UNIT 8: SITTING VOLLEYBALL
Key unit competence: Perform sitting volleyball techniques and tactics
in the game situation adhering to official rules of the game
8.1. Prerequisite (knowledge, skills, attitudes and values)
Student teachers will learn better rules of the game of sitting volleyball applied
through the game situation if they have developed techniques and tactics of
playing sitting volleyball learned in year 1 and year 2.
8.2. Cross-cutting issues to be addressed
• Gender
In teaching and learning process, the tutor must prepare and provide sitting
volleyball activities that engage both girls and boys equally to exploit their full
potential and talents without any discrimination or prejudice.
• Inclusive education
The tutor as a facilitator he/she must consider different special education
needs and select activities to adapt his teaching approaches to student
teachers. This creates a positive attitude and helps all student teachers to
participate actively and develop their competence levels.
• Financial education
The tutor should integrate Financial Education into his teaching/learning
activities by providing the local and no cost teaching material where is possible.
He/she must encourage student teachers to make their own materials that
can help them to develop competences not only in sitting volleyball but also
in their life.
• Standardization culture
The tutor must choose and select the standardized materials to use in his/
her teaching/learning process of sitting volleyball. It is necessary to provide
appropriate materials required to the levels of student teachers and help them
to develop culture of checking and using the quality of sport materials for thecompetitions before using them in order to prevent injuries and accidents.
• Environment and sustainability
The tutor should provide materials and deliver the lesson by encouraging
student teachers to protect the environment and well use of materials. The
tutor helps them to develop the spirit of keeping safe the environment they
use during sports activities by cleaning playground and courts.
• Peace and values education
The tutor helps student teachers to develop fair play and social values by
avoiding violence and conflict in the sitting volleyball game and by setting
clear and relevant instructions. He/she should provide the activities that help
student teachers to develop their competence peacefully.
• Comprehensive sexuality education
The tutor provides sitting volleyball exercise and sets instructions that prevent
sexual harassment, any kind of gender-based violence like sexual abuse and
physical contacts oriented to the sexuality intention.
• Genocide studies
While conducting sitting volleyball exercises a tutor should take a time to
explain student teachers how sports should be used to fight against Genocide
ideology and how to prevent it. For example, to organize Genocide memorial
tournaments at school and give the message related to the Genocide.
8.3. Guidance on introductory activity
Before introducing the lesson one of this unit, you must introduce the whole unit.
The tutor as a guide, facilitator and expert, ask questions or give activity related
to rules of sitting volleyball in order to help them to predict what to be learned inthe whole unit.
8.4. List of lessons/sub-heading
Lesson 1: Recall on techniques and tactics of playing sitting
volleyball in the game situation
a) Learning objective
To perform learned techniques and tactics used in sitting volleyball
b) Teaching resources
Balls, watch, whistle, cones, chasubles, trees, net and posts.
c) Prerequisites/Revision/Introduction
Student teachers of year 3 will learn better the lesson of recalling techniques
and tactics used in sitting volleyball, if they have performed better basic
techniques and tactics of playing sitting volleyball learned in year 1 and 2.
d) Learning activities
Opening discussions
• Let student teachers brainstorm different techniques and tactics learned in
year 1 and year 2.
• Let student teachers present their findings and support them where is
necessary for complement.
• Introduce the topic of the day ‘recall of techniques and tactics of playing
sitting volleyball’.
• Invite student teachers to start warm up session.
Warm up exercises and cool down description
• Randomly request one student teacher to lead warm up.
• Student teachers perform general and specific warm up.
• Let them perform stretching by stretching the whole body and insist on thebody’s part, which will be used more in different activities.
e) Lesson development
Task/Activity 1
Put student teachers in two teams. Let one group be at the service line.
Give balls to each group. Tell student teachers to perform different services
while sitting down. After performing five services for each one, request three
student teachers for each group to enter in the court and be positioned in
front area. Let one of the remaining students who are on the service line
perform a service and those who are in the court make reception; play a
normal game by using three hits then send the ball to the opponent then
opponents make three hits send back the ball over the net; the exercise
continue this way until the ball goes out or another foul occurs. After five
minutes let other three players for each team enter onto the court, now each
group has six players. One of the remaining players make a service, players
who are in the court play a normal game until the ball goes out or any foul
occurs. Change players’ roles, those who are in the court replace those whoare making services verse versa.
