ENG - Volleyball From A To Z Compressed

■ Carmen MARTÍNEZ VILLANUEVA ■
■ Carmen Daniela QUERO CALERO ■ Benito ZURITA ORTIZ ■

■ María CÁNOVAS LÓPEZ ■ Luis Manuel MARTÍNEZ ARANDA ■
Volleyball
from A to Z
Baia Mare
2020
■ Carmen MARTÍNEZ VILLANUEVA ■
■ Carmen Daniela QUERO CALERO ■ Benito ZURITA ORTIZ ■
■ María CÁNOVAS LÓPEZ ■ Luis Manuel MARTÍNEZ ARANDA ■
Volleyball
from A to Z
Baia Mare
2020
Authors
Carmen MARTÍNEZ VILLANUEVA
Carmen Daniela QUERO CALERO
Benito ZURITA ORTIZ
María CÁNOVAS LÓPEZ
Luis Manuel MARTÍNEZ ARANDA
ISBN
978-973-0-32848-6
Disclaimer
This project has been funded with support from the

European Commission. This publication reflects the views
only of the author, and the Commission cannot be held
responsible for any use which may be made of the
information contained therein.
This manual has been elaborated during the project

“Volleyball is not rocket science. We are!” (603393-EPP-1-
2018-1-RO-SPO-SSCP), funded by the European Union
through the Education, Audiovisual and Culture Executive
Agency, in the context of the Erasmus+ Sport Programme,
“Small Collaborative Partnerships” action.
AUTHORS
Carmen MARTÍNEZ VILLANUEVA
Carmen Daniela QUERO CALERO
Benito ZURITA ORTIZ
María CÁNOVAS LÓPEZ
Luis Manuel MARTÍNEZ ARANDA
PHOTOS & DESIGN

Andreea CĂPLESCU
GRAPHICS
Andrei CRIȘAN
PARTNERS
Yellow Shirts – Romania
C.S. Știința Baia Mare – Romania
Marketing Gate – N. Macedonia
Universidad Católica San Antonio de Murcia – Spain
Giovani senza Frontiere – Italy
CONTACTS
WEBSITE www.volleyballscience.com
FACEBOOK EUVolleyballScience
INSTAGRAM volleyball.science
YOUTUBE volleyball.science
SLIDESHARE VolleyballScience
LINKEDIN volleyball-science
EMAIL [email protected]
PUBLISHING DATE
October 2020
7
CONTENTS
CONTENTS
1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2. THE HISTORY OF VOLLEYBALL . . . . . . . . . . . . . . . . . 12
2.1. The creation of volleyball . . . . . . . . . . . . . . . . . . . . 13
2.2. The spread during the two World Wars . . . . . . 14
2.3. Unification of rules and creation of FIVB . . . . . . 15
3. WHAT IS VOLLEYBALL? . . . . . . . . . . . . . . . . . . . . . . . . 18
3.1. Scoring system . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
3.2. What is the serve? . . . . . . . . . . . . . . . . . . . . . . . . . . 22
3.3. What is the "rotation" system in the team? . . . . 23
4. EQUIPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
4.1. Court or game area . . . . . . . . . . . . . . . . . . . . . . . . . 26
4.2. The net . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
4.3. The ball . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
5. PLAYERS (WITH, VS., +1) . . . . . . . . . . . . . . . . . . . . . . . 29
5.1. Cooperative game "WITH" . . . . . . . . . . . . . . . . . . 30
5.2. Cooperative game “VERSUS” . . . . . . . . . . . . . . . . 33
5.3. “+1 Player” function . . . . . . . . . . . . . . . . . . . . . . . . 35
6. BASIC TECHNIQUES I . . . . . . . . . . . . . . . . . . . . . . . . . . 40
6.1. Familiarization activities . . . . . . . . . . . . . . . . . . . . . 42
6.2. Overhead pass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
6.3. Underarm pass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
6.4. Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
7. BASIC RULES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
8. BASIC TECHNIQUES II . . . . . . . . . . . . . . . . . . . . . . . . . . 63
8.1. Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
8.2. Digging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
8.3. Attack gesture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
8.4. Block . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
8
CONTENTS
8.5. Shoulder and dorsal barrier roll . . . . . . . . . . . . . . 81
9. BASIC TACTICS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
10. FUNNY VOLLEYBALL . . . . . . . . . . . . . . . . . . . . . . . . . 88
11. THE LIBERO IN VOLLEYBALL . . . . . . . . . . . . . . . . . . 97
11.1. What is the libero in volleyball? . . . . . . . . . . . . . 98
11.2. What are the functions of the libero during a
play? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
11.3. What skills should a libero have? . . . . . . . . . . . 99
11.4. Libero movements . . . . . . . . . . . . . . . . . . . . . . . 100
11.5. Libero positions . . . . . . . . . . . . . . . . . . . . . . . . . . 102
12. ADVANCE TECHNIQUES . . . . . . . . . . . . . . . . . . . . . 104
12.1. Advanced serve . . . . . . . . . . . . . . . . . . . . . . . . . 105
12.2. Spike . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
12.3. Dive and sprawl gestures . . . . . . . . . . . . . . . . . 116
13. ADVANCED TACTICS . . . . . . . . . . . . . . . . . . . . . . . 120
14. TECHNICAL IMPROVEMENT STRATEGIES . . . . . . 128
14.1. What strategies do we need? . . . . . . . . . . . . . 130
14.2. Evaluation and control systems . . . . . . . . . . . . 131
15. VOLLEYBALL FOR DISABLED PEOPLE . . . . . . . . 134
15.1. Sports categories . . . . . . . . . . . . . . . . . . . . . . . . 136
15.2. Main differences between sitting and standing
volleyball . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
15.3. Origin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
15.4. Small differences with technical gestures . . . 138
16. BEACH VOLLEYBALL . . . . . . . . . . . . . . . . . . . . . . . . 140
16.1. History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
16.2. Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
16.3. Technique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
16.4. Tactics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
17. BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
9
10
1. INTRODUCTION
1. INTRODUCTION
1. INTRODUCTION
Volleyball is one of the most popular sports around the
world. It can be played from very early ages and it doesn’t
require a lot of investment to play for leisure.
Unlike many team sports, there is no direct contact with the
opponent and your response is most often based on how
you and your team react. It has speed and reaction-based
movement that engages you both as spectator and player.
Volleyball needs fast reactions, great attention, quick
reflexes, coordination of the own movements correlated
with your team’s, high communication and leadership skills
and last, but not least, a good physical condition.
The initiative of this manual started from the desire to
promote more volleyball at the grassroots level in order to
attract people of different ages to practice it in the free time
and why not, to be the path opener to children and youth to
an athletic career.
In your support we created a volleyball guide accompanied
by video materials for a visual sustainability, and a
marketing guide for the clubs to attract more people to
them.
The Yellow Shirts team
11
12
2. THE HISTORY OF VOLLEYBALL

2.1. The creation of volleyball
There are historians that trace volleyball back to a ball

game in the Rome of 200 BC and to the later Middle Ages.
In Germany appeared a variation that was called
"Faustball" in which the ball was allowed to bounce twice
on the ground.
However, most researchers
agree that volleyball was
created in 1895 by William G.
Morgan. He was then the
director of Physical Education
at the YMCA (Young Men’s
Christian Association) of
Holyoke, in the state of
Massachusetts, USA.
Starting from tennis and
adapting to the available
materials, he created the
initial rules and basic
Portrait of
concepts for MINTONETTE
William G. Morgan
(the first name of volleyball).
It is worth mentioning the collaboration of the brand

Spalding A. G. & Bros. in the manufacturing of the ball.
13
Two colleagues of Morgan, Dr. Franklin Wood and John
Lynch, designed the basic concepts and the first rules. Yet
they were not published until the 1st edition of the book of
the North American YMCA Athletic League, in 1897.
At the beginning of 1896, the Springfield YMCA organized
a series of lectures attended by all its physical education
coaches. At that time they agreed to change the name to
Volley Ball (ball in flight) due to way the ball moves in the
game. Due to this new name, the expansion through the
country was very fast.
Canada was the first country that adopted the game
outside the USA in 1900. Japan (1908), the Philippines
(1910), China, Burma and India followed shortly after. It
was also taken up very soon in Mexico, Cuba and the rest
of the Americas, even reaching the African countries.
2.2. The spread of volleyball during the two World

Wars
In 1914, the secretary of the YMCA’s office of war, George

Fisher, included volleyball in the education and recreation
programme of the American armed forces, achieving an
international exposure during the First World War (1914-
1918).
The first national volleyball championships took place in the
United States in 1922, and it was in 1928 when the USVA,
the United States Volleyball Association, was created.
14
Once again the army was the engine of the volleyball
spread during the Second World War (1939-1945),
introducing the sport as a method of strengthening morals
and teaching teamwork.
2.3. Unification of rules and creation of FIVB
It was in 1946 when in a meeting led by the French

Volleyball Federation held in a brewery in Prague, it was
decided to organize a Constitutive Congress in Paris for
1947.
There the American and European rules of the game were
unified and the statutes and regulations of the International
Volleyball Federation (FIVB) were drawn up.
The presidents of FIVB have been:

Paul Libaud (1947-1984);
Rubén Acosta (1984-2008);
Wei Jizhong (2008-2012);
Ary Graça (2012-present).
15
D E V E L O P M E N T O F
VOLLEY 1948
First European Championship in
Rome
BALL First official beach volleyball
S I N C E T H E C R E A T I O N O F F I V B tournament in State Beach,
California
1949
First Men's World
Championship held in Prague
The USSR win 1952
First Women's World
Championship in Moscow
1955 The USSR wins
FIVB Congress held in Florence.
The Japanese Federation
adopts the international rules
and then introduces them
throughout Asia. Volleyball is
introduced in the Pan American
Games program
1956
"Sitting Volleyball" appears in
the Netherlands, a sport
adapted for people with a
certain degree of motor
difficulties. First publication of
the Official Bulletin of the FIVB
16
1957
At the International Olympic
Committee's session in Sofia, a
tournament was held allowing
volleyball to be an exhibition
sport for the Rome games
(1960) and to be included in the
program of the XVII Olympic
Games in Tokyo, in 1964
1965
First Men's World Cup
1966
First scientific symposium
taking advantage of the Men's
World Championship in Prague
1967
First Women's World
Championship played in Tokyo
and first Championship of the
African Continent
1973
First Women's World Cup held
in Uruguay
1974
Appearance on television of the
World Championship
1987
First Beach Volleyball World
Championship in
Ipanema, Brazil 1992
The IOC accepts Beach
Volleyball as an Olympic
discipline for the 1996 Atlanta
Olympic Games
17
18
3. WHAT IS VOLLEYBALL?
Volleyball is a sport discipline in which 2 teams composed
of 6 players face each other on a delimited field, while
hitting a ball over a net. The main goal is to get the ball over
the net that separates both teams.
It is necessary to make sure that the ball bounces on the
ground so the opposing team’s members cannot continue
the play (they lose the ball). One must though avoid the ball
to fall on their own field.
Players are allowed to hit the ball with any part of the body
to return the ball to the opponent's court.
There are different strokes throughout the game:

With the serve the game starts and this is the first
chance to score;
With the reception (forearm touch) the serve of the
opposing team can be controlled;
With the collocation (fingers’ touch) we can organize
the attack action;
In the last action (attack) we try to score a point for own
team (hit);
At the net, we try to stop the attack of the opposing
team (block);
With the defence we could control the ball of the
opposing team (forearm touch).
19
In volleyball it is not allowed:
To follow or retain the ball;
The same player to touch the ball twice;
Not to rotate when appropriate;
To have more than three strokes per play by each team;
To touch the net.
Different strokes throughout the game and

their main function
(service, reception, defence, setting, spiking and blocking)
20
3.1. Scoring system
When do you get a point? How do you win a game?
Whenever the ball crosses the centre line of the net and
falls on the opponent's side, it will be a point. When a team
fails to serve or commits a foul, it is a point for the opposing
team.
To get the victory in volleyball you have to win 3 sets out of
the 5 that are in total, with 25 points each, and always
having an advantage of 2 points from the opposing team.
The fifth set (tie break) is played to 15, also with an
advantage of 2 points.
Additionally a point is scored when the opposing team
commits any of the following faults or infringements:
The ball touches the ground in the own field;
The ball gets off the court, due to a misguided attack or
error in defending;
Fault of 4 touches per team or double individual
touches;
Fault of position and fault of rotation;
Ball retention or accompaniment (doubles);
Fault of defenders (line), fault of libero (block, attack);
Penetration into opposing field under the net, foot
through the central line;
Contact with the net (between the rods), contact with
other elements if it interferes with the play.
21
3.2. What is the serve?
The serve is the way to start the match or put the ball back
into play after a pause or point. The serving team begins
with the kick-off of its attacking action, which at the same
time is the first element of its defence.
The fundamental objective of the serve is: on the one hand,
to score a direct point through serving and, on the other
hand, to make more difficult the attacking action of the
opposing team, since if they receive the serve badly, it will
be very difficult for them to attack under good conditions.
There can be two circumstances regarding the serve: if the
team that serves makes a point, keeps possession to serve
again, however if it fails, the point will be for the opposing
team and will be the one that serves in the next action.
The time limit to serve is of 8 seconds and there are several
types of serves depending on the height at which they are
made.
As we will see later in this manual, we can distinguish:
The underarm serve The overhead serve

