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6th Grade
Williams Middle School
Longmeadow, MA
November 13-27th, 2017
Mr. Jack Weinberger
Springfield College Physical Education Health Education Department
If you socialize the whole time you will receive a zero for the day and have a
detention the day following the incident no questions asked. If it persists then you
will get a referral. If your name is mentioned to me for bad behavior from a sub
then its an automatic referral.
History: The game of volleyball, originally called mintonette, was invented in 1895 by William
G. Morgan, in Holyoke, MA after the invention of basketball only four years before. Morgan, a
graduate of the Springfield College, designed the game to be a combination of basketball,
baseball, tennis, and handball.
Rules
1. Teams: A team is made up of six players on the court at a time.
2. Scoring: A point is awarded to a team when the volleyball hits the ground on the
opposing teams side of the court. Official games are played best 3 out of 5
games; each game played first to 25 points. .
3. Net Violation: No part of the hand, arm, or body is allowed to touch the net at
any time during the game: this includes when attempting an overhand hit.
4. Lines: If a volleyball lands on the out of bounds line, it is considered in.
Skills
1. Serving:
a.
b. High toss straight up that does not make you fall forward or lean back
c. Elbow high
d. Contact point: base of palm
e. Follow through toward the net
2. Bump:
a.
b. Power comes from the legs
c. Arms straight creating contact point on flat forearms
d. Arms swing like an elephant trunk
e. Hand Positioning: hand in hand (not interlocking), thumbs together
3. Set:
a.
b. Lab goggles create fingertip ready position
c. Extend arms like superman towards the ceiling
d. Contact point: fingertips
e. Set ball high in the air
4. Overhand Hit/Spike:
a.
b. 3 step approach: jump vertically
c. Elbow high
d. Contact point: base of palm
https://docs.google.com/forms/d/e/1FAIpQLSedmVUcqJHowXP4-60vY7Y_
V08wsPgi0TbG7xzcLmcr1x5lxA/viewform?usp=sf_link
Jack Weinberger
Volleyball Unit
Outline Plan Days 1-5
Grade 6th
Williams Middle School
Day 1:
Focus: Bump
Focal Cues: Hand positioning, hit ball on forearms, legs like an elevator
Activities:
1. History
a. Where: Holyoke
i. Springfield College: William Morgan
2. Bump to partner
a. partner toss straight and high-> bump back
i. Extension up: toss right and left to bump to catch
b. Triangle passing activity
i. Toss, bump bump, catch
c. Bump over net to target
i. Targets will be set up on one side of the court
1. Hula hoops, paper targets, mats
ii. Students will bump the ball over the net and try to hit a
target
Day 2:
Focus: Bump and Set
Focal Cues: Lab goggles, contact point right above forehead, follow through
Activities:
1. Set against wall
a. Use fingertips, how many times in a row?
2. Triangle passing set only
a. Toss, set, set, catch
3. Triangle passing set and bump
a. Toss, bump, set, catch
b. Extend to toss bump set continued until drop
4. Keep it up challenge
a. Height minimum: net or hoop level
b. Count allowed
c. Winner get to demo to class
5. Gameplay without serving
a. No serve: Toss over bump over net
b. One bounce if needed
c. Extra point if bump set over net successfully
d. Clockwise rotation, serve from back right position
Day 3:
Focus: Overhand hit
Focal Points: 3 step approach, palm contact point, high toss, full arm swing
Activities:
1. Overhand hit progression
a. Proper contact point into ground x 10
b. Contact into wall x10
c. Toss with partner contact x 5
2. Overhand hit over net
a. Student will toss the ball up in front of the net
b. Students will use three step approach to overhand hit the ball
c. Extension: students will set the ball instead of tossing it
Day 4:
Focus: Serving
Focal Points: high toss, contact point, follow through
Activities:
1. Triangle warm up
a. Toss, bump, set, catch
b. Extend to toss bump set continued until drop
2. Serving into wall
a. Students will practice using skill cues by serving into a wall
b. 10 serves with partner then switch
3. Serving over the net
a. Assembly line to collect the volleyballs
b. Extension Down: Students will move closer to the net to serve
4. Serving Game
a. Two teams, one server for each team
b. Students will find a place to sit on the court. Server will serve the
ball over the net. If a student who is sitting catches a served
volleyball without moving, they get to join the server and attempt
to free more teammates. First team to successfully free all seated
teammates wins
Day 5 :
Focus: Positioning and teamwork/verbal communication
Focal Points: positions and rotations
Activities:
5. Triangle warm up
a. Toss, bump, set, catch
b. Extend to toss bump set continued until drop
6. I got it keep it up
a. Large groups
b. Focus on calling for the ball and bumping or setting high
c. Everyone just hit the ball before someone can hit it twice- this
works on communication and problem solving skills
7. Video showing positions
a. https://www.youtube.com/watch?v=QcTODWHV2H89497290-FXn
g8
8. Gameplay with positions
a. Students must name their position before each serve
Day 5-6: Gameplay: Sport Education Model
Focus: Tournament Play
Focal Point: Good sportsmanship and teamwork
Activities:
1. Team practice and warm ups
a. Teams will designate a captain, a conditioning coach, an
equipment manager, a pep talker, and two practice coaches
b. Conditioning Coach will have 3 mins to lead their team in stretches
c. Practice coaches will have 4 mins to lead team in warm up
d. Pep talker will have 2 mins to give their team a speech
e. Captain will have one minute to review game plan
2. Round robin tournament
a. Bracket with standings and team names will be displayed digitally
Psychomotor Volleyball Assessment
5 points
Volleyball (Day 2) Exit Slip 2 points
Name: __________________________________________
True or False
Sportsmanship
5 points
Name:______________________________________________________
2. g
ive an example of good sportsmanship you
saw during the gameplay 1 point
(P) Students will perform at least one bump over the net using the skill cues to the
best of their ability during the gameplay (National #: S1.M11.6; MACF #: 2.17)
(C) Students will name the 2 out of three skill cues of the bump when asked during
the closure of the lesson (National #: S2.M7.7; MACF #: 2.17
(A) Students will follow classroom rules and school rules 100% of the time
throughout the lesson.
