Volleyball Unit

Rising Starr MS, Fayette County GA Class Size: 35 Content: The main skills that will be covered will be the serve (under/overhand), bump, set and spike. Additionally, cognitive concepts such as history, rules, scoring and terminology will also be taught. Resources: Students are seen daily for 48 minutes during a 9-week period. I will be seeing the students for 5 days in a row. -The equipment that is available: Nets, Volleyballs - Space: sharing of an indoor gym www.pecentral.com www.lessonplanet.com Kenny, B., & Gregory, C. (2006). Volleyball: steps to success. Champaign, IL: Human Kinetics. Unit Goals: -Students will be able to demonstrate basic object control by manipulating volleyballs while using proper techniques when serving, bumping, setting and spiking. - Students will be able to name critical elements, strategies and the rules of volleyball. They will assessed through a written evaluation and will obtain at least 80% correctness. - Students will demonstrate appropriate behavior throughout the unit by encouraging teammates, working together and playing fair during game play. - Students will know, understand and apply the basic position/player formations. Georgia Standards Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Block Plan
Monday Tuesday Wednesday -Intro to Set -Rules Thursday -Intro to Spike -Rules Friday - Strategies - Game play

-Volleyball History -Intro to Bump -Intro to Serve - Rules

Lesson 1: Serve
Objectives: 1. Students will be able to explain the history of volleyball on a written assessment 2. Students will demonstrate the ability to identify and perform the proper cues necessary for the volleyball serve during various activities and game play. Skill Cues Underhand Serve 1. Use a forward-backward stride with bent knees. 2. Hold ball in nondominant hand, across and in front of body. 3. Hold the striking hand beneath the ball, swing down and back, then up and forward to hit the ball off the hand. 4. Transfer weight from the rear foot to the front foot 5. Contact ball with the heel of the hand. 6. Follow through in the intended flight direction. Overhand Serve 1. Same as above #1 2. Toss the ball about 3 feet above the shoulder so the hand can meet the ball just above head height. 3. Transfer weight from the rear foot to the front foot as you contact the ball. 4. Contact the ball with the heel of the hand above the head. 5. Extend the elbow and flex the wrist forward as you contact the ball. 6. Follow through in the intended flight direction. Activities (30 40 minutes) 1. Introduce the volleyball unit with a power point presentation that will hopefully get them excited about the sport of volleyball 2. Present the volleyball serve, emphasizing the skill cues. Introduce both the underhand and overhand serves using students to help demonstrate. 3. Students stand 12 feet from wall and serve a volleyball, aiming above an 8foot line on the wall ( 5 underhand & 5 overhand). 4. Students perform 10 more serves with the serve that they prefer the most. 5. Two students stand 15 feet from the net on opposite sides of the court ( 5 pairs of students at each net). One students serves the ball to their partner trying to keep from moving their partner (accuracy). 6. Divide the class up into as many groups as space will allow. Mark the volleyball courts as diagrammed below. Each student serves three times from the serving position, attempting to make the ball land in a high scoring zone. When turn is completed, server goes to the receiving side. While waiting their turn to serve, they can practice serving against the wall.

X- Server

1 1 1

3 1 3

10 5 10

7. Optional Activity - Serve and catch game. Divide class into teams. Place a team on both sides of court. To begin the game both teams serve the ball over the net quickly, trying to keep the opposite team from catching it. If the ball is caught, it can immediately be served from the serving area. If the ball is not caught, the serving team receives a point. * More balls can be introduced to increase activity. Closure: Review and discuss with students the content of the lesson. Use the following questions and ideas to reinforce learning, check for understanding, and give feedback. 1. Discuss the good components of underhand and overhand serve. 2. Ask students to give reasons why the serve might not move in the direction intended (hitting ball of side of hand, not following through, failing to toss the ball high enough etc.)