22
The floating tennis serve The suspended serve
Here are some tips to try not to miss the opportunity to

score during the serve:
Do not step on the court lines;
You have a time limit to do it;
The ball cannot touch the net;
The ball must be in the air before hitting it;
Be careful when throwing the ball, control it and keep
an eye on it.
3.3. What is the "rotation" system in the team?
The team is composed of six players in total, including three

defenders, two strikers and a libero.
At the beginning of each set, the teams are positioned on
the court in two rows or lines, one forward with three
forwards (positions 2, 3 and 4), and one backward with
three defenders (positions 1, 5 and 6).
23
The main function of the defenders is to receive the serve of
the opposing team and to defend their attack.
The libero is a player dedicated to defensive work that
replaces players with limited characteristics when they
reach defensive positions.
The finishers are the players who have the function of
attacking by hitting the ball over the net and generally in
the middle of the court.
This formation is dynamic and changing each time: one
team wins the serve or the opposing team loses it, making
a rotation to the right and moving the player who is in
position 1 (setter).
The rotation system in the team
24
25
4. EQUIPMENT
4. EQUIPMENT
4.1. Court or game area
The court where the volleyball matches take place is made

of wood or synthetic surface. It is divided into several parts
or zones: free zone, service zone, defence zone and attack
zone.
The field is divided in two halves by the net and the central
line, and is delimited at the same time by the bottom lines
and bands. The attack and defence zones are divided by
the attack line.
Court area and its dimensions
26
4.2. The net
4. EQUIPMENT
The volleyball net consists of:
A black mesh of 1 m wide and 9.5-10 m long, with two
bands at the top (with tensioning cable) and bottom
edges;
Two side bands of 5 cm wide and 1 m long on the side
lines of the court;
Two posts of 2.55 m fixed each one at 1 m outside the
side lines;
Two antennae of 1.80 m that delimit laterally the
passing area of the ball.
The specific net height changes according to gender: 2.43

m for men and 2.24 m for women, from the youth category
onwards (17-19 years and older).
The volleyball net and its main measures
27
4.3. The ball
The volleyball balloon has specific characteristics, being

made of synthetic leather.
The characteristics are:
The circumference of 65-67 cm;
Weight of 260-280 g;
Internal pressure between 0.30-0.325 kg/cm2.
The ball colours will depend on the event to be played, but

usually the training ball is white. Later we can find blue-
yellow or green-white-red balls.
Volleyball balls
28
29
5. PLAYERS (WITH, VS., +1)
The games during the teaching process will start from

situations with tactical intent. In this way, the learners can
be helped to understand the game from the first moments.
Cooperative and competitive games will be used to help the
player during the learning.
5.1. Cooperative game "WITH"
When it is to talk about the cooperative game "WITH" we

refer to the collaboration with colleagues and rivals.
The purpose is to stimulate the learner’s experimentation
by giving the possibility to an active participation in which
the player seeks different strategies.
In this way, we will establish the foundations of players’
tactical thinking through decision-making that allows them
to solve motor problems autonomously.
1 WITH 1
Number of players: In pairs, one on either side of the net.
Description: The players collaborate trying to make the
maximum number of touches without the ball falling to the
ground, sending it to the opposite field in the best
conditions for the partner to return it.
Indications for the coach: The ball control and appreciation
of different distances and trajectories are the main
objectives.
30
Example
2 WITH 2
Number of players: In groups of 4, two on each side of the
net.
Description: Now there is a fixed player to elaborate each
game. S/he collaborates with the two fellow opponents to
get continuity in the game.
Indications for the coach: Communication and distribution
of the playing space are the primary objectives.
Example
31
3 WITH 3
Number of players: In groups of 6, three on each side of the
net.
Description: Now there are two partners with whom to
collaborate in each action to keep the ball in play, less space
to cover for each player, but the interferences between
them grow and the communication between partners will
be very important.
Indications for the coach: Game roles are becoming more
and more diversified because the figure of the blocker and
his relationships with the defences may appear.
Example
32
5.2. Cooperative game “VERSUS”

When we talk about the cooperative game "VERSUS" we
refer to compete by cooperating with colleagues to get the
point. These matches are adapted with more specific
punctuation and rules.
The coach will pay more attention to the correct technical

performance, even interrupting the game if s/he sees fit.
The competitiveness of the moment should not dominate
the behaviour of the players by trying to win in any way, at
the expense of a terrible technical performance that hinders
their chances of getting a point.
To do this, the coach must pay more attention to technical
correction so that players get points with higher quality
actions. In addition, we must teach the players to look at
the opponent, to adapt to their system and to propose a
technical and tactical solution, both individually and
collectively.
1 VERSUS 1
Number of players: In pairs, one on either side of the net.
Description: The players compete to send the ball in the
worst conditions for the opponent. The intention is to
provoke the error, forcing to move a lot or pressing to
return the ball easily.
Indications for the coach: The trajectories, distances and
technical execution take on greater importance and the
displacements are fundamental to arrive correctly to the
point of contact with the ball.
33
Example
2 VERSUS 2
Number of players: In groups of 4, two on each side of the
net.
Description: Players compete to prevent the opposite from
returning the ball. Always try to make 3 touches that can
vary in each play. Players will have to look for ways to pass
the ball to create the biggest difficulties to the adversaries.
Indications for the coach: Technical implementation,
communication and observation of the opposing field and
equipment are important objectives.
Example
34
3 VERSUS 3
Number of players: In groups of 6, three on each side of the
net.
Description: During the competition try to make 3 touches
to get the point. They have to be more precise in each
action, always ask for the ball and observe what happens in
the opposite field to find the best way to get the point.
Indications for the coach: Players must agree to cover the
entire field. Now they will have to take into account all
tactical possibilities.
Example
5.3. “+1 Player” function
The player called "+1" acts as setter for the two fields. This
player will participate in an alternative way by going under
the net and collaborating with both teams performing only
the second touch (placement). The player "+1" cannot
participate in the first touches or final actions to pass the
ball to the opposite field.
35
1 WITH 1 + 1
Number of players: Groups of 3.
Description: One on each side of the net and the third "+1"
collaborates with the two trying to place the ball so that the
teammate can pass it to the opposite field. Achieving 3
touches is the main objective and one more player is added
with whom we must collaborate.
Example
1 VERSUS 1 + 1
Number of players: Groups of 3.
Description: Competing looking for a way to send the ball
to the opposite field so that s/he cannot return it. The main
objective is to make 3 touches and control the ball so that
"+1" can place the best possible and thus be able to pass
the ball to the opposite field in the worst conditions for the
opponent.
36
Example
2 WITH 2 + 1
Number of players: Groups of five ("+1" player is the setter
for the two teams).
Description: More people involved in the construction of
each play and more opponents covering the other field. The
accuracy of the passes and the communication between
colleagues must be increased. Try to facilitate the work of
"+1" by sending the ball as accurately as possible so that
s/he can place well and give him/her time to pass to the
opposite field.
Example
37
2 VERSUS 2 + 1
Number of players: Groups of 5 ("+1" player is the setter
for the two teams).
Description: Compete to win the point. The "+1" places for
the two teams, who will try to make the point by making 3-
touch plays. They must look for the opponent's failure (for
example: looking for free zones or interference between
players). The greatest difficulty to get the point develops
the tactical thinking of the players.
Example
3 WITH 3 + 1
Number of players: Groups of seven players ("+1" setter).
Description: Now there are 4 players participating in the
elaboration of the game. They will have new defensive and
offensive responsibilities and moves that are not directly
related to the contact with the ball. This will mean an
improvement in the development of game concepts with
and without the ball.
38
Example
3 VERSUS 3 + 1
Number of players: Groups of seven players ("+1" setter).
Description: It is very important that the "+ 1" player makes
efforts to cooperate with the two teams. The "+1" player
must place in the best conditions. The rest of players will
establish their attack and defence strategies to win the
game.
Keep in mind that "+ 1" does not participate in the first
touch of defence and that a good pass placement of this
depends on the accuracy of the other 3 players in that first
touch.
Example
39
40
6. BASIC TECHNIQUES I
One of the key aspects for a suitable later technical
development is the acquisition of a high motor baggage in
our beginner players.
In this sense, we must try to provide the greatest variability
of skills related to balance, speed of reaction, movement,
changes of direction, spatial orientation, sense of gravity,
the concept of hitting and motion axis among others.
We must not forget that technical acquisition is
fundamental in volleyball, where committing a hitting error
can be penalized in a regulatory manner and have
repercussions on the score or the team's ability to continue
playing. Any wrong action can become a point for the
opponent.
A volleyball player must understand the concept of
movement and hitting in a global way. Moving to look for
the ball, executing the shot and not making technical
mistakes are the basis of development of the sport.
As a general idea in each of the different stages and for
each of the learning steps, we set ourselves the following
challenges:
To offer varied exercises that require previous
displacement;
To adapt the level of difficulty to the group of players;
To try to improve the physical conditions and basic
skills through exercises with the ball or court;
To give a tactical sense to our activities;
41
Not to force the players to learn, that is, not increase the
complexity of the actions until they are acquired and
overcome.
6.1. Familiarization activities
Before we start learning the technical gestures, one must

understand the idea of "not holding" but "hitting" the ball.
For this let’s see some exercises of familiarization with the
flight, trajectory, weight and speed of the ball.
All these exercises can be developed with materials
adjusted to the participants' stage of maturity, from
balloons or foam balls (if we want the movement to be
slower) to the conventional ball.
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Exercise 1
Throw the ball in the air and hit in any way you want with
any part of your body. Observe how you have to hit the ball
so that it doesn't fall to the floor.
Exercise 2
Throw the ball up and forward, picking it up with both
hands above your head before the second bounce. In this
way there are introduced the concepts about distance,
height and body adjustment.
Repeat the exercise, but picking up the ball facing the
launch area (you must turn 180º).
Exercise 3
Throw the ball up, sit on the floor and catch it with both
hands between your legs. Repeat the exercise but picking
up the ball facing the launch area (you must turn 180º).
Exercise 4
Hit the ball with any part of your arms trying to keep it in
the air as long as possible.
Variation: count the number of consecutive hits.
Variation: when the ball falls to the floor wait until everyone
stops.
Exercise 5
Hit the ball alternately with your legs trying to keep it in the
air.
Variation: count the number of consecutive hits.
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Variation: when the ball falls to the floor wait until everyone
stops.
Exercise 6
Hit the ball after each bounce as you move through space.
Variation: follow directions (forward, backward, left or
right), walk around the court, try to steal the ball from other
players, etc.
Exercise 7
Work in pairs, one of the partners throws the ball (on the
ground or in the air). The other, who is at his/her back, must
pick it up or hit it before it reaches a certain area, before it
bounces a second time, etc.
Exercise 8
Work in pairs, both sitting on the floor; try to pick up the
ball sent to you by the teammate without getting off the
floor.
Exercise 9
In groups of 3, two players facing each other pass the ball
to each other. The player in the middle must duck or jump
to avoid being hit.
Exercise 10
In the same position as before, the opposing players roll the
ball on the floor and the player in the middle has to move to
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pass it under his/her legs. The players can move between 2
and 3 m to each side.
6.2. Overhead pass
The overhead pass is one of the most characteristic

gestures of volleyball. This is the shot to use when the ball
comes to us at a certain height and allows us to position
ourselves just below it to hit.
The complete gesture is developed in the following way:
The player, after moving, places the feet at a distance
similar to the width of the shoulders;
Slightly bends the knees;
Places the arms at a right angle so that both hands are
above the head;
The hands are placed in the form of a cup, so that the
thumb and index of each hand form a diamond shape at
the height of the forehead, forming a "window";
The strike is done only with the overhead tips, never
with the palm of the hand;
The blow is accompanied by the extension of the whole
body, paying special importance to arms and legs.
This hit is the most used as a "second hit" in a competitive

play. The goal for this first stage is to get a clean and
controlled overhead touch, being able to give the desired
direction to the ball.
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The overhead pass from different angles
Most common errors:

Very flat or rigid hands that do not fit the shape of the
ball;
Thumbs forward that break the shape of the cup;
Elbows too far apart or too close together that do not
make the proper hitting "window";
Poor positioning of the body in relation to the ball;
Inadequate inclination of the trunk;
Incorrect direction of the shoulders;
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Hips or knees misaligned with the direction of the shot;
Failure to coordinate legs and arms (kinetic chain);
Asymmetrical, retained or accompanied hitting.
Exercise 1
Throw and stop the ball in the shape of a cup in hands.
Variation: Throw high and pick up after a bounce.
Variation: Bounce hard against a wall and pick up the
bounce.
Exercise 2
In front of the wall or a teammate, throw and pick up the
ball, focusing on the shape of the hands.
Variation: Take a step in either direction before picking up
the ball.
Exercise 3
Auto-pass and pass with a teammate catching and
throwing the ball.
Variation: Take a step in either direction before picking up
the ball.
Exercise 4
Place hoops in different areas of the court with players
around them. Throw the ball in overhead position, trying to
get it into the hoops.
Variation: Hit the ball instead of throwing it.
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Exercise 5
Working in pairs, execute the overhead sending of the ball
to your partner. Pick up the ball in an overhead position and
throw it to your partner for the next shot.
Exercise 6
Try to hit the ball consecutively, after letting it bounce on
the ground. Take care of the movement and positioning
before hitting. If the ball does not come in a good condition,
stop the exercise and start again.
Exercise 7
Throw (raise) the ball to the partner so that s/he can hit the
ball back with an overhead pass.
Variation: Make the partner move one step in any direction
before hitting.
Exercise 8
Hit the wall consecutively using the overhead pass: first
from very close to the wall, at about 1 m; second from
about 5-6 m, letting the ball bounce first on the ground.
Exercise 9
All players are in the back of the court with the ball. Make
overhead passes until reaching the net. Return to the back
of the court.
Variation: The way to the net walking forward, and
returning to the back of the court walking backward.
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Exercise 10
In groups of 6 players (facing each other 3 vs. 3), hit the ball
towards the teammate in front of you and follow the ball,
changing lines with each shot.
6.3. Underarm pass
The underarm pass is the most versatile gesture in

volleyball. It is the most used one because it allows to hit
the ball when it comes low height and very strongly. It
basically consists of these phases:
The first and most important thing is to be in a static
position before hitting; move quickly to the ball and take
the right position before hitting;
Place the feet a little bit more than the width of the
shoulders, bending the knees and placing the body
slightly forward; it has to look like sitting on an
"imaginary chair";
The feet are placed parallel and one-foot further
forward than the other, which to help giving direction to
the ball (orienting the toe of both feet);
Place the arms completely extended, more or less
parallel to the thighs and hold the hands without
leaving a gap between the thumbs;
Finally pretend to "get up from that imaginary chair",
hitting the ball with the front third of the forearms (not
with the wrists); make a dry blow, but not abruptly,
always accompanying the ball with the impulse of the
legs;
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The arms should not rise beyond shoulder height; it is
the legs that push the ball, the arms that cushion and
give direction; think that when hitting the ball the arms
work as a "board" on which the ball bounces, the
surface must be well smoothed and have the correct
inclination.
Hands' positions
The forearm hitting is mainly done in the actions of

reception and defence of the ball, although it is the most
universal hit in this sport, the one that can be used in
almost any circumstance.
Most common errors:

Poorly held hands, bent or soft arms;
Poor positioning of the player in relation to the ball:
Too close to the ball (hit with the elbows);
Very far from the ball (hit with the wrist);
Inadequate trunk inclination;
Lack of drive in the legs;
Incorrect direction of the shoulders or arms;
Hips or knees misaligned with the direction of the blow;
Asymmetrical, retained or accompanied hitting.
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The underarm pass from different angles
Exercise 1
Throw the ball and stop it on the forearms in a static
position. Observe the position of the body, feet, direction of
the shoulders, opening of the legs, etc.
Variation: your partner throws the ball to you and you must
stop it.
Alternate the throws.
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Exercise 2
Without the ball, move between two lines about 3 m apart.
Adopt the correct position to hit on both lines (modify the
forward leg, the direction of the feet, hips and shoulders).
Exercise 3
Working in pairs, one player throws the ball. The other
remains seated in a chair and stands up to hit. Every 10 hits
change the role.
Variation: The player which hits sits on the floor with open
legs and hits the ball that the partner throws to him.
Exercise 4
Working in pairs, the partner throws a ball and you hit it in
his/her direction. The distance should be of 2-3 m. Every 10
hits change the role.
Variation: add a previous displacement of 1 m to one or
another side of the player.
Exercise 5
Placed in front of the wall, make consecutive hits by letting
the ball bounce on the floor. It is important to calculate the
distance and the strength of the shot.
Exercise 6
Placed in front of a teammate, make consecutive hits by
letting the ball bounce on the ground. It is important that
the ball reaches a certain height to allow you to move
comfortably.
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Variation: once you have controlled the shot, add a small
lateral movement.
Exercise 7
One partner is with the back to the net, the other at the
back of the court. The partner throws two balls: one further
away (about 5-6 m from the net) and one closer (about 3 m
from the net).
The player at the back hits both balls consecutively. It is
important to move back and forth and to position it
correctly before hitting it. Every 10 hits the players change
the role.
Exercise 8
Hit the wall consecutively using the forearm pass: first from
very close to the wall, about 1 m; second from about 5-6 m,
letting the ball bounce first on the ground. It is important to
control the direction of the hitting and the force.
Exercise 9
All players are in the back of the court with the ball. Hit the
ball until you reach the net. Turn and return to the back of
the court.
Variation: walk forward the way to the net and in the way
back walk backward.
Variation: place 2-3 cones for each player, having to raffle
while walking.
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Exercise 10
In groups of 6 players (facing each other 3 vs. 3), hit the
ball towards the teammate in front of you and follow the
ball, changing lines with each shot.
6.4. Service
Serving is the way to put the ball into play and the only
way to start with a point. It will be carried out by the player
who is in zone 1 of the court (according to the rotation).
It is performed from the serving zone (behind the baseline)
and the ball is hit with the hand or a part of the arm (no
other body parts allowed for this).
The serve is the only action in which only one player is
involved and in which you can prepare the technical
gesture, as you have 8 seconds from the referee's whistle.
Among the most important aspects for a correct execution
of the hitting, we can highlight:
Initial positioning:
One foot slightly forward of the other (foot opposite
the arm that strikes);
Hip direction and shoulders towards the hitting
area;
A proper ball launch (not too high or too low, forward
or backward, on one side, etc);
A good arming and extension of the arm for hitting;
Adjusting the ball hit.
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a. Underarm serve
The underarm serve is the serve usually learned in the early

stages, as it does not require excessive force or control over
the ball. The player stands in a semi-side position on the
court and holds the ball with both hands at waist level.
Then, taking the ball out of the non-dominant hand hit it
with the other hand, in a pendulum movement. The ball can
be hit with a spoon hand or the heel hand, depending on
how easy it is for the player. The focus is on the direction
and height of the ball.
The underarm serve by steps
b. Overhead serve
In the overhead serve, the ball is thrown with the opposite

hand and hit with the whole open hand, in the middle of the
ball, extending the arm completely above the head.
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During this serve, the shoulders are placed perpendicularly
to where the ball is to be directed. The feet are parallel and
about shoulder width apart. The foot opposite the hitting
hand should be slightly forward. The weight of the body is
distributed in a balanced way. The unskilled hand holds and
throws the ball.
The ball must be thrown in front of the shoulder, but at
sufficient height to be hit. The weight of the body is
transferred to the forward leg, you can even take a step
forward, and the completely open hand hits the ball at the
highest possible point.
This serve has the disadvantage that it requires some
strength and skill in the technical gesture, so it will be
developed in more advanced stages of the player or when
the appropriate requirements are met.
The overhead serve by steps
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Most common errors:
Wrong positioning of the body in relation to the court of
play or the ball;
Improper throwing or hitting of the ball;
Lack of tension in the hand or wrist;
Flexion of the arm or excessive stress in movement;
Asymmetric or accompanied hitting;
Lack of concentration, fear or passivity in gesture.
Exercise 1 (underarm serve)

Standing in front of the wall hit the ball as a pendulum with
one hand. Start at about 3-4 m and move away
progressively.

Standing in front of the wall throw with the opposite hand
and hit the ball trying to follow a straight direction. If the
ball is thrown well, it should fly over our head.

Work in pairs, one on each side of the net, serve towards
the opposite side located about 3-4 m away from the net.
Move away progressively as long as the gesture is correct.
Exercise 4 (overhead serve)

Stand in front of the wall and throw the ball vertically,
taking a step forward. If the throw is correct, the ball should
fall on our shoulder.
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Standing in front of the wall, first throw the ball and pick it
up with your hand at the highest point; then hit the ball in a
controlled manner about 3-4 m away.

Work in pairs, one on each side of the net. Serve towards
the opposite side located about 3-4 m away from the net.
Move away progressively as long as the gesture is correct.
It is important to fix the position of the body and the
movement of the arm when hitting.
Exercise 7 (both services)

The teammate is placed in different parts of the court; try to
get the ball to him/her. Start from a distance of 5-6 m from
the net until getting there. Progressively approach the
baseline.
Exercise 8 (both services)

Divide the court with ropes to mark the 6 zones. From any
position, the player must complete a set number of serves
(e.g. 5 serves) to each zone of the court.
Variation: It is mandatory to follow a certain direction (e.g.
clockwise).
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7. BASIC RULES
7. BASIC RULES
When do you get a point? How do you win a game?

Whenever the ball crosses the net’s centre and falls on the
opponent's side, it is a point and continued with the serve.
When a team fails to serve or commits a foul, it is point for
the opposing team, which recovers the right to serve again.
To get the victory in volleyball you have to win 3 sets out of
5 that are in total, with 25 points each and always having
an advantage of 2 points from the opposing team. The fifth
set is played at 15, also with an advantage of 2 points.
Additionally, a point is scored when the opposing team
commits any of the following mistakes:
Ball touches the ground in its own field;
Ball gets off the court, due to a misguided attack or
error in defending.
Likewise, players may score points due to the infringements
of the opposing team.
The team players must know the game rules and try not to
commit the following fouls:
Serving fault (poor execution, not respecting the team rotation)
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7. BASIC RULES
Double contact with the Fault of 4 or double individual
ball (except for previous blocking) touches
Penetration into opposing Contact with the net (between

field under net, foot through the rods); with other elements if it
central line interferes with the play
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Blocking fault (from Fault of back row player
opponent's service, invasion (crossing the line defining
of opponent's space, sending its movement limitation,
the ball out of play) performing blocking), fault
of libero player (attacking,
blocking)
Fault of position or fault

Ball retention or accompaniment of team player rotation
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8. BASIC TECHNIQUES II
In this second block of techniques, we will work on actions

of higher complexity of execution which can incorporate a
tactical component.
This aspect is, for example, the main key between an
overhead hit with both hands and a setting pass, between
a forearm hit and a digging.
For this reason, the proposed activities make a real sense
with respect to the game, in order to provide the players
with a critical approach at a personal level and analysis at a
team level.
8.1. Setting
A setting is not a simple overhead touch. In the early

stages, when the specialised players aren’t just yet, these
two technical gestures can be grouped into one. However,
in more advanced stages of play, the setting pass, which is
usually the second touch of a team, is a major tool for
success.
The setter must have a specific technical and tactical
preparation to interpret the needs of each rally and get the
most out of the team. The setting pass requires
observation, knowing your teammates and analysing the
opposing team.
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In order for the learners to reach the maximum level, the
following progressions are proposed:
To perfect the technique to the maximum, the setter
needs to have an excellent overhead both hands pass;
To achieve the highest precision in the execution of the
hit, with or without movement and in any direction;
Train the tactical actions with the team;
Direct the game taking into account the multiple factors
involved (decision making and execution).
Setting using the overhead pass
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Exercise 1
Make passes to a basket or hoop placed at different heights
and from different positions to perfect all possible
trajectories.
Exercise 2
From position 2 of the court, the setter sends the balls sent
by the coach to positions 3 and 4. Likewise from position 2-
3, the back pass practised to position 2.
Exercise 3
From position 2 of the court, execute a blocking jump and
then place a ball sent by the coach or partner. You can
practice passing to position 4 and 3.
Exercise 4
From position 4 of the court, the setter moves to position 2-
3 to make settings to position 4, 3 or 2, as indicated. This
same exercise can be performed by exiting from behind a
chair in position 6.
Exercise 5
From position 3 of the court, the coach or a teammate
throws balls to positions 1 and 5 alternately. The setter,
from position 6, moves to the ball and set the ball to the
opposite side of the court from where the ball is, for
example from zone 1 to 4 and from zone 5 to 2.
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Exercise 6
From position 4 of the court, the coach or a teammate
throws flush balls to the setter, who from position 2-3 must
return the balls to zone 4. Alternatively, the setter may
decide which zone (2, 3 or 4) to send the ball to at his/her
discretion.
Exercise 7
Following the instructions of the previous exercise, send
balls close to the net, so the setter can work on the side
pass. This same exercise can be done with high balls to
work the jumping pass.
Exercise 8
From position 2, the setter sends balls to his/her attackers
placed in rows in positions 3 and 4. Depending on the level
of play of the team, try the tactical combinations we
consider appropriate.
Exercise 9
Following the guidelines of the previous exercise, the setter
moves from zone 1 to zone 2-3 to execute different options
with 3 attackers, located in zones 2, 3 and 4.
Exercise 10
Two partners are located in zones 4 and 5, the setter is
located in zone 2-3. The ball goes from zone 4 to zone 5 in
a controlled way. From zone 5 it is defended to zone 2-3.
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The setter sends the ball into zone 4, making a move to
support the attack. The same route is followed until the
different positions and movements are perfected. This
same exercise can be done with the assistants in zones 1
and 2, to work on the back pass and the support to the
attack.
8.2. Digging
Digging or receiving the ball in response to the opponent's

serve is the first individual action that allows building a
good attack. If the reception is not correct, the possibilities
of the offensive game will be clearly limited, so dedicate the
time needed to this technical gesture.
It is advisable to work progressively from an individual
situation in which to focus on the movements and position
of the body, to the work in small groups (2-3 players), fixing
playing positions and ball directions.
To facilitate the work of ball direction it is advised to:

Use the shoulders;
Move the outer foot forward and lower the insider
shoulder;
Face the ball.
In the correct execution of the reception one must:

Lift the shoulders forward;
Sink the chest to cushion its strength;
Bring arms together and rotate them outward to
increase the striking surface.
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Waiting for a serve
Digging for a serve
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Exercise 1
In groups of 3, one teammate serves and the other receives
the ball and sends it to the net. The one at the net picks up
the ball and passes it to the server.
This exercise can be done in the different positions of the
court.
Exercise 2
Players (going inside the court one by one) receive a ball in
position 1, move from there to their left, to receive another
two balls in positions 6 and 5.
This same exercise can also be done in an inverted position,
from 5 to 1.
Exercise 3
A player located in zone 6 receives services coming to
zones 1 and 5 after moving. To ensure the accuracy of the
serve, it may be proposed that the serves to be taken from
the middle of the court, if deemed appropriate.
Exercise 4
Divide the court longitudinally with signage on the ground
(leaving 2 half courts). In each half court, in opposite ways,
there is a receiver, a setter and an attacker. The rest of the
teammates serve.
This exercise can be planned by time or by repetitions. The
players change their positions according to the coach's
instructions (serve-reception-attack) until they pass
through all the positions.
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Exercise 5
Two receivers are placed on each side of the court (zones
1-6 and 5-6).
From the opposite backs, your teammates serve alternately.
This exercise can be performed as if it were a competition,
for example, the first team that gets 10 perfect digs wins a
point.
Exercise 6
Three receivers are on the court and their teammates at the
opposite end. The receiving players come out from the 3-
meter line and move to the back each time a serve is taken.
Once they manage to add up to 10 good digs, the team is
changed.
Exercise 7
Three receivers are in the court (zones 1, 6 and 5), one
setter (zone 2-3) and one spiker (2, 3 or 4). The rest of the
teammates serve. Each player must stay in the zone until
reaching a number of diggings or a certain time, rotations
can be made if wanted.
Once the reception is done, there shall be continuity until
the attack is finished. The position of the spiker can be
modified according to his/her specialization.
Exercise 8
Two receivers are in the zones 1-6 and 5-6, one setter is in
zone 2-3 and two spikers in the zones 2 and 4. The rest of
the teammates serve.
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Each player must stay in the zone until reaching a number
of diggings or a certain time, rotations can be made if
wanted.
Once the reception is done, there shall be continuity until
we have an attack by zones 2 and 4. The position of the
spikers can be modified according to his/her specialization.
8.3. Attack gesture
The attack or hitting with one hand is the most offensive

gesture in volleyball, so it must be worked on from the
beginning of the learning process, but after mastering the
techniques of hitting with two hands (overhead and
forearm passes).
The fact of hitting with a single hand is a motivating
gesture and well accepted among the players, but one must
remember that it is not only about hitting, but about doing it
with a proper direction and strength.
The calculation of trajectories and the coordination needed
to make this hit can be impaired if we try to introduce it
before the player is ready.
This section is approached with the idea that the players
learn to hit the ball effectively and safely. It is important to
remember, at this point, that an attacking gesture should
not be confused with a spike, but it is an approach to its
future achievement.
The attacking gesture does not have to involve a jump,
sometimes not even a one-handed shot, but it does involve
an offensive intention that puts our opponents on alert.
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To ensure correct technical execution we will focus on:
The previous route of the arm (preparation);
Extending the arm;
Hitting the highest point.
Ways of attacking
Exercise 1
Throw the ball against a wall above your head. Start by
throwing it with both hands and end with the dominant
hand. You can draw circles at different heights to try and hit
its centre.
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Exercise 2
Hold the ball above your head and slightly in front of you
with your unskilled hand. Hit with the skilful hand in
different directions, using your wrist.
Exercise 3
Following the line of the previous exercise, throw the ball in
the air with both hands. The unskilled hand keeps the
balance point, while the skilled hand arms and executes the
hit (it is recommended to do it in front of a wall).
This exercise can be done by hitting on the top of the ball,
to provoke a downward trajectory, or in the middle of the
ball, to push the ball forward.
Exercise 4
Placed in the middle of the court, hit the ball to different
hoops located in the opposite side of the net. It can be
decided if the players should have a fixed position or if they
can stand in front of the hoop they want to hit.
This exercise can be considered as a challenge if a score is
added to the hoops, and a minimum number of successes
must be achieved.
Exercise 5
Working in pairs, 6-8 m apart (depending on the level);
player A hits the ball against player B, who has to stay still.
The partner must try to catch or hit the ball without moving
(this is a game of aim).
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This exercise can be done with or without a net between
the players.
Exercise 6
Working in pairs, following the dynamics of the previous
exercise, a player hits the ball and has to send it so that the
partner has to take two steps in any direction to be able to
catch or hit it.
A competitive component can be added by assigning a
score to each successful gesture.
Exercise 7
Working in pairs in front of a wall, play fronton hitting the
ball against the floor. If the ball does not reach a minimum
height, the player who hit it last is sanctioned.
Exercise 8
Working in pairs, one on each side of the net, try a
continuity exercise. Each player has 2 strokes, so it is
necessary to make a self underarm or overhead pass,
followed by a controlled attack hit towards the partner.
The idea is to keep the ball between the two players
without it falling to the ground, for as long as possible.
8.4. Block
Blocking is the first defensive action of a team. It is about

stopping the ball at the net, so that it doesn't go into one’s
own court.
There are two basic types of blocking: defensive and
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offensive. In the defensive block, we place the hands in our
own playing space, trying to cushion the force of the
opposite attack and facilitating the defence.
In the offensive blocking, the most common one, we place
the hands on the net in the opponent's space, without
touching the net and without interfering with the hitting, in
order to prevent the ball from reaching our midcourt.
The blocking can be done individually, double (two players,
the most usual) or triple (three players, less usual).
The technical gesture consists of different phases:
THE PREPARATION: begin by observing the
opponent's court and moving to the right place, before
the opponent's hit; the movement can be done with
lateral or crossed steps depending on the speed
required (depending on the distance);
THE JUMP: from the starting position - feet parallel,
legs semi-flexed, weight on the tips of the feet and
hands at shoulder height -, make a vertical jump while
extending the arms and opening the hands - the fingers
should be separated, but firm;
THE CONTACT: at the moment of contact the wrists
and arms must be strong, ready for impact; hands
should be wide open and our eyes should follow the
ball; depending on the type of blocking we are doing
and the position in which we are, the angulations of our
hands and wrists must vary, always heading towards
the interior of the opposite court;
THE FALL OF: the fall of must be made with both feet,
bending the legs, and taking care not to invade the
opposite court.
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The following methodological proposal is recommended:
Arm and hand work without the ball;
Ball and arm work from the floor;
Work with ball and jump, trying to find the right timing;
Movement work without opposite attack;
Observation and movement with opposite attack;
Work with your partners (to adjust movement and
spaces).
Blocking actions
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An effective block guarantees the defensive success of the
team and greatly limits the options of the opponent, so, as
far as we can, one must create an environment of security
and confidence about this gesture.
Most common errors:
Jumping in the wrong time, usually before the attacker;
Not standing in front of the attacker's running line, not
his/her body;
Poor hand placement (they should always be towards
the centre of the court);
Touching the net, invading the opponent's court or
pushing your teammates.
Exercise 1
Working in pairs, one on each side of the net in the starting
position, extend your arms and touch your hands above the
net.
It can be added as a motivating element, that player A tries
to touch the head of player B (who will leave his/her arms
down) and vice versa.
Exercise 2
For hand direction work, work individually in front of a wall
and push with both hands, trying to generate different
angles of movement.
Exercise 3
Lowering the net, in order to work from the ground, player
A attacks against the hands of player B who is in a blocking
position. Start by hitting in a straight line and work
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progressively on different angles.
As a variation to work on the speed of reaction, player B
must raise the hands at the moment of hitting.
Exercise 4
Working in pairs, one on each side of the net, player A
carries the ball in his/her hand. At the signal, both jump and
player A must try to get the ball into the court of player B;
after several repetitions invert the roles.
This exercise can be done in static or with a lateral step
before jumping.
Exercise 5
Working in pairs, player A is on a bench and player B on
the floor on the other side of the net. Player A pushes the
ball into the opponent's court so that player B jumps and
blocks it.
Every 10 repetitions the roles are reversed. If technical
mastery allows it, the player who is up can hit the ball with
an attacking gesture.
Exercise 6
Similar to the previous exercise, but the player with the ball
throws the ball in the air and make a controlled jump attack.
The player at the net must read the trajectory, look for the
ball at the block. The attacking player can choose different
trajectories and parabolas to hit the ball.
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Exercise 7
In groups of three, player A is at the net ready to block.
Player B is in front of player A on the other side of the net.
Player C is behind player A, on his/her own side of the
court. Player A must block the ball thrown to him/her by
player B and then defend a ball sent to him/her by player C.
Every 10 repetitions change position.
Exercise 8
In groups of three, one player is located at the net, in the
initial position, and the teammates 1 m from the net in the
opposite court, separated by 2-3 m between them. The
teammates throw the ball alternatively towards the net.
The player at the net must move and block the ball. After
every 10 repetitions, make a rotation.
Exercise 9
In groups of 6, three players are at the net in the starting
position, and three partners in front of them at a distance of
1 m from the net.
The teammates throw or hit the ball to the net. The centre
player must move to perform a double block in zones 2 and
4. When the attack is by zone 3, the players practice a triple
block.
Exercise 10
Following the guidelines of the previous exercise, a block is
done in the face of a real attack from the opposite side of
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the court. The attack can be on any of the zones without
prior warning.
The team must decide, according to its characteristics, how
the blocking is in zone 3 (single, double or triple) and which
players must participate in that zone.
8.5. Shoulder and dorsal barrier rolls
The rolling technique is a gesture that allows a quick

reaction of the player in a particular defence situation. In
barrier rolls, the player defends the ball by falling to the
ground in different positions.
The most common barrier roll that usually is taught first is
the "shoulder" one, in which the player, after a wide stride,
contacts the ball with one hand with the inside of the wrist
or with the back of the hand, lets him/herself fall over
his/her body in a controlled way, to roll over the shoulder
and get up again.
Another alternative of hitting, which does not require a
somersault, is the "dorsal" roll. In this fall, the defender falls
backwards in a controlled manner, while hitting the ball
above the head. The completion of this gesture can be done
with or without a somersault, but it is important that the
players learn to control their fall to avoid possible physical
injuries.
The legs must be well bent and it is necessary to let them
roll over the back, hitting the ball at the moment of loss of
balance.
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Although the real speed of both technical gestures is very
high, it is recommended that they are learned slowly and
with the appropriate safety measures. A mat can help to
prevent unnecessary fears in the first experiences.
It is important that the executors relax their body and let
themselves go during the barrier roll, with or without a
somersault.
Most common errors:
Lay the elbow or wrist on the ground before dropping
the body;
Do not bend the knees to cushion the impact;
Jump, instead of being dropped;
Slow down the speed of movement, which help to
stand up again.
Exercise 1
In pairs, from a squatting position, pull the partner that tries
to pull him/herself against. Pulling backwards and sideways
are allowed.
Exercise 2
Individually and from a very flexed position, drop sideways
on a mat (without rolling). The most important instruction is
to extend the arm and not to lie on the elbow. The contact
with the ground must be done with the hip, not with the
knee.
Exercise 3
Working in pairs, continue with the previous exercise, but
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this time the partner throws us slow and well directed balls
to one of the sides. The ball must be far enough away so
that you can't reach it without dropping. Every 4 repetitions
change roles.
Exercise 4
Work in pairs, with a mat. Player A takes a defensive
position with the knees bent and hands in front. Player B
shall throw a quick ball towards the head of player A, who
must catch the ball while dropping on his/her back.
It is essential that the legs are not aligned, as this allows
the fall down to be cushioned by a deeper bending of the
back leg before impacting the ground. The fall down should
be rounded, following the curvature of the back.
Every 5-6 repetitions change roles.
Exercise 5
Individually, practice the side shoulder roll including the
somersault.
The body must pass through the arm opposite to that of the
hit, which must be fully extended.
Exercise 6
Work in pairs, with a mat. Player A shall throw balls to the
sides or over the head of player B, who must defend the
ball as s/he sees fit. Every 3-4 repetitions change the role.
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9. BASIC TACTICS
9. BASIC TACTICS
9. BASIC TACTICS
The application of specific systems to match the strengths
of the players of a team is called tactics. One of the most
important elements to understand about tactics is that their
development is based totally on the abilities of the team,
and on those systems which a coach feels are best suited
to the particular individuals they are coaching.
Volleyball is a team sport delimited by different rules. These
regulations determine in a very important way all its
technical-tactical aspects, as well as the structuring of the
game, making separate differentiation of attack and
defence phases nearly impossible. This has led many
authors to refer to the concept of strategic complex:
complex one (K-1) and complex two (K-2).
The K-1 complex begins with the defence of the service,
the reception, and finishes with the attack from K-1, also
called side out. The K-2 complex begins with the defence of
the action.
The main objective of both complexes is the same: to move
from a dominated action to a dominant one and get a point,
that is, prevent the opponent from putting the ball on our
ground and put the ball on the opponent's ground.
Among the basics attack systems we find (R – receiver, S –
setter, U – universal player):
6R-0S or 6R-6U: In this system everyone does
everything; it is the most basic system; the setter
reaches its functionality while rotating in a specific
position of the field; usually occupies zone 3.
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3R-3S or 6R-3U: In this system there are 3 players in
charge of enabling the attack of the rest.
As in the previous system, there is the possibility of
deciding who are the setters, depending on the area of
the field from which is decided to play.
4R-2S: In this system, we can see that the two setters
are distributed in opposition; when one of them
becomes a defender, his/her opposite takes the setting
responsibility, so to always have one of both to perform
the function of setter.
In the first level, the setter is located normally in zone 3,
to later go to zone 2, looking for the tall players to
occupy the centre of the net.
This is the simplest system and, therefore, the most
recommended for initiation.
From now, we will refer to it as: 4-2.
Different positions in the play system 4-2

S – Setter; R – Receiver
The defence plays an essential role in volleyball tactics.

