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Lesson 4 - Blocking & Rotation

Foundations to Fluency

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Year 8

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Volleyball

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1h 1min

Big Question

How can defensive blocking and strategic rotation transform your team's volleyball performance?

Learning Objectives

Develop consistent bump, set and spike technique in game situations
Master the fundamental blocking technique and timing
Understand and apply volleyball scoring, rotation system and team positioning

Key Outcomes

Students will perform bump-set-spike sequences with improved consistency
Students will execute blocking technique with correct body positioning and timing
Students will demonstrate understanding of rotation rules and apply them during game play
Students will show improved tactical awareness of team positioning in offensive and defensive scenarios

Equipment & Resources Required

Volleyballs

2-3 nets for class of 30 (creating 4-6 courts)

Distributed to groups at start of skill development, stored in bag at court edge during warm-up

Alternative: Lightweight foam volleyballs for students lacking confidence, size 4 volleyballs for smaller hands

Sun Markers

1 portable whiteboard

If using cones, place at each corner and at intervals along side and centre lines for clarity

Alternative: Cones to mark corners and centre line, coloured floor tape, chalk for outdoor hard courts

Cones

24 cones (4 per court for corners, extras for positioning drills)

Use different colours to mark front row and back row positions during rotation teaching

Alternative: Flat spots, small dome cones, bean bags as positional markers

Bibs

15 (half the class for team identification)

One colour per team for easy identification during 3v3 games

Alternative: Coloured wristbands, reversible bibs, team pinnies

Key Vocabulary

Blocking

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

Rotation

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

Team positioning

The strategic placement of players on court to optimise offensive attack and defensive coverage

Serve rotation

The system where the right-back player serves and teams rotate when they win the serve back

Defensive positioning

Player arrangement focused on covering the court to receive attacks and serves

Offensive positioning

Player arrangement designed to create effective attacking opportunities

Dig

A defensive bump pass, typically used to receive a hard-driven spike or attack

Rally

The sequence of play from serve until the ball goes dead, with each team allowed up to three touches

Skill Progression Pathway

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

Prior Learning

Basic bump (dig) technique from previous lessons
Fundamental setting technique with correct hand positioning
Introduction to spiking with approach and contact
Understanding of the three-touch volleyball principle
Basic serving technique (underarm and overhead)

Current Skills

Blocking technique with correct jumping and arm positioning
Understanding rotation system and positional awareness
Applying bump-set-spike sequences under pressure
Coordinating defensive and offensive team positioning
Reading opponents' attacks to time blocks effectively

Next Steps

Advanced blocking strategies including read blocking and commit blocking
Complex rotation patterns in 6v6 games
Specialised positions (setter, libero, outside hitter)
Advanced defensive formations and systems
Competitive volleyball with full officiating

Milestone Indicators

Students consistently get hands above net height when blocking

Teams rotate without teacher prompts

Bump-set-spike sequences occur naturally during games

Students call for the ball and communicate positions

Blocking attempts show anticipation and timing rather than just reaction

Key Teaching Points

Blocking technique fundamentals: arms parallel to each other and perpendicular to net, hands angled forward 10-15 degrees to deflect ball downward, fingers spread wide and firm, jump vertically not forward, time jump to match spiker's contact point
Rotation system clarity: teams rotate CLOCKWISE when they win the serve back from opponents (not after every point), back-centre position serves, all players move one position forward in the clockwise pattern
Bump-set-spike sequence consistency: first touch is bump/dig with forearm platform directing ball to setter, second touch is overhead set with triangle hands directing ball high and away from net, third touch is spike with open hand contact above head
Communication as essential skill: calling 'MINE' prevents collisions and clarifies responsibility, positional talk during rotation ensures everyone knows their location, encouragement maintains team morale and cohesion, tactical communication improves strategic play
Ready position importance: knees bent, weight on balls of feet, hands ready at chest/shoulder height, eyes tracking ball constantly - this position enables quick movement in any direction for receiving, setting or defensive positioning
Safety during jumping and blocking: always jump vertically not toward net or opponent, land on balls of feet with knees bent absorbing impact, never reach over net into opponent's space (illegal and dangerous), keep fingers spread and firm but not rigid to prevent injury
Tactical positioning adjustments: defensive positioning is spread out covering court zones, offensive positioning brings setter near net with hitters in approach positions, understanding when to block versus defend deep based on opponent's attack

