History of Volleyball: Volleyball is a game that is derived from several different sports.

The game of volleyball was originally called mintonette. It was invented by William G. Morgan in 1895. Morgan was a graduate of Springfield College of the YMCA, and designed the game to be a combination of basketball, baseball, tennis, and handball. During a demonstration game, someone said to Morgan that the players seemed to be volleying over the net so volleyball was a suitable name for sport. The first volleyball net was borrowed from tennis and stood at six feet six inches high. Back in the nineteenth century the average height for an American was shorter then it is today. The offensive style of setting (passing) and spiking (hitting) was first demonstrated in the Philippines in 1916. After years have passed it became clear that standard rules needed to be set in stone so people could play the game volleyball in tournaments. The USVBA (United State Volleyball Association) was formed in 1928 and started to put rules in place. In 1930 the first two-man beach volleyball game was played. The professional side of the sport did not emerge until much later. Important/Significant Dates 1900 A special ball was designed for the sport 1900 The YMCA started to spread volleyball internationally 1917 The game was changed from 21 to 15 points 1920 Three hits preside and back row attack rules were put in place/writing

1922 The first YMCA national championships were held in Brooklyn, NY and 27 teams participated from 11 states 1930 The first two-man beach volleyball game 1934 The approval and recognition of national volleyball referees 1949 The first World Championships were held in Prague, Czechoslovakia 1951 Volleyball was played by over 50 million people each year in over 60 countries 1957 The International Olympic Committee (IOC) designated volleyball as an Olympic team sport, to be included in the 1964 Olympic Games 1968 National Association of Intercollegiate Athletics (NAIA) made volleyball their fifteenth competitive sport 1983 The Association of Volleyball Professionals (AVP) was formed 1986 The Women's Professional Volleyball Association (WPVA) was formed 1990 The World League was created 1994 Volleyball World Wide, the first internet site on the sport of volleyball, was created.

List of Important Terms: ACE - A serve that is not passable and results immediately in a point. APPROACH - Fast stride toward the net by a hitter before he jumps in the air. ASSIST - Passing or setting the ball to a teammate who attacks the ball for a kill. This stat is normally only logged for high school, college, and National/Olympic team play. ATTACK - The offensive action of hitting the ball. The attempt by one team to terminate the play by hitting the ball to the floor on the opponent's side. ATTACK BLOCK - Receiving players' aggressive attempt to block a spiked ball before it crosses the net. ATTACKER - Also "hitter" or "spiker." A player who attempts to hit a ball offensively with the purpose of terminating play in his or her team's favor. ATTACK LINE - A line 3m from the net that separates the front row players from the back row players, commonly referred to as the "10-foot line".

BACKCOURT - The area from the end line to the attack line. BACK SET - A set delivered behind the setters back, which is subsequently hit by an attacker. BACK ROW ATTACK When a back row player attacks the ball by jumping from behind the 3m line before hitting the ball. If the back row player steps on or past the 3m line during take-off, the attack is illegal.

BLOCK - A defensive play by one or more players meant to deflect a spiked ball back to the hitters court. It may be a combination of one, two or three players jumping in front of the opposing hitter and contacting the spiked ball with the hands. BUMP a common term for forearm passing. BALL HANDLING ERROR - Any time the official calls a double hit, a thrown ball or a lift (except on a serve reception or attack). For our purposes, this category also includes any blocking errors (when an official calls a blocker for a violation such as going into the net, centerline violation, reaching over the net, etc.). BUMP PASS - The use of joined forearms to pass or set a ball in an underhand manner. CENTER LINE - The boundary that runs directly under the net and divides the court into two equal halves. CROSS COURT SHOT - An individual attack directed at an angle from one end of the offensive team's side of the net to the opposite sideline of the defensive team's court. DEEP SET - Set to be hit away from the net to confuse or disrupt the timing of the blockers. DIG - Passing a spiked or rapidly hit ball. Slang for the art of passing an attacked ball close to the floor. DINK - A legal push of the ball around or over blockers. DOUBLE BLOCK - Two players working in unison to deflect an attacked ball at the net back to the hitters side. DOUBLE HIT - Successive hits or contacts by the same player. (Illegal)

