Full Volleyball Unit Plan


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Full Volleyball Unit Plan

  1. 1. West Virginia University PETE Unit Plan Unit Activity Volleyball Unit Context Learner Characteristics: There will be 14 7th grade students in my 3rd period at Mountaineer Middle School. There are 11 girls and 3 boys whose skills range from very novice (have not even touched a volleyball) to intermediate (have played on the schools volleyball team). These students are also participating in my technology project and have seen my power point about volleyball. They are very good students and cooperate and listen well. Physical Environment: The location will be in the gymnasium at MMS. It is a very good size with a lot of space to spread out and work with. The bleachers will be pushed back and the basketball hoops with will be recoiled. We will not be sharing the space with any other class. Equipment Access: I have access too a large equipment closet with all different types of equipment to utilize. There are three nets and enough space to set up three courts. There are enough regular volleyballs for a set of partners to have one. There are also some bigger volleyballs for those with weaker skills to use. Students are allowed to bring in knee pads if they have them. Special Concerns: The ceiling has lights that dangle down from them so those are a hazard during game play with students trying to use high serves. There is also a heating and cooling duct that is in the ceiling around the gym that could interfere with game play. Standards Addressed NASPE Standards for PE _X_ Motor Skills & Movement Forms X Movement Concepts X Physical Activity X Health-Related Fitness X Personal & Social Behavior X Values Physical Activity WV P-4 Wellness Standards for PE __ Wellness Promotion __ Wellness Information __ Wellness Behaviors __ Personal & Social Behavior __ Movement Forms __ Motor Skills WV 5-12 Standards for PE _X_ Movement Forms _X_ Motor Skills _X_ Physical Activity _X_ Physical Fitness _X_ Personal & Social Behavior Unit Goal To introduce students to the game of volleyball and all the concepts that ensue so they will learn the skills now and be able to play and enjoy for lifelong fitness pursuits. Name: Melissa Baus Date: 11/28/11-12/9/11
  2. 2. Unit Objectives Psychomotor: Students will demonstrate they are proficient in the skills of bumping, setting, serving, blocking, offensive and defensive strategies. This will be assessed through daily application tasks where the winning team will receive points. Cognitive: Students will be able to name critical elements, strategies, and rules of volleyball. This will be assessed through a cumulative written quiz with students obtaining at least 80% of the total points possible. Affective: Students will enthusiastically and truthfully compete in volleyball application tasks, follow the rules, and respect each other during game play. This will be assessed through daily team point competitions. Health-Related Fitness: Students will increase their heart rate and get their MVPA up to at least 60% throughout warm-up and throughout the lessons. This will be assessed through the Rate of Perceived Exertion (RPE) scale that will be explained to students at the beginning of the warm-up.
  3. 3. Content Outline Motor Skills: Bumping Setting Critical Elements: Athletic Stance-Knees bent, legs shoulder width apart Arms down in front straight forming a platform Left hand makes a fist, right hand covers the fist Thumbs together, DO NOT OVERLAP Bumping movement comes from squatting motion NOT arm swinging Staggered stance with dominant foot slightly forward, legs a little closer than shoulder width with a slight bend Arms overhead slightly bent able to see finger tips Pointer finger and thumbs form a triangle, fingers spread widely not held rigid to create a “cradle” for the ball Follow through with fingertips out to sides Instructional Cues: “Don’t swing arms” “Stay low” “Flat platform” “Straight arms” “Do Not cross Thumbs” “Control” “Get under the ball” “Follow through” “No spin” “Drink the Gatorade with hands”
  4. 4. Serving (Overhand) Serving (Underhand) Blocking Place ball in non- dominant hand, and use a slight toss Dominant hand is pulled back with fingertips by ears and elbow straight back Make contact with ball at highest peak after toss Dominant hand is tight together looking like a “high five” Follow through with dominant arm where you want the ball to go Place ball in non- dominant hand with non dominant foot forward Dominant hand forms a tight palm up fist Bring dominant arm back and make contact with ball still on dominant hand, NO TOSS Follow through the direction you want ball to go Legs together, arms bent, hands by ears in ready position Follow the set ball to whichever hitter it goes to Explode of f the ground, raise arms to straight, fingers spread and rigid “Easy toss” “Arm back like a bow and arrow” “Make a high five hand” “Follow through” “Arm swing like a pendulum” “No Toss” “Make contact on hand” “Follow through correctly” “Explode off ground” “Stop ball from coming over” “Rigid fingers”
