Beruflich Dokumente
Kultur Dokumente
Volleyball 9
Title of Unit Grade Level
Physical Activity 8 lessons
Subject Time Frame
Erika Krip
Developed By
1. Developing Thinking:
In this unit, students will explore different transferable skills, create relationships with other students, communicate
strategies of teamwork, and apply deeper understandings of skillful physical movement, active living, and relationships.
Students will be encouraged to think about how certain skills/game of volleyball can be adapted/modified to be an
inclusive sport for all to play. Students will think about how the skills learned can be transferable to other physical
activities. With the use of technology students will be able to analyze their physical activity levels in various lessons using
heart rate monitors. Students will be challenged to think about how heart rate monitors and physical activity trackers can
help improve one’s fitness levels.
3. Developing Literacy:
This unit will help students develop their physical literacy by improving their competence and confidence in a wide variety
of skillful physical movements. Students will learn the skills needed to succeed in volleyball through diverse strands of
communication. Visual demonstrations, auditory directions, speaking by communicating to their teammates, kinesthetic
maneuvering, and other literacies can be applied to teach the same skillful physical movement. Teaching and learning
with a variety of literacies will allow students from diverse cultures communicate efficiently with one another and allow
them to move between different bodies of knowledge. Students will also be able to analyze their physical activity during
class through digital literacy. They will be able to see their heart rate patterns throughout the class using heart rate
monitors. They will also become aware of the TopYa! Volleyball app that will allow them to improve their skills through
digital literacy.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
PE9.5- Build skills towards proficiency in four self-selected complex movement skills including one from four of the following
categories:
PE9.6- Design and implement, collaboratively, plans to use effective tactics and strategies (while considering rules and skills
when participating in a variety of movement activity situations) to enhance performance and enjoyment of self and others in
each of the following:
PE9.12- Demonstrate an understanding of and incorporate positive social behaviours into all aspects of personal involvement in
movement activities, in the context of both a participant and a spectator, after examining the positive and negative influences of
organized sports, movement competitions (e.g., dance competition), and mass media on the social behaviour of self and others.
Enduring Understandings Essential Questions
What understandings about the big ideas are desired? (what you want What provocative questions will foster inquiry into the content? (open-
students to understand & be able to use several years from now) ended questions that stimulate thought and inquiry linked to the content
What misunderstandings are predictable? of the enduring understanding)
Students will understand that... Content specific….
- Strategies, rules, and skills that are necessary to play the - Who can play volleyball?
game of volleyball - What skills are necessary to play volleyball?
- How to effectively communicate with others - What skills can be transferred to other physical
- How skills from volleyball can transfer to other physical activities and sports?
activities - What are good qualities of a teammate?
- Students will understand practicing skills can help - How can we make volleyball an inclusive sport?
improve performance - How can technology, specifically heart rate monitors,
- Students will understand the necessary skills required for be used to enhance physical activity?
enjoyment of volleyball
- Students will understand that volleyball can be played in FNMI, multicultural, cross-curricular…,
multiple environments
- Students will understand spatial and body awareness - How can the medicine wheel be incorporated into a
- Students will understand that volleyball can be made into game simulating volleyball?
a game that everyone can play together - What are different sport/physical activities that
- Students will understand that volleyball can relate to a connect to your own culture?
variety of diverse cultures
- Students will understand how technology can be used to
enhance physical activity/sports by using heart rate
monitors and apps
Related misconceptions…
- Volleyball is a female sport
- Volleyball is easy, “you just hit the ball over the net”
- You have to be tall to play volleyball
Knowledge: Skills
What knowledge will student acquire as a result of this unit? This content What skills will students acquire as a result of this unit? List the skills
knowledge may come from the indicators, or might also address pre-requisite and/or behaviours that students will be able to exhibit as a result of their
knowledge that students will need for this unit. work in this unit. These will come from the indicators.