DOUBLES - A game with two players on each side, most commonly played on a sand court. FLARE Inside-out path of an outside spiker who hid behind a quick hitter. FLOATER - A serve which does not spin or rotate and therefore moves in an erratic path. This is similar to a "knuckle ball" pitch in baseball. FOREARM PASS - Join your arms from the elbows to the wrists and strike the ball with the fleshy part of your forearms in an underhand motion. FOUL - A violation of the rules. FOUR SET - A set 1' from the sideline, and 1 to 2' above the net. FREE BALL - A ball that will be returned by a pass rather than a spike. This is usually called aloud by the defense instructing players to move into serve receive positions. HELD BALL - A ball that comes to rest during contact resulting in a foul. HIT - To jump and strike the ball with an overhand, forceful shot. HITTER - Also "spiker" or "attacker" JUMP SERVE - A serve that is started by the server tossing the ball into the air and jumping into and hitting the ball in its downward motion. KILL - An attack that results in an immediate point or side out. LINE - The marks that serve as boundaries of a court. LINE SHOT - A ball spiked down an opponent's sideline, closest to the hitter and outside the block.

LET SERVE - A serve that contacts the net. If the ball dribbles over, it's playable just like any other ball that contacts the net on the way over. If the ball fails to clear the net, it will become dead when it either hits the serving team's court, or is contacted by a player on the serving team. MINTONETTE - The original name of the game of volleyball, created by William Morgan. OUTSIDE HITTER a left-front or right-front attacker normally taking an approach which starts from outside the court OVERHAND PASS - A pass executed with both hands open, controlled by the fingers and thumbs, played just above the forehead. OVERHAND SERVE - Serving the ball and striking it with the hand above the shoulder. PASS see "Forearm Pass" POINT OF SERVICE - A serve that results in a point (an ace by NCAA standards) as the serve is not returnable due to a bad pass by the receiver, this number includes aces. QUICK SET a set (usually 2 above the net) in which the hitter is approaching the setter, and may even be in the air, before the setter delivers the ball. This type of set requires precise timing between the setter and hitter. READY POSITION - The flexed, yet comfortable, posture a player assumes before moving to contact the ball. RECEPTION ERROR - A serve that a player should have been able to return, but results in an ace (and only in the case of an ace). If it is a "husband/wife" play (where the ball splits the two receivers), the receiving team is given the reception error instead of an individual.

RED CARD a severe penalty in which an official displays a red card. The result of a red card may be a player is disqualified, the team loses the serve, or the team loses a point. A red card may be given with or without a prior yellow card as a warning; it is up to the officials discretion. ROTATION - The clockwise movement of players around the court and through the serving position following a side out. SERVE - One of the six basic skills; used to put the ball into play. It is the only skill controlled exclusively by one player. SERVER - The player who puts the ball into play. SERVICE ERROR - An unsuccessful serve in which one or more of the following occurs: 1) the ball hits the net or fails to clear the net, 2) the ball lands out of bounds, or 3) the server commits a foot fault. SERVICE WINNER - A point the serving team scores when this player has served the ball. The point can be an immediate (in the case of an ace) or delayed (a kill or opponent attack error after a long rally). Therefore, the sum of the team's service winners equals their score. SET - The tactical skill in which a ball is directed to a point where a player can spike it into the opponent's court. SETTER the player who has the 2nd of 3 contacts of the ball who "sets" the ball with an "Overhand Pass" for a teammate to hit. The setter normally runs the offense SPIKE - Also hit or attack. A ball contacted with force by a player on the offensive team who intends to terminate the ball on the opponent's floor or off the opponent's blocker.

STUFF - A ball that is deflected back to the attacking team's floor by the opponent's blockers. A slang term for "block." UNDERHAND SERVE A serve in which the ball is given a slight under-hand toss from about waist high and then struck with the opposite closed fist in an "underhand pitching" motion. YELLOW CARD A warning from an official indicated by the display of a yellow card. Any player or coach who receives two yellow cards in a match is disqualified. A single yellow card does not result in loss of point or serve.

Rationale Teaching a unit such as volleyball can be beneficial to a students psychomotor, cognitive and affective domains. This unit is geared to work on not only the students ability to succeed in actually playing the game of volleyball, but to have them gain a full understanding of how the game is played, how to work with a team, and ultimately develop a love for the game as well as an appreciation for fitness as a whole. Through the drills that students will be put through, they will be able to develop the appropriate skills in order to experience some form of success so that they can see a visible improvement with the skill being focused on. Students will also develop good communication skills as they call for the ball, call out who is open and positively reinforce their teammates actions during game play. After absorbing the verbal and visual aids from the teacher, students will have an understanding of the sport as well as the mechanics that are utilized when performing the various skills associated with volleyball. This will allow them to be able to give each other positive constructive feedback during drills as they gain a better idea of the concept at hand. For a middle school setting, knowing basic skills and general concepts of volleyball is essential in order for them to progress in the most appropriate way as they progress into high school. During this unit, students will become proficient in knowing the rules of volleyball and will be able to self officiate during the games played towards the end of the unit. By having the general knowledge of the sport, as they progress to high school they will be able to develop even more of an appreciation for the sport as they expand their knowledge and skill performance. Performing the bump, set, and spike/hit adequately by the end of the unit will aid them as they experience more difficult and advanced unit plans, and knowing a few strategies before that experience will benefit their overall game play and performance with their written assessments.

