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Unit Title; Lesson Title: Volleyball, Forearm Pass
Duration of class: 30 minutes Number of students: 24 Grade level: 9th and 10th

SECTION A. (Overview)
Rationale (importance of lesson): Volleyball is somewhat fast paced game constantly keeps students on their
toes and incorporates teamwork. Volleyballs skills are very different then any of the general sports schemes. It
is a very active sport, teaches teamwork and role responsibility of each individual student. Volleyball is very
common and is played throughout the world and in most high schools and colleges today.
Anticipated difficulties and how they will be addressed:
Difficulty: Students may be injured by a regulation volleyball, or find the regulation volleyball too hard.
Solution: Squishy/Foam Volleyballs for students who are having trouble.
Difficulty: The male students will tend to hog the ball and not give or pass it to the females of the team.
Solution: Have a pass rule incorporated, were the males must pass the volleyball to at least one female before
passing the ball over the net. With this rule it also gets the females involved so there not just standing around.
Difficulty: Athletes tend to team up with one another and form a team that is more advanced than all the others
and is unfair to all the other students.
Solution: Make sure when making sport education teams the teacher does it so that teams are equally balanced
skill wise so that each team has a valiant effort at winning.
Difficulty: Students get frustrated with some of the rules or skills of the game.
Solution: Modify the game or drill so students are having fun and are actively enjoying the activity.
Resources, Equipment and Materials:
-12 volleyballs.
-12 foam volleyballs.

SECTION B. (Objectives, CPIs & Assessment)

Lesson Objective (CPI)

Student Assessment
- Teacher observation during skill activities and
culminating activity. Students will be assed on their
-Students will demonstrate correct form, technique and form and technique of the forearm pass.
control when performing the forearm pass.
- Students will perform basic ball control techniques
when passing to their partner. (2.5.12.A.2
-Students will explain effective forearm passing
techniques. (2.4.12.A.4)

- Class review at the end of the lesson.

Teacher/Student question and answer

-Student will explain the importance of proper

technique when performing the forearm pass.

-Teacher observation and peer feedback. Students will

be assessed at a later date.

-Students will provide feedback to peers about proper

technique of the forearm pass.(2.5.12.A.4)

SECTION C. (Learning Activities & Instructional Strategies*)

Time Lesson Component
5 min Opening Activities: Tell Students to break down into their sport education teams. After getting into
their sport education teams have each student find a partner within and their team. After doing so one
of the partners from each sport education team will retrieve a volleyball. From there students will
practice the forearm pass with their partners. To perform the form arm pass make sure you are in an
athletic position with arms on a 45-degree angle downward, with hands together and thumbs straight.
Make sure you are not interlocking any fingers or this may interfere with you and which direction the
ball goes. Each pair of students will stand about 10 feet away from each other in there own space away
from the rest of the sport education team. From here one student will toss the volleyball to their partner,
their partner should then perform the forearm pass and try and accurately return the volleyball to their
partner. Each partner should attempt the forearm pass 10 times before switching roles with the other
partner. If certain students are excelling at the self-toss and find it easy, each set of students can
perform the forearm pass and volley the ball back and forth continuously.

Learning Focus Activities: Team Juggle - Equipment: three to five balls for every sport education
team. Each group forms a small circle by their home base, or where their team poster is hanging. One
student begins as the leader. He/She self bumps the ball to another student in the group who is not
standing directly next to him/her. That student catches the ball. The next student continues by
performing the same type of pass to another person in the group. The pattern continues until each
student has had one chance. The last student passes the ball back to the first. Repeat the passing pattern.
Always keep the same established pattern. After a few successful times around, add a second ball, then
a third and so on.


Culminating Activity: Keep it Up - Equipment: one volleyball or squishy volleyball for every sport
education team. See how long each group can keep the volleyball or squishy volleyball in the air by
counting consecutive volleys. No one may tap the ball twice in a row. Each team should have a
volunteer to count how many successful volleys they have before the ball hits the ground or time is up.
There will be 5 rounds of this game each allotted 2 minutes a round. After each round each team will
see who kept it up the longest. Remember to only use to forearm pass during this activity. Variation:
Everyone must tap the ball once before anyone can tap it again.

5 min Closure: Tell students to gather around the middle of the court. Review the form and technique of the
forearm pass. Ask students about some of the certain names for the pass such as dig, and bump. Ask
students to demonstrate the proper stance and how the hands should be for forearm pass.

* Content: Provide a step-by-step description of entire lesson, including key concepts, practice,
progression and application.
* Procedure: Including timeline, classroom management, groupings, transitions.
* Instructional strategies: Include differentiation, modifications and/or refinements based on grade
level, environment, learning styles and abilities.

