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Lesson 3 - Serving Technique and Application

Foundations & Skills

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Year 9

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Volleyball

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Big Question

How can understanding biomechanics and trajectory help you serve with greater accuracy and consistency?

Learning Objectives

To develop the correct technique for underarm and overarm serves using biomechanical principles
To analyse the different factors that can affect the accuracy and consistency of a serve
To apply serving technique strategically into competitive game situations

Key Outcomes

Students will demonstrate technically correct underarm serve with 70%+ accuracy
Students will analyse serve technique using video feedback and identify areas for improvement
Students will apply serves tactically in game situations, choosing appropriate serve type for strategic advantage

Equipment & Resources Required

Volleyballs

2-3 nets (dependent on court space)

Place balls in mesh bag at court sideline, easily accessible for practice

Alternative: Softer volleyballs or beach volleyballs for students with confidence issues

Markers Cones

20-30 cones or court marking tape

Mark service lines, target zones within courts, and boundary lines clearly

Alternative: Spots, chalk lines, or existing court markings

Tablets

1 per group of 4-6 students

Ensure devices are charged, have adequate storage, and video recording apps are accessible

Alternative: Smartphones with video capability, or teacher-led demonstration recording

Bibs

2 sets of different colours (15 of each)

Separated into two containers for quick team identification during games

Alternative: Different coloured t-shirts or team identification system

Sun Markers

1 board or flipchart with markers

Position visible to whole class for demonstrating technique points and tactics

Alternative: Large paper sheets, or digital display screen

Key Vocabulary

Underarm Serve

A basic volleyball serve where the ball is contacted below waist height with an underhand swinging motion

Overarm Serve

A more advanced serve where the ball is tossed and contacted above head height with an overhand motion

Service Line

The back boundary line from which serves must be taken in volleyball

Pendulum Motion

The backward and forward swinging movement of the serving arm, similar to a pendulum on a clock

Target Area

The specific zone of the opponent's court you aim to serve the ball into

Accuracy

The ability to serve the ball precisely to your intended target location

Consistency

The ability to repeat successful serves with reliable technique and outcomes

Follow Through

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

Skill Progression Pathway

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

Prior Learning

Basic volleyball ready position and court awareness
Fundamental dig and set techniques
Understanding of volleyball court zones and boundaries
Basic hand-eye coordination with volleyball

Current Skills

Underarm serve technique with biomechanical accuracy
Video analysis skills for technical improvement
Tactical serving to target specific areas
Service consistency under game pressure
Extension: Overarm and jump serve fundamentals

Next Steps

Advanced serving variations (float serve, topspin serve)
Service reception and defensive positioning
Serve and attack combinations
Match play with full scoring systems and rotations

Milestone Indicators

Consistent contact point on underarm serve

70%+ serves landing in target court area

Ability to adjust serve power and placement intentionally

Smooth pendulum motion without hesitation

Tactical serve selection based on game situation

Key Teaching Points

Opposite foot forward creates stable base and enables weight transfer forward for power and control
Straight arm pendulum swing provides consistent contact point and trajectory - more reliable than bent elbow
Contact bottom half of ball with flat hand or firm fist to create upward trajectory clearing net
Follow through high towards target determines ball direction - arm finishes above shoulder pointing at intended area
Accuracy and consistency are more valuable than power in volleyball serving - controlled technique wins points
Tactical serving exploits opponent weaknesses - analyse positioning, identify gaps, serve with purpose
Biomechanical analysis from head to toes ensures whole-body coordination: eyes track ball, stable base, smooth arm motion, firm contact, deliberate follow-through