Objectives

Psychomotor
- Students will be able to execute the bump, set, and spike/hit with appropriate form during a game - NYS Standards: 1A, 2B, 3A -NASPE Standards: 1, 2, 3 - During a game, students will execute the proper hit sequence before the ball is returned to the opponents side of the court - NYS Standards: 1A -NASPE Standards: 1, 2, 3 - When executing the bump, set, and spike during individual assessment, students will score a minimum of a 7/10 on each of these skills - NYS Standards: 1A -NASPE Standards: 1, 2, 3

Affective
- Students will displays responsible personal and social behavior throughout class - NYS Standards: 2A, 2B, 2C -NASPE Standards: 5 - Students will work cooperatively with their team to accomplish the task of the activity safely - NYS Standards: 2A, 2C -NASPE Standards: 5 - Students will demonstrate team spirit by encouraging their teammates to work hard and be successful - NYS Standards: 2A, 2B -NASPE Standards: 3, 5, 6

Cognitive
- Students will be able to self officiate their own games, abiding by the proper rules of volleyball - NYS Standards: 1A, 2A, 2B, 2C -NASPE Standards: 2, 5 - Students will be able identify basic offensive and defensive strategies in volleyball - NYS Standards: 1A, 2A, 2B -NASPE Standards: 2 - Students will understand the anaerobic benefits of playing volleyball - NYS Standards: 1A, 2B, 3A -NASPE Standards: 4, 6

Psychomotor Rubric
5 Excellent 4 Good 3 Satisfactory Demonstrates mastery of volleyball skills and ability to consistently perform with few errors. Extensive knowledge and understanding of volleyball skills and rules. Uses exceptional game strategy. Demonstrates competency and ability of volleyball skills without a lot of errors. Understands the rules and strategies of game. Usually performs skills consistently. Incorporates some game strategy. Displays basic knowledge of volleyball skills and has the ability to perform the fundamentals of the skills. However, performance is inconsistent and commits some errors. Understands the basic game strategies but does not use them effectively. Demonstrates inability to volleyball skills. Has difficulty performing even the basics of game skills. Makes frequent error and is very inconsistent. Little understanding of game strategies and rules. Does not perform volleyball skills well enough to be able to complete skill. Demonstrates very little understanding of game and makes errors continuously. Does not understand strategies and rules. Does not make much of an attempt to improve performance

2 Fair 1 Poor

(End of unit performance)

Volleyball Skills Rubric Volleyball Skill

SERVE

Attempts
1 2 3

1 2 3 4 5

Holds ball in non-dominant hand Feet face 45 degrees/Non-dominant foot Uses a pendulum arm swing Hits bottom of ball with heel of hand Ball lands in bounds BUMP PASS
1 2 3

1 2 3 4 5

Athletic stance (knees bent, feet shoulder) Hands together, thumbs even Bumps ball with forearms, elbows do not bend 4 Use legs for power Ball goes towards net & is playable SET PASS
1 2 3

1 2 3 4 5

Athletic stance (knees bent, feet shoulder width apart) Fingers form a diamond above forehead with elbows bent Contact ball with finger pads above & in front of forehead 4 Use wrists to push up and away Ball goes towards net & is playable

Overall Score
12/15 - 15/15 9/15 11/15 6/15 8/15 3/15 5/15 0/15 2/15

Equivalent
Excellent 5 Good 4 Satisfactory 3 Fair 2 Poor 1

Example of a Cognitive and Affective Assessment

Day 1 1.) What was volleyball originally called and what are three of the four sports the sport was derived from?

2.) List 2 significant dates associated with volleyball and why they were significant?

3.) What is a safe action in the following scenario: Your ball gets hit out of bounds and rolls into another court.

4.) How did you feel did during the lesson today?

5.) What would you have changed to make this lesson more enjoyable?

6.) Why did you feel this way?

7.) Give an example of when you demonstrated communication today when passing to your partner.

Example of a Cognitive and Affective Assessment

Day 12 1.) When returning a ball, what is the correct sequence for getting the ball back over the net?

2.) Why is it important to move the ball in this sequence?

