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Lesson 4 - Blocking and Spiking Techniques

Skills & Tactics

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Year 8

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Volleyball

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Big Question

How can perfect timing and positioning transform defence into attack in volleyball?

Learning Objectives

To identify and explain the key technical points of blocking and spiking in volleyball
To demonstrate blocking and spiking techniques during modified game situations
To apply offensive and defensive skills when receiving and responding to opponent's service

Key Outcomes

Students will execute blocks and spikes with correct timing and two-footed take-off
Students will demonstrate understanding of frontcourt and backcourt positioning
Students will apply blocking and spiking techniques effectively in 4v4 game situations
Students will analyse and improve technique through peer assessment and video analysis

Equipment & Resources Required

Volleyballs

4 nets (for 4 courts)

Distribute balls in ball bags at each court area, ensure correct inflation (0.3-0.325 kg/cm²)

Alternative: Softer foam volleyballs for students lacking confidence, beach volleyballs for outdoor use

Markers Cones

32 cones (8 per court)

Mark out 4 modified courts (6m x 12m each), clearly indicate 3m attack lines

Alternative: Floor tape, chalk lines, or existing court markings

Tablets

8 devices (1 per group of 4)

Fully charged, video recording app open, designated 'camera operator' role in each group

Alternative: Smartphones, digital cameras, or video cameras if iPads unavailable

Sun Markers

As needed

Position visible to all students for demonstration of key teaching points and court diagrams

Alternative: iPad with presentation app, printed diagrams

Scoring Boards

Minimum 10m of clear wall space

Clear area for spike practice against wall, mark target zones at different heights

Alternative: Portable rebound nets, gym divider curtains

Bibs

4 sets of different colours (8 per colour)

Distribute to teams before game application phase for clear team identification

Alternative: Coloured bands, wristbands, or existing house colours

Key Vocabulary

Spike

An attacking shot where the ball is forcefully hit downwards over the net into the opponent's court

Block

A defensive technique where players jump with arms extended above the net to deflect or stop an opponent's spike

Attack

The offensive phase of play, including spikes and other hitting actions intended to score points

Defence

The protective phase of play including blocks, digs, and positioning to prevent opponents from scoring

Two-Footed Take-Off

Jumping technique where both feet leave the ground simultaneously to generate maximum vertical height and stability

3m Line (Attack Line)

The line 3 metres from the net that marks the frontcourt area and restrictions for backcourt attacks

Frontcourt

The area between the net and the 3m attack line where front row players operate

Backcourt

The area behind the 3m line extending to the baseline where back row players operate

Timing

The coordination of movement and jump to meet the ball at the optimal contact point

Approach

The footwork pattern used to build momentum before jumping to spike (typically three steps)

Skill Progression Pathway

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

Prior Learning

Students can execute an overhead serve with control
Students understand basic volleyball court positioning and rotation
Students can perform a set/volley with reasonable accuracy
Students understand the concept of the 3m attack line

Current Skills

Three-step spike approach with two-footed take-off
Blocking technique with hands penetrating above the net
Timing coordination between approach and jump
Reading opponent's attack to position for blocks
Applying spike and block techniques in game situations

Next Steps

Advanced spike angles and placement strategies
Double block coordination with teammates
Reading setter's hands to anticipate spike direction
Transition from defence to counter-attack
Full 6v6 game with rotational positions

Milestone Indicators

Consistent two-footed take-off on jumps (80%+ success rate)

Hands above net height during block attempts

Contact point in front of body during spike

Appropriate approach distance from net (2-3 metres)

Successful application in game situations (3+ attempts per game)

Key Teaching Points

Two-footed take-off is essential for both blocking and spiking - it provides maximum power, better balance in air, safer landing, and more controlled jumping trajectory compared to one-footed take-off
Blocking timing is critical: jump WITH the spiker not before or after. Watch the ball and the spiker's arm swing to cue your jump timing accurately
Spike approach rhythm accelerates through three steps (right-left-right for right-handers) with final two steps being 'plant steps' that bring feet together for explosive two-footed take-off
Contact point for spiking must be in front of the body at maximum reach height - contacting behind the head reduces power and control significantly
Hands during blocking should penetrate OVER the net without touching it, forming a 'wall' with spread fingers angled slightly forward to deflect ball downward
Safe landing technique is non-negotiable: land on balls of feet with bent knees to absorb impact force, preventing ankle and knee injuries from explosive jumping activities
The 3m attack line marks where approach should start - gives sufficient distance to build momentum which converts to vertical jump height through proper footwork