Lesson 2: Bumping Objectives: 1. Students will be able to perform the proper cues for the volleyball bump while practicing with a partner 8 out of 10 times during class. 2. Students will demonstrate the ability to identify and explain the proper cues for the forearm pass during various activities and game play. Skill Cues Bump/Forearm Pass 1. Start in ready position, staggered stance, knees bent, butt down, and hands together. 2. Elbows locked ready to contact the ball. 3. Contact volleyball on forearms. 4. Do not swing your arms, bend knees and extend up to get power in your bump. 5. Keep shoulders square to where you want the volleyball to go. Activities (30 40 minutes) 1. Students will stand in ready position and toss the ball themselves. When the ball hits their forearms they will freeze. This is to get them to understand that they need to hit the ball with their forearms rather than with their hands and wrists. 2. Students will toss the ball into the air, move underneath it and get into the ready position. As the ball comes down they will bump it straight up in the to themselves and then catch it on its way back down. To complete this task students must do this 5 times in a row without dropping the ball. 3. Students will now complete the same task as above but this time they wont catch the ball. They will see how many times in a row they can bump the ball to themselves. (Class Competition) 4. Students will partner up. Students will toss the volleyball to their partner. Their partner will bump the ball back to their partner and the partner must catch it. After 5 successful bumps in row partners will switch roles and start the process over again. After both students have completed we will have a class competition to see which set of partners can get the most consecutive bumps between partners without the ball hitting the ground. 5. Students will remain in partners. In this task students will bump the ball back and forth to each other. Instead of bumping to partners and partners catching the ball, partners will bump the ball back. The activity can begin with a toss to

the partner but after the initial toss it is bumping only. After about 5 minutes of practice we will again have a class competition. 6. Students will get in groups of and repeat the above task. 7. Culminating Activity A game of volleyball. After the serve the only way to strike the ball is with the bump. There is not hit limit. To score a bump must be used to hit the ball over the net. Closure: Review and discuss with students the content of the lesson. Use the following questions and ideas to reinforce learning, check for understanding, and give feedback. 1. Discuss the good components for bumping 2. Ask students to give reasons why the bump might not move in the direction intended (hitting ball off hands/wrists, not following through, failing to get underneath the ball etc.)

Lesson 3: Setting Objectives: 1. Students will be able to set the volleyball accurately using proper technique 8 out of 10 times during a peer evaluation. 2. Students will demonstrate the ability to identify and explain the proper cues for the set during various activities and game play. Skill Cues Set 1. Form triangle with your hands above your forehead. 2. Get underneath the volleyball so that if you didnt set the ball it would hit you in the forehead. 3. Fingers should be relaxed, not straight or tense. 4. Pop the ball out of your fingertips, do not catch the ball or slap at the volleyball. 5. Keep your shoulders square to your target. Activities (30 40 minutes) 1. Students practice the volleyball set while using the wall to help keep control of the ball. 2. Students practice setting the ball by tossing the ball against the wall, the ball will bounce off the wall, and then the students will set the ball up against the wall. The goal is to get 5 successful and consecutive sets back and forth against the wall without the ball hitting the ground. first the 3. Students practice setting the ball by tossing the ball against the wall the time then playing off the wall without re-tossing the ball each time. 4. Students will count how many times they can continuously set the ball off wall without losing control. If the ball is lost start over with 1.

5. Students will practice setting with a partner. One person tosses the ball up and the other sets the ball. Do this five successful and consecutive times then switch roles. 6. Students will count how many times they can continuously set the ball with a partner without losing control.

7. Culminating Activity A game of volleyball. There is not hit limit. To score 1 set must be used before the ball can be hit over the net. Closure: Review and discuss with students the content of the lesson. Use the following questions and ideas to reinforce learning, check for understanding, and give feedback. 1. What are the cues for a proper set? 2. Why is the set important?

Lesson 4: Spiking Objectives: 1. Students will be able to practice setting and spiking the volleyball with a partner during class with 50% accuracy. 2. Students will demonstrate the ability to identify and explain the proper cues for the spike when called upon in class. 3. Students will be able to use the skills he or she has been taught in a responsible manner, and cooperate with other classmates during all class activities. Skill Cues Spike 1. First two steps of approach are slow and big, last two steps are quick and small. 2. Bring arms back behind your back as you begin your approach to make swing stronger. 3. Contact the volleyball in front of your body with an open palm. 4. Turn shoulders to place the volleyball. Activities (30 40 minutes) 1. Students will get into pairs. One student will practice setting for a spike, and the other will pretend to spike against the wall. One student will set the ball while the other jumps to spike but DOES NOT. 2. The partners will perform the same task as above but this time with light contact. Each partner will set and spike five times. 3. This time partners will focus on setting the ball higher which will cause his/her partner to have to jump and spike the ball in one motion. 4. Students will continue to work on their form of spiking. Making sure that they set is high enough and that they follow through on their spiking. Proper form is key. sure 5. Students will now practice a combination of set and spike in order to make that their spike will clear the net. Focus on height. 6. Culminating Activity

A game of volleyball. There is a hit limit. Regular rules apply, however, scoring with a successful spike is worth 2 points not one.

Closure: Review and discuss with students the content of the lesson. Use the following questions and ideas to reinforce learning, check for understanding, and give feedback. 1. What are the cues for a proper spike? 2. What is the purpose of the spike? 3. What is the most important aspect of the spike?

