Вы находитесь на странице: 1из 17

Hannah Setter | 2136563

Understanding by Design Unit

Title of Unit / Big Volleyball Year 8


Idea
Curriculum Area Health and Physical Education Elective Time Frame 2 Weeks
Developed By Miss Hannah Setter

Identify Desired Results (Stage 1)

Context/ General situation and constraints

This Unit on Volleyball will take place in the first 2 weeks of Term 2. This year 8 class has been allocated the gymnasium for the first two
weeks of the term, thus the 2-week unit. As this subject is a Physical Education ‘Elective’, students will participate in 5 practical lessons each
week (one 45 minute single lesson and two 85 minute double lessons). Additional to this, small homework tasks will be set to evaluate
student’s understandings of key movement concepts learnt through small sided games and key questions.

Students will have access to the REC gymnasium, required equipment such as regulation nets, antennae, poles/padding, volleyballs and
whiteboards on one side of the gym.

Students in this class have not had much exposure to volleyball, which poses possible constraints, which may bring implications for
teaching. This might include slow set up, resulting in loss of valuable teaching time.

The class undergoing this unit is a single sex class of 17 males who have chosen physical education as an elective topic. The class has quite a
mixed ability with altering levels of readiness. There are a variety of characteristics within the class in which result in differing levels of
interest and willingness to participate. There are two students in the class who in most circumstances work best separated/ grouped
separately. One of who has an intellectual disability and the other one of these students has Asperger’s and has one on one support from an
Hannah Setter | 2136563

SSO who assists with both of these students. There is also another student with Autism in the class. Therefore there are three students in
this class who have one or more student plans. Additional to this, there are some cliques that do not work best when grouped together.
In regards to technicality, volleyball is a difficult game for novice players for two reasons. First, it is a rebounding and striking game. Second,
if students cannot hit the ball inn the right direction, at the right angle and with correct amount of force, a game cannot take place.
Modifications will be implemented:
• Initiate games from a free ball toss
• Encourage a no ace, or cooperative-serve rule
• Teach students how to toss
• Practice variations (number of passers, vary the starting point for serving, vary the speed of the ball, vary the sides of the court, the
serve etc.).

Fortunately, I have had the pleasure of teaching this group of students over the period of my observation/lead in days in which will most
definitely help when teaching the students this term. They respond well to me, with occasional behavioral issues that can be further
addressed throughout this unit.

Content Descriptions
On completion of this unit students should be able to recognise and act on feedback of practical skills that they have learnt. Students will
be taught Volleyball and teacher will use the sport to encourage students to act on and give others feedback. The involvement with peers
will also develop students’ social and personal skills and the major task of the unit will develop ICT skills for future use. All students will
also develop the basic skills in Volleyball.

• Use feedback to improve body control and coordination when performing specialised movement skills (ACPMP080)
• Compose and perform movement sequences for specific purposes in a variety of contexts (ACPMP081)
• Practise, apply and transfer movement concepts and strategies (ACPMP082)
• Demonstrate and explain how the elements of effort, space, time, objects and people can enhance performance (ACPMP084)
• Practise and apply personal and social skills when undertaking a range of roles in physical activities (ACPMP086)
• Evaluate and justify reasons for decisions and choices of action when solving movement challenges (ACPMP087)
Hannah Setter | 2136563

Achievement Standards

By the end of Year 8, students evaluate strategies and resources to manage changes and transitions and investigate their impact
on identities. Students evaluate the impact on wellbeing of relationships and valuing diversity. They analyse factors that influence
emotional responses. They investigate strategies and practices that enhance their own, others’ and community
health, safety and wellbeing. They investigate and apply movement concepts and select strategies to achieve movement and fitness
outcomes. They examine the cultural and historical significance of physical activities and examine how connecting to the environment
can enhance health and wellbeing.
Students apply personal and social skills to establish and maintain respectful relationships and promote safety, fair play and inclusivity.
They demonstrate skills to make informed decisions, and propose and implement actions that promote their own and
others’ health, safety and wellbeing. Students demonstrate control and accuracy when performing specialised movement sequences and
skills. They apply movement concepts and refine strategies to suit different movement situations. They apply the elements of
movement to compose and perform movement sequences.

