Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 1

Introduction to Volleyball Game Play: Unit Plan Assignment

EDUC 535 S01

Tessa Moncrief

30011700

University of Calgary
Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 2

Table of Contents

Unit Plan..... 3

Unit Objectives... 3

Introductory Rational.. 4

Unit Lesson Plans... 4

Lesson 1: Intro to Bump and Set 4

Lesson 2: Intro to Serving.. 7

Lesson 3: Offensive Attack & Blocking... 11

Lesson 4: Modified Game Play. 14

Lesson 5: Game Play.... 17

Summative Assessment / Rubric.. 19

Resources.. 23

Concluding Rational. 28

References. 32
Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 3

Unit Plan
Unit Title: Introduction to Volleyball Game Subject Area: Physical Education
Play and Rational for Play
Grade Level: Grade 9 Student Name: Tessa Moncrief
Number of Classes in Unit: 5 lessons are Length of time for each class: 85 min
provided, although it could expand to more
than 5 days worth of material

General Outcome A
Students will acquire skills through
a variety of developmentally
appropriate movement activities;
dance, games, types of gymnastics,
individual activities and activities
in an alternative environment; e.g.,
aquatics and outdoor pursuits
Unit Objectives
Specific Outcomes:
Basic Skills
A91 apply and refine locomotor skills and concepts
to a variety of activities with increased control to
improve personal performance
A95 apply and refine ways to receive, retain and
send an object with increased speed, accuracy and
distance in skills specific to an activity

A96 apply and refine manipulative skills by using

elements of space awareness, effort and relationships,
with and without objects, to improve performance

General Outcome B Well-being

Students will understand, B97 monitor, analyze and assess fitness changes as a
experience and appreciate the result of physical activity
health benefits that result from
physical activity

General Outcome C Fair Play

Students will interact positively C93 demonstrate etiquette and fair
with others
Teamwork
C95 develop practices that contribute to teamwork

General Outcome D Effort

Students will assume responsibility D91 participate regularly in, and realize the benefits
to lead an active way of life. of, an active lifestyle
 Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 4

Introductory Rational

The reasoning for choosing a volleyball unit for grade 9 students was to give them the
confidence and competence in their own abilities when it came to school sports. Having these
skills will enable students to try new things such as school sports, recreation leagues, or even the
ability to play beach volleyball during a trip on spring break. Volleyball is not only positive for
physical health, but has many social health benefits as well, such as socializing and meeting new
people. For these reasons, and more listed under Concluding Rational, I chose to develop a
unit plan on volleyball. Therefore, this unit plan will encompass specific outcomes pertaining to
all four general outcomes covered in the Alberta Education Program of Studies for Physical
Education, specifically grade 9.

Unit Lesson Plans

Physical Education Lesson: Intro to Bump and Set (Lesson 1/5) Date: Sept 19, 2016

Class: Grade 9 Physical Education Unit: Volleyball

Summary of Lesson: Students will begin with free-play using the volleyballs. Then will play a
game of catch it drop it and flinch. Then we will move into simple volleyball drills that are
broken down to work on the fundamentals of the ready position, bumping, and setting. Finally a
cool-down and debrief.

General
Outcomes
Activities Benefits Health Cooperation Do It DailyFor Life

Goal Setting/ Active

Specific Basic Application of Functional Body Well- Communi- Personal Living In the
Outcomes Skills Basic Skills Fitness Image being cation Fair Play Leadership Teamwork Effort Safety Challenge Community

X X X

Goal: For students to work on their volleyball foundational skills such Assessment/
as form, as well as communication and teamwork with classmates. Evaluation/ Comments

Introduction/Warm Up: 15 Min

Students will have a few min to play with the volleyballs Students will actively
With the group split in half, they will play catch it drop it, participate and
where students stand in a circle, one person in the middle who communicate in the
has the ball, they will either say catch it or drop it, and toss it at a warm up
person in the circle, that person must do the opposite of what
they were told. (Webb, 2016)
They can then play flinch (Flinch, 2016), where with the same
idea, this time the people in the circle have their arms across
 Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 5

their chest, if the balls gets tossed at them, either catch it, or try During instruction,
not to flinch (elimination). students are engaged
listeners, not playing
Class management strategies: with the volleyballs, are
1 whistle = everyone to stop where they are and hold the ball ready to be called on and
2 whistles = Come stand in front of the teacher repeat information at
Regulation: first time = verbal warning, second time = quick any time
one-on-one discussion during activity, third time = sit out of
activity for a desired length of activity

Learning Activities/Teaching Strategies: 45 min (A9-1, A9-5, C9-5,

During activities/skills,
D9-1)
students are focusing on
- Explain to students the dynamic sport, how its all about
their form, giving
teamwork and communication, how many players are on the
feedback to partner, and
court, the lines of the court, and how many times the ball can be
modifying technique
hit by the team (3) and each player (1) unless the player went
when needed
in for a block, brushed their hands, and then hit then recover the
ball
- Demo and practice the ready position feet just wider than
shoulder width apart, toes pointing forward, balls of the feet,
bent knees,
Formative assessment
low, chest up, arms/hands out and ready for a reaction
will be ongoing from
Forearm Passing/Bumping:
myself, as well as their
1) Basic form/ flat platform hands and forearms
partners. This allows the
2) Ready position
teacher to give instant
3) Dont swing arms, if I swing my arms where does the ball go
and specific feedback to
4) Move through the ball shuffle
students while they are
5) Shoulders pointed to target usually to the setter
learning, and continually
Activity: assess how they are
- In partners, catch the ball with knees, or let it bounce between doing with what has
your knees been taught. During this
- Next, catch with forearms time the teacher can also
- Next, one partner tosses, the other bumps it back (5x5) reflect on how the lesson
- Move distance, side to side is going, and if specific
- Once the class gets a hang of it, have a class contest to see what and individual feedback
group can keep the ball in play the longest is working, or if certain
- Have the class line up in two lines at one end of the gym, going areas need to be
down the two lines, have partners bump to each other as the reviewed as a whole
shuffle down the court, once they reach the end, they switch class or in groups.
sides so they can shuffle both directions
Setting: Constant communication
1) Review proper technique with student also
2) Ready position, knees bent, power from the legs demonstrates how
3) Triangle hand position at forehead, thumbs pointing at eyes, important it is student to
square to the target
 Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 6

