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Lesson 3 - Serving Technique

Skills & Team Coordination

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Year 7

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Volleyball

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Big Question

How does mastering the serve give you control over the game?

Learning Objectives

To investigate and identify the key points of an effective underarm serve
To demonstrate a consistent underarm serve with correct technique during partner practice
To apply serving skills strategically in modified game situations

Key Outcomes

Students will be able to name and demonstrate the five key components of an underarm serve
Students will successfully serve the ball over the net with increasing accuracy and consistency
Students will understand how the serve initiates play and creates tactical opportunities in volleyball

Equipment & Resources Required

Volleyballs

2-3 nets to create multiple courts

Distributed around court perimeter before lesson starts, properly inflated to regulation pressure

Alternative: Lighter foam volleyballs for students with reduced strength, size 4 volleyballs for easier control

Cones

20-30 for court boundaries and target zones

Mark out multiple small courts, create target zones in opponent's court areas

Alternative: Spots, chalk lines, masking tape for indoor courts

Sun Markers

1 large whiteboard or flipchart

Positioned where all students can see, pre-draw serving technique diagram

Alternative: Tablet with display capability, printed diagrams, verbal explanations with demonstrations

Video Device

4 devices for video analysis

Fully charged, set to video mode, distributed to assessment groups

Alternative: Peer observation checklists, teacher observation only, self-reflection journals

Wall Space

12.5m of clear wall

Clear of obstacles, mark target heights on wall at 2.24m

Alternative: Outdoor wall, rebound nets, partner catching as alternative

Bibs

2 sets of 15 in different colours

Distributed before game application section for team identification

Alternative: Coloured wristbands, students remember team assignment

Key Vocabulary

Serve

The shot that starts every rally in volleyball, hit from behind the baseline over the net into the opponent's court

Underarm serve

A serving technique where the ball is contacted below waist level using a pendulum swing motion

Pendulum motion

A smooth swinging action of the hitting arm, like a pendulum on a clock, creating momentum to strike the ball

Contact point

The exact location where the hitting hand meets the ball, which should be below waist level for an underarm serve

Follow through

The continuation of the swing after contacting the ball, with arm pointing towards the target

Ace

A serve that lands in the opponent's court without being touched, winning the point immediately

Rally

The sequence of hits after the serve until the ball is dead or a point is scored

Baseline

The back boundary line of the volleyball court from where serves must be taken

Target area

The specific zone on the opponent's court you aim to serve the ball into

Accuracy

The ability to consistently serve the ball to your intended target area

Skill Progression Pathway

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

Prior Learning

Students have learned the set technique for controlling the ball overhead
Students have developed the dig technique for low ball control
Students understand basic volleyball rules including scoring and rotation
Students have experience working cooperatively in small-sided games

Current Skills

Developing the underarm serve with correct pendulum motion
Building consistency in serving over the net
Applying serving technique in competitive game situations
Peer coaching and providing feedback on serving technique

Next Steps

Developing the overarm serve for increased power and accuracy
Learning tactical serving strategies to exploit weaknesses
Combining serve with rally play in full volleyball games
Advanced serving variations including float serves and jump serves

Milestone Indicators

Student can serve over the net consistently from the baseline

Student demonstrates all five key teaching points without prompting

Student can coach a partner using correct volleyball terminology

Student successfully serves to start rallies in game situations

Key Teaching Points

Opposite foot forward creates stable base and weight transfer through serve - essential for power and accuracy
Ball must be held still in non-hitting hand at hip height - prevents moving target and ensures consistent contact
Pendulum motion with straight arm generates power efficiently - bent arm reduces power and control
Contact point below waist level ensures upward trajectory to clear net - high contact sends ball into net
Follow through with arm extended towards target directs ball accurately - stopping at contact loses control
Eyes on ball at contact moment then track to target - looking at target too early causes missed contact
The serve is the only shot where you have complete control - emphasise strategic importance not just technique

