UNIT TOPIC: SEPEP Volleyball Unit (Team Sport Unit)

VELS LEVEL: Level 6

YEAR: 10
UNIT LENGTH: 600 minutes

INTRODUCTION:

Participation within this Volleyball unit provides students with the opportunity to engage in an alternative educational experience (SEPEP) while comprehensively learning
and actively participating within a recognised team sport (Volleyball). Engagement within this unit enables students to initially comprehend the associated rules and
regulations of volleyball and then further enhance their abilities to perform and execute the related complex physical proficiencies (serve, dig, set and spike) and develop
individual inter-personal capacities (communication, leadership and teamwork). These dynamic skills will be developed through varying and numerous teacher directed
activities in conjunction with student instructed activity phases, all of which will follow a sequenced progression to enable skill acquisition and then performance tailored
toward a competitive environment.

The implementation of a structured SEPEP (Sport Education in Physical Education Program) approach offers students the unique opportunity to enhance their contribution to
the overall management and operation of the unit. The provision of specific roles (coach, captain, team manager, umpire, scorer, statistician [2] and first aid officer) based
on a weekly rotation policy ensures that purpose and direction is ever present and familiarity of multiple roles can be adequately achieved. In addition, a significant focus is
established toward the identification of quality individual performance across a range of criteria (Most Valuable Player, Most Improved Player & Best Club Person),
emphasising and rewarding the achievement of individuals across the SEPEP domains.

The incorporation of SEPEP makes available the employment of a ‘Pre-Season to Season’ format where the students can be assessed throughout both phases, at various
times and on differing elements. This makes certain that the undertaken assessment is justifiable and defensible when providing student feedback. This unit has been
designed in accordance to achieving the standards of the ‘Health and Physical Education’ & ‘Interpersonal Development’ domains of VELS, progressing toward a level 6
student competency rating. These domains establish and identify the progression of utilising manipulative and movement skills in complex activity, employing tactical
strategy within gameplay, engagement in leadership responsibility within a sporting environment, effective communication regarding team role allocation and finally
focusing on a collaborative method to achieving identified team goals.

ASSESSMENT OVERVIEW:

Knowledge Assessment (15%):

Volleyball Rules & Regulations Homework Test

Skill Assessment (60%):

Teacher observation (50%), peer evaluation (10%) (Includes physical and interpersonal skillsets)

Engagement & Attitude toward SEPEP Practices (25%):

Roles & Group working Capacity
LEARNING FOCUS (ASSOCIATION TO VELS):

Strand Domain Dimension Standard or Progression Physical Education Content

Point

Physical, Personal Health and Movement and 5.75: Students are introduced to the volleyball skillset. The
and Social Physical Education Physical Activity Refinement in the execution students have the opportunity to refine their abilities
Learning of manipulative and to perform and execute the related complex
movement skills during physical proficiencies (serve, dig, set and spike)
complex activities. These skills will be performed under varying
conditions, including simple skill development,
modified game and competition environments.

Physical, Personal Health and Movement and 5.75: Students through their participation within the
and Social Physical Education Physical Activity Identification of skills and designated ‘Team Tactical & Strategy’ phase and
Learning strategies to counter competition (tournament) phases of the SEPEP unit,
tactical challenges in are provided significant opportunity to identify,
game situations. develop and implement tactical approaches within
game sense scenarios. These strategic avenues can
reflect either defensive or offensive tactical
alteration, but both require careful team
collaboration and planning to execute.

Physical, Personal Health and Movement and 5.75: A SEPEP unit in its truest sense reflects the opportunity
and Social Physical Education Physical Activity Responsibility for for student enhancement via sporting role
Learning Implementation of a role in allocation. This unit offers the unique opportunity to
a sporting environment; for heighten student contribution to the total
example coach, umpire or management and operation of the unit. The
competition manager. provision of specific roles (coach, captain, team
manager, umpire, scorer, statistician [2] and first aid
officer) based on a weekly rotation policy ensures
that purpose and direction is ever present and
familiarity of multiple roles can be properly
achieved.
 Physical, Personal Inter-Personal Working In Teams 5.75 Students have the opportunity to employ and utilise
and Social Development Use of negotiating skills in their individual interpersonal capacities to negotiate
Learning the allocation of roles the allocation of specific SEPEP roles (coach,
according to team captain, team manager, umpire, scorer, statistician
requirements. [2] and first aid officer). This process will have to be
repeated due to the role rotation procedure and
therefore maximises the frequency of interpersonal
transaction to deliver the best result and cater for
the team requirements.

Physical, Personal Inter-Personal Working In Teams 5.75 Students through the incorporation and
and Social Development Collaborative, solution- participation within the designated SEPEP
Learning focused approaches to tournament approach, can achieve enhanced
maximising performance performance via numerous avenues. Team work,
and achieving team motivation and communication toward
goals. achievement of common team goals is easily
fostered within both phases and
can positively impact upon the students
engagement in the unit. A ‘Team Goal’ outline is
required at commencement of the unit to ensure all
members strive for the identified goals.

KEY CONCEPTS:
The essential concepts encompassed within this designed Level 6: SEPEP Volleyball Unit form the foundation for the students assessment throughout the unit. These concepts
can be segregated into knowledge, skill and engagement assessments, all of which reflect the intended student outcomes for the unit.

Knowledge Concepts:
The form of assessed knowledge content revolves heavily around the theoretical understanding of volleyball rules, regulations and utilised skills.
Rules:
Players (on court), Serving Protocols, Violations & General Gameplay.
Regulations:
Court and Team Size, Equipment (Ball & Net), Team formation, Team Rotation (on court) & Scoring Systems.
Skills:
Serve, Dig, Set & Spike

Skill Concepts (Physical):

The form of assessed skill content are targeted specifically toward the practical performance of the unique skillset tailored to volleyball, including the serve, dig, set and
spike
Serve:
Initial non-dominant hold on ball, cocked/fluent arm swing, ball contact with heel of palm & serve direction into court.
Dig:
Reception stance (wide base), arm preparation (thumbs flat/elbows locked), ball contact with forearms & dig direction into court.
Set:
Reception stance (wide base) under the ball, preparation stance (diamond fingers/elbows bent), ball contact (fingers with wrists pushing upward) & set direction (toward
the net and playable height).
Spike:
Vertical jump (timed top of jump), cocked/explosive arm swing, ball contact with heel of palm & spike direction.
SEPEP Concepts:
The form of assessable information regarding the SEPEP content can be divided into two distinct areas, including individual student engagement regarding SEPEP role
participation and group working capacity reflected via interpersonal skill development.
Allocated Role Participation:
Enthusiasm and active engagement within the SEPEP role practices throughout the entire unit.
Group Work Capacity:
Effective communication strategies employed within a team setting regarding differing environments (non-competitive & competitive).

