Stephanie Leake 1

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Curriculum & Pedagogy Paper

Learning volleyball skills through co-operative sport

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Unit Title and Class details

Unit Title: Learning volleyball skills through co-operative sport
Year level: 9
Number of students: 25
The physical education class consists of 20 students, 14 are male and 11
are female. All students have experienced volleyball before in lower years
of school however 2 of the students play volleyball outside of school. The
rest of the class know the basic skills such as setting and digging although
they need more specific help with serving and spiking. One student has a
physical disability and is in a wheelchair and 3 of the boys in the class who
are friends have behaviour management issues and struggle to focus on
certain topics. Some of the girls in the class lack enthusiasm for physical
education and try to sit out or make excuses not to participate.
The learning volleyball skills through co-operative sport unit is
conducted for two weeks with two double periods (100 minutes) and two
single periods a week (60 minutes). The double lesson and one single
lesson involves practical component and the other single lesson is for
theory.
Justification & Discussion
The unit is conducted over two weeks as previous units have shown that
this class in particular are not as enthused about physical education
therefore they get bored easily which causes behaviour management
problems. By conducting a different sport for two weeks students stay
interested in the lessons.
The time allocations for the lesson include one double period of 100
minutes and two single lessons of 60 minutes per week. The double and
one of the single lessons are for practical and the other single lesson is for
theory. Transition time throughout the lesson for example, changing into
sporting uniform or set up and pack up time can reduce students activity
levels therefore the class time has taken this into consideration (McKenzie,
Marshall, Sallis & Conway, 2000).
Young people aged 13-17 should partake in 60 minutes or more of
moderate to vigorous intensity each day (Department of Health and
Ageing, 2010). This supports the reason why each lesson was 60 minutes
long or more so students could at least have their chance to complete the
recommended amount of exercise on two days they had physical
education. The length of the double lesson created extra benefits for
young people as amounts of physical activity greater than 60 minutes
provide additional health benefits (World Health Organisation, 2014).

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Unit Aims
The unit aims to develop constructive attitudes, values, and behaviours to
manage cooperative and competitive sporting environments. Co-operative
learning will benefit the students by giving them responsibility to work
cohesively in a team situation. Students will learn ways to manage and
overcome conflict and disagreement. The significance of the unit is to
develop an individual's self-knowledge, self-respect and create a sense of
empowerment by accomplishing a common goal with other group
members.
Physically, the student should develop and expand on volleyball skills such
as setting, digging, serving and spiking and begin to apply these skills into
a game situation. Students should enhance problem solving techniques in
game situations by working in teams. The aim of the unit is to increase
the students attitudes towards physical activity and promote lifelong
health and wellbeing.

Unit Student Learning Outcomes

Skills:
a. Enhance volleyball skills (serving, setting, digging and spiking)
b. Correctly apply volleyball skills to a game situation
c. Perform skills at appropriate times in challenging game situations
d. Enhance teamwork skills that include, taking responsibility for theirs
and others learning
Knowledge:
a. Enhance knowledge on how to improve each volleyball skill
technique
b. Devise and implement strategies that demonstrate knowledge of
rules of volleyball
c. Develop techniques to implement peer-assessment and selfassessment to evaluate performance and fair play
d. Develop knowledge on different roles in sporting teams e.g.
umpiring, organising equipment, and team manager.
Attitudes:
a. Enhance peer co-operation in team situations
b. Improve fair play skills and encouragement techniques
c. Develop reflecting skills and develop ways to improve ethical
behaviour
Justification & Discussion

