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Lesson 1 - Volleyball Set Shot Technique

Skills & Team Coordination

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Year 7

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Volleyball

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Big Question

How can we use our hands like a cushion to control and direct the volleyball?

Learning Objectives

To investigate and identify the key points of a set shot through exploration and peer observation
To demonstrate a set shot with correct technique during partner practice activities
To apply the set shot successfully into a modified volleyball game situation

Key Outcomes

Students will be able to describe the four key technical points of the volleyball set shot
Students will demonstrate improved set shot technique with increasing accuracy and consistency
Students will successfully apply the set shot in game situations with appropriate decision-making

Equipment & Resources Required

Volleyballs

1-2 nets depending on group size

Store in bag at edge of court, distributed at start of each activity

Alternative: Lightweight beach balls or foam volleyballs for students requiring additional support

Tablets

1 per group of 4 (8 tablets for 30 students)

Charged and ready with video recording app open, designated student as camera operator

Alternative: Smartphones with video capability, or teacher demonstration only

Sun Markers

1 large whiteboard, 3-4 dry-erase markers

Positioned where all students can see during instruction phases

Alternative: Flip chart paper, or printed diagrams of set shot technique

Cones

20-30 cones

Used to define playing areas and target zones during game application

Alternative: Spots, lines marked with tape, or existing court markings

Score Sheets

1 per pair or group

Printed and distributed during peer assessment activities

Alternative: Simplified checklist cards, or verbal feedback only

Key Vocabulary

Set Shot

An overhead pass using fingertips to direct the ball high and accurately to a teammate

Window

The triangular hand shape created by thumbs and forefingers when preparing for a set shot

Contact Point

The position above the forehead where fingers make contact with the ball

Follow Through

The extension of arms and wrists after ball contact to direct the ball to the target

Ready Position

Athletic stance with knees bent, feet shoulder-width apart, hands up ready to receive the ball

Cushion

The gentle absorption of the ball's force by bending wrists and elbows slightly on contact

Skill Progression Pathway

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

Prior Learning

Basic hand-eye coordination from primary school games
Understanding of personal space and movement in a playing area
Experience with throwing and catching activities
Basic understanding of cooperative partner work

Current Skills

Correct hand shape and finger positioning for the set shot
Body positioning under the ball with balanced stance
Controlled contact and follow-through technique
Application of set shot in cooperative and competitive situations

Next Steps

Combining set shot with movement patterns and footwork
Using set shot in full volleyball rally situations
Developing tactical awareness of when to set versus dig
Performing set shots to specific targets with increased accuracy

Milestone Indicators

Consistent hand shape forming the 'window' position

Ball contact made above forehead with minimal spin

Smooth extension through legs, body, and arms

Ability to set to a partner 3-5 consecutive times

Successful application in modified game scenarios

Key Teaching Points

Hand shape is fundamental - fingers must be spread wide creating visible window/triangle shape through which students see the ball. This shape distributes force across all fingertips preventing injury and maximising control.
Contact point above forehead is critical for legal play and effective technique. Ball contacted on top of head causes poor trajectory and potential neck strain. Ball contacted too far forward causes ball to travel backward.
The set shot is a cushion-and-push action not a catch-and-throw. Wrists bend slightly on contact to absorb ball energy (cushion), then explosively extend (push) to redirect ball. This two-phase action provides control and power.
Follow through is non-negotiable - arms must extend fully toward target with fingers pointing direction ball should travel. Incomplete follow through results in weak, inaccurate sets and indicates insufficient push through wrists.
Footwork enables technique - students must move feet quickly to position body directly under ball. Setting from incorrect position results in poor hand shape, off-target sets, and compensatory movements causing injury risk.
Communication is essential - students must call for ball using voice ('mine!'), call partner's name when passing to them, and provide verbal encouragement. Volleyball is inherently cooperative requiring constant communication.
High trajectory is almost always better than low trajectory when learning. High sets give more time for positioning, decision-making, and controlled execution. As skill develops, trajectory can lower for tactical reasons.

