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Lesson 4 - Spike & Block Skills

Foundations & Skills

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Year 9

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Volleyball

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1h 13min

Big Question

How can we use timing, positioning and technique to dominate at the net in volleyball?

Learning Objectives

To develop the correct technique for spike and block shots
To analyse the different factors that affect the accuracy of spike and block shots
To apply spike and block skills into competitive game situations

Key Outcomes

Students will demonstrate correct spike technique with 3-step approach and wrist snap
Students will execute effective blocking with proper hand positioning and penetration
Students will successfully analyse their own and peers' technique using video evidence
Students will apply spike and block skills in 4v4 game situations with tactical awareness

Equipment & Resources Required

Volleyballs

1 per court (minimum 2 courts)

Distributed in ball baskets at each court end, ensure correct inflation (0.3-0.325 kg/cm²)

Alternative: Soft-touch volleyballs for less confident students, lighter training balls

Markers Cones

16 per court (for corners and sidelines)

Mark 9m x 18m full court dimensions with clear boundary lines

Alternative: Floor tape, chalk lines for outdoor courts

Sun Markers

Marked 3m from centre line on both sides, must be clearly visible and flat to surface

Alternative: Coloured tape, rope lines secured at edges

Tablets

1 per pair (15 devices)

Fully charged, camera app ready, sufficient storage for video recording

Alternative: Mobile phones with video capability, school video cameras

Tee Stands

1 per pair

Positioned at safe distance from play area with clear view of spike/block actions

Alternative: Stable boxes, benches positioned safely for device placement

Cones

6 per court

Placed to indicate 3-step approach pattern starting positions

Alternative: Floor spots, small markers

Key Vocabulary

Spike

An attacking shot hit with force downward over the net into the opponent's court

Block

A defensive action at the net where players jump to deflect or stop an opponent's attack

Approach

The 3-step movement pattern used to gain momentum before jumping to spike

Contact Point

The optimal position where the hand meets the ball during a spike - at the highest point of the jump

Wrist Snap

The quick forward flexion of the wrist on contact to generate topspin and power on the spike

Penetration

When blocking, reaching hands over the net into opponent's space to intercept the ball early

Middle Hitter

The attacking position in the centre of the court, typically hitting quick sets from the setter

Outside Hitter

The attacking position on the left side of court (Zone 4), often the primary attacker

Opposite Hitter

The attacking position on the right side (Zone 2), opposite the setter, hits from back or front row

Attack Line

The 3-metre line marking the limit from which back-row players can attack

Timing

The coordination of approach, jump and arm swing to contact the ball at the optimal moment

Transition

The shift from defensive positioning to offensive attack after winning the ball

Skill Progression Pathway

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

Prior Learning

Basic volleyball rules and court positioning from previous units
Fundamental passing and setting techniques established in earlier lessons
Understanding of footwork patterns and two-footed take-off from Year 8
Basic net play awareness and spatial positioning

Current Skills

3-step spike approach pattern with proper timing
Two-footed explosive jumping technique for spike and block
Wrist snap contact for powerful spike execution
Block positioning with hand penetration over the net
Video analysis skills for technical assessment
Positional awareness for middle, outside and opposite hitters

Next Steps

Advanced offensive systems and play combinations
Reading opponents' attacks and defensive positioning
Transition from defence to attack with quick sets
Tournament play with full rotation and specialist positions