Common Misconceptions

MISCONCEPTION: 'Blocking is just jumping with your hands up' - CORRECTION: Blocking requires precise timing, reading the spiker's approach, positioning relative to ball trajectory, and hand positioning that deflects ball rather than just touching it. It's a reactive skill requiring high-level decision-making
MISCONCEPTION: 'One-footed take-off is fine if that's what feels natural' - CORRECTION: While it may feel natural initially, two-footed take-off is biomechanically superior providing significantly more power, better balance, and crucially, much safer landing mechanics reducing injury risk
MISCONCEPTION: 'Power is more important than technique when spiking' - CORRECTION: Hitting the ball hard with poor technique results in errors (ball out, into net, poor contact). Proper technique with high contact point and wrist snap generates both power AND accuracy
MISCONCEPTION: 'The approach is just about running to the ball' - CORRECTION: The approach is a carefully timed footwork pattern that builds horizontal momentum and converts it to vertical jump height through the plant steps. Random running doesn't achieve this conversion efficiently
MISCONCEPTION: 'You should jump as soon as you see the set/toss' - CORRECTION: Timing requires waiting for the ball to reach optimal height and position. Jumping too early means the ball hasn't arrived at contact point; too late means it's already passed. Watch the ball trajectory before committing to jump

SEN Adaptations

ADHD

Break instructions into short, clear chunks (one instruction at a time). Use frequent activity changes maintaining engagement (structured into lesson already). Provide immediate, specific feedback frequently. Use active demonstrations requiring student participation rather than lengthy explanations. Allow movement breaks if needed (though lesson design already very active). Clear visual boundaries for activity areas reducing confusion. Use timers visible to student showing time remaining on activities. Acknowledge effort and focus positively and frequently. Offer responsibility roles ('You're the equipment manager'). Ensure physical challenges are appropriately demanding maintaining engagement. Minimise waiting time during activities

dyspraxia

Use larger, softer balls (foam volleyballs) for easier control and contact. Slow down demonstrations showing each movement component separately. Provide additional practice time for approach footwork patterns. Reduce approach complexity (one or two steps instead of three). Use verbal counts or rhythmic cues to support coordination ('1-2-3-JUMP!'). Allow wall support during balance-required stretches. Break down skills into smaller components mastering each before combining. Pair with patient peer for modelling. Provide written or visual step-by-step guides for reference. Celebrate effort over outcome. Reduce pressure by focusing on technique not game success. Use floor markings showing footwork patterns. Additional adult support for skill practice if available

autism spectrum

Provide visual schedule showing lesson structure and timings displayed throughout. Establish consistent routines for transitions between activities. Use clear, literal language avoiding idioms or ambiguous instructions. Provide quiet zone option if sensory overload occurs (designated safe space away from activity noise). Give advance warning of activity changes ('2 minutes until we rotate'). Minimise unexpected changes to plan. Offer noise-reducing headphones if sports hall environment overwhelming. Provide clear social scripts for game interactions ('Say good luck before starting'). Allow student to opt out briefly if overwhelmed then rejoin. Visual key teaching points cards for reference. Pair with understanding peer for support

visual impairment

Use brightly coloured volleyballs with high contrast to background. Provide detailed verbal descriptions of all demonstrations and court setup. Use sound cues (whistle for activity changes, calls for ball trajectory). Buddy system pairing with sighted peer for navigation and support. Reduce court size to minimise distance for tracking ball movement. Allow tactile exploration of net height and court boundaries before activity. Consider using audible ball if appropriate. Enlarge visual aids and key teaching points on whiteboard

hearing impairment

Ensure student has clear sightline to teacher at all times during instructions. Use clear visual demonstrations emphasising every skill component. Provide written instruction sheets or visual diagrams for reference. Use visual signals for stops/starts (hand signals, lights if available) rather than whistle. Check understanding regularly through demonstration not just verbal response. Position hearing-impaired student where they can see both teacher and activity. Use subtitles or written key vocabulary on whiteboard. Speak clearly facing student when giving instructions. Buddy system with peer who can alert to key instructions

physical disability

WHEELCHAIR USERS: Sitting volleyball adaptations - lower net height significantly (1.15m for seated volleyball), allow seated blocking and hitting, smaller court dimensions, allow ball to bounce once if needed. Ensure wheelchair accessible court access. REDUCED MOBILITY: Allow stationary jumping (no approach required), reduce approach distance, provide chair/bench support for balance during standing activities, modify jumping to reaching movements without leaving ground. UPPER LIMB IMPAIRMENT: Adapt spike to one-handed or open palm push technique, allow catching rather than volleying for setup, modify blocking to positioning only not jumping, provide larger lighter balls for easier contact

Cross-Curricular Links

English

Technical vocabulary: Learning and using sport-specific terminology accurately (spike, block, frontcourt, approach, etc.). Oracy: Verbal communication during games, providing peer feedback, explaining techniques. Writing: iBook homework requiring analytical writing about technique, descriptive writing explaining key teaching points. Listening: Following complex multi-step instructions during activities, processing coaching feedback