Students will know... Students will be able to…
- Rules and skills that apply to volleyball - Incorporate strategies that will help your team or
- Communication skills within a group group succeed
- Students will learn how to apply teacher feedback - Demonstrate a game of volleyball
- Different sports and physical activities that volleyball can - Be able to volley a ball underhand and overhand
relate to - Able to attempt an attack
- The different adaptations, modification, rule changes that - Ability to apply the technique of a block
can be made to make volleyball an inclusive sport - Successfully serve the ball over the net
- Students will know of the various types of physical activity - Perform three contacts before sending the ball over
trackers that can help improve fitness levels the net
- Students will know safety precautions of using equipment - How to properly dive/roll
(i.e., how to set up the net) - Students will understand effective tactics and
strategies in game-like situations
- Target practice
- Teamwork
- Apply adaptions that allow for an inclusive game of
volleyball
- Students will be able to properly put on heart rate
monitors
- Students will know the proper use of heart rate
monitors
- Students will know how to analyze their physical
activity data
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in
“story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding
in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal - G: The goal for students is to be competent in the skills acquired to play a game of volleyball.
What should students Skills include volleying underhand and overhand, attacking, serving, work together as a team
accomplish by completing this
task? player, moving and covering open space.
R – Role - R: The role would be for all students to work respectively in teams or in pairs during activities.
What role (perspective) will Students are expected to engage and experience volleyball whether it’s a new activity to them
your students be taking? or not.
A – Audience - A: The target audience for this unit is grade 9 students who have a varied experience with
Who is the relevant audience?
volleyball. This unit on volleyball will aim towards students who are in the control to utilization
skill levels to teach them basic skills and strategies that can be used for the game of volleyball.
S – Situation - S: The challenge involves applying tactics, skillful movements, and strategies in coherence to
The context or challenge
provided to the student.
one another in an unstable environment (game-like situations). Another challenge that students
might encounter is working together cooperatively with their peers at different skill levels.
- P: At the end of this unit, students should be able to apply strategies to team sports and
P – Product, Performance transfer skills learned in volleyball to other physical activities. As a final product, students
What product/performance will should be able to engage in a modified and/or adapted game of volleyball that meets the need
the student
create? and skill level of the students.
- Students will be assessed by a checklist indicating skills - Students will record a personal journal reflection on
on underhand and overhand passing, serving, attacking, each lesson during the unit. The journal prompt
gameplay, and teamwork (formative). (Appendix 1) questions are what they’ve learned and what they can
These checklists will be used to fill out the summative improve on and what skills are still in progress. (Note*
assessment rubric at the end of the unit. Students will journals are for self-reflection only, marks will be given
have the opportunity to show their progression of their for completion, not criteria). Students will be able to
skills through these checklists as they will be evaluated hand their journal entries in by paper copy or by
on the checklist when a new skill is taught and in game emailing me a digital copy (word document). For
play. Essentially the skill will be assessed when first students of EAL the questions will be worded in short
taught along with the last two days of unit in while language that they are able to understand and can use
performing a game of volleyball. Students will be given computer transcribe if they cannot understand the
this rubric at the beginning of the unit so they know question and can help them write their answers
what they are being assessed on. - Students will have 2 opportunities to self-assess their
- Students will fill out a journal reflection at the end of own skills based on the checklist which will be
each lesson of the unit to record their growth during the considered when finalizing their grade on the rubric
unit (summative) (Appendix 2). These will be collected - Students will also have the numerous opportunities to
at the end of every class of the beginning of the next work in partners for various skills which will provide
class if they did not finish the class before. For students students with peer feedback.
of EAL the questions will be worded in short language
that they are able to understand and can use computer
transcribe if they cannot understand the question and
can help them write their answers
- Heart rate monitors will be used to assess students’
effort in engaging in activities through out the unit.
Heart rate monitors will be used in lessons wear
students are able to be active enough in the blue and
green zones of their max heart rate zones for 30
minutes. Heart rate monitors will be used at least three
times during the unit and will be used for assessing
components on the game play and teamwork checklists
and on the rubric.