Common Misconceptions

Misconception: 'I can use my palms to hit the ball' - This is incorrect. Set shot requires fingertip contact only. Palm contact is illegal in volleyball (carrying/lifting violation) and provides no control. Correction: Consistently emphasise 'fingertips only' and 'window shape' positioning hands where palms face upward not forward.
Misconception: 'The power comes from my arms' - This is incorrect. Set shot power comes primarily from legs driving upward through body to arms. Arms alone cannot generate sufficient height or distance. Correction: Demonstrate set shot with no leg drive (very weak) versus with full leg drive (powerful). Emphasise 'push up from your feet through your whole body.'
Misconception: 'I need to catch the ball first then throw it' - This is incorrect. Set shot is continuous contact not catch-and-release. Catching is violation in volleyball. Correction: Emphasise the 'cushion and push' concept - ball contacts hands momentarily, never comes to rest. Use analogy of 'hot potato' or 'trampoline' for hands.
Misconception: 'My hands should be close together' - This is incorrect. Hands close together means fewer fingers contacting ball reducing control and increasing injury risk. Correction: Demonstrate clear 'window shape' - 'you should be able to fit a tennis ball through the gap between your thumbs and forefingers.'
Misconception: 'I should look at my hands' - This is incorrect. Looking at hands means not tracking ball and losing visual contact. Correction: 'You should see the ball through your window - if you can see it through your hands, you're looking at the ball correctly.'
Misconception: 'Set shot is just for passing - any technique works' - This is incorrect. Specific technique is essential for control, power, legality, and injury prevention. Correction: Explain that technique allows them to pass accurately to teammates, avoid violations, and play safely. Connect good technique to game success during application phase.

SEN Adaptations

ADHD

Break activities into short segments with clear time boundaries. Provide frequent praise and specific feedback maintaining engagement. Use dynamic, varied activities avoiding long static practice. Assign specific roles during games maintaining focus. Allow movement breaks if needed between sections. Position near teacher for easy redirection if attention wanders. Use whistle or signal for attention rather than voice in noisy environment. Provide one instruction at a time rather than multiple steps. Channel energy into leadership roles or demonstrations.

dyspraxia

Use larger, softer ball for easier control and catching. Reduce complexity of movement patterns - focus on hand technique before adding footwork. Provide additional demonstration and practice time for motor planning. Break down movements into very small steps with clear verbal and visual cues. Allow longer processing time for instructions. Reduce distance between partners minimising movement required. Provide supportive partner who feeds balls gently and consistently. Focus on personal improvement over comparison to others. Celebrate small successes building confidence. Consider video modelling showing student's own successful attempts.

autism spectrum

Provide clear visual schedule showing lesson structure and timings. Use consistent routine format each lesson reducing anxiety about unknown. Create quiet zone available if overwhelmed by noise or activity. Provide clear, concrete instructions avoiding abstract language. Use visual cue cards showing four technical points for reference. Allow use of preferred ball colour or texture if sensory sensitivities present. Provide warning before transitions between activities. Pair with understanding partner who communicates clearly. Offer alternative to competitive games if causing stress - focus on skill mastery instead.

visual impairment

Use bright yellow or orange high-visibility volleyballs for easier tracking. Provide close buddy system with sighted partner who describes ball position verbally. Use audible balls with bells inside if available. Allow closer proximity to partner reducing distance ball must travel. Provide tactile demonstration - guide hands through correct position and movement. Use high contrast court markings and cones. Ensure good lighting throughout hall. Provide verbal description of all visual demonstrations given.

hearing impairment

Ensure student has clear view of all demonstrations and lip-reading access. Use visual signal cards for instructions and feedback. Provide written instruction sheets with diagrams for reference. Demonstrate all instructions visually before verbal explanation. Use exaggerated gestures and pointing to reinforce verbal cues. Ensure student positioned where they can see teacher and peers. Consider vibrating app or visual signal for stop/start commands. Pair with patient partner who uses clear visual communication.

physical disability

Adapt to seated volleyball if wheelchair user or limited mobility - seated set shot uses same hand technique. Reduce court size and distance between partners. Use lighter ball (beach ball) requiring less strength. Allow additional time for movement and positioning. Modify game rules - more touches allowed, smaller playing area. Use ramp or assistive device for students unable to use arms. Focus on achievable technical points based on individual capability. Celebrate effort and problem-solving over outcome.

