🏐

Lesson 6 - Game Play & Tipping Technique

Foundational Skills & Tactics

•

Year 7

•

Volleyball

•

Big Question

How can we apply all our volleyball skills together to play effectively as a team in a full-sided game?

Learning Objectives

Apply all volleyball skills (serving, bumping, digging, setting, spiking, blocking) in a full-sided competitive game
Demonstrate the tipping technique as an alternative to power spiking
Show tactical awareness and teamwork in game situations

Key Outcomes

Students will successfully participate in a 6v6 volleyball game using a range of skills
Students will execute tip shots with correct timing and technique
Students will demonstrate understanding of positioning, rotation, and tactical play
Students will reflect on their skill development throughout the volleyball unit

Equipment & Resources Required

Volleyballs

1 per court (ideally 2-3 courts for class of 30)

Balls distributed around perimeter at start, additional balls near each court during games

Alternative: Soft volleyballs or beach volleyballs for less confident students

Sun Markers

Full court lines for 2-3 courts (9m x 18m per court)

Ensure clear boundaries visible, mark attack line 3m from net if not already marked

Alternative: Cones or spots to mark court boundaries and centre line if no permanent markings

Video Device

1 tablet or camera on tripod

Position to capture full court view from elevated position if possible, ensure parental consent for filming

Alternative: Smartphone on stable surface or student volunteer filming

Bibs

15 (half the class) in contrasting colour

Pre-sorted into sets of 6 for quick team allocation

Alternative: Students can use house colours or existing PE kit if distinctive

Whistles

1 for teacher

Used to start/stop play and signal rotations

Alternative: Voice commands with clear start/stop signals

Cones

25 for marking positions and spacing

Used to mark 2m spacing in warm-up and court boundaries if needed

Alternative: Marker spots or chalk marks

Key Vocabulary

Tip shot

A soft, controlled shot where the ball is gently pushed or directed over the net rather than spiked with power

Rotation

The clockwise movement of players around court positions when a team wins the serve

Full-sided game

A complete volleyball match with 6 players per team on a regulation court

Tactical awareness

Understanding when to use different skills and how to position yourself to support your team

Elevation

The height gained when jumping to spike or tip the ball

Setter

The player who sets up the ball for an attacker to spike or tip

Blocking

Jumping at the net with arms raised to prevent an opponent's spike from crossing into your court

Skill Progression Pathway

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

Prior Learning

Students can perform basic bumps and digs with control
Students can serve underarm and overarm with varying success
Students understand setting technique and can set to a target
Students have been introduced to spiking mechanics
Students know basic volleyball rules and court positioning

Current Skills

Applying all skills in combination during game play
Executing tip shots as a tactical alternative to power spikes
Understanding rotation systems and positional play
Demonstrating tactical awareness in attack and defence
Reflecting on skill development and setting personal targets

Next Steps

Developing advanced tactical systems and set plays
Refining specialist positions (setter, libero, hitter)
Analysing game performance using video feedback
Competing in inter-school volleyball tournaments
Exploring beach volleyball and variations

Milestone Indicators

Sustained rallies of 5+ touches in game situations

Successful tip shots that deceive opponents and score points

Smooth rotation and positioning without teacher prompts

Effective communication and teamwork throughout games

Accurate self-assessment of strengths and areas for development

Key Teaching Points

Tip shot deception: Approach and jump must look identical to spike - deception is tactical advantage. At last moment, use fingertips to guide ball softly over net into gaps.
Three-touch team play: Encourage bump-set-attack sequences rather than individual play. First touch controls, second touch sets up, third touch attacks - this is volleyball strategy.
Rotation discipline: Teams only rotate when they WIN THE SERVE BACK, and rotation is always clockwise. Player rotating to back-right position becomes server. Reinforce repeatedly.
Communication is essential: Volleyball requires constant vocal communication - calling 'MINE!', calling teammates' names, directing positioning, encouraging. Demand and praise communication.
Ready position between every play: Knees bent, weight on balls of feet, hands ready. Students must reset to ready position after each point, not standing upright or relaxing.
Controlled technique under pressure: Game situations create pressure but technique must remain consistent. Reinforce proper form even when competition intensifies - don't sacrifice quality for speed.
Progressive skill integration: Unit has built from isolated skills to full game application. Remind students how far they've progressed - this builds confidence and motivation for continued development.

