1

Nicholas Plourde
Sport Education Model
Volleyball
PHED 239- Module 4: High School
Dr. Mangano
May 5, 2014


















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Table of Contents
Section: Page(s)
Sport Education Model Title Page..... 1
Sport Education Model Table of Contents.. 2-3
Season.. 4
General Season Information.......... 5-6
Affiliation.. 7
Team Names.. 8
Brazil Player Descriptions.. 9
Russia Player Descriptions..... 10
Mexico Player Descriptions... 11
Japan Player Descriptions...... 12
Cameroon Player Descriptions. 13
Team Selection Process Description. 14
Team Student Role Lists.. 15
Captain Duty Sheet. 16
Statistician Duty Sheet. 17
Manager Duty Sheet. 18
Referee Duty Sheet.. 19
Scorekeeper Duty Sheet... 20
Publicist Duty Sheet... 21
Formal Competition 22
Unit Outcomes.. 23
Volleyball Season Block Plan.. 24-28
Round-Robin Tournament Schedule.. 29
Volleyball Modified Game. 30-31
Traditional Rules of Volleyball. 32
Traditional Rules of Volleyball Quiz. 33-35
Traditional Rules of Volleyball Quiz Answer Sheet 36-38
Duty Team Schedule for Tournament Play 39
Culminating Event... 40

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Table of Contents (Cont.)

Skill Challenge
Hoop Service.. 41
Bump It Up..... 42
Swishing the Spike... 43
Postseason Award Descriptions... 44
Most Valuable Player (MVP) Award Certificate.... 45
Most improved Player Award Certificate 46
Best Player Sportsmanship Award Certificate. 47
Record Keeping and Statistician 48
Regular Season League Standings..... 49
Regular Season League Statistics... 50
Regular Season Team Statistics for Cameroon... 51
Regular Season Team Statistics for Brazil..... 52
Regular Season Team Statistics for Russia. 53
Regular Season Team Statistics for Japan.. 54
Regular Season Team Statistics for Mexico.. 55
The Jackburg Journal Newspaper Article.. 56-57
Festivity. 58
Team Cameroon Identity... 59
Team Brazil Identity.. 60
Team Russia Identity... 61
Team Japan Identity. 62
Team Mexico Identity.... 63
Class Management and Behavior.. 64
Fair Play/Sportsmanship Goals.... 65
Fair Play/Sportsmanship Rubric... 66
Fair Play/Sportsmanship Rubric Team Results.... 67
References... 68


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Season

















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Name of Sport: Volleyball
Season: 20 Days
Class Size: 30 Students (16 Males and 14 Females)
Meeting Time: 2 Days per Week for 50 Minutes- 10-Week
Season
Space Available: The setting of where the season will take
place is in a multi-purpose gymnasium with five courts that are
59' x 29'6" in dimension (regulation size).
Diagram of Space-























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Equipment Available: 45 Volleyballs, 5 Volleyball Nets, 10
Net Holding Poles, and 25 Hula Hoops





























7








Affiliation







8



Teams:

Brazil

Russia

Mexico

Japan

Cameroon











9

Brazil
Joe Dabo- This student is a very vocal individual in which he likes to have his opinion be heard. He most
commonly has to have the last word in every discussion. In terms of skill and fitness levels, he is not the most
highly trained in these areas, but still can perform a variety of different physical actions at an experienced
level. During class, he is frequently off-task fooling around by himself because he does not really have any
other friends in the class. Regardless, he will most likely make solid contributions for his team in tournament
play.

Vivian Degrazio- This student is introverted in that she is very silent around everybody except for her peer
group. This is a critical aspect because one of her best friends is in the class, which is who she will normally
work with. It is worth noting that she is very knowledgeable in relation to the content that is presented. Her
work ethic in class spans well beyond that of any classmate. She is of moderate skill and fitness levels based
on these efforts since she does not play any sports outside of school. The input that she will make on her team
with respect to performance should most likely be one who is not going to be the best player, but makes the
opposing team work due her ability to limit mistakes, especially those for which are mental.

Angelo Stephanopoulus- This student has an arrogant attitude about his athletic ability. He plays on the varsity
soccer and baseball teams, where he is merely a role player. It is common to hear him make comments about a
sense of entitlement over the other classmates because of his active background. This is very possibly the
reason with as to why he is either late or often skips class. Although he may not be the best performer on his
school teams, he is of much higher skill and fitness levels than most of his peers. On his squad, he should be a
very critical contributor based on his athletic participation.

Jonathan Dewitt- This student is a really outgoing individual within the class, where he is very well-liked by
others. He is friendly with pretty much every classmate, which is why it is a regular occurrence to see him in a
conversation with one of them. In fact, he is almost a natural leader because of his ability to establish
relationships with other people. He demonstrates a good understanding of the material that is presented in the
class, but is of a lower skill level in regards to executing it. With these attributes, he may not be a vital asset on
the court, though will be a major component for making sure that everyone on the team is doing what they are
supposed.

Farrah Sermon- This student is very lazy when it comes to having to perform any physical activity. She is
more focused on ensuring that her appearance is intact rather than getting sweaty. During any practice of skills
that transpires within a class period, she and her other friends will usually stand off to the side and converse
with one another. This is the major reason with as to why she is of very low skill and fitness levels in which
can be related to that of lower grade learners. It is expected that her performance throughout the season is not
going to produce any major gains for the team because she will be too lazy to participate.

Roxanne Love- This student has some anger problems for which are sometimes exhibited during class. These
sudden bursts of screaming, kicking, and hitting are normally directed at herself due to poor execution of tasks.
Her home life is not very good, which causes her to induce these actions. She does not really have any friends
for whom are classmates, so she likes to isolate herself from others when practicing content. The skill and
fitness levels in that she possesses are slightly better than average in relation to her other female peers. It is due
to this attribute with as to why her role on the team will be essential to her teams success based on the
execution that she exhibits in the season.



10

Russia
Nadia Govani- This student is always focused on achieving any material that is new to her by carrying out
conduct that can be classified as exemplary. In other words, she can merely be termed as a perfectionist based
on her exuberance to reach peak performance in every facet of the course. She has three other friends within
the class in which they all compete against each other to see who will get the best marks. Her skill and fitness
levels can be simply categorized as moderate because she does not have an extensive background in athletics.
With that being said, she will be a key aspect for her team in light of the fact that her desire to succeed will
probably be the fuel behind her execution of skills.

Nathan Sparks- This student does not seem to care about anything in which is presented in class. He basically
only attends the necessary amount of meeting periods in order to get a passing grade since it is a required
course. This is the reason with as to why it is a usual occurrence to see him skip for multiple days in the span
of any given week. He does not really have any friends for whom are classmates, instead his peer groups
consists of many individuals who do not attend the school. With reference to his skill and fitness levels, he is
marginally better than average because of prior involvement in multiple sports. It is not expected for him to
make major contributions for his team, seeing as he probably will not have the desire to even want to be
playing in the season at all.

Kelly Rumspringer- This student is very active to the point where she constantly needs to be moving around or
else she tends to get jittery. It is due to this persona in as to why she is involved in many different clubs and
organizations at the school. She knows everybody within the class very well, but is not friends with them based
on the fact that they get annoyed with her tendencies. Her skill and fitness levels are very low due to her
distaste for athletics in general, but works hard in class. It will be a major bonus for her team if she happens to
perform well in the season because she will not be viewed as a key player.

Trevon McKnight- This student is extremely talented in regards to the abilities for which he possess. He plays
only varsity basketball, where he is considered their star of the team. During class, it is frequent to see him
take breaks due to the fact he already has the essential knowledge to perform the concepts presented. His
friends within the class make up both groups of the other superior athletes and the girls for whom exhibit
extreme laziness. As expected, he is of high-caliber skill and fitness levels that very few peers can compare
with. He will have to take on a heightened role on the team based on how many believe that his play can reach
an elevation of prominence.

