Get into the game Modified Volleyball

Stage 3

This unit provides students with developmentally appropriate activities and equipment, visual demonstration of skills, instruction and feedback. Each week contains examples of huff and puff activities, skill development and student questioning and finishing off games or activities. Choose a combination of activities which suit the space available and the student needs in your class. Some sessions may be used more than once to revise and build on previous skill development and game concept learning.

Term planner
Week Equipment needed Focus Syllabus content Manipulative skills catching - using equipment Playing the game competition rules Games minor games - ball games Manipulative skills catching - using equipment throwing Playing the game competition Games spatial awareness - tactics/strategies Manipulative skills catching - using equipment throwing - overhead pass (set) Playing the game competition tactics effort and practice Games minor games - ballgames modified games

Whistle Witches hats Small soft balls or beanbags Grid spaces

Catching Throwing Overhead pass Striking

Whistle Witches hats Soft volley balls Volleyball court/net

Catching Throwing Overhead pass Striking

Whistle Witches hats Soft volley balls Volleyball court/net

Catching Throwing Overhead pass Striking

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Week

Equipment needed

Focus

Whistle Witches hats Soft volley balls Volleyball court/net

Catching Throwing Overhead pass Striking

Whistle Witches hats Soft volley balls or balloons Hoops Wall area

Catching Throwing Overhead pass Striking

Whistle Witches hats Soft volley balls Hoops Volleyball nets Volleyball court

Catching Throwing Overhead pass Striking

Syllabus content Manipulative skills catching - using equipment throwing - overhead pass (set) Playing the game teamwork tactics effort and practice Manipulative skills catching - using equipment striking - underarm serve Playing the game effort and practice rules fair play competition Manipulative skills catching - using equipment throwing - overhead pass (set) striking - underarm serve Playing the game effort and practice rules fair play competition teamwork

Games spatial awareness - tactics/strategies - team positions minor games - ballgames modified games Games spatial awareness - tactics/strategies - trajectory minor games - ballgames modified games

Games spatial awareness - trajectory modified games

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Volleyball Explained
Courtesy of: www.sportrec.qld.gov.au/netball.cfm Volleyball is a ball sport played recreationally and competitively where two teams, separated by a high net, use their hands or arms to hit a ball back and forth over the net. Teams score points when th e ball hits the ground in their opponents court, or when they force their opponents to make an error. The main moves are known as a dig, set and spike. Volleyball is played by both males and females of all ages. The two types of volleyball recognised world wide and played in Australia are indoor volleyball and beach volleyball. In indoor volleyball, teams of six players contest the best of five sets, with each game being up to 25 points. Teams in beach volleyball have only two players and games are usually shorter. In competitive volleyball, players must take up specific positions on the court while in social games, players do not have specific positions and the number of players on a team can vary. Newcombe ball is a very simple variation of volleyball where the players do not require the advanced ball handling skills of volleyball. Players catch and pass the ball in Newcombe ball rather than using the dig, set or spike as with volleyball. However, there are similarities with volleyball. Players serve the ball over the net, players rotate around the court, net rules apply and it is a team game. Newcombe ball is quickly learned, and provides excellent training in ball sense. Websites for Volleyball for teacher information www.volleyball.com.au

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Outcomes and indicators

GSS3.8 Applies movement skills in games and sports that require communication, cooperation, decision making and observation of rules refines rules of games that require equipment explains the rationale for particular strategies and rules in small group games DMS3.2 Makes informed decisions and accepts responsibility for consequences modifies rules to maximise participation of all group members

Learning experience Week 1 Catching (3-4 sessions) Getting started Flag tag. Two teams wear different coloured flags, two of which are tucked into the shorts. Students try to collect as many of the other team's flags as possible in 20 seconds. Clumps. Students move randomly about a designated playing space. On a signal, stop the group and call out a number and a body part. Students have to form a group of the designated number with the designated body part touching another student. Hospital Tag. Everyone is "it". Each student may be tagged a total of three times but he or she must cover with one hand each area touched until the third tag. Students are frozen on the third tag and move out of the play area and perform an exercise or stretch until the game starts again. Skill Development Revise the components of the catch: cup your hands move to the ball relax your hands watch the object move into your hands point your fingers up for a high ball point your fingers down for a low ball bend elbows to absorb the force of the object. Ask students: - When you catch a ball what do you need to do with your eyes and hands? i.e. eyes focused on the object, hands move to meet the object. - Why is this important? Grid games. Set up a number of grid spaces, enough for one per student. Students find a grid to stand in and face a partner. You could start off using beanbags or smaller balls for this activity. However stage three students should be able to perform the catch proficiently enough to be able to use larger balls at this stage. In pairs, number students one and two. Student one starts with a ball and attempts to make ten underarm throws with partner two. Increase distance as students show accuracy. Combine two grids together so there are four students in the activity. Three students stand on one side of the grid and the remaining student stands on the opposite side. Students make 10 passes back and forth across the grid, attempting to make each other move to catch the ball. The team of three needs to count how many catches they make on the full as a team and the student on the other side does the same for themselves.

