HLTH 2204

Curriculum Models in Physical Education

Games for understanding – A tactical games approach
Tutorial 7
Warm up
Organisation of Divided Court Game 1

 1/3 of a badminton court with dividing line;

 conditioned game - ball delivered below the knees with 2 hands;
- ball allowed to bounce once on each side of the divided court.
Conduct rules:
 fair play;
 keeping an accurate score.
 not allowed to move with the ball
 Shake hands before and after the game finishes
 Agree on the court dimensions before the game begins ie. On the line will be in.
 Being respectful of oppositions decisions

Procedural rules:
 end line for service;
 ball in or out;
 method of scoring;
 sideout
Tactical solution:
With the ball
 to send the object across the line so that it is difficult to return.

Without the ball

 to cover own court area to deny space to the opposition.

Readiness position

Volleyball is a sport which requires quick

reactions and rapid, controlled
movements over relatively short
distances. It can be described as a
‘readiness-state’ sport. This state of
readiness is required both physically and
mentally.

A sense of readiness can be portrayed

by a correct body shape.

Key characteristics:
 Feet shoulder-width apart.
 Knees bent and inside the line of the toes.
 Weight forward with the knees loaded
 Spine straight.
 Hands in front of the body, ready to move.

This relaxed, ready posture is the best position from which to

move quickly and efficiently in any direction forwards, backwards
or sideways.

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This readiness state is similar to that seen in many sports; a basketball defender,
a goalkeeper in football, a slip catcher in cricket are a few examples.

Specific Activities for Volleyball

 Headball:
o Hands and feet in contact with the ground
o Aim to get ball over baseline using your head to contact the ball
o Get body in line with path of ball
o Start to read where the ball will be travelling based on opposition’s body position
 Catch the ball through the legs
Beating the Ball

Rebound sports such as volleyball require very precise positioning by the student, in order for the ball to be
brought under control. Inexperienced players cannot compensate for poor positioning through superior strength or
adaptation of technique. Therefore, players need to arrive at the position where they play the ball in a balanced
and controlled state before the ball arrives. It is not sufficient for a player to arrive at the same time as the ball. The
aim should be, when possible, to ‘beat the ball’.

Ideally, players want to time their movements so that they arrive at an interception point a fraction before the ball,
in order to be able to gather themselves and prepare physically and mentally for the ball contact.

Practices for Beating the Ball

1. Chase It
Aim: To develop the ability to time movements in
relation to ball speed.

Rules: In pairs, one feeder one worker. A rolls the

ball, B chases the ball and accelerates past it
to stop it by sitting on it, facing A.

Teaching Points: Ready to go, quick off the mark, beat the ball.

Organisation of Divided Court Game 2

 volleyball length court at a width an individual can stretch, with a net at volleyball height *;
 conditioned game - service delivered with 1 hand
- during play the ball is delivered with 2 hands;
- ball not allowed to bounce on either side of the divided court.
- momentum step only with the ball

Conduct rules:
 fair play;
 keeping an accurate score.
 not allowed to move with the ball
 Shake hands before and after the game finishes
 Agree on the court dimensions before the game begins ie. On the line will be in.
 Being respectful of oppositions decisions

Procedural rules:
 method of scoring;
 sideout.
 net touch by ball on service

Tactical solution:
With the ball
 to send the object across the net so that it is difficult to return.

HLTH2204 Semester 2 2018 Tutorial 7

 Without the ball
 to cover own court area to deny space to the opposition.

Strategical solution:
With the ball
 deliver the ball in a downward direction from a point higher than the net

Organisation of Divided Court Game 3

 volleyball length court at a width an individual can stretch, with a net at volleyball height *;
 conditioned game - service delivered with I hand
- during play the ball is delivered with power and placement using 2 hands after a self-feed;
- ball not allowed to bounce on either side of the divided court.
- momentum step only with the ball

Conduct rules:
 fair play;
 keeping an accurate score.
 not allowed to move with the ball
 Shake hands before and after the game finishes
 Agree on the court dimensions before the game begins ie. On the line will be in.
 Being respectful of oppositions decisions

Procedural rules:
 method of scoring;
 sideout.
 net touch by player reinforced

Tactical solution:
With the ball
 to send the object across the net so that it is difficult to return.

Without the ball

 to cover own court area to deny space to the opposition and be comfortably placed to play the object.

Strategical solution:
With the ball
 self- feed the ball to the net and higher than the net so the ball can be delivered in a downward direction from a point higher than
the net.

