ROWAN UNIVERSITY DEPARTMENT OF HEALTH AND …



UNIT PLAN

ROWAN UNIVERSITY DEPARTMENT OF HEALTH AND EXERCISE SCIENCE

HEALTH & PHYSICAL EDUCATION

|Teacher: Vince Colucci |

|Unit Title: Team Volleyball |

|Grade level: 9th and 10th Number of classes: 10 Duration of classes: 45 minutes; No. of Students: 24 |

SECTION A. (Overview)

Unit Overview

|Unit Framework: |

|The unit is structured as a Sport Education Unit for 9th and 10th grade. Students are put into sport education teams the first day of the unit and remain in these |

|teams until the end of the unit. All skill activities, practice games and tournament games are structured around the sport education team. Students learn the |

|skills of passing, blocking, spiking, various passes, rules and regulations of volleyball. Every concept necessary to play and understand the game of volleyball. |

|Rationale (importance of unit): |

|Volleyball is somewhat fast paced game constantly keeps students on their toes and incorporates teamwork. Volleyball’s skills are very different then any of the |

|general sports schemes. It is a very active sport, teaches teamwork and role responsibility of each individual student. Volleyball is very common is played |

|throughout the world and in most high schools and colleges today. |

|Previous experience in this type of activity: |

|At this stage in schooling many students have either watched or heard of a game of volleyball before actually playing it. Some students might actually be playing |

|on a club team this young, which is very rare. A student coming into high school is were he/she will most likely be introduced to competitive team volleyball. |

|Before coming to high school students might have played modified games of volleyball from grades 5 and up such a “nukem”. But other then that students would have |

|very little knowledge or skills before that time regarding to volleyball. |

|Anticipated difficulties and how they will be addressed: |

|Difficulty: Students may be injured by a regulation volleyball, or find the regulation volleyball too hard. |

|Solution: Squishy/Foam Volleyballs for students who are having trouble. |

|Difficulty: The male students will tend to hog the ball and not give or pass it to the females of the team. |

|Solution: Have a pass rule incorporated, were the males must pass the volleyball to at least one female before passing the ball over the net. With this rule it |

|also gets the females involved so there not just standing around. |

|Difficulty: Athletes tend to team up with one another and form a team that is more advanced than all the others and is unfair to all the other students. |

|Solution: Make sure when making sport education teams the teacher does it so that teams are equally balanced skill wise so that each team has a valiant effort at |

|winning. |

|Difficulty: Students get frustrated with some of the rules or skills of the game. |

|Solution: Modify the game so students are having fun and are actively enjoying the activity. |

|Resources, Equipment and Materials: |

|-2 volleyball courts/ nets |

|-12 volleyballs |

|-12 Foam volleyballs |

|- 4 Frisbee’s |

|References: |

|"Physical Education Resource for Teachers." Physical Education Games and Resources for Educators. Web. 13 Nov. 2011. . |

| |

|"Six Week Unit Plan." LiveText | Your Partner for Continuous Improvement. Web. 13 Nov. 2011. . |

| |

|Volleyball Website with great lessons and information on volleyball- |

| |

|"Rules - - Official Rules of Volleyball, Regulations, Indoor, High School, Beach, FIVB, NCAA Women's Men's." - Volleyball Equipment, |

|Shoes, Clothes and Rules for Beach, Indoor, Pictures, Camps, Court Products, Net, Nets and Leagues. Web. 13 Nov. 2011. . |

| |

|Peter Rattigan, Ph.D., Associate Professor & Chairperson |

| |

|Premier Health and Physical Education- |

|New Jersey Core Standards- |

Student Characteristics

|General abilities/skill proficiency level: Students may find volleyball to be a very challenging sport. Some find it challenging because students are uncertain |

|about rules, and how to effectively play the game. At this day and age students should be very comfortable and familiar to team sport activities. Some of the |

|skills associated with volleyball such as strategies and drills are common in basketball. Some skills needed to become proficient in volleyball, students should be|

|able to, pass using forearm pass and overhead pass, spike, block, be a team player, and understand rules and concepts to the game. With the above skills |

|established within the student, he or she will be able to take on more challenging activities and game play involved in volleyball. |

|Student background: |

|Students who find themselves not as athletic as others will find volleyball challenging and might have a different approach to the sport then others. In addition |

|some students may not have learned Volleyball at all during their previous education experience, posing a challenge to have them get adjusted to the sport. |

|Fundamentally, all students should know the basic principle or concept of passing, serving, spiking, blocking and the general rules and game play of volleyball. |

SECTION B. (Essential Questions & Objectives, CPIs & Assessment)

|Unit Goals |

|Essential Questions: |

|What is the most accurate pass in volleyball? |

|What types of passes are then in volleyball? |

|What are some effective ways to score? |

| |

|When and when not to rotate during the game? |

| |

|What is the proper foot position for the serve, block, and spike? |

|NJCCCS CPIs Addressed: |Content Statement: |

| |Standard 2.5 Grade 12 Strand A |

|2.5.12.A.1: |Movement skill performance is primarily impacted by the quality of instruction, |

|Explain and demonstrate ways to transfer movement skills from one game, sport, |practice, assessment, feedback, and effort. |

|dance, or recreational activity to another (e.g. striking skills from/to tennis, | |

|badminton, ping pong, racquetball). |Standard 2.5 Grade 12 Strand B |

| |Individual and team execution in games, sports, and other activity situations is |

