Lesson 3 - Striking and Volleying
Coordination & Partner Play
•Year 1
•Net and Wall
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How can we strike and volley a ball to help our teammates succeed?
Learning Objectives
- To strike and volley a ball with some degree of accuracy
- To dig a ball by getting underneath it effectively
- To understand how high digs create opportunities for teammates
Key Outcomes
- Students will demonstrate striking and volleying techniques with improved accuracy
- Students will show understanding of team positioning and strategy
- Students will accept rules and decisions positively during games
Equipment & Resources Required
Distributed around activity area perimeter
Alternative: Balloon balls, beach balls for beginners
Used for boundaries, nets, and target areas
Alternative: Markers, bean bags
Placed 5m from striking positions
Alternative: Chalk circles, rope circles
Set up across playing areas at appropriate height
Alternative: Cone barriers, benches on their side
Key Vocabulary
To hit the ball with controlled force using forearms
To hit the ball before it bounces on the ground
Getting underneath the ball to lift it upwards
Balanced stance with knees bent, weight on balls of feet
Keeping the ball in play between players or teams
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills from previous units
- Understanding of simple game rules
- Experience working with partners
Current Skills
- Striking and volleying with forearms
- Digging technique for ball control
- Ready position and movement to the ball
Next Steps
- More complex striking techniques
- Team tactics and positioning
- Advanced game situations and rule application
Milestone Indicators
Key Teaching Points
- Forearm striking technique with proper hand position is fundamental to success
- Movement to get behind the ball is crucial for accurate volleys
- Ready position with weight on balls of feet enables quick reactions
- High digs and volleys give teammates more time to respond
- Accepting rules and decisions positively enhances everyone's enjoyment
- Communication and encouragement strengthen team performance
- Controlled power is more effective than maximum force in net games
Common Misconceptions
- Thinking power is more important than accuracy in striking - emphasise controlled technique
- Believing only the most skilled students can be successful - highlight effort and improvement
- Assuming rules are restrictive rather than enabling fair play - explain their positive purpose
- Focusing only on individual success rather than team cooperation - promote collaborative achievement
- Expecting immediate mastery of complex skills - celebrate incremental progress and learning
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries, use movement breaks between activities
dyspraxia
- Use larger equipment initially, provide extra practice time, break skills into smaller steps
autism spectrum
- Provide clear routines and structure, use visual schedules, offer quiet space if needed during games
visual impairment
- Use brightly coloured or textured balls, provide verbal descriptions of demonstrations, assign sighted partner for guidance
hearing impairment
- Use visual signals and demonstrations, written instruction cards, ensure student can see teacher clearly
physical disability
- Adapt striking technique for different mobility levels, use larger/lighter balls, modify distances and targets
Cross-Curricular Links
English
Vocabulary development with technical terms, communication during partner and team activities
Maths
Counting consecutive volleys, measuring distances to targets, calculating scores and improvements
Science
Forces and motion in ball striking, angle and trajectory of volleys, gravity effects on ball flight
PSHE
Fair play and rule acceptance, working cooperatively, managing emotions during competition
Teacher Guidance
Positioning
Move around perimeter of activity area to observe all students, position near less confident groups for support
Observation Focus
Watch for correct forearm technique, safe movement patterns, positive attitudes towards rules
Intervention Points
Step in if students struggling with basic technique, unsafe play, or poor sportsmanship behaviour
Demonstration Notes
Use exaggerated movements for technique demonstration, involve confident students in demonstrations, show both correct and incorrect examples for comparison
Verbal Cues
- •'Move your feet to get behind the ball!'
- •'Forearms together, thumbs pointing forward!'
- •'Strike upwards to help your partner!'
- •'Bend those knees for more power!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor area, minimum 20m x 30m for full class activities
Surface Check
Non-slip surface, free from obstacles, adequate drainage if outdoors
Equipment Safety
Safety Checks
- •Soft volleyballs or foam balls appropriate for age group
- •Cones with rounded edges, securely placed
- •Nets at appropriate height to prevent tripping
Risk Management
Key Risks
- •Ball strikes to head or face during volleying practice
- •Collisions between students moving to retrieve balls
- •Trips or falls on equipment or wet surfaces
Risk Mitigation
- •Use soft balls appropriate for Year 1 age group
- •Emphasise upward volleying technique, not hitting at others
- •Maintain adequate spacing between working pairs and groups
- •Clear equipment collection and storage protocols
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups during game activities
- •Monitor technique to ensure safe ball contact
- •Intervene quickly if unsafe behaviour observed
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid, follow school procedures for incident reporting