Ashley Sadler- This student is rather reserved in terms of how she conducts herself. She has one other friend in
the class that she only really talks with. Her interest in the material that is brought forth in the course is not
high, so she sometimes will tend to give off an attitude for which constitutes as though she does not care. It is
this demeanor as to why she has low skill and fitness levels, where she struggles to execute some of the more
basic motions. Her performance throughout the season will be expected to have little impact on how the team
does.

David Walker- This student displays such fantastic character in reference to helping others within the class
attain prosperity in content. He plays on the varsity soccer, hockey, and lacrosse teams as an individual who is
simply their for his leadership qualities. He has one other friend within the class that he has known for years
since they are neighbors. In skill and fitness levels, he is average because he does possess the capacity to
perform many skills proficiently. For the season, his performance will be important because of how he has an
underlying ability to provide his team with a major boost in respect to his sports experience.


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Mexico
Adam Fozelli- This student has a very consistent poise in that he is very straightforward in how he feels about
the different content that is introduced. His work ethic is one in which cannot be rivaled by any other peer,
where he simply does what is told of him in a manner that is highly effective. He has two other friends within
the class in which he commonly works with when practicing material. In reference to skill and fitness levels,
he is definitively better than average based on how he exhibits a sense of determination to ultimately master
the concepts that are introduced. His effect on the team will be crucial in how well they will be able to do
during the season if his teammates follow his lead for how he conducts himself on a daily basis.

Jennifer Edenbaum- This student exhibits an attitude as though everyone must revolve around her needs. She
has no ambition to want to perform any of the material presented in the course. It is an often occurrence when
she and her three other friends in the class do not participate in any of the tasks that they are expected to
perform in the lesson by standing off to the side. This helps to provide an explanation as to why her skill and
fitness levels are very low, which due to her frustration about this quality is why she decides not to engage in
this physical activity. Her performance during the tournament will be an unexpected bonus if she executes
something where an outcome that yields even remotely positive results transpires.

Fei-Long Chen- This student is always striving to accomplish a new form of expertise that will enhance his
performance. His temperament is guided by distinct morals and values that his family has instilled in him
which stress the importance of success. This helps to explain why he and his three other friends within the
class compete against each other to determine who achieves better marks. His skill and fitness levels are
among some of the highest in the class because of his desire to be a highly decorated scholar. For his team,
they are going to need him to make vast contributions in their games to most likely experience prosperity in
the season.

Xavier Abouakar- This students charisma is that of which likes to fool around in order to have fun. He likes to
carry out actions that are against the expectations that the school sets out for its learners, explaining why he is
normally having to deal with administration. He does not have any friends within the class, which illustrates
that his disruptive conduct may be in an effort to seek the attention of his peers. His skill and fitness levels are
moderate, but could be far better if he maybe stayed on task more frequently. It is very possible that he is able
to be a factor in which provides his team with valuable support during the season depending on the focus that
he brings.

Josh Redas- This student is deemed as eccentric by his other peers. He does not assimilate very well with these
individuals because they do not share the same interests as one another, where his love for memorabilia that is
associated to younger children is seen as strange. It is due to this reason with as to why he does not have any
friends within the class. The skill and fitness levels for which he possesses are some of the lowest in relation to
all of his classmates. His role on the team will most likely be to establish a base of performance that is not
detrimental to their success.

Stacy Juckinski- This student is designated as one who simply does whatever is asked of her. She never
complains or puts forth a lack of effort, but does not exceed any of the requirements for which each student
must meet in order to pass the course. The amount of friends that she has in the class account for two other
peers, where they all keep to themselves in relation to the other classmates. Her skill and fitness levels can be
designated as moderate due to her performance only meeting bare minimum conditions that are mandated. On
her team, it will be of significance if she is able to display a solid form of execution throughout the season with
respect to these qualities to put them in a better position to do well.


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Japan
Derek Ellridge- This student is one of the most well-known athletes from around the region. He plays on the
varsity football, basketball, and baseball teams, where he is one of the best players on all of them. His friends
for whom are in the class consist of the group of other athletes and girls that usually do not participate in the
lessons activities. His skill and fitness levels are that of which are extremely high compared to most of his
peers and is the main reason behind the cockiness that he regularly exhibits. It is expected that the influence
he is going to have on his team will be major because of his immense involvement in athletics.

Regina Mellderp- This student has made significant strides in her execution of the content introduced. The
attentiveness in that she has displayed when practicing the tasks incorporated into the lessons has been
beneficial in why this occurrence has transpired. Her three friends within the class have done a great job not
distracting her in order to make this transformation become a reality. With this change, she has both skill and
fitness levels that are just above average, which were previously much lower. This is a huge bonus for her team
because she can now make a much greater impact during the season with her newly enhanced performance.

Thomas Hedwick- This student is an aggressive individual with reference to athletics. He plays on the varsity
football team, where he has been kicked out of numerous games for many unsportsmanlike conduct penalties.
The friends for whom he has within the class are all of the other superior male athletes. His skill and fitness
levels are pretty high, but probably should be better; however, it is his competitiveness that carries his
execution of the material to elevations in which produce a competence in these activities. For his team, it is
essential that this intensity continues during the season to bring his performance up, but only to the point
where he is in control of his emotions.

Elizabeth Invesco- This student has shown signs of achievement in concepts, but does not put the effort in to
maintain this execution. The reason being for this transgression is that her peer group influences her to avoid
partaking in such action because by her doing well in the course is not socially acceptable. Instead, these
friends, who are also in the class, will normally stand off to the side when practicing activities of the lesson,
with her sometimes joining them. Her skill and fitness levels are that of which are above average, but could
exceed this performance if she works harder in the course. She will be an interesting player to focus on
throughout the season because of the fact she has yet to reach her ceiling in the material presented.

Quinn Regis- This student is probably the most intelligent individual within the course in relation to its
content. He basically knows all of the basic concepts, strategies, and tactics for which can be implemented to
experience success in each unit that has been presented. He has two other friends within the class, with each of
them always having high involvement in the material that is in focus. His skill and fitness levels are moderate,
but his value is in analyzing situations related to what is being explained is a vital aspect that can pay off major
dividends in order to attain prosperity in skills. He will be a crucial asset to his team due to his ability arrange
play formations based on how their opponent is performing.

Patricia Gugendolf- This student does their best to attain the content that is introduced, but strangely shows
little improvement in this category of execution. Her aspirations are to demonstrate a certain aptitude in
regards to this material so that she exhibits proficiency in all of the required subject areas that the institution
provides. The motive behind this goal is because of her three other friends within the class that challenge one
another to see who can receive the best scores from the teacher. Her skill and fitness levels are that of which
are very low, which explains why she may be struggling to boost her performance. With her work ethic, she
could very well, out of nowhere, experience success during the season.



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Cameroon
Darren Goody- This student has the potential to be an extremely good athlete. However, he has devoted his life to his job,
where he works as a mechanic at a local auto shop. For friends in the class, he has two others in which he normally hangs
around with to complete tasks together. His skill and fitness levels are better than average, though could be outstanding if
he was a little bit more attentive in class. With that being said, he is a very hard worker when it comes to his interests,
which if he is able to harness the same kind of energy during the season, then the impact that he will make on his teams
success could be crucial.

Jessica Underwood- This student does not display any motivation to want to take part in physical activity at all. It is a
common occurrence for her not to be in attendance. Her friend group within the class consists of the three other girls that
are commonly not involved in any of the activities in which they are asked to perform. This is the major reason as to why
her skill and fitness levels are very well below for what they should be, in terms of the experience that she has in taking
the course. Her team will most likely hope for the fact that the performance she carries out during the season at least does
not seriously harm their chances to do well.