|2.5.12.A.4: |based on the interaction of tactical use of strategies, positive mental |

|Critique a movement skill/performance and discuss how, each part can be made more|attitudes, competent skill levels, and teamwork. |

|interesting, creative, efficient and effective. | |

| |Standard 2.5 Grade 12 Strand C |

|2.5.12.B.1: |Self-initiated behaviors that promote personal and group success include safety |

|Demonstrate and assess tactical understanding by using the appropriate and |practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior|

|effective offensive, defensive, and cooperative strategies. |and positive social interaction. |

| | |

|2.5.12.B.2: | |

|Apply a variety of mental strategies to improve performance. | |

| | |

|2.5.12.C.1: | |

|Analyze the role, responsibilities, and preparation of the players, officials, | |

|trainers, and other participants and recommend strategies to improve their | |

|performance and behavior. | |

| | |

|2.5.12.C.2: | |

|Develop rule changes to existing games, sports, and activities that enhance | |

|safety and enjoyment. | |

|Unit Objectives: What students will know and be able to do by the end of the unit |

|Cognitive: |Psychomotor: |

|Students will indentify the important rules and game knowledge of Volleyball and | |

|apply it to this unit. |Students will perform a variety of passes and passing drills. |

| | |

|Students will describe what’s types of passes are appropriate in certain |Students will demonstrate effective ways to get the ball over the net. |

|situations. | |

| |Students will perform the proper way to spike and block. |

|Students will understand the concept of spiking and blocking. | |

| |Students will demonstrate various strategies to score. |

|Affective: | |

|Students will shake hands before and after any competitive activity. | |

| | |

|Students will cheer on teammates during all activities in class. | |

| | |

|Students will provide constructive criticism to other students or team members. | |

| | |

|Students will develop a team bond throughout the unit. | |

|Assessment Evidence |

|Performance Task(s): Each student will play a major role in their sport education team. As a player the student has an individual role to help their team. Whether |

|the student is the spiker or the setter, no matter what position you are, you must have the necessary skills to participate in the tournament towards the end of |

|the unit in volleyball. Not only do you need to understand the skills to participate in the tournament but also you must show the teacher that the student has an |

|idea of the game when it comes to the assessment. |

|Other Evidence: see Appendices. |

|Skill assessment |

|Cognitive assessment |

|Affective assessment |

SECTION C. (Learning Activities & Instructional Strategies)

|Daily outline of Content, Procedures (management, transitions), & Instructional Strategies – Include introductory activities, learning focus activities, |

|culminating activity and closure |

| |

|Day 1. Intro to Sport Education Teams and Intro to |

|Opening Activity: Sport Education Teams |

|Divide students into 4 teams of 6 students. Direct each group to a corner of the court that will be |

|considered their home base. Instruct each group to decide on a team name, logo, and slogan. This |

|will be the same throughout the unit. Explain some basic rules and regulations regarding volleyball. Ask students some general questions about volleyball, if they |

|have ever played or know some terms or requirements to play. (10 minutes) |

| |

|Fitness Activity: See appendix 1 (5 Minutes) |

| |

|Skill Activity: Tell Students to break down into their sport education teams. After getting into their sport education teams have each student find a partner |

|within and their team. After doing so one of the partners from each sport education team will retrieve a volleyball. From there students will practice the forearm|

|pass and overhead pass with their partners. Each pair of students will stand about 10 feet away from each other in there own space away from the rest of the sport |

|education team. From here one student will toss the volleyball to their partner, their partner should then perform the overhead pass and try and accurately return |

|the volleyball to their partner. Each partner should attempt the overhead pass 10 times before switching. After performing the overhead pass students will repeat |

|the same drill but this time utilizing the forearm pass again 10 repetitions each before switching. (12 Minutes) |

| |

|Culminating Activity: Passing |

|Team Juggle - Equipment: three to five balls for every sport education team. Each group forms a small circle by their home base, or where their team poster is |

|hanging. One student begins as the leader. He/She self sets or self bumps the ball to someone else in the group who is not standing directly next to him/her. That |

|student catches the ball. The next student continues by performing the same type of pass to someone else. The pattern continues until everyone has had one chance. |

|The last student passes the ball back to the first. Repeat the passing pattern. Always keep the same established pattern. After a few successful times around, add |

|a second ball, then a third and so on. (12 minutes) |

| |

|Closure: Tell students to gather around the middle of the court. Review the various types of passing we have done today. Ask students about some of the certain |

|names for each pass such as dig, and bump. Ask students to demonstrate when it’s a good time to use either pass. (6 minutes) |

| |

| |

|Day 2. |

|Opening Activity: Sport Education Teams |

|Have Students break down into their sport education teams and have them go to their assigned area or home base. From here students will finish up their team |

|poster, which includes their team name, slogan and logo. They will be given colored pencils and markers to decorate their poster to represent their team. (10 |

|Minutes) |

| |

|Fitness Activity: See appendix 1 (5 minutes) |

| |

|Skill Activity: This activity will be a variation of the previous days activity. Again Students will break down into their sport education teams and again choose |

|a partner from their sport education team. One of the partners from each team will retrieve a volleyball from the rack. Each pair of students will find their own |

|space, where their team poster is. The partners will then stand 10 feet away from each other and be ready to start the drill. Again today they will be utilizing |

|the overhead and forearm pass. But instead of your partner tossing it to you. He or she will start either by performing a forearm pass or overhead pass to his |

