Learning platform

Introduction to the
Training Programme

Introduction

Sports are not just about winning games — they are about building confidence, friendships, and life skills. As a coach, you have the power to create an environment where young people feel safe, supported, and motivated to grow.

The MINDPLAY programme is designed to help you connect sports with mental health

Learning Goals:

Key Content

Understand what the MINDPLAY project is about.
Recognise how volleyball and other sports can support mental well-being.
Understand your role as a coach in creating positive change.

Reflection Task

Young people today face challenges: stress, anxiety, isolation, discrimination.
Team sports like volleyball create opportunities for connection and belonging.
Coaches are role models — they can notice, guide, and inspire.

Key Takeaway

Think of a coach or mentor who inspired you in your own life.
What did they do that made you feel safe, supported, or motivated?

Begin the learning!

MINDPLAY hands you the ultimate toolkit, not just for coaching the game, but for guiding every step of life’s journey!

Module 1: Recognising Signs
of Mental Health Issues

Introduction

As a coach, you spend a lot of time with young people. You see how they behave in training, how they react to challenges, and how they connect with teammates. This puts you in a unique position: you might be the first to notice if something feels “off.”

Recognising the signs of mental health struggles early can make a big difference. It doesn’t mean you have to be a psychologist. It simply means being attentive, caring, and ready to guide a young person to the right support if needed.

Learning Goals

By the end of this module, you will be able to:

Identify common signs of mental health struggles in young athletes.
Understand the difference between “normal stress” and more serious issues.
Know what to do (and what not to do) when you notice a problem.

What to Look Out For:

Normal stress

It’s normal for young athletes to:
Feel nervous before a match.
Get upset after a mistake.
Have ups and downs in mood.

Warning Signs

But pay attention if you notice:
Persistent sadness or withdrawal (not talking, avoiding friends or training).
Sudden changes in behaviour (irritability, anger, aggression, or being unusually quiet).
Loss of motivation (skipping training, lack of interest in the sport they loved).
Physical signs (tiredness, complaints of headaches or stomach aches without a medical cause).
Talk of hopelessness (“I’m no good,” “Nothing matters,” “I don’t want to be here”).

How to Respond as a Coach

Be present: Show that you notice and care.
“I’ve seen you’re quieter than usual lately. How are you doing?”
Listen actively: Don’t interrupt or rush. Let them speak.
Avoid judgment: Don’t say “It’s nothing” or “Just toughen up.”
Offer support, not solutions: You don’t need to fix everything.
Encourage professional help if needed: If you feel the situation is serious, encourage the young person to talk to a school counselor, psychologist, or parent.

What Not to Do:

Don’t ignore signs because “they’ll get over it.”
Don’t share their struggles with others without consent (unless it’s a safety issue).
Don’t try to act as their therapist.

Practical Tips:

Ask everyone to share one word about how they’re feeling before training.
This normalises talking about emotions and makes it easier to spot when someone is not okay.

Exercises

Pass the Thought Ball

Players throw a ball to each other. Whoever catches it must share a thought or feeling (e.g., “Today I feel…”) to practice expressing emotions.

Fast Feet, Fast Mind

A reaction drill where athletes must respond quickly to prompts (e.g., “Name one thing that makes you happy”) to connect physical activity with mental agility.

Key Takeaway

You are not expected to diagnose or treat mental health issues.
Your role is to:

Notice changes.
Show care and empathy.
Encourage the right support when needed.

Sometimes, a simple “How are you?” can be the first step to healing.

Module 2: How to Build a
Supportive Environment

Introduction

Every successful team is built on more than skills and tactics — it’s built on trust, belonging, and safety. When young athletes feel secure, respected, and valued, they perform better and also develop stronger resilience in life. A coach’s role is to shape this environment every single day.

Learning Goals

By the end of this module, you will be able to:

Understand what makes a team culture supportive.
Learn concrete steps to create safety and inclusion.
Practice handling conflicts positively.
Reflect on your own coaching style and its impact on players.

Strategies for Coaches

Positive reinforcement
Replace criticism with constructive feedback.
Example: Instead of “Stop making mistakes,” try “I see your effort — let’s adjust your position next time.”
Clear values
Define team rules together (respect, fairness, encouragement).
Display them visually in the training space.
Inclusion in practice
Rotate roles (captain, warm-up leader). Give space for shy players to shine.
Conflict resolution
Teach players to use “I feel…” statements instead of blame. Mediate openly: listen to both sides, then find solutions together.
Safe space against exclusion
Zero tolerance for bullying, mocking, or ignoring teammates. Be a role model: call out disrespect immediately.

Why Supportive Environments Matter:

They reduce anxiety – athletes know mistakes are part of growth.
They encourage openness – players talk about struggles more easily.
They improve motivation – everyone feels they have a place on the team.

Example Scenario:

A player refuses to pass the ball to a teammate they don’t like.

How can you turn this moment into a learning opportunity?

Pause the game.
Address the whole team: “In volleyball, we win together. Let’s reflect: what happens if we stop including each other?”
Invite players to share ideas, then restart the game with new focus.