Activity: teacher and student to

- In partners, one tosses, other cradles the ball in the proper form, student. Ex. If students
readjust form, toss back to partner, repeat are not communicating
- Speed up process, then rally back and forth properly during the
- As a class, have a contest to see what group can keep the ball in lesson, there will be a
play longest lack of ball control, and
- Have class line up in two groups on one side of the gym, doing there is a risk for injury.
the same as they did before moving down the gym, doing the
same but with setting

- Have students bump and pass to each other in partners

- Start in small groups until the entire class forms one large group, have
students pass the ball to each other with either bump or a set while
saying the persons name they are passing to. The person receiving the
ball must call (my ball) This drill works on communication and ball
control
You can move the circle back to increase the challenge or
introduce more balls.

Closure/Cool Down: 25 min

Cool down will be teacher lead full body stretching

As a group, review key points learned about proper form and technique
Discuss what we are doing next class.
Put the equipment away.
 Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 7

Equipment / Safety Considerations Differentiation:

- Whistle
- 2 small handball
- class size volleyballs
- Big, brightly colored, noise
making (volley)ball
Keep heads up, hands ready, and
communication clear.
Beginner Learner: The student should begin by observing
other students with exploratory learning. The lesson starts
off with free play with the volleyball, and although the
students were not told to do volleyball maneuvers, the
student can see what the other classmates are doing. The
lesson itself starts off with the basic lesson on the ready
position, bumping and setting. By that direct information,
and the help of being partnered up with a student they are
comfortable with, but also knowledgeable, they can begin
to develop these skills.

Advanced Learner: The student should have no problem

with the lesson, however disengagement could be the
biggest factor with an advanced learner. Therefore, I would
give them special tasks, such as equipment distribution
and collection, or partnering them up with other students
who can benefit from someone who can challenge them
with their skills and communication.

A Student with Depression: It is important to have a

relationship and constant communication with a student
with depression as they can have good and bad days.
Therefore I would have options, such as working
individually or partnering with a friend. I would also set up
individual goals with that student for the day.

A Student with a Vision Disability: Ensure the student is

at the front of the class when given instructions or
demonstrations, or have that student help with
demonstrations such as the ready position, so they have a
feeling for it prior to playing. Have the student partnered
up with a friend who is effective at communicating. Use a
big, brightly colour ball and/or with a bell or noise. Modify
game by having student stand closer to the person, and
catch vs. constant rally (Peer Resource Sheet, 2016).

Physical Education Lesson: Intro to Serving (Lesson 2/5) Date: Sept 20, 2016

Class: Grade 9 Physical Education Unit: Volleyball

Summary of Lesson: Students will begin with warm-up game that involves the basic skills of the
ready position and catching, as well as teamwork and communication. Next, we will review the ready
 Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 8

position and bumping and setting from the previous lesson. Once a review has been done, skills from
the previous lesson will be re-introduced, and students will continue to strengthen these skills. Finally,
serving both under and over hand will be taught and practiced. Followed by a quick cool down and
debrief.

General
Outcomes
Activities Benefits Health Cooperation Do It DailyFor Life

Goal Setting/ Active

Specific Basic Application of Functional Body Well- Communi- Personal Living In the
Outcomes Skills Basic Skills Fitness Image being cation Fair Play Leadership Teamwork Effort Safety Challenge Community

X X X X

Goal: For the students to continue developing their fundamental Assessment/

volleyball skills while working on communication and effort and Evaluation/
acquiring new serving techniques. Comments

Introduction/Warm Up: 10 Min Set up clear

Warm Up: The students will be separated into two groups, each group expectations for
forming a large circle. Starting with one ball, a student will toss the ball the warm up.
into the air, and other teammates will have to call possession (mine) Always in the
and catch the ball in the ready positions with arms fully extended. If ready position,
successful, another ball is added in and the game continues. The catching the ball
objective is to see how many balls one team can acquire at one time. If a low and with arms
ball is not successfully caught, the ball is out for the next round. If more extended.
than one ball drops, all that have dropped remain out, and they start again
continually adding one in at a time.
Heads up for out
Class management strategies: of control balls at
1 whistle = everyone to stop where they are and hold the ball all time.
2 whistles = Come stand in front of the teacher
Waiting until everyone has stopped, is paying attention, and there
is no one talking before teacher speaks
Regulation: first time = verbal warning, second time = quick one-
on-one discussion during activity, third time = sit out of activity
for a desired length of activity

Learning Activities/Teaching Strategies: 60 min (A9-1, A9-5, A9-6, When reviewing,

C9-5, D9-1) ensure students
Review: are actively
Ready position feet just wider than shoulder width apart, toes listening,
pointing forward, balls of the feet, bent knees, low, chest up, answering
arms/hands out and ready for a reaction questions, and
 Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 9

