Volleyball Unit Plan
Volleyball Unit Plan
Volleyball Unit Plan
Unit Outcomes
(By the end of the unit,
students will be able to)
Reference
NASPE
Standards
by #
Content to be taught
Assessment
(include rubrics, quizzes,
etc. in written materials
section)
Underhand Pass
Setting
Overhand Pass
Hitting
Blocking
Movement
Serving
Teacher Observation
Pre-Assessment
Teacher Checklist
Round Robin Results
MA CF 2,8
NASPE
Standard 2
Rules
Regulations
Skill Cues
Game Play
Decision Making
Pre-Assessment/Post
Assessment
Worksheets
Final Quiz
Teacher Observation
MA CF 7,5
Affective
Students will be able to
NASPE
cooperatively work
Standard 5
together as a team, follow
all class rules, give their
full effort, and respect
themselves and the
teacher.
Teamwork
Communication
Safety
Respect
Teacher Observation
Conduct and Effort
Psychomotor
Students will be able to
perform a variety of
skills, including the
bump, setting, and
serving.
Cognitive
Students will be able to
develop knowledge and
proficiency of the game
including tactics, rules,
and decision making in
gameplay.
MA CF 2,9
NASPE
Standard 1
Block Plan
Day ___1_______
Day ____2______
Day___3________
Focus/Outcomes:
Pre-assessment game to see
where their skill and cognitive
levels of the sport are at.
Introduce the basic skill of
passing, introduce skill cues and
concepts
Introduce setting if time
Focus/Outcomes:
Review the skill of passing,
introduce and practice setting,
introduce and practice serving
Focus/Outcomes:
Serving Starting game play
Rules and Regulations of
volleyball
Equipment/Materials/Technology
-1 gymnasium
-20 Volleyballs
-3 Nets
-1 whiteboard
Equipment/Materials/Technology
-1 gymnasium
-20 Volleyballs
-3 Nets
-1 whiteboard
Learning Activities:
Learning Activities
Activity 1
Warm Up
Partner Underhand Passing
-Pass 20 balls then meet back
at the whiteboard.
Activity 1
Passing Review/Peer
Assessment
Students will play Pepper with
one another as a warmup.
Activity 2
Setting
The teacher will now teach the
set. The skill cues are the
same, however, the set is used
to set up a hitter, and the
overhead pass is used to pass
the ball off of a serve.
Activity 2
Serving Review
Students will be taught the
skill cues of serving
-Stand with opposite foot
slightly forward
-Hold ball in non dominant
hand
-Bring dominant hand back
like a bow and arrow
-Keep hand firm
-Toss ball up above head and
swing arm forward,
contacting the ball and
following through to target
-If they have a hard time
hitting it after tossing Allow
them to serve underhand
Equipment/Materials/Technology:
-1 gymnasium
-20 Volleyballs
-3 Nets
-10 cones
-1 whiteboard
Learning Activities:
Intro
Introduction to Volleyball
Activity 1
Pre-assessment game/quiz
Go over basic rules and then
allow students to play
Teacher will observe to see
where the students are at
Activity 2
Intro to Passing
The first skill taught to the
students will be passing. The
teacher will teach the proper
passing form.
-Right hand over left
-Palms Up
-Fold Hands so thumbs are
vertically next to each other
-Legs are bent
-Dominant leg slightly in front
of the other
-Arms as flat as a table
-Follow through to your target,
Activity 4
Cooperative Game
The students will be split up
into teams of 4. 2 people from
each team will be on each side
of the net. Even though they
are different sides of the net,
they are all on one team. The
object of the game is to see
how many times you can get
the ball over the net. You will
count as a group, and can use
the underhand or overhead
pass. Explain the concept of
setting up a teammate, and that
you can use up to three touches
to get the ball over. Have the
students perform this task for a
certain amount of time and
then ask who had the highest
score.
Ex: Only Overhead Passing
Activity 5
Serving
Students will be taught the
skill cues of serving
-Stand with opposite foot
slightly forward
-Hold ball in non-dominant
hand
-Bring dominant hand back
like a bow and arrow
-Keep hand firm
-Toss ball up above head and
swing arm forward,
contacting the ball and
following through to target
Activity 3
Snow Angles
The students will split up into
two teams per net. One team is
serving the other team is
retrieving.
