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Lesson 4 - Bump, Set, Spike, and Block

Foundational Skills & Tactics

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Year 7

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Volleyball

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Big Question

How can we use blocking and defensive positioning to turn defence into attack?

Learning Objectives

Perform bump, set, and spike sequences consistently with control and accuracy
Demonstrate effective blocking technique with correct timing and body position
Understand and apply the basics of scoring systems and rotational positioning in volleyball

Key Outcomes

Students will execute bump, set, spike sequences in game situations with improved consistency
Students will demonstrate blocking technique with arms parallel and angled forwards
Students will rotate positions correctly and understand the scoring system in mini-volleyball games

Equipment & Resources Required

Volleyballs

1 per 3 students (minimum 10)

Distribute around court perimeter, inflated to correct pressure (0.3-0.325 kg/cm²)

Alternative: Beach balls or lightweight foam balls for students needing additional support

Cones

20-30 cones

Create nets by placing cones in two parallel lines 1 metre apart across multiple courts

Alternative: Spots, domes, or chalk lines if cones unavailable

Court Markings

3.5 courts marked

Each court approximately 9m x 4.5m for 3v3 games

Alternative: Use existing badminton court lines, or create with rope/chalk

PE Equipment

1 tablet/camera

Position to capture game play from side angle for analysis

Alternative: Smartphone or school camera, tripod if available

Bibs

15 (half the class)

For team identification during games

Alternative: Different coloured PE shirts or pinnies

Sun Markers

For explaining rotation patterns and scoring systems

Alternative: Large paper and pen, or demonstration cards

Key Vocabulary

Blocking

A defensive skill where a player jumps at the net with arms raised to deflect or stop an opponent's spike

Rotation

The clockwise movement of players to new positions on court after winning the serve

Bump (Dig)

An underarm pass using the forearms to receive a serve or spike

Set

An overhead pass using fingertips to position the ball for a spike

Spike

An attacking hit where the player jumps and strikes the ball forcefully downwards over the net

Serve alternation

The rule that serving switches between teams after each point is won by the receiving team

Court positioning

The strategic placement of players in specific areas of the court to cover space effectively

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic bump (dig) technique from previous lessons
Overhead set with correct hand shape and follow-through
Introduction to spiking technique and approach
Underarm and overhead serving techniques

Current Skills

Linking bump, set, spike in fluid sequences
Blocking technique with correct body and arm position
Understanding court rotation and scoring systems
Defensive positioning and reading the game

Next Steps

Advanced game strategies and tactical play
Specialised positions (setter, hitter, libero)
Competitive volleyball with full rules
Tournament play and match analysis

Milestone Indicators

Can complete 3 consecutive bump-set-spike sequences without error

Blocks successfully redirect ball downwards at least 50% of attempts

Rotates correctly without prompting throughout game

Communicates with teammates to call shots and coordinate

Key Teaching Points

Blocking technique: Arms parallel, fully extended, angled forward over net; jump timing coordinated with spiker's jump; land with bent knees for safety and readiness
Rotation only occurs when team wins point to earn the serve back - rotate clockwise before serving; position 1 always serves
Communication is essential: call the ball ('Mine!', 'Yours!'), provide tactical information ('Set me!'), and encourage teammates constantly
Bump-set-spike sequence requires teamwork: first contact controls ball, second contact sets up attack, third contact finishes the point
Quality over power: controlled serves that reach the opponent are better than powerful serves that go out; precise sets create better spiking opportunities than high but inaccurate ones
Spatial awareness and positioning: cover the court as a team with players spread to cover different zones; move to support after each contact
Resilience and positive attitude: mistakes are part of learning volleyball; encourage after errors; celebrate good play by all teams not just your own

Common Misconceptions

Misconception: 'We rotate every time we score a point.' Correction: Only rotate when you win the point to earn the serve (when you were receiving and now get to serve). If you're already serving and score, you don't rotate.
Misconception: 'The harder I hit the spike, the better.' Correction: Control and placement are more important than power. A controlled spike that goes where intended is more effective than a powerful spike that goes out or is easy to defend.
Misconception: 'Blocking is just about jumping high.' Correction: Timing is more important than height. A well-timed block with correct hand position from a shorter player can be more effective than a mistimed jump from a tall player.
Misconception: 'The same person should always set because they're best at it.' Correction: Rotation means everyone plays all positions. This develops well-rounded players and prevents overreliance on one person.
Misconception: 'You have to spike the ball every time.' Correction: Sometimes a controlled tip or placement shot is more effective than a spike. Read the defence and make smart tactical choices.
Misconception: 'If I call the ball, I have to hit it perfectly.' Correction: Calling the ball prevents collisions and shows communication, even if the technical execution isn't perfect. It's about teamwork and safety.
Misconception: 'Volleyball is just about individual skill.' Correction: Volleyball requires constant teamwork, communication, and cooperation. Individual skill means nothing without working effectively as a team.