Setting: repeating the

- Review proper technique correct
- Ready position, knees bent, power from the legs information when
- Triangle hand position at forehead, thumbs pointing at eyes, called upon
square to the target
Forearm Passing/Bumping:
- Basic form/ flat platform hands and forearms
- Ready position
- Dont swing arms, if I swing my arms where does the ball go When students are
- Move through the ball shuffle practicing with a
- Shoulders pointed to target usually to the setter partner,
continually give
Have students explain to teacher key points while teacher does what feedback to
they mention to do, correcting as needed students on form,
teamwork, and
Activity: communication
- Line up in partners along the green line, setting and bumping back
and forth. Grab and re-set if needed.
- Once students are comfortable, have a mini-competition, where
students again are standing on the green line across form each Formatively assess
other, when the whistle sounds, students have to keep a progression with
continuous rally, if they drop the ball, they sit down and see who basic skills and
the last pair standing is (do a couple times) how they are
- Finally, have students create two teams, making two large circles. refining those
Within the circle, students must try to keep the ball in play as long skills. Assess
as possible, counting the rallies and seeing what team could go students on their
the longest. Again, stressing ready position and communication ability to
and teamwork. communicate to
their
Serving: (Explain/demo where the serving line is and that you can partners/teammat
move, but can not step on or over the service line) es and how they
Underhand Serve: respond to that
1) Step forward with non dominant foot, having ball in non communication
dominant hand
2) Make a palm fist, hitting with the heel of your hand
3) Drop a second before making contact
4) Transfer weight from back to front foot, swinging through

Overhand Stationary Serve:

1) Hold ball out in front, having hitting hand behind ear almost like
pulling a bow-n-arrow
2) Toss ball 2-3 feet, contact with ball
3) Shift weight from back to front foot
4) Make contact with the ball at the top of your arm extension
Activity:
Underhand serving:
 Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 10

- Have students lined up on the green line facing each other. One
partner serves the ball, catches it, and serves it back to their
partner, etc.
- Then, students serve to their partner, and their partner tries to send
it back by either bumping or setting. (5x5)
- Students can then line up across from their partner along the Formatively assess
length of the gym, first starting around the basketball key, then students understanding
behind the white serving line. of the basic skills of
Overhand serving: serving a volleyball,
- Have students go through the motions facing a partner but instead giving specific
of hitting a ball, they high five each other feedback when
- Next, students line up on the green line across from their partner, necessary
and they throw the ball using the overhead serve technique
- Next, students take a few steps back and begin serving to their
partner. Catching the ball, then serving it back.
- Students can then begin to send the ball back by either bumping
or setting it (5x5)
Finally, students can line up lengthwise of the court and overhand serve
back and forth to their partner, first standing at the basketball key, then
moving back

Closure/Cool Down: 15 min

Full body stretch lead by teacher

Review key points learned about proper technique of both serves

Discuss what we are doing next class.
Put the equipment away.
 Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 11

Equipment / Safety Considerations Differentiation:

- Whistle
- class size volleyballs
- Big, bright colour, noise
making (volley)ball
Safety: watch out for
volleyballs that are out of
control, and calling
possession so people do not
crash into one another
Beginner Learner: As it is the third lesson in the unit
plan, this student should be getting confortable with a
volleyball ball, and begin to identify some of the basic
skills of volleyball. Again, it is important to have one-on-
one lessons and constant feedback from teammates.
Although serving is important in volleyball, I believe it is
more important to have this student understand the playing
skills (bumping and setting), whereas serving is a skill that
can be developed later on.

Advanced Learner: Throughout class, this student has

time to master certain skills. Through review and formative
peer and teacher feedback, they are able to constantly
improve. Again, it is important to give them tasks that will
keep them on task, and partnered up with students they
work well with but can also help. Serving is a skill that is
difficult to master, so I would take this opportunity for this
student to help coach some of the other students with
their serving technique.

A Student with Depression: Again, constant

communication with this student is important. I would like
to see them continually work on bumping and setting, and
getting comfortable with that, and maybe set up a goal with
serving as they progress. Having them paired up with a
friend they can trust and motivate them.

A Student with a Vision Disability: This student can be

located closest to the teacher when demonstrations/ review
is taking place. Reminder to the teacher to speak clearly,
detailed, and efficient when explaining. Student can use
specific ball with trusted partner.

Physical Education Lesson: Offensive Attack & Blocking (Lesson 3/5) Date: Sept 21, 2016

Class: Grade 9 Physical Education Unit: Volleyball

Summary of Lesson: Students will warm up with a quick passing and keep up game, review court
boundaries, specifically the attack line. Discussion in regards to who can attack, when, etc. Students
will practice the stages of an attack. Then students will learn how to block an attack, breaking down
into stages, and finally putting the two together, as well as other skills into a quick mini game drill.
 Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 12

General
Outcomes
Activities Benefits Health Cooperation Do It DailyFor Life

Goal Setting/ Active

Specific Basic Application of Functional Body Well- Communi- Personal Living In the
Outcomes Skills Basic Skills Fitness Image being cation Fair Play Leadership Teamwork Effort Safety Challenge Community

X X

Goal: For students learn and apply a volleyball tactic in regards to Assessment/
offense during game plays in combination with previous skills already Evaluation/
acquired for volleyball. Comments

Introduction/Warm Up: 15 min

In partners, student will forearm pass back and forth
while moving in a side shuffle down the court. This This warm-up is a form
works on moving with the ball and becoming square of formative feedback
to the ball. to see who needs
In groups of 6, students will form a circle and play assistance with basic
keep-up with a volleyball, using both forearm passing techniques
passes and setting, working on their basic skills and
communication. The students should be calling the
ball to indicate they are they ones receiving the
pass.

