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Lesson 3 - Blocking and Spiking Techniques

Core Volleyball Skills and Team Coordination

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Year 8

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Volleyball

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Big Question

How can mastering blocking and spiking transform your team from defensive to dominant?

Learning Objectives

To identify and explain the key technical points of an effective volleyball block and spike
To demonstrate correct blocking and spiking techniques during modified game situations
To apply blocking and spiking skills strategically in game play whilst receiving opponent serves

Key Outcomes

Students will execute blocks and spikes with correct footwork, timing and arm positioning
Students will make tactical decisions about when to block or spike during competitive play
Students will analyse their own technique using video evidence and peer feedback

Equipment & Resources Required

Volleyballs

2 nets for 4 courts (adjustable height)

Store in ball cart at side of court, ensure all balls are inflated to correct pressure (0.3-0.325 kg/cm²)

Alternative: Soft foam volleyballs for students building confidence, lighter youth volleyballs for better control

iPads

1 per group of 4 (8 total)

Ensure all devices are charged, have sufficient storage, and video recording apps are ready to use

Alternative: Mobile phones with video capability, digital cameras with tripods

Sun Markers

1 large whiteboard with 4 coloured dry-erase markers

Position whiteboard at end of court visible to all students during instruction, have court diagrams pre-drawn

Alternative: Flip chart paper with thick markers, iPad with drawing app mirrored to screen

Court Markings

4 marked volleyball courts

Use existing court markings where available, supplement with spot markers for three-metre lines if needed

Alternative: Cones to mark court boundaries and three-metre lines, floor tape for temporary markings

Safety Mats

4 mats positioned under net areas

Place mats on both sides of net to cushion landing areas during spiking and blocking practice

Alternative: Gym mats or padded flooring sections

Cones

25 (various colours)

Use to mark approach starting positions and target zones for spiking practice

Alternative: Poly spots, floor tape markers, bean bags

Tee Stands

8 (one per group)

Position at 45-degree angle to court to capture side view of spike approach and front view of blocks

Alternative: Propped against benches, wall-mounted holders, peer-held recording

Key Vocabulary

Spike

An attacking shot where the ball is forcefully hit downward into the opponent's court from above net height

Block

A defensive move where players jump at the net with hands raised to intercept an opponent's attack

Approach

The three-step footwork pattern used before jumping to spike (left-right-left for right-handers)

Take-off

The explosive two-footed jump used to gain maximum height for spiking or blocking

Contact Point

The optimal position where the hand meets the ball during a spike - at full arm extension above and in front of the shoulder

Three-Metre Line

The line marking the front court boundary from which back-court players must take off when attacking

Penetration

Reaching over the net during a block to intercept the ball in the opponent's space

Attack Line

Another term for the three-metre line separating front and back court zones

Outside Hitter

The attacking player positioned on the left side of the front court who typically receives most sets

Middle Hitter

The front court player positioned in the centre who attacks quick sets and is primary blocker

Libero

A specialist defensive player who wears a different coloured kit and cannot attack above net height

4-2 Formation

A team formation with four attackers and two setters, where the setter in the front court sets

Skill Progression Pathway

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

Prior Learning

Students can perform overhead sets with control and accuracy
Students understand court positions and basic rotation rules
Students can execute forearm passes and overhead serves
Students have played modified volleyball games with three-touch rules

Current Skills

Executing the three-step spike approach with correct footwork pattern
Timing two-footed take-off for maximum jump height
Positioning hands correctly above the net for effective blocking
Reading the game to anticipate when to spike or block
Coordinating arm swing and contact point for powerful spikes

Next Steps

Developing combination plays with setter-spiker coordination
Learning to block different types of attacks (line vs cross-court)
Executing back-row attacks from the three-metre line
Understanding and implementing 4-2 and 5-1 rotational systems
Applying advanced tactics in competitive match situations

Milestone Indicators

Student consistently takes off from two feet when spiking and blocking

Student makes clean contact with ball at highest point of jump during spike

Student positions hands to deflect blocked balls back into opponent's court

Student demonstrates appropriate body positioning and ready stance before spike approach

Student times jump to coincide with ball trajectory during block attempts

Key Teaching Points

Two-footed take-off is non-negotiable for both blocking and spiking - provides maximum power, balance, and safety compared to one-footed jumping
Contact point during spike must be at absolute peak of jump with full arm extension above and slightly forward of hitting shoulder - this maximises power and control
Block hand positioning requires spread fingers with thumbs close together creating maximum blocking surface whilst preventing ball passing through gaps
Block penetration over the net is critical - hands must reach 10-20cm into opponent's airspace to effectively deflect spikes downward back into their court
Spike approach rhythm accelerates progressively through three steps (small-BIG-PLANT) building momentum that converts to vertical lift during take-off
Wrist snap at contact point during spike creates topspin and downward trajectory - this is the difference between a controlled spike and a flat hit that goes out
Timing for blocking requires watching both the attacker's approach and the ball trajectory - jump timing must result in reaching peak height as ball crosses net plane