Teaching notes
Students should be able to demonstrate proficiently the components of the catch by year three. Catching 1. Eyes focused on the object throughout the catch. 2. Feet move to place the body in line with the object. 3. Hands move to meet the object. 4. Hands and fingers relaxed and slightly cupped to catch the object. 5. Catches and controls the object with hands only (welltimed closure). 6. Elbows bend to absorb the force of the object. Refer to Get skilled: get active for further teaching and learning information about catching. Assessment strategy The teacher: Observes students participating as part of a team Asks questions with regards to rules and strategies Assessment criteria The student: Discusses rules and strategies cooperatively with group members Contributes to team decisions about rules Proposes strategies to

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Outcomes and indicators

Learning experience

Teaching notes
maximise participation within small group games Demonstrates an understanding of the purpose of rules

Ask students: - In the first activity was it easy to catch the ball? Why? e.g. partner threw the ball straight to me. - In the second activity, who made the most catches? Can you think of any reasons why? - If you were the person by themselves what did you have to do to try to catch the ball on the full? e.g. move, anticipate - Which side do you think would have been more difficult to catch the ball on the full? Why? - As the team of three what did you do to make it harder for the single person to catch the ball? - As the team of three how did you know who was going to catch the ball on your team? e.g. communicate Divide the team of four into two teams of two. Students create a game that involves catching and underarm throwing within the grid space. Students develop some basic rules in regards to how to score a point, what you can and cant do. Allow them to play with their rules for five to ten minutes.

The above criteria relates to outcomes GSS3.8 and DMS3.2

Ask students; - What rules did you have for your game? e.g. if you catch a ball on the full your team gets a point, if the net team stops or catches the ball they score a point. - Are there any other rules you made up along the way? e.g. cant move with the ball - Was the game easy or hard? - Did everyone touch the ball at some stage during the game? - What rules can we put in place so that everyone gets a turn? - What other rules might you include to make the game easier, harder or quicker? e.g. the ball can bounce once before you catch it. Students share their rules with other groups. Teams of two swap grids with another team of two so they are playing another team. Allow time to confirm the rules of the game before they play the game.

Ask students: - Why do you think rules are important to have when playing a game? - Why is it important to try to include everyone when playing a game? - What does being involved help you to learn? e.g. team work, skills, communication Call my number. Students work in two even teams in an area 20m x 20m with a Volleyball net in the middle. Each team stands on either side of the net. Team A stands along the back line and team B spreads out within their space. Give each student from each team a number e.g. one to twelve. Students do not tell the other team what their number is as this will make it easier for the other team to score points. One student in team B is given a ball. They call out the number they were given and throw the ball across the net. The student in team A whose number is the same as the one that is called out has to move into their teams space to catch the ball. If a student catches the ball on the full they score 2 points for their team and if they catch it after one bounce they score one point for their team. Once the person catches or retrieves the ball they throw it back across the net to any player in team B. Players in team B can move closer to the net to throw the ball. Players in team A cannot leave the back line until their number is called. Play continues until every

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Outcomes and indicators

Learning experience player in team B has had a throw and then teams swap roles. Team B need to try to beat team As score. Ask students: - What did you need to do so you could get to the ball to catch it? - What parts of your body were important in this activity? e.g. arms, hands, feet, legs. - Why were these body parts important? - What did you do to get ready for the catch? - What things could you do to get to the ball quicker? e.g. anticipate where it was going to go Finishing off Hot potato. In pairs, students stand two metres from each other and pass the volleyball like it is a hot potato. The aim is for the pair to make as many catches in one minute, without dropping the ball. Over the river. Students work in groups of 4-5 and groups stand on either side of two ropes. Students throw the ball into space across the ropes (river). The opposition aims to catch the ball before it touches the ground. Gradually increase the distance between the ropes as students throwing and catching proficiency increases. Everyone for themselves. Mark out a large rectangular playing area. Students scatter throughout this area. To begin the game three soft balls are tossed into the playing area. Any student may try to grab a tossed ball. The student with the ball has three seconds and may take three steps in any direction before throwing the ball at another student. The ball must hit below the waist. If a student is hit, they run a lap around the outside of the playing area and then return to the game. A loose ball may be picked up by any student after it is thrown.

Teaching notes

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Outcomes and indicators

GSS3.8 Applies movement skills in games and sports that require communication, cooperation, decision making and observation of rules participates in modified volleyball games combining strategy and movement skill MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations adapts throwing action to cater for distance, accuracy or speed PSS3.5 Suggests, considers and selects appropriate alternatives when resolving problems adapts games for more active use in the playground

Learning experience Week 2 Catching and throwing (3-4 sessions) Getting started Huff and puff Clear the field. Use cones to mark out the rock pile, and area in the middle of the play area, which is the wheat field. Scatter all beanbags within the rock pile area. The beanbags are rocks that players will take one by one to the other side of the field. To begin, divide the class into two equal work crews. They stand at opposite ends of the play area. The game begins and everyone runs to the rock pile and picks up one rock each. Run with it to the opposite end of the play area and place it there. Repeat the action until all the rocks are gone from the rock pile. The work crew with more rocks wins the game. Chain tag. Designate a square boundary. Elect one student to be in. This student must tag others, who then link up by holding hands to become part of a chain. The chain continues to move together, tagging others. Only the ends of the chain can tag. When the tag has eight members, it can split in half to create two chains of four. The game ends when there is only one student left untagged. Clumps. Students move randomly about a designated playing space. On a signal, stop the group and call out a number and a body part. Students have to form a group of the designated number with the designated body part touching another student. Skill Development Revise the components of the throw hold the ball on the sides step forward push the ball away from the body extend arms towards the target Ask students: - How do you know when you have made a good throw? - What are the different ways you can throw a ball? e.g. chest, bounce, over arm, underarm, shoulder, high, low etc. For modified Volleyball the focus should be on getting students to throw the ball with two hands from below the waist or above the head. This will enable them to transfer their throwing skills to other skills used in Volleyball such as the set (above the head) and dig (below the waist). Demonstrate a two handed underarm throw and a two handed above the head throw. hands on the side of the ball hold the ball in position (either below the waist or above the head) extend arms towards the target