(National #: S3.M5.6; MACF #: 2.26)
Activity 2: Keep it Up
Students will work in their groups to
keep the volleyball in the air for as
long as possible. Teacher will stress the
importance of bumping the ball (power
from legs) as high as they can without
hitting the ceiling to give their
teammates time to get under the ball.
Students will be asked to count out
loud how many bumps they get in a
row.
Activity 3: Gameplay
Students will play modified games of
volleyball over the net. Teams will be
instructed to catch the volleyball when
it comes over the net and quickly give
a high toss to a teammate who will
attempt to bump it over the net. Teams
will get a point for having the
volleyball hit the ground on the
opponent's court.
(P) Students will perform at least one set over the net using the skill cues to the
best of their ability during the gameplay (National #: S1.M11.6; MACF #: 2.17)
(C) Students will name the 2 out of three skill cues of the set when asked during
the closure of the lesson (National #: S2.M7.7; MACF #: 2.17
(A) Students will follow classroom rules and school rules 100% of the time
throughout the lesson.
(National #: S3.M5.6; MACF #: 2.26)
react which
Extension up: After the set, students equals higher
will be challenged to have the back success rate.
player move up and bump or set the
ball over the net.
Activity 3: Gameplay
Students will play modified games of Set
volleyball over the net. Teams will be expectation/
instructed to catch the volleyball when challenge of at
it comes over the net and quickly give
a high toss to a teammate who will
least two hits
attempt to bump or set it over the net. per side
Teams will get a point for having the earlier rather
volleyball hit the ground on the than later
opponent's court. Teams will be
challenged to use both the bump and
the set before hitting the ball over the
net.
(P) Students will perform the overhand hit progression using the skill cues to the
best of their ability (National #: S1.M11.6; MACF #: 2.17)
(C) Students will name the 3 out of four skill cues of the overhand hit when asked
during the closure of the lesson (National #: S2.M7.7; MACF #: 2.17
(A) students will follow classroom rules and school rules 100% of the time
throughout the lesson.
(National #: S3.M5.6; MACF #: 2.26)
(P) Students will perform the overhand serve using the skill cues to successfully
serve at least one ball over the net to a sitting teammate during activity three
(National #: S1.M11.8; MACF #: 2.17)
(C) Students will name the 3 out of four skill cues of the overhand hit when asked
during the closure of the lesson (National #: S2.M7.8; MACF #: 2.17
(A) Students will follow classroom rules and school rules 100% of the time
throughout the lesson.
(National #: S3.M5.8; MACF #: 2.26)
Activity 4: Gameplay
Students will be split into 6 teams. On
courts three and two, gameplay will
take place. Students will focus on using
bump and set to create an overhand hit
opportunity and quality overhand
serves using skill cues. Teacher will
rotate games every 5 minutes given
every team an opportunity to play on
the full size court
(P) Students will perform at least 9 overhand serves using the proper skill cues
during the gameplay of this lesson (National #: S1.M11.6; MACF #: 2.17)
(C) Students will demonstrate understanding of bump and set technique by
answering guided questions during the lesson (National #: S2.M7.6; MACF #: 2.17
(A) Students will exhibit good sportsmanship 100% of the time during class
(National #: S3.M5.6; MACF #: 2.26)
Low= 0-2 point change Moderate= 3-5 point change High= 6+ point change
Jack Weinberger
12/5/17
Williams Middle School
Result of Assessments
During this volleyball unit, students were seen two times per week for a total of six weeks
or six classes. The pre-test and post-test were the two main cognitive assessments that were
used. The average score for the pre-test was a shockingly low 62 percent. The average for the
post test was boosted by over 20 points and averaged out to a 83 percent. This average
increase was truly incredible. I think the scores skyrockets for the following reasons: constant
and repeated guided questioning through all lessons, other assessments used through unit, and
complete and accessible study guide. The study guide was given to each student in a hard copy
form and also was posted and emailed to them through Google classroom. Having the student
full access in many forms to the study guide increases not only the use of the study guide but
allows all students accessibility to the information which is key to student growth. Guided
questions was used constantly during every lesson. Students were cumulative question during
every intro reviewing skill cues of the volleyball hits (bump, set, overhand hit, and serve), rules
like rotation, serving position, and violations, and about volleyball strategy like hitting the ball
high into the air to allow teammates time to react. Authentic assessments like exit splits and
student self-checklists increase learning in all domains and this showed with the increase by
over 20 points.
Overall, the strategies used to increase student learning ranged from thumbs up, thumbs
psychomotor domain, and even sportsmanship councils in the affective domain. The range of
assessments through all three domains created the well-rounded education needed to see