3.) How well did you communicate with your team? Circle one

1 Very poor

2 Poor

3 Moderately

4 Good

5 Very good

4.) Explain why you gave yourself that score and list one way you could improve.

5.) Give an example of when you demonstrated teamwork today.

SUNY Cortland Physical Education Department Block Plan

Name: Brandon Loomis & Dan Trenholm Skill(s): Volleyball

Day 1: Instant Activity (IA) / Warm-up: Keep it Up. (Change what body parts may be used when keeping the volleyball up in groups of 4) Intro: Introduction of history, rules, and safety of volleyball as well as an introduction to the bump cues

Day 2: Instant Activity (IA) / Warm-up: Jump Rope Relay (groups of 3, 20 jumps, run down the court and back)

Intro: Review history, rule, and safety. Then reintroduce the cues for the bump in more depth.

Lesson focus: Learning the general origin of the sport as well as how to go about safely participating in a volleyball unit. Drill 1: Bump the ball to yourself and see how many consecutive bumps you can achieve Drill 2: Bump the ball to a partner and see how many consecutive bumps you can achieve Fitness component (Heart rate, step counts, etc.): Step count Assessment(s): Written Cognitive Assessment at the end of class, reviewing history, basic safety and game play rules to check for understanding Closure: Ask students how they think they did, and go over the cognitive quiz after all have taken it and handed it in.

Lesson focus: Small-sided games only utilizing the bump as well as small group passing drills. Emphasizing good form and mechanics

Fitness component (Heart rate, step counts, etc.): Step count

Assessment(s): Peer assessment to see the students capability of performing the bump.

Closure: Ask the students if they think that they put in acceptable effort into the activities. Without calling any students out, ask what could have been different.

Day 3:

Day 4:

Instant Activity (IA) / Warm-up (Name and brief description of the IA, game): Keep it Up on the Court (Rally with two teams of four only using the bump)

Instant Activity (IA) / Warm-up (Name and brief description of the IA, game): Bumping with a partner (Reinforcing what has already been learned)

Intro: We will be ending with our bump portion of this unit, emphasizing mechanics and form.

Intro: Introduce the set pass and explain the purpose as well as the cues used to execute this skill.

Lesson focus Passing the ball with proper form in a more game like situation. Aiming for open space on the opponents side of the court.

Lesson focus Setting to a target with proper form against the wall leading to partner passes. Working into a mini game emphasizing moving the ball with the set pass

Fitness component (Heart rate, step counts, etc.): Step count

Fitness component (Heart rate, step counts, etc.): Heart rate

Assessment(s): Teacher assessment, volleyball skills rubric bump pass section (See Part 2 skills rubric)

Assessment(s): Written self assessment on the affective emphasizing how well the students communicated during the lesson

Closure: Ask the students how they felt during the activity and repeat the cues for the bump.

Closure: Review setting cues once again to make sure students understand them. Ask students about their communication during the activities.

Day 5:

Day 6:

Instant Activity / Warm-up: Blob Tag (2 taggers, as people are tagged they link arms and become a bigger blob)

Instant Activity (IA) / Warm-up (Name and brief description of the IA, game): Alternating bump and set passes with a partner

Intro: Today we will be combining both the Intro: We will be continuing the set pass portion of our unit. Reinforcing the cues for bump and set pass to learn which is more this skill and working into a more game like effective in certain situations. situation Lesson focus How to quickly decide which pass is appropriate for a given situation by having students pair up and throw at different rates and angles to their partner to force them to act quickly with either of the two passes.

Lesson focus Ball movement on your side of the court and looking for open space on the opponents side of the court through mini games.

Fitness component (Heart rate, step counts, etc.): Step Counts and Heart rate

Fitness component (Heart rate, step counts, etc.): step counts

Assessment(s): Compare heart rate from the Assessment(s): Teacher assessment, volleyball skills rubric set pass section (See beginning to end of class Part 2 skills rubric)

Closure: Reinforce what students did well, have students volunteer to restate and demonstrate the cues for both the set and bump pass

Closure: Ask students what they learned about the two different passes and what they think each pass might be used for and have students state/demo the cues for both the set and bump passes.

Day 7:

Day 8:

Instant Activity (IA) / Warm-up (Name and brief description of the IA, game): Jump rope, pushup, and sit up circuit

Instant Activity (IA) / Warm-up (Name and brief description of the IA, game): Newcombe- modified volleyball game where you can let the ball bounce once, and you throw the ball over the net instead of hit.

Intro: Today we are going to be working on the underhand serve. We will go over the cues and demonstration for how to have a Intro: We will be working on serving the successful serve. ball to a intentional location on the other side of the court (precision, not power) Lesson focus Getting the ball over the net and in the court successfully, working more on the form and not on a precise spot for the ball to land.

