Lesson 4 - Spike and Block Techniques
Skills & Team Coordination
•Year 7
•Volleyball
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How can attacking and defensive skills at the net change the outcome of a volleyball rally?
Learning Objectives
- To investigate and identify the key technical points of spiking and blocking in volleyball
- To demonstrate correct spike and block techniques with a partner during progressive practice drills
- To apply spiking and blocking skills effectively within modified game situations
Key Outcomes
- Students will understand the attacking nature of the spike and defensive purpose of the block
- Students will perform spike and block techniques with improved timing and coordination
- Students will make tactical decisions about when to spike or block during competitive play
- Students will identify safety considerations when jumping at the net
Equipment & Resources Required
Balls placed in equipment bag at each court area, ensure correct inflation (0.3-0.325 kg/cm²)
Alternative: Foam volleyballs or beach balls for students lacking confidence with jumping
Ensure 3m line is visible on both sides of net for approach reference
Alternative: Use cones or tape to mark 3m lines if not present
Pre-load slow-motion video app, ensure charged and ready with storage space
Alternative: Smartphones on tripods, technique checklists on paper
Use to mark starting positions for spike approaches at 3m line
Alternative: Markers, spots, or chalk marks
Ensure wall is clear of obstacles and protrusions, minimum 4m height
Alternative: Crash mats held by partners if wall unavailable
Key Vocabulary
An attacking shot where the ball is hit forcefully downward into the opponent's court
A defensive technique where players jump at the net to stop or deflect an opponent's spike
Offensive actions designed to win the point, primarily the spike
Actions taken to prevent the opposition from scoring, including blocks and digs
The 3-step movement pattern used before jumping to spike (left-right-left for right-handers)
The moment when both feet leave the ground simultaneously to jump
The optimal position where the hand meets the ball during a spike (highest reach)
The rapid forward flexion of the wrist at ball contact to create topspin and downward trajectory
An illegal action where a player touches the net during play
Coordinating your jump to meet the ball at the optimal contact point
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can perform a basic overhead volleyball pass (set)
- Students understand court positioning and rotation in volleyball
- Students can demonstrate a forearm pass (dig) with control
- Students have basic understanding of jumping and landing safely
Current Skills
- Developing explosive jumping technique with two-footed take-off
- Learning correct arm swing mechanics for spiking
- Understanding blocking hand position and net positioning
- Coordinating approach steps with jump timing
- Applying attacking and defensive skills in game context
Next Steps
- Combining set and spike in attack sequences
- Reading setter's intentions to position for blocks
- Developing back-row attacking options
- Understanding team blocking strategies and cover positions
- Advanced spike variations (cross-court, line, tip)
Milestone Indicators
Key Teaching Points
- TWO-FOOTED take-off and landing is non-negotiable for both spike and block - safety fundamental and power generation
- Spike contact point must be ABOVE HEAD at full arm extension - not in front of face or at forehead level
- WRIST SNAP creates downward trajectory and power in spike - arm swing alone insufficient
- Block hands must PENETRATE over net with fingers spread and angled forward - not pulled back defensively
- VERTICAL jump trajectory essential for net safety - forward jumping causes collisions and net violations
- THREE-STEP approach pattern for spike converts horizontal speed to vertical power - timing crucial
- COMMUNICATION during games prevents collisions and coordinates team play - essential habit to develop
Common Misconceptions
- MISCONCEPTION: 'Jumping from one foot gives more height' - CORRECTION: Two-footed take-off generates more power through both legs and provides better control and balance. Demonstrate comparison showing vertical height achieved with two feet vs one foot.
- MISCONCEPTION: 'Power in spike comes from swinging arm really hard' - CORRECTION: Power comes from combination of approach speed, jump height, contact point, AND wrist snap. Arm swing alone without wrist snap creates flat trajectory easily defended. Demonstrate spike with arm swing but no wrist snap (flat) vs arm swing with wrist snap (downward).
- MISCONCEPTION: 'Blockers should jump before the spiker to be ready' - CORRECTION: Blockers must jump WITH the spiker (same timing) otherwise blocker will be descending when ball contacted and block is ineffective. Demonstrate early jump vs timed jump showing effectiveness difference.
- MISCONCEPTION: 'Contact the ball when it's in front of my face' - CORRECTION: Contact point should be above and slightly in front of head at full arm extension - like reaching up to place ball on high shelf. Contacting at face level creates no downward angle and is easier to block/defend. Show side-by-side comparison of contact heights.
- MISCONCEPTION: 'Block hands should be pulled back to protect my fingers' - CORRECTION: Hands must be firm and angled forward/down penetrating over net - pulling back allows ball through and reduces blocking surface. Demonstrate soft hands (ball goes through) vs firm angled hands (ball deflects back). Safety note: hands firm but not rigid - fingers slightly flexed absorbs impact.
