THE UNIVERSITY OF

WESTERN AUSTRALIA
School of Sport Science, Exercise &
Health
Tim Davies
PHYSICAL EDUCATION LESSON PLAN

SCHOOL: Dalyellup College DATE: 22/8/18 PRD: 1 TIME: Start 8.46pm

: Finish 9.48pm
YEAR: 7PEX NUMBERS: ~25 LESSON #: 2 of 6 : Duration 62min

UNIT: Volleyball MENTOR/SUPERVISOR: Phillip Pense

Teaching content and learning focus: Continued focus on developing students understanding of the game
with a focus on movement to get into best position when receiving and “back-to-base” retaining court
position. Students practice skills of serving underarm, setting and digging. Students further develop spiking
technique.

Student knowledge/skills assumed: Students have learned some of the key movements of volleyball such as
back to base and aiming to hit to space aiming for the back corners of the court. Some students have shown a
good level of skill with their setting and digging but spike needs to be developed more.

Lesson aims/objectives:
- Improve decision making around shot choice depending on the receiving ball.
- Develop spiking technique.
- Improve ability to perform preferred volleyball play of dig – set – spike.
- Demonstrate communication skills that support and enhance team cohesion.

Personal teaching goals/behaviours: Equipment needed & facility preparation:

 Engage the students from the start of lesson.  Volleyball poles and nets x 1-2
 Give clear, concise and easy to follow instructions.  Volleyballs x 10
 Maintain lesson flow.  Markers x 4
 Provide plenty of positive constructive feedback.  Whistle
 Get to know as many students names as possible.
Inclement weather alternate plan: Whole lesson can be done indoors. Can use 1 side or entire gym.

Goals/objectives for the next lesson (Teacher/Student): Further develop the students’ ability for shot
selection. Try to reduce the need to catch the ball and practice proper volleyball plays as much as possible.

UWA Health & Physical Education - Lesson Plan

 Curriculum Activity format for students to display identified outcome/sub- Time
Focus strand (activity title, described, teaching-style, and role of the
(MB, UM, LM) teacher/student)
Introduction 7 mins
MOB - Students to get changed.
ACPMP080 - Quick introduction of myself and take the roll.
- Students to set up the courts.
Warm Up 8 mins
- Run throughs: jog, high knees, heel kicks, side to side, ground touches,
MOB
grapevine. Complete shoulder and trunk rotations.
ACPMP080
- Jogging on the spot students shuffle and perform stated skill following
teacher calls e.g. right – dig, forward set.
MOB Keep It Up 7 mins
ACPMP080 - Students in groups of 5-6 – practice their setting & digging technique
LTM playing a game of “keep it up”. Students compete to try to see how
ACPMP088 many hits they can get without the ball hitting the ground.
Spiking Drill 8 mins
MOB
- Students to set up the courts.
ACPMP080
- Two lines of students behind a marker at mid court on opposite sides
LTM
of the net. Teacher and student lob ball for students practice spiking
ACPMP088
technique up at the net.
Modified Game – King Court 22 mins
MOB - Students in teams of three play on full size court of 6v6 but teams of 3
ACPMP080 are aligned to back or front of court. Back court on one side is Jokers
ACPMP081 and winning team moves up each time to back court on opposite side
LTM which is Kings. Only one point played at a time, Joker court serves,
ACPMP088 losing team rotates off and lines up to join Joker court (2 courts if
there’s enough students).
Conclusion 10 mins
- Teacher to ask students about key learning outcomes from the lesson.
- Pack Up and change

