PEDAGOGY AS A PROCESS 37

Task Analysis

Lesson Five – Volleyball: The Overarm Serve.

The volleyball serve is one of the most fundamental skill to be acquired in the sport. Of

the two most basic types, the overhand serve is generally faster and more powerful than the

underhand serve in comparison. It is far more aggressive and is used as an offensive weapon.

The underhand serve however, holds its value in effectively putting the ball in play. The overarm

serve is the last lesson of this prepared unit and is the final curricular stem in the sport at the

form two level.

In attaining this skill, the levels of difficulty can be challenging. It requires establishing

proper fundamental understandings early in the skill, as it demands a distinct flow of movement.

The easier of the two serves, the underhand serve, must be acquired as it lends to the basis of the

overarm serve. Yet still, because of the increased speed of delivery of the overarm serve and the

need for precision, subdividing the skill, through task analysis, would allow for a better

understand of the importance of each component involved in its execution. Hence, the reason I

deem it a most suitable skill to endure the forward chaining technique of this task analysis.

Alberto and Troutman (2003) explained task analysis as the process of breaking down a

complex task into its smaller steps or components to allow for cognition. It is usually part of a

larger project that is specifically and sequentially outlined (Cooper, Heron and Heward 2007). In

task analysis, chaining is central, where sub‐behaviours are necessities for task mastery. Each

response must be guided by specific stimulus driven conditions that affords scaffolding of the

skill with carefully designed prompting mechanisms (Demchak 1990). The technique of chaining

employed will be Forward Chaining. Forward Chaining involves a rigid successive design

involving a “part to whole” framework where the initial step is reinforced in each sequential step
PEDAGOGY AS A PROCESS 38

following predetermined criterion as the skill develops (Spooner, 1984). This structural delivery

continues until the entire chain has been trained.

Unit: Volleyball
Lesson Five: The Overarm Serve

The four general sub-divisions of the skill

1. Initial Posture
2. Serving Action
3. Contact Surface
4. Follow Through and Recovery
1. Initial Posture
Line up feet roughly shoulder width apart. Place your non-dominant foot slightly
Step 1 ahead of your dominant foot almost facing the net.
Square up your shoulders and hips so that they are parallel with the net.
Extend your non-dominant hand in front of you, almost straight (but with a
Step 2
flexible elbow). Keep palm up holding the ball.
Draw your serving arm back next to your head with an opened palm.
Step 3 Make sure your elbow is pointing outward, away from your body and your hand
is slightly above your ear.
2. The Serving Action
Toss the ball straight up with your palm of your non-dominant hand (not
fingers), about 12 to 15 inches (30 to 40 cm) in the air.
Step 4 Remember that you dominant hand is to contact with the ball just after it changes
direction and begins to drop back down.
Swing your dominant arm back at the same time, keeping your wrist rigid (firm).
Step 5 Get ready to rotation the hip as the arm loads to generate power.

3. Contact Surface
Rotate your hip and contact the ball with the heel of your dominant hand.
Step 6 As your elbow leads, bring your dominant hand forward, and with a snap
motion, smack the ball with the heel of your hand, or the bottom of your palm.
Step forward with your dominant foot as you serve to add momentum to your
Step 7
hit.
As you are hitting the ball, keep hand slightly tilted upward; transfer all your
Step 8 weight from your hip, to arm and to the ball to add speed and force. Remember
to keep wrist firm.
4. Follow Through and Recovery
Step 9 Upon contact with the ball, the striking hand abruptly stops.
Step 10 Return quickly to your defensive position on the court and track the ball.
PEDAGOGY AS A PROCESS 39

References

Alberto, A. & Troutman, A.C. (2003). Applied behaviour analysis for teachers. (sixth edition).

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. Second edition.

Upper Saddle River, New Jersey: Merril, 1987.

Demchak, M. (1990). Response prompting and fading methods: a review. American Journal of

Mental Retardation, 94, 603-615.

Spooner, F. (1984). Comparisons of backward chaining and total task presentation in training

severely handicapped persons. Education and Training of the Mentally Retarded, 19,

15- 22.