SACE ASSESSMENT STAGE 2 Volleyball

Ashley Whan
2133840
PE LESSON PLAN 30 Minutes Teachers Name: Ashley Whan
Date: Topic: Volley Ball
Week 6 Tuesday

Year Level: Performance Description:

Year 12 Physical Education By the end of this unit students will be able to:
Proficiently perform and execute specific
skills relating to volleyball defence
Good understanding of the tactical and
physiological mechanisms involved within
volleyball
Able to apply application of skill technique
and play sequence (set, dig, hit)
Use tactics effectively in game situations to
demonstrate leadership, and understanding
of game strategy

Learning Intentions: SACE Performance Standards

Using a floor defence against an attack
As a result of actively engaging in this lesson The aim is for students to have
students will PSA2
Understand:
Interpretation and effective application of skills
How to accurately and efficiently defend
specific concepts, ideas, strategies, and techniques
space
IC2
The sequence of set, dig, hit
Where a block should be enforced and Interpersonal and collaborative skills in team
executed situations.
Know:
How to recognise and appropriately react
to a variety of defending options
Terminology specific to the defensive
volleyball
When to rotate (Refer to appendix A for Stage 2 Physical Education
How to anticipate attacking play and by performance standards)
setting up in a defensive position

Be able to:
Communicate moves and create an
appropriate defensive position on the
court within the team
set the ball into a position with room for
the next point of contact to be a made
Read the play and be able to react with a
block when appropriate
Use effective technique incorporating
timing and execution
SACE ASSESSMENT STAGE 2 Volleyball
Ashley Whan
2133840
Safety Considerations: Consideration for Equipment requirements:
Appropriate clothing (Sports Uniform) and students with 1 Volleyball Court
footwear must be worn special needs or
Volleyball net and poles
Determine all facilities are safe for use abilities:
3 Volley Balls
Playing surface and surrounding areas must be Depending on the
free of obstacles overall ability level of White board & Markers
Sporting equipment appropriate for age and the student, tasks
ability of students. can be altered or
An awareness of students medical conditions changed so they are
Have access or student as their own personal still able to actively
medical assistance (Asthma) participate; however
On-site supervision those who cant
physically participate
in any of the
activities for various
reasons will be given
the option of
umpiring, scoring or
recording team and
induvial statistics and
assess tactical or
technique
performance.
Time: Introduction to Task (Routine matters/Statement of learning Outcome/Connection to
5- Min previous learning)
Prior to lesson:
Make sure all equipment is available and space is sufficiently allocated

Routine matters
Make certain the playing area is free of any hazards and a safe distance away from walls,
fixed objects or outstanding objects
Check all equipment is suitable and in good condition
Assess which students are able to participate and nominate substitute activities for any
students who cannot be engaged in the practical component for the lesson.
Check participating students are wearing appropriate active clothing and correct
footwear
Have lesson outline with aims, goals and focus points written on the white board,
students show be able to read this as they enter the gym.
Reflect on previous lesson and make connections the transferring skills from last lesson
into todays focus points.

Tactical Focus: Defending as a team against an attack

Learning objective: Use a floor defence against an attack
Game objective: successfully defend space on your teams playing end of the court.
SACE ASSESSMENT STAGE 2 Volleyball
Ashley Whan
2133840
Time: Main learning Task/s (Task Diagrams/Key questions/Cues
5- Min outline/Progression/Instructions
GAME 1 Change the court size if no blocks
6v6 (equal numbers) are being attempted
Aim: teams to excute a dig/set/hit or a block Emphasise the hit at the end of
the sequence, so the opposing
Sequence structure: team are able to execute an
Organise teams into equal numbers attempt at a block.
(6v6)taking into consideration ability
level
depending on numbers decide on a Q: What should teams do to
court space (most likely half) defend against an attack?
Teams earn 1 point if they are able to A: Organize a defence and play
successfully execute a dig, set or positions.
spike, along with also attempting to What could this involve?
block an approaching ball. Constant movement, leaving no
The game begins by either a serve or a clear space, communication
pass over the net

PRACTICE TASK:
(see diagram 1 in appendix c)
Aim: Players to practice attack defence
5-8 min Goal: Perform 3-5 trials successfully and then
rotate
Sequence Structure:
The group is divided into two teams
Start in base, read the play,
(same teams)
adjust, and make the play
The nominated passer from the team
Use floor positions
hits the ball for the hitter to transition
Diggers 1 and 5 cover the
off the net and the setter to open up the
crosscourt and line while digger
set
6 patrols the tip and roll shot
The passer then hits the ball for the
Blockers 2 and 4 block when on
hitter to transition off the net and the
the ball and cover the angle shot
setter to open up to set.
when off the ball
The passer tosses a good pass to the
Setter or blocker 3 solo or double
setter
blocks and transitions to set.
The setter calls and sets a four, two and
a red ball.
The 3rd person attempts a hit over the
net
The defence the plays the ball out
pass, dig, set, hit

