Volleyball Fpd

FORWARD PLANNING DOCUMENT TERM/WEEKS:

3, 6-10

YEAR LEVEL: 9

LEARNING AREA/TOPIC: Volleyball

AUSTRALIAN CURRICULUM HEALTH AND PHYSICAL EDUCATION General Capabilities: Literacy

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Numeracy

ICT

Critical and creative thinking √

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Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and Cultures

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Asia and Australia’s engagement with Asia

√ WEEK/ LESSON

Ethical Understanding

Personal and social Competence √

Intercultural Understanding

Sustainability

√ AUSTRALIAN CURRICULUM LINKS Personal, Social & Activity

SPECIFIC LESSON OBJECTIVE

ASSESSMENT (what & how)

TEACHING & LEARNING EXPERIENCES (include learner diversity)

KEY QUESTIONS

RESOURCES

Movement & Physical

Community Health Week 1 Lesson 1

Understanding movement through biomechanical concepts. Acceleration and absorption of force by the body.

Movement skills and sequences within different physical activity contexts reflecting increased complexity and transference of learned skills. Skills and strategies to improve team performance such as motivation, team-work and leadership.

Students should be able to recall the correct technique for a set and dig Students should be able to demonstrate the correct technique for a set and a dig

Informal Observation to ensure lesson objectives are met. Provide coaching corrections where required.

Warm Up Line Chasey Use one full volleyball court 2 allocated taggers Once you’re tagged complete 10 star jumps then continue Whistle blow indicates change in direction Play until all players are out or interest is lost Skill Development Activity 1: Setting To deliver instructions sit all students down Demonstrate a set Visual and verbal demonstration KTPs Start with body facing target, feet shoulder width apart and soft knees Spread fingers in the shape of the ball above head, form triangle/diamond shape, make sure fingers aren’t actually touching On contact with the ball, set by extending the arms and legs Things to look for Contacting the ball with the palms of the hands Facing where the ball has come from not where it is going Instructions Students to grab 1 ball between 2 1 person completes 10 sets first, partner must provide feedback based on KTPs Then rotate Do this three times through, get students to bob down after both pairs compete each round Then get students to complete 2minutes worth of passing to each other Height on pass = important Activity 2: Digging Repeat activity 1 but with digs KTPs Ready position: knees soft, arms away from body Shoulders forward, hips back Sweet spot = lower forearms, just above the wrists Keep arms away from the body

Can you recall the correct technique used for setting and digging?

Volleyball Courts Poles & nets Volleyballs Sets and Digs information sheet

How can you improve your set or dig? When and how would you use setting and digging in a match? Would it make sense to have a set person for setting? E.g Libero

Forearms must face in the direction you want to go Foot work = shuffle steps, no crossing over Things to look for Contact ball at waist level Bent elbows Stuck in the mud Contact of ball on hands not the forearms Arm swing = only towards target, not into the air Modified Game Groups of 4 to play each other across nets, full court 3 touches per side Setting and digging ONLY Focus: accuracy and precision of touches 5 minute games then rotate sides

Lesson 2

Movement skills and sequences within different physical activity contexts reflecting increased complexity and transference of learned skills. Skills and strategies to improve team performance such as motivation, team-work and leadership.

Students should be able to recall the correct technique for a spike? Students should be able to demonstrate the correct technique for a spike?

Informal Observation to ensure lesson objectives are met. Provide coaching corrections where required.

