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Unit Plan: Volleyball/Takraw/Hacky Sack
HES390
Dr. Anne Farrell
I. Background Information
This unit is designed to instruct 8th Grade students in beginner level volleyball, takraw,
and hacky sack. The class size is approximated to be 25-32 students per class.
II. Introduction
A. Volleyball
William J. Morgan invented volleyball in 1895 as an indoor sport to play during
the winter. He was the physical education director in the YMCA in Holyoke, Massachusetts.
The game of volleyball was originally designed as a combination of tennis and basketball, and
the ball used was actually the bladder of a basketball. It is currently played both recreationally
and professionally and became an Olympic sport in 1964. The U.S. women’s team won the
silver medal in the 1984 Olympics, while the U.S. men’s team took home the gold medal in
both 1984 and 1988. The U.S. men’s and women’s teams each won a bronze medal in the 1992
Olympics. While developed in America, volleyball has become popular on nearly all the
continents of the world. It is played by people of all ages and is especially prominent in
women’s high school and college athletic programs. Additionally, in America, the two-person
and four-person variation of the sport has become a new trend (Mood, 2003, p. 628).
B. Takraw
Sepak takraw, also known as takraw or buka ball, was originated in South-East
Asia in the 11th century, when villagers would gather in a circle and use teamwork to assist one
another in keeping a ball in the air for as long as possible. This skill ball game is a combination
of volleyball, soccer, and badminton, and it involves using the feet and head to keep the ball off
the ground. In the 19th century, Takraw evolved from just a circle game into a sport in which
two teams attempt to move the ball back and fourth over a 5-foot net. In 1960, South-East
Asian nations formulated rules and regulations for Takraw with a net, and in 1990, it made its
way to the Asian Games in Baijing, China. In 1996, The International Sepak Takraw
Federation formulated a set of rules where players received different levels of points for
specific types of passing kicks. The USA Takraw Association was formed in 1996, and most
of its 15-20 members are on the U.S. National Team. The U.S. National Team won the
Division III gold medal at the 1998 King’s Cup World Championship and was able to move up
to Division II the next year. For a long time, Takraw was considered a men’s sport. However,
a women’s competition was added to the King’s Cup World Championship for the first time in
1997. Unfortunately, there continues to be a lack of interest for the sport from female athletes.
Takraw is still a fairly new sport in America, and the USA Takraw Association strives to gain
more esteem in American youth and schools (USA Takraw Association, 2008).
C. Hacky Sack
The sport of hacky sack, better known as footbag, originated in ancient China
around 2600 B.C., when the Imperial Chinese guards would pass the time on their overnight
duty by kicking a small round sack stuffed with hair. Many variations of this sport still exist in
Asian cultures, such as the sport mentioned above, sepak takraw. In early 1970, the sport of
footbag was introduced to the United States by a man named Mike Marshall, who saw local
people in Asia playing the game. After a few years of marketing the product and the realization
that it was becoming popular, Stalberger patented the Hacky Sack in 1979. The first “sack”
involved in the game was a sock stuffed with dried corn. Later, they were made of cowhide
leather filled with plastic pellets, and in 1981, soft, crocheted footbags, also known as granny
sacks, were introduced. The last type of footbag was introduced during the 1990’s and was
made of artificial materials. Each type of footbag gives a different bounce off the foot and are
all chosen by personal preference of the player. In 1995, the footbags were being filled with
sand and became popular among freestyle footbaggers because it was easier to perform tricks
(Games and Sport, 2008). There are a variety of local, regional, national, and international
footbag competitions, including the annual International Footbag Players’ Association World
Championships. The sport of hacky sack is popular for both men and women, and
accomplishments are even recognized in the Guinness Book of World Records. Two examples
of achievement are Constance Constable’s 24,713 kicks in 1998 for the Women’s Singles
Consecutive and Ted Martin’s 63,326 kicks in 1997 for the Open Singles Consecutive
(International Footbag Players’ Association, 2008).
III. Terminal Objective
By the end of the unit, students should be able to:
A. Demonstrate their understanding of the sports of volleyball, takraw, and hackey sack
through successful performance of skills and recognition of concepts
B. Work efficiently with other students and show the importance of teamwork in these
sports
C. Reflect on their experiences of cooperation and recognize the importance of
teamwork in these sports
D. Determine the health- and skill- related fitness components related to these sports
IV. Unit Goals (*not split between volleyball/takraw/hacky sack because activities are similar
in nature)
At the end of this unit, students should be able to:
A. Psychomotor (30%)
1. Demonstrate correct form for all volleyball, takraw, and hacky sack skills
learned in class.
a. NJ 2.5.8 A-1: Demonstrate mechanically correct form and control
when using and combining movement skills in applied settings.
b. NASPE 1/Grades 6-8: Students achieve mature forms in the basic
skills of the more specialized sports.
c. NASPE 1/Grades 6-8: Serves a volleyball underhand using mature
form
2. Use the movement skills learned in each individual sport of this unit as a
basis for learning skills in the other sports of the unit.
a. NJ 2.5.8 A-5: Compare and contrast the use of movement skills
across various forms of physical activity and transfer a movement
skill from one activity to another.
b. NASPE 1/Grades 6-8: [Students] use the skills successfully in
modified games or activities of increasing complexity and in
combination with other basic skills.
3. Experiment with force, motion, and movement flow applied during each
skill.
a. NJ 2.5.8 A-3: Apply the impact of various applications of force and
motion during physical activity.
b. NJ 2.5.8 A-4: Perform and assess the quality of movement flow in
response to dynamic, interactive environments.
c. NASPE 2/Grades 6-8: [Adolescents] have higher levels of
understanding and application of movement concepts/principles
and game strategies, critical elements of activity-specific
movement skills and characteristics representing highly skilled
performance.
4. Use the sports of volleyball, takraw, and hacky sack to work toward a healthy
lifestyle by improving fitness components.
a. NJ 2.6.8 C-1: Engage in a variety of sustained, vigorous physical
activities that enhance each component of fitness.
b. NJ 2.6.8 C-2: Perform at the intensity level needed to enhance
cardiovascular fitness, as determined by target heart rate,
perceived exertion, and recovery heart rate.
c. NJ 2.6.8 C-3: Monitor physiological responses before, during, and
after exercise and compare changes.
d. NASPE 4/Grades 6-8: [Adolescents] participate in physical activities
that address each component of health-related fitness, including
cardiorespiratory endurance, muscular strength and endurance,
flexibility, and body composition.
B. Social (30%)
1. Respond appropriately to internal and external feedback.
a. NJ 2.5.8 A-6: Detect and correct errors in personal movement
performance and modify it in response to internal and external
feedback.
b. NASPE 2/Grades 6-8: [Students] use information from a variety of
sources, both internal and external, to guide and improve
performance.
c. NASPE 2/Grades 6-8: Detects and corrects errors in personal
performance…based on knowledge of results.
2. Respect the teacher and peers by following all rules and instructions.
a. NJ 2.5.8 D-2: Employ general- and activity-specific rules and
analyze their impact on participation.
b. NASPE 5/Grades 6-8: Makes responsible decisions about using time,
applying rules, and following through with decisions made.
c. NASPE 5/Grades 6-8: Plays within the rules of the game or activity.
d. NASPE 5/Grades 6-8: Remains on-task in a group activity without
close teacher monitoring.
3. Interact with the teacher and peers in a way that is helpful and conducive to
learning.
a. NJ 2.5.8 D-1: Analyze participant and observer behaviors for
evidence of good sportsmanship.
b. NASPE 5/Grades 6-8: [Adolescents] have well-developed
cooperation skills and are able to accomplish group/team goals in
both cooperative and competitive activities.
c. NASPE 5/Grades 6-8: [Adolescents] make appropriate decisions to
resolve conflicts arising from the powerful influence of peers,
and they practice appropriate problem-solving techniques to
resolve conflicts when necessary in competitive activities.
d. NASPE 5/Grades 6-8: Resolves interpersonal conflicts with a
sensitivity to the rights and feelings of others.
e. NASPE 5/Grades 6-8: Seeks out, participates with, and shows respect
for a peer of lesser skill ability.
