Foundations & Skills
•Year 9
•Volleyball
•Balls placed in wheeled ball carrier at court edge for quick distribution
Alternative: Soft touch volleyballs for students building confidence, size 4 balls for smaller hands
Fully charged with video recording apps open, tripods or stable surfaces for filming
Alternative: Smartphones with video capability, digital cameras, coach's eye apps
Mark 3-4 courts (9m x 9m for small-sided games), clear boundaries and service lines
Alternative: Chalk lines, rope boundaries, existing court lines if available
Used for positioning drills and target areas for accuracy practice
Alternative: Spots, poly spots, chalk marks
Position at angle to capture side-on view of dig technique
Alternative: Books, benches, or student-held recording
A defensive shot using the forearms to control a hard-driven ball, typically used to receive spikes or serves
Another term for the dig, emphasising the use of the forearms as the contact surface
The flat surface created by joining both forearms together, used to contact and control the ball during a dig
The ready stance used when preparing to dig, characterized by low body position, bent knees, and weight forward
Body posture with knees deeply bent and hips low to the ground, essential for effective digging
The specific area on the forearms (above the wrists, below the elbows) where the ball should make contact during a dig
The act of receiving the serve or attack, typically using the dig technique
The team's response to the opponent's attack, involving positioning, movement, and technical skills like the dig
Understanding where pupils are coming from and where they're going
Technical vocabulary development and precise use of terminology, articulating analysis verbally and in written form, instructional language when coaching peers, listening skills during group discussions, presenting findings to class
Forces and motion - force applied to ball, Newton's third law in platform contact, friction between ball and forearms, biomechanics of body positioning, muscle groups used (quadriceps for knee bend, forearm flexors), cardiovascular system response to exercise, reaction time and nervous system
Spatial awareness and court positioning, directions (left/right/forward/back), mapping movement patterns, understanding zones and areas of responsibility in defence
Video recording and playback technology, digital analysis of performance, using apps for slow-motion review, storing and organising digital evidence, presenting findings using digital media
Angles of movement and ball trajectory, calculating court dimensions and areas, counting consecutive digs, percentages of successful digs vs attempts, timing activities in seconds/minutes, spatial awareness and geometry of court positioning
Teamwork and collaboration throughout lesson, resilience when facing challenges, managing emotions in competitive situations, leadership through peer coaching, communication skills, respect and sportsmanship, goal-setting and self-improvement
Position centrally during games for visibility of all courts. Circulate actively during investigation and practice phases, spending 15-20 seconds with each group. Stand with back to walls/boundaries to maintain full class view. During demonstrations, position where all students can see without sun glare (outdoor) or poor lighting (indoor).
Watch for: 1) Platform formation - are forearms parallel and together? 2) Low body position - are knees bent to 90 degrees? 3) Ball contact point - forearms not wrists or hands? 4) Follow-through - towards target not just upwards? 5) Communication in games - calling 'mine' loud and early? 6) Safety - appropriate spacing, controlled play, no dangerous movements.
Intervene when: 1) Technique fundamentally incorrect despite practice (re-teach to individual/group), 2) Safety concerns arise (stop activity, address issue), 3) Activity too hard/easy (differentiate up/down), 4) Students disengaged or off-task (refocus, modify activity), 5) Disputes about rules or scores (clarify rules, reset), 6) Excellent technique observed (celebrate publicly to reinforce).
Demonstrate with exaggerated movements for visibility: 1) Show incorrect technique first, then correct (contrast learning), 2) Break down complex movements into parts, 3) Use confident student as partner for realistic demonstration, 4) Freeze at key moments to highlight important positions, 5) Repeat demonstration from multiple angles if needed, 6) Invite students to identify what they observe (active learning), 7) Film demonstrations for later reference if appropriate.
Minimum indoor sports hall 20m x 15m or outdoor volleyball courts. Multiple court areas for small-sided games (6m x 6m each). Clear space around all courts minimum 2 metres.
Indoor: clean, dry, non-slip sports hall floor. Outdoor: flat, even surface free from stones, holes, or trip hazards. Check for water or spills if indoor. Ensure court lines are flat and not raised.
Stop all play immediately with loud whistle and 'STOP' command. Assess injured student - do not move if serious injury suspected. Send reliable student for first aider/school nurse. Provide appropriate first aid if qualified (minor injuries only). Complete accident report form. Contact parents if required. Other students moved to safe area under supervision of TA or responsible student if present.
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