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Volleyball unit justification


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Volleyball unit justification

  1. 1. Josh Worsham<br />EDTECH 506<br />Woodland High School Volleyball Unit<br />Justification<br />Unit Goals: Learn the rules used in 6 player indoor volleyball. Develop the skills involved in volleyball. Students will demonstrate variety of tactical aspects of the game. By the end of the unit, students will demonstrate the ability to follow the rules, use fundamental skills, incorporate team tactics in a game like situation. <br />Specific ways to relate goal(s) to curriculum: Physical Education Department, Team Sports Course <br />Georgia Performance Standards for Physical Education<br />PEHS.1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Description: Students in grades 9 – 12 will demonstrate the ability to participate in a variety of invasion, net/wall, field, target, individual, outdoor, fitness activities, rhythms, and dance. Students will demonstrate competence in at least one activity from two of three following categories: Category 1: invasion, net/wall, or field games;<br />PEHS.2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Description: Students will increase their motor skill level by utilizing principles and concepts connected with movement and examination of skills. Students will perform in movement patterns and psychomotor skills associated with physical activities. Students will explain tactical decisions and their appropriate use in various sports/activity settings. Elements: a. Integrates a variety of strategies, tactics, concepts, and skills during sports and activities.<br />Characteristics of the students for whom this unit is intended :<br />This unit is intended for 10th-12th grade students who have enrolled in a team sports course as an elective. Most of the students have already completed state mandated P.E. and Health class in 9th grade. Each class will average 20 students. Approximately 70% of students are male and 30% female, hailing from diverse cultural backgrounds. Cognitive domain needs in the unit deals primarily with rules, processes and concepts. Affective domain requirements ask the learner to objectively listen to diverse perspectives and articulate his/her own beliefs or values of how volleyball fits in a healthy lifestyle. The psychomotor domain requirements will ask students to integrate a combination of mind and physical action. With practice the physical action should be assimilated to the point that the body knows what to do without excessive conscious thought. Students will also need to work together as small groups and a full team. This will require the social ability to work out any differences and gel as a unit. <br />Student’s Present Level of Performance and Knowledge (Do the students have the adequate knowledge to complete the unit successfully? What prerequisite skills must the students have to complete the unit content? Include technology skills.<br />Students will need to have basic skills expected of most other 10th grade students. No prior volleyball experience is necessary. Students will need computer access with internet. Accommodations will be worked out for those with physical limitations. <br />Classroom Layout and grouping of students (Where will the learning take place? How will the room be organized? How will students be grouped (whole group, individuals, pairs, small groups, etc.)<br />Students will be in the gym for most of the unit. They will practice skills in various size groups from 2-6. Wireless laptop carts are available for short term use. <br />Introductory procedures: Go to the unit home page. Here, you will find YouTube Videos and a unit objectives pie chart. Watch the video and introduce the objectives. It may be helpful to show the unit organizational hierarchy graphic as well. <br />Materials and media (any resource, persons or materials: be as specific as possible. Identify resource, its availability, how it is to be used and why). <br />Laptop carts are available upon check out from the media center. They will be checked out for one day to begin the unit. Students will be introduced to the unit, and specifically the basics of the game of volleyball. When possible, I will team teach with Gerri Wright, Woodland H.S. Head Girls Volleyball Coach. I will take advantage of her expertise on the finer points of skill development. Volleyballs, nets, and courts will be needed, and available on most or all days. <br />Visuals: <br />A. Pie chart: I chose to create an "Opening Visual" that helps organize the main objectives in a neat manner. I used the shape tools to make a pie chart with objectives inside the pie pieces. The shape of a pie chart is of course a circle, a shape that brings natural balance (Lohr,2008). I tried to show process, a clockwise order of attention by tilting the graph. I also used the pie piece sizes to show percentage of time to use on the 3 main objectives.<br />B. Practice organizational grouping graphic: I believe this graphic can assist me in organizing group practice of the fundamental passing and setting skills. It is important not to waste instructional time grouping students and spacing out their groups. With very little effort, I can divide the class roster into quarters before they arrive, give each quarter a group number, and use the graphic to direct them to the assigned area with enough space between groups. I used a simple black and white background that shows a diagram of the gym floor, and added colorful shoe print shapes to represent each groups location. Research shows that color can be an effective way to differentiate and designate. The different color shoe prints differentiate groups and designate areas in which they are to practice. The depth of the shoe prints makes them stand out further (Lohr,2008).