Secondary Physical Education Methods and Curriculum Design

Volleyball Unit Plan

Amy Mayhall

HHP 376

Spring, 2013

Introduction:

This unit is designed as a topic covered for 10 class periods in a physical education class offered to sophomore, juniors and seniors. It is a class that students choose as an elective. They have some interest in sports and competition. The class will learn the skills, strategies and rules of many different team, individual, and dual sports. The students at this high school are mainly Caucasian (90%), the minorities are Asian (6%), due to our foreign exchange program, and African American (4%). The class is evenly split between males and females. The size of the class is usually around 20 students but the cap is 25. This class size is 21 students, 12 girls and 9 boys.

This class will use many facilities due to the different required surfaces for sports. We will be using the field, gym and the weight room. This unit will be performed in the gym and the weight room. The class will be assessed before starting the volleyball unit. It is important to find out what the students know about volleyball and if they have ever played with an organized team or league and at what level. I also want to get a general feel from the class if they are interested in volleyball. This way if the class is not interested maybe I can find ways to spark an interest in specific individuals. The students will be given a short half sheet of paper to fill out on the first day. We will also play a few games on the first day to assess where the skill levels are. I will make notes and observations during this time.

The purpose of this unit is to teach the game of volleyball. I want the students to have a solid understanding of the rules. I want them to appreciate the difficulty and also increase their skill sets for future activity. This unit will require cardiovascular fitness, agility and strength. The unit will hopefully use muscle groups that would be used during a regular workout. This unit should develop better communication skills and it will use many games and exercises that require social cooperation and teamwork. Students will find their strengths on the court and hopefully enjoy stepping into certain roles as we develop teams to work with for the 2 weeks.

Goals, Standards, and Outcomes:

Students will be able to:

Understand volleyball skills and the proper way to perform them

NASPE 2 Demonstrates understanding of movement concepts, principle, strategies, and tactics as they apply to the learning and performance of physical activities.

NASPE 1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activity.

These standards relate to the goal because of the knowledge of the skills and ability to perform the basic skills of volleyball.

Understand volleyball terminology by using it in conversation or during a performance.

NASPE 2Demonstrates understanding of movement concepts,

principle, strategies, and tactics as they apply to the learning and performance of physical activities

This standard relates to the goal because of the cognitive aspect of understanding and acquiring knowledge of the sport.

Demonstrate the proper defensive and offensive movements

NASPE 2 Demonstrates understanding of movement concepts, principle, strategies, and tactics as they apply to the learning and performance of physical activities.

This standard relates to the goal because of the cognitive aspect of knowledge and being able to move instinctively or by habit in the correct positions.

Perform and develop muscular strength and endurance through this unit during participation.

NASPE 3 Participates regularly in physical activity.

NASPE 4 Achieves and maintains a health-enhancing level of physical

fitness.

This standard relates to these goals because of the plan to improve the students levels of fitness.

Develop communication on the court during drills, games and participation.

NASPE 5 Exhibits responsible personal and social behavior that respects self and other in physical activity settings.

This standard relates to the goal because the student is demonstrating social behavior through communication on the court.

UNIT MATRIX/Daily Objectives:

Lesson # / Topic / State/NASPE Standards Daily Objective / Teaching Strategies/ Learning Styles / Materials / Assessments
1 / Introduction to Volleyball
Passing, serving and hitting games (Observations of skill levels) / Students will demonstrate previous knowledge of volleyball
NASPE 1 and 2
And they will show an interest. / Direct, interactive,
Auditory, Visual, and Psychomotor / 21 pieces of paper
21 pencils
Volleyballs
Net(s) / Questionnaire
Observation of the students during drills/games.
2 / Cardio, Arm and Abdomen circuit
Passing / Students will gain muscular strength and cardio endurance
NASPE 3 and 4
Students will be able to use proper passing form.
NASPE 1 / Direct, interactive,
Auditory, Visual, and Psychomotor / Volleyballs
Nets(s) / Observation during practice and performance.
3 / Setting / Students will be able to use proper setting form.
NASPE 1 / Direct, interactive,
Auditory, Visual, and Psychomotor / Volleyballs
Net(s) / Observation during practice and performance.
4 / Cardio, Legs, and Abdomen circuit
Blocking / Students will gain muscular strength and cardio endurance
NASPE 3 and 4
Students will be able to use proper blocking form and footwork.
NASPE 1 and 2 / Direct, interactive,
Auditory, Visual, and Psychomotor / Volleyballs
Net(s)
Boxes / Observation during practice and performance.
5 / Hitting/
Offense / Students will demonstrate the proper footwork and arm swing of attacking. Making the decision to swing or tip.
NASPE 1 and 2 / Direct, interactive,
Auditory, Visual, and Psychomotor / Volleyballs
Net(s)
Boxes / Observation during practice and performance.
6 / Defense / Students will be able to read the other teams offense
NASPE 2 / Direct, interactive,
Auditory, Visual, and Psychomotor / Volleyballs
Net(s) / Observation during practice and performance.
7 / Serving / Students will be able to overhand serve the ball over the net.
NASPE 1 / Direct, interactive,
Auditory, Visual, and Psychomotor / Volleyballs
Net(s) / Observation during practice and performance.
8 / Modified Games / Students will Show their enthusiasm and enjoyment for volleyball as well as their skills learned.
NASPE 1,2 and 6 / Direct, interactive,
Auditory, Visual, and Psychomotor / Volleyballs
Net(s) / Observation during practice and performance.
9 / Tournament
(There will be 3 teams and they will 4 regular season games and then 1 or 2 tournament games depending on their seeding.) / Students will show their ability to work with a team, demonstrate skills and cognitive knowledge of volleyball.
NASPE 1,2 and 5 / Direct, interactive,
Auditory, Visual, and Psychomotor / Observation during practice and performance.
10 / Tournament
(There will be 3 teams and they will 4 regular season games and then 1 or 2 tournament games depending on their seeding.) / Students will show their ability to work with a team, demonstrate skills and cognitive knowledge of volleyball.
NASPE 1,2 and 5 / Direct, interactive,
Auditory, Visual, and Psychomotor / Observation during practice and performance.
11 / Tournament
(There will be 3 teams and they will 4 regular season games and then 1 or 2 tournament games depending on their seeding.) / Students will show their ability to work with a team, demonstrate skills and cognitive knowledge of volleyball.
NASPE 1,2 and 5 / Direct, interactive,
Auditory, Visual, and Psychomotor / Observation during practice and performance.

Unit Plan Assessment:

Volleyball Unit!

NAME______

Have you ever played volleyball? (Please clarify how long and at what level of competition.)

What sports do you like to play?

Do you like playing volleyball? Why or why not?

Are you excited, nervous or unhappy that we are going to learn volleyball? Why?

What are your expectations from this unit?

Volleyball Assessment:

Students Name / Passing
1 2 3 4 5 / Serving
1 2 3 4 5 / Setting
1 2 3 4 5 / Blocking
1 2 3 4 5 / Attacking
1 2 3 4 5 / Overall Score
/25
/25
/25
/25
/25
/25
/25
/25
/25
/25
/25
/25
/25
/25
/25
/25
/25
/25
/25
/25
/25

Students were evaluated in 5 lessons and had five possible points possible and totals for an overall score:

A five indicates that the student demonstrates the proper technique and performs the skill with 80-100% accuracy.

A four indicates that the student demonstrates the proper technique and performs the skill with 60%-80% accuracy.

A three indicates that the student demonstrates some of the proper technique and performs the skill with 40%-60% accuracy.

A two indicates that the student demonstrates only a little of the proper technique and performs the skill with 20-40% accuracy.

A one indicates that the student demonstrates no technique and performs the skill with 0%-20% accuracy.

Volleyball Unit Evaluation:

Please answer the following questions honestly. Your answers are confidential and can remain anonymous. This will not affect your grade.

Name: / Strongly Disagree / Disagree / Neutral/N.A. / Agree / Strongly Agree
Demonstrated knowledge of the subject
Appeared interested and excited about the subject
Encouraged questions and participation
Presented the material in an interesting way
Made me interested in the subject
Provided helpful feedback
Developed my technique further
Taught me something new or different
Challenged me to my full potential
Addressed the areas that I wanted to work specifically

What were some things that the instructor did that you liked or that were beneficial for you:

Do you have any recommendations for the teacher to make the unit better?

Other Comments?

Reflection:

Explain your thoughts on the feedback from the course evaluations?

What would you change in the future?

How can you make this more interesting for students?

What was your biggest challenge teaching this unit?

Resources:

Wendstrom, Mary. "Volleyball Unit." Mary Wenstrom, n.d. Web.

Suzuki, Yui. "Tips for Course Evaluation Forms."Tips for Course Evaluation Forms. Duke University, n.d. Web. 02 Apr. 2013. <