|partner, basically a self-toss, to him or herself to begin the activity. Once the first partner starts the drill with one of the passes the other partner 10 feet |

|across from he/she will position themselves to return the volleyball. He/she can return the volleyball however they would like, either the forearm pass or the |

|overhead pass. This should be a continuous drill; each pair of students should try to attempt 10 volleys without the ball touching the ground. If the ball happens |

|to touch the ground, just begin the drill over and try again. (12 Minutes) |

| |

|Culminating Activity: Passing |

|Keep it Up - Equipment: one volleyball or squishy volleyball for every sport education team. See how long each group can keep the volleyball or squishy volleyball |

|in the air by counting consecutive volleys. No one may tap the ball twice in a row. Each team should have a volunteer to count how many successful volleys they |

|have before the ball hits the ground or time is up. There will be 5 rounds of this game each allotted 2 minutes a round. After each round each team will see who |

|kept it up the longest. Variation: Everyone must tap the ball once before anyone can tap it again. (12 Minutes) |

| |

|Closure: Tell students to gather around the middle of the court. Review the types of passes performed today. Briefly go over some of the rules and regulations |

|regarding volleyball and explain why these drills and activities are important. Answer any questions students might have and ask for some constructive feedback |

|regarding the drills, ask if students enjoyed the drills and why. (6 Minutes) |

|Day 3. |

|Opening Activity: Passing |

|To start class have students break down into their sport education teams and find a partner. Today students will warm up and shape up their skills with some |

|passing from the days before. Students can have their partner toss them the volleyball and perform overhead passing or forearm passing. Or each pair of students |

|can volley it back and forth again using forearm or overhead pass. This is an activity to just warm the students up and have the chance to brush up on their |

|passing skills. (10 Minutes) |

| |

|Fitness Activity: See appendix 1 (5 Minutes) |

| |

|Skill Activity: |

|The skill activity being performed today is blocking. Students will be broken down into their sport education teams and assigned to a specific court, two teams to |

|a court. Each student will line up at the net facing the other team. One team on one side of the net will be the offense and the other side will be defense. The |

|general idea of blocking is that once the person on offense jumps to spike the ball, the defense should jump right after putting themselves in a position to block |

|the ball. When the teacher gives instruction to begin the offense will jump and pretend to spike the ball and at the same time the defense will jump and pretend to|

|block the ball. This will get a feel for when students are put in a blocking situation. Each side will get a turn once the defense has pretend blocked 10 shots |

|they will switch roles so that defense is now offense and offense is now defense. Another quick blocking drill students will do is that they will break into their |

|sport education teams and go to a court. Each team will share the court with another team. They will line up about 4 feet from the net and take one step and |

|pretend to block the opponent’s ball and try and get as high in the air as possible. This drill will be performed for a several minutes non- stop. (12 Minutes) |

| |

|Culminating Activity: Blocking |

|The students will be performing two short activities involving blocking. Each team will break down into their sport education teams and go to a court. Each court |

|will have two teams to it and each team will share half of the court. Each team should have two volleyballs; from here there should be a setter on one side of the |

|net and a blocker on the other side of the net.. The setter on the one side of the net will toss one of the volleyballs in the air lightly towards the net, at that|

|same time the other student will time it and jump and block the ball. The setter and blocker are essentially 10 feet apart from each other but on different sides |

|of the net. After the block, the blocker retrieves the ball then becomes the setter, the setter goes to the end of the line and a new team member will jump in. |

|Get in as many repetitions in as possible in the allotted time. To add some variation to it add 2 blockers into the mix and the setter can add some speed to the |

|toss and a little direction so that the blockers move along the net and aren’t constantly in the same position. Remember to rotate positions from setter to blocker|

|and blocker to setter. (12 Minutes) |

|Closure: Gather students around in the middle of the court. Review some of the key points about blocking. Ask students if they have any questions, after answering |

|questions or comments inform the class of what to be prepared for tomorrow. (6 minutes) |

|Day 4. |

|Opening Activity: Have students find any partner, and each pair of students will need a volleyball. Each pair of students will stand roughly 10 feet apart from |

|eachother. They will perform a blocking drill, one student will start off as being the blocker and the other student is the thrower. The thrower will toss the ball|

|in the air towards the partner, high enough that the blocker jumps but not too high were he can’t reach it. After the thrower tosses the ball the blockers |

|objective is to jump up and grab the ball and bring it back down. Each student will perform this ten times and switch. (10 minutes) |

| |

|Fitness Activity: See appendix 1 (5 minutes) |

| |

|Skill Activity: Before the lesson talk about how to spike. Go over the techniques such as how your hand should be timing of the spike, jump and spike. Have |

|students break down into their sport education teams and find a partner and a volleyball. Each pair of students will find their own space around the gym. Each pair|

|of students will stand about 10 feet from each other. The idea is to practice spiking the ball. So one student will start and self toss the volleyball to his or |

|herself. After self-tossing it the student will spike the ball into the ground so the ball bounces to their partner. Almost like a bounce pass in basketball. By |

|doing this students will get a feel for spiking the ball and understand the movements of spiking. They will spike the ball back and forth to each other for an |

|allotted time. A variation to that drill is that the partner can toss the ball to his or her other partner so that she can spike it again into the ground, like a |

|bounce pass in basketball, back to the partner who originally tossed it. Each person should do 10 repetitions before switching roles. (12 minutes) |

