Skills & Team Coordination
•Year 7
•Volleyball
•Distributed in equipment bag at side of court, students collect one ball per pair during warm-up transition
Alternative: Beach balls for students requiring lighter/slower balls; foam volleyballs for students with anxiety about hard balls
Positioned at side of hall visible to all students during instruction phases
Alternative: Flip chart and markers; iPad with annotation app projected; laminated diagrams
Used to mark 4v4 court areas and target zones for accuracy practice
Alternative: Flat markers, chalk lines, tape on floor
For game application phase to distinguish teams clearly
Alternative: Wristbands, coloured bands, team identifiers
Optional but valuable for assessment, stationed at side of court for recording technique
Alternative: Smartphones, cameras on tripods, peer observation checklists if no devices available
A defensive shot played using the forearms to receive low balls, also called a forearm pass or bump
Another name for the dig, emphasising that the ball contacts the forearms not hands
The flat surface created by the forearms pressed together, used to control the ball's direction
The specific area on the forearms (just above the wrists) where the ball should make contact for optimal control
Athletic stance with knees bent, weight forward on balls of feet, arms ready to move, preparing to react to the ball
A continuous exchange of shots between players or teams where the ball remains in play
Preventing the ball from hitting the floor on your side by using digs and other shots to keep it in play
Calling 'mine', partner names, or 'yours' to clarify who will play the ball and prevent collisions
The direction of your platform that determines where the ball travels after contact
Moving quickly in response to where the ball is travelling, requiring focus and readiness
Understanding where pupils are coming from and where they're going
Technical vocabulary development (dig, platform, forearm pass, rally, contact); giving clear verbal instructions and feedback to partners; listening skills during instruction and partner discussions; descriptive language explaining technique differences; oracy skills presenting ideas to whole class during review discussions
Counting rallies developing number fluency; measuring court dimensions using metres; calculating scores and bonus points requiring addition; understanding angles of platform affecting ball trajectory geometry; timing activities developing awareness of seconds and minutes; estimating distances between partners (2m, 3m, 5m)
Understanding forces - ball rebound from forearm platform demonstrates Newton's third law (equal and opposite reaction); trajectory and gravity affecting ball flight path; cardiovascular system response during warm-up and cool-down; muscle groups used in volleyball movements (quadriceps, deltoids, forearms); energy transfer from body to ball
Directional language (forward, backwards, left, right) during movement; spatial awareness understanding positioning on court; mapping movement patterns around court space; understanding boundaries and zones within playing area
Teamwork and cooperation during partner practice and games; communication skills calling for ball and providing encouragement; managing frustration and emotions when skills are difficult demonstrating emotional literacy; resilience and growth mindset when facing challenging skills; leadership through peer coaching and refereeing roles; fair play and sporting behaviour; respect for others regardless of ability level
Position at corner or sideline of hall for visibility of all students during whole-class instruction; circulate among pairs during practice phases spending 20-30 seconds with each pair; during game application, position at mid-court sideline to oversee 2-3 courts simultaneously while actively refereeing one
Watch for: correct forearm platform creation with arms straight and together; contact point on forearms not hands; minimal arm swing allowing ball to rebound; footwork moving body behind ball line; communication between partners; quality of technique maintained when transitioning to game context; sporting behaviour and inclusive participation
Intervene when: technique is unsafe (bent arms causing strain); balls travelling too high/hard creating danger; student frustration manifesting in poor behaviour; dominant students excluding others from participation; arguments about scoring or rules disrupting learning; techniques deteriorating significantly requiring whole-class coaching point; lack of communication creating collision risks
Demonstrate: Exaggerate key points for visibility - show very straight arms extended fully, clearly show hand clasp position with thumbs parallel, demonstrate contact point by holding ball on forearms showing exact location, perform dig in slow motion emphasising each phase (ready-move-platform-contact-follow through); use student demonstrators to show both correct technique and common errors then correct them publicly; demonstrate transitions between dig and set showing smooth flow; when demonstrating to whole class ensure all students positioned with clear sightlines
Minimum hall space 20m x 15m for 30 students; for game application require 2-3 court areas each 6m x 12m with 2m spacing between courts; clear perimeter around all courts free from obstacles
Check sports hall floor is clean, dry and free from debris or water; no trip hazards such as loose mats or equipment; court line markings visible and non-slip; net posts stable and secure with no sharp edges
In event of injury: STOP all activity immediately using loud clear voice command; assess injured student without moving them unnecessarily; send reliable student for first aider or additional staff support; keep other students calm and supervised away from incident; apply appropriate first aid only within training competency level; complete accident report form after incident; contact parents/guardians as per school policy if injury requires further attention; review risk assessment if incident suggests additional controls needed
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