Hayley Dobson Tactical Games Lesson Plans

Learning Goals
For this volleyball unit, students should complete about 70% of all skills and
properly execute good decision-making in the games. Students should also be able
to identify the cues of the skills as well as the rules of volleyball. I also expect
students to cooperate with their teammates/groups and encourage each other in all
of the lessons.
Content Outline
1. Forearm pass
2. Set
3. Forearm pass and set
4. Underhand/overhand serve
5. Spike/dink
6. Pass, set, spike
7. Game play
8. Game play
9. Game play
From Instructional Models for Physical Education, Third Edition, by Michael Metzler. Copyright © 2011 by Holcomb
Hathaway, Publishers, Scottsdale, AZ.
Tactical Games Lesson Plan
Teacher: Brianna Van Deursen Date: 07/13/2019
Grade(s): college level Number of students: unknown_
Lesson content: Forearm pass Lesson # 1 of 9
Tactical problems already solved by students: none
What happened during the last lesson?: this is first lesson
Lesson objective(s):
Domain Performance Situation Criteria
1 Psychomotor Set up attack using Game play 70% of passes
forearm pass
2 Cognitive Identify best way to During lesson 80% on exit slip
set up attack and cues
of the forearm pass
3 affective Encouragement of Game play 100% of time
classmates
NASPE or state standard targeted. Indicate standard(s) and number(s), and write out standard(s):
NASPE 1. The physically literate individual demonstrates competence in a variety of motor skills and
movement patterns. NASPE 2. The physically literate individual applies knowledge of concepts,
principles, strategies, and tactics related to movement and performance. NASPE 4. The physically literate
individual exhibits responsible personal and social behavior that respects self and others
Assessment for measuring lesson objectives: teacher observation rubrics and exit slips
My goal for improving my teaching in this lesson: providing positive, specific feedback, keeping back to
the wall
Equipment and resources needed: volleyballs, 3 volleyball nets
Inclusion or alternate activities for students with special needs: n/a
Review and closure: Today we learned how to set up the attack using the forearm pass. Review cues
if not on exit slip. Next time we come, we will learn another way to set up the attack. Any questions? See
you next time.
Time Class Segments (add more if needed—start typing below the first line) Notes
Instant Activity (if planned): Students will begin the warm up that is posted
0-3 Static and dynamic stretches on the board as soon as they enter the gym.
Opening Management:
4-5 Students will be sitting in the bleachers waiting for instructions
Set Induction:
6-8 Today we are going to begin our unit on volleyball. This class will be taught based on a play teach play
model in which every day, we will play a modified game, then learn a skill/tactic, then play the
modified game again. Today we are going to begin with learning how to set up the attack. Let’s get
started on our modified game.
Game Form 1: Structure (w/diagram) and CFU When you get to your spot and have enough
9-14 6v6 or 5v5 depending on number of students. Overhead throw to start the game. Rally scoring. No players, you may begin.
spiking. Must pass to a teammate before hitting the ball over the net.
R is referee and sc is score keeper if needed

Identifying and Solving Tactical Problem 1: Key Questions to Ask
15-18 Q1: What is the best way to receive the serve?
A: Forearm pass
Q2: Do you hit a forearm pass high or low?
A: High
Q3: Where’s the safest place to pass?
A: Middle of court
Today we’re going to learn how to set up the attack using the forearm pass.
From Instructional Models for Physical Education, Third Edition, by Michael Metzler. Copyright © 2011 by Holcomb Hathaway, Publishers, Scottsdale, AZ.
19-22 Situated Learning Task 1: Structure w/Diagram and CFU
Task 1: Four/Five groups of two or three with one tosser and one or two passers. Tosser stands close
to the net, while passers stand toward back of court. Tosser tosses ball to passer. Passer performs a Teacher observation and giving specific
forearm pass back to tosser, then runs, touches line, and runs back into place waiting on ball. Each feedback
passer completes 5 passes then rotates jobs.
P’s are passers, T’s are tossers.
23-24 Challenge 1: 30 second challenge to see how many forearm passes are correctly 30 second challenge
completed by group.
● Students will continue to run to the baseline and back in between hits.
25-27 Extension: Students will try to hit the forearm pass to a specific spot on the court. Teacher observation and giving specific
● Students will continue to run to the baseline and back in between hits. feedback
28-29 Challenge 2: 30 second challenge to see how many forearm passes are correctly 30 second challenge
completed by group.
● Students will continue to run to the baseline and back in between hits.
30-36 Return to Game Form 1: Teacher observation rubric
Same modified game as first one. Try to use forearm pass on the first hit.
37-40 Closure
Today we learned how to set up the attack using the forearm pass. Review cues if not on exit slip.
Next time we will learn how to further set up the attack. Any questions? Do exit slip and then you can
go.
Forearm Pass Teacher Checklist
Volleyball Forearm Pass Cues:
1. Ready Position
2. Flat Platform – Arms form a V
3. Arms move forward with little swing
4. Straighten legs.
Student Name Ready Flat Arms move Straighten
Position Platform forward Legs
Forearm Pass Exit Slip
Name:_____________
Put the cues for the forearm pass in the correct order.
______Flat platform - Arms form a V