Common Misconceptions

MISCONCEPTION: 'We rotate after every point.' CORRECTION: Rotation only happens when your team wins the serve BACK from the opponents. If you're already serving and score, you don't rotate - same server continues. Demonstrate with 3 students showing correct rotation trigger.
MISCONCEPTION: 'Blocking means jumping with arms wide apart to cover more space.' CORRECTION: Effective blocking requires arms parallel and together creating a solid wall, not spread wide which creates gaps for ball to pass through. Show contrast: wide arms (ball goes through middle) versus parallel arms (ball blocked).
MISCONCEPTION: 'A spike must be hit with a closed fist for power.' CORRECTION: Spikes should be contacted with open hand, fingers spread, using whole palm and base of hand for control and legal contact. Fist contact is slapping/throwing which is illegal in volleyball.
MISCONCEPTION: 'The bump and dig are completely different techniques.' CORRECTION: Dig is simply a defensive bump used for hard-driven balls - same forearm platform technique, typically performed lower and with more absorption of pace, but fundamentally the same skill.
MISCONCEPTION: 'You have to use all three touches every time.' CORRECTION: Maximum of three touches permitted but you can return the ball in fewer touches if tactically advantageous - though generally three-touch sequences create better offensive opportunities.
MISCONCEPTION: 'The setter is always the same person.' CORRECTION: In proper rotation systems all players cycle through all positions including setting position. At advanced levels setters specialise, but in learning volleyball everyone experiences all roles through rotation.
MISCONCEPTION: 'Blocking is only about jumping high.' CORRECTION: While jump height matters, blocking effectiveness depends equally on timing (jumping with the spiker), positioning (being in right place at net), and arm technique (angle and parallelism) - many shorter players become excellent blockers through superior timing and technique.

SEN Adaptations

ADHD

Short activity segments with frequent changes maintaining engagement (already built into lesson structure); clear, concise instructions one step at a time; use of active roles constantly (no long waiting/sitting); physical activity outlet ideal for energy levels; frequent positive feedback for on-task behaviour; visual timers showing activity duration; allow fidget tools during instruction/discussion times if helpful; position near teacher during key instructions; movement breaks unnecessary as whole lesson is active; clear boundaries and expectations for game behaviour stated explicitly

dyspraxia

Larger, softer foam volleyballs for improved catching and control; slow down skill demonstrations and allow extra time to process movements; break skills into smaller steps with practice at each stage; reduce court size so less ground to cover; allow catching instead of continuous setting initially, building towards continuous contact; extra practice time on blocking technique with patient repetition; verbal cues describing body position ('right foot forward, left arm up'); avoid complex multi-step sequences initially - master each component separately; buddy support for positional awareness during rotation; celebrate effort and improvement not just outcome; use of wall for solo practice before partner/group work

autism spectrum

Provide visual schedule showing lesson sequence at start; clear, consistent routines for rotations and transitions; minimise unexpected changes to plan; offer quiet zone on sideline for sensory breaks if needed; use visual cue cards for rotation positions and rules; provide advance warning of loud whistles or noisy activities; allow use of ear defenders if noise sensitivity present; clearly defined roles within teams reducing ambiguity; social story about volleyball teamwork and communication available; praise specific behaviours ('excellent blocking arms') rather than general praise

visual impairment

Use brightly coloured high-visibility volleyballs (yellow or orange); provide verbal cues constantly describing ball position and movement ('ball coming high to your left'); buddy system with sighted partner calling ball location; use audible balls with bells if available; reduce court size for easier spatial management; allow tactile exploration of net and court boundaries before play; increase verbal instructions for all activities; consider seated volleyball variation if mobility also affected

