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Lesson 2 - Volleyball Dig Technique

Core Volleyball Skills and Team Coordination

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Year 8

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Volleyball

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Big Question

How can mastering the dig transform defence into attack?

Learning Objectives

To identify and demonstrate the three key technical points of a volleyball dig
To execute a dig with correct technique during modified game situations
To link the dig with setting and spiking in attacking sequences

Key Outcomes

Students will perform a controlled dig with correct body positioning and platform angle
Students will apply the dig defensively and transition to attacking play
Students will analyse and improve dig technique through peer assessment and video analysis

Equipment & Resources Required

Volleyballs

1-2 courts depending on hall size

Distributed around court perimeter, inflated to regulation pressure (0.3-0.325 kg/cm²)

Alternative: Softer foam volleyballs for less confident students, lighter beach volleyballs for progression

iPads

1 per pair (15 tablets)

Fully charged, camera app ready, sufficient storage space for video recording

Alternative: Mobile phones, digital cameras, or video recording devices

Sun Markers

Positioned where all students can see, use for demonstrating formations and key teaching points

Alternative: Flip chart, tablet with drawing app projected, printed diagrams

Cones

20-30

To mark target areas, practice zones, and court boundaries if needed

Alternative: Spots, rope, chalk lines

Key Vocabulary

Dig

A defensive forearm pass used to play a ball that is below shoulder height, typically used to receive a spike or serve

Platform

The flat surface created by joining both forearms together with thumbs parallel, used to contact the ball during a dig

Forearm Pass

Alternative name for a dig; passing the ball using the forearms rather than hands

Backcourt

The rear third of the volleyball court, typically where defensive digs are performed

Libero

A specialist defensive player who wears a different coloured kit and focuses on digging and passing

Ready Position

Athletic stance with knees bent, weight on balls of feet, hands ready, eyes tracking the ball

Cushion

Using a slight give in the legs and platform to absorb the ball's force and control the dig

W Formation

A defensive court formation with players positioned to create a W shape when viewed from above

Skill Progression Pathway

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

Prior Learning

Basic understanding of volleyball rules and court positioning
Experience with the volleyball set from Lesson 1
Understanding of ready position and movement to the ball
Knowledge of spike technique from previous lessons

Current Skills

Correct body positioning for a dig (low stance, feet shoulder-width apart)
Platform formation with forearms together and thumbs parallel
Controlled contact using legs not arms to direct the ball
Movement patterns to get under and behind the ball
Linking dig with set and spike in sequence play

Next Steps

Advanced dig techniques including diving and rolling
Reading opponent's attacks to anticipate dig positioning
Complex defensive formations (W formation, rotational systems)
Integrating libero role and specialist defensive positions
Full 6v6 game play with positional rotations

Milestone Indicators

Students can dig 8 out of 10 balls accurately to a partner

Students demonstrate correct platform angle without looking at arms

Students can transition from dig to attack within 3 touches

Students can identify and correct common dig mistakes in peers

Key Teaching Points

LOW READY POSITION is essential - knees bent to at least 90 degrees, weight on balls of feet, slight forward lean with shoulders over knees. This position allows explosive movement in any direction and provides the foundation for powerful digs.
PLATFORM FORMATION must be correct and consistent - forearms together creating a flat surface, hands clasped with thumbs parallel, arms locked straight not bent at elbows. The platform is the striking surface and must be flat and angled toward the target.
LEG EXTENSION NOT ARM SWING generates controlled power - the platform remains frozen while legs bend and then extend smoothly through contact. Swinging arms causes wild, uncontrolled digs; leg extension provides accuracy and consistency.
MOVEMENT TO THE BALL is critical - students must use quick, small shuffling steps to position their body behind and under the ball before contact. Reaching with arms while feet remain stationary results in poor control and technique breakdown.
CONTACT POINT on forearms between wrist and elbow - not on the wrists (too low, no control) and not on the elbows (too high, uncomfortable). The middle third of the forearms provides the best control surface.
PLATFORM ANGLE determines ball direction - slight upward angle directs ball up and forward to target. Too flat and ball goes down, too steep and ball flies backwards. Teach students to 'create a ramp' for the ball to bounce off.
CALL THE BALL every single time - 'MINE' or 'YOURS' shouted loud and early prevents collisions and confusion. This communication skill is as important as the technical skill and must be non-negotiable in game situations.
DIG IS DUAL PURPOSE - defensive receive of spikes and serves, and attacking set-up as first touch in dig-set-spike sequences. Help students understand this tactical versatility increases the dig's importance in volleyball.

