The Recruiting Process When does this process begin? Today, many coaches observe players in their freshmen/sophomore year and make determinations at
that early an age as to whether the player is someone the coach is interested in recruiting and offering a
scholarship. In a player's junior year, college coaches scrutinize the athlete much more closely. College
coaches also look for seniors who may have slipped through the cracks, or to fill a specific position on
their college roster due to an injury, transfer, etc.
By rule, a college coach cannot official offer you a scholarship until the conclusion of your junior year and vary by sport, although an athlete can make a verbal commitment at any time.
What does a scholarship entail? A full scholarship includes tuition, room and board, books and all costs associated with participating on
the team. Coaches can also offer partial scholarships, tuition only scholarships, or a promise
that if you walk on and become a significant contributor you will be given a scholarship in the future.
Remember, scholarships are a one-year contract between you and the institution. They can be revoked
or not renewed for various reasons.
The NCAA
What's the difference between NCAA Divisions I, II and III?
Division I
Division I member institutions have to sponsor at least seven sports for men and seven for women (or six
for men and eight for women) with two team sports for each gender. Each playing season has to be
represented by each gender as well. There are contest and participant minimums for each sport, as well
as scheduling criteria. For sports other than football and basketball, Division I schools must play 100
percent of the minimum number of contests against Division I opponents -- anything over the minimum
number of games has to be 50 percent Division I. Men's and women's basketball teams have to play all
but two games against Division I teams; for men, they must play one-third of all their contests in the home
arena. Schools that have football are classified as Division I-A or I-AA. I-A football schools are usually
fairly elaborate programs. Division I-A teams have to meet minimum attendance requirements (average
15,000 people in actual or paid attendance per home game), which must be met once in a rolling two-
year period. Division I-AA teams do not need to meet minimum attendance requirements. Division I
schools must meet minimum financial aid awards for their athletics program, and there are maximum
financial aid awards for each sport that a Division I school cannot exceed.
Division II
Division II institutions have to sponsor at least four sports for men and four for women, with two team
sports for each gender, and each playing season represented by each gender. There are contest and
participant minimums for each sport, as well as scheduling criteria -- football and men's and women's
basketball teams must play at least 50% of their games against Div. II or I-A or I-AA opponents. For
sports other than football and basketball there are no scheduling requirements. There are not attendance
requirements for football, or arena game requirements for basketball. There are maximum financial aid
awards for each sport that a Div. II school must not exceed. Division II teams usually feature a number of
local or in-state student-athletes. Many Division II student-athletes pay for school through a combination
of scholarship money, grants, student loans and employment earnings. Division II athletics programs are
financed in the institution's budget like other academic departments on campus. Traditional rivalries with
regional institutions dominate schedules of many Division II athletics programs.
Division III
Division III institutions have to sponsor at least five sports for men and five for women, with two team
sports for each gender, and each playing season represented by each gender. There are minimum
contest and participant minimums for each sport. Division III athletics features student-athletes who
receive no financial aid related to their athletic ability and athletic departments are staffed and funded like
any other department in the university. Division III athletics departments place special importance on the
impact of athletics on the participants rather than on the spectators. The student-athlete's experience is of
paramount concern. Division III athletics encourages participation by maximizing the number and variety
of athletics opportunities available to students, placing primary emphasis on regional in-season and
conference competition.
There are several levels of volleyball played in college:
- Division I-More than 300 schools: up to 12 scholarships.
- Division II-More than 250 schools: up to eight full scholarships.
- Division 111-Over 400 schools: no athletic scholarships.
- NAIA-Close to 300 schools: tuition only scholarships.
- Junior/Community College: California schools do not offer scholarships, while many outside
California do have scholarship assistance available.
Frequently Asked Questions on Initial Eligibility What requirements do I need to be able to practice, play and get a scholarship at a Division I or Division II
school?
- You need to complete the following:
- Graduate from high school;
- Complete a minimum of 14* core courses;
- Present a minimum grade-point average (GPA) in those 14* core courses; and
- Present a qualifying test score on either the ACT or SAT test.
* In Division I, the minimum number of core courses is 16 for students who enter a Division I school
August 1, 2008, and after.
