Friday 26 April 2013



Unit Plan Unpacked


Unit Plan Unpacked


This is a six week volleyball unit designed for a Stage 1 (Year 11) Physical Education Class. This unit is focused around a tactical games approach to volleyball, whereby the students gain a highly developed understanding of the game of volleyball through playing games. There will also be a theoretical component to the unit which focuses on the biomechanical principles that are specific to the game of volleyball. Furthermore, discussions and teaching about the origins and growth of the sport – as well as its tactical development – will be discussed throughout the class time.
The unit format will be as follows:
Monday: Double lesson (90 minutes) of practical in the gym
Tuesday: Single lesson (45 minutes) of theory in the class room
Wednesday: Single lesson (45 minutes) of practical in the gym
Thursday: Single Lesson (45 minutes) of theory in the class room
The practical element will be a tactical approach to the game of volleyball in the Teaching Games for Understanding format (TGFU). The theoretical component will be a biomechanical approach to volleyball.
Curriculum Standards:
Curriculum Standards
Teacher Objectives
Evidence of Achievement
SACE Capabilities
Communication
Citizenship
Personal Development
Work
Learning
Literacy and Numeracy























KU2   Knowledge and understanding of appropriate terminology.





PSA1     Proficiency in practical skills and techniques in different physical activities.

PSA2     Interpretation and effective application of skills, specific concepts, ideas, strategies, and techniques.



IC1     Initiative and leadership in areas of physical activity, such as coaching, management, training, and officiating.

IC2     Collaboration with others in team activities.






AR1   Analysis of, and reflection on, practical techniques and performance.



Teacher will promote Communication through teaching the importance of communicating with team mates during a point. Citizenship will be encouraged through explaining the ‘about’ of volleyball and teaching the civic values of team sport. Personal Development, Work, and Learning will be encouraged through general game play in lessons and academic endeavour. Critical numeracy skills will be developed through game tactics, eg. Court spacing and positions, biomechanical principles etc. Critical Literacy skills will be developed through interpreting skills testing instruction, and completing the final test.

Distribute a glossary of key volleyball terms to the students and define them and ensure the terminology is used throughout lesson time


Deliver a structured, scaffolded, tactical and developmental unit of work that will increase the students holistic understanding and performance in volleyball.
Use modified games and drills as a means of explicitly teaching technique and strategy.

 Explicitly teach the rules of the game so that students are equipped to referee their own games. 

 Encourage the team aspect of the sport and the need to get into position to assist teammates.


Involve formative peer assessment throughout the unit and involve technology so that students can review footage of practical performance
·         Ability to communicate during a point
·         Demonstrated knowledge of the rules, origins, and progressions of the game
·         An increase in performance throughout the entire unit.
·         Demonstrated understanding of court positioning and movement
·         Demonstrated understanding of the ‘In, Through, and About of Volleyball’ through practical and theoretical summative assessment












·          




      Demonstrated knowledge of terminology through communication in peer assessment and summative practical assessment




·         Pre-assessments, formative, and summative assessment of skills and performance throughout the unit
·         Demonstrated understanding of strategy and concepts in the theoretical assessment, and formative/summative practical assessment




·         Students all experience refereeing throughout the course.


·         Demonstrated tactical awareness of team attack and team defence.



·          




     Analysis and reflection will be considered through formative peer assessment and class video analysis

Weekly Outline:
The following table is a weekly outline of the unit, equipped with details of both the theoretical and practical components of volleyball.
Learning IN will be highlighted in Yellow
Learning THROUGH will be highlighted in Blue
Learning ABOUT will be highlighted in Green

Focus
Tactical/Technical
Learning Activities
Theory
Appendices
Assessment
Week 1
-Attacking as team
-Winning the point
-Origins of volleyball and key terms.
-Skills test

