Vocational college volleyball instruction suffers from a structural disconnect between technical training and competitive application, resulting in persistent deficits in skill transfer. This study proposes an integrated“Teaching–Training–Competition”(TTC)model that embeds competitive contexts into instructional design, transforms the learning process into match-like experiences, and reconceptualizes competitions as curricular resources, thereby establishing a triadic, mutually reinforcing cycle. Empirical validation demonstrates significant improvements in students’technical-tactical proficiency and comprehensive competencies, effectively addressing the fragmentation of knowledge and skills inherent in traditional approaches. The model offers an actionable framework for reforming physical education in vocational colleges and provides transferable principles for contextualized teaching in vocational education.