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Lesson 2 - Volleyball Dig Technique

Skills & Tactics

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Year 8

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Volleyball

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Big Question

How can mastering the dig technique transform your defensive game and create attacking opportunities?

Learning Objectives

To identify and explain the three key technical points of an effective volleyball dig
To demonstrate correct dig technique with control and accuracy during modified games
To apply the dig in game situations, linking with set and spike to create attacking plays

Key Outcomes

Students will perform digs with correct body position, platform angle, and controlled movement
Students will successfully transition from dig to set to spike in cooperative and competitive situations
Students will analyse and improve their own and others' dig technique using visual feedback

Equipment & Resources Required

Volleyballs

2-3 nets depending on court space

Distribute balls around perimeter of activity area, ensure proper inflation (0.3-0.325 kg/cm²)

Alternative: Foam volleyballs for students lacking confidence, lighter beach volleyballs for progression

Markers Cones

40 cones (for marking multiple courts)

Mark 9m x 9m courts for modified games, use bright coloured cones for visibility

Alternative: Tape lines, chalk lines, existing court markings

Tablets

1 per pair (15 devices)

Fully charged, camera app open, iBook or Google Classroom app accessible

Alternative: Smartphones, digital cameras, one device per group of 4

Sun Markers

1 large whiteboard or flip chart

Position visible to all students, prepare diagram of dig technique key points

Alternative: Printed diagrams, projected images on wall

Wall Space

Clear wall area for target practice

Ensure 3m clearance from wall, mark target zones at 2-3m height

Alternative: Target sheets hung on wall, rebound nets

Bibs

15 (half the class)

Two contrasting colours for team identification in games

Alternative: Coloured wristbands, team jerseys

Key Vocabulary

Dig

A defensive technique using forearms to pass a ball that is below shoulder height, typically used to receive serves or spikes

Forearm Pass

Alternative name for the dig, emphasising the use of the flat platform created by both forearms held together

Platform

The flat surface created by placing both forearms together, used to contact and direct the ball during a dig

Ready Position

Athletic stance with knees bent, weight forward on balls of feet, arms ready, used to prepare for receiving the ball

React

Quick response to the ball's direction and speed, moving feet and body to position under the ball

Defence

The team's action to prevent the ball from landing on their side of the court, primarily using digs

Net

The barrier dividing the court, typically 2.24 metres high for mixed play, over which the ball must travel

Communication

Verbal and non-verbal signals between teammates to coordinate who will play the ball and where it should be directed

Set

An overhead pass used to position the ball for a spike, typically the second contact in a rally

Spike

An attacking hit where a player jumps and strikes the ball downward into the opponent's court with force

Skill Progression Pathway

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

Prior Learning

Basic understanding of volleyball court layout and rules from Year 7
Experience with overhead passing and basic ball control
Knowledge of ready position and movement patterns
Introduction to dig technique in previous lessons

Current Skills

Correct body positioning for the dig (low stance, arms extended)
Proper forearm platform formation (thumbs together, arms straight)
Controlled upward movement through the ball
Reading ball trajectory and moving into position quickly
Linking dig technique with set and spike in sequences

Next Steps

Advanced dig techniques including diving and rolling
Reading opponents' attacks to anticipate dig placement
Executing digs from various positions on court
Transitioning from defence (dig) to attack (set/spike) in full game play
Team defensive systems and court coverage patterns

Milestone Indicators

Consistent arm platform formation without bending elbows

Ball contact on forearms (not hands or wrists)

Controlled upward trajectory allowing teammate to set

Quick footwork to position under ball before contact

Successful dig-set-spike sequences in game situations

Key Teaching Points

The three key technical points of dig technique must be consistently emphasised: 1) Ready position with deeply bent knees and forward weight, 2) Straight-arm platform with thumbs together creating flat forearm surface, 3) Power generation from leg extension not arm swing
Movement to the ball is more important than perfect arm position - emphasise quick feet and positioning under the ball before contact
Contact point must be on forearms between wrist and elbow, never on hands or wrists which causes unpredictable ball flight
Ball trajectory after dig should be upward (45 degrees or more) not forward, allowing time for teammate to set or transition to attack
Communication is essential in volleyball - teach and reinforce calling for the ball ('Mine!') and indicating readiness ('Ready!', 'Set!')
Dig is primarily a defensive shot but is crucial for transitioning to attack - connect dig to subsequent skills (set, spike) throughout lesson
Quality technique should never be sacrificed for speed or competition - better to perform fewer perfect digs than many poor-quality attempts

