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Lesson 6 - Skills & Game Application

Foundations to Fluency

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Year 8

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Volleyball

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1h 2min

Big Question

How can mastering all volleyball skills transform you into a complete player who can read, react and dominate in full game situations?

Learning Objectives

Apply all volleyball skills (serving, bumping, digging, setting, spiking, tipping, blocking) effectively in full-sided game situations
Demonstrate the tip shot technique with appropriate timing and placement
Show tactical understanding through positioning, rotation and team communication in 6v6 gameplay

Key Outcomes

Students will successfully execute multiple volleyball skills within competitive game contexts
Students will perform tip shots with control and tactical awareness
Students will demonstrate understanding of volleyball tactics through effective court positioning and team play

Equipment & Resources Required

Volleyballs

1-2 sets (height 2.24m for mixed/girls, 2.43m for boys)

Distributed around court perimeter for easy access; ensure correct inflation (0.3-0.325 kg/cm²)

Alternative: Soft touch volleyballs, foam volleyballs for modified games

Markers Cones

32 (8 per court for 4 courts)

Mark 9m x 18m courts (or scaled 6m x 12m for smaller spaces), clearly define boundaries and attack lines

Alternative: Court line markers, chalk lines, existing court markings

Coloured Bibs

15 (one colour for team identification)

Distribute to one team per game to distinguish sides clearly

Alternative: Wristbands, team colours, existing PE kit colours

Whistles

1 for teacher

Use for starting/stopping play and highlighting teaching points

Alternative: Voice commands, hand signals

Scorecards

1 per court (2-4)

Position courtside for students to track scores independently

Alternative: Students keep mental score, score apps on tablet

Key Vocabulary

Tip Shot

A soft attacking shot where the ball is gently tipped over the net with fingertips rather than spiked with power, used to deceive defenders

Rotation

The clockwise movement of players to new positions on court when their team wins the serve, ensuring all players experience different roles

Court Coverage

The strategic positioning of players to defend all areas of the court effectively, minimising gaps

Tactical Awareness

Understanding game situations and making smart decisions about which skills to use, where to aim, and how to position yourself

Serve Reception

The first contact after an opponent's serve, typically using bump/dig technique to control the ball for the setter

Blocking

A defensive skill where front row players jump at the net with arms extended to deflect or stop an opponent's attack

Rally

The continuous exchange of shots between teams from the serve until a point is scored

Attack Line

The line 3 metres from the net; back row players must jump from behind this line when attacking

Skill Progression Pathway

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

Prior Learning

Fundamental volleyball techniques: serving, bumping, setting, digging
Basic court positioning and rules understanding
Attacking skills including spiking technique
Defensive positioning and blocking fundamentals
Small-sided game experience (3v3 or 4v4)

Current Skills

Advanced attacking technique: tip shot for deception
Integration of all skills in full 6v6 game situations
Tactical decision-making under competitive pressure
Team rotation systems and court coverage strategies
Reading opponents and adapting play accordingly

Next Steps

Advanced tactical systems and set plays
Specialist position development (setter, libero, hitter)
Complex offensive and defensive strategies
Competitive tournament play and match analysis
Leadership and coaching roles within teams

Milestone Indicators

Consistently selects appropriate skills for different game situations

Communicates effectively with teammates without prompting

Demonstrates resilience and tactical adjustment when under pressure

Shows awareness of court positioning for both attack and defence

Executes skills with fluency and confidence in competitive contexts

Key Teaching Points

Communication is absolutely vital in volleyball - emphasise calling 'mine' before every contact to prevent collisions and confusion
The three-touch strategy (bump-set-attack) is the foundation of successful volleyball - consistently reinforce this pattern throughout games
Proper platform formation in bumping (hands clasped, elbows straight, wrists together) prevents injuries and enables consistent ball control
The tip shot's effectiveness comes from deception - the approach and arm action must look identical to a spike until the final moment of gentle contact
Court positioning and rotation are complex concepts - use visual demonstrations and repeated practice with verbal reminders until automatic
Tactical shot placement beats raw power - encourage students to 'find the space' rather than just hit hard, developing game intelligence
Teamwork and encouragement directly impact performance - explicitly teach and reward positive communication and support between teammates

