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Lesson 6 - Game Analysis and Tournament Play

Foundations & Skills

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Year 9

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Volleyball

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Big Question

How can analysing performance help us become better volleyball players and teams?

Learning Objectives

To apply correct positioning and all four major skills in competitive 6v6 volleyball games
To analyse team performance using structured observation criteria and digital recording
To demonstrate understanding of volleyball rules and their application in tournament play

Key Outcomes

Students will competently execute set, dig, serve and spike techniques in game situations with appropriate positioning
Students will use analysis frameworks to evaluate performance and provide constructive feedback to peers
Students will officiate and play volleyball matches demonstrating secure knowledge of rules and scoring systems

Equipment & Resources Required

Volleyballs

2 regulation nets

Balls stored in ball bag at courtside, one ball placed at each serving position ready for tournament start

Alternative: Soft-touch volleyballs for mixed ability groups or foam volleyballs for lower confidence students

Sun Markers

2 complete sets (lines or cones)

Mark two 9m x 18m courts with clear sidelines, end lines and centre line (3m attack line optional for advanced play)

Alternative: Existing court lines if sports hall marked, or coloured cones/flat markers to define boundaries

iPads

1 per analysis team (6 total minimum)

iPads charged and loaded with video recording app or analysis app if available, positioned on tripods or stands at courtside

Alternative: School tablets, smartphones with video capability, or paper-based observation sheets if technology unavailable

Score Sheets

1 per student (30)

Clipboards with score sheets and pencils ready at each court's scoring table position

Alternative: Laminated reusable score sheets with whiteboard markers

Bibs

6 different colours (6 bibs per colour = 36 total)

Each team of 6 assigned a colour for easy identification during tournament and analysis

Alternative: Coloured wristbands or team identification cards

Whistles

2 (one per court)

Allocated to student officials or kept with teacher for match control

Alternative: Alternative audible signal or teacher-controlled whistle system

Cones

4 cones

Positioned at corners of playing area to hold spare balls safely out of play

Alternative: Ball bags or designated storage areas

Key Vocabulary

Game Analysis

The systematic observation and evaluation of performance to identify strengths and areas for improvement

Tournament

A competitive format where multiple teams play matches with results determining overall standings

Strategic Positioning

Deliberate court placement of players to maximise defensive coverage and offensive opportunities

Rotation

The clockwise movement of players to new positions following a side-out (winning serve back)

Rally

A sequence of play beginning with the serve and continuing until the ball is dead (point scored or fault occurs)

Side-out

When the receiving team wins the rally and earns the right to serve (and a point)

Observation Framework

A structured set of criteria used to assess performance systematically during analysis

Performance Indicators

Specific measurable behaviours or outcomes that demonstrate skill level or tactical understanding

Set Play

A pre-planned tactical sequence designed to create attacking opportunities

Court Coverage

The effective positioning of all six players to defend the entire court area

Skill Progression Pathway

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

Prior Learning

Students have developed competence in set shot technique and can execute with control
Students can perform dig technique to receive serves and control low balls
Students understand basic volleyball rules including rotation, scoring and court boundaries
Students have experience of serving techniques (underarm and overarm)
Students have been introduced to spike/attack technique and its tactical application

Current Skills

Applying all four major skills in pressured game situations with decision-making
Strategic positioning and movement in 6v6 game scenarios
Performance analysis skills using observation frameworks and digital tools
Understanding tactical applications of skills and team coordination
Officiating skills and applying rules consistently in tournament play

Next Steps

Advanced tactical systems including offensive and defensive formations
Specialised positional roles (setter, libero, outside hitter, middle blocker)
Complex game strategies including set plays and counter-attacks
Leadership and coaching roles in competitive volleyball contexts
Inter-school competition preparation and tournament management

Milestone Indicators

Consistent application of appropriate skill selection during rallies

Effective communication between teammates for court coverage and positioning

Accurate analysis identifying specific technical and tactical strengths/weaknesses