Teaching notes
Students should be able to demonstrate proficiently the components of the catch by year three and the throw (pass) by the end of year four. Catching 1. Eyes focused on the object throughout the catch. 2. Feet move to place the body in line with the object. 3. Hands move to meet the object. 4. Hands and fingers relaxed and slightly cupped to catch the object. 5. Catches and controls the object with hands only (welltimed closure). 6. Elbows bend to absorb the force of the object. Refer to Get skilled: Get active for further teaching and learning information about catching. Throwing 1. Eyes focused on the object throughout the throw. 2. Contacts the ball with the fingers, not the whole hand. 3. Holds the ball on the sides; thumbs down, fingers spread, elbows in. 4. Ball is brought forward toward the chest area, then arms straighten, and fingers push the ball away. 5. Stance is square on to

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Outcomes and indicators

Learning experience

Teaching notes
the target, feet shoulder width apart. 6. Steps forward at the same time arms straighten. 7. Arms follow through in the direction of target, fingers extend and back of hands face each other. Assessment strategy The teacher: Observes students participating in modified volleyball games Asks questions about strategy with regards to throwing Asks questions about modifying games for use in the playground Assessment criteria The student: Adapts their throwing action to cater for distance and accuracy Demonstrates an understanding of strategy e.g. where, when or how to throw the ball for success Suggest appropriate reasons or modifications for use of games within the playground The above criteria relates to outcomes GSS3.8, MOS 3.4 and PSS 3.5

Note: It is not essential that students perform the two types of throws in a game but the following activities have been designed for students to practice each throw. Further down the track students can play the same activities to practice the dig or set. Above the line or net. In either of the following activities students can throw the ball from below the waist or above the head. A throw from the chest or shoulder is also acceptable. Students work in groups of three with three volleyballs per group. Draw a line onto a wall area above head height (preferably Volleyball net height). Alternatively you could attach braids or a rope to a fenced area. Students stand a metre away from the wall and practise throwing the ball above the line. Rotate students throwing and catching/ retrieving balls. Once all members in the group have had a turn they take two steps back and repeat the activity. Mark out a square space from the wall five metres by five metres. Using witches hats mark a spot at one, two, three, four and five metres from the wall. Allocate one ball to each group. One person from each group starts with the ball at the one metre mark. Similar to the activity above, one student practices throwing the ball above the line. In this activity, the retrieving players must try to catch the ball on the full when it rebounds off the wall. When a retrieving player makes three catches on the full they swap places with the thrower. If a ball is not caught on the full the throwing player takes a step back to the next witches hat. When a throwing player makes it to the five metre mark they receive a point and they start again. If a ball rebounds off the wall and lands outside the square the throwing player must go back to the one metre mark. The player with the most points at the end of the ten minutes is the winner.

Variation: use a Volley ball net instead of a wall and the retrievers stand on the opposite side of the net to the thrower. Ask students: - What did you do to try to get your throw to go above the line? - As you moved further away from the wall was it easier or harder to throw the ball above the line? Why? - As you moved further away from the wall what did you need to do to make your throw go above the line? - As the thrower what did you do to make it more difficult for your retrievers to catch the ball on the full? - As a retriever how did you know where the ball was going to go? - What did you do that made it easier for you to catch the ball on the full? e.g. move to the ball, watch the ball - As a retriever how did you know who was going to catch the ball? e.g. communicate, call mine - How could you use these tactics in a game of modified volleyball? My throw. The class stands in a line at the back of the court on one side of the net. The first person in the line moves into the court space ready to receive the ball. To start the game the teacher throws the ball over to the other side of the net for the first student to catch the ball. If the ball lands on the ground the student must go back to the end of the line. If the ball is caught on the full the student gets to come to the other side of the net (the throwing side). On the throwing side of the net a point is scored if the ball lands on the ground of the catching side. Students can not score any points until they are on the throwing side and they can only score one point at a time. This means if they score a point from the throwing side they have to return to the catching side in order to get back to the throwing side to be able to score

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Outcomes and indicators

Learning experience another point. Players on the throwing side who do not score points need to think about how they can throw the ball to make it land on the ground on the opposite side of the net. Play until all students have managed to get to both sides of the net or until one student reaches a certain score e.g. ten points. This will depend on the ability levels of your students. Use this opportunity to observe students tactics e.g. anticipating the direction of the throw, thinking about ways to throw the ball to make it harder for the catcher e.g. speed accuracy and distance, throwing balls high or low to make it more difficult to catch etc. Variations: split the class into two games to make the turn over quicker introduce a second or third ball depending on ability and class size Ask students questions like: - What did you do to get ready for the catch? - What things could you do to get to the ball quicker? e.g. anticipate where it was going to go - If you didnt catch the ball on your first attempt, what things did you tell yourself to do next time? - Did this help you to be successful? - What made it difficult for you to catch the ball on the full? e.g. the throw was too far away from me, I couldnt get to the ball in time, the throw was too hard - When you were on the throwing side what strategies did you use to try to score points? e.g. throw the ball faster, further away from player, into a space. - Why do you think you did this? e.g. harder for the catching team to get to the ball, wanted to win - Have you ever played this game? - Is there any other games you have played that are similar to this one? - Was this game interesting? - What things made this game different to other games you have played before? - Are there any games that you play in the playground that are similar to this one or use similar skills? - Why do you think you play these games? e.g. because they are fun - What makes these games fun or enjoyable? - Do you think you could play throw it in the playground? - Is there anything you would change about the game to make it more fun or enjoyable? - What might you need to change to be able to play this game in the playground? Finishing off Force it back. Students work in pairs with a ball. Mark out two end lines and a halfway line. Pairs face each other with an equal distance between themselves and the halfway line. One student throws the ball as far as they can towards the other. The other student catches or stops the ball and returns the throw from that spot. This continues until the stronger thrower has forced the other back to the end of the area. To restart the games students go back to the starting position. Perfect catch. Students work in a circle in groups of four to eight. One student stands in the middle of the circle, lobs the ball into the air and calls the name of another student. The named student runs into the middle of the circle and catches