SECTION D. (Reflection)

Student Outcomes: Describe degree to which students met each objective:

The Students were able to meet all of the objectives presented in the lesson plan. The students
properly performed all the skill cues and techniques for the forearm pass. When assessing students
during the activities most of the students have great form very few needed critiquing. Most if not all
students were able to meet all of the psychomotor objectives. Noticed that some of the students had
problems with control of the ball. Some students werent accurately passing the ball back to his or her
partner. Even though some students presented some difficulty they gradually improved from skill to
skill. Granted students werent able to accurately hit the ball to their partner the ball did get to their
partner. When assessing students during the skill and culminating activity, some excelled more then
others were there hits were accurate and the form and technique was impeccable. Noticed that some
students were having more trouble then other so as a teacher I helped and gave constructive criticism
to students who needed to improve more than others. Feel like the lesson overall was very good,
even though some of the peers in class had trouble I knew that some of the tasks would be a little
more difficult to students of the 9th and 10th grades. Depending on age and skill coordination the
lesson would definitely need to be modified to fit all the students. The whole idea of the lesson is to
better the students in the sport of volleyball, so its important to make sure there are skills to
incorporate everyone, beginner skills to advanced skills.
For the cognitive objectives students seem to meet all the needs. When asked questions about the
forearm pass students knew exactly what the answer was. Some of the areas I went over were
specific skill cues for the forearm pass. Some of the questions asked were, What should your hands
look like when hitting the ball? What kind of stance should I be in when getting ready for a forearm
pass? When and why should I use a forearm pass? When asked these questions at the end of the
lesson students didnt take long to answer, every student who answered got the question right. All
these questions I asked were very basic and feel that when presented in a 9 th and 10th grade class
they would be able to answer theses just as easy at my peers did.
For the affective objective seemed that not a lot of the students werent giving as much of constructive
criticism as I liked. I noticed one team really got into one of the skill activities and was having a great
time and constantly given praise to one another. I was hoping for a lot more enthusiasm in each
group. Most students seem to just go through the motions of each skill. I want students to interact with
everyone in the class and feel comfortable enough to give and take criticism to perfect the forearm
Teacher Effectiveness: What went well? What needs work? How would you modify the lesson?
I feel that my lesson went very well. Before watching the video on myself, I felt a little nervous but
thought that I projected well to the students and used a nice loud voice. Also felt that I rushed my self
through certain areas like the skill cues and directions. Thought that as an aspiring teacher I gave
plenty of constructive criticism to students, gave insight on how to better perform the forearm pass. I
also answered any questions students might have had about the form or technique of the forearm
pass. Noticed that I didnt just sit in the middle of the gym and teach but was very active and walked
around the entire gym mentally assessing students on the forearm pass. With each and every skill I
feel that each student got to perform a great number of repetitions for the forearm pass and by the
end of the lesson each student felt more comfortable about performing the forearm pass.
During the lesson most students seem to really be enjoying themselves, all of the activities students
seemed to be having a good time. Noticed that students seemed to understand and comprehend all
of the skill cues and direction to the activities. I noticed that the skill activity I used in the video
students didnt seem to get my directions. I should have lead by example or demonstration by using
volunteers and cones. Seem to be more effective to use demonstration then by projecting directions,
find it easier for the students to understand by visual then just by using words. I think 9 th and 10th
graders would be able to follow these directions or demonstrations as long as after the directions

there is a visual demonstration. I think that all the activities given in the lesson I feel that 9 th and 10th
grade should be able to perform these. Granted they might find it difficult at some times I feel these
drills are basic to learning and excelling in volleyball.
Even thought I felt like the lesson went well there are some things I would like to work on. I noticed
that I like to use my hands a lot, sometimes thats not bad but I feel its excessive this may distract
students from what I am trying to say. Noticed that I tend to repeat my self a lot. Repeating isnt
always bad especially when you want to make sure the students understand the information, but over
and over again isnt good. Also when speaking I need to stay away from using word like um and
guys, make sure Im always addressing the students as class or boys and girl, I should not try to just
single out students. Noticed throughout the video I point to were people should be standing
something that would help with that would be by using cone or Polly spots so students have a visual
idea of were to go. Also I noticed a few times I was asking for the time or see how much time I have
left. To fix this I should get a watch, because I didnt want to constantly look at my phone for the time,
which is much easier and great way to keep track of time. Overall I feel like the lesson went very well
and that the students enjoyed learning about the forearm pass.