Common Misconceptions

MISCONCEPTION: 'Dig is just hitting the ball upwards with your arms.' CORRECTION: Dig requires specific body position, arm platform, and leg power - it's a technical skill not just 'hitting'. Demonstrate how swinging arms versus using leg extension produces different results.
MISCONCEPTION: 'The harder you swing your arms, the higher the ball goes.' CORRECTION: Power comes from leg extension through the ball, not arm swing. Arms should remain relatively still, acting as a platform. Demonstrate both methods and show how leg power produces controlled trajectory.
MISCONCEPTION: 'You can dig from any body position.' CORRECTION: Effective dig requires specific ready position - low stance, bent knees, weight forward. Demonstrate attempting dig from upright position versus proper low position to show difference.
MISCONCEPTION: 'Dig and set are the same thing.' CORRECTION: Clarify that dig uses forearms and is for low balls, while set uses fingertips overhead for high balls. Show both side-by-side highlighting differences in technique and usage.
MISCONCEPTION: 'You should wait for the ball to come to you.' CORRECTION: Emphasise that volleyball requires active movement to position under the ball. Demonstrate static versus mobile approach showing how movement improves success rate.

SEN Adaptations

ADHD

Keep activity changes frequent to maintain engagement; provide clear, brief instructions one step at a time; use countdown timers for time awareness; establish clear court boundaries with visual markers; offer fidget equipment during seated discussions if helpful; provide immediate, specific feedback and praise; allow movement breaks if needed; use student's name to gain attention before instructions; position near teacher during explanations; break down complex activities into smaller chunks; offer leadership roles (equipment monitor, demonstrator) for engagement; use high-energy, enthusiastic teaching style; minimise waiting time - keep all students active; set short-term achievable goals within activities

dyspraxia

Provide additional time for motor planning and skill execution; break down dig technique into very small, sequential steps; use larger, softer balls for easier handling and confidence; reduce speed of activities - allow slower-paced practice; provide multi-sensory teaching (visual, verbal, kinesthetic); allow additional practice time before game application; reduce court size and distance requirements; teach compensatory strategies (e.g., positioning to reduce movement needed); provide consistent, patient feedback and encouragement; avoid complex movement sequences initially; use demonstrations extensively; pair with patient, supportive peer; celebrate incremental progress; provide wall or partner for balance support during practice; focus on consistency rather than speed or power

autism spectrum

Provide visual schedule showing lesson structure and timings; use clear, literal language avoiding idioms; establish consistent routines and familiar activity formats; give advance warning of transitions using countdown timers; provide quiet space option if sensory overload occurs; reduce unpredictability by explaining game rules very clearly; use visual prompt cards showing dig technique steps; limit partner changes - maintain same partner throughout; reduce competitive pressure - focus on personal goals; allow use of ear defenders if noise level overwhelming; provide clear, specific success criteria; use visual supports (photos, diagrams) extensively; establish clear behavioural expectations with visual reminders

visual impairment

Use brightly coloured volleyballs (yellow or orange) for enhanced visibility; provide high-contrast cones for court marking; use verbal descriptions extensively during demonstrations; assign sighted peer buddy for spatial guidance; use audible ball (with bell inside) for severely impaired students; position student closer to demonstrations; provide tactile demonstrations (guide student's arms through dig motion); use sound cues (clapping, bells) to indicate ball direction; reduce court size to limit area to monitor; provide additional time for visual processing of ball flight

hearing impairment

Ensure student can see teacher's face during all instructions (lip-reading); use visual demonstrations as primary teaching method; provide written instructions and diagrams; teach BSL signs for key volleyball terms if appropriate; use hand signals for communication during games; assign hearing peer buddy for instruction clarification; position student at front during gatherings; use visual stop signal (raised hand) as well as whistle; write key points on whiteboard as well as verbalizing; ensure good lighting for visibility; use thumbs-up/down for quick yes/no communication; provide printed task cards for activities

physical disability

Adapt dig to seated position - wheelchair users can perform modified dig; use lighter/larger balls for easier handling; reduce court size significantly for limited mobility; allow seated digging with modified technique; provide adapted equipment (e.g., Velcro catch mitts if grasp limited); focus on upper body platform formation if legs cannot be used; allow additional touches or bounces before dig required; provide helper to retrieve balls; modify games to reduce movement requirement (e.g., static positions); celebrate effort and personal bests rather than comparison to others; consult with student about comfortable adaptations

