PE 104-TEAM SPORTS

(VOLLEYBALL)

HELEN M. ESPARTERO, LPT, EdD

VIVENCIO L. CALIXTRO, JR., LPT, EdD
SHEANA M. GALLO, LPT
RAYMART KIER A. GONZALES, LPT
Compilers/Editors

April 2021

111111110 | P a g e
 CHAPTER 1

HISTORY AND RULES AND REGULATIONS

OVERVIEW

This chapter includes necessary information about volleyball, its

history, facilities and equipment to play the sport. It also deals with etiquette
and safety measures, and the rules and regulations of volleyball. Volleyball is
one of the world’s top three participation sports; it has an estimated 250
million players worldwide; 210 different countries are affiliated to the
International Volleyball Federation, more than are affiliated to a world
governing body for any other sport-including football.

In essence, volleyball is a simple game which can be played by

anyone, at any level; its worldwide popularity stems the fact that it can be
played almost everywhere- inside a sports hall or gymnasium, or outside, on
grass or sand. All that is needed for a friendly game is ball and a net or rope
to knock the ball over. Played at its best, volleyball is one of the most exciting
and spectacular sports in the world.

Furthermore, volleyball has precise rules that determine the exact

manner in which the ball can be touched; even a winning shot can be
overruled, if the ball contact is made using an incorrect technique. Although
recent rule changes have tended to reduce the traditional importance of using
perfect control when playing the ball, the concept of ‘handling’ remains one of
volleyball’s distinguishing characteristics and continues to be a great source
of debate among the game’s players, coaches and referees.

General Objectives

At the end of the chapter, the students can:

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 a. Discuss the history of volleyball;
b. Identify the facilities & equipment in playing volleyball; and
c. Illustrate the importance of history and the facilities and equipment in
playing volleyball.

Lesson 1

History, Facilities and Equipment of Volleyball

Pre-discussion

Volleyball made its Olympic debut at the 1964 Tokyo Games and
Beach Volleyball made its Olympic debut in Atlanta in 1996. This volleyball
game was designed as an indoor sport for businessmen who found the new
game of basketball too vigorous. As a result, the lesson will give students a
good understanding of the essence of volleyball in history, facilities and its
equipment.

What to Expect?

At the end of the lesson, the students can:

a. Explain the importance of volleyball history;

b. Classify the facilities and equipment of volleyball;
c. Illustrate and label the standard volleyball court and equipment.

Lesson Outline

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The History of Volleyball

William G. Morgan decided to blend elements of

basketball, baseball, tennis, and handball to create a
game for his classes of businessmen which would
demand less physical contact than basketball.

He created the game of Volleyball (at that time called

mintonette). Morgan borrowed the net from tennis, and raised it 6 feet 6
inches above the floor, just above the average man's head.

 During a demonstration game, someone remarked to Morgan that the

players seemed to be volleying the ball back and forth over the net,
and perhaps "volleyball" would be a more descriptive name for the
sport.
 The history of volleyball reveals that on July 7th 1896, at Springfield
College the first game of "volleyball" was played.
 The first volleyball net, borrowed from tennis, was only 6’6″ high
(though you need to remember that the average American was shorter
in the 19th century).
 The offensive style of setting and spiking was first demonstrated in the
Philippines in 1916. Over the years that followed, it became clear
that standard rules were needed for tournament play, and thus the A
(USVBUnited States Volleyball Association) was formed in 1928.
 During the 1984 Los Angeles Olympics, American men and women
took gold and silver medals in indoor volleyball competition.
 Four years later at the Olympics in Korea, the men once again scored
gold. Starting in 1996, 2-man beach volleyball was officially introduced
to the Olympics. Today, there are more than 800 million volleyball
players worldwide, 46 million of them in the U.S.
 In 1896, the first official game of Volleyball was played at Springfield
College. In the year 1900, Volleyball was popular enough that a new
ball was customized for the sport.

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 Five years later, Volleyball also spread to Cuba, signifying the start of
the Volleyball era.

 Over the next five years volleyball spread to Central American

countries.

 In 1913, volleyball was held in the Far Eastern Games. This was the
first official volleyball competition.

 In 1916, volleyball had arrived in YMCA Brazil and South America. The
set and spike were first executed in the Philippines. This offensive
system altered how the game was played.

 The incumbent president of the International Volleyball Federation

(IVBF). The first Pan Asian Game was held in 1917, and was
participated by the Philippines and China.

 For the first time the ball was set in a high trajectory and then spiked by
a teammate. The Filipinos created the kill, known in United States as
bomba. The bomba was named after the attacker called the
bomberino.

 The FIVB was founded in Paris, France in 1947. Initial discussions

eventually lead to the installation of a Constitutive Congress in 1947.

 In 1947, the International Volley Ball Federation (IVBF) was with Paul
Libaud as its first president. Under his term in 37 years improved by
leaps and bounds. The IVBF unified rules were a in the world top level
am in the 80's.
 Fourteen national federations representing five different continents
attended meetings where the organization was officially formed.

 Dr. Alfred F. Halstead credited for popularizing volleyball.

 1964- Demonstrated in Tokyo

 February 9, 1895 in Holyoke, Massachusetts (USA), William G Morgan,

a YMCA Physical Education Director, created a new game called
Antonette, as a pastime to be played preferably indoors, and by any
number of players.
 In 1900, a special ball was designed for the sport.
 In 1916, in the Philippines, an offensive style of passing the ball in a
high trajectory to be struck by another player (the set and spike) were
introduced.

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 In 1917, the game was changed from 21 to 15 points.
 In 1920, three hits per side and back row attack rules were instituted.
 In 1922, the first YMCA national championships were held in Brooklyn,
NY. 27 teams from 11 states were represented.
 In 1928, it became clear that tournaments and rules were needed, the
United States Volleyball Association (USVBA, now USA Volleyball)
was formed. The first U.S. Open was staged, as the field was open to
non-YMCA squads.
 In 1930, the first two-man beach game was played.
 In 1934, the approval and recognition of national volleyball referees.

 In 1937, at the AAU convention in Boston, action was taken to

recognize the U.S. Volleyball Association as the official national
governing body in the U.S.

 In 1947, the Federation Internationale De Volley-Ball (FIVB) was

founded.
 In 1948, the first two-man beach tournament was held.
 In 1949, the initial World Championships were held in Prague,
Czechoslovakia.
 In 1964, Volleyball was introduced to the Olympic Games in Tokyo.
 In 1965, the California Beach Volleyball Association (CBVA) was
formed.
 In 1974, the World Championships in Mexico were telecast in Japan.
 In 1975, the US National Women’s team began a year-round training
regime in Pasadena, Texas (moved to Colorado Springs in 1979, Coto
de Caza and Fountain Valley, CA in 1980, and San Diego, CA in
1985).
 In 1977, the US National Men’s team began a year-round training
regime in Dayton, Ohio (moved to San Diego, CA in 1981).
 In 1983, the Association of Volleyball Professionals (AVP) was formed.
 In 1984, the US won their first medals at the Olympics in Los Angeles.
The Men won the Gold, and the Women the Silver.

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  In 1986, the Women’s Professional Volleyball Association (WPVA) was
formed.
 In 1988, the US Men repeated the Gold in the Olympics in Korea.
 In 1990, the World League was created.
 In 1995, the sport of Volleyball was 100 years old!
 In 1996, 2-person beach volleyball will be an Olympic Sport.

Facilities and Equipment

PLAYING AREA

The playing area includes the playing court and the free zone. It shall
be rectangular and symmetrical. The playing area must be a free from all
obstructions to a height of at least 7m above the flo

PLAYING SURFACE

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 The surface must be flat, horizontal and uniform. It must not present
any danger of injury to the players. It is forbidden to play on rough or slippery
surfaces.
LINES ON THE COURT

All lines are 5 cm wide. They must be of a light color which is different
from the color of the floor and from any other lines.

Boundary lines
Two side lines and two end lines mark the playing court. Both side lines
and end lines are drawn inside the dimensions of the playing court.

Centre line
The axis of the Centre line divides the playing court into two equal
courts measuring 9 x 9 m each; however, the entire width of the line is
considered to belong to both courts equally. This line extends beneath the net
from side line to side line.

Attack line
On each court, an attack line, whose rear edge is drawn 3 m back from
the axis of the Centre line, marks the front zone.

ZONES AND AREAS

Front zone
On each court the front zone is limited by the axis of the centre line and
the rear edge of the attack line. The front zone is considered to extend
beyond the side lines to the end of the free zone.
Service zone
The service zone is a 9 m wide area behind each end line.
It is laterally limited by two short lines, each 15 cm long, drawn 20 cm behind
the end line as an extension of the side lines. Both short lines are included in
the width of the service zone.
In depth, the service zone extends to the end of the free zone. 1.1

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Substitution zone
The substitution zone is limited by the extension of both attack lines up
to the scorer's table.
Libero Replacement Zone
The Libero Replacement zone is part of the free zone on the side of the
team benches, limited by the extension of the attack line up to the end line.
Warm-up area
For FIVB, World and Official Competitions, the warm-up areas, sized
approximately 3 x 3 m, are located in both of the bench side corners, outside
the free zone.
Penalty area
A penalty area, sized approximately 1 x 1 m and equipped with two
chairs, is located in the control area, outside the prolongation of each end line.
They may be limited by a 5 cm wide red line.
The game is played on a volleyballl court 18m (59 feet) long (29.5 feet)
wide, divided into two, 9mx9m hava vy onneter (40wide net placed, the top of
the net is 2.43m (7 feet 11 5/8 inches) abor center of the court for men's
competition, and 2.24m (7 feet 4 1/8 in for women's competition (these
heights vary for veterans and 924m (7 feet 4 1/8 inches) veterans and junior
competitions)

The attack line is 3 meters and parallel to the net. This "3r 10 foot) line
divides the court into "back row" and, front row" areas back court and front
court). These are in turn divided into 3 areas each and are numbered as: area
“1”, which is the position of the serving player; after a team gains the serve
(also known as siding out), its members must rotate in a clockwise direction,
with the player previously in area "2" moving to area “1” and so on, with the
player from area "1" moving to area “6”.

The team courts are surrounded by an area called the free zone which
is a minimum of 3 meters wide, and which the players may enter, and play
within after the service of the ball. All lines denoting the boundaries of the
team court and the attack zone are drawn or painted within the dimensions of
the area, and are therefore a part of the court or zone. If a ball comes in
contact with the line, the ball is considered to be “in”. An antenna is placed on
each side of the net perpendicular to the sideline, and is a vertical extension
of the side boundary of the court. A ball passing over the must pass
completely between the antennae (or their theoretical extension to the ceiling)
without contacting them.

NET AND POST

HEIGHT OF THE NET

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 Placed vertically over the centre line there is a net whose top is set at
the height of 2.43 m for men and 2.24 m for women. Its height is measured
from the centre of the playing court. The net height (over the two side lines)
must be exactly the same and must not exceed the official height by more
than 2 cm

STRUCTURE
The net is 1 m
wide and 9.50 to 10 m
long (with 25 to 50 cm
on each side of the
side bands), made of
10 cm square black
mesh.
SIDE BANDS
Two white
bands are fastened
vertically to the net
and placed directly
above each side line. They are 5 cm wide and 1 m long and are considered
as part of the net
ANTENNAE
An antenna is a flexible rod, 1.80 m long and 10 mm in diameter,
made of fibreglass or similar material. An antenna is fastened at the outer
edge of each side band. The antennae are placed on opposite sides of the
net. The top 80 cm of each antenna extends above the net and is marked
with 10 cm stripes of contrasting colour, preferably red and white.
The antennae are considered as part of the net and laterally delimit the
crossing space.

POSTS
The posts supporting the net are placed at a distance of 0.50-1.00 m
outside the side lines. They are 2.55 m high and preferably adjustable. The
posts are rounded and smooth, fixed to the ground without wires. There shall
be no dangerous or obstructing devices.

BALLS
STANDARDS

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 Ball

The ball shall be

spherical, made of a
flexible leather or
synthetic leather case
with a bladder inside,
made of rubber or a
similar material.

Its circumference is 65-

67 cm and its weight is
260-280 g while its
inside pressure is
0.300-0.325 kg.

ASSESSMENT

Name: ______________________________________Score: ____________

Day/Time___________Course/Section:__________________________
Instructor: ________________________________________________

ACTIVITY 1

Directions: Analyze each statement and write the letter of your choice on the
blanks provided.
1. He initiated the game of volleyball in 1895.
a. A. Halstead b. W. Morgan
c. P. Libaud d. R. Acosta
2. He suggested the name “volleyball” because it described the game

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of volleying the ball back and forth over the net.
a. A. Halstead b. W. Morgan
c. P. Libaud d. R. Acosta
3. He was the first president of the International Volley ball Federation
a. A. Halstead b. W. Morgan
c. P. libaud d. R. Acosta
4. He is the incumbent President of the International Volleyball Federation
a. A. Halstead b. W. Morgan
c. P. Libaud d. R. Acosta
5. The country which contributed spiking and revolutionized volleyball to
become a highly competitive sport.
a. USA b. Russia
c. Japan d Philippines
6. This is a German version of volleyball during the middle ages.
a. Faust ball b. Mintonette
c. Handball d. shuttle ball
7. The rule on the rotation of players before serving was first introduced in
_______
a. 1896 b. 1912
c. 1914 d. 19.16
8. It is the movement in the USA that helped spread and make volleyball
popular worldwide.
a. UMCA b. Ventures for Victory
c. NCAA d. Athletes in Action
9. This country won most number of world championships and Olympics titles
in men's Volleyball.
a. USA b. Soviet Union
c. Japan d. Cuba
10. This country dominated men's volleyball in the world volleyball
championships and Olympics Games in the 80's.
a. USA b. Soviet Union
c. Japan d. Cuba
11. The last time the Philippines women volleyball team won the gold medal in
the ASEAN games.

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 a. 1989 b. 1991
c. 1993 d. 1995
12. This best describes W. Morgan's volleyball in its early beginning.
a. There were an unlimited number of players on both sides
b. There was no prescribed number of hits on either side before
volleying it over the set.
c. There was no rotation of players
d. All of the above
13. This statement is true about volleyball.
a. Volleyball is a sport for evey one played by both sexes young
and old a like.
b. It is interesting, easy to learn, and is fun
c. It is a game for recreation and fitness.
d. All of the above
14. This kind of ball was used to play volleyball for the first time in 1895?
a. soccer ball b. handball
c. basketball d. rugby ball
15. This contributes to the popularity of a sport.
a. Media coverage b. number of spectator's
c. number of players' d. All of the above

ACTIVITY 2

Directions: Draw the facilities and equipment in volleyball.

1. Court - Identify each line and write the standard measurement/dimension

including its length and width.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Ball - Indicate its spherical measurement and weight.

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______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. Net - Indicate measurement (length and width).