You need to look at your high school's list of NCAA-approved core courses. Follow these steps:
- Go to the NCAA Initial-Eligibility Clearinghouse Web site
- Click on "General Information"
- Click on "List of Approved Core Courses"
- Input your high school's code (if you know it) or search by your high school's name and state.
- Review the list
- Very important: If a core course you took is not on the list, it won't be used in your eligibility determination.
- Courses that appear on your transcript must exactly match what is on the list.
What do I do if a core course I took isn't on the list? See your high school counselor immediately. Someone at your high school is responsible for
keeping your high school's list updated. It is important that they do this every year to make sure
the core courses you are taking appear on the list.
How is the NCAA core grade-point average different from a student's overall grade-point average? The NCAA core-course grade-point average is calculated using only NCAA-approved core
courses in the required 14 core units. High-school grade-point averages generally include the
grades from most or all courses attempted in grades nine through 12.
Can weighted grades for honors or advanced placement courses be factored into the calculation of the
student's core grade-point average?
A school's normal practice of weighting honors or advanced courses may be used as long as the
weighting is used for computing grade-point averages. Weighting cannot be used if the high
school weights grades for the purpose of determining class rank. Additionally, in no instance may
the student receive greater than 1.000 additional quality points for purposes of calculating the
grade-point average for initial eligibility.
What options are available to students who do not meet the NCAA initial-eligibility standards? Students who do not meet the initial-eligibility standards may be granted a waiver of their
deficiency through an NCAA initial-eligibility waiver. NCAA academic committees have the
authority to authorize waivers of the initial-eligibility requirements based on objective evidence
that demonstrates circumstances in which a student's overall academic record warrants the
waiver of the normal application of the legislation. The waiver must be filed by an NCAA
institution (college or university) on behalf of the student.
May students use courses taken after high-school graduation? Generally, students who enroll in a Division I institution may not use courses taken after high-
school graduation to meet the NCAA core-curriculum requirements. Students who return after
graduation to the high school from which they graduated may take courses to meet the core-
course requirements. These students cannot enroll in college and participate in intercollegiate
athletics until the following fall. Students enrolling in Division II institutions and students with
disabilities (enrolling in either Division I or II) may use core courses taken after high-school
graduation to meet the NCAA core-curriculum requirements, provided the courses are
completed before full-time enrollment in a college or university. Please note that, for Division
I, students with disabilities must have the required documentation: (a) a signed copy of a
professional evaluation report that states the diagnosis of the student's disability; and (b) a copy
of the student's Individualized Education Plan (IEP), Individual Transition Plan (ITP) or Section
504 Plan or statement that relates to accommodations received by the student with the disability.
The NCAA national office, not the clearinghouse, processes the information.
May a student who has graduated repeat a course taken in grades nine through 12 and use the repeated
course for purposes of meeting NCAA initial-eligibility requirements?
Courses taken in grades nine through 12 may be repeated after graduation to meet NCAA
Division I initial-eligibility core-course requirements, provided the courses are repeated at the high
school from which the student graduated. If core courses are completed beyond the eighth
semester, a student's initial full-time college enrollment cannot occur until the next academic
year.
For Division II student-athletes, courses completed in grades nine through 12 may be repeated to
meet initial-eligibility core-course requirements, provided the courses are repeated before initial
full-time collegiate enrollment.
When should a student register with the NCAA Initial-Eligibility Clearinghouse?
Students should register with the clearinghouse after the completion of their junior year in high
school. At this time, a transcript, which includes six semesters of grades, should be sent to the
clearinghouse from the high school. Additionally, students should have their SAT or ACT test
scores forwarded directly to the clearinghouse whenever they take the exam.
May courses taken at a local college be used to meet the 14 core-course requirements?
College courses may be used to satisfy core-curriculum requirements if the courses are accepted
and awarded credit by the high school for any student and, meet all other requirements for core
courses. For NCAA Division I only, such courses must be placed on the student's high-school
transcript. Courses taken at a college will NOT appear on the high school's list of Approved Core
Courses. The high school's list of NCAA Approved Core Courses will include only those courses
taught/offered by the high school.
Can students with a diagnosed disability use courses that are designated for students with a disability to
meet NCAA core-course requirements?