Task/Activity 2
Form two groups of 6 to 12 players in order to teach proper techniques and
tactics used in playing sitting volleyball. Request student teachers to choose
positions in which they will play in when they enter in the court. Tell them that
all student teachers they should participate in game situation as player orsubstitute.
Description of the activity
First six student teachers for each group enter into the court and start playing
a normal game. Student teachers are requested to use all learned techniques
and tactics in order to win. Let two groups play 10 min, the winning team, is
the team, which will gain many points within 10 minutes. After 10 minutes,
winning team will pay to the next group. Remind group to make substitutionin order to let all group members to participate in the play.
Cool down exercises
–– Let student teachers practise cool down exercises and light stretching by
focusing the most used muscles.
–– Guide them how they can stretch their muscles accordingly.–– Help them/demonstrate/correct where is necessary.
Closing discussion
Reflect
–– Which were the most challenging/benefits when performing set activities
in sitting volleyball?
Connect
–– How do you set/smash the ball in a sitting volleyball?
–– How do you attack the ball in sitting volleyball?
–– Which techniques and tactics do you need in order to play sitting volleyball?
Apply
–– How will you use learned techniques and tactics in sitting volleyball in yourdaily life?
Lesson 2: Rules of the game
a) Learning objective
To use rules of the game of sitting volleyball ball in a given situation game
b) Teaching resources
Balls for sitting volleyball game, whistles, cards (red card and yellow card) used
in refereeing, flags used by line judges, projector, computer, soft copy and
hard copy for sitting volleyball rules, smart classroom.
c) Prerequisites/Revision/Introduction
Student teachers of year 3 will learn better official rules of the game of sitting
volleyball, if they have performed better basic techniques of sitting volleyball
learned in year 1 and tactics of playing sitting volleyball learned in year 2.
d) Learning activities
Put student teachers into six groups and distribute to them the questions based
on group numbers and let them discuss given questions into their respective
groups. Distribute rules of the game for each group based on questions given
to facilitate student teachers to get resources (if possible, you may use smartclassroom and let them use soft copy of sitting volleyball rules).
• Pass though groups and help them where is necessary. Request student
teachers to choose a secretary to record findings and group representative
who will present their findings.
• Request group representative to present their findings and group members
may support where is necessary.
• After presentation of all groups, use a projector to recap presentations,
show them fouls, and misconduct with the right hand signals to use whileofficiating sitting volleyball.
Application activity
Let student teachers show different hand signals used in sitting volleyballgame and interpret their meaning.
Signs used in officiating sitting volleyball
Lesson 3: Sitting volleyball game situation
a) Learning objective
Playing sitting volleyball game adhering to official rules of the game
b) Teaching resources
Hall floor or volleyball court with synthetic floor, balls, whistles, net and posts,
protective equipment, watch, cards (red card and yellow card) used in refereeing,
flags used by line judges, printed sitting volleyball rules.
c) Prerequisites/Revision/Introduction
Student teachers of year 3 will learn better recalling on techniques and tactics
used in playing sitting volleyball, if they have performed better basic techniques
and tactics of sitting volleyball learned in year 1 and 2.
d) Learning activities
Opening discussions
• Brainstorm about basic sitting volleyball rules learned in the previous years
(insist on court of sitting volleyball, number of players, ball etc.).
• Let student teachers answer asked questions.
• Support them by clarifying their answers where is necessary and add
information where is needed.
• Introduce the topic of the day and invite student teachers to start the warm
up session.
Warm up exercises and cool down exercise
• Randomly request one student teacher to lead warm up.
• Student teachers perform general and specific warm up.
• Let them perform stretching by stretching the whole body and insist on thebody’s part, which will be used more in different activities.
Points to consider during this game situation
• Time for playing for each match: 6minutes
• The winner is the team, which will gain many points in those three matches.
• Choose one student teacher to lead cool down and invite them to start after
game situation discussion.
• Start by giving time group A, B then C to share what they have recorded
based on rules of the games, decisions taken by officials, effectiveness of
hand signals used, and how officials are taking positions and their movement
during the match. Support them to clarify some rules of the game where is
necessary.
• Close the lesson by asking some questions on what they have beendiscussed.
8.5. Summary of the unit
In this unit, student teachers perform exercises for recalling techniques and tactics
of sitting volleyball. They have also learned rules of sitting volleyball game and
how to apply them during the game. Those rules are summarized as the following:
• Playing area: dimensions, playing surface, line of the court, zones and
areas, temperature and lighting.
