Year 10 Volleyball Unit Plan

Volleyball Unit

Unit Description

Unit title: Volleyball: IN, THROUGH & ABOUT Year Level: 10 Unit Length: 6 weeks (5 lessons per week, 3 practical/2 theory) In this unit, during practical lessons students will develop the skills involved in volleyball through game situations, skill practice, and questioning. The specific skills we will practice during the unit are: forearm pass, set, spike, serve, dig, and block. The cues for each of these skills will be stressed during the unit. During the unit we will explore a variety of tactical situations including how to set up to attack, win a point, attack as a team, defend space on your court, and defend against an attack. We will learn ways in which to be successful in each of these situations. Each practical lesson will flow in a similar pattern of: games, questioning, skill practice, questioning, and then games. During theory lessons students will be strengthening their knowledge of biomechanics in relation to their volleyball performance. There will be a focus on improving their performance through analysis of biomechanical principles. Students will become familiar with terms and concepts, and will be able to identify and demonstrate examples of certain biomechanical processes. As the theory lessons will be focusing on biomechanics there will be a practical side to some of the theory lessons, so students can see the biomechanical principles in practice. The overall outcome expected from this unit is that students improve their tactical knowledge of volleyball, which should improve their overall performance in volleyball. Students will develop a wide variety of transferable knowledge in relation to both tactics and biomechanics. The outcomes achieved will be in accordance with the SACSA framework, as the Australian Curriculum for Health & Physical Education is still being developed (however some general capabilities concerning literacy have been observed). Guiding Questions: —  What is tactical knowledge? —  What is the importance of sound tactical knowledge? —  What is the main goal of volleyball? —  What are biomechanics? —  How can biomechanics improve performance? The health and physical education Learning Area aims to develop in all students (Taken from SACSA, 2001): an understanding of the interrelated nature of the physical, social, emotional and spiritual dimensions of life the ability to make informed judgments about health and wellbeing for themselves and in their relations with others a positive disposition towards lifelong participation in regular physical activity the ability to enhance their own and others' self-concept a wide range of skills which promote healthy active practices skills for creating and maintaining positive interactions safe and respectful behaviours and responsibility to maintain safe environments a commitment to promoting equity, valuing diversity and justice, and establishing supportive learning environments an exploration of future work in the health, education and training, food and hospitality, fitness, sport and recreation industries an ability to critically reflect on, articulate and challenge social constructs with a view to improving health outcomes for themselves, others and communities Strand: physical activity and participation Students develop their physical skills and abilities to advanced levels to enable lifelong involvement in physical activity and critically reflect on their ability to use them to form relationships in an increasing involvement in the community. [Id] [In] [KC1] Students develop a sense of optimism about creating an active, healthy future for themselves and others in the community through generating and analysing ideas and planning and organising activities to maintain and improve fitness and health. [F] [In] [T] [KC1] [KC3] Strand: personal and social development Students conceptualise location of self in relation to others, recognise the range of social and technological influences that construct particular versions of identity, and question unchallenged social constructs. [Id] [In] [T] [KC1] [KC6] Students identify factors that impact on healthy growth and development and use personal skills and community structures to address issues affecting their own, others’ and community health. [In] [T] [KC1] Students develop and report on a greater understanding of the diverse range of relationships that exist within communities, and examine and plan action to address the impact of inequity of power in relationships. [Id] [In] [KC2] [KC3] Strand: health of individuals and communities Students analyse, evaluate and report on a range of influences on health, including economic, cultural and political influences, and develop skills to apply in a range of lifestyle choices. [F] [In] [T] [KC1] [KC2] Students examine the long-term effects of their behaviour on their health and safety. They plan and develop strategies and practices to assist them to take personal, social and working responsibility for their health and safety as they take risks with increasing freedom. [F] [Id] [T] [KC1] [KC3]

Assessment Items

IN	Volleyball skills assessment (see appendices)	Formative	Marks 50%	Due week 6
THROUGH & ABOUT	Biomechanics project (see appendices)	Summative	Marks 30%	Due week 6
THROUGH	Volleyball Journal (see appendices)	Formative/Summative	Marks 20%	Due week 6

Key Idea

The Year 10 curriculum provides a study of the game of volleyball using the sports literacy pedagogy of in, through and about. Students will become aware of the importance of tactical awareness and knowledge, the concept of transferable skills (from game to game, sport to sport), and the value in understanding and implementing sound biomechanical practice within performance. Students will learn IN (During volleyball games and practice tasks), THROUGH (The study of biomechanics in relation  to volleyball), and ABOUT (An exploration of the game of volleyball, rules, tactics etc.)

Literacy, Numeracy and ICT

 Literacy: Throughout the unit students will be completing different writing activities, will be asked to complete reading comprehensions, engage in topical discussions and will be required to use their critical thinking skills.

Extension and Modified Students

There are a variety of students in this class, with a wide range of needs. Throughout the unit, students will be able to learn about a concept and then have an opportunity to complete an activity to increase their understanding of this concept. For the students who need to be extended, their assessment pieces will allow for more critical thinking and not extra work.

Australian Curriculum General Capabilities

ICT Competence: Students use ICT to create and present their work through the use of PowerPoint presentations, Microsoft word documents and clips.

Personal and Social Competence: Students will learn and build on their personal and social competencies as this unit allows students to reflect, accept the opinion of others and share their own opinions, communicate appropriately, work in groups and independently.

