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Lesson 3 - Underarm Serve Basics

Skills & Tactics

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Year 8

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Volleyball

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Big Question

How can mastering the serve give your team the attacking advantage from the very first contact?

Learning Objectives

To identify and apply the three key technical points of an underarm serve
To demonstrate consistent underarm serving technique during modified game situations
To develop effective positioning and strategies for receiving an opponent's service

Key Outcomes

Students will perform underarm serves with correct technique and accuracy
Students will successfully receive serves using appropriate skills and positioning
Students will understand tactical considerations for serving and receiving in volleyball

Equipment & Resources Required

Volleyballs

2-3 nets to create multiple courts

Balls distributed in equipment bag at court edge, check inflation is appropriate (not over-inflated)

Alternative: Soft touch volleyballs or light beach volleyballs for students needing additional support

Tablets

1 per pair (15 devices)

Devices charged, stored safely at court edge in protective cases, iBook app pre-loaded

Alternative: Smartphones with camera function, digital cameras, or paper recording sheets if technology unavailable

Markers Cones

20-30 flat markers or cones

Mark service lines, target zones, and court boundaries clearly

Alternative: Chalk lines, tape markers, or existing court lines

Sun Markers

1 large whiteboard or flip chart

Positioned where all students can see during explanations, include serve diagram

Alternative: Printed diagrams on A3 paper, projected images, or demonstration court markings

Bibs

15 (half the class)

Used during game application to distinguish teams

Alternative: Different coloured shirts or team identification

Key Vocabulary

Serve

The action of putting the ball into play at the start of a rally by striking it over the net

Underarm serve

A serve executed by striking the ball with an open hand below waist height in an upward swinging motion

Service line

The back boundary line from which the server must serve behind

Service reception

The skill of receiving and controlling an opponent's serve to set up your team's attack

Ready position

Athletic stance with knees bent, weight on balls of feet, arms prepared, ready to move in any direction

Trajectory

The curved path the ball travels through the air after being served

Follow-through

The continuation of the serving motion after contact with the ball, directing the arm towards the target

Contact point

The specific moment and location where the hand strikes the ball during the serve

Skill Progression Pathway

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

Prior Learning

Students have previously learned dig and set techniques in Year 7 and earlier Year 8 lessons
Students understand basic volleyball court layout and net height
Students have experience with throwing and catching volleyball games
Students can work cooperatively in pairs and small groups

Current Skills

Underarm serve technique with three key technical components
Service accuracy and consistency over the net
Reading serve trajectory and moving to intercept
Positioning for service reception
Transitioning from defence to attack after receiving serve

Next Steps

Developing overarm serve technique for greater power and accuracy
Advanced service placement to exploit opponents' weaknesses
Team rotation systems and specialist positions
Combination plays following service reception

Milestone Indicators

Student can serve over the net 7 out of 10 attempts

Student demonstrates correct body positioning in all three phases of serve

Student successfully receives and controls serves to set up team play

Student can articulate tactical reasons for serve placement

Key Teaching Points

Underarm serve uses opposition foot forward (left foot for right-handed server) for balance and power generation
Ball held at waist height in non-dominant hand, slightly in front of body, remains still throughout swing
Serving arm swings in pendulum motion from behind body, using shoulder and core rotation not just arm
Contact made with heel of open hand on lower-back portion of ball to create upward trajectory
Follow-through continues towards target, arm pointing where ball should travel
Ready position for receiving: knees bent, weight on balls of feet, arms prepared, eyes on server
Movement to ball is essential - move feet to position body under ball path, don't reach with arms only

Common Misconceptions

Misconception: 'I need to hit the ball really hard to get it over the net.' Correction: 'Power comes from technique and swing motion, not force. A smooth pendulum swing with good follow-through will clear the net more consistently than hitting hard with poor technique.'
Misconception: 'It doesn't matter which foot is forward.' Correction: 'Opposition foot forward gives you balance and allows hip rotation to generate power. Try it the wrong way - front foot and serving arm on same side - you'll feel unstable and weak.'
Misconception: 'I should throw the ball up like a tennis serve.' Correction: 'In underarm serve, the ball stays still in your hand - your arm swings to meet the ball. Throwing it up adds complexity and reduces control.'
Misconception: 'I hit it with my fist because it's stronger.' Correction: 'Open hand with heel contact gives you much more control over direction and creates the right ball trajectory. Fist contact is inconsistent.'
Misconception: 'If I stand still, I can receive any serve.' Correction: 'Volleyball is all about movement. You must read the ball flight and move to position yourself under or in line with the ball. Standing still means you can only receive serves that come directly to you.'
Misconception: 'When receiving, I should watch the ball in the air.' Correction: 'Yes, track the ball, but start by watching the server's hand - that's where you get earliest information about where the ball will go. Watch their contact and then track the ball flight.'

