Volleyball is an Olympic team sport in which two teams of six players are separated by a net. Each team tries to score points by grounding a ball on the other team’s court under organized rules.
The complete rules are extensive. But simply, play proceeds as follows: A player on one of the teams begins a ‘rally’ by serving the ball (tossing or releasing it and then hitting it with a hand or arm), from behind the back boundary line of the court, over the net, and into the receiving team’s court. The receiving team must not let the ball be grounded within their court. They may touch the ball as many as three times. Typically, the first two touches are to set up for an attack, an attempt to direct the ball back over the net in such a way that the serving team is unable to prevent it from being grounded in their court.
The rally continues, with each team allowed as many as three consecutive touches, until either (1): a team makes a kill, grounding the ball on the opponent’s court and winning the rally; or (2): a team commits a fault and loses the rally. The team that wins the rally is awarded a point, and serves the ball to start the next rally. A few of the most common faults include:
The ball is usually played with the hands or arms, but players can legally strike or push (short contact) the ball with any part of the body.
A number of consistent techniques have evolved in volleyball, including spiking and blocking (because these plays are made above the top of the net the vertical jump is an athletic skill emphasized in the sport) as well as passing, setting, and specialized player positions and offensive and defensive structures.
William G. Morgan
On February 9, 1895, in Holyoke, Massachusetts (USA), William G. Morgan, a YMCA physical education director, created a new game called Mintonette as a pastime to be played preferably indoors and by any number of players. The game took some of its characteristics from tennis and handball. Another indoor sport, basketball, was catching on in the area, having been invented just ten miles (sixteen kilometers) away in the city of Springfield, Massachusetts, only four years before. Mintonette was designed to be an indoor sport less rough than basketball for older members of the YMCA, while still requiring a bit of athletic effort.
The first rules, written down by William G Morgan, called for a net 6 ft 6 in (1.98 m) high, a 25×50 ft (7.6×15.2 m) court, and any number of players. A match was composed of nine innings with three serves for each team in each inning, and no limit to the number of ball contacts for each team before sending the ball to the opponents’ court. In case of a serving error, a second try was allowed. Hitting the ball into the net was considered a foul (with loss of the point or a side-out)—except in the case of the first-try serve.
After an observer, Alfred Halstead, noticed the volleying nature of the game at its first exhibition match in 1896, played at the International YMCA Training School (now called Springfield College), the game quickly became known as volleyball (it was originally spelled as two words: “volley ball“). Volleyball rules were slightly modified by the International YMCA Training School and the game spread around the country to various YMCAs.
Japanese American women playing volleyball, Manzanar internment camp, California, ca. 1943.
The first official ball used in volleyball is disputed; some sources say that Spalding created the first official ball in 1896, while others claim it was created in 1900. The rules evolved over time: in the Philippines by 1916, the skill and power of the set and spike had been introduced, and four years later a “three hits” rule and a rule against hitting from the back row were established. In 1917, the game was changed from 21 to 15 points. In 1919, about 16,000 volleyballs were distributed by the American Expeditionary Forces to their troops and allies, which sparked the growth of volleyball in new countries.
The first country outside the United States to adopt volleyball was Canada in 1900. An international federation, the Fédération Internationale de Volleyball (FIVB), was founded in 1947, and the first World Championships were held in 1949 for men and 1952 for women. The sport is now popular in Brazil, in Europe (where especially Italy, the Netherlands, and countries from Eastern Europe have been major forces since the late 1980s), in Russia, and in other countries including China and the rest of Asia, as well as in the United States.
Beach volleyball, a variation of the game played on sand and with only two players per team, became a FIVB-endorsed variation in 1987 and was added to the Olympic program at the 1996 Summer Olympics. Volleyball is also a sport at the Paralympics managed by the World Organization Volleyball for Disabled.
The history of Olympic volleyball traces back to the 1924 Summer Olympics in Paris, where volleyball was played as part of an American sports demonstration event. After the foundation of FIVB and some continental confederations, it began to be considered for official inclusion. In 1957, a special tournament was held at the 53rd IOC session in Sofia, Bulgaria to support such request. The competition was a success, and the sport was officially included in the program for the 1964 Summer Olympics.