SEN Adaptations

ADHD

Keep activity changes frequent to maintain engagement; provide clear, short instructions one at a time; use physical demonstrations rather than lengthy verbal explanations; offer leadership roles (equipment monitor, score keeper) for focus; position near teacher during instruction time; use positive reinforcement frequently; provide movement breaks built into lesson; clear boundaries and expectations established early; dynamic warm-up particularly important for regulation

dyspraxia

Use larger, lighter balls for easier control and contact; reduce complexity of skill sequences initially; provide additional practice time and repetitions; break skills into smaller component parts; use physical guidance to teach body positioning; allow catching or trapping ball to establish control before progressing; reduce speed of activities and allow more time; visual and verbal cues combined; celebrate effort and small improvements; avoid pressure of timing or competition initially

autism spectrum

Provide visual schedule showing lesson structure and timings in advance; clearly mark court boundaries with bright tape/cones; minimise unexpected changes to plan; offer quiet zone or brief break area if overwhelmed; provide clear, concrete instructions without idioms; use visual rule cards for rotation and scoring; reduce sensory overload by limiting background noise if possible; give warning before transitions; pair with understanding partner; praise specific behaviours concretely

visual impairment

Use brightly coloured volleyballs or balls with bells inside for auditory tracking; provide detailed verbal descriptions of court layout and positioning; pair with sighted buddy for orientation and support; use high contrast cones/markers for net lines; allow closer positioning to net for better visual tracking; provide tactile court boundaries; describe demonstrations verbally with physical guidance

hearing impairment

Ensure student can see teacher's face for lip-reading during instructions; use visual demonstrations extensively rather than verbal only; establish visual signals for key instructions (hand signals for rotate, stop, etc.); provide written rules and rotation diagrams; position near front for demonstrations; teach teammates to use visual signals for communication (pointing, thumbs up); buddy system with hearing peer for instructions

general adaptations

Flexible groupings to suit needs; choice of equipment (ball size, weight); ability to opt-in to demonstrations rather than forced; alternative success criteria focused on individual progress; emphasis on personal bests not comparison; additional adult support positioned strategically; use of peer mentors and buddies; celebration of all forms of achievement; no elimination games; ensure language is accessible; check understanding regularly

physical disability

Seated volleyball variation - play from chairs or floor positions; modify court size to suit mobility range; allow catching instead of continuous play in sequences; use lighter, larger balls for easier contact; permit additional touches or time between skills; adjust net height to appropriate level; allow ball to bounce between contacts; provide equipment (ramps, wheelchair-accessible positioning); focus on skills achievable and celebrate those

Cross-Curricular Links

English

Technical vocabulary development (bump, set, spike, rotation, blocking); giving and receiving instructions clearly; discussion and debate about tactics and rules; persuasive communication to motivate teammates; listening skills when receiving coaching feedback; verbal communication during game play (calling ball, tactics)

Maths

Scoring and keeping track of points (addition); rally counting and statistics; rotation patterns and sequences (clockwise direction); court dimensions and area concepts; angles of ball trajectory and forces; timing and duration measurements; analysing game statistics and performance data

Science

Forces acting on volleyball (gravity, air resistance, applied force); motion and speed of ball and players; reaction time when receiving serves or blocking; cardiovascular and respiratory systems during exercise; muscular contraction in jumping and striking; energy transfer during ball contact; trajectory and parabolic motion of serves and sets

Geography

Spatial awareness and positioning on court; directions (clockwise rotation, court positions); mapping movement patterns; understanding zones and areas of court coverage; volleyball as global sport - where is it popular and why; use of compasses directions (north, south, east, west) to describe court positions

PSHE

Teamwork and cooperation skills essential for volleyball success; communication skills - verbal and non-verbal; resilience when skills don't work or points are lost; managing emotions in competitive situations; leadership opportunities in organising rotation and tactics; respect for teammates, opponents, and officials; honesty and integrity in scoring and rule-following; celebrating others' success and supporting after mistakes