Maths

Angles: Understanding spike trajectory angles and optimal contact points (acute vs obtuse angles affecting ball flight). Measurement: Net height measurements (2.24m), court dimensions (9m x 18m standard, modified for 4v4), approach distances (3m line marking). Geometry: Court positioning, spatial awareness, calculating diagonal movements. Statistics: Recording success rates of spikes/blocks, calculating improvement percentages, analysing performance data

Science

Forces: Analysing forces in jumping (gravitational force vs muscular force), ball trajectory physics (projectile motion), impact forces during spike contact. Energy: Converting kinetic energy from approach into vertical jump height, energy transfer from body to ball during spike. Body systems: Cardiovascular system response to intense exercise, muscular system anatomy (identifying quadriceps, gastrocnemius, deltoids used in skills), respiratory system function during exertion. Levers: Understanding body levers in arm swing mechanics (elbow as fulcrum, forearm as lever arm)

Geography

Spatial awareness: Understanding court positioning, movement patterns, directional language (diagonal, lateral, perpendicular approaches). Mapping skills: Reading and creating court diagrams showing player positions and movement patterns. Global awareness: Volleyball's international popularity, Olympic sport status, cultural significance in different countries (e.g., Brazil, USA, Japan)

ICT

Digital literacy: Using iPads to record video footage safely and effectively. Video analysis: Reviewing recorded footage to identify technical elements, pausing/replaying for detailed observation. iBook creation: Organising multimedia content (video, text, images) into structured digital portfolio. E-safety: Responsible use of digital devices, understanding appropriate use of video recording in educational context

PSHE

Teamwork: Cooperative play in 4v4 games, setting up teammates for success, covering for teammates' weaknesses. Resilience: Persisting with difficult skills after repeated unsuccessful attempts, managing frustration positively. Communication: Clear verbal and non-verbal communication during games, giving and receiving feedback constructively. Leadership: Taking responsibility for roles, encouraging struggling peers, modelling positive behaviours. Health and wellbeing: Understanding importance of exercise, learning to listen to body signals (fatigue, overexertion), injury prevention through proper technique

Teacher Guidance

Positioning

During demonstrations and introductions: Stand centrally where all students can see clearly with net/court visible behind you. During station work: Position at corners or edges enabling visual supervision of all four courts simultaneously, actively circulate between stations providing individual coaching. During game play: Central positioning with 360-degree visibility, circulate to courts requiring most intervention. During cool-down: Central positioning for demonstrations, then circulate checking stretch technique

Observation Focus

TECHNIQUE QUALITY: Watch for two-footed take-off consistency, approach rhythm and footwork patterns, hand positioning during blocking, contact point during spiking, landing safety and control. PROGRESSION: Note improvements from early to late attempts during practice. Compare skill execution in practice versus game situations. INCLUSION: Monitor participation equity - are all students getting opportunities? Are advanced students dominating? Are less confident students attempting skills? SAFETY: Constant vigilance for unsafe landing, net contact, collisions, or fatigue indicators. ENGAGEMENT: Identify disengaged students requiring additional motivation or support

Intervention Points

IMMEDIATE INTERVENTION REQUIRED: Unsafe landing technique (straight legs, off-balance), students approaching too close to net creating contact risk, collision dangers between students, frustration escalating to negative behaviour, students sitting out without valid reason, equipment safety issues. PROMPT INTERVENTION: Technique significantly incorrect preventing progress, students not attempting target skills during games, dominance by advanced students excluding others, confusion about activity instructions, one-sided games reducing engagement. SUPPORTIVE INTERVENTION: Students lacking confidence to attempt skills fully, incorrect technique that's not unsafe but limiting effectiveness, tactical misunderstandings during game play, peer interactions that could be more positive

Demonstration Notes

USE STUDENT DEMONSTRATORS: Identify students with good technique during practice for peer demonstration during games/plenary - increases engagement and validates achievement. DEMONSTRATE MISTAKES: Deliberately show common errors then correct version for clarity - 'Not this [incorrect], but this [correct]!'. SLOW MOTION DEMONSTRATIONS: Break down complex skills showing each phase separately before full-speed demonstration. VERBAL COMMENTARY: Talk through demonstrations explaining what you're doing and why - 'Notice how I...because...'. REPEATED DEMONSTRATIONS: Key techniques need multiple demonstrations from different angles so all students see clearly. USE VIDEO: If available, show brief clips of elite players demonstrating skills for aspiration and clear technical models

Verbal Cues

•'Two feet together!' - reinforcing landing safety
•'Right-left-right-JUMP!' - cueing spike approach rhythm
•'Reach over the net!' - encouraging proper blocking hand position
•'Watch the ball!' - focusing visual attention for timing
•'High contact point!' - reminding spikers to hit at peak
•'Soft landing, bend those knees!' - promoting safe landing technique
•'Step-step-JUMP!' - cueing block approach pattern
•'Vertical jump, not forward!' - preventing net contact
•'Set them up!' - encouraging teamwork during games
•'Great attempt! Try again!' - building resilience after mistakes