The Olympic volleyball tournament was originally a simple competition: all teams played against each other team and then were ranked by wins, set average, and point average. One disadvantage of this round-robinsystem is that medal winners could be determined before the end of the games, making the audience lose interest in the outcome of the remaining matches. To cope with this situation, the competition was split into two phases with the addition of a “final round” elimination tournament consisting of quarterfinals, semifinals, and finals matches in 1972. The number of teams involved in the Olympic tournament has grown steadily since 1964. Since 1996, both men’s and women’s events count twelve participant nations. Each of the five continental volleyball confederations has at least one affiliated national federation involved in the Olympic Games.
The U.S.S.R. won men’s gold in both 1964 and 1968. After taking bronze in 1964 and silver in 1968, Japan finally won the gold for men’s volleyball in 1972. Women’s gold went to Japan in 1964 and again in 1976. That year, the introduction of a new offensive skill, the backrow attack, allowed Poland to win the men’s competition over the Soviets in a very tight five-set match. Since the strongest teams in men’s volleyball at the time belonged to the Eastern Bloc, the American-led boycott of the 1980 Summer Olympics did not have as great an effect on these events as it had on the women’s. The U.S.S.R. collected their third Olympic Gold Medal in men’s volleyball with a 3–1 victory over Bulgaria (the Soviet women won that year as well, their third gold as well). With the U.S.S.R. boycotting the 1984 Olympic Games in Los Angeles, the U.S. was able to sweep Brazil in the finals to win the men’s gold medal. Italy won its first medal (bronze in the men’s competition) in 1984, foreshadowing a rise in prominence for their volleyball teams.
At the 1988 Games, Karch Kiraly and Steve Timmons led the U.S. men’s team to a second straight gold medal. In 1992, underrated Brazil upset favourites C.I.S., Netherlands, and Italy in the men’s competition for the country’s first volleyball Olympic gold medal. Runner-up Netherlands, men’s silver medalist in 1992, came back under team leaders Ron Zwerver and Olof van der Meulen in the 1996 Games for a five-set win over Italy. A men’s bronze medalist in 1996, Serbia and Montenegro (playing in 1996 and 2000 as the Federal Republic of Yugoslavia) beat Russia in the gold medal match in 2000, winning their first gold medal ever. In 2004, Brazil won its second men’s volleyball gold medal beating Italy in the finals. In the 2008 Games, the USA beat Brazil in the men’s volleyball final.
Volleyball court
The game is played on a volleyball court 18 meters (59 feet) long and 9 meters (29.5 feet) wide, divided into two 9 m × 9 m halves by a one-meter (40-inch) wide net placed so that the top of the net is 2.43 meters (7 feet 11 5/8 inches) above the center of the court for men’s competition, and 2.24 meters (7 feet 4 1/8 inches) for women’s competition (these heights are varied for veterans and junior competitions).
There is a line 3 meters from and parallel to the net in each team court which is considered the “attack line”. This “3 meter” (or 10 foot) line divides the court into “back row” and “front row” areas (also back court and front court). These are in turn divided into 3 areas each: these are numbered as follows, starting from area “1″, which is the position of the serving player:
After a team gains the serve (also known as siding out), its members must rotate in a clockwise direction, with the player previously in area “2″ moving to area “1″ and so on, with the player from area “1″ moving to area “6″.
The team courts are surrounded by an area called the free zone which is a minimum of 3 meters wide and which the players may enter and play within after the service of the ball. All lines denoting the boundaries of the team court and the attack zone are drawn or painted within the dimensions of the area and are therefore a part of the court or zone. If a ball comes in contact with the line, the ball is considered to be “in”. An antenna is placed on each side of the net perpendicular to the sideline and is a vertical extension of the side boundary of the court. A ball passing over the net must pass completely between the antennae (or their theoretical extensions to the ceiling) without contacting them.
FIVB regulations state that the ball must be spherical, made of leather or synthetic leather, have a circumference of 65–67 cm, a weight of 260–280 g and an inside pressure of 0.30–0.325 kg/cm2. Other governing bodies have similar regulations.
