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Lesson 5 - Positioning & Rotations

Foundations & Skills

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Year 9

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Volleyball

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Big Question

How can understanding court positions and rotations transform your team's volleyball performance?

Learning Objectives

To identify and understand the three basic positions in volleyball (front court, back court, setter)
To apply correct positioning and rotation systems in a 6v6 volleyball game
To analyse team performance and make tactical decisions based on player strengths

Key Outcomes

Students will demonstrate understanding of volleyball court positions and their roles
Students will execute proper rotation sequences during competitive play
Students will evaluate team performance and suggest positional improvements

Equipment & Resources Required

Volleyballs

2 nets (for 4 courts using 2 nets)

Pre-inflate to correct pressure, check for damage before lesson

Alternative: Lightweight training volleyballs for students developing confidence

Markers Cones

20 cones

Mark out 2-4 courts depending on class size, clearly mark attack lines

Alternative: Chalk lines, tape lines, or existing court markings

iPads

1 per group of 6 students + 5 iPads for class of 30

Ensure charged, video recording app ready, one student designated as recorder per team

Alternative: Mobile phones with video capability, digital cameras

Normative Data Charts

1 large demonstration chart + 6 team reference cards

Laminated cards showing rotation patterns and positions for each team

Alternative: Whiteboard drawings, court floor markings, digital displays

Bibs

2 sets of 12 (different colours)

Differentiate teams clearly, consider position-specific colours for teaching

Alternative: Coloured bands, team shirts

Whistles

2-4 (for student officials)

Brief student officials on rotation signals and scoring

Alternative: Hand signals, verbal calls

Key Vocabulary

Front Court

The area between the net and the attack line; where attacking players position themselves

Back Court

The area between the attack line and the baseline; typically defensive positions

Rotation

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

Three Touch Rule

Teams have maximum three touches to return the ball over the net

Setter

The player responsible for setting up attacking plays, usually the second touch

Formation

The strategic arrangement of players on court (e.g., W formation, 5-1, 4-2)

W Formation

A defensive formation where players arrange in a W shape to cover the court

5-1 Formation

Advanced formation with one designated setter and five attackers

4-2 Formation

Formation with four attackers and two setters positioned opposite each other

Libero

Specialist defensive player who wears different colour and cannot attack from front court

Designated Setter

A player who takes all setting duties regardless of court position

Attack Line

The line 3 metres from the net; back court players cannot attack in front of this

Skill Progression Pathway

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

Prior Learning

Basic volleyball skills (serve, dig, set, spike)
Understanding of the three touch rule
Awareness of front and back court areas
Experience in small-sided volleyball games

Current Skills

Identifying three core volleyball positions
Executing rotation sequences correctly
Applying positional play in 6v6 games
Analysing team formations and effectiveness

Next Steps

Advanced formation systems (5-1, 4-2, 6-2)
Specialised positions (libero, designated setter)
Complex rotation strategies and switches
Tournament-level tactical analysis

Milestone Indicators

Students rotate without prompting when required

Players self-organise into appropriate positions

Team successfully executes three-touch attacks from correct positions

Students can articulate why certain players suit specific positions

Key Teaching Points

Volleyball success depends on POSITIONAL DISCIPLINE - every player has a specific role and court area to cover
ROTATION occurs CLOCKWISE when your team wins the serve back - this is fundamental to volleyball structure
The THREE POSITION TYPES are: Front Court (attackers near net), Back Court (defenders deep), and Setter (playmaker for second touch)
COMMUNICATION is non-negotiable - vocal calls ('MINE!', 'SET!', names) prevent collisions and organise play
The SETTER is the tactical brain - they decide who attacks and where, making them crucial regardless of physical attributes
TACTICAL PLANNING means matching player strengths to positions - height/power for attackers, quick decisions for setters, defensive skills for back court
VIDEO ANALYSIS provides EVIDENCE for improvement - students must use specific observations not vague opinions when evaluating performance