- Teacher observations throughout the unit providing
constant feedback (formative) For students of EAL
providing feedback may include a demonstration with
emphasis on a certain aspect. Also manipulating the
students body to show what is being asked (positioning
of arms/feet)
The grade 9 students entering the volleyball unit will be at different proficiencies within the control and utilization levels. Students
are entering their first year of the opportunity to play Senior volleyball. This unit is made to enhance student skills that can be
transferable to other sports or physical activities they may participate in the future. The discussion at the beginning of the unit will
give me a better understanding to where my students have been. A discussion with my students will take place with what the unit
will look like, in terms of what skills will be learned and what the expected end goal is. Students will be given the rubric that they
will be assessed on and will have the opportunity to ask questions or make changes if agreed upon. Some students will have
played club volleyball/junior volleyball and other students will have not have passed a volleyball before, and some students falling
in-between those categories. Depending on the student’s comfort level with volleyball skills, students will come to class with high
energy or low self-confidence. I will differentiate instruction to accommodate my students, as well as take suggestions for
different modified activities that can be incorporated in the unit. Skill progressions will start at a level that students are
comfortable at. Prior to the developmental of the unit plan, students were asked what skills they thought were important to learn
for the game of volleyball, which were considered. Students with exceptionalities will have certain modifications and adaptations
to meet their needs and to help them succeed. Volleyball will be learned best in the gymnasium and transferred to the outdoor
beach volleyball court for a different environment. The environment of the gymnasium can be arranged to create two games with
smaller playing field versus one large playing field.
How will you engage students at the beginning of the unit? (motivational set)
If funding is available or donated tickets, we will take a field trip to the Physical Activity Complex at the University of
Saskatchewan to watch a U of S Huskie volleyball game prior to the start of the unit. Students will observe skills at a proficient
level and visually understand volleyball. After watching the U of S Huskies, a discussion will take place brainstorming the skills
needed to play a successful game of volleyball and what skills can be transferred to other sports and physical activities. Students
will be given the rubric which they will be marked on and will have a chance to ask questions and make changes in agreed upon.
Note: If funding is not available or for other circumstances, I will organize a trip/home game of a high school volleyball game to
watch.
What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources
1 Heart Rate 1. The teacher will explain what a heart rate monitor does and how it tracks DT, DL, Chart that
Monitors physical activity Heart rate monitor tracks your max heart rate base on DII shows the
(Theory Day) information provided (height, weight, max HR=220-age). heart rate
2. Think, Pair, Share A discussion will be had on different physical activity zones
tracks/heart rate monitors that students can use outside of school and how these Heart rate
devices can help improve physical fitness/activity. monitors/
3. Teacher will explain how the different heart rate zones that will be Bands
displayed on the screen Grey=warm-up and is a relaxed and easy pace, Blue= Disinfectant
easy pace and is comfortable and can keep a conversation going, Green=Aerobic and wipes
moderate pace that is optimal cardio vascular training, orange=Threshold and is a fast TopYa
pace with forceful breathing, Red=maximum and sprinting pace and cannot stay in volleyball
this zone for too long. app
4. Teacher will explain how to analyze students physical activity data with
their own login information students will be given their own login information for
the GoPolar website.
5. Teacher will assign everyone a heart rate monitor and retrieve information
from students needed for the heart rate monitors to work Students must use
their assigned heart rate monitor as it is customized to their information. Information
needed from students will be stated on the GoPolar Website (height, weight, max HR,
etc.)
6. Teacher will explain how to put on the heart rate monitor Pick a band that
fits snug to your body (just below chest) Note: most bands are adjustable, pick your
assigned heart rate monitor and hook to band, dampen the heart rate monitor with
water and place in the middle of your chest flat against your skin. Note: heart rate
monitors will only work if they are placed directly on the heart, Girls wear sports bras
as wire bras interfere with device, tighten the strap around your chest, make sure you
check on the iPad if you are connected.
7. Have students try to put on the heart rate monitors use peers to help you, or
if comfortable teacher will be allowed to help.