C. Cognitive (30%)
1. Compare and contrast the sports of volleyball, takraw, and hacky sack in
terms of movement skills ands strategies utilized
a. NJ 2.5.8 A-5: Compare and contrast the use of movement skills
across various forms of physical activity and transfer a movement
skill from one activity to another.
b. NJ 2.5.8 B-3: Compare and contrast the use of space and flow in
physical activities.
c. NJ 2.5.8 C-1: Compare and contrast offensive, defensive, and
cooperative strategies and use them effectively in applied
settings.
d. NASPE 2/Grades 6-8: [Adolescents] have higher levels of
understanding and application of movement concepts/principles
and game strategies, critical elements of activity-specific
movement skills and characteristics representing highly skilled
performance.
e. NASPE 2/Grades 6-8: Students know when, why, and how to use
strategies and tactics within game play.
2. Determine how the body physiologically responds and adapts to playing
volleyball, takraw, and/or hacky sack, and compare this response to that
of participating in aerobic activities.
a. NJ 2.6.8 A-1: Summarize the potential short- and long-term physical,
social, and emotional benefits of regular physical activity.
b. NJ 2.6.8 A-2: Differentiate how body systems adapt to acute exercise
vs. regular exercise over a period of time.
c. NJ 2.5.8 B-2: Analyze the application of balance and counterbalance
when performing or observing movement skills.
d. NASPE 4/Grades 6-8: Students monitor their own heart rate,
breathing rate, perceived exertion, and recovery rate during and
following strenuous physical activity.
e. NASPE 4/Grades 6-8: Students know the components of fitness and
how these relate to their overall fitness status.
f. NASPE 4/Grades 6-8: [Students] assess their personal fitness status
for each component and use this information to assist in the
development of individualized physical fitness goals with little
help from the teacher.
3. Understand the key components of each skill learned and how practice will
improve these characteristics.
a. NJ 2.5.8 A-6: Detect and correct errors in personal movement
performance and modify it in response to internal and external
feedback.
b. NJ 2.5.8 B-5: Discuss the stages of movement skill development and
the importance of practice.
c. NASPE 2/Grades 6-8: [Adolescents] can identify principles of
practice and conditioning that enhance movement performance.
d. NASPE 2/Grades 6-8: Selects appropriate practice procedures to
learn and master skills and movement patterns.
4. Recognize and/or apply the use of team strategies as a method of increasing
success in game situations.
a. NJ 2.5.8 C-1: Compare and contrast offensive, defensive, and
cooperative strategies and use them effectively in applied
settings.
b. NASPE 2/Grades 6-8: After observing a team of elite volleyball
players, describes the characteristics that enable success in
serving, passing, and spiking.
c. NASPE 2/Grades 6-8: [Adolescents] have higher levels of
understanding and application of movement concepts/principles
and game strategies, critical elements of activity-specific
movement skills and characteristics representing highly skilled
performance.
d. NASPE 2/Grades 6-8: Students know when, why, and how to
use strategies and tactics within game play.
D. Affective (10%)
1. Reflect on the way in which volleyball, takraw, and/or hacky sack have a
positive impact on personal and emotional well-being.
a. NASPE 6/Grades 6-8: Adolescents seek physical activity experiences
for group membership and positive social interaction.
b. NASPE 6/Grades 6-8: [Adolescents] recognize and appreciate skilled
performance.
c. NASPE6/Grades 6-8: Physical activity can increase self-confidence
and self-esteem as students discover renewed enjoyment in
participation.
d. NASPE 6/Grades 6-8: Challenge is found both in experiencing high
levels of competition and in learning new and/or different
activities.
V. Differing Abilities/Differentiated Instruction
It is important to include all types of students in any given lesson in physical education.
When teaching a student with a disability, whether physical or mental, it is necessary to modify
lessons accordingly so that he/she may learn the same information, skills, and knowledge as a
student without a disability.
A. Wheelchair
1. Volleyball
Students who are wheelchair-bound are physically capable of participating in
most volleyball lessons, assuming that they have upper body strength. Hand positioning for
hitting a volleyball, including forearm, overhead, and serving positions, can be kept the same as
for a student without a disability. Similarly, the skills of passing, serving, and digging; player
positioning; and strategies do not necessarily present a hindrance to these students.
Students
who are wheelchair-bound are physically unable to spike or block, but they can practice other
learned skills during activities or assist the teacher and other students with activities. Students
who are wheelchair-bound can participate equally in activities and games throughout class,
although the teacher might need to be more lenient when addressing rules and fouls of the
sports.
2. Takraw
Takraw is a difficult sport for students who are wheelchair-bound to
participate in because it is based primarily on the use of the lower body to propel the ball. The
four basic “kicks” used in this game can be modified for the students in wheelchairs by
teaching four basic “hits” using the hands instead – underhand and overhand with the left and
right arms. These skills can be used for hitting, passing, receiving, and serving in all activities,
and most other rules can be kept the same, with some leniency.
3. Hacky Sack
Hacky sack is even more difficult than takraw for students who are
wheelchair-bound to participate in because it is based solely on the use of the lower leg to keep
the footbag off the ground, and the footbag is considerably smaller in size than a takraw ball.
For this reason, students who are wheelchair-bound would be provided with a pickleball paddle
to strike the hacky sack with. The four basic kicks used in hacky sack would be replaced with
four basic hits with the paddle – forehand, backhand, underhand, and overhead. As with
takraw, these skills can be used for hitting, passing, receiving, and serving in all activities, and
most other rules can be kept the same, with some leniency.
B. English as a Second Language (ESL)
For students whose first language is one other than English, learning movement
skills and concepts in an American school is quite challenging. If there is another student in the
class that is bilingual in English and the same language as the ESL student, that student can be
helpful to the teacher in providing translations when necessary. The likelihood of this situation
is not very high, so the following teaching strategies can be used to aid an ESL student in the
lesson. If a bilingual student did happen to be in the class, these strategies would, of course, be
used in addition to that student’s help. The following strategies appeal to each of the three
types of learners – visual, auditory, and kinesthetic.
It is important for any teacher to work with faculty members of other content
areas to encourage interdisciplinary lessons. When teaching ESL students, this type of
cooperation with the students’ ESL teacher is essential. The physical education teacher can
provide the ESL teacher with terminology, information packets, and other reading prior to the
unit, so that the ESL students will have a better understanding of the material when it is
presented in class. Additionally, it is a good idea for the physical educator to learn certain
terminology in the ESL students’ language to further assist them when providing individual
feedback.
The teacher can use instructional English DVDs with subtitles in the students’
first language to further assist in the learning of skills. Likewise, posters with diagrams and
writing can be incorporated into the lesson. When performing drills and activities, ESL
students can follow the example set by other students in the class. Finally, the teacher should
be sure to both describe and demonstrate all skills.
