EDUC 4730: Volleyball Unit Plan - A Tactical Games Approach

Attached is the justification of the pedagogies used throughout this unit.

Teaching Justification (google docs)

Lesson Plan

Attached below is the peer taught volleyball lesson plan

https://docs.google.com/file/d/0B0uLMhT2iFvrODRvNjJJSU5aaTA/edit

Below is a video showing a peer taught volleyball lesson by myself (Brad Mcilvar) and Israel Amoy. I have edited the footage that was taken to include my own teaching that was performed. This lesson was taught at Flinders University to a group of 4th year Education students.

Lesson Review

There were teaching strategies used in this lesson that created an effective teaching environment that is encompassed in the Tfel. These standards can be viewed here http://www.learningtolearn.sa.edu.au/tfel/files/links/DECS_SA_TfEL_Framework_gu_3.pdf

In this lesson I used strategies such as questioning to guide the students learning. Rather than just providing the students with the answers to the questions asking guiding questions will help in scaffolding their learning. This allows them to think more deeply about the things they are doing. I used this in the video example where I was discussing defending formations. I asked guiding questions such as "Where would be the best position to defend the ball from a cross court spike?" and "What would player X do if the ball was set to this position?" I used a volunteer from the class to come and write on the whiteboard where they believed the correct positions were.

Another example of effective teaching portrayed in this lesson was the use of the Game Sense approach whereby students will learn the skills and tactics of the game through small sided games (Launder, 2001). There were particular rules and constraints put on the games so that the focus of the activity was controlled. The aim of this lesson about defending as a team and transitioning from defence to offence and the lesson objectives were achieved through the use of these small sided games.

The importance of safety and awareness were highlighted to the students at the beginning of the lesson. In order for the maximal learning to take place the students must be in an environment where they feel physicall and emotionally safe to do so.

References
- Launder, A. (2001). Play practice: the games approach to teaching and coaching sports. Champaign: IL. Human Kinetics.

Teaching Objectives

Through this unit it is the aim of the teacher that the students will achieve these objectives. These objectives will be achieved through their practical participation and their summative and formative assessments through the theory component of this unit.

Curriculum Standards

SACSA OUTCOMES

Learning Area: Health and Physical Education

Strand: Physical Activity and Participation

5.1 Participates in a range of physical activities while planning and evaluating various roles they can take in the community to develop their interests and assist others.

5.2 Researches, develops, and carries out personal plans for fitness programs, in the context of issues concerning health and fitness within the community.

Strand: Personal and Social Development

5.3 Analyses the multiple identities they have in different contexts and with different people and appraises the social constructs of individuals and groups in the community.

Strand: Health of Individuals and Communities

5.7 Critically assesses and develops effective strategies and behaviours to promote safety.

ACARA OUTCOMES

6.4 Select, justify and reflect on emotional responses in a wide range of situations, including in family, social and online situations and when participating in physical activity

analysing situations in movement or physical activity contexts where emotional responses may not be immediately apparent such as non-verbal cues and behaviours and reflecting on the consequences of these).

6.6 Explore the role that empathy, ethical decision making and personal safety play in maintaining respectful relationships and enjoying participation in physical activity

analysing a range of scenarios where empathy, ethical decision making and personal safety must be applied to maintain respectful relationships (such as becoming sexual active, using alcohol or drugs, seeking help for others, and driving others home from a party)•
emonstrating fair play and empathy for varying levels of skill when participating in games and sports (such as encouraging others, and ensuring others are able to participate fully) •

6.13 Adapt and respond to new, complex and challenging environments by performing increasingly complex movement skills

•transferring the movement skills of receiving a pass, passing and regaining possession practised in a small-sided game to a full-sided game
adapting to changes in game play situations (such as dealing with additional defenders and transitioning from defence to attack, and vice versa)•
adapting and responding to changes in equipment or rules that increase the complexity of performing a game skill•

6.14 Evaluate own and others movement composition and provide and apply feedback in order to enhance performance

using knowledge of results feedback to support another student in performing a skill with greater accuracy or control•
responding to teacher and peer feedback to enhance performance (such as receiving peer feedback on their positioning in relation to their opposition player when working as a defender)
•Videoing others’ performance and providing feedback to on synchronicity and timing in a dance performance•

6.15 Develop, implement and evaluate movement concepts, strategies and tactics for successful outcomes in games and sports

•applying and comparing person-to-person and zone defence in a range of team sports•
devising and applying tactics and strategies appropriate to the stage of play in territorial, net/court and striking games (for example, maintaining possession to wind down the clock in soccer, playing a defensive lob in tennis when drawn out of the court, or using a bunt to get a runner on third base home in softball) •
demonstrating effective court coverage when working with a partner in net/wall games.