Common Misconceptions

MISCONCEPTION: 'Spiking is just about hitting hard.' CORRECTION: Power comes from technique not just strength - proper approach, timing, contact point, and wrist snap generate force. A technically correct spike by a smaller player can be more effective than a poorly executed power hit.
MISCONCEPTION: 'Blocking is just jumping with hands up.' CORRECTION: Effective blocking requires precise timing, correct hand positioning and angle, net penetration, and reading the attacker. Simply jumping doesn't create an effective block without these technical elements.
MISCONCEPTION: 'One-footed take-off is faster and better for quick reactions.' CORRECTION: Two-footed take-off generates significantly more height and provides better balance and control. The marginal time saving of one-footed jump is outweighed by reduced effectiveness and increased injury risk.
MISCONCEPTION: 'I should spike every time I get the ball near the net.' CORRECTION: Tactical decision-making is crucial - spike when set quality and defensive positioning create a good opportunity. Poor sets should result in safe controlled shots maintaining rally not risky spike attempts.
MISCONCEPTION: 'Contact point doesn't matter as long as I hit the ball.' CORRECTION: Contact point determines power, control, and trajectory. Contacting ball too low, too far back, or with bent arm significantly reduces spike effectiveness and accuracy.
MISCONCEPTION: 'Blockers should jump when the attacker jumps.' CORRECTION: Blockers should time jump so they reach peak height when the attacker contacts ball - not when they take off. Attackers have forward momentum creating delayed timing that blockers must account for.
MISCONCEPTION: 'Landing doesn't matter - it's after the skill is done.' CORRECTION: Safe landing with flexed knees on two feet is critical for injury prevention and for quick recovery to ready position for continued play. Poor landing increases injury risk and reduces effectiveness of next movement.

SEN Adaptations

ADHD

Provide very clear short-term goals for each activity (e.g., 'Complete 8 spike attempts'). Use frequent changes of activity maintaining engagement through variety. Offer leadership or active roles maintaining involvement - ball holder, videographer, team captain. Provide immediate positive feedback reinforcing on-task behaviour and effort. Use physical activity breaks between instructional segments. Allow some student choice within activities (e.g., which position to play). Minimise waiting time keeping students actively involved. Use visual timers showing time remaining helping with activity transitions. Establish clear boundaries and behaviour expectations with consistent consequences.

dyspraxia

Break down techniques into smaller component parts practicing one element at a time before combining. Provide additional practice time for motor skill development beyond peers. Use larger lighter balls initially building to standard size as control improves. Reduce complexity of approach patterns - allow two-step instead of three-step initially. Provide physical guidance manually positioning body parts correctly. Use mirrors or video feedback immediately after attempts for visual learning. Allow stationary practice without approach until coordination established. Pair with patient supportive partner. Reduce distance and speed requirements. Celebrate small progressive improvements building confidence.

autism spectrum

Provide visual schedule showing lesson sequence with estimated timing for each section. Allow fidget tools or movement breaks if needed between activities. Establish clear routines for transitions between activities with verbal and visual cues. Minimise unpredictable elements - explain game flow and rotation patterns clearly in advance. Provide quiet zone option if sensory overload occurs from noise and activity. Use consistent language and phrases for instructions avoiding idioms or ambiguous language. Offer demonstration or observation role if direct participation overwhelming initially. Provide structured peer pairing with understanding supportive partner.

visual impairment

Use brightly coloured high-visibility volleyballs for improved tracking. Provide detailed verbal descriptions of all demonstrations with physical guidance of body positioning. Use auditory cues - have partner call 'now' at optimal jump timing. Tactile markers on floor showing starting positions and approach pathways. Buddy system with sighted partner providing continuous verbal guidance during games. Reduce court size and increase lighting if possible. Consider using beep balls for ball tracking.

hearing impairment

Ensure student positioned to see teacher's face clearly during all instructions for lip-reading. Use visual demonstrations extensively with exaggerated movements. Written key points provided on whiteboard or handout showing technique sequence. Use visual hand signals for common instructions (go, stop, good, again). Assign hearing peer buddy to tap shoulder to alert to instructions or game events. Ensure eye contact established before giving individual instruction. Consider using visual timer showing time remaining in activities.

physical disability

Modify net height lower for wheelchair users or students with limited jumping ability. Allow seated spike and block practice focusing on arm motion and technique without jumping component. Provide lighter balls or larger beach balls if grip strength or control limited. Reduce court size creating shorter distances to cover. Allow additional touches or catching modifications to three-touch rule. Position near net reducing need for extensive movement. Provide chair or standing support for balance if needed. Focus on tactical understanding and decision-making if physical execution significantly limited.