Cross-Curricular Links

English

Technical vocabulary development - learning and using sport-specific terminology. Verbal communication during partner work and games. Listening skills when receiving coaching and instruction. Speaking clearly when peer coaching. Descriptive language when reflecting on performance and technique.

Maths

Counting consecutive sets in rallies develops number sequencing. Calculating scores and bonus points provides mental arithmetic practice. Understanding angles of trajectory for set shots links to geometry. Measuring court dimensions and distances applies measurement skills. Statistical tracking of success rates (successful sets out of attempts) introduces data handling and percentages.

Science

Forces acting on ball during set shot - push force, gravity, air resistance. Newton's Third Law - push down on ball and it pushes up. Trajectory physics - angle and force relationship. Muscular system - which muscles contract during set shot (triceps, deltoids, wrist extensors). Cardiovascular system - heart rate changes during warm-up, activity, and cool-down. Energy transfer from player through ball.

Computing

Use of iPad technology for video analysis of technique. Digital literacy when recording and reviewing footage. Understanding of how video feedback supports skill development. Potential for annotated video analysis using apps.

Geography

Spatial awareness - understanding positioning on court and in relation to others. Directions and orientation - front, back, left, right, diagonal movements. Mapping of court zones and tactical positioning. Understanding of personal and general space concepts.

PSHE

Teamwork and cooperation during partner and group activities. Resilience and growth mindset when facing challenges with new skill. Managing emotions in competitive game situations. Communication and interpersonal skills development. Respect for others - fair play and sporting behaviour. Self-awareness through reflection on own performance. Health and wellbeing - importance of physical activity and its effects on body.

Teacher Guidance

Positioning

During warm-up and skill introduction: front and centre where all students can see demonstrations clearly. During partner practice: circulate continuously between pairs spending 15-20 seconds observing each pair, providing specific feedback. During game application: position at corner of playing area or between courts enabling visual monitoring of all game situations simultaneously. Move closer to courts requiring intervention. During cool-down: position in circle with students creating inclusive discussion environment.

Observation Focus

Watch for: Hand shape and finger spread on every set attempt - this is fundamental technical point. Contact point above forehead not on top of head or too far forward. Evidence of push through fingers and wrists not just arm movement. Full follow through with arm extension toward target. Footwork and movement to position under ball. Communication between partners and within teams. Application of technique in game situations - does it transfer under pressure? Signs of frustration, fatigue, or injury requiring intervention. Students requiring additional support or ready for extension challenges.

Intervention Points

Intervene immediately if: unsafe play observed (collisions, diving, net contact), incorrect technique becoming embedded (stop and correct before it becomes habit), equipment malfunction or hazard, student showing signs of injury or distress, dispute or negative behaviour between students, frustration leading to giving up (provide encouragement and support), activity clearly too easy or too difficult for group (adjust differentiation). Use brief teaching moments during activities rather than long stoppages - keep lesson flowing with quick, specific corrections.

Demonstration Notes

Demonstrate from multiple angles ensuring all students have clear view. Use slow motion demonstration first to show each technical component separately, then full speed to show fluent technique. Recruit capable students to demonstrate alongside you providing peer modelling - this is powerful for learning. Show incorrect technique followed by correct technique for contrast - this clarifies what students should avoid. Use exaggeration on key points (very wide finger spread, very high contact point) for visibility and emphasis. Demonstrate in context - show set shot in isolation then in rally/game situation. Use video demonstrations where live demo isn't clearly visible. Repeat demonstrations multiple times throughout lesson as needed.

