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Lesson 2 - Setting and Spiking Techniques

Foundations to Fluency

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Year 8

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Volleyball

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Big Question

How can we use precise finger control and explosive power to dominate at the net?

Learning Objectives

Develop correct finger technique and hand positioning for setting the ball with control and accuracy
Understand and execute the timing, approach, and technique required for an effective spike
Apply setting and spiking skills in game situations with awareness of court positioning

Key Outcomes

Students will be able to set a volleyball using correct finger positioning with the ball directed towards a target
Students will demonstrate a spike with a proper approach run, jump, and downward contact angle
Students will understand the tactical relationship between setting and spiking in creating attacking opportunities

Equipment & Resources Required

Volleyballs

3 nets at appropriate height (2.24m for Year 8)

Place in equipment bags at court edges for easy distribution, ensure correctly inflated

Alternative: Lighter foam volleyballs for students with less hand strength

Dodgeball

30-40 for warm-up game

Divided between two student throwers at start of warm-up

Alternative: Bean bags, soft dodgeballs, or rolled-up socks

Sun Markers

2-4 volleyball courts or marked areas

Use existing sports hall volleyball courts or create 9m x 9m areas using cones

Alternative: Cones or marker spots to create boundary lines if no court markings available

Cones

30-40 for nets and target areas

Line up 3 cones in row to represent net height for pair work

Alternative: Benches turned on side, rope between posts, or existing volleyball nets

Markers

10-15 spots or hoops

Use to mark target zones for accuracy challenges

Alternative: Chalk marks, cones, or bibs laid flat

Key Vocabulary

Setting

An overhead pass using the fingertips to accurately direct the ball upwards and forwards to a teammate, typically to set up an attacking spike

Spiking

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

Finger positioning

The specific hand shape for setting where fingers are spread with thumbs and index fingers forming a triangle, fingers point upward with palms facing forward

Approach run

The footwork sequence used before jumping to spike, typically 2-3 steps with increasing speed to generate upward momentum

Downward angle

The trajectory of a spiked ball that travels sharply downward over the net making it difficult to return

Timing

Coordinating your movement and jump so that you make contact with the ball at the optimal moment, usually at the peak of your jump

Dig

A defensive underarm pass used to control a ball coming towards you at speed or low to the ground, typically the first contact to set up an attack

Feed

To throw or send the ball to a teammate in a controlled way so they can practice a technique

Skill Progression Pathway

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

Prior Learning

Basic underarm digging technique from Lesson 1
Understanding of volleyball court layout and basic rules
Ability to track and move towards a moving ball
Basic hand-eye coordination with volleyballs

Current Skills

Setting technique with correct finger positioning and hand shape
Spiking approach run with timing and explosive jump
Combining digging, setting, and spiking in sequences
Understanding attacking play and net positioning

Next Steps

Tactical positioning for offensive and defensive play
Reading opponents and anticipating ball trajectory
Advanced spike placement and variation techniques
Full 6-a-side volleyball game application with rotation

Milestone Indicators

Student can set a ball consistently to a target 3 metres away

Student demonstrates explosive upward jump when spiking

Student maintains correct finger shape throughout setting motion

Student times their approach run to make contact at peak of jump

Key Teaching Points

Setting technique requires fingers pointing upward but palms facing forward (not upward) - this is the most common hand position error to correct
Leg drive is essential for both setting and spiking power - these are whole-body skills not just hand/arm skills
In setting, contact ball on finger pads just above forehead - contact point timing is crucial for control
For spiking, the two-footed plant converts horizontal momentum into vertical jump height - this is the key to explosive jumping
Contact point for spike must be at the very top of the jump with arm fully extended to create downward angle
Downward angle in spiking comes from hitting the top-back portion of ball and following through downward
Communication between setter and spiker is essential for successful combination play - encourage verbal and visual signals

Common Misconceptions

MISCONCEPTION: Setting is just catching and throwing quickly. CORRECTION: No catching occurs - ball must be redirected immediately on contact with fingertips, never coming to rest in hands.
MISCONCEPTION: Power in setting comes from arms only. CORRECTION: Leg extension provides the primary power - arms guide direction while legs provide force.
MISCONCEPTION: Spike power comes entirely from arm strength. CORRECTION: Approach run speed, explosive jump, and arm swing timing together create spike power - arm alone provides only portion of force.
MISCONCEPTION: You jump off one foot when spiking like a layup in basketball. CORRECTION: Volleyball spike requires two-footed plant and jump to generate vertical height and maintain balance.
MISCONCEPTION: Contact ball behind your head when spiking. CORRECTION: Contact must be in front of body at full arm extension to create forward and downward trajectory.
MISCONCEPTION: Hit ball with closed fist when spiking. CORRECTION: Open hand provides more surface area, better control, and is safer for both fingers and opponents.
MISCONCEPTION: Setting and spiking are individual skills unrelated to team play. CORRECTION: These skills work together - setting creates the opportunity for spiking, making them a fundamental attacking combination requiring communication and timing between players.