Jose Rodriguez- This student is a stellar athlete, but has behavioral issues in which set him back. He was a member of the
varsity basketball and baseball teams until he got suspended for getting into a fight with another student. His friends in the
class were all of the other male individuals who play sports and the group of girls that do not engage in course content,
though they are now starting to drift apart after since he no longer plays on these squads anymore. It is critical to note that
his skill and fitness levels are superior to those held by the majority of his peers, where he is in the same category as his
other classmates who are apart of athletic teams at the school. In regards to his team, his performance during the season
will be very intriguing to observe based on the fact he has the capability to greatly have an influence on how well they can
do when focused on the tasks at hand rather than what is going on outside of the institution.

Cao-Ming Yang- This student does everything he can to put himself in a position where he is not only better than his other
peers in athletics, but in academics as well. He is driven by his three other friends within the class to achieve a level of
success to that of what is better than theirs. It should be noted though that his mastery in the content is scattered with
reference to how he is advanced in some areas, while, at the same time, inept in others. As a result, his skill and fitness
levels are moderate because he has shown to be very inconsistent in his execution of the material within the course. This is
why his performance during the season could quite potentially play the greatest role in how his team ultimately is able to
compete with the others to be considered a major force to be reckon.

Gary House- This student is one of the most reserved individuals in relation to how he conducts himself. He rarely talks to
other students due to the fact he is scared about certain aspects for which he is unfamiliar with, which since he is not the
most communicative to begin with, his peers, as a result, fall under this category. It is quite clear that he does not have
very many friends within the class because of this attribute. His skill and fitness levels are quite low based on how many
of the activities used to practice course content are cooperative. This then makes him uncomfortable when completing
them, which then negatively affects his execution. The performance that he is expected to display during the season is
probably not going to be of a high significance, but the setting that he will be forced to perform in will help him to interact
more with his other classmates.

Julie OReilly- This student is one of the most energetic persons within this group of classmates. She is very forceful with
respect to how she carries out the content that is presented in the course. It is important to acknowledge that she is a part of
the varsity volleyball, basketball, and lacrosse teams at the school. For friends within the class, it seems as though she is
generally really well-liked by pretty much everybody because of her much-known athletic ability. Her skill and fitness
levels are well beyond that of any of her female classmates, where she is just below that of the male athletes. Her team will
be counting on her to exhibit an exceptional performance based on the fact that she is the only player on the team that is
predicted to make significant contributions during the season.



14

Team Selection Process

The teams will be arranged with the teacher selecting students to be captains of each
squad based on their superior leadership skills for which they have displayed in class. These
learners will then meet with the instructor individually to choose the other members of their
team. It is important to note that prior to any captain attending this conference, the teacher will
arrange the other students in groups numbered from one to five. This means that those who are
classified as a one will correlate to the highest skilled and fit peers in the class so that this
numerical progression ends with those who are classified as fives being that of the least of these
two qualities. Each captain will then be told that they must pick one person from every
categorization of their classmates. By the end of this procedure, all of the squads will, as a result,
be made up of six learners whose skill and fitness levels vary based on their performance from
what they have exhibited in previous class periods.























15

Student Roles


Brazil:
Captain- Jonathan Dewitt
Statistician- Vivian Degrazio
Manager- Roxanne Love
Referee- Joe Dabo
Scorekeeper- Angelo Stephanopoulus
Publicist- Farrah Sermon

Russia:
Captain- David Walker
Statistician- Nadia Govani
Manager- Nathan Sparks
Referee- Trevon McKnight
Scorekeeper- Ashley Sadler
Publicist- Kelly Rumspringer

Mexico:
Captain- Stacy Juckinski
Statistician- Fei-Long Chen
Manager- Xavier Abouakar
Referee- Adam Fozelli
Scorekeeper- Josh Redas
Publicist- Jennifer Edenbaum

Japan:
Captain- Quinn Regis
Statistician- Patricia Gugendolf
Manager- Thomas Hedwick
Referee- Regina Mellderp
Scorekeeper- Derek Ellridge
Publicist- Elizabeth Invesco

Cameroon:
Captain- Julie OReilly
Statistician- Cao-Ming Yang
Manager- Darren Goody
Referee- Jose Rodriguez
Scorekeeper- Gary House
Publicist- Jessica Underwood





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Captain
Description- Those assigned to this role will be in charge of making sure that their
team is prepared for every game and practice. It will be up to these individuals to
analyze their teams performance and make adjustments accordingly. It is critical that
this person displays a willingness to make extensive observations in order to build
upon the progress of their team.
Expectations:
Come a few minutes to class early for everyday of the unit.
Be prepared with paper and a pencil at all times.
Have a plan ready for each class.
Exhibit behavior for which embodies that of a leader.
Effectively communicate to all teammates.
Set an example for how players on the team should conduct themselves on
and off of court.
Do not specifically point out teammates, express general statements
regarding disliked performance so that it is something in which the entire
team needs to focus on.
Promote effort for that of all teammates.
Display good sportsmanship to any teammate, opponent, or official.
Initiate a level of excitement for team prior to the start of every game.
Responsibilities:
Create drills for every practice.
Present teammates with the rules and regulations of the sport of volleyball.
Demonstrate the skills needed in order to be successful in volleyball.
Introduce cues of the skills most commonly used in volleyball.
Provide teammates with their positions on the court prior to the start of each
game.
Explain to teammates how to rotate on the volleyball court based on their
position.
Observe each teammates performance during practice.
Issue feedback to teammates on their skill execution of the concepts taught.
Reveal different strategies to team that they can use for their next game based
on their opponent.
Make adjustments to practice, tactical organization, and skill level of
teammates based upon teams performance throughout the season.



17

Statistician
Description- Those assigned to this role will be responsible for recording statistics
for their team. It is important that individuals assigned to this role exhibit a strong
level of organization in regards to maintaining all data collected throughout season.
Exceptional computation of mathematical concepts is a prerequisite in order to
have this duty. The importance of preserving such data is vital in using it to work
on skills that will meet the needs of its players.
Expectations:
Come prepared to each class with a calculator.
Display attentiveness about what you must record.
Be aware of the procedures required to compile statistics for team.
Develop a high level of organization for keeping statistics.
Create an efficient process for collecting the teams statistics.
Provide teammates with any information regarding their data if asked by
them.
Maintain a form of privacy for teams statistics.
Have knowledge for what each statistic is as well as what it means.
Exhibit the mathematical skills required to calculate some of the statistics
that need to be documented.
Effectively communicate to other teammates.
Responsibilities:
Keep a record of aces, forearm passes, sets, kills, and digs for your team and
its players.
After every game played, ask each player for their data in that particular
match, while, based on their statistics, you must keep track of this data for
the entire team.
Every statistic measured needs to be written down on a spreadsheet (will be
provided by teacher).
Analyze the data to provide coach with options for which skills the team
should work on during practice based on these results.
Report the data to the publicist after every game in which the team plays.
Take statistics for the games that your team is not playing as well as to act as
a backup for others in the class who are assigned to this role.
Find a safe place to keep the spreadsheets because they will not be collected
until the season is over.



18

Manager
Description- Those assigned to this role will need to exhibit proper behavior to
other peers as well as communicate to them about how they need to conduct
themselves within this type of setting. It is essential that these individuals possess
the ability to handle the materials needed for any of their teams activities. The
preparedness for which must be instilled in this person will dictate how effective
the team utilizes their free time to make adjustments to get better.
Expectations:
Be at class a few minutes early to prepare for any practice.
Come to class prepared to do whatever job is asked of you.
Exhibit critical listening skills of those in charge of you.
Develop an awareness of all the accommodations in which the facility
presents.
Create a system that makes your duties to be completed more efficiently.
Prepare backup solutions if the material or individuals required to complete
specific tasks are not available.
Treat materials for which are provided to you with care.
Display a conduct with the furnishings in which you are responsible of.
Responsibilities:
Communicate with captain what equipment is going to be utilized during the
class.
Are in charge of administering and assembling all equipment for which is
going to be utilized during the class.
Position the equipment in the exact formation for which it is going to be
utilized during the class period.
Present to teammates that they must treat the equipment being used with
care.
Take attendance of your teammates for every class, then express who is
absent to teacher.
Find substitutes for teammates who are not present for any game where this
incidence occurs.
Bring back any equipment utilized during class to where it was taken from.