Common Misconceptions

MISCONCEPTION: 'Only tall players can be good volleyball players.' CORRECTION: Different positions suit different body types - setters need quick thinking, defenders need agility, attackers benefit from height but timing and technique matter more.
MISCONCEPTION: 'You rotate every time the ball goes over the net.' CORRECTION: Rotation happens only when your team WINS THE SERVE BACK (transitions from defence to offence). Not every rally requires rotation.
MISCONCEPTION: 'The setter has to stay in one position on court.' CORRECTION: Setter rotates like everyone else BUT may switch positions after serve reception to always take the second touch (especially in 5-1 formation).
MISCONCEPTION: 'Back court players can't attack.' CORRECTION: Back court players CAN attack but must jump from behind the attack line (3m from net) - they cannot attack from inside the front court zone.
MISCONCEPTION: 'Rotation direction doesn't matter as long as everyone moves.' CORRECTION: Rotation MUST be clockwise to maintain serving order and positional integrity - wrong direction causes rule violations and confusion.
MISCONCEPTION: 'Positions are about where you stand still.' CORRECTION: Positions are BASE LOCATIONS and RESPONSIBILITIES - players move dynamically to play the ball then return to positional responsibilities.
MISCONCEPTION: 'Formations are only for advanced/professional players.' CORRECTION: Even basic volleyball requires formation understanding (who goes where and why) - formations like 5-1 or 4-2 simply OPTIMISE player strengths within the game structure.

SEN Adaptations

ADHD

Short, focused activity bursts with clear time limits. Frequent position changes to maintain engagement. Use of visual timers showing activity duration. Clear, concise instructions one step at a time. Active roles throughout (no waiting/watching for long periods). Provide fidget tools during video analysis/discussion sections. Immediate positive feedback for correct positioning and rotation. Movement breaks if needed.

dyspraxia

Extended practice time for rotation movements with step-by-step breakdown. Use floor markers showing exactly where to move during rotation. Simplified positions initially (just front/back, no specific roles). Larger, lighter balls for easier control. Reduce speed of game to allow processing time. Buddy support for positioning reminders. Visual cue cards showing body positions and movements. Celebrate effort and improvement over perfection.

autism spectrum

Provide visual schedule showing lesson structure and timing. Use consistent position markers (numbers/colours) for predictability. Clear, literal language avoiding idioms or abstract concepts. Allow use of noise-reducing headphones during busy game periods. Provide quiet zone for breaks if sensory overload occurs. Pre-teach rotation sequence with visual prompts. Social stories about teamwork and communication expectations.

visual impairment

Use brightly coloured volleyballs or balls with bells inside for auditory tracking. Provide high-contrast court markings and boundary markers. Verbal descriptions of all demonstrations with tactile exploration of court positions. Buddy system with sighted partner for positioning guidance. Reduce court size for easier spatial navigation. Audio cues for rotation (e.g., whistle patterns).

hearing impairment

Use visual signals for all instructions: hand signals for rotation, coloured flags for position changes. Provide written/visual position cards and formation diagrams. Ensure student can see teacher's face for lip-reading during instructions. Buddy system for communicating calls during play. Use vibrating wristbands or visual lights to signal rotation. Emphasise visual communication methods during games.

physical disability

Seated volleyball variation: all players seated on court, ball must bounce once before being played. Modify net height for wheelchair users. Larger, softer balls for easier handling. Reduce court dimensions for limited mobility. Allow additional touches or catching instead of volleys. Provide roles that suit physical abilities (e.g., tactical director, video analyst). Adapted rotation: swap positions without physical movement if necessary.

Cross-Curricular Links

Maths

Geometry and spatial awareness: understanding court dimensions (18m x 9m), attack line positioning (3m from net), angles of ball trajectory. Rotation patterns as sequential movements (clockwise direction). Statistics: analysing game data from video (successful rotations, touches per rally, positioning accuracy percentages).

Science

Forces and motion: ball trajectory, force application in spiking, Newton's third law (action-reaction) in jumping and landing. Human body systems: cardiovascular response to exercise, muscle groups used in volleyball movements, importance of warm-up and cool-down for injury prevention.

English/Literacy

Technical vocabulary development and usage (rotation, formation, front court, back court, designated setter). Verbal communication skills during play. Analytical language in performance evaluation. Presenting tactical ideas clearly to teammates.

Geography

Spatial awareness and positioning: using directional language (front, back, left, right, clockwise). Mapping court spaces and player positions. Understanding zones and boundaries within defined areas.

ICT/Computing

Digital video recording and playback for performance analysis. Using iPad technology for team tactical planning. Data collection and analysis of game statistics. Video editing to create performance analysis clips.

PSHE

Teamwork and collaboration in tactical discussions and game play. Communication skills - clear, respectful dialogue with teammates. Leadership opportunities in team organisation and positioning. Resilience when tactics don't work as planned. Self-awareness and reflection on personal strengths and areas for improvement.