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These unit student learning outcomes reflect the ACARA learning
outcomes for Physical Education year 9 students. The ACARA learning
outcomes that relate to this unit include:
Reflect on how fair play and ethical behaviour can influence the outcomes
of movement activities (ACPMP107)
participating in competitions where players rather than an
independent official are responsible for applying the rules
Devise, implement and refine strategies demonstrating leadership and
collaboration skills when working in groups or teams (ACPMP105)
evaluating the contribution they make as an individual to teamwork,
leadership and enjoyable participation for all
using self-talk and encouragement to motivate themselves and
team members to continue to participate and improve performance
creating and implementing self-assessment and peer-assessment
tools to evaluate performance in a variety of roles
identifying and critiquing leadership styles and group/team
dynamics through collaboratively solving initiative games
Perform and refine specialised movement skills in challenging movement
situations (ACPMP099)

transferring skills learnt in one movement situation to a different situation

The co-operative learning approach in the unit allows students to achieve

not only skills related to volleyball, but teamwork, fair play and other
positions such as umpiring, coaching and organising. The student learning
outcomes tie into Learning in sport which provides opportunities for
students develop the knowledge, skills, and attitudes for umpiring,
coaching others, and organising games or tournaments (Ministry of
Education, 2006).
There is a clear positive relationship between fundamental motor skills
competency and physical activity in children and adolescents (Lubans,
Morgan, Cliff, Barnett & Okely, 2010). The skill learning outcomes in the
unit move from learning the basic skills to applying them in a game
situation, students who are able to achieve these skills develop deeper
learning. The co-operative learning strategies embedded in the unit are
useful for all students however in particular for students with disability
(Dyson & Casey, 2012). This is helpful for the student who is in a
wheelchair as he has team members to support him and help him achieve
the physical learning outcomes.
Development of knowledge and understanding is an important objective
for physical education (Wuest & Fisette, 2012 pg. 45). Students must
understand the techniques of the skill being taught and then apply it into
appropriate, coordinated movement. Within the unit students knowledge

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learning outcomes will be establish through theoretical lessons as well as
practicals.
Research shows that early adolescence appears to be the age of greatest
decline in physical activity (Elder et al., 2007). This information could
suggest that year 9 students have a negative attitude towards physical
activity. A way a students attitude might be positively transformed could
be through taking a leadership position in sporting teams and working
with others. It is shown that frequency of activity with friends was the
most significant independent predictor of girls own activity (Voorhees et
al., 2005). It is important for middle year students to begin to take
responsibility of learning as the middle school philosophy suggests that
student-centred learning and peer teaching offers the student ownership
of their own learning and provide skills that they can use in real life
situations (Middle Years of Schooling Philosophy and Physical Education,
2014).

Unit Outline
Lesson

Lesson Title

Lesson description

1 Single

Serving skills

2 Double
3

Setting, digging
and
spiking skills

4 Single

Team preparation

5 Single

Develop team
warm up and
volleyball practice
skills
Modified volleyball

This lesson incorporates teaching by task

pedagogy where the teacher demonstrates and
explains how to serve underarm and then
progress to overarm.
The lesson incorporates teaching by task
pedagogy where the teacher demonstrates and
explains how to set, dig and spike the volleyball,
students then move into groups and complete
small games and activities that involve problem
solving pedagogies.
Five teams will be developed that students will
play in for the next two lessons. Collaboratively
the students will decide on rules for modified
volleyball, scoring system and fair play. Each
team will organise selected positions for each
member of the group.
Revision of volleyball skills. Then the teams will
need to set up a warm up and small drills they
will practice before the games.

6 Double
7
8 Single

Evaluation of cooperative learning

Two teams play each other for 10 minutes while

one team duties and umpires.
Students assess group members and give them
constructive feedback on how they think the
match went. Students will also complete a small

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quiz and a self-assessment about their own cooperative learning skills.