SEN Adaptations

ADHD

Short, varied activities maintain engagement - frequent transitions built into lesson plan. Clear, simple instructions one at a time. Use active demonstrations. Provide immediate, frequent feedback and encouragement. Physical activity level appropriate - high intensity during games provides outlet for energy. Clear boundaries and rules with consistent reinforcement. Offer leadership roles or responsibilities (equipment monitor, demonstrator) to maintain focus. Allow brief movement breaks if needed. Position near teacher during instruction times. Use student's name before giving specific instruction to gain attention.

dyspraxia

Larger, lighter, softer ball for easier contact (beach volleyball size foam ball). Slow down demonstrations and break skills into smaller steps. Allow extended practice time. Multi-sensory learning: verbal instruction + visual demonstration + physical guidance. Reduce coordination demands: allow catching instead of volleying, use toss rather than held serve if coordination difficult. Simplify court movement patterns. Provide consistent, patient encouragement. Celebrate small progressions. Buddy system with patient, supportive partner. Mark specific spots for positioning to reduce spatial processing demands. Allow serving from closer distance with modified technique.

autism spectrum

Provide visual schedule showing lesson structure and timings. Clear, consistent routines for transitions between activities. Reduce sensory overload: quieter environment if possible, offer ear defenders if noise overwhelming. Give warnings before changes ('In 2 minutes we'll move to the next activity'). Offer quiet zone or time-out option if needed. Use clear, literal language avoiding idioms. Provide written checklist of three key serve points for reference. Familiar partner for paired work if possible. Allow extra processing time for instructions.

visual impairment

Use brightly coloured or textured volleyballs for easier tracking. Provide clear verbal descriptions of demonstrations. Buddy system with sighted partner who provides additional verbal cues ('ball coming to your left'). Reduce court size to minimise space to cover. Use audible ball (with bell inside) if available. Allow closer serving distance. Teacher uses consistent verbal cues and positioning. Ensure adequate lighting in sports hall.

hearing impairment

Ensure student can see teacher's face clearly during all instructions (lip reading). Use visual demonstrations extensively - model everything. Hand signals for key instructions (thumbs up for good technique, hand pointing to indicate direction). Written instructions on whiteboard or cards for reference. Buddy system with hearing partner who can tap to alert attention. Visual whistle or light signal for stop/start. Position hearing-impaired student where they can see teacher and most peers for visual information.

physical disability

Wheelchair users: Seated volleyball version - lower net or use rope at appropriate height, reduce court size, allow catching. Serving can be underarm from wheelchair or rolling serve if necessary. Reduced mobility: Smaller court area to cover, designated zones with limited movement requirement, allow additional contacts before returning ball. Allow catching as standard modification. Lower net height. Use lighter/softer ball. Pair with supportive partner who can retrieve balls. Allow serving from closer distance or different technique (drop and hit).

Cross-Curricular Links

Maths

Counting consecutive rally contacts during warm-up develops number fluency. Scoring in games applies addition and tally skills. Court dimensions and net height involve measurement understanding (metres). Angles of serve trajectory and ball flight paths link to geometry concepts. Statistical analysis possible: serve success rates calculated as percentages (e.g., 7 out of 10 successful = 70% success rate).

Science

Forces: serving applies force to ball creating motion; follow-through direction determines force direction. Gravity affects ball trajectory creating arc flight path. Air resistance impacts ball speed and flight. Human body: muscular system used in serving (deltoids, triceps, core muscles). Skeletal system provides structure for movement (joints involved: shoulder, elbow, wrist). Cardiovascular system responds to exercise - heart rate increases to supply oxygen to working muscles. Reaction time and nervous system: receiving serves requires fast sensory processing and motor response.

Geography

Spatial awareness and court positioning uses directional language (forwards, backwards, left, right, diagonal). Court zones and areas relate to map reading and coordinate systems. Personal space and distance judgement applies measurement concepts. Tactical positioning uses spatial reasoning - where to stand to cover maximum court area.

PSHE

Teamwork and cooperation essential throughout lesson - working with partners and in teams. Communication skills developed through calling for ball and directing teammates. Resilience and growth mindset when serves don't succeed initially - learning from failures. Leadership opportunities in peer coaching and demonstrations. Respect and fair play in competitive situations. Managing emotions when frustrated or when opponents score. Health and wellbeing: understanding importance of physical activity and cool-down for body recovery.

Teacher Guidance

Positioning

During wall practice: Position at corner of wall space for diagonal sightline of all pairs. During battleship game: Central position between courts with ability to observe multiple games simultaneously. During modified volleyball: Circulate between courts, spending 30-60 seconds observing each game before moving. During demonstrations: Position with back to wall/edge so all students face away from distractions with clear view. During plenary: Position within circle to create inclusive discussion atmosphere.