Students with appropriately diagnosed disabilities may use courses for students with disabilities
for the purpose of meeting NCAA core-course requirements. Courses for students with disabilities
must appear on the high school's list of NCAA Approved Core Courses in order for a student to
receive NCAA credit for the course.
May a nonstandard ACT/SAT be used for initial eligibility?
Yes. Students with diagnosed disabilities may take a nonstandard ACT or SAT. The test score
must still be provided to the clearinghouse, just as any other test.
Does the prohibition against special education, remedial or compensatory courses apply to students with
disabilities?
No. In order for courses designated for students with disabilities to be approved, the course must
be substantially comparable, qualitatively and quantitatively, as a regular core course offered in
that academic area.
Are vocational courses acceptable?
Traditional vocational courses are not acceptable. These include courses such as agriculture,
auto mechanics, accounting and health.
What if a student's final high-school transcript contains an error or the student has grade changes that are
not included on the first final transcript mailed to the clearinghouse?
Once the clearinghouse has received all required documentation including a final high-school
transcript for a student, they are able to produce a final certification report. If a high school sends
a revised final transcript, the clearinghouse will not be able to use the changes. Instead, any
changes to a student's final high-school transcript must be approved through the initial-eligibility
waiver process.
May courses taken at high school "A" be accepted if they appear on high school "B's" transcript?
No. High school "A" may provide the clearinghouse with an official copy of high school "B's"
transcript, but grades from one high school cannot be accepted on another high-school's
transcript.
How are students prioritized for processing at the clearinghouse?
Students who have their status requested by an NCAA institution are prioritized by the
clearinghouse for processing. If a student's eligibility status is never requested by a member
institution, the clearinghouse may not process such a student's status.
[NOTE: This is not a complete list of NCAA regulations regarding initial eligibility. Please call or write the
NCAA or access the NCAA Web site if you have specific questions.]
NCAA Membership Services
P.O. Box 6222
Indianapolis, IN 46206-6222
317/917-6222 (phone)
800/638-3731 (NCAA Hotline)
www.ncaa.org
NCAA Initial Eligibility Clearinghouse
The NCAA Clearinghouse provides you with information about initial-eligibility requirements for
NCAA Division I and II member colleges and universities. Important Information about NCAA Division I
and Division II Initial-Eligibility Changes As a prospective student-athlete for a Division I or II institution,
you have certain responsibilities to attend to before you may participate. Information concerning who
needs to register with the Clearinghouse and what documents should be submitted can be found in
The Guide for College-Bound Student-Athletes
NCAA Clearinghouse Hotline
There is a new service directly from the NCAA to help high school student- athletes and their parents with
the NCAA recruiting process. This is a very valuable service being provided from the NCAA and contains
a tremendous amount of valuable information for you. This is a touch tone, menu driving system that will
allow you to hear pre-recorded messages in many areas of the recruiting process. Currently topic include;
General Recruiting Rules, NCAA Clearinghouse Information, Freshman Eligibility Standards and Transfer
Rules. The NCAA Hotline is from recent increased efforts of the NCAA to make PSA's (Prospective
Student Athlete's) aware of recruiting guidelines and eligibility requirements. The target of this hotline is
PSA's, their parents and their HS or club coaches. This is a toll free number and I urge every one to take
advantage of this NCAA offering and keep the toll free number handy. You can also use this number to
order some free publications such as the "NCAA Guide for the College Bound Student Athlete" or even
your NCAA Clearinghouse registration packet. You also are given phone numbers of different offices
within the NCAA organization such as Legislative Services to handle specific questions and concerns.
The toll free number for this NCAA service is (800) 638-3731.
NCAA Recruiting Periods
Contact period - permissible for authorized athletic department staff members to make in-person, off-
campus recruiting contacts and evaluations.
Dead period - not permissible to make in-person recruiting contacts or evaluations on- or off-campus or
permit official or unofficial visits.
Evaluation period - permissible for authorized athletics department staff to be involved in off-campus
activities to assess academic qualifications and playing abilities. No in-person, off-campus recruiting
contacts with a prospect are permitted.
Quiet period - permissible to make in-person recruiting contacts only on the member institution's campus.
Detailed information about recruiting is available in the online edition of the NCAA Guide for the College-
Bound Student-Athlete.