Teaching notes

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Outcomes and indicators

Learning experience the ball. The thrower moves into the named students position. Repeat. In the drink. Mark out two areas separated by a two metre by two metre no go zone. Students are divided into two teams. Students throw the ball over the no go zone into the other teams area. Each team can earn a point when they throw the ball into a space and the ball lands or is dropped on the opposition side. If the ball is caught by the opposition the student goes into the no go zone. If students drop the ball they go into the no go zone To get out of the no go zone students must touch the ball as it is passed over them.

Teaching notes

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Outcomes and indicators

GSS3.8 Applies movement skills in games and sports that require communication, cooperation, decision making and observation of rules. combines catching and/or setting for use in a volleyball game MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations adapts throwing action to perform the overhead pass (set)

Learning experience Week 3 Catching, throwing, overhead pass (the set) (3-4 sessions) Getting started Huff and puff Touch and come back. Students move to distinctive and safe targets and return e.g. lines on the ground, shapes and colours on the floor, fence. Ensure students watch out for one another when they move around. Begin with targets that are nearer to the teacher first. Then, progressively go on to targets further away. Vary the distance, locomotor movement and intensity each time. Mice, cats, dogs. Mark out a large rectangular playing area. Students line up at one end of the playing area. Three students are given braids and nominated as the farmers who stand in the middle of the area. All of the other students are mice. To start the game one of the farmers calls Mice and all students attempt to run across to the other side without being caught. Any mice caught become cats and any cats caught become dogs. To start the next round a farmer calls Mice and they run as a group, then Cats who run as a group, then Dogs. Dogs that get caught become farmers and wear a braid. The game continues until all of the students are farmers. Capture. Four students are designated catchers who each wear a different coloured braid. The catchers chase those who are free. When a student is tagged they put on a braid of the same colour worn by the person who has tagged them. Then they assist their team by tagging as many free students as possible. The aim is to have the most team members after the last student is tagged. Skill Development Revise the above the head throw from the previous lesson. hands on the side of the ball hold the ball in position (above the head) extend arms towards the target Students should now be able to transfer this skill to perform the overhead pass. The overhead pass is also known as the volley or set in a game of volleyball. Demonstrate the set while identifying the main teaching points: make a triangle with your thumbs and index fingers to create a window position your body directly under the ball as it comes towards you bend your knees and elbows as you absorb the force of the ball with your fingers flick the wrists and push the ball into the air with finger tips extend the arms upwards Creating the window. Each student starts with an object that is of similar size to a volley ball e.g. a balloon or soft ball. Students progress through the following activities: put the ball on the floor in front of you. Create a window with your thumbs and index fingers. Spread your hands around the ball. Try to pick the ball up off the ground ten times.

Teaching notes
The overhead pass is used in the game of volleyball to set the ball up for another team member or to send it over the net. Students should be able to perform proficiently the components of the overhead pass by year 6. Overhead pass (the set) 1. Spreads fingers of both hands around the ball, with thumbs and index finger forming a triangle. 2. Positions the body directly under the ball. 3. Distributes weight evenly on both feet and bends knees. 4. Contacts the ball with the fingers and thumb not the palm of the hand. 5. Relaxes fingers so that they absorb the force of the ball on impact. 6. Extends arms and legs upwards after contact. 7. Flicks wrist so the backs of the hands face each other. Assessment strategy The teacher: Observes students performing the overhead pass (set) Asks questions with regards to movement skill and team work Assessment criteria The student: Adapts their throwing action to perform the

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Outcomes and indicators

Learning experience toss the ball into the air ten times and catch it just in front of your forehead each time. After each toss, pause and check your hand position, making sure you have formed a window with your thumbs and index fingers. Repeat another ten times reducing the amount of time you pause for. toss the ball up and squat to touch the floor before catching the ball with the window grip. Repeat ten times. working with a partner. Toss the ball into the air for your partner to catch. Toss the ball in different directions so your partner has to move to get under the ball before catching it. Repeat ten times.

Teaching notes
overhead pass Demonstrates the correct use of the overhead pass in game situations Demonstrates an understanding of the skill components of the overhead pass Suggests ways to work more effectively as a team.

