🏐

Lesson 2 - Dig Technique and Partner Rallying

Skills & Team Coordination

•

Year 7

•

Volleyball

•

Big Question

How can mastering the dig shot transform your ability to keep the ball in play and build successful rallies?

Learning Objectives

To investigate and identify the four key technical points of an effective dig shot
To demonstrate a controlled dig with a partner during collaborative practice
To apply dig technique successfully in modified game situations with increasing pressure

Key Outcomes

Students will accurately identify and explain the key components of dig technique
Students will perform controlled digs showing correct platform, arm position and contact point
Students will transition between dig and set shots to maintain rallies in game contexts
Students will provide constructive feedback to partners using technical vocabulary

Equipment & Resources Required

Volleyballs

1.5 nets depending on court size

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

Sun Markers

1 whiteboard, 2-3 different coloured markers

Positioned at side of hall visible to all students during instruction phases

Alternative: Flip chart and markers; iPad with annotation app projected; laminated diagrams

Cones

22 cones for court boundaries and target areas

Used to mark 4v4 court areas and target zones for accuracy practice

Alternative: Flat markers, chalk lines, tape on floor

Bibs

15 bibs in two different colours

For game application phase to distinguish teams clearly

Alternative: Wristbands, coloured bands, team identifiers

Video Device

1-2 devices for video analysis

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

Key Vocabulary

Dig

A defensive shot played using the forearms to receive low balls, also called a forearm pass or bump

Forearm Pass

Another name for the dig, emphasising that the ball contacts the forearms not hands

Platform

The flat surface created by the forearms pressed together, used to control the ball's direction

Contact Point

The specific area on the forearms (just above the wrists) where the ball should make contact for optimal control

Ready Position

Athletic stance with knees bent, weight forward on balls of feet, arms ready to move, preparing to react to the ball

Rally

A continuous exchange of shots between players or teams where the ball remains in play

Defence

Preventing the ball from hitting the floor on your side by using digs and other shots to keep it in play

Communication

Calling 'mine', partner names, or 'yours' to clarify who will play the ball and prevent collisions

Angle

The direction of your platform that determines where the ball travels after contact

React

Moving quickly in response to where the ball is travelling, requiring focus and readiness

Skill Progression Pathway

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

Prior Learning

Students have been introduced to volleyball in Lesson 1
Students can demonstrate the set shot with correct hand positioning
Students understand basic court awareness and spatial positioning
Students have practiced throwing and catching games with volleyball movement patterns

Current Skills

Creating a stable forearm platform for ball contact
Positioning body correctly to receive low balls
Controlling the angle of the platform to direct the ball
Transitioning between different shot types (dig to set)
Communicating with partners during rallies

Next Steps

Combining dig, set and serve in game situations
Developing tactical understanding of court positioning
Learning attack shots (spike) to complete the volleyball skill set
Applying skills in full-sided volleyball matches with rotation systems

Milestone Indicators

Consistent forearm contact rather than catching or hand contact

Controlled digs that reach partner height rather than wild deflections

Maintaining rallies of 3+ contacts using dig and set combinations

Correct ready position with weight forward before ball contact

Verbal communication calling 'mine' or partner's name during rallies

Key Teaching Points

Create stable forearm platform by pressing arms together with hands clasped and thumbs parallel - this is the foundation of effective dig technique
Keep arms locked straight at the elbows throughout the dig - bent arms absorb force causing poor control and potential injury
Contact the ball on the flat part of forearms approximately 5-8cm above the wrists - this is the 'sweet spot' for optimal control
Angle your platform (shoulders and body) towards your target - where your platform points is where the ball will go
Minimise arm swing - the dig is about creating a rebound surface not hitting the ball, let the ball bounce off your platform
Move your feet first to get your body behind the ball's line before creating your platform - footwork is essential before technique
The dig is for low balls below waist height while set is for high balls above head - choosing the right technique is a key tactical decision
Communicate clearly with partners and teammates by calling 'mine' or their name before every contact to prevent collisions and improve team flow

Common Misconceptions

Misconception: 'I should swing my arms hard at the ball' - Correction: The dig is about creating a flat rebound platform not hitting. Demonstrate the difference between swinging (loss of control) versus static platform (controlled rebound). Practice holding platform still and letting ball bounce off.
Misconception: 'I can dig with bent arms' - Correction: Bent arms absorb the ball's force making control impossible and risking arm injury. Demonstrate bent vs straight arms showing dramatically different outcomes. Use cue 'lock your elbows!' and have students practice holding straight-arm position.
Misconception: 'The ball hits my hands in a dig' - Correction: Dig contact is on forearms only. Show exact contact point (5-8cm above wrist), check hand clasp is creating sealed platform with thumbs parallel, practice contact point by placing ball on forearms holding position.
Misconception: 'Dig and set are the same thing' - Correction: Create clear comparison chart showing differences: dig uses forearms/set uses fingertips, dig for low balls/set for high balls, dig has straight arms/set has bent arms. Practice decision-making game where teacher calls 'high' or 'low' and students show correct position.
Misconception: 'I just wait where I am for the ball to come to me' - Correction: Volleyball requires active movement to the ball. Emphasise 'feet first!' principle - show how getting body behind ball line improves success rate dramatically. Practice footwork drills without ball first.
Misconception: 'The harder I hit it the better' - Correction: Control is more important than power in volleyball. Demonstrate that softer controlled digs maintain rallies while power-hitting causes loss of control. Challenge students to achieve 10-contact rally using only soft touches.
Misconception: 'My platform angle doesn't matter' - Correction: Platform angle determines ball direction completely. Show how shoulders angled up sends ball up, shoulders down sends ball down, shoulders to left/right changes horizontal direction. Practice targeting specific areas by adjusting angle only.

