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Lesson 2 - Setting and Spiking Techniques

Foundational Skills & Tactics

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Year 7

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Volleyball

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Big Question

How can precise finger technique and explosive timing transform your volleyball attack?

Learning Objectives

Develop correct finger positioning and technique for setting the ball
Understand and apply spiking technique with proper timing and contact
Apply setting and spiking skills in modified game situations

Key Outcomes

Students will execute setting technique using correct finger positioning and extension
Students will demonstrate spiking with downward trajectory and controlled power
Students will combine setting and spiking in cooperative and competitive contexts

Equipment & Resources Required

Volleyballs

15-20 (ideally 1 per 2 students)

Stored in ball trolley at side of court, distributed at start of skill development

Alternative: Beach balls or light trainer volleyballs for students struggling with weight/hardness

Soft Dodgeballs

10-15

Used exclusively for warm-up activity, need to be soft enough to eliminate injury risk

Alternative: Dodgeballs or gator skin balls

Sun Markers

1 full court or tape to mark boundaries

Clear 18m x 9m area minimum, marked with boundary lines visible to all students

Alternative: Cones or markers to define court lines if permanent markings unavailable

Cones

16 (sets of 3 for net markers)

Arrange in groups of 3 to represent net height (approximately 2.1m for Year 7 mixed), spaced 3-4m apart

Alternative: Benches, skipping ropes tied to posts, or badminton net posts

Bibs

15 (half the class)

For game application activities to distinguish teams

Alternative: Different coloured shirts or team markers

Whistles

For controlling starts, stops, and transitions between activities

Alternative: Voice commands with raised hand signal

Key Vocabulary

Setting

A technique using fingertips to direct the ball upward and toward a target, typically to set up an attacking shot

Spiking

An attacking shot where the ball is hit downward with force over the net using an open hand

Finger pads

The fleshy cushioned parts of the fingertips used to make contact with the ball during setting

Extension

The complete follow-through of legs and arms when setting, pushing through the ball to generate power and direction

Timing

The coordination of approach, jump, and contact to strike the ball at the optimal moment during a spike

Target direction

The intended destination for the ball, requiring body positioning and hand orientation to face the target

Digging

A defensive technique using platform arms to pass the ball upward, often preceding a set

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic volleyball stance and ready position from Lesson 1
Digging technique with platform arms
Understanding of court boundaries and basic volleyball rules
Ability to track and move to the ball

Current Skills

Setting technique with finger positioning and extension
Spiking technique with approach, jump, and downward contact
Combining dig-set sequences in partner and group work
Applying attacking skills in modified game scenarios

Next Steps

Three-touch team rallies (dig-set-spike)
Blocking and defensive positioning
Serving techniques and game strategies
Full-sided volleyball with rotation systems

Milestone Indicators

Consistent finger contact on sets (not palms)

Sets travel upward and forward with control

Spikes contact ball at highest point of jump

Ability to maintain 3+ touch rallies with a partner

Key Teaching Points

Setting hand position is fundamental: fingers spread and pointing upward forming triangle, palms face forward not up, contact with finger pads not palms or fingertips
Extension through the ball creates power and direction in setting: bend knees and elbows initially, then explosively extend legs and arms completely through ball toward target
Body must face target before setting: ball direction follows body alignment, so position feet and hips toward intended target before contact
Spiking requires open hand contact: spread fingers, contact ball with palm and heel of hand while fingers wrap over top, wrist snap creates downward angle. Closed fist risks injury and reduces control
Spike timing is critical: contact ball at highest point of jump when arm is fully extended above head, not on way up or way down
Progressive skill building is essential: master stationary skills before adding movement, develop control before power, combine skills only after individual mastery
Safety first always: soft balls for warm-up, controlled power during practice, safe landing technique (balls of feet, bent knees), adequate spacing between activities, open hand striking only

