SCHOOL OF HEALTH SCIENCES

LESSON PLAN HLTH 1202

LESSON ORGANISATION (based on: AC:HLTH)

Intention:
- By the end of this lesson, students should be able to successfully demonstrate 5 digs with the correct hand placement
- They should be able to understand the rule that the ball is to be passed – tested at end of lesson, introduced during bridging
organisation
Pre-lesson organisation:
- Check the weather
- Check safety of location (bees/ants/accessibility)
- Bring out equipment and first aid
- Make sure all balls are pumped
Equipment: (Based on 32 Students)
- 16x Volleyballs
- 24x cones or dots (to mark out court)
- 2x Volleyball nets
- Whistle
Learning Area Outcomes: Year 5&6 Volleyball Program

Strand: Movement and Physical Activity (MPA)

Sub-Strand: Moving our body (MB), Understanding Movement (UM), Learning through Movement (LM)
Focus Areas: Active Play and Minor Games (AP), Fundamental Movement Skills (FMS), Games and Sport (GS)

Time Task(s) Observations Task Management

(What students do) (What to look for) (Management of Student Group)
9:40 Beginning class organization:
(3 mins)  Bring class to designated meeting spot
 Tell students the ‘intention’ of the lesson
 Explain warm-up
 Demonstrate
 Get everyone to choose a partner and send them to them middle
9:43 WARM UP – KNEE TAG WHAT YOU SHOULD SEE  Teacher should walk around
(8 mins)  All students participating the entirety of the circle,
 Maximized movement/inclusion enforcing safe play
 Students abilities and skills  Always face the students
levels playing
KEY TEACHING POINTS  Begin introducing KTPs and
 Bent knees correct students
 Students find a partner  Legs spread apart
 Get in the ready position  Feet constantly moving
 When teacher says go, CHANGE IT UP
players try to touch their  Change it into a tournament
opponents’ knee as many  Rotate partners every 30secs
times as they can to 1min

9:51 Bridging organization

(5 mins)  Stop the warm-up with a whistle
 Bring everyone in to a defined meeting spot
 Teach the dig
 Explain the next activity
 Demonstrate
 Tell students to stay with their initial partner from warm up
 One partner grabs a ball and they find an open area to do next activity
 9:56 ACTIVITY 1 – PAIRS PASSING WHAT YOU SHOULD SEE  Teacher should walk around
(12 mins)  All students participating to each group observing,
 Maximized movement/inclusion enforcing safe play
 Students abilities and skills  Always face the students
levels  Correct students reminding
 Safe play them of KTPs
KEY TEACHING POINTS
 Groups of 2  Thumbs parallel
 On teachers signal, players pass  Straight elbows
to each other for about 30  Hit with forearms not knuckles
seconds (over the net)  Play in front of body not behind
 After the 30 seconds is over, the CHANGE IT UP
player without the ball moves to  Progression:
another partner to find a new pair o Change into groups of
 Restart the drill 3
 Start off with players setting only o Each player must
but then after a bit of practice, pass to a different
call “change” and they have to player
change the way they pass (set 
dig, dig  set)
10:08 Bridging organization
(3 mins)  Stop the activity with a whistle
 Bring everyone in to a defined meeting spot
 Everyone brings in their balls and sits with them in their lap
 Explain next activity
 Demonstrate
 Tell students to find another set of partners to group up with
 1 person returns their ball into ball bag and then they find an open area to practice
10:11 ACTIVITY 2 – SHUTTLEBALL WHAT YOU SHOULD SEE  Teacher should walk around
(12 mins)  All students participating the students
 Maximized movement/inclusion  Teacher should be observing,
 Students abilities and skills enforcing safe play
levels  Always face the students
 Teamwork  Correct students reminding
 Should be able to assess them of KTPs
 Use variations depending on
skill levels
KEY TEACHING POINTS
 Use forearm as opposed to
 Groups of 4 or more knuckles
 A thrower lobs the ball to a  Straight elbows
receiver who digs the ball  Thumbs parallel
 The thrower then runs to take CHANGE IT UP
the place of the receiver and  Progression
the receiver runs to join o The thrower calls out
players at the throwers line either “dig” or “set” to
the receiver
o If the dig or set is not
caught by the thrower,
they have to repeat
the movement
 Regression
o Receiver passes the
ball back to the
thrower
 10:23 Bridging Organisation:
(2 mins)  Stop the activity with a whistle
 Bring everyone in to a defined meeting spot
 1 person brings in the volleyball and places it in the bag
 Explain rules of the modified game
 Number students 1 and 2 and show them which side of the court they are on
10:25 MODIFIED GAME – MODIFIED WHAT YOU SHOULD SEE  Teacher should fully
(10 mins) VOLLEYBALL  All students participating participate in game whilst
 Communication insuring the student’s safety
 Maximized movement/inclusion  Teachers keeps track of
 Students abilities and skills score
levels
 Teamwork (leaders emerging)
 Be able to assess game play
KEY TEACHING POINTS
 Use the ready position
 Use your feet
 Use your teammates
CHANGE IT UP
 Divide class into 2 even  Less modifications –
teams, with 1 teacher on each progression
team  More modifications –
 Play with the width of two regression (let it bounce off the
volleyball nets floor or the net once)
 Play normal volleyball with
modified rules, these include
(but are not limited to):
o Sets and digs only
o Can catch the ball
o Can pass to your
teammates as many
times as possible
10:35 Closing Organisation:
(1 min)  Stop the activity with a whistle
 Bring everyone in to a defined meeting spot
 Bring in volleyball and put away
 Have everyone sit in a group in front of the teacher

10:36 Closure:
(3 mins)  Get two students to demonstrate their best dig in front of the class
 Ask students what good things they saw the students do in the dig, demonstrating what they learnt today/KTPs