Warm Up British Bulldogs Play across 2 courts 2 taggers, the rest of the students have to run across without getting tagged Once you’re tagged you become a stationary tagger Play until everyone is out Review Digging and Setting In partners, line up 1 on the base line 1 opposite Practicing sets then digs Focus: height of sets and ball control of dig Skill Development Spiking Introduce spiking technique Discuss when it is used both offensive and defensively KTPs Approach: 2 steps then jump (2feet) Both arms swing forward on take off Bow and arrow ready position Wrist snap for topspin on contact Things to look for One foot jump Fist instead of open palm Tennis serve action Shot put arm action Activity 1 Students must all line up without ball and practice spiking The practice approaching the net Activity 2 Split students into two groups. Group 1 will practice spiking on court 1, group 2 to practice dig-set-spike on court 2 Specialist setters to set for spikers (advanced students) Rotate groups between spiking and dig-set-spike. Keep advanced students separate. Teacher to observe and provide feedback (verbal, visual and kinaesthetic). Modified Game Volleyball games using all courts 5v5, standard rules, Setting, digging, spiking and underarm serving. Focus on 3 successful touches with final touch being a spike.

Volleyball Courts Poles & nets Volleyballs Spike Information Sheet

What is the correct technique for spiking? How can you improve you spike?

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Week 2 Lesson 1

Movement skills and sequences within different physical activity contexts reflecting increased complexity and transference of learned skills. Skills and strategies to improve team performance such as motivation, team-work and leadership.

Through observing a game video students should be able to describe spiking and defensive formations. Students should be able to apply observed spiking and defensive formations in a game situation. Students should be able to self-reflect on performance up to date.

Rotate groups across courts

Informal Observation to ensure lesson objectives are met. Provide coaching corrections where required.

Warm Up Knee tag Explain and then begin game without suggesting tactics. Rotate partners every 30s Observe students stance and tactics. Once concluded explain the games relation to volleyball- having a low defensive stance is advantageous.

Check students ability to selfreflection according to log book review.

Activity 1: Paired Pepper Using knowledge from learnt sets and digs complete this in partners Overhead pass, receiver digs, followed by the set, finished with a spike Activity 2: Learning to serve Teach whole skill at once without the ball Bow and arrow from spiking Firm contact Stationary overhead serve Jump serve for experienced students Put cones on opposite side of gym for students to aim at

How does body stance affect skill technique? How/what defensive formations work in a game?

Volleyball Courts Poles & nets Volleyballs Logbooks Pens Serve Information Sheets

What reactions do certain spikes cause in the opposition? How does the position of players affect one another?

Activity 3: Complete Initial Stages of Log Book Activity 3: Volleyball needs to be completed All ‘before’ sections should be completed Modified Game: King of the Court Teams of 6 To start game, serve over the net Receiving team can catch the ball then must complete dig, set, spike to return the ball Receiving team catches the return, and completes dig-set-spike. Teach students rotation of position, start in right back corner and rotate to the left. Front positions are the ‘spikers’

Lesson 2

Description of movement using basic kinematic and kinetic term s, such as:

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Projectile motion and Summation of forces

Students should be able to recall spiking, attacking and defensive tactics.

Introduction Verbally review skills which have been learnt Setting, digging, serving, spiking, spiking tactics and formations. Question students- what are the fundamental skills in the (above) techniques?

Students should be able to evaluate spiking, attacking and defensive tactics in a written summary.

Body -

Student orientated learning. Students to use resources (electronic devices/textbooks) to complete written review of skills. (verbal/linguistic learning) Students to provide a summary of all skills (set, dig, serve, spike, formations and tactics) and A critical analysis of a video of a skill (teacher to provide skill videos). Students can complete activity in small groups for video analysis but must complete skills summary individually Conclusion (10 mins) Kahoot quiz to (informally) assess student knowledge. Based on skills learnt-setting, digging, serving, spiking, tactics, defensive and attacking formations. Students can complete quiz in groups.

What are the KTPs of each skill? What are some common errors that beginner players make? How can you eliminate these errors?

iPads Worksheets Kahoot Quiz

If time permits, students can have free time to play modified volleyball games or practice their skills.

Week 3 Lesson 1

Selection and adaption of responses to the outcome of previous performances

Warm Up Keepey Up Students from groups of 6 in a circle formation and must keep the ball up in the air for as long as possible Students must use digs, sets and spikes to keep the ball up If the ball hits the ground the players must all touch the four corners in the gym and then return to play Note: Focus of today is for students to self-assess and peer-assess skills

What are the KTPs of each skill?