Ask students: - What did you need to do to make sure you got underneath the ball? - What did you do with your hands when you caught the ball? e.g. created a window - How do you create a window with your hands? e.g. thumbs and index fingers create a triangle Revise the teaching points of the set, paying particular attention to relaxing the fingers and extending the arms upwards after contact. bend your knees and elbows as you absorb the force of the ball with your fingers flick the wrists and push the ball into the air with finger tips extend the arms upwards Each student starts with an object that is of similar size to a volley ball and has some weight to it. Use the following activities to develop the set. Setting the ball. keep the ball above the head. Toss the ball, flick it off the fingers and then catch. Repeat ten times. keep the ball above the head. Toss the ball, flick the ball off the fingers twice and then catch. Repeat ten times. keep the ball above the head. See how many times you can flick the ball off the fingers. working with a partner. One of you bounces the ball high into the air towards the other partner and they set it back to you. Repeat ten times and then swap roles. Ask students: - How is the set different to catching the ball? e.g. flick the wrists, push the ball into the air, dont bring the ball to your chest. - How should your elbows move when performing the set? - How would you explain the set to a friend who has not learnt the skill yet? What would you say? - How many times could you set the ball in a row? - Was it easier or harder to set the ball after it had bounced? Why? - How was it different to set the ball to yourself compared to setting the ball after it had bounced? - What did you have to do to be able to set the ball after it had bounced? e.g. move to get under it Net set. Students work in teams of six-eight on a volley ball court or space with a net or rope at net height. One player starts with the ball to start the game. The two teams set the ball back and forth over the net. Students should be encouraged to set the ball directly on contact or otherwise catch the ball and toss it into the air for themselves or

The above criteria relates to outcomes GSS3.8 and MOS 3.4

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Outcomes and indicators

Learning experience another team mate to set. The same players cannot hit the ball more than once before it goes over the net and each team needs to try to set the ball three times before it goes over the net. Each time a team sets the ball three times in a row and then over the net they score a point. If a ball goes out of bounds the team that hit it out does not receive any points they may have gained on that attempt. The ball is allowed to bounce and any player can catch the ball or attempt to set it after it has bounced. The main objective is to gain points for setting the ball rather than lose points for not setting the ball. Ask students: - What did you do to get ready to set the ball? - What made it difficult for you to set the ball on the full? e.g. the ball was too far away, couldnt get to the ball in time - If you didnt set the ball on the full, what were your options? - What things could you do to get to the ball quicker? e.g. anticipate where it was going to go, call mine - How did your team work together to make three sets in a row? - What could you do as a team if you were not allowed to let the ball bounce? - Would it be easier or harder if there were fewer players? Why? - What do you think is the advantage of having lots of players? Finishing off Revise the important things to remember when performing the set? e.g. keep your eyes on the ball, create a window with your thumbs and index fingers, position your hands above your head, move your feet to get underneath the ball. Hot potato. In pairs, students stand two metres from each other and set the volleyball like it is a hot potato. The aim is for the pair to make as many sets in one minute, without dropping or catching the ball. Team trio. Mark out a square area in a grid formation so that multiple games can be played. Students form teams of three and two teams stand in a square to play against each other. Each game needs one ball. The object of the game is to throw the ball between team members and keep it from the opposition. Students pass the ball between the team only holding it for moments before it gets passed. The opposing team attempts to intercept the ball to gain possession. When a whistle is blown every few minutes the student holding the ball is awarded one point for their team and gives it to the other team. Copycat. Students find a partner and move to a free space. Ask the students to decide who will lead and who will follow. On a whistle, the leader moves around the area performing different movements for the other student to follow. The student following should stay as close to the leader as possible performing identical movements. On the next whistle students switch roles with their partner. Some examples of movements that students could perform include running, leaping, dodging, hopping, jumping, side galloping and skipping.

Teaching notes

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Outcomes and indicators

GSS3.8 Applies movement skills in games and sports that require communication, cooperation, decision making and observation of rules participates in modified games combining strategy, teamwork and movement skill explains the rationale for particular strategies and rules in individual and team games and sports develops strategies for effective teamwork MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations adapts throwing action to cater for distance and accuracy e.g. overhead pass (set)

Learning experience Week 4 Catching, throwing, overhead pass (the set) Getting started Huff and puff Fish and net. Select at least 4 students to form two pairs of nets by holding hand and standing side by side. Both must hold hands all the time. At the command go, nets will try to catch the fishes by touching them. Once there are 4 students forming a net, the net will split up into two pairs again and continue to catch fishes. The game stops when most or all of the fishes are caught.

Teaching notes
For information regarding skill components refer to teacher notes from previous weeks Assessment strategy The teacher: Observes students performing the overhead pass (set) Observe team discussions when devising rules and tactics for games Asks questions with regards to movement skill, rules and team work Assessment criteria The student: Demonstrates the correct use of the overhead pass in game situations e.g. accuracy, distance, speed, into space Devises rules and explains reasons for rules within small group games Suggests ways to work effectively as a team e.g. proposes tactics or strategies to the group Demonstrates an understanding of strategy and tactics when participating in small group games The above criteria relates to outcomes GSS3.8 and MOS 3.4

Skill Development Revise the teaching points of the set from previous lessons: make a triangle with your thumbs and index fingers to create a window position your body directly under the ball as it comes towards you bend your knees and elbows as you absorb the force of the ball with your fingers flick the wrists and push the ball into the air with finger tips extend the arms upwards. Keep the ball up. In pairs, students set the ball to each other and try to keep it in the air for as long as possible. If the ball hits the floor the count starts again. Students attempt to make 15 sets in a row without the ball touching the floor. Ask students: - What did you need to do to keep the ball up in the air? - How did you set the ball to make it easier for your partner to get to the ball in time? - What were some of the reasons for the ball dropping to the ground? - How did you change what you were doing to be more successful? Variation 1: Students join together to make two teams and repeat the same activity. Variation 2: Change dimensions of the court (wider or longer) and make the rule, that if the ball hits the ground a point is scored. Ask students: - What adjustments were necessary when there was more space to cover? - How did you and your partner cover this extra space? - Where did you and your partner stand? e.g. front and back or side by side - What did you do to try and get the ball to land on the ground of your opponents side? - Where was the best place to position your set so it was more difficult for the other team to get the ball back? - What type of set is more difficult to return? - How did you know which one of you was going to set the ball?

