Lesson 2 - Setting and Spiking Techniques
Tactics & Game Strategy
•Year 6
•Volleyball
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How can I use setting and spiking techniques to create attacking opportunities in volleyball?
Learning Objectives
- Develop setting technique using proper finger positioning and ball control
- Learn spiking technique with jumping and downward ball contact
- Understand the tactical role of the setter in volleyball
Key Outcomes
- Students will demonstrate setting technique with consistent ball placement
- Students will execute spike attacks with proper approach and contact
- Students will work cooperatively in small groups to practice techniques
Equipment & Resources Required
Distributed around court perimeter for easy access
Alternative: Soft volleyballs, beach balls for beginners
For court boundaries and target areas
Alternative: Markers, spots, bean bags
For warm-up activity - placed at sides of court
Alternative: Foam balls, bean bags, tennis balls
Key Vocabulary
Using fingertips to accurately place the ball for a teammate to attack
Attacking the ball with force in a downward direction over the net
The player responsible for setting up attack opportunities for teammates
The steps taken before jumping to spike the ball
The optimal position to hit the ball during a spike
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and catching skills
- Understanding of underarm serve technique
- Experience working in pairs and small groups
Current Skills
- Setting technique with fingertip control
- Spiking approach and downward contact
- Tactical understanding of setter role
Next Steps
- Combining setting and spiking in game situations
- Advanced spike approaches and variations
- Team tactics and positioning
Milestone Indicators
Key Teaching Points
- Setting technique: fingertips only, palms forward not up, push through ball with extension
- Spiking approach: step-jump coordination, high contact point, downward angle
- Tactical awareness: setter role in creating opportunities for teammates
- Safety priority: controlled technique development before power
- Cooperation focus: working together in groups, supporting all learners
- Progressive skill building: static to dynamic, simple to complex
- Assessment integration: filming and self-reflection throughout lesson
Common Misconceptions
- Setting with palms instead of fingertips - demonstrate correct finger position repeatedly
- Spiking with low contact point - emphasise reaching high above head
- Rushing technique for power - stress control and accuracy first
- Individual focus over teamwork - consistently reinforce cooperation
- Perfectionism causing frustration - celebrate effort and progress
- One-size-fits-all approach - adapt for different learning needs
SEN Adaptations
ADHD
- Shorter activity segments, regular movement breaks, clear and simple instructions
dyspraxia
- Larger, softer balls for easier handling, slower demonstration pace, extra practice time for motor skills
autism spectrum
- Clear routine structure, visual schedule of activities, quiet zones available for breaks
visual impairment
- Use brightly coloured balls, verbal descriptions of demonstrations, buddy system for positioning
hearing impairment
- Clear visual demonstrations, written instructions on display, visual signals for game starts/stops
physical disability
- Seated setting practice, modified spike technique, shorter distances for activities
Cross-Curricular Links
Maths
Calculating angles for ball trajectory, measuring distances for court setup, counting successful attempts and scoring
Science
Understanding forces and motion in ball flight, gravity effects on jumping and spiking, reaction times in game situations
Geography
Spatial awareness and positioning, directional language (forward, backward, left, right), mapping court areas
PSHE
Teamwork and cooperation, resilience when learning new skills, leadership roles and responsibility
Teacher Guidance
Positioning
Central position during demonstrations, circulate during group work, corner position for game observation
Observation Focus
Watch for proper finger contact in setting, safe spiking technique, positive group dynamics
Intervention Points
Step in if unsafe technique, provide support for struggling groups, celebrate breakthrough moments
Demonstration Notes
Use slow-motion demonstrations for complex skills, show common mistakes as well as correct technique, involve students in demonstrations
Verbal Cues
- •'Fingertips only!'
- •'Face your target!'
- •'High contact point!'
- •'Work together!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full court minimum 18m x 9m, or multiple smaller courts 6m x 6m each
Surface Check
Dry, non-slip surface free from obstacles and debris
Equipment Safety
Safety Checks
- •Check volleyball inflation - firm but not over-inflated
- •Ensure nets are secure and appropriate height
- •Cones positioned safely away from main activity areas
Risk Management
Key Risks
- •Collision during approach runs for spiking
- •Ball impact injuries during spiking practice
- •Slips and falls during dynamic movements
- •Overuse injuries from repetitive spiking
Risk Mitigation
- •Clear approach lanes marked for spiking practice
- •Controlled spiking practice - no aggressive power initially
- •Adequate spacing between groups and activities
- •Progressive skill building from static to dynamic
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all groups during complex activities
- •Monitor spiking practice for safe technique
- •Circulate during group work to ensure fair play
Emergency Procedures
Stop all activity immediately, assess injury, apply appropriate first aid or seek medical support