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Lesson 1 - Set Shot Technique and Application

Core Volleyball Skills and Team Coordination

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Year 8

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Volleyball

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Big Question

How can mastering the set shot transform your team's attacking play in volleyball?

Learning Objectives

To identify and articulate the three key technical points of a set shot
To demonstrate a controlled set shot during modified game situations
To apply the set shot tactically, linking with spikes and digs in competitive play

Key Outcomes

Students will be able to perform a set shot with correct hand positioning, body alignment, and follow-through
Students will demonstrate the ability to position themselves effectively under the ball before executing a set
Students will apply the set shot in game situations to create attacking opportunities for teammates

Equipment & Resources Required

Volleyballs

2-3 depending on court space

Pre-inflate all balls to correct pressure (0.3-0.325 kg/cm²), store in ball trolley at court edge for easy access

Alternative: Foam volleyballs for less confident students, beach balls for SEND adaptations

iPads

15 (1 per 2 students)

Ensure all devices are charged, IBook app pre-loaded, camera function accessible. Designate safe storage area away from playing space

Alternative: Mobile phones, digital cameras, or video recording devices

Markers Cones

32 (8 per court for 4 courts)

Mark out courts 9m x 18m (or scaled versions 6m x 12m for modified games). Clearly mark attack lines at 3m from net

Alternative: Chalk lines, tape, dome markers

Sun Markers

1 large board or 4 small individual boards

Position board where all students can see during demonstrations. Pre-draw set shot key points diagram

Alternative: Flip chart, laminated coaching cards, projector

Bibs

15 (half the class in different colour)

Organise into two colour sets for easy team identification during games

Alternative: Coloured wristbands, team shirts

Key Vocabulary

Set

An overhead pass using the fingertips to direct the ball upwards and forwards to a teammate, typically to prepare for an attack

Spike

An attacking shot where a player hits the ball forcefully downwards over the net into the opponent's court

Dig

A defensive move using the forearms to play a ball that is low or hit hard, often the first contact after an opponent's attack

Ready Position

Athletic stance with knees bent, weight on balls of feet, hands at chest height, prepared to move in any direction

Three-Touch Rule

Each team is allowed a maximum of three contacts with the ball before it must go over the net

Forearm Pass

Also called a bump or pass, using joined forearms to play the ball, typically used for receiving serves or hard hits

Front Court

The area of the volleyball court between the net and the attack line (3-metre line)

Back Court

The area of the volleyball court behind the attack line, extending to the back boundary

Communication

Verbal and non-verbal signals used by teammates to coordinate movement, call for the ball, and organise play

Rotation

The clockwise movement of players to new positions on court after winning the serve from the opponents

Skill Progression Pathway

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

Prior Learning

Basic ball handling skills from Year 7 volleyball units
Understanding of overhead throwing and catching mechanics
Knowledge of basic volleyball rules and court layout
Experience with partner work and cooperative activities

Current Skills

Correct hand positioning for set shot (diamond/triangle shape)
Moving body underneath the ball for optimal setting position
Generating power through legs and extending through the ball
Setting with accuracy to a target or teammate
Applying the set in modified game contexts

Next Steps

Developing advanced setting techniques (back sets, jump sets)
Combining set with attacking plays (set to spike combinations)
Reading the game to make tactical setting decisions
Understanding setter roles in formal volleyball formations (4-2, 5-1)
Executing sets under defensive pressure

Milestone Indicators

Student consistently creates diamond hand shape without prompting

Student moves feet quickly to position under the ball rather than reaching

Ball trajectory is high and controllable (minimum 2 metres height)

Sets land within 1-metre radius of intended target

Student can set successfully in 7 out of 10 attempts during game play

Key Teaching Points

Diamond hand shape: Thumbs and forefingers form a diamond/triangle window at forehead level, fingers spread wide, wrists firm but flexible. This creates maximum surface area for ball contact and optimal control.
Body position: Knees bent at approximately 90 degrees, weight on balls of feet, body positioned directly underneath the ball before contact. Reaching with arms while feet stay planted is a common fault - emphasise feet first!
Follow-through: Arms extend upwards and forwards towards the target, pushing through the ball not just tapping it. Leg drive provides power - push up through the knees as arms extend. The ball should leave the fingertips with a high, controlled arc.
Contact point: Ball makes contact with fingertips only (not palms) at forehead level. The contact sound should be a soft 'pap' not a slap. Cushion the ball briefly before projecting it away.
Footwork: Quick, small adjustment steps to position under the ball are essential. 'Feet first, hands finish' is the key principle. Students must move their body to the ball rather than reaching.
Ball trajectory: Sets should go UP first (minimum 2 metres height) then forwards to the target. This gives teammates time to react and position for the next touch. Flat sets are difficult to play.
Communication: In game situations, calling 'mine' or 'I've got it' is essential to avoid collisions and confusion. Partners should also call for the set ('set here!') indicating position.