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Outcomes and indicators

Learning experience Doubles. Students work in groups of four with a volleyball or similar object. For each group, set up a court area with four squares and a line across the middle. Students develop two rules for their game. Students play two against two by setting the ball across the middle line. Allow the students five minutes to play the game with their own rules. Ask students: - What rules did you have for your game? e.g. if the ball landed on the ground the other team scored a point, the ball was allowed to bounce first before you set it. - Why did you make these rules part of your game? - Are there any other rules you made up along the way? e.g. cant mov e with the ball - Was the game easy or hard? - What other rules might you include to make the game easier, harder or quicker? e.g. the ball can bounce once before you set it , you can catch and then set the ball over the net Battle ball. The aim of this game is for each team to set the ball to their team mates or over the net so they are left with less volley balls than the other team after a two minute period. The class works in team of six eight, with two teams on a court with a net or equivalent. One team starts with two volleyballs and the other team three volleyballs. On the signal battle players with a ball, toss the ball up and set it over the net. Players can catch and set or set the ball to a team member or back to the other side. The set must be made from the spot that it was caught or retrieved. The ball is allowed to bounce. Teams continue to do this until the whistle blows. Allow two minutes of play before blowing the whistle. Count how many volley balls are left on each side and add the scores after each battle. Rotate the teams. After each team has played each other let them discuss tactics on how they can perform better as a team. Ask students to think about what they could do to ensure they know where all the balls are during the game. Continue to play in two minute bouts until each team has played each other three times. The winning team is the team that has the lowest score after the three rounds. Ask questions: - Was it better to set the ball directly or catch and then set the ball? - How did your team know who was going to set the ball? - What did you do if a ball wasnt going to go over the net? - What tactics did your team come up with? - Did these help in any way? If so how? Finishing off Revise the components of the set (overhead pass). Make a triangle with your thumbs and index fingers to create a window position your body directly under the ball as it comes towards you bend your knees and elbows as you absorb the force of the ball with your fingers flick the wrists and push the ball into the air with finger tips extend the arms upwards

Teaching notes

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Outcomes and indicators

Learning experience

Teaching notes

High fives. Students demonstrate the set action without a ball in their hands. Students hold their hands in the window position. Students run around and slap hands with four other class mates (similar to the high five). Ask students: - What is another name for the overhead pass in a game of volleyball? Set, volley - What do you do with your fingers when setting the ball? - Where should you focus your eyes when performing the set? Everyone for themselves. Mark out a large rectangular playing area. Students scatter throughout this area. To begin the game three soft balls are tossed into the playing area. Any student may try to grab a tossed ball. The student with the ball has three seconds and may take three steps in any direction before throwing the ball at another student. The ball must hit below the waist. If a student is hit, they run a lap around the outside of the playing area and then return to the game. A loose ball may be picked up by any student after it is thrown.

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Outcomes and indicators

MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations Combines a series of locomotor and non locomotor movements to perform the underarm serve GSS3.8 Applies movement skills in games and sports that require communication, cooperation, decision making and observation of rules participates in modified games combining strategy, teamwork and movement skill DMS3.2 Makes informed decisions and accepts responsibility for consequences modifies rules or procedures to maximise participation of all group members

Learning experience Week 5 Striking (the underarm serve) (3-4 sessions) Getting started Huff and puff Around relay. The class works in groups of three to five. On a signal, the first person in each group runs around a marker, and returns to collect the second person. This continues until all members of the group are running around the marker in single file. Other locomotor movement can be added, e.g. skip, hop, leap, side gallop. Class Tag. Allocate each student a braid or a belt with two tags. They scatter around a clearly marked playing area and everyone is It. On Go students run around in the space trying to tag other students but at the same time trying not to get tagged. When students have no braid or tags left they must run around the outside of the playing area once and then find a braid or tags to put on so they can re-join the game. Chain relay. Mark out a start and finish line about ten metres apart. Form teams of four or five. Each team stands in single file behind the starting line. On the signal Go student one runs forward, around the far marker, and back to the starting line. They then grip the wrist or hand of student two on their team and run around the far marker together. This continues for the third, fourth and fifth student. The chain cannot be broken. Skill Development On my own. Each student stands in a hoop with a large soft ball or balloon. Students perform the following tasks: Hit the ball down to the ground with the palm of your hand Hit the ball down to the ground with the back of your hand Hit the ball down using the side of your hand Hit the ball down with your fist Hit the ball down with the inside of your wrist On my own. Each student stands in a hoop with a large soft ball or balloon. Students perform the following tasks: Hit the ball in the air with the palm of your hand Hit the ball in the air with the back of your hand Hit the ball in the air using the side of your hand Hit the ball in the air with your fist Hit the ball in the air with the inside of your wrist Ask students: - What was different about each hit? - Which type of hit did you find difficult or had less control of the ball? - Which type of hit gave you more control of the ball? - When hitting the ball into the air what type of hit did you have more control of? Why? Contact point. Demonstrate where on the hand students should contact the ball for an underarm volleyball serve make a clenched fist and use the inside of your wrist to contact the ball.

