Volleyball Unit Plan

Volleyball Unit Plan
Kalynn Chapman
Overview
Unit Title: Volleyball

Course Title: Healthy Active Living Education
Course Code: PPL30 Grade: 11 Open
Curriculum Document: The Ontario Curriculum Grades 9 to 12: Health and Physical
Education (2015)
Total Time: 6-7 periods (75mins)
Unit Description
- Students will work on volleyball skill in games, drills, and activities.

- Students will be introduced to the rules specific to volleyball.
- Specific skills will be broken down and practiced including: forearm passing,
volleying, serving (overhand and underhand), blocking, hitting, as well as offensive
and defensive strategies.
- To end the unit, students will complete a cumulative written assessment, self and peer
evaluations as well as compete in a small tournament with their classmate to display
class learnings and skills.
Curriculum Expectations
Overall Expectations
Strand: Active Living

Safety
A3. Demonstrate responsibility for their own safety and the safety of others as they participate
in physical activities.
Strand: Movement Competence: Skills, Concepts, and Strategies
Movement Skills and Concepts

B1. Perform movement skills, demonstrating an understanding of the basic requirements of the
skills and applying movement concepts as appropriate, as they engage in a variety of physical
activities;
Movement Strategies
B2. Apply movement strategies appropriately, demonstrating an understanding of the
components of a variety of physical activities, in order to enhance their ability to participate
successfully in those activities.
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Specific Expectations
A3.1 Demonstrate behaviours and apply procedures that maximize their safety and that of
others (e.g., wearing appropriate clothing and/or required safety equipment where necessary,
such as when hiking, skiing, or cycling; brining an epinephrine autoinjector in case of
emergency; ensuring proper hydration; maintaining proper posture while performing strength
and/or resistance exercises; checking environmental and facility conditions before an activity;
wiping down strength-training equipment after use to avoid spreading germs; ensuring that
personal flotation devices fit properly before engaging in water activities) in a variety of
physical activity settings (e.g., gym, fitness room, ice rink, field, pool, lake, ski hill, hiking and
snow trails, recreational facilities) [PT, IS, CT]
B1.1 Perform stability and locomotor skills in combination in a variety of physical activities
while responding to external stimuli (e.g., maintain balance and keep core muscles tight while
doing lunges with or without hand weights; maintain balance while moving during aerobic
routines; run/wheel to complete an orienteering course while demonstrating awareness of
objects on the trail; show awareness of the position of the bar when taking off and landing
during a high jump) [PS, IS, CT]
B1.2 perform locomotor and manipulation skills in combination in a variety of physical

activities while responding to external stimuli (e.g., send a rock, using an appropriate amount
of force, to remove the opposing teams rock in curling; move body into position to retain
possession in ultimate disc while evading defenders; be aware of a defenders position to
determine whether to use a left or right forehand or backhand pass or shot in sledge hockey)
[PS, IS, CT]
B1.3 demonstrate an understanding of the phases of movement (i.e., preparation, execution,

follow-through), and apply this understanding to refine skills as they participate in a variety of
physical activities (e.g., doing a full-turn jump in hip hop, sending an object in a target game
and in a territory game, receiving and retaining an object in a territory game, performing a
tennis or badminton forehand shot) [PS, CT]
B1.4 apply appropriate movement principles* in order to refine skills in a variety of physical
activities (e.g., bend knees and keep feet apart to lower the centre of mass and produce a
stable base of support when in a ready position; extend joints to produce more force when
throwing or striking) [PS, CT]
B2.1 demonstrate an understanding of the components of a range of physical activities (e.g.,

movement skills, game structures, basic rules and guidelines, conventions of fair play and
etiquette), and apply this understanding as they participate in a wide variety of physical
activities in a range of indoor and outdoor environments (e.g., gym, fitness room, ice rink,
pool, park, recreational facilities, hiking and snow trails) [PS, IS, CT]
Personal Skills (PS)

Interpersonal Skills (IS)
Critical and Creative Thinking (CT)
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Lesson Format
Lesson 1 (75 mins) Introduction/Rules & Safety/Tossing & Forearm Passing

- Introduction to volleyball unit (PowerPoint)
- Review rules of the sport as well as safety precautions
- Go over net set up procedure
- Warm up
- Proper toss and forearm passing technique (bumping) mini lesson and drills
Lesson 2 (75 mins) Forearm Passing & Volleying Continued

- Warm up
- Bumping and volleying review
- Butterfly passing activity
Lesson 3 (75 mins) Serving (Overhand & Underhand)/Hitting

- Warm up
- Introduction to blocking and drills
- Hitting mini lesson and drills
- Bean bag hitting drill
Lesson 4 (75 mins) Offensive & Defensive Strategies/Blocking/ Game Play

- Mini lesson on offensive strategies
- Mini lesson on defensive strategies
- Warm up
- Activity: bump and volley down the line
- Kings/Queens Court
Lesson 5 (75 mins) Cumulative Quiz/Peer & Self-Assessment