Teacher Guidance

Positioning

Stand at central point between courts during active games for visibility of all students. During demonstrations, position at net with class semicircle around you. During tactical discussions, circulate between team huddles to listen and facilitate. During video analysis, move between groups to check understanding.

Observation Focus

Watch for: 1) Correct positional spacing (front court near net, back court deep), 2) Rotation accuracy (clockwise direction, appropriate timing), 3) Setter consistency (taking second touch), 4) Communication levels (verbal calls, teamwork), 5) Safety (collisions, net contact, fatigue), 6) Inclusion (all students participating and engaged).

Intervention Points

Step in immediately if: 1) Unsafe play (potential collision, net contact), 2) Rotation confusion causing game breakdown - pause and clarify, 3) Silent play - enforce communication requirement, 4) Positional errors becoming habitual - stop and correct, 5) One student dominating/excluding others - address immediately, 6) Tactical discussions becoming negative or personal - refocus on tactics not personalities.

Demonstration Notes

Demonstrate: All new concepts with student volunteers to model expectations. Exaggerate movements for visibility - large gestures for positions, clear clockwise rotation path. Use think-aloud technique: 'I'm the setter, so I need to be here... now ball's coming, I move here...'. Show common mistakes then correct version for comparison. Walk through complex sequences slowly first, then full speed. Use court diagrams alongside physical demonstrations for visual learners.

Verbal Cues

•'Loud voices! I can't hear your calls!'
•'FREEZE! Check your positions - front court or back court?'
•'Rotate NOW - clockwise!'
•'Setter, get ready for second touch!'
•'Find the SPACE - attack where they're not!'
•'Communicate BEFORE the ball arrives!'
•'That's perfect rotation - well done!'
•'Reset your positions quickly!'
•'Think tactically - where should this player be?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 18m x 9m per volleyball court (regulation size). Two courts require 36m x 18m total space plus 2m safety boundary around each court. Indoor sports hall or large outdoor hard surface area.

Surface Check

Dry, clean, non-slip surface free from moisture, debris, or obstacles. Check for protruding objects or uneven areas. Indoor court markings should be clear and not slippery. Outdoor courts must be dry - no play on wet surfaces (slip hazard).

Equipment Safety

Safety Checks

•Volleyball nets secured tightly at regulation height 2.24m with no sagging or loose tension cables
•Net posts stable and padded if possible - check before lesson for security
•Volleyballs inflated to correct pressure (0.3-0.325 kg/cm²) - over-inflated balls cause wrist/finger injuries
•Court markers/cones placed flush to ground - no trip hazards, secure positioning
•iPads kept in designated safe zones away from active play - assign responsible students
•Whistle functioning correctly for clear stop signals

Risk Management

Key Risks

•Collisions between players during rotation movements or going for the ball
•Finger/wrist injuries from ball strikes or incorrect technique
•Ankle injuries from landing after jumping or quick directional changes
•Net contact injuries - players hitting net posts or getting caught in net
•Slips and falls on court surface, particularly during rapid movements
•Overexertion in high-intensity game situations

Risk Mitigation

•Establish and enforce clear court boundaries with adequate safety zones between courts (minimum 2m)
•Teach and reinforce communication calls ('MINE!') to prevent collision when multiple players go for ball
•Demonstrate safe rotation movements - controlled, not rushed, aware of teammates' positions
•Progressive skill building: throw-catch before full volleyball skills reduces injury risk
•Emphasise proper landing technique after jumps: bend knees, controlled landing
•Monitor net contact closely - stop play immediately if students too close to posts
•Regular water breaks during game application section to prevent overexertion
•Ensure adequate warm-up with dynamic movements preparing muscles for volleyball actions

Supervision & Emergency Procedures

Supervision Points

•Position at centre point between two courts for maximum visibility of all students
•Maintain constant visual scan of both courts during active play
•Pay particular attention during rotation movements - highest collision risk
•Monitor fatigue levels especially during extended game play - stop if necessary
•Be aware of students with injury history or medical conditions affecting participation
•Position near nets during game application to quickly intervene if net contact occurs
•Ensure adequate supervision ratio if using student officials or iPad recorders (they still need monitoring)

Emergency Procedures

STOP signal (whistle blast) must result in immediate cessation of all play. Assess injury severity: minor injuries managed with first aid and rest; more serious injuries require immediate first aid, additional adult support called, and emergency services if needed. Injured student not moved if head, neck, or back injury suspected. Detailed accident report completed for all injuries. Emergency contact details accessible. First aid kit and ice packs available courtside.