-Attacking as a team
-Serving and passing to position
-Setting
-Ball placement when spiking
>6v6 game emphasising long rallies using W formation. Groups will be encouraged to use initiative and collaborate tactically as a team to set up an effective attack.
>Practice Task: backboard set.
Ball is tossed to a setter who tries to set the ball up and through a basketball net using appropriate technique. You can have two teams with a goal to get 10 baskets first.
>Practice Task: Basic 3 hit attack drill across 6 half courts. 1 feeder and one retriever on serving side of net (See appendix 1B)
>Practice Task: Ball is fed into court where team aims to bass to setter, and spike/tip past blockers (See appendix 1C)
>Skills Test (See appendix 1C)


>Go through origins and progression of game. Use: http://www.livestrong.com/article/354054-volleyballs-origins/
>Discuss key events timeline of volleyball using information available at:
>Discuss highlights of 2012 Olympic Final available at: http://www.youtube.com/watch?v=ovujPi4vUQ4
>Distribute glossary of key volleyball terms. Revise and discuss as class (See Appendix 1C)

Appendix 1(a,b,c,d)

Skills Test (Pre/Formative)

Week 2
-Defending against an attack
-Revising key rules
- Introducing biomechanical concepts

-Blocking
-Service Receive.

>Practice task: In pairs, spike ball into opponents block using appropriate technique
>Practice task: In pairs, dig the ball to each other and try and play the longest rally
>Play 4v4 on a narrower court. Use two blockers at the net, 2 points for a successful block
>Practice Task:
Feeder feeds ball to setter, who hits to a spiker in positions 2 and 4. Blockers try and kill the opposition set. Players rotate.
>Play 3v3 wash ball on half courts. Rainbow serve to a dig/pass in the rear court

>Students work in pairs to complete the Key rules and Concepts task (see appendix 2a). Students hand up as exit card, teacher then goes through answers with class
>Introduction of biomechanical principles:
-Introduce Anatomical terms of motion in relation to spiking and digging. Students list all anatomical terms relating to spiking and digging using appendix 2b.

Appendix 2a,b
Key rules and Concepts task (formative)



Week 3
-Setting up an attack
-Attacking as a Team
-Serve receive
-Transition into attack
-Back court setting
>6v6 regulation game focus an extra 3 points awarded for a pass, set, spike/tip to win a point. Strong emphasis made on communication and using momentum
>Practice Task: Play sets
-Ball is tossed to a setter who approaches from the back court who sets to position 2, 4, or red. Players must communicate to setter so that they know if they need to prepare to spike.
>Practice Task: Using two courts, a feeder tosses the ball to the attack. They play the ball, using position 1 as the back court setter. The aim is to get the ball through three blockers on the defensive side with and effective back court set and spike/tip/roll
>Regulation game 6v6. Two points awarded for a back court set and effective spike from positions 2 and red (see appendix 3a)
>Biomechanical principles
-Students are explicitly taught Newton’s Three Laws of Motion
>Students in groups relate Newtons laws of motion to serving, setting, spiking, and digging
Appendix 3a, b
Newtons Law Exit Card (formative)
Week 4
-Defending as a team against a team attack.
-Centre of Gravity/Base of support and Summation of Force
-Floor Defense
-Defending against 3 front court hitters
-Positioning on the court for a whole team defense
-Reaction Time
>Play a regulation game of 6v6 with a no ace serve.  An extra point is earned whenever there is a dig – set – hit or block.
>Practice Task: Attack Defense. A ball is fed to a back court setter and passed to one of 3 hitters (2, 4, red). Defense needs to set up in position and use three hits to return ball over the net. Each team gets 5 attempts per cycle with a goal to return 3 balls. (See ‘Detailed Lesson Plan’ for more info)
>Practice Task: Two Ball Spike, Block, Dig
-In teams of 8 – 2 spikers with balls stand on one side of the court and the remaining six set up for a front court spike. Offensive players jump and spike ball intermittently and defenders aim to return ball.
> Practice Task: Dig in the Dark
-Cover the net with a large sheet and engage in normal game play between 2 teams. This works on reaction time and stresses positioning on court. It also demands teams are communicating