Common Misconceptions

MISCONCEPTION: 'I can just reach for the ball with my arms - I don't need to move my feet.' CORRECTION: Demonstrate how reaching leads to poor body position and weak, uncontrolled sets. Emphasise 'feet first' - move your body under the ball, THEN your hands are in position to execute the technique correctly. Compare to catching rain in a bucket - you position the bucket under the rain, not hold it out to the side.
MISCONCEPTION: 'Setting is all about arm strength - push hard with your arms.' CORRECTION: Explain and demonstrate that power comes primarily from the legs through knee extension. Arms are important for control and direction, but leg drive generates the force. Try setting with straight legs (weak) versus bent knees that extend (powerful).
MISCONCEPTION: 'I should contact the ball with my palms for better control.' CORRECTION: Demonstrate that palm contact leads to slapping, poor control, and potential finger injuries. Fingertip contact with fingers spread creates maximum surface area and sensitivity, allowing you to cushion and guide the ball accurately.
MISCONCEPTION: 'A good set goes straight forward to my partner - flat and fast.' CORRECTION: Show that flat sets are very difficult to receive and play. A good set goes UP first creating a high arc (parabolic trajectory), giving the receiver time to position, react, and prepare their attack. Think 'set to the ceiling first.'
MISCONCEPTION: 'In games, the set is just another way to get the ball over the net.' CORRECTION: Explain the tactical purpose of the set - it's specifically the SECOND touch that positions the ball perfectly for the THIRD touch (the attack/spike). The set doesn't go over the net; it goes to your teammate who then attacks. Understanding the three-touch strategy (dig-set-spike) is crucial.
MISCONCEPTION: 'If I'm not good at setting right away, I'm just not a volleyball player.' CORRECTION: Emphasise growth mindset - setting is a highly skilled technique that professional players practice for years to perfect. Everyone can improve with practice. Show examples of progression from the lesson: struggling in Practice 1, improving by Practice 3, applying in games. Celebrate effort and improvement, not just outcome.

SEN Adaptations

ADHD

Short, varied activities maintaining engagement (lesson structure already supports this). Clear, simple instructions with one step at a time. Frequent feedback and positive reinforcement celebrating effort and small improvements. Allow movement and active participation throughout - avoid long periods of sitting/listening. Visual cues and reminders for key teaching points displayed continuously. Partner work and small group work providing social accountability. Build in regular brain breaks if needed. Position near teacher during whole-class instruction for proximity support. Offer choice where possible ('Do you want to throw first or set first?'). Use enthusiastic, energetic teaching style matching student's energy levels.

dyspraxia

Use larger, lighter equipment (beach balls or foam volleyballs) for easier control and tracking. Break skills down into smallest possible steps with extended practice time at each step. Reduce complexity: may remain at Practice 1 (Throw-Catch-Set) for extended time to build confidence. Extra visual demonstrations including video replay if possible. Tactile teaching: guide student through the movements physically. Reduce distance and space requirements. Provide additional time to process instructions and plan movements. Pair with patient, supportive partner. Celebrate effort and improvement over outcome. Allow rest breaks if coordination work is fatiguing. Use brightly coloured equipment for easier visual tracking.

autism spectrum

Provide clear visual schedule showing lesson structure with timings. Use consistent language and routines - same warm-up structure each lesson. Minimise sensory overload: allow student to work in quieter area away from noisy games if needed. Provide visual reference cards showing the three key technical points that student can keep nearby. Give warnings before transitions ('In 2 minutes we will move to the next activity'). Allow processing time when asking questions - don't rush responses. Use student's special interests to engage ('This set is like launching a rocket - controlled upwards trajectory'). Offer a quiet zone option if overstimulation occurs. Pair with a consistent, understanding partner.

visual impairment

Use brightly coloured high-visibility volleyballs (yellow or orange). Provide clear verbal descriptions of all demonstrations with explicit narration ('Now my hands are forming a diamond at forehead level'). Use tactile teaching - guide student's hands into correct diamond shape. Pair with a buddy who provides additional verbal cues and guidance. Position student closer to demonstrations for maximum visibility. Reduce playing area size for easier ball tracking. Allow use of audible/beeping balls if available.