Common Misconceptions

Misconception: 'Tip shots are easier than spikes because they're softer.' Reality: Tips require equal or greater skill - timing, deception, placement precision. Correct by emphasising complexity of disguising intention and accurate placement.
Misconception: 'You rotate every time a point is scored.' Reality: Only rotate when YOUR team wins the serve BACK (when you weren't serving and now you are). Reinforce: rotation happens when serve changes to your team.
Misconception: 'The server has to be in a specific position.' Reality: Server can be anywhere behind the baseline in the service area, but in our rotation system, the back-right player serves for consistency.
Misconception: 'In volleyball you can't let the ball bounce.' Reality: Correct - ball must be kept airborne. But some students think this means they can't control it or take time - clarify that controlled touches keeping ball up are exactly what's needed.
Misconception: 'Only front court players can attack.' Reality: Back court players can also attack, though we focus on front court attacks at this level. Advanced play includes back-row attacks from behind attack line.
Misconception: 'Harder hits are always better.' Reality: Control, placement, and deception often more effective than power. A well-placed tip can score more easily than a wild, powerful spike. Emphasise intelligent shot selection.
Misconception: 'Individual skill wins games.' Reality: Volleyball is ultimate team sport - no player can win alone. Even the best spiker needs quality sets, which need quality passes. Teamwork is essential - celebrate collaborative play.

SEN Adaptations

ADHD

Short, varied activity segments maintain engagement - avoid long static periods. Clear, simple instructions one step at a time. Use visual and physical prompts not just verbal. Provide regular movement breaks - ADHD students may need to release energy. Assign specific roles/responsibilities to maintain focus. Use frequent positive reinforcement for on-task behaviour. Clear boundaries and expectations - visual court markings help. Allow fidget tools during instruction time if helpful. High-energy activities (like games) channel energy productively. Use novelty and variety to sustain attention. Partner with calming, focused peer. Proximity to teacher during instructions helps maintain attention.

dyspraxia

Use larger, softer volleyballs that are easier to control - progress to standard balls when ready. Break skills into smaller steps with extra practice time on each component. Reduce complexity - master bump before adding set, master set before adding spike. Provide additional demonstrations and slow-motion breakdowns of movements. Allow more space and time for skill execution without pressure. Visual markers for foot positioning during approaches and serves. Reduce distance initially - closer serving, smaller courts. Multi-sensory teaching - verbal, visual, and kinesthetic instruction. Celebrate effort and improvement over absolute performance. Pair with patient, supportive partner. Pre-teach skills or provide extra practice sessions if possible. Use positive reinforcement to build confidence and reduce anxiety about coordination challenges.

autism spectrum

Provide visual schedule showing lesson structure and timings. Clear, consistent routines for each lesson section. Warn of transitions in advance - 'two minutes until we change activity'. Designate quiet zone if overwhelm occurs - safe space to regulate. Use visual cues and demonstrations alongside verbal instructions. Reduce sensory overload - consider noise levels, allow ear defenders if needed. Provide clear, concrete rules and boundaries. Predictable team/partner assignments reduce social anxiety. Allow processing time for instructions - don't rush responses. Celebrate specific achievements with concrete feedback. Consistent language and structure across lessons.

visual impairment

Use brightly coloured or high-contrast volleyballs that are easier to track visually. Provide verbal descriptions of demonstrations and spatial setup. Use tactile markers (textured tape) for court boundaries and positions. Pair with sighted buddy for guidance and support. Reduce court size to make visual tracking easier. Use audible ball (with bell inside) if appropriate. Provide extra time to process visual information and react. Bright floor markings for court lines. Teacher uses clear verbal cues for all instructions.

hearing impairment

Ensure student can see teacher's face for lip reading during all instructions. Use visual demonstrations extensively - show don't just tell. Provide written or picture-based instructions for complex activities. Use visual signals for start/stop (flag, hand signals) alongside whistle. Position hearing impaired student where they can see teacher and peers clearly. Pair with communicative partner who can relay verbal information. Use visual scoreboard for game scores. Teach basic hand signals for volleyball communication (pointing, thumbs up). Check understanding through demonstration not just verbal confirmation.

physical disability

Adapt to seated volleyball if appropriate - play from wheelchair or chair, lower net height. Modify court size to reduce movement distance required. Allow catching variation instead of continuous volleyball contacts. Provide lightweight or softer ball that's easier to control. Adapt serving - allow closer distance, underarm only, or balloon toss. Permit two-handed contacts for all skills if one-handed difficult. Extra time for skill execution without pressure. Assign specific court zone to minimise movement needed. Adapted equipment (larger/lighter balls, lower nets). Focus on achievable skill development and participation over competition.