• Net and posts: height of the net, structure of the net, side bands, antennae,
posts and additional equipment.
• Balls: standards balls, uniformity of balls, five-ball system.
• Teams: team composition, location of the team, equipment, changes of
equipment, forbidden objects.
• Team leaders: captain, coach, assistant coach.
• Scoring a point, winning a set and winning the match.
• Default and incomplete team.
• Structure of the play: the toss, official warm up session, team starting
line-up, positions, positional fault, rotation and rotational fault.
• States of play: ball in play and out of play, ball in and out.
• Playing the ball: team hits, characteristics of the hit, faults in playing the
ball, contact with the court.
• Ball at the net: Ball crossing the net, ball touching the net, ball in the net.
• Player at the net: reaching beyond the net, penetration under the net,
contact with the net, player’s faults at the net.
• Service: first service in a set, service order, authorization of the service,
execution of the service, screening, service faults and positional faults.
• Attack hit: characteristics of attack hit, restrictions of the attack hit, and
faults of the attack hit.
• Block: blocking, block contact, blocking within the opponent’s space. Block
and team hits, blocking the service, blocking faults.
• Regular game interruptions: number of regular interruptions, sequence
of regular game interruptions, requests for regular game interruptions, timeouts
and technical time-outs, substitution (limitation, exceptional substitution,
substitution for expulsion or disqualification, illegal substitution, substitution
procedure and improper requests).
• Game delays: types of game delay and their sanctions.
• Exceptional game interruptions: injury/illness, external interference,
prolonged interruptions.
• Intervals and changes of courts: intervals, change of courts,
• The libero players: designation of the libero, equipment, actions involving
the libero, re-designation of a new libero.
• Requirements of conduct: sportsmanlike conduct, fair play.
• Misconduct and its sanctions: minor misconduct, misconduct leading to
sanctions, sanction scale, application of misconduct sanctions, misconductbefore and between sets and sanction cards.
• Officiating corps and procedures: composition, procedures, first
referee (location, authority and responsibilities), second referee (location,
authority and responsibilities), scorer (location and responsibilities),
assistant scorer (location and responsibilities), and line judges (location andresponsibilities).
• Official signals: referee’s hand signals, line judges’ hand signals.
Student teachers have given time to put in practice by officiating sitting volleyball
games situations.
8.6. Additional Information for tutors
• Playing area and the ball
The playing court is a rectangle measuring 10 x 6 m, surrounded by a free
zone, which is a minimum of 3 m wide on all sides. The free playing space is
the space above the playing area, which is free from any obstructions. The
free playing space shall measure a minimum of 7 m in height from the playing
surface. For World Para Volley World and Official Competitions, as well as
Zonal Championships, the free zone shall measure a minimum of 4 m from
the sidelines and 6 m from the end lines. The free playing space shall measure
a minimum of 10 m in height from the playing surface. Surface areas, nets,
posts, and lines of the court should respect an official rule of the game for
sitting volleyball (from Synthetic leather material and colour combinations
of balls used in World Para Volley World and Official Competitions, as well
as Zonal Championships, must comply with World Para Volley standards. Itscircumference is 65–67 cm and its weight is 260–280 g.
• Team composition and equipment
A team may consist of a maximum of 12 players Internationally classified with
a ‘Confirmed’ sport class status or a ‘Review’ sport class status, including a
maximum two players classified as of “minimal impairment” (*MD/VS2), one
coach, a maximum of two assistant coaches, one team therapist and one
medical doctor. Only the players recorded on the score sheet may enter the
court and play in the match. Once the coach and the team captain have signed
the score sheet (team list for electronic score sheet) the recorded players
cannot be changed. See about location on the team. A player’s equipment
consists of a jersey, shorts or long pants, socks (the uniform) and sport shoes.
Players may play without shoes. It is forbidden to wear objects, which may
cause injury, or give an unfair artificial advantage to the player. Bandages maybe worn, but not anything that may be dangerous is permitted.
• Playing format
A team scores a point:
–– By successfully grounding the ball on the opponent’s playing court;
–– When the opposing team commits a fault;
–– When the opposing team receives a penalty.