SEN Adaptations

ADHD

Break activities into shorter segments with frequent changes maintaining engagement; provide very clear boundaries using bright cones defining activity areas; regular positive specific feedback every 2-3 minutes; build in movement breaks between discussion sections; allow fidget tools during instruction time if helpful; position near teacher for refocusing prompts; use visual timers showing activity duration; create individual achievement targets (beat your personal best) rather than comparison with others; offer leadership roles such as equipment manager, referee, demonstrator; celebrate effort and improvement not just outcomes

dyspraxia

Use larger lighter balls initially (beach ball or soft volleyball) that travel more slowly; reduce complexity of movement patterns breaking skills into smaller steps; provide additional practice time before expecting game application; reduce distance between partners significantly (1-2m); use verbal cueing for each step of movement; demonstrate multiple times showing slow-motion breakdown; pair with patient supportive peer; focus on one key point at a time not all four simultaneously; celebrate approximate technique not just perfection; provide visual/physical markers for foot positioning; allow more time for processing instructions before starting

autism spectrum

Provide visual schedule showing lesson structure with times and transitions; establish predictable routine for volleyball lessons creating familiarity; offer sensory considerations - allow student to wear gloves if ball texture aversive, provide ear defenders if hall noise overwhelming; give advance warning of transitions using countdown timers; create quiet zone available if student needs regulation break; use social stories explaining game rules and expectations; pair with familiar supportive peer; reduce unpredictability in games by establishing very clear rules; provide specific role in team (e.g., always back-right position); allow special interest integration if possible

visual impairment

Use brightly coloured high-visibility volleyballs (yellow or orange); provide verbal descriptions of all demonstrations with step-by-step instructions; use buddy system pairing with sighted peer for guidance; add bells or beepers inside ball for auditory tracking; reduce court size and distance between partners; ensure high-contrast court markings; position student away from bright windows reducing glare; provide tactile demonstration allowing student to feel correct arm and hand position on peer or teacher

hearing impairment

Ensure student positioned to see teacher's face during all instructions for lip-reading; use visual demonstrations as primary teaching method with exaggerated movements; provide written instruction cards showing key points with diagrams; teach agreed hand signals for start, stop, good technique; ensure student can see all areas of court to compensate for not hearing others; pair with supportive peer who can tap shoulder for attention; use visual scoreboard and signals during games; position teacher facing light not backlit for visibility

physical disability

Seated volleyball version allowing wheelchair users or students requiring sitting position; use lighter foam balls or beach balls requiring less arm strength; reduce court size and distance between partners significantly; allow additional contacts per team in game situations; use ramps or assistive devices to project ball upward for dig practice; modify success criteria focusing on effort and participation not specific technical points; provide alternative scoring methods recognising different movement patterns; allow support assistant to work one-to-one if needed

Cross-Curricular Links

English

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

Maths

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)

Science

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

Geography

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

PSHE

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

Teacher Guidance

Positioning

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

Observation Focus

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

Intervention Points

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

Demonstration Notes

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

Verbal Cues

•'Straight arms!' - reminder to lock elbows
•'Platform!' - cue to create flat forearm surface
•'Feet first!' - reminder to move to ball before creating platform
•'Angle it!' - prompt to adjust shoulders directing ball
•'Soft touch!' - reminder about control not power
•'Mine!' - modelling communication in rallies
•'Together!' - cue to keep forearms pressed together
•'Rebound not hit!' - conceptual reminder about dig mechanics

Safety Considerations

Space & Surface Requirements

Space Requirements

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

Surface Check

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

Equipment Safety

Safety Checks

•Volleyballs inflated to correct pressure (not over-inflated causing hard impact or under-inflated causing erratic bounce)
•Cones have no sharp edges or cracks - check before use
•Volleyball nets securely attached to posts at correct height with appropriate tension - check stability before play
•Whiteboard positioned safely away from activity areas, stable on stand or wall-mounted
•Equipment bags stored outside playing areas to prevent trip hazards

Risk Management

Key Risks

•Collisions between students during game play, particularly when multiple players go for same ball
•Balls to face causing injury, especially for students with glasses or facial sensitivity
•Trips and falls from balls rolling into movement areas or poor footwork
•Arm or shoulder strain from incorrect dig technique (bent arms absorbing impact) or overuse
•Net collisions if students moving backwards without awareness of proximity
•Finger injuries from incorrect hand position or attempting to catch hard-hit balls

Risk Mitigation

•Establish clear communication protocols: calling 'mine' before going for ball prevents collisions
•Progressive skill building from static to dynamic reduces injury risk
•Teach correct dig technique with straight arms to prevent arm strain
•Set clear court boundaries and monitor spacing between pairs and groups throughout
•Use appropriately pressured balls suitable for Year 7 ability level
•Ensure adequate warm-up of shoulder, arm and wrist joints before ballwork
•Position nets with adequate space behind baseline to prevent backwards collisions
•For students with glasses: consider sports goggles or position in lower-risk roles initially
•Model and reinforce safe practices: controlled throws, no power-hitting during practice drills
•Regular visual scanning of all activity areas by teacher

Supervision & Emergency Procedures

Supervision Points

•Position where maximum visibility of all courts/activity areas achieved, typically on sideline at mid-court
•During pair practice, circulate systematically to observe technique and provide individual feedback
•During game application, position to oversee multiple courts while officiating one
•Monitor high-activity areas where competitive intensity may increase risk
•Watch for students showing signs of fatigue or frustration that may lead to unsafe behaviour
•Use student referees as additional observers but maintain teacher oversight of all areas
•Ensure teaching assistant (if present) positioned to support lower-ability students while monitoring safety

Emergency Procedures

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