How to run volleyball tryouts
Publish what you will observe, give every player repeated chances in comparable tasks, and write down what actually happened. Use the sheet to support a considered coaching decision.
- For
- New school, club and recreational coaches
- Example
- Adaptable 90-minute session
- Record
- Task, opportunities, observation and next step
Explain the process before the first ball
Decide the purpose first: forming balanced recreational groups is different from selecting a competitive roster. Tell players the available places, eligibility rules, costs, schedule, criteria and when decisions arrive. Check your organization’s current tryout, offer and safeguarding policies; this guide does not set binding deadlines.
Share how players can ask for an accessible explanation, demonstration or task adaptation. Ask what support is useful without requesting a public diagnosis. Keep an appropriate adult responsible for supervision, a clear first-aid procedure and safe waiting areas.
An example session, not a compulsory test
For twelve players on one court with two coaches, use the plan below as a starting point. Adapt numbers, equipment and time before arrival. One coach can run the activity while the other observes, then switch roles; neither can reliably record every contact while feeding balls.
- Offer water and recovery breaks throughout; shorten activity when needed.
- Check who actually received opportunities, not simply how long the group was on court.
- Use a second session or callback when evidence is insufficient; an unfamiliar task is not proof of limited potential.
| Minutes | Task and purpose |
|---|---|
| 0–10 | Welcome, explain criteria and gradually warm up. |
| 10–25 | Serve and receive in small groups; rotate feeding and receiving. |
| 25–40 | Move, set or send a playable second ball; offer controlled tosses when needed. |
| 40–60 | Short small-sided games with clear turn-taking and comparable opportunities. |
| 60–80 | Repeat selected tasks and observe position-specific work where relevant. |
| 80–90 | Cool down, player questions and explain the decision/feedback process. |
Use observable criteria without a universal total
Choose a small set of criteria and describe each in plain language. The following labels describe this task today: supported means the task needed an easier feed or repeated explanation; developing means the action appeared in some attempts; repeatable means it appeared across several opportunities at the chosen difficulty. Add not observed when opportunities were missing. These are coaching labels, not validated ability bands.
Do not add these labels into an automatic ranking. Note the task, feed, role and adaptation beside the observation. Different difficulty or opportunity counts make raw comparisons misleading.
| Focus | Evidence to record |
|---|---|
| Ball control | Playable contacts to the agreed target, alongside attempts and feed difficulty. |
| Decision | What the player noticed and the option chosen in the rally. |
| Communication | A useful agreed call, gesture or response; not volume, accent or eye contact. |
| Learning | What changed after one specific explanation and another attempt. |
Separate evidence from impressions
Write “called the seam before four of six serves” rather than “natural leader”. Record an example that challenges your first impression as well as one that supports it. A quiet player may communicate clearly; an outgoing player may still need help reading the ball.
If two observers disagree, compare the actual task and notes before judging the player. Obtain another view where practical. Roster balance, the team’s stated purpose and current readiness can inform a decision, but avoid predicting a child’s future from height, one jump or a brief tryout. Do not use pain tolerance or exhausting punishment as a selection test.
Finish with a clear decision and one useful next step
Discuss individual decisions privately through the announced process. Describe the observed action and what the current team needs, rather than labelling a person as unathletic, difficult or lacking character. Be honest when there is not enough evidence. Do not promise a future place.
For players not selected, give one achievable practice focus and an appropriate next opportunity if available. Share personal evaluation records only with authorized people under your organization’s policy; never publish named rankings. For safeguarding concerns use the designated reporting route, rather than treating them as ordinary selection feedback.
Worked example — fictional
Coach Maya observes player P07 in a controlled receiving task. The first six feeds produce two playable contacts. After an explanation and another comparable six feeds, four are playable. Maya records the different rounds and cue, rather than reporting only “six out of twelve”.
P07 used an agreed hand signal when the court was noisy. That is useful communication, not a reason to lower a score for being quiet. A short game then offers only one receiving chance, so the game evidence is marked insufficient. Maya asks a second observer to watch another round before a roster discussion.
| Record | Next decision |
|---|---|
| Improvement after one cue in comparable feeds | Check whether it appears with an actual serve. |
| Too few game opportunities | Arrange more observations; do not fill a blank with a zero. |
Take the worksheet with you
Free A4 and US Letter print-and-write worksheets, with a worked example and a blank template. The UTF-8 text version is editable. No sign-up; these PDFs are not fillable or official competition forms.
A4 PDFUS Letter PDF Editable text
Read the worksheet here
Volleyball tryout observation worksheet
An original coaching aid: fictional example plus a blank adaptable record. Not an official selection form or a medical assessment.
Worked record — fictional player P07
Purpose: observe current receiving control and response to one explanation; this is not a final roster decision. Group: twelve players, one court, two observers. Use the organization’s announced criteria and explain the task before beginning.
Task: receive six controlled feeds toward a catcher. Round 1: two playable contacts from six attempts. Feed stayed reachable and predictable. Cue: move early, then direct the platform toward the catcher. Round 2 with comparable feeds: four playable contacts from six attempts.
Observation: the player used the agreed hand signal before taking the ball. Record it as useful communication; do not score loudness, accent or eye contact. Small game: only one receiving opportunity, so mark game evidence insufficient.
Next observation: provide another receiving round with actual serves and a second observer. Keep the easier-feed record separate. Feedback: “Your controlled contacts improved after the cue; next we will check your early movement with a serve.” This example is invented, not player data.
Your blank record — keep personal details private
Date / group / session purpose: __________________________________
Player code / observer / second observer: _________________________
Announced criterion and task: ___________________________________
Feed / difficulty / role / agreed adaptation: ______________________
Round 1: opportunities ____ observed action ______________________
One explanation or cue: ________________________________________
Round 2: opportunities ____ observed action ______________________
Communication agreed with player: ______________________________
Different conditions or missing evidence: _________________________
Second observer’s evidence / disagreement to resolve: ______________
Current task label: supported / developing / repeatable / not observed.
Next observation and date: _____________________________________
Private feedback: one observed strength and one practice focus: _____
Decision made by / communicated when / approved record storage: _____
Do not convert missing opportunities into zeros or sum labels into an automatic ranking. Follow your organization’s retention and access rules.
Sources and scope
Sources checked 30 October 2026. Session times, task labels and the fictional worksheet are original adaptable coaching choices, not federation rules, an endorsed test or a guarantee of fair selection.
Frequently asked questions
Should a tryout sheet decide the team automatically?
No. It organizes observations; coaches still need sufficient comparable evidence, the announced criteria and a considered decision.
What if a player needs an adapted task?
Agree an accessible way to participate, record the conditions and judge the relevant action. Do not treat a different feed or missing chance as an equivalent raw score.