Class management strategies:

Whistle commands, waiting for students to have eyes on me
before proceeding Direct instruction as
Learning Activities/Teaching Strategies: 55 min (A9-1, A9-5, C9-5) well as class discussion
Have students walk on court lines while explaining where/what on prior logistical
knowledge of a
they are.
volleyball game and
Class discussion about the attack like, benefits of attacking
court
- Players in the front row are allowed to take steps in front of
the attack line and hit the ball in the air
- Ask students: Can back row players attack the ball? Yes, but
they must take off behind the attack line
- Ask students: what kind of approach should we take?
Running? Standing? 3 Step Approach
3 Step Approach to Attack (slow, quick quick) Formatively assess
- For a right-handed hitter, the 3-step approach is left foot, right students while giving
foot, and then left foot. specific feedback on
- For a left-handed hitter, the 3-step approach is right foot, left their skills throughout
foot, then right foot. the lesson
Activity: Have students start their attack from the attack line, reminding
them that they can not hit or go under the net adjust approach
 Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 13

depending on how close or far they are from the net, using the attack line
as a guideline
- Have students in three lines, with one tosser at each line Have students switch
- Students will do their approach and catch the ball mid-air, roles throughout the
focusing on footwork and timing practice to allow for
- Next, have students approach and tip the ball over, focusing differentiation and
on making contact with the ball expanding knowledge
- Standing, students will go through the arm motions of a spike
- The ball should be contacted reaching up high with the arm
straight, elbow extended. The contact should be made
reaching directly above or slightly in front of the body. The
ball is contacted by the hand using a wrist snapping type
motion to direct the ball downward into the opponents court
(Simplified Volleyball Rules, 2016)
- The setter will toss the ball to the hitter, the hitter will forearm
pass and will start his attack approach while the setter sets the
ball

Blocking:
- Blocking is a defensive strategy to stop a spiking attack
- Students will be at the net, elbows at their sides, athletic
position, explode, hands together and reach towards the top of
the net
- Students will approach the net, jump, next person goes
- Next round, teacher will hold a ball over the net and students
will tap that, reminder not to touch the net
- Next round, students will start at one side of the net, jump,
side shuffle three times, continue down the net side shuffle
is important as it allows the player to get into position while
always facing the net
- Students will then take turns either attacking or blocking,
constantly rotating to a new position once they have finished

Activity: Have students practice serving, bumping, setting, attacking,

and blocking. Once that set is over, a new group rotates in. This will
allow students to sequence the skills and begin to understand game play,
while applying new knowledge of court boundaries.

Closure/Cool Down: 15 min

Review key points learned about proper form and technique as well as
court lines
Discuss what we are doing next class.
Put the equipment away.
 Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY
Equipment / Safety Considerations
- Whistle
- Class set volleyballs
- Big, bright color, noise
making (volley)ball
- Volleyball nets with markers
- Cones
- Visual aids such as diagrams
and video clips
Keep heads up, hands ready, and
communication clear especially while
people are attacking
Physical Education Lesson: Modified Game Play (Lesson 4/5)
Class: Grade 9 Physical Education
14
Differentiation:
Beginner Learner: Specifically for a beginner learning, it
is essential to physically point out and determine the lines
of the court, therefore students will move around the court
when learning the lines. The lesson is scaffold, which
allows for small progression, which the student will also
benefit from. The teacher will also bring in visual aids such
as diagrams and video clips to better demonstrate what the
movements are. Although attacking and blocking are part
of volleyball, I am more concerned about understanding
the basic movements, which can be progressed later on.
Advanced Learner: An advanced learner can always
improve and modify their strategies during game play. This
lesson is especially important for this student, as they are
unable to do the complete skill until the very end, therefore
it is important to have them assist the teacher in
demonstrations and activities, especially when assisting
other students. Therefore, giving this student tasks and
teaching opportunities would be very beneficial.
A Student with Depression: Like the previous lessons,
communication is key. Depending on the student, they
could be partnered up with a friend and both do the
activities at the same time, or they could take on a different
role, for example another assistant coach. Therefore they
are still participating but in a different form.
A Student with a Vision Disability: Having the student
walk the boundaries, setting up more visible pylons on the
lines to add an extra dimension, using the modified
volleyball, and also showing this student visual aids such
as videos could be extremely beneficial. Just like the other
lessons, making sure the student is at the front of the class,
and modifying distance such as where to start footwork or
serve from.
Date: Sept 22, 2016
Unit: Volleyball
 Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 15

Summary of Lesson: Students will begin warming up with a partner, rallying with serving, setting,
and bumping. Next they will get into assigned groups, and continue rallying in hopes to keep the ball
up as long as possible. Finally, students will set up the badminton nets and play a modified version of
volleyball with three on three.

General
Outcomes
Activities Benefits Health Cooperation Do It DailyFor Life

Goal Setting/ Active

Specific Basic Application of Functional Body Well- Communi- Personal Living In the
Outcomes Skills Basic Skills Fitness Image being cation Fair Play Leadership Teamwork Effort Safety Challenge Community

X X X

Goal: For the students to continue developing their fundamental Assessment/Evaluati

volleyball skills while adding them into modified game play. on/ Comments

Class management strategies:

2 quick whistles = stop and hold the ball, waiting until everyone
has stopped, is paying attention, and there is no one talking before
teacher speaks

Introduction/Warm Up: 15 min

Review Heads up for out of
Ready position feet just wider than shoulder width apart, toes control balls at all
pointing forward, balls of the feet, bent knees, low, chest up, time.
arms/hands out and ready for a reaction
Setting:
- Review proper technique
- Ready position, knees bent, power from the legs When reviewing,
- Triangle hand position at forehead, thumbs pointing at eyes, square ensure students are
to the target actively listening,
Forearm Passing/Bumping: answering questions,
- Basic form/ flat platform hands and forearms and repeating the
- Ready position correct information
- Dont swing arms, if I swing my arms where does the ball go when called upon as a
- Move through the ball shuffle form of formative
- Shoulders pointed to target usually to the setter assessment to see what
Serving: (Explain/demo where the serving line is and that you can needs to be
clarified/reviewed
move, but can not step on or over the service line)
Underhand Serve:
- Step forward with non dominant foot, having ball in non dominant
hand
- Make a palm fist, hitting with the heel of your hand
- Drop a second before making contact
- Transfer weight from back to front foot, swinging through
 Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 16