Every person except 1 will go
over to the other side of the net
and lay down like snow angles.
When the serving is serving
they try to hit their teammates.
If you get hit you run over to
the serving side and try to hit
the rest of the team. While this
is going on the other team runs
around and makes sure the
servers never run out of balls.
- When we play the next
game the last person to
serve is the person that
starts serving.
Ex. The targets must catch the
ball, not just have it touch
them.
Activity 4
Introduce the game and the
rotation Also go over the
teams for the sport ed and tell
the students about each
persons responsibility
Assessment:
Also go over the
rules/regulations to make sure
all the students are on the same
page Quiz on the rules next
class
The teacher will go over the
Assessment:
Teacher Observation
Results of Extensions
Pre-Assessment
Assessment:
Teacher Observation
Results of Extensions
Peer Assessment
Grading Policy
Conduct/Effort Grade
-This is given as an overall grade from 1-4 at the end of the unit.
1: Full Effort Rockstar Behavior
2: Effort 3/4 of the time Good Behavior
3: Half Effort Average Behavior
4: Less than Half Effort Poor Behavior
- Also taken into account how students perform their roles on the Sport
Education Model
o Based on teamwork
o Respect
o Responsibility
o Personal Conduct
Following Rules
Students
Students
Transition
Quickly and
Quietly
Volleyball Post-Test
Name: _______________________
Period: ____________
2) The mens and womens games are played on the same net height:
TRUE
or FALSE
5) How many hits does each team have to get the ball to the other side?
8) Which direction does the receiving team rotate when they win the volley (clockwise or
counterclockwise)?
TRUE
or FALSE
Volleyball Pre-Test
Name: _______________________
Period: ____________
2) The mens and womens games are played on the same net height:
TRUE
or FALSE
5) How many hits does each team have to get the ball to the other side?
8) Which direction does the receiving team rotate when they win the volley (clockwise or
counterclockwise)?
TRUE
or FALSE
Rules
1.
2.
3.
4.
5.
6.
7.
8.
Rally Scoring
Best of 5 games
Games to 25 Points
6 players
Your feet may not touch the service line
If the ball lands on the line, it is in.
You have three touches to get the ball over
A player can only hit the ball ONCE and then a teammates has to hit it
DATE: ___________________
GOAL: To perform a forearm pass with control and in proper form using the skills cues learned:
DIRECTIONS: With two other students (groups of 3), practice the forearm pass. Once you are
warmed up assign one person in your group to be the performer, one the facilitator, and lastly the
assessor. Each performer gets 10 tries; use a check or a minus sign ( , ) to indicate how well the
performer executes each part of the skill.
EXAMPLE:
Balance Stance: One Foot Forward
10
- -
Attempts
10
Name ______________________
Period__________________
Result Trial 1
Result Trial 2
Passing
Setting
Serving
____________________
________________
______________________
____________________
_____________________
______________________
Total Points
Total Points
GRADE: _5-8________
5 min
2 min
SEQUENCE OF
LESSON
Intro
The teacher will introduce
the game of volleyball to
the students. The teacher
will explain the history of
the sport.
First Pre-test on
everything they know
about volleyball
-Volleyball was invented
by William G. Morgan, in
Holyoke, MA
-William G. Morgan was a
graduate of Springfield
College
Activity 1
Pre-assessment game/quiz
Go over basic rules and
then allow students to
play Teacher will
observe to see where the
students are at
Activity 2
Intro to Passing
The first skill taught to the
students will be passing.
The teacher will teach the
proper passing form.
-Right hand over left
-Palms Up
-Fold Hands so thumbs are
vertically next to each
other
-Legs are bent
-Dominant leg slightly in
front of the other
-Arms as flat as a table
-Follow through to your
target, use your legs to
push
ORGANIZATION
REFLECTIONS
4 min
5 min
1 min
4 min
Activity 2
Partner Passing
The teacher will have the
students do partner passing
-Partner 1 will toss to
Partner 2 (Pass 10 balls)
-Partner 2 will toss to
Partner 1 (Pass 10 balls)
Extension
Continuous Passing
-Have the students count
and see how many they can
do consecutively for 2
minutes
-Have the students do the
same, however, when you
lose the ball, you cannot
start over and must sit
down, so that one group is
left standing.