Smooth rotation and understanding of positional responsibilities

Ability to adapt game strategy based on opponent strengths and weaknesses

Key Teaching Points

Emphasise that volleyball is a team sport requiring all six players to contribute - no individual can win alone, reinforcing collaboration and interdependence throughout tournament
Consistent application of technique even under game pressure is the mark of true skill development - encourage students to maintain quality over rushing
Performance analysis skills are transferable beyond volleyball - these observation and coaching abilities apply to all sports and even academic/professional contexts
Constructive feedback must always include specific examples and actionable improvement strategies - vague comments like 'good job' or 'needs work' provide no learning value
Strategic positioning and communication are equally important as technical skills - a well-organised team with moderate skills can defeat a disorganized team with excellent individual technique
The three roles (playing, officiating, analysing) each develop different competencies - all are valuable and students should approach each with equal commitment and effort
Progress throughout the unit should be explicitly celebrated - from basic technique in Lesson 1 to competitive tournament play demonstrates significant achievement deserving recognition

Common Misconceptions

MISCONCEPTION: 'Only the playing role matters - analysing is boring and pointless.' CORRECTION: Explain that professional athletes have teams of analysts and coaches studying performance; these skills lead to faster improvement and are highly valued in sports careers. Analysis develops cognitive understanding that enhances physical performance.
MISCONCEPTION: 'You have to be tall and athletic to be good at volleyball.' CORRECTION: Demonstrate how shorter students can excel as setters or defensive specialists (liberos); emphasise that tactical intelligence, communication and consistent technique often beat raw athleticism.
MISCONCEPTION: 'The spike is the only important skill - serving, digging and setting are just supporting skills.' CORRECTION: Show how rallies break down without quality digs and sets; explain that volleyball is a chain where each skill is equally crucial - you cannot spike without a good set, which requires a controlled dig.
MISCONCEPTION: 'Rotation is just about taking turns - it doesn't really matter where you stand.' CORRECTION: Teach that rotation ensures all players experience all positions developing complete players; positioning determines court coverage and tactical opportunities; strategic rotation can create advantages.
MISCONCEPTION: 'If we lose, we've failed and the lesson was bad.' CORRECTION: Reframe competition as a learning opportunity; explain that losses often teach more than victories if we analyse and learn from them; emphasise the unit's focus on skill development and teamwork over winning.
MISCONCEPTION: 'Feedback from peers isn't as valid as teacher feedback - they don't know enough.' CORRECTION: Explain that peer observers often see things teachers miss because they're watching continuously; their perspective as fellow learners provides relatable insights; professional sports use peer review extensively.
MISCONCEPTION: 'Once you learn a technique, you've mastered it forever.' CORRECTION: Highlight that skills require continuous practice to maintain; show how techniques deteriorate under pressure or fatigue; explain that even professionals constantly work on fundamentals - learning is lifelong.

SEN Adaptations

ADHD

Short activity bursts within tournament structure providing natural breaks and role changes; active roles (playing, officiating) alternating with quieter analysis role supporting attention regulation; clear immediate feedback during play maintaining engagement; movement breaks built into rotation transitions; visual timers showing match duration and remaining time; specific defined roles within team (server, setter, etc.) providing focus and purpose; use of iPad and technology during analysis role leveraging interest and engagement; opportunity for leadership roles (captain, official) channeling energy positively; regular specific praise for focus, effort and engagement; flexibility to move to analysis role if concentration for playing becomes challenging