- MISCONCEPTION: 'I should run really fast to get more power on my spike' - CORRECTION: Approach should be controlled and timed - the final plant step converts horizontal speed to upward jump. Sprinting approach creates too much forward momentum leading to dangerous net contact and loss of control. Demonstrate controlled approach vs sprint approach showing control and safety difference.
- MISCONCEPTION: 'Volleyball is only for tall people' - CORRECTION: While height helps, technique, timing, and tactics matter more. Shorter players can excel through superior timing, placement accuracy, and explosive jumping. Show examples of effective play from students of different heights, emphasise that different roles suit different builds.
SEN Adaptations
ADHD
- Short varied activities maintaining engagement - lesson structure already includes multiple sections. Clear boundaries and expectations reinforced frequently. Active roles throughout - minimal waiting or sedentary time. Use of equipment and movement (kinesthetic learning) suits learning style. Frequent specific feedback - catch positive behaviours and technique immediately. Movement breaks built into cool-down structure. Positioning near teacher during instruction for focus support. Reduce distractions during explanation time - clear space, equipment out of reach. Channel energy into appropriate physical challenges. Clearly defined roles in games to maintain focus. Visual reminders of key teaching points at stations.
dyspraxia
- Break skills into smaller components - practice each part separately before combining. Additional practice time for technique development before game application. Use larger, lighter ball (beach ball or foam volleyball) easier to contact and control. Reduce speed of activities - allow more time for processing and execution. Simplified footwork patterns if 3-step approach too complex - 1 or 2 steps acceptable. Use of wall targets for spike practice reducing spatial complexity of moving ball. Verbal prompts for sequencing: 'Step, step, jump, contact' helps with motor planning. Partner support for technique feedback and encouragement. Reduce court size or number of players to decrease spatial/organisational demands. Video modelling: watching skilled performance helps motor planning. Patience with coordination development - celebrate effort and incremental progress.
autism spectrum
- Provide clear visual schedule of lesson structure displayed on whiteboard - reduces anxiety from uncertainty. Consistent routines and predictable lesson format. Clear, concrete instructions avoiding abstract language. Visual instruction cards with step-by-step photographs at stations. Quiet zone available if sensory overload occurs - designated calm area with reduced stimuli. Advance warning before transitions: '2 minutes until we change activity'. Reduce unpredictability in game situations if overwhelming - structured drills preferred initially. Pair with understanding peer buddy who can model and support. Minimise sudden loud noises (whistle use, shouting). Concrete success criteria and clear feedback about progress.
visual impairment
- Use brightly coloured high-contrast volleyballs (yellow/orange) for better visibility. Provide verbal descriptions of all demonstrations with specific detail. Buddy system with sighted peer for spatial orientation and positioning. Audible cues during games - bell inside ball or verbal tracking from peers/teacher. Reduce court size to decrease spatial demands. Tactile markers on court for positioning reference (textured tape at 3m line, near net position). Consider seated volleyball variation if mobility with vision impairment is challenging.
hearing impairment
- Ensure student can see demonstrations clearly - position at front, ensure good lighting on teacher. Use visual demonstrations as primary teaching method rather than verbal. Written instruction cards at all stations with clear diagrams. Visual signals for stop/start instead of whistle (hand signals, lights). Buddy system for communication of instructions. Sign language interpreter if available and student uses BSL. Ensure face-to-face communication when speaking so student can lip-read. Minimise background noise during instruction time. Visual scoreboard for games.
physical disability
- Seated volleyball variation: students remain seated on floor, net lowered or removed, court size reduced. Modified ball size/weight: lighter ball or beach ball reducing impact force and easier to control. Reduce net height if jumping ability limited. Allow additional steps in approach if coordination challenges present. Partner-assisted activities: peer provides physical support for balance during jumping attempts. Wheelchair volleyball adaptation if appropriate: specialist chairs, modified rules. Allow ball to bounce once before contact if reaction time or mobility challenges present. Focus on technical understanding and tactical contribution even if physical execution limited.
Cross-Curricular Links
English
Technical vocabulary development and usage in context. Verbal communication during games - clarity, volume, conciseness. Listening skills during instruction and peer coaching. Providing constructive feedback to peers - spoken communication skills. Following sequential instructions. Explaining techniques and tactics - expressive language development.
Maths
Angles of spike trajectory and approach creating different shot placements. Measuring and comparing jump heights in centimeters. Calculating success rates: successful spikes/total attempts x 100 = percentage. Geometry of court space and positioning. Scoring and scorekeeping during games requiring addition and tracking. Timing in seconds for approach sequences and game durations. Spatial awareness and distances - 3m line, net height 2.24m, court dimensions.