- Cumulative Quiz
- Peer Assessment (groups of 2)
- Self-Assessment (individual)
- Review tournament procedure
Lesson 6 (75 mins) Tournament Day 1
Modified from: http://www.slideshare.net/mbaus13/vball-up
Essential Learnings/ Big Questions:
- I can explain the basic rules of volleyball (scoring system, lines, rotation, etc.).
- I understand and can demonstrate proper form in completing a forearm pass, volley,
serve (overhand or underhand), block, and hit.
- I am able to use defensive and offensive strategies while on the court.
- I can participate in a safe manner with the equipment and those around me.
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Materials/Resources:
Materials
Volleyballs (at least 1 ball per group of 2 students)
Pinnies
Volleyball net (x2)
Volleyball poles (x4)
Bean bags (class set)
Hitting block (optional)
Hula Hoops (x2)
White Board or Chart Paper
Resources:
- OPHEA website
- See reference list at the end of this document
Safety Precautions / Considerations
Equipment:
A fully stocked first aid kit must be readily accessible.
A working communication device (e.g., cell phone) must be accessible.
Determine that all equipment is safe for use.
Poles must be safely stored when not in use.
Nets must have no frayed wires.
Ball must be appropriate for age and ability of students.
Clothing/Footwear:
Appropriate clothing and footwear must be worn.
No exposed jewelry.
Facilities:
Determine that all facilities are safe for use.
When volleyball poles are removed, floor plugs must be replaced.
Playing surface and surrounding area must be free of all obstacles and must provide safe
footing traction.
Special Rules/Instructions:
Determine and follow school/board emergency procedures, including accessibility to a
vehicle, for transportation of a student to hospital.
Be aware of students whose medical conditions (e.g., asthma, anaphylaxis, cast, previous
concussion, orthopedic device) may affect participation (see Generic Section).
Students must receive training or information on concussion prevention and awareness
specific to the activity prior to participating. Students must not participate in the activity until
this instruction has been received.
Skills must be taught in proper progression.
Games must be based on skills that are taught.
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Drills must be organized so as to minimize the risk of being hit with an errant ball.
Activities/rules must be modified to the age and ability level of the participants.
Students must be instructed in the safe and correct method of setting up, adjusting and taking
down of nets (e.g., standing on chair).
If using antennae, the bottom must be flush with the net.
When facility does not allow for safe play, (e.g. poles on sidelines adjacent to walls) modify
rules appropriately.
When poles are not padded activities must be modified so that poles do not present a safety
hazard.
Supervision:
On-site supervision during initial instruction of skills.
In-the-area supervision after skills have been taught.
On-site supervision during equipment set-up and take-down.
(Retrieved from Ophea: http://safety.ophea.net/safety-plan/169/1993)
Use of Technology
Computer (PowerPoint Presentation)

Projector
iPhone for music (optional)
Speaker system for music (optional)
Whistle (optional)
Assessment
Success Criteria:
- See Appendix A for classroom success criteria
- Individual lesson success criteria (see lessons 1-6)
Assessment (as, for, of, learning)

Assessment as Learning:
- Verbal: Provide student feedback throughout the lesson
- Observation
Assessment for Learning:

- Questions during lessons (i.e., What are the key points for a successful forearm
pass?)
- Observation and recorded feedback (Appendix E Observation assessment)
Assessment of Learning:
- Observation (Appendix E Observation/participation assessment)
- Cumulative written assessment (Appendix C)
- Peer and self- assessment (see Appendix B)
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Adaptations/Differentiation
- Encourage students to work with friends and other students in the class.
- Encourage repetitive group work to allow students to practice their skills with their
peers.
- If a situation of high anxiety exists, students may opt to work with a close friend.
- Incorporate metaphors to relate sport specific movement/skill to a known basic
idea/movement.
o Ex) When holding your hands for a volley think about holding a large milk jug
above your head.
- All slide shows, handouts, and videos provided in class will be available to students
before and after class on Google Classroom, OneNote, email, or other ways of
communication being used with the class.
- For students with impairments or disabilities (hearing, visually, ELLs, ESL, etc.) allow
additional time to process and analyze a task or movement skill prior to class to
increase their fundamental knowledge base and confidence.
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Lesson 1
Unit Title: Volleyball - Introduction/Rules & Safety/Tossing & Bumping

Curriculum Document: The Ontario Curriculum Grades 9 to 12: Health and Physical Education
(2015)
Total Time: 1 period (75mins)

Equipment:
A fully stocked first aid kit must be readily accessible.
A working communication device (e.g., cell phone) must be accessible.
Determine that all equipment is safe for use.
Poles must be safely stored when not in use.
Nets must have no frayed wires.
Ball must be appropriate for age and ability of students.
Clothing/Footwear:
Appropriate clothing and footwear must be worn.
No exposed jewelry.
Facilities:
Determine that all facilities are safe for use.
When volleyball poles are removed, floor plugs must be replaced.
Playing surface and surrounding area must be free of all obstacles and must provide safe footing
traction.
Special Rules/Instructions:
Determine and follow school/board emergency procedures, including accessibility to a vehicle, for
transportation of a student to hospital.
Be aware of students whose medical conditions (e.g., asthma, anaphylaxis, cast, previous concussion,
orthopedic device) may affect participation (see Generic Section).
Students must receive training or information on concussion prevention and awareness specific to the
activity prior to participating. Students must not participate in the activity until this instruction has
been received.
Skills must be taught in proper progression.
Games must be based on skills that are taught.
Drills must be organized so as to minimize the risk of being hit with an errant ball.
Activities/rules must be modified to the age and ability level of the participants.
Students must be instructed in the safe and correct method of setting up, adjusting and taking down of
nets (e.g., standing on chair).
If using antennae, the bottom must be flush with the net.
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When facility does not allow for safe play, (e.g. poles on sidelines adjacent to walls) modify rules
appropriately.
When poles are not padded activities must be modified so that poles do not present a safety hazard.
Supervision:
On-site supervision during initial instruction of skills.
In-the-area supervision after skills have been taught.
On-site supervision during equipment set-up and take-down.
(Retrieved from Ophea: http://safety.ophea.net/safety-plan/169/1993)
Use of Technology
Speaker System (optional)
IPhone to play music (optional)
Remind students that they need to approve their music selection with
the teacher prior to playing. Privileges will be revoked if abused.
Whistle (optional)
Introduction to Lesson
This is the first day into the new volleyball unit. Students will have had previous experience with the
activities and skills practiced in this unit from previous gym classes or other extracurricular
activities.
Differentiated Instruction Details
- Encourage repetitive group work to allow students to practice their skills with their peers.
- Incorporate metaphors to relate sport specific movement/skill to a known basic idea/movement.
o Ex) When holding your hands for a volley think about holding a large milk jug above
your head.
- All slide shows, handouts, and videos provided in class will be available to students before and
after class on Google Classroom, OneNote, email, or other ways of communication being used
with the class.
additional time to process and analyze a task or movement skill prior to class to increase their
fundamental knowledge base and confidence.
- Minimal instruction: Aim to have students moving for the majority of the class. There should
be paused for water break and instructions.
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Overall:
Safety
A3. Demonstrate responsibility for their own safety and the safety of others as they participate in
physical activities.
Movement Skills and Concepts

