Foundations to Fluency
•Year 8
•Volleyball
•Distributed at practice stations around the sports hall perimeter for easy access
Alternative: Soft touch volleyballs for less confident students, beach volleyballs for outdoor use
Use existing sports hall lines where possible, ensure clear boundaries visible to all students
Alternative: Cones to mark court boundaries (9m x 9m per half court), floor tape if permitted
Different colours for different positions (e.g., red for setter position, blue for attackers)
Alternative: Spots or markers for positional reference
Two contrasting colours for team identification during game play
Alternative: Coloured bands or teams using uniform colours
The strategies and plans used to gain an advantage over opponents during play
Deliberately placing yourself in the most effective location based on game situation and opponent positions
The different choices a setter has about which attacker to set the ball to
Varying your play so opponents cannot easily anticipate what you will do next
The arranged positions of players on court, typically described by numbers (e.g., 2-1 formation means 2 back, 1 front)
Understanding the game situation and making smart decisions about positioning, movement and play choices
The top or front point of a triangular formation, typically where the setter positions
A player positioned at the net to jump and block opponent's attacking shots
Understanding where pupils are coming from and where they're going
Specialist vocabulary acquisition and usage; giving clear tactical instructions; articulating tactical understanding during reflections; listening skills during instruction and peer communication; persuasive communication to direct teammates; descriptive language to explain positioning and movement
Calculating match scores and winning margins; understanding rotation patterns as sequences; measuring court dimensions and spacing; analysing statistics (setting success rate percentages, spike accuracy); understanding angles of ball trajectory and serve placement; spatial reasoning for positioning and court coverage
Forces in action - gravitational force on ball, force applied during spike, friction between shoes and floor; Newton's laws - equal and opposite reactions during jumping and landing; body systems - cardiovascular response to exercise (heart rate increase), respiratory changes (breathing rate), muscular system engagement; energy transfer from player to ball during contact; trajectory physics including parabolic flight path of volleyball
Understanding net construction and tension; court design for optimal play space; equipment design considering function and safety; problem-solving tactical challenges through innovative approaches
Spatial awareness and mapping court coverage; understanding directions and positional language (front court, back court, left, right, centre); using coordinates to describe court positioning; spatial planning for optimal formation coverage
Teamwork and collaboration essential for tactical execution; communication skills development; resilience and managing frustration when tactics don't work or points lost; leadership opportunities through setter role and team captaincy; fair play and sporting behaviour; respect for opponents and teammates; managing competitive emotions; building confidence through skill mastery and tactical success
During warm-up, position within circle for visibility of all students; during skill development, circulate actively between groups spending 30-60 seconds with each; during games, position centrally between courts with clear sightlines to multiple areas, rotate focus every 30 seconds to ensure all courts supervised; during cool-down, position centrally at front for modelling and visibility
Watch for: tactical decision-making (setter choices, positioning adaptations), technical quality (setting hand position, approach footwork, landing technique), communication effectiveness (volume, clarity, specificity), spacing and positioning (formation maintenance, court coverage), safety consciousness (calling for ball, controlled movements, awareness of others), engagement and effort (on-task behaviour, resilience after errors)
Intervene immediately if: unsafe behaviour observed (reckless movement, no communication causing collisions), technique creating injury risk (poor landing, incorrect setting hand position), student showing distress or overexertion, equipment becomes damaged or hazardous, conflicts arising between students, off-task behaviour preventing learning, tactical concepts not being applied despite instruction
Demonstrate all skills clearly before student practice - exaggerate key points for visibility (e.g., deep knee bend before jumping); use student demonstrators when possible to show peer achievement and provide variety; demonstrate both successful execution and common errors for contrast; position demonstrators centrally with all students having clear view; keep demonstrations brief (30-45 seconds maximum) to maintain engagement; verbalize what you're demonstrating while showing ('Notice how I bend my knees deeply before jumping'); demonstrate progressions showing how skills build in complexity; use freeze-frame technique to highlight specific position or technique elements
Minimum sports hall space 20m x 12m for class of 30, allowing multiple 9m x 9m courts with 2m safety zones between courts; ceiling height minimum 7m to accommodate volleyball trajectory; clear of suspended obstacles
Dry, clean, non-slip sports hall floor free from moisture, debris, or dust; inspect for damage or trip hazards before lesson; ensure court line markings visible and not raised; any spills addressed immediately
Stop all activity immediately with loud whistle or voice command; assess situation quickly and calmly; administer appropriate first aid for minor injuries (ice for impacts, elevation for sprains, reassurance for minor distress); send responsible student to summon first aider or additional help if needed; do not move student with suspected serious injury; complete accident report form following school protocol; inform parents/carers of any injury requiring first aid; review incident and adjust lesson plan if needed to prevent recurrence
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