Dyspraxia

Extended practice time with basic skills before tournament pressure; simplified techniques such as two-handed underarm serve instead of overarm; larger lighter equipment (beach volleyball, foam ball) easier to control and track; reduced court size limiting movement complexity and distance; specific position allocation matching student's strengths (e.g., back court defence with less movement); step-by-step verbal cues for complex skills especially spike approach sequence; visual markers on floor showing foot positions for serving or approach patterns; analysis role providing valuable contribution without motor skill demands; partner support during games providing tactical guidance and encouragement; celebration of effort and improvement over absolute performance; modified success criteria recognising individual progress

autism spectrum

Clear visual schedule showing lesson structure, timings and transitions between activities; tournament bracket displayed providing predictable structure and sequence; consistent routines for team setup, rotation and match procedures reducing anxiety from uncertainty; quiet analysis role option for students who find competitive play overwhelming; clear explicit rules displayed visually with no ambiguity; designated safe space available if sensory overload occurs; use of visual social stories explaining sportsmanship, winning/losing, feedback receiving; partner support from understanding peer who can clarify expectations; advance notice of lesson format reducing surprise elements; option to wear headphones during noisy celebrations if sound sensitivity present; analysis frameworks providing structured task with clear parameters

visual impairment

Use brightly coloured high-visibility volleyballs for improved tracking; provide verbal descriptions of court setup, player positions and tactical formations; use auditory cues such as bell ball or beach ball with sound-making materials inside; buddy system with sighted partner who provides directional guidance and commentary during play; tactile court markers with different textures defining boundaries; verbal officiating with clear loud calls of faults, scores and game state; analysis role adapted with verbal recording of observations instead of written; position VI student in specific court zone with clearly defined responsibilities communicated verbally

hearing impairment

Visual demonstration of all skills, rules and tactical concepts with exaggerated clear movements; use of visual signals and hand gestures for officiating (cards, flags, clear arm signals); written/pictorial analysis frameworks supplementing verbal instructions; ensure HI student can see teacher's face for lip-reading during instructions; buddy communicator using BSL if student uses sign language; visual tournament brackets and rotation charts clearly displayed; vibrating wristband or visual cue (coloured flag) to signal stops/starts instead of whistle; position HI student where they have clear sight lines to all communication sources

physical disability

Adapted volleyball using larger lighter balls (beach balls, foam volleyballs) requiring less force to control; modified court size reducing movement distances required; seated volleyball variation where all students play from chairs/benches creating level playing field; allow catching and throwing instead of traditional set/dig for students with hand coordination difficulties; flexible rotation allowing PD student to remain in one position suiting their abilities; specialist role such as tactical advisor or dedicated server from stationary position; use of ball ramp or assistance device for serving if needed; analysis and officiating roles fully accessible with adapted equipment positioning; emphasis on tactical understanding and communication where physical execution challenging

Cross-Curricular Links

English

Oracy skills during team communication, tactical discussions and analysis presentations; technical vocabulary development specific to volleyball; constructive feedback delivery using appropriate language and tone; listening skills during analysis presentations and peer feedback; structured presentation skills with clear introduction, main points and conclusion; persuasive language when making tactical suggestions or coaching recommendations

Maths

Statistical analysis during performance evaluation - calculating serve success percentages, rally length averages, skill frequency data; geometry and angles when considering court positioning, spike trajectories and serve placement; data handling skills recording scores, creating charts/graphs of tournament results; measurement of court dimensions, net height, boundary distances; ratio and proportion when analysing team statistics and comparative performance

Science

Forces and motion - projectile motion of volleyball during serves and spikes, force application in setting and digging, Newton's laws during rallies; Human biology - cardiovascular response to exercise, muscular system activation during jumping and reaching, energy systems during sustained activity; Biomechanics - levers in the body during spike arm swing, centre of gravity during defensive positions, momentum and energy transfer on ball contact

Geography

Spatial awareness and court geography understanding zones, positions and movement patterns; mapping court positions and rotation sequences; directional vocabulary (rotate clockwise, move diagonally, cover back court); understanding volleyball as a global sport - Olympic participation, international competitions, cultural significance in different countries

ICT/Computing

Digital video recording and playback using iPads; video analysis skills reviewing footage for performance assessment; data entry and management recording scores and statistics; potential use of analysis apps or spreadsheets for statistical tracking; digital presentation skills if creating annotated video highlights; understanding technology's role in sports performance analysis

