The 13th installment of the CEV School Project webinar series successfully provided a comprehensive, two-part view on youth development for grassroots coaches and physical education teachers. These complementary sessions, run by the CEV Development Department, merged the psychological, educational, and human aspects of coaching with the essential physical and technical principles of athletic training.
Integrating Psychology and Pedagogy
Paulina Maj-Erwardt
Former Polish national team member Paulina Maj-Erwardt, now a sports development strategist, emphasized the expansive role of sports in a young person`s life. Her session explored how coaching style, communication, and expectation setting profoundly affect a young athlete`s learning, motivation, and long-term participation. A central takeaway that resonated strongly with participants was that:
“Pressure limits learning.”
She suggested that development thrives when mistakes are seen as an integral part of the process, rather than a reason for fear. The former libero urged coaches to prioritize “direction before power,” guiding young players with clarity, patience, and purpose beyond merely chasing immediate results. Her approach positioned Volleyball as a powerful educational tool that builds confidence, resilience, and a sense of belonging, not just performance.
Physical Literacy and Injury Prevention
Rosana Krajnc
Renowned Slovenian strength and conditioning coach Rosana Krajnc offered a highly practical session focused on athletic development, movement literacy, and age-appropriate conditioning. Drawing on her extensive background with both youth and senior national teams, she stressed the importance of long-term athlete development, ensuring proper technique precedes increased load, and focusing heavily on injury prevention. She delivered a vital message, highlighting the crucial role of intrinsic motivation:
“A young athlete must train voluntarily, without pressure from parents.”
During the subsequent Q&A session, Krajnc shared a compelling observation regarding the balance between training and rest. She stated she is often less concerned about overtraining than she is about general inactivity, noting that for many children in today`s world, “the two hours of practice can sometimes be the only meaningful movement children get” in their day. This insight sparked significant discussion and agreement among the audience of coaches and physical education teachers.
Conclusion
The webinars generated active engagement, with participants asking questions and sharing reflections. The overall positive feedback confirmed the effectiveness and value of integrating these diverse perspectives—combining human development strategies with practical athletic training—within a single educational series for the benefit of youth volleyball.