-Try and beat your
previous score
SKILL CUES:
The teacher will explain to
the students how to move
to the ball when it is not
coming right at you
-Move your feet first, not
your arms
-Get your body behind the
ball
-If needed, make passing
platform out to the side
-Angle of your arms should
face target (Ball knows
angles)
Activity 3
Butterfly Drill
Students will use the net
for this activity. There will
be two lines facing the net
on each side, with a target
on each side. One line on
each side will be the
tossing line, and one line
1 min
4 min
8 min
2 min
Closure
The teacher will ask the
students to repeat the skill
cues of the underhand pass.
She will also ask them
what to do in the case of
the ball being on either
side, or in front or behind
you. Then she will dismiss
them to change.
LESSON#: 2__________
GRADE: _5-8________
3 min
4 min
SEQUENCE OF
LESSON
REFLECTIONS
Intro
The teacher will take
attendance. They will go
over the skill cues of the
previous lesson. She will
explain the skill cues of
this lesson.
Warm Up
Partner Underhand Passing
-Pass 20 balls then meet
back at the chalkboard.
Activity 1
Warm Up
Partner Underhand Passing
-Pass 20 balls then meet
back at the whiteboard.
3 min
Activity 2
Setting
The teacher will now teach
the set. The skill cues are
the same, however, the set
is used to set up a hitter,
and the overhead pass is
used to pass the ball off of
a serve.
1 min
ORGANIZATION
5 min
10
min
Activity 3
Partner Passing
The teacher will have the
students do partner passing
with the overhead pass.
Each student should pass
10 balls each
-Ex: Pass 20 balls
continuously
-Ex: Count how many you
can get in one minute
-Ex: Try and beat your
previous score
Activity 4
Cooperative Game
The students will be split
up into teams of 4. 2 people
from each team will be on
each side of the net. Even
though they are different
sides of the net, they are all
on one team. The object of
the game is to see how
many times you can get the
ball over the net. You will
count as a group, and can
use the underhand or
overhead pass. Explain the
concept of setting up a
teammate, and that you can
use up to three touches to
get the ball over. Have the
students perform this task
for a certain amount of
time and then ask who had
the highest score.
Ex: Only Overhead Passing
--- If there is time ---Nukem
Nukem is a game that will
get the students used to the
strategy of hitting the ball
NEW GAME:
Set up 6 (normal)
Server starts
Toss to anyone on team
bump/set to teammates
If ball hits ground rotate
clockwise/counterclock wise
3 min
Closure
The teacher will have the
students meet at the
whiteboard. We will ask
the students to go over the
skill cues for the overhead
pass. Talk about why you
set and use the overhead
pass.
LESSON#: __3________
GRADE: _5-8________
SEQUENCE OF
LESSON
3 min
Intro
The teacher will go over
the skill cues of the
overhead pass. They will
ask the students to explain
when you would use an
overhead pass and when
you would use a set
8 min
4 min
4 min
ORGANIZATION
REFLECTIONS
Activity 1
Passing Review
Students will play Pepper
with one another as a
warmup.
Activity 2
Serving
Students will be taught the
skill cues of serving
-Stand with opposite foot
slightly forward
-Hold ball in non
dominant hand
-Bring dominant hand
back like a bow and
arrow
-Keep hand firm
-Toss ball up above head
and swing arm forward,
contacting the ball and
following through to
target
-If they have a hard time
hitting it after tossing
Allow them to serve
underhand
Throwing baseball/hitting in
badminton Hit with
PALM
10
min
4 min
Activity 3
Snow Angles
The students will split up
into two teams per net. One
team is serving the other
team is retrieving.
Every person except 1 will
go over to the other side of
the net and lay down like
snow angles. When the
serving is serving they try
to hit their teammates. If
you get hit you run over to
the serving side and try to
hit the rest of the team.
While this is going on the
other team runs around and
makes sure the servers
never run out of balls.
- When we play the
next game the last
person to serve is
the person that
starts serving.
Ex. The targets must catch
the ball, not just have it
touch them.