How do I go about being recruited?
1. Be sure to take advantage of a recruiting tool that many colleges subscribe to:
www.universityathlete.com. The service is free and is used extensively by college coaches to
identify players and learn more about them, especially at tournaments.
2. Register with the NCAA National Clearinghouse (www.ncaaclearinghouse.net). You register
through your high school guidance counselor. A college coach cannot legally offer you a
scholarship until you have registered on this site, which will contain information about your high
school GPA and your college entrance exam scores (SAT and ACT).
3. Take your college entrance exams early and, if necessary, often. No matter what your playing
ability level, you must meet the entrance requirement for a particular college. Therefore, the
higher your GPA and the better your SAT/ACT scores, the more opportunities for you.
4. Identify colleges you may be interested in attending.
Determination should be based on three factors:
i. Academics
a. Does the college meet your academic level/abilities?
b. Do YOU meet the college's academic requirements?
ii. Athletic program
a. Will you be able to compete?
b. Is the team capable of playing at the level that will satisfy you?
c. Will you be able to earn a significant amount of playing time?
d. Is this the type of coach you will enjoy playing for?
iii. Atmosphere/location
a. Is the college located in an area you will enjoy?
b. Is the size and scope of the college going to fit your personality?
5. In your sophomore year, but no later than your junior season, you should determine at least 20
schools that may fit your needs. Write a letter to the coach stating your interest (see example
letter). For information about specific schools, go to www.collegiatedirectories.com, or to
www.ncaa.org. There are also helpful links on our website.
IMPORTANT: When you get a response from a coach, immediately return any questionnaires
he/she asks you to fill out. Be sure to enclose a thank you note.
6. Attend a summer camp being offered at a college you are particularly interested in being recruited
by. This will allow you time to connect with the coach on a personal level, and provide you an
opportunity to showcase your talents to the coach.
7. Create a video that will showcase your talents. Coaches DO NOT appreciate amateur-looking
videos. They must be done in a way that is easy for the coach to assess your ability. NOTE: Most
coaches will only watch about five minutes of a video before making up their mind about your
ability!
8. If you gain the interest of a particular coach, continue to send the coach updates on your playing
experiences-news articles, tournament finishes, etc. By doing so, you will keep your name on
their radar screen.
9. Before attending a major tournament, email the coach to find out if someone from his or her
program will be attending the event.
10. You must market and sell yourself by keeping contact with the coach. Remember, there are
hundreds of other girls who are also trying to get the attention of that coach.
Recruiting Time Line
Freshman Year
Get settled in high school. Concentrate on a solid high school Curriculum.
Setup a workout schedule allowing comfortable time for academics and sports.
Talk to your coaches or Athletic Director / Coach about local volleyball club teams.
Work hard on the junior high/high school team. Try to stay after with the coach to learn new skills or
perfect basics.
Play the best and most competitive spring/summer club volleyball that is available to you. Play with the
best teams, at the best tournaments, against the best competition possible.
If you think you are interested in attending a college for a sport, send an introduction letter in your
freshman year. Send an update at the end of the season, along with your club schedule.
Attend a comprehensive college summer camp.
Sophomore Year
You may receive general brochures for camps and questionnaires from a university.
You may make phone calls (e-mails) to the university’s coach or staff.
Send out your second contact letters – include your club schedule and your sophomore year high
school schedule. College coaches are not permitted to write back yet except to notify you they received
your letter and to invite you to their summer camp. But you will get your name out in front of the
coaches you want to play for.
The university’s coach or staff may not contact you personally.
• No off-campus contact allowed by the university’s coach or staff.
• No “official” visits to the college allowed. An official visit is any visit to a college paid for by the college.
• Unlimited number of “unofficial” visits paid for by the parents or player. The university can provided up
to three tickets to a sporting event during these visits.
Junior Year
• Send out your Athletic Resumes – include your club schedule and your junior year high school
schedule.
You are eligible to receive formal recruiting materials after September 1.
• You may make phone calls to the university’s coach or staff.
• The university’s coach or staff may make one phone call to you during the month of March of your
junior year.
• The university’s coach or staff may make a maximum of one phone call a week to you after July 1 of
your junior year.
• The university’s coach or staff may meet with you once at your school during April of your junior
year.