Justification and discussion

The unit is set out to introduce co-operative learning skills through the
practical and theoretical components of volleyball. According to ACARA,
(2014) the year 9 physical education curriculum students should learn to
apply more complex movement strategies as well as evaluate and refine
others and their own movement performances. The curriculum rationale
also explains students need to demonstrate leadership, teamwork and
collaboration in a range of physical activities (ACARA, 2014). These needs
have been met throughout the unit as students are not only enhancing
their physical skills but enhancing their group processing and social skills.
In the unit, volleyball is the medium which instruction about co-operative
learning is delivered for students to achieve the unit learning outcomes
(Wuest & Fisette, 2012). A considerable amount of the teaching and
learning is completed in group and team work to accomplish positive
interdependence, individual accountability and group processing (Ministry
of Education, 2006). The reason for basing the whole unit around cooperative learning in sport is because co-operative learning methods have
been seen to increase student achievement more than individual methods
(Slavin, 1983). Collaboration and teamwork skills are important abilities to
have in life and in future job prospects therefore year 9 students are also
developing relevant skills they can use in part-time jobs, outside sporting
teams etc.

Skeletal lesson outlines

Lesson 1- Serving Skills (60 minutes)
Purpose/Outcome: The purpose of this lesson is for students to refresh and introduce
students to volleyball and in particular the serving skill.

Perform and refine specialised movement skills in challenging movement

situations (ACPMP099)
(ACARA, 2014)
Teaching pedagogies used:
Teacher directed
Teaching by task
Activities:
1. Brainstorming questions and class discussion about volleyball and
co-operation- teacher directed(5 minutes)
2. Warm up & joint mobility -teacher directed(10 minutes)
3. Underarm serve explanation and demonstration and activity
-teaching by task(10 minutes)
4. Overarm serve explanation and demonstration and activity teaching by task(10 minutes)
5. How many serves out of ten? Activity teacher directed (10
minutes)
6. Conclusion- teacher directed(5 minutes)

Assessment:
Assessment will be achieved through observation and peer assessment.
Lesson 2 & 3- Setting, digging and spiking skills (100 minutes)
Detailed lesson plan
Lesson 4- Team preparation (60 minutes)
Purpose/Outcome:
The purpose of the lesson is to develop team skills by co-operatively
working with other students. This is done by:
reflecting on how fair play and ethical behaviour can influence the
outcomes of movement activities (ACPMP107)
Devise, implement and refine strategies demonstrating leadership
and collaboration skills when working in groups or
teams (ACPMP105)
(ACARA, 2014)
Teaching pedagogies:
Teacher directed
Problem solving
Student-centred learning
Activities:
1. Timed talking activity- teacher directed (5 minutes)
2. Instruct students about the following lessons of game play and form
groups of 5- teacher directed (5 minutes)
3. Collaboratively students will form rules, a scoring system and fair
play rules for the round robin games problem solving(25 minutes)
4. In own groups, students will nominate a leadership position for each
member of the group for when on duty. For example, scorer, umpire,
team manager etc.- problem solving (15 minutes)
5. Discuss and identify three practices their team will demonstrate to
ensure inclusiveness and positive sporting- student-centred learning
(5 minutes)
Assessment:
Assessment will be achieved through observation and discussion.
Lesson 5- Revision skills and team planning (60 minutes)
Purpose/Outcome:
This lessons outcome is to apply students knowledge on creating
appropriate warm ups and volleyball drills. The lesson is aimed at creating
co-operatively learning. This is done by:
Devise, implement and refine strategies demonstrating leadership
and collaboration skills when working in groups or
teams (ACPMP105)
identifying and critiquing leadership styles and group/team
dynamics through collaboratively solving initiative games
(ACARA,2014)
Teaching pedagogies used:
Teaching by task