| |

|Culminating Activity: Spiking |

|Each team will be assigned to a volleyball court, and each court will have 2 teams sharing the court right down the middle. Each team will perform a spiking drill.|

|There will be a setter or thrower and a spiker. Each team should have about 3 volleyballs. Each team will be by the net, the thrower right up against the net and |

|the spiker about 4 feet away. When both the spiker and thrower are ready. The thrower will toss the ball up towards the net and the spiker will step toward the net|

|jump and attempt to spike the ball. The goal here is to spike the ball so it goes over the net and stays in bounds. After the spiker spikes it he or she will |

|retrieve the ball and now become the setter. The setter then goes to the end of the line and a new spiker will be ready and the spiker is now the setter. To add |

|some variation to it each team can add a blocker to block the spike. Each team can do this when teacher instructs them to. (12 minutes) |

| |

|Closure: Gather students around the middle of the court. Go over some of the techniques for spiking. Emphasize on the key areas about spiking and situations. |

|Inform students that you do not have to spike the ball every time. Answers any questions students might have and inform students what they will be doing in |

|tomorrow’s class. (6 minutes) |

|Day 5. |

|Opening Activity: Team Juggle - Equipment: three to five balls for every sport education team. Each group forms a small circle by their home base, or where their |

|team poster is hanging. One student begins as the leader. He/She self sets or self bumps the ball to someone else in the group who is not standing directly next to|

|him/her. That student catches the ball. The next student continues by performing the same type of pass to someone else. The pattern continues until everyone has |

|had one chance. The last student passes the ball back to the first. Repeat the passing pattern. Always keep the same established pattern. After a few successful |

|times around, add a second ball, then a third and so on. (10 minutes) |

| |

|Fitness Activity: See appendix 1 (5 minutes) |

| |

|Skill Activity: Students will be broken down into their sport education teams, and within their teams should find a partner. This activity is called pepper, hear |

|students will find some space were their team was assigned. There each pair of students will stand 10 feet apart from each other. The first student self-tosses the|

|ball to him or herself, after the self-toss that person will then forearm pass it to their partner. Next the partner receiving the forearm pass will return the |

|ball back by performing an overhead pass. After the overhead pass, comes the spike were the person receiving the overhead pass spikes the ball using about 50 |

|percent power. After the spike, the rotation starts again. Forearm pass, overhead pass, and then spike. This is a continuous game; if the ball drops or a pair of |

|students messes up they just start again and see how long they can go for. Remember the order is forearm pass, overhead pass, and spike. (12 minutes) |

| |

|Culminating Activity: Rattiball credits to Dr. Rattigan |

|Students will be broken down in their sport education groups and assigned to a volleyball court. This game is a modified version of volleyball. Teams will set up 3|

|students in front along the net and 3 students in the back by the baseline or end line of the court. Students will play a game of volleyball but instead of having|

|to return the ball right away players can catch the ball so that they can gain control of the volleyball. After catching the ball the student has 3 seconds to |

|self- toss the volleyball to themselves and either overhead pass or forearm pass to a team member or over the net. Each team has 3 chances to get the ball over the|

|net to the other team. This game has every rule of volleyball; the only difference is that you can catch the ball when it comes to a student. This game will give|

|an idea of how volleyball works and students will get an idea of how to actually play the game. (10 minutes) |

| |

|Closure: Bring students in to the middle of the court have them have a seat. Here go over and review the rules and regulations to volleyball. Answer any questions |

|students may have. Make sure students know every rule and concept about the game because the teacher will then inform the class that later on in the week there |

|will be an assessment on volleyball and tournament play and that’s its important to know all the concepts. (7 minutes) |

|Day 6. |

|Opening Activity: Bring students into the middle of the court. Need 4 volunteers from the class to be the taggers. Each tagger will be given a Frisbee that will |

|represent that they are it. All the other students should have a volleyball in hand. The object is very simple it is just like freeze tag. But instead of having |

|someone tag you to unfreeze you, the person who is willing to un-tag you and the person frozen must successfully volley the ball back and forth 5 times, using any |

|of the passes. Once they successfully performing the passes the student is now unfrozen and can now go back to participating in the game of tag. (10 minutes) |

| |

|Fitness Activity: See appendix 1 (5 minutes) |

| |

|Skill Activity: Students will break down to their sport education teams and will be assigned to a court. From the previous day we learned Rattiball, again we will |

|be playing Rattiball so students will be comfortable and understand the game play of volleyball. Same rules apply to volleyball as Rattiball except for one minor |

|modification. In Rattiball students will be able to catch the ball and gain control then be able to self- toss and make a decision wether to pass it to a teammate |

|or put it over the net. Again remember students only have 3 seconds to make a decision after catching the ball. (12 minutes) |

| |

|Culminating Activity: Exhibition Game. Students will stay in their sport education teams and at their assigned court. The next activity is step up from Rattiball.|

|Here students will get the chance to actually play volleyball, no catching no modifications, just a straight game of volleyball. Make sure students are following |

|all the rules and guidelines, such as serving and when to rotate. (12 minutes) |

| |

|Closure: Bring students into the middle of the court and have them take a seat. Go over rules and guidelines of volleyball one more time. Ask students if they have|

|any questions about rules now is the time to ask. Inform the students that tomorrow they will be assessed on their skills and knowledge of the volleyball game and |

|be prepared for tomorrow. (6 minutes) |

| |

|Day 7. |

|Opening Activity: Assessment Day: Bring student into the middle of the court advise them this is the last chance for any questions or concerns before the |