VI. Volleyball
A. Skills
1. Hand Positioning
a. Forearm #1
b. Overhead #2
c. Serve
i. Underhand #3
ii. Overhand #4
a. Open-Hand #4
b. Closed-Hand #4
2. Passing
a. Forearm #1
b. Overhead #2
3. Serving
a. Underhand #3
b. Overhand #4
4. Spiking #5
5. Dig #6
6. Blocking #6
B. Rules/Guidelines
1. Equipment #1
a. Volleyball
b. Net
c. Knee pads (optional)
2. Court dimensions #2
a. Men
b. Women
3. Positions
a. Offensive #3
i. Server
ii. Setter
iii. Spiker
b. Defensive #4
i. Receiver
ii. Blocker
iii. Digger
4. Serving #3
a. Service area
b. Rotation
c. Let
5. Fouls #5
a. Number of hits
b. Contact with net
c. Carrying
d. Touching ball with anything besides hands/forearms
6. Scoring #6
a. Boundaries
b. Types of scoring
i. Rally
ii. Possession
C. Strategies
1. General
a. Cooperation and teamwork #1
b. Communication #2
2. Offensive
a. Player positioning #3
b. Passing #3
c. Skill #3
d. Size #3
e. Spiking #5
3. Defensive
a. Player positioning #4
i. Base defense
ii. Rotation defense
b. Digging #6
D. Skill Drills and Activities
1. Day 1 #1
a. Triangle pass
b. Target practice
c. Target practice game
2. Day 2 #2
a. Multi-pass
b. Three-in-a-row
c. Overhead shuffle
d. Parachute volleyball
3. Day 3 #3
a. Over the net
b. Open space
c. Four-on-four
4. Day 4 #4
a. Wall pass
b. Move your feet
c. Elite volleyball video
5. Day 5 #5
a. You go/I throw
b. Volleyball work it out
6. Day 6 #6
a. Block that ball
b. Save the day
7. Day 7 #7
a. Seated volleyball
b. 6-on-6
E. Fitness #5
1. Monitor heart rate pre- and post-activity
2. Knowledge of health- and skill-related fitness components
3. Participation in fitness-enhancing activities
V. Takraw
A. Skills
1. Types of kicks
a. Inside #8
b. Front-of-Foot #9
c. Knee-and-Thigh #10
d. Header #11
2. Serving #12
B. Rules/Guidelines
1. Equipment #8
a. Takraw ball
b. Footwear
2. Court dimensions #9
3. Positions #10
a. “Tekong”
b. Right inside
c. Left inside
4. Serving #11
a. Service thrower
b. Service area
c. Rotation
5. Scoring #12
a. Boundaries
b. Types of scoring
i. Rally
ii. Possession
6. Fouls #12
a. Number of hits
b. Contact with net
c. Touching ball with hands/arms
d. Server leaving ground
C. Strategies
1. Offensive
a. Passing #8
b. Toe pop #9
c. Player positioning #10
d. Service order #11
2. Defensive #12
a. Initial player positioning
b. Rotation during play
D. Skill Drills and Activities
1. Day 8 #8
a. Five pass
b. Castle ball
2. Day 9 #9
a. Soda pop
b. Pass back
3. Day 10 #10
a. Plus one takraw
b. Push it
4. Day 11 #11
a. Dualing bumpers
b. Terminator
5. Day 12 #12
a. Volley a lot
b. Spotting good serves
6. Day 13 #13
a. Race track
b. 3 versus 3
E. Fitness #13
1. Balance and counterbalance
2. Analysis of personal fitness status
3. Effects of acute v. regular exercise
VI. Net Hacky Sack
A. Skills
1. Types of kicks
a. Inside #14
b. Outside #15
c. Toe #16
d. Knee #17
2. Serving #18
B. Rules/Guidelines
1. Equipment #14
a. Footbag
b. Footwear
c. Net
2. Court dimensions #15
3. Types of play #16
a. Singles
b. Doubles
4. Serving #17
a. Service area
b. Rotation
c. Cross-court
d. Let
5. Scoring #18
a. Boundaries
b. Types of scoring
i. Rally
ii. Possession
6. Fouls #18
a. Number of hits
i. Singles
ii. Doubles
b. Contact with net
c. Touching ball above kneecap
C. Strategies
1. Offensive
a. Passing #14
b. Player positioning #15
c. Kick location #17
d. Service Order #18
2. Defensive #16
a. Initial player positioning
b. Rotation during play
D. Skill Drills and Activities
1. Day 14 #14
a. Keep it up
b. Kick it up a notch
2. Day 15 # 15
a. Solo consecutive kicks
b. Team-up
3. Day 16 #16
a. Good moves
b. Strong feet
4. Day 17 #17
a. Hacky sack four-square
b. Freestyle
5. Day 18 #18
a. Serve it
b. Whammy ball
6. Day 19 #19
a. Let’s get physical
b. Modified 4x4
7. Day 20 #20
a. Integrated volley sports
E. Fitness #19
1. Participation in fitness-enhancing activities
2. Rating of perceived exertion (RPE)
3. Short- and long-term social, emotional, and physical benefits of regular
physical activity
VII. Etiquette/Safety #1, #8, #14
A. Roll ball under net
B. Call “ball”
C. No hanging on net
D. Call score before serve
VIII. Conclusion #20
A. Combined skills
B. Comparison of rules
C. Comparison of strategies
D. Integrated volley sports
IX. Block Plan
(See Attached)
X. Lesson Plans
(See Attached)
XI. References
Fronske, H. (2008). Teaching Cues for Sport Skills for Secondary School Students (4th ed.).
San Fransisco: Pearson Benjamin Cummings.
Games and Sport. (2008). The History of Hacky Sack. All About Footbag. Retrieved January
30, 2008, from http://www.gamesandsport.org/hacky-sack.htm.
Mood, D. P., Musker, F. F., & Rink, J. E. (2003). Sports and Recreational Activities (13th ed.).
Boston: McGraw-Hill.
National Association for Sport and Physical Education. (2004). Moving into the Future:
National Standards for Physical Education (2nd ed.). Reston, VA: McGraw-Hill.
International Footbag Players’ Association. (2008). Footbag Worldwide. Retrieved January
30, 2008, from http://www.footbag.org/.
New Jersey Department of Education. (2004). Comprehensive Health and Physical Education.
Academic and Professional Standards. Retrieved January 25, 2008, from
http://www.nj.gov/education/cccs/.
PE Central. (2007). Lesson Ideas. P.E. Central. Retrieved February 14, 2008, from
http://www.pecentral.org/.
USA Takraw Association. (2008). Takraw USA. Retrieved January 30, 2008 from
http://www.takrawusa.com/.
Name: Kathy Morgan and Alex Gambelunghe
Grade: 8
Unit: Volleyball, Day 1
Date:
# of Students: 25-32
Lesson: Hand positioning/Forearm pass
Rationale: Learning to pass a volleyball is one of the most basic skills of the game and is
needed in order to be successful at the sport. While many students have been exposed
to this skill in previous years, refinement and recognition of appropriate form is
important.
Prior Knowledge of Students: Most, if not all, students have been exposed to the game of
volleyball since elementary school. They should have a basic understanding of skills.
National Standards: NASPE 1/Grades 6-8, NASPE 5/Grades 6-8
NJ Core Curriculum Standards: NJ 2.5.8 A-1, NJ 2.5.8 A-6
I. Performance Objectives
A. Social: By the end of this lesson, students should be able to cooperate with one
another by appropriately providing and reacting to feedback from their groupmates on both
individual and group performance, while being assessed by a teacher checklist.
B. Psychomotor: By the end of this lesson, students should be able to accomplish
correct form and accuracy in using a forearm pass to hit a volleyball to self-selected targets,
while being assessed by a teacher checklist.
II. Materials/Equipment
-20 volleyballs
-polyspots/hoops/cones/carpet squares/duct tape
III. Differentiated Instruction
A. Wheelchair-Bound
-students who are wheelchair-bound should face no physical limitations in this
lesson
B. ESL Student(s)
-ESL student(s) will have worked with their ESL teacher to learn vocabulary
associated with and read information related to the forearm pass, prior to
this lesson
-more emphasis on demonstration of cues
-use of posters with picture and language translation of cues
IV. Procedure
A. Dress
B. Roll Call/Announcements
C. Introduction
1. Unit
-volleyball, takraw, hacky sack
2. Volleyball
-William J. Morgan, 1895
-combo of tennis and basketball
-volleyball was originally made of bladder of basketball
-now, inflated leather ball
D. Rule – Equipment/Safety
1. Equipment
a. Volleyball
b. Net
c. Knee pads (optional)
2. Safety
-make sure peers are ready to receive volleyball when practicing
-if accidentally making a bad pass, warn other groups if volleyball is
coming toward them
E. Skill – Forearm pass
1. Instant Activity/Hook
-quickly partner up, one volleyball per pair
-one partner on one line, one partner on other line
-put one hand behind your back, other hand palm open
-try to hit volleyball back and forth to one another without letting
it hit the ground
-try using a fist or other hand
-transition
-put volleyball back
-sit in front of teachers
-based on prior experience, what did you think of this activity?
-Efficient? Why not?
-Why is proper form and accuracy important to sport?