MAJOR TEACHING & LEANRING ACTIVITIES

GENERAL OVERVIEW:
Teacher Directed: 60 minutes per volleyball skill (240 minutes)

Student Directed: Team Practice (Skill Training: 120 minutes) & (Team Tactical and Strategic Planning: 60 minutes) (Overall 180 minutes)

SEPEP Tournament: Implementation of the SEPEP ‘Season’ (3 teams of 8) (2 active teams & 1 duty team) (180 minutes)

OVERALL LEARNING ACTIVITY SAFETY CONCERNS:

• Students must be in suitable physical education clothing and foot wear

• Student must be wary when actively engaged within the designated activity area

• Students must be mindful of obstacles within the designated activity area when running

• Groups must be adequately distributed within the area at the commencement of activity

• Students must be careful of other group’s equipment entering their path

• Students must ensure partners are ready to receive the volleyball

• Padding must be put on volleyball posts before starting lesson

• Equipment must be set up correctly

• Equipment must be used safely at all times, within every activity.

OVERALL LEANRING ACTIVITY DIAGRRAM KEY:

: Student
: Ball/Student Direction
: Rebound Wall
: Volleyball Net
: Cone
: Stumps
CONCEPT OR SKILL
SERVING (60 minutes)
(All activities can be undertaken
utilising over or under arm serve)
SERVING
(All activities can be undertaken
utilising over or under arm serve)
ACTIVITIES RESOURCES
TEACHER DIRECTED ACTIVITIES (240 minutes)
Hit The Spot Activity Time Length: 10 mins & Group Size: 25 Students G. Loft (Personal
1. Students work individually, 1 volleyball and cone each. Communication, August,
2. Students stand opposite a wall, approximately 9 metres from target (specific to court dimensions) 2004).
3. Students stick a ‘target’ they feel achievable to hit on the wall, above their eye-line (replicated
serving over the net).
4. Students continually serve at the target from the designated distance focusing on technique.
EQUIPMENT: 25 x cones, 25 x volleyballs, Use of wall AREA SIZE: 15 x 40m
TEACHING POINTS:
- Hold volleyball in non-dominant hand
- Ball contact on underside of ball with heel of the palm
COMMON ERRORS:
1. Failure to release ball off hand before striking, therefore an illegal serve.
2. Simply handballing with a closed fist, not contacting with heel of the palm.
MODIFICATIONS:
EASIER – Decrease the serving distance of the students by an initial 3 metres.
HARDER – Students into pairs, one serves the ball and the other needs to set or dig the rebound.
SAFETY CONCERNS:
- Students injuring their hand due to improper technique.
- Students being struck by other students rebounding volleyballs.
Partner Serving Activity Time Length: 20 mins & Group Size: 25 Students G. Loft (Personal
1. Students work in pairs, 1 volleyball and 2 cones per pair. Communication, August,
2. Students stand opposite one another, approximately 9 metres from target (specific to court 2004).
 dimensions)
3. Students continually serve back and forth to one another focusing on the technique of serving.
PROGRESSIONS:
- Introduction to 1: A step & 2: Ball Toss & 3: Top Spin Serve

EQUIPMENT: 25 x cones, 13 x volleyballs AREA SIZE: 15 x 40m

TEACHING POINTS:
- Hold volleyball in non-dominant hand
- Ball contact on underside of ball with heel of the palm
- Cocked arm & fluent arm swing through the serving motion.

COMMON ERRORS:
1. Failure to release ball off hand before striking, therefore an illegal serve.
2. Simply handballing with a closed fist, not contacting with heel of the palm.

MODIFICATIONS:
EASIER – Decrease the serving distance of the students by an initial 3 metres.
HARDER – Introduction of a competitive aspect between the pairs.

SAFETY CONCERNS:
- Students injuring their hand due to improper technique.
- Students serving alternate directions between the pairs.

SERVING Hotspot Serving Activity Time Length: 15 mins & Group Size: 25 Students K. Jenkinson (Personal
1. Students work in groups of 5, with 5 volleyballs & numbered A4 paper Communication, April,
(All activities can be undertaken
2. One student at a time has the opportunity to serve 5 times in a row to record the highest score. 2009).
utilising over or under arm serve)
3. Other 4 team members are collectors of the serves on the opposing side of the net and also
record the individual serve scores. Rotation between all 5 members occurs.
4. The higher points are allocated to the superior serving targets (deep corners: refer to diagram)

EQUIPMENT: 25 x volleyballs, Volleyball Net/Court & Numbered A4 paper AREA SIZE: 15 x 40m

TEACHING POINTS:
3 2 3 - Hold volleyball in non-dominant hand
- Ball contact on underside of ball with heel of the palm
2 1 2 - Cocked arm & fluent arm swing through the serving motion.

5 4 5 COMMON ERRORS:
1. Failure to direct the serves accurately.
2. Simply handballing with a closed fist, not contacting with heel of the palm.
 MODIFICATIONS:
EASIER – Removal or lowering of the net height.
HARDER – Student collectors stand in specific grid squares, if served to, double points for server.

SAFETY CONCERNS:
- Students injuring their hand due to improper technique.
- Students (collectors) being struck by other students served volleyballs.