Milestone Indicators

Consistent contact at highest point of jump during spike

Block hands penetrating over net with angled fingers

Safe landing on both feet after aerial actions

Accurate self and peer assessment using technical criteria

Tactical decision-making in game situations

Key Teaching Points

TWO-FOOT TAKE-OFF is non-negotiable for both spike and block - ensures safety (balanced landing, no net contact) and power (explosive force from both legs). Continuously reinforce and immediately correct any one-footed jumping.
CONTACT POINT for spike must be at absolute peak of jump with fully extended arm - this creates optimal angle for downward trajectory and prevents blocking. Coach students to 'wait for the peak' rather than rushing contact.
WRIST SNAP on spike is what creates power and topspin - without it, ball goes flat and is easily defended. Use isolated wrist practice and visual checking in video analysis to develop this crucial element.
HAND PENETRATION over net during block is what makes blocks effective - reaching hands into opponent's space deflects ball early. Encourage aggressive 'claiming the space' rather than passive vertical reach.
VERTICAL JUMP technique for blocking prevents net violations and injuries - 'up not forward' must be constant refrain. Any forward jumping must result in immediate activity stop and re-teaching.
VIDEO ANALYSIS using specific technical criteria develops analytical skills and autonomy - students become their own coaches. Ensure consistent use of 5-point checklist and focus on specific, actionable feedback.
TACTICAL DECISION-MAKING separates good from great players - knowing WHEN to spike (good set, position, opportunity) versus when to play safe (poor set, strong block, poor position) is crucial game intelligence to develop alongside technical skill.

Common Misconceptions

MISCONCEPTION: 'More steps in approach creates more power.' REALITY: 3-step pattern is optimal - provides momentum and timing without losing control. More steps often leads to mis-timing and poor positioning. Teach: Quality of acceleration through 3 steps matters more than number of steps.
MISCONCEPTION: 'Jump as high as possible for spike, direction doesn't matter.' REALITY: Vertical jump with slight forward momentum is ideal. Too much forward lean causes net violations and dangerous landing. Teach: 'Jump UP to reach the ball, not AT the net.'
MISCONCEPTION: 'Blocking is just about jumping high.' REALITY: Positioning, timing, hand angle and penetration are equally important. A perfectly positioned average-height jump with good hand penetration beats a high jump in wrong position. Teach: 'Read, position, then jump.'
MISCONCEPTION: 'Contact the ball with fingers spread apart for spike.' REALITY: Firm, slightly cupped hand with fingers together creates better contact and control. Spread fingers on contact can lead to jammed fingers. Teach: 'Firm hand, fingers together, then snap the wrist.'
MISCONCEPTION: 'Always spike as hard as possible.' REALITY: Placement, trajectory and timing matter more than raw power. A well-placed medium-power spike beats a wild powerful hit. Teach: 'Control first, power second - accuracy wins points.'
MISCONCEPTION: 'Video analysis is about finding mistakes to criticise.' REALITY: Analysis is about identifying strengths to reinforce AND specific improvements to target. Balanced feedback (what's working + one thing to improve) drives progress. Teach: 'Find the good, then find the next step better.'
MISCONCEPTION: 'Back-row players don't need to know spike technique.' REALITY: All players benefit from understanding spike mechanics for reading opponents and for their own attacking opportunities from back court (from behind 3m line). Teach: 'Everyone needs all skills - volleyball is a complete team sport.'

SEN Adaptations

ADHD

Short, varied activities with clear time boundaries - use visible timers. Provide frequent movement breaks built into lesson structure. Clear, concise instructions - one or two points at a time, check understanding. Assign active roles - equipment manager, coach, demonstrator to maintain engagement. Use physical activity as focus tool rather than sitting for long periods. Provide immediate, specific feedback frequently. Break video analysis into short segments with action between. Use energetic teaching style with enthusiasm and pace variation. Allow fidget tools during seated video review if helpful. Clear behaviour expectations and consistent consequences.

dyspraxia

Use larger, lighter ball initially for easier contact and control. Reduce complexity - focus on 3 key spike/block points rather than 5. Provide extra practice time for movement patterns - over-learn the sequences. Use physical guidance - hand-over-hand for arm swing, manual positioning for feet. Break skills into smaller steps with individual mastery before combining. Visual/physical markers for foot positions in approach pattern. Allow more space and time - reduce pressure and pace. Pair with patient, supportive partner. Offer alternatives to video recording (teacher assessment, observation). Celebrate effort and small improvements - build confidence. Use multi-sensory teaching - verbal, visual, kinesthetic combined.

autism spectrum

Provide clear, structured lesson outline at start - visual schedule of activities. Give advance warning of transitions between sections. Offer quiet zone option if sensory overload occurs. Use consistent language and cues throughout - avoid idioms or ambiguous language. Provide individual visual checklist of technical criteria. Allow student to video record demonstrations for later review. Reduce unpredictability - explain game scenarios in advance. Offer alternative to whole-class sharing (written reflection or small group). Assign consistent partner for entire lesson. Be aware of sensory sensitivities - noise levels, physical contact, visual stimulation.