PSHE

Teamwork and collaboration essential for volleyball success; resilience and growth mindset when dealing with errors and setbacks; emotional regulation during competitive situations and when receiving feedback; leadership skills for team captains and during analysis roles; respect and sportsmanship toward opponents, officials and teammates; fair play and integrity in officiating and competition; health and wellbeing through physical activity and understanding fitness benefits

Teacher Guidance

Positioning

Stand at central point between both volleyball courts providing equal visibility of all playing areas; position slightly elevated if possible (on bench edge or raised platform) for better overview; regularly rotate attention between courts every 15-20 seconds; move to courtside for specific coaching interventions but return to central position for ongoing supervision; during presentations, position to side of presenting team maintaining view of all seated students

Observation Focus

Technical execution: watch for controlled sets with finger contact, stable dig platforms, appropriate serving technique, coordinated spike approaches; Tactical application: observe positioning during rallies, rotation discipline after side-outs, strategic shot placement, defensive formations; Safety monitoring: scan for risky behaviours, fatigue indicators, equipment hazards, surface conditions; Communication: listen for calling patterns, tactical instructions, positive encouragement, appropriate language; Engagement: identify students needing support or extension, monitor analysis team focus and quality of observations

Intervention Points

Stop play immediately if: safety concern observed (collision risk, dangerous technique, equipment hazard, injury or distress); rule violations require clarification (persistent rotation errors, contact faults, boundary disputes affecting fairness); technique breakdown needs correction (entire team struggling with specific skill, fundamental errors reinforcing bad habits); tactical guidance needed (team unable to progress due to strategic gap, teaching opportunity for all); conflict or negative behaviour (unsportsmanlike conduct, inappropriate language, exclusion of team member); Brief interventions during play for: positive reinforcement of excellent technique/tactics, quick tactical prompts, communication reminders; Longer interventions between rounds for: comprehensive tactical coaching, technique demonstrations for common errors, behaviour management if needed

Demonstration Notes

Use student demonstrations wherever possible to model peer learning and celebrate competence; for set technique, demonstrate exaggerated hand triangle above forehead with clear finger contact emphasising push not throw; for dig platform, show hands clasped together, arms straight, stable core with legs providing power; for rotation, physically walk through clockwise movement with 6 students showing each position change; for spike approach, demonstrate step pattern 'left-right-left-jump' (for right-handers) with arm swing coordination; for tactical concepts, freeze game play and position students to show formations (W-formation, 2-1-3 defence) explaining purposes; for analysis techniques, model completing observation sheet using live or video example with think-aloud process; always demonstrate from multiple angles so all students can see; use slow-motion demonstration for complex skills then full speed for integration; demonstrate common mistakes as well as correct form to develop error detection skills

Verbal Cues

•'Soft hands on the set - fingers spread, cushion the ball!' - when sets are too aggressive or hand position poor
•'Platform stable, let the ball come to you!' - when students swinging arms on digs rather than using body position
•'Rotate clockwise - everyone moves one position!' - reminder when rotation errors occur after side-out
•'Cover your zones - spread out across the court!' - when defensive positioning shows gaps or bunching
•'Call it early and loud - let your teammates know!' - encouraging communication during rallies
•'Weight on front foot for the approach - one, two, three, jump!' - coaching spike timing and approach
•'Tactical serving - find the gaps or target the weak receiver!' - encouraging strategic serves not just getting it over
•'Analysis teams - what are you seeing? Be specific in your notes!' - prompting detailed observation during matches
•'Outstanding rally! That's complete volleyball - dig, set, spike, defence!' - celebrating application of skills
•'Freeze! Look at your positions - where are the gaps we could exploit?' - tactical timeout for teaching moment