Teaching notes
The one handed strike or underarm serve is adapted from the two-hand strike. The two handed strike is a manipulative skill in which force is applied to an object using an implement such as a bat. Although these striking actions may differ slightly in performance, the same mechanical principles apply to both. In volleyball, instead of using a bat to strike the ball the performer uses their arm to strike or serve the ball over a net. Children will need constant demonstration and practice at the one handed strike (underarm serve) in order to demonstrate the skill proficiently by the end of Year 6. The strike is the most complex of the twelve fundamental movement skills. Initial instruction should focus on technique rather than accuracy. One handed strike (underarm serve) 1. Stands side-on to target area. 2. Eyes focused on the ball throughout the strike. 3. Holds the ball in the palm of the non dominant hand, while the dominant hand strikes the ball. 4. Steps forward towards target area with front foot. 5. Hips and shoulders rotate. 6. Ball contacts the inside of

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Outcomes and indicators

Learning experience Musical Strike. Place a cross with masking tape on the inside of each students wrist to act as a guide for striking the ball. Each student stands in a hoop with a large soft ball or balloon. While the music plays, students are to hit the ball up into the air about head height while standing in their hoop. When the music stops they have to put their ball down on the ground inside the hoop and run to another hoop before the music starts again. Students should be trying to control the hit so they do not have to step out of their hoop. Get students to count how many hits they can do before the music stops. Tell students: clench your fists use the inside of your wrist to contact the ball when you hit the ball it should contact the marked cross on your wrist

Teaching notes
the wrist of the dominant arm. 7. Arm follows through around the body. Adapted from Get skilled: Get active for further teaching and learning information around the two handed strike. Assessment strategy The teacher: Observes students performing the underarm serve Observe students participating in team games Asks questions with regards to movement skill and rules Assessment criteria The student: Places the ball in the palm of the non dominant hand Eyes focused on the ball throughout the movement Stands side on to the target area and steps forward on the front foot Makes a fist with the striking hand and rotates the hips and shoulder when striking Contacts the ball with the inside of the wrist when performing the underarm serve Devises rules to maximise participation of all group members The above criteria relates to

Ask students: - Was it easy to continue to hit the ball into the air using your wrist? - What could you do to make it easier? e.g. hold it in the other hand before each hit - Did anyone use their other hand to hold the ball before they hit it? - Do you think this would allow for more control or less control of the hit? Why? Striking the ball. Demonstrate to students how to strike the ball while holding it with the non striking hand. Tell students this is called the underarm serve. Teaching cues: stand with one foot in front of the other point your front foot towards the target hold the ball in the palm of the non striking hand at about waist height place the non striking hand in front of the body in the direction of the target strike the ball, by hitting it out of the non striking hand do not move the non striking hand until after the ball has been struck swing the striking hand back and then forward toward the ball rotate your hips and shoulders as you strike the ball Off the hand. Students practice the underarm serve. In pairs, one student stands one metre from a wall and strikes the ball against the wall while the partner fields the ball. Each student has five turns and then swaps with their partner. Mark a line on the wall about one and half metres high. Instruct students to strike the ball so to hits the wall above the line. Starting one metre from the wall, each time a student hits the ball over the line they take a step back. Place a marker five metres from the wall and tell students to try to get to the five metre marker. Use this activity as an opportunity to observe students technique and provide feedback.

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Outcomes and indicators

Learning experience Students explore serving the ball in different directions. Instruct students to move their front foot so it points to the direction they wish to serve the ball. Students can take turns with their partner for this activity. Students continue to serve the ball in different directions but also practice stepping onto their front foot as they swing their arm through.

Teaching notes
outcomes GSS3.8, MOS3.4 and DMS 3.2

Ask students: - Where on your hand or arm do you contact the ball when you serve? - What do you need to do with your non striking hand when you serve? - Why do you think you need to use the inside of your wrist to hit the ball? e.g. more control, flat surface. - What do you need to do with your feet when performing the serve? - How do you serve the ball in the direction you want it to go? Serve it. Students work in six teams. Set up two grids about 20 metres long by 15 metres wide with a line running across the middle of each grid. One team stands across the middle of each grid symbolising a net, while the other teams stand on either side of the net. Tell students there are only two rules to this game: The net team can face either direction during the activity but cannot move off the line. Students can only serve the ball. This means they are not allowed to hit or throw the ball across the net. Ask students to create two additional rules for their game. Allow the students five minutes to play the game with their own rules. After five minutes stop the game and ask students: - What rules did you have for your game? e.g. if you catch a ball on the full your team gets a point, if the net team stops or catches the ball they score a point. - Are there any other rules you made up along the way? e.g. cant move with the ball - Was the game easy or hard? - Did everyone touch the ball at some stage during the game? - What rules can we put in place so that everyone gets a turn? - What other rules might you include to make the game easier, harder or quicker? e.g. first hit has to be a serve then you can catch and throw or hit the ball across the net, the ball can bounce once before you catch it. Swap teams over so every team gets a turn at being the net team. Finishing Off Join the grids together to make bigger teams and play serve it with a combination of the rules. Play until one team gets to five points and then rotate teams so each team gets a turn as the net team. Revise the teaching points of the underarm serve. Ask students:

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Outcomes and indicators

Learning experience What important things do we need to remember when performing the underarm serve?