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Rubric

Lesson 2

Etiquette, Safety Measures, Rules and regulation

Pre-discussion

Volleyball is a game played with two teams of six players each. The
object of the game is to use skills such as the forearm pass, set, spike and
block to gain an advantage on the opponent by sending the ball to the floor on
their side of the court. A game is played to 25 points; however, the winning
team must win by two points. A high school volleyball match consists of
winning two out of three games. There are etiquette and safety rules to be
followed in playing volleyball.

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 Good volleyball etiquette and protocol start at practice. Teaching your
team good sportsmanship and respect for officials, teammates, opponents
and volunteers will carry over to when an actual competition takes place. Your
role as coach sets the standard that your team will follow. Always strive to set
a good example.

What to Expect?

At the end of the lesson, the students can:

a. Identify and discuss the etiquette and safety measures;

b. Explain the importance of rules & regulations of volleyball play
volleyball in accordance with the rules & regulations.

Lesson Outline

1. Etiquette and Safety

1.1 Players must be aware of hazards in the playing area. Volleyball
standards/poles, teammates, walls, and balls all pose the possibility of
serious injury.
1.2 Players should roll the ball under the net, rather than throw it over
the net to the other team.
1.3 Players should attempt to alert other players when a ball has rolled
onto another court so that a player does not accidentally land or step
on the ball.
1.4 Players should avoid net violations or crossing the centerline as
this can cause injury.
1.5 Players should announce his/her team’s score and then the
opponent’s score clearly and loudly before each serve. In the absence
of an official, players should call the ball “in” or “out,” and call net
violations in the interest of fair play.
6. Place volleyballs back in the bin/holder at the end of the game.
2. Care of Equipment
2.1 Players should never kick or sit on the volleyballs.
2.2 The volleyball nets should not be pulled on and players should not
stand on the supporting poles.
3. Rules, Regulations and Scoring Team Composition

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 3.1 A team is comprised of six players: Position #1 is the right back
Position #4 is the left front Position #2 is the right front Position #5 is
the left back Position #3 is the middle front Position #6 is the middle
back NET 4 3 2 5 6 1
3.2 Rotation is clockwise and is made prior to the turn of service,
including at the start of the game.
3.3 After a coin toss, the team that wins the call may elect to choose to
serve or may select the side of the court on which they will play.
3.4 Substitutions are made when the ball is dead.
3.5 A team that does not have the first serve will rotate out of their
starting position before their first server.
3.6 A “libero” player is utilized in competitive high school volleyball.
This player is a designated defensive player who can only play in the
back row. The libero can serve for one position. This player wears a
different color jersey than the team does in order to identify themselves
as the libero.
4. Point or Side Out
4.1 Rally scoring allows for a point to be won by either team regardless
of which team is serving.
4.2 If players on the serving team commit any of the following, a side-
out will be awarded to the other team. A point will be awarded to the
opposing team if a player on the other team commits any of the
following:
a. contacts the ball more than once in succession
b. makes contact with the ball for a fourth time on their side
c. touches the net with any part of the body
d. catches, holds, or double hits the ball
e. causes the ball to go out of bounds
f. reaches over the net to contact the ball
g. stands outside of the side boundaries, or touches the endline on the
serve
h. steps over the center line
4.3 Replay – a replay will be called when two opponents commit a
violation simultaneously. No point is scored and the ball is re-served.
5. Game and Match

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 5.1 A game is won when one team has scored 25 points, as long as
they have a two point advantage. A match is won by the team who
wins two out of three games.
5.2 Teams change courts at the end of each game.
5.3 Teams flip a coin to determine who will serve first for the first game.
The second team will have the serve in the second game.
5.4 If teams are tied at one game each, there will be another coin toss
to determine the server for the third game.

MECHANICS Rules and Regulations

The play starts in toss coin.
A. PLAYERS
1. Teams consist of six players. However, a team may start or continue
the game with four players.
2. This event will be co-ed (minimum of 2 females on the score card
and official roster), one female player must be playing on the court
at all times.
3. All games shall be played with the "NO SIDE OUT” rule. That is, a
point is scored on every possession.
4. Preliminary Games: A game shall be won by the team that has
scored 25 points and is at least two points ahead with a cap at 27. A
match is consisting of only one game and sides will be switched once
13 points has been reached by one team.
5. Semi-final & Final Games: A game shall be won by the team that
has scored 25 points, and is at least two points ahead. A match is
consist of best two-out-of-three games.
6. The ball may not be played off in an adjacent court.
7. Any ball which hits the ceiling or any outside object is out of play.
8. Each team is allowed one 60-second time-outs per game, during
which rotation can change, and substitutions can be made.
9. For safety reasons, jewelry should not be worn during play, or
should
be taped.
10. There are two substitutions allowed per team, per game which can take
place at service.

B. SERVICE
1. Winner of the coin toss shall choose to serve or receive

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 2. Server must remain behind service line, until ball is contacted.
3. If the ball is served before the referee's whistle, the ball is the point is
re-served.
4. If a team's player servesout of order, the team loses serve
points scored while serving out of order. The players of the fault must
take their correct positions.
5. Any attempt to screen the receiving team from seeing the traject
of the serve will result in a point and possession. This includes tw or
more players standing together, or one player with his hands above his
head, as the serve passes over him/them.
6. At the time the ball is contacted for the serve, the players on the
court must be in their proper order.

C. PLAYING THE BALL

1. Each team is allowed three successive contacts of the ball in order
to return it
2. The ball may be hit with any part of the body above the waist. 3. The
ball can contact any number of body parts, provided that such
contacts are simultaneous, and what the ball rebounds immediately
and cleanly.
4. Touching a ball in an attempt to block does not count as a touch,
and the same player may make the first contact.
5. Contact with the ball must be brief and instantaneous. When the
"ball visibly comes to rest momentarily in the hands and arms of a
player, it is considered as having been held. Scooping, lifting. pushing,
or carrying the ball are forms of holding. A ball clearly hit from a
position below the ball is considered a good hit.
hit sing, or carrodered as hihentarily in ustantaneous
6. Receiving a served ball with an overhead pass using open hande
not necessarily a fault.
7.If after simultaneous contact by opponents, the ball falls out-of
bounds, the team on the opposite side shall be deemed as having
caused it to go out-of-bounds.
8. When two players of the same team simultaneously con
it is considered one contact, and either player may make the next
contact.
9. A player is not allowed to attack the ball on the opponent's side nets.
10. No player shall assist a teammate by holding him/her while they
are playing the ball. It is legal to hold a player not playing the ball
in order to prevent a fault.

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 11. A back-row player may not cause a ball, which is completely above
he height of the net to cross over to the opponent's side, unless he/ she
is either on the ground completely behind the 3-meter line or is in the
air, having jumped from the behind line. If any part of the line is
touched by the attacking player, it is a violation.

D. BLOCKING
1. Blocking may be legally accomplished only by the players who are
in the front-line at the time of service. Back-line players may not
participate in a block.
2. The team which has affected a block shall have the right to three
additional contacts after the block.
3. Any player participating in a block shall have the right to make the
next contact, such contact counting as the first team hit. Multiple
contacts of the ball by a player participating in a block shall be legal,
provided it is during one attempt to intercept the ball.
4. Multiple contacts of the ball by a player participating in a block shall
be legal, provided it is during one attempt to intercept the ball.
5. Multiple contacts of the ball during a block shall be considered a
single contact, even though the ball may make multiple contacts with
one or more players of the block.
6. Blocking and/or spiking a served ball is prohibited.
7. It is legal to block a ball on the opponent's side of the net provided,in
the opinion of the official, the trajectory of the ball would have caused it
to break the plane of the net. 8. A blocked ball is considered to have
crossed the net.

E. PLAY AT THE NET

1. Play will continue during the serve, even if the ball makes con
with the net and crosses over.
2. If a player's action causes him/her to contact the net during play
accidental or not, with any part of the body or clothes, that player shall
be charged with a fault.
3. If opponents contact the net simultaneously, it shall constitute a
double fault, and the point shall be replayed.
4. If a player accidentally contacts any part of the net supports, such
contact should not be counted as a fault, provided that it has no effect
on sequence of play. Intentional contact or grabbing of such objects
shall be penalized as a fault.
5. Contacting the opponents playing areas with any part of the body,
except the feet is a fault. Touching the opponent's area with a foot is
not a fault, provided that some parts of the encroaching foot remain on

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 or above the centerline, and does not interfere with the play of an
opponent.

F. FAULTS
1. Faults result in a point.
2. A fault shall be declared when:
a. the ball touches the floor.
b. the ball is held, thrown, or pushed.
c. a team has played the ball more than three times consecutively.
d. the ball touches a player below the waist.
g.player touches the ball twice consecutively.
f. a team is out of position at serve.
g. a player touches the net.
h. a player completely crosses the center point and contact opponent's
playing area.
i. a player attacks the ball above the opponent's playing area
j. a back-line player while in the attack area hits the ball into the
opponent's court from above the height of the net.
k. a ball lands outside the court or touches an object outside the court.
l. the ball is played by a player being assisted by a teammate as a
means of support
m. a player reaches under the net and touches the ball or an opponent
while the ball is being played by the opposite team.
n. the game is delayed persistently.
o. blocking is performed illegally.
p. illegally served ball or service fault.
G. PROVOKE AND RETALIATION RULES
The one that provokes the harm will be ejected from the game/
tournament and subsequent games in following three years. The players who
retaliate will be ejected and banned for two years.
Note: All rules and regulations are subject to modifications by the ZSC sports
coordinator without prior written notice.

PARTICIPANTS OF THE GAME

TEAM COMPOSITION

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  For the match, a team may consist of up to 12 players, plus
 Coaching Staff: one coach, a maximum of two assistant coaches,
 Medical Staff: one team therapist and one medical doctor.
 Only those listed on the score sheet may normally enter the
Competition/ Control Area and take part in the official warm up and in
the match.
 Only the players recorded on the score sheet may enter the court and
play in the match. Once the coach and the team captain have signed
the score sheet, (team list for electronic score sheet) the recorded
players cannot be changed.

SET-UP
 Up to 12 players per team (6 on court, 6 substitutes, up to 2 liberos)
 3 technical staff (coach/assistant coach/trainer)
 2 medical staff (doctor/physiotherapist)

OFFICIALS
 2 referees
 4-line judges

LOCATION OF THE TEAM

 The players not in play should either sit on their team bench or be in
their warm-up area. The coach and other team members sit on the
bench, but may temporarily leave it.
 The benches for the teams are located beside the scorer's table,
outside the free zone.
 The players not in play should either sit on their team bench or be in
their warm-up area. The coach and other team members sit on the
bench, but may temporarily leave it.
 Only the team composition members are permitted to sit on the bench
during the match and to participate in the official warm-up session.

EQUIPMENT
 A player's equipment consists of a jersey, shorts, socks (the uniform)
and sport shoes.
 The colour and the design for the jerseys, shorts and socks must be
uniform for the team (except for the Libero). The uniforms must be
clean.
 The shoes must be light and pliable with rubber or composite soles
without heels.
 Players' jerseys must be numbered from 1 to 20.
 The team captain must have on his/her jersey a stripe of 8 x 2 cm
underlining the number on the chest.

TEAM LEADERS

20
  Both the team captain and the coach are responsible for the conduct
and discipline of their team members.
 The Liberos cannot be either team or game captain.

CAPTAIN
 PRIOR TO THE MATCH, the team captain signs the score sheet and
represents his/her team in the toss.
 DURING THE MATCH and while on the court, the team captain is the
game captain. When the team captain is not on the court, the coach or
the team captain must assign another player on the court, but not the
Libero, to assume the role of game captain. This game captain
maintains his/her responsibilities until he/she is substituted, or the team
captain returns to play, or the set ends.
 AT THE END OF THE MATCH, the team captain thanks the referees
and signs the score sheet to ratify the result;

COACH
 Throughout the match, the coach conducts the play of his/her team
from outside the playing court. He/she selects the starting line-ups, the
substitutes, and takes time-outs. In these functions his/her contacting
official is the 2nd referee.
 PRIOR TO THE MATCH, the coach records or checks the names and
numbers of his/her players on the score sheet team roster, and then
signs it.
 DURING THE MATCH, the coach:
a. prior to each set, gives the 2nd referee or the scorer the line-up
sheet(s) duly filled in and signed;
b. sits on the team bench nearest to the scorer, but may leave it; 4.2
c. requests time-outs and substitutions

COACH
 may, as well as other team members, give instructions to the players
on the court. The coach may give these instructions while standing or
walking within the free zone in front of his/her team’s bench from the
extension of the attack line up to the warm-up area, without disturbing
or delaying the match.

ASSISTANT COACH
 The assistant coach sits on the team bench, but has no right to
intervene in the match.
 Should the coach have to leave his/her team for any reason including
sanction, but excluding entering the court as a player, an assistant
coach may assume the coach's functions for the duration of the
absence, once confirmed to the referee by the game captain.

TO SCORE A POINT
A team scores a point:
 by successfully landing the ball on the opponent’s court; 8.3, 10.1.1
 when the opponent team commits a fault; 6.1.2
 when the opponent team receives a penalty

21
  If the serving team wins a rally, it scores a point and continues to
serve.
 If the receiving team wins a rally, it scores a point and it must serve
next

TO WIN A SET
 A set (except the deciding 5th set) is won by the team which first
scores 25 points with a minimum lead of two points. In the case of a
24-24 tie, play is continued until a two-point lead is achieved (26-24;
27-25; etc.).

TO WIN THE MATCH

 The match is won by the team that wins three sets.
 In the case of a 2-2 tie, the deciding 5th set is played to 15 points with
a minimum lead of 2 points.

DEFAULT AND INCOMPLETE TEAM

 If a team refuses to play after being summoned to do so, it is declared
in default and forfeits the match with the result 0-3 for the match and 0-
25 for each set.
 A team that, without justifiable reason, does not appear on the playing
court on time is declared in default.
 A team that is declared INCOMPLETE for the set or for the match,
loses the set or the match. The opponent team is given the points, or
the points and the sets, needed to win the set or the match. The
incomplete team keeps its points and sets.

THE TOSS
 Before the match, the 1st referee carries out a toss to decide upon the
first service and the sides of the court in the first set.
 If a deciding set is to be played, a new toss will be carried out.
Toss is taken in the presence of the two team captains. the winner of the
toss chooses:
EITHER:
 The right to serve or to receive the service,
 The side of the court.
 The loser takes the remaining choice.

TEAM STARTING LINE-UP

 There must always be six players per team in play.
 The team's starting line-up indicates the rotational order of the players
on the court. This order must be maintained throughout the set.
 At the moment the ball is hit by the server, each team must be
positioned within its own court in the rotational order (except the
server).

POSITIONS
 The positions of the players are numbered as follows:
 The three players along the net are front-row players and occupy
positions 4 (front-left), 3 (front-centre) and 2 (front-right);

22
  The other three are back-row players occupying positions 5 (back-left),
6 (back-centre) and 1 (back-right).

POSITIONAL FAULT
 The team commits a positional fault, if any player is not in his/her
correct position at the moment the ball is hit by the server. When a
player is on court through illegal substitution, and play restarts, this is
counted as a positional fault with the consequences of an illegal
substitution.
 A positional fault leads to the following consequences:
•the team is sanctioned with a point and service to the opponent;
•players' positions must be rectified.