Common Misconceptions

MISCONCEPTION: 'The dig is just hitting the ball with your arms.' REALITY: The dig is a precise technical skill requiring coordinated movement of the entire body - legs provide power, arms provide direction, body positioning ensures control. Address by demonstrating the complete movement sequence and emphasising all three key points.
MISCONCEPTION: 'Swinging your arms harder makes the dig go further and higher.' REALITY: Swinging arms creates uncontrolled, wild digs that go in unpredictable directions. Controlled leg extension with a locked platform provides both power and accuracy. Address by demonstrating wild dig vs controlled dig side by side.
MISCONCEPTION: 'You dig high balls.' REALITY: Digs are used for balls below shoulder height - typically serves and spikes coming toward you at waist to knee height. High balls should be set using overhead technique. Address by clarifying shot selection rules and providing decision-making practice.
MISCONCEPTION: 'If I watch where I want the ball to go, it will go there.' REALITY: Eyes must track the ball all the way to contact with the platform - looking up at the target too early causes players to lose visual contact and miss or mis-hit the ball. Address by emphasising 'eyes on ball to contact, THEN look up to follow ball to target.'
MISCONCEPTION: 'Digs are only for receiving serves.' REALITY: Digs are used throughout the game - receiving serves, receiving spikes, retrieving low balls, setting up attacks, defensive saves. It's one of the most frequently used skills in volleyball. Address by showing video examples of dig use in various game situations.
MISCONCEPTION: 'I should stand upright and then bend down when the ball comes.' REALITY: The ready position must be maintained constantly - staying low throughout means faster reaction time and better positioning. Standing up and then bending wastes precious time. Address by practicing movement while maintaining low position throughout.

SEN Adaptations

ADHD

Provide short, focused activities with frequent changes (already built into lesson structure). Use high-activity lesson format minimising stationary waiting time. Give clear, concise instructions - one or two steps at a time maximum. Use visual and verbal instructions combined. Provide regular, specific feedback - catch student being successful and praise immediately. Allow movement - fidget tools during seated discussions if needed, allow bouncing ball during waiting time. Establish clear, consistent boundaries and expectations. Use timers to show activity duration - helps maintain focus when end point is visible. Offer responsibilities - equipment monitor, demonstrator, etc. - channels energy positively. Reduce distractions - position away from windows, doors, or high-traffic areas during discussions. Brain breaks if needed - 30 seconds of star jumps or shaking out can reset focus.

dyspraxia

Use larger, lighter equipment - beach volleyball or size 4 ball instead of regulation size 5. Reduce complexity of movements - break dig into smaller component parts and practice each separately before combining. Provide additional demonstration and practice time - may need 2-3 times more repetitions to develop muscle memory. Use wall practice initially - dig ball against wall rather than to moving partner reduces complexity. Reduce distance between partners - 2m instead of 3-4m. Provide verbal cues coordinated with movement - say 'bend, platform, push' in rhythm with dig action. Allow extra time for processing instructions and preparing movements. Limit visual distractions - clear, simple practice area. Consider use of coloured markers/tape on forearms showing contact zone. Patience with coordination development - celebrate small improvements. Partner with patient, supportive peer. Consider occupational therapy recommendations if applicable.

autism spectrum

Provide clear, predictable routines - use visual schedule showing lesson sequence. Give warnings before transitions ('In 2 minutes we'll move to the next activity'). Reduce sensory overload - allow ear defenders if noise level problematic, provide break area if needed. Use concrete language avoiding idioms or metaphors. Provide visual supports - task cards with step-by-step instructions, photos of correct technique. Allow processing time - give instructions then count to 5 before expecting response. Offer choice where possible to increase sense of control. Establish clear boundaries - use cones to mark specific working areas reducing anxiety about space. Partner with understanding peer. Consider use of special interest - if student interested in technology, maximise iPad use for analysis. Prepare for unexpected changes - if lesson plan must change, explain clearly and calmly. Allow movement breaks if needed.