social communication difficulties

Teach specific communication phrases explicitly ('Mine!', 'Help!', 'Good shot!'); provide communication prompt cards if helpful; structure pair work carefully with compatible partners; teach turn-taking explicitly; model appropriate peer interactions and feedback; provide scripts for common scenarios; allow processing time for social situations; teach and practice sportsmanship explicitly; provide clear social expectations; use social stories about volleyball lessons beforehand; offer choice in partner selection; provide adult support during complex social activities; celebrate appropriate communication; create predictable social structures in games

Cross-Curricular Links

English

Technical vocabulary acquisition and usage; articulating technique points clearly; giving and receiving feedback using appropriate language; following verbal instructions accurately; descriptive writing in iBook homework; peer teaching using clear explanations; reading and interpreting success criteria; active listening during teacher instructions and demonstrations; presenting ideas during reflection discussions; writing reflective evaluations

Science

Forces acting on ball during dig (applied force from legs, reaction force from platform, gravity pulling ball down, air resistance); Newton's Third Law (action-reaction when ball contacts arms); biomechanics of leg extension and force transfer through body; trajectory and projectile motion; impact forces and absorption; cardiovascular system response to exercise (increased heart rate, breathing rate); muscle groups used (quadriceps, hamstrings, core, shoulders); energy systems during high-intensity activity; physics of bounce and elasticity

Geography

Spatial awareness of court positioning; understanding directions (forward, backward, left, right); personal and general space concepts; mapping movements around court; positional vocabulary; reading and creating court diagrams; understanding territory and boundaries

ICT

Using iPads to photograph technique; digital photography skills (framing, timing, focus); uploading images to iBook platform; digital annotation of photos (extension activity); using technology to analyse and improve performance; creating digital portfolios of PE work; potentially using video analysis apps; e-safety when using devices in group settings

Mathematics

Angles of ball trajectory after dig (acute, right, obtuse angles); measuring court dimensions and distances; calculating success rates and percentages during games (e.g., '7 out of 10 digs successful = 70%'); counting sequences and scores; estimating distances and heights; geometry of court shapes and positioning; data collection and graphing of performance improvements over time; timing activities in seconds and minutes; analysing statistics from game performances

PSHE

Teamwork and cooperation during pair and group work; communication skills - verbal and non-verbal; resilience and perseverance when finding technique challenging; growth mindset development ('not yet' language); managing emotions during competitive games; supporting others and celebrating their success; fair play and honesty in scoring; setting personal goals for improvement; self-assessment and identifying areas for development; respecting others' abilities and efforts; leadership opportunities during group games

Teacher Guidance

Positioning

During warm-up: central position with 360-degree visibility of all pairs; during skill introduction: move between pairs spending 60-90 seconds with each for close observation; during wall practice: patrol circuit around room to observe all pairs; during game application: central position with rotation between courts, approximately 90 seconds per court; during cool-down: position at centre of gathering area with visibility of all students

Observation Focus

Watch for: 1) Safety - spacing, controlled movements, appropriate throws; 2) Technique - ready position, arm platform formation, contact point, leg extension; 3) Engagement - all students active and attempting skills, no passive observers; 4) Differentiation appropriateness - students challenged but successful; 5) Communication - verbal calls, partner cooperation; 6) Emotional state - frustration, disengagement, overexcitement requiring intervention

Intervention Points

Intervene when: 1) Safety compromised - immediate stop and correction; 2) Technique significantly incorrect - stop, demonstrate, restart; 3) Student disengaged or frustrated - private conversation, adjustment of challenge level; 4) Equipment issues - immediate repair or replacement; 5) Disputes or conflicts - mediate fairly, reinforce expectations; 6) Inappropriate difficulty level - guide to easier or harder version; 7) Fatigue causing technique breakdown - enforced rest period; 8) Whole-class pattern of misunderstanding - stop lesson, re-explain, demonstrate

Demonstration Notes

Demonstrate with exaggeration: extra-low knee bend, super-straight arms, explosive leg extension; use side-on and front views for different perspectives; demonstrate common mistakes then correct version for comparison; use student demonstrators when excellent technique observed - builds confidence and provides peer modelling; break complex movements into phases: ready, move, contact, follow-through; use slow-motion demonstration for initial teaching, then real-speed for application; demonstrate with verbal commentary explaining what you're doing; invite questions after demonstrations to check understanding