UWA Health & Physical Education - Lesson Plan

Lesson differentiation
Content (What): Students who are have demonstrated lower level skills or aren’t confident in their abilities
can try to complete each of the drills at the most basic level (catching the volleyball and self-setting/self-
digging, serving underarm and/or serving from closer to the net) allowing them to be successful in modified
game-play. Higher skilled students or those wanting to challenge themselves can try to complete drills with
more challenging progressions. The students will be encouraged to try to rally without catching the ball
using a full arsenal of shot selection, and serve overhand and/or from the back of the court. The highest
level students will be given challenges such as serving to certain points on the court, and setting up ideal
plays with dig, set and spike.
Process/support (How): Ensure plenty of guidance for those students who require extra help to execute the
skills. Explain skills and drills for those auditory style learners and demonstrate so that students can see a
successful example of the skill. Provide students with constructive feedback so they are able to learn how to
improve their performances. Utilise skilled players by asking them to help run drills and give feedback to
students. Pair stronger students with lower-ability students to utilise peer-coaching. Any sick or injured
students can help set up drills and take notes of what students are performing well and what needs the most
work. These students can umpire games if needed.
Product/Outcomes (Evaluation): Students will clearly be able to demonstrate their proficiency in a skill
but even if they are unable to complete skills perfectly, correct preparation and technique will be evident in
attempts. Questioning students throughout lesson will allow assessment of students’ knowledge and
understanding of the content even if they are unable to put this into practice.

TIME CONTENT/ACTIVITIES: Introduction, Focus Activities, ORGANISATION

Conclusion. Include groupings and methods to group, class
Include procedures, student activities, content summary, resource setting.
usage, teaching instructions, and key discussion topics/questions.
8.46am Introduction - Collect class list/ipad for roll.
7mins - Roll call for students - Students to meet in gym.
- Reiterate the key points of the skills focused on in - Sit them all down for the roll &
previous lesson - ready position, set and dig nice and intro.
high for teammates & back to base.
Ready Position KTP’s
- Even weight distribution, feet shoulder width apart, on
balls of feet, arms out in front, eyes up.
8.53am Warm-Up - Position to see everyone during
8mins - Shuttle runs full length of the court warm-up.
- Jog, high knees, heel kicks, side to side, ground - Bring students in and sit them
touches & grapevine. Shoulder and trunk rotations. down before explaining 2nd phase
- instead of just running back e.g. high knees, heel of warm-up.
kicks, grapevine etc.
nd
2 Phase of Warm-Up
- Spread students out around court and whilst jogging
on the spot students shuffle and perform stated skill
following teacher calls e.g. right – dig, forward set.

UWA Health & Physical Education - Lesson Plan

9.01am Keep It Up - Randomly select groups by
7mins - Students in circle practice their setting & digging numbering off 1-5
technique playing a game of “keep it up”. - One group per half court.
- Students try to see how many hits they can get without - Encourage students to dig and set
the ball hitting the ground. with good technique.
- Encourage students to think about what shot they
should be playing depending where the ball is coming
from.
- Go over dig & Set technique:
Dig
- Start in ready position, straight arms away from the
body, extend legs and move arms from shoulders,
contact ball with forearms, finish with hands pointing
to target.
Set
Face the target, spread fingers, form a triangle with
thumbs and pointer fingers (hand not touching), hands
in front of face above forehead.
9.08am Spiking Drill - Students to set the court up.
8 mins - Students separated into boys and girls and start behind - Use an injured or sick student (or
markers on opposite sides of court. Mr Pense) to feed balls for spiking
- Feeder lobs the ball high and close to the net so that on one side of court.
students can practice spiking into open court.
- Go over spiking technique:
Spike
Side on, string the bow, hit through the ball, hit on top of
the ball with palm not fist & focus on timing to connect
at highest point.
9.16am Modified Game – King Court - Students can choose teams of 3.
22 mins - Students in teams of three play on full size court of - Move between groups for
6v6 but teams of 3 are aligned to back or front of feedback.
court. Back court on one side is Jokers and winning
team moves up each time to back court on opposite
side which is Kings. Only one point played at a time,
Joker court serves, losing team rotates off and lines
up to join Joker court (2 courts if there’s enough
students).
- Students to practice their underarm serve and
receiving team to focus on their set play of dig, set
and over (set or spike depending on students’
confidence). Start off with catch and “self dig” if
needed to get used to ideal gameplay.
9.38am Conclusion - Students to take equipment to the
10 mins - Collect the volleyballs, bring students in and sit them store room, unlock the door and
all down. help put the gear away.
- Reiterate key points of the skills in focus.
- Thank students for their participation.

UWA Health & Physical Education - Lesson Plan

UWA Health & Physical Education - Lesson Plan