Lesson plan

adapted Mitchell, S., Griffin, L. and Oslin, J. (2013). Teaching sport concepts and skills. 3rd ed.
from: Champaign, IL: Human Kinetics.

PE LESSON Teachers Name: Jessica Tassone

PLAN
Date: 11
march 2019 Topic: Volley Ball lesson 26, Pre and Post training nutrition
/ Friday
April 12th
Year Level: Performance Description:
11 Sourced from: SACE. (2019). South Australian Certificate of Education. [online] Available
at: https://www.sace.sa.edu.au [Accessed 11 Mar. 2019].

 “explore their physical capacities and investigate the factors that influence and
improve participation and performance outcomes, which lead to greater
movement confidence and competence.”
 “students [will] engage in thoughtful participation where skills of internal
reflection and articulation of learning progress are developed.”
 “the socio-cultural domain develops knowledge and understanding of, and skills to
take responsible action related to, barriers, enablers” ie. Pre and post nutrition

Learning Intentions:
 defending as a team against the attack by using a floor defence
how pre, during and post nutrition is important for performance.

SACE Performance Standards

Application and Communication
 Focused and sustained application of communication and collaborative skills.
 Astute and highly effective application of knowledge and understanding of movement
concepts and strategies.
 Highly effective communication using accurate subject-specific terminology
Exploration, Analysis, and Reflection
 Insightful reflection on movement concepts and strategies.
 Insightful reflection on ways to improve participation and/or performance.

As a result of actively engaging in this lesson students will

Understand (Concepts):

 Students will understand that using a floor defence will enhance the quality of a
rally and create a strategic pass formation
 The importance of reflection to improve their skills, accuracy and pass success rate

Know (Facts):
 Students will know how to utilise a floor defence against the attacking team
  Students will know how pre and post training nutrition can affect their
performance

Do (Be able to):

 Perform a dig-set-hit/spike/block with confidence
 Able to reflect on their performance, abilities, skills and how they can improve

Equipment requirements:
BLACK = Safety Considerations: • 3 x volley ball nets
All considerations from – Volleyball England. • 12 x cones
PRACTICAL (2019). HEALTH AND SAFETY GUIDELINES FOR • 16 x volleyballs
TASK VOLLEYBALL. [online] Available at:
https://www.volleyballengland.org/~media/docs/Health%
20and%20Safety%20Guidelines%20for%20Volleyball.pdf
BLUE = [Accessed 11 Mar. 2019]. (as applied within Flinders
University)
TYHERORET
ICAL • “3 metres around the court, with no dangerous
INTERGRAT protrusions on walls”
ION
• “Posts must be rounded and smooth and be screwed to,
or slotted into, the floor.”

• “First Aid Kit is kept and the location of the nearest

telephone and accident and emergency telephone
number.”

• “When organising smashing/blocking drills players

should be reminded to observe the rules concerning net
and centre line violations, to minimise contact at the net.”

Time: Introduction to Task (Routine matters/Statement of learning Outcome/Connection to

7 Min previous learning)
INTRODUCTION:
The lesson will commence by introducing to the students today tactical problem –
defending as a team against an attack and the objective – to use floor defence against an
attack.
Ask students a series of questions to increase engagement and test student’s knowledge
1. by show of hands who ate breakfast this morning,
2. ask two students to share what they had for breakfast
3. for pre-event nutrition, what would be the most beneficial energy source? A: high
carbohydrate, medium protein, low fat
why is a high carbohydrate meal pre training is most beneficial? A: carbohydrates will fll
an athlete’s muscle glycogen stores. Glycogen is the preferred fuel for energy as it is
quickly and easily converted to ATP. (Hodgson, McNaughton and Wilson, 2015)

2 min Students will begin the lesson revisiting previous skills learnt, students will warm up with a
Dig/Set/Spike combination
 Note that with each hit/pass they will be utilising the ATP-PC energy system and their
glycogen stores. (Hodgson, McNaughton and Wilson, 2015)

Time: Main learning Task/s (Task

8 - Min outline/Progression/Instructions
Set up: players practice defence
Goal: perform three of five trials
successfully and then rotate
Pre-activity questions:
What should team s do to defend
against an attack?
A :organise a defense and play
positions
Conditions: Diagrams/Key questions/Cues)
 Use two teams and three or four
balls Cues:
 The tosser slaps the ball
 start in base, read the play, adjust, make the
(prompts) for the hitter to
play
transition off the net and the
 use floor positions
setter to open up to set
 digger 1 and 5 crosscourt and lined while
 The tosser tosses a good pass to
digger 6 patrols the tip and roll shot
the setter
 blockers 2 and 4 block when on the ball and
 The setter calls and sets a four,
cover the angle shot when off the ball
two and a redball
 setter or blocker or double blocks and
 The hitter hits
transitions to set
 The defence plays the ball out
(pass, dig-set-hit)

3 – min advise the students to take a quick

break – which will be utilised as a
reflection moment.
In teams discuss the following -
 What worked well?
 What needs improvement?
 how effective was a floor
defence against an attack?
 What skills are required for this
to be successful?
Report 2 major insights back to the
group

Time: Conclusion to Tasks (Key ideas to be summarised /Homework/ Formative/Summative

8 – Min assessment task)
6 V 6 Game
Goals:
 defend against the attack
 earn 1 point with a dig-set-hit or a block
 Conditions:
 full court game
 initiate the game from a free ball or no-ace serve
 players toss free balls from the server position

students will be provided with banana’s/apple’s at end of lesson

question students:
2 – min
 why have I provided you with fruit?
A: as fruit is a source or carbohydrates which will replenish glycogen stores
 what other food/liquid sources can be utilised as a glycogen fuel replenisher?
A: sport/sustagen drinks, other sources of low GI carbohydrates ie. Mixed grain
breads, milk, yogurt, bananas, pasta
 when is optimal time for glycogen resynthesis?
A: 1-2 hours after training
 why is hydration important post training?
A: when exercising the body naturally reaction through sweat to cool the body down,
but 91% fluid loss from the body is due to sweat.
 Why is sweating and being dehydrated not good for the bodies functioning?
A: reduces water in ones blood causing a reduction of blood flow, causing circulation
of blood to the muscles to decrease ultimately resulting in fatigue. (Hodgson,
McNaughton and Wilson, 2015)

Students will be asked to reflect and enter a 50 – 100 word entry in their ongoing journal,
answering the following weekly questions:
1. What was I successful at?
2. What skill needs improvement?
3. What changes can I make to pre/post nutrition to benefit me training the most?

Lesson concluded
References
Hodgson, C., McNaughton, N. and Wilson, A. (2015). SACE TWO. 4th ed. Bowden, S.A.: Adelaide Tuition
Centre.
Mitchell, S., Griffin, L. and Oslin, J. (2013). Teaching sport concepts and skills. 3rd ed. Champaign, IL: Human
Kinetics.
SACE (2019). South Australian Certificate of Education. [online] Available at: https://www.sace.sa.edu.au
[Accessed 11 Mar. 2019].
Volleyballengland.org. (2019). HEALTH AND SAFETY GUIDELINES FOR VOLLEYBALL. [online] Available at:
https://www.volleyballengland.org/~media/docs/Health%20and%20Safety%20Guidelines%20for%20
Volleyball.pdf [Accessed 11 Mar. 2019].