Each team consists of six players. To get play started, a team is chosen to serve by coin toss. A player from the serving team throws the ball into the air and attempts to hit the ball so it passes over the net on a course such that it will land in the opposing team’s court (the serve). The opposing team must use a combination of no more than three contacts with the volleyball to return the ball to the opponent’s side of the net. These contacts usually consist first of thebump or pass so that the ball’s trajectory is aimed towards the player designated as the setter; second of the set (usually an over-hand pass using wrists to push finger-tips at the ball) by the setter so that the ball’s trajectory is aimed towards a spot where one of the players designated as an attacker can hit it, and third by the attacker who spikes (jumping, raising one arm above the head and hitting the ball so it will move quickly down to the ground on the opponent’s court) to return the ball over the net. The team with possession of the ball that is trying to attack the ball as described is said to be on offense.
The team on defense attempts to prevent the attacker from directing the ball into their court: players at the net jump and reach above the top (and if possible, across the plane) of the net in order to block the attacked ball. If the ball is hit around, above, or through the block, the defensive players arranged in the rest of the court attempt to control the ball with a dig (usually a fore-arm pass of a hard-driven ball). After a successful dig, the team transitions to offense.
The game continues in this manner, rallying back and forth, until the ball touches the court within the boundaries or until an error is made. The most frequent errors that are made are either to fail to return the ball over the net within the allowed three touches, or to cause the ball to land outside the court. A ball is “in” if any part of it touches a sideline or end-line, and a strong spike may compress the ball enough when it lands that a ball which at first appears to be going out may actually be in. Players may travel well outside the court to play a ball that has gone over a sideline or end-line in the air.
Other common errors include a player touching the ball twice in succession, a player “catching” the ball, a player touching the net while attempting to play the ball, or a player penetrating under the net into the opponent’s court. There are a large number of other errors specified in the rules, although most of them are infrequent occurrences. These errors include back-row or libero players spiking the ball or blocking (back-row players may spike the ball if they jump from behind the attack line), players not being in the correct position when the ball is served, attacking the serve in the front court and above the height of the net, using another player as a source of support to reach the ball, stepping over the back boundary line when serving, taking more than 8 seconds to serve, or playing the ball when it is above the opponent’s court.
When the ball contacts the floor within the court boundaries or an error is made, the team that did not make the error is awarded a point, whether they served the ball or not. If the ball hits the line, the ball is counted as in. The team that won the point serves for the next point. If the team that won the point served in the previous point, the same player serves again. If the team that won the point did not serve the previous point, the players of the team rotate their position on the court in a clockwise manner. The game continues, with the first team to score 25 points (and be two points ahead) awarded the set. Matches are best-of-five sets and the fifth set (if necessary) is usually played to 15 points. (Scoring differs between leagues, tournaments, and levels; high schools sometimes play best-of-three to 25; in the NCAA games are played best-of-five to 25 as of the 2008 season.)
Before 1999, points could be scored only when a team had the serve (side-out scoring) and all sets went up to only 15 points. The FIVB changed the rules in 1999 (with the changes being compulsory in 2000) to use the current scoring system (formerly known as rally point system), primarily to make the length of the match more predictable and to make the game more spectator- and television-friendly.
In 1998 the libero player was introduced internationally. The libero is a player specialized in defensive skills: the libero must wear a contrasting jersey color from his or her teammates and cannot block or attack the ball when it is entirely above net height. When the ball is not in play, the libero can replace any back-row player, without prior notice to the officials. This replacement does not count against the substitution limit each team is allowed per set, although the libero may be replaced only by the player whom they replaced.
The libero may function as a setter only under certain restrictions. If she/he makes an overhand set, she/he must be standing behind (and not stepping on) the 3-meter line; otherwise, the ball cannot be attacked above the net in front of the 3-meter line. An underhand pass is allowed from any part of the court.
The libero is, generally, the most skilled defensive player on the team. There is also a libero tracking sheet, where the referees or officiating team must keep track of who the libero subs in and out for. There may only be one libero per set (game), although there may be a different libero in the beginning of any new set (game).