Common Misconceptions

Misconception: 'Power comes from hitting ball hard with bent arm.' Correction: 'Power comes from pendulum swing with straight arm - the momentum creates force, not arm muscle alone.'
Misconception: 'Same foot forward as hitting hand is natural.' Correction: 'Opposite foot forward is essential - it allows weight transfer from back foot to front foot, adding power to your swing.'
Misconception: 'Contact ball at shoulder height for power.' Correction: 'Contact below waist creates upward arc to clear net - high contact sends ball downward into net every time.'
Misconception: 'Just get it over the net - accuracy doesn't matter.' Correction: 'A well-placed serve to open space or weak receiver is worth more than a powerful serve that's easy to return - accuracy is tactical.'
Misconception: 'Throw the ball up like other sports.' Correction: 'In underarm serve, ball stays in non-hitting hand until contact - it's not thrown or tossed, your hand brings the ball to meet your swing.'
Misconception: 'Follow through doesn't matter once ball is hit.' Correction: 'Follow through determines ball direction and spin - stopping at contact means you can't control where it goes.'
Misconception: 'Serving is just to start the game, not important.' Correction: 'Serving is a scoring weapon - a great serve (ace) wins points immediately without your team having to rally.'

SEN Adaptations

ADHD

Keep activity changes frequent (5-7 minute rotations) to maintain engagement. Provide clear, concise instructions one step at a time. Use visual and verbal cues together for instructions. Allow movement breaks between sections. Assign specific roles: server, retriever, coach - gives structure and purpose. Use timers and countdowns to create urgency and focus. Implement reward system for sustained effort and good technique. Position near teacher for regular feedback and redirection. Break skills into very small achievable steps. Celebrate small successes frequently. Minimise distractions: position away from windows/doors if possible.

dyspraxia

Use larger, lighter balls initially for easier control and contact. Reduce complexity: focus on 2-3 key points not all 5 initially. Provide extra practice time and repetition for motor pattern development. Use physical guidance: teacher gently guides arm through pendulum motion. Break serving into separate components practiced individually before combining. Offer verbal cues with rhythm: 'Step, swing, hit, through' for timing. Allow closer proximity to wall/net for confidence building. Pair with patient partner for supportive coaching. Provide visual sequence cards showing serving stages. Reduce speed expectations - slow, deliberate practice valued. Celebrate effort and persistence over outcome.

autism spectrum

Provide visual schedule showing lesson structure and timings at start. Use clear, concrete language avoiding idioms or ambiguous phrases. Establish predictable routines for transitions between activities. Offer quiet zone or break area if sensory overload occurs. Reduce unpredictability: same partner throughout, same court position. Use visual supports: photo cards of serving technique stages. Provide advance warning before transitions: 'In 2 minutes we will...' Allow use of ear defenders if noise level overwhelming. Offer alternative to competitive games if causing anxiety - individual challenge instead.

visual impairment

Use brightly coloured volleyballs (yellow or orange) for better visibility. Provide verbal descriptions of all demonstrations with clear directional language. Implement buddy system with sighted partner for guidance. Use auditory cues: whistle for start/stop, verbal countdown before serves. Reduce court size to minimise distance challenges. Provide tactile markers (textured tape) for baseline and net position. Allow closer proximity to net for serving success. Offer 1:1 coaching from teacher or TA with physical guidance through serving motion.

hearing impairment

Ensure student can see teacher's face for lip-reading during all instructions. Use visual demonstrations extensively - show don't just tell. Provide written instructions or diagrams on whiteboard as reference. Use hand signals for common commands: thumbs up (good), hand wave (come here), stop sign (freeze). Implement buddy system with hearing partner who can relay instructions. Position student at front during demonstrations for clear sightline. Use visual timers for activity durations. Ensure whistle stops are accompanied by visual signal (raised hand).

physical disability

Adapt serving from seated position (wheelchair or chair) maintaining same technique principles. Use lighter foam balls or balloons for reduced strength requirements. Reduce serving distance significantly - serve from 1-2m from net. Allow two-handed serving if one-handed too challenging. Provide ramp or equipment to assist with ball projection if needed. Partner with supportive peer for retrieving and setup. Modify Battleships to larger target area. Focus on technique mastery over distance or power. Celebrate effort and improvement over absolute performance.

