Power and Control

Overview

Students will play blind volleyball in modified form, focusing on how movement concepts like force and speed affect where the ball goes and how effectively the body absorbs contact to reduce injury risk. Students will analyse movement outcomes during play and refine their own strategies for better teamwork and ball control.

Learning intentions

• Students will apply movement concepts (force and speed) in blind volleyball to achieve more accurate movement outcomes.
• Students will analyse how changes in force, speed, and body positioning affect ball movement and landing zones.
• Students will demonstrate safer ways to move and absorb force during sudden stops, dives, or body contact in game situations.
• Students will propose and apply a refined team strategy to improve performance in a modified game.

Success criteria

• I can explain how adjusting force and speed changes the ball’s path in blind volleyball.
• I can use a consistent safe movement approach (stance, readiness, controlled landing/stop) to reduce injury risk.
• I can give and use constructive feedback about my team’s movement choices (space/time, roles, and cues).
• I can refine a simple strategy (e.g., calling, positioning, communication timing) and show improvement across attempts.

Curriculum links

• AC9HP10M03: apply movement concepts in new or challenging movement situations and analyse the impact each concept has on movement outcomes.
• AC9HP10M02: create and refine movement strategies to achieve successful outcomes across a range of challenging movement situations.
• AC9HP10M01: analyse, adapt and refine their own and others’ movement skills in a range of challenging movement situations to enhance performance.
• AC9HP10M07: transfer and adapt skills and strategies from previous experiences to create successful outcomes in unfamiliar movement situations.

Lesson structure (40 minutes)

1. 0–5 min · Setup and safety briefing. Teacher explains blind volleyball rules, safe movement expectations (awareness of space, controlled stops/landings, no pulling/tripping), and how we will use non-visual cues; students listen and ask clarifying questions.

2. 5–12 min · Warm-up: “Sound-ready” movement. Teacher runs a guided sequence: shuffles and split-steps on whistle cues, paired calling for direction, and slow-to-fast force drills (students vary effort while staying balanced); students practise readiness and controlled acceleration/deceleration.

3. 12–18 min · Skill exploration: force & speed to target. Teacher sets up a small zone with a “listening target” (e.g., a marked area with a floor sound marker/teacher call) and demonstrates two attempts: low force/slow swing vs greater force/faster swing on a bell ball; students practise contacting the ball with two deliberately different force/speed levels and record what changes they notice about the landing direction and distance.

4. 18–26 min · Safety focus: absorb force mini-drills. Teacher demonstrates and supervises: controlled knee bend and hip hinge for low contacts, safe “drop-and-rise” for reaching balls, and how to stop without uncontrolled momentum; students practise retrieving a rolling/bouncing ball and returning to readiness using safer landing/stop technique.

5. 26–36 min · Modified game: blind volleyball (rotations). Teacher runs 3 short rallies per team (approx. 3–4 minutes total, then quick rotation of roles: server, receivers/defenders, and caller/guide); students play using agreed communication cues (e.g., receiver calls “ready”, caller tracks direction), focusing on applying force/speed choices and safe movement outcomes.

6. 36–40 min · Quick analysis and refinement. Teacher prompts a 2-minute whole-class debrief: “What strategy improved our success most?” and “How did changing force/speed change where the ball went?” Students complete a 30-second partner check: one improvement to try next rotation and one safety reminder.

Resources

• Blindfolds (lightweight), scarves or eye masks (with clear fitting guidance)
• Bell volleyballs or audible balls (one per court or group)
• Cones/markers to create playing zones and “no-go” safety boundaries
• Whistle (or clapper) for start/stop and cueing
• Score cards or simple tally sheets (successes/errors by attempt)
• Teacher clipboard for observation notes (force/speed comments and safety behaviours)
• Bibs/markers to assign roles (server, defender, caller)
• Verbal cue cards for communication prompts (e.g., “ready”, “left”, “centre”, “ball”)
• First-aid kit and an area map for safe pathways

Assessment

• Formative observation: teacher checks whether students adjust force and speed to improve ball landing/trajectory during targeted drills and game rallies.
• Peer feedback: students use a simple “Glow/Glow-worm” prompt (one thing that improved + one specific change to make).
• Exit check (last 2–3 minutes): short oral or written response—students identify one movement concept they used (force or speed) and one safety technique for absorbing force.

Differentiation

• Support:
• Reduce complexity by shortening rallies and increasing time between serves; allow a “guided serve” (caller speaks direction and distance).
• Provide sentence starters for feedback: “When we used more/less force, the ball…”, “Our safest stop was…”.
• Assign roles so every student has a clear job during rotations (caller or receiver-first).
• Extension:
• Challenge teams to trial two strategies in successive mini-games (e.g., tighter defensive spacing vs wider coverage) and compare outcomes.
• Add a “no-contact rule” version: players must avoid diving and instead use positioning, increasing reliance on controlled movement and absorption.
• EAL/SEN considerations:
• Use consistent, rehearsed cue words and gestures (pointing to a body-centred direction like left/right for callers).
• Provide extra practice with safe stopping techniques while blindfolds are off, then gradually add blindfolds.

Curriculum-aligned focus for teachers (quick reminders)

• Emphasise analysis: after each attempt, ask what changed when force or speed changed, and connect that to where the ball went.
• Keep safety central: students must stop and absorb force with control; discourage risky contact or uncontrolled dives.
• Refine strategies: push teams to adjust communication timing, spacing, and role clarity based on observed results.