Defending a ball implies the possibility of getting points,
counterattacking and continues with the serve.
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In initiation levels, when it is usually attacked by high balls
9. BASIC TACTICS
in the “wings”, the defensive time deficit hardly exists, and
therefore, wherever we are initially, we will be able to move
to the final ideal positions, although sometimes it is not
done, for different aspects.
It is normal for most countries to call the defensive system
based on the initial position adopted by the players. These
systems are presented in the next figures:
Initial positions in the defensive systems
This initial position changes depending on the needs of the

game, the level of the team and the opponent attack. Final
positions and transitions in defence are described in the
advanced tactics.
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10. FUNNY VOLLEYBALL

ACTIVITY 1: Play with the balloon
Objective: To develop coordination and familiarization.
Activity description: Each individually hits a balloon using
the volleyball technical gestures (fingers or forearm touch)
and tries the balloon not to fall to the ground.
Material: Balloons.
Variations: Hit the balloon with different parts of the body,
hit the balloon in pairs.
ACTIVITY 2: The crazy balloon

Objective: To develop reaction capacity.
Activity description: In pairs, hit the balloon using the
chuckles of the fingers, while following a certain rhythm
and following different directions (front, back, sideways,
etc).
Material: Balloons.
Variations: To include more balloons, and change directions
using the rhythm of the music (slow, fast, etc).
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ACTIVITY 3: The balloon and the number
Objective: To develop agility and coordination.
Activity description: Teams are formed and located in a
circle, with a balloon. Each player has a different number.
The balloon is thrown up and one of the players says a
number. The one that has that number should hit the
balloon with the fingers and at the same time, say another
number.
Material: Balloons.
Variations: Change numbers for animals, flowers, etc., and
combine different types of passes (forearm, fingers, etc).
ACTIVITY 4: Volley towels

Objective: To develop agility and coordination.
Activity description: Players are divided in groups. Each
group has a beach towel. Each group tries to win the point
only moving the towel in the direction of the opposite field.
Material: A net, volleyball balls and towels.
Variations: Change number of participants (2, 3, 4, etc) and
use different towel sizes.
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ACTIVITY 5: Big Ball
Objective: To develop teamwork.
Activity description: Players are divided into two teams.
Each team is placed in a different area of the volleyball field.
The objective is to play volleyball but with the big ball using
the same rules of the sport.
Material: Fit ball (big ball).
Variations: To vary the numbers of allowed hits.
ACTIVITY 6: Relay Competition

Objective: To promote teamwork and reaction speed.
Each team stands in line. The first player in line holds a fit
ball. The coach makes a signal and then the player must run
with the fit ball until s/he passes it over the net. The player
must return to give the fit ball to the next player in line.
Material: Fit ball (big ball).
Variations: To vary the directions and the way to carry the
ball.
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ACTIVITY 7: Ultimate Volleyball
Objective: To promote teamwork and pleasure.
Activity description: This is a volleyball game with a
Frisbee. Players are divided into two teams. It is allowed to
have up to three passes between the partners before
throwing the disc to the opposite field. The player has 5
seconds to pass or throw the Frisbee.
Material: A net and a Frisbee (plastic flying plate).
Variations: To vary the number of passes the players can
perform and the way to receive the ball (seated, with a limp
leg, etc.).
ACTIVITY 8: Pichi
Objective: To develop coordination and agility.
Activity description: This is a team game that consists of
making a good serve (hitting a tennis ball with your hand)
and a good race (going through the different bases). The
attacking team kicks the ball so it allows them time to run
and skirt the court to different bases.
Material: A tennis ball and cones/rings.
Variations: The player who does not reach the cone will do
20 abs.
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ACTIVITY 9: The invisible net

Objective: To develop reaction speed and coordination.
This is a volleyball game but the net is cover with different
towels to make it dark. Players should try to guess the
strategy of the opposite team.
Material: A net, a ball and towels.
Variations: To use different types of balls (tennis balls,
plastic balls, etc.).
ACTIVITY 10: Spikeball

Objective: To develop coordination and motility.
Activity description: The game is played two on two. The
serving team starts a rally by spiking the ball off of the net
towards the opposite team. The receiving team has up to
three touches, alternating between the two players.
Material: Spikeball kit (a small net and a small plastic ball).
Variations: The receiving team has up to five touches.
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ACTIVITY 11: Volley tennis
Objective: To work speed and movements.
Activity description: Two teams, one in each half court. The
ball is passed over the net (touch of fingers or forearms)
after giving a single bounce of the ball. A point to the
contrary each time a return is failed. The team that
previously reaches the predetermined points wins.
Material: A net and a ball.
Variations: Each player can touch the ball two times before
passing the ball over the net.
ACTIVITY 12: Volley badminton

Objective: To promote teamwork and pleasure.
This is a volleyball game with badminton rackets and a
shuttlecock. It is allowed to have up to three passes
between the partners before throwing the shuttlecock to
the opposite field.
Material: A net, badminton rackets and shuttlecocks.
Variations: To hit the shuttlecock without the rackets, only
with hands and other similar materials.
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ACTIVITY 13: The basket

Objective: To develop coordination and control of the ball.
Activity description: In groups of four, a player throws a
ball to one partner who tries to hit the ball into the basket
with a volleyball technique gesture (fingers or forearm).
Material: A ball and a basketball.
Variations: To vary the positions of the players and the
distance of the throws.
ACTIVITY 14: Super jump

Objective: To coordinate the jump with the ball hit.
Activity description: A trampoline will be situated close to
the net and the coach throws balls to the player who is
above the trampoline. The player should have to jump and
hit the ball towards the opposite field.
Material: A trampoline, a net and balls.
Variations: Before jumping, the player must run from the
bottom of the field.
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ACTIVITY 15: Crazy balance
Objective: To work balance and develop control of body
posture.
Activity description: Each player stands above a fit ball,
maintaining equilibrium and returning the ball with the
forearm pass.
Material: Balls and fit balls.
Variations: To return the ball with fingers pass.
ACTIVITY 16: Inclusive Volleyball

Objective: To practice inclusive sport.
Activity description: players will follow the same rules of
the sport but from the sitting position.
Material: A net, balls.
Variations: To vary the number of players and allowed
contacts with the ball, and also to vary field dimensions
(width and length).
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11. THE LIBERO IN VOLLEYBALL
11.1. What is the libero in volleyball?
The figure of the libero in volleyball appeared in 1999, a

player specialized in defense with the main objective of
making more digs and pickups of the ball and make the
game more exciting.
The libero player is the only player who is not affected by
the general rules of rotation and remains in the game
almost all the time. The libero never goes to the front area
and usually replaces the middle blocker position when this
player should rotate to the back area.
The libero player must be chosen before the match, and this
will be the same throughout the competition.
The only exception would be in case of injury of the libero,
who could be replaced by another player, but this new
player will have to maintain the libero role during the whole
match or competition.
11.2. What are the functions of the libero during a

play?
The libero, being a specialist defender, will have to cover

more space on the field of play than his teammates, being
responsible for most actions involving the reception and
defense of the ball.
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The primary goal of the libero player is to add control to the

plays and make it possible for the team to create a great
defensive play.
In defense, the libero player must be in charge of the most
complex balls and always keep the ball in play. In addition,
this player has no responsibility in the attack, so he will be
in charge of setting the ball to the attacker in case it is
necessary.
11.3. What skills should a libero have?
Attributes:
Good passing ability;
Good digging ability;
Good ball handling skills;
Agility and coordination;
Consistency.
Characteristics of the libero:
Plays only in the back row;
Can replace any position in the back row (for instance,
the libero can play back row for both middle blockers);
Has a different colour jersey than the rest of the team;
Does not count as a substitution.
What the libero may not do:
Serve (with some exceptions);
Attack the ball above the height of the net;
Block;
Attempt to block;
Set an attacker from the frontcourt.
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11.4. Libero movements
It is essential that the movements of the libero player, entry

and exit of the field, are made when the ball is not in play,
passing through the established area between the 3 meter
line and the baseline. It does not require prior notice or
authorization. There must be at least one play between
each exit and entry of the libero to the field.
Libero positions and actions on the court
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Displacement movements should always be short and fast,

generally with a maximum of two or three steps. In the
system in which three players perform the reception, the
movements are mainly anterior-posterior with little needs
of lateral movements.
In the case of a system of two reception players, the
movements become more complex, since in addition to the
anterior-posterior displacement, the libero needs to perform
posterolateral and anterolateral movements. The libero is in
charge of taking the maximum space in the field to ensure
the first touch during the reception as a specialist player.
Since the libero cannot attack, the libero has a very
important role in attack coverage. After receiving, the libero
must move quickly forward to cover the ball and potentially
support his/her attacking player against a possible blocking
by the opponent.
Moreover, the libero should always be attentive in defence,
observe the ball from reception and during the lift (being
prepared for the possibility of a feint attack in the second
touch), analysing the direction and trajectory of the ball.
Finally, the libero should keep an eye on the attacker and
try to anticipate where the ball will go using the information
of the attacker body position and direction.
When the ball comes laterally the defender performs a shift
of body weight towards the same side where it is going to
intercept. As shifting the weight of the body towards the
leg closest to the ball, this generates an imbalance that
leads, after hitting, to a lateral fall.
The movement of impulse (concentric contraction of the far
leg) is quick while the breaking movement (eccentric
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contraction of the nearby leg) is slow.
The dives are made on more distant balls that cannot
reached with falls. In these we seek a launch of the body
towards the ground in depth, never in height.
From the defensive position a previous step is performed,
which must be long, descending the centre of gravity, and
an impulse is performed with the back foot describing an
oblique trajectory, at a very close angle to the ground.
11.5. Libero positions
Assuming the volleyball libero is the best ball control player,

s/he should be situated in a position to contact as many
balls as possible in serve receiving and in defence.
The libero can be anywhere in the back row, although is
often best at middle back (zone 6) or in position 5. The
decision depends on different aspects such as the back row
attack, second ball setter out-of-system, where the rival
team attacks mostly, or depending on specific situations of
the play.
There are two things when we refer to libero rotation:
The first is the rotation position where the libero gets to
the serve.
Once the libero gets to serve (zone 1), s/he is replaced
by another player that serves in that rotation spot as
the libero cannot serve. This is sometimes called the
libero’s rotation. In the United States it is possible that
the libero is allowed to serve as well.
The second libero rotation refers to the way you can
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adjust the rotations to keep the libero in the back centre

position throughout the game.
It is normal to appreciate during the game of volleyball how
the players make changes of position when they are in the
same rotation.
There are many strategies that coaches can use within the
allowed rules to enhance and optimize the positions of
some players.
For many teams, it could be more important to keep the
setter as close as possible to his/her ideal position when
setting. However, for other teams it could be a priority to
keep the libero player in a back centre position, others
would opt for both.
So typically the libero enter the field in position 1 (to replace
the server after she/he has lost his/her serve), rotate along
the back row through positions 6 and 5 and exit the court
as he/she would be force to move up to position 4 on the
front row as she/he is not allowed to play in the front row.
Libero position on the field at serve digging
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12. ADVANCED TECHNIQUES
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12. ADVANCE TECHNIQUES