19

Referee
Description- Those who are assigned to this role will officiate all of the games that
they are not playing in. They will need to present themselves in a manner where
forceful communication to others taking orders from them is clearly established. It
is important that they sustain control not only when officiating, but with their team
as well. The capability to make sure that orders from those of higher authority are
followed by everyone associated with their squad will be a major factor of their
own morale.
Expectations:
Develop effective communication skills directed at others within the class.
Exhibit behavior that is respectful to all competitors.
Hold no bias against any player or team.
Have knowledge of all the rules and regulations of the sport of volleyball.
Be consistent with calls.
Display a level of control when dealing with players.
Possess a conscientious approach for what is occurring in games.
Create an authoritarian persona.
Responsibilities:
When your team is not playing, you need to officiate all of the games in
which are taking place.
Make calls on whether server stepped on or over line when serving, if a back
hitter stepped on or over the hitting line when sending ball over the net,
whether the ball is in or out after making contact with the ground, if any
players body makes contact with the net, and how many volleys a team has
consecutively made.
Report any unsportsmanlike conduct displayed by a player to the teacher.
Notify teacher of any calls that you are not sure about.










20

Scorekeeper
Description- Those assigned to this role will be required to keep score of all the
games that they are not playing in. Attentiveness when in this position throughout
the season is mandated to carry out this duty. Without being able to efficiently
move about the activity area negates the reasoning for performing in this structured
competition. The motivation experienced by the participants falls on the shoulders
of each individual who must execute this essential chore.
Expectations:
Exhibit an alertness for every game.
Be aware of surroundings in regards to what is taking place at all times.
Create a system that allows you to travel around playing area efficiently.
Display a strong voice over other classmates.
Have knowledge of all the rules and regulations for the sport of volleyball.
Prepare yourself with pieces of paper and a pencil for each class when
playing games.
Promote an enthusiastic charisma.
Responsibilities:
When your team is not playing, you need to keep score for all of the other
games going on.
Designate what team should be serving the ball.
Provide the score to the publicist after a game has concluded.
If asked by a player, you should be able to recite them the score of their
game at all times.
Regularly walk around to each game in order be aware of what their scores
are.












21

Publicist
Description- Those assigned to this role are influential in relation to the source of
the excitement that is linked to the season. These individuals must exhibit a
passion for their team not only in class, but outside of the instructional setting as
well. Creativeness is another quality that must be present within the persons behind
this duty, where they will be accountable for making different objects to endorse
their teams. It is of heightened value for the excitement in regards to the round of
play that the people given the opportunity to perform these tasks have the most
control over.
Expectations:
Exhibit a passion for what is taking place in each class.
Promote an exuberance about your team throughout the entire school.
Share experiences of enjoyment to those in the class.
Show creativeness through endorsement of team.
Be diligent when expressing important information to authority figures.
Make sure that a display of appropriateness in conducting self is present at
all times.
Demonstrate a form of competence in relation to your team identity without
producing a sense of arrogance.
Develop a strong sense of knowledge about each teammate.
Responsibilities:
Must report scores and statistics to teacher for every game in which your
team plays.
Meet with teacher very briefly after every class to report what team did
during the period as well as find out who, when, and where they will be
playing for all of their games.
Express to your team who, when, and where they will be playing their next
game.
Create merchandise (i.e. posters, clothing, logo) for your team and
incorporate them into the school setting.
At the end of each class for which games have been played, state a brief
summary to classmates of the key moments from the games that your team
played in during the day.
Produce a chant that your team will express prior to every game they play.




22










Formal
Competition

















23

Unit Outcomes

By the end of the unit, TSWBAT

Psychomotor- Perform a multitude different skills, strategies, and tactics for
volleyball by partaking in a round-robin tournament (NASPE #1 and MA CF
#2.17).

Cognitive- Define what forearm passing, setting, serving, digging, spiking,
blocking, and 5-1 and 4-2 offensive formation strategies are, how an exceptional
performance of the aforementioned concepts can impact a teams execution in a
game of volleyball, and the traditional rules for volleyball by answering a series
of informal questions posed to them throughout its various classes (NASPE #2
and MA CF #2.19).

Affective- Exhibit engagement in volleyball content upon creating a
comfortable classroom environment by establishing culpable behavior that
contributes to having dignity for self and others (NASPE # 5 and MA CF
#2.26).
















24

Volleyball Season Block Plan

Class Context
Class: 11
th
Grade; 16 Boys/14 Girls; Class Duration 50 min.; Meets 2 Days
p. Week; 20 Classes Total
Activity: Volleyball; Indoors; 5 Regulation Courts
Equipment: 45 Volleyballs, 5 Volleyball Nets, 10 Net Holding Poles, and 25
Hula Hoops
Team format: 4 teams (Brazil, Russia, Mexico, Japan, and Cameroon)
Competition format: Round-Robin
Duty Team Roles: Statistician, Referee, and Scorekeeper
Day
Class Activities
1 -Introduce the history and rules and regulations of volleyball.
-Present how to perform the forearm pass.
-Practice the forearm pass through performance of various activities.
-Observe student performance of the forearm pass in order to properly assess
their skill level for the team selection process.
-Explain to class the format of how the season will be conducted.
-Select team captains and arrange times to meet with them outside of class to
choose players for their team.
2 -Present how to perform the set.
-Practice the set through performance of various activities.
-Observe student performance of the set in order to properly assess their skill
level for the team selection process.
-Introduce the team roles to the students by explaining what the expectations
and responsibilities for these jobs are to the class.
3 -Present how to perform the serve.
-Practice the serve through performance of various activities.
-Observe student performance of the serve in order to properly assess their skill
level for the team selection process.
-Captains have met with teacher to select the players for their teams.
-Teams are announced to the entire class along with their names.
4 -Each team is designated to a specific home court, which is where their
practices will take place.
-Introduce the different positions of the players.
-Present the tactical formation and rotation of how a team is arranged on the
court.
-Teams are split up to practice rotation based on their tactical formation on
their own court.
-Issue class a handout on where each position moves to when completing one
rotation.
-Students select their team roles.
-Each student is issued duty sheet for their role.
5 -Review of critical skills taught (forearm pass, set, and serve) with the class.
25

-Teams are split up to practice strengthening these skills at home courts led by
their captains.
-Teams scrimmage against themselves (3 v. 3) using rally scoring.
-As games are taking place, the roles of scorekeeping, officiating, statistician
are separately demonstrated to students assigned to those duties so that they
can practice them.
-Publicist leads meeting to create a team cheer along with teammates.
6 -Present how to perform the dig.
-Practice the dig through performance of various activities.
-Teams play against one another in a selected modified game (Bouncing
Volleyball).
-Each game is timed so that every team plays against each other.
7 -Present how to perform the spike.
-Practice the spike through performance of various activities.
-First scrimmages among different teams to practice playing games and team
roles.
-Each game is timed with rally scoring so that every team will play against one
another.
-Teams are split up to have a meeting led by their captain to discuss any
observations they made during gameplay and develop preliminary positions for
each player.
-While meetings are going on, walk around to each team and summarize any
significant incidents in which was detected from their performance.
-Provide the students with a brief quiz on the traditional rules of volleyball.
-Issue the schedule of games in the tournament to each team.
8 -Present how to perform the block.
-Practice the block through performance of various activities.
-Teams scrimmage themselves for final preparation before tournament begins.
-After scrimmage, teams meet up alone so that captain can give the players
their positions for their first day in the tournament.
-The duty team meets with teacher to go over final preparations for the first
games.
-Explain the format of the tournament.
9 -Present two offensive positioning strategies.
5-1 Arrangement
4-2 Arrangement
-Teams are split up to practice incorporating these offensive formations into
play at home courts led by their captains.
-Day 1 of round-robin tournament play (1 game each).
Must use one of the two offensive positioning strategies in game.
Game is played to 20 minutes.
One duty team performs the roles for each game taking place.
Statisticians are given data sheets and must record stats for their team
(each player keeps track of own statistics).
-After game has concluded, the teams will meet with themselves to assess their
performance during the day and discuss possible areas to focus on for practice,
while the duty team meets with teacher to make sure they did not experience
any problems.
-Publicist provides teacher with score and statistics of their game.
26