>Biomechanical Principles
-Students are explicitly taught centre of gravity and base of support and force summation
-Students are given a diagram of an effective set in a mind map format and in groups, students map the effective gravitational strategies and force summation strategies pertinent to an effective set. Groups report to the class.
‘Detailed Lesson Plan’
Defending against a team attack (formative) –Included in detailed lesson plan
Week 5
-Attacking and Defending as a team
-Peer Assessment
-Introduction of Summative Theory Task
-Team tactics and communication
-successfully implement team communication

>Explicitly go through team attack and team defence concepts on the whiteboard
>Split class into two even teams. Those who are off the court complete peer assessment and discuss with peer post game (see appendix 4)
>Film a regulation 6v6 game using coaches eye and dissect it with the class during the single lesson

>Introduce Biomechanics Summative Assessment – Due at the conclusion of week 6 (See appendix 5)
Appendix 4
Appendix 5
Peer Assesment of Practical Skills (formative)
Week 6
-Effective Game Play
-Summative Practical Assessment
-Summative Theory Assessment
-Performing consistently well throughout games
-Throughout the 3 practical lessons, students will be playing regulation 6v6 volleyball. Teams will be allocated and will change based on the nature of the student/students being assessed. (See assessment 6 for assessment rubric)
>Students will be given class time to complete their Biomechanics summative assessment which will be due at the conclusion of Thursday’s lesson
Appendix 6
Assessment of Practical Skills (summative)
Assessment of biomechanical principles of volleyball (summative)

Detailed Lesson Plan:


 
Professional Experience Office School of Education Telephone:  8201 7671
Fax:  8201 2568
PROFESSIONAL EXPERIENCE

LESSON PLAN

Learning area: Physical Education        Unit Topic : Volleyball            Year Level: 10
Curriculum Outcomes:
Students develop their physical skills and abilities to advanced levels to enable life-long 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

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. [Id] [In] [KC1]

By learning in, through, and about volleyball as a tactical sport, social activity, and physical activity, students develop autonomous skills that will see them equipped to participate in the sport at a competitive and community level.


Teaching Objectives:
·       Students will defend as a team against an attack
·       Consolidate and guide learning from previous lessons on attack and defense strategy and incorporate into floor defense strategy.
·       Both back court and front court defenders will understand their role in a defensive structure and be able to execute an effective floor defense
·       Through using floor defense, students will be able to negate an opposition attack and construct an effective counter attack

Resources:
Mitchell, S., Oslin, Judith., Griffin, L. (2006) Teaching Sport Concepts and Skills – A Tactical Games Approach. Human Kinetics. p209, 258, 259

SACSA Framework: Health and Physical Education: Senior Years: Physical Activity and Participation. Accessed at http://www.sacsa.sa.edu.au/index_fsrc.asp?t=LA

Zakrajsek, D., Carnes, L., Pettigre, F. (2003) Quality Lesson Plans for Secondary Physical Education – Second Edition. Human Kinetics p371, 393

Lesson Outline:
Introduction – 3 minutes.
Students will:
Consolidate their learning through revisiting the following points in a group discussion
·         Winning a point by attack
·         Defending against an attack
·         Attacking against a team
·         Setting up an attack
·         Protecting the hitter
Students will also consider the role of the defense through guiding questions and explicit teaching/demonstration
Teacher will:
Ask the following guiding questions to reiterate key points from previous lessons, and put into context the current lesson
·         What are the most effective ways we can attack with our last shot?
(Spike, tip, cross court, down the line)
·         What are the ways in which we can effectively attack as a team?
(A high and central serve receive, serve to advantage, clean hit)

The teacher will also contextualise the students’ understanding of the previous lessons and introduce the learning objectives of the lesson.