8. Teacher will explain how to clean the heart rate monitors students will only
use 4 disinfectant wipes per class. Students will take off their heart rate monitors and
will wipe down the heart rate monitor with the wipe. They will then put their heart rate
monitor back in the assigned slot. Students will also wipe down the bands and put
them back on the racks.
9. Students will clean and put away their heart rate monitors
10. Teacher will go through the TopYa phone app students will be encouraged to follow
along with their phones. The teacher will go through the app and explain how it works.
Students will be encouraged to bring their phones to every class to use the app if the
teacher is unavailable to help out at the time (busy with other students).
2 1. Students will wear their heart rate monitors during this lesson Students will help each other DT, DL, -Heart rate
Introduction to put their heart rate monitors on and make sure they are connected to the iPad DSR, DII monitors and
Underhand 2. Warm up (dynamic stretch)Dynamic stretching will be done in a big group circle 2 laps wipes
Passing around gym, arm circles, lung and twist, grass pickers, hamstring strength, then ask students - Paper for
to come up with a couple on their own Journal Entry
3. Demonstrate skill as a whole (teacher) Teacher will demonstrate what the skill of - volleyballs
underhand passing should look like and will use student volunteers to help. (number
4. Passing Stance (Feet, legs, platform angle/hand placement, contact point, eyes) depends on
Teacher will demonstrate what the stance should look like first then students will perform this how many
stance on their own with teacher feedback students in
5. Passing from a toss stationary students will work in partners and one partner will toss class)
the ball with the other partner underhand passing back. Tosses should be directly to the - net
partner so little movement is required. - Sask
6. Passing from a toss with movement students will work in partners and one partner will Volleyball
toss the ball with the other partner underhand passing back. Tosses should be made to the website
right or left or short or deep to allow the partner to move while passing. - youtube
6 Partner passing students will work in partners to attempt to continuously underhand pass video on skill
the ball -TopYA!
7. Group circle game (how many contacts before ball hits the ground) Students will Volleyball
work in groups and will have to count how many consecutive underhand passes they can make Phone App
without the ball hitting the floor. Break students into groups based on their learning ability to -NCCP
help differentiate the task to support their learning needs. Coaching
8. Journal entry students will reflect on the prompt question that is given to the students or Manual
will have the choice to write on anything they learned from today’s lesson (Appendix 2). pp.51,139,
Students can hand in a paper copy or digital copy at home on their own time (word document) 142
3 1. Warm-up: Students will have a choice of what they would like to do for a warm up (Tag, DT, DL, -Paper for
dynamic stretch, warm up will volleyballs, etc.) DSR, DII Journal Entry
Introduction to 2. Demonstrate skill as a whole (teacher) Teacher will demonstrate what the skill of - volleyballs
Overhand overhand passing should look like and use student volunteers to help. (number
Passing 3. Passing stance (feet, arm (triangle), hand placement, contact point) Teacher depends on
will demonstrate what the stance should look like first then students will perform this how many
stance on their own with teacher feedback students in
4. Self-pass against wall/bleachers Students will work individually and practice class)
overhand passing to themselves, also for those who are struggling: catching the ball off - net
the wall in the correct position could be practiced at this time. - Sask
5. Pass from toss stationary students will work in partners and one partner will toss the Volleyball
ball with the other partner overhand passing back. Tosses should be directly to the partner website
so little movement is required. - youtube
6. Pass from toss with movement students will work in partners and one partner will video on skill
toss the ball with the other partner overhand passing back. Tosses should be made to the - TopYA!
right or left or short or deep to allow the partner to move while passing. Volleyball
7. Partner pass students will work in partners to attempt to continuously overhand pass Phone App
the ball - NCCP
8. Group circle game (how many contacts before ball hits ground) Students will Coaching
work in groups and will have to count how many consecutive passes they can make Manual
without the ball hitting the floor. *underhand and overhand pass allowed Break students pp.56,139,
into groups based on their learning ability to help differentiate the task to support their 142
learning needs.