10 -Teams are split up to have free practice led by captains to work on areas for
which they struggled with in their games, while the first duty team creates
tactical arrangement for their first game of the tournament.
-The succeeding duty team meets with teacher to go over final preparations for
the next games.
-The teams scrimmage against one another to determine if adjustments made in
practice are working.
-The teams are given time to make last alterations before second day of round-
robin tournament play.
11 -Day 2 of round-robin tournament play (1 game each).
Must use one of the two offensive positioning strategies in game.
Game is played to 20 minutes.
One duty team performs the roles for each game taking place.
Statisticians are given data sheets and must record stats for their team
(each player keeps track of own statistics).
-After game has concluded, the teams will meet with themselves to assess their
performance during the day and discuss possible areas to focus on for practice,
while the duty team meets with teacher to make sure they did not experience
any problems.
-Publicist provides teacher with score and statistics of their game.
-Each team meets with teacher to analyze their execution of skills presented
earlier in the season into their games, areas they need to improve upon to
experience greater success, and suggestions to achieve this prosperity.
-As meetings are going on, other teams are provided with free practice led by
captain to work on recommendations given to them by the teacher.
12 -Teams are split up to have free practice led by captains to work on areas for
which they struggled with in their games, while the duty team last creates
tactical arrangement for their second game of tournament.
-The succeeding duty team meets with teacher to go over final preparations for
the next games.
-The teams scrimmage against one another to determine if adjustments made in
practice are working.
-The teams are given time to make last alterations before third day of round-
robin tournament play.
13 -Day 3 of round-robin tournament play (1 game each).
Must use one of the two offensive positioning strategies in each game.
Game is played to 20 minutes.
One duty team performs the roles for each game taking place.
Statisticians are given data sheets and must record stats for their team
(each player keeps track of own statistics).
-After game has concluded, the teams will meet with themselves to assess their
performance during the day and discuss possible areas to focus on for practice,
while the duty team meets with teacher to make sure they did not experience
any problems.
-Publicist provides teacher with score and statistics of their game.
-The teams will be issued a court template and must create three different
offensive plays based on each players position for any given rotation for which
leads to a spike attempt.
14 -Teams are split up to have free practice led by captains to work on areas for
which they struggled with in their games, while the duty team last creates
27

tactical arrangement for their third game of tournament.
-The succeeding duty team meets with teacher to go over final preparations for
the next games.
-The teams scrimmage against one another to determine if adjustments made in
practice are working.
-The teams are given time to make last alterations before fourth day of round-
robin tournament play.
15 -Day 4 of round-robin tournament play (1 game each).
Must use one of the two offensive positioning strategies in each game.
Game is played to 20 minutes.
One duty team performs the roles for each game taking place.
Statisticians are given data sheets and must record stats for their team
(each player keeps track of own statistics).
-After game has concluded, the teams will meet with themselves to assess their
performance during the day and discuss possible areas to focus on for practice,
while the duty team meets with teacher to make sure they did not experience
any problems.
-Publicist provides teacher with score and statistics of their game.
-The teacher meets with all of the students based on what team role they have
to go over how they are doing in carrying out these duties as well as any
comments, questions, or concerns that they may have about them.
-As meetings are going on, the teams will scrimmage by themselves to work on
what they went over after their game.
-The skill challenge for the final day of the unit will be announced to the
students.
16 -Teams are split up to have free practice led by captains to work on areas for
which they struggled with in their games, while the duty team last creates
tactical arrangement for their last game of tournament.
-The succeeding duty team meets with teacher to go over final preparations for
the next games.
-The teams scrimmage against one another to determine if adjustments made in
practice are working.
-The teams are given time to make last alterations before final day of round-
robin tournament play.
17 -Day 5 of round-robin tournament play (1 game each).
Must use one of the two offensive positioning strategies in each game.
Game is played to 20 minutes.
One duty team performs the roles for each game taking place.
Statisticians are given data sheets and must record stats for their team
(each player keeps track of own statistics).
-After game has concluded, the teams will meet with themselves to assess their
performance during the day, while the duty team meets with teacher to make
sure they did not experience any problems.
-Publicist provides teacher with score and statistics of their game.
-The teams will meet with teacher to go over final statistics as well as be
praised on areas for which they made improvements in throughout the season.
-As meetings are going on, the other teams will practice the skills for which are
going to be incorporated in the skills challenge.
-The teams competing for the class championship will be announced to the
class.
28

18 -The teams playing in the championship have free practice led by captains to
work on areas for which they struggled with in their games.
-As these squads are practicing, the remaining teams will scrimmage against
one another for fun.
-The duty team for the championship game will be made up of the squads not
playing in it, where they will meet with teacher to go over final preparations for
the final.
-The championship teams will scrimmage against one another to determine if
adjustments made in practice are working.
-The teams are given time to make last alterations before the championship
game of round-robin tournament.
19 -The championship game of round-robin tournament play (1 game each).
Must use one of the two offensive positioning strategies in each game.
Game is played to 20 minutes.
One duty team (teams not playing combined) will perform all of the
roles for both squads playing.
-Publicist provides teacher with score and statistics of the game.
-Lead a class discussion asking students questions about their personal
thoughts regarding the season.
20 -Teams compete in volleyball skill challenge that utilizes different skills takes
place.
-An awards ceremony crowning a champion and most valuable, most
improved, and best sportsmanship players will be conducted (awards are
decided based on statistics obtained throughout season).
















29

Season Schedule

Round-Robin Tournament Play:

Day 1 Resting Day Day 2
Brazil vs. Russia -Free Practice for All Teams Russia vs. Japan
Mexico vs. Japan -Teams Scrimmage Each Other Brazil vs. Cameroon
Duty Team- Cameroon Duty Team- Mexico

Resting Day Day 3 Resting Day
-Free Practice for All Teams Japan vs. Cameroon -Free Practice for All Teams
-Teams Scrimmage Each Other Russia vs. Mexico -Teams Scrimmage Each Other
Duty Team- Brazil

Day 4 Resting Day Day 5
Cameroon vs. Mexico -Free Practice for All Teams Mexico vs. Brazil
Japan vs. Brazil -Teams Scrimmage Each Other Cameroon vs. Russia
Duty Team- Russia Duty Team- Japan

Resting Day Championship Day
-Free Practice for Teams Playing in Championship Game -Championship Game
-Teams Playing in Championship Game Scrimmage Each Other
-Remaining Teams Scrimmage Each Other

Final Day
-Skill Challenge
-Season Awards Ceremony







30

Bouncing Volleyball

Players: There will be five players on each team, four teams, and teams will be picked in
order of last name.
Positions: Student will not have any assigned positions for this activity.
Facilities: Indoors Gym, Add 5ft to length of regulation volleyball court 30ft x 60ft on
each side and add 2ft to the width of the court.
Equipment: 2 Volleylites
Focus: Adding Another Variable Besides Volleying
Student Performance Objectives: By the end of the modified game, TSWBAT...
o C: Name two advantages to adding bouncing into volleyball when asked upon
(NASPE #2; MA CF #2.17).
o A: Show sportsmanship by respecting your teammates as well as the rules
throughout the lesson (NASPE #4; MA CF #2.26).
o P: Demonstrate at least five bounce passes to teammates in game play (NASPE
#1; MA CF #2.17).
Rules:
o Games will be 6 minutes long.
o Students can serve either overhand or underhand behind the original serve line.
o Serve must go over the net.
o Students may either volley or bounce ball between teammate during possession
o Students are allowed four hits during possession.
o A ball that is volleyed over the net and hits the ground on other side is one point.
o Ball that is successfully sent over the net on a bounce is rewarded with a point.
o Ball that is bounced over the net and hits the ground on other side is five points.
o To bounce ball between teammates, students must hit ball into ground.
o If ball hits ground without student hitting ball into ground, the other team is
rewarded with a point.
o A ball that bounces twice without being touched is the other teams point.
o Students feet may not be outside of boundaries if they are going to bounce ball.
Safety:
o Use only hands/arms to make contact with ball.
o All students must be ready before ball is served.