Problem solving
Activities:
1. Warm up & joint mobility- teaching by task (10 minutes)
2. Volleyball skill revision activity- teaching by task (10 minutes)
3. Warm up planning and volleyball skill practice planning- problem
solving (40 minutes)
Assessment:
Each team will hand up a written piece about their warm up and volleyball
practice skills that they will complete before each volleyball match.
Lesson 6 & 7- Modified Volleyball games (100 minutes)
Purpose/Outcome:
The purpose of this lesson is for students to discover solutions to own
problems and ways to deal with them through playing and organising
volleyball. Students learn to evaluate each others sportsmanship. This is
done by:
participating in competitions where players rather than an
independent official are responsible for applying the rules
using self-talk and encouragement to motivate themselves and
team members to continue to participate and improve performance
creating and implementing self-assessment and peer-assessment
tools to evaluate performance in a variety of roles
(ACARA, 2014)
Teaching pedagogies used:
Problem solving
Guided discovery
Student-centred learning
Activities:
1. Teams set up playing field, score board and equipment- problem
solving (15 minutes)
2. Each team completes their warm up and volleyball practice skills (25
minutes)
3. Round Robin matches of volleyball are played. Two courts are used
while four teams are playing and one team is on duty that takes
care of umpiring, scoring etc. Duty team also scores each team on
fair play and good sportsmanship (50 minutes)- guided discovery
4. Results are tallied up and pack up (10 minutes)
Assessment:
Assessment is conducted by observation and peer-assessment
Lesson 8- Evaluation of co-operative learning (60 minutes)
Purpose/Outcome:
The purpose of this lesson is for students to evaluate their volleyball skills
and co-operative skills. The students will assess as a group if they reached
their goal. This is done by:

evaluating the contribution they make as an individual to teamwork,

leadership and enjoyable participation for all
creating and implementing self-assessment and peer-assessment
tools to evaluate performance in a variety of roles
(ACARA, 2014)
Teaching Pedagogies:
Teacher directed
Problem solving
Student centred learning
Activities:
1. In their volleyball groups student evaluate and give feedback on
each others volleyball skills and sportsmanship skills throughout the
unit (15 minutes)
2. Volleyball and fair play quiz (30 minutes)
3. Self-assessment activity (15 minutes)
Assessment:
Assessment will be achieved through peer- assessment, self-assessment,
discussion and a quiz.

Detailed Lesson Plan

Title of lesson 2 & 3: Setting, digging and spiking skills (100 minutes)
Purpose (why of the lesson, where and how does it fit into the course/curriculum)
The purpose of this lesson is for students to enhance students setting, digging and spiking skills.
This lesson fits into the curriculum as it teaches students specific skills for the modified volleyball
games that will commence in lesson 6 and 7. Co-operative learning skills should be improved
during this class from small group work with peers and through using the problem solving
pedagogy.
The lesson correlates with the ACARA learning outcomes by:
Perform and refine specialised movement skills in challenging movement situations (ACPMP099)
transferring skills learnt in one movement situation to a different situation
Devise, implement and refine strategies demonstrating leadership and collaboration skills when
working in groups or teams (ACPMP105)
using self-talk and encouragement to motivate themselves and team members to continue
to participate and improve performance
identifying and critiquing leadership styles and group/team dynamics through
collaboratively solving initiative games

Learning outcome(s) (what will students be able to do/know by the end of the lesson)
Skills:

Enhance volleyball setting, digging and spiking skills

Correctly apply volleyball skills to a game situation
Enhance teamwork skills that include, taking responsibility for theirs and others learning
Knowledge:
Enhance knowledge on how to improve each volleyball skill technique
Devise and implement strategies that demonstrate knowledge of rules of volleyball
Attitudes:
Enhance peer co-operation in team situations
Improve fair play skills and encouragement techniques

Pedagogies
Three different pedagogies are used within the lesson, these include:
Teacher directed
Teaching by task
Problem solving
Student-centred learning
Game-centred approach

Pre-test (activate and diagnose prior knowledge)

At the beginning of the class, students will be asked to brainstorm knowledge in small groups about
setting, digging and spiking. Students will then share their knowledge through a class discussion.

Input from you (main content: ideas, information,

Guided practice (application of

concepts, principles, procedures and examples)

knowledge: classroom activities for

students, problem to solve, etc.)