Understandings Essential Questions


Overarching Understanding Overarching Topical

• Understand the rules Why is communication important · What are team tactics and how
• Understand the specific requirements of positions in a game of Volleyball? can they be implemented to result
• Understand on the ball and off the ball movements · Is it easier to develop the game in success for our team?
• Understand teamwork, tactical knowledge and strategic of volleyball through team games · Can the skills and abilities
thinking supports and enhances physical performance and or should we be learning through learnt through team games be
participation in physical activities. skill based drills and exercises? implemented and included in
Regular active and purposeful participation in physical activity · Why is it important to not only everyday life?
promotes health and wellbeing, and supports the achievement of learn certain skills in team sports? · What does it mean to be part
goals.
of a team?
Hannah Setter | 2136563

· Does learning through games


make me a better volleyball player
in the end?
· Can games be modified to
improve finite skills such as my dig,
set, spike etc.?

Knowledge Skills
Students will know… Students will be able to…

Regulation Volleyball (6 players on the floor at one time), maximum of • Refine movement skills and apply movement concepts, and
3 hits per side, including positions for play. Understand the the principles of training
fundamental rules used in Volleyball (Point System/Scoring, rule
• Create and perform movement sequences by manipulating
violations)
and combining movement skills and applying movement
Compose basic movement sequences in order to complete: concepts
• Serving
• Identify risks and devise and apply safe practices
• Forearm pass underhand
• Setting or overhead • Select and apply positive, respectful and inclusive personal
development skills and strategies
• Attack (hitting) variations
• Blocking; attack, defend • Reflect on learning, apply new understandings and justify
future applications.
• Defensive skills
Students will know that communication is a key factor in Volleyball
Assessment Evidence (Stage 2)
Performance Task Description
Volleyball reflective
Reflective learning is the purposeful thinking about what has been learned with a view to further improving
learning journal
learning. A reflective learning journal is an individual’s record of their reflective thoughts, including the meanings
(Ongoing Formative
they make from engaging in learning experiences. Journals are unique to the individual. write your reflections on
Assessment)
the day of the lesson so that your thoughts do not become lost or distorted. You may be provided with some class
Hannah Setter | 2136563

time to do this or you may be expected to do it in your own time.

With continued practice, feedback and skill refinement you will travel up the learner continuum to becoming an
associative learner. In this stage, errors become smaller and fewer, accuracy and control increases and you will be
able to transfer your movement patterns and strategies amongst different sports.
Volleyball skills
Over the term/unit, you and your teacher will complete various skill checklists. Generally, these will include your
checklist/ Practical
ability to demonstrate:
Assessment
 Accuracy and control of the playing objects and movement sequences
(appendix D)
 The use of feedback to improve skill and performance
(Summative
Assessment)  The creation and use of space within defense and offense
 The composition of game strategies
 The transfer of all of these skills from one sport to another

Other Evidence
Teacher Resources:

 Volleyball World Wide has information on playing volleyball and mastering volleyball skills: <volleyball.org/playing/index.html>.
 Federation Internationale De Volleyball has information on teaching basic individual techniques:
<www.fivb.org/EN/Programmes/educational/moves.asp>.
 Federation Internationale De Volleyball has information on how to dig, set and spike: <www.fivb.org/TheGame/TheGame_Volleyballl.htm>.
Pre Assessment: Quiz on rules and objectives of the game

The pedagogy of questioning/ retrieval practice

Learning Plan (Stage 3)

Lesson 1: Introduction to Volleyball- setting up to attack, base positions


Lesson development: Using Game Sense
Pedagogy Lesson 2: Winning the Point- attacking the ball (attack variations and ball placement)
Hannah Setter | 2136563

Unit Plan: Coherent Complexity (progressively Lesson 3: Winning the point- transitioning to attack & setting up to attack
increase in complexity). Lesson 4: set up and pack up of nets & Defending space on ones own court (against a
Elements of Skillful Play used within the unit: free ball)
(Launder & Piltz 2013) Lesson 5: Attacking as a team (two players receiving a serve)
Lesson 6: Defending against an attack (digging, solo block)
Lesson 7: Setting up to attack (play sets)
Lesson 8: Attacking and defending as a team (team tactics and communication
Lesson 9: Game Play
Lesson 10: Game Play- King of the Court Tournament

Week 1 Introduction/ Learning Intentions:

Monday Lesson 2 & 3 (1 & 2) 1. Welcome students back to school after their holidays, ask students to tell
teacher one thing they did during the holidays when their name is called on the
(9:45am-11:10am)
role.
2. Physical Education rules and expectations to be created as a class/ discussed
and implemented. Students to sign an agreement for the term working with
Miss Setter.
3. An introduction to the lessons objectives

Body of Lesson:

1. Discussion of the serve, finger pass, forearm pass and spike


2. 3v3 Warm up game on half/ narrow court
Hannah Setter | 2136563

3v3 game 3. Pre-assessment part 2: Volleyball Shot Mechanics Pre Assessment (see
appendix B)

Conclusion:

1. Students to take down and pack up the volleyball nets neatly.


2. Exit Card: Volleyball reflective learning journal (see appendix C)

Questions:
Q: What did you do to contain the ball on your
side of the court?
A: Controlled the ball and hit high
Q: What did you have to do to play the ball?
A: Read the flight of the ball, anticipate where it
was going and move to it.
Q: How did you accomplish this?
A: With an overhead or forearm pass. (Note that
the novice might not know the terms but will
possible say “like this”, while showing the actions)
Q: Which way is best for receiving the serve?
A: Using the forearms.
Q: Where is a safe place to pass?
A: Into the middle of the court.

Introduction/ Learning Intentions:


Wednesday Lesson 7 (3)
(2:15-3:00) 1. Students to set up the court as shown and directed in previous lesson
2. Learning objectives on the board: Winning the point- transitioning to attack &
Hannah Setter | 2136563

setting up to attack
3. Retrieval from last lesson
Questions:
Q: Where should you be while waiting for the Main Body:
ball?
1. 3v3 game: set up to attack. Teams earn one point when they attempt to set up
A: In base position, ready to move. to pass-set-attack.
• Short and narrow court
Q: How do you get ready to attack (Spike or hit)
• Rotate the serving team
the ball? • Players may use up to 3 hit.
2. Practice Task: Players are in triads; passers practice transitioning to attack.
A: Move to where the set is going and transition.
• Perform 3 to five trials
• Pass and then transition to attack
Practice Task: Conclusion:
1. Students to take down and pack up the volleyball nets neatly.
2. Retrieval Practice discussion

Safety Considerations:
• Have two teams work together on the
same side of the court, all teams should hit
in the same direction.
Hannah Setter | 2136563

Introduction/ Learning Intentions:


Thursday Lesson 4 & 5 (4 & 5)
(11:25-12:55) 1. Students to set up the court as shown and directed in previous lesson
2. Learning objectives on the board: Defending space on ones own court (against a
Practical TasK:
free ball) & Attacking as a team (two players receiving a serve)
4. Introduction to set up and pack up of the volleyball nets. The second being:
Introduction to Volleyball- set up and pack up of nets & setting up to attack,
base positions & Winning the Point- attacking the ball (attack variations and ball
placement). Students will be shown how to correctly and safely set up and pack
up the Volleyball nets. Students will be required to set up and pack up nets
from next lesson onwards.

3. Retrieval from last lesson

Main Body:

1. 3v3, use forearm pass as first contact, as setter, open up, two contacts earn 1
Questions: point.
p.427
2. Practice Task
Players practice defending against a free ball.
Goal: As a team, perform three trials successfully; move correctly as a team and then
rotate positions.

Conditions:
• Tosser slaps the ball as a prompt for everyone to be ready.
• The setter, hitter and passer call “free” and make appropriate off-the-ball
movements
• The setter opens up and calls ‘here’
• The hitter transitions off the net
Hannah Setter | 2136563

• The passer balances the court by playing in the middle back


• The tosser tosses the ball (a free ball)
• The passer, setter and hitter attempt a pass-set-hit (Figure 16.14)

Conclusion:
1. Students to take down and pack up the volleyball nets neatly.
2. Exit Card: Volleyball reflective learning journal (see appendix A)

Week 2 Introduction/ Learning Intentions:


1. Students to set up the court as shown and directed last week lesson 1
2. Learning objectives on the board: Defending against an attack (digging, solo
Monday Lesson 2 & 3 (6 & 7)
block), Setting up to attack (play sets)
(9:45am-11:10am)
3. Retrieval from last lesson

3v3 modified game: Main Body:

1. 3v3 modified game.