visual impairment

Use brightly coloured volleyballs with high contrast (e.g., yellow balls on dark court). Provide verbal descriptions of all demonstrations - describe body positions explicitly ('knees bent to 90 degrees, feet shoulder-width apart'). Use auditory cues - bells attached to balls or partner calling loudly to indicate ball position. Buddy system with sighted partner providing verbal guidance. Reduce court size and use boundaries that can be felt (rope lines). Ensure excellent lighting in indoor spaces. Provide tactile demonstrations - allow student to feel correct platform position on partner or teacher. Use close proximity during practice - partner 1-2 metres away only.

hearing impairment

Ensure student can see teacher's face for lip-reading during all instructions - position in front row. Use visual demonstrations extensively - show don't just tell. Provide written instructions or visual task cards with diagrams. Use hand signals for key coaching points (e.g., touch knees for 'bend knees', flatten hands for 'platform'). Ensure student has clear sight lines to all demonstrations. Use visual timer for activity durations. Partner with student who can sign if applicable. Vibration cues for 'stop' command - stamp foot heavily or use visual signal like raising arm. Provide printed copy of three key points and other important information. Consider use of hearing aids or other assistive technology if applicable.

general adaptations

Flexible grouping allowing students to work at appropriate level. Multiple ways to demonstrate learning - verbal, physical, written, visual. Celebrate all progress regardless of starting point. Normalize asking for help and modifications. Train peer buddies to provide appropriate support without creating dependency. Regular communication with SENCO and support staff about specific students' needs. Consult individual education plans and implement recommended strategies. Allow use of specialist equipment where beneficial. Provide additional adult support where available. Adapt assessment methods - allow alternative ways to show understanding. Create positive, inclusive environment where all differences are valued. Focus on what students CAN do rather than deficits.

physical disability

Seated volleyball adaptation - student performs digs from seated position in chair or on floor. Lower net height to make game accessible from seated position. Use lighter balls (beach volleyball, foam volleyball) requiring less force to control. Modify court size to reduce distance needed to cover. Allow use of one arm for dig if student has reduced function in one arm. Provide additional support - wedge cushion for seated stability, non-slip mat under feet/chair. Peer buddy for retrieval of balls that roll away. Adapted scoring - bonus points awarded for attempting dig regardless of outcome. Extra time for positioning and preparation. If ambulatory but with reduced mobility - smaller playing area, allow catching instead of continuous play, reduce number of touches required.

Cross-Curricular Links

English

Technical vocabulary acquisition and usage - learning and applying specialist volleyball terms correctly. Speaking and listening - explaining techniques to peers, discussing tactics, asking questions for clarification. Following and giving instructions - understanding multi-step instructions, teaching others how to perform skills. Persuasive language - encouraging teammates using motivational language. Descriptive language - describing technique using precise adjectives and adverbs. Literacy in IBook homework - writing reflections, captions for photos, explanations of techniques using correct spelling, punctuation, and grammar.

Maths

Counting consecutive digs for target-setting and measurement of progress. Calculating scoring during games - adding regular points and bonus points. Angles of platform and ball trajectory - estimating and comparing acute, right, and obtuse angles formed by platform position. Spatial awareness and geometry - court dimensions, net height measurements, distances between players. Statistics - recording successful digs out of total attempts, calculating percentages and success rates. Data handling - creating graphs showing personal improvement over time from dig count data.

Science

Forces and motion - analysing the force applied through leg extension and how it transfers to the ball. Newton's Third Law in action: platform provides equal and opposite force to ball. Friction between hands/forearms affecting ball control. Gravity affecting ball trajectory and player positioning. Lever systems in the body - legs, arms, and joints working as levers during dig technique. Energy transfer from kinetic energy in the moving ball to potential energy as it rises after dig. Cardiovascular system - observing and measuring heart rate changes during warm-up, skills practice, games, and cool-down. Muscle groups used during volleyball - quadriceps, forearms, shoulders, core.