Guiding questions:
·         With the knowledge of how a team attacks, what are the basic things a team should do to defend against an attack?
(Organise a defensive structure, play to position, be predictable)

Learning Activities:
  1. WARM UP GAME PLAY – 8 MINUTES
Objective
  • Students will defend as a team against an attack

Students will:
·         Play full court 6vs6 volleyball, rotating within their team
·         Commence points with a rainbow toss/underarm serve from service position
·         Earn 1 point with every rally won, and 1point with each dig-set-hit or block executed effectively
·         Try and organise some sort of predictable defensive structure

Teacher will:
Use verbal cues do consolidate digging/passing technique

  • Dig the ball up
  • Press and extend
  • Use the flat pad
  • Shrug the shoulders
  • Follow through

  1. PRACTICE TASK – FLOOR DEFENSE – 15  MINUTES
Objective
·       Both back court and front court defenders will understand their role in a defensive structure and be able to execute an effective floor defense.
·       Consolidate and guide learning from previous lessons on attack and defense strategy and incorporate into floor defense strategy.

Students will: Engage in a practice task using the following defensive structure:
·         See Appendix 7
  • Tosser will slap the ball to prompt setter
  • Setter will deliver the ball to one either of 2,4, or Red
  • Defense plays the ball within their position
  • Teams rotate on and off court. Those off court use iPads to film teammates
  • At the conclusion of the practice task, students will spend 5 minutes analysing the iPad footage


Teacher will:
Explicitly teach the defensive set up using a diagram on the white board and a demonstration. Furthermore, the teacher will contextualise the content from previous lessons by relating the defensive structure to the different ways of attacking as a team.
Teacher will reiterate the following:
·         D5 and D1 cover the cross court and down the line spikes.
·         The front defensive line will use the blocking structure which we’ve learnt, as well as come off the net of there is a free ball
·         Digger 6 will work up and down to cover the roll ball and tip

Teacher will use the following guiding questions to prompt the students
  • If you are in this position, where are you likely to defend?
  • What position should you be in at the beginning of a point, or at settling a defense?
  • Generally, what do we need to make sure we are doing as a team when we are defending?

  1. FULL GAME – 15 MINUTES
Objective
  • Through using floor defense, students will be able to negate an opposition attack and construct an effective counter attack

Students will:
·         Play full court 6vs6 volleyball, rotating within their team
·         Commence points with a rainbow toss/underarm serve from service position
·         Earn 1 point with every rally won, and 1point with each dig-set-hit or block executed effectively
·         Enforce the floor defense structure


Teacher will:
  • Use verbal cues do consolidate digging/passing technique
  • Encourage the use of the floor defense structure and offer constructive feedback at the conclusion of rallies.



Conclusion/Lesson Closure
Reiterate key points and complete exit card – 5 minutes

Students will:
  • Complete the exit card as a means of consolidating their learning (appendix1)

Teacher will…
Reiterate the following:
  • Importance of an effective dig/pass and block technique
  • Defensive role and position of each player
  • The need for communication and predictability

Special Considerations or Contingencies
  • The iPads may not work effectively, in which case the students will offer feedback within their team.
  • -The iPads are fragile and those using them won’t have their eye on the play, therefore they will need to stand away from the court
  • -Limit the number of balls on each court as a safety measure.
  • -During the Practice task and games, discourage students from over-exerting on their spike.

Evidence of Student Progress toward Achievement of the Curriculum Outcomes

Evidence of student progress will be detected through general play, whereby the rallies should last longer and three hits should be used more often. The exit card will demonstrate individual student progress. Each student should be able to list the role of at least 4 of the defensive positions. Furthermore, each student should be able to demonstrate critical thinking through their analysis of the iPad footage.
See Appendix 8

Assessment Methods:

Assessment Piece
In/Through/About
Type
Weighting
Skills Test
In
Formative/Summative (Contributes to practical assessment as a means of having quantitative data of development
Key rules and concepts task
About
Formative
Participation and        Endeavour 10%

Newtons Law Exit Card
About
Formative

Defending as team Exit Card
In/Through
Formative

Peer Assessment of Practical Skills
In/Through
Formative

Volleyball Practical/Mock Moderation
In/Through
Summative
50% Practical assessment will also be ongoing, however this is designed to get students used to a moderation situation
Biomechanical principles of volleyball
About
Summative
40%














