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Lesson 6 - Competitive 1v1 Tournament Play

Partnership to Competition

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Year 2

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Sending and Receiving

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45 min

Big Question

How can I use all my sending and receiving skills to compete successfully in a tournament?

Learning Objectives

To play competitively in a volleyball-style game using sending and receiving skills
To demonstrate self-management and organisation during tournament play
To evaluate personal improvement and describe successful techniques

Key Outcomes

Students will successfully participate in organised 1v1 tournament matches
Students will demonstrate improved ball control and tactical awareness developed over the unit
Students will self-manage during competition and show respect for opponents

Equipment & Resources Required

Softballs

14 (1 per court)

Pre-positioned at each court before lesson starts

Alternative: Beach balls, large sponge balls for safety

Markers

56 (4 per court)

Create 14 small courts approximately 3m x 2m each

Alternative: Chalk lines, rope boundaries, gym floor lines

Scorecards

14 (1 per court)

Placed beside each court for easy access

Alternative: Paper and pencils, mental scoring with teacher checks

Normative Data Charts

1 large display

Visible to all students showing court assignments and pairings

Alternative: Individual printed sheets, verbal instructions

Timer

Visible and audible for managing game timings

Alternative: Classroom clock with clear minute markers

Key Vocabulary

Tournament

A competition where players compete against each other in organised matches

Tactics

Clever plans and techniques used to beat an opponent

Self-management

Taking responsibility for your own behaviour and organisation

Competitive pressure

The extra challenge of performing skills when playing to win

Sportsmanship

Playing fairly and showing respect for opponents

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic throwing and catching skills
Understanding of simple game rules
Experience with 1v1 competitive situations
Ability to track scores and self-manage games

Current Skills

Competitive application of sending and receiving skills
Tournament organisation and self-management
Tactical decision-making under pressure
Self-reflection and evaluation of performance

Next Steps

Progress to team-based competitive games
Introduction to more complex court games
Development of advanced tactical understanding
Leadership roles in organising competitions

Milestone Indicators

Consistent accurate sending under competitive pressure

Effective use of space and positioning

Demonstrable improvement from unit start

Positive sporting behaviour throughout competition

Key Teaching Points

Competitive pressure reveals true skill level - celebrate students who maintain technique under tournament conditions
Tournament organisation requires clear systems - invest time in explanation to ensure smooth running
Self-management during competition is as important as technical skills for overall development
Ability grouping allows all students to experience genuine competition and success
Reflection on improvement throughout the unit builds metacognitive awareness of learning
Positive sporting behaviour must be explicitly taught and consistently reinforced during competition
Unit culmination should showcase growth from first lesson while maintaining enjoyment of the activity

Common Misconceptions

Students thinking they need to win to be successful - emphasise personal improvement and good sportsmanship as measures of success
Believing power is more important than accuracy in competitive situations - reinforce technique focus even under pressure
Assuming ability groups are permanent or limiting - explain these are for fair competition only, not ability labels
Thinking competition means being unfriendly to opponents - model and expect excellent sporting behaviour throughout
Believing they haven't improved if they still make mistakes - help identify specific areas of progress from unit start

SEN Adaptations

ADHD

Break tournament into shorter segments, provide movement breaks between games, use clear visual organisation systems, offer choice in game length

dyspraxia

Allow extra time for movements between courts, provide larger targets and courts, offer alternative scoring methods, focus on participation over precision

autism spectrum

Provide clear structure and routine for tournament, offer quiet space if overwhelmed, use visual schedule for tournament progression, allow breaks as needed

visual impairment

Use brightly coloured balls, provide clear verbal descriptions of court layouts, assign sighted buddy for navigation, use tactile court markers

hearing impairment

Use visual signals instead of whistle, provide written tournament rules and court assignments, ensure face-to-face communication during instruction

physical disability

Offer seated tournament version with modified court sizes, allow underarm serving only, adjust scoring to shorter games, provide larger/softer balls

Cross-Curricular Links

English

Using vocabulary to describe techniques and tactics, communicating respectfully with opponents, discussing improvement and achievements

Maths

Keeping accurate scores, understanding tournament brackets, measuring court dimensions, calculating game timings and rotations

Science

Understanding forces in ball flight, trajectory and accuracy, effects of exercise on body, coordination and reaction time

PSHE

Managing emotions during competition, showing respect and fairness, celebrating others' achievements, resilience and perseverance

Teacher Guidance

Positioning

Move strategically around courts to observe multiple games, position near any students who may need extra support during competition

Observation Focus

Monitor technique application under pressure, note tactical development, watch for positive sporting behaviour and emotional responses

Intervention Points

Step in if students showing distress, provide technique reminders if performance dropping significantly, mediate any disputes over rules

Demonstration Notes

Demonstrate rules clearly before tournament, model excellent sportsmanship throughout, show tactical shot placement when needed

Verbal Cues

•'Remember to step toward your target!'
•'Great sportsmanship!'
•'Where's the best place to put this ball?'
•'Show me your technique from practice!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium with capacity for 14 separate courts (minimum 20m x 30m total space)

Surface Check

Clean, dry, non-slip surface free from obstacles and suitable for movement in all directions

Equipment Safety

Safety Checks

•Check all balls are properly inflated and free from damage
•Ensure court markers are flat and won't cause trips
•Verify score cards/equipment cannot cause injury if stepped on

Risk Management

Key Risks

•Collisions between courts due to excitement
•Ball strikes to other students
•Slips during competitive movements
•Emotional distress from competitive pressure

Risk Mitigation

•Clear boundaries between courts established and enforced
•Adequate spacing allows safe play without interference
•Soft balls used to minimise injury from strikes
•Regular emotional check-ins and positive reinforcement
•Teacher positioned for maximum supervision coverage

Supervision & Emergency Procedures

Supervision Points

•Position to observe multiple courts simultaneously
•Move regularly to monitor all groups closely
•Watch for signs of fatigue or frustration
•Be alert to any unsafe competitive behaviour

Emergency Procedures

Stop all play immediately, assess situation, provide appropriate first aid or emotional support, resume when safe to do so