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 40m indoor sports hall or outdoor hard court area required to accommodate four modified 4v4 courts (each approximately 6m x 12m) with adequate safety margins between courts (minimum 3m separation). Additional wall space required for spike practice (minimum 10m clear wall length). Ceiling height minimum 5m to allow for spiking and blocking jumps without obstruction

Surface Check

Indoor: Dry, clean sports hall floor free from moisture, debris, or loose equipment. Check floor surface for damage or uneven areas. Outdoor: Even hard court surface (tarmac or sports court material) free from cracks, holes, or standing water. Grass surfaces not suitable due to uneven landing surfaces for jumping activities

Equipment Safety

Safety Checks

•Volleyball nets securely fixed at both ends with appropriate tension - check stability before activity
•Net height correctly set and measured (2.24m for mixed/female, 2.43m for male) with no sagging
•Volleyballs inflated to correct pressure (0.3-0.325 kg/cm²) - not over or under-inflated
•Cones used for court markings have no sharp edges or broken parts
•iPads stored safely during activity in designated area away from play zones
•Wall space checked for protruding equipment, hooks, or wall bars that could cause injury
•Bibs clean and appropriate size to avoid tripping hazards

Risk Management

Key Risks

•Ankle or knee injuries from improper landing technique after jumps - HIGH RISK
•Collisions between students during game play or station work - MEDIUM RISK
•Contact with volleyball net during blocking or spiking - MEDIUM RISK
•Shoulder or wrist injuries from incorrect hitting technique - MEDIUM RISK
•Collisions with walls during spike practice - MEDIUM RISK
•Muscle strains from explosive movements without adequate warm-up - LOW RISK (mitigated by thorough warm-up)
•Finger injuries from incorrect ball contact - LOW RISK
•Fatigue-related injuries from excessive jumping without rest - LOW RISK (managed through activity design)

Risk Mitigation

•LANDING SAFETY: Emphasise two-footed landing with bent knees throughout lesson. Demonstrate proper technique repeatedly. Correct unsafe landing immediately. Monitor for fatigue affecting landing control
•COLLISION PREVENTION: Adequate spacing between courts (3m minimum). Clear boundaries established and reinforced. Students aware of personal space during warm-up and stations. 4v4 format reduces court congestion compared to 6v6
•NET CONTACT: Teach safe distance from net during approaches (arm's length minimum). Emphasise vertical jumping not forward jumping. Monitor approach distance during practice and games. Stop activity if repeated net contact occurs
•TECHNIQUE SAFETY: Progressive skill building from isolation to game application. Emphasis on technique over power throughout lesson. Immediate correction of dangerous techniques. Rest periods built into lesson design
•WALL SAFETY: Minimum 3m starting distance from wall for spike practice. Clear instruction about safe approach distance. Supervision during wall work. Soft/foam balls alternative for less confident students
•WARM-UP: Comprehensive 12-minute dynamic warm-up specifically targeting muscles and movements used in blocking/spiking. Gradual intensity increase. Jumping practice before full-power attempts
•COOL-DOWN: Structured 6-minute cool-down with specific stretches for worked muscle groups (quadriceps, calves, shoulders). Adequate recovery time before dismissal
•SUPERVISION: Teacher positioned for maximum visibility of all courts/stations. Active circulation during station work and game play. Intervention when unsafe practices observed

Supervision & Emergency Procedures

Supervision Points

•Position at corners or edges of playing area for visibility of all four courts simultaneously
•During station work: prioritise circulation to courts where most explosive movements occurring (spiking stations typically higher risk)
•Monitor high-activity students who may over-exert or take excessive risks
•Watch for signs of fatigue: reduced jump height, poor landing control, decreased concentration
•Particular attention to students with known joint issues or previous injuries
•Monitor emotional safety: intervene if frustration, exclusion, or negative interactions evident
•Ensure all students following safety instructions: safe distance from net, proper landing technique, controlled approaches
•Additional adult support ideal for large classes (30+ students) or classes with significant SEND needs

Emergency Procedures

STOP signal: whistle blown three times - all activity ceases immediately, all students sit down where they are. ASSESS: teacher approaches injured student, assesses injury severity. MINOR INJURIES: First aid administered on-site (ice pack for bumps, sitting rest for minor strains). MODERATE INJURIES: Student moved to safe area, first aider called, other students continue with modified activity under supervision. SERIOUS INJURIES: Emergency services called if required, other students moved to separate area, senior staff notified. First aid kit location known and accessible. Accident report form completed for all injuries requiring first aid. Parent/guardian contact details accessible for emergency contact