visual impairment

Use brightly coloured volleyballs with high contrast to background. Provide verbal descriptions of all demonstrations with detailed spatial language. Assign sighted guide/partner for movement around court. Use audible balls (with bells) for tracking. Describe video analysis aloud with specific technical detail. Reduce court size for easier spatial navigation. Use tactile markers for court boundaries and 3m line. Allow practice close to net for better ball visibility.

hearing impairment

Ensure student can see teacher's face clearly for lip-reading during instructions. Use visual demonstration as primary teaching method - exaggerated movements. Provide written/visual prompt cards for technical criteria and teaching points. Assign communicator partner who can use agreed signals or basic sign. Use visual signals for starts/stops (hand raise, flag) instead of whistle. Display video analysis on screen with visual annotations/text. Use vibrating devices or visual alerts for attention. Position near front during demonstrations and discussions.

physical disability

Seated volleyball adaptation - play from chair or bench, modified net height, smaller court. Use larger, softer ball for easier contact if grip/coordination affected. Reduce court dimensions and allow more touches if mobility limited. Peer support partner to retrieve balls and assist with positioning. Modify spike to overarm throw or push if jump not possible. Block adaptation - arm raise to deflect rather than jump. Allow alternative video analysis role if participation limited. Ensure wheelchair users have appropriate playing chair and court surface. Adjust success criteria to focus on achievable elements.

Cross-Curricular Links

English

Technical vocabulary development - spike, block, penetration, approach, wrist snap, positioning terms. Verbal communication in team settings - clear, concise calling, tactical instructions. Providing constructive feedback - using specific language, describing technique observations. Analytical writing - video analysis commentary, performance evaluation written reports. Instructional language - explaining technique to peers, creating coaching cues. Debate and discussion - tactical decisions, rule interpretations, performance analysis. Literacy through PE context - reading game situations, interpreting visual information (video analysis).

Science

Forces and motion: force application in spike (arm swing, wrist snap generates downward force), Newton's laws in jumping (action-reaction in two-foot take-off). Biomechanics: muscle groups used in explosive movements (quadriceps, calves, deltoids), lever systems in arm swing (third-class lever), joint actions in spike and block. Human body systems: cardiovascular response to high-intensity interval training, muscular system adaptations to plyometric exercise, respiratory system oxygen demands during explosive activity. Physics of ball flight: air resistance, trajectory angles, topspin effect from wrist snap. Energy systems: anaerobic energy for explosive jumping, recovery time needed between maximal efforts.

Geography

Volleyball as global sport - Olympic history and international competitions. Court as geographical space - zones, boundaries, territory (attacking vs defending space). Spatial awareness and positioning - reading space, movement patterns, coverage areas. Volleyball variations worldwide - beach volleyball (environmental adaptations), sitting volleyball (Paralympic sport). Mapping player movements and rotation patterns - creating visual representations of tactical play. Cultural significance of volleyball in different countries (e.g., Brazil, Italy, USA).

ICT

Video recording and playback technology - iPad operation, camera angles, framing. Digital analysis tools - slow-motion playback, pausing at key moments, annotation software. Data collection and management - storing video evidence, organising performance data. Creating digital presentations - performance highlights, technique tutorials, tactical analysis. Research skills - finding elite athlete examples, comparing techniques. E-safety - appropriate use of video, respect for privacy, secure storage of footage. Technology for assessment - using apps or software for rubric-based evaluation, digital portfolios.

Mathematics

Calculating spike angles and trajectories - angle of approach affects ball direction. Measuring jump heights and distances - collect data on maximum reach height. Statistics and data analysis - recording spike success rates, block effectiveness percentages, creating graphs of performance improvement. Geometry of court positioning - understanding zones, distances (3m attack line), court dimensions (9m x 18m). Timing calculations - approach speed adjustments based on set location and height. Scoring systems and win probability in games.

PSHE

Teamwork and collaboration - working together toward common goal, supporting teammates. Communication skills - calling for ball, tactical discussions, providing feedback to peers. Resilience and growth mindset - learning from mistakes, persisting despite challenges, setting improvement goals. Leadership development - coaching roles, captaining teams, making tactical decisions. Managing emotions - dealing with competitive pressure, frustration, success and failure. Fair play and sportsmanship - respecting opponents, following rules, integrity in competition. Self-confidence and self-esteem - skill mastery, video evidence of improvement, achieving personal goals. Respect and inclusion - valuing all abilities, adapted play, celebrating diversity.