|assessment. If any students have questions answer them to the fullest. After the questions students will be given the cognitive assessment that is a 20-question |

|test. See appendix 2 (15 minutes) |

| |

|Fitness Activity: See appendix 1 (4 minutes) |

| |

|Skill/Culminating Activity: See Appendix 2 for skill assessment of volleyball. (25 minutes) |

| |

|Closure: Bring students into the middle of the court, enlighten the students that the assessment will be graded and handed back by the end of the week. Quickly |

|notify students that they will be engaging in tournament style volleyball. There are no modifications to this game and tell students they will be given more |

|direction tomorrow. (1 minute) |

|Day 8. |

|Opening Activity: Team Juggle - Equipment: three to five balls for every sport education team. Each group forms a small circle by their home base, or where their |

|team poster is hanging. One student begins as the leader. He/she self sets or self bumps the ball to someone else in the group who is not standing directly next to|

|him/her. This time the student cannot catch the ball he or she must quickly hit it to the next person. The next student continues by performing the same type of |

|pass to someone else. The pattern continues until everyone has had one chance. The last student passes the ball back to the first. Repeat the passing pattern. |

|Always keep the same established pattern. (10 minutes) |

| |

|Fitness Activity: See appendix 1 (5 minutes) |

| |

|Skill/ Culminating Activity: Direct students to the bracket board to see where their team plays. There will be 4 teams of 6 players. To begin day one of the |

|tournament teams will play on each half of the gym, all 4 teams are playing at once. Team A plays Team B on court one; Team C plays Team D on court 2. Games will |

|last 13 minutes each. At the end of 13 minutes teams will switch: Team A plays Team C, Team B plays Team D. Direct students to shake hands before and after game |

|play to show good sportsmanship. (26 minutes) |

| |

|Closure: Tell students to gather in the middle of the court. Tell students how today went and focus on some big ideas for what they need to work on skill |

|development wise for the next class. (6 minutes) |

| |

| |

|Day 9. |

|Opening Activity: Keep it Up: Equipment: one volleyball for every sport education team. See how long your group can keep the volleyball in the air, or count |

|consecutive taps. No one may tap the ball twice in a row. A variation of the game is that everyone must tap the ball once before anyone can tap it again. Each |

|team will go to there designated area or where their poster is set up to do this warm up activity. (10 minutes) |

| |

|Fitness Activity: See appendix 1 (5 minutes) |

| |

|Skill/ Culminating Activity: Have students wrap up the first round of the tournament by playing their final opponent, Team A plays Team D, Team B plays Team C. |

|Then after the first game students will play the team they played on the first day again. So there will be 2 games today each 13 minutes long. Instruct students to|

|shake hands with opponents before and after the game. At the end of today students should have played a total of 4 games and have given their record to the |

|teacher to be written down. (26 minutes) |

| |

|Closure: Have students gather by the bracket board at the conclusion of the game. Teacher will announce the finals for the volleyball Tournament. The top 2 teams |

|will play for 1st and 2nd place, and the other teams will play for 3rd and 4th place. (6 minutes) |

| |

|Day 10. |

|Opening Activity: Have students break down into their sport education teams. Each team should take a few minutes to have group discussion about the strategies |

|they will do for the game. (5 Minutes) |

| |

|Fitness Activity: See appendix 1 (5 minutes) |

| |

|Skill Activity: Have the students get into their sport education teams and have them go to their assigned court. Each team will be given some time to practice any|

|skills before the game. Each team will give constructive criticism or ideas to improve the team. Have students perform any of the activities previously done in any|

|of the past lessons. Also if any students have any questions before the game be sure to answer and make sure everyone understands before the final rounds. (10 |

|Minutes) |

| |

|Culminating Activity: Instruct the students in what team will be facing whom, on what court. After assigning teams to a court, introduce each team and have every |

|student give a loud round of applause. After introductions each team will flip a coin for first serve. After the coin toss the game will begin, each of the games |

|are 20 minutes long, team with the most point’s wins. (20 minutes) |

| |

|Closure: Have students high five the whole class. Congratulate the winners of the tournament and all |

|the teams that participated. Ask students if they have any last questions about volleyball. Hand back the graded |

|Cognitive and skill assessments to each student. If any students have any questions about the grading or the assessment they can speak privately after class. (5 |

|minutes) |

| |

SECTION D. (Reflection)

|Student Outcomes: Describe degree to which students met unit objectives: |

| |

|Did students successfully demonstrate proper tactics, in passing, blocking, and spiking? |

| |

|Did students understand the rules and regulations of the game? |

| |

|Did students actively participate in all drills and games? |

| |

|Did students score well on both skill/ cognitive assessments? |

| |

|Did students come readily prepared for class every day? |

|Teacher Effectiveness: What went well? What needs work? How would you modify the unit? |

| |

|Was the teacher prepared and on time prior to every class? |

| |

|Was there any schedule or guideline through each lesson or activity? |

| |

|Were there enough materials for the students in the class? |

| |

|Were the drills and explanations to the students effective? |

| |

|Were the sport education teams divided up fairly? |

| |

|Was the teacher active and instructional during the class? |

| |

|Was the teacher available after class at all for questions or comment? |

APPENDICES

|APPENDIX I: Common/Daily Unit Activities |

|Vince Colucci |

|Sport: Volleyball |

| |

|Content: Cardiovascular |

|For Cardiovascular students will be performing two activities. Cardiovascular fitness refers to the ability of your heart, lungs and organs to consume, transport |