• The university’s coach or staff may meet with you at any venue starting July 1 of your junior year.
• No official visits are allowed.
• Unlimited number of unofficial visits paid for by the parents or player. The university can provided up
to three tickets to a sporting event during these visits.
Register for the NCAA Clearinghouse @ www.ncaaclearinghouse.net
Ask your high school coach to write letters to a few preferred colleges. Include a copy of your fall
schedule.
Register for the fall ACT / SAT standardized tests. Most students take these tests at least twice. Try to
schedule a winter date that won’t conflict with high school or club season. Request that your ACT/SAT
test scores be sent to the NCAA Clearinghouse (there is a box on the application form that you check
for this).
Prepare a videotape to be sent out when requested. Ask for help from club coaches, parents, and club
teammates.
Continue club ball - it is important to play to be seen. Most college coaches recruit from club ball not
high school.
Focus this summer should be on attending "Select” or “Advanced" or “Elite” camps. In this environment
you will be able to gauge yourself against some of the best players, at each camp. The college coaches
will be able to do the same.
Plan Visits! Before your senior year, all of these visits are "unofficial." This means that the college can
not pay for any part of the visit. These are done on your own. Call the coach asking to meet with them,
an academic advisor, and a professor in the major you care to pursue. Ask if you can attend a practice
or match and meet the team afterwards. You will be starting to narrow down you college choices, so be
thorough on this visit. You may be asked to make a decision before you will be allowed by the NCAA to
take an official visit! You are only permitted 5 official visits total.
JULY 1st - Phone contact from college coaches is permissible.
Senior Year
• You are eligible to receive formal recruiting materials at any time.
• You may make phone calls to the university’s coach or staff.
• The university’s coach or staff may make one phone call to you per week.
• The university’s coach or staff may meet with you at any place or time.
• Official visits to a college are allowed beginning the date school opens.
• Official visits are limited to five universities total per athlete.
• Unlimited number of unofficial visits paid for by the parents or player. The university can provided up
to three tickets to a sporting event during these visits.
• The university may come to your high school competitions and evaluate your play a maximum of
seven times your senior year.
• The university may make personal contact with you a maximum of three times during your senior
year.
DO NOT LET UP ACADEMICALLY! It’s easy to catch senioritis – but it may cost you your eligibility.
Review core academic requirements with your guidance counselor. Make sure you are "on track."
Send out your fall schedule. Keep college coaches posted on any changes or updates to your team
schedules.
The first day of class for your senior year is the first day you may attend an official visit. If you
haven’t already verbally committed, take those visits ASAP! If you are offered an official visit --
prepare for your visit with a list of questions written down. (You’ll be amazed how nervous you will
get – and you’ll forget what you wanted to ask!) Be prepared for any questions the college may
have for you.
Early signing period -- dates vary slightly from year to year -- Check on the NCAA website for the
current year’s dates.
You can contact college coaches (by phone) at any time (prior to July after your Junior year they
can not call you).
Send out last of Athletic Resumes, if new interest in other schools.
Find out Letter of Intent dates for Volleyball from NCAA.
Take advantage of, no more than 5, college paid visits, if offered.
Ask a lot of questions and weigh all the advantages and disadvantages of the schools you are
interested in.
Study hard and play hard, but remember you are a student athlete and the student comes first. If you are
being seriously recruited by a school, they will invite you to make an official visit (where travel, room and
board is paid during one of their home weekends. Continue phone contact with schools. Some schools
ask their top recruits to verbally commit to attending during the spring or summer before their senior year.
Most school like to be finished recruiting by the end of the volleyball season. The thing to remember is
that a commitment is not binding until a National Letter of Intent (NLI) and Offer of Financial Aid is signed
by the recruit. The first official signing day for VB is typically in early February and extends into August.
Recruits may change their mind about a school after they've made a verbal commitment, but not after
signing the NLI. If they do not attend the school they sign with or transfer before one year is completed,
they will lose at least a year of eligibility. Players must also understand that being brought to campus on
an official visit does not constitute an offer of a scholarship. DO NOT WAIT UNTIL YOUR SENIOR YEAR
TO MAKE FIRST CONTACT OR REGISTER FOR THE CLEARINGHOUSE.