ROTATION
 The rotational order is determined by the team's starting line-up and
controlled with the service order and players' positions throughout the
set.
 When the receiving team has gained the right to serve, its players
rotate one position clock-wise: the player in position 2 rotates to
position 1 to serve, the player in position 1 rotates to position 6, etc.

ROTATIONAL FAULT
 A rotational fault is committed when the SERVICE is not made
according to the rotational order. It leads to the following consequences
in order:
 the scorer stops play by the buzzer; the opponent gains a point and
next service
 A rotational fault is committed when the SERVICE is not made
according to the rotational order. It leads to the following consequences
in order:
 the scorer stops play by the buzzer; the opponent gains a point and
next service.

POSITIONAL PLAY
1. The Setter
 The Play maker of the team. He/She coordinates the offence and sets
the ball to tha attacker. The Setter is usually responsible for the second
touch.
2. The wing spiker
 Also known as a receiver/attacker. He/She can receive the opponent’s
serve but is also an attacking force principally at the sides of the net,
either from the front zone or the back zone. There are two on the
court in each team.
- Front Zone – The attack zone where the attacking is most often
executed, it is also the zone where the block is performed when
a team is defending.
- The Back zone – The defense zone. A back-row player may
attempt an attack only if he/she jumps from behind the attack
zone.
3. The middle blocker

23
  A blocking specialist in the middle of the front row, the middle blocker
can also be used on attack, usually at the middle of the net either to
execute a quick attack or lure the opposition defense. The middle
blocker is usually replaced by the libero when rotating to the back row.

4/5. The opposite

 Positioned diagonally opposite the setter, the opposite is the team’s
main attacking player, seen as a regular contributor of points,
especially at key moments of a match.
6. The libero
 Defensive specialist for receiving a serve or attack. He/she can replace
any back-row player and can only play in the back-row positions.
He/she cannot serve and wears a different color shirt to his/her team.
 Libero is a key defender. Libero helps keep the rally alive.
 The libero’s main responsibilities are to receive service and defend
opposition attacks in a controlled manner in order to enable
subsequent attacking options for his/her own team.


ASSESSMENT

Name: ______________________________________Score: ____________

Day/Time___________Course/Section:__________________________
Instructor: ________________________________________________

ACTIVITY 1
Directions: Discuss the following meaningfully. Answer the question asked.

24
1. What is the main role of the Libero in the game?

______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________

2. What is the main role of the setter in the game?

______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________

3. How would you explain: "Volleyball is a sport for everyone"?

______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________

4. Why are the Europeans, especially the Russians, dominated the

world of volleyball tournaments?

______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________

5. As a student, how can you make volleyball a popular here in the

Philippines?

______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________

25
ACTIVITY 2

Directions: Analyze the statement and write the correct answers in the space
provided.

1. In 1947, the International Volley Ball Federation (IVBF) was with

_____________ as its first president.
2. All lines are ______ wide. They must be of a light color which is
different from the color of the floor and from any other lines.
3. The ______________ is limited by the extension of both attack lines up
to the scorer's table.
4. The __________ is considered to extend beyond the side lines to the
end of the free zone.
5. In 1916, the ________________________________ and the
6. _________________________ published the rules of the game and
made additional changes.
7. _____________ was designed to be an indoor sport less rough than
basketball for older member of the YMCA, while still requiring a bit of
athletic effort.
8. The service zone is a __________ area behind each end line.
9. The net is ______________________ (with 25 to 50 cm on each side
of the side bands), made of 10 cm square black mesh.
10. When volleyball was introduced in the Philippines, a Filipino started
_________, as one of the spectacular aspects of offense.
11. A __________________ is committed when the SERVICE is not made
according to the rotational order.
12. The _________________ sits on the team bench, but has no right to
intervene in the match.
13. For the match, a team may consist of up to ___________ players.
14. ______________ allows for a point to be won by either team
regardless of which team is serving.
15. The 1st referee carries out a _______ to decide upon the first service
and the sides of the court in the first set.
26
ACTIVITY 3

1. Discuss the importance of etiquettes and safety measures of volleyball.

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
2. What is the importance of the rules and regulations in playing? How it
helps in making the game successful?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

3. True or False. Analyze whether the mentioned principle is True or

False.
Provide the right word/s to correct the answer.
______________1. Service may be legally accomplished only by the players
who are in the front-line at the time of service. Back-line players may not
participate in a block.
_____________2. Players should roll the ball under the net, rather than throw
it over the net to the other team.

27
_____________3. Loser of the coin toss shall choose to serve or receive.
_____________4. Blocking is performed legally.
_____________5. Blocking and/or spiking a served ball is prohibited.
_____________6. Libero must remain behind service line, until ball is
contacted.
_____________7. Each Teams consist of six players. However, a team may
start or continue
the game with four players.
_____________8. If opponents contact the net simultaneously, it shall
constitute a double fault, and the point shall be replayed.
_____________9. Touching a net in an attempt to block does not count as a
touch,and the same player may make the first contact.
_____________10. A fault shall be declared when the ball touches the floor.
_____________11. If the ball is served before the referee's whistle, the ball is
the point is re-served.
______________12. Blocking may be illegally accomplished only by the
players who are in the front-line at the time of service.
______________13. Front-line players may not participate in a block.
______________14. The ball may not be played off in an adjacent court.
______________15. Any player which hits the ceiling or any outside object is
out of play.

Rubric

Chapter
Summary

28
 In playing volleyball, it is vital to understand its nature. This provides an
avenue on how to give out your best as a player. Choosing and enagaging to
the right kind of game will surely draw the right and expected output we have
in ourselves.
Implementing rules and regulations and safety measurements are
highly important in playing volleyball, it provides assurance and safe
environment for our players. Thus; checking of the facilities and all necessary
equipment must be ready prior to the volleyball activity. It is always important
to supervise all players to avoid accidents during the game.

Chapter References

Mryna N. Alvarez, Rosalia N. Erpelo, Rommel F. Tilbe, Robert M. Victorio

(2011). Physical Education 4 Team Sports.
Volleyball. https://www.britannica.com/sports/volleyball
The game. https://www.britannica.com/sports/volleyball/The-game
https://hoovermetcomplex.com/back-to-basics-volleyball-player-positions/
http://media.specialolympics.org/soi/files/sports/Volleyball/eqxcpw5l/
Volleyba.pdf
https://www.lths.net/cms/lib/IL01904810/Centricity/domain/165/units/
Volleyball.pdf

CHAPTER 2

TRAINING TECHNIQUE
AND
FUNDAMENTAL SKILLS

OVERVIEW

This chapter i45ncludes necessary information about volleyball, such

as its skills and technique.

29
 The skills and technique must be learned and observe to enhance
performance. In volleyball, just like in any other sport, the
most important element is skills and technique. In volleyball, technique plays
a crucial role and it takes relatively long time to master it. Without a correct
individual technique of every player, no team can even think about
performance that they and their coach want to achieve.

General Objectives

At the end of the chapter, the students can:

a. Discuss and identify the skills and techniques;

b. Perform the skills

Lesson 1:

Training Technique

Pre-discussion

The fundamental techniques of training must be observed to enhance

performance such as specificity, overload and adaptation, recovery and
Reversibility. Training is essential when it comes to improving our skills in any
sport or activity.

In playing a team game each player has its own role and skill, as player
skills improve, standards increase. This is key if you want to have highly
successful volleyball teams. As skill improves, the players expectation will
increase. As a player learns, they will start to expect to be more successful.

What to Expect?

At the end of the lesson, the students can:

30
 a. Identify and discuss the principles of training in playing volleyball;

Lesson Outline

GENERAL PRINCIPLES OF FITNESS TRAINING

1. Specificity

From a simple point of view, specificity refers to whether the training is

relevant. For, example, power training for a javelin thrower is likely to require
very different routines to those which would be used for volleyball players.
Specificity principle the trainer needs to prepare the session the most similar
to the competition and the physical training with the strength and the
resistance required during the sports practice. Relevant power training like
aerobic training is the most important session for the athlete because this
training for the athlete practices higher loads in the other training phase. In the
volleyball the physical training more important for the volleyball player is the
strength training. The volleyball players deserve to practice the special
strength training and reactive strength training because these strength
trainings are in accordance with the specificity principle. In conclusion, the
specificity principle is useful to guide the training.

(A) Special strength training of the running and (B) reactive strength training

2. Overload and Adaptation principles

Fitness can only be improved by training more than you normally do. In
these principles it indicates that you need to force your body beyond the threshold
that it is used to get better, stronger or quicker. By this, it will adjust if you give time

31
 to recover a by its capacity to cope with those loads of training, the body will
respond to the training loads imposed. Over time the body becomes
accustomed to exercising at a given level. This adaptation results in
improved efficiency, less effort and less muscle breakdown at that
level.
3. Recovery
The body cannot repair itself without rest and time to recover.
Both short periods like hours between multiple sessions in a day and
longer periods like days or weeks to recover from a long season are
necessary to ensure your body does not suffer from exhaustion or
overuse injuries. The recovery might not mean sleep. The muscles are
going to recover from hard training by just rest.
4. Reversibility Principle
If you discontinue application of a particular exercise like running
five miles or bench pressing 150 pounds 10 times, you will lose the
ability to successfully complete that exercise. The bodies will not only
stop changing but the mechanism will go backward and the changes
will be lost.

Methods of training
 In aerobic exercise, which is steady and not too fast, the heart is able to
supply enough oxygen to the muscles. Aerobic training improves
cardiovascular fitness.
 Anaerobic exercise is performed in short, fast bursts here the heart
cannot supply enough oxygen to the muscles. Anaerobic training improves
the ability of the muscles to work without enough oxygen When lactic acid
is produced.
 Cross training involves using another sport or activity to improve
your fitness. It happens when an athlete trains in a different environment.
Like in volleyball, players use this power training to help with fitness for long
jump.
 Weight training uses weights to provide resistance to the muscles. It
improves muscular strength (high weight, low reps), muscular endurance

32
 (low weight, high reps, many sets) and power (medium weight and reps
performed quickly).
 Plyometric exercises Explosion type exercises 10-15 reps
These exercises are quite difficult, and will take some time to get
accustomed to. Just make sure to take things one day at a time.
There is no reason to rush into an advanced routine if you
haven’t built the proper foundation. (continued on next page) A
typical plyometrics routine should last about 30-40 minutes, and
can be performed a maximum of two days a week.
 vertical jumps
 box jumps
 depth jumps (broad jump like)
 side-to-side box jump
Here are the basic Speed and Agility Volleyball training drills:

 Short sprints:
- Practice start and stop running on the court
 Ladder drills:
- Coordinated footwork running through a ladder on the ground
 Follow the leader:
- Shadow someone and run in different directions
 Snake drills:
- Run weaving in and out through cones set up as an obstacle
course
 Abdominal muscles:
- Focus on strength exercises that improve the abdominal
muscles
 Leg muscles:
- Strong legs will help with agility during volleyball plays as well as
jumping
 Arms muscles:
- Upper body strength is essential for digging, hitting, and spiking
the volleyball

33
ASSESSMENT

Name: ______________________________________Score: ____________

Day/Time___________Course/Section:__________________________
Instructor: ________________________________________________

ACTIVITY 1

A. Briefly explain the following questions:

1. In serving, what is the consideration in following the proper executions?
Why?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_______________________________________________________
2. What kind of serve are you going to use playing volleyball? Why?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_______________________________________________________
3. Why is it important to remember the safety precautions while you are in
play?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

34
 ________________________________________________________
________________________________________________________
_______________________________________________

Rubric

10 points All key words were explained well.

5 points Some key words were explained.

B. Complete the statement below.

What I most appreciate about learning skills and techniques is… (10
points)

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
___________________________________________________________.

35
 Rubric
10 points All key words were explained
well.
5 points Some key words were
explained.

Lesson 2

FUNDAMENTAL SKILLS AND DRILLS

Knowledge of the basic fundamental skills of volleyball, common

errors, and suggested corrections will enable a coach to provide efficient and
effective teaching and coaching strategies for every athlete. The following are
described: serving, passing (forearm underhand passing), attack options
(hitting/spiking) and blocking (from attack and defend positions).

What to Expect?

At the end of the lesson, you are expected to:

a. enumerate the different fundamental skills and drills;

b. execute the types of skills and drills properly in volleyball; and
c. enjoy and appreciate the different skills and drills used in
volleyball

What to Expect?

FUNDAMENTAL SKILLS

1.SERVING

36
 To serve is to put the ball in play, to start every rally. It is one skill that
is under total control. It is a form of attack because with a strong and tough
serve, it can put pressure on the opponents. The serve is not only an
offensive weapon that can score points, but a defensive one, as well, by
causing the receiver to make bad passes to the setter, thus lessening the
team's attack options.

1. Consistency
1.1. Serving principles being requires being consistent, accurate and
aggressive.
1.2. Before serving concentrate, observe opponents and choose target.
1.3. Before tossing ball should be comfortable distance from the body
and server should be confident.
2. Toss with finger
2.1 . a server’s position, toss, arm swing and contact must always be
consistent. Pay attention to tossing the ball low and without spin in
front of striking shoulder.
3. Arm back

37
 3.1 . toss and step left foot should occur at the same time. Arm
position should look like bow and arrow in order to accelerate the
ball.
4. Weight transfer
4.1 . weight is transferred to the front foot. Striking should is rotated
high as hand moves away from the ball.
5. Watch the ball
5.1. keep the wrist rigid with the flat hand, but keep forearm and
shoulder relaxed. This leads to maximum acceleration.
6. Lead with Elbow
6.1. elbow is the key for the rate of forearm acceleration. Power begins
in hip rotation and moves back, shoulder, elbow and hand.palm should
points towards ceiling.
7. Accelerate arm upon contact
7.1. when answering is close to the ball (2 ball widths) you should
suddenly accelerate towards the ball. Maximum accelerate =
maximum power.

8. Swing parallel with floor

8.1.in overhead float serve, it is important to have horizontal swing
(parallel to floor). During contact with ball, elbow is slightly bent. If
elbows is straight during contact, float serve becomes difficult and
power is lost.
9. Contact center of ball
9.1. The contact point for overhead float serve is the base of the palm.
Some servers use their wrist, but attention must be paid to making
contact through the center of the ball.
10. Wrist back
- Three Principles of directing the serve.
1. Striking point of the ball must be aligned with striking
shoulder.
2. Server’s step and toe must be in direction of target.
3. Direction of follow through must be in direct of target.
4.
Serving Styles

A. UNDERHAND SERVE

38
 Figure 1: UNDERHAND SERVE

Ready position
 face target, non-dominant foot forward. Hold
ball (palm up) with non-dominant hand palm up
at knee level in line with swinging arm weight
on back foot and eys on the ball

Pre-contact
 swing hitting arm back and at the same time
shift your weight to your back foot.