In this last technical section, we will go deeper into those
technical skills that involve more difficulty in their execution
and control:
The strengthening and improvement of the serve, not
only with the idea of putting the ball in play, but as a
tactical weapon that allows to get direct points or
situations of defence, and attack more beneficial to the
team;
The spike, as a gesture of greater power in the world of
volleyball, which in most cases is used as a third shot
for the completion of a rally.
Finally, in the defensive aspect, we will add some other
technical action that requires great skills: the dive. We will
also practice the sprawl technique, much easier to execute
and quite useful in moments of compromised defence
situations.
12.1. Advanced serve
The serve is our first chance to lose or gain a point. The

idea that should prevail during its execution is to get to
have a safe serve, which allows the player to gain
confidence. Once that security has been created, we begin
to look for a tactical component in the serve and try to make
it our first attack.
Following the description of the hit already explained in
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previous chapters, the objective in this second phase is to
achieve:
A controlled overhand serve to the desired area of the
field;
An adjustment to the needs of the moment:
By hitting the ball in the low-back zone, to produce
a forward rotation of the ball and a downward
parabola;
By hitting the ball in the mid-posterior zone, so that
the flight of the ball, without rotation, produces
variations in its trajectory, especially in the final
meters (floating).
Different techniques of serving
106
Serving steps
107
To ensure correct technical execution we will highlight
these aspects:
Balance position, with the right impulse;
Accurate ball throwing;
Precise and directed hitting to the different points of the
court.
Whenever the player is ready and his/her conditions allow
it, we can incorporate the jump serve, following the
movement patterns of the serve’s execution and the shot,
combining the height, distance and trajectory necessary to
achieve a correct and safe execution.
The work of the short serve is also convenient in this phase.
This technique allows us to break the receiving system of
our opponents and hinder their subsequent attack.
As a differentiating aspect in this section, we will talk about
the tactical importance of the serve, where we have to
follow these guidelines:
Search for uncovered areas of the opposing team;
Serve to the weakest opposing players from the team;
Serve to the substitute player, if any;
Use the short serve to players who are ready to attack
at first time;
Move the attacking receivers from the net;
Search for conflict areas between players.
Exercise 1
Working in pairs with a ball, players serve towards the
teammate, who can be placed anywhere on the court. A
successful serve is if the partner does not have to move to
catch or receive the ball.
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Exercise 2
Working in pairs, following the dynamics of the previous
exercise, you achieve a successful serve if the partner has
to move 2-3 steps to catch or receive the ball.
Exercise 3
Working in groups; place different objects on the floor
which the players must hit with the serve. A time limit or a
limited number of serves can be given to achieve the goal.
Exercise 4
In two groups, one on each side of the court, the players
compete against each other. Each team sends one player to
the opposing court to zone 1; that player must remain
seated and not move.
When the team succeeds in getting a ball to that player,
there is a relay and the next player sits in zone 2. The play
continues until one team has completed all 6 zones of the
field. The best of 1 or 2 rounds can be played.
Exercise 5
In two groups, one is on each side of the court. Place chairs
on the court pretending to be the opposing players. Serve
between the obstacles, in front of or behind them. If you hit
one of the chairs you get a penalty.
Exercise 6
In two groups, one is on each side of the court. Place hoops
within the 3-meter zone. The idea is to serve into the
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hoops. You can change the position or use different
coloured hoops for different purposes.
Exercise 7
In two groups, one is on each side of the court. Mark on the
ground a 1-meter zone along the entire length of the court.
Work on the serve within this zone.
Exercise 8
In two groups, one is on each side of the net. We will place
an elastic band from antenna to the antenna at the top, so
that you train the serve inside that space. You can add more
difficulty, including steering areas on the field.
Exercise 9
In two groups, one is on each side of the court; the players
compete against each other. On one side team A "serves",
on the other side team B "receives", which rotates so to
always have 2 to 4 players on the court, plus the setter.
Each team competes for 8 minutes to get the maximum
number of points, which is recorded as follows:
Direct point by the serve: 2 points for team A;
Serve that forces an error in reception: 1 point for team
A;
Reception to the setter's hands, without having to
move: 2 points for team B;
Reception that can have continuity of play: 1 point for
team B.
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Exercise 10
In two groups, one is on each side of the net, in a real game
situation. Work on tactical serves on the opposing team, in
the different rotations. This exercise can be used as
preparation for a competitive match.
12.2. Spike
The spike is one of the most used gestures in volleyball. It is

usually the third shot of a team and the most effective in
achieving a rally.
It is the most explosive action in our sport, which is why the
players are motivated in their learning and it is not
convenient to delay too much their teaching. One must
respect though the personal rhythms and individual
conditions of the players.
In order to develop a correct technique later, it is necessary
to divide the learning of the shot in 4 blocks:
APPROACH OR PULSE STEPS: The movement is
generally carried out with two approach steps, after
preparing the body position. In the case of a right-
handed player, the first step is done with the left foot,
with a length of one normal step. The second step
consists of a longer step and that is made in two
successive faster times, stepping right-left. In this
second step it is important to enter with the heels,
balance the arms back and bend the knees to prepare
the jump.
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THE JUMP: In the jump there are two differentiated
parts, the damping phase of the second step of the
impulse phase (entering with the heels), and an impulse
phase, in which due to the movement of the arms and
the extension of the legs, the take-off phase begins.
THE HIT: Once in the air, the left arm (for right-handed
player) is extended in front of the player's head, while
the right arm performs the swing movement - flexing
until it touches the ear with the hand and extends in
front of the forehead - until we hit with our whole hand,
on top of the ball. At that moment the left shoulder
rotates backwards to allow the executing arm to move.
The position of the wrist determines the final direction
of the ball.
FALL DOWN: The fall down must occur on both feet,
balancing the weight of the body. It occurs on the front
third part of the foot and bending the legs to avoid
injuries.
A correct methodological proposal must contain the
following phases:
Learning the arm movement from the ground (without
jumping);
Practice the jumping steps, without touching the net;
Coordinate the approach with jumping and hitting;
Being able to hit with different trajectories;
Adjust the stroke to the setter's pass.
Given the complexity of this technical gesture, one must

ensure each of its different phases to guarantee final
success.
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An incorrect learning process leads to the acquisition of

vices or superfluous gestures that can greatly damage its
subsequent correction, once the player has consolidated
the movement. One must be very attentive during this
process.
Spiking attacks
Most common mistakes:

Incorrect starting foot at the beginning of the
movement (changed steps);
Not preparing for the approach;
Low speed in the approach;
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Poor coordination of jump timing (reading and
calculation of speed);
Not using both arms for the impulse;
Braking error;
Not extending your arm at the time of the hit;
Hitting the ball over the head or behind the body.
Exercise 1 (arm movement)

Work in pairs. Player A hits a ball held by player B. Only the
waist up movement is made, without jumping.

Individually, hit the ball against the wall continuously. If the
hitting conditions are not suitable, stop the ball and start
again.

Placed in pairs, one is on each side of the net. Each player
throws the ball and hits so that there is a bounce just under
the net. As a variant of higher difficulty, the ball can be sent
over the net by the partner, and also hit so that it bounces
under the net.
Exercise 4 (approach)
Individually, placed in front of the net or a wall, each player
practices the approaching steps. This exercise can also be
carried out by performing the steps along the entire length
of the court, from one end to the other. It is important to
automate the gesture and always try to raise both arms by
clapping them at the highest point.
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Exercise 5 (coordination of jumping and hitting)
Work in pairs, with a ball and a chair. Player A, on the side
of the net, makes the approach gesture and hits a ball held
by player B. Player B, standing on the chair, holds the ball
on the side of the court of player A. Every 5 or 6 repetitions
the roles is reversed.

Work in pairs, with a ball. Player A prepares to hit the ball.
Player B, standing next to the net, throws the ball for player
A to hit. The ball must be high enough for player A to hit.
Each replay the player goes to get the ball and changes
roles.

In a group, rows of players are made in zones 2 and 4. The
coach or a teammate, from position 3, throws balls into
both zones. The players spike alternately from both of the
sides.
Exercise 8 (coordination with the setter)

Following the dynamics of the previous exercise, make a
pass to the setter and wait for his/her pass to spike
(approach to the real game). The player must be prepared
to react to the setter's pass and strive to improve his/her
passing technique, in order to receive a better response
from the setter. Introduce the attack by zone 3.
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Exercise 9
Continuing the work in rows, with a predetermined zone of
the court where the spiker must send the ball to. You can
increase the complexity of the exercise by placing mats or
hoops to which you can hit.
Exercise 10
Keeping the dynamics of the previous exercise, work in
rows through the different areas. On the other side of the
court, a defending player is placed in zone 6. As soon as the
setter sends the ball, the defender moves into zone 1 or 5.
The spiker must observe his/her movement and shoot
towards the opponent's zone, where the defender is not
placed.
Once our players have a good control of the ball, start the
tactical work of the team, which is more or less complex
depending on their category, experience and level of play.
12.3. Dive and sprawl gestures
In the situations where, as in the shoulder or dorsal roll, the

ball surprises us and we cannot reach it in an appropriate
technical situation, we use the resource of dives and
sprawls.
In the sprawl, the defender drops forward in a controlled
manner, supporting the unskilled hand to stop the impact
with the ground and hits the ball in three main ways:
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Hitting with the fist or the back of the hand, before

finishing the fall down;
Sliding forward and extending the hand flat on the
ground so that the ball bounces on it (commonly called
“pancake”);
Extending both arms as falling to the ground or
supporting one knee to hit the ball in front in a forced
position very close to the ground.
Sprawling and diving examples
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The other great resource and one better known for its
spectacularism is the dive. This is a frontal fall down in
which the player, after a strong impulse from the legs, flies
and slides on the ground, to hit the ball extending the right
arm in front of the body.
It is a technical gesture that requires strength and
technique to avoid physical injury. The player, once s/he
throws him/herself for the ball and hits it, must slide over
the chest or abdomen (depending on the gender) until s/he
stops the movement or takes advantage of the impulse to
stand up again.
Most common errors:

Falling down and not sliding;
Not arching the body enough and hitting the face to the
ground;
Not raising the legs enough;
Hitting with the wrists or elbows during the dive.
Exercise 1
In pairs, with hands on the ground and body extended
lengthwise on the ground (in the air), try to remove your
opponent hands from the ground so that s/he falls down.
Exercise 2
In pairs, with a mat: player A performs the sprawl
movement to hit a ball sent to him by his teammate B.
Every 3-4 repetitions change roles.
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Exercise 3
In pairs, player A holds hands with player B, who is lying
with the face down on the floor. Player A drags player B for
a few meters, who has to keep the legs extended
backwards to prevent them from touching the ground.
Exercise 4
Individually, simulate hitting a ball using sprawls or dive on
a mat, starting from a kneeling position.
Exercise 5
Individually, with a mat, gain momentum and throw
yourself on the mat, trying to slide it.
A competitive variation is aligning all the mats on a line and
checking which player is able to slide it further.
Exercise 6
In pairs, in a simulated situation, player A throws balls away
from player B, who will have to defend them using the
technique s/he considers most appropriate (shoulder roll,
dorsal roll, sprawl or dive)
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13. ADVANCED TACTICS
120

Among the most complex attack systems we find:
4R-2U: this system works the same as in the 4R-2S
system, but takes advantage of the universal player
situated in the front row, making this player become
one more attacker (3 forward attacks)
This system is also known as 6-2 system.
Different positions in the play system 6-2

R – Receiver; U – Universal player
5R-1S: The system 5-1 is currently the most

widespread system among the highest-level teams.
It is very important to understand that this system
implies a greater imbalance between the 6 rotations,
because in 3 of them there are 3 forward attackers,
while that in the others there are only 2 front attackers,
with the option of always using the attack on all the
opposite, if we play with this 5-1 system.
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Positions in the play
system 5-1
R – Receiver; S - Setter
One important thing in the volleyball tactics is to design

coverage of the attack. There are 4 factors that must be
taken into account to decide the position of the attack
coverage:
Block orientation;
Block angle;
Attack direction;
Attack velocity.
The most common used attack coverage is called 2-3 and
3-2 represented in the next figures:
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The libero, as a specialist defender, may be in charge of

reaching the first attack coverage wherever it goes so this
would be a functional way to structure the attack coverage
system.
The defensive systems must be designed to serve the logic
sequence of the opponent's attacks.
When the level of the game requires an attack with fast
first times, the initial position must necessarily be what we
claim to be the final position of defence of those attacks.
There is no possibility of displacement; you have to be there
already.
The most important thing in a defensive system is the first
line. Depending on the capacity and operation of this first
line, the second reacts.
The coordination of these two lines is essential, and it can
only be achieved with continuous joint work.
The defenders must know at all times how the blockers will
react and what type of option they choose.
As we previously mentioned, during the defence the initial
positions of the players change depending on different
factors:
Opponent attack;
Block composition;
Individual characteristics of the players.
Now we are going to show in the next figures different final

positions:
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Final defensive positions (2-2-2)
124
Final defensive positions (3-2-1) and (1-2-3)
However, between the initial and final position in defence,

there are some movements or transitions where the players
(blockers and second defence line players) move to form
the final defensive system.
Now we will detail some of those transitions:
Final position 2-1-3: It is the most common position,
both in the initiation and in the elite levels.
A first line is formed defensive of two blockers; the third
player of the attack line assumes the role of defender
and approaches the defence zone; one player from the
defence area covers the block by overtaking one of the
defender’s place or delays of the striker who does not
blocks (2-1-3) in order to handle short fakes; keep the
remaining three players to defend strong attacks.
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Example of Lineal Block (zone 4)
with 3-2-1 initial positions
Final position 2-2-2: sometimes only one player is not

enough to catch fake balls, and they have to strengthen
their defensive system adding another player in this
position
Example of Lineal Block (zone 4 and 2)

with 3-2-1 initial positions
Final position 2-0-4: It corresponds to the traditional

concept of system 3-3.
Here nobody directly deals with short fakes, using all
our second-line players for direct or indirect attacks.
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Example of Lineal Block (zone 4) with
3-2-1 initial positions
Example of Diagonal Block (zone 4) with