9. Journal entry students will reflect on the prompt question that is given to the students
or will have the choice to write on anything they learned from today’s lesson (Appendix 2)
Students can hand in a paper copy or digital copy at home on their own time (word
document)
4 1. Dynamic stretch and ball warm up 2 laps around gym, dynamic stretch working on DT, DL, -Paper for
lower body (quads, hamstrings, calves), warm up arms with balls (throws and throws with DSR, DII Journal Entry
bounces to partner) - volleyballs
Overhand Float 2. Demonstrate skill as a whole (teacher) Teacher will demonstrate what the skill of (number
Serve Serving overhand float serve should look like use student volunteers to help. depends on
3. Toss on a line Students will work individually and practice tossing the ball and landing in how many
the correct spot (in front of dominate foot and the side and in front of non-dominate foot). The students in
line will help guide the students by placing their dominate foot on the line. class)
4. Trap the ball on wall students will stand one step away from the wall and work on the - net
height of tossing the ball and contact point of hitting the ball. Students will throw the ball their - Sask
reach and the student will attempt to trap the ball at their highest reaching point. Volleyball
5. Overhand throw ball over net students will work in partners starting on either side of the website
net on the attack lines and will overhand throw the ball over the net working on transferring - youtube
their weight and rotation of the trunk and arms. video on skill
6. Serve ball over net from attack line Students will work in partners starting on either side - TopYA!
of the net on the attack lines. Partners will over hand serve the ball back and forth. Steps can Volleyball
be taken back when comfortable. Also, the partner receiving can underhand/overhand pass the Phone App
ball back. Break students into groups based on their learning ability to help differentiate the - NCCP
task to support their learning needs. Coaching
7. Serve ball over net from succession point students will work individually at the point Manual
where they are successful at and attempt to overhand serve the ball over the net. Students will pp.43,139,
work together and retrieve together. 142
8. Around the world serving game students will work in two groups, with one target person
on the court on the opposite side. Teams must serve the ball to all six positions on the court
hitting the target person. Team who hits all six position wins
9. Journal entry students will reflect on the prompt question that is given to the students or
will have the choice to write on anything they learned from today’s lesson (Appendix 2).
Students can hand in a paper copy or digital copy at home on their own time (word document)
5 1. Students will wear their heart rate monitors during this lesson Students will help each other DT, DL, - Heart rate
put their heart rate monitors on and make sure they are connected to the iPad DSR, DII monitors and
2. Weave with under/overhand pass, dynamic warm-up In groups of three or four wipes
Introduction to students will pass the ball under/over hand to the person across from them. After you pass -Paper for
Attacking you will follow your ball to the other side and get ready to pass the ball again. Dynamic warm Journal Entry
up will be lead by a student of choice. - volleyballs
3. Demonstrate skill as a whole (teacher) Teacher will demonstrate what the skill of a (number
hit/attack should look like use student volunteers to help. depends on
4. Attacking stance (batman, superman, robin hood, cat woman, contact point) how many
students will work on their own without a ball imitating the 4 superhero movements that apply students in
to an attack. Teacher will demonstrate first and explain each movement and then walk around class)
to provide feedback. - net
5. Hit against a wall Students will work individually against a walk /bleachers and practice - Sask
hitting the ball against the wall. The focus on this drill is contact point, rotation of body, and Volleyball
snapping the wrist over top of the ball to get a downward spin motion. website
6. Hitting with a partner In partners students will work on hitting the ball down with a - youtube
bounce to each other. This activity focuses on contact point, body rotation, and downward spin video on skill
with control. - TopYA!
7. Working on approach (steps, timing, arms) students will work individually in a line Volleyball
working on the steps to an approach along with arm positions. Phone App
8. Hitting from a toss Students will attempt an attack from a toss. This drill focuses on - NCCP
timing of the ball along with all prior skills worked on in this lesson. Break students into groups Coaching
based on their learning ability to help differentiate the task to support their learning needs. Manual
9. Hitting from a set Students will attempt an attack from a set simulating an in-game pp.75, 140,
situation where they may have to adjust their approach to accommodate the set given. Break 142
students into groups based on their learning ability to help differentiate the task to support
their learning needs.