Common Misconceptions

MISCONCEPTION: 'Power is most important in serving' - CORRECTION: Accuracy and consistency win more points than powerful serves that go out or into net. Controlled technique beats power.
MISCONCEPTION: 'I should toss the ball up before serving' - CORRECTION: For underarm serve, ball is held steady in non-hitting hand until contact moment. No toss needed - creates inconsistency.
MISCONCEPTION: 'Bent elbow gives more control' - CORRECTION: Straight arm pendulum motion provides more consistent contact point and trajectory. Bent elbow creates variables that reduce accuracy.
MISCONCEPTION: 'Hit the middle of the ball' - CORRECTION: Contact bottom half of ball to create upward trajectory over net. Middle or top contact sends ball downward into net.
MISCONCEPTION: 'Same foot forward as hitting hand is fine' - CORRECTION: Opposite foot forward is biomechanically optimal - allows body rotation and weight transfer for power and balance.
MISCONCEPTION: 'Follow through doesn't matter after contact' - CORRECTION: Follow through determines ball direction and ensures full force transfer. Arm should finish high pointing at target.
MISCONCEPTION: 'Overarm serve is always better than underarm' - CORRECTION: Underarm serve can be just as effective tactically. Master underarm consistency before progressing to overarm. Each has strategic value.

SEN Adaptations

ADHD

Short, varied activities with frequent changes (already built into lesson structure). Clear, concise instructions - one step at a time. Use physical activity to channel energy positively. Provide fidget ball during video analysis if helpful. Frequent positive reinforcement for on-task behaviour. Allow movement breaks if needed. Clearly defined boundaries and expectations. High-energy roles in games - server or active positions.

dyspraxia

Break serve technique into smaller steps - master one part before adding next. Use larger, softer ball for better control initially. Additional practice time on technique before game application. Visual and verbal cues combined ('opposite foot forward' + point to foot). Reduce speed of practice initially, gradually increase. Avoid pressure situations until confidence built. Partner with patient peer for encouragement. Focus on personal improvement not comparison to others.

autism spectrum

Provide clear visual schedule showing lesson structure and timings. Minimise sudden loud noises - give warning before whistle. Offer noise-reducing headphones during loud game play if needed. Clear, consistent rules and routines - maintain structure. Provide social scripts for team communication. Allow 'time-out' space if sensory overload occurs. Prepare for lesson with visual social story if helpful. Pair with understanding, calm partner.

visual impairment

Use brightly coloured volleyballs with high contrast to background. Provide verbal descriptions of all visual demonstrations. Use tactile guidance for hand and foot positioning. Partner with sighted peer for Battleships and games. Auditory cues for serve timing (count aloud 'back, forward, contact'). Reduce court size for better spatial awareness.

hearing impairment

Ensure visual demonstrations are clear and exaggerated - face student when speaking. Use written instructions on whiteboard alongside verbal. Visual signals for start/stop (hand signals, lights if available). Position at front for lip-reading during explanations. Video analysis particularly beneficial - replay with subtitles/captions if possible. Partner with supportive peer who can relay instructions.

physical disability

Seated volleyball version - serve from chair using same biomechanical principles. Modified equipment: lighter ball, lower net, or balloon for limited mobility. Reduce serve distance significantly or allow serve from mid-court. Use ramp or assistive device for ball propulsion if arm mobility limited. Focus on tactical analysis and coaching roles if physical participation not possible. Ensure wheelchair access to all areas.

Cross-Curricular Links

English

Technical vocabulary development - biomechanical and volleyball-specific terminology. Verbal communication - clear instructions to teammates. Analytical language - describing technique using precise vocabulary. Presenting findings from video analysis to peers.

Maths

Angles of serve trajectory - calculating optimal serve angle for distance and accuracy. Geometry of court zones - using coordinates to describe target areas. Percentages - calculating serve success rates (7/10 = 70%). Statistics - collecting and analysing serve consistency data across class.

Science

Forces and motion - force application in serve, Newton's laws in ball flight. Biomechanics - lever systems in arm swing (pendulum as third-class lever). Energy transfer - kinetic energy from arm to ball. Trajectory and gravity affecting ball flight path. Muscle groups used in serving - shoulder, core, legs.

Geography

Spatial awareness - using directional language (deep, short, left, right) to describe court zones. Mapping - creating tactical diagrams of serve placement. Scale - court dimensions and proportional distances for target practice.