Common Misconceptions

MISCONCEPTION: 'Volleyball is just hitting the ball hard over the net.' CORRECTION: Volleyball is about control, tactics, and teamwork. Power without control leads to errors. Emphasise controlled bumps, accurate sets, and tactical shot placement over wild hitting.
MISCONCEPTION: 'The same player should take every ball.' CORRECTION: Volleyball requires all players to participate and cover different court areas. Teach that the player closest to the ball calls 'mine' and takes it, promoting shared responsibility and court coverage.
MISCONCEPTION: 'You can hit the ball with closed fists in bumping.' CORRECTION: Proper bumping requires a flat platform formed by clasped hands with forearms together. Demonstrate correct technique showing hands clasped, thumbs parallel, creating flat surface for consistent contact.
MISCONCEPTION: 'Rotation happens every time a point is scored.' CORRECTION: Rotation only occurs when your team WINS THE SERVE back from opponents (called a 'side-out'). Clarify this repeatedly during games to prevent confusion and incorrect positioning.
MISCONCEPTION: 'The tip shot is just a weak spike for people who can't hit hard.' CORRECTION: The tip shot is a sophisticated tactical weapon used to deceive defenders. Advanced players use it strategically when defenders expect power. Emphasise it's a choice, not a weakness.
MISCONCEPTION: 'Back row players can't attack.' CORRECTION: Back row players CAN attack, but must jump from behind the attack line (3m line). Clarify this rule particularly for advanced students learning positional responsibilities.
MISCONCEPTION: 'You must use all three touches before returning the ball.' CORRECTION: Teams are allowed UP TO three touches, not required to use three. Clarify that fewer touches are fine if tactical, though three-touch strategy (bump-set-attack) is generally most effective.

SEN Adaptations

ADHD

Keep activity changes frequent to maintain engagement (no single activity exceeding 5 minutes in early lesson). Provide clear, short instructions with visual demonstration rather than lengthy verbal explanations. Use high-energy, active warm-up to channel energy positively. Offer regular positive specific feedback to maintain motivation. Establish clear boundaries and behavioural expectations at lesson start. Assign leadership roles or specific responsibilities to channel focus. Allow brief movement breaks if concentration waning. Position near teacher during instruction times. Provide immediate feedback on performance rather than delayed.

dyspraxia

Use larger, softer volleyballs initially to reduce fear and increase contact success. Break skills down into smallest component parts with repeated practice of each. Provide extra practice time before full-speed application. Use multi-sensory teaching - verbal instruction, visual demonstration, physical guidance. Reduce court size and complexity initially. Pair with patient, supportive partner. Allow additional time to process instructions before starting activity. Provide written or visual reminder cards for technique points. Focus on participation and effort over technique perfection. Celebrate small improvements explicitly.

autism spectrum

Provide visual schedule showing lesson structure and timings clearly displayed. Give advance warning of transitions between activities ('In 2 minutes we'll be moving to games'). Offer quiet zone or time-out area if sensory overload occurs from noise and activity levels. Use consistent, predictable routines for warm-up and cool down. Provide clear, concrete instructions avoiding ambiguous language. Allow fidget tools or sensory breaks if needed. Pair with understanding, patient partner. Pre-teach key skills in smaller group before whole-class activity if needed to reduce anxiety.

visual impairment

Use brightly coloured high-visibility volleyballs (yellow or orange). Provide verbal descriptions of demonstrations with step-by-step instructions. Use buddy system pairing visually impaired student with sighted partner for positioning guidance. Add bells or noise-making devices inside ball for auditory tracking. Use high-contrast court markings or tactile markers for boundaries. Reduce court size for easier spatial navigation. Provide additional verbal cues during game play to describe ball location.

hearing impairment

Ensure student positioned where they can see teacher's face for lip reading during instructions. Use clear visual demonstrations with exaggerated movements. Provide written instruction cards with key points and diagrams. Use visual signals (hand signals, flags) for starting/stopping rather than whistle alone. Assign buddy to repeat instructions if needed. During games, use visual communication systems (hand signals for 'mine', 'help'). Ensure good lighting on teacher during demonstrations to aid communication.

physical disability

Adapt game to seated volleyball if wheelchair user or mobility impaired - allow ball to bounce once before contact. Modify court size to smaller dimensions reducing movement requirements. Allow additional touches per side (four instead of three). Use lighter, softer balls requiring less force to control. Provide adaptive equipment such as larger balls or specialist volleyball aids. Position student in strategic court location minimising movement needs (e.g., setter position). Offer alternative roles such as scorer, coach, or tactical advisor if full participation not possible. Ensure court surface suitable for wheelchair or mobility aid use.

Cross-Curricular Links

English

Technical vocabulary development (tip, spike, bump, set, dig, block). Following and giving instructions during activities. Communication skills through on-court verbal cues. Reflection and articulation of learning during plenary. Descriptive language for movement and tactics. Listening skills during demonstrations and explanations.

Maths

Scoring systems and addition of points to 15. Understanding court dimensions and geometry (9m x 18m rectangles). Angles of ball trajectory for serves and spikes. Calculating win margins and statistics. Understanding rotation patterns and numerical sequencing (positions 1-6). Symmetry of court layout and player positioning.

Science

Forces acting on ball during different skills (spike power vs tip finesse). Newton's third law in jumping actions. Trajectory and gravity affecting ball flight. Cardiovascular response to exercise intensity during games. Muscle groups used in volleyball actions (quadriceps in jumping, deltoids in serving/spiking). Energy systems during prolonged rallies. Friction between shoes and court surface affecting movement.

Geography

Spatial awareness and court coverage strategies. Understanding zones and territorial division (front row, back row). Mapping movement patterns during rotation. Directional language (clockwise rotation, cross-court shots). Origins of volleyball and global spread of the sport. International volleyball competitions and participating nations.