|and utilize oxygen. Both of the activities will all incorporate raising heart rate and getting the blood flowing. These drills with also help condition the body |

|for the sport. For each activity they will be performing the students should be put into their sport education teams and be given directions to a certain |

|volleyball court. There are four volleyball courts and four teams send a team to the following courts 1, 2, 3, or 4. |

| |

|Activity #1 Four-Corner Drill (steps to follow) |

|Before breaking down the students into their education groups will need 16 cones. Each team will need four cones. |

|Set up a box that is about a 10-foot by 10-foot square for each sport education team. |

|After setting up the drill for each team, have all of the students meet the teacher on one of the courts that he/ she addresses. Once every student is together, |

|explain what will be going on. |

|Tell the students they will be breaking down into their sport education teams for this cardiovascular drill. |

|Next explain the drill, by giving a visual example. |

|Tell the students they will be facing the net and starting at the cone to the left. |

|When the teacher commands then to “go” is when the drill begins. |

|When the teacher gives the command, the first student from each team will run to the first cone 10 feet in front of them |

|Once the student gets to the cone they will shuffle to the right (10 feet) hands in the air getting ready as if they are going to block the ball to the next cone, |

|facing the net the whole time. |

|Once the students have shuffled to the that cone students will then back peddle away from the net to the next cone which is 10 feet behind them, once at that cone |

|again will shuffle yet again but this time to the left and finish at the cone they started at. |

|After doing this the student will wait there turn and go again. There is a timer for this drill; the allotted time is 3 minutes continuous workout. |

|Note: The next student from each sport education team can go once the student in front of them has reached the first going. |

| |

|Activity #2 Partner Toss (steps to follow) |

|For this activity students will find a partner within their sport education team. |

|After finding a partner one of them will need to get a volleyball from the volleyball rack. |

|Once every student is properly equipped with a volleyball the drill will be explained, again using a student demonstrator. |

|Each pair of students will then need to spread out across the gym. |

|The drill is very simple each pair of students will stand about 6 feet away facing each other. |

|The person with out the ball will take three shuffles to the left. Once they have done that they can start the drill. |

|The drill starts when the partner with the ball underhand tosses the ball to right. The toss should be 2 to 3 feet above the person’s head. |

|As the one student tosses the ball, the other student who started to the left without the ball will shuffle as fast as they can to the right and try to get under |

|the ball and accurately return the volleyball by setting or digging the ball to his/ her partner who originally threw it. |

|After the toss to the right and successful return, it will happen again to the left, and then back to the right etc… this will be performed for 10 attempts then |

|the students will switch. |

| |

|Credited: Eric Sharkey |

|Flexibility- Volleyball |

|1. Have students find a partner and 1 ball between the 2 of them.  Have the students be about 10-15 ft away and throw the ball back and forth to warm-up/stretch |

|the hitting/dominant shoulder.   |

|2. Right/Left arm across- have students place ball on the ground and put right/left across the front of his/her body while holding it with the opposite arm. Switch|

|arms after about 15-20 seconds. |

|3. With partners again, have 1 student hold the ball behind his/her head while other student pulls the ball toward the floor.  Students should feel a stretch in |

|their triceps.  Then switch responsibilities after about 20 seconds. |

|4. Have students get with partner and 1 ball again. Tell the students to stand back to back and pass the volleyball for about 20 seconds. Then the instructor |

|should tell students to change directions for about another 20 seconds.  |

|5. Each student should have his/her own ball. Students should then move the ball around his/her hips as fast as possible for 30 seconds. Teacher can change |

|direction whenever they feel.  |

|6. Straight down (hamstrings)- have the students try to tough their toes or further.  Remind them to keep their knees straight.  Students should have a ball in |

|their hands. |

|7. 1 Leg up (quads)- have student balance on 1 leg while pulling the other leg toward the sky.  Students should hold the raised leg with the opposite hand.  If |

|having trouble balancing, tell the students to concentrate on a specific thing, like a piece of tape on the floor.   |

|8.   Forward Walking Lunges- Students take a large step and whiling bringing his/her back leg about 6 inches off the floor.  Then push through his/her back heel |

|bringing the trail leg equal to the front foot, then rotates feet.  Students will get into lines of about 4 and lunge for about 20 ft.  |

|9.   Lateral lunge- step to the right with toes pointed forward and feet on ground.  Going right, keep left leg straight while bending and squatting with right |

|leg.  Go as low as comfortable with most of his/her weight on the lead leg.  Students can practice a forearm pass when in lung position. For older students have a |

|different student feed a ball when performing lunge. Students will get into lines of about 4 and lunge for about 20 ft rotating feet. They will go opposite |

|direction on way back.   |

|10. Arms straight above head- students should put hands straight above his/her head with palms facing the sky.  Should feel a stretch in the shoulder. |

| |

|Credited: Michael Scott |

|Hot Potato Pass Off |

| |

| |

|Objective: |

|To have students work cooperatively in a low stress environment while practicing volleyball passing skills. |

|Students will demonstrate volleyball passing techniques in a practical setting utilizing communication skills and cooperation. |

| |

|Procedure: Activity One |

|Have students break apparent into their respective sport education groups on one side of the room. |

|Maintaining a safe distance between them and the students in each group line up on two lines facing their group. For example, If there are 6 group members, then 3 |