Science
Forces and motion: gravity affecting ball trajectory, force application through wrist snap creating spin, Newton's third law during jumping (push down on floor, floor pushes back creating upward force). Human biology: muscles used in jumping (quadriceps, gastrocnemius, core), cardiovascular system response to exercise (elevated heart rate), respiratory system during exertion. Biomechanics: levers in the arm during spike swing, optimal angles for power generation, coordination between muscular and nervous systems. Energy systems: anaerobic power for jumping efforts, recovery between efforts.
Design & Technology
Equipment design considerations: volleyball construction (materials, seams, inflation), net design (height adjustment, tensioning systems). Problem-solving: how to modify equipment for different abilities or spaces. Evaluation of equipment effectiveness for different purposes (foam vs regulation balls).
Geography
Directional language: cross-court, down the line, left, right, forward, back. Spatial awareness and mapping: court zones, positioning, movement patterns. Coordinate-style positioning: front left, back right, etc. Angles of approach from different court positions. Awareness of international volleyball and countries excelling in the sport (Brazil, USA, Italy, Poland) connecting to world geography.
PSHE
Teamwork and cooperation essential for volleyball success - cannot play alone. Communication skills development through calling for ball and encouraging teammates. Managing emotions: dealing with mistakes, celebrating success appropriately, handling competition. Resilience and growth mindset: persevering when techniques difficult, learning from errors. Respect for others: opponents, teammates, officials. Leadership opportunities: team captains, peer coaches. Fair play and integrity in competitive situations. Healthy lifestyle: physical activity benefits for physical and mental health.
Teacher Guidance
Positioning
During demonstrations position at edge of semi-circle ensuring all students have clear view. During station work circulate systematically between all 6 stations ensuring equal supervision time. During game application position centrally with sightlines to all courts, moving strategically to courts needing most support. During plenary position where all students can see and hear comfortably. Avoid turning back to students or blocking their view of demonstrations or whiteboard.
Observation Focus
TECHNIQUE: Three-step approach pattern, two-footed take-off, contact point height, wrist snap, hand position for blocking, vertical jump trajectory. SAFETY: Net contact, forward jumping, landing technique, collisions, fatigue, communication. TACTICS: Positioning for blocks, spike placement, team communication, reading opponent's attack. ENGAGEMENT: All students participating actively, peer coaching quality, problem-solving attempts, resilience after errors. DIFFERENTIATION: Support students receiving appropriate modifications, extension students appropriately challenged, all students experiencing success at their level.
Intervention Points
TECHNIQUE ERRORS: Step in when two-footed take-off not occurring (safety issue), when approach pattern significantly incorrect (limiting progress), when contact point dangerously low (face-height impacts), when wrist snap absent after multiple attempts (key teaching point not achieved). SAFETY CONCERNS: Immediate intervention for forward jumping toward net, net contact with body, collision risks, aggressive play, equipment hazards, fatigue-related deterioration. ENGAGEMENT ISSUES: Intervene if students off-task, if peer coaching not happening, if one student dominating and excluding others, if confidence very low preventing participation. TACTICAL: Provide coaching during games when students not attempting skills, when team tactics absent, when opportunities missed.
Demonstration Notes
Always demonstrate skills at full speed once, then in slow motion with commentary. Use side view and front view for complex skills like spike approach. Exaggerate key teaching points for visibility - large arm swing, obvious wrist snap, clear finger spread. Show both correct and incorrect versions for contrast, explaining what makes one safe/effective and one dangerous/ineffective. Use skilled students as demonstration partners when appropriate - builds their confidence and provides peer models. For block, freeze at peak of jump to show hand position clearly. For spike, mark contact point on wall/in air to show height. Ensure all demonstrations maintain safety standards - never demonstrate unsafe practices even as 'what not to do'. Use verbal commentary during demonstration: 'Watch my feet - left, right, left, jump!' Keep demonstrations brief and focused - maximum 60 seconds before students practice themselves.
Verbal Cues
- •'Step, step, JUMP!' - timing rhythm for spike approach
- •'Reach UP not forward!' - correction for net safety and block technique
- •'Snap that wrist!' - reminder for spike contact
- •'Spread those fingers wide!' - blocking hand position
- •'Both feet together!' - two-footed take-off reminder
- •'Soft landing, bend those knees!' - landing safety
- •'Contact ABOVE your head!' - spike contact point
- •'Jump WITH the hitter!' - block timing
- •'Mine!' - communication encouragement
- •'Set it HIGH near the net!' - game application coaching
- •'Watch the ball!' - focus and tracking reminder
- •'Vertical jump, like a rocket up!' - jump trajectory
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 18m x 9m per volleyball court (standard court dimensions). With 4 courts required for class of 30, total space needed approximately 30m x 25m sports hall. Clear height minimum 7m to ceiling for ball trajectory safety. Safety zones of 2m around each court to prevent collisions between adjacent games.