GAME 2 Possible follow up questions:

10min How can you identify if it is your
SACE ASSESSMENT STAGE 2 Volleyball
Ashley Whan
2133840
Time: Conclusion to Task (Key ideas to be summarised /Homework/ Formative/Summative
2-4 - Min assessment task)
Re-state the goals for the lesson through questions:
Were teams able to successfully execute a sequence of set, dig, hit?
How can a setter open up the court?
With the teams set up who should be watching and anticipating to block?
Student should understand:
How to accurately, tactically and effectively defend their court space
What the setters, hitters and passs roles are on the court
How the Block skill is beneficial and when it should be executed
Student should know:
When to rotate within your team
When to communicate
The ideal passing sequence that should be performed (set, dig, hit)
Who on the court should be setting up blocks
Student should be able to:
Successfully set up a defensive attacking sequence within the team space
Open up the court as a setter
Use appropriate language to make and call ball movements
Use tactical and relevant volleyball language

Homework:
After each lesson the students will have the task of logging into their Plickers account and
answer the questions posted. The students must have logged onto the app and filled in the
questionnaire before the next school day, as it is recorded who was answer the questions and
gives time for any adjustments to be made to the following lesson. Students also have a
weekly task of emailing a composed Exit Card. The exit card questions remain the same each
week and can be copied from the student access system on the shared teacher/student files.
The exit Card questions are:
1. What did I feel I improved well with this week or overall since the start of the unit
2. What are your questions on how you can improve something (skill, sequence, etc) or
comment on what your personal goals are for the following week
3. Something you would like to spend more time on or be included in the unit.

Pack up of equipment
Student assisted
Students to get changed back into school uniform check students are dressed in formal
attire.
SACE ASSESSMENT STAGE 2 Volleyball
Ashley Whan
2133840
Examples of evidence towards achievement of the performance standard:
PSA2 Interpretation and effective application of skills, specific concepts, ideas, strategies, and
techniques:
Applying the correct sequence (Hit, dig, set) most effective for the game play.
A students capability to read the play and adjust their court position accordingly, by
using communication in a cooperative team environment.
A students ability to read the playing sequence and attempt or execute a block.
IC2 Collaboration with others in team activities:
Maintaining ball possession, and using the teams 3 chances to win the point
Court rotation, defensive set up and tactical game plan
Team communication

The weekly homework task will provide a personal learning log and help assess formative
feedback on what might need to be re-evaluated as a class, in terms of the concepts and
analysis students understand. The exit card entries and
Plicker answers can help make connections between their individual interpretation of their
performance and the newly introduced concepts of play from the weeks activities.

Mitchel, S., Oslin, J., & Griffin, L. (2013). Teaching sport concepts and skills: A tactical games approach.
Champaign, Ill: Human Kinetics.
 SACE ASSESSMENT STAGE 2 Volleyball
Ashley Whan
2133840
APPENDIX A