-control, efficiency, necessary for success
2. Cues
a. Hand positioning
i. Back of nondominant on palm of dominant
ii. Thumb in palm
iii. Fingers over thumb
b. Forearm pass
i. Arms extended
ii. Feet shoulder width
iii. Knees bent
iii. Forearm contact
F. Strategy – Cooperation and teamwork
-sports of volleyball, takraw, hacky sack all require cooperation and teamwork
-incorporated into activities below
-transition
-groups of 3, one person from each group come get volleyball
-spread out on half-court w.o equipment
G. Skill Drills/Games
1. Triangle Passing
-10 groups of 3 students
-1 volleyball per group
-students use cues for forearm pass to pass the ball to members of group
-try to keep ball off ground (count how many hits)
-as a group, provide feedback to one another based on cues
-experiment w. different distances and angles
-transition
-stay in groups
-move to other half-court to one set-up of equipment
-use one group to demonstrate
-other groups go to their own stations
2. Target Practice
-10 groups of 3 students
-1 group per station
-1 volleyball per group
-each station set up with 4 levels of challenges with hoops/cones/
polyspots/carpet squares
Passer
Retriever
Tosse
r
-students in each group rotate tossing, passing, and retrieving
-tosser: tosses volleyball 3 times in sequence to passer
-becomes hitter when turn is over
-passer: stands at starting line, uses forearm pass to hit selfselected target
-becomes retriever when turn is over
-retriever: retrieves volleyball
-becomes tosser when turn is over
-students are to determine their own pace of progression between
challenges
-students w.i groups still providing feedback
3. Target Practice Game
-same as target practice skill drill, but groups competing w. one another
-2 full rotations of tosser/passer/retriever so that each student has 6 total
attempts
-points for hitting targets
-level 1: 1 center, 2 sides
-level 2: 3 center, 4 sides
-level 3: 5 center, 6 sides
-transition
-clean up equipment from your station
-sit in front of teachers
V. Student Assessment
A. Social Checklist: checks cooperation and feedback within groups
Student Name
Yes = 75% of time
No= < 75% of time
B. Psychomotor Checklist: checks form and accuracy of forearm pass
Student Name
Yes = 75% of time
No= < 75% of time
Hand Positioning
Forearm Pass
Hand Positioning
Forearm Pass
VI. Closure
A. Review
1. Cues
2. Cooperation w.i group
3. Individually challenging oneself
B. Questions/concerns?
C. Follow-Up Activities
-next class: overhead pass
VII. Dress
VIII. References
Fronske, H. (2008). Teaching Cues for Sport Skills for Secondary School Students (4th ed.).
San Fransisco: Pearson Benjamin Cummings.
Mood, D. P., Musker, F. F., & Rink, J. E. (2003). Sports and Recreational Activities (13th ed.).
Boston: McGraw-Hill.
National Association for Sport and Physical Education. (2004). Moving into the Future:
National Standards for Physical Education (2nd ed.). Reston, VA: McGraw-Hill.
New Jersey Department of Education. (2004). Comprehensive Health and Physical Education.
Academic and Professional Standards. Retrieved January 25, 2008, from
http://www.nj.gov/education/cccs/.
Name: Kathy Morgan and Alex Gambelunghe
Grade: 8
Unit: Volleyball, Day 2
Date:
# of Students: 25-32
Lesson: Hand positioning/Overhead pass
Rationale: Learning to pass a volleyball is one of the most basic skills of the game and is
needed in order to be successful at the sport. While many students have been exposed
to this skill in previous years, refinement and recognition of appropriate form is
important.
Prior Knowledge of Students: Most, if not all, students have been exposed to the game of
volleyball since elementary school. They should have a basic understanding of skills.
National Standards: NASPE 1/Grades 6-8, NASPE 5/Grades 6-8
NJ Core Curriculum Standards: NJ 2.5.8 A-1, NJ 2.5.8 A-4, NJ 2.5.8 D-2
I. Performance Objectives
A. Psychomotor: By the end of this lesson, students should be able to accomplish
correct form and accuracy in using an overhead volleyball pass during dynamic a dynamic
movement activity with a partner, while being assessed by the teacher with a point scale.
B. Social: By the end of this lesson, students should be able to show respect for the
teacher and their peers by following rules and instruction and communicating effectively during
an organized game, while assessing themselves with a provided rating scale.
II. Materials/Equipment
-20 volleyballs
-medium parachute
-colored tape
-court dimensions handouts
-posters w. pictures and other language translation of cues
III. Differentiated Instruction
A. Wheelchair-Bound
-can perform wall pass and parachute pass in stationary position
-parachute volleyball can be performed in a stationary position or by having a
teacher’s aid or another student push the wheelchair (with permission) to
act as equivalent of “shuffling”
B. ESL Student(s)
-ESL student(s) will have worked with their ESL teacher to learn vocabulary
associated with and read information related to the forearm pass, prior to
this lesson
-emphasis on demonstration of cues
-use of posters with picture and other language translation of cues
IV. Procedure
A. Dress
B. Roll Call/Announcements
C. Hook
Q: “Why does it take six players to carry the volleyball to a tournament?”
A: Not one player can carry the volleyball and the whole team.
-in today’s lesson we will be focusing on communication, in addition to learning
the overhead pass, so that not one player must carry the team
D. Skill – Overhead pass
1. Hand positioning
a. Triangle
b. Palms to sky
2. Overhead pass
a. Hands at hairline
b. Lead leg to target
c. Extend arms
d. Push up
E. Skill Drill – Multi-pass
- partner up, one volleyball per pair
-one partner on one line, one partner on other line
-use correct form to try to overhead pass volleyball back and forth to one
another without letting it hit the ground
-keep count
-move farther back
-pass at angles
-transition
-students hold onto their volleyball and line up on sideline of one halfcourt
F. Skill Drill – Overhead Shuffle
-students still in partners
-half of students on sideline of one half-court, half of students on same sideline
of other half-court
-first pair overhead passes volleyball to one another while shuffling to
opposite sideline
-coordinated in using correct form, passing accurately to partner, and
moving across gym
-when first pair is halfway across, second pair may begin, etc.
-when all students are on opposite sideline, begin again
-transition
-students hold onto their volleyball and line up on sideline of one
volleyball court
G. Rule – Court dimensions (see attached diagram)
-with colored tape, have dimensions of 4 volleyball courts marked before class
(w. center line, but no net)
-total court: 18 m x 9 m
-2 sidelines, 2 endlines, 1 centerline
-spiking line: 3 m behind centerline on both sides of court
-service area: at least 1.98 m behind each endline
-service lines: starting 20 cm behind each endline, 15.2 cm
extension of each sideline to show service area
-top of net: men – 2.43 m, women – 2.24 m
-explain court dimensions
-activity (three-in-a-row) will be played within dimensions of court
H. Safety
-make sure peers are ready to receive volleyball when practicing
-if accidentally making a bad pass, warn other groups if volleyball is
coming toward them
I. Skill Drill – Three-in-a-row
-explanation/demonstration
-8 groups of 4 students, one volleyball per group
-2 groups on each of 3 courts, 3 groups on 1 court
-use one group to demonstrate
-A overhead passes to C, C overhead passes to B, B overhead passes to
C, C forearm passes to A
-positions are set up within court dimensions
-must keep passes and player positioning within court
-switch positions on teacher’s indication
A
B
C
D
-transition
-students put volleyballs back in bags and gather around a
parachute laid out center-court
J. Strategy – Communication
-a key strategy in volleyball is communication
-why?
-teammates need to know who is receiving a ball at any given time, who
is setting, who is spiking, where players are positioned, etc.