6.16 Propose rules and scoring systems and reflect on their own adherence to rules and whether they acted fairly, ethically and with consideration of the rights and feelings of others

•planning and conducting a tournament for their own or other classes•
proposing and implementing modifications to the rules of games and activities to make them more inclusive•

6.17 Propose, perform and refine a range of movement skills, patterns and sequences that demonstrate how force, speed, motion, balance and stability can be applied and manipulated to improve performance

demonstrating an understanding of concepts such as acceleration and action/reaction by applying them in a physical activity context (such as having maximum speed in the run-up of a long jump, importance of contact points and follow through when a kicking a ball for distance or accuracy)
demonstrating summation of forces in performing a javelin throw, discus throw or shot put •
applying the concept of levers in a striking activity (such as when hitting a golf ball for distance) •
applying and explaining the concepts of centre of gravity, base of support and dynamic balance when performing movement skills (for example, defensive stances in netball and basketball, tennis serve or volleyball serve, sprint start in athletics or block start in swimming).

6.22 Critique their performance in a range of roles required to participate in physical activities, and evaluate the contribution they make as an individual to teamwork, leadership, and enjoyable participation for their classmates

•creating and implementing self-assessment and peer-assessment tools to evaluate their performance of a variety of roles whilst organising a class sporting competition•
understanding and critiquing leadership styles and group/team dynamics through collaboratively solving initiative challenges or movement tasks.

6.23 Devise and implement strategies for drawing on the skills and abilities of other participants to successfully complete complex movement tasks

•devising activities and training strategies that support and improve the abilities of team members•
applying strategies for effective communication to complete tasks of varying complexity (for example, using agreed protocols to interrupt group discussions, asserting their viewpoint appropriately, and demonstrating a willingness to listen and engage with divergent views)
devising team strategies that ensure all team members have an opportunity for input into game play and feel they are part of the successful completion of a movement task.

6.25 Transfer understanding from previous movement experiences to predict outcomes and create new and innovative solutions to complex movement challenges

•drawing parallels between successful movement tactics in one sporting situation and how similar tactics could be used effectively in a different sport•
speculating on possible outcomes of a variety of innovative solutions to a movement challenge based on past experiences
reflecting on successful movement solutions, and identifying how they can be used effectively in other movement situations.

School Context

This school is situated in the southern suburbs of Adelaide. The school has a wide demographic of students but on average the student cohort would be made up of students of below or average socioeconomic standard. The school is has a population of around 1000 students. One of the issues facing this school is attendance with many unexplained absences every day.

There is a special needs program at the school with a designated structure and classes for students with special needs. There are also a high number of special needs students participating in mainstream classes with some specially appointed SSO’s assisting these students within this setting. As well as this there are also a number of gifted and talented classes where students have been streamed according to their ability and intellect.

Unit Outline

Year level: 10
Unit Length: 6 weeks
Class Context:
The class in which this unit is being taught to is a gifted and talented class. Within this class there is still a diverse range of students with different abilities and different learning styles. This class has 25 students in it. Of these there are a few students with behavior issues and one student who is on the autism spectrum. This is a mixed gender class with 16 female and 8 male students.
Behaviour Management:
There are few issues with behaviour management within this class and for this group of students. One of the issues that must be faced with these students is with participation. Some students choose to sit out of Physical Education when they may not have a valid reason to do so. Adequate steps will be taken to encourage participation .

Unit Plan

Below is attached the 6 week volleyball unit. This unit will be run utilising the SEPEP model whereby students will be put into teams and perform different roles and responsibilities and hence developing their social skills and personal traits (Seidentop, 1998)