Goals: Win a point with a hit, down ball, or tip if possible

Conditions: Use a narrow court; initiate the game from a no-ace serve. Teams rotate
on regaining the serve (side-out). Players may use up to three hits on a side.

2. Practice Task:
Goals: Perform three of five trials successfully, and rotate.

Conditions:
• Use one team and three balls
• The tosser slaps the ball (prompts) so the digger adjusts to a low posture
• The tosser tosses or hits a down ball (mock spike) to the digger across the court.
• The digger digs the ball to himself (Figure 16.22)

Conclusion:
Hannah Setter | 2136563

Conclusion:
1. Students to take down and pack up the volleyball nets neatly.
2. Exit Card: Volleyball reflective learning journal (see appendix A)

Questions:
Q; What is your role as a player in the back row?
A: To dig the ball, keep the ball in play and save
the ball
Q: How can you dig a spike ball and contain it on
your side of the court?
A: Be low and dig to myself
Q: Why should you contain the ball on your side of
the court?
A: To counterattack and to set and hit

Introduction/Learning Intentions:
Wednesday Lesson 7 (8)
(2:15-3:00) 1. Students to set up the court as shown and directed last week lesson 1
2. Learning objectives on the board: Attacking and defending as a team (team
Questions: tactics and communication
Q: What are the goals of the game?
3. Retrieval from last lesson
A: Receiving the serve, setting up to attack,
winning the point and so on.
Main Body:

1. 6v6
Goals: Learn Team Tactics

Conditions: Use full court, use regulation rules and scoring and use the no-ace serve

2. Practice Task:
Players practice the free-ball wash
Hannah Setter | 2136563

Conditions: use two teams and three or four balls, initiate the game from a free ball.
 Implement a game manager to toss free balls from the sideline near the net standard. You
can manage and coach one game while the other court manages itself and switch after 5-7
minutes.
 Part 2: 6v6- serve receive and set up to attack.
Conditions: Use full court, regulation rules and scoring

Conclusion:
1. Students to take down and pack up the volleyball nets neatly.
2. Retrieval Practice discussion

Introduction/Learning Intentions:
Thursday Lesson 4 & 5 (9 & 10) p.453
(11:25-12:55) 1. Students to set up the court as shown and directed last week lesson 1
2. Learning objectives on the board: Game Play, King of the Court Tournament
3. Retrieval from last lesson

Main Body:

1. Post Assessment part 1 and 2 (practical and theory)


2. Continuous Volleyball or King of the Court

Conclusion:

1. Students to take down and pack up the volleyball nets neatly.


2. Retrieval Practice
3. Exit Card: Volleyball reflective learning journal (see appendix A)

See Appendix D for Practical Assessment


Hannah Setter | 2136563

This unit plan implements a variety of quality teaching pedagogical practices, including
Justification of Quality Teaching
Teaching for Effective Learning (TfEL), game sense approaches, retrieval practice and
Understanding by Design.
- The game sense pedagogy encourages students’ emphasis on decision-
making and the tactical components of volleyball through modified and
small-sided games (Magias & Pill, 2013).
- Questioning has been used through this Unit in hopes to inspire
discussion and promote problem solving. According to Light et al,
questioning can be used as part of a retrieval practice, during game play
and to reflect on and reiterate key points at the end of the lesson (Light,
2013; Zuccolo, Spittle & Pill, 2014).
- Internal Coherence (All the activities and dialogue in the lessons above
connect to the learning intentions

- Differentiation (personalize and connect learning), Differentiate by task,


assessment, role, achievement standard/outcome

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)
Appendix B: Volleyball Shot Mechanics Assessment

SERVE: FINGER PASS


Holds ball in non- Holds ball in non-
dominant hand dominant hand
Ball clear of hand non- Ball clear of hand non-
dominant hand at contact dominant hand at contact
Contact hand follows Contact hand follows
through in the direction of through in the direction of
the target the target
Ball lands in the back Ball lands in the back
court court

FOREARM PASS: SPIKE:


Holds ball in non- Holds ball in non-
dominant hand dominant hand
Ball clear of hand non- Ball clear of hand non-
dominant hand at contact dominant hand at contact
Contact hand follows Contact hand follows
through in the direction of through in the direction of
the target the target
Ball lands in the back Ball lands in the back
court court
Appendix C: Volleyball Practical Assessment