B1. Perform movement skills, demonstrating an understanding of the basic requirements of the skills
and applying movement concepts as appropriate, as they engage in a variety of physical activities;
Movement Strategies
B2. Apply movement strategies appropriately, demonstrating an understanding of the components of a
Specific Expectations:
A3.1 Demonstrate behaviours and apply procedures that maximize their safety and that of others (e.g.,
wearing appropriate clothing and/or required safety equipment where necessary, such as when hiking,
skiing, or cycling; brining an epinephrine autoinjector in case of emergency; ensuring proper
hydration; maintaining proper posture while performing strength and/or resistance exercises;
checking environmental and facility conditions before an activity; wiping down strength-training
equipment after use to avoid spreading germs; ensuring that personal flotation devices fit properly
before engaging in water activities) in a variety of physical activity settings (e.g., gym, fitness room,
ice rink, field, pool, lake, ski hill, hiking and snow trails, recreational facilities) [PT, IS, CT]
B1.1 Perform stability and locomotor skills in combination in a variety of physical activities while
responding to external stimuli (e.g., maintain balance and keep core muscles tight while doing lunges
with or without hand weights; maintain balance while moving during aerobic routines; run/wheel to
complete an orienteering course while demonstrating awareness of objects on the trail; show
awareness of the position of the bar when taking off and landing during a high jump) [PS, IS, CT]
B1.2 Perform locomotor and manipulation skills in combination in a variety of physical activities
while responding to external stimuli (e.g., send a rock, using an appropriate amount of force, to
remove the opposing teams rock in curling; move body into position to retain possession in ultimate
disc while evading defenders; be aware of a defenders position to determine whether to use a left or
right forehand or backhand pass or shot in sledge hockey) [PS, IS, CT]
B1.3 Demonstrate an understanding of the phases of movement (i.e., preparation, execution, follow-
through), and apply this understanding to refine skills as they participate in a variety of physical
activities (e.g., doing a full-turn jump in hip hop, sending an object in a target game and in a territory
game, receiving and retaining an object in a territory game, performing a tennis or badminton
forehand shot) [PS, CT]
B1.4 Apply appropriate movement principles* in order to refine skills in a variety of physical activities
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(e.g., bend knees and keep feet apart to lower the centre of mass and produce a stable base of support
when in a ready position; extend joints to produce more force when throwing or striking) [PS, CT]
B2.1 Demonstrate an understanding of the components of a range of physical activities (e.g.,

movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette),
and apply this understanding as they participate in a wide variety of physical activities in a range of
indoor and outdoor environments (e.g., gym, fitness room, ice rink, pool, park, recreational facilities,
hiking and snow trails) [PS, IS, CT]
Learning Goals
We are learning to:
Understand the basic rules of volleyball
Demonstrate a proper toss and forearm pass (bump) while calling for the ball
Remain safe during all physical education activities (drills, net set up, etc.)
Participate fully during the lesson
Guiding Questions
- What are important rules regarding scoring and lines in the sport of volleyball?
- How many players can be on the court at one time in volleyball?
- What are important parts to a proper forearm pass?
Readiness
This is the first day into the new volleyball unit. Students will have had experience with the activities
and skills practiced in this unit from previous gym classes or other extracurricular activities.
Terminology
- Forearm Pass
- Libero
Materials
Volleyball net (x1)
Technology
- Computer to present slide show
- Projector
- IPhone and music system (optional)
- Whistle (optional)
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Assessment Success Criteria Assessment Tool(s)

- I am participating fully - Assessment as Learning:
- I understand the basic rules - Verbal: Provide
of volleyball students feedback throughout lesson
- I am aware of ways to stay - Observation
safe during the lesson (net set up, - Assessment for Learning:
drills etc.) - Observation
- I can demonstrate a proper - Recorded feedback
toss and forearm pass with a (Appendix E)
- Assessment of Learning:
volleyball
- Observation and
recorded feedback (Appendix E)
Minds On (10 minutes total)

Students enter the gymnasium and sit in a half circle in alphabetical order (routine for students) so
attendance can be taken easily and quickly. If students are not in the gym by the time attendance is
being taken they are marked late or absent.
Have a quick discussion of how todays physical education period is going to be carried out by
asking students the following questions:
- Who had played volleyball before?
- What are some important rules of volleyball?
- What are some safety tips to keep in mind at all times?
Have a piece of chart paper set in the gym that displays the learning goals for the day's class and also
learning goals for the volleyball unit overall. Go over this with students.
Lesson 1 - Learning Goals:

We are learning to:
Understand the basic rules of volleyball
Demonstrate a proper toss and forearm pass
Action (60 minutes total)
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Volleyball Rules: (15 minutes)

- Using a computer and projector, the instructor will go over some basics rules and safety
precautions for the sport of volleyball (see attached PowerPoint).
- The instructor will go over the lines for the sport, players on the court as well as location of
the referee.
Net Setup Procedure (15 minutes)