Teaching notes

Things to remember: stand with one foot in front of the other point your front foot towards the target hold the ball in the palm of the non striking hand at about waist height place the non striking hand in front of the body in the direction of the target strike the ball, by hitting it out of the non striking hand do not move the non striking hand until after the ball has been struck swing the striking hand back and then forward toward the ball rotate your hips and shoulders as you strike the ball

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Outcomes and indicators

MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations Combines a series of locomotor and non locomotor movements to perform the underarm serve GSS3.8 Applies movement skills in games and sports that require communication, cooperation, decision making and observation of rules participates in modified games combining strategy, teamwork and movement skill

Learning experience Week 6 Catching, throwing, overhead pass (the set), striking (the underarm serve) (3-4 sessions) Getting started Huff and puff Circle run. Students stand in a circle of 810 metres in diameter. Each student is given a number (or colour, animal name, object). Call out a particular number and all students with that number run clockwise round the outside of the circle and back to their places. Jumping, skipping, hopping and directional changes can be used. Snatch the treasure. Set out six hoops. Place one hoop in the middle of the area and five hoops ten metres away in a circle formation. Students are divided into five teams. Place all beanbags (treasure) in the middle hoop. Teams line up beside an outside hoop. When the whistle is blown the first student from each team runs to the middle hoop to get a piece of treasure. Students then return the treasure to their hoop. The next student collects a piece of treasure and this continues until all treasure has been snatched from the middle hoop. When there are no pieces of treasure left in the middle hoop, students may snatch treasure from other groups hoops but still only one person at a time is collecting the treasure. The winning group is the one with the most treasure at the end of the time. Cats in the corner. Mark out a square grass playing area with safe zones marked out at each corner. Three students are nominated as the ball throwers who stand in the middle of the square. The other students are cats who stand in a safe zone at a chosen corner. When the throwers call cats in the corner, the cats have to run from one corner to another without getting hit by a ball. They can go in any direction including diagonally as long as they do not get hit. Any player hit by the ball runs around the outside of the playing area twice then returns to the game. Rotate the throwers so that all students get a turn. Skill Development Revise the teaching points of the underarm serve. Ask students: - What important things do we need to remember when performing the underarm serve? Teaching points: stand with one foot in front of the other point your front foot towards the target hold the ball in the palm of the non striking hand at about waist height place the non striking hand in front of the body in the direction of the target strike the ball, by hitting it out of the non striking hand do not move the non striking hand until after the ball has been struck swing the striking hand back and then forward toward the ball do not turn the body until the ball has been struck Hit the hoop. Set up a number of areas 20metres long by 15metres wide. Place a net in the centre and five hoops on one side of the net (refer to diagram). If you do not have enough hoops use witches hats to make the circles. If you do

Teaching notes
Assessment strategy The teacher: Observes students performing the underarm serve Observe students participating in team games Asks questions with regards to movement skill and teamwork Assessment criteria The student: Performs the components of the underarm serve proficiently Demonstrates proficiency in the various movement skills required to play a game of modified volleyball Suggest strategies to increase participation and promote teamwork in modified games Provides feedback to peers with regards to movement skill The above criteria relates to outcomes GSS3.8, MOS3.4 and COS3.1

combines a series of skills for use in a modified volleyball game e.g. catch, throw, set, and serve.

COS3.1 Communicates confidently in a variety of situations. presents an opinion with confidence, e.g. peer feedback

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Outcomes and indicators

Learning experience not have enough nets place witches hats along the ground to imitate a net line. In pairs, one partner stands on one side of the net and practices serving across the net into the hoops. Each hoop can be worth a different number of points. Their partner stands on the hoop side to retrieve the ball and roll it back to their partner. Each student has 5 turns and then swaps places with their partner. Ask students: - Why do you think it is important to be able to serve in different directions? - How do you think this will help you in a game? - What are some other games you know of where the underarm serving action might be used? e.g. AFL hand pass Game play Modified Volleyball. Set up a volleyball court with a net. Divide the class into teams of up to nine players. Two teams position themselves on either side of the net. The third team positions themselves around the court and acts as line judges, ball retrievers, referees or can be used for peer assessment. Adjust the height of the net to suit the students abilities. One team starts with the ball. The game begins with one player serving from the back corner of the court. Players on the receiving team try to catch or set the ball before it touches the ground. After catching the ball, without moving, the player can either throw or set it over the net or throw or set it to another team mate. Teams can throw or set the ball up to three times before they send it back over to the other team. A team scores a point if: the ball lands on the ground of the opposing sides court, the opposing team fails to serve the ball over the net after two consecutive attempts, a team makes more than three touches or the ball lands out of bounds. Teams score points irrespective of whether they are the serving team or not. If a point is scored, the team that gets the point then gains possession of the ball and a player on that team gets to serve. When a team loses possession of the serve the new serving team rotates positions so everyone on the team has a turn serving the ball. The game continues until one team gets to 11 points. Swap teams so that each team gets to play each other. Use this as an opportunity to get students to assess each other. Variation: instead of using the set, players can catch and throw only. Ask students: - What did you notice were some of the main difficulties for players? - Is there anything you would suggest to the class for ways to improve the game or their skills? - Did you notice anything interesting about the way players communicated in the game? - What can you suggest to the class for players who may not be getting involved or touching the ball as much as other players? - What can you suggest to the class for players who might be hogging the ball?

Teaching notes

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Outcomes and indicators

Learning experience

Teaching notes

Finishing off Discuss some of the feedback students have for the class as a whole with regards to the assessment. Continuous volleyball. Students work in two teams on a court. Play the same rules as modified volleyball but without the serve. If the ball lands on the ground any player can pick it up and play on. However, players get eliminated and must set a ball against a wall 20 times consecutively before they can return to the game, if they: set or throw the ball out of bounds attempt to catch or set a ball and it lands on the ground on their side of the court set or throw the ball into the net and it lands on the ground on their side of the court let the ball land on the ground within a metre of them without trying to set or catch the ball Ask students: - What skills are needed to play continuous volleyball? - How would you explain the set to someone who has never performed it before? - What did you need to do to stay in the game? - Was it easier or harder when players on your team started to get eliminated? - How could you save a team mate from being eliminated? - Did the feedback from your class mates help you to play better?

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