PSHE

Teamwork and collaboration essential for volleyball success. Communication skills development through game play. Resilience and coping with setbacks when losing points or games. Leadership opportunities through captaincy and directing teammates. Respect and sportsmanship towards opponents. Managing competitive emotions appropriately. Building confidence through skill mastery. Celebrating others' achievements not just personal success.

Teacher Guidance

Positioning

Position centrally during game play with clear view of all courts. During skill practices, position where all groups visible but circulate to provide individual feedback. Stand at net during tip shot demonstrations ensuring all students have clear view. Join circle during cool down creating inclusive community atmosphere.

Observation Focus

During games observe: Are all skills being applied? Is rotation occurring correctly? Is communication happening? Are tactical decisions appropriate? During skill work observe: Is technique correct? Are students engaged? Is differentiation needed? Overall observe: Is environment safe? Are all students participating? Is atmosphere positive and supportive?

Intervention Points

Intervene if: Safety compromised in any way. Technique significantly incorrect risking injury. Student struggling and becoming disengaged. Poor sportsmanship displayed. Game rules not being followed. Rotation confusion preventing game flow. Tactical understanding absent. Individual student needs support or challenge adjustment.

Demonstration Notes

Demonstrate all skills clearly before practice using exaggerated movements for visibility. Use skilled students for peer demonstrations when possible to provide relatable models. Show common mistakes alongside correct technique to clarify expectations. Break complex skills into component parts demonstrating each separately. For tip shot specifically, show side-by-side comparison with spike to highlight deceptive element. Always check understanding through questioning after demonstrations.

Verbal Cues

•'Platform up, cushion the ball!' for bumping technique
•'Fingers spread, push not throw!' for setting technique
•'Step-close-jump, snap at the top!' for spiking approach
•'Fake the spike, gentle touch!' for tip shot execution
•'Call MINE before you play it!' for communication emphasis
•'Front row forward, back row back!' for positioning reminders
•'Rotate clockwise!' when team wins serve
•'Read their shoulders!' to help defenders anticipate attacks
•'Find the space!' to encourage tactical shot placement

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum indoor sports hall 20m x 30m or outdoor hard court area for multiple 6v6 games; regulation volleyball court 9m x 18m per game (can scale to 7m x 14m for smaller spaces); adequate runoff space minimum 2m beyond all court boundaries

Surface Check

Indoor: Clean, dry sports hall floor free from moisture, debris, or court marking residue creating slip hazards. Outdoor: Even tarmac or sports court surface checked for cracks, holes, or uneven areas. No loose stones or gravel.

Equipment Safety

Safety Checks

•Volleyballs inflated to correct pressure (0.3-0.325 kg/cm²) - not over-inflated causing hand pain or under-inflated affecting technique
•Nets securely attached to posts with appropriate tension - check before lesson
•Net posts stable and positioned outside court boundaries with padding if accessible to players
•Alternative cone markers have no sharp edges or protruding parts
•Bibs clean and appropriate sizes to prevent tripping hazards

Risk Management

Key Risks

•Collisions between players during dynamic game play, particularly at net and when pursuing balls
•Contact with net posts or floor-mounted equipment
•Ankle injuries from landing awkwardly after jumping for blocks, spikes, or tips
•Finger injuries from ball contact with incorrect hand positioning
•Shoulder strain from repetitive overhead actions without proper warm-up
•Ball strikes to face or body from powerful serves or spikes
•Overexertion in competitive game situations particularly in hot weather
•Slips and falls on smooth court surfaces during quick directional changes

Risk Mitigation

•Clear court boundaries established and communicated to all students - minimum 2m between adjacent courts
•Adequate spacing enforced during warm-up and skill practices to prevent collisions
•Progressive skill building throughout unit ensures technique developed before full-intensity application
•Comprehensive warm-up including dynamic stretching of shoulders, arms, legs before volleyball-specific movements
•Proper technique teaching for landing (two feet, bent knees) after jumping actions
•Emphasis on controlled serves and attacks during skill development before power application
•Communication skills explicitly taught to reduce collision risk ('mine', 'help', 'out')
•Regular water breaks particularly in warm conditions to prevent overexertion
•Students with existing injuries given modified activities or specific roles to prevent aggravation
•Teacher positioned to supervise multiple courts with clear sight lines to all activity areas

Supervision & Emergency Procedures

Supervision Points

•Position centrally when multiple courts operating to maintain visual contact with all games
•Circulate continuously during game play to observe and intervene as needed
•Monitor high-activity areas particularly near nets where collision risk highest
•Watch for signs of fatigue affecting technique and safety
•Ensure rotation executed correctly preventing confusion and positioning errors
•Observe students with known medical conditions or injuries more frequently
•Maintain awareness of overall class atmosphere - address over-competitive behaviour immediately

Emergency Procedures

Stop all activity immediately using whistle and verbal 'STOP' command. Assess injured student while other students remain in safe positions away from incident. Provide appropriate first aid following school protocols. Send responsible student to fetch additional help if needed. Complete accident report form according to school policy. Contact parents/guardians if injury requires medical attention. Review incident to identify if additional safety measures required.