Specific Specific skills Grade Level

features
PSA1 Service
Proficiency in the Ability to consistently:
performance of Serve consistently with power and placement and control
physical activities, Identify and respond accordingly to opponents weaknesses in
with reference to service reception
specific skill criteria.
Demonstrate a variety of service techniques
Service Reception
PSA2
Ability to consistently:
Interpretation and
Pass with control consistently and with sound technique to
application of skills,
regulated targets
specific concepts,
ideas, strategies, Move to establish stationary position prior to ball reception
and techniques, in a Pass the ball with suitable trajectory to the setting position
practical context. Setting
Ability to consistently:
Set effectively with sound technique from a variety of passes
Move quickly to correct position with balanced stance prior to ball
reception
Set the ball with appropriate height and placement to spiking
position
Spiking
Ability to consistently:
Terminate volleys with power and control
Spike in consistently
Select and execute appropriate attack option down the line, cross
court, dump, off the block
Blocking
Ability to consistently:
Use effective technique incorporating timing and execution
Move effectively in response to the position of the set
Position block appropriate to where the ball will cross the net
Move effectively to establish double block when appropriate
Attack Reception
Ability to consistently:
Select and execute appropriate defensive options
Move and establish a stationary and appropriate defensive
position on the court
Put the ball into a position for the next contact to be a set
Recognise and respond to a variety of attacking options
Apply rules correctly
IC1 Independence
Initiative, self- Ability to consistently:
reliance, and Act independently to demonstrate initiative and improvement
leadership in where appropriate (e.g. practice drills, games, equipment handling
practical activities. etc.)
Leadership / Initiation of tactics
IC2 Ability to consistently:
Interpersonal and Use tactics effectively in game situations to demonstrate
collaborative skills in leadership and understanding of game strategy
team situations. Demonstrate leadership in a variety of situations
 SACE ASSESSMENT STAGE 2 Volleyball
Ashley Whan
2133840
Specific Specific skills Grade Level
features
General Contribution
Ability to consistently:
Perform specialist roles contributing to the morale and etiquette of
the sport through appropriate communication
Demonstrate determination and perseverance in all practical tasks
Work collaboratively in various scenarios to improve individual
and/or team performance
 Knowledge and Practical Skills Initiative and Critical Analysis and Evaluation
Understanding Application Collaboration
APPENDIX B
A SACE ASSESSMENT
In-depth knowledge, STAGEA2high
Volleyball
level of A proactive Thorough and insightful critical
Ashley Whan
informed understanding, and proficiency in the approach to analysis of practical techniques and
2133840application of
accurate performance of demonstrating performance.
physical education concepts physical activities, initiative, self-
Highly discerning evaluation of the
relevant to specific physical with reference to reliance, and
relevance of principles and
activities. specific skills leadership in
concepts to a given situation.
criteria. practical
In-depth knowledge and
activities. Perceptive and critical analysis and
understanding of exercise Accurate
evaluation of an issue related to
physiology, the interpretation and Constructive
physical activity and clearly relevant
biomechanics of human proactive and confident
to local, regional, national, or global
movement, and skills application of interpersonal
communities.
acquisition. skills, specific and
concepts, ideas, collaborative Thorough and focused use of
Clear and accurate
strategies, and skills in team information from different sources,
knowledge and
techniques, in a situations. with appropriate acknowledgment.
understanding of appropriate
practical context.
terminology.

B Well-considered knowledge, Proficiency in the An active Detailed critical analysis of practical

informed understanding, and
thoughtful application of
physical education concepts
relevant to specific physical
activities.
Well-considered knowledge
and understanding of
exercise physiology, the
biomechanics of human
movement, and skills
acquisition.
Mostly clear knowledge and
understanding of appropriate
terminology.
performance of approach to techniques and performance.
physical activities, demonstrating
Logical evaluation of the relevance
with reference to initiative, self-
of principles and concepts to a
specific skills reliance, and
given situation.
criteria. leadership in
practical Critical analysis and evaluation of
Capable
activities. an issue related to physical activity
interpretation and
and relevant to local, regional,
active application Confident
national, or global communities.
of skills, specific interpersonal
concepts, ideas, and Mostly focused use of information
strategies, and collaborative from different sources, with
techniques, in a skills in team appropriate acknowledgment.
practical context. situations.

C Considered knowledge, Competent Generally Some critical analysis of practical

informed understanding, and performance in effective techniques and performance, with a
competent application of physical activities, demonstration of tendency to rely on description.
physical education concepts with reference to initiative and
Generally clear evaluation of the
relevant to specific physical specific skills self-reliance,
relevance of principles and
activities. criteria. and some
concepts to a given situation.
contribution to
Considered knowledge and Competent
leadership in Some critical analysis and
understanding of exercise interpretation and
practical evaluation of an issue related to
physiology, the application of
activities. physical activity that has some
biomechanics of human skills, specific
relevance to local, regional,
movement, and skills concepts, ideas, Appropriate
national, or global communities.
acquisition. strategies, and interpersonal
techniques, in a and Competent use of information from
Competent knowledge and
practical context. collaborative different sources, with appropriate
understanding of appropriate
skills in team acknowledgment.
terminology.
situations.

D Recognition and some Some Occasional Some consideration and basic

understanding and competence in demonstration of description of a narrow range of
application of physical aspects of the initiative and practical techniques and
education concepts relevant performance of self-reliance in performance.
to one or more specific physical activities, practical
Some consideration of the
physical activities. with reference to activities, with
relevance of principles and
specific skills support.
Recognition and some concepts to a given situation.
criteria.
understanding of aspects of Occasional
Basic description of some aspects
exercise physiology, the Inconsistent demonstration of
of an issue related to physical
biomechanics of human interpretation and collaborative
activity but with limited relevance to
movement, and/or skills application of skills in team
local, regional, national, or global
acquisition. skills, specific situations, with
communities.
concepts, or some use of
Recognition and some
ideas, in a interpersonal Some use of information from more
understanding of basic
practical context. skills. than one source, with attempted
terminology that may be
acknowledgment.
appropriate.
SACE ASSESSMENT STAGE 2 Volleyball
Ashley Whan
2133840

APPENDIX C
SACE ASSESSMENT STAGE 2 Volleyball
Ashley Whan
2133840

Tosser sets up far right.

Setter calls the pass
Foreball goes right to the left
The two ball goes to the middle
Redball goes to the hitter behind

5 per team