A team commits a fault by making a playing action contrary to the Rules
(or by violating them in some other way). The officials judge the faults and
determine the consequences according to the Rules. If two or more faults
are committed successively, only the first one is counted, if opponents commit
two or more faults simultaneously, a double fault is called and the rally is
replayed.
A rally is the sequence of playing actions from the moment of them service
hit by the server until the ball is out of play. A completed rally is a sequence of
playing actions, which result in the award of a point. This includes:
–– The award of a penalty.
–– Loss of service for service hit made after the time limit.
If the serving team wins a rally, it scores a point and continues toServe. If the receiving team wins a rally, it scores a point and it must serve next.
At the moment the ball is hit by the server, each team must be positioned
within its own court in the rotational order (except the server). The positions
of the players are numbered as follows: the three players along the net are
front-row players and occupy positions 4 (front-left), 3 (front-centre) and 2
(front-right); the other three are back-row players occupying positions 5 (back
left), 6 (back-centre) and 1 (back-right).
The team commits a positional fault if any player is not in his/her correct
position at the moment the ball is hit by the server. When a player is on court
through illegal substitution, and play restarts, this is counted as a positional
fault with the consequences of an illegal substitution. A rotational fault is
committed when the service is not made according to the rotational order.
• Playing actions
The ball is in play from the moment of the hit of the service authorised by the
first referee. The ball is out of play at the moment of the fault that is whistled
by one of the officials: in the absence of a fault, at the moment of the whistle.
The ball is “in” if at any moment of its contact with the floor, some part of the
ball touches the court, including the boundary lines. The ball is “out” when:
–– All parts of the ball, which contact the floor, are completely outside the
boundary lines; it touches an object outside the court, the ceiling or a
person out of play; it touches the antennae, ropes, posts or the net itself
outside the side bands.
–– Either it crosses the vertical plane of the net partially or totally, outside
the crossing space, it crosses completely the lower space under the net.
A hit is any contact with the ball by a player in play. The team is entitled to a
maximum of three hits (in addition to blocking), for returning the ball. If more
are used, the team commits the fault of “four hits”.
Faults in playing the ball
–– Four hits: a team hits the ball four times before returning it.
–– Assisted hit: a player takes support from a teammate or any structure/
object in order to hit the ball within the playing area.
–– Catch: the ball is caught and/or thrown; it does not rebound from the
hit.
–– Double contact: a player hits the ball twice in succession or the ball
contacts various parts of his/her body in succession.
–– Lifting: the part of the player’s body between the buttocks and theshoulders loses contact with the court during a playing action.
Player’s faults at the net
A player touches the ball or an opponent in the opponent’s space before or
during the opponent’s attack hit. A player interferes with the opponent’s play
while penetrating into the opponent’s space under the net. A player penetrates
into the opponent’s court interfering with the opponent’s play. A player interferes
with the opponent’s play by (amongst others):
–– Touching the top band of the net between the antennae or the antenna
itself during his/her action of playing the ball or attempting to play the
ball.
–– Using the net between the antennae as a support or stabilising aid
simultaneously with playing the ball.
–– Creating an advantage over the opponent.
–– Making actions, which hinder an opponent’s legitimate attempt to play
the ball.–– Catching/holding on to the net.
Service order
The players must follow the service order recorded on the line-up sheet. After
the first service in a set, the player to serve is determined as follows: when
the serving team wins the rally, the player (or his/her substitute) who served
before, serves again; when the receiving team wins the rally, it gains the right
to serve and rotates before actually serving. The player who moves from thefront-right position to the back-right position will serve.
Faults made during the service
–– Violates the service order.
–– Does not execute the service properly.
–– Lifts his/her buttocks.
Faults after the service hit
After the ball has been correctly hit, the service becomes a fault (unless a
player is out of position) if the ball: touches a player of the serving team or fails
to cross the vertical plane of the net completely through the crossing space;
goes “out”; passes over a screen. If the server makes a fault at the moment
of the service hit (improper execution, wrong rotational order, etc.) and the
opponent is out of position, it is the serving fault, which is sanctioned. Instead,
if the execution of the service has been correct, but the service subsequently
becomes faulty (goes out, goes over a screen, etc.), the positional fault hastaken place first and is sanctioned.