- The instructor will go over the process of how to safely set up and take down the volleyball
net (this will vary based on equipment).
- Students will be expected to set up and take down the nets properly at the start and end of
each class unless notified otherwise by their teacher.
Warm Up (10 minutes)

Dynamic Stretching Warm Up:
- Walk across gym and back (to pylons and back if outside)
- Jog across gym and back
- Run across gym and back
- Side shuffle across and back
- Lunge across and back
- Squat across and back
- Hand to toe across and back
- Hamstring stretch across/walking quad stretch back
- Front shoulder stretch across/back shoulder stretch back
End with plank - students are encouraged to do full body plank rather than knee plank for one
minute.
After warm up ends have students form a half circle.
Tossing Mini Lesson/Activity (5 minutes)

- The instructor will explain to students how to properly toss a volleyball to a partner. Key points for the
individual tossing include: being in athletic stance (knees bent, low center of gravity), tossing the ball
with two hands so that it arcs in the air with as little spin as possible. Key points for the catcher
include: being in athletic stance with weight on their toes. Arms should be extended out in front of
their body with their thumbs up. The catch will move their feet to allow the ball to be caught with low
extended arms between their legs. The teacher will demonstrate this for students.
- Students will then partner up and practice tossing and catching with a partner. If odd numbers, students
can work in a group of three or with the instructor. Have each student complete 20 forearms passes and
then switch with their partner.
Forearm Passing Mini Lesson/Activity (15 minutes)

- The teacher will explain and demonstrate how to properly complete a forearm pass (aka bump) in
volleyball. Key points include athletic stance (knees bent, shoulder length apart). Arms are long down
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and in front creating a platform. Go over different hand strategies (fist, one hand over the other) and
ensure that students keep their thumbs down. The bumping motion comes from squatting, shrugging
and follow through to the target, NOT from swinging your arms.
- Students will partner up and practice tossing and bumping the ball back with a partner. If odd numbers,
students can work in a group of three or with the instructor. Have each student complete 20 bumps and
then switch with their partner.
- Encourage students to call out mine when they pass the ball.
Discussion Questions
- What did you notice was helpful when tossing?
- What did you notice about using your legs vs using your arms to bump?
- What is the importance of calling mine when you want the ball?
Cool Down (5 minutes)

- Students jog/walk around the gym
- When they are finished form a circle
- Choose a student to lead static stretches
Self-Reflection
Completed after the lesson:
- What activities were successful?
- What activities would be completed again? Which would not?
- Which activities may need further instruction?
- Which activities kept the students engagement and participation?
Sources/Resources
- http://teachingtools.ophea.net/sites/default/files/appendices/rc_anecrec_31mr16.pdf
(Recorded Feedback and Observation chart)
- Attached PowerPoint
Lesson 2
Unit Title: Volleyball Forearm Passing & Volleying Continued

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(2015)

See Lesson 1
Use of Technology
Whistle (optional)
This is the second day into the new volleyball unit. Students will have had previous experience with
the activities and skills practiced in this unit from previous gym classes or other extracurricular
activities. Students will be familiar with the rules of volleyball as well as safety precautions.
Furthermore, students now know how to properly toss and forearm pass a volleyball.
Minimal instruction: Aim to have students moving for the majority of the class. There should be
paused for water break and instructions.
your head.
with the class.
- See Lesson 1
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Learning Goals
We are learning to:
Properly demonstrate a volley while calling for the ball
Guiding Questions
- Why do we call for the ball?
- What are important parts to a proper volley?
Readiness
As this is the second time we are playing volleyball in the unit, students may or may not be familiar
with volleying a ball. Furthermore, they may or may not be familiar with the drills practiced in this
lesson.
Terminology
- Volley
Materials
Volleyball net (x1)
Hula Hoop (x2)
Technology

- I can demonstrate a proper - Verbal: Provide
volley students feedback throughout lesson
- I am aware of ways to stay - Observation
safe during the lesson (net set up, - Assessment for Learning:
drills, calling mine etc.) - Observation and
- Assessment of Learning:
- Observation and
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- What were important skills we learned in our last lesson?
- What are some important rules of volleyball?
- What are some safety tips to keep in mind at all times?

We are learning to:
Properly demonstrate a volley while calling for the ball
Warm Up Hula Hoop Pass (10 minutes)

- Separate students into 2 groups and have them stand in a line.
o Alternatively, this can be complete with the entire class in a circle
- Have each group hold hands in their line.
- The objective is to move the hula hoop along the line from one end to the other without
unlinking hands.
Variations:
1) Inform students they cannot talk for first trial.
2) Have students race against the other team.
3) Introduce another hula-hoop in the opposite direction.
4) Cant let it touch the ground or a restart
Volleying Mini Lesson/Activity (20 minutes)

The instructor will have a 5-minute mini lesson where they will go over the important aspects
of volleying a ball. Key points include: maintaining a staggered stance with your dominant
foot slightly forward, legs a little closer than shoulder width apart with knees bent (athletic
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stance). Arms should be over head slightly and bent so that you are able to see your fingertips.
Your pointer fingers and thumbs should form a triangle (can introduce the idea of holding a
jug of milk). Follow through with finger tips out to sides. Have students practice the form
without a ball and critique where necessary. Remind students to think about getting under the
ball and following through with as little spin on the ball as possible (link this back to tossing).
- Have students find a partner and lay on the ground (on their stomachs) from their partner
width wise of the gym. Students will practice proper volley form while rolling the ball on the
ground for their partner to receive. Students should practice making the triangle with their
hands and then pushing the ball while following through to their partner and finger tips out to
the side. Each group will complete 20 tosses per person.
- Students will the stand up and practice throwing the ball and catching it where they would
volley. This will be near their forehead with elbows out, holding a jug or creating the triangle
with their hands. 10 tosses per person.
- With the same partner students will practice volley skills with their partner tossing a ball. 20
tosses per person and then switch.
Variations
- After students have completed 20 tosses (or for more advanced players) the teacher can
encourage students to try to keep it ball up with continuous volleying and bumping. Students
can also play pepper with their partner.
Butterfly Passing Activity (25 mins)