Activity 4
Closure
The teacher will go over
the skill cues of the serve
and talk about the
rules/regulations of
volleyball
LESSON#: __4________
GRADE: _5-8________
3 min
3 min
4 min
7 min
2 min
SEQUENCE OF
LESSON
ORGANIZATION
REFLECTIONS
Intro
The teacher will take
attendance. They will ask
the students to review the
skill cues of the serve.
Review
The students will practice
their serving. First, the
teacher will explain to
them how to warm up their
arms. They will partner up
arm toss the ball to each
other, warming up their
serving arm
Activity 1
Quiz
The teacher will have the
students take a quiz that
asks them about the rules
of the game
Activity 2
Break into the 4 teams for
the sport education model
(team selection is based
upon skill, teamwork, and
how well the students
interact with one
another) Have teams
practice their skills and
come up with a game plan
together.
Activity 2
Scrimmaging
The 4 teams will be in
place.
6 min
LESSON#: __5/6________
GRADE: _5-8________
3 min
3 min
4 min
SEQUENCE OF
LESSON
Intro
The teacher will take
attendance and answer any
questions about the game
Tournament
The teacher will send out
the teams for the
tournament. This will be a
round robin tournament set
up. The teacher will keep
track of the results for two
days, and then there will be
a championship match at
the end of the second day
Sport Education Model in
full affect
Allow time for teams to
practice before the games
Closure
The teacher will
congratulate all students on
their efforts in the unit.
ORGANIZATION
REFLECTIONS
LESSON#: __________
GRADE: _5-8________
SEQUENCE OF
LESSON
Warm up Pepper
4
Activity 1
Skill Stations
The teacher will set up 4
different stations
The Skill Stations will be
student run If they are
broken into their Sport Ed
teams then they can go
through them that way
Each Station 7-10 minutes
Station 1
-Station 1 will be passing.
You must use a partner. A
student must keep track of
the amount of perfect
passes they can pass in a
certain allotted amount of
time.
- The partners
responsibility is to count
for the person passing, and
then switch.
Station 2
Setting
-This station will have the
students setting the ball.
The same rules apply as
Station 1
Station 3
-ServingThe teacher will
set up hula hoops on each
side of the court.
If a student makes it in a
hula hoop they get a certain
amount of points.
The points are determined
from the color of the hula
ORGANIZATION
REFLECTIONS
Activity 2
Debrief
Students will meet by the
whiteboard to talk about
their results.
Assessment:
Teacher Observation
Skills Worksheets
(Psychomotor Assessment)
Closure
The teacher will have the
students review the skill
cues of all of the skills
Results of Assessment
During the six days of the volleyball unit, I used a variety of different assessments, both formal
and informal, that helped me get an idea of how well I was teaching the unit. I primarily used teacher
observation to gage the students performance and to see how well they were performing. I could not
expect the same level of performance from everyone in the class. Some students were really experienced
with volleyball and others had barely even played the sport before. Because of the wide skill level I felt
that my assessments helped improve the students ability level as well as allowed for me to change my
lessons based off students performances.
I felt that starting off with the pre-test and pre-game for volleyball to see what they knew and how
much they have learned in previous units worked out extremely well. Using the pre-assessment I was able
to develop different topics and ideas for each class. It gave each class and student a different starting point
and allowed me to really help the students that were struggling in certain areas. From that point on I felt
that using informal assessments were the ones that I utilized the most. It is a quick way for me as the
teacher to form questions and to gage and understanding if the students comprehend the information.
Throughout the informal assessments I was happy with how the students preformed. They could clearly
kept learning and striving to achieve the classs objectives for the day which made me happy to see. The
objectives as well as word wall on the wall was a great way to start the class and get the students to think
about what is going to happen throughout the day.
Throughout the unit I thought that both the students and I improved overall. Going into each class I
had my objectives laid out and the students knew my goals going into each class. I made the objectives
clear and set goals for the students to perform. Some of those goals may have been with court coverage or
to serve in a certain area. Most of the goals I laid out for the students made them work harder and aim to
get the objective done for the day.
I am very pleased with my students results of all the assessments that I did. They all seemed to
really embrace the assessments and get the most out of what I did. The assessment that really worked was
the peer assessment for the bump pass. It allowed to the students to continue to practice the bump as well
as see the correct or incorrect way to perform the bump. I felt as though most of my assessments were
either in the cognitive or psychomotor domain. For the affective I based it mainly off informal
assessments and how I judged students after talking with them at various points through the class.
