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Lesson 1 - Setting Technique and Application

Skills & Tactics

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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 opportunities in volleyball?

Learning Objectives

To identify and explain the three key technical points of an effective volleyball set shot
To demonstrate a controlled set shot with correct hand positioning and body alignment during modified games
To apply the set shot tactically in game situations, linking with spike or dig techniques

Key Outcomes

Students will accurately identify hand shape, body position, and follow-through as the key components of a set shot
Students will execute sets with appropriate height and accuracy to enable partner play
Students will demonstrate tactical awareness by positioning themselves to receive and set the ball in game scenarios

Equipment & Resources Required

Volleyballs

2-3 nets depending on court space

Pre-inflate to correct pressure (4.3-4.6 PSI), distribute around court perimeter for easy collection

Alternative: Size 4 volleyballs for students with smaller hands, soft-touch volleyballs for confidence building

Tablets

1 per pair (15 devices)

Fully charged, camera app ready, sufficient storage space for photos/videos

Alternative: Mobile phones with camera function, digital cameras, one device per group of 4

Markers Cones

40 cones

Mark 4v4 court areas approximately 6m x 12m each, different colours for different zones

Alternative: Chalk lines, floor tape, bibs to mark boundaries

Sun Markers

1 large whiteboard

Positioned at central gathering point visible to all students, markers in working order

Alternative: Flip chart, printed diagrams, tablet with stylus for demonstrations

Bibs

15 (half the class)

Two contrasting colours for team identification during games

Alternative: Different coloured t-shirts, wristbands, team labels

Key Vocabulary

Set shot

An overhead pass using both hands to direct the ball high into the air, typically used to set up an attacking spike

Ready position

Athletic stance with knees bent, weight on balls of feet, and hands prepared at chest height to react quickly

Follow-through

The continuation of arm movement after contact with the ball, extending fully upward and outward

Movement to the ball

Adjusting body position quickly to get underneath the ball before attempting to set

Contact point

The optimal position where fingers meet the ball, approximately forehead height just above and in front of the face

Net violation

When a player touches the net during play, resulting in a point for the opposing team

Dig

A defensive technique using a forearm pass to receive a spiked or hard-driven ball

Spike

An attacking shot where the ball is hit forcefully downward over the net into the opponent's court

Communication

Verbal and non-verbal signals used between teammates to indicate who will play the ball

Court awareness

Understanding of your position relative to teammates, opponents, boundaries, and the net

Skill Progression Pathway

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

Prior Learning

Basic understanding of volleyball court layout and boundaries
Experience with hand-eye coordination activities
Introduction to set shot in Year 7 volleyball unit
Understanding of ready position and movement to the ball

Current Skills

Refined hand positioning and finger control for setting
Body positioning under the ball with correct stance
Controlled upward trajectory with appropriate power
Application of set in partner and small-sided game contexts

Next Steps

Linking set shots with attacking spikes
Developing defensive dig technique to set up attacking plays
Three-touch team sequences (dig-set-spike)
Positional play and rotation in full volleyball games

Milestone Indicators

Consistent hand shape with fingers spread and thumbs forming triangle

Sets reaching minimum 2-3 metres height with controllable descent

Movement to position under ball before contact

Smooth follow-through with arms extending fully upward

Key Teaching Points

The triangle hand shape (thumbs and index fingers forming triangle window) is the foundation of ball control in setting - fingers must be spread wide to create a cushioning effect
Body position underneath the ball before contact is crucial - students must move their feet quickly to position themselves rather than reaching with arms to off-centre balls
Full follow-through with arms extending completely upward ensures power and height in the set - arms should finish pointing straight to the ceiling with fingers spread
The contact point should be at forehead height just in front of the face - not behind head or too far forward
Knees should be bent to generate upward force that transfers through the body to the arms and ball - setting is a whole-body movement not just arms
Sets should reach minimum 2-3 metres height to give teammates time to move into position for the next contact
Communication (calling 'Mine!') prevents collisions and clarifies roles in game situations - verbal and non-verbal signals are essential in team volleyball