Additional Online Resources:
General rules of volleyball: http://www.youtube.com/watch?v=kVzojOj5_Zg 
Volleyball SA (community competitions, additional resources) http://www.volleyballsa.com.au/ 
Blog- Literature review of biomechanics of volleyball: http://www.sportsbiomech.com/Books/Biomechanics%20of%20volleyball%20spikes.pdf
In depth analysis of elite volleyball tactics: http://repositorio-aberto.up.pt/bitstream/10216/13639/2/2321.pdf
Example of elite volleyball match of similar age group http://www.youtube.com/watch?v=0g85QW1usLE

Quality Teaching:
This unit of work not only adheres to SACE Stage 1 conditions and standards, it prepares the students for the rigours of SACE Stage 2 Physical Education, especially by way of moderation and preparedness for biomechanics. Given the ongoing assessment that occurs throughout the unit, and the incorporation of pre assessment and learning consolidation, the teacher is able to identify the growth of each individual student and can therefore differentiate accordingly with quantitative and qualitative evidence to support the differentiation. Furthermore, this unit is aligned to contemporary physical education research with regard to teaching games for understanding. Learning in, through, and about a sport is imperative to ensuring students have a holistic understanding of physical education and values its importance in personal and civic life.  Moreover, this unit represents a tactical games approach to physical education, which ensures that students are not only able to play the game in regulation and modified environments, but requires them to have an intrinsic understanding of the tactics and strategies involved with the sport. Teaching for Effective Learning is a non-negotiable in contemporary curriculum design in South Australia. The teaching and learning in this particular unit of work adheres to multiple domains specified in the framework.
Tomlinson (2006 p72) states it is imperative for teachers who intend to support a learner needs a sense of a the learners’ starting points as a unit begins. It is therefore important to have a preassessment at the beginning of any piece of work without dependence on the subject. In this unit, the students’ skills in serving, and passing – two key aspects of volleyball – are determined prior to any significant teaching and learning. This is necessary for two reasons. Firstly,  it enables the teacher to have a gauge of where students are at in terms of their ability so that the curriculum delivery can be adjusted accordingly, secondly, it allows the teacher at the conclusion of the unit to have a quantitative measurement of a learner’s development of a skill. This is paramount for ensuring accurate assessment of ability. Another key feature of this unit is that it allows all students to be in their ‘Zone of Proximal Development, which is vital for effective teaching and learning (Sousa, D. 2011 p89). For those students who are ahead of the pack in terms of their readiness for the sport will be aiming at the Stage 2 Performance Standards of volleyball throughout their practical output. Whereas those students who are at an average readiness, or are down the road a bit – their practical output will be assessed based on the stage 1 standards in relation to their growth from the pre-assessment. It is clear then that this unit covers all bases in terms of student readiness and differentiation.
A tactical games approach is a very effective way of teaching a sport holistically and ensuring students learn in, through, and about a sport. Launder (2001 p14) concedes that students learn best if they are given the opportunity to make mistakes, and rectify those mistakes in a game situation. This unit gives opportunity for students to hone in on their skills through modified games involving all aspects of volleyball technique. Furthermore, through every week of the six week module, there will be regulation 6 vs. 6 game, so students will have the opportunity to demonstrate their skills in actual game play which is very important. Mitchell et al (2006 p.8) also supports the notion of engaging in regular game play because it gives specific skills context. If a learner is looking at drill only prior to consistent game play – they are left considering the significance and context of the skill and their arousal level drops. However, by engaging in game play from the outset, both modified and regulation, students are able to apply a skill in the context of game play pertinent to the sport which develops interest and excitement. The tactical emphasis of this unit, as well as its focus on team work and team building makes for a motivational climate. Boyce (2009 p. 49) explains that a task involving environment, coupled with an ego-boosting environment leads to, “...greater feelings of satisfaction, less boredom, higher perceived ability, and increased intrinsic motivation and persistence.” A strong characteristic of this unit is that contains a lot of modified game tasks with a purpose. Furthermore, two major tactical characteristics of this unit is has a strong emphasis on developing team attack strategies and developing team defense strategies. It is therefore appropriate to concede that this unit has a strong showing of both a task based, and ego-boosting environment.
This unit of work adheres to all domains of the TfEL framework which is an essential aspect of curriculum design and implementation. Strand 1.2 of the TfEL framework requires teachers to develop their expertise within their discipline and translate that theory into effective practice (DECD 2010 p. 18). A significant portion of the learning activities and approaches to skill acquisition within this unit have been adapted from two texts published by the reputable physical education publisher, Human Kinetics. The underlying philosohpy of these two texts is that a tactical games approach to physical education, collated into quality unit plans, equates to highly effective teaching and learning development. Subsequently, it is clear that this unit fulfills the requirements of learning for effective teaching. The essence of Domain 2 of the TfEL framework is that the teacher creates a culture where learning is inspired and encouraged (DECD 2010 p32). It is fair to say that this may not come as naturally to a subject like physical education because of its competitive nature. However, this unit fosters a learning environment through its emphasis of developing tactics as a team and working together to implement a game plan. It encourages students to use initiative to direct players and positions on the court and by ensuring every player has a contributing role. Furthermore, the formative aspects of the theory component involve group collaboration and analysis, which contributes to building a community of learners (DECD 2010 p58). This aspect of the unit also satisfied the domain of Developing expert thinkers through promoting dialogue as means of learning. Interaction through court communication, team tactic discussion, and critically analysing biomechanical principles in groups contributes to the development of expert learners. The final domain of the Tf EL framework requires the teacher to personalise and connect learning through applying and assessing learning in authentic contexts (DECD 2010 p. 72). An underlying philosophy of a tactical games approach is that it not only approaches and teaches a sport for the benefit of physical education as a subject, but it equips students with the knowledge, understanding, and practical capability to play the game under regulation rules. This unit provides students with the ability to play volleyball in the community and understand how it contributes to a physically active population.
References:
Tomlinson, C. (2006) Integrating differentiated instruction & understanding by design. Hawker Brownlow Education, VIC. p. 72.
Sousa, D. (2011) Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Solution tree Press USA. p. 89
 Launder, A. (2001). Play Practice: The Games Approach to Teaching and Coaching Sports. Human Kinetics USA. p14
Mitchell, S., Oslin, J., Griffin, L. (2006) Teaching Sport Concepts and Skills: A Tactical Games Approach.  Human Kinetics USA. p. 8
Boyce, A. (2009) Creating Instructional Environments that Keep Students on TARGET: Journal of Physical Education, Recreation & Dance; Jan 2009: 80: 1 p. 49.
SA. Govt. Department of Education and Training. (2010) Teaching for Effective Learning Framework. pp18, 32, 58, 72