  5. 5. Offensive Strategy Defensive Strategy Bump, Set, Spike offense Three touches per side Hitter wants to take approach, make contact with set at the highest point, swing and follow through quickly to propel ball to the ground Basic Defensive strategy is to bump return the ball to the setter Blockers want to slow down the path of the hit ball from the opponent or stop the ball from coming over altogether “Take approach” “Timing” “Quick Arm” “Stay low” “Quick Feet” “Accurate Passes”
  6. 6. Scope and Sequence of Content Informing Tasks: Bumping: The teacher will explain the critical elements of bumping: Athletic stance-legs slightly bent, shoulder width apart. Left hand makes a fist, right hand covers fist, arms straight out in front making a platform, shoulders down and back. The bumping motion comes from moving the legs in a squatting motion NOT swinging the arms. Teacher will demonstrate and have a student toss. Setting: The teacher will explain the critical elements of setting: Legs little but closer than shoulder width apart. Dominant foot a little bit forward. Hands overhead able to see fingers, arms slightly bent. Pointer fingers and thumbs form a triangle the rest of the fingers spread far apart and not held rigid. Have a teacher demonstration by a student passing. Serving: The teacher will explain the critical elements of the underhand serve: Ball is held in non-dominant palm, non-dominant leg is slightly forward Dominant hand forms a palm up fist Arm comes back and fist makes contact with ball while still on hand Follow through to the direction you want the ball to go to Critical Elements of the Overhand Serve: Non-dominant foot is slightly forward and fall is held in dominant hand slightly above head. Dominant hand is coiled back in a straight line with the fingers by the ear, elbow straight back Give ball a slight toss in the air and make contact with ball in air. Teacher demonstration and answer student questions. Extending Tasks: Bumping: The teacher will ask students to bump back and forth to a partner for two minutes. After the teacher will ask students to try and reach the goal of 10 bumps in a row without dropping. Will modify number if it is to hard or to easy for students. -Give specific feedback and pinpoint a student group bumping correctly. Setting: Students will try and keep the ball up in their partner groups using only the set for two minutes. After they will try and keep the ball up 10 times without letting it hit the ground. Will modify the number if it is to hard for students. -Remember to pinpoint student group and give specific feedback Serving: The students will first practice the underhand serve against the wall using the proper technique for 3 minutes. If they have mastered the underhand they are allowed to try overhand, if not they can stick with overhand. Teacher will give specific feedback and pull students aside to give special help as serving is difficult. Students will practice whichever serve they want to improve on trying to aim at their partner on the 10ft line for 4 minutes. If they have been successful and accurate they can take a step back and progress further until they have made it the serving line. Application Tasks: Bumping: The object of this game is to keep the ball up between your team longer than the other team. One student will toss the ball to the person across in the other line than they will run and get behind that line. The person will bump to the next and run to the other line. Show student demonstration and provide specific feedback to improve skills. Setting: The students’ goal is to see which team can keep their ball up the longest by only setting to the team mate across from them. Once they set they must run behind the group of students and get in the back of the opposite line. Serving: The object of the game is to get all of your team mates on to the other side of the court. How this is done is, one person from each team starts off serving. If they get it over they run to the spot where it landed on the other side of the net and lay down as big as they can make themselves. The next person from each team goes and tries to get there ball to hit their teammate than they go over lay down and connect to one of their teammate’s body part. The first team to get all the players to the other side wins!