Common Misconceptions

Misconception: You catch the ball briefly then push it up. Correction: The ball should contact fingers momentarily in a cushioning action, not a catch and throw - demonstrate the difference between illegal catch (ball comes to rest) and legal set (continuous fluid motion)
Misconception: Setting is all about arm strength. Correction: Power comes from legs bending and extending - arms guide direction but legs provide the force; demonstrate setting with straight legs (weak, poor control) vs bent knees (powerful, controlled)
Misconception: You should wait for the ball to come to you. Correction: Active movement to position your body under the ball is essential for control and accuracy - demonstrate static setting vs setting after repositioning to show difference in quality
Misconception: The ball should travel forward toward the net. Correction: The primary trajectory should be vertical (upward) creating a high arc that gives teammates time and options - demonstrate flat forward set vs high vertical set
Misconception: You use your palms to contact the ball. Correction: Only the pads of the fingers and thumbs contact the ball creating a cushioning effect - palms should not touch the ball; demonstrate palm contact (hard, uncontrolled) vs finger contact (soft, controlled)
Misconception: Follow-through doesn't matter once ball is away. Correction: Follow-through determines final ball direction and spin, and incomplete follow-through reduces power and accuracy - demonstrate set with no follow-through vs full follow-through to show effect on ball flight

SEN Adaptations

ADHD

Short, varied activities maintaining engagement and preventing boredom (multiple drills rather than extended single drill); clear, concise instructions with one-step-at-a-time delivery; frequent movement and active participation throughout lesson; use of competitive elements and immediate feedback to maintain focus; position near teacher during instruction time to minimise distractions; clearly defined boundaries and spaces to provide structure; frequent specific praise and recognition for on-task behaviour and effort; allow brief movement breaks if needed; use of visual timers so student can see time remaining; buddy support for staying on task during partner work; high energy, enthusiastic teaching style matching student energy

dyspraxia

Use larger, softer volleyballs or beach balls for easier hand contact and reduced fear; break down technique into smaller steps focusing on one component at a time (first hand shape only, then add body position, finally add follow-through); provide additional practice time beyond peers for skill mastery; allow catching ball and then forming set position before releasing for stepping stone to full set; reduce distances significantly for throws and sets; use visual markers on ground showing optimal foot positioning; avoid time pressure during skill practice; give additional verbal and visual cues for body positioning; multi-sensory teaching (visual demonstration, verbal explanation, physical guidance of hand position if appropriate); celebrate effort and small improvements; seated setting practice to eliminate balance/coordination challenge before adding movement

autism spectrum

Provide visual schedule of lesson phases with timing displayed prominently; pre-teach lesson structure and expectations in previous session or at lesson start; create quiet zone at court edge if sensory overwhelm occurs; use consistent language and routines throughout lesson; visual social stories about appropriate game behaviour and communication; reduce sensory input if needed (dimmer lighting, quieter whistle); clear, concrete rules with visual reminders; structured partner allocation rather than self-selection to reduce anxiety; warning before transitions ('in 2 minutes we will move to games'); allow use of noise-reducing headphones if needed; provide individual visual card showing three key technical points for personal reference

visual impairment

Use brightly coloured high-visibility volleyballs (yellow or orange); provide verbal descriptions of all demonstrations with clear directional language (up, forward, back); allow use of auditory balls with bells inside; pair with sighted buddy who provides verbal guidance about ball position; reduce court size for easier spatial navigation; use tactile markers (rope, textured cones) for boundary definition; allow closer positioning to net for easier depth perception; teacher provides additional verbal cues during activities ('ball coming high to your left')

hearing impairment

Ensure student can see teacher's face clearly during all instructions for lip-reading; use visual demonstrations extensively rather than verbal-only instruction; provide written instruction cards or visual step-by-step posters showing three key technical points; use hand signals or visual signals instead of whistle (raise hand, flash lights); pair with buddy who can sign or use clear gestures; face student when giving individual feedback; use visual timer for activity duration; teach and use agreed hand signals for key phrases (good, try again, my ball); ensure student positioned where they can see all court action and communication

physical disability

Seated volleyball modifications - play from wheelchair or chair with lowered net or no net; use lighter or larger balls for easier control (beach ball, foam ball); allow use of catching and throwing instead of setting if hand function limited; provide ball on tee or cone for static setting practice if dynamic movement difficult; reduce court dimensions significantly for limited mobility; allow additional time for positioning and movement; modify bonus point criteria based on individual capability; use ramps or assistive devices for ball propulsion if needed; peer support for equipment collection and setup; adapted seating for cool-down and reflection if floor sitting difficult