	Double Practical Lesson (120 minutes)			Double Theory Lesson (60 minutes)
	Tactical Problems/ Activities	Off-the-ball skills	On-the-ball skills	Double Theory Lesson (60 minutes)
Week 1	Attacking as a team/ Volleyball introduction · How will your formation affect the way you can attack?	· Supporting the hitter · Creating multiple hitting options	· Spiking (line, cross court, tip) · Setting (height placement as a focus · Serving (under arm and over arm)	· Use of videos to understand volleyball better · Volleyball rules activity · Organise teams for SEPEP unit
Week 2	Winning the point · What different tactics can you use to win the point? · Where on the court is it hardest for the team to retrieve the ball?	· Moving off and on the net · Setter calling where they will be setting	· Hitting the ball to the corners · Digging high to the front court · Serving (under arm and over arm)	· Explain summative tasks · Team campaign poster · Work on poster
Week 3	Defending against an attack · How does formation affect how you can defend? · What role do the defending team have when supporting their blockers? · Round Robin volleyball matches · Team roles performed	· Loud early calls removing confusion · Anticipating the play · W formation in defence · Bent knees in defence	· Digging (bending knees and squaring shoulders) · Blocking (reaching hands over net) · Roof block	· Continue team poster assignment · Weekly journal task explained
Week 4	Attacking as a team · How can we utilise a backcourt setter to create more hitting options? · Round Robin volleyball matches · Team roles performed	· W formation with back court setter positioning · Moving off and on the net · Creating three hitting options	· Passing the ball to position 2 & ½ · Setting (height and positioning) · Spiking	· History of volleyball assignment · Computer lab for research
Week 5	Setting up an attack · What are some attacking tactics that you could use to confuse the defending team · Round Robin volleyball matches · Team roles performed	· Transitioning on and off of the net · Back court setter moving to positions	· Creating the quick spike play · Backwards set · Positioning the serve (short & float serves)	· Finish history of volleyball assignment
Week 6	Defending as a team · Why would we want to have more blockers? · How can we transition from defence to attack? · Culminating tournament/ Celebration · Team roles performed	· Having your body facing position 2 & ½ · Transitioning from defence to attack	· Creating a wall black · Pancake pass off of the ground	· Volleyball knowledge test · Exit Card

Unit Plan including IN, THROUGH and ABOUT

Incorporating the IN, THROUGH, and ABOUT sport

	Double Practical Lesson (120 minutes)			Double Theory Lesson (60 minutes)
	Tactical Problems/ Activities	Off-the-ball skills	On-the-ball skills	Double Theory Lesson (60 minutes)
Week 1	Attacking as a team/ Volleyball introduction · How will your formation affect the way you can attack?	· Supporting the hitter · Creating multiple hitting options	· Spiking (line, cross court, tip) · Setting (height placement as a focus · Serving (under arm and over arm)	· Use of videos to understand volleyball better · Volleyball rules activity · Organise teams for SEPEP unit
Week 2	Winning the point · What different tactics can you use to win the point? · Where on the court is it hardest for the team to retrieve the ball?	· Moving off and on the net · Setter calling where they will be setting	· Hitting the ball to the corners · Digging high to the front court · Serving (under arm and over arm)	· Explain summative tasks - weekly journal task explained · Team campaign poster · Work on poster
Week 3	Defending against an attack · How does formation affect how you can defend? · What role do the defending team have when supporting their blockers? · Round Robin volleyball matches · Team roles performed	· Loud early calls removing confusion · Anticipating the play · W formation in defence · Bent knees in defence	· Digging (bending knees and squaring shoulders) · Blocking (reaching hands over net) · Roof block	· Continue team poster assignment · Exit card about volleyball game play
Week 4	Attacking as a team · How can we utilise a backcourt setter to create more hitting options? · Round Robin volleyball matches · Team roles performed	· W formation with back court setter positioning · Moving off and on the net · Creating three hitting options	· Passing the ball to position 2 & ½ · Setting (height and positioning) · Spiking	· History of volleyball assignment · Computer lab for research
Week 5	Setting up an attack · What are some attacking tactics that you could use to confuse the defending team · Round Robin volleyball matches · Team roles performed	· Transitioning on and off of the net · Back court setter moving to positions	· Creating the quick spike play · Backwards set · Positioning the serve (short & float serves)	· Finish history of volleyball assignment
Week 6	Defending as a team · Why would we want to have more blockers? · How can we transition from defence to attack? · Culminating tournament/ Celebration · Team roles performed	· Having your body facing position 2 & ½ · Transitioning from defence to attack	· Creating a wall black · Pancake pass off of the ground	· Volleyball knowledge test · Exit Card

Summary of Assessment

Format of each form of assessment	Weighting	Deadline
Formative Assessment Tasks · Weekly journal tasks · Performing roles and responsibilities · Skills checklist · Exit Cards · Peer assessing game play Summative Assessment Tasks · Team Poster · History of volleyball assignment · Volleyball knowledge test · Weekly journal task · Practical performance	N/A N/A N/A N/A N/A 20% 23% 15% 12% 30%	N/A Week 4 Week 6 Week 6 Ongoing N/A