Exercises

Paper Feelings

Each player writes a feeling on paper, crumples it, and throws it. Everyone picks one at random and discusses what it might feel like, promoting empathy.

Active Listening

Pair up players. One speaks about their day for 1 minute, the other can only listen — no interruptions. Then switch roles. Builds respect and listening skills.

Key Takeaway

A supportive environment isn’t built overnight. It’s created through small, consistent actions that make every player feel safe, valued, and ready to grow.

Module 3: Best Practices to
Support Young People’s
Well-Being Through Sports

Introduction

Sport is a unique tool to teach lessons that go beyond the court. Every training session can develop life skills such as communication, resilience, patience, and empathy. Across Europe, projects have shown that when coaches integrate well-being strategies into sport, young people thrive in both sport and life.

Learning Goals

By the end of this module, you will be able to:

Explore European best practices that connect sport and well-being.
Learn how volleyball develops life skills.
Apply best practices in your own sessions.

Content

Lessons from European Projects:

Reflection after practice: Asking players what they learned emotionally, not only technically.
Peer mentoring: Pairing older athletes with younger ones for guidance.
Inclusive events: Hosting mixed-level matches to celebrate participation, not only performance.

Life Skills Through Volleyball:

Teamwork – Players learn that success requires collaboration.
Resilience – Mistakes are part of the game – bouncing back is the real skill.
Leadership – Giving everyone a chance to take responsibility builds confidence.
Empathy – Supporting teammates in tough times strengthens emotional awareness.

Example Scenario:

In one project, a coach rotated team captains each week. Even shy players had to take responsibility. Over time, they developed confidence, and the team became more cohesive.

Exercises

The Confidence Circuit

Stations are set up (e.g., dribbling, serving, jumping). At each station, players encourage each other with positive comments.

Emotion Relay Race

Teams must complete a relay while expressing a different emotion at each leg (happy, sad, angry, excited). Helps players link emotions with movement.

Mindful Cooldown

After practice, lead athletes through breathing exercises and body awareness. Encourages relaxation and reflection.

Stress Dribble Challenge

Players dribble a ball while saying out loud a stress they feel, then pass it to a teammate. The team responds with encouragement.

Positive Talk Huddle

Players stand in a circle and each says something positive about the teammate to their right.

Self-Compassion Stretch

During stretches, players say one kind phrase to themselves (“I did my best today”).

Key Takeaway

Every drill, every match, every mistake is an opportunity to build life-long skills and well-being.

Module 4: Strategies to
Raise Mental Health Awareness
& Effective Communication

Introduction

Mental health is still surrounded by stigma. Young people may fear being judged or misunderstood if they open up. Coaches can change this by normalising conversations and showing empathy.

Learning Goals

By the end of this module, you will be able to:

Practice communication strategies that encourage openness.
Learn to listen with empathy, not judgment.
Use awareness activities to break stigma in sports teams.

Content

Effective Communication Tools:

Active listening: Nodding, eye contact, repeating key phrases (“I hear you’re feeling stressed about school”).
Supportive phrases: “Thank you for trusting me” > “It’s nothing.”
Open questions: “How have you been feeling lately?” > “Are you okay?” (which often gets a yes/no).

Raising Awareness in Sport:

Organize short team check-ins before training.
Celebrate World Mental Health Day with an activity (e.g., gratitude wall).
Share MINDPILLS (short motivational tools) weekly.

Example Scenario:

A player confides: “I feel nervous before every match. Sometimes I can’t sleep.”

Coach response: “That sounds tough. Many athletes feel this. Let’s try a breathing exercise together before the next game.”

Exercises

Ultimate Frisbee

Modified game where scoring requires communication (e.g., calling out a teammate’s name before passing). Reinforces listening & cooperation.

Sports Values

Teams brainstorm 5 values (e.g., respect, teamwork) and demonstrate them through small roleplays on the court.

Key Takeaway

Communication is not about solving problems – it’s about showing young people they are not alone.

Module 5: Coach’s Role Limits

Coaches are powerful role models, but they are not therapists. Understanding boundaries protects both players and coaches. Your role is to support, notice, and guide — not to diagnose or treat.

Learning Goals

By the end of this module, you will be able to:

Know your role and its limits.
Learn when professional help is needed.
Practice protecting your own mental health.

Content

What Coaches Can Do:

Notice changes in behaviour.
Provide encouragement and safe space.
Suggest resources or professional help.

Protecting Yourself

Share responsibility with co-coaches or parents.
Set clear boundaries (don’t be available 24/7).
Use peer networks for support.

What Coaches Cannot Do:

Diagnose conditions.
Provide therapy.
Replace psychologists, doctors, or counselors.

When to Refer:

Persistent sadness beyond weeks.
Talk of hopelessness or self-harm.
Severe anxiety or eating problems.

Example Scenario:

If a player says: “Sometimes I wish I wasn’t here,” – this is beyond a coach’s role.

Best response: “I’m really concerned about you. I think we should talk to a counselor or parent together.”

Reflection Task:

Write down 3 situations where you would immediately refer a player to a professional.

Key Takeaway

The best coaches know when to step in — and when to step back.