Cross-Curricular Links

English

Technical vocabulary development - learning and using 20+ sport-specific terms accurately in context. Verbal communication - clearly articulating feedback and instructions to peers. Written communication - composing iBook analysis using appropriate technical terminology and structured written expression. Listening skills - following multi-step instructions during demonstrations, responding to peer feedback. Descriptive language - describing movements and techniques using precise action verbs and technical terms.

Maths

Calculating scores and point differentials during games. Measuring distances - approach distance from three-metre line to net (approximately 1.5-2m), jump height improvements over lesson. Angles - understanding trajectory angles for effective spikes (downward 45-degree angle optimal), approach angles to net (30-45 degrees). Timing calculations - estimating optimal jump timing windows (within 0.2-0.3 seconds of attacker's contact). Statistics - tracking spike success rates, block effectiveness percentages.

Science

Forces and motion - understanding how force generation through approach and take-off creates upward momentum (Newton's laws). Biomechanics - analysing how the kinetic chain transfers energy from legs through core to arms during spike. Gravity and trajectory - understanding parabolic ball flight paths and how wrist snap creates topspin affecting trajectory. Muscle groups - identifying quadriceps, calves, deltoids, and core muscles activated during explosive jumping. Energy systems - recognising anaerobic energy system use during short explosive efforts like spiking and blocking.

ICT

Video recording skills - operating iPad camera and recording apps. Digital file management - saving, organising, and retrieving video footage. Digital publishing - uploading video and text to iBook digital platform. Self-evaluation using technology - reviewing video footage for self-assessment purposes. Digital literacy - using technology appropriately and safely in educational context.

PSHE

Teamwork and cooperation - working collaboratively during practice stations and games supporting partners and teammates. Resilience and growth mindset - persevering with challenging new skills, viewing mistakes as learning opportunities. Communication skills - providing constructive peer feedback, calling for ball during games, discussing tactics. Leadership - some students taking leadership roles organising teams and encouraging peers. Respect and sportsmanship - celebrating opponents' good play, accepting referee decisions, treating others fairly. Self-confidence - building confidence through skill mastery and successful application in games. Managing emotions - dealing with frustration during skill acquisition, controlling competitive emotions during games.

Teacher Guidance

Positioning

During demonstrations: Position at end of court with all students in semi-circle having unobstructed view from 3-5 metres distance. During practice stations: Circulate continuously between all four courts spending 3-4 minutes at each station providing feedback and monitoring safety. During games: Position centrally where all four courts visible simultaneously - typically at intersection point of courts allowing 360-degree scanning. Move closer to specific courts when intervention or detailed observation needed.

Observation Focus

Technical execution: Watch for correct footwork patterns (three-step spike approach, two-step block approach), two-footed explosive take-off, proper hand positioning during blocks, correct contact point during spikes, safe controlled landings. Tactical application: Observe decision-making about when to spike vs play safe shots, blocking positioning and anticipation, communication within teams. Safety: Monitor for net contact, landing technique, collisions between players, fatigue signs. Engagement: Note participation levels, cooperation quality, resilience when facing challenges, inclusivity within groups.

Intervention Points

Technical: Intervene immediately if students demonstrating unsafe technique (e.g., landing on straight legs, one-footed jumping near net, excessive forward lean causing net contact). Stop activity to demonstrate correct technique if multiple students showing same error. Tactical: Pause game briefly to highlight excellent tactical decision or to correct repeated poor decision-making patterns with teaching moment. Safety: Use 'freeze' command immediately for any safety concern. Stop activity to reset expectations if behaviour becoming unsafe or overly competitive. Inclusion: Intervene if noticing students being excluded or dominated by others ensuring all get equal opportunities. Emotional: Support students showing frustration or disengagement with encouragement and modified challenge level.

Demonstration Notes

Always demonstrate techniques multiple times: once at slow speed with verbal explanation of each component, then at full speed showing realistic execution. Use demonstration partners when possible showing partner-based activities authentically. Show common mistakes deliberately then contrast with correct technique highlighting differences. Freeze at key positions (e.g., contact point, hand position) allowing students to observe details. Encourage questions during demonstrations checking understanding. Use student demonstrators when appropriate - select confident students with good technique showcasing peer achievement. For video demonstration during practice, briefly show example of good feedback language and analysis process modelling expectations.

