Match 4 versus 4

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1 court (9x9m)
2 teams of 4
1 referee if possible

Aim of the task:

Win the match

The match is always the real testing ground for knowledge. Collective organisation modes in attack and in defence should improve game continuity (flow) and force the attackers to build quality attacks to score.

It is advisable to introduce the idea of breaks (two 30 second breaks per set for example) in order to promote, amongst the players, a communication about the problems they meet during the game. For this purpose, we choose a captain.

See on this subject match organisation.

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If numbers allow, we can organise a game watch enabling us to take stock objectively on the match. With 1 observer for the match or 1 for each team. This can be substitute member of the team with player rotation.

2 examples of simple methods usable by pupils. These favour assessment of the defence:

  • On a sheet representing a court mark with a cross the precise spot where the opponent has scored points. These are the weak areas of the defensive organisation (and/or strong areas of the opposing attack).
  • Alternatively, note the opponents' scores according to the way they happened by ticking columns under the following titles:
    1. Balls not touched: adverse kill (speed) - placed in forward zone (behind the block or the net) – placed in uncertainty zone (between 2 players) – placed backcourt.
    2. Balls touched: reception fault – interference of 2 players (uncertainty) – pass error – attack fault - block out (the ball touches the block and goes out).

Observations are of interest if they are done several times during the work and if possible against a variety of opposing teams. The team sets itself the objective of resolving the problems pointed out through observation.

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