-parachute volleyball activity is designed for students to work on
communication skills
-transition
-students divided into two equal teams
-one team spreads around holding parachute
-other team spreads in circle around parachute
K. Game – Parachute Volleyball
-begin with one volleyball in parachute
-students holding parachute shake parachute to knock ball off
-students outside of parachute must not allow volleyball(s) to hit floor
using forearm and overhead pass
-3 total passes for each saved ball, calling out receiving student’s
name with each pass
-1st pass: forearm pass to student
-2nd pass: overhead pass to student
-3rd pass: overhead pass back on to parachute
-communication
-students holding parachute communicate with one another about how
fast to shake parachute and/or in what direction
-students outside of parachute communicate with one another by calling
out the student’s name who is to receive pass
-2 minutes, then switch teams
-increase number of volleyballs
-points
-team holding parachute receives 1 point per ball hitting ground
-team outside of parachute receives 1 point for correctly executing
entire process
-successful passes AND communication
-transition
-students put volleyballs in bag and help fold parachute
-sit in front of teacher
V. Student Assessment
A. Psychomotor Point Scale: checks use of cues for overhead pass and coordinated
movement while executing skill during “overhead shuffle” activity
Student Name
Hand Positioning
Overhead Pass
Movement
Proper hand positioning = 1 point for entire skill (Triangle & palms to the sky)
Overhead pass = 1 point for entire skill (Hands at hairline, lead leg to target, extend arms, &
push up)
Movement = 1 point for entire skill (Knees bent, proper shuffling, & coordination)
B. Social Self-Check Rating Scale: self-monitors respect, following instruction, and
communicating with peers
Student Name
Ace
Spike
Dig
Block
Ace - Student demonstrates effective communication between teammates by calling a ball that
they are going to receive or spike. Student also shows respect to classmates as well as the
teacher and follows all rules and instructions. (at least 85% of the class time or more.)
Spike - Student demonstrates communication between teammates by calling a ball that they are
going to receive or spike. Student also shows respect to classmates as well as the teacher and
follows all rules and instructions. (at least 70-84% of the class time or more.)
Dig – Student demonstrates some communication between teammates, follows some rules and
instructions, and shows some respect to classmates and the teacher. (50-69% of the class time)
Block – Student demonstrates little or no communication between teammates, does not follow
the rules and instructions, and shows no respect to classmates and the teacher. Is often a
distraction and has to be removed from class. (Below 50% of the class time)
VI. Closure
A. Self-Check Rating Scale
-students receive and fill out rating scale, then hand in to teacher
B. Review
1. Cues
2. Behavior/Communication
C. Questions/Concerns?
D. Follow-Up Activities
-students receive diagram of court dimensions (see attached)
-next class: underhand serve
VII. Dress
Volleyball Court Dimensions
VIII. References
Fronske, H. (2008). Teaching Cues for Sport Skills for Secondary School Students (4th ed.).
San Fransisco: Pearson Benjamin Cummings.
Mood, D. P., Musker, F. F., & Rink, J. E. (2003). Sports and Recreational Activities (13th ed.).
Boston: McGraw-Hill.
National Association for Sport and Physical Education. (2004). Moving into the Future:
National Standards for Physical Education (2nd ed.). Reston, VA: McGraw-Hill.
New Jersey Department of Education. (2004). Comprehensive Health and Physical Education.
Academic and Professional Standards. Retrieved January 25, 2008, from
http://www.nj.gov/education/cccs/.
Name: Kathy Morgan and Alex Gambelunghe
Grade: 8
Unit: Volleyball, Day 3
Date:
# of Students: 25-32
Lesson: Hand positioning/Underhand
serve
Rationale: Knowing how to serve a volleyball is an essential component of beginning and
maintaining progress in a game. While many students have been exposed to this skill in
previous years, refinement and recognition of appropriate form is important.
Prior Knowledge of Students: Most, if not all, students have been exposed to the game of
volleyball since elementary school. They should have a basic understanding of skills.
National Standards: NASPE 1/Grades 6-8, NASPE 2, Grades 6-8
NJ Core Curriculum Standards: NJ 2.5.8 A-1, 2.5.8 B-2, 2.5.8 C-1
I. Performance Objectives
A. Cognitive: By the end of this lesson, students should understand the importance and
impact of practice on performance by continually executing the underhand serve with good
form and accuracy into an opposing court, and assessing themselves by filling out a
questionnaire.
B. Pyschomotor: By the end of this lesson, students should be able to carry out cues
for the underhand serve properly while serving a volleyball over the net into spaces unoccupied
by objects, and being assessed by the teacher using a rating scale.
II. Materials/Equipment
-20 volleyballs
-4 containers (for volleyballs)
-colored tape
-volleyball net
-cones/polyspots/carpet squares
III. Differentiated Instruction
A. Wheelchair-Bound
-students who are wheelchair-bound should face no physical limitations in this
lesson
B. ESL Student(s)
-ESL student(s) will have worked with their ESL teacher to learn vocabulary
and concepts related to the underhand serve prior to this lesson
-ESL student (s) will have watched DVD with other-language subtitles
describing and demonstrating underhand serve prior to this lesson
IV. Procedure
A. Dress
B. Roll Call/Announcements
C. Instant Activity/Hook
-students each have one volleyball, line up on endline
-on teacher’s indication, all students simultaneously underhand serve ball
-teacher walks behind students to assess initial skill level and activate
prior knowledge
-transition
-students return volleyballs to containers and sit in front of teacher
D. Skill – Underhand serve
1. Hand positioning
a. Palm up
b. Fist
c. Thumb on side of index finger
2. Underhand serve
1. Step toward net w. foot opposite serving arm.
2. Arm down and slightly back.
3. Arm forward, close to body.
4. Contact volleyball w. lower part of wrist
5. Follow through
-transition
-class divided into 4 groups, 1 group per court
-each group lines up along endline of their court
-one container of volleyballs for each group
E. Safety
-make sure peers are ready to receive volleyball when practicing
-if accidentally making a bad pass, warn other groups if volleyball is
coming toward them
F. Skill Drill – Over the net
-one person from each group at a time practices underhand serving over net
-then goes to back of line
-entire group picks up volleyballs after last person in line serves
-continue until teacher indicates otherwise
-challenges
-serve to front/back/left/right of opposite side of net
-practice serving from different spots w.i service area
-transition
-students stop serving briefly while teacher lays out cones/polyspots/
carpet squares on each opposing court
G. Skill Drill – Open Space
-equipment represents opposing team members
-same as “over the net,” but students try to accurately place serve where
equipment is NOT located (i.e., away from opposing team members)
-transition
-students return all volleyballs to their containers
-all students line up on sideline of one court for explanation/
demonstration of offensive positions
H. Rule – Serving
1. Service area
-service area: at least 1.98 m behind each endline
-service lines: starting 20 cm behind each endline, 15.2 cm
extension of each sideline to show service area
2. Rotation
-clockwise direction
-one team rotates after other team loses possession
-immediately before regaining serve
3. Let
-hit net first attempt, receive second attempt
-hit net on second attempt, lose serve
-other team regains possession
I. Rule – Offensive positions
1. Server
-begins play by hitting ball over net
2. Serve receiver
-uses forearm or overhead pass to receive serve and begin offensive play
2. Setter
-uses overhead pass to strategically place the ball for another player to
hit over net
3. Spiker
-receives ball placed by setter and hits ball forcefully downward over net
J. Strategy – Offensive player positioning/passing
-traditional: receive, set, spike
-assign positions according to skill level
-assign positions according to size
-other suggestions?
-transition
-students divided into 8 groups of 4, 1 group on either side of each court
-one volleyball per court
K. Game –Four-on-Four
-history: traditional volleyball games are played 6-on-6, but 2-on-2 and 4-on-4
variations have become common
-today, we will be playing a modified 4-on-4 game
-each player is assigned one offensive position
-instead of spiking, simply overhead pass ball to other team
-hit ball back and forth b.w teams, practicing traditional offensive strategy
-receive, set, over net
-teacher indicates when to rotate positions, until each student has occupied all
four spots
-start playing with rally scoring up to 11 points
-practice other offensive strategies
-switch opponents if time permits
-transition
-students return volleyballs to containers and sit in front of teacher
V. Student Assessment
A. Psychomotor Rating Scale: checks correct use of cues, accuracy, and control of
underhand serve
Ace
Spike
Dig
Block
Student Name
Ace - Student executes cues for hand positioning and the underhand serve while serving a
volleyball as well as hits the ball over the net into the unoccupied spaces with control. (at least
85% of the class time or more)
Spike - Student executes most of the cues for hand positioning and the underhand serve while
serving a volleyball. Student hits the ball over the net into the unoccupied spaces most of the
time with some control. (70- 84% of the class time or more)
Dig – Student executes cues for hand positioning and the underhand serve while serving a
volleyball some of the time. Student sometimes hits the ball over the net into the unoccupied
spaces with some control. (50-69% of the class time or more)
Block – Student rarely executes cues for hand positioning and the underhand serve while
serving a volleyball during class. Student rarely hits the ball over the net into the unoccupied
spaces and has no control over the ball. Is a disturbance and off task most of the class. (Below
50% of the class time)
B. Cognitive Questionairre: self-checks understanding and application of practice
procedures
Name: ____________________
Date:_________
Class/Period: _______
Day 3 – Volleyball Questionnaire
Directions: Complete the questionnaire to the best of your ability. 1-2 sentences is sufficient
unless otherwise indicated.