Indian Serve Ball Activity Time Length: 15 mins & Group Size: 25 Students
1. Students are divided into 2 teams and each team takes their place either side of the cones. G. Loft (Personal
SERVING Communication, August,
2. 3 witches hats are set up with a tennis ball on each, these are the targets with the aim is to
(All activities can be undertaken 2004).
knock all 3 tennis balls off their hats to win.
utilising over or under arm serve)
3. While targeting them, you can also knock the opponent’s members out by hitting them
with the SERVED ball (below chest height.) The members form a single file line in order of
the place they were out. If a member from your team catches a throw, the first member in
the line can join back in. This process continues.
4. Game begins with all balls lined up on half way and players run in on teachers command.
5. SERVING ONLY, NO THROWING

EQUIPMENT: 6 x volleyballs, Volleyball Net/Court, 6 x Witches Hats & 6 x Balls AREA SIZE: 15 x 40m

TEACHING POINTS:
- Ball contact on underside of ball with heel of the palm
- Cocked arm & fluent arm swing through the serving motion.
- Feet and body positioning (side on) assists with serve direction.

COMMON ERRORS:
1. Failure to direct the serves accurately due to poor footwork.
2. Rushed arm swing on the serve, causing to drag the serve downward.

MODIFICATIONS:
EASIER – No guarding the cones at the back of the playing arena.
HARDER – Students cannot return once out of the game.

SAFETY CONCERNS:
- Students colliding when competing for the same volleyball.
- Students being struck by other students served volleyballs above chest height.
 The Partner Dig Activity Time Length: 10 mins & Group Size: 25 Students
1. Students work in pairs, 1 volleyball and 2 cones per pair. K. Jenkinson (Personal
VOLLEYBALL DIG
2. Students stand opposite one another, approximately 5 metres from target (specific to Communication, April,
(60 minutes) approximate digging distances). 2009).
3. Students continually dig back and forth to one another focusing on the technique of digging the
volleyball. Initially students begin digging off a thrown ball (from partner) off one bounce.
PROGRESSIONS:
- Introduction to 1: Digging a lob (on the full) & 2: Digging a low ball (on the full).

EQUIPMENT: 25 x cones, 13 x volleyballs AREA SIZE: 15 x 40m

TEACHING POINTS:
- Reception stance (wide base) for stability on contact.
- Arm preparation (thumbs flat/elbows locked) for protection and increased dig success.

COMMON ERRORS:
1. Poor stability when receiving on a dig due to an upright, narrow base.
2. Losing control of the dig direction, due to bending elbows on contact with the ball.

MODIFICATIONS:
EASIER – Object alteration to a larger, softer ball.
HARDER – Introduction of a competitive aspect between the pairs (longest rally).

SAFETY CONCERNS:
- Students injuring their thumbs due to improper technique on the dig.
- Students serving alternate directions between the pairs.

Dig n Run Activity Time Length: 10 mins & Group Size: 25 Students
1. Students work groups of 8, 1 volleyball and 2 cones per group.
P. Withers (Personal
VOLLEYBALL DIG 2. Students split their group in half, align in single file and face each other (5 metres apart). Communication, May,
3. Students from one end throw the volleyball to be ‘dug’ back to the throwing line. Students 2004).
throwing and digging immediately run to opposing line once they complete the throw/dig.
4. Process continues for a set timeframe before progressions added.

PROGRESSIONS:
- Introduction to 1: Competition, 2: Successful digs in set time & 3: Sequence dig to set.

EQUIPMENT: 6 x cones, 3 x volleyballs AREA SIZE: 15 x 40m

TEACHING POINTS:
- Reception stance (wide base) for stability on contact.
- Arm preparation (thumbs flat/elbows locked) for protection and increased dig success.

COMMON ERRORS:
1. Poor stability when receiving on a dig due to an upright, narrow base.
2. Losing control of the dig direction, due to bending elbows on contact with the ball.

MODIFICATIONS:
EASIER – Object alteration to a larger, softer ball.
HARDER – Introduction of the net (volleyball specific).

SAFETY CONCERNS:
- Students injuring their forearms due to repetitive ‘digging’.
- Students being struck by a power dig from opposing line.

Captain Volleyball Activity Time Length: 10 mins & Group Size: 25 Students
F. Boomsma (Personal
VOLLEYBALL DIG 1. Students are divided into 3 even teams.
Communication, October,
2. A captain for each team stands out in front and digs to 1st in line. Player returns the ball to 2000).
the captain with a secondary consecutive dig. That player then runs around captain then
around last player and back to position, then sits down.
3. Process continues with all players. Final phase is then the Captain runs up to the very end
and back to starting position.

EQUIPMENT: 6 x cones, 3 x volleyballs AREA SIZE: 15 x 40m

TEACHING POINTS:
- Reception stance (wide base) for stability on contact.
- Arm preparation (thumbs flat/elbows locked) for protection and increased dig success.
- Ball contact with the flat of the forearms.
 COMMON ERRORS:
1. Contacting the ball with the wrist section of the arms.
2. Losing control of the dig direction, due to bending elbows on contact with the ball.

MODIFICATIONS:
EASIER – Reduction in distance between the captain and their team.
HARDER – Introduction of the net (volleyball specific) between the captain and their team.

SAFETY CONCERNS:
- Students injuring their wrist due to poor technique on the ‘dig’.
- Students group proximity, chance of collision when running.

VOLLEYBALL DIG Diggin’ ZigZag vs. Runners Activity Time Length: 15 mins & Group Size: 25 Students L. O’Rielly (Personal
1. Split the class into 2 teams. One team becomes runners, the other are Diggers. Communication, March,
2. The diggers set up in a staggered formation and their aim is to efficiently dig the ball up 2009).
and back their line 10 times, as fast as possible.
3. The Runners, one at a time, run around the diggers to score runs, once around = 1 Run
4. Runners stop when diggers achieve target and the teams then swap roles to determine
winning team.
5. Repeat process.

EQUIPMENT: 4 x cones, 1 x volleyball AREA SIZE: 15 x 40m

TEACHING POINTS:
- Reception stance (wide base) for stability on contact.
- Arm preparation (thumbs flat/elbows locked) for protection and increased dig success.
- Ball contact with the flat of the forearms.

COMMON ERRORS:
1. Contacting the ball with the wrist section of the arms.
2. Narrow stance when receiving the volleyball, cause poor stability/balance.

MODIFICATIONS:
EASIER – Reduction in dig distance between the ‘digging’ team.
HARDER – Introduction of a time constraint for the diggers to work within.

