Volleyball Skill Development

Overview

Duration: 70 minutes
Class: Year 11 (aged 15-16)
Number of students: 14
National Curriculum Focus:

Physical Education Programmes of Study - Key Stage 4 (ages 14-16)
Pupils develop competence to excel in a broad range of physical activities
Pupils learn how to use tactics and strategies to overcome opponents in direct competition
Pupils develop an understanding of how to improve performance and manage risks in physical activities

Learning Objectives

By the end of the lesson, students will:

Develop and demonstrate familiarity with the volleyball ball through pulse-raiser activities (NC link: develop competence in a range of physical activities).
Understand and perform basic technical skills: underarm serve and overarm serve with correct form (NC link: apply tactics, techniques and compositional ideas to their performance).
Progress through targeted drills to refine serving skills and accuracy (NC link: analyse own and others’ performance to improve).
Apply learned skills in a modified game, demonstrating skill transfer and strategic thinking (NC link: take part in competitive games and understand fair play).

Equipment Needed

Volleyballs (at least 7 to allow rotation and active participation)
Cones or markers for drill areas and court lines
Whistle
Stopwatch or timer
Scorecards (optional for game)

Lesson Structure

1. Introduction and Warm-Up (10 minutes)

Purpose: Raise pulse and increase readiness for physical activity, introduce ball familiarity

Brief explanation of the session objectives
Dynamic pulse raiser incorporating volleyball ball handling (e.g., partner passing drill standing 2m apart; students continuously pass with their hands, alternating between underarm and overarm throws)
Follow with mobility exercises focused on shoulder and wrist joints to prevent injury and improve range of motion

NC alignment: Promotes health and fitness through appropriate warm-up activities

2. Ball Familiarity Drills (10 minutes)

Purpose: Increase comfort with ball handling and basic control

Individual ball touches: continuous tapping with fingers above the head (simulate ready position)
Partner drills: volley the ball back and forth without letting it hit the ground, encouraging soft hands and eye contact
Small competitive challenge: count how many consecutive passes in pairs within 30 seconds

NC alignment: Develops fundamental skills and coordination needed for game performance

3. Skill Breakdown: Underarm Serve (10 minutes)

Purpose: Teach biomechanical foundations and proper technique

Teacher demonstration: key points (stance, body posture, ball hold, step forward, swing motion, ball contact)
Students practise shadowing movements without the ball first to internalise form
Progress to underarm serve attempts to a marked target on the opposite court half
Pair feedback using peer-assessment checklist focused on technique and ball trajectory

NC alignment: Understand and apply skills using technical knowledge and peer feedback

4. Skill Breakdown: Overarm Serve (15 minutes)

Purpose: Develop a more advanced volleyball serve

Teacher demonstration highlighting differences from underarm serve (e.g., jump or stationary, ball toss, arm swing, wrist snap)
Use step-by-step progression:
1. Toss the ball and catch to build confidence in ball control
2. Toss and hit ball into partner’s hands
3. Full overarm serve to a target zone
Provide individualised verbal cues and correction
Incorporate video playback for 2-3 volunteers for whole class analysis (if equipment allows) to deepen understanding

NC alignment: Develop technical competence and analytical skills for performance improvement

5. Skill Progressions and Drills (10 minutes)

Purpose: Integrate learned serves into controlled drills to build consistency

‘Serve and Move’ drill: Students serve and then move quickly to cover a designated zone simulating match situation
Target zones have different point values to challenge accuracy and tactical thinking
Variations include alternating underarm and overarm serves or serving from different court positions

NC alignment: Encourage application of tactics and sustained skill performance

6. Modified Game Play (10 minutes)

Purpose: Apply learned skills in a realistic game setting

Organise 2 teams of 7 players each for half-court volleyball game
Emphasise use of serves practiced, encouraging communication and teamwork
Rotate players to various positions to maximise involvement
Teacher acts as referee to enforce rules and fair play standards

NC alignment: Participation in competitive games, understanding of tactics, and demonstration of sportsmanship

7. Cool-Down and Reflection (5 minutes)

Purpose: Gradual reduction in heart rate and consolidation of learning

Gentle stretching focusing on shoulders, arms and legs
Class discussion/reflection: What did you find challenging? What helped you improve? How can you transfer these skills to other games?
Set personal goals for next volleyball session

NC alignment: Promote physical and mental well-being through reflection and recovery

Assessment & Feedback

Ongoing formative assessment by teacher during skill drills focusing on technique and effort
Peer assessment checklists during serving practice
Observational notes during gameplay assessing application of serve and tactical awareness
Self-assessment through reflective discussion and goal setting

Differentiation

Support weaker students with smaller targets and closer serve distances
Challenge advanced students with deeper target zones and time-restricted serving drills
Use peer mentoring to foster collaboration and self-confidence

Health and Safety

Ensure the court surface is safe and free from hazards
Monitor students for signs of fatigue or injury during pulse raiser and drills
Reinforce safe throwing and serving techniques to avoid strain

Cross-Curricular Links

Science: Biomechanics within skill technique
PSHE: Teamwork, communication and fair play
Maths: Scoring and statistics during games and drills

By structuring the 70-minute session with a clear progression from warm-up, through skill acquisition and refinement, to application in game play, this plan meets and exceeds the National Curriculum aims at Key Stage 4 for Physical Education. It balances technical competence with tactical understanding and promotes student reflection—key for this age group’s development in PE.

Teaching Instructions