10. Journal entry students will reflect on the prompt question that is given to the students or
will have the choice to write on anything they learned from today’s lesson (Appendix 2).
Students can hand in a paper copy or digital copy at home on their own time (word document)
6 Multicultural 1. Motivational Set Gym will be set up so that it simulated the medicine wheel. Students will DT, DL, -Paper for
Volleyball work in groups of 4-5 to work on filling out a diagram of the medicine wheel labelling each of DSR, DII Journal Entry
Activity the 7 aspects of the 4 dimensions. Once students have completed the activity we come - volleyballs
together as a group in a big circle and discuss our findings along with go over the Medicine (number
Wheel teaching sheet depends on
2. Warm-up Students will stay in their big circle and run for 3 minutes. After the run, each how many
student will teach the group a dynamic/static stretch. The stretches should focus on all parts of students in
the body. class)
3. Medicine Wheel Game The court will be split into four quadrants with poly-spots. Each - Medicine
quadrant will represent one of the four dimensions of the medicine wheel. Volleyball skills and Wheel
rules will be modified to play this game. worksheet
4. Journal entry students will reflect on the prompt question that is given to the students or -Medicine
will have the choice to write on anything they learned from today’s lesson (Appendix 2). Wheel
Students can hand in a paper copy or digital copy at home on their own time (word document) teaching
Sheet
- Equipment
for Medicine
Wheel
simulation
7 1. Students will wear their heart rate monitors during this lesson Students will help each other DT, DL, -heart rate
put their heart rate monitors on and make sure they are connected to the iPad DSR, DII monitors and
Game Play 2. Warm-up Students will have a choice of what they would like to do for a warm up (Tag, wipes
dynamic stretch, warm up will volleyballs, etc.) -Paper for
3. positions on the court The teacher will explain each position on the court and what the Journal Entry
position represents and what the role of this position is. - volleyballs
4. Rules of the game Teacher will go over and demonstrate the rules of the game with a (number
hand out provided for the students for reference depends on
5. Modified game play (2 courts) The gym will be separated into two courts how many
(competitive/non-competitive) with modified rules made by teacher to accommodating student students in
needs/abilities. This will also allow for more activity time for the students. Break students into class)
groups based on their learning ability to help differentiate the task to support their learning - net
needs. - Sask
6. Strategies A student led discussion will be had on what strategies students used when Volleyball
playing in the volleyball game. What worked well for some students and what didn’t work well? website
7. Journal entry students will reflect on the prompt question that is given to the students or - youtube
will have the choice to write on anything they learned from today’s lesson (Appendix 2). video on skill
Students can hand in a paper copy or digital copy at home on their own time (word document) - TopYA!
Volleyball
Phone App
-Volleyball
Canada Rule
book
(highlight
only the
major rules)
8 1. Students will wear their heart rate monitors during this lesson Students will help each other DT, DL, -Heart rate
Game play put their heart rate monitors on and make sure they are connected to the iPad DSR, DII monitors and
2. Circuit warm up stations will be set up in the gym with exercises containing all wipes
components of fitness. Students will rotate in group to each of these stations. -Paper for
3. Review rules and strategies Students will lead a discussion on what rules apply to the Journal Entry
game of volleyball and what adapted rules could be made to accommodate everyone. Students - volleyballs
will also review the strategies that they came up with in the last lesson for other to try during (number
this lesson of game play. depends on
4. Modified game play (2 courts) The gym will be separated into two courts how many
(competitive/non-competitive) with modified rules made but the students themselves students in
accommodating student needs/abilities. This will also allow for more activity time for the class)
students. Break students into group based on their learning ability to help differentiate the task - net
to support their learning needs. - Sask
5. Journal Entry students will reflect on the prompt question that is given to the students or Volleyball
will have the choice to write on anything they learned from today’s lesson (Appendix 2). website
Students can hand in a paper copy or digital copy at home on their own time (word document) - equipment
needed for
circuit warm-
up
- youtube
video on skill
- TopYA!