Activity: Students to work in groups of 4, each group needs 1 iPad Every student must have a recording of them completing 3 consecutive sets (to themselves), 3 digs off the wall and have a recording of them in paired pepper. You can record everything then analyse or a record one segment then analyse as a group On the piece of paper each student must reflect on their own performance (individually) and then must receive 1 point of feedback from each group members on how to improve performance If time permits, students must then record a second attempt, trying to implement the changes noted from feedback sessions

If not, how can they improvie their performance?

Closure -

Lesson 2

Movement skills and sequences within different physical activity contexts reflecting increased complexity and transference of learned skills.

Formal Assessment of Skills

Skills and strategies for effective leadership, including

Is this player achieving the KTPs of each skill?

Are you meeting the KTPs of each skill?

Next lesson lets implement these changes and continue to reflect on our skills Game play

Warm Up Run Throughs Jog, high knees, kick butts, high knees, arm swings Paired Pepper Give students a few moments to warm up their volleyball skills Provide constant feedback

Volleyballs Courts, net, poles Marking checklist

Assessment Student to form partners, 1 ball between 2 One player on baseline, 1 ~3m apart Students to demonstrate their best skills while you assess performance All skills to be assessed Sets, digs, spikes and serves To assess spikes follow map below, rotate setter but must be of high skill level To asses serves split class on either side of net and serve across

Skills and strategies to improve team performance such as motivation, team-work and leadership.

Week 4 Lesson 1

iPads

Lesson Closure Provide some feedback on classes general ability and performance Next lesson = final game day To be assessed on game play and team work/leadership skills Students should be able to demonstrate the correct technique for a set, dig, serve and spike.

Informal Observation

Warm Up Keepey Off Students from groups of 6 in a circle formation with one player in the middle Outside players must keep the ball up in the air for as long as possible without the centre person intercepting the ball

What are the fundamental techniques for setting, digging, serving and spiking?

Volleyballs Courts, net, poles

teamwork and motivation Transfer of skills and tactics between physical activities Characteristics of fair play and application of fair and ethical behaviour in physical activity.

Lesson 2

Skills and strategies for effective leadership, including teamwork and motivation Transfer of skills and tactics between physical activities Characteristics of fair play and application of fair and ethical behaviour in physical activity.

Students should work with their team to establish tactics and strategies.

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Skill Development: Through Game Play NOTE: The following 3 lesson will all run with the same plan. Teams will be set based on marks from skill assessment (with teams supposed to be of even ability). 4 Teams of 6 players Each lesson all teams will play each other (roughly 15minute games) Non-participants to referee and score games Final prize will be awarded at the end of the tournament

Teams exhibit the use of offensive and defensive formations.

Students should be able to recall all skills and tactics learnt in previous lessons. Students should be able to Demonstrate learned skills in a game situation. Students should be able to apply tactics learned in attack and defence

If the person in the middle gains full possession of the ball they move to the outside and the person whose fault it was goes into the middle Players to self-mange activity and be honest in decision making

Student checklist to assess technique and skills.

Warm Up Sticky Popcorn Use 1 court, 2 taggers Play until all players are sticky Paired Pepper Give students a few moments to warm up their volleyball skills Provide constant feedback Skill Development Activity 1 Groups of 6 Cross court pepper Focus on ball control and accuracy Use all courts. Game Play Two courts/4 teams/ 6 per team. Full game conditions and rules. Students not participating to score/collect balls/referee Students should be focusing on 3 touches upon receiving the ball and adjusting their positions to organise attacking/defensive formation. Range of spikes should be used (outside/inside/back court). Complete checklist on student’s performance/ skill development. This game teams will be split based on skill ability,

What are the different spiking tactics used and when can they be employed? How can accuracy be used in a game to add advantage? Can you successfully employ defensive and attack formations?

Volleyballs Courts, net, poles