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Year level: 10
Unit Description This unit on Volleyball will take place in the first 5 weeks of Semester 2.
Students will participate in 2 practical lessons each week (60 mins each) and
a homework task will be set to evaluate students understandings of key
movement concepts learnt through small sided games and key questions.
Students will develop skills, knowledge and understandings of correct
volleyball techniques and team tactics during play.
Correct volleyball techniques: set, pass, serve, spike, dig, block.
Team tactics: Communication, court awareness, ball control, creating
confusion, pressuring opposing team and setting up scoring opportunities.
Basics of Volleyball FAQ:
https://www.clearinghouseforsport.gov.au/__data/assets/pdf_file/0007/621
790/33297_CompBk_Volleyball_final.pdf
Understanding Movement:
Analyse the impact of effort, space, time, objects and people when composing and performing
movement sequences (ACPMP103)
E experimenting with the manipulation of force and speed applied to an object to examine the
difference created in movement paths (GS)
E demonstrating and describing how the body can absorb force.
Lesson development: Using Games Sense, Guided discovery & Student-centered Pedagogies
Lesson 1 *Prior to this lesson, post student volleyball questionnaire (Appendix A) onto
Week 1 Daymap in a flipped classroom approach. Students are required to respond and
submit this before the first lesson.
Introduction to Volleyball
Volleyball Games to observe students current skill level. Used as a pre-
assessment to determine possible differentiation needed.
Lesson 9 Tournament -
Week 5 Personal/ social key skill set:
Students demonstrate their ability to work within a team and cognitive knowledge of
volleyball within a high-pressure game.
Game specific skill techniques:
How accurately and effective are students decisions in performing volleyball skills
within the tournament gameplay.
Game strategies:
Students are to present evidence of their reflective homework task gameplays and
strategies within practise.
*Using assessment tick sheet (See Appendix C) teacher marks students progress
throughout the unit.
Learning Objectives
As a result of engaging with the lesson (or unit of work) students will understand:
1. Volleyball skills and the proper way to perform them
2. Volleyball terminology by using it in conversation or during a performance.
3. Volleyball involves teamwork and good communication in both attack and defence.
Guiding Questions: Question/s I will ask students to help them explore or uncover the big idea for
this lesson:
Can you play a game of volleyball whilst executing the proper technique of the serve, pass,
set, spike and defend.
Are you able to explain and play volleyball using regulated rules?
Pre-assessment of Students existing knowledge about this unit of work & present level of
understanding about this unit of work
Self response reflection questionnaire handed out prior to class beginning, see Appendix A. Lesson 1
will be used as an observational assessment of students skills and abilities in volleyball.
Learning Area: Health & Physical Education Date: 2/11/16
Year level/Class: 10
As a result of participating in this lesson students are working towards developing specialised movement
skills and understanding in a range of physical activity settings. They will also analyse how body control and
coordination influence movement composition and performance and learn how they could transfer
movement skills and concepts to a variety of physical activities.
Lesson objectives:
LESSON OUTLINE
Introduction (5 mins)
Routine Matters
Reference to safety procedures/protocol,
Enquire re. injured students and determine their level of participation in lesson. If they are unable to
physically participate students may wish to work on their theory component/other class work in the
library. If they can still participate, students can be used as referees, scorers, timers or assist with
equipment.
Roll
Statement of learning outcome
Todays lesson will reinforce techniques learnt from the previous 4 lessons in match settings.
Connection to previous learning
This lesson will build on the previous lessons, which focused on
Task description
Warm up: 10 min
3 v. 3 Cooperative
EQUIPMENT: Nets (can be modified to include badminton nets, rope or ribbons) and 1x volleyball per
6 students.
ACTIVITY: The 3v3 cooperatieve warm up is designed as an all in one drill. communication, passing,
defense and shot selection are all tested in this drill. Both teams on a court are cooperating to get the
highest number of three-contact net crossings in a row and competing against the other court(s) to
have the highest total. 2 three person teams begin by using the skill of forearm passing for all three
contacts. When the ball crosses the net, the team that sent the ball over rotates one position.
Players can do all three contacts with the overhead pass/set. This version shows all players passing,
setting and attacking.
http://www.teamusa.org/USA-Volleyball/Video/2013/12/13/USAV-Drill-Video-3-on-3-Cooperative?
channel=AxaDRnazoIZ1U8fo-4cLMzn4EDvtFICe
MODIFICATIONS:
Scoring: this warm up has both sides working together to increase the number of consecutive three
contact net crossings creating a goal to surpass in the future. one and two contact net crossings
dont get a point, but will still allow the rally to continue. An example of this is today we achieved 10
net crossings, next time we want to achieve 15.
Students
DISCUSS: Question the best way to let your teammates know where you will be hitting or when you
are ready to receive the ball.
Teaching strategies:
Game sense and constraints led, (pedagogical approach)
Tool kit questions, key questions, group assessment and observations
Resources: Modified activities from Volleyball USA.
In teams students are given laminated cards which visually through pictures and diagrams demonstrate
varying formations the offence team can experiment with when returning serves.
Drill: (30).
SKILL FOCUS: Serving, return and rally formations
EQUIPMENT: Court with nets and 1x volleyball per court.
ACTIVITY: Students are given a variety of laminated cards with formations for serving, returning
serves and rally positions. Throughout the game students are required to experiment with the
different formations for play to determine which are best effective in a game. In their work books one
student from each group writes down the groups reaction and reflection of the formation they
experimented. See Appendix B.
MODIFICATION:
As there is no specific scoring it might be needed to increase motivation in students by introducing a
scoring scheme. Students could decide themselves how they wish to score the game. Perhaps each
successful formation used will get a point.
DISCUSS: Teacher moves around the gym to question students on how effectively they are using
communication in their play. Reminders such as dont forget to call if its yours dont forget to
congratulate your teammate for a strong serve ect.
Teaching strategies: Positive Reinforcement & Constant Observations
Cool Down:
At the beginning of the unit students were asked to prepare a cool down activity for the class. Each week
one group of students are to run the cool down incorporating yoga, zumba or pilates aspects to address
flexibility and stretching muscles and safely warming down. Music is encouraged to be incorporated.
Teaching strategies: Student Centred approach, asking questions to draw out open ended answers which
students can bounce ideas off of.
Equipment Required:
Volleyballs
Printing/laminating facilities
Appendix A
Volleyball Questionnaire
NAME:
Have you ever played volleyball? (Please clarify how long and at what level of competition.)
Are you excited, nervous or unhappy that we are going to learn volleyball? Why?
Demonstrated
knowledge of the
subject
Appeared interested
and excited about
the subject
Encouraged
questions and
participation
Presented the
material in an
interesting way
Made me interested
in the subject
Provided helpful
feedback
Developed my
technique further
Taught me
something new or
different
Challenged me to my
full potential
Do you have any recommendations for the teacher to make the unit better?
Other Comments?