Cross-Curricular Links

English

Oracy skills - verbal communication during games, explaining tactics to partners. Listening skills - following multi-step instructions, responding to feedback. Vocabulary development - technical volleyball terminology. Instructional language - giving clear directions to teammates. Discussion skills - paired reflection conversations, articulating thoughts clearly. Presentation skills - if asked to explain techniques or tactics to class.

Maths

Rally scoring calculations - adding points, tracking cumulative scores. Geometry concepts - court angles, trajectory paths of sets and spikes. Rotation patterns - understanding clockwise movement and position sequences. Statistics - calculating success rates for serves, recording match data. Measuring distances - 6-metre spacing, court dimensions. Time management - lesson section durations, game timing.

Science

Forces - applied force during spikes, trajectory physics of ball flight. Newton's laws - action-reaction in ball contact, momentum transfer. Energy transfer - kinetic energy from arm to ball. Gravity's effect on ball trajectory and drop. Human body systems - cardiovascular response to exercise, muscular system in volleyball movements (quadriceps for jumping, deltoids for hitting). Levers in body - arm as lever during spiking action.

Geography

Spatial awareness - understanding court positioning, three-dimensional space. Directions - clockwise rotation, court zones (front/back, left/right). Mapping concepts - court as map with zones and boundaries. Distance and scale - court dimensions, spacing between players. Movement patterns - tracking and predicting ball trajectory paths across space.

PSHE

Teamwork and cooperation - working together toward shared goals, supporting teammates. Communication skills - verbal calls, encouraging language, giving feedback. Resilience - persevering after mistakes, maintaining effort when losing. Leadership - team captains, peer coaching, guiding rotation. Respect - sportsmanship, congratulating opponents, accepting referee decisions. Self-awareness - reflection on strengths and areas for development. Emotional regulation - managing competitive pressure, disappointment, excitement.

Teacher Guidance

Positioning

During warm-up and skill practices, position centrally with back to wall/equipment storage for full visual field of scattered students. During games, position between courts in elevated area if possible (standing on bench safely) for panoramic view of all courts. Circulate actively during games but maintain overview of all areas. Never turn back on active play. Position to demonstrate where all can see clearly.

Observation Focus

Multi-layered observation: 1) Safety - first priority, constant scanning for dangerous situations. 2) Technique - watch for correct form, common errors, opportunities for feedback. 3) Tactical understanding - positioning, decision-making, game reading. 4) Social interaction - communication, teamwork, sportsmanship, inclusion. 5) Engagement - effort, focus, emotional state. 6) Differentiation needs - who's struggling, who needs extension. Use peripheral vision to maintain broad awareness while focusing on specific students/skills periodically.

Intervention Points

Intervene immediately for: safety issues, dangerous play, poor sportsmanship, rule violations causing disputes, complete breakdown of activity. Pause and redirect for: widespread technique errors, misunderstanding of rules/activity, need to highlight excellent examples, energy flagging. Individual quiet intervention for: specific technique coaching, encouraging struggling students, managing behaviour, checking welfare. Balance intervention with allowing students to problem-solve and learn through experience.

Demonstration Notes

Demonstrate using EDIP model: Explain (what and why), Demonstrate (show full speed), Identify (break down key points), Practice (students try). Use student demonstrators where possible - builds confidence and provides peer models. Show common mistakes then correct version for contrast. Demonstrate from multiple angles so all can see. Use slow motion for complex skills like tip shot timing. Exaggerate key points (e.g., obvious knee bend). Provide running commentary during demonstration: 'Watch my feet... see the three steps... now the jump... fingers at contact.' Check for understanding: 'Who can tell me the key points?' Repeat demonstrations as needed - don't assume one showing is sufficient.