Furthermore, a libero is not allowed to serve, according to international rules, with the exception of the NCAA women’s volleyball games, where a 2004 rule change allows the libero to serve, but only in a specific rotation. That is, the libero can only serve for one person, not for all of the people for whom he or she goes in. That rule change was also applied to high school and junior high play soon after.
Other rule changes enacted in 2000 include allowing serves in which the ball touches the net, as long as it goes over the net into the opponents’ court. Also, the service area was expanded to allow players to serve from anywhere behind the end line but still within the theoretical extension of the sidelines. Other changes were made to lighten up calls on faults for carries and double-touches, such as allowing multiple contacts by a single player (“double-hits”) on a team’s first contact provided that they are a part of a single play on the ball.
In 2008, the NCAA changed the minimum number of points needed to win any of the first four sets from 30 to 25 for women’s volleyball (men’s volleyball remained at 30.) If a fifth (deciding) set is reached, the minimum required score remains at 15. In addition, the word “game” is now referred to as “set”.
Changes in rules have been studied and announced by FIVB in recent years, and they have released the updated rules in 2009.
Competitive teams master six basic skills: serve, pass, set, attack, block and dig. Each of these skills comprises a number of specific techniques that have been introduced over the years and are now considered standard practice in high-level volleyball.
Setting up for an overhand serve.
A player making a jump serve.
A player stands behind the inline and serves the ball, in an attempt to drive it into the opponent’s court. His or her main objective is to make it land inside the court; it is also desirable to set the ball’s direction, speed and acceleration so that it becomes difficult for the receiver to handle it properly. A serve is called an “ace” when the ball lands directly onto the court or travels outside the court after being touched by an opponent.
In contemporary volleyball, many types of serves are employed:
The set is usually the second contact that a team makes with the ball. The main goal of setting is to put the ball in the air in such a way that it can be driven by an attack into the opponent’s court. The setter coordinates the offensive movements of a team, and is the player who ultimately decides which player will actually attack the ball.
As with passing, one may distinguish between an overhand and a bump set. Since the former allows for more control over the speed and direction of the ball, the bump is used only when the ball is so low it cannot be properly handled with fingertips, or in beach volleyball where rules regulating overhand setting are more stringent. In the case of a set, one also speaks of a front or back set, meaning whether the ball is passed in the direction the setter is facing or behind the setter. There is also a jump set that is used when the ball is too close to the net. In this case the setter usually jumps off his or her right foot straight up to avoid going into the net. The setter usually stands about ⅔ of the way from the left to the right of the net and faces the left (the larger portion of net that he or she can see).
Sometimes a setter refrains from raising the ball for a teammate to perform an attack and tries to play it directly onto the opponent’s court. This movement is called a “dump”. The most common dumps are to ‘throw’ the ball behind the setter or in front of the setter to zones 2 and 4. More experienced setters toss the ball into the deep corners or spike the ball on the second hit.
A woman making a forearm pass or bump.
Also called reception, the pass is the attempt by a team to properly handle the opponent’s serve, or any form of attack. Proper handling includes not only preventing the ball from touching the court, but also making it reach the position where the setter is standing quickly and precisely.
The skill of passing involves fundamentally two specific techniques: underarm pass, or bump, where the ball touches the inside part of the joined forearms or platform, at waist line; and overhand pass, where it is handled with the fingertips, like a set, above the head. Either are acceptable in professional and beach volleyball, however there are much tighter regulations on the overhand pass in beach volleyball.
The attack, also known as the spike, is usually the third contact a team makes with the ball. The object of attacking is to handle the ball so that it lands on the opponent’s court and cannot be defended. A player makes a series of steps (the “approach”), jumps, and swings at the ball.
Ideally the contact with the ball is made at the apex of the hitter’s jump. At the moment of contact, the hitter’s arm is fully extended above his or her head and slightly forward, making the highest possible contact while maintaining the ability to deliver a powerful hit. The hitter uses arm swing, wrist snap, and a rapid forward contraction of the entire body to drive the ball. A ‘bounce’ is a slang term for a very hard/loud spike that follows an almost straight trajectory steeply downward into the opponent’s court and bounces very high into the air. A “kill” is the slang term for an attack that is not returned by the other team thus resulting in a point.