1) What practice procedures did you use today?
2) How did you challenge yourself?
3) Describe 3 ways in which you could have challenged yourself more?
a.
b.
c.
4) List 4 way in which practice improved your performance?
a.
b.
c.
d.
5) How did you improve your accuracy during serving?
VI. Closure
A. Cognitive questionnaire
-students receive and fill out questionnaire, then hand it in to teacher
B. Review
1. Cues
2. Offensive player positioning
C. Questions/comments?
D. Follow-up Activities
-next class: overhand serve
VII. Dress
VIII. References
Fronske, H. (2008). Teaching Cues for Sport Skills for Secondary School Students (4th ed.).
San
Fransisco: Pearson Benjamin Cummings.
Mood, D. P., Musker, F. F., & Rink, J. E. (2003). Sports and Recreational Activities (13th ed.).
Boston: McGraw-Hill.
National Association for Sport and Physical Education. (2004). Moving into the Future:
National Standards for Physical Education (2nd ed.). Reston, VA: McGraw-Hill.
New Jersey Department of Education. (2004). Comprehensive Health and Physical Education.
Academic and Professional Standards. Retrieved January 25, 2008, from
http://www.nj.gov/education/cccs/.
Name: Kathy Morgan and Alex Gambelunghe
Grade: 8
Unit: Volleyball, Day 4
Date:
# of Students: 25-32
Lesson: Hand positioning/Overhand serve
Rationale: Knowing how to serve a volleyball is an essential component of beginning and
maintaining progress in a game. While many students have been exposed to this skill in
previous years, refinement and recognition of appropriate form is important.
Prior Knowledge of Students: Most, if not all, students have been exposed to the game of
volleyball since elementary school. They should have a basic understanding of skills.
National Standards: NASPE 1/Grades 6-8, NASPE 2/Grades 6-8
NJ Core Curriculum Standards: NJ 2.5.8 A-1, 2.5.8 C-1
I. Performance Objectives
A. Pyschomotor: By the end of this lesson, students should be able to execute the cues
for the overhand serve with proficiency and accuracy when serving over the net to an opposing
team, while being assessed by the teacher using a checklist.
B. Cognitive: By the end of this lesson, students should be able to recognize
techniques pertaining to successful offensive, defensive, and cooperative strategies by watching
a video of an elite volleyball game and be assessed through their verbal discussion of these
techniques.
II. Materials/Equipment
-30 volleyballs
-4 containers (for volleyballs)
-tape
-volleyball net
-tv/vcr
-elite volleyball video
-white lined paper
-30 pencils
III. Differentiated Instruction
A. Wheelchair-Bound
-students who are wheelchair-bound should face no physical limitations in this
lesson
B. ESL Student(s)
-ESL student(s) will have worked w. their ESL teacher to learn vocabulary and
concepts related to the overhand serve prior to this lesson
-ESL student(s) will have watched a DVD with other-language subtitles
describing and demonstrating overhand serve prior to this lesson
IV. Procedure
A. Dress
B. Roll Call/Announcements
C. Instant Activity/Hook
-teacher can work in combination with physics teacher to design and implement
activity related to power formula, etc.
-describe how overhand serve is more powerful than underhand serve
-might be more difficult to execute, but can also be more effective
D. Skill – Overhand Serve
1. Hand positioning
a. Open-hand
i. Palm facing forward
b. Closed-hand
i. Palm forward
ii. Fist
iii. Thumb on side of index finger
2. Overhand serve
a. Stand sideways – side of nondominant foot to target
b. Bow-and-arrow
c. Step
d. Toss up in front of serving shoulder
e. Reach high
f. Contact at top of toss (heel of hand)
g. Follow through
-transition
-each student has volleyball
-space out 9 m from wall
E. Safety
-make sure peers are ready to receive volleyball when practicing
-if accidentally making a bad pass, warn other groups if volleyball is coming
toward them
F. Skill Drill – Wall Serve
-practice overhand serve against wall
-have tape marking where top of net would be
-try serving to different sides of tape
-transition
-return volleyballs to container
-line up along sideline of one court
G. Game – Move Your Feet
-8 groups of 4, 2 group per court
-one container of volleyballs per court
-one each court:
-1 team lines up on endline
-one-by-one, students on endline overhand serve ball over net
-1 team practices spreads out on other side of net
-receive serve and practice offensive strategies as played in
“four-on-four” during day 3
-serving team gets one point if receiving team cannot return serve
-pick up volleyballs after each rotation
-each player serves four times, then teams switch
-transition
-return volleyballs to containers
-sit in front of television
-each student has pencil and white lined paper
H. Rule – Defensive Positions
-describe by drawing on blackboard or poster
1. Receiver
-receives ball that is not hit overly hard, using forearm or overhead pass
2. Blocker
-blocks spike
3. Digger
-retrieves spike from low position
I. Strategy – Defensive player positioning
1. Base defense
-how players are positioned before serve
2. Rotation defense
-how players re-position after serve
J. Activity – Elite Volleyball Video
-students watch a relatively short video of an elite volleyball game
-students are to take notes and identify: offensive, defensive, cooperative
strategies used
-were they successful? Why or why not?
-what could have been done differently?
-use names of positions as described in class
V. Student Assessment
1. Psychomotor Checklist: checks correct use of cues, accuracy, and control of
overhand serve.
Student Name
Yes = 75% of time
No= < 75% of time
Overhand Serve
Cues
Accuracy/Control
Overhand Serve
Cues
Accuracy/Control
Overhand Serve Cues: Sideways, bow and arrow, step, toss, reach high, contact, follow
through
Accuracy/Control: Over net, away from opposing players 75% of time
2. Cognitive Strategy Discussion: checks recognition and understanding of offensive,
defensive, and cooperative strategies previously learned in class.
-during video, students are told to take notes on offensive/defensive/cooperative
strategies
-discussion asks students to speak about observed strategies
-were they successful? Why or why not?
-what could have been done differently?
-use names of positions as described in class
-teacher tries to involve all students
VI. Closure
A. Review
1. Cues
2. Defensive positioning
B. Questions/Comments
C. Follow-up Activities
-next class: spiking/fitness
VII. Dress
VIII. References
Fronske, H. (2008). Teaching Cues for Sport Skills for Secondary School Students (4th ed.).
San
Fransisco: Pearson Benjamin Cummings.
Mood, D. P., Musker, F. F., & Rink, J. E. (2003). Sports and Recreational Activities (13th ed.).
Boston: McGraw-Hill.
National Association for Sport and Physical Education. (2004). Moving into the Future:
National Standards for Physical Education (2nd ed.). Reston, VA: McGraw-Hill.
New Jersey Department of Education. (2004). Comprehensive Health and Physical Education.
Academic and Professional Standards. Retrieved January 25, 2008, from
http://www.nj.gov/education/cccs/.
PE Central. (2007). Lesson Ideas. P.E. Central. Retrieved February 14, 2008, from
http://www.pecentral.org/.
Name: Kathy Morgan and Alex Gambelunghe
Grade: 8
Unit: Volleyball, Day 5
Date:
# of Students: 25-32
Lesson: Spiking/Fitness
Rationale: Learning how to spike a volleyball provides a distinct advantage in game situations.