SEN Adaptations

ADHD

Break activities into shorter duration segments with clear end points. Provide frequent specific feedback and immediate reinforcement of positive behaviours. Use student's name at start of instruction to gain attention: '[Name], watch this demonstration.' Allow movement breaks or jobs (collecting equipment) to channel energy constructively. Clear visual boundaries using cones or lines. Minimise distractions: position away from doors/windows if possible. Provide checklist of technique points to focus attention on specific goals. Offer choice where possible (which partner to work with) to increase engagement. High-energy activities matched to energy levels. Non-verbal cue system: hand on shoulder to refocus attention without public correction.

dyspraxia

Use larger, lighter foam volleyballs that are easier to control and less intimidating. Reduce speed of activities allowing more processing time. Break skills into smaller micro-steps with extended practice time on each phase. Use visual markers: spots on floor showing where to plant feet for spike approach. Multi-sensory teaching: demonstrate, describe verbally, guide physically (with permission). Reduce visual clutter: practice against plain wall rather than busy background. Pair with supportive partner who understands needs. Allow use of modified technique if standard technique not achievable (e.g., setting from chest height rather than forehead height). Emphasise success criteria around effort and improvement rather than absolute standards. Additional practice time outside lesson if student wants to develop skills further.

autism spectrum

Provide visual schedule showing lesson structure and timings. Give advance warning before transitions: '2 minutes until we change activity.' Create quiet zone area where student can retreat if overwhelmed by noise or activity level. Clear, literal instructions avoiding figurative language. Use consistent routines for warm-up and cool-down. Visual cue cards showing technique in step-by-step photos. Reduce unpredictability: explain exactly what will happen in game situations. Offer individual practice time if group situations are overwhelming. Ensure understanding through individual check-ins not just whole-class questions. Sensory considerations: allow continuation of preferred physical movements between activities if these help regulation.

visual impairment

Use bright yellow or orange high-visibility volleyballs that contrast with floor colour. Provide verbal descriptions during demonstrations: 'My hands are now above my forehead in a triangle shape.' Use auditory cues: bell or whistle to indicate when ball is being set. Buddy system with sighted partner who provides verbal guidance. Reduce court size and player numbers to limit visual tracking demands. Consider using slightly deflated ball that makes more noise when bouncing.

hearing impairment

Ensure student can see your face clearly when giving instructions - face them directly. Use visual demonstrations extensively with exaggerated movements. Provide written instruction cards or diagrams showing key technique points. Use hand signals for common cues (thumbs up for correct technique, reshaping hands to show triangle position). Buddy system with hearing partner who can relay verbal instructions. Position hearing-impaired student where they can see all activity and won't be surprised by approaching balls. Consider vibrating timer for activity changes if using timed tasks.

physical disability

Wheelchair users: lower net height for sitting position, use lighter balls requiring less force to set over net, set up adapted courts with appropriate dimensions. Seated volleyball version: all players sit on floor creating level playing field. Reduced mobility: eliminate or simplify approach run for spiking - allow spiking from standing jump or even standing position with emphasis on arm swing. Provide chair or support for students who cannot sustain standing throughout lesson. Adapted scoring: extra points for participation and attempt regardless of outcome. Additional time allowances for movement between positions.

Cross-Curricular Links

English

Technical vocabulary acquisition and usage (setting, spiking, approach, trajectory). Verbal communication during game play and discussions. Listening skills during instruction and peer feedback. Explaining techniques using clear, structured descriptions. Reflecting on learning using appropriate language during plenary.

Maths

Trajectory angles in setting and spiking - understanding arc paths and downward angles. Measuring distances for court dimensions and positioning. Counting sequences and scores. Timing approaches using seconds. Spatial reasoning in court coverage and positioning strategies.

Science

Forces and motion: force applied through leg extension creates ball momentum. Newton's third law in action during jumping (push down on floor, floor pushes up on you). Gravity affecting ball trajectory. Friction between hand and ball creating spin control. Muscular system: identifying muscles used (quadriceps, deltoids, triceps, finger flexors). Cardiovascular system: heart rate increase during activity, oxygen delivery to working muscles.

PSHE

Teamwork and collaboration when working in pairs and groups. Communication skills - verbal and non-verbal. Resilience and growth mindset when facing challenging new skills. Managing emotions including frustration and competition. Respecting others through sportsmanship and fair play. Setting personal goals and self-improvement. Leadership opportunities when coaching peers or organising groups.

Teacher Guidance

Positioning

During demonstrations: central position where all students can see clearly. During practice activities: circulate between pairs/groups providing individual feedback. During game application: position at corner or side where all courts visible simultaneously for supervision. Avoid static positioning - move to provide feedback and monitor safety throughout.

Observation Focus

HANDS domain: Watch for specific technical points - finger triangle shape, leg drive, arm extension, contact points, footwork patterns, landing technique. HEAD domain: Listen for understanding in student explanations, observe decision-making in game situations, note tactical awareness of positioning. HEART domain: Watch interactions between students, note encouragement and communication, observe persistence with challenging skills, identify leadership behaviours.