hearing impairment

Use visual demonstrations extensively - ensure student has clear line of sight at all times. Provide written instructions on whiteboard or printed cards showing the three key technical points with diagrams. Use clear hand signals for common instructions (thumbs up for 'good', pointing to indicate positions). Pair with a buddy who can use simple sign language or gestures to communicate during games. Stand facing student when giving instructions so they can lip-read. Use visual timers for activity durations. Ensure lighting is good for visibility of demonstrations and written instructions.

physical disability

Seated version: student performs set from seated position in a chair - technique adapted but key hand position principles remain. Modified equipment: use lighter, softer balls or larger beach balls for easier control. Reduce distances: partner stands closer (1-2 metres instead of 3 metres). Adapted games: allow additional catches, remove competitive elements, increase team size so less individual movement required. Buddy support: partner retrieves any dropped balls and provides consistent feeds. Upper body focus: if lower body movement limited, emphasise excellent hand technique and arm extension. Allow use of wheelchair if needed with adapted rules for game play.

Cross-Curricular Links

English

Speaking and listening: using subject-specific vocabulary accurately, explaining technical concepts to partners and class, active listening during instructions and peer feedback. Literacy: writing technical captions for IBook homework using appropriate grammar and sporting terminology. Reading comprehension: understanding written success criteria and task instructions.

Maths

Counting passes and successful sets during practice and games. Calculating success percentages (7 out of 10 = 70%). Measuring distances between partners. Understanding angles - trajectory angles of sets, approach angles for movement. Spatial awareness and geometry - court dimensions, positioning. Recording and analysing data from game scores.

Science

Forces: push and pull forces in setting, gravity affecting ball trajectory, friction between hands and ball. Motion: understanding arc/parabolic motion of the set, speed and velocity concepts. Human body: muscles used in setting (quadriceps for leg drive, deltoids and triceps for arm extension, core muscles for stability), joint movements (knee flexion and extension, shoulder and elbow extension), how warm-up prepares muscles and prevents injury, heart rate increase during activity and decrease during cool-down.

Geography

Directions and movement patterns: moving forwards, backwards, sideways. Spatial awareness: understanding court layout with front court and back court zones. Mapping movement patterns during games. Understanding volleyball as an international sport with global participation.

ICT

Using iPads appropriately as learning tools for photography and analysis. Creating digital resources (IBook entries with photos and text). Understanding appropriate technology use in educational contexts. Digital photography skills: framing shots, capturing key moments, selecting best images.

PSHE

Teamwork and cooperation: working effectively with partners and in small groups, communication skills. Resilience and growth mindset: persisting when skills are challenging, learning from mistakes. Managing emotions: dealing with frustration when techniques fail, celebrating success appropriately. Fair play and sporting behaviour: respecting opponents, honest self-assessment, applauding others' efforts. Leadership: coaching peers, organising groups, encouraging teammates. Goal-setting and self-improvement: identifying areas for development and next steps.

Teacher Guidance

Positioning

During partner work: position centrally in the space for 360-degree visibility of all working pairs. During demonstrations: position where all seated students can see clearly, using side-on and front-on angles to show technique. During game application: position between multiple courts at elevated vantage point if possible to supervise all games. Continuously circulate - don't remain static - to provide individual feedback and maintain behaviour management proximity.

Observation Focus

TECHNIQUE: Watch for the three key technical points - diamond hand shape at forehead level, knees bent with body under ball, arms extending through ball with follow-through. SAFETY: Monitor spacing between pairs/groups, watch for collisions or risky behaviour, ensure equipment is used correctly. ENGAGEMENT: Identify students off-task, struggling, or disengaged for intervention. DIFFERENTIATION: Note students ready for extension and students needing additional support. ASSESSMENT: Collect evidence against the Head/Hands/Heart framework at Emerging/Developing/Secure/Mastering levels.

Intervention Points

Intervene immediately if: unsafe behaviour occurs (running into others, aggressive play, misuse of equipment), students are completely off-task or disruptive, technique is so poor that injury risk exists (e.g., dangerous reaching instead of moving feet). Intervene supportively if: students are frustrated and giving up (provide encouragement and modification), technique has regressed (quick reminder of key points), pairs are struggling to work together (mediate and provide partnership strategies). Intervene to extend if: students complete tasks very quickly and need additional challenge, high-ability students are unchallenged and potentially disengaged.