Safety Considerations

Space & Surface Requirements

Space Requirements

Two regulation volleyball courts (9m x 18m each) with minimum 2m clear space around all boundaries; total space approximately 25m x 35m sports hall or outdoor area; adequate ceiling height (minimum 7m) for serves and spikes without obstruction

Surface Check

Sports hall floor or outdoor hard court surface checked for: dry conditions with no moisture or spillages creating slip risk; even surface free from cracks, holes or raised edges; no loose debris, stones or equipment from previous activities; line markings clearly visible for boundary awareness; appropriate footwear for surface type (non-marking trainers for indoor, suitable grip for outdoor)

Equipment Safety

Safety Checks

•Volleyballs inflated to correct pressure (0.3-0.325 kg/cm² or 4.26-4.61 psi) - too hard increases injury risk, too soft affects technique
•Volleyball nets secured safely with tensioned cables at correct height (2.24m for mixed groups), posts stable with protective padding on metal parts
•Court markers (lines or cones) positioned safely with flat markers preferred to avoid tripping hazards
•iPad stands positioned outside court boundaries, stable and weighted to prevent toppling
•Bibs checked for no damaged seams or elastic that could cause restriction or skin irritation
•Spare balls stored in designated areas away from playing zones to prevent rolling onto court during play
•All equipment checked before lesson for wear, damage or defects; any damaged items removed from use immediately

Risk Management

Key Risks

•Collisions: students moving at speed during rallies, multiple courts in close proximity, analysis teams at courtside
•Ball strikes: volleyballs travelling at pace during serves and spikes, potential contact with face/head/body
•Slips and falls: dynamic movement including diving, rapid direction changes, jumping for blocks and spikes
•Net/post contact: players moving close to net during attacks and blocks risking contact with posts or cables
•Overexertion: sustained activity over 60-minute lesson with tournament intensity, potential for fatigue-related injury
•Equipment hazards: tripping over iPad stands, court markers, or balls outside playing area; unstable net posts

Risk Mitigation

•Clear boundaries established and reinforced with minimum 2m safety zones around courts where no movement occurs
•Adequate spacing between two courts (minimum 3m separation) to prevent cross-court collisions
•Progressive skill building throughout unit means students have developed control before tournament play
•Warm-up specifically prepares muscles and joints for volleyball movements reducing injury risk
•Rotation system provides rest periods when teams are analysing, preventing continuous overexertion
•Explicit teaching of safe net play: no touching net, awareness of posts, controlled approach to net area
•Rules enforced regarding dangerous play: no aggressive contact, controlled spike technique, safe serving
•Analysis teams positioned in designated safe zones outside court boundaries with clear sight lines
•Equipment setup checked multiple times; iPad stands weighted/secured, balls stored properly, nets stable
•Hydration breaks available and encouraged between tournament rounds
•Teacher positioned for maximum court visibility to observe any safety concerns and intervene immediately

Supervision & Emergency Procedures

Supervision Points

•Position centrally between both courts to maintain visual contact with all playing areas simultaneously
•Scan continuously between courts rather than focusing on one match - regular switching of attention
•Monitor high-activity areas: net zones where spikes/blocks occur, back court areas where serves land
•Watch for fatigue indicators: declining technique, reduced movement speed, coordination difficulties - intervene with rest if needed
•Observe analysis teams ensuring they remain in safe zones and equipment is stable
•Listen for communication indicating problems: pain expressions, conflict, confusion about safety procedures
•Position allows quick access to both courts for immediate intervention if incident occurs
•Maintain awareness of lesson timing to prevent overexertion in final rounds

Emergency Procedures

STOP signal (whistle blast) immediately halts all play if safety concern observed; assess situation calmly approaching affected student(s); appropriate first aid administered if injury occurred following school protocols; rest and support provided for any student feeling unwell; serious injuries trigger school emergency procedures with first aider/medical support called; incident recorded in school accident book; other students kept safe and supervised while incident managed; lesson adapted or concluded if safety cannot be assured; parents informed of any injuries as per school policy