Lesson 2 - Digging & Defence
Foundations & Skills
•Year 9
•Volleyball
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How can mastering the dig transform your defensive game and keep the ball alive under pressure?
Learning Objectives
- To develop the correct technique for a dig with consistent platform formation
- To analyse the biomechanical and tactical factors that affect dig accuracy
- To apply the dig effectively in game situations with appropriate defensive positioning
Key Outcomes
- Students will execute the dig with correct body positioning and forearm platform
- Students will identify and correct technical errors through video analysis
- Students will demonstrate effective use of the dig in competitive game scenarios
Equipment & Resources Required
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
Key Vocabulary
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
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic volleyball ready position
- Understanding of volleyball court positions
- Experience with underarm ball contact
- Knowledge of rotation and basic rules
Current Skills
- Dig technique with platform formation
- Moving quickly to get behind the ball
- Low body positioning for defensive play
- Video analysis of technique
- Applying dig in game contexts
Next Steps
- Advanced defensive systems and rotations
- Combining dig with set for transition play
- Reading attackers and anticipating shots
- Specialist libero positioning and movement
Milestone Indicators
Key Teaching Points
- Platform formation is fundamental - hands clasped, thumbs parallel, forearms flat and together creating surface for ball contact
- Low body position achieved through knee bend (approximately 90 degrees), not bending at waist - creates stable base and control
- Ball contact must be on fleshy part of forearms (10cm above wrists), not on wrists or hands - provides flat, controlled surface
- Movement to ball is essential - active feet to get behind ball, not reaching with arms while static
- Follow-through direction determines ball destination - arms and legs extend towards target, not just upwards
- Ready position between every contact - knees bent, weight forward on balls of feet, hands ready in front of body
- Communication is non-negotiable in volleyball - loud, early calls of 'mine' prevent collisions and confusion
Common Misconceptions
- Misconception: 'The dig is just hitting the ball up' - Correction: The dig is a controlled pass using a platform to direct the ball accurately to a teammate, usually the setter. It requires precise technique and body positioning.
- Misconception: 'I should swing my arms to generate power' - Correction: Arms create a stable platform; power comes from leg extension. Swinging arms loses control and accuracy. Demonstrate platform staying still while legs extend.
- Misconception: 'Good players can dig from any position' - Correction: Even elite players must move their feet to get behind the ball. Reaching with arms from poor position leads to loss of control. Show video of professional players' footwork.
- Misconception: 'The dig is only for receiving serves' - Correction: The dig is used for receiving serves, defending attacks, and controlling any hard-driven ball. It's the foundation of defensive play throughout the game.
- Misconception: 'I need to get low after the ball arrives' - Correction: Low body position must be established before ball arrival. Demonstrate ready position maintained throughout defensive movement, not dropping low at last moment.
- Misconception: 'If I'm not the closest person, I don't need to be ready' - Correction: Every player must maintain ready position until the ball is clearly another player's responsibility. Balls can deflect or be misjudged, requiring backup players to react instantly.
SEN Adaptations
ADHD
- Short activity bursts with clear time boundaries, frequent rotation of roles, immediate feedback, kinesthetic learning emphasised, clear visual boundaries with cones, movement opportunities throughout, praise for focus and effort, minimise waiting time
dyspraxia
- Break down technique into smaller steps with extra practice time, larger ball for easier contact, reduce speed of thrown balls, verbal cues to support motor planning ('bend, platform, contact, follow'), additional demonstrations and repetition, focus on consistency before accuracy, celebrate small improvements
autism spectrum
- Clear visual schedule of lesson activities, advance warning of transitions between sections, consistent routines for rotations, quiet space available if needed, visual aids for technique checklist, predictable group formations, extra processing time for instructions, minimise sensory overload (reduce background noise)
visual impairment
- Use brightly coloured or beeper balls, provide verbal cues for ball location, buddy system with sighted peer, reduce court size for easier tracking, increase ball contact sound by using slightly deflated ball, detailed verbal descriptions during demonstrations
hearing impairment
- Visual demonstrations with exaggerated movements, use of hand signals for calls (mine/yours), written instructions on laminated cards, ensure student can see teacher's face for lip-reading, visual communication cues (thumbs up for good technique), subtitles on video analysis if available
physical disability
- Seated volleyball option using lower net, modified platform technique appropriate to ability, reduce court size, allow additional touches or catching, partner support for positioning, adapted equipment (lighter/larger balls), focus on technique elements that are accessible
Cross-Curricular Links
English
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
Science
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
Geography
Spatial awareness and court positioning, directions (left/right/forward/back), mapping movement patterns, understanding zones and areas of responsibility in defence
ICT
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
Mathematics
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
PSHE
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
Teacher Guidance
Positioning
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).
Observation Focus
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.
Intervention Points
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).
Demonstration Notes
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.
Verbal Cues
- •'Low position!' - to remind students to bend knees
- •'Platform!' - to cue forearm positioning
- •'Follow through!' - to encourage complete movement
- •'Mine!' - to model communication
- •'Reset!' - to return to ready position after each contact
- •'Soft contact!' - to encourage control over power
- •'Read the hitter!' - to develop anticipation in defence drills
Safety Considerations
Space & Surface Requirements
Space Requirements
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.
Surface Check
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.
Equipment Safety
Safety Checks
- •Volleyballs inflated to correct pressure (not over or under-inflated)
- •Nets secure at posts with no sharp edges or loose fittings
- •Net height appropriate for Year 9 (2.24m women/2.43m men regulations)
- •Cones have no sharp edges or broken parts
- •iPads charged and screens undamaged to prevent cuts
- •iPad stands/tripods stable and positioned away from playing area
- •Ball carrier stable and positioned at court edge, not in playing space
Risk Management
Key Risks
- •Collisions between students chasing balls
- •Falls when moving quickly to dig low balls
- •Ball strikes to face or body (particularly during games)
- •Collisions with nets or posts
- •Trips over equipment (cones, iPads, bags)
- •Muscle strains from inadequate warm-up or over-stretching
Risk Mitigation
- •Adequate spacing between courts and clear boundaries to prevent collisions
- •Progressive skill building from controlled practice to game application
- •Emphasis on moving feet to ball rather than diving (until technique secure)
- •One bounce rule initially to reduce ball speed and diving risk
- •Clear rules about when to stop play if ball enters another court
- •Appropriate warm-up including dynamic movements and stretches
- •Cool-down with static stretches to prevent muscle soreness
- •Teacher actively supervising all activities with circulation
- •Video recording students positioned safely out of playing zones
Supervision & Emergency Procedures
Supervision Points
- •Position centrally with sightlines to all courts during games
- •Circulate actively during practice phases to all groups
- •Monitor competitive intensity in games - intervene if becoming unsafe
- •Watch for fatigue leading to technique breakdown or injury risk
- •Check courts remain appropriately spaced throughout lesson
- •Ensure students collecting balls are aware of ongoing games around them
Emergency Procedures
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.