Lesson 4: Strategies Objectives: 1. Students will be able to perform different strategies during practice and game play with 80% efficiency. 2. Students will demonstrate the ability to identify and explain the proper cues for different strategies when called upon in class. 3. Students will be able to use the skills he or she has been taught in a responsible manner, and cooperate with other classmates during all class activities. Activities (30 40 minutes) 1. Students will get into groups of 6 and practice the bump and set. Each group is on one side of the net. The goal is to score a point. A point is scored when each student touches the ball at least once in a rotation. After each students touches the ball once a point is earned. First group to 10 points wins. 2. Students remain in their groups and continue to practice the bump and set. This time their group has only three touches. The forth touch must be a hit over the net. 3. This time the same students perform the same activity as before but the 3rd t ouch must be any type of hit over the net. 4. Same process as above, expect 3rd touch must be a spike over the net. 5. Culminating Activity A game of volleyball. There is a hit limit. Regular rules apply. Closure: Review and discuss with students the content of the lesson. Use the following questions and ideas to reinforce learning, check for understanding, and give feedback. 1. What strategy did you find worked the best? 2. Is it easier to spike the ball from far away or close to the net? 3. Where is the best place to hit the ball to score?

Affective Domain Exit Slip Fair Play

Name: _____________________ Date: ____

Directions: Answer the following questions. 1. Describe and explain your role as part of your team.

2. Explain in detail one problem or obstacle that your team faced.

3. Explain how YOU helped fix the problem mentioned in question 3.

4. Describe how both you and your teammates demonstrated good sportsmanship and fair play during todays class.

Volleyball Written Test Name: ________________ Date: ____ Score: ____

A. True/False (1/2 pt. each): If the statement is true, place a + (plus sign) one the line. If the statement is false, place a 0 on the line and correct the statement. Cross out the word or phrase that is incorrect and add a word or phrase to make it true. ___1. A player gets two chances to serve. ___2. A serve that hits the net and goes over into the opponents court is a legal serve. ___3. If the ball hits the boundary line it is out of bounds. ___4. 7 players are the most a team can have on the court at once. ___5. Volleyball is the most popular sport in the world. ___6. 1965 was the first time volleyball appeared as an Olympic sport. ___7. A team can hit the ball 4 times on each possession. ___8. Regulation net is 7 feet 4 and1/8 inches tall. ___9. William G. Morgan invented volleyball ___10. The net is 36 feet in length.

B. Multiple Choice (1 pt. each): Circle the correct answer. 11. The first server of the game is in what position? A. Right-side hitter B. Middle hitter C. Libero D. Setter

12. What position is consider the defensive specialist? A. Right-side hitter B. Middle hitter C. Libero D. Setter

13. What part of the hand should you use to hit the ball when attempting a set? A. Finger tips B. Palm C. Knuckles D. Heel 14. What part of the hand should you use to hit the ball during a serve? A. Finger tips B. Palm C. Knuckles D. Heel 15. How many positions are there in volleyball? A. 4 B. 5 C. 6 D. 7 16. What part of the body should you use to hit the ball when attempting a bump? A. Fist B. Palm C. Forearms D. Finger tips 17. What state hosted the first official volleyball game? A. Georgia B. New York C. Massachusetts D. California 18. What is the proper formation to play? A. 4 - 2 B. 5 - 1 C. 6 - 2 D. All of the above 19. In what year was volleyball created? A. 1492

B. 1895 C. 1949 D. 1965

20. In what sequence does the serving rotation occur? A. Clockwise B. Counter-clockwise C. Back to front D. Front to back

Volleyball GPAI
1. Decision made Criteria:

Date: ____

Player makes appropriate choices of when to bump, set or spike. Bump- accurate, well paced and played to open teammate Set- Keeps ball under control, leads ball. Spike solid contact, well placed Moves to open area while support teammates.

2. Skill Execution

Criteria:

3. Support

Criteria:

Decision Made Name:

A IA

Skill Execution
E IE A

Support
IA

Key:

A= appropriate

IA=inappropriate

E=efficient

IE=inefficient

Peer Assessment Serving Formative Rubric

Directions: Carefully observe the person serving and score each of the critical elements using the 3 0 scale.
3 indicates always 2 indicates sometimes 1 indicates rarely 0 indicates never Critical Ball in Elements Bent NonKnees dominant hand Name:

* Striking Weight hand transfer under/above rear to ball front foot

Contacts ball with heel of hand

Follows through

* Depends on serve type: underhand or overhand