hearing impairment

Use visual demonstrations extensively for all skills; provide written instruction cards or diagrams for rotation system; teach and use hand signals for key communications (mine, set, rotate); ensure student can see teacher's face when speaking (for lip-reading); buddy system with hearing peer who can relay verbal instructions; visual scoreboard for game scores; vibrating whistle or visual signal (raised flag/hand) for stop/start; position near front during instructions; check understanding through demonstration not just verbal confirmation

physical disability

Seated volleyball adaptation: students remain seated on floor or chairs, net lowered to appropriate height, ball may bounce once before contact, court size reduced; modify blocking to raising arms from seated position without jumping; allow additional touches (4 instead of 3) for teams with physically disabled players; lighter/larger balls if grip strength limited; peer support for movement around court if wheelchair user; adapted serving: underarm throw or roll permitted from closer distance; position responsibilities adjusted to student's mobility range; focus on tactical contribution and communication skills

Cross-Curricular Links

Maths

Rally scoring calculation and scorekeeping throughout games; court measurements and dimensions (9m x 9m, net height 2.24m); angles of ball trajectory during serves and spikes; rotation patterns as clockwise movement (understanding of direction and position); counting sequences during skill practice (5 attempts per role); data handling if recording block success rates or serve accuracy percentages

Science

Forces acting on volleyball during spike (application of force, Newton's laws); trajectory and parabola of ball flight during serves; biomechanics of jumping for blocking (muscle contraction, force generation, centre of gravity); cardiovascular response to exercise (heart rate elevation during games, recovery during cool-down); stretching and flexibility science during warm-up and cool-down (muscle elasticity, injury prevention)

Geography

Spatial awareness and positioning on court (understanding of zones and areas); directions and orientation (clockwise rotation, positional vocabulary like front-left, back-right); mapping court layout and player positions; understanding of bounded spaces and boundaries; movement patterns across defined area

PSHE

Teamwork skills and cooperative play essential for rotation and game success; communication skills development through calling for ball and discussing tactics; resilience and growth mindset when learning challenging blocking technique; managing emotions during competitive games (winning and losing graciously); leadership opportunities in directing team rotation and encouraging peers; respect and sportsmanship towards opponents and teammates; understanding individual roles contributing to team success

Teacher Guidance

Positioning

During warm-up: position at edge of playing area where all students visible. During skill development: circulate between groups providing individual/small group feedback. During blocking introduction: position close to demonstration group where all can see clearly. During games: central position allowing view of multiple courts simultaneously, rotate position to observe different angles. During cool-down: join circle as part of group creating inclusive discussion environment.

Observation Focus

Technical elements to watch for: bump platform formation (forearms together, elbows straight), setting hand shape (triangle, contact above forehead), spike contact point (above head, open hand), blocking arm position (parallel, angled forward, above net), rotation implementation (correct timing after winning serve). Tactical elements: positioning adjustment between offence/defence, communication about ball possession and positions, decision-making under pressure. Social-emotional elements: teamwork quality, encouragement of peers, resilience when skills challenging, leadership emergence, sportsmanship.

Intervention Points

Technical breakdown: if technique significantly incorrect creating safety risk or preventing any success, stop and re-teach immediately. Rule confusion: if rotation occurring at wrong times or scoring disputed, pause game briefly to clarify. Communication absence: if group silent and struggling, stop and explicitly require verbal communication. Safety concern: if jumping/landing unsafe, blocking too close to net, or collisions occurring, immediate intervention mandatory. Conflict: if disputes arising between students, quick decisive mediation required. Disengagement: if students opting out or showing minimal effort, individual conversation to re-engage and modify if needed.

Demonstration Notes

Use students as demonstrators whenever possible to increase engagement and provide peer models. When demonstrating blocking: perform in slow motion first showing each component (ready position, jump timing, arm extension, landing), then full speed. Exaggerate key technical points during demonstration (e.g., over-emphasise parallel arms, show obvious forward angle). Use contrasting demonstrations: show incorrect technique, ask what's wrong, then correct version. Verbal commentary during demonstration: 'Watch my hands... see this triangle shape... now I'm cushioning the ball... notice the height...' Position demonstrations where all students have clear sightline; rearrange group if necessary.