- For the last 25 minutes in the class students will practice their
forearm passing and volley skills. This will require one volleyball
net. Students will line up using half the court with 3-4 students at
either attack line and one student at the setting position. The same
will be set up on the other half of the court. Students will toss (or
serve when skills increase, represented by the S on the image) the
ball over the net to the person receiving the ball or the passer P.
The passer will call the ball and forearm pass or volley the ball to
the setter or target T who is located near the net. The setter will
catch the ball and make their way to the other side of the court to
become a server or tosser S.
Modified from: http://bmsi.ru/doc/d12cba5f-930a-402b-8172-8948fb3a6b65/html
- Have students count out the number of good passes they create. Alternatively, you can have a goal
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for the number of tosses you want students to achieve before they can break (20 good passes to
the setter).

Self-Reflection
Sources/Resources
Butterfly Drill
http://bmsi.ru/doc/d12cba5f-930a-402b-8172-8948fb3a6b65/html
http://www.slideshare.net/mbaus13/vball-up
Lesson 3
Unit Title: Volleyball Serving (Overhand & Underhand)/Hitting

(2015)

See Lesson 1
Use of Technology
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Whistle (optional)
This is the third day into the volleyball unit. Students will have had previous experience with the
activities and skills practiced in this unit from previous gym classes or other extracurricular
Furthermore, students now know how to properly toss, forearm pass, and volley a volleyball.

be paused for water break and instructions.
your head.
with the class.
- See Lesson 1
Learning Goals
We are learning to:
Demonstrate an underhand or overhand serve
Demonstrate and explain how to hit (approach/swing)
Guiding Questions
- What types of serves are there in volleyball?
- Where do you serve from in volleyball? Can you step on the line?
- Where do we hit from on the volleyball court?
- What are important safety tips to keep in mind when hitting and volleying in physical
education class?
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Readiness
Students may or may not know how to play activities and drills presented in this lesson. There may
be a range of skill levels present.
Terminology
- Overhand serve
- Underhand serve
- Attack line
Materials
Volleyball net (x2)
Bean bags (class set)
Hitting block (optional)
Technology

- I can explain important steps - Verbal: Provide
to successfully serving a ball students feedback throughout lesson
(overhand or underhand) - Observation
- I am aware of ways to stay - Assessment for Learning:
safe during the lesson (net set up, - Observation and
drills etc.) recorded feedback (Appendix E)
- I can demonstrate proper - Assessment of Learning:
- Observation and
hitting footwork and approach

- What types of serves are there in volleyball?
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- Where do you serve from in volleyball? Can you step on the line?
- Where do we hit from on the volleyball court?
- What are important safety tips to keep in mind when hitting and volleying in physical
education class?

We are learning to:
Demonstrate/explain important aspects to an underhand or overhand serve
Demonstrate and explain how to hit (approach)

Have students partner up and toss a ball back and forth with their partner for 5 minutes (overhand
throw, side arm throws, bound on the ground). Remind students that is to warm up the shoulders and
they should be aiming for range of motion.
After warm up ends have students form a half circle. Balls in the bin.
Underhand Serving Mini Lesson/Activity (15 minutes)

- The instructor will go over key points to a successful underhand serve. Key points include:
place ball in non-dominant hand with non- dominant foot forward. Dominant hand stays open
with the ball contacting the palm of the hand. The dominant hand is brought back and forward
as you are stepping with your opposite foot. The ball should not leave your non-dominant
hand (there is no toss). Follow through with your arm for the direction you want the ball to go.
Your arm should swing like a pendulum.
- Students will then partner up with one ball between partners. This activity will require
students to use both nets in order to make some space. Students will start at the attack line and
practice their underhand serving. As they have a successful serve to their partner and feel
confident they will be able to take a step back until they are at the serving line.
Overhand Serving Mini Lesson/Activity (15 minutes)

- The instructor will quickly go over important aspects of an overhand serve with students.
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Balls are to be on the ground at this time so students are not distracted by them. Key points
include: place the ball in your non-dominant hand, and use a slight toss. Feet should be
positioned with your non-dominant foot stepping forward as you contact the ball in the air.
The ball should travel straight up and down and land on the inner side of your stepping foot.
The dominant arm is pulled back by the elbow with your fingertips by your ears. Make
contact with the ball at the highest peak of the toss. Your dominant hand will contact the ball
with an open palm (high five).
- Students will then partner up and find a clear space on the wall. They will practice 5 proper
tosses. When this is successful, students will practice tossing and overhand serving the ball
at the wall. Students can start close to the call and build up their confidence, slowing backing
up as they feel they can.
Variations
- Note: students are able to overhand or underhand serve in the class. They are responsible for
knowing important aspects of how to complete both types of serves.
Introduction to Hitting (20 minutes)