Geography

Directions and compass points - communicating movement directions on court (north side, south side). Spatial awareness and mapping - visualising court layout from above, understanding W formation as a map pattern. Positions on court related to coordinates. Describing movement patterns using directional language (forwards, backwards, left, right, diagonal). International dimension - volleyball's global popularity, comparing different countries' volleyball styles and successes, Olympic volleyball.

ICT/Computing

Digital photography using iPads - composition, framing, capturing action at appropriate moments. Organising and storing digital images effectively. Using technology to analyse movement and technique. Creating multimedia presentations in IBook combining text, images, and potentially video. Digital literacy - accessing homework platforms, submitting work electronically. If extended: using video analysis apps to annotate technique, creating slow-motion videos to demonstrate skills.

PSHE

Teamwork and collaboration - working effectively with partners and in groups towards shared goals. Communication skills - calling for the ball clearly, giving constructive feedback to peers. Resilience and growth mindset - learning from mistakes, persevering when digs don't succeed. Managing emotions - dealing with frustration, disappointment, and competitive pressure in healthy ways. Leadership skills - encouraging teammates, organising groups, teaching and coaching others. Fair play and honesty - accurate scoring, following rules even without referee, respecting opponents. Self-awareness - self-assessment of ability levels, identifying strengths and areas for development. Healthy lifestyles - understanding the importance of regular physical activity for physical and mental health.

Teacher Guidance

Positioning

Position yourself at the corner or side of the playing area where you can see all students simultaneously. During pair work, circulate constantly moving between pairs providing individual coaching. During game application, position centrally to observe all courts or rotate between courts systematically. Avoid standing with your back to any group. Use elevated position (stand on bench) during game play if available to improve sight lines.

Observation Focus

Watch for: quality of ready position (knee bend, weight distribution), platform formation and angle, use of legs vs arms for power, movement patterns to position under ball, communication between partners, resilience after mistakes, application of coaching points, safety awareness, and engagement levels. Use split focus: observe one pair/group intensively for 30 seconds noting specific technique points, then scan whole class for safety and engagement, then focus on next pair/group.

Intervention Points

Intervene immediately when: unsafe practice observed (collisions, excessive force, environmental hazards), students not following instructions and task has not been understood, significant technical errors being repeatedly practised (reinforcing bad habits), disengagement or behaviour issues arising, bullying or non-inclusive behaviour observed, students experiencing frustration and need support. Use 'FREEZE' command for whole-class interventions, proximity and quiet words for individual corrections.

Demonstration Notes

Demonstrate: All new activities with student volunteer before students begin - show the complete task clearly. Demonstrate: Exaggerate correct technique for visibility - very low knee bend, very flat platform, obvious leg extension. Demonstrate: Show incorrect technique first, then correct technique to highlight differences - 'Not this (wrong)... but THIS (right)'. Use slow-motion demonstrations for complex movements. Invite students with excellent technique to demonstrate to peers - builds confidence and provides relatable models. Use yourself for demonstrating concepts, use students for demonstrating realistic application. Always ask demonstrators if they're comfortable being watched before selecting them.

Verbal Cues

•'LOW position - bend those knees!'
•'FLAT platform - create that table!'
•'LEGS not arms - where's your power?'
•'MOVE your feet - get behind the ball!'
•'CALL it - MINE or YOURS!'
•'SOFT contact - cushion the ball!'
•'EYES on the ball all the way to your platform!'
•'FREEZE your arms - they're locked!'
•'ANGLE to target - where are you sending it?'
•'READY position - be prepared!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum half sports hall or outdoor court area approximately 15m x 20m. For full class of 30 students working in groups of 4, ideally need full sports hall (30m x 20m minimum) to accommodate 2-4 courts with adequate run-off zones. Each 2v2 playing area requires approximately 6m x 10m plus 2m run-off on all sides.