SAFETY CONCERNS:
- Students injuring their wrist due to poor technique on the ‘dig’.
 - Students group proximity, chance of collision between runners and diggers.

VOLLEYBALL DIG Volleyball Scramble Activity Time Length: 15 mins & Group Size: 25 Students E. Stewart (Personal
1. Students are divided into groups of 6, competing in a 6 vs. 6 format. Communication, May,
2012).
2. Both teams begin at the net facing the same direction and holding onto the bottom of
the net.
3. The teacher throws the ball into play and the teams must scramble to get to the ball and
dig it 3 times, before digging it over the net.
4. Rally continues until a team fails to dig it over the net. All students reset back at the net
after each point and the teacher alternates sides randomly.

EQUIPMENT: 2 x volleyballs & 2 x Court/Nets AREA SIZE: 15 x 40m

TEACHING POINTS:
- Reception stance (wide base) for stability on contact.
- Arm preparation (thumbs flat/elbows locked) for protection and increased dig success.
- Ball contact with the flat of the forearms.

COMMON ERRORS:
1. Students competing for the same ball (lack of communication).
2. Failure to achieve the proper positioning when moving forward to the dig.

MODIFICATIONS:
EASIER – Incorporation of a ‘1 bounce’ rule between digs.
HARDER – Introduction of two volleyballs working simultaneously.

SAFETY CONCERNS:
- Students injuring their thumbs due to improper technique on the dig.
- Fingers being caught in the net at the commencement of the activity.
VOLLEYBALL SET K. Jenkinson (Personal
Partner Setting Activity Time Length: 10 mins & Group Size: 25 Students
(60 minutes) Communication, April,
1. Students work in pairs, 1 volleyball and 2 cones per pair.
2009).
2. Students stand opposite one another, approximately 5 metres from target (specific to
approximate setting distances).
3. Students continually set back and forth to one another focusing on the technique of setting the
volleyball. Initially students begin setting off a thrown ball (from partner) off one bounce.

PROGRESSIONS:
- Introduction to 1: Setting from a lob (on the full) & 2: Setting a low ball (on the full).

EQUIPMENT: 25 x cones, 13 x volleyballs AREA SIZE: 15 x 40m

TEACHING POINTS:
- Reception stance (wide base under the ball) for stability on contact.
- Hand Preparation (diamond fingers/elbows bent) for absorption and ball control.

COMMON ERRORS:
1. Poor stability when receiving setting due to an upright, narrow base of support.
2. Losing control of the set direction, due to the failing of elbows absorbing the force.

MODIFICATIONS:
EASIER – Decrease the distance between the partners.
HARDER – Introduction of a combination (Set to Dig)
 SAFETY CONCERNS:
- Students being struck in the face when attempting to get directly under the volleyball.
- Students serving alternate directions between the pairs.

P. Withers (Personal
Rebound Setting Activity Time Length: 10 mins & Group Size: 25 Students Communication, May,
VOLLEYBALL SET
1. Students placed in groups of 8, with each group line up in front of a backboard 2004).
2. 1st player in line simply tosses the ball onto the backboard which initiates next player in line
(now in the first position) to set the ball (attempting) to hit the backboard
3. The next player in line continues the process, and so on.
4. Numbers of successful sets (consecutive) are counted between the groups.

PROGRESSIONS:
- Introduction to 1: Competition between groups.

EQUIPMENT: 3 x cones, 3 x volleyballs & 3 Backboards AREA SIZE: 15 x 40m

TEACHING POINTS:
- Reception stance (wide base under the ball) for stability on contact.
- Hand Preparation (diamond fingers/elbows bent) for absorption and ball control.

COMMON ERRORS:
1. Poor stability when receiving setting due to an upright, narrow base of support.
2. Failing to direct the set accurately due to incorrect finer positioning (diamond).

MODIFICATIONS:
EASIER – Incorporation of a catch between the individuals (no rally format).
HARDER – Introduction of a combination (Set to Dig) off the backboard.

SAFETY CONCERNS:
- Students being struck in the face when attempting to get directly under the volleyball.
- Students injuring their fingers when failing to correct form the diamond.

VOLLEYBALL SET P. Withers (Personal

Setting Kings Activity Time Length: 20 mins & Group Size: 25 Students Communication, May,
1. Students are divided into two groups and are separated onto 2 different courts. 2004).
2. Students are further paired up into teams of two for the activity.
3. Follows a 2 vs. 2 format whereby the winners remain the ‘KINGS’ and stay on court to
battle the challengers. The only skill utilised is the set (no digging or spiking of the ball).

PROGRESSIONS:
 - Introduction to 1: 3 vs. 3 format, 2: Incorporation of other volleyball skills (dig).

EQUIPMENT: 2 x volleyballs & 2 x Courts/Nets AREA SIZE: 15 x 40m

TEACHING POINTS:
- Reception stance (wide base under the ball) for stability on contact.
- Hand Preparation (diamond fingers/elbows bent) for absorption and ball control.
- Ball Contact with fingers, wrists pushing for elevation.

COMMON ERRORS:
1. Catching the volleyball, rather than utilising fingers and wrists to push.
2. Failing to direct the set accurately due to incorrect finer positioning (diamond).

MODIFICATIONS:
EASIER – Incorporation of a bounce between the rally points.
HARDER – The losing teams must always swap team mates after a loss.

SAFETY CONCERNS:
- Students being struck in the face when attempting to get directly under the volleyball. C. Collins (Personal
VOLLEYBALL SET Setting Newcomb Activity Time Length: 20 mins & Group Size: 25 Students Communication,
1. Two teams, with one team each side of the net. September, 2001).
2. Play begins with the student from the serving team serving the ball over the net to the
opponents, who can catch the ball.
3. The ball remains in play being set back and forth, until there is a dropped ball from one
team or the ball fails to go over the net successfully.
4. Each time the ball passes over the net, three people from the one team must touch the ball
(setting to one another in rally format) before setting back over the net to opposing team.
5. Each time a team wins the serve, players on that team rotate one position.
6. First team to 21 or the set score wins, must have a two point buffer.

PROGRESSIONS:
- Introduction to 1: Combination of skillsets (serving, setting and digging).