Teacher Guidance

Positioning

Position centrally during demonstrations for maximum visibility. During skill development stations, circulate continuously - spend 30-60 seconds at each pair providing specific feedback. During games, position at end of courts for clear view along net line to observe spike and block technique. Avoid standing in students' line of sight or movement paths. When providing individual feedback, position safely outside the playing area.

Observation Focus

TECHNICAL FOCUS: Watch for 3-step approach rhythm (should hear acceleration), two-foot take-off (critical for safety and power), contact point height (at peak of jump), wrist snap (visible follow-through), hand penetration on blocks (crossing net plane). SAFETY FOCUS: Monitor all landings - intervene immediately if one-footed or straight-legged, watch for forward jumping toward net - stop activity if observed, check spacing between students - minimum 2m maintained. TACTICAL FOCUS: Observe decision-making in games (when to spike vs safer shot), assess reading of opponents (blockers positioning based on spiker's approach), note communication and teamwork.

Intervention Points

IMMEDIATE INTERVENTION (stop activity): Any forward jumping toward net, unsafe landing technique (one foot, straight legs), students at risk of collision, equipment malfunction, student showing pain or distress. PROMPT CORRECTION (individual feedback): Poor contact point or timing on spike, weak hand position on block, incorrect approach pattern, lack of wrist snap. TACTICAL GUIDANCE (during games): Encourage spike attempts when good sets available, reinforce blocking when opponent attacks, promote communication and teamwork. POSITIVE REINFORCEMENT (continuous): Celebrate correct technique application loudly, acknowledge improvement and effort, praise smart tactical decisions, recognise good sportsmanship and peer support.

Demonstration Notes

Always demonstrate new skills at full speed first, then break down into slow-motion components. Use exaggerated movements to emphasise key technical points (wide fingers for block, big arm swing for spike). Provide multiple viewing angles - side view for approach and jump, front view for hand position. When possible, use skilled students to demonstrate while you provide commentary - builds their confidence and provides peer modelling. Demonstrate common mistakes deliberately, then ask students to identify what was wrong - develops analytical skills. For complex skills like positional play, demonstrate with small group performing the action while class observes. Use visual aids: draw court positions on whiteboard, use cones to show approach patterns. Always link demonstration to 'why' it matters: 'Two-foot jump because it gives you power AND keeps you safe from the net.'

Verbal Cues

•Spike cues: 'LEFT-right-LEFT!' (approach rhythm), 'EXPLODE!' (on two-foot jump), 'REACH HIGH!' (full arm extension), 'SNAP!' (wrist action), 'Land soft!' (safe landing)
•Block cues: 'SHUFFLE!' (movement to position), 'UP not forward!' (vertical jump), 'FIRM hands!' (hand tension), 'OVER the net!' (penetration), 'Balanced landing!'
•Tactical cues: 'Good set - GO FOR IT!' (attack opportunity), 'Read the set!' (decision-making), 'Watch their approach!' (block preparation), 'Call it!' (communication)
•Safety cues: 'Two feet!' (landing), 'Vertical jump!' (preventing net contact), 'Knees bent!' (safe landing), 'Clear space!' (collision prevention)
•Motivational cues: 'Excellent technique!', 'You've got this!', 'Keep going!', 'Great improvement!', 'That's it!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 9m x 18m per volleyball court (standard court dimensions). For 4v4 games, can use half-court width (9m x 9m). Minimum 2m safety clearance around each court boundary. For spike practice, minimum 4m run-up space behind 3m attack line. Adequate ceiling height minimum 7m for safe jumping and ball trajectory. Indoor sports hall or outdoor hard court with no overhead obstructions.

Surface Check

Dry, even, non-slip surface essential for jumping activities. Check for any wet patches - dry immediately. Ensure no debris, dust or loose objects on court surface. Outdoor courts: check for cracks, uneven areas, or surface damage. Indoor: check for any damaged floor sections or tripping hazards. Volleyball-specific surface preferred (sprung wooden floor or sports flooring) to reduce joint impact from repeated jumping.