Overhand Stationary Serve:

- Hold ball out in front, having hitting hand behind ear almost like
pulling a bow-n-arrow
- Toss ball 2-3 feet, contact with ball
- Shift weight from back to front foot
Make contact with the ball at the top of your arm extension When students are
practicing with a
Warm Up: partner, continually
- Have students line up along the green lines across from a partner, give feedback to
practicing underhand serving, setting, and bumping students on form,
- Next, have students break up into original PODS and form circles, teamwork, and
playing keep up. Again, working on the basic skills, students try communication
to keep the volleyball in the air as much as possible. This game is
also important for communication. During the game is a
great time for students
Learning Activities/Teaching Strategies: 50 Min (A9-1, A9-6, C9-3, to put what they have
C9-5) learned into practice.
Have students set up all of the badminton nets and play modified Continually observe
volleyball. and modify when
- 3 on 3 needed. Ex. If students
- 5 min games are still having
- NO blocking or hitting difficulty with ball
- Rotation when serving (clockwise, when there is a change in accuracy, have them
possession/point change) cradle the ball and
- Rally point then set back until it
- If you are serving, wait until everyone is ready to serve becomes one smooth
- Use badminton lines as out, ceiling is also out motion
- King court rules, winner moves up, loser moves down

Closure/Cool Down
Teacher lead full body cool-down
Take down nets and put away equipment.
Review key points learned from playing a modified game
Discuss what we are doing next class.
 Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY
Equipment / Safety Considerations
- Whistle
- Class set of volleyballs
- Big, bright color, noise
making (volley)ball
- Badminton nets and poles
with bright coloured
markers/tape
Keep heads up, hands ready, and
communication clear watch out for
flying balls and people running into
your court, as well as balls rolling
(tripping hazard)
17
Differentiation:
Beginner Learner: By introducing the whole class to a
modified game of volleyball, it allows everyone to work on
their skills at an appropriate pace. This student can modify
during game play to the best of their abilities. It is about
gaining an introduction to volleyball, not mastery.
Therefore, by scaffolding the lessons, this student should
be able to go at their own pace while still participating in
the activities.
Advanced Learner: Because this lesson was based on
modified game play, this student may not be comfortable
with the positions (ex 3 players instead of 6), and can assist
other teammates. As previously stated, there is always
opportunity to help with equipment (in charge of net set up
and take down) and could demonstrate with the teacher
during instruction.
A Student with Depression: Again, ask how the student is
doing that day. Partner up with people they feel
comfortable with. If they do not want to participate in the
game play, have them assist the teacher with keeping track
of games and/or play one on one with another student
while working on fundamental skills.
A Student with a Vision Disability: Making sure this
student is always using the modified ball as well as adding
bright colour tape to the nets and poles. Having student
stand closure to the net so they are in the midst of the game
versus in the back. Grouped with students who they are
comfortable with.
 Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 18

Physical Education Lesson: Game Play (Lesson 5/5) Date: Sept 23, 2016

Class: Grade 9 Physical Education Unit: Volleyball

Summary of Lesson: Students will begin by setting up the nets and playing a serving game. Next, we
will go over game play rules, finally students will be able to apply their skills and play a game of
volleyball.

General
Outcomes
Activities Benefits Health Cooperation Do It DailyFor Life

Goal Setting/ Active

Specific Basic Application of Functional Body Well- Communi- Personal Living In the
Outcomes Skills Basic Skills Fitness Image being cation Fair Play Leadership Teamwork Effort Safety Challenge Community

X X X X

Goal: For students to combine and apply the physical skills and Assessment/
teamwork they have learnt throughout the unit and apply a game of Evaluation/
volleyball. Comments

Introduction/Warm Up: 2 x 3 min = 6 min This warm-up is a form

Serving Your Team game: (B. Crouch, personal of formative feedback
communication, April 20, 2016) to see who needs
Two teams, one on each side of the net assistance with serving,
Serve, if it doesnt go over the net or if it goes out of especially with
bounds, that person has to go sit down on the other accuracy prior to game-
side of the court play
In order to get back to their side of the court, their
team mates must serve a ball and it must be caught
by their own teammate During the game is
where the summative
Class management strategies: assessment will take
Whistle commands, waiting for students to have eyes on me place. Students will
before proceeding have prior knowledge
Learning Activities/Teaching Strategies: 50 min (A9-1, A9-5, A9-6, of this assessment.
C9-3, C9-5, D9-1) Throughout the unit,
Students will play round-robin rotation volleyball games, each game formative assessment
lasting approximately 4 min each. and jot notes have been
- Teams will be created prior to the lesson by the teacher depending done, and now students
on the information collected through formative assessment will be assessed via the
throughout the unit rubric criteria. Student
- Students who are on the sidelines will be able to referee, manage self-assessments will
the clock, keep score, and cheer on their classmates also be completed and
taken in for
consideration
 Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY
Closure/Cool Down: 29 min
Students will fill out self-assessment rubric they saw at the beginning of
the unit and answer questions attached
Discuss how the games went, what they liked, what they learnt, etc.
Put the equipment away.
Equipment / Safety Considerations
- Whistle
- Class set volleyballs
- Big, bright color, noise
making (volley)ball
- Volleyball nets with markers
- Score clock
- Timer
- Self-assessment sheets
- Pens
Keep heads up, hands ready, and
communication clear.
19
Differentiation:
Beginner Learner: During game play the student is
allowed to make modifications to suit their need (Ex. Move
closer to the net to serve, cradle the ball before setting it,
etc.). The student will also be placed on a team that will
best support their needs (Ex. With supportive friends,
students with excellent volleyball skills, etc.)
Advanced Learner: This student will be a great asset to a
team because of his expertise with volleyball. Therefore he
will be put on a team that could benefit from his skills.
While he is waiting he can help with the side tasks, as well
as taking on more responsibilities such as the round-robin
schedule and being in charge of set up and take down of
nets and equipment.
A Student with Depression: This student would be placed
on a team that best suits their needs, therefore with a friend
and a supportive team. Again, it is through communication
on what they need and how I can provide that. It would
also be advantageous to remind this student of the goals
they had set for the unit and how they want to achieve
those goals.
A Student with a Vision Disability: This student would
play with the modified ball, as well as modified game
rules. Just like the beginner learner, they are able to stand
closer to the net, or switch positions with other players that
may lead to more success during play. Volleyball is a sport
that relies heavily on communication and teamwork,
therefore I would make sure this student is placed with
trusting teammates who will assist in their game-play.
 Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 20

