The international policymakers

join forces to successfully

implement ICT in
educational practice to address
the individual needs of students,
the implications
of technology for student
assessment, and teacher
learning to successfully
implement
technology (Voogt, 2013). A
National ICT Policy is a policy
put into place so that the
government and stakeholders
can have access to information
that is committed to
bringing digital technology to all
individuals and communities.
 Providing ICT to academic staff
and students is critical to
recommend them
to more effective learning
environments. By overcoming
the needs and reinforcing the
functional aspects, it may help
decision-makers to employ
academic staff on an
investigation of the status of
the developments of ICT in
improving the teaching and
learning environment in
educational institutions.
(Alzahrani, 2017).
The ability of policymakers to
innovate on related policy
issues outperform
technological innovations
because it changes and
evolves. Different institutions
in
different countries formulated
and proposed policies in various
forms. Lack of rigorous
and significant evidence
complicates the attempts to
outline impactful ICT/education
policies.
The World Bank‘s Systems
Assessment for Better
Education Results (SABER)
initiative, as part of their
work, attempts to document
national educational technology
policies around the world and
their evolution over time.
Policymakers try to benchmark
their policies on ICT use in
education against international
norms, so a related SABER-
ICT policy framework has been
developed. Likewise, those of
comparator countries
around the world, identify key
themes and characteristics, draw
on an analysis of their
policy documents.
There are eight policy
themes around the world that
are commonly identified in
educational technology policies;
(1) vision and planning; (2)
ICT infrastructure; (3)
teachers; (4) skills and
competencies; (5) learning
resources; (6) EMIS; (7)
monitoring
and evaluation; and (8) equity,
inclusion, and safety. The
framework only considers
policy intent but not the extent to
which policies are realized in
practice, nor the impact
of such policies. The
policymakers are challenged to
offer useful related policy
guidance
for rapid developments and
innovations in the technology
sector (Trucano, 2016).
SABER-ICT policy framework
may find useful by policymakers
as a means to help
their country benchmark the
current state of related policy
development. It can look
forward to potential future policy
directions and gain inspiration
from other countries.
There are two official
documents wherein Policy on
the use of ICTs in the
Philippine basic education system
is articulated. The Medium-Term
Development Plan
of the Philippines (MTPDP) 2004-
2010. The MTPDP states:
―ICT will be harnessed
as a powerful enabler of
capacity development. It will,
therefore, be targeted directly
towards specific development
goals like ensuring basic
education for all and lifelong
learning, among others‖ (National
Economic Development
Authority, 2004a, p. 2)
and the 2002 Basic Education
Curriculum (BEC), that
stipulates the following goal of
Philippine primary education:
―We must educate our
Filipino learners to filter
information critically, seek
credible
sources of knowledge, and use
data and facts creatively so
that they can survive,
overcome poverty, raise their
personal and national esteem,
and realize a gracious life in
our risky new world.‖ (p. i)

VOLLEYBALL

Volleyball is an Olympic team sport in which two teams of 6 players are separated by a net.

HISTORY OF VOLLEYBALL
Volleyball was invented by William G. Morgan, a physical education teacher in the YMCA, in
Holyoke, Massachusetts, USA. He wanted to create an indoor game which could be played by any
number of players. The game was created on the 9th of February 1895 (February 9, 1895).
It was called Mintonette. Some of the traits of the game were borrowed from tennis and
handball.
Dr. Alfred Halstead suggested the name “volley” “ball”.

IMPORTANT DATES AND EVENT IN THE DEVELOPMENT OF THE VOLLEYBALL ARE AS

FOLLOWS
 1900 - The year when the point system was adapted.
1910 - Elwood Brown introduced volleyball in the Philippines.
1912 - The year when the rotation system was adapted.
1916 - Set and Spike were introduced.
1917 - the game was change from 21 to 25 points.
1918 - The year when the player in the court fored to 6 players per team.
1920 - Three hits per side and back row attack rules were introduced
1921 - The year when the centerline was Imposed
1922 - The first YMCA national championship was held in Brooklyn New York
1924 - The year when Japan introduced the 9- man team with 21 points to win a set
1930 - The first two-man beach game was Played
1934 - The approval and recognition of national Volleyball referees.
1964 - Volleyball was included in the World Olympics in Tokyo, Japan
July 7, 1896 at springfield college the first game of volleyball was played

The Governing Body of the Sport of Volleyball

- Federation Internationale De Volleyball (FIVB)

FACILITIES AND EQUIPMENT

THE PLAYING COURT

Dimension -the playing court is rectangular measuring 18m x 9m surrounded by a free
zone 3m measure and with space free from obstructions to a height of at 7m from the
playing surface
Playing surface - the surface must be flat, horizontal and uniform.
Boundary lines - all lines are 5cm in width.
Center line - the axis of the center line divides playing court into two equal courts
measuring 9m x 9m each.
Zone line - attack line and front zones. On each court, the front is limited by the attack
line (its width included) 3m parallel to the middle of the center line.
The net that separates the two teams and over which the volleyball must pass.
Height of the net - the height of the net shall be 2.43m for men and 2.24m for women.
Antennae - it is fastened on the outer edge of the each vertical sideband extending 80cm
above the top of the net on opposite sides of the net.
Poles - two poles probably adjustable, round and smooth, with a height of 2.55m support
the net, one each side.
BALL
The ball shall be spherical. Made of flexible leather case with a bladder inside made of rubber
or a similar material.
The circumference is 65 to 67cm.
Its weight is 260-280g, the inside pressure should 0.30- 0.35kg/cm

PLAYERS EQUIPMENT
these consist of jersey short, knee pads, and sport shoes. Shorts must be uniform, clean and
of the same color

SERVING
To starts game. It is very Important element of volleyball. A server who can serve the ball
reliably and skillfully will help his/her team far more than will a player who, for instance, is
inconsistent with their serving.
TYPES OF SERVE
Underhand serve - An underhand serve is a type of serve in which the player holds the ball
in one hand, swings the other in an arc motion below the waist and strikes the ball from the
bottom with a fist to put it in play
Sidearm Serve - In the sidearm serve, the one side of the player that is going to serve the
ball should be turned towards the net or the opponents side. The ball should rest on one palm.
The arms of the server should be stretched or half stretched at the level of the shoulder.
Overhead serve/wallop - First hold the ball with the non-dominant hand then toss the ball
2-3 feet in front of the body and then hit it with the strong and hard surface of the dominant
hand

RECEIVING
 It is the act of receiving a serve from the opposing team.
TYPES OF RECEIVING
DIGGING – In volleyball, digging is a form of passing. Digs occur after an opponent serves or
spikes the ball. Digs may not always be perfect passes to a teammate, as the goal of a dig is
to keep the ball playable and continue the rally, whereas passes prioritize setting up a
teammate to score.
BUMP - The bump is the basic pass in volleyball. It is used when receiving a serve or reacting
to an opponent's attack. The player should be holding his arms away from the body at a 90-
degree angle with his hands together. Knees should be bent. The ball comes in contact with
the lower forearms just above the wrist.