Cross-Curricular Links

English

Specialist vocabulary development and accurate usage: serve, ace, rally, pendulum, contact, follow through. Communication skills: giving clear instructions to partners during coaching. Descriptive language: explaining technique using precise adjectives and adverbs. Listening skills: following multi-step instructions during activities. Speaking and presenting: articulating key points in whole-class discussions.

Maths

Angles of serve trajectory - calculating optimal arc to clear net and land in court. Measuring distances in metres from net to baseline. Percentage calculations: serve success rate (6 out of 10 = 60%). Geometry: court dimensions and area calculations. Data handling: recording serve statistics and creating graphs of improvement over lessons. Symmetry: understanding court layout and positioning.

Science

Forces: force applied through pendulum motion transfers to ball creating flight. Gravity: affecting ball trajectory and arc. Air resistance: how ball shape and speed interact with air. Energy transfer: kinetic energy from arm to ball. Trajectory and parabola: understanding optimal serve path. Body systems: cardiovascular response to exercise, muscle groups used in serving (deltoids, triceps, core). Newton's laws: action-reaction in ball contact.

Geography

Spatial awareness: understanding court layout, boundaries, and positioning. Direction and orientation: serving to specific target areas using directional language (left, right, back, front). Mapping: visualising court as grid system for tactical placement. Scale: understanding court dimensions relative to real-world measurements.

PSHE

Teamwork and cooperation: working effectively with partners and small groups. Resilience: persisting when serves fail, maintaining positive attitude. Fair play and sportsmanship: honest calling, respecting opponents, winning and losing graciously. Leadership: peer coaching and supporting others. Self-confidence: building through skill mastery and success. Emotional regulation: managing competitive feelings and frustration. Goal-setting: identifying areas for improvement and setting targets.

Teacher Guidance

Positioning

During wall practice: circulate between pairs observing from behind to see technique without blocking. During net practice: position at end of courts with view down all three courts simultaneously. During games: move in 'S' pattern between courts, spending 1-2 minutes per court before rotating. During demonstrations: central position where all students have clear sightline, with whiteboard visible behind you.

Observation Focus

Watch for five key teaching points in every serve: 1) Opposite foot forward, 2) Ball in non-hitting hand, 3) Pendulum swing, 4) Contact below waist, 5) Follow through. Listen for partner coaching quality - specific vs vague feedback. Monitor success rates - if below 40% across class, intervention needed. Observe safety constantly - serving height, spacing, collision risks. Check engagement levels - students off-task need redirection. Note students requiring extra support for next lesson planning.

Intervention Points

Intervene immediately for safety issues: dangerous serves, collisions, equipment problems. Intervene within 30 seconds for technique errors affecting majority of class - whole-class teaching point. Intervene after 1-2 minutes for individual technique support - brief 1:1 coaching. Intervene if activity too easy/hard - adjust challenge level. Intervene for behaviour: off-task, poor sportsmanship, lack of effort. Intervene with positive reinforcement when spotting excellent examples - 'Freeze! Watch this!'

Demonstration Notes

Always demonstrate at three speeds: 1) Slow motion with freeze frames at key points, 2) Medium speed with verbal commentary, 3) Full speed authentic technique. Position yourself where all students can see - avoid standing with back to any group. Exaggerate key teaching points for clarity - opposite foot really forward, huge pendulum backswing, freeze follow through. Use student volunteers to demonstrate whenever possible - builds confidence and engagement. Demonstrate common mistakes then corrections: 'This is what I'm seeing... this is what we want instead.' Use whiteboard diagrams to support visual demonstrations where helpful. Demonstrate with commentary: 'Watch my feet as I set up... now watch my arm... here's the contact... and follow through.' Show variations: dominant and non-dominant hand, different distances, different targets.

