Lesson 1 - Bump and Dig Techniques
Foundational Skills & Tactics
•Year 7
•Volleyball
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How can controlling the ball's height and direction help you win points in volleyball?
Learning Objectives
- Understand how to work alongside and against others when attacking and defending in volleyball
- Demonstrate correct bump and dig techniques for balls at different heights
- Apply bump and dig skills in competitive game situations with tactical awareness
Key Outcomes
- Students will be able to execute bump passes for balls at waist height or above with correct body positioning
- Students will be able to perform dig passes for low balls using proper stance and arm technique
- Students will be able to apply these techniques in partner work and small-sided games
Equipment & Resources Required
Pre-inflate all balls to correct pressure (0.3-0.325 kg/cm²), distribute around activity area perimeter for easy collection
Alternative: Soft lightweight training volleyballs for less confident students, beach volleyballs for outdoor use
Ensure lines are clearly visible and court is clean and dry
Alternative: Any court with marked lines, can use tape to create additional lines if needed
Use bright colours for visibility, check none have sharp edges or cracks
Alternative: Bean bags, markers, dome cones
Use bright contrasting colours that are easily visible
Alternative: Any distinguishing markers such as wristbands or sashes
If using cone lines, space them 1m apart, mark courts 4m wide x 7m long
Alternative: Two parallel lines of cones 1m apart to represent net, benches, ropes between posts
Fully charged, ready to record technique examples during plenary
Alternative: Smartphone, video camera
Key Vocabulary
A technique used to receive and pass a volleyball that is arriving at waist height or above, using the forearms together as a platform
A technique used to receive low balls below waist height, using a low body position with bent knees and arms forming a platform
The athletic stance used when preparing to receive a volleyball: feet shoulder-width apart, knees bent, weight on balls of feet, arms ready
The flat surface created by joining forearms together to strike the ball in bump and dig techniques
The movement and positioning of feet to get the body behind the ball before striking it
The ability to direct the volleyball accurately to an intended target with appropriate force and trajectory
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic hand-eye coordination from primary PE
- Experience with sending and receiving balls in other sports
- Understanding of working cooperatively with partners
Current Skills
- Bump pass technique for high balls
- Dig pass technique for low balls
- Footwork and spatial awareness in volleyball context
- Decision-making between bump and dig techniques
Next Steps
- Developing overhead set technique
- Combining bump, dig and set in sequences
- Introducing underarm serve technique
- Applying skills in full volleyball games with rotation
Milestone Indicators
Key Teaching Points
- Platform formation is fundamental: hands clasped (fist in palm), arms straight and together, wrists rotated inward, creating flat forearm surface
- Ball height determines technique selection: waist height or above = bump with straight arms, below waist = dig with deep knee bend
- Power comes from legs not arms: bend knees, push through contact with leg drive, arms remain firm platform
- Footwork before contact: move feet to get body behind ball's path, don't reach with arms from stationary position
- Contact point matters: ball should strike forearms between wrist and elbow, never on hands or wrists
- Platform angle controls direction: shoulders and arm position determine where ball travels, aim the platform at intended target
- Communication is essential: in pairs and groups, talking prevents collisions and improves teamwork (call for ball, call your number, announce movements)
Common Misconceptions
- Misconception: 'I need to swing my arms hard to make the ball go far.' Reality: Arms form a stable platform; power comes from leg drive. Swinging creates inconsistent contact and loss of control. Correction: Emphasise 'strong platform, push with legs' in every activity.
- Misconception: 'Bump and dig are completely different techniques.' Reality: Both use forearm platform and similar principles; main difference is body height and arm angle based on ball arrival height. Correction: Explicitly compare and contrast techniques showing similarities and one key difference.
- Misconception: 'I should hit the ball with my hands for more control.' Reality: Forearm platform provides larger, more consistent surface; hands/wrists are injury risk and less reliable. Correction: Use verbal cue 'forearms not hands!' and demonstrate the difference in control.
- Misconception: 'If I can't reach the ball, I should stretch out with my arms.' Reality: Footwork to move body behind ball is essential; reaching creates poor platform angle and weak contact. Correction: 'Move your feet!' as constant reminder, pause and reset position if reaching observed.
