Flow Chart for Striking and Fielding game in a High School (8-12) PHE class

Key Questions:

1. What do I want my students to think about and do in this game?

I want my students to be working in maintaining a rally and defending against attacks. These are
two the most important skills I find within a volleyball unit as students struggle with maintaining
a rally if volleyball is not a primary sport for them outside of school. Students will work on the
fundamentals of volleyball up for learning how to bump, volley, and spike. For learning these
skills students will be using non locomotor and locomotor skills to build up fundamentals for
volleyball.
2. How do I design the game to make it happen?
Students will learn how to play volleyball through video game design lesson; Donkey Kong

Play to Compete

Identify Tactical Problems

-Setting up and attack

Net and Wall -Maintaining a Rally

-Winning a Point
Simple: Work on
Fundmental
Play to Cooperate
Simple: Modify the game as
Complex: Move
towards game
Games -Denfending Space
movement skills
(see Tab. 2)
needed for the players (See
Fig 3)
siturations. (See Tab.
1 for Tactial ideas)
-Defending against an Attack
(See Table 1)

Play to Score Exacute game play

Color coded to what part of the flow chart it is connected too.

Theme Volleyball via Arcade Donkey Kong.

The Volleyball court is the construction Site. The Ball is the Barrel. and the Top Rung is
Donkey Kong.

Mission the goal of the game is to reach the top of the “construction site,” top row of the
volleyball court (Fig 1.) and save the Royal that has been captured by Donkey Kong.
Students will Work on maintaining a rally and Defending against the attack.
Rules -Look at Figure one for map of play
-Donkey Kong (DK) always serves. If the serve does not get over the net DK goes back
to starting position as a Mario. Everyone else moves along.
- The court is divided up into zones for each player to defend. Players must defend
their zone from the ball touching the court. Poly spots or cones can be used to divide
up the court.
Level Up Level 1 Level 2 Level 3
Players can catch the Players can catch the ball as Regular Gameplay. A Beach
ball as it comes over the it comes over the net. ball or bigger volleyball
net. players can then players can then volley or could be used at start for
volley bump or spike bump the ball towards a easier transfer.
back over the net. All teammate start who then
serves are thrown from can hit the ball over the net.
the service line. All serves R underhand and if
they don't make it over the
net can be thrown by a
teammate. No Net if
students struggle with hitting
over.
Power ups One Bounce: Students in the top two rows of the construction site can I allow the ball
to hit the ground once.
2 Hits: Players in the top row of the construction site can double hit the ball
Power Down Pick a Hit: New “Mario,” bottom left of court, can pick what kind of hit (volley or
bump) the top 2 rungs of the construction site.
Pause Cheat: allow a player too travel up a ladder, move vertical on the volleyball court, and
switch positions with someone closer to the top rung.
Collaborate: students will work together to modify the size of the playing area or
where people are located to start the game.
Challenge: throughout gameplay challenge players after level 1 to attempt to get
three hits to maintain the rally.
Clue: prompt allow teams to communicate where the best space for them defensively
should be.
Saving A picture can be taken, or students can remember what position they were in on the
progress volleyball court for the next class. Students can be reset two starting positions from
the beginning of the prior class to continue gameplay.
Figure 1- Map of Game play

Table 1: Tactical Problems for Net and Wall Games

 Tactical Problems High School (Grades 9+) Decisions and
Movement/Skill Execution
Maintaining a rally  Boundaries and rules
 Moving to catch
 Underhand throw
 Underhand strike- forehand and
backhand
Setting up an attack  Shots for depth- ex. Lob, drive, and clear
o Approach shot
o Drop shot
o Service
o Passing and setting
 Court space- long and short
 Opening to teammates
Winning a point  Attacking spaces- where to attack
 Downward hitting- volley, smash, and
spike.
 Making power versus accuracy decisions
Defending space  Base positioning (Ex. ready position)
 Covering the court (individually or as a
team sliding)
Defending against attacks  Blocking downward hits
 Backing up teammates
 Shifting to cover

Table 2: Fundamental Movement Skills for Net and Wall Games

Non-locomotor Locomotor Manipulative

bend, curl, hold, lift, lower, walk, run, jump, slide, roll, and Sending (Strike, strike with
pull, push, stand, stretch, stop implement)
reach, swing, twist, and turn Receiving (catching)

And Fitness Components to increase student success

Health related Skill Related

Cardiovascular Endurance Agility Speed
Muscular Endurance Balance Reaction
Muscular Flexibility Eye-hand and Eye-foot Power
Muscular Strength coordination

Table 3: Net and Wall Games Modifications

Modifications
use special ball, shuttle ( ex. lighter, heavier, or
larger).
Use lighter racquets with larger heads
Use racquets with shorter handles
Shrink court size
Eliminate net (using just a line on the floor)
adjust net height (ex. lower or higher)
Shortened brackets
Lengthen the court (Ex. deeper baseline)
Increase width and decrease depth of court
Decrease width and increase depth of court
Use differentiated scoring
Divide quarters into different scoring zones and
making winners hit in certain areas worth an
extra point
Restrict moving area for players on one side of
the court
When hitting a winner with aspecified stroke,
(crosscourt or down the line) a bonus points is
earned. (advanced version would be where the
only way a point can be scored is to use that
specified stroke.)
Focus
Slow speed of objects so tracking is easier.
makes execution of techniques easier and can
increase success levels.
Makes controlling the object easier.
Increases focus on controlling object
Increases focus on controlling object
Slows game down; Limits the use of selected
techniques (ex. volleyball spike)
Increases success in striking object
Makes power control less of a limitation
Increased focus on playing the angles and court
coverage
Increase focus on timing the use of short and long
shots and court coverage.
Increase focus on timing the use of short and long
shots and court coverage
Encourages focus on shot selection and direction
Encourages decision making about one to use
particular shots by players on the other side.
Encourages players to think about how to move
opponents out of position. A scoring opportunity
is created using that particular stroke.

Table 4: Other modifications

Net/Wall Games Modifications in Elementary but Could be Used
in High School
Modification Very Simple Simple Challenging Very
Challenging
Ball Large & Medium / small Medium / Small &
lightweight lightweight medium medium
weight weight
Net No net or line Line or net on Lower net Regulation net
floor
Court No restriction Long narrow Short and wide Regulation
Dimensions
Number of 1v0 1v1 2v2 3 v 3 or higher
Players
Skills – Sending
Throwing Two hands One hand One hand Two hands
underhand underhand overhand overhead
Striking with Two One hand One One hand
 hands underhand hand overhead &
underha overhan backhand
nd d
Body parts
Striking with Short handle Short handle Long handle Longer handle
implement Light weight Medium weight Light weight Medium weight
Skills –
Receiving
Catching Two hands One hand Short handled Long handled
Collecting Implement / Implemen
scoop t or
racket

Work Cited

Information this handout was adapted by Ed Lunn for SPSC 2399, 3399, & 5395 based on
Mitchell, Oslin, & Griffin (2003). Sport Foundations for Elementary PE: A Tactical Games
Approach. Chicago, IL: Human Kinetics and Mitchell, Oslin, & Griffin (2013). Teaching Sport
Concepts and Skills: A Tactical Games Approach for Ages 7 to 18 (3rd ed.). Chicago, IL:
Human Kinetics. All other sources are cited.