EQUIPMENT: 1 x volleyball & 1 x Courts/Nets AREA SIZE: 15 x 40m

TEACHING POINTS:
- Reception stance (wide base under the ball) for stability on contact.
- Hand Preparation (diamond fingers/elbows bent) for absorption and ball control.
- Ball Contact with fingers, wrists pushing for elevation.

COMMON ERRORS:
 1. Failing to talk/communicate within the group resulting in an error.
2. Failing to position their body directly underneath the ball.

MODIFICATIONS:
EASIER – Incorporation of a bounce between the rally points.
HARDER – Inclusion of another volleyball simultaneously.

SAFETY CONCERNS:
- Students being struck in the face when attempting to get directly under the volleyball.
- Student proximity to one another (within their team).

K. Jenkinson (Personal
Partner Spiking Activity Time Length: 10 mins & Group Size: 25 Students Communication, April,
VOLLEYBALL SPIKE
1. Students work in pairs, 1 volleyball and 2 cones per pair. 2009).
(60 minutes)
2. Students stand opposite one another, approximately 10 metres from target (specific to
approximate spiking distances).
3. Students continually spike back and forth to one another focusing on the technique of spiking the
volleyball. Initially students begin spiking off a thrown ball (from partner) off one bounce.

PROGRESSIONS:
- Introduction to 1: Spiking from a lob pass (on the full) & 2: Spiking from a set ball.

EQUIPMENT: 25 x cones, 13 x volleyballs AREA SIZE: 15 x 40m

TEACHING POINTS:
- Cocked and explosive arm swing to generate power through the spike.
- Ball contact with the heel of the palm on upper surface of the ball.

COMMON ERRORS:
1. Failure to strike the upper surface of the volleyball, therefore ballooning the spike.
2. Failure to cock the arm back prior to striking, therefore diminishing power output.

MODIFICATIONS:
 EASIER – Decrease the distance between the partners.
HARDER – Introduction of the volleyball net between the partners.

SAFETY CONCERNS:
- Students being struck by a powerfully hit spike.
- Students spiking with the incorrect part of the hand, resulting in injury.
K. Jenkinson (Personal
VOLLEYBALL SPIKE Side to Side Spiking Activity Time Length: 10 mins & Group Size: 25 Students Communication, April,
1. Students work in pairs, 1 volleyball and 2 cones per pair. 2009).
2. Students stand opposite one another, and work between cones that are approximately 5 metres
apart.
3. One student is the setter and continually sets the ball within the cones; the other member is the
spiker, who works back and forth to position themselves for the spike. Initially students begin
spiking with no jump, but are progressed to incorporating an explosive jump.

EQUIPMENT: 25 x cones, 13 x volleyballs AREA SIZE: 15 x 40m

TEACHING POINTS:
- Cocked and explosive arm swing to generate power through the spike.
- Ball contact with the heel of the palm on upper surface of the ball.
- Timed explosive vertical jump to contact at highest point.

COMMON ERRORS:
1. Failure to effectively time the vertical jump.
2. Failure to cock the arm back prior to striking, therefore diminishing power output.

MODIFICATIONS:
EASIER – Decrease the distance between the cones.
HARDER – Introduction of the volleyball net between the partners (reinforce to jump).

SAFETY CONCERNS:
- Students being struck by a powerfully hit spike.
E. Stewart (Personal
- Students rolling an ankle when landing off the vertical jump.
VOLLEYBALL SPIKE Communication, May,
2012).
Howzat? Activity Time Length: 15 mins & Group Size: 25 Students
1. Students form groups of six (team) with one team standing on either side of net.
2. One team starts with the ball, serves to other team, who performs two sets then a spike.
3. The spiker aims for the wickets attempting to knock 1 of them down
4. Opposition team can interfere with the ball, but must remain stationary and just reach to block.
5. Once one team has spiked the ball the other team collects the ball and process repeats.
6. Team who knocks over the 3 sets of stumps first wins.
 EQUIPMENT: 6 x stumps, 2 x volleyballs & Court/Net AREA SIZE: 15 x 40m

TEACHING POINTS:
- Cocked and explosive arm swing to generate power through the spike.
- Ball contact with the heel of the palm on upper surface of the ball.
- Timed explosive vertical jump to contact at highest point.

COMMON ERRORS:
1. Failure to effectively time the vertical jump.
2. Failure to correctly make contact with the right area of the volleyball.

MODIFICATIONS:
EASIER – Lower the height of the volleyball net.
HARDER – Introduction the volleyball combination (dig, set to spike).

SAFETY CONCERNS:
- Opposing students being struck by a powerfully hit spike from the other team.
- Students fingers being caught in the net when spiking.

K. Jenkinson (Personal
VOLLEYBALL SPIKE Communication, April,
The Spike Combo Activity Time Length: 25 mins & Group Size: 25 Students 2009).
1. Split students into 3 groups.
2. One of the groups lines up off Court beside the net (1).
3. Another on the opposite Side, off court closer to the service line (2).
4. The Last group (3) begins their line behind the spike line to allow momentum for the spike.
5. Teacher bounces ball into area, a person from Group 1 runs on, digs the ball to a person
from Group 2 who sets it for group 3, who run in and attempt to spike it over the net.

PROGRESSIONS:
Introduction of 1: Blockers at the net, 2: Target hoops to aim striking & 3: Server from other end.

EQUIPMENT: 3 x cones, 5 x volleyballs & Court/Net AREA SIZE: 15 x 40m

TEACHING POINTS:
- Cocked and explosive arm swing to generate power through the spike.
- Ball contact with the heel of the palm on upper surface of the ball.
- Timed explosive vertical jump to contact at highest point.
 COMMON ERRORS:
1. Failure to jump vertically and touched the net in the spiking motion.
2. Failure to time the run up and elevation into the spike in relation to the set.

MODIFICATIONS:
EASIER – Students may throw the ball instead of setting the ball to the spiker.
HARDER – Introduction of a competition aspect between the students.

SAFETY CONCERNS:
- Students crossing the court to other lines during throughout the activity.
- Students fingers being caught in the net when spiking.