Demonstration Notes

Always demonstrate multiple times from different angles (front, side, back views) as students have different visual perspectives. Use SLOW MOTION demonstrations to highlight technique details - speed up only after slow version is shown. Use CONTRAST demonstrations showing incorrect technique followed immediately by correct technique to highlight differences. NARRATE during demonstrations: 'Watch my hands - see the diamond shape. Watch my knees - see the bend. Watch my arms - see the follow-through.' Use STUDENT demonstrations to show excellent work - this builds confidence and provides peer models. FREEZE key positions during demonstrations: freeze at the ready position, freeze at the contact point, freeze at the follow-through for students to clearly see each phase.

Verbal Cues

•'Diamond hands at forehead!' - quick reminder of hand position
•'Bend those knees!' - reminder of body position and power source
•'Feet first!' - emphasising footwork over arm reaching
•'Cushion and guide!' - reminder of fingertip contact and control
•'Push through the ball!' - reminder of follow-through
•'Under the ball!' - positioning cue
•'Up then forward!' - trajectory cue for set direction
•'Talk to each other!' - communication reminder during partner/game work
•'Freeze and watch!' - to gain attention for quick teaching point or demonstration
•'Three key points - show me!' - quick technique check

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum space: Full sports hall or outdoor volleyball court area (18m x 9m for full court). Ideally multiple courts or large space allowing 30 students to work safely with adequate distance between pairs (minimum 3m x 3m per pair = 225 square metres total). For game application: 6-8 small modified courts of 4m x 6m each.

Surface Check

Indoor: Clean, dry sports hall floor free from water, debris, or trip hazards. Check for splinters on wooden floors. Outdoor: Even grass or tarmac surface, dry not slippery, free from stones, holes, or other hazards. Ensure court lines are visible and not creating slip risk.

Equipment Safety

Safety Checks

•Volleyballs correctly inflated to 0.3-0.325 kg/cm² - check no over-inflated or deflated balls that could cause injury
•Volleyball nets securely attached to posts with tension checked - no risk of collapse
•Net height correctly set at 2.24m with no sharp edges or protruding parts
•Posts stable and padded if within playing area
•Cones have no sharp edges or cracks that could cause cuts
•iPads handled carefully with two hands, stored away from playing area when not in use
•Ball trolley positioned outside of playing area to prevent collisions
•All equipment stored safely at perimeter when not in use

Risk Management

Key Risks

•Collisions between students during dynamic activities (warm-up rally, games)
•Ball strikes to face or body particularly during spiking practice
•Slips and falls on smooth indoor surfaces
•Net-related injuries (running into net or posts, fingers caught in net)
•Over-reaching or awkward movements causing muscle strains
•iPad drops or damage, or distraction from iPad use causing inattention to flying balls

Risk Mitigation

•Clear boundaries established for each pair/group with minimum 2m spacing between working areas
•Explicit instruction on spatial awareness and staying within designated areas
•Progressive skill building from stationary to dynamic to game application gradually
•Warm-up activities specifically prepare muscles and joints for overhead movements
•Teaching students to call 'ball' if a ball enters their space from another group
•Modified game rules that limit aggressive play (cooperative not full competitive initially)
•Net awareness emphasised - teaching students to stop before the net, no diving under or over
•Designated safe zones for iPad use away from active ball work
•Cool-down with appropriate stretching to prevent muscle soreness
•Teacher positioned for maximum visibility supervising all areas simultaneously
•Stop-signal established and practiced for immediate attention if safety issue arises

Supervision & Emergency Procedures

Supervision Points

•Position centrally during scattered partner work for 360-degree visibility of all pairs
•During game application: position between multiple courts to supervise all games simultaneously
•Circulate continuously to monitor technique, behaviour, and safety
•Watch high-activity areas more closely (e.g., net areas during games)
•Identify and intervene with any unsafe behaviour immediately (over-aggressive play, reckless movements)
•Ensure no students are isolated or out of sight lines
•Monitor equipment condition throughout lesson - remove any damaged balls or equipment immediately
•Be aware of students with existing injuries or medical conditions, ensuring appropriate modifications

Emergency Procedures

STOP signal (whistle or verbal 'STOP AND FREEZE') for immediate cessation of all activity. Assess situation: minor injury (first aid kit accessible at court edge, trained first aider applies appropriate treatment, student sits out if needed); major injury (stop all activity, send responsible student to get additional adult support/call office, administer emergency first aid as trained, do not move injured student unless necessary for safety, follow school emergency procedures). Record all incidents in school accident book. Contact parents for any injuries requiring further attention.