|group members will be on one line while the other 3 group members will be approximately 5-6 feet apart from their group members. |

|The students can pick sides on which they will pass back and forth to each other. The instructor designates one side to be the “Bump” side and the other side will |

|be the “Set” side. |

|One ball is given to the student at the end of the line and told the ball until further instruction is given. |

|At the start of the game, the student holding the ball will self-serve the ball to themselves, hit the ball the partner across from them using the pass they were |

|designated to use. (either a bump or set pass). |

|The partner receiving the ball performs a bump or the set the ball to the person diagonally across to them. In succession the team members will pass the volleyball|

|using the designated pass in this pattern. Across, Diagonally, Across, Diagonally, Across. |

|The last player holds the ball until further instruction is given. Once every group has finished, the lines switch the passing type and run again in reverse. |

|Once the ball has returned to the starting player the game is either over, or on cycle is completed. |

| |

| |

|Line Pass Juggle |

|Procedure Activity Two: |

|Have students form a line in front of the gymnasium wall with 112 feet of space between them and the wall. |

|The students lines may have between 4 – 6 in each line. |

|At the teachers command, the each student executes a bump pass against the wall. |

|Once every student has circulated through the line, stop the students and discuss the next pass to be done in the activity – the set pass. |

|Students circulate through the line again executing a set pass against the wall. |

|Throughout the activity students are encouraged to not let the ball touch the ground. |

|When the ball is hit, the next student in line must make an effort to execute the passing technique without catching the ball or letting the ball touch the ground.|

| |

|Fitness Components: |

|This utilizes the students ability to communicate with each other to coordinate proper volleyball passes. The activity provides a low stress, fun environment for |

|students to practice their volleyball skills without the negative pressure of competition. |

|Modifications: |

|Substitute the legitimate, legal volleyball pass with a catch to make the passing transitions easier for each students. Have each student catch the pass, self |

|serve themselves the ball and pass to the next student. |

|Have multiple volley balls and have the students pass back and forth to their respective partners across from them when in their sport education groups. |

|Use “Ratti-Ball” Rule. |

| |

|Christie Fink |

| |

|Volleyball Muscular Strength |

|Lower Body |

|Jump Squats: |

|Have students jump up using their arms to propel them straight up in the air and land in a squat position. Partners go at the same time. They perform the jump |

|squats and slap their hands/palms (demonstrating a block in volleyball). They repeat this ten times in a row. |

|Lunges: |

|Have students do walking lunges forward holding the volleyball. They twist their torsos while doing the lunges forward. They perform ten (five each side) and |

|then let their partner go. |

|Upper Body |

|Push-ups: |

|Have students place the volleyball on the floor. They then do push-ups over the ball with their chest hitting the ball as they go down. They each perform ten and|

|then let their partner go. |

|Volleyball Push-up Pass: |

|Have students in partners facing each other in push-up position. Have one volleyball between the two of them. Have them roll the ball to each other ten times |

|while staying in push-up position. |

|Core |

|Sit-ups with Volleyball: |

|Have students partner up. One student is on the ground while the other student is standing in front of them. The student on the floor holds the volleyball, come |

|up into a sit-up and set the ball to their partner. Their partner then throws the ball back to the person on the floor continuing this sequence. |

|Twists with the Volleyball: |

|Have students sit on their bottom, with their legs crunched up. Have them twist their body side to side and touch the ball to the side that they are twisting to. |

|They perform ten reps to each side of the body. |

| |

| |

| |

|Students will be put into their groups and separated into partners when needed. The teachers will make sure that the students are doing the exercises correctly. |

| |

|APPENDIX II: Assessment Activities |

| |

|Psychomotor Assessment Activities: |

| |

|Eric Sharkey- Skill Assessment FORM-1 |

|Type: Skill test |

|Skill: Serve Receive |

|Subject Score out of:      /5 |

|Students Name: |

|Scorer’ s Name: |

|Students will get into serve receive formation (dot and a W) and either use a forearm or overhead pass to get the ball to the setter.  The goal for them is to pass|

|the ball directly to the center front position, which should be the setter.  Students should be this multiple times before they are tested on this skill. The |

|volleyball will either be served over or be thrown over so the passer can get under the ball and attempt to make a perfect pass. The students will be graded during|

|the drill.  Each student should rotate to get an equal amount of serves in the back row. |

|Performance Rubric (from Dr. Rattigan) |

|0- Did not attempt skill |

|1- Attempts skill, makes ball contact with finger tips (overhead pass) or forearms (forearm pass) |

|2- Able to pass ball with good form towards the feeder, who may have to adjust slightly |

|3- Passes the ball with great form, ball is 10-15 ft in air and directly to the feeder |

| |

|Christie Fink- FORM -2 |

|Type: Skill Test |

|Skill: Overhead Pass |

|Subject Score out of:___/5 |

|Student Name: |

|Scorer’s Name: |

|Students will demonstrate the correct way to do an overhead pass with their partner. They will stand around five feet apart from each other and face each |

|other. The students will be assessed on the following rubric. |

|0-Did not attempt to do the skill |

|1-Attempts the skill and makes ball contact with finger pads |

|2-Passes ball with good form upwards toward the feeder |

|3- Passes the ball with great form, 10-15 feet in the air, and the feeder does not have to move to catch the ball. |