- Misconception: 'The harder I hit it, the better player I am.' Reality: Volleyball is about control, placement, and setting up teammates; power without control is ineffective. Correction: Emphasise 'control over power' especially in game situations, reward accurate placement.
- Misconception: 'If my partner misses, it's their fault.' Reality: Volleyball is cooperative; my ball placement affects partner's success; team mindset is crucial. Correction: Promote 'how can I help my partner succeed?' mindset, encourage analysis of own contributions to errors.
SEN Adaptations
ADHD
- Shorter activity bursts with frequent changes maintaining engagement (lesson already structured this way). Clear concise instructions with key points only. Frequent positive specific feedback ('Great footwork just then!'). Use student's name to gain attention before instructions. Movement-based activities suit kinesthetic needs. Provide fidget ball during seated instruction times if helpful. Clear boundaries and expectations with visual reminders. Allow movement in designated area during partner reflection times.
dyspraxia
- Use larger lighter balls initially (beach volleyballs) for easier control. Increase distance to target reducing accuracy pressure. Additional practice time on each technique before progressing. Break down techniques into smaller steps with individual practice on each component. Visual and physical demonstrations from multiple angles. Reduced court sizes requiring less rapid movement. Partner with patient supportive peer. Verbal cues for footwork ('Step, step, ready, hit'). Celebrate effort and improvement over absolute performance.
autism spectrum
- Provide visual schedule of lesson structure at start showing each section. Clear consistent routines for transitions between activities. Allow brief processing time after instructions before starting. Quiet zone available if overwhelmed by noise/activity. Partner with supportive consistent peer. Simplify rules initially - add complexity gradually. Provide advance warning of filming/demonstrations to reduce anxiety. Visual cue cards with technique pictures.
visual impairment
- Use brightly coloured volleyballs (yellow, orange) with high contrast against floor/background. Provide verbal cues for all demonstrations ('Arms are now straight, platform forming'). Use auditory balls with bells inside if available. Buddy system with sighted partner providing verbal guidance. Reduce court size and use clear boundaries. Ensure excellent lighting in indoor spaces.
hearing impairment
- Use visual demonstrations extensively with exaggerated movements. Provide written instructions on whiteboard/cards as backup. Use hand signals for key commands (thumbs up = good technique, flat hand = stop). Ensure student can see teacher's face for lip-reading during instructions. Buddy system with hearing partner for clarification. Visual cues for stop/start (raise hand, flag).
physical disability
- Seated volleyball version from chairs/wheelchairs with lower net or no net (floor lines only). Use lighter balls (beach balls, soft volleyballs) requiring less force. Reduce court sizes significantly (2m x 3m). Allow unlimited bounces for ball control. Adapted service position - closer to net or rolled ball. TA support for positioning and equipment. Focus on technique elements achievable from seated position (arm platform formation, tracking).
Cross-Curricular Links
English
Listening skills during instructions and demonstrations. Speaking clearly when communicating with partners. Giving and receiving feedback constructively. Understanding and using technical vocabulary accurately. Following multi-step instructions.
Maths
Measuring court dimensions (4m x 7m) and distances. Counting consecutive sequences and scores. Angles of ball trajectory and platform direction. Symmetry in body positioning. Time management and duration calculations.
Science
Forces applied to volleyball (impact force, direction, trajectory). Newton's Laws during ball contact. Gravity affecting ball flight. Body systems during exercise (cardiovascular, muscular, respiratory). Levers in body movements (arms as levers during bump).
Geography
Spatial awareness and positioning on court. Understanding zones and areas. Directional language (forward, backward, left, right). Mapping court layouts.
PSHE
Teamwork and cooperation with partners and groups. Resilience when techniques difficult or games challenging. Managing emotions in competitive situations. Respect and sportsmanship toward opponents. Communication skills development. Self-confidence through skill acquisition.
Teacher Guidance
Positioning
During demonstrations: central location where all students can see clearly without obstruction. During practice: circulate between pairs/groups providing feedback, never stand still. During games: position at edge with view of multiple courts, scanning constantly. During plenary: return to central position for whole-class address.
