Lesson 4 - Dig Shot Technique and Control
Individual Skills to Team Play
•Year 6
•Volleyball
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How can we use the dig shot to keep the ball in play when it's too low to volley?
Learning Objectives
- To develop consistent dig shot technique with proper body positioning
- To apply the dig shot effectively in game situations under pressure
- To understand when to select the dig shot over other volleyball techniques
Key Outcomes
- Students will demonstrate proper dig shot technique with forearms and body position
- Students will successfully use dig shots to return low balls in practice and game scenarios
- Students will show tactical awareness in choosing when to use the dig shot
Equipment & Resources Required
Set at appropriate height for Year 6 (2.1m recommended)
Alternative: Badminton nets, rope between posts, or taped lines on walls
Use slightly deflated balls for easier control during learning phase
Alternative: Beach balls, foam balls, or light plastic balls for beginners
Mark court boundaries and target areas clearly
Alternative: Spots, lines of tape, or chalk lines
Two contrasting colours for team games
Alternative: Different coloured t-shirts or arm bands
Key Vocabulary
A defensive volleyball technique used to play balls that are too low to volley, using the forearms
The part of the arm between wrist and elbow, used as the contact surface for digging
The flat surface created by joining both forearms together for ball contact
Athletic stance with knees bent, feet shoulder-width apart, ready to move in any direction
Continuous play where teams hit the ball back and forth over the net
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic volleyball rules and court awareness
- Underarm serving technique
- Ready position and movement patterns
- Basic ball handling skills
Current Skills
- Dig shot technique with forearm contact
- Body positioning for low ball reception
- Tactical decision making between dig and volley
- Team coordination in rally situations
Next Steps
- Advanced dig variations (diving digs, one-handed digs)
- Spike and block techniques
- Complex game strategies and formations
- Tournament play with full volleyball rules
Milestone Indicators
Key Teaching Points
- Dig technique requires flat forearm platform with proper hand positioning
- Power for digs comes from legs and body, not from swinging arms
- Contact point should be just above wrists on forearm surface
- Body position must be low and athletic with bent knees
- Dig is selected when ball is too low for volley technique
- Team communication is essential for effective rally play
- Consistent practice leads to improved ball control and confidence
Common Misconceptions
- Using hands instead of forearms for ball contact
- Thinking more arm swing equals more power
- Believing dig can be used for all ball heights
- Assuming technique doesn't matter if ball goes over net
- Expecting immediate success without consistent practice
SEN Adaptations
ADHD
- Shorter activity segments with frequent changes, clear boundaries and expectations, regular positive feedback
dyspraxia
- Break skills into smaller components, provide extra practice time, use larger equipment for easier success
autism spectrum
- Clear routine structure, visual schedule of lesson progression, quiet zones available for breaks
visual impairment
- Use brightly coloured balls, verbal descriptions of technique, buddy system for positioning and safety
hearing impairment
- Clear visual demonstrations, hand signals for instructions, written technique reminders on display
physical disability
- Seated digging variations, adapted equipment with larger/softer balls, modified court dimensions
Cross-Curricular Links
Maths
Angles of ball trajectory, counting consecutive dig attempts, measuring court dimensions and net heights
Science
Forces and motion in ball contact, physics of ball bounce and rebound, biomechanics of efficient movement
Geography
Spatial awareness and court positioning, understanding angles and directions for ball placement
PSHE
Teamwork and cooperation, resilience when learning new skills, celebrating others' achievements and giving constructive feedback
Teacher Guidance
Positioning
Move constantly between students during practice, position centrally during demonstrations for maximum visibility
Observation Focus
Watch for correct hand position, body stance, contact point, and safety awareness throughout
Intervention Points
Step in when technique breakdown occurs, when safety risks develop, or when students become frustrated
Demonstration Notes
Demonstrate: Use slow-motion for technique breakdown, show common errors vs correct technique, use student volunteers for examples
Verbal Cues
- •'Flat platform!'
- •'Knees bent!'
- •'Eyes on ball!'
- •'Contact above wrists!'
- •'Use your legs!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m with additional space around boundaries, multiple courts if using nets
Surface Check
Dry, even surface free from holes or obstacles, suitable for explosive movements
Equipment Safety
Safety Checks
- •Check volleyballs are properly inflated but not over-inflated
- •Ensure nets are securely fastened and appropriate height
- •Verify court boundaries are clearly marked and safe
- •Check all cones and markers are stable and visible
Risk Management
Key Risks
- •Ball contact with face or head during learning phase
- •Collision between students during movement activities
- •Falls when moving quickly to reach balls
- •Overexertion during warm-up or intense practice
Risk Mitigation
- •Emphasise keeping eyes on ball at all times
- •Establish clear spacing requirements and monitor closely
- •Teach safe movement patterns and proper positioning
- •Build intensity gradually throughout lesson
- •Use appropriate ball pressure for learning phase
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all practice areas
- •Monitor high-activity areas like net zones closely
- •Watch for signs of fatigue or frustration
- •Ensure quick access to first aid if needed
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or seek additional support, maintain supervision of other students