Teacher Guidance

Positioning

Position at corner of activity area for maximum visibility of all students during practice activities; circulate actively during skill development spending 30-60 seconds with each group; during games, move between courts to observe and provide feedback; never turn back completely on any group; when demonstrating, position so all students can see clearly and you can still see them

Observation Focus

Watch for: correct technique in all skills (bump platform, set hand shape, spike approach, block timing); effective communication between teammates; correct implementation of rotation; understanding of rules demonstrated through play; safety in jumping and landing; teamwork and encouragement; spatial awareness and positioning; problem-solving when sequences break down; signs of frustration or disengagement requiring intervention

Intervention Points

Intervene immediately if: unsafe play occurs (overly aggressive, dangerous movements); technique is significantly incorrect and could cause injury; rules are consistently being broken or misunderstood; disputes arise that students cannot resolve themselves; students are excluded or not participating; rotation confusion is preventing game flow; communication has completely broken down; any student appears distressed, injured, or unwell

Demonstration Notes

Always demonstrate skills slowly first showing key body positions; use exaggerated movements to make technique visible; demonstrate from multiple angles so all students can see; use competent students as additional demonstrators when appropriate; show common mistakes and correct version for contrast; keep demonstrations brief (30-60 seconds maximum); ensure all students can see - check sightlines; accompany demonstration with clear verbal explanation of key points; for complex skills (spike, block), break into component parts and demonstrate each separately before showing full skill

Verbal Cues

•'Platform!' - reminder for correct bump technique
•'Triangle hands!' - cue for setting hand shape
•'Call it!' - reminder to communicate
•'Rotate!' - prompt for teams who've forgotten
•'Watch the ball!' - focus cue during rallies
•'Bend those knees!' - landing safety reminder
•'Three touches!' - rule reminder
•'Up and over!' - cue for set height and trajectory
•'Arms parallel!' - blocking technique reminder
•'Encourage your teammate!' - promote positive support

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear space for multiple 3v3 courts; adequate height clearance for jumping (3m minimum); clear run-off areas beyond court boundaries (2m minimum)

Surface Check

Dry, even, non-slip surface essential; check for hazards, debris, or equipment; ensure court lines/markings are flat and non-slip; remove any obstacles from playing area and surrounding zones

Equipment Safety

Safety Checks

•Check volleyballs are inflated to correct pressure (0.3-0.325 kg/cm²) - not over-inflated which increases injury risk
•Ensure cones have no sharp edges or cracks that could cause cuts
•Verify net lines/cones are secure and visible to prevent tripping
•Check filming equipment is positioned safely out of play area
•Ensure adequate number of balls available to prevent sharing disputes

Risk Management

Key Risks

•Collisions between students during warm-up games and volleyball rallies
•Ankle injuries from landing awkwardly after jumping for spikes or blocks
•Finger injuries from incorrect ball contact or blocking technique
•Ball strikes to face or body causing bruising or impact injuries
•Trips and falls on court lines, cones, or equipment
•Overexertion particularly in students with medical conditions
•Collision with walls or fixed equipment if inadequate boundary space

Risk Mitigation

•Establish clear boundaries and ensure all students understand play area limits
•Teach and reinforce correct landing technique (knees bent, controlled)
•Progress skills gradually from simple to complex to build competence before pressure
•Emphasise calling the ball to prevent collisions between teammates
•Monitor intensity of serves and spikes to ensure control maintained
•Adequate spacing between courts (minimum 3m) to prevent cross-court collisions
•Reinforce safe blocking technique - no reaching over net, controlled jumping
•Regular water breaks and monitoring for signs of overexertion
•Modified equipment (lighter balls) available for students needing support
•Clear rules about controlled play - no dangerous or overly aggressive movements

Supervision & Emergency Procedures

Supervision Points

•Position to see all courts and students during games - corner positioning optimal
•Circulate actively during skill development to correct unsafe technique immediately
•Monitor high-activity areas particularly around nets during blocking practice
•Watch landing technique during all jumping activities
•Supervise rotation of groups to prevent rushing and collisions
•Increased vigilance during competitive games as intensity rises
•Ensure clear sightlines - don't turn back on any group of students

Emergency Procedures

STOP signal (whistle and raised hand) must immediately halt all activity; assess situation quickly; provide appropriate first aid if injury occurs; have first aid kit accessible; know location of nearest first aider; complete accident report forms as required; contact emergency services if serious injury; keep other students calm and supervised away from incident