______Arms move forward with little swing
______Ready Position
______Straighten legs
Place an X in the spot on the court where it is safest to place the forearm pass. Explain why.
On a scale of 1-5 (5 being the most) how well do you think you encouraged your teammates today? Explain.
1 2 3 4 5
Not at all Somewhat A little Sometimes ALOT
Lesson content: Set Lesson # 2 of 9
Tactical problems already solved by students: setting up the attack using the forearm pass
What happened during the last lesson?: 2 modified games and a task practicing the forearm pass
1 Psychomotor Set up attack using the Game play 70% of passes
set
2 Cognitive Identify best spot on During lesson 80% on exit slip
the court to place set
and cues of the set
classmates
NASPE 1. The physically literate individual demonstrates competence in a variety of motor skills and movement patterns. NASPE 2. The physically literate
individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance. NASPE 4. The physically literate
Assessment for measuring lesson objectives: teacher checklist and exit slip
My goal for improving my teaching in this lesson: providing positive, specific feedback, keeping back to the wall
Review and closure: Today we learned how to set up the attack using the set. Review cues if not on exit slip. Next time we come, we will learn another
way to set up the attack. Any questions? See you next time.
Opening Management:
Set Induction:
6-8 Today we are going to continue learning volleyball with the same format as last time. Last time we
worked on setting up the attack with the forearm pass. Today, we will continue learning how to set
up the attack. Let’s jump into our first modified game. Remember to try to use the forearm pass as
your first hit.
R is referee and SC is scorekeeper if needed

15-18 Q1: Where should you set up the player to attack?
A: Close to the net
Q2: How high should the hit be?
A: 6-8 feet
Q3: How should you set up the player?
A: Set or overhead pass
Today we’re going to learn how to set up the attack using the forearm pass.
Task 1: Groups of three with one tosser, one setter, and one receiver. Tosser stands to the back of the
court, setters close to the net, and retrievers to the side of the net. Tosser tosses ball to setter and Teacher checklist and giving specific feedback
runs to touch base line then runs back waiting on ball. Setter performs a set to retriever, then turns
and jumps with hands up to net as if blocking a ball. Retriever gives ball back to tosser when they
return. Each setter completes 5 sets then rotates jobs. For groups of four, 2 setters will take turns.
S’s are setters, T’s are tossers. And r’s are receivers
23-24 Challenge 1: 30 second challenge to see how many sets are correctly completed by group. 30 second challenge
25-27 Extension: Students will try to hit the set to a specific spot on the court. Teacher checklist and giving specific feedback
28-29 Challenge 2: 30 second challenge to see how many sets are correctly completed by group. 30 second challenge
30-35 Return to Game Form 1: Teacher checklist

Same modified game as first one. If you score by using the forearm pass followed by the set, your
team gets two points.
36-40 Closure
Today we learned how to further set up the attack using the set. Review cues if not on exit slip. Next
time we will learn how to further set up the attack. Any questions? Do exit slip and then you can go.
Volleyball
Set (overhead pass) Ability Rubric
Student Name:
Criteria 0 1 2 3 4 Total
Ready Position Safety Rarely starts in Sometimes Consistently Always
Hazard or ready position starts in starts in starts in
misses ready ready ready
date of position position position
test
Hands form Safety Rarely forms a Sometimes Forms Always

Diamond Hazard or diamond with forms a diamond forms a
misses hands. (makes diamond with hands. diamond
date of contact with with hands with hands.
test one hand (hands
instead of two) overlap)
Fingertips push Safety Fingertips Usually Fingertips Consistently
ball/follow Hazard or don’t push ball pushes ball push ball pushes ball
through misses and doesn’t with and follows with
date of follow through. fingertips through fingertips
test (contacts ball and follows and follows
with palm) through. through
(hands go
out on
follow
through)
Placement Safety Does not Usually Controls ball Always
control/Ball Hazard or control ball controls path and controls ball
Height misses path and ball path sets ball path and
date of never sets ball and high. (ball sets ball
test high. (sets ball sometimes usually is at high.
away from net) sets ball net)
high.
Teamwork/ Safety Does not Usually Cooperates Consistently
Encouragement Hazard or cooperate well cooperates well with encourages
misses with group and well with group and teammates
date of never group and encourages and
test encourages sometimes teammates cooperates
teammates encourages well. well as a
teammates group
Total Score /20
Volleyball Set (overhead pass) Exit Slip
Name:_____________
1. When setting the ball, should the ball go high or low?