Verbal Cues

•'Get LOW!' - reminder for ready position
•'Make your platform!' - cue for arm position
•'Use your LEGS!' - reminder that power comes from leg extension
•'MOVE your feet!' - cue for positioning under ball
•'CALL it!' - reminder to communicate
•'Freeze!' - immediate attention and stop for teaching point
•'Show me...' - checking understanding through demonstration
•'Lock those arms!' - reminder to keep arms straight
•'Eyes on the ball!' - focus and tracking cue
•'Together!' - cue for thumbs and arms joined

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 18m x 9m sports hall or outdoor hard court area; larger space preferred for multiple courts in game application (approximately 30m x 20m for class of 30); clear height minimum 7m for ball flight; no low-hanging obstacles; adequate perimeter space (2m) clear of walls and equipment

Surface Check

Dry, non-slip surface essential (indoor sports hall floor or outdoor hard court); check for water, debris, or obstacles before lesson; ensure no trip hazards from equipment, balls, or bags; outdoor: check weather conditions - avoid wet or icy surfaces; ensure painted lines are not slippery when wet

Equipment Safety

Safety Checks

•Check volleyballs properly inflated (0.3-0.325 kg/cm²) - overinflated balls harder to control and more dangerous
•Inspect balls for damage or excessive wear - replace if necessary
•Ensure cones have no sharp edges or cracks
•Check iPads in protective cases with no cracks or sharp edges
•Nets (if used) must be securely fastened and at appropriate height - check posts are stable
•Ensure wall space used for practice has no protruding fixtures or sharp edges
•Check balls are not over-pumped - should have slight give when squeezed
•Ensure adequate number of balls so students not competing for equipment

Risk Management

Key Risks

•Ball strikes to face or body - particularly during game application
•Collisions between students - especially when moving backwards or sideways to dig
•Collisions with walls when practicing wall rallies
•Slips and falls - particularly during quick directional changes
•Overextension injuries when reaching for balls
•Impact injuries from falling onto hard surface
•iPad drops or damage during skill introduction phase
•Repetitive strain from excessive dig practice without adequate rest
•Fatigue-related injuries as technique deteriorates

Risk Mitigation

•Establish clear court boundaries and ensure students aware of spatial limits
•Maintain adequate spacing between pairs (4m) and between courts (2m minimum)
•Teach and reinforce 'call system' - verbal communication to prevent collisions
•Emphasise controlled, underarm throws only - no aggressive or overhead throws
•Progressive skill building - master static dig before adding movement
•Monitor distance from wall during wall practice - maintain 1.5-2m minimum
•Ensure proper warm-up of muscles used in dig technique (legs, shoulders, back)
•Regular rest breaks during intensive practice periods
•Clear 'stop' signal established and practiced - all activity ceases immediately
•Teach falling safely technique - if losing balance, tuck and roll, don't extend arms
•Adjust activity difficulty if technique deteriorating due to fatigue
•Ensure students with glasses use sports goggles or remove glasses if safe to do so
•Monitor competitive intensity - intervene if becoming overly aggressive
•iPads handled only when static, not while moving
•Clear equipment collection and return procedures to prevent trips and collisions

Supervision & Emergency Procedures

Supervision Points

•Position centrally with sight-lines to all activity areas
•During wall practice, circulate to maintain close supervision of multiple pairs
•During game application, position to observe multiple courts - rotate observation focus
•Monitor high-activity areas more closely (e.g., courts with competitive games)
•Watch for students moving backwards without looking - frequent reminder needed
•Supervise equipment distribution and collection closely
•Monitor for signs of fatigue affecting technique and increasing injury risk
•Be alert to emotional state of students - frustration or anger increases risk-taking
•Ensure adequate spacing maintained throughout lesson - intervene if courts drifting together
•Position near students with known behavioural or risk-taking tendencies

Emergency Procedures

Immediate stop of all activity using agreed signal (whistle, raised hand, 'STOP' call); assess injured student - do not move unless necessary; send responsible student to summon first aider/trained staff if needed; administer appropriate first aid within competency level; complete accident report form as per school policy; contact parents/guardians for significant injuries; if serious injury (head injury, suspected fracture, unconsciousness) call emergency services immediately; ensure rest of class supervised safely away from incident; review incident to identify if lesson modification needed