Cross-Curricular Links

English

Technical vocabulary development (set, spike, dig, follow-through, trajectory, etc.); speaking and listening during paired discussions and whole-class reflection; providing clear verbal instructions and feedback to partners; articulating understanding of technique in own words; annotation and labelling of photos for iBook homework requiring precise descriptive language

Maths

Calculating scores during games involving addition of regular points and bonus points; measuring and estimating distances for court dimensions (6m x 12m courts); angles of ball trajectory when setting (steep upward angle vs shallow angle); counting consecutive sets during challenges; timing activities and calculating elapsed time in seconds and minutes; geometry of court layout and positioning

Science

Forces and motion - understanding how upward force from hands propels ball vertically, gravity bringing ball back down; trajectory and parabolic curves created by projectile motion of ball; energy transfer from bent knees generating power through body to arms to ball; friction between fingers and ball creating control and spin; reaction time when moving to position under ball; physiological changes during exercise (increased heart rate, breathing rate, temperature); muscle groups used during setting (deltoids, triceps, core)

Computing

Using iPads to capture photos of technique; digital photography skills including focus, framing, and capturing movement; organising and storing digital photos for iBook creation; annotating images using digital tools; creating multimedia learning resources combining images and text; information literacy through creating personal reference materials

Geography

Spatial awareness and positioning on court relative to boundaries, net, and teammates; understanding of personal space and shared space; directional movement (forward, backward, lateral) during gameplay; court mapping and zones (front court, back court, left, right, centre); orientation and movement patterns during rotation

PSHE

Teamwork and cooperation during partner drills and game application; communication skills through verbal calls and non-verbal signals; resilience and growth mindset when skills are challenging and require multiple attempts; honesty and integrity when self-awarding bonus points based on technique; leadership when providing coaching feedback to partners; respect for others' abilities and efforts regardless of skill level; managing emotions during competitive game situations; setting personal goals for improvement

Teacher Guidance

Positioning

Begin lesson at central gathering point visible to all students; during warm-up position at court edge to observe all pairs simultaneously; during skill introduction position centrally elevated if possible with clear demonstration space; during skill development circulate actively spending 10-15 seconds with each pair; during game application move systematically between courts observing each game for 60-90 seconds; during cool-down return to central position for whole-class stretching and reflection

Observation Focus

Hand position - look for triangle shape formed by thumbs and index fingers with fingers spread wide; Body position - check students move feet to position under ball before contact, knees bent in ready position; Follow-through - observe full arm extension upward with fingers pointing skyward; Movement quality - assess whether students move efficiently to ball or remain static; Ball trajectory - note height achieved (aim for 2-3 metres minimum) and direction control; Safety awareness - monitor spacing, communication, and equipment handling; Engagement - identify students struggling or disengaged for targeted support

Intervention Points

Step in immediately if unsafe behaviour observed (throwing balls, rough play, inadequate spacing); intervene if technique significantly incorrect to prevent practice of errors (catching ball, incorrect hand position, no follow-through); support pairs who are struggling consistently with modified task or additional demonstration; challenge pairs who have mastered skill with extension activities to maintain engagement; mediate any conflicts during games with reference to honesty and fair play values; provide encouragement to students showing frustration or low confidence; stop whole class if widespread issue identified requiring re-teaching

Demonstration Notes

Demonstrate: Set shot at full speed first showing complete movement pattern; repeat in slow motion emphasising each of three key technical points in isolation; use side-on and front-on viewing angles for different perspective; exaggerate key positions (triangle hand shape held visible for several seconds, follow-through held at full extension); demonstrate common errors followed immediately by correct technique for comparison; use skilled students as demonstrators when excellent technique observed to provide peer models; demonstrate with verbal commentary explaining what you're doing as you perform skill; for game rules, demonstrate complete rally sequence showing scoring and bonus point system with student volunteers