Verbal Cues

•'Window shape!' - reminds students about hand position
•'Above the forehead!' - prompts correct contact point
•'Push through!' - encourages wrist and finger extension
•'Follow through to target!' - reminds about arm extension
•'Move your feet!' - promotes footwork to position under ball
•'High and soft!' - encourages appropriate set trajectory
•'Cushion and push!' - describes the two-phase contact
•'See the ball through your window!' - combines multiple technical points
•'Call for it!' - promotes communication
•'Teamwork!' - encourages setting to partners not attempting solo play

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum space: Full volleyball court (18m x 9m) or equivalent sports hall space. For 30 students, requires sufficient space for 15 pairs to work simultaneously with 3 metre spacing between pairs. Game application requires 2-3 mini-court areas approximately 6m x 4m each. Ceiling height minimum 4 metres to accommodate high set shots.

Surface Check

Indoor sports hall with non-slip surface required. Check floor is dry, clean, and free from dust or debris. Inspect for any trip hazards, loose floorboards, or damaged surface areas. Ensure floor markings are intact and not creating slip risks. Volleyball activity unsuitable on wet outdoor surface due to slip risk.

Equipment Safety

Safety Checks

•Check all volleyballs are correctly inflated - not over-inflated (injury risk) or under-inflated (poor technique development)
•Inspect volleyballs for damage, rough surfaces, or tears that could cause injury on contact
•Ensure volleyball nets are securely fastened with no loose cables or ropes at floor level creating trip hazards
•Check net height is appropriate and net is tensioned correctly - not too tight (risk of breakage) or too loose (sagging hazard)
•Verify all cones have no sharp edges or cracks that could cause cuts
•Ensure iPad/tablets are in protective cases and positioned safely when not in use to prevent trip hazards
•Check whiteboard is stable and secure, markers non-toxic

Risk Management

Key Risks

•Finger injuries from incorrect ball contact or jammed fingers
•Wrist strain from repetitive overhead movements without proper technique
•Shoulder strain from overhead setting, particularly if poor technique or insufficient warm-up
•Collisions between students during game activities, particularly at the net
•Trips over nets, cones, or equipment if not properly positioned
•Balls rolling into other working areas causing students to slip or trip
•Contact with ball to face if student not ready or loses tracking
•Fatigue-related injuries if insufficient rest breaks provided
•Ankle rolls from lateral movements during games if poor footwork or unsuitable footwear

Risk Mitigation

•Comprehensive warm-up including wrist, finger and shoulder mobility preparation
•Progressive skill development building from simple to complex to prevent overload
•Teach correct technique explicitly to avoid strain from poor form
•Establish clear boundaries and spacing rules for all activities enforced consistently
•Implement 'dead ball' rule - all activity stops when ball enters another group's space
•Teach safe play around the net - no reaching over or under net
•Provide regular rest breaks during intense rallying or game phases
•Match students by similar ability in competitive games where possible
•Use softer/lighter balls for students with less developed strength or coordination
•Enforce appropriate footwear requirement - trainers with good grip, no slip-on shoes
•Adequate supervision with teacher positioned for maximum visibility of all students
•Modified rules in games to reduce collision risk - no diving saves, controlled play
•Lower net height for students struggling to clear net reducing tendency to hit hard/low

Supervision & Emergency Procedures

Supervision Points

•Position at corners of playing area providing sight-lines to all working groups
•Prioritise watching game activities where collision risk highest
•Scan continuously for fatigue signs - reduced technique, rubbing wrists/shoulders, lack of movement
•Monitor equipment areas - ensure balls stored safely when not in use
•Watch for overly competitive behaviour in games that might lead to unsafe play
•Position near net during game activities to manage safe play in that high-risk area
•Be alert for students not participating - may indicate injury or illness
•Check in verbally with students showing signs of struggle: 'Are you okay? Any pain?'

Emergency Procedures

Stop all activity immediately on whistle blast if injury or safety concern arises. Assess situation quickly - minor injury can be managed with first aid kit available courtside. For suspected serious injury (fracture, concussion, severe strain), do not move student and follow school emergency procedures. Ensure other students moved to safe area away from incident with clear sightlines maintained. First aider or medical support contacted according to school policy. Incident recorded in accident book. Parents/guardians notified of any injury. Activity only resumes when safe to do so and all students settled.