Diagram:


31



Extensions:
o UP: only three hits are allowed during a possession.
o DOWN: Serve may be done underhand from original volleyball serve line.
References:
Porter, L. (2013, October 21). Fun Volleyball Drills. LIVESTRONG. Retrieved from
http://www.livestrong.com/article/188507-fun-volleyball-drills/

Mr. Nicholas Ambrogio, Physical Education Student, Springfield College.

























32

Traditional Rules of Volleyball

A team can only make contact with the ball 3 times before hitting it over net.
No player can make consecutive contact with the ball 2 times.
The ball cannot be caught or carried over the net.
Every sequence of play must start with a serve.
Points are scored when the ball touches the ground on opponents side,
opponent hits the ball out of bounds, opponents make more than 3 contacts
with the ball, opponents hit ball so that it touches the ceiling, light, or rafter
above other teams side of court, or an opponents serve does not go over the
net.
The lines marking the court are in bounds.
A ball can contact any part of players body.
A servers body can never cross the end line when completing this action.
Serves that make contact with net but go over are considered legal.
After every point scored, the team that achieved this feat must rotate their
positions by 1 person in the clockwise direction.
The positions on the court consist of 3 individuals in the front row and 3
individuals in the back row, which use the 10-foot line as the margin
separating the 2 areas.
The players on the court that are located behind the 10-foot line are not
allowed to hit the ball over the net from in front of this court marking.
The method of rally scoring is used to gain points.
A match is won by winning 2 out of 3 games.
The games are played to 25; however, all teams must win by two points, so
gameplay will continue until a team has reached this margin regardless of
the score.


Reference:
Devine, A. (2008). A Simple Guide to Volleyball: Rules. University of Florida
College of Journalism and Communications. Retrieved from
http://iml.jou.ufl.edu/projects/Fall08/Devine/rules.html







33

Name __________________ Date ________ Period _____

Traditional Rules of Volleyball Quiz
50 Points

Multiple Choice (4 Points Each):

Directions: Circle the letter that best corresponds to the question with regards to
the traditional rules for the sport of volleyball.

1. How many times can a team make contact with the ball prior to hitting it over the net?
a. 4
b. 2
c. 3
d. 5

2. What is the minimum number of points a team must achieve in order to win a game?
a. 15
b. 21
c. 11
d. 25

3. What is the amount of times for which a player can make contact with a ball in a progression?
a. 2
b. 4
c. 3
d. 1

4. How many players must be positioned in the front and back row when playing on the court?
a. 3 in the front and 3 in the back
b. 4 in the front and 2 in the back
c. 2 in the front and 4 in the back
d. 5 in the front and 1 in the back

5. What is the sum of points that a team must be ahead of the other in order to win a game?
a. 2
b. 3
c. 1
d. 4




34

True/False (2 Points Each):

Directions: Circle true (T) or false (F) for each statement provided depending on
whether the question given is correct or incorrect in relation to the traditional
rules for the sport of volleyball.

1. A serve that touches the net and goes over is considered
legal. T F
2. A player positioned behind the 10-foot line cannot hit the
ball over the net. T F
3. The only team that can score a point is the one in which is
serving. T F
4. The ball can make contact with any body part of a player.
T F
5. A team is awarded a point when an opponent hits the ball
on the ceiling, lights, or rafters above their own side of the
court. T F
6. Any ball that touches a boundary line after hit is deemed as
in. T F
7. The direction for which the players rotate around the court
is clockwise. T F
8. In order to win a match, a team needs to be victorious in 3
out of 5 games against their opponent. T F
9. A server is given another opportunity to complete the
action if the ball does not go over the net on their first try.
T F
10. All services must be made from in front of the end
line. T F





35

Short Answer (5 Points Each):

Directions: In the space provided below each question, answer it in full detail
with respect to knowledge that you have attained about the traditional rules for
the sport of volleyball.

1. Why is no player for whom is positioned behind the 10-foot line allowed to hit a ball from in
front of this structure?






2. What is the main reason for using rally scoring?





























36

Name __________________ Date ________ Period _____

Traditional Rules of Volleyball Quiz (Answer Key)
50 Points

Multiple Choice (4 Points Each):

Directions: Circle the letter that best corresponds to the question with regards to
the traditional rules for the sport of volleyball.

1. How many times can a team make contact with the ball prior to hitting it over the net?
a. 4
b. 2
c. 3
d. 5

2. What is the minimum number of points a team must achieve in order to win a game?
a. 15
b. 21
c. 11
d. 25

3. What is the amount of times for which a player can make contact with a ball in one
progression?
a. 2
b. 4
c. 3
d. 1

4. How many players must be positioned in the front and back row when playing on the court?
a. 3 in the front and 3 in the back
b. 4 in the front and 2 in the back
c. 2 in the front and 4 in the back
d. 5 in the front and 1 in the back

5. What is the sum of points that a team must be ahead of the other in order to win a game?
a. 2
b. 3
c. 1
d. 4



37

True/False (2 Points Each):

Directions: Circle true (T) or false (F) for each statement provided depending on
whether the question given is correct or incorrect in relation to the traditional
rules for the sport of volleyball.

1. A serve that touches the net and goes over is considered
legal. T F
2. A player positioned behind the 10-foot line cannot hit the
ball over the net. T F
3. The only team that can score a point is the one in which is
serving. T F
4. The ball can make contact with any body part of a player.
T F
5. A team is awarded a point when an opponent hits the ball
on the ceiling, lights, or rafters above their own side of the
court. T F
6. Any ball that touches a boundary line after hit is deemed as
in. T F
7. The direction for which the players rotate around the court
is clockwise. T F
8. In order to win a match a team needs to be victorious in 3
out of 5 games against their opponent. T F
9. A server is given another opportunity to complete the
action if the ball does not go over the net on their first try.
T F
10. All services must be made from in front of the end
line. T F





38

Short Answer (5 Points Each):

Directions: In the space provided below each question, answer it in full detail
with respect to knowledge that you have contained about the traditional rules for
the sport of volleyball.


1. Why is no player for whom is positioned behind the 10-foot line allowed to hit a ball from in
front of this structure?

This is in an effort to limit any particular player that is highly skilled in hitting from
dominating a game.




2. What is the main reason for using rally scoring?

This approach is employed to have the games move at a faster pace in reference to the
amount of time it takes for them to be complete.




















39

Duty Team Schedule for Tournament Play



Day 1
Cameroon
Referee- Jose Rodriguez
Statistician- Cao-Ming Yang
Scorekeeper- Gary House
Aids to these Roles- Julie OReilly, Darren Goody, and Jessica Underwood

Day 2
Mexico
Referee- Adam Fozelli
Statistician- Fei-Long Chen
Scorekeeper- Josh Redas
Aids to these Roles- Stacy Juckinski, Xavier Abouakar, and Jennifer Edenbaum

Day 3
Brazil
Referee- Joe Dabo
Statistician- Vivian Degrazio
Scorekeeper- Angelo Stephanopoulus
Aids to these Roles- Jonathan Dewitt, Roxanne Love, and Farrah Sermon

Day 4
Russia
Referee- Trevon McKnight
Statistician- Nadia Govani
Scorekeeper- Ashley Sadler
Aids to these Roles- David Walker, Nathan Sparks, and Kelly Rumspringer

Day 5
Japan
Referee- Regina Mellderp
Statistician- Patricia Gugendolf
Scorekeeper- Derek Ellridge
Aids to these Roles- Quinn Regis, Thomas Hedwick, and Elizabeth Invesco
40










Culminating Event















41

Skill Challenge
The team with highest point value after each mini-game is the winner of the skill challenge (1st Place= 10 Points;
2nd Place= 8 Points; 3rd Place= 5 Points; 4th Place= 3 Points; and 5th Place= 1 Points).