Summative Assessment / Rubric

PE 9 - ABCD Rubric

Name_____________________________ Class__________ Unit________________

ATTITUDE
5 4 3 2 1
Respect Always Shows respect Occasionally Little respect Lacks respect
demonstrates for the teacher, shows for rules, for authority,
respect for the peers, and disrespect teacher endangers
teachers, peers equipment towards teacher expectations, others with
and equipment most of the and peers and authority reckless
time behaviour
Enthusiasm Always Displays Generally Frequently Expresses a
enthusiastic, up- enthusiasm displays a displays a negative
beat, positive most of the positive negative attitude
outlook time (when attitude, usually attitude towards most
they want to be when teacher is activities
there) present
Appreciation of Keen Appreciates Prime Understands Disinterest
Health Benefits appreciation of health benefits motivation for health benefits towards
personal well- of physical participation is but doesnt care activity, well-
being, body activity but to have fun about personal being, poor
image, and doesnt apply with little health body image
fitness them to regards to
personal health benefits
lifestyle
Attire Always Changed in Occasionally Frequently not Consistently
changed in proper attire violates the changed for not changed for
proper gym most of the dress class class
attire time regulations

LEVELS OF SKILL DEVELOPMENT

5 4 3 2 1
Seeking self- Always working Often tries to Sometimes Seldom tries, Does not
improvement in towards improve just plays, often distracted attempt
a variety of improvement with little and just
individual attempt to there
pursuits improve
Demonstrating Always trying Often attempts Sometimes Seldom Does not
activity skill in a to replicate the to demonstrate uses correct attempts to attempt correct
variety of team ideal the correct skill skill but is apply correct skill, reacts
games satisfied with skill to game with
less situation inappropriate
skills
 Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 21

Refining Always on the Often moving Sometimes Seldom Does not

locomotor skills move, seeking with few rests moving but moving, likes attempt to
(i.e. walking, to refine takes frequent to be invisible contribute
running, personal rests movement
skipping) movement
Applying & Always seeking Often working Sometimes Seldom Does not
refining improvement towards better satisfied with contributes attempt, avoids
manipulative and excellence manipulative current level manipulative opportunities to
skills and in manipulative skills of ability skills, blends manipulate
concepts (i.e. skills in object
throwing,
catching)

PARTICIPATION
5 4 3 2 1
Effort Always gives Consistent Exerts fair Minimal effort, going No effort,
best effort for effort, moves effort if through the motions avoidance of
self- up and down teacher is activity,
satisfaction, the field/court watching, if chooses to sit
tireless worker with game winning, or out
play if good at
activity

Goal Setting/ Sets clear goals Sets some Sets Sets few goals & Sets no goals
Personal & challenges goals & shows occasional shows little to no & shows no
Challenge themselves to good goals & improvement in skills improvement
improve improvement requires and fitness due to lack
physical skills in most skills some of effort
and fitness and fitness prompting
level/uses class level due to to put forth
time efficiently effort a good level
of effort

Independent Ability to work Completes Follows Unwillingness to Interferes with

Work independently tasks with instruction work with all students other students
little teacher only when in class learning
assistance or the teacher
prompting is watching

Participation Participates Works well Tries if Needs to be Opts out of

well in all with most motivated encouraged constantly participating
activities and students, most but needs to most of the
does not of the time some participate/selective time
complain reminders participation
COOPERATION
Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 22

5 4 3 2 1
Cooperation Always Cooperative Generally Displays Frequently
cooperative with with others cooperates uncooperative uncooperative (i.e.
teachers and most of the with teachers behaviour disruptive during
peers time and peers, can occasionally instruction, breaks
have bad towards teachers rules of play)
days and peers
Communicatio Listens actively, Listens Demonstrates Does not respond Argumentative,
n (Speaking/ asks appropriate attentively, proper to speakers disrespectful
Listening) questions for speaks at listening questions towards rules and
clarification and appropriate posture authority
follows times
direction
Sportsmanship/ Displays Displays Plays by the Contributes little Avoids
Fair Play outstanding sportsmanshi rules but to team play (i.e. participating,
sportsmanship, p, fair play shows little only plays when constantly off task
fair play and and respect respect for the ball comes to and fooling
respect during during play others them) & around/excessive
participation most of time numerous excuses socialization and
of why they cant interfering with
participate others
Teamwork / Shows Shows Shows Shows little Shows poor
Leadership leadership & leadership & teamwork leadership, leadership,
teamwork by teamwork by when displays negative disrespectful of
helping and being willing participation, body language others, putting
encouraging to help and avoids down, speaking
others/sensitive encourage particular unkindly
to differences others partnerships
occasionally with others

Goal Setting
Pick 2 goals, from two different categories listed above that you want to accomplish throughout
this unit, and explain why and how you will accomplish them.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

What are you most excited for about this unit? What are you most nervous for? Explain why if
you choose.
Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 23

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Reflection
What did you like about this unit?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

What would you change about this unit?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Do you think you would do this activity with a friend or family member? Explain.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Did you meet the goals you set out for yourself? Why or why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Please read the rubric above and circle the corresponding scale rating that best fits you during
this unit.