STUDENT DIRECTED ACTIVITY (SKILL TRAINING) (120 minutes)

STUDENT DIRECTED SKILL OVERVIEW: Individual Student
TRAINING This section of the SEPEP Volleyball Unit is for the students to actively engage within a Construction.
coaching role environment.

Each team is comprised of 8 members, each coaching 1 x 15 minute volleyball activity.

This reflects the allocated 120 minutes from the unit.

The activities will be undertaken over a two week period (2 x 60 minute lessons) and will
only be taught within their team.

Students have access to all equipment and all designated activity areas for their activity.

Teacher has a passive role within the student directed environment.

REQUIREMENTS:
 Every student is to plan, design and implement a 15 minute skill activity focussing on the
areas they feel need developing within their team prior to commencing the SEPEP Season.

Students are provided with an activity template to complete, of which they must submit
for teacher observation prior to conducting their activity.

As a coach, they must effectively communicate with the other members of their team
(demonstrate/explain) the importance of the activity and efficiently interact with their
team members throughout the activity.

As the coach they must complete the peer evaluation on their designated pair member.

ASSESSMENT:
The designed activity will not be assessed as part of the student overall mark, but the
students approach to the SEPEP role and interpersonal development will be assessed
throughout this phase of the unit.

Peer Evaluation: Within the team of eight, four pairs are allocated by the teacher. The
peer evaluation assessment occurs within the pair (when portraying the ‘coach’, that
students must evaluate their partner throughout the activity).

STUDENT DIRECTED ACTIVITY ( TEAM TACTICAL & STRATEGIC PLANNING) (60 minutes)
STUDENT DIRECTED TACTICS & OVERVIEW: Individual Student
STRATEGIC PLANNING This section of the SEPEP Volleyball Unit is for the students to actively engage within a team Construction and Input.
environment to discuss and trial the team tactics and strategy they are envisioning to
employ within the SEPEP tournament (season).

The activities will be undertaken over a one week period (1 x 60 minute lesson) and will be
confined within their individual team.

Students have access to all equipment and all designated activity areas for their trialling.

REQUIREMENTS:
Students are to trial tactics and gameplay strategy tailored toward their strengths and
weaknesses within their team prior to commencing the SEPEP Season.
 ASSESSMENT:
Informal assessment is occurring throughout this phase of the unit revolving significantly
around the progression point:
‘5.75: Identification of skills and strategies to counter tactical challenges in game situations.’

This phase of the unit assists in identifying the avenues tactically the teams will be
employing throughout the SEPEP tournament, enabling a baseline for future assessment on
the modification of strategy when competing against and countering other teams’
tactical gameplay.

SEPEP TOURNAMENT (SEASON) (180 minutes)

SEPEP TOURNAMENT (SEASON) OVERVIEW: Student directed and
This section of the SEPEP Volleyball Unit is for the students to actively engage within a SEPEP implementation. Teacher
tournament environment. takes a passive role.

Each of the three teams is comprised of 8 members.

Every team plays one another each week (3 x 20 minute games)

At any one time: 2 x participating teams & 1 x duty team (fulfilling SEPEP Roles)

The tournament will be undertaken over a three week period (3 x 60 minute lessons).

Students have access to all equipment and all designated activity areas for the
implementation of the SEPEP tournament.
 Teacher has a passive/ facilitative role within the SEPEP environment.

Duty group students are provided with all templates regarding the running of the SEPEP
tournament, including: Statistics, Scoring and Awards.

REQUIREMENTS:
Every student must actively engross themselves within their designated/chosen SEPEP role
throughout the entire SEPEP tournament phase (while they are duty group).

ASSESSMENT:
Through the facilitative role, the teacher can accurately gauge and assess individual
students according to the designed assessment rubrics.

Skill, Interpersonal Contact and SEPEP assessments can occur within this phase of the unit.

ASSESSMENT INDICATORS:

General Mark Allocation Overview

Assessment Percentage
Knowledge 15%

Skill 60%
- Teacher: (50%)
- Peer: (10%)

SEPEP 25%
Engagement &
Attitude
Timeline for Assessment Conduction:
Knowledge Assessment (15%):
Volleyball Rules & Regulations Homework Test: Commencement of the unit.

Skill Assessment (60%):

Teacher observation (50%): Throughout the teacher directed phase & the SEPEP Tournament (Season).
Peer evaluation (10%): Throughout the student directed activity phase of the unit.

Engagement & Attitude toward SEPEP Practices (25%):

Roles & Group working Capacity: Throughout the student directed activity phase (coach) & SEPEP Tournament (Duty Group).

VELS Progression Point Reflection in Overall Result Allocation:

Progression Point Assessment Percentage Letter Grade

5.25 less than 50% E-D

5.5 51-80% C-B

5.75 +81% A

Assessment Criteria Breakdown (Reflecting VELS Progression Points- Level 6)

Standard 5.25 (Toward Level)
Use of manipulative and
movement skills during
complex activities.
5.5 (At Level)
Identification of ways to
improve the quality of
manipulative and movement
skills in their performance
during complex activities.
5.75 (Beyond Level) Evidence
Refinement in the execution of
manipulative and movement skills
during complex activities.

