Professional Documents
Culture Documents
Volleyball - Year 8
Lesson plans are to be made up week by week for specifications and alterations to cater for
diverse learners.
Equipment:
Whistles
Stopwatch
Volleyball
Volleyball net
Moveable whiteboard + markers
Table
Rubrics
Week
1
Lesson Content
Kymberly Baxter
2085296
Roll call
The students will be given a quick overview of the history
of volleyball.
Students will be asked about their knowledge of the
sport (rules). This will be followed up by explanation of
the rules from the teacher and an A4 sized handout
explaining the things they need to know, which they can
keep and look at whenever they need to (Appendix 1).
Because there are 21 students in the class, students will
be divided up (by the teacher) into 3 groups of 7. Explain
that there will be 6 people on the court with one sub,
and every time there is a turnover, the team who gets
the serve will rotate clockwise. The teacher needs to also
make sure that the teams are divided up evenly
(depending on if theyve ever played volleyball before).
Explain that every team will have a turn at being duty
team once the season begins, and they will all get to play
at least one game per practical session.
Describe the different roles in the team (Team Manager,
Coach, Fitness Trainer, Publicist, Equipment Manager
and Statistician) and tell students to divide them up
amongst their team. Keeping in mind that there will be
students left over, so a larger role may have 2 people
dedicated to it.
Team name, colour, mascot and motto will be discussed
in their teams and students will each bring a list of ideas
to the next theory lesson and have decided the name,
colour mascot and motto by end of week 2. Explain that
each student will have the opportunity to be creative and
make their very own poster for their team, which will be
displayed around the classroom; a rubric is provided to
the students for them to keep (Appendix 3).
Assessment
Assignments explained
a brief overview of
the assignments which
will be discussed in
depth in following
weeks.
Students will be asked
to write out a list of
ideas in regards to
team colour, name,
motto and mascot
which they will bring
back to their group
next lesson.
After skills testing,
fitness managers need
to talk with everyone in
the group to develop
ideas they think are
appropriate for the skill
level of their team for
things such as team
warm up every day and
peer teaching.
Students fill out exit
cards which provide
good feedback for the
teacher (Appendix 2).
Kymberly Baxter
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Poster needs to be
handed up in week 3
for marking.
Peer teaching
reflections from the
students who taught
last week.
Exit cards.
Peer teaching
reflections from the
students who taught
6
Round
one
7
Round
two
8
Round
three
9
Round
four
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last week.
Exit cards.
Assignment introduced
History of volleyball
(Appendix 8) due week
10.
Peer teaching
reflections from the
students who taught
last week.
Exit cards
Peer teaching
reflections from the
students who taught
last week.
Exit cards
Peer teaching
reflections from the
students who taught
last week.
Exit cards
Peer teaching
reflections from the
students who taught
last week.
Exit cards
10
Grand
Final
Peer teaching
reflections from the
students who taught
last week.
Last assignment due.
Exit cards
References:
S. Pill, 2010. Play With Purpose 2nd edition. Australian Council for Health, Physical Education and
Recreation. Pg.22-24.
Providence Christian School, 2012. Volleyball Assignments. Accessed on 3rd October 2012.
<http://www.pcsmonarch.com/physed/7-8%20Volleyball%20Assignment%20Questions.pdf>
The National Collegiate Athletic Association, 2012. Official Volley Ball Signals. Accessed on 2nd
October 2012.
<http://fs.ncaa.org/Docs/rules/wvolleyball/VolleyballSignals%5B1%5D.pdf>
Kymberly Baxter
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Appendix 1:
Volleyball Hand Signals.
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Appendix 2:
Exit Cards:
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Appendix 3:
Rubric for poster.
Kymberly Baxter
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Requirements
Students must include team motto, colour, mascot, a team photo
(if possible), a description of each person (favourite colours,
food, inspirations, favourite subjects etc)
Students must present in a creative manner around the colour of
their team. The poster must have their team name on it, with eye
catching, imaginative and original ideas.
Appendix 4:
Peer teaching.
Consult the results that your statictician recorded from your teams volleyball skills test and design a
small skills teaching session around what you think your team needs improving on.
Reflection marked out of 30.
Write a paragraph about what you think worked well in your teaching session: /10
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Discuss in detail why you chose to teach the skill you taught. Did you accomplish what you wanted to
teach? /10
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If you could go back and teach it again, what would you do differently? /10
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Kymberly Baxter
2085296
Name: ___________________________
Date:___________________________
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6.) How many players are on a court in your P.E volleyball class? (1)
__________________________________________________________________________________
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7). What are the names of the positions of where the players stand on the volleyball court? (6)
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8). Where does the server need to stand when serving? (2)
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9). If the ball hits the net and goes over on a serve/in play, who gets awarded the point? (2)
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10). What three main hits do you use to get the ball over the net? (3)
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VOLLEYBALL TERMS: Match the following terms (20 marks)
A. Fault (Foul)
K. Match
U. Dink/Tip
B. Held Ball
L. Rally/Volley
V. Center Line
C. Double-Hit
M. Side-Out
W. Game
D. Carry (Held ball)
N. Serve
X. Roof
E. Ace
O. Block
Y. Floater
F. Approach
P. Back-Set
Z. Net Foul
G. Spike
Q. Set (Overhead Pass)
H. Attacker
R. Bump (Forearm Pass)
I. Antenna
S. Dig
J. Kill
T. Attack Line
_______ 11. any violation of the rules of the game
_______ 12. a hard-driven shot at the net made by an attacker/hitter
_______ 13. when a team loses possession of the ball
_______ 14. a front-row player, also known as a hitter
_______ 15. a spiked ball that is not returned
_______ 16. a skill that begins game play
_______ 17. an offensive drop shot
_______ 18. a serve that is not returned (no opposing player touches it)
_______ 19. a skill that sets up the ball for the attacker/hitter
_______ 20. best of three, or best of five games
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_______ 21. a play that is set to the attacker/hitter behind the setter
_______ 22. when the ball is passed back and forth between the two teams any
number of times with no faults or points scored.
_______ 23. skill most often used to receive a serve
_______ 24. a series of 4 quick steps that a hitter takes before spiking the
ball
_______ 25. an individual defensive strategy; one-armed desperation play to
save a hard-driven shot
_______ 26. may be called when a player does not contact the ball cleanly
_______ 27. an attempt by one or more defensive players to obstruct a spike
at the net made by the opposing team.
_______ 28. when a player hits the ball twice in a row (with no other player
touching it in-between).
_______ 29. when a player receives the ball and holds it for a short period of
time before sending it aloft over the net or to another player.
_______ 30. Vertical rods (red and white) mounted near the edges of the net,
directly above the sidelines and are not in play.
_______ 31. A line 10 feet (3 meters) from the net which separates front and
back row players.
_______ 32. Line runs directly under the net and divides the court into 2 equal
halves.
_______ 33. First team to score 25 points with a 2 point advantage. If
theyre not at least two points ahead play continues.
_______ 34. Ball that when spiked is blocked by a defensive player in such a
way that the ball deflects straight to the floor on the attackers
side.
_______ 35. A serve which doesnt spin or rotate and therefore moves in an
erratic path. Similar to a knuckle ball pitch in baseball.
_______ 36. Term used to indicate a player has touched the net.
Kymberly Baxter
2085296