Verbal Cues

•'Soft touches!' (when setting - reinforcing cushioning technique)
•'Find space!' (encouraging movement and positioning)
•'Call it!' (prompting communication about ball possession)
•'Platform!' (reminding bump technique with forearms)
•'Jump UP not forward!' (correcting blocking jump direction)
•'Rotate NOW!' (prompting rotation after winning serve)
•'Three touches!' (encouraging use of full bump-set-spike sequence)
•'Together!' (when blocking arms need to be parallel not spread)
•'Watch the ball!' (refocusing visual tracking)
•'Bend those knees!' (ready position and landing technique)

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall size 20m x 15m to accommodate multiple 3v3 courts with adequate buffer zones. Each 3v3 court requires 9m x 9m playing area plus 2m buffer on all sides. Ceiling height minimum 4m to allow for safe serves and spikes without ball contacting ceiling.

Surface Check

Indoor sports hall floor or gymnasium with non-slip surface essential. Check for: wet patches from water bottles or previous class, dust or debris causing slip hazard, damaged flooring creating trip hazard, appropriate footwear being worn by all students (trainers with good grip, no plimsolls or slip-on shoes).

Equipment Safety

Safety Checks

•Volleyball nets: check tension and security of posts/anchoring - nets must not collapse during play
•Net height set correctly at 2.24m for Year 8 - measure to ensure compliance
•Volleyballs: check inflation (firm but not over-inflated causing hard impact), inspect for damage or protruding valves
•Cones: ensure no cracks or sharp edges that could cause cuts if collided with
•Court markings: tape securely adhered to floor (not lifting creating trip hazard)
•Storage areas: equipment bags positioned outside playing area to prevent tripping

Risk Management

Key Risks

•Collision with net posts when moving to block or save balls near net
•Collisions between teammates both attempting to receive same ball
•Ankle injuries from landing incorrectly after blocking jumps
•Ball strikes to face/head during spiking or blocking
•Collisions with students from adjacent courts if inadequate spacing
•Slips and falls on indoor surface particularly during quick directional changes
•Finger injuries during blocking if fingers contact net or ball incorrectly
•Over-exertion during jumping intensive activities

Risk Mitigation

•Establish clear court boundaries with 2m buffer zones marked and enforced
•Teach and reinforce communication protocols ('MINE' calls mandatory) to prevent teammate collisions
•Emphasise and demonstrate correct landing technique: land on balls of feet, knees bent, controlled absorption
•Blocking technique teaching includes hand position (fingers spread, firm but not rigid) to minimise finger injury
•Progressive skill building from static to dynamic to competitive reducing injury from under-preparation
•Adequate warm-up including dynamic stretching preparing muscles and joints for jumping
•Monitor jumping frequency - intervene if students showing signs of fatigue affecting landing control
•Reinforce rule: play stops when ball enters adjacent court - never chase balls into other playing areas
•Position nets and posts away from walls (minimum 2m clearance) where possible
•Teach students to keep hands and fingers away from net during blocking

Supervision & Emergency Procedures

Supervision Points

•Position centrally where all courts visible simultaneously during game play
•Actively circulate during skill development to correct unsafe technique immediately
•Particular focus on blocking practice: monitor jumping technique, landing control, proximity to net
•Watch for fatigue signs (poor landing technique, reduced reaction time) indicating need for rest
•Monitor competitive intensity during games - intervene if becoming overly aggressive or unsafe
•Keep first aid kit accessible and visible; know location of nearest first aider/emergency equipment
•Count students at start and throughout lesson ensuring all accounted for
•Position to see entrance/exit points in case of emergency evacuation need

Emergency Procedures

STOP signal (whistle blow and raised hand) must result in immediate cessation of all activity. Assess situation: minor injury (provide first aid, student sits out or continues as able), significant injury (send reliable student for first aider/senior staff, keep injured student still and comfortable, maintain supervision of remaining class), emergency evacuation (follow school fire/emergency procedures, ensure all students accounted for). Know location of: first aid kit, first aider, emergency exits, nearest telephone.