Equipment Safety

Safety Checks

•Volleyball nets securely fastened at correct height with tensioned cables - check stability before lesson
•Net posts stable with weighted bases or floor fixings - test for any movement
•Volleyballs correctly inflated (0.3-0.325 kg/cm²) - check firmness, not over or under-inflated
•Balls inspected for damage - no splits, tears or exposed bladder that could cause injury
•Court markers/cones have no sharp edges - use flat markers or rounded cones only
•3m line markers flat to surface - no raised edges to trip on
•iPads on stable stands or benches minimum 3m from activity - cannot fall into play area
•All equipment stored safely when not in use - balls in bags/baskets, no trip hazards
•Emergency equipment accessible - first aid kit, ice packs for potential impact injuries

Risk Management

Key Risks

•COLLISION HAZARDS: Students colliding at net during spike/block, students colliding in back court during ball chase, collision with net posts
•IMPACT INJURIES: Ball strikes to face/head, hand/finger injuries from ball contact, ankle injuries from landing
•FALL HAZARDS: Landing incorrectly from jumps, slipping on court surface, tripping over equipment or court markers
•OVEREXERTION: Muscle strains from explosive jumping, fatigue affecting technique and safety, dehydration from high-intensity activity
•NET CONTACT: Jumping forward into net causing facial injury, hands/arms caught in net, contact with net cable
•EQUIPMENT HAZARDS: iPad/technology falling into play area, unstable net posts, trip hazards from balls or markers

Risk Mitigation

•Collision prevention: Enforce vertical jumping only (no forward lean), establish clear court zones and responsibilities, teach communication skills ('Mine!', 'Yours!'), maintain minimum 2m spacing between pairs during practice, referee games to enforce safe play rules
•Impact injury prevention: Teach proper ball contact technique (platform pass, not reaching with fingers), require vertical blocking (hands over net, not swinging at ball), enforce 'watch the ball' rule constantly, positioning drills away from hard surfaces initially, appropriate ball size and firmness for age group
•Fall prevention: Progressive jumping drills starting low-intensity, teach and enforce safe landing technique (two feet, bent knees, balanced), ensure dry playing surface at all times, adequate footwear checks (no slip-on shoes), clear all obstacles from landing zones
•Overexertion prevention: Appropriate work-to-rest ratios, mandatory rest breaks if technique deteriorates, hydration reminders throughout lesson, monitor for signs of fatigue, reduce repetitions for students showing strain
•Net contact prevention: Repeated reinforcement of vertical jump technique, position students appropriate distance from net (1.5m for blocking), practice sessions before full-intensity application, stop activity immediately if forward jumping observed
•Equipment safety: Daily pre-lesson equipment checks, secure all technology away from play areas, regular inspection of nets and posts, clear storage protocols, student responsibility for equipment awareness

Supervision & Emergency Procedures

Supervision Points

•Primary position: central location with visibility of all courts and practice stations
•During skill practice: circulate between stations, spend 30-60 seconds at each pair/group
•During games: position at end of courts for view along net line, rotate between games every 2-3 minutes
•High-risk moments: all jumping activities, game intensity peaks, fatigue points (end of practice sets)
•Monitor specific students: those with previous injuries, students new to volleyball, those showing technique deterioration
•Scanning routine: continuous visual sweep of all activity, listen for impact sounds or calls for help
•Intervention triggers: forward jumping, unsafe landing, collision near-misses, fatigue affecting safety, any student in distress
•Teaching assistant (if present): position at opposite end of courts for dual supervision coverage

Emergency Procedures

IMMEDIATE STOP protocol for any safety concern: whistle blown twice = all activity stops immediately, students freeze/sit where they are. Assess situation: determine if injury/incident requires first aid, contact with student to understand issue. For INJURY: apply appropriate first aid, send responsible student for additional help if needed, do not move injured student unless necessary, complete accident report. For NEAR-MISS: address hazard immediately, re-teach safety point to whole class, adjust activity if needed. For EQUIPMENT FAILURE: stop all use of faulty equipment, secure area, use alternative equipment or modify activity. Class continues only when situation fully resolved and safe. All incidents logged and reported according to school policy. Emergency contacts and procedures displayed and accessible.