3-2-1 initial positions
At initiation levels, coaches use only the block of a player in

their defensive systems because at this level the rival
attacks are maybe not strong enough. However, in elite
levels, where players have specific conditions it could be
played with triple block.
All these tactical considerations in attack and defence
systems must be in accordance to the level of the team, the
characteristics of the players, and of course, in relation to
the opponents.
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14. TECHNICAL IMPROVEMENT STRATEGIES
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14. TECHNICAL IMPROVEMENT

STRATEGIES
When establishing the strategies that will lead us to

sporting excellence in the learning and development of
volleyball, one must take into account the general factors
that affect all motor learning, plus those aspects that refer
specifically to our sport.
In the first section, we will focus on the capacity of
movement, as a response to a motor stimulus. As a team
sport, volleyball presents continuous possible situations, to
which the player must be able to adapt in tenths of a
second.
In a sport like volleyball, where actions cannot be stopped

and we need an immediate response, these mechanisms
must also be integrated with the integrating elements of all
sports learning: technique, tactics and physical and
psychological preparation.
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14.1. What strategies do we need for each
gesture?
Based on the above premises, one must facilitate the

development of a critical learning spirit in the players, from
their beginnings in the volleyball environment.
In addition to providing error-free technical learning and
physical preparation according to their level of play, age
and situation, we need to focus the tactical and
psychological preparation on the acquisition of the
following strategies for each of the 6 main fundamentals:
Overhead pass & Underarm pass &

Serve
Setting Digging
Spike Block Defensive actions
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The ability to observe and analyse oneself, the team and

the opponent are fundamental components in this learning
process.
The player must analyse, assume his/her mistakes, accept
advice and indications, generate habits of observation and
search for solutions. Only in this way, s/he will be able to
obtain an objective and significant improvement for his/her
sport future.
14.2. Evaluation and control systems
In order to provide the players with accurate and real

information on their progress, we recommend the creation
of a watch list in the early stages of initiation, through
which it is possible to make a personal follow up, as shown
in this example:
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In later stages of training it is advisable to use checklists of
technical skills and tactical aspects associated with the
success of the team.
These scales can be adapted to the characteristics and
needs of the training group. They should be available to the
players, so that everyone can follow their personal
development and know what aspects need to be improved
in order to reach the required expectations in the different
stages.
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The application of these control and evaluation systems

must have a practical and positive involvement in the team,
favouring the search for weak points that can improve the
overall functioning of the group.
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15. VOLLEYBALL FOR DISABLED PEOPLE
134
15. VOLLEYBALL FOR DISABLED

PEOPLE
Volleyball for disabled people maintains the basic

characteristics of volleyball. This is a sport where 2 teams
are faced divided by a net where the goal is that the ball
bounces in the opposite field.
Since 1980 it is considered as a Paralympic sport and one
of its most significant characteristics is that at the base
levels it is not a specific sport for people with physical
impairments, but allows its practice with different physical
abilities, ages, skills or genres.
Air Force Personnel Centre – sitting volleyball
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15.1. Sports categories
There are currently four sports categories. The two

primaries are Sitting Volleyball and Beach Paravolley
(Standing). The two secondary categories are Beach Sitting
Volleyball and Standing Volleyball.
15.2. Main differences from the rules of sitting and

standing volleyball
Although the rules are similar to volleyball, the court is

smaller (10 m x 6 m) and the net has a height of 1.15 m for
men, 1.05 m for women and 1.1 for mixed. A part of the
player's torso must be in contact with the ground, and
serve and attack blocking is allowed.
Sitting volleyball court
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The winner is the best out of 5 sets, the team winning a set

while reaching 25 points (with an advantage of 2). The fifth
set is up to 15 points.
The ball is the same as the volleyball, there are the same
players on and off the court, there are the same referees in
competition and the same ball touches are allowed. Players
are ranked after a medical evaluation by seeing their
physical and functional ability to develop volleyball actions.
Beach sitting volleyball
In the beach sitting volleyball, the net is located at the same

height as in the court sitting volleyball and 3 players
participate. The court is a rectangle of 8 m x 4 m and a free
zone around of 3 m.
Beach sitting volleyball court
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Matches are the best out of 3 sets, with the first two up to
21 points and the third set out of 15 (a two-point
advantage is required to win a set). Teams change every 7
points (set 1 and 2) and 5 points (set 3) played.
15.3. The origin
Volleyball for disabled people emerged in 1956 in Europe

(the Netherlands) mixing volleyball with a traditional
German game called Sitzball, that is played seated and
without a net. It quickly spread to North America, Africa
and Asia.
The men first participated in the Paralympic Games in
Arnhem, Netherlands in 1980, while the women only in
2004 in Athens, Greece.
In addition to the Paralympic Games, there are national,
continental and world championships with WOVD (World
Organization Volleyball Disabled), the world organization
that controls adapted volleyball after its creation in 1967.
There are currently more than 60 countries where it is
practised.
15.4. Small differences with basic technical

gestures
The player who serves must be placed with the buttocks

behind the back line (not in contact) when hitting the ball.
It should be noted that in sitting volleyball the position of
the players is determined by where they place their
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buttocks, that is, that the hands can be in the attacking area

or off-court, in the free zone, and officially the player is still
on the court.
The bump usually happens with the forearms fully
extended both at the reception and in the pass.
Unlike in the conventional volleyball, the segment chain
comprised by arms-shoulder-back plays the role of the leg
movement.
Setting can be performed, unlike conventional in the
volleyball, in three different areas: zone 1 (low area, at
shoulder height), zone 3 (high area, at the height of the
forehead) and zone 2 (the intermediate zone between the
previous two).
139
16. BEACH VOLLEYBALL
140

16.1. History
Beach Volleyball is known for being an exciting, changing

sport with thousands of explosive actions, being world
famous and very prominent among competitive sports. In
addition, this variant of volleyball includes diverse elements
that interact and complement each other in such a way that
it becomes a unique activity among ball sports.
The beach volleyball
Beach volleyball was played for the first time in 1915 at the
Canoe beach volleyball in Hawaii´s beach (USA). In 1908 a
businessman established the sport club in Honolulu.
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In its beginnings this sport was played by 6 players until it
finally changed to only 2 players.
Beach volleyball was invented in 1930 by Paul “Pablo”
Johnson who was a previous indoor volleyball player at
Santa Monica Athletic Club.
This sport began to expand and appeared in Europe in the
1930s. In 1948 the first tournament offering prizes to the
winners was played in Los Angeles.
Beach volley acquired more popularity because some
known artist such as the Beattles and John F.Kennedy tried
to playing it in the 60´s.
The first professional beach volleyball championship was
played in California at Will Rogers State Beach under the
name Olympia World Championship. During the 1996
Summer Olympics in Atlanta Games, this sport was
presented for the first time. Nowadays, most of the
competitions are organized by the FIVB (Fédération
Internationale de Volleyball).
16.2. Rules
Beach Volleyball is a sport played by two teams each on a

sandy field that is divided by a net. Each team has three
touches to return the ball (including the blocking touch,
different from volleyball). In Beach Volleyball, the team that
gets the action wins a point (rally point system).
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Facilities and equipment

Playing area: The playing area includes the playing field
and the free zone. It is rectangular and symmetrical.
Dimensions: The sand field is a rectangle measuring 16
x 8 m, surrounded by a free zone, with a minimum of 3
m wide on all sides.
The free zone must be at least 7 m high from the
playing surface.
The beach volleyball court
143
Playing surface: It is a level sand surface in a uniform
and flat way. In addition it must be free of stones,
shells and any object that can harm the players during
the game.
The beach volleyball court
Lines on the court: The lines should be a colour that

stands out from the sand and should be 5 cm wide.
Zones and areas: The field of play, the serving zone
and the free zone that surrounds the field.
The serving area is a zone 8 m wide from the baseline
and extends to the edge of the free zone.
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Net and posts

Height of the net: Placed vertically over the middle of
the court there is a net whose top is set at the height of
2.43 m for men and 2.24 m for women.
The height of the net may vary for specific age groups
as follows: 16 years and under (2.24 m), 14 years and
under (2.12 m), 12 years and under (2.00 m); there are
no differences by genders.
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.
Posts: The posts supporting the net are placed at a
distance of 0.70-1.00 m outside each side line. They are
2.55 m high and preferably adjustable.
Balls
The ball shall be spherical, made of a flexible material
(leather, synthetic leather, or similar) which does not
absorb moisture, i.e. more suitable to outdoor
conditions since matches can be played when it is
raining;
Colour: light uniform colour or a combination of colours
Circumference: 66 to 68 cm;
Weight: 260 to 280 g;
Internal pressure: 0.175 to 0.225 kg/cm2 (171 to 221
mbar or hPa).
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Participants
Team composition: A team is composed exclusively of
2 players.
Only the 2 players recorded on the score sheet have the
right to participate in the match. One of the players is
the team captain who is indicated on the score sheet.
Equipment: A player’s equipment consists of shorts or a
bathing suit. A jersey or “tank-top” is optional except
when specified in Tournament Regulations.
Players may wear a hat/head covering. Players’ jerseys
(or shorts if players are allowed to play without shirt)
must be numbered 1 and 2.
Players must play barefoot except when authorized by
the 1st referee.
Playing format
To score a point: A team scores a point when the ball
successfully touches the opposing team's court, when
the opposing team commits a foul, when the opposing
team receives a penalty.
Fault: A team commits a fault by taking an action
contrary to the rules (or otherwise violating them).
Referees are responsible for dealing with fouls and
determining the various consequences they may
generate.
Rally and completed rally: A play to the various actions
during the game from the time of the serve until the ball
is out of play.
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Table judge and score keeper
To win a set: The team that gets 21 points will be the

one that gets the SET, being this score with a two point
advantage. This is the example of the 20-20 tie, where
the game continues until you get a two point advantage
(22-20; 23-21; etc.).
To win the match: The team that wins two sets will be
the winner of the match. In case of a 1-1 tie, the
decisive set, the third, will be played to 15 points with a
two-point advantage.
Structure of play
The toss: Before the official warm up, the 1st referee
conducts the toss to decide upon the first service and
the sides of the court in the first set.
Positions: At the moment the ball is hit by the server,
each team must be within its own court (except the
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server).
There are NO determined positions on the court.
Positional fault: There are NO positional order faults.
Service order: must be maintained throughout the set
(as determined by the team captain immediately
following the toss).
Playing actions
Ball in play: As soon as the referee authorizes the serve
and it is hit by a player, the ball is in play.
Permission to serve given by the main referee
Ball out of play: when the referee indicates a fault or

when there is no fault but the referee whistle to finish
the action.
Ball “in”: The ball is "inside" if it contacts the playing
surface with some of its parts including the lines that
delimit the field.
148
Ball “out”: The ball is ”out” when it:

Falls on the ground completely outside the
boundary lines (without touching them),
Touches an object outside the court, the roof or a
person outside the game,
Touches the antennas, ropes, net posts or the net
itself outside the sidelines,
Crosses completely or partially the vertical plane of
the net outside the passage space during the
service or the third touch of the team, crosses
completely through the space below the net.
Team hits: A hit is any contact of the ball by a player in
the game. The team is entitled to a maximum of three
touches to return the ball over the net. If more touches
are used, the team commits a "four touch" fault.
Faults in playing ball

Four hits: a team hits the ball four times before
returning it;
Assisted hit: a player takes support from a teammate or
any structure/ object in order to hit the ball within the
playing area;
Catch: the ball is caught and/or thrown;
Double contact: a player hits the ball twice in
succession or the ball contacts various parts of his/her
body in succession.
Players fault at the net

When a player touches the ball or an opponent in the
opponent's space on the net during the attack hit.
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A player interferes in the opponent's space below the
net affecting the opponent's play.
A player is detrimental to the play:
if it touches the net between the antennas or the
antenna during the ball action in play,
if you use the net between the antennas as support
or help to stabilize, creating an advantage over the
rival team
if it touches the net, in actions that make it difficult
for the opponent to play the ball,
if it catches or holds the net.
Attack hits and fault during attack hits