Contemporary volleyball comprises a number of attacking techniques:
3 players performing a block
Blocking refers to the actions taken by players standing at the net to stop or alter an opponent’s attack.
A block that is aimed at completely stopping an attack, thus making the ball remain in the opponent’s court, is called offensive. A well-executed offensive block is performed by jumping and reaching to penetrate with one’s arms and hands over the net and into the opponent’s area. It requires anticipating the direction the ball will go once the attack takes place. It may also require calculating the best foot work to executing the “perfect” block.
The jump should be timed so as to intercept the ball’s trajectory prior to it crossing over the net. Palms are held deflected downward about 45–60 degrees toward the interior of the opponents court. A “roof” is a spectacular offensive block that redirects the power and speed of the attack straight down to the attacker’s floor, as if the attacker hit the ball into the underside of a peaked house roof.
By contrast, it is called a defensive, or “soft” block if the goal is to control and deflect the hard-driven ball up so that it slows down and becomes more easy to be defended. A well-executed soft-block is performed by jumping and placing one’s hands above the net with no penetration into the opponent’s court and with the palms up and fingers pointing backward.
Blocking is also classified according to the number of players involved. Thus, one may speak of single (or solo), double, or triple block.
Successful blocking does not always result in a “roof” and many times does not even touch the ball. While it’s obvious that a block was a success when the attacker is roofed, a block that consistently forces the attacker away from his or her ‘power’ or preferred attack into a more easily controlled shot by the defense is also a highly successful block.
At the same time, the block position influences the positions where other defenders place themselves while opponent hitters are spiking.
Digging is the ability to prevent the ball from touching one’s court after a spike or attack, particularly a ball that is nearly touching the ground. In many aspects, this skill is similar to passing, or bumping: overhand dig and bump are also used to distinguish between defensive actions taken with fingertips or with joined arms.
Some specific techniques are more common in digging than in passing. A player may sometimes perform a “dive”, i.e., throw his or her body in the air with a forward movement in an attempt to save the ball, and land on his or her chest. When the player also slides his or her hand under a ball that is almost touching the court, this is called a “pancake”. The pancake is frequently used in indoor volleyball.
Sometimes a player may also be forced to drop his or her body quickly to the floor in order to save the ball. In this situation, the player makes use of a specific rolling technique to minimize the chances of injuries.
Coaching for volleyball can be classified under two main categories: match coaching and developmental coaching. The objective of match coaching is to win a match by managing a team’s strategy. Developmental coaching emphasizes player development through the reinforcement of basic skills during exercises known as “drills.” Drills promote repetition and refinement of volleyball movements, particularly in footwork patterns, body positioning relative to others, and ball contact. A coach will construct drills that simulate match situations thereby encouraging speed of movement, anticipation, timing, communication, and team-work. At the various stages of a player’s career, a coach will tailor drills to meet the strategic requirements of the team. The American Volleyball Coaches Association is the largest organization in the world dedicated exclusively to volleyball coaching.
There are 5 positions filled on every volleyball team at the elite level. Setter, Outside Hitter/Left Side Hitter, Middle Hitter, Opposite Hitter/Right Side Hitter and Libero/Defensive Specialist. Each of these positions plays a specific, key role in winning a volleyball match.
The three standard volleyball formations are known as “4–2″, “6–2″ and “5–1″, which refers to the number of hitters and setters respectively. 4–2 is a basic formation used only in beginners’ play, while 5–1 is by far the most common formation in high-level play.
The 4–2 formation has four hitters and two setters. The setters usually set from the middle front or right front position. The team will therefore have two front-row attackers at all times. In the international 4–2, the setters set from the right front position. The international 4–2 translates more easily into other forms of offense.
