Lesson 2 - Setting and Spiking Skills
Tactical Play Development
•Year 5
•Volleyball
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How can precision in setting lead to powerful spikes in volleyball?
Learning Objectives
- I can demonstrate the technique for setting a volleyball accurately
- I can execute a spike with correct jumping and hitting technique
- I can work cooperatively with teammates to maintain game flow
Key Outcomes
- Students will be able to set a volleyball using proper finger positioning and follow-through
- Students will demonstrate spiking technique with coordinated approach and downward contact
- Students will show understanding of setter role in game situations
Equipment & Resources Required
Distributed around court perimeter for easy access
Alternative: Beach balls for beginners, playground balls
Used for court boundaries and target areas
Alternative: Markers, spots, bean bags
For warm-up activity
Alternative: Foam balls, bean bags
Key Vocabulary
Using fingertips to accurately direct the ball upwards for a teammate to spike
Jumping and hitting the ball downwards with force over the net
The player responsible for positioning the ball for attacking players
The run-up and jump sequence before spiking
The optimal position where hand meets ball during spike
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball control and catching skills
- Understanding of volleyball court layout
- Experience with digging technique from previous lessons
Current Skills
- Setting technique with finger positioning
- Spiking approach and contact point
- Cooperative play in volleyball contexts
Next Steps
- Advanced setting variations and placement
- Blocking and defensive positioning
- Full game application with tactical awareness
Milestone Indicators
Key Teaching Points
- Setting requires fingertip control with palms facing forward, not upward
- Successful spiking depends on jumping height and downward contact angle
- The setter's role is crucial for team success in volleyball
- Approach timing is essential for effective spiking technique
- Cooperation and communication enhance both learning and performance
- Progressive skill building from static to dynamic applications
- Quality technique is more important than power in volleyball skills
Common Misconceptions
- That setting is just throwing the ball - emphasise finger positioning and pushing motion
- That spiking is just hitting hard - focus on technique, timing, and downward angle
- That volleyball is only about individual skills - highlight teamwork and cooperation
- That taller players are automatically better - emphasise technique and timing over height
- That speed is more important than accuracy - prioritise control and placement
SEN Adaptations
ADHD
- Shorter activity bursts, clear movement boundaries, frequent position changes, immediate positive feedback for focus
dyspraxia
- Larger, lighter balls, reduced complexity in movement patterns, extra practice time, step-by-step technique breakdown
autism spectrum
- Clear, predictable routines, visual schedules for activity sequence, quiet spaces available, consistent partner arrangements
visual impairment
- Use brightly coloured balls, provide verbal cues for all movements, implement buddy system for guidance and safety
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, written instruction cards, face student when speaking
physical disability
- Seated volleyball variations, modified net heights, use of larger/softer balls, adapted throwing techniques instead of spiking
Cross-Curricular Links
English
Technical vocabulary development, giving clear instructions, descriptive language for movement
Maths
Calculating angles for spiking, measuring court dimensions, counting rally lengths, timing activities
Science
Forces and motion in jumping and ball contact, trajectory and gravity in ball flight, biomechanics of movement
Geography
Spatial awareness and positioning, understanding directions and court layout, mapping movement patterns
PSHE
Teamwork and cooperation, managing emotions in competitive situations, leadership and communication skills
Teacher Guidance
Positioning
Move between groups to observe technique, position near net during spiking practice for safety
Observation Focus
Watch for finger positioning in setting, approach timing in spiking, cooperation quality
Intervention Points
Step in if technique is unsafe, groups are struggling with cooperation, or competitive intensity too high
Demonstration Notes
Demonstrate: Exaggerate finger positioning for visibility, show complete spike sequence slowly, model positive communication
Verbal Cues
- •'Fingertips only!'
- •'Jump UP then hit DOWN!'
- •'Work together, not against each other!'
- •'Show me your ready position!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m clear area with volleyball court markings, adequate ceiling height for jumping
Surface Check
Dry, even surface free from hazards, appropriate for jumping and landing
Equipment Safety
Safety Checks
- •Volleyballs properly inflated and checked for damage
- •Net height appropriate for Year 5 (2.1m)
- •Cones with no sharp edges
- •Soft balls for warm-up checked for integrity
Risk Management
Key Risks
- •Collisions during movement activities
- •Landing injuries from jumping
- •Ball strikes to head or face
- •Net entanglement
Risk Mitigation
- •Clear boundaries and movement patterns established
- •Adequate spacing between groups and activities
- •Progressive skill building from static to dynamic
- •Controlled throwing and spiking techniques
- •Safe landing instruction for jumping activities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Monitor jumping and landing techniques closely
- •Watch for fatigue affecting technique
- •Ensure controlled competitive intensity
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact school medical support if needed