Without the ball

 defend at the net or off the net

Organisation of Divided Court Game 4

 volleyball length court at a width an individual can stretch, with a net at volleyball height *;
 conditioned game - service delivered with I hand
- during play the ball is delivered with power and placement using 1 hand after a self-feed;
- ball not allowed to bounce on either side of the divided court.
- momentum step only with the ball

 As above

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 Fundamentals of the Game
Controlling Space

Control of space by students, both as individuals and as members of a team is vital in the
game of volleyball. For this reason, players need to understand controlling their own space
either in defense or attack before they can operate effectively in a team context.

The basic principles of controlling space are:

Base Position
The best place for a player to start from in order to defend his/her court is towards the back
and in the middle because:

i) it is easier to move forwards to play the ball than to move backwards, and

ii) taking a balanced middle position gives equal chance to defend to the left or to the right.
The idea of a defensive base position is thus established.

Read the Attack

It is important to watch the attacker and to move to get in line with the direction he/she is facing, as this is the
direction in which they are most likely to attack.

- In groups of 3
- Player throws the ball up for the attacker to spike
- ‘A’ reads the attacker l’or’2’ and moves in anticipation of attack.
- ‘A’ aims to keep the ball alive by hitting it up in the air or
allowing ball to ricochet off them
- A point is scored when someone keeps the ball alive
- 5 shots in a row and then rotate positions
- Winners rotate up
Direction of
attacker and the attack.

Return to Base
After playing the ball the student finishes the movement cycle by going back to his/her base defensive position;
therefore the cycle is as follows:

1 Base

2 Move to play the ball

3 Finish the cycle by returning to base

Attack from the Net

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It is better to attack the opponents’ court from a position close to the net because this gives them less time to
anticipate where the ball is going and hence to defend their court.

Teaching Spiking

Unless the balance of the player is correctly controlled, nothing else matters;
then until the posture is correctly assembled, nothing else is relevant; then until
the player understands how to correctly assemble the touch point, no
progression can occur; then until an understanding on how to assess ball flight
has been reached, the correct positioning of the touch point cannot take place.
These are fundamentals and should be tackled in that order. Once some
understanding and stability has occurred in the player, the teacher can move on
to:

- the technique of the approach footwork

- the rhythm between footwork and jump
- the mechanics of the arm swing
- the quality of the hand contact

Teaching Progression

Step One - Establish an understanding of ball flight.

Students have to respond to the peak of the ball flight by moving into position and making a physical action e.g.
clapping, touching the floor with their hands etc. at the peak point. They should learn to understand to use flight to
the peak to adjust positioning, flight at the peak to re-assemble balance, flight from the peak to deliver an action.

Step Two - Positioning and assembling touch point.

Reading the ball flight has to be linked to positioning the hips correctly. In the early stages, this is best done with a
ball which is fed by a partner who stands facing the student who is working.

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Once the notion of aiming with the hips has been established, the students should be encouraged to use the left
side of the body to assemble the touch point.

Step Three - posture and swing

The key elements of controlling the hips and the position of the head should be introduced in a very simple form.
Asking the students to spike a ball onto the floor while standing can be used. The student should start with the ball
in his hand, breathe out to stabilise the position of the shoulders and the head, then swing their hand to hit the ball
off the ground without tossing it, or leaning forward during or after the swing.

Dowens T (1993) Teaching Spiking – A New Perspective. Volley Coach. EVA

TGfU Games:

2v2 Attacking Game:

- ½ volleyball court in width, full length
- Game starts with service from anywhere on the court
- Opposition (attack team) catches and throws, sets or digs the ball to their partner, who spikes it back
over the net
- Play the point out
- Attack team first to 5 points, defense first to 3 points

2v2 Defending Game:

- ½ volleyball court in width, full length
- Opposition (attack team) sets or throws the ball to their partner, who spikes it over the net
- Play the point out
- Defense score a point if they’re able to keep the ball alive and the partner catches it
- Attack score a point if they’re able to kill the ball
- Attack team has 5 spikes then swap roles
- Winning teams rotates up a court

3v3v3v3 Game:
- In teams of 3, full volleyball court
- Four teams hit the court to make a 6v6 game (Team A, B, C & D)
- Each team will make up a line on the court (e.g A = back court, B = front court Vs. C = front court & D =
back court)
- Remaining teams line up off court and will enter after a point has been scored
- 6v6 game is played with two teams (A & B) working together to win the point
- Point is played out and the line which makes the error will move to the back of the line, while all other
lines move up to the ‘King’ spot
- Play for a certain period of time and the team in the ‘King’ spot when time runs out is the winner

Serve Receive 2v2 Game:

- ½ volleyball court in width, full length
- Game starts with service from behind baseline
- Opposition digs the ball to their partner, who catches the ball (1 point & service)

HLTH2204 Semester 2 2018 Tutorial 7