The setters line up opposite each other in the rotation. The typical lineup has two outside hitters. By aligning like positions opposite themselves in the rotation, there will always be one of each position in the front and back rows. After service, the players in the front row move into their assigned positions, so that the setter is always in middle front. Alternatively, the setter moves into the right front and has both a middle and an outside attacker; the disadvantage here lies in the lack of an offside hitter, allowing one of the other team’s blockers to “cheat in” on a middle block.
The clear disadvantage to this offensive formation is that there are only two attackers, leaving a team with fewer offensive weapons.
Another aspect is to see the setter as an attacking force, albeit a weakened force, because when the setter is in the front court they are able to ‘tip’ or ‘dump’, so when the ball is close to the net on the second touch, the setter may opt to hit the ball over with one hand. This means that the blocker who would otherwise not have to block the setter is engaged and may allow one of the hitters to have an easier attack.
In the 6–2 formation, a player always comes forward from the back row to set. The three front row players are all in attacking positions. Thus, all six players act as hitters at one time or another, while two can act as setters. So the 6–2 formation is actually a 4–2 system, but the back-row setter penetrates to set.
The 6–2 lineup thus requires two setters, who line up opposite to each other in the rotation. In addition to the setters, a typical lineup will have two middle hitters and two outside hitters. By aligning like positions opposite themselves in the rotation, there will always be one of each position in the front and back rows. After service, the players in the front row move into their assigned positions.
The advantage of the 6–2 is that there are always three front-row hitters available, maximizing the offensive possibilities. However, not only does the 6–2 require a team to possess two people capable of performing the highly specialized role of setter, it also requires both of those players to be effective offensive hitters when not in the setter position. At the international level, only the Cuban National Women’s Team employs this kind of formation. It is also used in Women’s NCAA play, partially due to the variant rules used which allow 12 substitutions per set (as opposed to the 6 allowed in the standard rules).
The 5–1 formation has only one player who assumes setting responsibilities regardless of his or her position in the rotation. The team will therefore have three front-row attackers when the setter is in the back row, and only two when the setter is in the front row, for a total of five possible attackers.
The player opposite the setter in a 5–1 rotation is called the opposite hitter. In general, opposite hitters do not pass; they stand behind their teammates when the opponent is serving. The opposite hitter may be used as a third attack option (back-row attack) when the setter is in the front row: this is the normal option used to increase the attack capabilities of modern volleyball teams. Normally the opposite hitter is the most technical skilled hitter of the team. Back-row attacks generally come from the back-right position,known as zone 1, but are increasingly performed from back-center in high-level play.
The big advantage of this system is that the setter always has 3 hitters to vary sets with. If the setter does this well, the opponent’s middle blocker may not have enough time to block with the outside blocker, increasing the chance for the attacking team to make a point.
There is another advantage, the same as that of a 4–2 formation: when the setter is a front-row player, he or she is allowed to jump and “dump” the ball onto the opponent’s side. This too can confuse the opponent’s blocking players: the setter can jump and dump or can set to one of the hitters. A good setter knows this and thus won’t only jump to dump or to set for a quick hit, but when setting outside as well to confuse the opponent.
The 5–1 offense is actually a mix of 6–2 and 4–2: when the setter is in the front row, the offense looks like a 4–2; when the setter is in the back row, the offense looks like a 6–2.
Some games related to volleyball include:
Volleyball in the United States is popular with both male and female participants of all ages. In fact, almost all high schools and colleges in the United States have female volleyball teams; and most regions of the country have developmental programs for all ages as well. While many areas of the country are forming male teams and development programs, there are still fewer opportunities for male athletes to play volleyball in the United States.
As a professional sport, volleyball has had limited success in the United States. Numerous attempts have been made to start professional indoor women’s volleyball leagues. In 1987, the latest attempt went bankrupt due to lack of fan interest and hence advertiser interest. Two-man and two-woman professional beach volleyball leagues have done better, most notably the Association of Volleyball Professionals(AVP), but none have gained a wide following that would get them consistent coverage by the major television networks. In 2004 and again in 2005, NBC aired the Nissan Championship series, with Fox Sportscarrying the majority of the season. It is thought that one of the reasons for limited coverage is the small stadium audiences that beach volleyball competition attracts, which convey a degree of unpopularity to television audiences. Part of the reason for such small stadium audiences is the difficulty of erecting high stands on loose sand. Those trying to make beach volleyball succeed as a professional sport are trying to pattern it after professional tennis. Those seeking to make indoor volleyball a professional sport are trying to pattern it after professional basketball. Some think a possible breakthrough for professional indoor volleyball will come with the new emergence of indoor sand volleyball.