Prior Knowledge of Students: Most, if not all, students have been exposed to the game of
volleyball since elementary school. They should have a basic understanding of skills.
National Standards: NASPE 1/Grades 6-8, NASPE 4/Grades 6-8
NJ Core Curriculum Standards: NJ 2.5.8 A-1, NJ 2.5.8 B-2
I. Performance Objectives
A. Psychomotor: By the end of this lesson, students should be able to demonstrate
proficiency in volleyball spiking by practicing the skill in a game-like situation and being
assessed by the teacher using a point scale.
B. Cognitive: By the end of this lesson, students should be able to analyze their use of
fitness components by engaging in a workout aimed at improving both health- and skill-related
components and being assessed by completing a worksheet.
II. Materials/Equipment
- 20 volleyballs
-4 containers (for volleyballs)
-3 lb. dumbbells
-worksheets
-pencils
III. Differentiated Instruction
A. Wheelchair-Bound
-wheelchair-bound students are unable to spike ball, so during “you go/I throw,”
they can assume the role of setter to toss ball to spiker
-for “volleyball work it out”, wheelchair-bound students can perform all
volleyball-related skills except for spiking
-can perform warm-up by wheeling around gym (arm power), unless electronic
wheelchair
-perform static stretching
-design alternative exercises using dumbbells for push-ups and curl-ups
B. ESL Student(s)
-ESL student(s) will have worked with their ESL teacher to learn vocabulary
related to spiking prior to lesson
-ESL student(s) should have watched DVD segment w. other language subtitles
on spiking prior to lesson
-emphasis on demonstration of cues
-use of posters with picture and other language translation for fitness stations
IV. Procedure
A. Dress
B. Roll Call/Announcements
C. Instant Activity/Hook
-Olympic volleyball history
-became Olympic sport in 1964
-women: 1984 – silver, 1992 – bronze
-men: 1984/1988 – gold, 1992 -- bronze
-Have you ever watched an Olympic volleyball game?
-What do you think is a key skill in scoring points? (Hint: we have not learned
it yet)
E. Skill – Spiking
1. Hand positioning
a. Palm down
b. Fingers apart
c. Hand in shape of ball
2. Spiking
a.
b.
c.
d.
e.
f.
g.
Face net
2-3 steps (land on leg opposite spiking arm)
Bow and arrow
Jump
Fast arm swing
Contact ball high and in front (11 o’clock)
Snap wrist
-transition
-4 groups of 8, 1 group per court
-1 container of volleyballs per court
F. Strategy – Spiking
-recognizing open area in opposing defense
-returning weakly-hit ball that is barely clearing net
G. Skill Drill -- You go/I throw
-students line up near endline
-one student near net sets ball, one student spikes ball
-spiker becomes setter, setter goes to end of line
-challenges
-more steps (greater speed)
-angles
-adjusting to bad set
-transition
-return volleyballs to containers
-sit in front of teacher
H. Rule – Fouls
-teacher asks questions and verbally states info pertaining to fouls of game
-to be applied to tomorrow’s lesson
-fouls
-more than 3 hits on offense
-contact w. net
-carrying
-touching ball w. anything besides hands and forearm
I. Fitness Activity – Volleyball Work It Out
1. We will be taking a pre-workout heart rate at this time by taking a 6 second pulse check and
add a 0 or multiply the number by 10. Then warm up for 3-5 minutes with slow jogging around
the playing area.
2. Organize your students into a formation that is conducive to performing appropriate dynamic
stretches for legs, arms, lower back, shoulders and chest muscles.
3. Run to the back boundary line of the court nearest to your corner as fast as you can and jog
to net and spike the volleyball that is thrown to you. Jog backwards to boundary line. Repeat 10
times.
4. Kneel facing you partner 5 feet apart. Set the ball to your partner, then drop down and
perform a modified push-up. Return to starting position. Partner repeats the activity. Perform as
many as you can until you have no more strength/power left.
5. In each corner, toss the ball to the wall and forearm pass (bump) the ball 5 times in a row.
(Ball may bounce if needed)
6. Try to forearm pass the ball back and forth to each other without the ball touching the floor
while spelling the word--VOLLEYBALL. Each time it hits your partner give yourself the
correct letter. After you spell the word VOLLEYBALL perform 5 chin-ups/pull-ups
7. On your back with knees bent, perform curl-ups with a partner in your group and pass the
volleyball each time you curl-up. Continue for 1 minute. (Overhead set may be used as well)
8. Underhand or overhand serve to the wall for one minute.
9. To finish up, take a jog around the gym for 1 minute. Check your heart rate by taking a 6
second pulse check and add a 0 or multiply the number by 10. Did you reach your target heart
rate zone? Perform static stretches as a group using proper form until all groups are finished.
V. Student Assessment
A. Psychomotor Point Scale: checks correct performance of cues for spiking.
Student
Name
Face Net
2-3 Steps
Bow and
Arrow
Face net = ½ point for skill performed correctly.
Jump
Fast Arm
Swing
11
o’clock
Contact
Snap
Wrist
2-3 steps = ½ point for skill performed correctly.
Bow and arrow = ½ point for skill performed correctly.
Jump = ½ point for skill performed correctly.
Fast arm swing = ½ point for skill performed correctly.
11 o’clock contact = ½ point for skill performed correctly.
Snap wrist = ½ point for skill performed correctly.
B. Cognitive Worksheet: assesses understanding of health- and skill-related fitness
components.
Name: ____________________
Date:_________
Class/Period: _______
Day 5 – Volleyball WORK IT OUT
Directions: Complete the questionnaire to the best of your ability. 1-2 sentences is sufficient
unless otherwise indicated.
1. What was your heart rate before you started working out?
2. What was your heart rate after the activity?
3. Did you reach your target heart rate?
4. If so how did you accomplish this? If not give a few examples as to where you could
have worked harder to reach it.
5. List the 7 skill related fitness components.
a.
b.
c.
d.
e.
f.
g.
6. List the 5 health related components.
a.
b.
c.
d.
e.
7. Which of the skill related fitness components did you use today in class? Give an
example for each component from today’s activities.
8. Which of the health related fitness components did you use today in class? Give an
example for each component from today’s activities.
VI. Closure
A. Review
1. Cues
2. Fitness
B. Questions/concerns?
C. Follow-up Activities
-next lesson: blocking/digging
VII. Dress
VIII. References
Fronske, H. (2008). Teaching Cues for Sport Skills for Secondary School Students (4th ed.).
San Fransisco: Pearson Benjamin Cummings.
Mood, D. P., Musker, F. F., & Rink, J. E. (2003). Sports and Recreational Activities (13th ed.).
Boston: McGraw-Hill.
National Association for Sport and Physical Education. (2004). Moving into the Future:
National Standards for Physical Education (2nd ed.). Reston, VA: McGraw-Hill.
New Jersey Department of Education. (2004). Comprehensive Health and Physical Education.
Academic and Professional Standards. Retrieved January 25, 2008, from
http://www.nj.gov/education/cccs/.