PSHE

Teamwork and communication - supporting teammates during games. Resilience - recovering from service errors and maintaining performance under pressure. Self-reflection and honest self-assessment - identifying personal strengths and areas for improvement. Leadership - coaching peers, making tactical decisions, encouraging others. Respect - sportsmanship, following rules, accepting referee/teacher decisions.

Teacher Guidance

Positioning

Position centrally during demonstrations for maximum class visibility. During practice, circulate between courts prioritising students needing support. Stand at court corners during games to see multiple courts simultaneously. During video analysis, move between groups to prompt deeper thinking.

Observation Focus

Watch for: 1) Serve technique consistency (stance, arm swing, contact, follow-through), 2) Tactical decision-making in games, 3) Safety awareness (spacing, ball control), 4) Student engagement and resilience, 5) Quality of peer interaction and communication. Use Head/Hands/Heart framework to guide observations.

Intervention Points

Intervene when: 1) Technique significantly incorrect (safety or learning impact), 2) Student frustration visible - provide encouragement and modification, 3) Safety concern arises, 4) Group analysis lacking depth - prompt with questions, 5) Game situation requires tactical teaching point. Use positive intervention language.

Demonstration Notes

Always demonstrate from side-on angle so students see full body position. Exaggerate key points (opposite foot, pendulum arm). Use student demonstrators where possible to show peer success. For video analysis, use large screen if available or gather groups closely around iPad. Demonstrate both correct technique AND common mistakes (labelled clearly) for comparison.

Verbal Cues

•'Opposite foot forward - stable base!'
•'Pendulum swing - smooth and straight!'
•'Contact bottom half - up and over!'
•'Follow through high - point at target!'
•'Breathe, focus, trust your technique!'
•'Accuracy over power - control first!'
•'Watch the ball - eyes on target!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum two full volleyball courts (18m x 9m each) or equivalent space. Clear run-off area of 2m minimum around all courts. Ceiling height minimum 7m for safe serving and ball flight.

Surface Check

Dry, even, non-slip surface free from debris, water, or obstacles. Check for trip hazards before lesson. Indoor sports hall floor ideal - outdoor hard court acceptable if dry and even.

Equipment Safety

Safety Checks

•Volleyball nets securely fastened to posts with no sharp edges or protrusions
•Net height correctly set: 2.24m for mixed/girls, 2.43m for boys (check before lesson)
•Volleyballs correctly inflated - firm but not rock hard (check 5 balls minimum)
•Cones and markers have no sharp edges - use dome cones where possible
•iPads in protective cases, charged, stored safely away from active play zones
•First aid kit accessible at court side with ice packs available

Risk Management

Key Risks

•Ball strikes to face/head during serving or gameplay
•Collisions between students when moving for balls
•Ankle/wrist injuries from landing awkwardly or poor technique
•Shoulder strain from overuse or poor serving technique
•Trips and falls on court surface or over equipment
•Overheating and dehydration during intense game play

Risk Mitigation

•Clear boundaries and court zones established and enforced throughout
•Adequate spacing between serving students (minimum 2-3m) maintained
•Progressive skill building from static to dynamic to game application
•Controlled serve practice - whistle signals for serve start/stop
•Teach and reinforce 'ball awareness' - head up, watching ball and people
•Students with existing shoulder/wrist injuries identified pre-lesson, given modified activities
•Regular water breaks offered, especially during game application section
•Warm-up includes specific shoulder and wrist preparation for serving
•Cool-down includes targeted stretches to prevent delayed muscle soreness

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned centrally with visibility of all courts during practice
•During games, rotate between courts to observe safety and technique
•Identify 'hotspot' areas (net zones, corners) requiring closer monitoring
•During video analysis, ensure groups supervised - no unsupervised iPad use
•Monitor student fatigue levels - reduce intensity if students showing tiredness signs
•Position near extension group during overarm serve coaching (higher risk)

Emergency Procedures

Whistle blast = immediate stop, freeze, ball down. Assess any injury calmly. For minor injuries: first aid, ice, rest. For serious injuries: send responsible student for additional help/first aider, comfort injured student, keep others safe and calm. Clear communication with class about emergency procedures at lesson start.