Volleyball
Phone App
- Volleyball
Canada Rule
book
(highlight
only the
major rules)
Instructional Approaches:
Do I use a variety of teacher directed and student When introducing new skills and strategies, teacher-directed instruction will
centered instructional approaches? be used. But, when reviewing these skills and strategies, student-centered
instruction will be applied. Student-centered instruction will also be used
during game-like situations with occasional teacher-directed instruction.
Partner and teacher feedback will also take part in task drills. Most lessons
will start off as a whole group instruction (direct) and will develop into
collaborative instruction (put into smaller groups/partners) with feedback
from peers/teacher.
To be a culturally responsive classroom, instructional strategies including
scaffolding (breaking down skills into steps), collaborative teaching
(students working in groups in similar learning abilities), modelling
(demonstrations), student centered learning (student choice), and
responsive feedback (when students are performing skills) will be used to
meet the needs of all students within my classroom. EAL learners will also
pair/group with others of EAL that speak the same language to help them
communicate better between each other and help each other learn.
Resource Based Learning: I planned my unit so that it allows my students to be successful. I plan to
Do the students have access to various resources on an include all necessary materials for students to reach this success. I will
ongoing basis?
strive to learn all new terms and ways of performing volleyball skills. I know
there are variety of diverse ways to perform a volleyball skill and I will
teach students these various ways to allow student choice with their own
comfortability. Students will have access to modified equipment and rule
adaptations if they choose to utilize. The teachers are always available for
resource purposes, answering questions, giving feedback, etc. Students will
have access to online resources through school computers for better
understanding along with apps that allow student development in volleyball
skills. Students will have the opportunity to use heart rate monitors
throughout the unit. This will support them in tracking their physical activity
to help assess their engagement in the activities. Heart rate monitors will
also serve as a purpose of motivation and will have knowledge of physical
activity trackers they can use outside of school to help them improve their
fitness.
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)
Checklist - Volleyball Skills: Appendix 1
Underhand Passing
Start in Athletic
Stance (feet
shoulder width,
knees bent, arms
out in front)
Weight starts on
balls of feet
Step in Direction of
target
Legs extend on
contact
Arm swing
controlled and no
higher than
shoulder height
Ball contacts
platform above
wrists and below
elbows
Rotates angle of
platform to target
Overhand Passing
Start in Athletic
Stance (feet
shoulder width,
knees bent, arms
out in front)
Weight starts on
balls of feet
Arms make a
triangle in air
Thumbs in eyes
Wrists flexed
(wrinkles in wrist)
Contact on ball is
just above forehead
Serving
Non-dominate Foot
Forward
Weight Starts on
Back Leg
Ball Toss is
Diameter Above
Student’s Reach
Weight Transfers
Forward when
Contacting Ball
Non-dominate Arm
Pulls Down to
ground (Generate
Force)
Follow Through is
Not Below the
Height of Shoulder
Attacking
Non-dominate Foot
Forward and weight
starts on forward
leg
Follows through on
contact
Gameplay
Follows Rules of
Game
Works to obtain 3
contacts
Moves to cover
open space
Communicates with
teammates
Teamwork
Engaged in Activity
Communicates to
team/partner
Works to obtain
three contacts in
game play
*Note: The following questions are prompts, however, students are required to record experience(s) during the lesson(s).
Lesson 1
Describe 2 skills you’ve learned today and list 1 skill that was difficult.
Lesson 2
What are the cues to properly execute an overhand pass?
Lesson 3
What are 3 important things to remember when performing a overhand float serve?
Lesson 4
What is the proper superhero sequence when performing an attack and what do they represent?
Lesson 5
Lesson 6
What is one strategy that you applied today when participating in game play?