Bibliography:
Grehaigne, J., Richard, J., Griffin, L. (2005) Teaching and Learning Sports and Games. Routledge USA.
SA. Govt. Department of Education and Training. (2010) Teaching for Effective Learning Framework. pp18, 32, 58, 72
Grimshaw, P., Lees, A., Fowler, N., Burden, A. (2006) Sport and Exercise Biomechanics. Taylor and Francis USA p. 4, 5
Launder, A. (2001). Play Practice: The Games Approach to Teaching and Coaching Sports. Human Kinetics USA. p14

Mitchell, S., Oslin, Judith., Griffin, L. (2006) Teaching Sport Concepts and Skills – A Tactical Games Approach. Human Kinetics. pp 8, 209, 258, 259

McGinnis, P. (1999) Biomechanics of Sport and Exercise. Human Kinetics USA. pp44-46

SACSA Framework: Health and Physical Education: Senior Years: Physical Activity and Participation. Accessed at http://www.sacsa.sa.edu.au/index_fsrc.asp?t=LA

Sousa, D. (2011) Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Solution tree Press USA. p. 89
Tomlinson, C. (2006) Integrating differentiated instruction & understanding by design. Hawker Brownlow Education, VIC. p. 72.
Zakrajsek, D., Carnes, L., Pettigre, F. (2003) Quality Lesson Plans for Secondary Physical Education – Second Edition. Human Kinetics p371, 393