Surface Check
Indoor sports hall with non-slip surface required for safe jumping and landing. Check floor is dry before lesson - any moisture creates slip hazard. Ensure floor free from dust or debris that could cause slips. Inspect for any damage, uneven areas, or protrusions that could cause trips or ankle injuries. Appropriate court shoes with non-marking soles mandatory - no outdoor shoes, no socks only.
Equipment Safety
Safety Checks
- •Volleyball nets properly secured to posts and tensioned appropriately - check before lesson, loose nets create entanglement hazard
- •Net posts stable with protective padding if metal posts used - collision protection
- •Volleyballs correctly inflated to regulation pressure (0.3-0.325 kg/cm²) - over-inflation creates impact injury risk, under-inflation affects technique
- •Check balls for damage, wear, or deflation - replace any faulty equipment
- •Platforms or benches used for tosses must be stable with non-slip surface, positioned away from net to prevent falls
- •Cones and markers placed safely without sharp edges, positioned where they won't be stepped on during play
- •Whiteboard positioned away from playing areas on stable surface
- •iPads/tablets secured when not in use, positioned safely away from playing areas
- •Equipment bags placed at court edges out of playing zones to prevent trip hazards
- •First aid kit easily accessible and visible to teacher, contents checked and in-date
Risk Management
Key Risks
- •Collisions between students when jumping at net - both same side and opposite sides
- •Ankle injuries from landing awkwardly after jumps - particularly if one-footed take-off or landing
- •Finger/hand injuries from ball impact - particularly when blocking or mistimed contacts
- •Overuse injuries from repetitive jumping - achilles, knees, ankles if inadequate warm-up or excessive repetitions
- •Net contact causing falls or entanglement if jumping too close or too forward
- •Collision between students during lateral movement or approach runs
- •Ball strikes to face or head if not tracking ball or awareness lacking
- •Slips and falls particularly during dynamic warm-up or quick lateral movements
- •Fatigue-related injuries if students overexert without adequate rest or hydration
- •Collisions between adjacent courts if boundaries not clear or respected
Risk Mitigation
- •Clear boundaries established and reinforced for each court and practice area - prevent inter-court collisions
- •Adequate spacing between pairs/groups maintained throughout all activities - minimum 2m safety zones
- •Progressive skill building from stationary to movement to game application - reduces injury risk from attempting too much too soon
- •Consistent emphasis on two-footed take-off and landing technique - reduces ankle/knee injury risk significantly
- •Vertical jump technique coached and reinforced - prevents net collisions from forward jumping
- •Net safety rules clearly explained and consistently enforced - hands over net acceptable, body contact with net is violation and stopped immediately
- •Communication expectations set - calling for ball prevents collisions between teammates
- •Thorough warm-up including dynamic movements and jumping preparation - prepares muscles and joints
- •Work:rest ratios managed - rotating roles, water breaks, avoiding excessive repetitions without rest
- •Technique quality prioritised over quantity or power - prevents injury from forcing poor mechanics
- •Teacher positioning for maximum court visibility - early intervention if unsafe behaviours observed
- •Emergency stop signal established ('FREEZE') and practiced - immediate response to safety concerns
- •Modified equipment for lower confidence students - softer balls, lower nets reduce fear and injury risk
- •Appropriate footwear policy enforced - proper court shoes mandatory
- •Adequate cool-down including stretching - reduces post-lesson muscle soreness and injury risk
Supervision & Emergency Procedures
Supervision Points
- •Position in central area with sightlines to all courts during game application - maximum 4 courts visible
- •During station work, circulate systematically ensuring equal supervision of all stations
- •Monitor high-activity areas more frequently - net zones where spike/block occurring
- •Watch for fatigue indicators - technique deterioration, reduced effort, breathing difficulty - intervene with rest as needed
- •Identify struggling students and provide additional support or modification before frustration leads to unsafe attempts
- •Scan for equipment issues - balls rolling into playing areas, nets sagging, unstable platforms - address immediately
- •Monitor student interactions for safety and sportsmanship - intervene if aggressive behaviour, poor sportsmanship, or unsafe contact
- •Position near wall during wall spike practice to ensure safe technique and spacing
- •Ensure clear view during demonstrations - students at safe distance, stable demonstration area
Emergency Procedures
If injury occurs: immediate STOP signal for all students, assess injured student (do not move if serious), send responsible student for additional adult support/first aider if needed, administer appropriate first aid within competence level, complete accident report form, contact parents/guardians as per school policy. For minor injuries: assess if student can continue or needs to rest/observe, provide ice/first aid as appropriate. For serious injuries: call for emergency services if required, follow school emergency protocols, ensure other students supervised appropriately while dealing with emergency. All staff should know location of first aid kit, emergency phone, and school emergency procedures.