Block Plan
1: Volleyball
Introduction
Skill: Hand
positioning/Forearm pass
Rule:
Equipment/Safety/Etiquette
Strategy: Cooperation and
teamwork
Skill Drills/Game: Triangle
pass, target practice, target
practice game
Assessment: Psychomotor
checklist, social checklist
6: Volleyball
Skill: Blocking/Digging
Rule: Scoring
Strategy: Digging
Game: Block that ball, Save the
day
Assessment: Psychomotor
rating scale, affective interview
2: Volleyball
Skill: Hand
positioning/Overhead pass
Rule: Court Dimensions
Strategy: Communication
Skill Drills/Game: Multi-pass,
overhead shuffle, three-in-row,
parachute volleyball
Assessment: Pyschomotor
point scale, social self-check
rating scale
3: Volleyball
Skill: Hand
positioning/underhand serve
Rule: Serving/Offensive
positions
Strategy: Offensive player
positioning/Passing/Skill/Size
Skill Drills/Game: Over the
net, open space, four-on-four
Assessment: Psychomotor
rating scale, cognitive
questionnaire
4: Volleyball
Skill: Hand
positioning/Overhand serve
(open and closed)
Rule: Defensive positions
Strategy: Defensive player
positioning
Skill Drills/Game: Wall serve,
move your feet, elite volleyball
video
Assessment: Pyschomotor
checklist, cognitive discussion
5: Volleyball
Skill: Spiking/Fitness
Rule: Fouls
Strategy: Spiking
Skill Drills/Game: You go/I
throw, volleyball work it out
Assessment: Psychomotor
point scale, cognitive
worksheet
7: Volleyball
Skill: Game day
Rule: Combined rules
Strategy: Cumulated strategies
Game: Seated volleyball, 6on-6
Assessment: Focused holistic
rating scale
9: Takraw
Skill: Front-of-foot kick
Rule: Court Dimensions
Strategy: Toe pop
Game: Soda pop, pass back
Assessment: Pyschomotor
checklist, social role play
11: Takraw
Skill: Header kick
Rule: Serving
Strategy: Service Order
Game: Dueling bumpers,
terminator
Assessment: Pyschomotor
checklist, affective rating scale
12: Takraw
Skill: Serving
Rule: Scoring/Fouls
Strategy: Defensive player
positioning
Game: Volley a lot, spotting
good serves
Assessment: Pyschomotor
point scale, cognitive video
8: Takraw
Introduction
Skill: Inside kick
Rule:
Equipment/Safety/Etiquette
Strategy: Passing
Game: Five pass, castle ball
Assessment: Psychomotor
point scale, cognitive oral
presentation
13: Takraw
Skill: Fitness/Game day
Rule: Cumulated rules
Strategy: Combined strategies
Game: Race track, 3 versus 3
Assessment: Focused holistic
rating scale
10: Takraw
Skill: Knee-and-thigh kick
Rule: Positions
Strategy: Offensive player
positioning
Game: Plus one takraw, push
it
Assessment: Psychomotor
point scale, cognitive
discussion
15: Hacky Sack
Skill: Outside kick
Rule: Court dimensions
Strategy: Offensive player
positioning
Game: Solo consecutive kicks,
team up
Assessment: Pyschomotor
rating scale, affective selfevaluation
16: Hacky Sack
Skill: Toe kick
Rule: Types of play
Strategy: Defensive player
positioning
Game: Good moves, strong feet
Assessment: Pyschomotor
checklist, social rating scale
17: Hacky Sack
Skill: Knee kick
Rule: Serving
Strategy: Kick location
Game: Hacky sack four
square, freestyle
Assessment: Psychomotor
rating scale, cognitive poster
18: Hacky Sack
Skill: Serving
Rule: Scoring/Fouls
Strategy: Service order
Game: Serve it, whammy ball
Assessment: Psychomotor
checklist, social peer
evaluation
14: Hacky Sack
Introduction
Skill: Inside kick
Rule:
Equipment/Safety/Etiquette
Strategy: Passing
Game: Keep it up, kick it up a
notch
Assessment: Psychomotor
point scale, cognitive storywriting
19: Hacky Sack
Skill: Fitness/Game day
Rule: Collective rules
Strategy: Collective strategies
Game: Let’s get physical,
modified 4x4
Assessment: Focused holistic
rating scale
20: Unit Overview
Skill: Combined skills
Rule: Comparison of rules
Strategy: Comparison of
strategies
Game: Integrated volley sports
Assessment: Written test
#
Question
Instruction:
Physical Education Written Unit Rubric
Total Points: 60 points
ORGANIZATION & PRESENTATION
0 pts - Minimal fulfillment of requirements, sparse curricular material, poor presentation, many errors (>7).
1.
1 pts - Adequate fulfillment of almost all requirements; Presentation problems, > 4 errors.
2 pts - All requirements thoughtfully fulfilled. A few errors or presentation problems.
3 pts - Presents unit/content in an exemplary/ organized fashion, no grammar/spelling errors.
OVERVIEW/RATIONALEINTRODUCTION
0 pts - Superficial overview; poor rationale: lack of connection to life/standards.
2.
1 pts - Partially adequate overview. Rationale not entirely convincing: some connection in presentation.
2 pts - Solid overview and rationale; A number of connections demonstrated in representation.
3 pts - Well thought out and thoroughly convincing overview and rationale: Potential for connections to life/standards maximized; Overview of
content including background info, fun facts & connection to culture, race, gender, society.
UNIT GOALS/TERMINAL OBJECTIVE
0 pts - Unit goals and essential lack depth. All domains not appropriately addressed, not related to standards/age appropriate. % not provided,
missing components.
3.
4 pts - Unit goals clear but not as deep or rigorous as possible. Missing components.
8 pts - Clearly states UGs, high standards for learning, all domains attempted but not completely correct; Standards attempted but off mark.
12 pts - Clearly stated, thought provoking, challenging, age/grade appropriate, standards based. All domains addressed, % provided. All info
thoroughly provided, connection between unit & terminal. Created for maximal learning.
DIFFERENTIATED INSTRUCTION/ABILITIES
0 pts - Not addressed.
4.
1 pts - Addressed but with minimal thought to the disability and teaching modifications.
2 pts - Addressed several appropriate teaching modifications indicated.
3 pts - Specified disabilities are thoroughly identified and a spectrum of appropriate teaching modifications indicated.
CONTENT/ACTIVITIES:
5. SKILLS & SUB-SKILL ANALYSIS
RULES/GUIDELINES/STRATEGIES SKILLS/DRILLS/ACTIVITIES & GAMES
0 pts - Insufficient; Missing several key content for comprehensive unit participating; Missing, key skills/subskills, fitness related information,
rules, drills, games.
6 pts - Demonstrated limited understanding of the topic; Information inaccurate, or not appropriate for students, not reflective of standards;
Inappropriate teaching practices.
12 pts - Demonstrated solid understanding of the topic; Proficiency in content. Most all information provided in a clear, fashion.
18 pts - Demonstrated mastery of content; Content appropriate for age, time, facilities, etc.; List all necessary skills/fitness components,
provides a clear breakdown of skills to participate in the sport/activity(ies); Indicated ALL Rules/Guidelines/Strategies; Skills/Drills/Games
appropriate for unit (and meet appropriate teaching practices) and revolve around the standards.
CONTENT/ACTIVITIES
0 pts - Content/activities not identified or haphazardly constructed; Unclear, inaccurate progression.
6.
2 pts - Most content/ activities not identified and/or tied to block plan; Number difficult to locate, or inaccurate; Unclear presentation of when
content is taught and incorrect progression.
4 pts - Most content activities identifies directly ties to block plan; Numbers easy to locate; Clear presentation of when content is taught and
shows good progression.
6 pts - All content/activities identified directly tied to block plan; Numbers provided and easy to locate; Clear presentation of when content is
taught and shows good progression.
BLOCK PLAN FORMAT/CULMINATION OF ACTIVITIES
0 pts - Missing major components; Number of days not used ineffectively; All vital information not provided.
7.
2 pts - Missing minor components for several days (3-5); Use the time (most days) effectively: no wasted days (free days, tournament play,
skills testing, etc).
4 pts - Missing minor components for a couple of days (2); Use the time (all days) effectively: no wasted days (free days, tournament play,
skills testing, etc).
6 pts - Block format expertly created; Included # days; All blocks provided for each day: skill(s), rules/guidelines/strategy, game (modified),
assess/eval type; Use the time (all days) effectively: no wasted days (free days, tournament play, skills testing, etc).
LESSON PLANS CREATE 3 SEQUENTIAL LPS
0 pts - LPs not developmental; All LPs did not have different objectives; All objectives did not match with unit goals; <60 on grading criteria.
3 pts - 2 of 3 LPs were Developmental; All LPs did not have different objectives; Most objectives did not match with unit goals; 60-74 on
8. grading criteria.
6 pts - Developmental LPs; All LPs had different objectives; Most objectives match with unit goals; 75-89 on grading criteria.
9 pts - Developmental LPs; All LPs had different objectives; All objectives match with unit goals; 90 or above on grading criteria.