Observation Focus

Technical: Monitor three key serve points (stance, ball position, arm swing/follow-through) throughout lesson. Safety: Continuous scan for dangerous serves, equipment hazards, collisions, overexertion. Inclusion: Check all students engaged, participating, having opportunities to practice - intervene if one student dominating. Differentiation: Identify students needing support (struggling with technique) and extension (mastering quickly) for modified activities. Assessment: Focus observations on success criteria - can students identify serve points? Demonstrate serve? Receive serve? Use mental tallies or brief notes.

Intervention Points

Immediate intervention required for: Unsafe serves above shoulder height, dangerous play or collisions, bullying or negative comments to peers, students off-task or disengaged, equipment hazards. Supportive intervention for: Consistent technical errors (gather group for mini demonstration), students showing frustration (provide encouragement and simplification), low serve success rate (modify distance or equipment), one student dominating in pairs/teams (assign specific roles). Strategic intervention for: Students ready for extension (provide challenges), excellent demonstration opportunities (stop class briefly to highlight), teachable moments for tactics or strategy.

Demonstration Notes

Use CLEAR demonstrations: Clear view for all students (position carefully), Large exaggerated movements for visibility, Explain what you're showing before and after, Accurate technique (if not confident, use skilled student), Repeat 2-3 times minimum. Use contrast demonstration: show incorrect version then correct version to highlight differences. Slow motion demonstrations: break skill into phases for analysis. Invite student demonstrations: builds confidence and shows achievability. Use demonstration sparingly - too much teacher talk reduces activity time.

Verbal Cues

•'Opposition foot forward!' - reminder for stance
•'Pendulum swing!' - reminder for arm motion
•'Follow through to your target!' - reminder for completion of serve
•'Watch the ball from their hand!' - cue for receivers to track serve
•'Call for it!' - reminder for communication
•'Move your feet first!' - cue for positioning before contact
•'Soft hands!' - reminder for controlled contact
•'Quality over power!' - refocus on technique not force

Safety Considerations

Space & Surface Requirements

Space Requirements

Sports hall (minimum 15m x 20m) or outdoor volleyball courts with adequate run-off space around court boundaries. Multiple court setup requires minimum 2 metres between courts to prevent ball and student interference. Wall space (minimum 10 metres length) for serving practice section with 4 metres depth clearance.

Surface Check

Indoor: Non-slip sports hall floor, clean and dry, free from dust or moisture. Check for any damaged floor areas, tape or protruding nails that could cause trips. Outdoor: Even grass or hard court surface, dry conditions, no standing water, holes, or debris. Check for stones or hazards in playing area.

Equipment Safety

Safety Checks

•Volleyballs checked for appropriate inflation - not over-inflated which increases impact force or under-inflated which affects flight
•Nets securely fastened at regulation height with tensioned cables - check no fraying or damaged net sections
•Net posts stable and padded if within playing area - check base security
•Court markers/cones flat design with no sharp edges or trip hazards
•iPads in protective cases, stored safely away from active playing areas when not in use
•Wall space clear of obstacles, protruding fixtures, radiators, or windows

Risk Management

Key Risks

•Ball strikes to face or head - particularly during serving practice and game play
•Collisions between students - especially during game application with multiple students moving to receive ball
•Trips and falls - particularly during dynamic movements and directional changes
•Net collisions - students moving forward to net during game play
•Equipment hazards - balls rolling into playing areas creating trip hazards
•Shoulder strain - from repeated serving motions if technique incorrect or overexertion
•Finger injuries - from improper ball contact or ball strikes

Risk Mitigation

•Below-shoulders rule strictly enforced during battleship game - immediate stop if breached
•Clear boundaries established and students aware of playing area limits
•Adequate spacing between pairs during wall practice (minimum 2-3 metres)
•Stop, look, wait protocol for retrieving balls that roll into other areas
•Emphasis on correct serving technique to prevent shoulder strain
•Progressive skill building - wall practice before net serving reduces risk of high serves
•Court rotation and positioning taught to minimise collision risk
•Equipment stored safely at court edges when not actively in use
•Modified game rules (catching allowed) reduce intensity and collision risk
•Smaller team sizes (4-5) provide more space per student reducing crowding

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned with visibility of all pairs during wall practice - position at corner of space
•Continuous circulation during activities to monitor technique and safety
•Strategic positioning during game application to observe multiple courts - centre position
•Regular scan of entire space for hazards, equipment, or unsafe behaviours
•Active intervention if unsafe practice observed - immediate stop and correction
•Monitor student fatigue levels - serving is demanding on shoulder, watch for overexertion
•Check that all students have appropriate footwear and no jewelry

Emergency Procedures

In case of injury: Immediate stop signal ('STOP!' and whistle if available). Assess injured student without moving them unnecessarily. Determine severity: minor (first aid on-site), moderate (office/medical room), severe (call for emergency support and emergency services if needed). Other students moved to safe area under supervision. Complete accident report form following school procedures. Contact parents/carers as per school policy. For facility hazard (broken glass, structural issue): Immediately evacuate students from danger area, secure area, report to site manager/senior staff, relocate lesson if necessary.