Grade: 4
Topic: Volleyball Unit
| Lesson 1 – Setting the Volleyball Outcome: 4.6 Manipulative Skills – Explore, express, and apply, with guidance, a variety of ways to skillfully move objects while participating in movement activities, including at a: – control level of skill when: – volleying (to send an object in the air before it comes to rest). Indicators: C – Describe how the body will move when in control of volleying and striking objects with long-handled implements skillfully and safely. I – Volley a ball (e.g., beach ball, nerf ball, soft-touch volleyball) continuously upwards using various body parts (e.g., knee, foot, hand) moving feet quickly to be in position behind and/or under the ball, keeping the striking surface as flat as possible, extending upward as soon as contact is made. Equipment: Balloons, Volleyballs Plan: To begin this lesson, the students will begin by warming up, during this activity, the students will play a game of freeze tag. This warm-up activity will allow the students to get their bodies warm and ready to participate in the main activity. After everyone is warm, the teacher will get the equipment ready for the activity. To begin the main activity, the students will each be given a balloon. The teacher will tell them to hold the balloon very still and then will demonstrate the skill. The teacher will stand in my ready position and hold their arms above their head in a bent position. Their fingers will be together in a triangle position above their head. The feet will be shoulder-width apart with knees slightly bent. The teacher will begin by bouncing the balloon off their hands and trying to repeat the setting position while trying to not drop the balloon. The students will then try this activity out on their own. This activity is a component of the fundamental skills because the students are utilizing their gross motor skills by bending through their legs and bouncing the balloon/ball off their hands. Once students begin to grasp the setting skill, they can begin setting with an actual volleyball. This activity also shows a sign of physical literacy because the students were able to maneuver the change of setting with a balloon to setting with a volleyball. Once students have successfully completed this, the teacher will assign partners (who they think will work well together based on what they saw during the individual activity). Once they are in pairs, they can practice setting the ball back and forth to each other, creating a mini-game. This pair work activity reflects on the psychomotor and affective learning domains as they are being physical to keep the ball in the air and cheering/encouraging each other throughout the activity. To wrap up the class, the students will sit in a large circle and have each student pick a quick stretch position for everyone to do before leaving the gymnasium. |
| Lesson 2 – Bumping the Volleyball Outcome: 4.6 Manipulative Skills – Explore, express, and apply, with guidance, a variety of ways to skillfully move objects while participating in movement activities, including at a: – control level of skill when: – volleying (to send an object in the air before it comes to rest) Indicators: B – Say performance cues (think-aloud) while volleying, striking objects with long-handled implements, and punting. C – Describe how the body will move when in control of volleying and striking objects with long-handled implements skillfully and safely. J – Volley a ball with two hands by moving body to get into position to receive the ball at forehead height; balancing body weight with one foot slightly ahead of the other, with hips, feet, and shoulders facing the target, knees bent; holding hands above the forehead with fingers rounded and thumbs towards the eyes, and elbows slightly bent; contacting the ball above the forehead with pads of all 10 fingers with hands strong but relaxed; passing the ball by generating movement through the entire body, starting at the feet, to knees, hips, torso, arms, and then hands; transferring weight forward; extending arms fully in a follow-through that goes up and towards the target. Equipment: Volleyballs, Whistle for teacher Plan: To begin this lesson, the students will start with a new warm-up activity called ‘Hit the Floor”. The students have to start at one end of the gym and run to the other end when the teacher blows the whistle or yells “hit the Floor!”, the students must lay down on their stomachs as fast as they can (Frechette, 2020). This warm-up activity is a good example of the psychomotor learning domain. This is because the students are showing a good comprehension of physical movement and coordination when the teacher tells them to hit the floor. After the warm-up, the students will be given a volleyball. The teacher will begin by demonstrating what the “bumping” position looks like, feet shoulder-width apart, knees bent, arms straight up with one hand in a fist and the other wrapping around it, the teacher will tell the students to hit the ball with their forearms (Prime Coaching, n.d.). The teacher hands the floor to the students to practice their bumping drills individually. After this is completed, the teacher will pair the same students together from the last day and have them bump rally back and forth. The last major component of this activity is having the students line up behind one another on one side of the gym, the teacher on the other. The teacher will gently serve the ball towards the first student in line and they will bump the ball