a lot of practice so be patient.

Serving

Besides putting the ball in play, the serve can be an effective way for a team to score points quickly. A good server can
boost his or her team to victory. The server may choose to server underhand or overhand. In youth volleyball, the server
is usually better off mastering the underhand serve first.

Underhand Serve

The underhand serve allows beginning players to put the ball in play. It is easier to master control than the
overhead serve because it doesn't involve a toss.

The player should start with their weight on the back foot and the ball held in front of the toe by the non-hitting
hand. The eyes should be focused on the ball until contact made with the heel of the hand. Transfer weight from
the back to the front foot as the arm swings to contact the ball. Follow through with the hitting arm toward the
top of the net. The hitting arm and back leg should be in line with the follow through.

Overhand Serve

The overhead serve is more challenging for beginning players because it requires being able to toss consistently.
The toss is the key to successful overhead serving. A ball tossed to high, to low, too far in front, or too far in back
will cause the server to chase the toss and move out of alignment. The ball should always be in front of the
hitting shoulder. Have players focus on the toss until it becomes consistent on each repetition.

The player should point their body at the target area and keep their weight on the back opposite leg from the
ball. The elbow of the hitting arm should be at about ear level and away from the head. The toss should be 12 to
18 inches above the extended tossing hand and in front of the hitting shoulder. Weight should move forward as
the shoulders and hips come through and the player prepares to contact the ball. The heel of the hand should
contact the ball with the arm fully extended and the wrist stiff. The hitting arm should swing fast. The hitting
arm should follow behind the hitting leg and not cross in front of the body after making contact.
Forearm Passing

The forearm pass is for receiving serves and spikes, for digging balls that are no more than waist high, and for playing
any ball that has gone into the net. There is no swing of the arm to the ball but rather the player allows the ball to come
to their arms.

The forearm pass begins with a good ready position. Have your players stand with their feet shoulder width apart, toes
turned in slightly, and the right foot just slightly ahead of the left. As they bend at the waist and flex the knees, their
weight should shift slightly forward onto the balls of their feet. They should keep their heads up and follow the ball while
keeping their knees bent and their weight over the balls of their feet. The palms and thumbs of the hands should be
facing close together and pointed towards the floor. The arms are extended away from the body in about a 45 degree
angle. Prior to contact flex the legs. After contact, the arms follow through and direct the ball to the target.

Overhead Pass

The overhead pass is any pass contacted above the players head. The best known overhead pass is the set, which is
usually the second contact made in setting up an attack. The players should stand with their feet shoulder width apart,
the right foot slightly in front of the left. The knees are bent slightly and the weight is on the balls of the feet. The players
should raise and cup their hands above the forehead, waiting for the ball. The wrists are cocked back and the fingers are
spread and relaxed, four to eight inches from the forehead, as if holding volleyball. Contact the ball in the middle of the
forehead, the pads of the fingers, not the palm, should contact the ball. Whenever possible the player should square
their shoulders to the target. As contact is made, the player extends the arms and legs up.

Hitting

Once your players have the skills to set up a teammate for an attack (spike), they will enjoy the excitement that great
team play generates. Spiking is the primary skill used to attack the ball, and it is usually the third contact in the three-
contact offense.

The hitter (spiker) must be several steps from the net to have room for an approach to hit the ball explosively. The
player should be standing in a relaxed position with arms comfortably at the sides. They should be at the side of the
court, about 8 to 12 feet back off the net, waiting for the set.

The most common attack approach is a four-step pattern. Left-handed players start step 1 with the left foot, right-
handed players begins with the right foot. The player needs to explode from step 2 to step 3 to set up the quick foot
plant into the jump. The arms extend and swing straight back, as high as possible on the third step. As the fourth step
begins, the arms drive forward in a full sweeping motion to help drive the player off the ground to attack the ball. In
contacting the ball think of the arm as a whip and the hand as the tip of that whip. The snap of the whip begins in the
shoulder. The elbow of the hitting hand should be drawn back, high and away from the shoulder. As contact is made, the
hand should be firm and open, hitting the top half of the ball with the palm. Contact the ball at the one to two o'clock
position. Follow through quickly. In the follow through the arm should remain on the same side of the body. The player
cannot touch the net with any part of the body.

Blocking

Good blocking involves ability in timing and in reading the offensive hitter's intentions. Players should understand that
regardless of size, all players can play an effective role as a blocker. The objective in blocking is to block a hard-driven
spike back into the opponent's court or to deflect it high into the air on the blocker's side of the court. Without the
block, an offensive team's spike will most likely earn a point or a side out. Players should stand facing the net with their
hands held shoulder width apart at head level. The hands should be open with fingers spread and the palms facing the
net. The knees are slightly bent and the weight is on the balls of the feet. As the blocker jumps to block, the hands
should surround and smother the ball. The blocker's fingers are spread and angled to deflect the ball toward the floor.
The hands do not waive or flail at the ball. The blocker moves along the net in a step-close-step footwork pattern. The
feet do not cross. Players should stay away from the net and off the centerline.

Setting Hand Position

Put your hands above your head and put your index fingers and your thumbs together to make a window with your
fingers. Position your hands so that if a ball small enough to go through this window went through the center of it, the
ball would hit you right between the eyes. Now put your other fingers together (keeping them straight and only
touching at the finger tips--down to the first knuckle). As you pull your fingers apart, you will feel as though a ball would
fit in between your hands perfectly as they become a certain distance apart. This distance will be the position you will
start your hands in before you contact the ball.

Setting Hand Action

The ball must only contact your fingers and never the palm of your hand. The points of contact on your fingers when
setting the ball should be similar to the contact points when you had your hands together earlier. The ball should
contact your thumbs and first two fingers with an equal amount of force, while your last two fingers on both hands may
contact the ball sometimes (for extra control), but with less force. Therefore, do not pull your last two fingers back out
of the way--keep them there for those sets that will require more control on the release.

Keep your wrists flexible. The more flexible you wrists are and the stronger and faster your forearm muscles are, the
better setter you are. Your elbows should be slightly bent at the time of contact and your hands should be in the ready
position discussed earlier as the ball contacts your fingers. Lay on your back and hold the ball in your hands and move
only your wrists to throw the ball a few inches into the air, you'll have to adjust the angle of your arms so that the ball
won't shoot behind you, but will go straight up in the air and land back in your hands.

Throw the ball with your wrists only, catching the ball back in your hands and pause to make sure that the ball lands
softly and your hands are in the correct position at the time of contact. In order to allow the ball to land softly, you must
time the contact in such a way as to retract your wrists at the same speed the ball is coming. Continue working this drill
until there is no slapping sound when the ball hits your hands.

Setting Arm Action

While still lying on your back, start the movements discussed above. The arm action starts as the wrists move to throw
the ball back into the air. Don't make the mistake of cushioning the ball with your wrists and arms (this will constitute a
throw and is not allowed). As you push with your wrists to release the ball, extend your arms simultaneously. As you do
this, the ball will go much higher requiring you to become even better at cushioning the ball as it lands in your hands.