![]() ![]() A white sleeve no wider than 3 and 3/8 inches may be installed along the top of the net. A plain white 2-inch to 2 and 3/4 inch wide double thickness of canvas or single thickness of durable synthetic material shall be sewn along the full length of the top of the net. Hand Signals for High School Volleyball Rulesģ-1-1 The net shall be 36 inches to 39 inches wide overall and at least 31'6" up to 33 feet in length when stretched. The first referee has the authority to identify other unsuitable areas for play. For clarification, these areas are now defined. Rationale: The high school volleyball rules currently refer to playable and nonplayable areas. This new rule adds the definitions for playable and nonplayable areas and stipulates the first referee has the authority to identify other area (s) as unsuitable for play. It includes walls, bleachers, team benches, area behind the team benches, and any other areas identified in the pre-match conference, deemed by the first referee as unsuitable for playable area. Nonplayable area is that space located beyond the court and surrounding playable area. The playable area outside of the court boundary lines shall be visible to all team member and officials. Rule 2-1-9 and 2-1-10 The playable area includes the court and the unobstructed space outside the f the court boundary lines. Rationale: Provides clarification of proper scoring protocol when a team plays with fewer than 6 players due to injury, illness, or disqualification, after the start of the match. This new rule outlines the procedure for scoring when a vacant position rotates to serve in the right back position due to the team playing with fewer than six players as a result of illness, injury or disqualification. 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.Rule 1-3-3 A loss of rally/point is awarded each time a vacant position rotates to serve in the right back position. 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. ![]()
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