1 2 3 4
Does not use two arms to Does not always contact Usually contacts ball with Always contacts the
contact the ball. Forgets to the ball with two arms. two arms. Often makes flat ball with two arms.
make a flat surface with Sometimes has a flat passing surface. Usually Makes flat surface for
Underhand forearms. Rarely contacts surface on forearms. contacts the ball with passing every time.
passing the ball. Does not bend Contacts ball with high/uncontrolled passes. Contacts the ball with
knees and move fluently low/uncontrolled passes. Usually bends knees and high/controlled passes.
through the ball. Excessive Occasionally bends knees follows through with the Automatic bending
swinging of arms and follows through with ball. Arm swing minimal. knees and follows
the ball. Sometimes through.
swings arms
Does not contact the ball Sometimes contacts ball Usually contacts ball with Contacts ball with two
with two hands above head. with two hands above two hands. Thumbs are hands. Thumbs
Does not have thumbs in head. Forgets to contact often pointed towards eyes. pointed in eyes with
eyes. Does not make ball with thumbs pointing Sometimes forgets to make arms making diamond
diamond shape with arms. in eyes. Sometimes makes diamond shape with arms. shape. Contact on ball
Overhand Rarely contacts ball. Slaps diamond shape with arms. Contact on ball is high but is high and has
Passing ball at contact. Does not Contact on ball is has no distance. Often distance. Bending of
bend knees and push ball low/carried/rolls bends knees and pushes knees and pushing ball
out and up. backwards off fingers. ball out and up. up and out is
Sometimes bends knees automatic.
and pushes ball out and up
Holds ball in non-dominate Holds ball in non- Hold ball in non-dominate Holds ball in non-
hand. Toss of ball is dominate hand. Toss of hand. Toss of ball is high dominate hand. Toss is
uncontrolled. Does not step ball is low. Sometimes but uncontrolled. Often high and controlled.
with non-dominant foot. steps with non-dominate steps with non-dominate Always steps with
Swing of arm is foot. Swing of arm is foot. Arm swing is straight non-dominate foot.
Serving sideways/uncontrolled sideways/uncontrolled but uncontrolled power Arm swing is straight
(underhand) (underhand) (underhand) and controlled
Does not contact the ball Contact on ball is low and Contacts ball high but (underhand).
high and in front and has no no follow through uncontrolled (overhand). Contacts ball high and
follow through (overhand) (overhand) Often contacts the ball controlled with follow
Rarely contacts ball Sometimes contacts the through.
ball Always contacts the
ball.
Does not have an approach. Does not have approach. Approaches ball with Approaches ball with
Does not time the ball. No Timing of the ball is late or correct steps. Timing of correct steps. Times
contact with ball. Contacts early. Contacts ball low or ball is a little too late or a ball correctly. Contacts
net. Does not use the behind them. Often tad too early. Often ball high and with
batman, superman, cat contacts the net. contacts the ball high but control. Does not
Attacking woman arm technique. Sometimes uses the uncontrolled. Rarely contact net. uses the
Does not follow through batman, superman, cat contacts net. Often uses the batman, superman, cat
woman arm technique. batman, superman, cat woman arm technique.
Sometimes follows woman arm technique. Follow through is
through Often follows through automatic
Does not understand rules Does not understand all Understands most rules of Understands all rules
of game. Does not move to rules of the game. the game. Often moves to of the game. Moves to
cover open space. Does not Sometimes moves to cover cover open space. Often cover open space.
understand strategies of open space. Sometimes applies strategies of the Always applies
Game Play game. No communication applies strategies of the game. Often communicates strategies of the game.
with team/partner game. Little with team/partner Always communicates
communication with with team/partner
team/partner
Does not engage in activity. Sometimes engages in Often engages in activity. Highly engaged in
Sits out on sidelines. No activity. Sits out on Rarely sits out on sideline. activity. Never sits on
enthusiasm/communication sidelines occasionally. Often is enthusiastic and sideline (unless
with teammates/partners. Minimal communicates with excused reason). Has
Does not attempt to work as enthusiasm/communicatio teammates/partners. Often high enthusiasm and
Teamwork a team (3 contacts). n with teammates/partners. attempts to work as a team communication with
Sometimes attempts to (3 contacts). teammates/partner.
work as a team (3 Always attempts to
contacts). work as a team (3
contacts).