Verbal Cues

•'Opposite foot forward!'
•'Pendulum swing - back and through!'
•'Contact low, follow high!'
•'Freeze the follow-through - arm pointing at target!'
•'Soft knees, ready position!'
•'Watch the ball onto your hands!'
•'Three... two... one... serve!'
•'Find space!' - during movement activities
•'Call for it - Mine!' - to prevent collisions
•'Reset - back to ready position!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum sports hall size: 20m x 30m to accommodate three volleyball courts side by side with 2m spacing between courts. Clear wall space of 10-15m for wall practice section. Clear perimeter around courts minimum 2m for ball retrieval safety. Ceiling height minimum 7m to accommodate high serves and lobs.

Surface Check

Dry, clean sports hall floor free from moisture, dust, or debris. Check for any slippery patches before lesson begins. Ensure floor markings are not worn or raised creating trip hazards. Verify no equipment left from previous class. Sweep floor if necessary before students enter.

Equipment Safety

Safety Checks

•Check all volleyballs are inflated to correct pressure - not over-inflated (risk of hand injury) or under-inflated (risk of poor technique development)
•Verify volleyball nets are securely fastened to posts at both ends with no loose ropes or hazards
•Check net height is correct and nets are taut without sagging in middle
•Ensure net posts are stable with weighted bases or floor sockets secure
•Inspect cones for cracks or sharp edges that could cause cuts
•Check wall area is clear of protruding fixtures, radiators, or equipment
•Verify iPads or recording devices are on secure surfaces when not in use

Risk Management

Key Risks

•Ball strikes: Volleyball hitting students in face or body during practice and games
•Collisions: Students running into each other during competitive games or chasing balls
•Trips and falls: Tripping over balls on floor, court boundary markers, or other students
•Net injuries: Students running into nets or net posts during games
•Overexertion: Arm strain from excessive serving with poor technique
•Impact injuries: During Battleships game if serves too powerful or aimed dangerously
•Wall impacts: Students standing too close to wall and getting hit by rebounding ball

Risk Mitigation

•Establish clear court boundaries with cones/markers - students stay within designated areas
•Enforce Battleships safety rule: serves must be below waist height only, never at head or chest
•Teach proper serving technique to prevent arm strain - emphasise pendulum motion not arm forcing
•Implement 'one retriever per ball' protocol - only designated student collects each ball
•Clear communication expectation: students must call 'Mine!' to prevent collision when both going for ball
•Adequate spacing at wall practice: minimum 2m between pairs enforced
•Progressive skill building: master technique before adding power or distance
•Regular ball clearing: pause games every 2-3 minutes to clear stray balls from floor
•Proper warm-up of shoulders and arms before serving practice begins
•Monitor students for fatigue - rotate serving opportunities to prevent overuse

Supervision & Emergency Procedures

Supervision Points

•Position in central area where all three courts visible simultaneously during games
•Circulate actively during wall practice observing from behind for safety
•Stand at perimeter during Battleships to monitor for dangerous high serves
•Scan continuously for balls rolling into walkways or other courts
•Watch high-activity areas: net zones where collisions most likely
•Position teaching assistant (if available) at opposite end of hall for dual supervision
•Maintain sightlines - never turn back to active court areas
•Listen for unusual sounds: collisions, distress, disputes requiring intervention

Emergency Procedures

Immediate stop signal (whistle + 'STOP!') if any safety concern observed. All students freeze on stop signal. Assess situation: minor (treat and continue), moderate (first aid, student sits out, lesson continues), major (stop lesson, call for assistance, first aid, emergency services if needed). First aid kit location known and accessible. At least one staff member present with first aid training. Accident report form completed for any injuries. Parents informed of any injuries requiring treatment beyond basic first aid. Ice packs available for impact injuries or strains.