Evidence of outcomes

Students will know…	Students will understand…	Students will be able to…
·       Rules of Volleyball ·       Sound tactical knowledge and understanding of concepts  in volleyball ·       How to critically analyse theirs and others performance, expressing their reasons for these observations. ·       Correct vocabulary in relationship to characteristics of volleyball	·       roles and positions of participants ·       Why specific structures and positioning are implemented. ·       How biomechanics influences performance outcomes	·       Successfully perform the correct skill movements required in volleyball in game and practice situations. ·       Critically analyse and assess peer performance, providing thoughtful feedback as justification of opinion. ·       Implement an amplified tactical awareness in game situations ·       Participate in a number of roles and activities; enabling students to broaden skills and game knowledge. ·       Utilise and showcase understanding of student resources by constructing a personal study on biomechanics in relation to volleyball performance.

Concept Progression

WEEK	Concept	Progression/ Lesson Development
Week 1	Attacking as a Team What is the best way to organise your team to receive the serve? How does using a serve-receive formation help your team?	Practical Introduction to unit of Volleyball Tactical Problem: Attacking as a team Lesson Focus: Serve-receive as a team Objective: Serve-receive and transition to attacks Start of lesson: Game 1- 6v6 (Goal: Set up to attack) Middle of lesson: Practice task- (Goal: Base player returns to a home or recovery position when the ball passes over the net) End of lesson: Game 2- 6v6 (Goal: Regulation game) ·      Complete exit card Theory Lesson Focus: Volleyball rules and tactics ·      Volleyball recap, basic game-play and rules quiz Homework: ·      Complete Volleyball journal week 1
Week 2	Winning the point What do you want to do when you attack (spike) the ball to win a point? What are different ways to attack?	Practical Tactical Problem: Winning the point Lesson Focus: Ball placement when spiking e.g. crosscourt and down the line Objective: Use attack variations Start of lesson: Game 1- 6v6 (Goal: Win the point by attack) Middle of lesson: Practice task- (Goal: Hitters execute 3 of 5 trials successfully) End of lesson: Game 2- 6v6 (Goal: Regulation game) ·      Complete exit card Theory Lesson Focus: Biomechanics in Volleyball ·      Exploration of biomechanical movement within volleyball ·      Introduction to Biomechanics assignment Homework: ·      Complete Volleyball journal week 2
Week 3	Defending against an attack What is the first line defence against an attack? How do you block?	Practical Tactical Problem: Defending against an attack Lesson Focus: Solo block Objective: Attempt to front the hitter and block Start of lesson: Game 1- 4v4 (Goal: Defend against a spike) Middle of lesson: Practice task- (Goal: Blocker executes 3 of 5 trials and then rotates) End of lesson: Game 2- 4v4 (Goal: Regulation game) ·      Complete exit card Theory Lesson Focus: Biomechanics assignment ·      Half Lesson time given to work on assignment ·      Half lesson time unpacking some biomechanics in volleyball Homework: ·      Complete Volleyball journal week 3 ·      Biomechanics assignment
Week 4	Attacking as a team What does your team need to do to setup for an attack?	Practical Tactical Problem: Attacking as a team Lesson Focus: Serve-receive as a team Objective: Serve-receive and transition to attack Start of lesson: Game 1- 6v6 (Goal: Serve receive and set up to attack) Middle of lesson: Practice task- (Goal: Earn two consecutive points) End of lesson: Game 2- 6v6 (Goal: Regulation game, serve receive and setup to attack) ·      Complete exit card Theory Lesson Focus: Biomechanics assignment ·      Half Lesson time given to work on assignment ·      Half lesson time unpacking some biomechanics in volleyball Homework: ·      Complete Volleyball journal week 4 ·      Biomechanics assignment
Week 5	Setting up to attack What can teams do to vary their tactics in setting up attacks? How do you change sets?	Practical Tactical Problem: Setting up to attack Lesson Focus: Play sets Objective: Setter comes from the back row to work on play sets Start of lesson: Game 1- 6v6 (Goal: Set up to attack) Middle of lesson: Practice task- (Goal: Execute 3 of 5 setter trials successfully and then rotate) End of lesson: Game 2- 6v6 (Goal: Regulation game) ·      Complete exit card Theory Lesson Focus: Biomechanics assignment ·      Half Lesson time given to work on assignment ·      Half lesson time unpacking some biomechanics in volleyball Homework: ·      Complete Volleyball journal week 5 ·      Biomechanics assignment
Week 6	Attacking as a team What should teams do to protect their hitter in case they get blocked?	Practical Tactical Problem: Attacking as a team Lesson Focus: Attack coverage Objective: Play sets and attack coverage Start of lesson: Game 1- 6v6 (Goal: Earn 1 point with set and hit, or with spike two and red) Middle of lesson: Practice task- (Goal: Perform 3 of 5 trials successfully and then rotate) End of lesson: Game 2- 6v6 (Goal: Repeat game 1) Theory Lesson Focus: Presentation of Biomechanics assignments ·      Biomechanics presentations ·      Hand up journals ·      Information on local community clubs given out

Reference:

Department of Education and Children’s Services (2010) SA TfEL Review Tools handbook. DECS, Adelaide

Department of Education Training and Employment, (2001). SACSA framework. Retrieved from website: http://www.sacsa.sa.edu.au/index_fsrc.asp?t=CB

Hopper, T., & Kruisselbrink, D. (n.d.). Teaching games for understanding: What does it look like and how does it. (2002).

Mitchell , S., Oslin, J., & Griffin, L. (2006). Teaching sport concepts and skills: A tactical games approach. (2nd ed.). Human Kinetics.

Towns, J. (2002). Game sense. Retrieved from http://www.activehealth.uow.edu.au/gamesense/