High school volleyball is a fall sport for girls and spring sport for boys (except in a few states). Schools will typically have a varsity and junior varsity team, and many schools also have freshman teams. Teams play in pre-season and season competition, generally followed by a post-season that includes a regional or sectional championship and often a state championship.
While each state governs its own high school volleyball competitions through their state athletic associations, most follow the lead of the National Federation of State High School Associations (NFHS) for the governance of the sport. Most volleyball rules from state to state are basically the same in the United States. However, because of the individual associations, some minor changes and variations may occur. For example, the Ohio High School Athletic Association (OHSAA) may allow competition to be the best of five while the Kentucky High School Athletic Association (KHSAA) or the West Virginia Secondary School Activities Commission (WVSSAC) may only allow competition to be the best of three. Today, however, most state associations are now using the same guidelines and are also using rally scoring, the best-of-five competition format, and allowing the libero to serve. In addition, most states, if not all, have adopted the plain, white polo shirt for officials as opposed to the black and white striped shirt worn in the past.
Junior volleyball is played in the U.S. in many organizations such as churches, the YMCA and the Amateur Athletic Union (AAU), but the largest sponsoring organization is USA Volleyball, which oversees what is commonly referred to as “club volleyball” and hosts a Junior Olympic Championship each year.
In club volleyball, junior players develop their skills and knowledge of the game, usually with the purpose of playing for high school teams. Elite players also prepare for college volleyball. The club season typically lasts from the end of November until June, with the annual Junior Olympic Championships (JOs) taking place in late June, early July. Teams typically play tournaments throughout the season, establishing their ranking in the various regions and preparing for JOs or a season-ending tournament such as the Volleyball Festival, which claims to be the largest annual sporting event in the world.
To qualify for JOs, teams must compete in JO Qualifiers, also referred to as National Qualifiers. There are nine qualifying tournaments across the country, to which teams travel to gain an invitation to JOs. Top teams attend these tournaments to earn their bids, and college coaches will attend to view the year’s crop of players.
The club season, long considered a supplemental place for girls and boys to gain experience in preparation for their upcoming high-school seasons, is now an almost necessity to stay competitive in the local high schools. It is also extremely important in the college recruitment process, as most college seasons coincide with state high school seasons, causing the college coaches to miss the entire season. This time is made up during the club season when college coaches are able to travel to various tournaments and meet with club coaches, watch club players, and recruit for their teams.
Volleyball is the one of the most popular girls’ sports, and strong high school and club programs are found throughout the country. According to a 2009 survey by the National Federation of State High School Associations, volleyball is the third highest sport for female participation at the high school level behind basketball and outdoor track and field. One of the biggest events in high school-age sports is the annual Volleyball Festival in Reno, Nevada, (formerly in Sacramento, California), which draws as many as 10,000 players and three thousand coaches for its five-day tournament.
Boys’ volleyball is popular on a regional basis, and by far the greatest number of boys’ teams are in Southern California. However, on the national stage, boys’ volleyball remains far less popular than the girls’ game at the high school level, as borne out by the following statistics from the aforementioned NFHS survey:
It must be noted that in the four years from 2004 to 2008, high school participation in boys’ volleyball rose by more than 15%, from about 42,000 to nearly 50,000.
Headquartered in Colorado Springs, Colorado and originally founded by the YMCA of the United States of America (USA), this organization is responsible for selecting and supporting US national teams that compete in FIVB sanctioned international volleyball competitions such as the Olympic Summer Games. USA Volleyball is also charged with fostering the development of the sport of volleyball within the United States through involvement with its 40 Regional Volleyball Associations (RVAs).