Verbal Cues

•'Soft hands!' - when setting or tipping to remind gentle contact
•'Bend those knees!' - to generate power for jumps and maintain ready position
•'Call it!' - to encourage communication and calling for the ball
•'Three touches!' - to remind teams to use bump-set-attack sequence
•'Watch the ball!' - to maintain focus and anticipation
•'Rotate clockwise!' - when team wins serve back
•'Ready position!' - to activate defensive stance between plays
•'Work together!' - to encourage teamwork over individual play
•'Good decision!' - to reinforce tactical thinking
•'Keep playing to the whistle!' - to maintain focus until point is complete

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 18m x 9m per court for full 6v6 games (regulation court size). For class of 30 students, ideally 2-3 courts. Minimum 2-metre clear space around each court perimeter to prevent collisions with walls, equipment, or adjacent courts. Indoor sports hall or outdoor hard court with appropriate surface.

Surface Check

Playing surface must be clean, dry, and even with no trip hazards. Check for water, dust, or debris that could cause slipping. Outdoor courts checked for stones, holes, or uneven areas. Floor markings should be non-slip paint. Any spills cleaned immediately during lesson.

Equipment Safety

Safety Checks

•Volleyball nets securely attached to posts with proper tension - check before lesson begins
•Net posts stable and positioned outside court boundary - padded if possible
•Volleyballs properly inflated to correct pressure (0.3-0.325 kg/cm²) - not over or under-inflated
•Check balls for damage - no splits, cracks, or excessive wear that could cause injury
•Cones used for boundaries have no sharp edges or broken parts
•Video equipment positioned safely away from playing area on stable surface
•Equipment storage area organised to prevent trips - balls in designated container
•First aid kit accessible courtside throughout lesson

Risk Management

Key Risks

•Collisions between players during game play - especially at net area or when pursuing balls
•Ankle injuries from jumping and landing during spiking/blocking
•Finger/wrist injuries from ball contact - especially during blocking or setting
•Slips and falls during dynamic movement and direction changes
•Ball strikes to head, face, or body causing impact injuries
•Net-related injuries - players running into net posts or getting tangled in net
•Overexertion in competitive game situations - dehydration or exhaustion
•Collisions with walls or equipment if courts too close to boundaries

Risk Mitigation

•Clear boundaries established and visible - ensure students aware of court limits and surrounding space
•Adequate spacing between courts (minimum 2 metres) to prevent inter-court collisions
•Teach and reinforce safe landing technique - balls of feet first, knees bent, controlled descent
•Emphasise controlled play near net - no excessive reaching over or touching net
•Progressive skill building - master techniques before game application to reduce injury during play
•Appropriate warm-up preparing muscles and joints for volleyball movements
•Monitor game intensity - intervene if play becoming too aggressive or dangerous
•Enforce rules about dangerous play - no pushing, reaching over net excessively, or reckless movement
•Ensure students wearing appropriate footwear - court shoes with ankle support and grip
•Water breaks available - encourage hydration especially during games
•Graduated exposure to jumping and landing - not excessive repetition causing fatigue
•Teach proper finger/hand positioning for setting and blocking to reduce strain
•Net height appropriate for age group preventing excessive strain
•Supervision positioned for maximum visibility of all courts simultaneously

Supervision & Emergency Procedures

Supervision Points

•Position centrally between multiple courts for panoramic view of all activity
•During games, circulate between courts maintaining awareness of all playing areas
•Monitor net areas especially during spiking/blocking - highest collision risk
•Watch landing technique after jumps - intervene if unsafe patterns developing
•Observe student physical state - signs of exhaustion, overheating, distress
•Maintain awareness of students sitting out or at periphery - ensure safety and inclusion
•Keep video recording brief and maintain primary focus on direct supervision
•Position to quickly access any area if intervention needed
•Monitor emotional state - competitive pressure can cause distress for some students

Emergency Procedures

STOP signal (long whistle blast and raised hand) - all activity ceases immediately. Assess situation quickly - if injury: ensure student remains still unless unsafe location, send reliable student to get first aider/additional staff, provide reassurance and appropriate first aid if trained, complete accident report form. If medical emergency: call 999 and school emergency contact immediately, commence first aid if qualified, clear area of other students, designate student to guide emergency services to location. Document all incidents following school procedures. Minor injuries: school first aid protocol, parent contact if needed, monitor student before returning to activity.