| |

|Vince Colucci FORM-3 |

|Type: Skill test |

|Skill: Passing Patterns |

|Subject Score out of:  /5 |

|Students Name: |

|Scorer’ s Name: |

|  |

|Students will demonstrate the various ways to pass volleyball with their partner. They can either spike, bump, or overhead pass.  They will stand around five feet |

|apart from each other and face each other. After that they can perform the task by volleying the ball back and fourth doing any pass necessary to get it accurately|

|back to their partner and then back again. The students will do this for a certain amount of time.  The students will be assessed on the following rubric. |

|Performance Rubric (From Dr. Rattigan) |

|  |

|0-Did not attempt to do the skill |

|1-Attempts the either passing skill and makes contact with the ball |

|2-Passes ball with good form upwards toward the feeder for a good return |

|3- Passes the ball with great form, 10-15 feet in the air, and the feeder does not have to move to return the volleyball back. |

| |

|Michael Scott |

|Skill Test Volleyball: |

|Students will break into groups of 4, The first student be the scorer for server, The second student will be assessed for serving, The 3rd and 4th student will |

|stand on the opposite side of the net to catch the serves. Each student has 2 attempts to achieve a maximum of 5 legal (over the net). |

| |

|A LEGAL serve means: |

|The ball is thrown into the air |

|Struck with the hand over the head |

|Ball travels over the net without touching |

|Stays within the playable area. |

| |

|Record each score for both attempts and record the final score for the highest score achieved out of the 2 attempts. |

| |

|***BONUS*** = +1 for score student can score fives on 1st and 2nd attempts. ( document wasn’t save properly for Michael Scott couldn’t open up graph) |

|Cognitive Assessment Items: |

| |

|Credited by Vince Colucci, Eric Sharkey, Christie Fink, Michael Scott |

| |

|Cognitive Assessment |

|1. True or False: The overhand pass is the most controllable of the ball-handling skills. |

| |

|2. Passing the ball to an attacker using the overhead pass includes all of the following except: |

|a.  Specific Height |

|b. Specific Trajectory |

|c. Specific Placement |

|d. Specific Force |

|3. Contact with the ball in an overhead pass is: |

|a.  On inside edge of the first digital areas thumbs |

|b. On inside edge of the first digital areas index fingers |

|c. On inside edge of the first digital areas middle fingers |

|d. On inside edge of the first digital areas of the ring fingers |

|e. All of the Above |

|  |

|4. True or False: The feet, knees, and upper body are in the same position as for the serve. |

| |

|5. In an overhead pass in volleyball the ball should be aligned with: |

|a.  Your chin |

|b. Your nose |

|c. Forehead hairline |

|d. Above your head |

| |

| |

| |

|6.The forearm pass is also called… |

|Bump |

|Dig |

|Pass |

|None of the Above |

|All of the Above |

| |

|7.When rotating in volleyball you rotate counter clockwise? True or False |

| |

|8. Your team has how many attempts to hit the volleyball to the other side of the net. |

|4 |

|2 |

|3 |

|5 |

| |

|9.Volleyball Comprises of what 5 basic skills. (List the Five) |

| |

| |

|10. The bump is the most accurate pass? True or False |

| |

| |

|11.True/False - The serve should remain in the hand from the start to the finish of the start motion. |

| |

|12. When serving the ball, you should strike the ball with. |

|Arm |

|Hand |

|Fingers |

|Palm |

| |

|13. The serve should be performed __________________________. |

|To start the volley, standing in front of the out-of-bound line. |

|During the volley, standing behind the out-of-bounds line. |

|To start the volley, standing behind the out-of-bounds line. |

|During the volley, standing in front of the out-of-bounds line. |

| |

|14. True/False – The ball is struck after on the way down from being thrown up. |

| |

|15. Your foot position should be (Dominant / Opposite) Foot forward? |

| |

|16.When attempting to block a spike, the blocker should jump before the attacker. |

|True |

|False |

|17.When the other team is serving (putting the ball in play), what formation does the opposing team need to be in? |

|Serve receive |

|Pass and attack |

|Service |

|6-1 offense |

|18. What is the most effective way of getting a point when your team is attacking (or has the ball)? |

|Forearm pass |

|Overhead pass |

|Spike |

|Serve |

|If the ball is blocked at the net and then kept in play, does the initial block/touch count as one of the 3 hits before having to send it back over? |

|Yes |

|No |

|What type of offense did we use in class when we were playing Rattiball? |

|6-6 offense |

|6-2 offense |

|5-1 offense |

|4-2 offense |

| |

| |

|Affective Assessment Items: |

|Form #1: Issue to students at the end of the unit. |

|Volleyball End of Unit Assessment |

|Date:_________ |

|Please answer questions honestly as all papers will remain anonymous. |

| |

|1. Did you enjoy the Team Handball Unit? |

|Check one |

|YES |

|NO |

| |

|2. What was your favorite activity during volleyball? |

|___________________________________________________________________________ |

|___________________________________________________________________________ |

|___________________________________________________________________________ |

| |

|3. What did you like least about Volleyball? What should be improved? |

|___________________________________________________________________________ |

|___________________________________________________________________________ |

|___________________________________________________________________________ |

| |

|4. Where they’re any problems with any members of the sport education team? |

|___________________________________________________________________________ |

|___________________________________________________________________________ |

|___________________________________________________________________________ |

| |

|5. Do you think you would ever play volleyball again? If so would you change anything about the unit or would like to see more of? |

|___________________________________________________________________________ |

|___________________________________________________________________________ |

|___________________________________________________________________________ |

| |

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