USA Volleyball is recognized as the National Governing Body for the sport in the United States by the Fédération Internationale de Volleyball (FIVB) and the United States Olympic Committee (USOC).
The vision of USA Volleyball is to be acknowledged as the world leader in volleyball. In order to accomplish this mission, the following goals are to be achieved:
Competitive Success: To win gold medals in every international competition; Sport Growth: To achieve full participation in volleyball at all levels and in all geographical areas; Sport Enhancement: To improve support services necessary for the quality and conduct of programs to ensure recognition as the authority and expert for volleyball; International Representation: To have influential positions on all international boards and commissions; Recognition: To receive consistent recognition of volleyball coaches and athletes as top world performers; Administration: To develop and maintain a structure which will effectively and efficiently assist in achieving the vision and mission of the Corporation; and Finances: To develop, implement and maintain a financial plan to achieve the vision and mission of the Corporation.
USA Volleyball is committed to and works toward opportunity for all to participate. It is an advocate for all Americans-endeavoring to assure universal access to opportunities at all levels of the game.
USA Volleyball Senior Management: Douglas P. Beal, CEO; Kerry J.W. Klostermann, Secretary General; Marjorie L. Mara, Senior Director
USA Volleyball Board of Directors Chairman: David Schreff
Volleyball USA is The official magazine of USA Volleyball. Published four times a year, the magazine provides information regarding the national teams, youth programs, beach, regional and other news. Issues are released in the Spring (Mar.), Summer (July), Fall (Sept.), Winter (Dec./Jan.).
The USA Volleyball Domestic Competition Regulations (DCR), formerly published annually, is now published on a two-year cycle as of the 2009 season. The DCR is based on FIVB rules for both indoor and beach volleyball, while incorporating modifications for domestic play in the United States. Other sections of the DCR include refereeing techniques, scorekeeping instructions, and tournament guidelines.
U.S. Women’s Indoor Finishes 1964: 5th; 1968: 8th; 1972: did not qualify; 1976: did not qualify; 1980: did not compete (Olympic boycott); 1984: Silver Medal; 1988: 7th; 1992: Bronze Medal; 1996: 7th; 2000: 4th;2004: 5th; 2008: Silver Medal;
U.S. Men’s Indoor Finishes 1964: 9th; 1968: 7th; 1972: did not qualify; 1976: did not qualify; 1980: did not qualify; 1984: Gold Medal; 1988: Gold Medal; 1992: Bronze Medal; 1996: 9th; 2000: 11th; 2004: 4th; 2008:Gold Medal;
U.S. Women’s Beach Finishes 1996: did not medal; 2000: did not medal; 2004: Gold Medal (Misty May-Treanor and Kerri Walsh); 2008: Gold Medal (Misty May-Treanor and Kerri Walsh);
U.S. Men’s Beach Finishes 1996: Gold Medal (Karch Kiraly and Kent Steffes) and Silver Medal (Mike Dodd and Mike Whitmarsh); 2000: Gold Medal (Dain Blanton and Eric Fonoimoana); 2004: did not medal; 2008:Gold Medal (Phil Dalhausser and Todd Rogers);
U.S. Women’s Indoor Finishes; 1952: did not compete; 1956: 9th; 1960: 6th; 1962: did not compete; 1966: Silver Medal; 1970: 11th; 1974: 12th; 1978: 5th; 1982: Bronze Medal; 1986: 10th; 1990: Bronze Medal;1994: 6th; 1998: 13th; 2002: Silver Medal; 2006: 9th; 2010: 4th;
U.S. Men’s Indoor Finishes 1949: did not compete; 1952: did not compete; 1956: 6th; 1960: 7th; 1962: did not compete; 1966: 11th; 1970: 18th; 1974: not held; 1978: 19th; 1982: 13th; 1986: Gold Medal; 1990: 13th;1994: 3rd; 1998: 9th; 2002: 9th; 2006: 10th; 2010: 6th;
There are forty regions of organized competition for adults and juniors in the United States. These regions are grouped into 8 sections and 4 zones. Each region has its own bylaws but are required to follow the national standards and practices.