Contact
 Shift weight forward and take small step
forward with your foot on the side where you
are holding the ball. Strike the ball with a stuff
palm and open hand. Make contact with the
lower-half of the ball so that it lifts.

39
Follow through
 Follow through the ball with your swinging
arm straight towards the target.

B.THE OVERHEAD FLOAT SERVE

1.

C
th
fla
pa

Figure 2: OVERHEAD
2.TOSS WITH FINGERS SERVE

The server uses the most advanced tossing

technique- finger toss. If palms touch the ball, it is
easy to spin during pressure points. When tossing,
hand should move straight up and fingers should
open wide on follow through.

3.WHIP MOTION

Back is arched with

striking shoulder shoulder
and chest spread open.
Elbow is back and right
hip is in good position to
begin rotating forward to
create force through upper
body towards armswing.
Contact hand is in good
position (not back to early)
to begin whip-like motion.

40
 4.PALM FACES CEILING
Note the elbow leads forearm
acceleration. The rigid and flat
handhas remained with the
palm towards the ceiling.

5.SHOULDER IS LOCKED

note that shoulder is locked and

not extended. Serving motion
should be different from spiking.
2.PASSING Shoulder is not extended and
wrist does not break downwards.

Figure 3: PASSING

-To be ready to contact the ball, your whole

body should be relaxed, with the upper
body bent forward. Focus on the opponent
sending you the ball, watching the speed
and path of the incoming ball. Move quickly
under the ball in a low posture with arms

41
 stretched out. Keep elbows at waist level
and both hands clasped together. The
inside of the forearms should be facing
upward to make as flat a surface as
possible.

-Extend both arms and deflect the ball to

your target – whether the ball comes
directly in front, low, off to one side or high

- Observe the path of the ball for feedback for a

moment, then quickly move on to the next skill you
are expected to do.

Positions of Passing

FOREARM PASS OR “THE BUMP” PASS

Ready position
 Player is relaxed with shoulders square to
the ball
 Feet slightly wider than shoulder width with
knees flexed.
 Trunk is leaning forward slightly with arms
in front of the body

42
Pre-contact
 Arms straighten and hand grip together to
form a flat contact surface from wrists to
elbow.
 Knees are bent 90 degrees
 One foot is slightly in front of the other.

Contact
 Arms are straight and form a 90 degrees
angle with trunk
 Trunk is straight with a forward lean.
 The ball contacts both forearms at a point
slightly above the wrists.
 Arms stay together and straight as they swing
slightly upward and forward as contact is
made.

Follow Through
 The body moves forward towards the target.
 Player then returns to ready position in
preparation for the next action.

OVERHEAD PASS

43
 Ready position
 Player moves under the ball.
 Feet should be slightly wider than shoulder
width with one foot slightly ahead of the other.
 Hands are placed just above forehead in
triangle position.
 Elbows should be bent and facing out.

Contact
 Eyes stay on the ball through the triangle.
 Contact with the ball is made with fingers only
(not palms)
 Ball is kept above the forehead throughout
the motion.

Push
 Push is made with arms and legs until body is
fully extended.
 The arms’ action will determine the ball’s
direction.

Follow Through
 Arms push until they are fully extended
 Wrists do not flick
 Once the pass is completed, the player
returns to the ready position.

44
3.SET

45
  BODY LEANING FORWARD
 Setters must possess quick quick judgemeng and movement,
perfect hand position and good athletic ability.
 When penetrating, right foot should be forward with body leaning
forward. Pay attention do not overlap.
 Watch ball
 While moving, setter must watch ball. He must also observe
receivers and approach of hitters.
 Curve to net
 Penetrate quickly close to net. Keep body open and faced
toward receivers.
 Stop with slide step on position (30cm from center-line, 3m-4m
from right side line)
 Right Foot forward
 Setter must be ballanced and in medium position.
 Right foot is forward
 Hands are high, fingers open; keep ball in front of forehead.
 Hand are cupped
 Before setting, hand are cupped before contacting, index and
middle fingers are open and thumb is on bottom of ball.
 Ring and small fingers help the thumb control direction.

POSITIONS
 Face target
- For accuracy, setter should be stable and squared to target.
- knees and elbows extended up through the ball.
- weight is transferred from back to front foot.
 Elbows extended
- For high set to Antenna
1. elbows must extend;
2. Wrist and fingers soften control;
3. Fingers point toward target
 Hands press
- For flat set to antenna
Hands are still high, with upper body, forearm and hands
pressing forward. In conclusion: Different sets require different
techniques.

 Hand formation
- Upper body form:

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 Elbows spread, not to wide. Elbow joint is 90 degrees. Eyes look
through enlarged triangle.

 Position on Forehead
- Keep ball in front of
forehead. Forearms are
relaxed.

4.SPIKING

The attack is one of the most exciting parts of the game, the attack is
done usually on the third contact which could be a spike or smash, tips or
"dink” The spike is the most common attack. To spike is to put away the ball
from the top of the net with considerable force towards the opponents' court.

MECHANICS OF THE SPIKE

Preparation:

 Stand on the attack line, facing the net

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Execution:

 Approach the net at a 45º angle with two steps and a quicker third step.
(The first step is when the ball is being set.) For right-handed students,
step forward with the left foot, then right, then left quickly.
 Squat low and take off upward with two feet. 
 As the jump is made, bring the hitting arm up as for a throwing action
(keep the elbow high).
 Bring the arm down over the ball with a snap of the elbow and wrist.
 Strike the ball palm first, followed by fingers that are brought into
contact with the ball by final wrist snap.

Follow-Through:

 Follow through in the direction of the intended flight and then swing
downward.
 Avoid touching the net with hands.

How to spike?
 Fingers open
- ball contact: 1. Wrist extends up and over.
2. Contact point is base of hand to palm to fingers.
3. Fingers are spread wide for control.
 Shoulder rotates
- shoulder rotates forward and up towards the ball.
- elbows follow shoulder and remains high
-hand is back with palm towards ceiling.
 Elbow fully extends
- elbow fully extends as ball is contacted above and in front striking
shoulders.
- wrists extends up and over ball.
- eyes focused on center of ball.
 Fingers involved
-shoulder is stretch up and forward during follow through.
- for angle spike, wrist whips from inside to outside.
 The ball to spin
- for angle spike follow through continues outside of body. Left arm has
moved down and towards body to maintain balance. Eyes follow the
ball.

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5. BLOCKING

MECHANICS OF THE BLOCK

 Ready Position
-The blocker starts at the net with the feet parallel
and balanced. The arms are held high with the spread fingers.
 Read
-See the passer and the type of service receive reaching the
setter. Poor reception usually lessens the setter's option so that
blockers can read the player to be set and to be blocked. Read the
hitter. Do not watch the ball,
 Preparation
- Before jumping, the blocker should position in front
of the spiker's favorite angle of attack always jump to where spiker has
made his last jump.
 Take-off
- Jump at least a meter from the net. The hands should
penetrate over the net. The rule is: “Eyes up, head down.” Keep the
eyes open all the time.
 Contact
- Attempt to contact the ball with the open hands. The
hands should be facing downward. They should be strong and are
angled towards the opponent's floor.

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  Follow-through
-Once contact has been made, or the ball has passed the block to
prevent touching the net. The blocker lands turn back quickly to assist
in defense or back pedal for a transition play.
 Blocker’s role in the game
- Spikers and resist the urge to look at the ball
- Line up in fornt of the spiker as they run in
- Jump straight up with two feet
- Spread your fingers and hands to make them as big as possible
- Reach over the net as far as possible
- don’t touch the ball until after the spike

ILLUSTRATION OF THE GAME

FOOTWORK DRILLS (GREAT for WARM-UPS)

1. Jump Rope
 one of the BEST footwork drills. Have players do a combination of
regular, two-footed jumps; 1-footed jumps; "running" jumps (where they
are actually running in place "thru" the jump rope - be careful that they
are not skipping rope here, but actually running in place). You can also
have them jump rope from one place to another (end line to net) or
have them jump rope front and back or side to side over a line.
2. “Clocks”

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 Players create an imaginary “clock” on the floor and place themselves,
facing 12, in the center of the clock where the hour & second hands
intersect. Using only the numbers: 12, 3, 6 and 9, players will move to
and from those called locations on the clock with the transition footwork
they would use in a game. Each time the player reaches the 12, 3, 6 or
9 spot she goes into a ready position and simulates passing the ball,
do her footwork back to the center of the clock and repeats playing the
ball. For variety, add other activities to certain numbers (rather than just
passing).
 We use the following:
 1) after moving back to the 6 position and playing the ball, the
player does an approach jump to return to the center of the
clock,
 2) when moving out to the 3 position, the player does a blocking
jump and then returns to the center to pass the ball (we also do
the same to the 9 position),
 3) when moving up to the 12 position, the player uses a
defensive floor technique like a sprawl to reach 12, gets up and
returns to the center to pass the ball.
3. “Line Jumps”
 Players need to find a line on the floor. Have them do a sequence of 25
jumps side-to-side over the line on two feet, then 25 jumps side-to-side
on their right, then 25 jumps side-to-side on their left. These jumps
should be quick, touch and go. This can be done for time with the
sequence being repeated until the time is up or can be used in a
station or circuit drill.
4. “+ Jumps”
 Players need to find a place on the floor where two lines or seams
intersect to form a “+”. Players start in one quadrant of the “+” (perhaps
the lower, left one) and jump clockwise into each quadrant of the “+”.
Have them do a sequence of 25 touches to the floor with two feet, 25
touches on their right, 25 touches on their left and then reverse the
direction and jump around the “+” counter clockwise. These jumps

51
 should be quick, touch and go. This can be done for time with the
sequence being repeated until the time is up or can be used in a
station or circuit drill.
5. “Dot Jumps”
 Using tape or water-based paint, create “dots” or “x’s” on the floor in
the pattern of a five on a domino (the dots should be approximately
1218 inches apart from one another). Create sequences where players
have to jump to each dot on the domino (two-footed, rt. foot & left foot).
These jumps should be quick, touch and go. This can be done for time
with the sequence being repeated until the time is up or can be used in
a station or circuit drill.
6. Defensive "base" to "play" Shuffles
 Have players start on court in "base" defensive position and shuffle
front, sideways or backwards from "base" to "play" as you yell the
positions out - you can throw in a "base" to "free" as well.
7. Whistle Sprints
 Players line up on basketball end line. On your command they begin to
"jog" then on your whistle, they sprint, whistle again and they return to
jog (your whistles need to be kept close together since it's just the
length of the basketball court). Use about 10 different activities in
between the sprints: jog, side shuffles, karaoke/grapevine, high skips,
etc. and make sure you have them side shuffle and grapevine both to
their left and to their right.
8. Block, Transition, Hit
 You can do this with about three or four players on each side of the net
(just be watchful of players who jump "into" the net - you may want to
just do one side). Players start at the net in a blocking position, they
jump to block and then quickly (as quick as they can) transition back to
the 10-foot line and do a hitting approach where they jump and swing
as if hitting a ball. You can split your players up into groups and have
one group do this 5x in a row: block/transition/hit, block/transition/hit 5x
- then switch groups. Make sure they are doing this correctly and not
just fast.

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 CONDITIONING WARM UP DRILLS

1. “Stations”

 Split your team into four groups (1, 2, 3 & 4). NOTE: You can add a
fifth group in the center of the court if you have more players. At each
station, the players will perform a different task. For example, at station
#1 they will do jump rope, at station #2 they will do crunches (sit-ups),
at station #3 they will do tuck jumps and at station #4 they will do wall
sits. You can make these stations anything you want (sit-ups, line
jumps, blocking jumps, push-ups, mountain climbers, etc.) On your
signal, players do the activity designated for their station. Time the
stations (30-45 seconds), when time is up the players jog a lap around
the volleyball court until they reach the next station (1 goes to 2, 2 goes
to 3 and so on).

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2. “Work the Court”

 Modify this as needed, according to your players’ abilities. The

objective is to move around the entire court (quickly) and to incorporate
some volleyball skills and some conditioning elements. Players start in
right back (X’s), they sprint to 10-foot line (#1) and do an approach
(#2), while at the net they do a blocking jump (#3) then transition to 10-
ft. line in middle front and do an approach (#4) and another blocking
jump (#5), transition to 10-ft. line in right front and do a 3rd approach
(#6) and blocking jump (#7), then duck under the net and slide across
the court facing the net (#8), turn and do three sprawls or rolls back to
left back corner (#9) and then sprint along end line (#10)* to right back
corner.

3. “Run and Play the Ball”

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 Players need to get a partner and a ball and line up on the volleyball
end line (one side of the net only). One of the partners will be the
“control player” (C) and the other will be the “active player” (X). X
begins at the end line and runs (or sprints, depending on how difficult
you want this to be) under the net to the opposite end line and then
returns to a point approximately 10 feet from the starting end line
(shown by the dotted line), player C (standing a few feet behind the
end line) then tosses a ball to X who passes it back to C and then runs
again to the end line and back for another pass. X should get a total of
5 tosses in a row from C and then players switch roles. Repeat this
again using overhand passes. For more experienced players, you can
even have them do it a 3rd time with the control player hitting/tipping a
ball at X so that she has to dig it back. A great way to get them running
without it seeming like their running.
4. "10-foot-line Sets"
 Split your team into two teams, one on each side of the net ALL players
are between the 10-foot-line and the net. The boundaries for this game
are the usual sidelines, but the 10-foot-line is now the end line. Players
can pass or overhand the 1st ball; pass or set the 2nd ball; and set or
tip the 3rd ball over the net to the opposing team. Start play by just
tossing a ball in to one team. Here's the conditioning part: after a player
contacts the ball she/he runs and touches the wall at the back of her
court and then comes back into the court to continue play - so each
time someone contacts a ball, she/he should then be running. You can
play this a couple of ways: 1) just for time, say 5 or 7 minutes; or 2) you
can keep score and play to "5" - it is rally scoring so if someone
sets/tips the ball out of bounds or into the net, the other team gets a
point. If you play games to "5", you'll want to play a few games in order
to get enough of a sweat going. A TWIST: you can make this game all
sets or all passes if you want to emphasize a skill or you can make the
3rd hit only a tip or only a roll shot - be creative.

BALL HANDLING DRILLS

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 1. “Up & Back, Side-to-Side”
 Players should partner up. One is the “control” player (C) and the other
is the “active” player (P). The control player (C) tosses or passes a
short ball to area “1” and P runs up and passes the ball back to C, C
then tosses/passes a “long” ball back to area “2” where P has shuffled
back to, she then passes the ball back to C. P continues up & back for
10 contacts, then P and C switch roles. The next time thru, C will
toss/pass the ball to areas “3” and “4” so that P has to shuffle side-to-
side and play the ball back to C. Again, after 10 contacts, players
switch roles. Repeat the entire drill using sets in place of passes. For
players with decent control, have the control player (C) pass or set the
ball rather than tossing.