  7. 7. Blocking: The teacher will go over the critical elements of blocking: Legs together, arms bent and hands by ears before jumping When ball goes up, explode from the ground, straighten the arms and keep fingers spread apart and tight Make contact with the ball to block it from crossing the net or slow it down Show teacher demonstration. Offensive/Defensive Strategies: The teacher will talk to students about the basic offensive strategies of bump, set and spike (hit). She will tell students that’s what they should work up to during game play. The teacher will have one student toss the ball and demonstrate the spike. Critical elements of the spike: Take approach, arm makes contact with ball at highest point, swing and follow through quickly. The teacher will quickly explain about defensive strategy to students and say how it is basically using the bump to return a spike to the setter. Blocking: The teacher will slap the ball and that is the signal to jump as high as possible to block. The students will explode off the ground take two steps and the teacher will slap the ball again and students will jump again. Students will repeat several round and teacher will make sure to pinpoint and give specific feedback. Offensive/Defensive Strategies: Students will be practicing hitting against the wall with the proper spiking techniques. They will practice close to wall and than move out further. Make sure to give feedback and pinpoint. Blocking: The teacher will demonstrate how to block and back pedal to transition to hit for the three separate hitting positions (outside, middle and right side). The purpose is to get students moving quickly and work on agility which will lead to offensive and defensive strategies. Offensive/Defensive Strategies: One student will practice spiking the ball at their partner and the other will practice bumping the spike. They will do this for 5 minutes and than switch. Teacher will show demonstration with one student. Make sure to give specific feedback and pinpoint. Block Time Plan Lesson 1: Introduction to teams and introduction to bumping, Bumping practice and application task Introduce interactive PowerPoint and assessment Lesson 2: Introduction to setting, Setting practice and setting application task Lesson 3: Introduction to the Overhand and Underhand serve, Serve Practice and application task Lesson 4: Introduction to Blocking, Blocking Practice and application task Lesson 5: Introduction to Offensive and Defensive Strategies Lesson 6: Practice Game Play
  8. 8. Lesson 7: Cumulative Quiz and Tournament Play Lesson 8: Tournament Play PowerPoint (Group 1) Lesson 9: Tournament Play PowerPoint (Group 2) Lesson 10: Last Day of Tournament Play! Winners Announced! PowerPoint (Group 3)
  9. 9. Instructional Strategy The instructional strategy that I will be utilizing throughout this course is the sport education model and the implementation of SCARRF. Each letter represents a certain component that makes sport education unique to all other teaching strategies. When combining this model with an enthusiasm and passion the sport education model it is very effective and proven to increase student learning. The first letter S represents season. Our season will be 10 lessons long which is long enough to expect skill change and covers all of the different skills of volleyball ending with a culminating tournament 4 lessons long. The next letter C represents competition. Part of sport education is being able to hold different competitions to achieve points. It is important for this because it instills team companionship and gets everyone involved. It also makes practice relevant to real life and more fun. Competition will be used during the daily application tasks. The next letter A stands for affiliation. This is important to sport education because being affiliated with your teams brings everyone closer together and will make the students want to work together to achieve their goal, which is ultimately to win. Affiliation can be achieved through having a team name, special team color, and team chant. Also, by making sure each team mate stays on top of one another to make sure everyone shows up to each class on time. The first letter R represents roles. Each student on the team will have a certain role for the day and the roles will change each day. Some of these roles can include coach, fitness trainer, score keeper and equipment manager. The purpose of these roles are to get everyone involved and to make sure each student has chance to participate in all the different aspects of volleyball if actually playing may not be their strongest part. The next letter R stands for record keeping. This helps students to be held accountable for their own scoring and lets students realize that it is up to them to make the decision to play fair. By communicating this to students you are letting them know that you trust them and you want them to be accountable for their actions. The last letter F stands for festivity. This can represented basically through all the other letters of SCARRF. Through roles, seasons, affiliations, etc. students really are brought into the festiveness of sport education. Lastly, with the culminating event of the 4 day tournament students will get to know what it is like to participate in a real volleyball tournament with the sense of competition to want to try and win. Plans for Use of Instructional Technology My plan for using technology is implementing the use of an interactive power point. I created my own about volleyball and students watched it. After completing the unit, students have to create their own highlighting two aspects of volleyball and present them to each other and the younger sixth grade. The purpose is to see if student learning increased from listening to instruction beforehand. The hope is that the power point would decrease instructional time taken during class and increase more participation time which would in turn lead to and increase in MVPA which is very important.
  10. 10. Assessment Procedures Psychomotor skills willbe assessed through daily application tasks. Cognitive skills will be assessed through a cumulative written quiz with students obtaining at least 80% of the total points possible. Affective skills will be assessed through daily team point competitions. The health related fitness component will be assessed through an RPE scale. Resources Used Books: Coaching Youth Volleyball-American Sport Education Electronic Sources: USA volleyball group, my personal lesson plans from BIP teaching, ideas from previous coaches Mr. E.J Smith, Mr. Don Godfrey