- Students will have balls on the ground and the instructor will gather students to complete a
mini lesson and demonstration on hitting. Key points include: Students should start at or just
behind the attack line. Foot work for a proper attack include for a right handed hitter taking a
big step with you left foot and then two smaller steps with your right and then left foot
(demonstration). Think slow, quick, quick. As you reach the height of your jump, your hand
should come up over your head with your right hand pulling back 90 degrees to about eye
height, similar to overhand serving. You want to swing your arm through quickly to contact
the ball with an open hand (palm should contact the ball). The hitter should think about
snapping the wrist and following through on their hit in order to place the ball where they
would like (demonstration).
- Students will line up at the attack line across the 2 nets and practice their approach. The
instructor can go around in this time and critique students on their form.
- Students will grab a bean bag and practice their hit from the power position. The idea is to
approach and throw their bean bag down at the ground on the attack line of the opposite side
of the court. Students will hit and then gather their bean bag to get back in line.
- The teacher will then hold a ball at a height just above the net and students will practice
hitting the ball down from the teachers hand. Each student should get to try this twice. The
teacher can use a hitting block if needed.
- Finally, for the remainder of the activity, the teacher will toss a ball to students and they may
attempt hitting and collecting their ball for the power position.
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Bean Bag activity: McKinnon, E., (2016/2017). Online lectures/resources One Note.
Variation
- Should your class have students that excel in the sport of volleyball, you can get two lines
going.
- Students may opt to stick with the bean bag option before progressing to the volleyball if they
wish.

Self-Reflection
Sources/Resources
McKinnon, E., (2016/2017). Online lecture resources One Note.
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Lesson 4
Unit Title: Volleyball Offensive & Defensive Strategies/Blocking/Game Play

(2015)

See Lesson 1
Use of Technology
Whistle (optional)
This is the fourth day into the new volleyball unit. Students will have had previous experience with
the activities and skills practiced in this unit from previous gym classes or other extracurricular
Furthermore, students now know how to properly toss, forearm pass, volley, hit and serve a
volleyball.
be pauses for water break and instructions.
your head.
with the class.
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- See Lesson 1
Learning Goals
We are learning to:
Understand and explain basic offensive and defensive strategies in volleyball
Demonstrate a proper block
Practice game play for our upcoming tournament
Guiding Questions
- What are important defensive/offensive strategies for volleyball?
- Why do we block in volleyball?
- How do you properly block? Is this an offensive or defensive strategy or both?
Readiness
Students may or may not know how to complete skills and drills required for this lesson. Students
are familiar with the rules of volleyball, forearm pass, volleying, serving and hitting.
Terminology
- Offense
- Defense
- Block
Materials
Volleyball net (x1)
White Board or chart paper
Technology
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- I am participating fully. - Assessment as Learning:
- I understand and can explain - Verbal: Provide
basic defensive and offensive students feedback throughout lesson
strategies in volleyball. - Observation
- I am aware of ways to stay - Assessment for Learning:
safe during the lesson (net set up, - Observation and
drills etc.). recorded feedback (Appendix E)
- I can demonstrate a proper - Assessment of Learning:
- Observation and
block.

- What are important defensive/offensive strategies for volleyball?
- Why do we block in volleyball?
- How do you properly block? Is this an offensive or defensive strategy or both?

We are learning to:
Understand and explain basic offensive and defensive strategies in volleyball
Demonstrate a proper block
Practice game play for our upcoming tournament
Mini Lesson of Offensive and Defensive Strategies

Offensive:
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- The instructor will explain the bump, set, spike strategy for offense. This can be completed
using a while board or chart paper. Stress the importance if three hits per side. The hitter
ideally is where the rally should end.
Defensive:
- The instructor will discuss the basic defensive strategy of blocking the ball and also bumping
the ball back to the setter in order to plan an offensive attack. The blocker is looking to stop
the ball from coming over all together or at least slow the path that it is travelling so that it is
easily bumped up

Have students partner up and toss a ball back and forth with their partner for 5 minutes (overhand
throw, side arm throws, bound on the ground). Remind students that is to warm up the shoulders and
they should be aiming for range of motion. Students can then complete 20 self-volleys and self-
bumps with one ball between their partner.
After warm up ends have students form a half circle. Balls in the bin.
Team Building Activity Keep it up (10 minutes)

- Have students find a partner and line up facing that partner. Please be conscious of the net for
safety reasons. It may make more sense to have 2 lines going. Have students pass one ball
down the line to their partner and then to a new partner in a zigzag pattern. When a students
pass the ball they move to the end of the line to receive a pass as the ball comes down the line.
Students can practice calling mine. The goal of this activity is to keep the ball up as long as
possible. Have the students as a class count the number of good passes. Set a goal for the
students to achieve. Students can use a bump/forearm pass or a volley to pass the ball.
Variations
- Students can be split of based on skill level if there is a large difference present in the
classroom.
- Add 2 balls
Kings/Queens Court (30 minutes)

- The teacher can divide students into groups of 2 or 3 depending on class numbers. One side of
the court is labelled the king/queen side. For each point that is scored by the kings/queens
while they are on that side, they get one point and the losers must go off and are replaced by
the next team. The new team that is introduced will serve the ball the King/Queens team.
When teams are off, they can help with scoring while practicing their passing skills on the
other court as they wait their turn.
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Self-Reflection
Sources/Resources
Kings/Queens Court
http://www.volleyball-training-ground.com/volleyball-variations.html
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Lesson 5
Unit Title: Volleyball Cumulative Quiz/Peer and Self-Assessment

(2015)

See Lesson 1
Use of Technology
Whistle (optional)
This is the final day of the unit before the volleyball tournament. Students will complete a
cumulative written test followed by peer and self-assessments. Students will have had previous
experience with the activities and skills practiced in this unit from previous gym classes or other
extracurricular activities. Students will be familiar with the rules of volleyball as well as safety
precautions. Furthermore, students now know how to properly toss, forearm pass, volley, serve, hit,
block a volleyball. They will also have experience with game play as well as offensive and
defensive strategy knowledge.