2. “Figure-8 Passing/Overhand”

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 Divide your team into two single-file lines facing one another. Start with
forearm passing and have the first player in one line pass to the first
player in the other line. After passing the ball, the player runs to the
RIGHT and to the end of the line they just passed to. Set a goal of 10
consecutive passes without a miss, if they miss, they start over
counting. When they have reached 10 consecutive passes, have them
repeat the drill this time with overhand passes. Once your team is able
to do this successfully, have them progress to passes/overhands over
the net with the lines on each side of the net - and as they continue to
improve, increase the number of consecutive contacts they should get.

3. “Crosscourt Passing/Setting”
 Divide your team into four groups and have them line up on one side of
the net as shown in the diagram. Start the ball with group A, the first
player will set the ball diagonally across the court to group B and will
follow her set to the end of line with group B. The first player in B sets
the ball to her right to group C and follows her set to the end of that
line. The first player in C sets the ball diagonally across the court to
group D and follows her set to the end of that line. And the first player
in group D sets the ball to her left to group A (completing the rotation)
and she follows her set to the end of that line. Each player needs to
rotate around so that they set from the A-line 5 times before the drill is
over, or just rotate through this drill for a certain period of time. This
can also be done with forearm passes.

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 4. “3 Person Passing/Setting”
 Divide your team into groups of three and have them line up in a single
file line about 10-feet apart from one another with player A facing
player B, player B with her back to player C and player C facing player
A. Start the ball with A, she sets/passes to B who back sets/passes to
C. Player C then sets/passes over B’s head back to player A. Have the
“B” player contact 10 balls and then have the players switch and repeat
until all three players have taken a turn in the middle.

5. “At the Net” GREAT DRILL TO END PRACTICE WITH

 Have all your players spread out along the net facing the net. When
you slap the ball, the players all back off the net and into random
locations on the court. You toss (or serve) the ball over and they play it
out according to the instructions below. The constant rule is that once a
player plays the ball, then she has to move off the court and is finished

58
 with her part in the drill. The object is for all players to play the ball
according to the instructions. We usually use the following progression:
1st time - all players must pass the ball and the last player must pass it
over the net. 2nd time - 1st player passes, all other players set, last
player down balls over net. 3rd time - 1st player passes, 2nd player
sets, 3rd player passes, 4th player sets, and so on with the last player
down balling over net. If your team is pretty sharp, you may want to
really mix it up and do some combination like: 1st two players pass;
2nd two players pass to self then set to a teammate; 3rd two players
set to self then pass to teammate; 4th two players set; last player hits
over net (whatever the instructions are on this one you’ll have to make
sure that the number coincides with the number of players you have).
In this drill, the players will find that it really helps if they “talk” and
shout out what the next skill should be.

6. “Zig Zag Passing/Setting” GREAT COMMUNICATION DRILL

 Have your players line up facing one another approximately 10-feet
apart in kind of a “zig zag” formation as shown in the diagram. Players
will pass the ball back and forth through the “zig zag” with player #1
passing to #2, #2 to #3 and so on. When the ball reaches player #12,
she will reverse the direction and pass the ball BACK to player #11 and
the ball will then travel back up the “zig zag”. Players must call out the
name of the player they are passing TO before they pass the ball. This
can be done using just passing or just setting or a combination of both.
If your team becomes really controlled at this, add a second ball (I
usually throw one in when the first ball is about 2/3 down the “zig zag”.

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 This is a GREAT communication drill, especially with more than one
ball.
SERVING DRILLS

1. “Basic Practice”

 Players begin on 10-ft. line, across the net from a partner. Start with a
step-throw ball over net to partner. Each player throws 5 over net.
Progress to an actual serve over net to partner once a player has
successfully served 5 balls over net to partner, then she takes two
giant steps backwards and repeats the drill from the new position (you
can have them repeat the “step-throw” each time or not). Players
should continue to progress backwards until they are serving from
behind the end line.
2. “Around the World”

 Whether your players are tough servers who can hit zones or if they
are just starting out, this is a "game" you can play to practice serving
and zone serving. Split your team into two teams, one team on each
end line - one player from each team will go across the net to the other
side and SIT (cross-legged) in zone #1 (right back). Players who are on
the end line will now try to serve to their teammate who is across the
net in zone #1, if the player in zone #1 can touch a legally served ball
(on the fly, just by reaching - not moving her/his body from that
position), then she/he shags the ball and joins her team on the end line
to continue serving. The player who served the ball that was touched,
now runs over to the other side of the net and sits down in zone #2

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 (right front). This drill continues until the team serving on the end line
has hit a player in each of the six zones.
VARIATIONS:

1. Have teams go "around the world" 2x to end the drill

2. Require that players have to catch the ball in order to move to the next zone

3. For new servers, have your servers move in from the end line (so that they have
more success) and have them just go across the front court three zones: 2, 3, 4
(repeat a 2nd time to make it a full 6 zones) - we did this at our beginner camp and it
worked great.

4. For a really strong serving team, add a penalty that the seated player has to
BACK-UP one zone if a serve is missed.

3. “Target Practice”

 Split your team into two groups (A and B). One team serves to the
other team who is sitting in a group at any spot on the court. Points are
scored as follows: 1 point for ANY good serve (serve that is in the
court), 5 points for “hitting” a player from the opposing team (players
may not move to avoid being hit). Designate how many service
attempts each team will have before switching the serving team. For
more advanced teams, subtract a point for any missed serves.

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4. “PacMan”

 Several players (3-4) take turns serving. Their goal is to “hit” the six
players on the other side of the net (X’s). The “X” players are standing
shoulder to shoulder with their backs to the net and they are moving
slowly along the path of the dotted lines. If an “X” player is hit by a
server, she is out and the other “X’s” move closer together to fill the
gap. The servers want to be able to eliminate all six of the “X’s” before
they reach the stop sign, if they don’t you can add a “motivation” such
as running a lap or a suicide.
SERVE RECEIVE DRILLS

1. “Pass, Target, Shag”

 Players are in passing lines coming out of right and left back (Xs) and
there should also be several players in the setting target position at the
net (Ts), one target for each passing line. Coaches (C) serve/baseball
throw to their respective passing line and those passers attempt to

62
 pass to their respective target. Players rotate thru after each attempt to
play the ball. Passers become targets, targets shag the ball and give to
coach and then fill in the end of the passing line, next player in the
passing line becomes the new passer (rotating thru should be done
quickly). Go thru a few times without counting and then see which line
can get 10 good passes first.

1. “Leader of the Pack”

 Two players begin as passers (P) in right and left back (if you use a
three-man serve receive, do this drill with three passers) and one is at
the setting target (T), the remaining players are waiting to begin the drill
(Xs) and are also shagging balls. Coach (or you can use your own
players) serves the ball to the serve receive side and passers attempt
to pass to target. Passers get a point for every target pass (balls that
the target can catch with one giant step). If the passer makes a totally
unplayable pass (one that would result in an immediate point for the
serving team), she/he is out of the drill and a new player rotates into
that passing spot. If she/he makes a playable pass, but it is not to
target, she/he stays in the drill, but does not receive a point. Players
keep a “running total” of their points even though they may rotate out of
the drill due to an errant pass. The first player to tally five points (or
whatever goal you set), becomes the “leader of the pack”.
 NOTE: for younger players, you may want to award points for any
playable pass, not just target passes, but still have players rotate out of
the drill if they make an unplayable pass.

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2. “2-Minute Drill”
 Split your team in two groups. Each group will have a server (S1 & S2)
and a hander (H1 & H2) - servers will be serving to their own passers
(P1 & P2). So, S1 will serve to P1 and S2 will serve to P2. Passers
pass to the targets (T1 & T2) - targets should be where your setter
would be. Servers serve to their passers for two minutes straight -
targets shag the passes and roll the balls to the handers, who make
sure their server always has a ball. When time is up, have players
rotate in their group: server to passer, passer to target, target to hander
and hander becomes the new server (they follow the ball in the drill!).
Repeat the drill until each player has had a chance to serve.
VARIATIONS:

A. have multiple passers rotating in a line in RB and LB;

when time is up just have a new player rotate over to
serve
B. have targets count the number of target passes and see
which group can get the highest
C. for inexperienced servers, have them move up into the
court so that they can get the ball back to the passer(s).

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 3. “Wave Through Drill”
 Have your players line up in three lines (if you normally have a three-
player back row on serve receive and a front row setter as shown in the
diagram) or in two lines (if you use the “w” formation where there are
two players in the back on serve receive and the setter is from the back
row). Coach serves/throws to the players in serve receive who will
attempt to play the ball out with three hits. Coach serves to this
“rotation” three times and then the players will “wave through” with the
A line coming off the court, shagging balls and then getting in the end
of the lines. The B line will become the front row (or A line) and the C’s
will now come onto the court in the back row (B’s). Set a goal of x
number of good plays from serve receive back over the net to end the
drill.
SETTING DRILLS
“Solo Setter Warm-Ups” Have your setters (or all players) follow this
progression to warm up setting:

A. set 25 to the floor (bent at waist, setting down to the floor)

B. set 25 to the wall (stand close to wall, set “little” sets)
C. on knees, set 25 “little” sets to wall
D. seated, set 25 “little” sets to wall
E. laying on back, set 25 “little” sets to self “

“Partner Setter Warm-Ups” Have your setters (or all players if they are fairly
new to the sport) follow this progression to warm up setting with a partner:

65
A. set 15 back & forth, standing 5 feet apart from partner
B. set 15 back & forth, standing 10 feet apart from partner
C. set 15 back & forth, standing 20 feet apart from partner
D. from 10-ft to (same side) end line, set to self while walking to end line,
turn and set ball all the way back to partner at 10 ft line (partner
repeats) - do 4x each
E. from 10-ft to (same side) end line, set to self while walking to end line,
at end line back set ball all the way back to partner at 10 ft line (partner
repeats) - do 4x each “

1. “Set to Target from Bounce”

 Have two to three setters in a line at their starting position (for a 6-2
offense, this would be right back and for a 4-2 offense this would be
middle front). When the coach slaps the ball the first setter in line runs
to front row setting position. The coach bounces the ball and the setter
sets out to target and then returns to the end of the line while the other
setters perform the task. Target bounces/tosses ball back to coach.
Have players go through x-number of times or set a goal of x-number
of good sets. Then repeat the drill with the target in middle front and
then right front for 6-2 offenses or just repeat with target in right front
for 4-2 offenses, but have the setter back set to this target. Make the
tosses as easy or difficult as necessary depending on players’ skill
level.

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2. “From Serve Receive”
 Position your team in their regular serve receive pattern (the “w”
formation for a 6-2 offense is shown above). Players should be
attempting to pass to the setting target area and the setter should set
the ball to hitters as if in a match. Instead of tallying the number of
good passes (as you would in a serve receive drill), tally the number of
good sets and continue through the drill until the setter(s) have reached
the goal you established. Rotate every five good serves with a new
player rotating into left front as the left back player rotates out to serve.

HITTING DRILLS

“Hitting to Partner or Wall” Players need a partner and ball. Facing

each other on the 10-ft. line and the end line, partners will take turns
tossing (with 2 hands, underhand) a high toss to self and hitting the ball
(with hitting arm swing) to the floor and to partner - partner shags and
repeats. The arm swing on these hits should be large and "sweeping" -
power should be added as control is gained.

VARIATIONS:

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 A. Have one partner be the "hitter" (hitting as described above) and
the other the "digger." Hitter will hit the ball to the digger who
attempts to dig it. When doing hit/digs, have players taken a certain
number of swings OR have diggers get a certain number of digs
before the partners switch tasks.
B. Using the hit/dig variation, have the hitting partner hit 5 straight
away, 5 with the digger shuffling to the right and 5 with the digger
shuffling to the left. 3) Give each player a ball and have them do the
high toss and hit to the WALL - the ball should hit the floor
approximately 10 feet from the wall, bounce into the wall and then
back to the player.

1.“Tennis Ball Hits”

 Each player has a tennis ball. Line your players up in three hitting lines
on one side of the net and have them work on their footwork and
approach to the net and then throw the tennis ball over the net and
down to the floor on the opposite side. This helps to teach hitters to
extend their arm when hitting the ball. Make sure your players are
careful that tennis balls do NOT roll back under the feet of the hitters.
2.“Flamingo Hitting Warm-Up”

 Coach tosses “sets” to hitters in a hitting line. Place two or three hitting
lines w/coaches on one side of the net (coach doesn't need to toss
from the actual "setting zone"). Players should start IN FRONT of the
10-foot line for this warm-up. Have player start in a "flamingo" stance
(standing on one foot with the other foot off the ground and arms back -
as if ready to do a 1-footed broad jump). Coach tosses ball about five
feet higher than the net so that the hitter can "flamingo" jump and hit.
As players get the "hang" of the "flamingo" have them move back to the
10-foot line and use their full (3 or 4-step) approach - coaches will have
to toss a higher "set" for these.
3.“Hit, Transition, Hit”

 Coach tosses “sets” from the "setting zone" to one player at a time.
Player starts at 10-foot line, does an approach and hits the toss, then

68
 transitions QUICKLY back to the 10-foot line and repeats. Coach
tosses 5 balls in pretty rapid succession. When player is on 4th hit,
coach yells, “next up” so that the next player is ready to go. Players
can go from any one of the three front row positions to do this drill (if
you are specialized and have a middle hitter, have her/him do this from
the middle).
4.“Hitting Lines”

 Hitters are in single file lines on the 10-foot line at each front row hitting
position (on one side of the net) with a setter in the setting position at
the net. (If you use a front-row setter, then have just two hitting lines).
Coach tosses to setter, setter sets to hitter in one of the lines. Hitters
hit, shag, hand and return to hitting line. If you have two or three
setters, have them set a certain number and then switch or have them
set for time & switch.
VARIATIONS:

A. Add BLOCKERS on the other side of the net if you have a lot of players
on your court and you want to keep everyone active - have the
blockers jump 10 times then switch with one of the hitters.
B. Divide your team into three groups: hitters, blockers, shaggers - have
the hitting group hit 5x as many balls as the number of hitters in their
group, i.e. a group of three hitters will hit 15 balls (or have each group
hit for time, say 2 minutes); and then have hitters become blockers,
blockers become shaggers and shaggers become hitters. Make sure to
change setters.

“Fatigue Shots”

 One player starts in left front and receives a high, outside set (or toss)
and attempts to successfully hit into the opponent court. Hitter
transitions to the 10-foot ready for the next “set”. If 1st hit attempt is
good, the next hit attempt should be a "tip" into opponent's court. If the
"tip" is good, she goes back to the hit and so on. If a hit or "tip" is not
successful, the player continues with that TYPE of shot until it's good
before moving to the other type. Player needs three good hits and

69
 three good tips to retire from the drill (or whatever goal is appropriate
for your level. OPTION: player hits a good line shot, a good deep
corner shot, a middle off-speed, a sharp crosscourt, and a line tip
(player cannot move to next type until successfully hitting first shot).
HITTING DRILLS

1. “Around the Cone” Place three hitters (H’s) in a single-file line on the
10-foot line. Coach tosses a “set” to the hitters in line who approach
and hit the ball and then sprint back around the cone placed on the
endline behind the hitters. The group of hitters must complete 10 good
hits to get out of the drill.