<br />C. Volleyball fundamentals interactive screenshots: This graphic was developed to introduce the "meat and Potatoes" of my unit, fundamental volleyball skills. This unit is intended for 10th-12th grade students who have enrolled in a team sports course as an elective. Most of the students have already completed state mandated P.E. and Health class in 9th grade. I think this graphic will help my learners synthesize the content of my final project because it provides organization and elaboration. Additionally, the combination of the pictures, which show great form for each fundamental, combined with the videos linked to them bring effectiveness to the graphic (Lohr,2008).<br />D. Alignment/rotation graphic: believe this graphic can assist me in teaching the proper volleyball rotation to my students. I used a simple black and white background that shows a court diagram on a coach's clipboard, and added colorful shapes to represent the players. Research shows that simple line drawings are favored, because they provide only the essential cues. I feel that the colored shapes distinguish the important information from the supportive (Lohr,2008).<br />E. Serve progression graphic: I believe this graphic can assist me in introducing the concept of a volleyball serve. The two key components are alignment for the underhand serve and the toss for the overhand. The last element is the attack. The alignment in my design was to share the space with three frames of equal size along the center. Because all the images are related to a particular skill, grouping them close together can help learners understand the relationship. My images are in black on a white background, which provides great contrast. I used the burn tool to "black out" parts of the images. The red title with interesting font also bring contrast to the image. The black and white theme is repeated throughout (Lohr,2008). I tried my best to keep the size consistent, but because an overhand serve toss is fairly high, that image had to be slightly smaller. <br />F. Blocking technique and philosophy image: I feel that the "quarters" approach I took organizes the information symmetrically. I think space draws the eye from the blocking player in the top graphic to the chunk of text opposite him (Lohr,2008).<br />G. Unit organizational hierarchy graphic: I believe the creation of this graphic has assisted me by organizing my thoughts about the proper order to teach critical elements of my unit. I also believe it will show a hierarchy of the unit's elements to my classes. I used a pyramid shape and chucked the fundamental elements at the foundation (Lohr,2008). As the top of the pyramid is reached, the more challenging elements emerge. The color changes provide more distinction between the levels.<br />H. Volleyball typography image: The main elements I used to show meaning of my chosen words were alignment and proximity. One cueing device that I used is all capital letters(Lohr,2008). This seemed appropriate to me since the emphasis is on the meaning of a single word. I also used variation in the font size to make the "m" in bump appear as a net like feature. I used a larger size font for the first letter of spike, to indicate something striking a ball.<br />I. Conclusion graphic: I took the rule of thirds approach by dividing the bodies in my graphic into 3 parts. This is significant because of the relation to the 3 primary goals of the unit. I used the grid system in Fireworks to keep my graphic symmetrical (Lohr,2008). I also used whitespace to keep the focus on the key elements of the image. This graphic is intended to recap the intended aims of the unit, causing the students to reflect and self evaluate. <br />Assessment and evaluation of learner understanding (Identify the methods the teacher will use to identify student learning levels and needs. Describe when these will be used during the unit) <br />Students will be graded on the 10 traits below. Each trait will make up 10% of their points: Informal observation, skills test, self evaluation, journals and traditional written assessment will all contribute to their final grade. Emphasis will be on emergence of these traits rather than mastery of them. Skills tests will be done at the midpoint and end of the unit. Informal observation will be constant. A multiple choice test on rules will be given before team play begins near the end of the lesson. This will include how to rotate properly. Self evaluations will be done at the beginning and end of the unit. Journals will be written once per week. <br /><ul><li>Appropriate Social SkillsWork EthicsJournalSafetyPositive interaction On task Strategies and terminologies they learned in classProper use of facilities and equipmentPositive leadershipApplies concepts and strategiesFuture fitness goals and what they are doing to achieve themAppropriate languageApplies learned motor skillsPhysical activities they participate in outside of the classroom
  2. 2. Grading Scale
  3. 3. 90-100 = A
  4. 4. 80-89 = B
  5. 5. 70-79= C
  6. 6. 60-69= D
  7. 7. 0-59 = F</li></ul>Relate assessment instruments to the outcomes stated in the goals.<br />The major goal of this unit is that by the end, students will demonstrate the ability to follow the rules of the game, perform fundamental skills and incorporate team tactics in a game like situation. By earning a 70 or above based on the traits of the rubric, I believe they will have met the objectives. <br />Sources<br />Lohr, L. L. (2008). Creating Graphics for Learning and Performance: Lessons in Visual Literacy (2nd ed.). Prentice Hall.|<br />