Volleyball
Band of development:
Later adolescence
Curriculum organiser:
Health and Physical Education
Year level(s):
Proposed duration:
Essential Learning
Achievements
10
8-12 lessons
5. The student contributes to group effectiveness.
13. The student is physically skilled and active.
ACKNOWLEDGEMENT:
Thank you to the Curriculum Support Section for developing and sharing this unit.
This is a sample unit of work. Teachers need to consider its usefulness within the context of their own students’ needs and school’s
curriculum plan and adapt it accordingly.
Posted:
November 2007
Volleyball
BAND OF DEVELOPMENT: Later adolescence
YEAR: 10
ESSENTIAL LEARNING ACHIEVEMENTS
KLA: Health and Physical Education
UNIT DESCRIPTION
13. The student is physically skilled and active
This unit will provide the student with the knowledge, skills and
5.
understandings to participate confidently in a volleyball program.
The student contributes to group effectiveness
ENDURING UNDERSTANDINGS
LEARNING OUTCOMES
What will the students remember in 3 months/3 years:
By the end of the unit students will:

physical activity is fun

have a clear understanding of the game of volleyball

students will develop and apply the skills that enable them to

be able to demonstrate increasing skill proficiency
adopt and promote healthy and active lifestyles

transfer the knowledge and skills they have learned into a

being part of a team

game situation
students will move with confidence and competence and enjoy

students will participate in and promote enjoyable lifelong
physical activity.
understand the need for, and show respect towards officials at
all times

by experiencing ‘game play’ students will see the benefits of
working effectively as a team

have the opportunity to rotate through various roles of player,
coach, referee and arrive at their preferred role

be given opportunities for lifelong participation in physical
activity.
2
ESSENTIAL LEARNING ACHIEVEMENTS
ESSENTIAL CONTENT
13. The student is physically skilled and active
Students have opportunities to understand and learn about:
5. The student contributes to group effectiveness
Students have opportunities to:
1. influences on skill development and performance (e.g.
feedback, practice, safety, skill transfer)
6. provide useful feedback to their peers in a timely, considerate
and respectful way
5.
7. assess their own contribution to the group or team and
implement strategies to make improvements when necessary.
appropriate sporting behaviour
6. physical activities available to them in the local community (e.g.
traditional sports through to a range of recreational activities).
Attitudes and values
Students have opportunities to:
Students have opportunities to learn to:
 take responsibility for their behaviour and contribute to group
9. demonstrate movement skills in increasingly complex and
effectiveness.
challenging physical activities
12.
assume different roles that contribute to successful
participation in physical activity (e.g. player, coach, trainer,
referee).
Attitudes and values
Students have opportunities to:
 enjoy a range of physical activities
 develop positive attitudes about fair play, encouraging others
and participating safely in physical activities.
3
*****This is a learning sequence that can be used as the basis for between 8-12 lessons*****
Essential Content
Outcomes
Teaching and Learning Experiences
What will your students actually be engaged
in?
Assessment
Notes
13.1 influences on skill
development and
performance (e.g.
feedback, practice,
safety, skill transfer)
Students have a
clear
understanding
of the game of
volleyball.
Introduce concept of logbook
Log book entries.
Understanding of Volleyball
 Where did it originate?
 What are the rules?
 What are the tactics?
 What shots are there?
 Why is teamwork so important?
 What are the guidelines for safety and
fair play?
Initial questioning.
The purpose of the
logbook is to enable
students to record
and monitor their
understanding of the
game and skill
development.
5.7 assess their own
contribution to the
group or team and
implement strategies
to make improvements
when necessary
Pre test of understanding
of volleyball.
4
13.1 influences on skill
development and
performance (e.g.
feedback, practice,
safety, skill transfer)
Students
demonstrate
increasing
proficiency in
the skills taught.
Lessons for skill development





Self assessment entry
into logbook.
The spike
The set/overhead pass
The pass/dig
The serve
The block
Identify and analyse
strategies to improve
skill development and
application.
1. These skills can be taught in any order,
and with the detail required for the group.
2. Each skill could be the basis of one
lesson, with small activities built around
the skill being taught.
Teacher administered
checklist of skill
3. At the conclusion of each lesson students proficiency.
enter details in their logbooks.
13.9 demonstrate
movement skills in
increasingly complex
and challenging
physical activities
13.5 appropriate
sporting behaviour
Students
transfer the
knowledge and
skills they have
learned into a
game situation.
By experiencing
game play
students will see
the benefits of
working
effectively as a
team.
Game play
Applying the skills and rules in a practical
setting.
The number of lessons can be modified to suit
time available.