a. High b. Low
2. Place an X in the spot on the court you should set the ball and explain why.
On a scale of 1-5 (5 being the most) how well do you think you encouraged your teammates today?
1 2 3 4 5
not at all not much some a good bit A LOT
Lesson content: Forearm pass and set combined Lesson # 3 of 9
Tactical problems already solved by students: setting up the attack using the forearm pass and the set combined
What happened during the last lesson?: 2 modified games and a task practicing the set
1 Psychomotor Set up attack using the Game play 70% of passes
forearm pass and set
2 Cognitive Identify movement of During lesson 80% on exit slip
the setter and ideal
first and second hits
classmates
NASPE 1. The physically literate individual demonstrates competence in a variety of motor skills and movement patterns. NASPE 2. The physically literate
individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance. NASPE 4. The physically literate
Assessment for measuring lesson objectives: teacher observation rubric and exit slip
My goal for improving my teaching in this lesson: providing positive, specific feedback, keeping back to the wall
Review and closure: Today we learned how to set up the attack using the forearm pass and set combined. Review cues if not on exit slip. Next time we
come, we will learn how to start the game. Any questions? See you next time.
Opening Management:
Set Induction:
6-8 Today we are going to continue learning volleyball with the same format as last time. Last time we
worked on setting up the attack with the set. Today, we will continue learning how to set up the
attack. Let’s jump into our first modified game. Remember to try to use the forearm pass followed by
the set
R is referee and SC is scorekeeper if needed

15-18 Q1: What direction does the setter face when the ball is on the other side of the net?
A: The net
Q2: What does the setter do once the ball is on his/her side of the net?
A: turn to ball
Q3: How does the setter do this?
A: pivot, turn, and call “here”
Today we’re going to learn how to combine the forearm pass and the set to set up the attack.

Task 1: Groups of three with one tosser, one passer, and one setter. Tosser will toss ball to the passer,
passer will forearm pass to the setter, and the setter will set to the tosser. Then they’ll rotate. For Teacher observation and giving specific
groups of 4, extra player is an second passer. (rotation = tosser to passer 1, passer 1 to passer 2, feedback
passer 2 to setter, setter to tosser)
P’s are passers, T’s are tossers. And S’s are setters
25-26 Challenge 1: 30 second challenge to see how many good forearm passes and sets are correctly 30 second challenge
completed by group.
27-34 Return to Game Form 1: Teacher observation rubric

Same modified game as first one. If you score by using the forearm pass followed by the set, your
team gets two points.
34-35 Closure
Today we learned how to further set up the attack using the forearm pass and set combined. Review
cues if not on exit slip. Next time we will learn how to start the game. Any questions? Do exit slip and
then you can go.
Volleyball Forearm Pass and Set Combined Rubric
Level 4 Student performs the cues of the skills
with the correct form at the appropriate
time. Student always opens up to the ball
when it’s hit over them. Forearm passes
and sets are high enough for teammate to
work with. Student clearly knows the rules
of the game and executes excellent game
strategies to win a point. Student works
well with teammates by passing and
setting the ball for them and encouraging
them during game play.
Level 3 Student performs cues of the skills with
mostly correct form but not always at the
appropriate time. Student sometimes
opens up to the ball and the forearm
passes and sets are high enough to work
with. The student knows the rules of the
game and executes some strategies to
win the point. Student encourages
teammates and works with the team to
win the point.
Level 2 Student performs the skills with some
cues but not at the appropriate time.
Student does not hit the forearm pass or
set high and does not know where to
move when ball is hit to their side of the
court. Student knows some rules of the
game but does not execute proper game
strategies. Student sometimes passes the
ball but usually hits it over when ball is
received. Encourages teammates
sometimes.
Level 1 Student does not perform the cues of the
skills. Student never opens up to the ball
when it’s hit over them and never passes
or sets ball high enough for teammate to
get under it. Student does not know rules
of the game and doesn’t execute proper
game strategies. Student always hits the
ball over without passing and doesn’t
work with teammates to win the point.
Student is never observed encouraging
teammates.
Forearm Pass and Set Combined Exit Slip
Name: ___________
Team Name: ____________
1. What should the setter do when the ball comes over the net?
2. What is the ideal sequence of hits?

a. Forearm pass then set
b. Set then forearm pass
c. 2 forearm passes
d. 2 sets
3. Why?
4. On a scale of 1-5, how well did you work with your teammates?
1 2 3 4 5
bad okay good pretty good excellent

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Learning Goals

What happened during the last lesson?: this is first lesson

Inclusion or alternate activities for students with special needs: n/a

R is referee and sc is score keeper if needed

P’s are passers, T’s are tossers.

______Flat platform - Arms form a V

Equipment and resources needed: volleyballs, 3 volleyball nets

Inclusion or alternate activities for students with special needs: n/a

R is referee and SC is scorekeeper if needed

30-35 Return to Game Form 1: Teacher checklist

Hands form Safety Rarely forms a Sometimes Forms Always

1. When setting the ball, should the ball go high or low?

Equipment and resources needed: volleyballs, 3 volleyball nets

Inclusion or alternate activities for students with special needs: n/a

R is referee and SC is scorekeeper if needed

19-24 Situated Learning Task 1: Structure w/Diagram and CFU

27-34 Return to Game Form 1: Teacher observation rubric

2. What is the ideal sequence of hits?

bad okay good pretty good excellent

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