The Athletic Resume The following is a brief summary of what should be included in an athletic resume. Keep in mind that
there are not set standards for athletic resumes, but you should take the time and invest in putting it
together in a manner which demonstrates a serious effort.
The Athletic Resume plays an important part in the recruiting process. Time and care should be
exercised in the preparation of these documents. The purpose of the resume is to highlight the student
athlete’s accomplishments and goals and to peak a coaches interest. This is generally the first contact
that a coach might have with PSA's. Like with job resumes, use your imagination but don't get too carried
away. A typical athletic resume will consist of the following items, usually 1 page per item.
1) Letter of Introduction
2) Athletic Profile
3) Athletic Accomplishments and Honors
4) Academic and Extra-Curricular Profile
5) Current high school or club game schedule
6) Letters of reference from coaches.
Item 1- A 1 page letter introducing the athlete to the coach. Always address the letter to coach using
his/her name, not "Dear Coach." Use the school name instead of saying "I'd like to find out more about
your school..." The letter should be from the athlete NOT the parents. Give specifics of yourself. Your
name, high school, year of graduation, club team, coach’s names, addresses and phone number. Also
include a brief description, height, position, etc. Mention your GPA and your college goals and major
interests. Remember this letter is an introduction, not a detailed summary of your abilities.
Item 2 - Athletic Profile, on this page give more specifics about you and your sport. Height, position,
standing reach, approach jump height, hand dominance, high school, coaches, current age, birth date, other sports played, current GPA, class ranking if available, and SAT/ACT scores. This
page is a "free-format" page, you can list the data in an eye appealing format... don't make it all text. A second
page to this you may want to include your profile with a picture and current or previous season stats/
records.
Item 3 - Athletic Accomplishments, by HS year list all of your athletic awards, Most Improved, MVP,
Athlete of the year, Scholar Athlete, Captain, All Tournament Team selection. Include records held and
any other athletic honor received.
Item 4 - Academic / Extra-Curricular Profile. People tend to build up just their athletic background.
Coaches want to know about you, the person also. List your academic accomplishments, Honor Roll,
Student offices, National Honor Society, Club offices. Also list community service activities, church,
hospitals, retirement homes, etc. This shows that you are well rounded and can succeed and still be
involved with other "social" activities. Many HS athletes fail to become involved in areas like this, but it
is really a benefit to be able to add to your resume.
Item 5 - Current HS or club schedule - no explanation needed but give the coach time so that he might be
able to see you. If you don't have this available, send to him in follow-up letter as soon as you receive it.
Item 6 - Letters of references from coaches. Don't over do it. 1 or 2 will be sufficient. This is just a brief
overview of athletic resumes but it should give you an idea on how to start it.
This is only a sample of what an athletic resume should include. This is not the only format available and
to use it, but it is outlined for you so that you have an idea of what to include on yours. This is your
chance to catch the coaches interest and to get a response from him/her. One of the key concepts on this
to make yourself look good, a little bragging, but makes sure you can prove whatever you say. You do not
want to tell a coach you can touch 10 feet when in fact you can't. Be honest with the coach, as they will
find out sooner or later. Target 20 - 25 schools minimum when initially sending out your resumes. Keep
an open mind and be on the lookout for additional schools to send your resume to.
Sample Letter to College Coach January 1, 200X
Whatsa Matta U.
Coach Joe Schmo
Women's Volleyball Coach
555 Left Field Drive
Los Angeles, CA 93063
Dear Coach Schmo,
I am very interested in your university and volleyball program, and would appreciate any
information you can send me in regards to your program, school, athletic scholarships and financial
aid.
My name is Ima Biggin. I'm a junior in high school, currently playing with the Capital City Volleyball
Club out of Carson City, Nevada. Our Club Director/Head Coach is Danny McLaughlin, our Technical
Director is Steve George, and our Recruiting Coordinator is Jim Saari. You can find our more about
our club at www.capitalcityvbc.com, including how to contact Danny, Steve, or Jim.
My personal stats are:
HT:
WT:
POSITION(S) PLAYED:
I have enclosed my (club/high school) schedule with the hope you will be able to watch our team
play in the near future. I believe I have the ability to be a part of your team, and contribute to its future
success.