Common Misconceptions

Misconception: 'Setting means hitting the ball with my palms.' Reality: Setting requires fingertip/finger pad contact only. Palm contact causes loss of control and spin. Correction: Show triangle hand shape, emphasise spreading fingers wide, demonstrate close-up finger pad contact point.
Misconception: 'I should set the ball flat toward my target.' Reality: Sets should have upward trajectory (arc) to allow time for teammate to position and attack. Flat sets are difficult to spike. Correction: Demonstrate high arcing set vs flat set, explain how height creates opportunity for spiker.
Misconception: 'Spiking means hitting as hard as I possibly can.' Reality: At learning stage, accuracy and technique are more important than power. Controlled placement beats wild power. Correction: Set accuracy targets, reward placement over power, demonstrate that controlled spike is more effective in games.
Misconception: 'I should use a closed fist to spike because it's stronger.' Reality: Open hand provides larger contact area, better control, wrist snap capability, and much lower injury risk. Correction: Strictly enforce open hand rule, explain injury risk, show comparison of control and power with open vs closed hand.
Misconception: 'I need to jump really early so I'm in the air when the ball arrives.' Reality: Timing requires jumping so you contact ball at the peak of your jump. Too early means descending during contact. Correction: Demonstrate early timing vs correct timing side by side, use 'wait-wait-NOW!' verbal cues for timing practice.
Misconception: 'Setting and digging are the same thing.' Reality: Completely different techniques - dig uses platform arms (forearms locked), set uses fingers above head. Different purposes too. Correction: Side-by-side demonstration showing clear differences in hand/arm position, contact point, and purpose (dig = defence/receive, set = attack setup).

SEN Adaptations

ADHD

Short activity bursts with frequent changes maintain engagement - lesson structure supports this. Clear boundaries and expectations established at start. Positive specific praise frequently for on-task behaviour and effort. Use of active teaching - students doing not listening for long periods. Assign specific roles in group work for clear focus. Movement breaks built into lesson structure. Visual reminders of success criteria and technique points. Partner with calming focused peer. Countdown warnings before transitions.

dyspraxia

Allow extra practice time on basic skills before progressing. Use larger/lighter balls initially for success. Break skills into smaller component parts with mastery of each before combining. Reduce complexity - stationary before moving, one skill before combinations. Provide hand-over-hand guidance for correct positioning if needed and accepted by student. Use visual/physical markers for positioning (spots on floor). Reduce speed requirements - control before power. Celebrate effort and improvement not just outcome. Partner with patient supportive peer. Consider proprioceptive activities (wall ball work) before court activities.

autism spectrum

Provide clear structured routine - visual schedule showing lesson sequence. Advance warning of transitions between activities using timers or countdowns. Clearly marked boundaries using coloured tape or cones. Reduce sensory input if needed - quieter ball options, less crowded court area, alternative to whistle. Buddy system with familiar peer. Offer break space if overwhelmed. Use consistent language and clear literal instructions (avoid idioms). Provide written instructions as backup. Celebrate small successes frequently.

visual impairment

Use brightly coloured or high-contrast volleyballs. Provide verbal descriptions during all demonstrations with clear directional language. Use auditory cues (bell in ball or verbal calls) for ball location. Buddy system with sighted partner providing directional guidance. Reduce court size and use tactile boundary markers. Allow ball to bounce for additional tracking time.

hearing impairment

Ensure students can see teacher's face during all instructions (no talking while facing away). Use visual demonstrations with exaggerated movements. Provide written instruction cards or visual prompt sheets for activity sequences. Use visual signals (hand signals, flag, lights) instead of whistle. Position student at front during demonstrations. Check understanding through demonstration back not just verbal confirmation. Partner with patient communicative peer.

physical disability

Seated volleyball adaptations - set and spike from wheelchair or chair position, reduced court size, ball may bounce, lighter/softer ball options. Modify spike to downward push/hit from seated position without jump requirement. For limited hand function, allow two-handed setting or use of larger/softer balls. Adjust net height to wheelchair-appropriate level. Peer support for ball retrieval. Focus on tactical understanding and decision-making if physical execution limited.

Cross-Curricular Links

English

Communication skills - giving instructions to partners, listening and responding to feedback, questioning during plenary, explaining techniques using technical vocabulary, descriptive language to articulate movement and position

Maths

Counting rallies and scores, measuring court dimensions (area and perimeter calculations), angles of ball trajectory (acute vs obtuse angles), timing (seconds for activities), estimation of distances for positioning, data handling (recording scores and creating graphs of success rates)

Science

Forces - push/pull forces in setting, gravity affecting ball flight, friction between hand and ball; Motion - trajectory paths, velocity, acceleration during approach and jump; Human body - muscles used (quadriceps, deltoids, finger flexors), cardiovascular response during warm-up, energy systems, reaction time

Geography

Spatial awareness and positioning on court, understanding of relative positions (near/far, left/right, in front/behind), navigation through space during movement activities, mapping court layouts and player positions

PSHE

Teamwork and cooperation during partner and group activities, resilience and growth mindset when facing challenging skills, managing emotions during competitive games, supporting others and celebrating their success, honest self-assessment and reflective practice, respect for others' abilities and challenges

Teacher Guidance

Positioning

Position yourself on court perimeter with back to walls/boundaries so all students are in your field of vision. During demonstrations, position centrally with students in semicircle or circle around you. During partner/group work, circulate actively but maintain awareness of whole space with regular scanning. Position yourself to see faces not backs of students when possible for engagement checking.