Setting Pass

1. Revision in small groups,

brainstorming and class
discussion about setting, digging
and spiking. (5 mins)
2. Warm up and joint mobility

Justification & discussion

Lesson Learning Outcomes:
The purpose of this lesson is for students to begin to apply their volleyball
skills into a game situation by co-operatively working in a team to
problem solve. The skill learning outcomes relate to the physical activity
and participation strand of the Health and Physical Education as students
are enhancing their movement skills as well as implementing skills and
knowledge into gameplay (SACSA, 2014).
The skill outcomes in this lesson are in place as research suggests
learners generate specific movement solutions to satisfy the unique
combination of constraints imposed on them (Renshaw, Chow, Davids &
Hammond, 2010). This indicates that students are a year 9 level should be
learning specific skills to perform them in situations such as game play.
Through the basis of game play students then develop teamwork and
collaboration skills through co-operative learning strategies.
The knowledge outcomes in this lesson were influenced by the concept
that before motor skills are demonstrated by physical development, they
are first a cognitive process that requires deliberate cognitive attention
(Mosston & Ashworth, 2002). The lesson learning outcomes take into
account that in order to move students need to develop knowledge about
that task first. The outcomes also require knowledge about the game of
volleyball and rules that make it a successful game. Three basic phases of
cognition include memory, discovery and creativity (Mosston & Ashworth,
2002). These cognition phases are targeted through the lesson learning
outcomes as students are memorizing the skill, then discovering ways to
implement it into a game and creating rules to have a successful
volleyball game.
The attitude outcomes in this lesson reflect back on the co-operative
learning in sport education. The determination to achieve a common goal
in a team is an important way to increase year 9s attitudes about
physical activity. Positive attitude towards the engagement of physical
activity on a regular basis creates lifelong health and wellbeing (Wuest &
Fisette, 2010).
Curriculum content and pedagogies:
The lesson begins with a teaching by task pedagogy as it is a successful
way of practicing a memory/reproduction task while making specific
decisions (Mosston & Ashworth, 2002). As the teacher demonstrates and
explains the specific skill students are asked to practice it however in this
lesson the practicing is completed in a group of 4 to introduce teamwork
skills, also because students may find it challenging to individually set or
dig the volleyball.
This pedagogy was selected to use at the beginning of the lesson as it is a
common pedagogy that physical education teachers use to teach students
a certain skill and creates cognitive reproduction of the skill. The teaching

by task pedagogy allows for sufficient behavior management when

teaching a skill as all students are completing the same task therefore the
teacher can easily regulate what students are doing (Behaviour
Management in PE, 2014). Throughout the lesson the pedagogy styles
move along the Mosstons teaching methods scale from a minimum
theoretical limit such as teaching by task to a maximum theoretical limit
such as the problem solving pedagogy.
The second half of the lesson uses a student-centered approach which
involves problem solving pedagogy through a game centered approach.
This pedagogy was completed in the second half of the lesson as students
have now grasped the basic skills of volleyball and should start applying
them rather than just remembering how to do them. The importance of a
game centered approach is to allow the players to make their own
decisions within the game; the teacher should create situations where
players have to find solutions for themselves (den Duyn, 1997). The
activity was completed in a group so it incorporated the co-operative
learning theme and the aim was to develop skills in areas such as
communication, leadership and teamwork. The problem solving pedagogy
is successful at keeping students engaged throughout the lesson resulting
in decreased behavior management (Behaviour Management in PE, 2014).
Student-centered pedagogies were selected to take up most of the lesson
as this pedagogy empowers individuals to become active learners via a
more hands-on approach to learning (Renshaw, Chow, Davids &
Hammond, 2010). Students are able to develop a deeper understanding
as to why certain movement and skills are done which is an important
outcome according to the ACARA curriculum (2014), Perform and
refine specialised movement skills in challenging movement situations.