Observation Focus
Prioritise safety first (student spacing, ball tracking, appropriate intensity). Then technique quality (platform formation, leg drive, footwork). Then tactical elements (positioning, decision-making). Finally social skills (communication, sportsmanship, cooperation).
Intervention Points
Step in immediately if: unsafe behaviour observed, technique causing risk of injury, students not understanding task after multiple attempts, conflict between students, equipment issues. Pause individual pairs/groups for feedback rather than stopping whole class unless issue is widespread.
Demonstration Notes
Always demonstrate full speed first for overall picture, then slow-motion showing detail. Use student volunteers when possible to show it's achievable (choose appropriately skilled student). Demonstrate from multiple angles so all can see. Over-exaggerate key points (deep knee bend, straight arms). Verbalize during demonstration ('Watch my arms staying together'). Demonstrate common mistakes and corrections. For dig, exaggerate low position so all can see depth required.
Verbal Cues
- •'Platform strong!' - reminds students to maintain firm arm position
- •'Move your feet!' - encourages footwork rather than reaching
- •'Legs not arms!' - reinforces power source for bump/dig
- •'Eyes on the ball!' - maintains ball tracking and safety
- •'Communicate!' - promotes partner dialogue
- •'Up not out!' - encourages vertical ball trajectory in sequences
- •'Quality over power!' - emphasises control in games
Safety Considerations
Space & Surface Requirements
Space Requirements
Full sports hall or large outdoor hard court area minimum 20m x 30m for class of 30. Multiple small courts require overall space of approximately 25m x 35m with clearance zones.
Surface Check
Indoor: Sports hall floor clean, dry, non-slip, free from equipment or obstacles. Outdoor: Tarmac or hard court surface dry, even, no cracks or trip hazards, free from debris.
Equipment Safety
Safety Checks
- •All volleyballs inflated to correct pressure (0.3-0.325 kg/cm²) - not over-inflated which increases impact risk
- •Check all balls for damage, protruding valve stems, or defects
- •Cones inspected for cracks, sharp edges, or damage before use
- •Net equipment (if used) stable and securely positioned
- •Recording device secured when not in use to prevent trips
Risk Management
Key Risks
- •Ball strikes to face or head if students not tracking ball
- •Collisions between students during dynamic activities especially Pacman warm-up
- •Trips over cones during court games
- •Wrist or forearm discomfort from repeated ball contact with poor technique
- •Knee strain from deep dig position if not warmed up properly
- •Slips on smooth surfaces if floor becomes dusty or damp
Risk Mitigation
- •Clear boundaries established for all activities with adequate spacing between working areas
- •Progressive skill building from static to dynamic activities allows technique development before game pressure
- •Continuous emphasis on ball tracking and 'eyes on the ball' throughout
- •Proper warm-up including dynamic movements and joint preparation before deep squats in dig technique
- •Clear communication protocols established (calling numbers, announcing movements)
- •Teacher positioned for maximum visibility during all activities
- •Stop signals established and practiced (whistle + 'FREEZE' command)
- •Technique coaching emphasises forearm contact not hand/wrist to prevent injury
- •Courts sized appropriately for age and ability - not too large requiring overexertion
Supervision & Emergency Procedures
Supervision Points
- •Position at corner or edge of activity area for 180-degree visibility of all students
- •During Pacman, monitor for collisions at line junctions - high-risk areas
- •During partner work, circulate continuously providing technique feedback
- •During cone challenges, watch for competitive intensity leading to poor technique
- •During games, position to see multiple courts, prioritise high-intensity games
- •Monitor student fatigue levels especially in later lesson stages
- •Watch for any students holding wrists or showing discomfort - check technique immediately
Emergency Procedures
Whistle stop signal brings immediate halt to all activity. Assess situation: minor injury (ice, first aid, student continues or observes), significant injury (first aid, send student for medical attention with buddy, continue lesson if safe), serious injury (secure area, send for first aider/emergency services, keep students calm and supervised). All injuries recorded in accident book. Parents informed of any head strikes or significant injuries same day.