Those actions aimed at sending the ball to the
opponent's court, with the exception of the serve and
block, are considered attacking hits.
A player makes a fault when:
hits the ball in the space of the opposing team,
hits the ball and it falls "out",
performs an attack using a "feint", with fingers and
an open hand, or using fingertips,
performs an attacking on the opponent's serve,
if the ball is over the top edge of the net completely,
executes an attacking using an overhead pass
whose trajectory is not perpendicular to the line of
their shoulders, except when the player is
attempting to set his/her teammate.
150
Attacks in beach volleyball
Block and block contact

Blocking is the action of players close to the net to
intercept the ball coming from the opponent by
reaching higher than the top of the net, regardless of
the height of the ball contact;
At the moment of the contact with the ball, a part of the
body must be higher than the top of the net;
151
One or more consecutive touches can be given in
blocking when they are made during the same play.
These are counted only as one team touch and not as
two touches as in volleyball.
Any part of the body will be allowed for these touches.
Blocking-Attacking actions
Interruptions, court switches and intervals

Time outs and technical time outs:
A specific signal must be made to call the time out,
and provided that the ball is out of play and the
referee has not whistled for the service.
Time outs shall have a duration of 30 seconds.
152
In the third set, there are no technical times, only

one time out per team can be requested, also of 30
seconds.
Court switches: Every 7 points the teams must change
fields (Set 1 and 2) except for the third set that they will
do it every 5 points played.
16.3. Technique
In general, the technique of beach volleyball is very similar

to that of indoor one, with the exception of some gestures.
In both sports the common technical gestures are:
Service in beach volleyball
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Serve
There are different types of serves allowed: underhand
serve, potential serve, floating or suspension serve;
It can be an important part of the attack since it
depends solely on the control of the player who
performs it on the ball and without requiring
coordination with teammates;
In general, it requires a correct launch of the ball, an
adequate starting position, security and precision to get
a good serve that can give your team an advantage.
Serve reception
The reception is considered the response of a player to
a service and the touch of the forearms or defence is
made during the rest of the hits;
The impact zone of the ball is the forearms, so for a
better play they must be together and forming a flat
surface with which to hit the ball;
The fundamental position is medium-low, with the arms
stretched, together and somewhat inclined forward;
The arms are kept fixed and thanks to the flexion-
extension movement of the body and legs, the ball is
given momentum;
There is another type of contact at the reception, the
high hand touch, which should be a hard contact and
always performed with one hand or with both hands
together above the head.
154
Close-up of the hands position
Receiving action and hand position
155
Setting
Essential to get a good attack although it is somewhat
complicated in beach volleyball since the sand makes
movement difficult;
The touch of the fingers is what allows the attacker to
start the spike;
The correct position is with flexed legs, feet slightly
apart and the hands at the forehead with the fingers
separated to allow contact of the fingertips with the
ball.
Setting in beach volleyball
156
Spiking

The way to get points is by making the ball touch the
opponent's team's field and for this, the best technique
is with the spike;
The spike consists of a run with an included jump to hit
the ball with force and finish a play that will have
already had touches of forearms and fingers passes by
other players;
It is the most aggressive and striking attack technique,
but it is also the most complicated;
Attacks are also allowed in a drop near the net; these
touches being soft and always with a hard contact to
the ball since fakes with fingertips are not allowed.
Spiking in beach volleyball
157
Blocking
It is the main defence technique against a spike;
The jump has to be very close to the net but without
actually touching it;
The moment of the jump must be calculated very well
to try to stop the spike;
The correct position is high, facing and close to the net
with the feet slightly apart, arms outstretched in front of
the body and with open hands;
The reaction time before a spike has to be fast for the
block to be effective and to stop the opponent's attack;
Take into account that moving in the sand requires
greater physical demands.
Blocking in beach volleyball
158
Various defence actions
159
Defence
Second line of defence, in which one or two players will
have to lift the ball from the attack;
The starting position should be low, landings and dives
are frequent, which facilitate movements in the sand.
16.4. Tactics
Within the tactics and strategy of beach volleyball, there

are some important aspects that differentiate it from the
indoor volleyball:
The number of players: in this sport two players will be
in charge of covering the entire field, so the physical
and communicational demands between them must be
greater.
The characteristics of the field: when playing in sand,
the difficulty of movement and displacement is greater,
so players will need to work more on their physical
abilities.
Weather: being a sport played outdoors, meteorology is
a determining factor in the game, since rain, wind and
sun can be important aspects to consider in the tactics
that could make the difference in the game.
Communication: must be constant and specific, to mark
the partner the area to be defended and the positions in
which they must be placed.
In beach volleyball there are signs and gestures that are
made with the hands so that the rival team does not
listen to the strategy that the team will follow.
160
Tactical signs
Attack Construction
The initial defence position of the serve is very
backward (last 1/3 of the field).
From there, the first hit (usually from the forearms)
sends the ball towards the teammate and forwards off
the net (first third of the field).
The touch of fingers should leave the ball ready for the
spike, also separated from the net to avoid blocking.
The player who made this second touch will try to cover
the entire court waiting for a possible block or a "free
ball" (the ball is passed from forearms to the other field
because it was not possible to build an attack).
Different attacks
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Digging, setting and attacking
Spike defence
The tallest player and/or with the most powerful jump
tries to block the spike on the net and the teammate
tries to defend the rest of the field.
Covering an 8x8 meter square in dry sand is practically
impossible, which is why a signal system is usually
established to coordinate between the two players.
For example, the blocker, just before blocking, marks a

“one” or a “two” on the partner's back with his/her hand: if
marks 1 means that the blocker tries to cover the "line" and
if marks 2 means s/he would try to cover the "diagonal"
Defending and blocking
162
17. BIBLIOGRAPHY
163
17. BIBLIOGRAPHY
American Volleyball Coaches Association (AVCA).

(2012). The Volleyball Drill Book. 125 technical and
tactical drills. USA: Human Kinetics.
American Volleyball Coaches Association (AVCA).
(2005). Volleyball: Skills & drills. USA: Human Kinetics.
Beal, D. (2012). Voleibol, deporte de equipo. FIVB (Ed.),
Manual para Entrenadores: Nivel I, 15-21.
Bonnefoy, G., Lahuppe, H. & Né, R. (2000). Enseñar
voleibol para jugar en equipo. Colección “El deporte en
edad escolar”. Barcelona: INDE.
Clement, A. (2019). Simple and Easy Volleyball Drills for
Beginners: Techniques and Skills drills For Beginners.
USA: Amazon Services LLC.
Damas Arroyo, J. S. & Julián Clemente, J. A. (2002). La
enseñanza del voleibol en las escuelas deportivas de
iniciación. Propuesta práctica para el desarrollo del
deporte escolar. Madrid: Gymnos.
Fédération Internationale de Volleyball. (2016). Official
Beach Volleyball Rules 2017-2020.
Retrieved in: www.fivb.com
González, J. (1985). Voleibol básico. Madrid: Alhambra.
Lucas, J. (2005). Voleibol. Iniciación y
perfeccionamiento. Barcelona: Paidotribo.
Morales, S. C., Lorenzo, A. F., & Concepción, R. R. F.
(2008). Estudio de variables clave para el análisis del
control del rendimiento técnico-táctico del voleibol de
alto nivel. Revista: educación física y deportes, (121),
17.
164
Oden, B. (2018). The Libero in Volleyball: A Defensive
17. BIBLIOGRAPHY
Specialist.
Retrieved in: www.liveabout.com/libero-position-
indoor-volleyball-3429244
Ortega Cañavate, P. (2015). Iniciación al voleibol desde
el juego modificado. Madrid: Pila Teleña
Papageorgiou, A. & Spitzley, W. (2002). Volleyball: A
Handbook for Coaches and Players. USA: Meyer &
Meyer Sport.
Real Federación Española de Voleibol. Historia del
vóley playa.
Retrieved in: www.rfevb.com/historia-rfevb
Roque, E & Hansen, J. (Eds.) (2012). Volleyball coaching
manual. USA. LA84 Foundation.
Sánchez, M., González-Silva, J., Fernández-Echeverría,
C., Claver, F., & Moreno, M. P. (2019). Participación e
influencia del líbero en recepción y defensa, en voleibol
juvenil. Revista Internacional de Medicina y Ciencias de
la Actividad Física y el Deporte, 19(73), 45-62.
Santos del Campo, J & Molina, J (2007). Artículos
técnicos en voleibol: Táctica en pequevoley. RFEV.
Retrieved from: www.pequevoley.com
Sheckler, A. (2015). Volleyball: A Beginner’s Guide To
Volleyball: Get Started Playing And Winning At
Volleyball!. USA: Amazon Services LLC.
Swope, B. (2015). Teach'n Volleyball Free Flow Manual,
Handbook and Guide for Parents (3rd Edition). UK:
Jacobob Press LLC.
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Ureña, A. (2007). Artículos técnicos en voleibol: Técnica
en Pequevoley. RFEV.
Ureña, A. (2007). Artículos técnicos en voleibol: Técnica
para la defensa en Pequevoley. RFEV.
VVAA (1996). Voleibol. Madrid: Consejo Superior de
Deportes.
Winter, M. (2016). Volleyball Manual: An Interactive
Coaching Manual for Everyday Use. UK: Amazon
Services LLC
Webgraphy
The following sections of this handbook have been also

based on the information contained in the open online
resources:
HISTORY OF VOLLEYBALL: 1, 2
PLAYERS (WITH, VS., +1): 3
BASIC TACTICS: 4
THE LIBERO IN VOLLEYBALL: 5-8
ADVANCED TACTICS: 4
BEACH VOLLEYBALL: 9-12
Open online resources:

1. www.pequevoley.com/voleibol-historia.php
2. www.rfevb.com/historia-del-voleibol
166
3. www.pequevoley.com/pdf/unidad_didactica.pdf
17. BIBLIOGRAPHY
4. www.pequevoley.com/pdf/tactica.pdf
5. www.pequevoley.com/pdf/2_6_defensa.pdf
6. esvoley.com/el-libero-de-voleibol/
7. www.liveabout.com/libero-position-indoor-
volleyball-3429244
8. betteratvolleyball.com/master-guide-to-liberos-in-
volleyball-rules-rotation-and-tips/
9. www.rfevb.com/Files/Descargas/reglas_fivb1720-
pdfEs20170914024150.pdf
10. mestreacasa.gva.es
11. www.tutorialspoint.com/beach_volleyball/beach_
volleyball_quick_guide.htm
12. www.fivb.org/EN/Refereeing-Rules/Documents/
FIVB-BeachVolleyball_Rules_2017-2020-EN-v05.pdf
167
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ISBN: 978-973-0-32848-6

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■ Carmen MARTÍNEZ VILLANUEVA ■

■ Carmen Daniela QUERO CALERO ■ Benito ZURITA ORTIZ ■

This project has been funded with support from the

This manual has been elaborated during the project

PHOTOS & DESIGN

The Yellow Shirts team

2. THE HISTORY OF VOLLEYBALL

There are historians that trace volleyball back to a ball

It is worth mentioning the collaboration of the brand

2.2. The spread of volleyball during the two World

In 1914, the secretary of the YMCA’s office of war, George

2.3. Unification of rules and creation of FIVB

It was in 1946 when in a meeting led by the French

The presidents of FIVB have been:

There are different strokes throughout the game:

Different strokes throughout the game and

As we will see later in this manual, we can distinguish:

The underarm serve The overhead serve

Here are some tips to try not to miss the opportunity to

3.3. What is the "rotation" system in the team?

The team is composed of six players in total, including three

The rotation system in the team

4.1. Court or game area

The court where the volleyball matches take place is made

Court area and its dimensions

The specific net height changes according to gender: 2.43

The volleyball net and its main measures

The volleyball balloon has specific characteristics, being

The ball colours will depend on the event to be played, but

The games during the teaching process will start from

5.1. Cooperative game "WITH"

When it is to talk about the cooperative game "WITH" we

5. PLAYERS (WITH, VS., +1)

The coach will pay more attention to the correct technical

5.3. “+1 Player” function

6.1. Familiarization activities

Before we start learning the technical gestures, one must

6.2. Overhead pass

The overhead pass is one of the most characteristic

This hit is the most used as a "second hit" in a competitive

Most common errors:

6.3. Underarm pass

The underarm pass is the most versatile gesture in

The forearm hitting is mainly done in the actions of

Most common errors:

The underarm serve is the serve usually learned in the early

The underarm serve by steps

In the overhead serve, the ball is thrown with the opposite

The overhead serve by steps

Exercise 1 (underarm serve)

Exercise 2 (underarm serve)

Exercise 3 (underarm serve)

Exercise 4 (overhead serve)

Exercise 6 (overhead serve)

Exercise 7 (both services)

Exercise 8 (both services)

When do you get a point? How do you win a game?

Serving fault (poor execution, not respecting the team rotation)

Penetration into opposing Contact with the net (between