Lesson 2 - Setting and Spiking Techniques
Foundational Skills & Tactics
β’Year 7
β’Volleyball
β’Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
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
Used exclusively for warm-up activity, need to be soft enough to eliminate injury risk
Alternative: Dodgeballs or gator skin balls
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
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
For game application activities to distinguish teams
Alternative: Different coloured shirts or team markers
For controlling starts, stops, and transitions between activities
Alternative: Voice commands with raised hand signal
Key Vocabulary
A technique using fingertips to direct the ball upward and toward a target, typically to set up an attacking shot
An attacking shot where the ball is hit downward with force over the net using an open hand
The fleshy cushioned parts of the fingertips used to make contact with the ball during setting
The complete follow-through of legs and arms when setting, pushing through the ball to generate power and direction
The coordination of approach, jump, and contact to strike the ball at the optimal moment during a spike
The intended destination for the ball, requiring body positioning and hand orientation to face the target
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
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
- β’'Fingers to the sky!' - reminder for setting hand position
- β’'Push through the ball!' - for extension during setting
- β’'Face your target!' - for body positioning
- β’'Open hand, wrist snap!' - for spiking technique
- β’'Contact at the top!' - for spike timing at jump peak
- β’'Soft landing, bent knees!' - for safe landing technique
- β’'Ready position!' - for getting back into ready stance
- β’'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
- β’Volleyballs properly inflated to regulation pressure - check before lesson
- β’Soft foam balls for warm-up in good condition with no tears or hard spots
- β’Cones have no sharp edges or cracks - visually inspect
- β’Cones positioned as 'nets' must be stable and not easy to trip over when placed
- β’No loose balls left in playing area - collect between activities
- β’Ball trolley positioned off court area to prevent collision
Risk Management
Key Risks
- β’Ball strikes to face/head during warm-up game and spiking practice
- β’Collisions between students during warm-up running activity
- β’Ankle injuries from landing awkwardly after jumping for spikes
- β’Finger/hand injuries from incorrect spiking technique (closed fist) or ball impact
- β’Muscle strains if inadequate warm-up or overstretching
- β’Slips and falls on playing surface particularly during dynamic movements
Risk Mitigation
- β’Warm-up game uses soft balls only and enforces below-shoulder throwing height strictly
- β’Clear boundaries and adequate spacing between activity areas prevents inter-group collisions
- β’Teach and reinforce safe landing technique - balls of feet, bent knees, controlled
- β’Emphasise open-hand spiking technique repeatedly - no closed fists permitted
- β’Thorough dynamic warm-up at lesson start, static stretching cool-down at lesson end
- β’Surface check completed before lesson, any hazards removed or avoided
- β’Progressive skill building - stationary before moving, low power before high power
- β’Partner communication emphasised - 'ready?' calls before feeds to prevent unexpected ball contact
- β’Teacher positioned for maximum visibility of all students throughout
- β’Clear stop signal (whistle and raised hand) established and practiced at lesson start
Supervision & Emergency Procedures
Supervision Points
- β’Position on perimeter with visibility of all activity areas, regularly scanning all students
- β’During warm-up, monitor throwers to ensure safe throwing technique and height
- β’During spiking practice, actively circulate between pairs checking technique and power control
- β’In game application, position at corner between multiple courts to supervise several groups
- β’Increased supervision for students with SEND or those identified as higher risk
- β’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.