Resources
Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 24

P.E. Instructional Program Year Plan

Retrieved from Vincent Massy Junior High School
* Dates based on 2015/2016 school year

September 2 September 5 Orientation, Expectations and Outcomes

September 8 October 2 Flag Rugby, Volleyball, Ultimate
October 3 October 13 Rugby, Field Hockey, Wrestling
October 14 October 30 European Handball, Soccer
November 2 November 19 Archery, Fitness, Speedball
November 23 December 11 Basketball, Weight training
December 14 December 18 Mission Impossible
December 21 January 7 Winter Break
January 8 January 31 Social Dance
February 4 February 26 Floor Hockey, Tchoukball, Outdoor Games
February 27 March 15 Badminton, Fitness and Table Tennis
March 18 March 21 Low Organized Games
March 22 April 1 Spring Break
April 2 April 29 Track and Field
April 30 May 16 Lacrosse, Cricket, and Soccer
May 21 June 7 Golf, Speedball and Ultimate
June 10 June 21 Softball

Simplified Volleyball Rules

Retrieved from Brian Crouch FFCA, April 2016

6 players on court.

1st team to 25 points wins.

Positions

Of the 6 players 3 are to the front and 3 to the back, with the back player at the left being the
server.

Serving
Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 25

Serve from behind the back line.

The serve must to be hit with the hand.

After serving the server moves back onto court to help their team.

The serve is allowed to clip the net on the way over, but must not touch the antenna nor
pass over or outside the antenna.

Once the ball has been served ANY player can move ANYWHERE on court and even
chase the ball out of court if needed.

If the serve is going out leave it to hit the floor - if you touch it before it lands then you
must play the ball back.

The serve is not allowed to touch the roof.

Hitting the ball

The ball may be hit with any part of the body (hand, head, chest, even the foot!) with the
exception of the serve which must to be hit with the hand.

The hit has to be clean - no scoops, catch-and-re-throws, dunks etc.

Your team have up to 3 touches to return the ball over the net - although it can be
returned by the 1st or 2nd touch.
Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 26

A player mustn't have 2 consecutive hits - but having the 1st and 3rd hit is OK.

In the rally

Players mustn't touch the top of the net.

A players body is allowed to be in the opponents court provided it does not interfere
with the play.

The ball mustn't touch the roof, walls or posts.

The ball CAN touch the net on the way over providing it does not touch the antenna.

T
h
e

ball is allowed to go into the net and bounce out - the rally continues and this does not
count as one of the 3 touches.

If the ball touches the court floor on the opposite side your team wins the point.

If the ball touches one of the opposition players and then the floor/wall your team wins a
point.

If one of your players hits the ball out of court, the others can chase the ball and hit it
back into court or over the net.

If the other team hits the ball more than 3 times your team wins a point.
Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 27
Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 28

Blocking

Blocking = jumping at the net with the arms up to stop the ball coming over the net.

Blocking a serve is not allowed.

A back court player must not take part in a block - even if they don't touch the ball

A block does not count as a regular hit - so your team still have 3 more hits, also if you
block then you ARE also allowed to make the 1st hit.

Attacking

Attack = while in the attack zone, hitting the ball from above the height of the
net towards the other side

A back court player is not allowed to attack.

A back court player IS allowed to hit the ball from BELOW the height of the net while in
the attack zone

A back court player IS allowed to hit the ball from above the height of the net while in
the DEFENCE zone.

If PART of the ball is over the net then it's OK to attack the ball (even if it's mostly on the
other side).

If ALL of the ball is on the other side of the net then the only shot that can be played is a
block (i.e. not a hit)
Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 29

Rotation - everybody gets to play in every position

Every time your team wins the serve from the other team all your players rotate their
position on court - clockwise.

If you lose the serve your team doesn't rotate.

If you keep the serve your team doesn't rotate.

Substitution

Substitutions take place before the serve

Once player A has replaced player B then player B can only be substituted by player A

Time-Outs

Up to 2 time-outs per set of 60 seconds each

Time-outs take place before the serve

Winning

The winner is the 1st team to reach 25 points (by 2 clear points)

If you serve and get the point you keep the serve, if you don't get the point, the other team
gets the serve AND also a point. (i.e. the score changes EVERY time there is a serve)
Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 30

Note: if the opposition only need one point to win and you mess up a serve, they win
without even touching the ball.

Concluding Rational

As stated in the Introductory Rational, I chose to develop a volleyball unit because I

believe it teaches more than just bumping, setting, and serving. Grade 9 is a crucial year for most

students and their life as a student athlete. For myself, grade 9 is the first of four years of high

school, and this is where my identity as a non-athlete was shaped. I had always been a very

active person and enjoyed physical education class, but lacked the confidence and competence to

become a student athlete. With only one girls volleyball team in our whole town, I was unable to

be successful in a sport in which I enjoyed, therefore had a negative perspective on my physical

capabilities and myself. Not only did I loose out on the opportunity to play a sport I was

passionate about, I lost the ability to strengthen skill development, and I was unable to be part of

a team. Although not every student will go through the same experience I had with the specific

sport of volleyball, my story shows that instilling the basic skills and confidence with young

athletes is essential for their lifelong development. Since then I have played volleyball for

fundraiser events and recreationally, but had to overcome a great deal to get where I am today in

my own physical confidences.