2. “Hitting Machine” Place 3-5 hitters on the 10-ft. line in left front. The
first player in line will receive a tossed “set” in the left front position
from the coach. The hitter will approach and hit the ball and then
transition to middle front for another “set” from the coach. The hitter will
approach and hit the ball and then transition to right front for a third
“set” from the coach which the hitter will approach and hit. Then the
next player in line repeats the drill. Have each player in this group go
through the drill a total of 3 times. You can also do this drill with only
one player and have the player consecutively go through the drill two or
three times for conditioning as well as hitting.

70
BLOCKING DRILLS

“Blocking Footwork” Players start in a single-file line in left front. The

first player in line moves up to a blocking position on the net and jumps
to block. She then uses her blocking footwork to move to middle front
and does another blocking jump there. She then uses her blocking
footwork to move to right front and does a third blocking jump there and
then falls in at the end of the line. Once the first player reaches the
middle front position, the next player in line may begin her turn. Make
sure you have players do this going from left front across to right front
and then also from right front going across to left front (you may even
want to have them go left, center, right on the one side and then duck
under the net and go right, center, left along the other side of the net
before returning to the end of the line).

VARIATIONS: 1) When doing this on only one side of the net, you can
have coaches (or other players) stand on chairs opposite each blocking
position and hold a ball up near the top of the net. Have blockers try to
touch or push the ball back against the “holders”.

1. “Double blocking the Middle” Kind of a build on the “Blocking

Footwork” drill, but this includes footwork and partner blocking.
Have a player start in each of the three hitting/blocking positions
along the net (1, 2 & 3 in diagram above). Player 1 jumps to block in
the left front position and then uses blocking footwork to move to
middle front where she will double block with Player 2. Player 2

71
 then uses blocking footwork to move to right front where she’ll
double block with Player 3. Player 3 then “peels off” and gets in at
the end of the line (Xs). The next player in line (after Player 1)
should start the process again and jump for the block in left front
when Player 1 and Player 2 are double-blocking in the middle.

1. “Coast to Coast Blocking” This blocking drill is done against

hitting lines (see the “Hitting Lines” drill previously listed). Place one
blocker in middle front across the net from the hitting lines. This
blocker will block against ALL three hitting positions, always
returning to the middle front position before transitioning to go up
against whichever hitter is set. Have the blocker count a total of 10
jumps and then have a new blocker come in. All players are
involved in this drill: one is blocking, one is setting the rest are in
hitting lines (have a manager or coach toss balls to the setter).
Hitters should shag their ball and return it to the tosser. When
blockers have finished their turn, they should fill in the hitting lines.

DEFENSE DRILLS

1. “10 Touch Drill”

 One player starts out in middle back position and coach is positioned in
middle front. Coach is going to randomly toss or hit balls and player

72
 needs to touch 10 of them to get out of the drill. This should be a very
fast-paced drill and is designed to teach the player to move quickly and
to get the ball (using floor techniques to recover if necessary). In this
drill, court boundaries should not be observed, players should play
everything. Touches do not have to be playable the ball just has to be
touched. Really challenge your players on this one.

2. “Circle Pit Drill”

 All players form a circle on one side of the court. Each player on the
perimeter of the circle has a ball. One player is the digger, in the center
of the circle (make the circle large enough that the digger is 10 feet
from the players on the perimeter). Each player with a ball will hit the
ball to the digger who will attempt to dig the ball back to that player.
after each hit, the digger turns slightly to face the next player on the
perimeter who will be the next one to hit the ball. This continues until
the digger has taken a hit from each player around the circle. You may
want to have them go around twice before the next player takes a turn
in the middle.

Note: coach your players to hit the ball to the player in the middle,
not to see how hard they can hit it. It should be a fairly hard, but
controlled hit.

3. “Two-Touch Drill”
 Have two players positioned in the backcourt, splitting the court in two.
Coach is at the net with a cart of balls and a hander. The coach hits (or
tosses) to one of the players in the backcourt. That player plays the ball
to her partner and the partner plays the ball back to the coach. If the
play back to the coach is good, it is counted as “1” and the coach
simply plays the ball back to one of the two players. Set a goal of five
or 10 balls that are successfully played back to the coach after a
“touch” by each of the two players in the backcourt. This can be as
easy or as difficult as necessary (you may even want to modify it
depending on the skills of the different players on your team).

73
 4. “Hitters vs Diggers”
 Split your team into two groups: hitters & diggers. Hitters each have a
ball and are lined up along a volleyball sideline, shoulder-to-shoulder,
about 7 feet apart from one another. Diggers are lined up, each across
from a hitter, approximately 15-20 feet away from the hitter. Each hitter
is going to toss to self and hit a ball to the digger across from her/him,
the digger will dig and then shuffle to the right to face the next hitter
(the last digger in line will need to jog around to the first hitter). Have
diggers go thru the hitting line 4x and then switch hitters & diggers.

5. “Pinball”
 Have your players get with partners in the following positions: right
back (1s), middle back (2s), out (3s), left back (4s) and setter (5s). In
each pair of partners, one player is ON the court and the other is off.
Start the drill with a toss to the "on" setter who will set a ball to the
coach (C). The coach will then hit/tip a ball to one of the three
defenders on the court (1, 2 or 4). The defender needs to dig the ball to
the setter so she/he can set back to the coach. Each successful hit,
dig, set counts as "1". The group needs a total of "5" and then partners
should "flip-flop" there on and off-court positions. The new players now
need another total of "5" and then each set of partners rotates to the
position to their left (1 follows 2, 2 follows 3, and so on). Repeat the drill
until each pair has played each position. Make the number needed
appropriate for your level of play. In this drill try to get your players to
start in "base" as the setter gets the ball and then move out to
"defense" before the coach hits.

74
 6. “Coach’s Hit”
 Set your team up in their base defensive alignment, indicated by solid
circles (diagram shows alignment for “middle-back” defense). Coach
(standing on a box or elevated platform) slaps the ball so that players
can move from base to true defensive positions, indicated by “dotted”
circles. Coach then hits/tips ball so that players can play out from
defense. You can also have a player (T) occasionally yell, “free” and
toss a ball over instead so that your defense transitions to their free ball
positions. Have players play the ball all the way out. Hit five from each
front row position (right front, middle front, left front) then have the
defense rotate and repeat the drill.

7.“Hit-Tip Drill”

75
  Player starts in position “X” and receives a hit from the coach. Player
attempts to dig the ball back to the coach and then shuffles up to
position “Y” and receives a tip from the coach. Player attempts to pass
ball back to coach. Have player stay in the drill for 10 “hit-tips”. For
beginner players, the coach can use tosses instead of hits to teach the
player quick footwork to ball. If you have a box or elevated platform, the
coach can stand on that on the opposite side of the net to hit and you
can have a player or other coach "tip" from the floor. Instead of a total
number, you could also do this for time - a minute or 30 seconds - and
then get a new player on.

COMBINATION DRILLS

1. "Butterfly Drill"

76
 You will need two players in each of the following positions on BOTH
sides of the net: in RIGHT BACK serving or tossing (S), in LEFT BACK
passing (P), in the SETTER ZONE setting or target (S1) and if the
setter is setting, you'll need a target in left front (T). The
servers/tossers in right back (on both sides) serve/toss to the player
across the net in LEFT BACK, the "server" then follows her ball and
gets in line as a passer. NOTE: if your players cannot serve
consistently to zone 5, have them baseball throw the ball instead. The
LEFT BACK player passes the ball to the setter (or target) on her side
of the net in the SETTER ZONE, the "passer" then follows her ball and
gets in line as a setter on her side of the net. If you are using a "live"
setter, the setter sets the ball out to the left front target who catches the
ball and then goes to the serving line on her side of the court. The
setter will follow her set to the target line in left front. If your players are
beginners, you will want to eliminate the "setting" and just have
passers pass to a TARGET in the setter zone (that target catches the
ball and then becomes a server on her side). You can do this for time
(we do 10 minutes of this drill for warm-up) or you can have players
count each time a pass gets to the target and go until a certain number
of target passes are achieved. This drill should just run continuously.

2. Pass, Set, Hit

 Have 2 players start in the back row as passers (P’s), 2 players in left
front as hitters (H’s) and 2 players in setting position as setters (S’s).
Coach tosses (or serves) ball to passers who call the ball and pass to

77
 the setter, the passer who passed the ball then runs to the end of the
setting line. The setter sets the ball out to the hitter and runs to the end
of the hitting line. The hitter hits the ball, shags, hands to coach and
then fills in one of the passing lines (X’s). You can do this drill for time
or you can designate a goal of x-number of good passes or x-number
of successful hits.

3. "Pass and Go" - combination drill

Have your team get into partners in the following positions:
passer/hitter (P) in left back on SIDE A; ONE setter (S) on SIDE A;
servers (X) on SIDE B; blockers (B) on SIDE B; and defenders (D) on
SIDE B. Servers will serve to the passer in zone 5 (left back, side A).
The passer will pass to the setter (S) and will then transition to LEFT
FRONT to get ready to hit. The setter will set the pass out to the
passer/hitter in left front and that hitter will attack the ball. The
passer/hitter's partner will then step into left back to receive the next
serve, pass and transition to hit. The defending players on SIDE B will
attempt to block or dig the hit - just play the first ball, do not play all the
way out. Servers will serve a total of 10 GOOD to zone 5 and then all
partners will rotate: passers become defenders, defenders become
servers, servers become blockers, blockers become passers. If you
have more than one setter, make sure you switch setters! Rotate until
each pair has had a chance to pass/hit. You can also do this drill with

78
 the passer in right back, transitioning to hit a ball from right front. You
can also have the servers TOSS instead of serve.

4. Play & Chase

Player (X) starts in right back and receives a hit from the coach (1)
which she attempts to dig back to the coach. Player sprints to 2, gets a
toss from the coach and attempts to pass it back. Player then sprints to
3, gets a toss from the coach and attempts to SET it back. Player then
takes an approach and hits a tossed “set” from the coach (4). Player
ducks under the net and sprints into the opposite court to pass a ball
that the coach has bounced into that court (5). Next player should be
ready to go in the right back position. Have your players complete the
cycle two or three times.

GAME SITUATION DRILLS

1. “Chase the Ball”

 Players (Xs) line up in two single file lines, side by side one another in
left front near the net. Coach (C) slaps the ball or says “go” and the first
player in each line run out into the court as the coach tosses a high ball
deep into the court. The 1st player who reaches the ball passes it up so
that the 2nd player can pass the ball either back to the coach or over
the net. Set a goal of x-number of successful passes back to the coach
or over the net. We do this over the net and usually try to have the
contact be a down ball rather than a pass over. It’s a great drill for

79
 working on chasing after an errant first pass and it also works on
communication between players.

2. “Serving Side vs Playing Side”

 Line players up on one side as you would in a game. The other side is
just serving. Each server serves five (attempts) in a row. The playing
side plays the ball out. Depending on your skill level, you can have the
playing side simply pass, pass, pass it over; OR pass, set, pass it over;
OR pass, set, hit it over. The playing side earns a point each time they
successfully play the ball over (which ever method you are using, i.e.
“pass, pass, pass”). The playing side rotates with each new server. If
you have 12 players, you can have the playing side rotate amongst
themselves and after all six players have served on the serving side,
have the teams switch roles (playing side becomes servers and
servers become playing side), keep score and see which “playing side”
can earn the most points. OR, if you have more or less than 12 players,
you can just rotate servers into the playing side (have the left back
player rotate out of the drill and over to the serving side and have a
new player rotate into left front), and set a team goal of 15 or 20 points,
or even 10 points of “pass, pass, pass”, 10 points of “pass, set, pass”
and 10 points of “pass, set, hit”.
3. “Hitting Lines vs Defense”
 Place six players in defensive formation (X’s) on one side of the court
(this diagram shows a “middle back” defense). The remaining players

80
 and a setter (S) should line up in hitting lines (H’s) on the other side.
Coach (C) tosses the ball to the setter on the hitting side, setter sets to
one of the hitters in a hitting line (her choice, random selection). The
defensive side plays defense against the hit and tries to play the ball all
the way out, back over the net (this may be pass/set/hit or just
pass/pass/pass). Rotate the defensive players every five tosses to the
setter. Toss 25 balls for the setter to set the hitters and then switch the
hitting team and the defending team. You can also do this with all the
hitters hitting just from one position to focus on defending that
particular player.

4. “Simulated Play Drill”

 Split your team into offense (0’s) and defense (X’s). Place them in the
formations that you will be using (the diagram is showing a 6-2 offense
with the setter “S” coming from the backrow and a middle back defense
on the defensive side). The coach (C) is off the court and will toss the
ball onto the offensive side. Players do NOT play the ball, but catch it
and then toss it to the next player (setter, hitter, whoever should be
next). The rest of the players on the court (both offense and defense)
adjust their positions according to where the ball has been tossed.
Offensive players should be moving into offensive coverage positions
and defensive players should move to defensive positions. Have the
players actually toss the ball over the net to simulate an attack so that
the defensive team now transitions to offense and the offensive teams
transitions to defense. This drill is very slow-paced and is designed to

81
 teach positioning and coverage. You can then progress up to actually
“playing” the ball out instead of tossing, but make sure that you
intervene when positions are incorrect.

5. “Blanket Volleyball”
 Hang several sheets over the net (hanging about 2-3 ft. below the
bottom of the net) so that you cannot see across to the other side.
Divide your team into two teams and scrimmage. This helps players
work on reaction time and moving quickly to the ball. Also helps them
to visually “pick up” the ball as soon as it crosses the net.

6. “The National Team Drill”

 Place four players on the court on each side of the net. The remaining
players will be servers on each side (have them split up equally). The
goal of this drill is two-fold: 1) to pass/set/hit the ball over, and 2) to
keep the ball in play AT ALL COST. Points are earned ONLY when a
team successfully pass/set/hits the ball over (therefore a team can earn
more than one point during a rally if the ball is kept in play). ALL points
earned by a team will be lost (back to 0) if the ball becomes dead while

82
 in play by that team. For example, if the ball lands on the floor, is hit out
of bounds or in the net, or a serve is missed; then the point total for that
team will go to zero. The “catch” to this game is that ANYTHING GOES
to keep the ball in play (a player can hit the ball twice, a team can take
four or five hits to get the ball over, one of the servers off the court on
your side can play the ball, you can play it off the back wall if a
teammate shanks it there BECAUSE: as long as you keep it in play,
you will not LOSE the points you have). Again, points are only earned
by successful pass/set/hits. We usually play a game to three or five
points. NOTE: if you are working with younger players, you may
choose to award points instead for a successful “three hits and over”.

