When two fingers are raised in the air, the team in the game must stop playing for at least 2 minutes. When a player requests a time out, he or she uses a two-fingered signal. This system has the potential to be very effective in the game against teams with tall defenders. The Agap tempo is set to the middle attacker, who is located between the left sideline and the center of the court, by the system’s third or fourth steps.

When running the 6-2 system, keep an eye on your opponent’s defense because strategic substitutions can completely alter the outcome. Penalty points, as well as sending the opposing team back to serve again or disqualification, are possible punishments for this type of behavior. When a player is not in the back row and attempts to play a ball above the net, this is referred to as an illegal block. A player who uses the number 9 has the advantage when trying to attack an opponent on their court. When properly executed, this block is easy to change the course of a match by securing an important point or eliminating a set ball. The two hands back, two fingers down block is a common play in volleyball and necessitates excellent coordination between the players. Tell how successful you believe each program has been and justify your opinions.Įxplain which elements of each program you would include in your program and why you feel they are important.If the player in front misses the ball, their partner will cover the backcourt for them, so they use a two-fingers signal to indicate an angle defense in which the player in front dives into the angle to avoid being touched. List and explain the pros and cons of each program.ĭiscuss the differences in methods used in the programs between youth and adults. Tell about each program, explaining its goals, target population (i.e., adults, elementary school kids, 5th graders only, kids in each grade level, etc.), and how/where it is delivered. Identify three crime prevention programs currently being utilized in communities and found in the K–12 school system, either national, state or local programs.

In your presentation, incorporate speaker notes to include the following: When conducting your research and composing your presentation, do so in a manner which will allow you the opportunity to reuse it. Based on these comparisons, explain which elements you would place in your program and how your program will be delivered to the students.Ĭreate a 13- to 15-slide PowerPoint® presentation (excluding the cover slide and reference slide).

Compare and contrast the programs in terms of goals and objectives, target population (e.g., who is receiving and participating in the program), and how and by whom the programs are delivered (i.e., taught by law enforcement officers, school counselors, individuals outside of the school system, etc.). Identify three programs currently being utilized in communities and in the K–12 school system, national, state, or local programs. and G.R.E.A.T.) with many more programs created at the local level (i.e., Citizens Academy, Big Brothers/Big Sisters, and YMCA afterschool programs are unique to the community). There are several crime prevention programs that are designed for adults and which are also in K–12 schools nationwide with a standardized curriculum (i.e., Neighborhood Watch, D.A.R.E. Review current crime prevention programs that target juveniles and adults. You will assume the role of a social science researcher in charge of developing a new crime prevention program targeted toward juveniles in the K–12 school system.

Referee hand signals in volleyball