Is it just late calls and challenging them that way?

Uh, no.

I mean, one of the things that we do is we'll have a-- I mean, this has been done for years, is have, uh, somebody stand on the other side of the net a-and act as like a middle.

They're fronting or they're reading and, you know, so if they're reading, we're gonna set the left, and if they're fronting the wide quick, we're gonna set the right, and stuff like that.

So you can start to interact some of that stuff to where you're not calling it anymore as a coach.

They're based upon trying to see what that blocker's doing out of their peripheral vision, and that's, you know, that's more advanced, you know, than most, you know, junior high setters are doing, obviously.

I mean, they're just trying to locate it.

Mm

So just start, just what are some general principles that help guide you when you decide what you wanna train with the setter?

Yeah.

Um, so, you know, I, I'm a big believer in-- I, I think, you know, just to go a little bit backwards here is, you know, I-- with motor learning, you know, one of the things that you, you know, you mentioned Carl McGallon, who was, uh, and Jim McLaughlin, who were kind of mentors of mine, along with some other people.

But, um, one of the things I learned with motor learning was that there's three phases of learning, cognitive, associative, and autonomous.

And I think though that learning that right there kind of changed my coaching, the way I set up drills, the way I set up training and stuff like that because I, I think the difference in those is how many variables you have in the drill.

You know, at a cognitive phase, you have a very few variables.

You know, you're tossing a ball to somebody, they're passing it back to you.

How are you evaluating setters in practice or taking stats in a game that inform, like, specifically what the setter needs to work on next practice?