Thank you for your time and attention. I look forward to hearing from you in the near future.
Sincerely,
Ima Biggin
123 4th Street
Minden, NV 89700
The Recruiting Video
Recruiting Videos Recruiting videos are one of the best ways your players can get exposure to collegiate coaches. Many
college programs cannot afford to send a coach to see every potential student/athlete across the country,
and they rely, somewhat, on the initiative of the high school players and coaches themselves. By taking
the initiative, the player is showing the college coach he/she is interested in the program and willing take
the first step in the recruiting process. The video also gives the recruiting coach a profile of the player's
talents.
Introduction
As a lead in, have the player introduce her/himself and share a little personal information (i.e. grade,
height, playing position, GPA, study interests, etc.). This portion should last no longer than 30 seconds,
but is important so the recruiter can put a face with a name.
Skills
Serving: (View from behind/side so camera can see footwork, positioning and trajectory of ball)
• 10 serves (5 float 5 topspin) – Rapid fire one after another.
• 5 jump serves if the player is effective. Don't put it in if they can't do it.
Passing: (View the player and where the ball is going- angled from side to capture passer and target)
• 5-10 each of serve receive (underhand and overhand passing, run throughs & defensive digging.)
Setting: (View the player in front of the net from back court to capture entire length off net.)
Non-setters:
• 5 sets each - left side & right side, with or without hitters.
Setters:
• 5 sets each left & right sides, 31's, slides & 1's.
• Need to include hitters for middle attacks (3-1’s, slides & 1’s).
Blocking: (View the net and player so you can see footwork and how high the player is reaching)
Briefly show footwork & blocking alone at net.
• 4-5 blocks vs. hitter. If blocking outside hitter - use 2 blockers, if blocking middle use 1.
Attacking: (View the player, net & where the ball is going- Side view to capture approach and contact
point
across the net)
• 4-5 hits from a variety of sets left side, right side & middle (include slide footwork if the player is
capable).
Do not include skills that the player is totally incapable of performing. For example, do not have a 5'2"
defensive specialist blocking or hitting middle, but you could have them attacking from the back row. Also,
the skills portion of the video should move quickly and last 7-10 minutes.
Game Film
• Copy 5-10 minutes of unedited game footage on the end of the skills portion.
• Choose footage that is the highest caliber of play on both sides of the net.
• Indicate who the player is by number, position, knee brace, black kneepads, hair ribbon, etc.
Distribution
Make at least 5 copies and include the player's resume and an introduction letter with the video.
Encourage the player to send a video to any school he/she is interested in. Sending a lot of videos can
get costly, but players can buy blank tapes/cd’s in bulk. Most collegiate coaches will keep the videos
unless you specifically request a return.
Start this process early (if possible during the player's SO/JR year). Take the time to help your
players out, and remind them this is an investment in their college education.
What You Need:
A good video camera - digital cameras make transition to DVDs that much easier
A step-latter
A tripod for the camera
A person to help feed the balls
A person to run the camera
A good computer for editing...Microsoft media software is good enough and free.
A Volleyball Court - Ask the school, they usually will help out
Volleyballs
Lighting...consider using a garage floor lamp from your hardware store.
Parents Common Mistakes In The Recruiting Process
Most parents expect the high school volleyball coach to guide an athlete through the recruiting process.
High school coaches are paid to be full time teachers or administrators, and receive a small supplement
for their added coaching responsibilities. Their time is occupied. Yet most perform a marvelous job
promoting and guiding athletes, not just at their own school but some at even help those from other
schools. Most coaches hate the "marketing" side of recruiting. If they wanted to sell, they'd be in
marketing making bundles of money. Parents must discuss the process with the coach, find out what has
to be done and what the coach is willing to do.
Thinking they understand what is happening.
"Every parent I ever asked about recruiting stood there nodding their head, 'Yes, yes, yes,"' said
future hall of fame USC Volleyball coach Pat Powers. "Recruiting is like someone who buys a new
car once in a lifetime from someone who sells cars 50 weeks a year and has been doing it for 15
years. One doesn't know anything, the other knows everything. Who is going to get the best of the
deal?" he asks.
Rather than acting knowledgeable, parents must become knowledgeable, by asking questions, evaluating
answers, seeking information and asking more questions.