Surface Check

Indoor: dry, clean sports hall floor free from dust, water, or debris. Check for any trip hazards including loose floor boards or damaged surface areas. Outdoor: dry, even tarmac or artificial surface - do not play on wet surfaces (slip risk). Check for uneven areas, potholes, stones, or other hazards. Mark any hazardous areas with cones and exclude from playing space.

Equipment Safety

Safety Checks

•Volleyballs inflated to correct pressure (0.3-0.325 kg/cm²) - overinflated balls are harder and more dangerous, underinflated balls don't bounce correctly
•Check all volleyballs for damage - no tears, excessive wear, or loose panels
•Net posts secured firmly in floor sockets or weighted bases - test stability before lesson
•Net height appropriate for Year 8 (2.24m for mixed groups) and net tension correct - not sagging or over-tight
•If using portable posts, ensure weighted bases are sufficiently heavy and positioned correctly to prevent tipping
•iPads have protective cases to prevent screen damage if dropped
•Check iPad batteries are charged - devices overheating can be safety hazard
•Cones and markers have no sharp edges or broken pieces

Risk Management

Key Risks

•Ball strikes to face, head, or body - particularly during spiking or serves
•Collisions between students when both going for the ball without communication
•Slips, trips, and falls on court surface particularly during rapid directional changes
•Contact with net posts - striking head, body, or tripping over bases
•Strains or sprains from landing awkwardly after jumping
•Overuse injuries to shoulders, forearms, or wrists from repetitive digging motion
•iPads dropped causing screen damage or creating trip hazards
•Collisions with walls when moving backwards to play the ball

Risk Mitigation

•Establish and reinforce 'CALL THE BALL' culture - every student must shout 'MINE' or 'YOURS' clearly
•Teach and enforce safe spatial awareness - looking around before moving backwards
•Clear court boundaries marked with cones/lines and adequate run-off space (minimum 2m from walls/equipment)
•Progressive skill building - master dig technique in controlled conditions before applying in dynamic games
•Appropriate student groupings - similar size/ability students together where possible to reduce injury risk disparities
•Emphasise controlled power in digs - accuracy over excessive force
•No diving or rolling techniques in this lesson - these require specialist teaching and matting
•Net post padding in place if available - if not, establish exclusion zone around posts marked with cones
•Warm-up includes dynamic preparation of muscles and joints used in volleyball
•Cool-down includes appropriate stretching to prevent muscle tightness and overuse injuries
•Regular breaks between activities to prevent fatigue-related injuries
•Students wearing appropriate footwear with good grip and ankle support - no fashion trainers or pumps
•Remove jewelry and tie back long hair to prevent entanglement or injury
•iPads stored safely at court edge when not in use, not left on playing surface

Supervision & Emergency Procedures

Supervision Points

•Position at corner or side of court for visibility of all playing areas simultaneously
•Circulate constantly during practice activities providing proximity supervision and coaching
•Monitor high-activity areas where multiple groups are playing close together
•Maintain 'active supervision' - scanning, anticipating, intervening before incidents occur
•Position during game application to see all courts - use elevated position if available
•Watch for signs of fatigue that increase injury risk - reduced coordination, slower reactions
•Monitor competitive intensity - intervene if aggression or unsafe play develops
•Ensure teaching assistant or additional supervisor positioned to cover blind spots if available
•Be aware of students with medical conditions (asthma, diabetes, epilepsy) and ensure inhalers/medication accessible
•Keep first aid kit accessible and know location of nearest first aider

Emergency Procedures

STOP command: Establish that when teacher shouts 'STOP' or 'FREEZE', all activity ceases immediately and students freeze position for safety announcements. Injury protocol: Stop play in affected area, assess injury severity, provide appropriate first aid, send for first aider/call emergency services if needed, complete accident report form, inform parents/carers. Ensure other students supervised appropriately while dealing with incident - use responsible students to continue leading activities if necessary. Minor injuries: ice, elevation, rest - student sits out and observes unless cleared to continue. Evacuation: follow school fire/emergency procedures - students exit via nearest safe route to assembly point, register taken to account for all students.