Verbal Cues

•'Small-BIG-PLANT-JUMP!' - cueing spike approach rhythm and footwork pattern
•'Reach OVER the net!' - reminding blockers about net penetration
•'Contact HIGH at the PEAK!' - emphasising spike contact point timing
•'Spread those fingers WIDE!' - cueing blocking hand position
•'Soft landing - bend those knees!' - reinforcing safe landing technique
•'Freeze!' - immediate activity cessation for safety or teaching moment
•'Two feet together!' - reminding about two-footed take-off requirement
•'Snap that wrist!' - cueing wrist action during spike contact
•'Watch the ball!' - focusing attention on ball trajectory for timing
•'Communicate with your team!' - promoting teamwork and verbal calls

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum four volleyball courts with adequate spacing between courts (2-3 metre minimum). Each court approximately 18m x 9m with 2-3 metre buffer zone around perimeter free from obstacles. Ceiling height minimum 7 metres for unrestricted spiking and serving. Indoor sports hall with appropriate flooring recommended for Year 8 volleyball.

Surface Check

Dry, clean, non-slip sports hall floor surface free from dust, moisture, or debris that could cause slips. Inspect floor before lesson checking for any hazards such as spills, balls, or equipment. Court line markings clearly visible and securely adhered to floor. Any damaged floor areas cordoned off and avoided during lesson.

Equipment Safety

Safety Checks

•All volleyballs inflated to correct pressure (0.3-0.325 kg/cm²) - not over or under-inflated
•Volleyball nets securely attached to posts at correct height (2.24m) with appropriate tension - not sagging
•Net posts stable with weighted bases or floor fixings - test stability before lesson
•Post padding in place on all posts to prevent collision injuries
•Safety matting positioned under net areas on both sides cushioning landing areas
•Boxes and benches used in practice stable and appropriate height - not wobbly or excessive height
•iPads and stands positioned safely away from active movement zones - not creating tripping hazards
•All equipment inspected before use checking for damage, wear, or defects

Risk Management

Key Risks

•Ankle injuries from jumping and landing - particularly on poor landing technique or uneven surfaces
•Collisions between students during blocking or spiking near net - multiple players jumping simultaneously
•Falls resulting from poor balance, tripping over equipment, or slipping on floor surface
•Hand/finger injuries from blocking forceful spikes - improper hand positioning or ball contact
•Wrist injuries to ball holders during spike practice if gripping ball too rigidly
•Net contact causing net burns from skin friction or post collision injuries
•Ball strikes to face or body particularly during game play
•Overexertion or fatigue from repeated explosive jumping movements
•Equipment-related injuries from unstable boxes, falling iPads, or untethered net posts

Risk Mitigation

•Comprehensive warm-up including progressive jumping preparation and joint mobilization
•Explicit teaching and reinforcement of two-footed take-off and safe landing technique with bent knees
•Clear spatial organisation with minimum 2-3 metre spacing between practice pairs and adjacent courts
•Safety matting under all net areas cushioning landings and reducing impact forces
•Post padding on all net posts preventing injury from accidental collision
•Progressive skill introduction starting with low-intensity movements building to full power
•Clear behaviour expectations and 'freeze' command established for immediate activity cessation when needed
•Adequate rest periods between high-intensity efforts preventing fatigue-related injuries
•Continuous active supervision with teacher circulating and monitoring all activity areas
•Appropriate student grouping and matching by size/ability reducing mismatch-related injury risk
•Equipment checks before lesson ensuring all items safe and functional
•Clear communication of safety rules: maintain safe distance from net, controlled movements, call for ball to prevent collisions
•Immediate intervention if unsafe behaviour observed with activity stopped and technique corrected
•Modified activities for students with pre-existing injuries or conditions as needed

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned to see all four courts simultaneously during game play - typically at centre point
•During practice stations, teacher circulates continuously spending approximately 3-4 minutes per station
•Heightened supervision at net areas where blocking and spiking occur - highest risk zones
•Monitor landing technique closely providing immediate feedback on unsafe landings
•Watch for fatigue signs in students (deteriorating technique, excessive breathing, reduced focus) and enforce rest
•Supervise equipment setup and transitions ensuring safe positioning and handling
•Position assistant staff (if available) at opposite end of space for comprehensive coverage
•Maintain awareness of entire space even when providing individual feedback - scan continuously
•Intervene immediately if any safety concern observed using 'freeze' command

Emergency Procedures

In event of injury: Immediately stop activity using 'freeze' command. Assess injured student - if minor (e.g., twisted ankle, minor bruise) provide appropriate first aid and determine if student can continue with modification or must sit out. If significant injury requiring medical attention, send reliable student to summon additional adult support/first aider. Remain with injured student providing reassurance and appropriate care. Do not move student if head, neck, or back injury suspected. Complete accident report form documenting incident details, actions taken, and witnesses. Contact parents/guardians as per school policy. If serious emergency requiring ambulance, call 999 immediately providing clear location details and injury description.