Observation Focus

Setting technique: watch hand position (fingers spread, pointing up, triangle shape), contact point (finger pads not palms), extension (legs and arms), body facing target. Spiking technique: approach footwork, explosive jump, contact timing (at peak of jump), open hand, downward trajectory, safe landing. Throughout lesson: monitor engagement levels, identify struggling students needing support, note excellent examples for demonstration, watch for safety issues.

Intervention Points

Intervene immediately for: unsafe techniques (closed fist spiking, dangerous throwing), students at risk (poor landing, collision potential), complete confusion about task (needs re-explanation), completely off-task behaviour. Intervene within 1-2 minutes for: incorrect technique that will become ingrained, students making no progress, lack of engagement or effort. Positive interventions: public praise for good technique/effort, using students as demonstrators, celebrating improvement.

Demonstration Notes

Always demonstrate slowly first, then at full speed. Show from multiple angles (front, side, close-up) so all students see clearly. Use exaggerated movements for visibility - overdone technique is better than subtle. Narrate what you're doing during demonstration: 'Watch my hands... see this position... now I extend...' Use students as demonstrators whenever possible - builds confidence and provides peer models. For complex skills (spiking with approach), break down into components first, then show full integrated skill. Check for understanding after demonstration with questions before students practice.

Verbal Cues

•'Fingers to the sky!' - reminder for setting hand position
•'Push through the ball!' - for extension during setting
•'Face your target!' - for body positioning
•'Open hand, wrist snap!' - for spiking technique
•'Contact at the top!' - for spike timing at jump peak
•'Soft landing, bent knees!' - for safe landing technique
•'Ready position!' - for getting back into ready stance
•'Track the ball!' - for visual focus on ball throughout flight

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 18m x 9m clear space for full lesson delivery. Smaller spaces acceptable if reduced to 2-3 activity stations. Adequate height clearance for jumping (3m+ ceiling if indoors). Multiple smaller court areas (4m x 6m each) for game application phase.

Surface Check

Dry, even surface essential for safe jumping and landing. Non-slip surface required. Check for any hazards (water, obstacles, loose equipment) before lesson. Indoor sports hall or outdoor tarmac/artificial turf suitable. Grass acceptable only if dry and even.

Equipment Safety

Safety Checks

•Volleyballs properly inflated to regulation pressure - check before lesson
•Soft foam balls for warm-up in good condition with no tears or hard spots
•Cones have no sharp edges or cracks - visually inspect
•Cones positioned as 'nets' must be stable and not easy to trip over when placed
•No loose balls left in playing area - collect between activities
•Ball trolley positioned off court area to prevent collision

Risk Management

Key Risks

•Ball strikes to face/head during warm-up game and spiking practice
•Collisions between students during warm-up running activity
•Ankle injuries from landing awkwardly after jumping for spikes
•Finger/hand injuries from incorrect spiking technique (closed fist) or ball impact
•Muscle strains if inadequate warm-up or overstretching
•Slips and falls on playing surface particularly during dynamic movements

Risk Mitigation

•Warm-up game uses soft balls only and enforces below-shoulder throwing height strictly
•Clear boundaries and adequate spacing between activity areas prevents inter-group collisions
•Teach and reinforce safe landing technique - balls of feet, bent knees, controlled
•Emphasise open-hand spiking technique repeatedly - no closed fists permitted
•Thorough dynamic warm-up at lesson start, static stretching cool-down at lesson end
•Surface check completed before lesson, any hazards removed or avoided
•Progressive skill building - stationary before moving, low power before high power
•Partner communication emphasised - 'ready?' calls before feeds to prevent unexpected ball contact
•Teacher positioned for maximum visibility of all students throughout
•Clear stop signal (whistle and raised hand) established and practiced at lesson start

Supervision & Emergency Procedures

Supervision Points

•Position on perimeter with visibility of all activity areas, regularly scanning all students
•During warm-up, monitor throwers to ensure safe throwing technique and height
•During spiking practice, actively circulate between pairs checking technique and power control
•In game application, position at corner between multiple courts to supervise several groups
•Increased supervision for students with SEND or those identified as higher risk
•Never leave teaching area - if intervention needed with one student, maintain awareness of whole class

Emergency Procedures

Stop signal (whistle + raised hand) - all students freeze immediately. Assess situation: minor injury (first aid kit access, support to side of area, continue lesson with monitoring) or major injury (all students sit, call for emergency support, administer first aid, do not move casualty, follow school emergency protocols). Nearest first aid kit location identified before lesson. Emergency contact procedures known and accessible.