Definition of a Net/Wall Game (Volleyball):

Volleyball is a very dynamic sport in which a player can only use his or her body to deflect the ball in an intended direction.  There is no trapping, retaining or catching of the ball.  Due to the rapid contact it can be very difficult to control where a ball goes.  Often times, especially with beginners, this means that there are a  lot of stoppages within the game and the ball seldom travels in the direction anticipated.  it also means that because there are so many stoppages, students are not able to develop a high level of skill as teams are not able to link passes and play the game the way it was designed. 

Traditional PE classes attempted to conquer this dilemma by focusing on the skill development, often within a static environment, of the individual in order to create an environment that allowed for control and eventually a dynamic, flowing game of volleyball would emerge. 

This unit takes an alternative approach; it is a 4-lesson plan that utilizes a concept first developed in the late 70’s by Bunker and Thorpe called Teaching Games for Understanding, or TGfU (Bunker & Thorpe, 1982)  TGfU differs from the traditional method of instruction by focusing on the tactical development of a player’s awareness.  By first getting the players moving and behaving on the court they will be better be able to integrate the skills into the game.  This is because they will understand that they will need to move to the ball in order to pass it effectively, and that movement cues can be taken from the opposition.  By understanding how to move on the court, players will have a greater chance at success. 

Within the unit the largest groups formed were comprised of three students.  This was not an accident.  We found that in larger groups, such as the traditional 6-on-6 volleyball, each student touched the ball considerably less and as a result improvements were slower.  Instead the games are modified to represent the same tactical problems that exist in a full game but are more suited to the students age and abilities (Werner, Thorpe, &Bunker, 1996).  Groups of 2 or 3 students created an environment that demanded all students to get involved in the game and greatly increased the number of touches between each student and the volleyball. 

References:

Bunker, D., & Thorpe, R. (1892). A model for the teaching of games in the secondary school, Bulletin of Physical Education, 10, 9-16.

Werner, P., Thorpe, R., & Bunker, D. (1996). Teaching games for understanding: Evolution of a model. JOPERD, 67 (1) 28-33.