Chapter
Summary

Always remember that safety comes

first as you learn this skills and techniques. All players must watch
their feet for problem landings. As player skills improve, standards
increase. This is key if you want to have highly successful volleyball teams.
As skill improves, the players expectation will increase. As a player learns,
they will start to expect to be more successful.

Chapter References

Cando J. M (2017), Health and Optimazing Physical Education

83
 Lenberg K. (2006), Volleyball Skills and Drills (AVCA)
file:///C:/Users/My%20PC/Documents/14-Volleyball-Skills-and-Drills.pdf
Alvarez M., Erpelo R., Tilbe R., Victorio R.(2011) Physical Education(team
Sports)

https://www.strength-and-power-for-volleyball.com/basic-volleyball-
skills.html#:~:text=The%20six%20basic%20volleyball%20skills,position%20to
%20score%20a%20point.

https://www.strength-and-power-for-volleyball.com/basic-volleyball-skills.html

Mryna N. Alvarez, Rosalia N. Erpelo, Rommel F. Tilbe, Robert M. Victorio

(2011). Physical Education 4 Team Sports.

Volleyball skills & drills / American Volleyball Coaches Association; Kinda

Lenberg, Human Kinetics Web site: www.HumanKinetics

ASSESSMENT

Name: ______________________________________Score: ____________

Day/Time___________Course/Section:__________________________
Instructor: ________________________________________________

ACTIVITY 1

A. TRUE OR FALSE: Write True if the statement is correct and False if the
statement is wrong.

___________1. The pass is the cornerstone of every player's game.

___________2. To set is to use the skill of overhead passing, to put a ball for
the spiker to attack.
___________3. A grip to hold palms together so the player can lock his/her
knees.
___________4. The wrists drop and are "hyper extended down” to create a
consistent platform.

84
___________5. The body should always be in line to the ball while it’s
coming.

A. Briefly explain the following questions:

1. How has understanding the passing skill of volleyball helped
you better appreciate the sport?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________
2. How will participation in this sport allow you to become
physically active now and in future?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

Rubric

10 points All key words were explained

well.
5 points Some key words were
explained.

85
ACTIVITY 2

(Individual Performance)

A. Record and take a picture of yourself while demonstrating the serving

skill in playing volley ball. Rubric is shown below in order for you to be
guided. (for the videos coordinate with your instructor)

(Attach your Picture)

PERFORMANCE LEVELS
Criteria Excellent Very Satisfactor Needs Points
(5pts) Satisfactory y Improvement
(4pts) (4pts) (3pts) (2pts)

Proper Executed Executed Showed Poorly

execution the skills the skills little executed the
of the skill with correctly but mastery of skills
accuracy exceptional some the skills
ability mistakes are
evident
Good form Executed Executed Executed Executed the
the skills the skills the skills skills lousily
with high with an with little
level of average level of
balance, level of balance,
control and balance, control,
ease of control, and and ease
movements ease of of
movements movements

86
Proper Followed Some Showed Did not
Mechanics precisely mistakes in little follow the
the the mastery of proper
mechanics mechanics the mechanics
of the game are evident mechanics
Enthusiasm Showed a Quite Showed Did not
high level eagerly little perform the
of interest executed interest in skills
in the skills executing
executing the skills
the skills
Total
Average
SCORING RUBRIC

Scale Equivalence and Interpretation

Scale Equivalent Grade Interpretation

in Percent (%)

5 95% - 100% You showed an Excellent Performance!

Congratulations! I'm very proud of you.
4 89% - 94% You did a very good performance although
you committed minimal errors. Try to work
on it. Keep it up!
3 82% - 88% You did a good performance. Try to exert
more effort in getting a higher grade next
performance. Good Luck!
2  75% - 81% Your grade, though passing, shows that
you did not exert so much effort. Try to
exert more effort in getting a higher grade
next performance. Good luck!

1 Below 75% You got a failing grade in this activity. I am

sure this is not what you are aiming for.
Please see me during our consultation
period.

87
Note:

To get your total score, add the points. Divide it by the number of criteria (4) to
get the average. Then refer to the equivalent in percentage (%). It is up to the
evaluator to cho corresponding percentage. Example: Scale of 5 m 95% -
100%.

Evaluator (PE teacher):

________________________________

Rubric
10 points All key words were explained well.
5 points Some key words were explained.

ACTIVITY 3

A. Record and take a picture of yourself while demonstrating the passing

and setting skill in playing volley ball. Rubric is shown below in order
for you to be guided. (for the videos coordinate with your instructor)

(Attach your Picture)

Scoring Rubric

PERFORMANCE LEVELS

Criteria Excellent Very Satisfactory Needs Points

Satisfactory Improvement

Proper Executed Executed Showed Poorly

execution the skills the skills little executed the

88
of the skill with correctly mastery of skills
accuracy exceptional but some the skills
ability mistakes
are evident
Good form Executed Executed Executed Executed the
the skills the skills the skills skills lousily
with high with an with little
level of average level of
balance, level of balance,
control and balance, control, and
ease of control, and ease of
movements ease of movements
movements
Proper Followed Some Showed Did not
Mechanics precisely mistakes in little follow the
the the mastery of proper
mechanics mechanics the mechanics
of the are evident mechanics
game
Enthusiasm Showed a Quite Showed Did not
high level eagerly little perform the
of interest executed interest in skills
in the skills executing
executing the skills
the skills
Total
Average
Scale Equivalence and Interpretation

Scale Equivalent Grade Interpretation

in Percent (%)

5 95% - 100% You showed an Excellent Performance!

Congratulations! I'm very proud of you.
4 89% - 94% You did a very good performance although

89
 you committed minimal errors. Try to work
on it. Keep it up!
3 82% - 88% You did a good performance. Try to exert
more effort in getting a higher grade next
performance. Good Luck!
2  75% - 81% Your grade, though passing, shows that
you did not exert so much effort. Try to
exert more effort in getting a higher grade
next performance. Good luck!

1 Below 75% You got a failing grade in this activity. I am

sure this is not what you are aiming for.
Please see me during our consultation
period.

Note:

To get your total score, add the points. Divide it by the number of criteria (4) to
get the average. Then refer to the equivalent in percentage (%). It is up to the
evaluator to cho corresponding percentage. Example: Scale of 5 m 95% -
100%.

Evaluator (PE teacher/student):

________________________________

B. Directions: Locate the following words in the grid. Mark the words as
they are arranged vertically, horizontally, diagonally, or even upside-
down.

90
F L O A T E R J U M P S E R V E G C K A
O V I N D A O T U N O R H A N G A O O N
U R T T E W T A C R A T O N I G Q U X C
L A K E D H A L E R Q P O N M M L R B A
R M I N U H T B V T U X Y Z G A G T C D
A Y R N C E I I G H F R E E B A L L G E
I N E A B L O C K S A R H A G R A N H F
B C E V X D N P C O M P T E N T K D K I
A B J Y U A O A B O L G N O L O C N J J
O M K I L L G S T A A T T A C K K E P H
F L M L P L G A C O M P L E T S E R V E
O V C E N T E R L I N E N O L R G C K A
U R K I L L G N T A A T T A E V A O O N
D I G P A S S A S S I S T F X C Q U X C
A B J Y U A O A B O L G E F B A L R B A
O V I N D A O T U N O R D G C D G T C D
F L M L F U T Y H C N D E L G E L L G E
O V C E C I V U B W J O F A H F A N H F
U R K I H K C O O B L L I K K I K D K I
O V E R H E A D P A S S J C J J C N J J

_____ACE _____CENTERLINE _____FOUL

_____KILL

_____ANTENNA _____COURT _____FREEBALL _____ LET

SERVE

_____ASSIST _____DIGPASS _____HELDALL _____LIBERO

_____ATTACK _____DOWN REFEREE _____HIT

_____OVERHEAD PASS

_____BLOCK _____FLOATER _____JUMPSERVE

_____ROTATION

91
ACTIVITY 4

Make your own group compose of 4 members only.

1. Watch using this link below

Lists of videos to watch

UNDERHAND SERVE https://youtu.be/Qv1mA1s8p9Y

OVERHAND SERVE https://youtu.be/_27kV4l3UYk

BUMP PASS https://youtu.be/3lJrbzmZ3ic

OVERHAND PASS https://www.youtube.com/watch?v=GX49gLs6piU

SPIKE https://youtu.be/FMtUqoxfR50

BLOCK https://www.youtube.com/watch?v=30IxcOsUXGM

2. Make your own video clip applying the basic skills while in play.

CHAPTER 3

92
FUNCTIONS OF TECHNICAL OFFICIALS AND HAND SIGNAL
OVERVIEW

Volleyball officials play a very important role in the volleyball matches.

This game is crucial because it is known to be a gentlemen’s game because
of the physical contact between players, that is why the officials are essential
in this game to ensure a smooth and fair match. The volleyball officials are
divided into different roles or positions.

GENERAL OBJECTIVES

At the end of this chapter students are expected to:

a. Discuss and demonstrate the different officiating skills in application
to rules of the game;
b. Explain the importance of knowing roles of technical officials of
volleyball;
c. Demonstrate the different hand signals in officiating the game.

Lesson 1

Functions of Technical Officials

Pre-discussion
Officiating officials share the duties and obligations of the officer during
the game. Understanding each role and position of technical officials in
volleyball will help you maintain control of players and spectators. In doing
this, the lesson will provide the students a comprehensible idea about the
functions of technical officials.

Volleyball officials at the school, club, national, and international

level for matches all have officials responsible for refereeing the
match, keeping score and watching the court during rallies to
observe, moderate and determine which of the two teams wins
and making sure both teams compete fairly
by following official volleyball rules. 

93
 What to Expect?

At the end of this lesson students are expected to:

a. Discuss and demonstrate the different officiating skills in application

to rules of the game;

b. Explain the importance of knowing roles of technical officials of

volleyball.

Lesson Outline

The badminton officials are divided into different roles or positions:

 The first referee

 The second referee
 The scorer
 The line judges

The First Referee

The first referee watches the blockers for

net touches, calls the double hits, lifts,
technical fouls, timeouts and starts each
play with a whistle blow to each server.

 The first referee stands on the referee stand and controls the
play of the entire game.
 Whatever issues arise during the game, the first referee
determines the call and the has the final say. After making a call,
no player or other referee can argue the call, although a formal
protest can be placed with the scorer.
 Before the match begins, the first referee inspects the
equipment and the players; uniforms. The warm-ups and the
coin toss also fall under the jurisdiction of the first referee.

94
  Throughout the match, the first referee makes calls regarding
faults and scoring issues. Following the match, the first referee
notes the score and signs the official paperwork.
 He first referee, aka the first official aka the 'up" referee starts
the match, judges each play and calls the technical fouls,
assigns points and sideouts as they occur to each qualifying
team and also makes the final decision on questionable plays.
He or she is called the "up" referee because they climb up and
call the game from an elevated volleyball stand.

 The first referee watches the blockers for net touches, calls the

double hits, lifts, technical fouls, timeouts and starts each play
with a whistle blow to each server.

Here are a few more responsibilities of the first referee:

Before the match starts:

 the first referee inspects the balls, the court  equipment like the net
and antennae and inspects the conditions of the  playing area.
 They perform the coin toss with the team captains and moderates the
beginning and ending time for warm ups 

During the match: 

 the first referee will issue warnings to teams

 can sanction misconduct delays of the game

 decides on possible faults of the players in service and the positions of

the serving team, watching closely for screens

 the faults than can occur when the ball is being played

 attack hit faults committed by the Libero if they jump and attack the ball
making contact when the entire ball is above the level of the net. 

95
End of the match 

 they check the score sheet and sign it

The Second Referee

 The second
referee works
to assist the
first referee
throughout
the game. If
for some
reason the
first referee can’t finish her duties, the second referee may take
the place of the first referee.

 The second referee stands next to the post opposite the first
referee. In addition to assisting the first referee with determining
faults throughout the game, the second referee is in charge of all
substitutions, timeouts and the actions of the scorer’s table.

During the match, he is empowered to whistle and signal faults

involving:

1.positional fault of the team receiving the service;

2. players touching the net;

3. players crossing over the center line;

4. back-court players (making attack hits or blocking; and

5. a ball touching an antenna or going over the net outside the legal
crossing space.

96
There are specific technical duties carried out by the second referee:

 Controlling the work of the scorer

 Supervising the behavior of the team members on the benches;

 Controlling substitute players in the warm-up areas;

 Checking the floor condition during the play and supervising floor-
wiping; and

 Ensuring that the match balls stay within specifications.

The Scorers

 The official
scorer keeps
track of the
score
throughout the
volleyball
game. Before
the game
begins the scorer notes the starting line-up of each team and notifies
the referees if the line-up wasn’t received on time.

 If a dispute or irregularity arises regarding the score, the scorer uses a

buzzer to notify the first and second referees. Additionally, when a
substitution request arises, the scorer notifies the referees.

 Before the game begins, the scorer registers all the match details-date,
venue, teams, etc.-on the score sheets and obtains the signatures of
the captains and coaches.

97
 The Line Judges

 At least two,
and as many
as four, line
judges
monitor each
game. The
line judges
stand at the
corners of the court watching the lines to indicate whether a ball in play
falls in or out of the court.

 If a server steps on the line during a serve, the line judge watching the
given line notifies the referees using a flag. When a player touches an
out-of-play ball or if the ball hits an antenna, the designated line judge
also indicates the interference.
LOCATION OF MATCH OFFICIALS

98
  The first referee’s view must be approximate 0.5 above the level of the
top of the net.

ASSESSMENT

Name: ______________________________________Score: ____________

Day/Time___________Course/Section:__________________________
Instructor: ________________________________________________

ACTIVITY 1

A. Understand every statement cautiously. Write the correct answers on the

space provided.

1. The ___________ is the responsible in giving warnings to teams.

2. He or she is called the ___________ referee because they climb up
and call the game from an elevated volleyball stand.
3. The ______________ keeps track of the score throughout the
volleyball game.
4. The ______________ watches the blockers for net touches, calls the
double hits, lifts, technical fouls, timeouts and starts each play with a
whistle blow to each server.

5. He or she is assisting in determining faults throughout the game, also

is in charge of all substitutions, timeouts and the actions of the scorer’s
table.
6. The first referee inspects ___________, the court  equipment like the
net and antennae and inspects the conditions of the  playing area.
7. The _____________ watching the given line notifies the referees using
a flag.
8. They perform the ___________ with the team captains and moderates
the beginning and ending time for warm ups.

99
 9. _________________ share the duties and obligations of the officer
during the game.
10. If a dispute or irregularity arises regarding the score, the __________
uses a buzzer to notify the first and second referees.