Faults of the attack hit
A player hits the ball within the playing space of the opposing team. A player
hits the ball “out”. A back-row player completes an attack hit from the front
zone, if at the moment of the hit the ball is entirely higher than the top of the
net. A player lifts his/her buttocks at the moment he/she hits the ball. A Libero
completes an attack hit if at the moment of the hit the ball is entirely higher
than the top of the net. A player completes an attack hit from higher than the
top of the net when the ball is coming from an overhand finger pass by a Liberoin his/her front zone.
Blocking faults
The blocker touches the ball in the opponent’s space either before or
simultaneously with the opponent’s attack hit. A back-row player or a Libero
completes a block or participates in a completed block. The blocker lifts his/
her buttocks when he/she is playing the ball or participates in a block. The
ball is sent “out” off the block. Blocking the ball in the opponent’s space fromoutside the antenna. A Libero attempts an individual or collective block.
• Interruptions, intervals and delays
For World Para Volley World and Official Competitions, as well as Zonal
Championships, in sets 1-4, two additional 60-second “Technical Time-Outs”
are applied automatically when the leading team reaches the 8th and 16th
points. In the deciding (5th) set, there are no “Technical Time-Outs”; each team
may request only two time-outs of 30 seconds duration. An improper action
of a team that defers resumption of the game is a delay and includes, among
others: delaying regular game interruptions; prolonging interruptions, after
having been instructed to resume the game; requesting an illegal substitution;repeating an improper request; delaying the game by a team member.
During this period, the change of courts and line-up registrations of the teams
on the score sheet are made. The interval between the second and third sets
can be extended up to 10 minutes by the competent body at the request of
the organiser. In the deciding set, once a team reaches 8 points, the teams
change courts immediately and the player positions remain the same. If the
change is not made once the leading team reaches 8 points, it will take place
as soon as the error is noticed. The score at the time that the change is maderemains the same.
• Libero players
Each team has the right to designate from the list of players up to two specialist
defensive players: Libero. All Libero must be recorded on the score sheet
before the match only in the special lines reserved for this. The Libero on court
is the Acting Libero. If there is another Libero, he/she is the second Libero for
the team. Only one Libero may be on court at any time. The Libero player(s)
must wear a uniform (or jacket/bib for the redesignated Libero) which has a
different dominant colour from any colour of the rest of the team. The uniform
must clearly contrast with the rest of the team. The Libero uniforms must be
numbered like the rest of the team. If the Libero is expelled or disqualified,
the team’s second Libero may replace him/her immediately. Should the teamhave only one Libero, then it has the right to make a re-designation.
• Minor misconduct
Minor misconduct offences are not subject to sanctions. It is the first referee’s
duty to prevent the teams from approaching the sanctioning level. This isdone in two stages:
Stage 1: by using a verbal warning through the game captain.
Stage 2: by use of a yellow card to the team member(s) concerned. This
formal warning is not in itself a sanction but a symbol that the team member
(and by extension the team) has reached the sanctioning level for the match.It is recorded on the score sheet but has no immediate consequences.
Misconduct leading to sanctions
Incorrect conduct by a team member towards officials, opponents, teammates
or spectators is classified in three categories according to the seriousness ofthe offence.
Rude conduct: action contrary to good manners or moral principles.
Offensive conduct: defamatory or insulting words or gestures or any action
expressing contempt.Aggression: actual physical attack or aggressive or threatening behaviour.
Sanctions scales in sitting volleyball
8.7. End unit assessment
Tutor puts student teachers into groups of five including first referee, second
referee, scorer and two line judges. After dividing student teachers into their
respecting groups, set the order on which groups will lead the game, request the
first group to start the match. Ask other remaining student teachers to form two
teams of six players for each one. Let the match start, change groups which is
officiating after five minutes. Officials become players to replace those who are
becoming officials.
–– During performing officiating for each group, observe how each student
teacher is accomplishing given tasks and roles.
–– Records their performance in order to give them feedback at the end of
the exercise.
8.8. Additional activities
8.8.1. Remedial activities
Student teachers read hard/soft copy of rules of the game for sitting volleyball.
8.8.2. Consolidation activities
1. In pair or in-group request student teachers to discuss the following:
• Facilities and equipment
• Participants
• Playing format
• Playing action
• Interruptions, intervals and delays
• The libero player
• Participants conduct
• Officials
2. In pairs, student teachers demonstrate hand signals used in officiating
sitting volleyball game.
8.8.3. Extended activities
Encourages student teachers to lead sitting volleyball matches/competitionsorganized by the school such as interclasses competitions or friendly matches.