Lesson focus We will set up multiple hula hoops on one side of the courts to allow for students to focus on their accuracy while executing the underhand serve

Fitness component (Heart rate, step counts, etc.): Step count Fitness component (Heart rate, step counts, etc.): step count Assessment(s): Written cognitive/affective quiz recapping on what has been learned thus far. Assessment(s): Peer assessment with Quantitative scoring Closure: Ask students what they thought was difficult about serving the ball rather than passing it to a partner/teammate.

Closure: Next class we will be assessing your serving, not on how many serves you get over the net, but on how well your form is while performing the skill.

Day 9:

Day 10:

Instant Activity (IA) / Warm-up (Name and brief description of the IA, game): Small sided mini game

Instant Activity (IA) / Warm-up (Name and brief description of the IA, game): Have students bump, set and serve 10 times to a partner

Intro: Today we are going to be assessing on how well you can perform the underhand serve. Dont worry so much about a spot on the court you want the ball to go, just get it over using proper technique.

Intro: Today we will be learning the W formation when receiving a serve. This is when the middle of the formation comes up closer to the net to create what looks like a w on the court

Lesson focus Successfully executing the underhand serve with good form in a more game like setting (adding a little bit of pressure)

Lesson focus We will be focusing on the serve receive formation by having slow paced full games, emphasizing where on the court each player should be in

Fitness component (Heart rate, step counts, etc.): Step count Fitness component (Heart rate, step counts, etc.): step count Assessment(s): Teacher assessment, volleyball skills rubric underhand serve section (See Part 2 skills rubric)

Assessment(s): Written assessment on the W formation Closure: Ask students what they felt was confusing about this formation. Ask them answer as to why this formation is effective.

Closure: Talk about what has been done very well throughout the skills they have learned. Next time we will be looking at an effective strategy used in volleyball when receiving a serve.

Day 11:

Day 12:

Instant Activity (IA) / Warm-up (Name and brief description of the IA, game): Short small sided volleyball game incorporating all skills learned

Instant Activity (IA) / Warm-up (Name and brief description of the IA, game): Practicing any skill that a student feels they need to improve on.

Intro: We will be playing more full games, picking up the pace and self officiating today.

Intro: Today we will be having our round robin tournament and I encourage everyone to show good sportsmanship and not to forget the strategies and skills we have learned throughout the unit.

Lesson focus Focusing on ball control and spatial awareness as well as communicating as a team to be most successful.

Lesson focus Round robin tournament, working on all that has been taught throughout the unit

Fitness component (Heart rate, step counts, etc.): Step count Fitness component (Heart rate, step counts, etc.): step count and Heart rate (before and after tournament)

Assessment(s): Written Cognitive assessment on effective communication skills as well as ways to prevent collision.

Assessment(s): Cumulative Cognitive/Affective written assessment Closure: Reinforce the importance of knowing your surroundings and controlling where the ball goes in order to be most successful. Next class we will be putting all this together in a round robin tournament.

Closure: Ask students to share what they enjoyed most throughout this unit and what they would have changed to make it more enjoyable. Also have students demonstrate the skill they feel they have mastered the most before leaving.

Strategies, Concepts and Skills Set - Set Triangle Give Extend Set your feet Triangle (make the shape) Give with your legs Extend your arms and legs on contact Bump - Stance Give Thumbs down Extend up Stance (feet shoulder with apart under ball) Give into the ball Thumbs down Extend up Underhand Serve - Stance Arm Contact Follow Through Stand behind the line Arm back Contact the middle of the ball Follow Through to target W Formation Uses 5 players to receive a serve with a middle up offense This is the most effective way to return a ball off of a serve

Spatial Awareness Students will know how to call for the ball and be aware of their teammates around them and control the ball to get it to where they want it to go.

End of Performance Task By the end of the unit, students are expected to be able to self officiate their own volleyball game with minimal error and will be able to perform each skill at a minimum score of a 3 (Satisfactory: See Psychomotor Skills Rubric).

References

History: http://www.volleyball.org/history.html Terms: http://www.volleyball-court-central.com/volleyball-terms.html#sthash.ZGlXHvK5.dpbs Psychomotor: http://lakeviewhs.enschool.org/ourpages/auto/2012/9/2/59501260/Rociola%20volleyball_skills_r ubric.pdf Affective: http://morsehighpe.wikispaces.com/Course+Guidelines Cues/Concepts/Strategies: Fronske, Hilda Ann. Teaching Cues for Sport Skills. 5th Edition 2012