Lesson 2

Signs and Signals in Officiating

Pre-discussion
In playing volleyball competitively you should definitely know what the
referee hand gestures are and what they mean. They are very useful and
helpful for you to understand clearly what you are doing.
Volleyball game like most sports, make use of hand signal in order to
simplify communication between the different volleyball officials alns also
between volleyball players.
The hands signals avoid language barrieres between people and also
avoid misunderstandings when there is lot of ambient noise. Hand signals
helps to organize and coordinate with the officals,players and also the people
who is watching the game.
What to Expect?

At the end of this lesson students are expected to:

a. Identify what the referee hand gestures and what they mean;

b. Create a video clip while demonstrating the hand signals used by

the different officiating officials.

Lesson Outline

A volleyball official's job is not only to make judgment calls on what

happens during the course of the game but also to make sure players,

100
coaches and the scorekeepers understand what those calls are. That's why
referees use hand signals to indicate certain fouls or violations.

The following listed below are the common hand signals used by the
referee in officiating game.

1.Authorisation to serve:

2.

Team
to serve:

3. Change of courts:

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4. Time-Out:

5. Substitution:

6a. Misconduct Warning:

102
6b. Misconduct Penalty

7. Expulsion:

8. Disqualification:

103
9. End od Set (or match):

10. Ball not tossed or Released at the service hit:

11. Delay in service:

104
12. Blocking fault or Screening:

13. Positional or Rotation fault:

14. Ball “IN”:

105
15. Ball “OUT”:

16. Catch:

17. Double Contact:

106
18. Four Hits:

19. Net Touched by Player- Served ball Fails to Pass to the Opponent
Crossing Space:

20. Reaching Beyond The Net:

107
21. Attack Hit Fault:

22. Penetration into the opponent Court or Ball Crossing the lower space or
the Server touches the court (end line) or The players steps outside his/her
court at the moment of the service hit:

23. Double Fault and Replay

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24. Ball Touched:

25. Delay Warning/Delay Penalty:

The following listed below are the common hand signals used by
the line judge in officiating game.

1. Ball “IN”:

109
2. Ball “OUT”:

3. Ball Touched:

4. Crossing space faults, Ball touched an Outside object, or Foot fault by any
Player during the service:

110
5. Judgement Impossible:

ASSESSMENT

Name: ______________________________________Score: ____________

Day/Time___________Course/Section:__________________________
Instructor: ________________________________________________

A. Explain briefly the importance of officiating officials in playing volleyball.

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_______________________________________________________.
B. Assignment: Make a video of yourself demonstrating the hand signals
in officiating Volleyball.

111
 Chapter
Summary

Understanding the rules makes playing the

game much easier. You'll also have an advantage over your
opponent if you know what they don't. Not knowing the rules can cost
your team points. Hand signals help to organize and coordinate a group.
Basic hand signals make sure everyone is on the same page.

Chapter References

https://www.sportsrec.com/346724-what-are-the-duties-of-basketball-
officials.html

http://www.visualdictionaryonline.com/sports-games/ball-sports/
volleyball/beach-volleyball.php

https://www.google.com/search?
q=ball+in+volleyball+hand+signal&tbm=isch&hl=en&chips=q:ball+in+vol
leyball+hand+signal,online_chips:positional:mHeAD7tPdeI
%3D&rlz=1C1CHBD_enPH907PH907&sa=X&ved=2ahUKEwji59uux9fvAh
UZ4WEKHUcYDiMQ4lYoBXoECAEQIw&biw=1519&bih=666#imgrc=4-
NlRody7XXtoM&imgdii=UfQSfRDW50q1FM

112
GENERAL REFERENCES

Mryna N. Alvarez, Rosalia N. Erpelo, Rommel F. Tilbe, Robert M. Victorio

(2011). Physical Education 4 Team Sports.
Cando J. M (2017), Health and Optimazing Physical Education
Lenberg K. (2006), Volleyball Skills and Drills (AVCA)
file:///C:/Users/My%20PC/Documents/14-Volleyball-Skills-and-Drills.pdf
Alvarez M., Erpelo R., Tilbe R., Victorio R.(2011) Physical Education(team
Sports)
Volleyball. https://www.britannica.com/sports/volleyball
The game. https://www.britannica.com/sports/volleyball/The-game
Skills: http://samsrps.weebly.com/volleyball.html
Volleyball Rules, Protocol & Etiquette:
http://media.specialolympics.org/soi/files/sports/Volleyball/eqxcpw5l/
Volleyba.pdf
Safety and Etiquette:
https://www.lths.net/cms/lib/IL01904810/Centricity/domain/165/units/
Volleyball.pdf
Fundamental Skills: https://www.strength-and-power-for-volleyball.com/basic-
volleyballskills.html#:~:text=The%20six%20basic%20volleyball
%20skills,position%20to%20score%20a%20point.
https://www.strength-and-power-for-volleyball.com/basic-volleyball-skills.html
https://www.sportsrec.com/346724-what-are-the-duties-of-basketball-
officials.html
http://www.visualdictionaryonline.com/sports-games/ball-sports/volleyball/
beach-volleyball.php

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114
 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
ACCESS, EJC Montilla, Tacurong City

SECOND SEMESTER S.Y. 2020-2021

UNIVERSITY VISION UNIVERSITY OBJECTIVES

A trailblazer in arts, science and technology in the region. 1. Enhance competency development, commitment, professionalism,
unity and true spirit of service for public accountability, transparency
UNIVERSITY MISSION and delivery of quality services;
2. Provide relevant programs and professional trainings that will respond
The University shall primarily provide advanced instruction and to the development needs of the region;
professional training in science and technology, agriculture, fisheries, 3. Strengthen local and international collaborations and partnerships for
education and other relevant fields of studies. It shall also undertake borderless programs;
research and extension services and provide progressive leadership in its 4. Develop a research culture among faculty and students;
areas of specialization. 5. Develop and promote environmentally-sound and market-driven
knowledge and technologies at par with international standards;
UNIVERSITY GOAL 6. Promote research-based information and technologies for sustainable
development;
To produce graduates with excellence and dignity in arts, science and 7. Enhance resource generation and mobilization to sustain financial
technology. viability of the university.

115
 1. Program Objectives and its relationship to University Goals:
Program Objectives (PO) University Goals
The Bachelor in Elementary Education aims to; a b c d e f g
1. Produce graduates equipped with comprehensive education in biology that stresses
x x x x x
scientific reasoning and problem solving across the spectrum of disciplines within biology.
2. Produce graduates well-prepared for a wide variety of post-baccalaureate paths, including
x x x x
graduate school, professional training programs, or entry level jobs in any area of biology.
3. Produce graduates with extensive hands on-training in electronic technology, statistical
x x x
analysis, laboratory skills, and field techniques.
4. Produce graduates able to respond to the challenges brought about by the developments
x x x
in socio-cultural, political, and economic environment;
5. Produce ethical-bounded professionals; x x
6. Produce graduates with intellectual honesty, morally upright, and values oriented. x x x
7. Produce graduates instilled with a sense of accountability and responsibility; x x x x x x
8. Produce research oriented professionals who are critically trained in written and oral x x x x x x
communication of scientific information.
9. Produce professionals with a high degree of involvement and concern for the immediate x x x x x
locality.

1. Course Code : PE 104

2. Course Title : Team Sports
3. Pre-requisite : PE 101
4. Credit : 2 units
5. Course Description ; This course deals with the knowledge, principles and fundamental skills in team events or sports like and
volleyball. It discusses all the requisites in playing and coaching the game.

116
 6. Course Learning Outcomes and Relationships to Program Educational Objectives:

Course Learning Outcomes Program Objectives

1 2 3 4 5 6 7 8 9
At the end of the semester the students can:
a. Relate and express the VMGO of the University x x
b. Appreciate the history of the games and how it affects the physical, moral, social x x x x x x
and spiritual aspect of man;
c. Narrate the nature and background of the games; x x x x
d. Define , discuss and identify the basic skills, rules and terminologies in playing the x x x X
games;
e. Perform proficiently the basic skills of selected team sports x x x x x x X
f. Show desirable attitudes towards practice and playing; x x x x x x X
g. Promote the safety and healthy habits of sportsmanship. x x x x x x X

7. Course Content
Course Objectives, Desired Student learning Outcome-Based Evidence of Course Program Values
Topics, Time Outcomes Assessment (OBA) Outcomes Objectiv Outcome Integration
Allotment Activities es s

SKSU VMGO, Classroom Policies, Course Overview, Course Requirements, Grading System (2 hours)
1. Discuss VMGO, Student can be aware of and Individual and group Rubric score a 1,2
Classroom Policies, appreciative of the university’s participation in cards of class
Course VMGO classroom policies, online/modular participation Integrity
Overview, Course course overview, requirements discussion using a accomplished
Requirements, Grading and grading system. rubric to assess quality by :
System of participation.  Professor
 Students

Chapter 1: Introduction to Volleyball and its rules and Regulation (Volleyball) 4 hrs.
Lesson 1: History, Facilities and Equipment of Volleyball
1.1. Explain the 1.1. Students can discuss the Individual participation  Multiple b 3,5
historical background, history of the event and in class discussion and Choice Appreciation

117
meaning of terms in describe the different group presentation  Essay &
volleyball meaning of each term. using a rubric to  Rubric Participation
assess quality of
participation.
Lecture
1.2. Facilities and 1.2. The students can identify Individual participation Rubric score b c 3,4,5, 7, 9
equipment. the different equipment of the in class discussion and cards of class Appreciation
game, locate the different group presentation participation &
dimensions of the court. using a rubric to accomplished Participation
assess quality of by :
participation.  Professor
Lecture  Students

Lesson 2: Etiquette, Safety Measures, and Rules and Regulation in Volleyball

2.1. identify concerns 2.1. Discuss the difference of L Individual Rubric score b d f 4,5, 6, 7,
safety and etiquette the etiquette and the safety participation in class cards of class 9
issues in volleyball; precautions of the game. discussion and group participation Participation
presentation using a accomplished and
rubric to assess quality by : cooperation
of participation.  Professor
Lecture  Fitness
staff
 Students
2.2. Explain and 2.2. Students can elaborate Individual participation Rubric score b c 3,5 Recognition
interpret the different the importance of rules and in class discussion and cards of class participation
rules and regulation of regulations of volleyball; group presentation participation
chosen sports. Actual using a rubric to accomplished
demonstration of the assess quality of by :
interpretation of the participation.  Professor
rules. Lecture/Demonstration  Students

2.3. Evaluate the 2.3. Students can value the Individual participation Rubric score
importance of studying importance of studying in class discussion and cards of class
volleyball through volleyball through varied group presentation participation
varied assessment. assessment. using a rubric to accomplished
assess quality of by :

118
 participation.  Professor
 Students

Chapter 2: Training Techniques, Fundamental Skills and Drills in Volleyball 12 hours

Lesson 1: Training Techniques
3.1. Identify the various 3.1. Students can analyze Individual participation Rubric score b c 3,5 Recognition
training techniques that and evaluate the different in class discussion and cards of class evaluation
will create inspiration, methods of training. group presentation participation
interest and excitement. using a rubric to accomplished
assess quality of by :
participation.  Professor
Lecture/Demonstration  Students

Lesson 2: Fundamental Skills (Skills acquisitions)

4.1 Discuss an 4.1 Students can perform and Individual participation Rubric score a b c 3,5,7,9 Recognition
demonstrate the demonstrate the different in class discussion and cards of class de Evaluation
different basic skills basic skills and drillss in group presentation participation Fitness level
and drills in playing playing volleyball. using a rubric to accomplished enhancemen
volleyball. assess quality of by : t
participation.  Professor
Lecture/Demonstration  Students

Chapter 3: Function of officiating officials (1st & 2nd referee) and Hand Signals (6 hours)
Lesson 1: Functions of Technical Officials
5.1. Discuss and 5.1. Students can recognize Individual participation Rubric score b c e 3,5 Safety
demonstrate the and identify the different in class discussion and cards of class f g Cooperation
different officiating officiating skills in playing group presentation participation
skills in application to volleyball. using a rubric to accomplished
the rules of the game. assess quality of by :
participation.  Professor
Lecture/Demonstration  Students

Lesson 2: Signs and Signals

5.2. Hand signals 5.2. Students can perform Individual participation Rubric score c d 3,4, 5,7 Recognition
different hand signals in in class discussion and cards of class Exploration
officiating the game. group presentation participation actualization

119
 using a rubric to accomplished
assess quality of by :
participation.  Professor
Lecture/Demonstration Students
Culmination & Management of sports competition (class tournament) 8 hours
6.1. Discuss, explain 6.1.Students can manage the Individual, dual & Rubric score a b c 1,2,3,4,5, Recognition
and employ the class/inter class competition. group actual workshop cards of class de f g 6,7,9 Exploration
theories of sports (limited face to face) participation
management. accomplished
by :
 Professor
 Students

8. Course Evaluation

Course requirements:
1. P.E. Uniform 6. Small towel 11. Volleyball ball
2. Rubber shoes 7. Bottle of H20 12. Pencil & ball pen
3. Socks 8. Guidebook/Rule book 13. Stop watch
4. Extra clothing 9. Measuring tool/s 14. Project (can be used for class activity)
5. Index card 10 . Bond papers 15. Involvement in sports competition

Grading System:

1. Examinations (mid and final terms) 50 %

2. Practicum/class participation/requirements/projects 30 %
3. Quizzes/Assignments 20 %
Total: 100 %

V. References:
Mryna N. Alvarez, Rosalia N. Erpelo, Rommel F. Tilbe, Robert M. Victorio (2011). Physical Education 4 Team Sports.
Cando J. M (2017), Health and Optimazing Physical Education

Lenberg K. (2006), Volleyball Skills and Drills (AVCA)

120
 file:///C:/Users/My%20PC/Documents/14-Volleyball-Skills-and-Drills.pdf
Alvarez M., Erpelo R., Tilbe R., Victorio R.(2011) Physical Education(team Sports)

Volleyball. https://www.britannica.com/sports/volleyball
The game. https://www.britannica.com/sports/volleyball/The-game
Skills: http://samsrps.weebly.com/volleyball.html
Volleyball Rules, Protocol & Etiquette: http://media.specialolympics.org/soi/files/sports/Volleyball/eqxcpw5l/Volleyba.pdf

Safety and Etiquette: https://www.lths.net/cms/lib/IL01904810/Centricity/domain/165/units/Volleyball.pdf

Fundamental Skills: https://www.strength-and-power-for-volleyball.com/basic-volleyballskills.html#:~:text=The%20six%20basic%20volleyball%20skills,position
%20to%20score%20a%20point.

https://www.strength-and-power-for-volleyball.com/basic-volleyball-skills.html

https://www.sportsrec.com/346724-what-are-the-duties-of-basketball-officials.html

http://www.visualdictionaryonline.com/sports-games/ball-sports/volleyball/beach-volleyball.php

Prepared by:

SHEANA M. GALLO, LPT

Subject Instructor

Reviewed by: Approved by:

HENRISA P. APARIS, MAST. JUNITO P. MARCELINO, PhD.

Program Chairman Campus Director
121
122