back to the teacher. Once they have hit the ball, they will run to another side of the gym in a similar line. The students who are standing in line lean against the wall and practice their wall sit drill while waiting for their turn (this is to ensure that they are keeping their muscles warm). These drills in the main activity are representing the fundamental movement skill because they are using their gross motor abilities to successfully bump the ball up in the air, to their partner or back to the teacher. To end this physical education period, the students will all have to grab a volleyball and set the ball up to the roof 3 times and bump the ball to the roof 3 times. This cool down activity represents the transfer concept of conceptual learning because the students are able to transfer one set of skills and knowledge of setting to complete the new drill of bumping. |
| Lesson 3 – Serving the Volleyball Outcome: 4.6 – Explore, express, and apply, with guidance, a variety of ways to skillfully move objects while participating in movement activities, including at a: – control level of skill when: – volleying (to send an object in the air before it comes to rest). Indicators: B – Say performance cues (think-aloud) while volleying, striking objects with long-handled implements, and punting. C – Describe how the body will move when in control of volleying and striking objects with long-handled implements skillfully and safely. H – Strike a ball (e.g., beach ball, playground ball, soft-touch volleyball) accurately at targets, with each hand separately, varying force, point of contact, and body positions (e.g., underhand, overhand). Outcome: 4.9 – Skillful Play Select and use effective movement skills, tactics, and strategies while participating in: – small-sided and leadup net/wall games (e.g., balloon volleyball, pickleball, handball). and refine selected movement skills, tactics, and strategies while participating in: – small-sided and lead-up invasion/territorial games (e.g., two-on-two, three-on-three games using skills from games such as soccer, basketball, and soft lacrosse) Indicators: B – Incorporate appropriate movement skills and strategies into leadup gameplay (e.g., three-on-three balloon volleyball, ‘passing-only’ three-on-three basketball). H – Participate in lead-up (e.g., two-on-two, three-on-three) net/wall games following class-created and/or teacher-given rules that will influence tactics used (e.g., two contact balloon ball in a designated space, designated passing pattern in two-on-two pickleball). Equipment: Volleyball Net, Volleyballs Plan: To begin this last day of the volleyball unit, the students will play with partners and practice hitting the volleyball by setting and bumping. This activity will serve as the warm-up game to get the students moving and prepared for the next activity. After the student has warmed up, the teacher will set up the volleyball net at a height that will benefit each of the students. I believe this is a way to represent the inclusive learning environment model because the teacher is ensuring that the height of the net will meet the needs of all the students. The teacher is not putting one student’s needs over the other. Once the net is set up, the teacher will instruct all the students to stand against the wall on one side of the net to begin serving. The teacher will demonstrate the serving position, starting with underhand. Once the teacher has completed the demonstration, depending on class size, half the students will step forward toward the line and begin underhand serving. Once they are all done, they will run to get a ball and hand it to the next group. The next group will then begin underhand serving. The groups who are not serving will do high taps on the wall (face the wall and try to jump as high as you can). After the students have progressed with their serving, the teacher will divide the class into two teams, one side will set up as they are going to play a volleyball game. The other team will have one person serving the ball to the other team. Everyone on the serving team will half a turn to serve and then they switch sides. This mini-game of volleyball demonstrates an understanding of conceptual learning because the students are, “developing a deeper understanding of the content they are learning” (Concept-Based Teaching PowerPoint, 2020, slide 18). The students are showing this because they have learned how to apply the skills of setting, bumping, and serving into a game of volleyball. The mini-game of volleyball also represents the cognitive learning domain because the students are showing the ability to grasp the concept of the volleyball game. The students will continue to play this until it is time to take the net down and cool down. The cooldown activity will require the students to walk around the room doing big arm circles, little arm circles, cross-body arm stretches, walking on their tiptoes, etc. The teacher can randomly select a student to pick the stretch until the period is complete. |
References
Bolay, M. (2020). Concept-Based Teaching. PowerPoint. Retrieved from https://urcourses.uregina.ca/mod/folder/view.php?id=1196331
Frechette, T. (2020). 5 Simple, Easy, Volleyball Drills for Kids to Practice. Athletic Lift. Retrieved from https://athleticlift.com/volleyball-drills-for-kids/
Prime Coaching. (n.d.). Teaching the Volleyball Skills. Prime Coaching. Game-Changing Sport Lessons. Retrieved from https://primecoachingsport.wordpress.com/2017/04/28/teaching-the-volleyball-skills/