Looking back on the unit as a whole I would have developed a few more assessments for the students. I
would have created daily observations, like the one attached, that I could have really calculated the
students performance each and every day. That is something I did for Elementary School and wish I had
done that for this setting as well. In the future, when I have my own classroom, I will record this not just
mentally, but also physically down on a grade book. Furthermore, I would have developed a few more
exit slips that the students had to write down and record. Those exit slips could have been to see how well
the students were working with their teams and I could have asked questions for the students to answer.
That way I could have had physical evidence to see who was working well with one another and not just
have everything in my head.
Overall, I am pleased with how the results and the unit went as a whole. Looking back I could
have created more assessments to get even more out of each and every student. Having said that, I think
the students gained a lot of information and improved drastically throughout the unit. The pre-assessment
game at the beginning and the tournament style games looked like two completely different classes. That
made me happy as a teacher because it showed the students had learned a variety of things and developed
throughout the unit as a whole.
Daily Observation
Students are scored daily on a scale of 1-5.
5- Outstanding- Student comes prepared for class and achieves the days goals for the lesson
and follows class expectations throughout the entire lesson.
4- Good- Student comes prepared for class and achieves the days goals for the lesson and
follows class expectations throughout most of the lesson.
3- Average- Student comes to class prepared and achieves some of the days goals for the lesson
and follows class expectations some of the time.
OR
Student comes to class unprepared, but fills out unprepared student evaluation fully and with
100% accuracy.
2- Below Average- Student comes to class prepared and shows inconsistent effort towards days
goals, and fails to follow class expectations consistently.
OR
Student comes to class unprepared, but fills out unprepared student evaluation fully with 75%
accuracy.
1- Unsatisfactory- Student comes prepared for class, but does not achieve days goals for the
lesson and does not follow the class expectations for most of the lesson.
OR
Student comes to class unprepared, but fills out some of unprepared student evaluation with
some accuracy.
0- No Participation- Student is unprepared for class and does not fill out unprepared student
evaluation.
Coach
Role The coach is the captain or
leader on the team. The coach
possesses leadership ability and can
motivate their other classmates. The
coach will lead drills in practice and
will encourage the other students to
play hard/fair in all competitions.
Tasks/Duties/Skills Needed:
- Be respectful to all
players/opponents and teacher
- Come to class prepared with drills
and ready to play
- Be the team spokesperson in case
of disputes (one voice from the
team)
- Good relationship with all
teammates/classmates
- Completely know the rules of
volleyball
- Be able to demonstrate and
perform the skills involved in team
handball
Equipment Manager
Role- The equipment manager will be
responsible for all the equipment
needed for their team to practice and
play games.
Duties:
- Make sure all teams are equipped
with proper equipment prior to
practice
- Collect and return equipment to
proper locations after practices and
games
Fitness Specialist
Role: This student is responsible for
making sure his or her team is properly
warmed up for each practice and
competition.
Duties:
- Lead team through warm-ups and
cool downs
- Make sure all players are warmed
up prior to contests and practices
- Use a variety of static and dynamic
stretches
Statistician
Role This student will keep track of
the stats for the team and players on
their team. After the game they will
collect the stats that the court crew
took during the game. They will collect
and keep the stats for the games.
Tasks/Duties:
- Keep the stats for individual
players
- Keep team stats
Manager
Roles: The manager keeps the team
organized. The manager must make
sure all the students know where to go
and when the team events are. The
manger also makes sure all the
students are doing their assigned jobs
during every practice, especially when
they are the duty team.
Publicist
Role- The publicist is responsible for
making the class and school aware of
the results of games that were played.
They must consult the teams
statistician and coach to find out stats
for the games and how certain players
performed.
Duties:
- Create a newspaper article at
the end of the unit
- Consult to teams statisticians
and coaches after game has
been completed
________________________________
Court Crew
Role- Their responsibility when they
arent playing is to manage the duties
of the referee, stat keeper, and
score/time keeper, and announcer.
Duties:
Referee: Officiate the game
Stat Keeper: Keep stats
Score/Time Keeper: Keep score...
They also need to keep track of the
time and the lengths of each half.
2 Announcers: Work together to talk
about the game.