Verbal Cues

•'Triangle hands!' - to remind of correct hand shape
•'Get under it!' - to prompt movement to position under ball
•'Push to the sky!' - to encourage full upward follow-through
•'Soft cushion!' - to prevent slapping or hard contact with ball
•'Bend those knees!' - to generate power from legs
•'Move your feet first!' - to emphasise positioning before setting
•'Mine!' - to model communication during gameplay
•'Watch the ball into your hands!' - to improve focus and contact

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m indoor sports hall or outdoor hard court surface, expandable to accommodate multiple 6m x 12m game courts with 2-metre buffer zones between adjacent courts, adequate ceiling height (minimum 5 metres) for high sets

Surface Check

Dry, clean, non-slip surface free from moisture, dust, or debris that could cause slipping; even surface without cracks, holes, or raised areas that could cause trips; marked boundaries clearly visible; if outdoor, check for gravel, stones, or other loose materials

Equipment Safety

Safety Checks

•Volleyballs correctly inflated to 4.3-4.6 PSI - check before lesson (over-inflated balls can cause finger injuries, under-inflated balls affect technique)
•Nets securely fastened to posts with tension checked - loose nets can collapse causing entanglement or injury
•Net posts stable with wide base or ground anchors - posts must not wobble or tip during play
•Cones have no sharp edges or cracks - replace damaged cones immediately
•iPads with protective cases to prevent damage from drops
•No equipment stored in playing area that could cause trips

Risk Management

Key Risks

•Collisions between students during movement to ball - especially during games when multiple students may go for same ball
•Fingers jammed or sprained from incorrect contact with ball - particularly when hands not in correct triangle shape
•Ankle sprains from quick directional changes or landing awkwardly
•Falls from overreaching or loss of balance when setting
•Contact with net posts when playing near boundaries
•Balls rolling into other court areas causing trips

Risk Mitigation

•Clear boundaries established and reinforced - students know their court limits
•Adequate spacing between pairs (minimum 3 metres) during practice drills
•Adequate spacing between game courts (minimum 2 metres) to prevent cross-court collisions
•Emphasis on communication ('Mine!') to prevent collision when both partners approach ball
•Progressive skill building from static to dynamic to game application allows technique development before pressure
•Correct hand position (triangle shape) taught and reinforced to prevent finger injuries
•Warm-up includes dynamic stretching to prepare muscles and joints for overhead movements
•Cool-down includes specific shoulder and arm stretches to prevent muscle strain
•No jewelry worn - earrings, necklaces, bracelets, rings removed or taped
•Long hair tied back to prevent vision obstruction
•Appropriate footwear worn - indoor trainers with good grip, no outdoor shoes on indoor courts
•Nets at appropriate height (2.24m for Year 8) - not higher which could encourage dangerous jumping

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all working areas - typically at court perimeter or centrally elevated
•During warm-up, position to observe all pairs and identify any unsafe spacing or technique
•During skill development, actively circulate to all pairs spending approximately equal time with each
•During games, position centrally to observe multiple courts, move systematically to monitor all groups
•Monitor high-activity areas such as near net where collision risk is elevated
•Watch for signs of fatigue (poor technique, slow reactions, complaints of tiredness) indicating need for rest
•Identify any students in distress or discomfort and respond immediately
•Ensure safe equipment collection and return - no throwing balls, organised movement

Emergency Procedures

STOP signal (whistle) immediately if any injury or safety concern observed; assess situation calmly; minor injuries (bumped fingers, slight muscle strain) managed with RICE protocol (Rest, Ice, Compression, Elevation) and recorded in accident book; significant injuries (suspected fracture, concussion, severe pain) require immediate first aid, senior staff notified, and parents contacted; first aid kit accessible at court-side; emergency contact information available; at least one qualified first aider on school premises; clear route to medical room identified