Hoop Service:
Description- The teams will be arranged in a straight line behind the endline on the right side
(location where serves occur) with one ball each. On the other side of the court beyond the net
will be 5 different hula hoops scattered on the ground within the boundaries with a piece of paper
with a number from 1 to 5 in it. The challenge will begin with the teacher calling out a different
number for each try taken by the students whose turn it is to execute the motion; where they must
then attempt to serve the ball so that it lands in the hula hoop that was expressed. Each squad will
take part in the activity on their own home court. It is also worth mentioning that only one
individual can serve at a time, and will be given 3 chances to accomplish the feat. If a player is
able to successfully serve the ball into the correct hula hoop, then their team will be awarded
with 3 points. The scorekeepers are responsible for tracking the amount of points their team has
obtained, statisticians will need to record the amount of points their teammates have secured, and
the publicists will report all of this data to the teacher. The team with the most points at the end
of 15 minutes will be declared as the winner, which will add to their total score count towards
winning the entire skill challenge.

Diagram (For 1 Court):

Key-
S= Students
-= Boundary Lines
- - -= Net
O= Hula Hoops
= Volleyball

S
S
S
S
S
S








42

Bump It Up:
Description- The teams will be spread out throughout the gymnasium and arranged in a circle
with each player facing 10 feet apart from one another. Using one ball, an individual will throw
it up in the air to one of their teammates. It will then be that persons job to forearm pass it to a
different teammate within the formation, who will then attempt to complete the same sequence
of actions. The group of players will work to execute this progression for 15 times in a row
without the ball touching the ground. Each team will be told to count out loud how many times
they have successfully forearm passed the ball to each other until they have reached the
aforementioned value, which will correlate to them scoring a point. The scorekeepers will be
liable for knowing how many points their team has scored, the statisticians will document how
many forearm passes were accomplished by the players, and the publicists will then report all of
this information to the teacher. This challenge will last for 15 minutes with the team for which
has scored the most points at the end of this time being declared as the winner; thus, increasing
their score count for the skill challenge altogether.

Diagram (For 1 Team):

S Key-
S S S= Students
S S = Volleyball
S


















43

Swishing The Spike:
Description- The teams will be positioned in a straight line behind the free throw line facing
across from their own basketball hoop with just one ball. The first player in the line will then
spike the ball on the ground in an effort for it to land in the basket when it bounces back up. Each
individual on the squad will be given 5 attempts to attain this stunt. For every basket in which is
scored, 1 point will be awarded to the team that performed the action. It should be mentioned
that only 1 individual can execute this action at a time, which will be dictated by the order that
the players are positioned within their line. The scorekeepers will have to keep track of how
many points their team has scored, the statisticians will archive the points that were earned by
each of their teammates, and the publicists will then convey all of these statistics to the teacher.
The team that has achieved the most points after 15 minutes of play will be declared as the
winner, elevating their score count for the whole skill challenge.

Diagram (For 1 Team):



Key-
S= Students
-= Free Throw Line
= Basketball Hoop
= Volleyball
S
S
S
S
S
S










44

Postseason Award Descriptions

Most Valuable Player (MVP) Award- This award is given to the student who
exhibits superior performance both on and off the court. They display throughout the
duration of the season the integration of the skills taught to them into gameplay as
well as fulfilling the team role they were assigned in a way that exceeds what was
asked of them. This individual helps their team in a variety of different ways, such as
providing support, helping others to succeed, and offering a level of production that is
of benefit for their squad. They exhibit qualities that go well beyond that of any player
for whom took part in the tournament, in terms of participation, execution, and
attitude. It is this person that is the reason as to why the tournament is able to make a
major impact on all of the students learning through their cooperation with the
instruction presented by the teacher.

Most Improved Player Award- This award is given to the student that displays a
major enhancement in their performance, conduct, and motivation from the beginning
to the end of the season. They are able to show a sense of engagement in what is
addressed to them that was not as evident when the unit first started. It is due to this
adjustment in as to their team is able to exhibit a newfound success. They invigorate
their teammates to work harder to reach the level of play that they have acquired from
their own heightened attentiveness. It is this person that inspires their classmates to
maintain a certain focus of the instruction that is expressed to the class by the teacher
in light of the fact it was this modification to their participation that aided in their
excelling of the content.

Best Player Sportsmanship Award- This award is given to the student that exhibits
a form of honor both on and off the court to their opponents. They show that there is
an importance behind creating a sense of caring for other individuals who are trying to
accomplish the same level of achievement as them. It is because of their friendly
demeanor with as to why they gain respect from their peers, while giving their
classmates are given the necessary backing to continue to display a work ethic that
helps in building up the performance of those competing in the tournament. This
person has a significant role in making sure that the gameplay throughout the season
stays within the code of conduct that is required to have competition that is
aggressive, but good-natured at the same time. They greatly help in creating an
atmosphere that is inviting for others to want to learn as well as have fun in.


45

Jackburg High School Presents...

The Most Valuable Player
(MVP) Award







to

Julie OReilly of Cameroon

For outstanding contribution to the Jackburg High School
Physical Education Volleyball Season









Presented by: Nicholas Plourde

On This Day: April 30, 2014
46

Jackburg High School Presents

The Most Improved Player
Award











to

Josh Redas of Mexico

For phenomenal participation in the Jackburg High School
Physical Education Volleyball






Presented by: Nicholas Plourde

On This Day: April 30, 2014
47

Jackburg High School Presents

The Best Player Sportsmanship
Award







to


David Walker of Russia

For exceptional behavior during the Jackburg High School
Physical Education Volleyball



Presented by: Nicholas Plourde

On This Day: April 30, 2014




48




Record Keeping
and Statistician






49

League Standings

Regular Season

Teams Wins Losses
Cameroon 4 0
Brazil 3 1
Russia 2 2
Japan 1 3
Mexico 0 4

Eventual Champion: Cameroon





50

League Statistics

Regular Season


Aces Forearm Passes Sets Kills Digs
All Teams
100 195 217 118 98













51

Cameroon Team Statistics

Regular Season

Players Aces Forearm Passes Sets Kills Digs
Julie OReilly
10 14 15 10 11
Cao-Ming Yang
6 7 7 3 2
Darren Goody
3 4 5 1 1
Jose Rodriguez
9 12 13 9 7
Gary House
1 4 4 1 0
Jessica Underwood
0 3 6 4 1
Totals
29 44 50 28 22







52

Brazil Team Statistics

Regular Season

Players Aces Forearm Passes Sets Kills Digs
Jonathan Dewitt
4 4 7 3 3
Vivian Degrazio
3 6 8 4 5
Roxanne Love
3 7 8 5 3
Joe Dabo
7 12 12 7 5
Angelo Stephanopoulus
6 10 11 6 5
Farrah Sermon
0 2 4 1 0
Totals
23 41 50 26 21







53

Russia Team Statistics

Regular Season

Players Aces Forearm Passes Sets Kills Digs
David Walker
6 12 13 9 8
Nadia Govani
3 7 8 2 2
Nathan Sparks
2 4 6 1 2
Trevon McKnight
5 9 10 11 9
Ashley Sadler
2 4 3 0 0
Kelly Rumspringer
3 5 6 2 1
Totals
21 41 46 25 21







54

Japan Team Statistics

Regular Season

Players Aces Forearm Passes Sets Kills Digs
Quinn Regis
3 8 5 4 2
Patricia Gugendolf
2 5 10 1 1
Thomas Hedwick
3 9 10 5 2
Regina Mellderp
1 6 5 2 2
Derek Ellridge
7 13 14 10 12
Elizabeth Invesco
0 0 1 2 1
Totals
16 41 45 24 20