Intervention Points

Intervene immediately if: unsafe behaviour (dangerous throwing, collisions, ignoring boundaries), equipment being misused, student distress or injury, exclusion or unkind behaviour occurring, fundamental technique errors that could cause injury (landing one-footed, hitting with fist). Pause activity if: most students struggling with task indicating it's too difficult and needs breakdown, significant misconceptions needing whole-class re-teaching, energy levels dropping requiring re-motivation. Provide individual feedback when: circulating during practice, observing good technique worth highlighting to individual, noticing specific errors that targeted feedback can correct.

Demonstration Notes

Always demonstrate at full speed first to show end goal, then break down into slow-motion showing each phase clearly. Use contrast method: show incorrect technique then correct technique to highlight differences. Position yourself where all can see - consider demonstrating from different angles for 3D understanding. Use exaggerated movements when necessary to make key points visible (large finger triangle, deep knee bend). Utilise skilled students as demonstrators to show peer achievement and provide different body type examples. Provide running commentary during demonstrations: 'Watch my hands... see how they form this shape... now watch my legs extend...' Repeat demonstrations multiple times as needed - never assume once is enough.

Verbal Cues

•'Fingers up, palms forward!' - reminding setting hand position
•'Push through with your legs!' - emphasising leg drive in setting
•'Contact the TOP of the ball!' - correcting spike contact point
•'Step-step-PLANT-JUMP!' - reinforcing spiking footwork pattern
•'Talk to your partner!' - prompting communication
•'Soft hands, cushion the ball!' - encouraging gentle contact in setting
•'Explosive jump! Reach high!' - motivating maximum effort in spiking
•'Quality over speed!' - slowing down rushed attempts to focus on technique

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum full sports hall (30m x 15m) or outdoor courts for Year 8 with multiple net areas. Adequate run-up space for approach runs (5m minimum). Sufficient spacing between courts to prevent ball interference and collisions between groups (3m minimum buffer zones).

Surface Check

Indoor: Clean, dry sports hall floor with appropriate grip. No wet patches from cleaning or spillages. Outdoor: Dry, level tarmac or specialist volleyball court surface. Check for debris, stones, or uneven areas that could cause trips or turned ankles. Line markings clearly visible for court boundaries.

Equipment Safety

Safety Checks

•Volleyballs correctly inflated to regulation pressure (not over-inflated which is harder on fingers or under-inflated which reduces control)
•Soft balls for warm-up activity are foam or sponge, not hard balls that could cause injury
•Volleyball nets securely fastened to posts at correct height with no sagging or excess slack
•Net posts stable and padded if students working close to them
•Cones have no sharp edges or cracks - replace damaged cones
•Equipment stored safely at court sides not in playing areas creating trip hazards

Risk Management

Key Risks

•Collisions between students during approach runs for spiking
•Ankle or knee injuries from jumping and landing, especially if landing on uneven surface or on another student's foot
•Finger injuries from incorrect setting technique or ball contact
•Collisions with nets, posts, or walls when approaching or retreating
•Ball strikes to face or head from spikes or errant balls
•Trips over balls that have rolled into playing areas
•Overexertion or muscle strains from explosive movements without adequate warm-up

Risk Mitigation

•Thorough 8-minute warm-up including dynamic movements preparing muscles for explosive actions
•Clear boundaries marked with adequate spacing between courts and buffer zones
•Progressive skill building: setting practiced before spiking, static before dynamic, individual before game application
•Explicit teaching of landing technique: two-footed landing with knees bent to absorb impact
•Constant supervision with teacher positioning for maximum visibility of all students
•Clear communication protocols: students call 'MINE' for balls rolling into their space
•Appropriate groupings pairing students of similar physical capability where relevant
•Regular checks for fatigue which increases injury risk - adjust intensity if needed
•Students wearing appropriate footwear (trainers with good grip, not plimsolls)
•Long hair tied back, jewelry removed, no chewing gum

Supervision & Emergency Procedures

Supervision Points

•Position at corner or side of playing area where all courts/groups are visible simultaneously
•During spiking practice, watch landing technique and positioning to prevent collisions
•Monitor competitive games for overly aggressive play or dangerous behaviour
•Be particularly vigilant during transitions when equipment is being moved and students reorganizing
•Identify students showing signs of fatigue or distress and provide rest/support as needed
•Ensure quieter or less confident students are not being excluded or overwhelmed

Emergency Procedures

In case of injury: STOP activity immediately. Assess injured student following school first aid procedures. Do not move student if serious injury suspected. Send responsible student to summon trained first aider/medical assistance. Other students moved to safe area and supervised by teacher or support staff. Complete accident report form. Contact parents/guardians if required. For minor injuries (bumps, scrapes): apply appropriate first aid, allow brief rest, monitor before allowing return to activity. Defibrillator location and first aid kit location known to teacher.