- Students can complete the test on a computer or in a quite area if needed.
your head.
with the class.
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- See Lesson 1
Learning Goals
We are learning to:
Demonstrate basic understanding of the rules, positions, and skills of volleyball.
Explain safe protocol during all physical education activities (drills, net set up, etc.)
Participate fully during the lesson.
Guiding Questions
- Review and questions students may have before completing the written cumulative task.
Readiness
- Students will be prepared with the knowledge to complete a cumulative test on the volleyball
unit.
Terminology
N/A
Materials
Volleyball net (x1)
Cumulative tests (See Appendix)
Technology

- I am participating fully
- I understand and can explain Assessment of Learning:
the basic rules and skills of - Observation (Appendix E Observation
volleyball assessment)
- I am aware of ways to stay - Cumulative written assessment (Appendix C)
safe during the lesson (net set up,
drills etc.)

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Have a quick discussion of how todays physical education period is going to be carried. Students
will be completing a cumulative test from the volleyball unit and then peer and self-assessments.

We are learning to:
Demonstrate basic understanding of the rules, positions, and skills of volleyball.
Explain safe protocol during all physical education activities (drills, net set up, etc.)
Cumulative Test (20 mins)

- Student will individually complete the cumulative assessment in the gym. Have students
spread out. Not talking.
- See appendix C

Dynamic Stretching Warm Up:
- Walk across gym and back (to pylons and back if outside)
- Jog across gym and back
- Run across gym and back
- Side shuffle across and back
- Lunge across and back
- Squat across and back
- Hand to toe across and back
- Hamstring stretch across/walking quad stretch back
- Front shoulder stretch across/back shoulder stretch back
End with plank - students are encouraged to do full body plank rather than knee plank for one
minute.
Peer and Self-Assessment Activity (20 minutes)

- See Appendix B
- Have students partner up and complete the self-assessment and peer assessment for volleying,
forearm passing, hitting and serving.
- Submit this to the teacher when complete
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Variations
- Students can work in groups of 3 if odd numbers are present

Self-Reflection
Sources/Resources
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Lesson 6/7
Unit Title: Volleyball Tournament Day

(2015)
Total Time: 1/2 periods (75mins)

See Lesson 1
Use of Technology
Whistle (optional)
This is the final day of the unit and students will be completing a volleyball tournament. Students
will be split into groups of 4-5 by the teacher. The tournament will take most of the class to
complete. Students will have had previous experience with the activities and skills practiced in this
unit from previous gym classes or other extracurricular activities. Students will be familiar with the
rules of volleyball as well as safety precautions. Furthermore, students now know how to properly
toss, forearm pass, volley, serve, hit, block a volleyball. They will also have experience with game
play as well as offensive and defensive strategy knowledge. The teacher can use this time to gather
any additional assessment grades/observations from the unit.
Minimal instruction: Aim to have students moving for the majority of the class. There should be
paused for water break and instructions.
your head.
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with the class.
- See Lesson 1
Learning Goals
We are learning to:
Play mini volleyball games with a team.
Demonstrate proper volleyball skills.
Remain safe during all physical education activities (drills, net set up, etc.).
Guiding Questions
N/A
Terminology
- Round Robin
Materials
Volleyball net (x1)
Technology
- White Board
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- I am participating fully
- I understand and can Assessment of Learning:
demonstrate the basic rules of - Observation (Appendix E Observation
volleyball assessment)
- I am aware of ways to stay - Cumulative written assessment (Appendix C)
safe during the lesson (net set up,
drills etc.)

Have a quick discussion of how todays physical education period is going to be carried. Discuss
learning goals with students.

We are learning to:
Play mini volleyball games with a team.
Demonstrate proper volleyball skills.

- The teacher will tell students their predetermined groups for the tournament.
- Students will warm up their arms with their groups of 4-5 for the tournament. They will then
practice bumping and volleying in a group.
Mini Tournament Instructions (50 minutes)

- The instructor will explain the tournament layout. There will be 6 teams of 4-5 Players with 4
players being allowed on the court at a time. The games will be 10 minutes in length and all
teams will get to play each other (round robin). There will be points awarded for a win and
point for a tie. The second day will go to an elimination tournament (optional) based on the
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results on the round robin. Teams that are not playing are responsible to being a referee and
keeping score.
- The schedule for games will be posted in the gym (see Appendix D).
- Elimination Bracket will be posted on wall or on White Board (see Appendix D).

Self-Reflection
Sources/Resources
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Kalynn Chapman
Appendix A Success Criteria
Modified from Lexie Lajambe and Jade Ly Volleyball Lesson Plan (2016). Lakehead University
Classroom Success Criteria

Have fun!
Ask questions
Be on time and ready to participate
Gym clothing, water bottle, positive attitude, to the best of your
ability
Aid with equipment set up/take down
Always respect equipment
Be open minded about activities and others
Encourage and include others
Be respectful and mindful of others
Be a good sport
Listen and follow safety instructions at all times
Use proper instruction technique
Maximum benefit
Safety
Take constructive criticism
Hand in assignments on time
Acceptable use of cell phones (dont bring them in the gym)
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Appendix B Peer and Self-Assessment

Modified from: McKinnon, E., (2016/2017). Online lectures/resources One Note.
Peer and Self-Assessment Volleyball Unit

Assessment OF: ______________________ Assessment BY: _____________________
Volley Assessment:
The student will receive 5 tosses and will have to demonstrate the proper setting techniques to
the outside hitter. The proper techniques are:
Accuracy and consistency of set
Hands up early
Facing the target/Athletic stance
Triangle/Milk Jug
Extend/Follow through
Palms Out
Complete the table below with yes or not yet