Reynella East College


Year 8 Physical Education
Practical Assessment

Background
It can be presumed that regardless of the sport young adolescents are cognitive learners- meaning you
are in the beginning stages of skill expertise. With continued practice, feedback and skill refinement
you will travel up the learner continuum to becoming an associative learner. In this stage, errors
become smaller and fewer, accuracy and control increases and you will be able to transfer your
movement patterns and strategies amongst different sports.
Task Description
Over the semester, you and your teacher will complete various skill checklists. Generally, these will
include your ability to demonstrate:
 Accuracy and control of the playing objects and movement sequences
 The use of feedback to improve skill and performance
 The creation and use of space within defense and offense
 The composition of game strategies
 The transfer of all of these skills from one sport to another
Content Descriptors
 Use feedback to improve body control and coordination when performing specialised
movement skills in a variety of situations (ACPMP080)
 Compose and perform movement sequences for specific purposes in a variety of contexts
(ACPMP081)
 Demonstrate and explain how the elements of effort, space, time, objects and people can
enhance movement sequences (ACPMP084)
Achievement Standards
 Students demonstrate control and accuracy when performing specialised movement sequences
and skills
 They apply movement concepts and refine strategies to suit different movement situations
 They apply the elements of movement to compose and perform movement sequences
- Application and Communication Exploration, Analysis, and Reflection
 Insightful & highly effective control & accuracy
A when performing specialised movement  They critically analyse & use perceptive
sequences and skills evaluation skills when investigating
 They apply insightful & highly effective and applying movement concepts
movement concepts and refine strategies to and selecting strategies to achieve
suit different movement situations movement and fitness outcomes
 They apply insightful & highly  They perceptively examine the cultural and
effective elements of movement to historical significance of physical activities
compose and perform movement sequences and examine how connecting to the
 Students apply insightful & highly effective environment
personal and social skills to establish and can enhance health and wellbeing
maintain respectful relationships and 
promote safety, fair play and inclusivity
 Well considered & mostly effective control and
B accuracy when performing specialised  They mostly use critical analyse &
movement sequences and skills perceptive evaluation skills when
 They apply well considered & mostly effective investigating and applying movement
movement concepts and refine strategies to concepts and selecting strategies to
suit different movement situations achieve movement and fitness outcomes
 They apply well considered & mostly  They mostly use perceptive examination
effective elements of movement to of the cultural and historical significance of
compose and perform movement sequences physical activities and examine how
 Students apply personal and social skills to connecting to the environment
establish and maintain respectful relationships can enhance health and wellbeing
and promote safety, fair play and inclusivity 

 Considered application of control & accuracy


C when performing specialised movement  They use some critical analysis &
sequences & skills evaluation skills when investigating
 They apply considered movement concepts and applying movement concepts
and refine strategies to suit different and selecting strategies to achieve
movement situations movement and fitness outcomes
 They apply considered elements of movement  They examine the cultural and historical
to compose and perform movement significance of physical activities
sequences and examine how connecting to the
 Students apply considered personal and environment
social skills to establish and maintain can enhance health and wellbeing
respectful relationships and promote safety,
fair play and inclusivity
 Some control and accuracy when performing
D specialised movement sequences and skills  They use some analysis & evaluation skills
 They apply some movement concepts & when investigating
refine strategies to suit different movement and applying movement concepts
situations and selecting strategies to achieve
 They apply some elements of movement to movement and fitness outcomes
compose and perform movement sequences  They describe more than examine the
 Students apply some personal and social cultural and historical significance of
skills to establish and maintain respectful physical activities and examine how
relationships and promote safety, fair play and connecting to the environment
inclusivity can enhance health and wellbeing
- Application and Communication Exploration, Analysis, and Reflection
 Attempted application of control and accuracy
E when performing specialised movement  They attempt to use critical analysis &
sequences and skills evaluation skills when investigating
 They attempt to apply movement concepts and applying movement concepts
and refine strategies to suit different and selecting strategies to achieve
movement situations movement and fitness outcomes
 They attempt to apply the elements of  They attempt to describe rather than
movement to examine the cultural and historical
compose and perform movement sequences significance of physical activities
 Students attempt to apply personal and social and examine how connecting to the
skills to establish and maintain respectful environment
relationships and promote safety, fair play and can enhance health and wellbeing
inclusivity