Ohio State quarterback Joe Germaine was 1997 Rose Bowl MVP for leading the Buckeyes over
Arizona State. He grew up 10 minutes away from the ASU campus, attended games as a boy but
was not recruited by his favorite school because Jake Plummer was their quarterback of the future.
Plummer had a great career, but only because Stanford did not want him. Then Cardinal coach Bill
Walsh, renowned for his ability to develop quarterback talent, chose to recruit Scott Frost from
Nebraska instead. But when Frost got to Stanford, Walsh turned him into a defensive safety. Frost
transferred to his home state to play quarterback for the Cornhuskers.
That is the way recruiting works. When athletes are in high school, no one knows who will be
selected and who will be rejected, who will play and who will sit.
Thinking they can evaluate their child's athletic talent.
Howard Garfinkel, founder of the famous Five Star basketball camp, tells athletes to "seek a college
one level below what you think you are and two levels below what your father thinks you are." College
coaches talk about parents of high school sophomores wondering if their child can play at our level,
then two years later wanting to dictate playing time."
Everyone who attempts to project the ability of high school athletes to compete in college sports
makes mistakes. Penn State's Joe Paterno thought NFL running back Eddie George should play
linebacker. North Carolina's Dean Smith rejected NBA star Joe Smith, and Paterno and Smith
are at the top of their respective professions. Imagine how often the regular coaches are wrong!
Still, the best assessment of an athlete's ability will come from people who are very familiar with
college play. Few high school coaches, and far fewer parents, have that familiarity. When they do, a
love of the athlete still can cloud the evaluation.
Losing track of the importance of a college education and a college degree.
"In choosing a college, education should be the first consideration, then athletics second, not the
reverse as is so often the case," said legendary UCLA basketball coach John Wooden. "The college
education will be the important part, because it can be of great service throughout life. He or she will
be an athlete for only a comparatively short time. A limited few play after college, even though they all
think they will.
"Young people have difficulty thinking about the future," Wooden continued. "Parents can help them,
but to do that parents have to separate themselves from the thrill of
being recruited." "Will my son start early?" was, and is, asked more frequently than "Will my son get
a good education?"
Believing "if a college wants my child, they will find a way to get him/her into school."
"The academics of the athlete has been taken out of the hands of the college coaches; 100 percent of
the responsibility is on the athlete and the parent," said LSU men's and women's track coach Pat
Henry. Athletes have three basic responsibilities before they can receive a scholarship: to pass
designated courses with a certain average; achieve a certain score on a standardized test; and report
both results to the NCAA Clearinghouse. Parents can help their children by overseeing this process,
which begins with calling 1-800-638-3731 and ordering a copy of The NCAA Guide for the College
Bound Student Athlete. Read the guide at least twice, discuss it with the high school coach and
guidance counselor, then read it a third time.
Thinking that a letter means a college scholarship.
"We've got garbage bags full of letters," said the father of a Big Ten recruit. "They mean nothing, burn
them. They don't mean a school wants you, they just mean you are on a list." A Texas high school
coach adds, "You are not being recruited until someone walks down your sidewalk, sits in
your living room and starts showing you shiny brochures and videotapes."
Yet every year parents call colleges after the signing period and tell the secretary, "We thought our
child was going to receive a scholarship here." Such stories are sad, but they can be avoided by
understanding the process. The reality is that football schools have a mailing list of more than 1,000
names per class, and award 25 scholarships or less; women's volleyball schools have nearly as many
names and usually sign two to four athletes a year. A letter is only an introduction, not an offer.
Expecting the high school / club coach to guide an athlete through the recruiting process.
High school coaches are paid to be full time teachers or administrators, and receive a small
supplement for their added coaching responsibilities. Their time is taken. Yet many do a
marvelous job promoting and guiding athletes, not just their own but even those from other
schools. At the same time, other coaches hate the "selling" side of recruiting. "If I wanted to sell,
I'd be in business making a lot of money," they figure.
Parents must discuss the process with the coach, find out what has to be done and what the
coach is willing to do. What remains? What can the athlete do? The parents? How will the right
colleges see the athletes? Can friends help? Does a scholarship marketing organization make
senses?
source Delawarejuniorsvbc.org