🏐

Lesson 2 - Setting and Spiking Techniques

Tactics & Game Strategy

•

Year 6

•

Volleyball

•

1h 1min

Big Question

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

Volleyballs

1.5 (depending on court size)

Distributed around court perimeter for easy access

Alternative: Soft volleyballs, beach balls for beginners

Cones

20-30

For court boundaries and target areas

Alternative: Markers, spots, bean bags

Softballs

20-30

For warm-up activity - placed at sides of court

Alternative: Foam balls, bean bags, tennis balls

Key Vocabulary

Setting

Using fingertips to accurately place the ball for a teammate to attack

Spiking

Attacking the ball with force in a downward direction over the net

Setter

The player responsible for setting up attack opportunities for teammates

Approach

The steps taken before jumping to spike the ball

Contact point

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

Consistent ball contact on fingertips during setting

Coordinated jump and arm swing during spiking

Effective communication in group activities

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