Unit Assessment Methods

Unit student Learning Outcome

Enhance volleyball skills

(serving, setting, digging and
spiking)
Correctly apply volleyball skills
to a game situation
Perform skills at appropriate
times in challenging game
situations

Enhance teamwork skills that

include, taking responsibility
for theirs and others learning
Enhance knowledge on how to
improve each volleyball skills
technique
Devise and implement
strategies that demonstrate
knowledge of rules of volleyball
Develop techniques to
implement peer-assessment
and self-assessment to
evaluate performance and fair
play
Develop knowledge on different
roles in sporting teams e.g.
umpiring, organising
equipment, and team manager.

Assessment description
Observation- Throughout the unit
the teacher will observe how
effectively students grasp volleyball
skills and how they play in a game
situation.
Peer assessment- Throughout
activities in the practical lessons
students will evaluate each others
volleyball skills and provide
constructive feedback.
Presentation- Students will work
together to create a modified game
of netball and then present it to the
class.
Self-assessment- At the end of the
unit students will assess their
volleyball skills to see if they have
improved from the beginning of the
unit.
Quiz- At the end of the unit students
will complete a quiz that involves
questions about volleyball and cooperative learning.

Product analysis- In the theory

lesson students will conduct a piece
of written work that will include the
modified volleyball game rules, the
scoring system and the fair play
rules and hand it to the teacher.
Observation- Through teams being
on duty, the teacher will observe the
knowledge of different roles each
student has taken on.
Discussion- Throughout the unit
discussions will include student

answering questions and using their

knowledge to participate in
discussion.

Enhance peer co-operation in

team situations
Improve fair play skills and
encouragement techniques

Observation- Teacher will observe

through the group work in the unit
about who works effectively in
groups and why.
Peer-assessment- Throughout the
unit, students will evaluate each
group members co-operative
learning skills and give them
feedback. They will also consider
themselves as a whole group and
assess if they achieved their goals or
not and why.

Develop reflecting skills and

develop ways to improve
ethical behaviour

Self-assessment- At the end of the

unit students will reflect their
sportsmanship skills and cooperative learning skills throughout
the unit and give themselves a score
out of 10 and a justification.

The overall unit grade for skills will be determined mostly from
observation throughout the unit, especially when play the modified
volleyball matches. The end of unit quiz will also be used as a grade
indicator for knowledge and peer and self-assessment will be looked at to
develop a grade for the students attitude.
Justification & Discussion:
The main purpose of assessment in Physical Education is to assess the
information about learning and achievement related goals, objectives, and
outcomes in the affective, cognitive and psychomotor domains (Wuest &
Butcher, 2012. Pg. 57). A range of formative, summative and authentic
assessment was used in this unit to evaluate the unit student learning
outcomes. A variety of assessments have been integrated to assess
students while they are learning rather than only at the end of the unit
(Melograno, 1997), this also caters for all different learning needs.
Skill learning outcomes were assessed through authentic assessment
where volleyball games were played and teacher observed students
volleyball and collaboration skills. A modified assessment outcome was
used for the student with the physical ability. Authentic assessment was
completed in a way that included the post-impact set where the teacher

would observe the learners performance and then provide appropriate

feedback (Mosston & Ashworth, 2002). This assessment was chosen to
because students are performing in a real life situation rather than a
normal testing protocol (Kitts, 2003) which can be advantageous for
students who may suffer anxiety from formal assessment.
The knowledge outcomes where assessed throughout the unit but a
summative assessment that included a quiz was completed at the end.
Students collaborated to develop their own modified volleyball match and
scoring system therefore formative assessment was used to assess their
knowledge through product analysis and a class presentation. The attitude
outcomes were mostly assessed through peer and self-assessment. As this
class lacked motivation to participate in physical activity, self-assessment
was a reoccurring assessment that was used within the unit as it
encourages students to be self-motivated and set personal goals
(Assessment and Reporting in PE, 2014).

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