Serve Displays some components of
the correct serving
technique throughout
practice and gameplay
Displays most of the
components of a well -
executed serving technique
throughout practice and
gameplay
Displays all components of a Teacher Observation Checklist
proficient serving technique (Skill section)
throughout practice and
gameplay
Dig Performs some components
of the correct volleyball dig
technique throughout
practice and gameplay
Set Executes some components
of the correct volleyball set
technique throughout
practice and gameplay
Spike Displays some components of
the correct spiking technique
throughout practice and
gameplay
Identification of skills and
strategies used in specific
game situations
Team Tactical & Strategic Poor utilisation of the ‘Tactical
Planning & Strategic Planning’ session.
Minimal collaboration with
team members throughout
competition phase on
tactical/strategic
implementation.
Understanding of
responsibilities required to
undertake a variety of
leadership roles in a sporting
environment
SEPEP Role Deliberation & Rarely contributed to the
Participation management and
operation of the unit via the
undertaken SEPEP role. Poor
motivation to partake in the
opportunity to experience
multiple roles.
Performs most of the
components of a well -
executed volleyball dig
technique throughout
practice and gameplay
Executes most of the
components of a well -
performed volleyball set
technique throughout
practice and gameplay
Displays most of the
components of a well -
executed spiking technique
throughout practice and
gameplay
Analysis of the skills and
strategies employed by
opposing teams
Adequate utilisation of the
‘Tactical & Strategic
Planning’ session. Some
collaboration with team
members throughout
competition phase on
tactical/strategic
implementation.
The undertaking of a variety
of leadership roles in a
sporting environment; for
example, as a coach or
umpire
Occasionally contributed to
the management and
operation of the unit via the
undertaken SEPEP role.
Satisfactory motivation to
partake in the opportunity to
experience multiple roles
Performs all components of a Teacher Observation Checklist
proficient volleyball dig (Skill section)
throughout practice and
gameplay
Execute all components of a Teacher Observation Checklist
proficient volleyball set (Skill section)
throughout practice and
gameplay
Displays all components of a Teacher Observation Checklist
proficient spiking technique (Skill section)
throughout practice and
gameplay
Identification of skills and
strategies to counter tactical
challenges in game situations
Proficient utilisation of the ‘Tactical Teacher Observation Checklist
& Strategic Planning’ session. (Interpersonal Development
Maximal collaboration with team section)
members throughout competition
phase on tactical/strategic
implementation.
Responsibility for the
implementation of a role in a
sporting environment; for example
coach, umpire or competition
manager
Consistently contributed to the Teacher Observation Checklist
management and operation of (SEPEP Role Participation section)
the unit via the undertaken SEPEP
role. Excellent motivation to
partake in the opportunity to
experience multiple roles

Communication Skills within a
Team Environment
Motivation and Leadership
within a team dynamic
toward a common goal
Application of questioning
and listening skills to
explore the attributes of all
team members when
allocating roles
Deficient communication
skills regarding SEPEP role
allocation. Insignificant input
into the discussion of
allocation of roles tailored
for the team requirements
Use of strategies for
exploring different
perspectives and ideas
Mediocre enthusiasm and
direction provided to the
team environment
throughout the SEPEP
tournament phase of the
unit. Poor drive to achieving
identified team goals.
Assertiveness and self-
efficacy skills to articulate
personal attributes when
allocating roles; for example
having the self-confidence to
take on new roles
Reasonable communication
skills regarding SEPEP role
allocation. Adequate input
into the discussion of
allocation of roles tailored for
the team requirements
Use of strategies when
creating ideas and solving
problems
Acceptable enthusiasm and
direction provided to the
team environment
throughout the SEPEP
tournament phase of the unit.
Sufficient drive to achieving
identified team goals.
Use of negotiating skills in the
allocation of roles according to
team requirements
Effective communication skills Teacher Observation Checklist
regarding SEPEP role allocation. (Interpersonal Development
Quality input into the discussion of section)
allocation of roles tailored for the
team requirements
Collaborative, solution-focused
approaches to maximising
performance and achieving team
goals
Exceptional enthusiasm and Teacher Observation Checklist
direction provided to the team (Interpersonal Development
environment throughout the SEPEP section)
tournament phase of the unit.
Outstanding drive to achieving
identified team goals.
 Assessment Marking Homework Task & Unit Rubrics.

Volleyball Rules & Regulations Homework Task:

Section One - True / False (1 mark each)

Answer the following TRUE / FALSE questions by circling your answer.

1. The ball may be kicked over the net. T / F

2. The volleyball court is 12m x 25m. T / F

3. Players can accidently touch the net, but only when spiking the volleyball. T / F

4. The service line is 2 metres from the net. T / F

5. The net height for males and females is different. T / F

6. Players are not allowed to move outside the boundaries to play the ball. T / F

7. There are a maximum of 15 players on a volleyball team. T / F

8. When serving, if the ball hits the net on the first serve, it is considered a fault. T / F

9. A ball that only just touches the outside of the marked baseline is out. T / F

10. The server can step on, but not over the baseline when serving a volleyball. T / F

Section 2 - Short Answer

1. Explain two avenues to winning a rally in volleyball.

( i ) __________________________________________________________________________________
_____________________________________________________________________________________

( ii ) __________________________________________________________________________________
_____________________________________________________________________________________ (2 Marks)

2. Which players are allowed to spike and block the ball in the front court?
_____________________________________________________________________________________
_____________________________________________________________________________________ (1 Mark)

3. Name and explain three possible signals the umpire can perform:

( i ) _____________________________________________________________________________________
_____________________________________________________________________________________

( ii ) _____________________________________________________________________________________
_____________________________________________________________________________________

( iii ) _____________________________________________________________________________________
_____________________________________________________________________________________ (6 Marks)

4.
( a) How many time outs are allowed per set? _____________________________________________

( b ) How long can each time out last for? _________________________________________________ (2 Marks)

5. Explain in detail, how a team scores & the general scoring system?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

(4 Marks)

Total: /25 Conversion: /15

 Teacher Observation Checklist- Inclusive of Skill Observation, Interpersonal Development & SEPEP Marking Allocations:

Teacher Observation:
Volleyball Skills, Interpersonal Interaction & SEPEP Engagement
Assessment
Student Name:

Marking Schedule:
Always: 3 points Usually: 2 points Rarely: 1 point

Comparison to Expected Level:

Above Expected Level: 66-53 At Expected Level: 52-33 Below Expected Level: 32-0

Volleyball Skill Frequency of Element

Serve Always Usually Rarely
1 Initially holds ball in non-
dominant hand
2 Cocked & fluent arm swing
3 Ball contact with the heel of
hand
4 Serve direction into court
Dig
1 Reception Stance (wide
base of support)
2 Arm Preparation (Thumbs
flat & Elbows locked)
3 Ball contact with forearms
4 Dig direction (upward &
playable)
Set
1 Reception Stance (wide
base of support) under the
ball
2 Preparation Stance
(Diamond fingers & elbows
bent)
3 Ball Contact (Finger with
wrists pushing upward)
4 Set Direction (Toward the
net & playable height)
Spike
1 Vertical jump (timed to
contact ball at top of jump)
2 Cocked/explosive arm
swing through entire motion.
3 Ball Contact with heel of
palm
4 Spike Direction (flat and into
court)
Interpersonal Development Always Usually Rarely
Communication:
Effectively communicates with team mates,
conveying thoughts in an appropriate manner.
Encouragement:
Provides encouragement to all team members and
motivates them to continue to stay engaged.
Team Work:
Is an active member of the team, who positively
contributes to the team dynamic and works
successfully alongside other team members toward
team goals.
SEPEP Engagement Always Usually Rarely
Role Allocation Discussion:
Was actively involved with discussing role allocation
based on team strengths, weaknesses & requirements
Role Participation:
Was engaged and motivated to fulfil the
requirements of the designated SEPEP Role
Enthusiasm Within Gameplay:
Was motivated throughout the competition phase of
the SEPEP unit (tournament)
TOTAL SCORE:

Peer Observation Checklist- Inclusive of Skill Observation & Interpersonal Development Marking Allocations:

Peer Observation:
Volleyball Skills & Interpersonal Interaction Assessment
Name:
Observer Name:

Observe your partner undertake the skills below and then mark in the corresponding box.

Marking Schedule:
Always: 3 points Usually: 2 points Rarely: 1 point

Comparison to Expected Level:

(Provided on Teacher Observation Sheet)

Volleyball Skill Frequency of Element

Serve Always Usually Rarely
1 Initially holds ball in non-
dominant hand
2 Cocked & fluent arm swing
3 Ball contact with the heel of
hand
4 Serve direction into court
Dig
1 Reception Stance (wide
base of support)
2 Arm Preparation (Thumbs
flat & Elbows locked)
3 Ball contact with forearms
4 Dig direction (upward &
playable)
Set
1 Reception Stance (wide
base of support) under the
ball
2 Preparation Stance
(Diamond fingers & elbows
bent)
3 Ball Contact (Finger with
wrists pushing upward)
4 Set Direction (Toward the
net & playable height)
Spike
1 Vertical jump (timed to
contact ball at top of jump)
2 Cocked/explosive arm
swing through entire motion.
3 Ball Contact with heel of
palm
4 Spike Direction (flat and into
court)
Interpersonal Development Always Usually Rarely
Communication:
Effectively communicates with team mates,
conveying thoughts in an appropriate manner.
Encouragement:
Provides encouragement to all team members and
motivates them to continue to stay engaged.
Team Work:
Is an active member of the team, who positively
contributes to the team dynamic and works
successfully alongside other team members toward
team goals.

TOTAL SCORE:
 UNIT RESOURCES:

Team Goals Outline Sheet: (Unit Resource One)

SEPEP Roles Description Sheets: (Unit Resource Two)

SEPEP Tournament Templates: (Unit Resource Three)

Student Directed (Coach) Activity Template: (Unit Resource Four)

Unit Resource One:

TEAM GOALS OUTLINE

TEAM NAME:

TEAM MEMBERS:

GOAL ONE:

GOAL TWO:

GOALS THREE:

GOAL FOUR:

GOAL FIVE:
Unit Resource Two:

SEPEP Roles:

ROLE:

CAPTAIN

RESPONSIBLITIES:

- To direct their team during the games

- To set an example to fellow students about the way to behave and
participate in the game
- Help anyone who needs it
- Be fair to all players
- Have good communication skills – be able to listen to watch people are
saying, and respond accordingly
- Have the ability to work with the coach to develop many things –
including the training sessions and discussion on the players on their team
- Encourage everyone!
 ROLE:

COACH

RESPONSIBLITIES:

- Organise the training sessions for their team

- Work hard (including outside of class) to develop strategies to help their
team improve. This could include research, such as different activities and
skills their team could do
- Centre trainings on skill and strategy about the game
- Give the players and help and support they need, or source help from
other people/areas if required
- Manage the team list well and make appropriate and fair substitutions
- Have good communication skills and listen to your helps and help their
needs
- Work with their teaching and the coach to help think of ways for the team
to improve
- Have good knowledge of the sport being played and research activities
and ways to run the sessions
 ROLE:

DUTY TEAM MEMBER

RESPONSIBLITIES:

- Organise the distribution and collection of equipment

- Record down the scores/look after the score board, keep the statistics
and record results, vote on any awards
- Re-organise the game if inclement weather affects the game
- Maintain the equipment and react if the equipment isn’t up to scratch
- Organise the session/game and get them started and on time
- Have good communication with the sport board members and the
teacher
- Lead by example with good organisation skills
 ROLE:

FIRST AID OFFICER

RESPONSIBLITIES:

- Maintain the first aid kit and notify the teacher if it needs any new
material in it
- Research sporting injuries and how they can occur
- Look up treatments for injuries – possibly even do a first aid course
- Be familiar with different strapping to help any students if required
- Be competent of writing up any injury reports
- Recognise any potential safety hazards and remove them or fix them
straight away
- Be constantly aware of any risks that could occur to protect the
students safety
 ROLE:

UMPIRE

RESPONSIBLITIES:

- To learn the rules of the game to the best of your ability

- When making decisions believe in what you see and don’t back down
make your own decision
- Be firm when handing down decisions, but reasonable and consistent
- When blowing the whistle, do sharp and loud to minimise confusion, and
speak loudly when explaining decisions/telling students why you have
blown the whistle
- Have good communication skills so the students can easily understand
what you are trying to explain
- Be open to feedback from others to help improve your umpiring
performance

Unit Resource Three:

 Statistics Sheet Template
TEAM NAME:

SERVING PERCENTAGES
SUCCESSFUL UNSUCCESSFUL

TEAM SHOT SELECTION FREQUENCY

SERVE SET SPIKE DIG

PRAISE & ENCOURAGMENT (with examples)

OVERALL PERFORMANCE
STRENGTHS AREAS FOR IMPROVEMENT
Unit Resource Four:

COACHING ACTIVITY TEMPLATE

CONCEPT OR SKILL ACTIVITIES RESOURCES

DESCRIPTION Activity time length: Group Size:
5. Students
6. Students

EQUIPMENT: AREA SIZE: 15 x 40m

TEACHING POINTS:
-
-
-

COMMON ERRORS:
1.
2.

PROGRESSIONS:
1.

MODIFICATIONS:
EASIER –
HARDER –

SAFETY CONCERNS:
-
-