Names Accuracy Hands Facing Triangle/ Extend Palms
target/Athle Milk Jug / Out
tic Stance Follo
w
Throu
gh
Student
_________
_
Self-
Assessm
ent
Forearm Passing Assessment

The student will receive 5 tosses and will have to demonstrate the proper techniques:
Consistency and accuracy
Facing the ball/Athletic Stance
Pass to target
Getting under the ball
High pass
Complete the table below with yes or not yet

Names Accuracy Facing the Pass to Getting under High pass
ball/Athleti Target ball
c Stance
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Student
__________
Self-
Assessme
nt
Hitting Assessment
The student will receive 6 hits to demonstrate the proper techniques:
Foot work
Contacting the ball at the high point
Accuracy and consistency
Hits top of ball
Timing
Names Foot Contact high Accuracy Hit top of Timing

work point ball
Student
__________
Self-
Assessme
nt
Serving Assessment
The students will serve 5 times overhand or underhand
2 serves must be in a different area that is indicated before the serve.
Count all serves as yes/no if made over net and in the court. Put Yes or not yet for the different
area if they can be hit.
Example
Names Serve 1 Serve 2 Serve 3 Serve 4 Serve 5 Different

Areas
Student
_________
Self-
Assessme
nt
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Appendix C - Cumulative Test

Modified from: http://teachersites.schoolworld.com/webpages/eelliot/files/practicetest-
volleyball.pdf
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Appendix D - Mini Tournament

McKinnon, E., (2016/2017). Online lectures/resources One Note.
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Appendix E: Observation and Participation Assessment

Ophea: http://safety.ophea.net/safety-plan/169/1993
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Reference:
Lajambe, L., & Ly, J., Volleyball Lesson Plan Serving. (2016).
Mbaus13 Follow. (2013, July 16). Full Volleyball Unit Plan. Retrieved February 22, 2017, from
McKinnon, E., (2016/2017). Online lectures/resources One Note.
(n.d.). Retrieved February 22, 2017, from

http://teachersites.schoolworld.com/webpages/eelliot/files/practicetest-volleyball.pdf
Ophea: http://safety.ophea.net/safety-plan/169/1993
PowerPoint Modified from cpsed.net/chsw/PE/Volleyball.ppt
The Butterfly Drill. (n.d.). Retrieved February 22, 2017, from http://bmsi.ru/doc/d12cba5f-930a-
402b-8172-8948fb3a6b65/html
Volleyball Variations For Fun And Variety. (n.d.). Retrieved February 22, 2017, from
http://www.volleyball-training-ground.com/volleyball-variations.html
45

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Volleyball Unit Plan

Unit Title: Volleyball

- Students will work on volleyball skill in games, drills, and activities.

Strand: Active Living

Strand: Movement Competence: Skills, Concepts, and Strategies

Movement Skills and Concepts

B1.2 perform locomotor and manipulation skills in combination in a variety of physical

B1.3 demonstrate an understanding of the phases of movement (i.e., preparation, execution,

B2.1 demonstrate an understanding of the components of a range of physical activities (e.g.,

Personal Skills (PS)

Lesson 1 (75 mins) Introduction/Rules & Safety/Tossing & Forearm Passing

Lesson 2 (75 mins) Forearm Passing & Volleying Continued

Lesson 3 (75 mins) Serving (Overhand & Underhand)/Hitting

Lesson 4 (75 mins) Offensive & Defensive Strategies/Blocking/ Game Play

Lesson 5 (75 mins) Cumulative Quiz/Peer & Self-Assessment

Lesson 6 (75 mins) Tournament Day 1

Modified from: http://www.slideshare.net/mbaus13/vball-up

Essential Learnings/ Big Questions:

Safety Precautions / Considerations

(Retrieved from Ophea: http://safety.ophea.net/safety-plan/169/1993)

Computer (PowerPoint Presentation)

Assessment (as, for, of, learning)

Assessment for Learning:

Unit Title: Volleyball - Introduction/Rules & Safety/Tossing & Bumping

Safety Precautions / Considerations

(Retrieved from Ophea: http://safety.ophea.net/safety-plan/169/1993)

Differentiated Instruction Details

Movement Skills and Concepts

B2.1 Demonstrate an understanding of the components of a range of physical activities (e.g.,

Assessment Success Criteria Assessment Tool(s)

Minds On (10 minutes total)

Lesson 1 - Learning Goals:

Action (60 minutes total)

Volleyball Rules: (15 minutes)

Net Setup Procedure (15 minutes)

Warm Up (10 minutes)

After warm up ends have students form a half circle.

Tossing Mini Lesson/Activity (5 minutes)

Forearm Passing Mini Lesson/Activity (15 minutes)

Cool Down (5 minutes)

Unit Title: Volleyball Forearm Passing & Volleying Continued

Course Code: PPL30 Grade: 11 Open

Safety Precautions / Considerations

Differentiated Instruction Details

Assessment Success Criteria Assessment Tool(s)

Minds On (10 minutes total)

Lesson 2 - Learning Goals:

Action (60 minutes total)

Warm Up Hula Hoop Pass (10 minutes)

After warm up ends have students form a half circle.

Volleying Mini Lesson/Activity (20 minutes)

Butterfly Passing Activity (25 mins)

Modified from: http://bmsi.ru/doc/d12cba5f-930a-402b-8172-8948fb3a6b65/html

Cool Down (5 minutes)

Unit Title: Volleyball Serving (Overhand & Underhand)/Hitting

Safety Precautions / Considerations

the teacher prior to playing. Privileges will be revoked if abused.

Differentiated Instruction Details

Assessment Success Criteria Assessment Tool(s)

Minds On (10 minutes total)

Lesson 3 - Learning Goals:

Action (60 minutes total)

Warm Up (10 minutes)