The rational for creating a volleyball unit for grade 9 physical education classes is based

on the Physical Literacy model as well as the Multi-Activity Model. The International Physical

Literacy Association defines physical literacy as the motivation, confidence, physical

competence, knowledge and understanding to value and take responsibility for engagement in

physical activities for life (Whitehead, 2016). From personal experience, I know that a lack of

physical literacy, especially when it comes to school and recreational sports, can be a huge

deterrent for students to feel like they are able to participate. Therefore, by teaching students the
Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 31

basic skills and game-play of volleyball, it will give them the confidence they need to participate

in sports and recreation, and in turn create the love and passion needed to participate in physical

activity throughout life.

I chose a sport that is played within schools; therefore I also followed the Multi-Activity

Model where team sports are taught in units of 4-10 lessons, comprised of skill building and

game play. The activities often follow the Sport Season Approach, in which sports are taught

along the timeline of collegiate competitive seasons (Sheppard & Gleddie, 2014). As an

extension of learning, I would continue using both the Physical Literacy and Multi-Activity

Model for the rest of the school year. The reasoning behind this is due to the grade level.

Like previously mentioned, grade 9 can potentially be the first year of high school, and it

is beneficial for students to learn and follow the collegiate calendar of sports, especially if they

want to play on their school or recreational sport teams, which is why my unit takes place in

September. I also believe grade 9 is an essential year for students to understand physical literacy

and develop those competencies and overall confidence as they develop into sport-specific

athletes. Basic physical skills such as applying and refining locomotor and manipulative skills

can continually be developed over the year. As well as physical well-being, fair play, teamwork,

and effort, which are essential to being a successful physical education student. For complete

breakdown of physical education year plan, please see P.E. Instructional Program Year Plan in

resources.

One of the challenges I faced when developing this unit plan was a starting point. The

essential question of what I wanted my students to learn was overwhelming when presented with

all of the specific outcomes detailed in the Alberta Education Program of Studies. It was when I

shifted my focus on what I wanted them to learn, but rather how I wanted them to feel when they
Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 32

learnt. Developing skills is something that takes practice, time, and effort, but like in my case, it

can take one bad experience to take all of that passion away. Therefore my initial inquiry

question when developing my volleyball unit plan was How do I feel when I play? My unit

plan is shaped around attitude, participation, cooperation, and finally level of skill development.

Overall I want my students to feel successful and confident when they leave the gymnasium

every day, and especially at the end of the unit, and say to themselves, I know the basics of

volleyball. The summative assessment at the end of the unit is based on personal goals, feelings

of nervousness or excitement, honest feedback of the unit, and a self-assessment on how they

believe they did during the lesson. I purposefully chose not to have a quiz or test at the end

because the constant formative assessment throughout the unit was about building up the

confidence, not tearing it down by a poor test grade.

Like all units and lessons, come challenges that arise unexpectedly. I attempt to add in a

lot of detail throughout my lesson plans because through stories and personal experience, being

underprepared is when chaos takes shape. In general, I should always try to plan too much, rather

than not enough, as time management can also become out of control. There are also the other

possibilities such as lack of physical space or equipment, too small or large of classroom size and

class size. Language, physical, cognitive, and social barriers of students such as the differentiated

learners we were given can also require more attention than planned for. Students can become

disengaged, choose to not participate, or do not learn what the goal of the lesson is. Therefore, it

is important to build relationship and open communication with all students. Understand their

concerns, meet their needs, and hopefully plan for the unexpected to arise.

This unit used specific outcomes from all four categories of the general outcome because

I want students to not only improve their volleyball/basic physical skills, but also well-being, fair
Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 33

play, teamwork, and overall effort when it comes to physical activity. Essentially, I want my

students to come away with the confidence and basic competence to play a sport, either

competitively, or recreationally, and know that they can continually develop their skill. I also

chose to focus on volleyball as a unit because it is a unit that is usually taught throughout the

progression of physical education class. That being said, I think it is important for students to

again, have the confidence and competencies of volleyball so the next time it is taught or being

played, the students already have the basic knowledge, and do not feel a lack of confidence in

their abilities.
Running head: INTRODUCTION TO VOLLEYBALL GAME PLAY 34

References

Alberta Education. (2000). Program of Studies for Physical Education. Retrieved from
https://education.alberta.ca/media/160191/phys2000.pdf

Crouch, B. (2016). Simplified Volleyball Rules [Class handout]. FFCA, Calgary, AB.

Flinch. (2016). Ultimate Camp Resource. Retrieved from

http://www.ultimatecampresource.com/site/camp-activity/flinch.html

P.E. Instructional Program Year Plan [Handout]. (2015). Vincent Massey Junior High School,
Calgary, AB.

Peer Resource Sheet. (2016). General Adaptation Suggestions [Class Handout]. University of
Calgary, Calgary, AB.

Queen Elizabeth Jr/Sr High School Physical Education Rubric [Handout]. (n.d.). Calgary, AB.

Reeves, J. (2001). Volleyball Work It Out: PE Central. Retrieved from

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=807#.WAY4gqMZPx

Sheppard, J. & Gleddie, D. (2014). Curriculum Models. In D.B. Robinson & L. Randall (Eds.),
Teaching Physical Education Today: Canadian Perspectives (pp. 34-46). Canada:
Thompson Educational Publishing Inc.

Webb, C. (2016). Drop it- Catch it. Ultimate Camp Resource. Retrieved from
http://www.ultimatecampresource.com/site/camp-activity/drop-it-catch-it.html

Whitehead (2016). International Physical Literacy Association. Retrieved from

https://www.physical-literacy.org.uk