Teacher administered
checklist of:
 skill proficiency,
 working with others,
 sportsmanship
 peer group
discussion and
partner feedback
Teams could be selected and stay as a
team for the remainder of the unit, or they
could be rotated lesson by lesson.
Round robin tournaments could be used.
Use the warm up to practice the basic
skills of the game.
5
13.9 demonstrate
movement skills in
increasingly complex
and challenging
physical activities
Transfer the
knowledge and
skills they have
learned into a
game situation.
Developing strategic play
Teaching points:
 explain rules as required
 revise the need to use strategy and set
plays
 practice set plays
 highlight importance of teamwork
 skill revision.
13.12 assume different
roles that contribute to
successful
participation in
physical activity (e.g.
player, coach, trainer,
referee)
Students rotate
through various
roles of player,
coach, referee
and arrive at
their preferred
role.
5.6 provide useful
feedback to their peers
in a timely,
considerate and
respectful way
Students
understand the
need for, and
show respect
towards officials
at all times.
5.6 provide useful
feedback to their peers
in a timely,
considerate and
respectful way
Students are
Develop a set play and share with class
able to
demonstrate
In teams students to:
increasing
 develop a play/set move with the team
proficiency in
 demonstrate to rest of the class
the skills taught.
 teach play to the class.
Individual and pair
analysis of successful set
plays.
Rotate students through different roles
of player, coach, referee, scorer, lines
person etc.

Students to consider the perspective
and responsibilities of each role.
What needs to be
done in order for the
plays to be
successful?
How important is it that
everyone works together?
Differing roles in the group

Log book questions:
Teacher observation and
students participating
through a range of roles.
Theory test at the
conclusion of the unit
Note skills and
responsibilities of
each role
Plan and annotate a
set play in logbook.
Log book submitted for
marking
Partner/team feedback
6
13.9 demonstrate
movement skills in
increasingly complex
and challenging
physical activities
Students
transfer the
knowledge and
skills they have
learned into a
game situation.
4 way volleyball
13.6 physical activities
available to them in
the local community
(e.g. traditional sports
through to a range of
recreational activities)
Students are
given
opportunities for
lifelong
participation in
physical activity.
Taking volleyball further
Peer discussion and
feedback
A great and enjoyable activity. Nets can be
strung up in a cross formation in the gym. Four Teacher observation of
teams play at once and teams can have more
individual interaction
than six players. All teams beginning with 25
between players
points and each time a point is scored against
them, a point is deducted. Winner is the team
left with the most points.
Personal reflection in
logbook.
Make students aware of opportunities to
continue with volleyball-or beach volleyball at
Civic pool over summer
Contact Volleyball ACT - ph 6247 9587 or
www.volleyballact.com.au
7
What strategies worked well?
_________________________________________________
_________________________________________________
What needs to be done in order for them to work?
_________________________________________________
_________________________________________________
What makes a good coach / referee/player?
_________________________________________________
_________________________________________________
Volleyball
Logbook
What are the pressures when officiating?
_________________________________________________
_________________________________________________
Were you more respectful of decisions after you had the
opportunity to officiate, why or why not?
_________________________________________________
_________________________________________________
What role did you prefer to have? Why was this the case?
_________________________________________________
_________________________________________________
Name_______________________
Class____________
8
Why are the following points important when performing a
Complete the following questions about Volleyball:
spike?
What country did volleyball originate?
_______________________________________________

both arms should be used in the swing
_________________________________________________
_________________________________________________

What are three main rules?
1. _________________________________________
2. _________________________________________
you need to stay out of the net
3. _________________________________________
_________________________________________________
_________________________________________________

a two-foot take off should be used as the final steps in
Why is teamwork so important?
_______________________________________________
the spike
_______________________________________________
_________________________________________________
_______________________________________________
_________________________________________________
What skill did you enjoy the most and why?
What do you want to achieve from the unit?
 ____________________________________________
_________________________________________________

____________________________________________
_________________________________________________

____________________________________________

____________________________________________
What skill/s do you feel you need to work on?
_________________________________________________
_________________________________________________
9