55

Mexico Team Statistics

Regular Season

Players Aces Forearm Passes Sets Kills Digs
Stacy Juckinski
3 6 8 5 4
Fei-Long Chen
3 3 4 2 1
Xavier Abouakar
1 4 3 3 4
Adam Fozelli
2 7 4 1 2
Josh Redas
2 5 5 3 3
Jennifer Edenbaum
0 3 2 1 0
Totals
11 28 26 15 14

















56

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The Jackburg Journal
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Jackburg, Connecticut Wednesday, April 30, 2014 2 pages
_________________________________________________________________________
_________________

PE Volleyball
Champion
Inaugurated
During the annual
physical education
volleyball season, a new
school champion was
crowned. Cameroon beat
Brazil in the
championship in a fierce
battle between two
heavyweight teams. In fact,
the game was tied with a
little bit under one minute
left to play. The final score
ended up being 25 to 23.
Cameroon was led by the
play of senior Julie OReilly,
who had 3 aces, 10 forearm
passes, 17 sets, 10 kills, and
11 digs. After the game was
over she was quoted as
saying, This is one of the
most surreal feelings that I
have ever had! She
proceeded to compliment
all of her teammates for
putting her in the position
to accomplish this feat. For
Brazil, it was a difficult loss
for senior Angelo
Nevertheless, the Best Player
Sportsmanship Award was granted to
David Walker on Russia for his
____________________________________


___________________________________

demonstrating of exceptional
behavior. The Most Improved Player
Awards was given to Josh Redas on
Mexico for his display of phenomenal
participation. And finally, the Most
Valuable Player Award (MVP) was
handed out to none other than
OReilly for her outstanding
contributions. A pep rally will be held
on Friday afternoon at one oclock to
honor the school champions.

Sport Ed to Stay?
In regards to the entire season,
physical education teacher Nicholas
Plourde called it a success. He talked
This helped to make
the level of
competition
extremely even. He
explained, The
amount of excitement
brought out by the
learners made it a
very special scene to
be a part of. In each
class for which games
were being played,
the students came
dressed up in their
team colors, created
posters, and screamed
chants that are
rumored to have been
heard from the
adjacent science wing.
Regina Mellderp on
Japan claims, It was
one of the most
enjoyable organized
sports experiences
that I have ever had in
my life! Who would
have thought that it
would come in
physical education?
The reception for
which the season has
gained has been
57

Stephanopoulus, playing in
his final volleyball
tournament at Jackburg
High. He was in somber
spirits after the match
concluded saying, This one
is definitely gonna sting for
a while, I mean it was the
closest I ever came in all my
years here to being the last
team standing. Its a tough
pill to swallow, thats for
sure. An awards ceremony
was held on the last day of
the unit to honor three
students whose actions
stood out during the season.

about how the students really
responded well to the season this
year, displaying a work ethic that he
had not prior seen from any of his
other classes in the past.
nothing but positive
from that of the
student body as well
as faculty. The plan
for the future is to
continue to
implement this sport
education model
within the physical
education
environment because
administrators
believe that it will
motivate the learners
to continue in taking
part in athletics
outside of the
classroom. The hope
behind this proposal
is that it will aid the
youth in town to live a
healthier lifestyle
going into the future.





58






Festivity










59

Cameroon







Team Nickname: Indomitable Lions
Team Colors: Green, Red, and Yellow
Team Mascot: Luther the Lion








60

Brazil









Team Nickname: Little Canaries
Team Colors: Green, Blue, and Yellow
Team Mascot: Carla the Canary









61

Russia











Team Nickname: The National Team
Team Colors: White, Blue, and Red
Team Mascot: Paul the Polar Bear










62

Japan










Team Nickname: Blue Samurai
Team Colors: Red and White
Team Mascot: Sunny the Samurai








63

Mexico











Team Nickname: The Black Plague
Team Colors: Red, White, and Green
Team Mascot: Mariano the Mariachi
Man









64




Class Management
and Behavior














65

Fair Play/Sportsmanship Goals

Be respectful to all opponents.
Exhibit responsibility for all actions detrimental to team.
Represent yourself in a way that teammates appreciate.
Make compliments to others about their performance.
Show a level of willingness to complete any task asked of.
Provide support for other players in need.
Display a form of preparation for all activities that are made
known prior to any performance of them.
Follow all guidelines expressed by those of higher authority.
Treat the individuals who are officiating games with recognition.
Promote an attitude that puts others well-being in a greater
perspective.
Exemplify excitement when any team or player achieves an
extraordinary feat.
Endorse positive behavior throughout the class.
Devote all attention through active listening to any person
communicating ideas, concepts, and/or feedback.
Grant all teammates as well as peers with equal opportunities to be
successful during gameplay.
Create an environment that illustrates an acceptance for all who
participate in its activities.













66

Fair Play/Sportsmanship Rubric
Team Name-
Outcome
Assessed
4
Outstanding
3
Satisfactory
2
Below
Satisfactory
1
Emerging

Consideration for
Others
Students always...

-conveys an admiration to
others on their different
qualities.

-is attentive in regards to
what others have to say.

-helps others to reach
desired performance goals.
Students often...

-conveys an admiration to
others on their different
qualities.

-is attentive in regards to
what others have to say.

-helps others to reach
desired performance goals.
Students
sometimes...

-conveys an admiration
to others on their
different qualities.

-is attentive in regards to
what others have to say.

-helps others to reach
desired performance
goals.
Students rarely...

-conveys an admiration to others
on their different qualities.

-is attentive in regards to what
others have to say.

-helps others to reach desired
performance goals.


Adherence to
Outlined
Regulations
Students always...

-comes on time and
prepared to class.

-treats others of greater
power with obedience.

-holds themselves
accountable for any
mistake in which they
make.
Students often...

-comes on time and
prepared to class.

-treats others of greater
power with obedience.

-holds themselves
accountable for any
mistake in which they
make.
Students
sometimes...

-comes on time and
prepared to class.

-treats others of greater
power with obedience.

-holds themselves
accountable for any
mistake in which they
make.
Students rarely...

-comes on time and prepared to
class.

-treats others of greater power
with obedience.

-holds themselves accountable for
any mistake in which they make.


Demeanor of Self
Students always...

-serves as a figure who
others enjoy playing with.

-establishes a work ethic
that is helpful to their team.

-demonstrates an
enthusiasm for whatever
they are partaking in.
Students often...

-serves as a figure who
others enjoy playing with.

-establishes a work ethic
that is helpful to their
team.

-demonstrates an
enthusiasm for whatever
they are partaking in.
Students
sometimes...

-serves as a figure who
others enjoy playing
with.

-establishes a work ethic
that is helpful to their
team.

-demonstrates an
enthusiasm for whatever
they are partaking in.
Students rarely...

-serves as a figure who others
enjoy playing with.

-establishes a work ethic that is
helpful to their team.

-demonstrates an enthusiasm for
whatever they are partaking in.
Total

Teacher Comments:
67

Fair Play/Sportsmanship Rubric Team Results


Points Awarded to Each Team:

1. Russia- 11 out of 12 points

2. Japan- 10 out of 12 points

3. Cameroon- 8 out of 12 points

4. Mexico- 7 out of 12 points

5. Brazil- 4 out of 12 points






















References

68

MacPhail, A., Kirk, D., & Kinchin, G. (2004). Sport education: Promoting team
affiliation through physical education. Journal of Teaching in Physical
Education, 23(2), 106-122. Retrieved from
http://journals.humankinetics.com/AcuCustom/Sitename/Documents/Document
Item/2982.pdf

Penney, D., Clarke, G., Quill, M., & Kinchin, G. (Eds.). (2004). Sport education in
physical education: Research based practice. London, England: Taylor &
Francis Group.

Rogers, T. (2010, September 16). The Sport Education Model. P.S. 334. Retrieved
from https://sites.google.com/a/ps334school.org/anderson-health-athletics/ams-
p-s-334-physical-education/the-sport-education-model