Scope & Sequence
Sequence of tasks for unit
Psychomotor - Can catch and throw
Cognitive - Begins to understand basic offensive and defensive tactics for net wall games
Social Affective - By using partner switching, begins to interact with different students creating new learning opportunities
Psychomotor - Begins to incorporate basic volleyball skills into game situations
Cognitive - Begins to select appropriate volleyball skills to execute net wall tactics learned previously
Social Affective - Continuing to expand domain by interacting with new students. Begins to develop interest in helping other student’s learning.
Psychomotor - On the ball skills have progressed to the point where they can be used in conjunction with other students to set up extended rallies and begin working on group tactics
Cognitive - Begins to develop more complex tactics utilizing other team mates.
Social Affective - Larger games allow for further student interaction. Begins to help other students learn through coaching and modifying task progressions.
Psychomotor - On the ball skills are now well developed, can execute most skills consistently and in conjunction with other team mates.
Cognitive - Continuing to develop more complex in game tactics. Understands the importance of communication within a team.
Social Affective - Taking an active interest in other students learning through coaching and task modification. Beginning to think about expanding interest into out of school situations. Comfortable enough with setting to set up leagues out of class.
Introduction
This is an excerpt of 4 lessons from a volleyball unit consisting of 10 60 minute classes. It has been adapted from a series of 3 lessons that were taught to a grades 9-12 girls physical education class. The unit plan is designed to take a class with very little volleyball experience and skill and introduce fundamental ball handling skills as well as basic offensive and defensive tactics. By the end of the unit, the majority of the students should be able to play small, modified versions of volleyball on their own successfully. They should also gain a better understanding of how working together will help their learning and help foster a more positive atmosphere in the classroom.
This plan is also based around having a gym/hard surface available with nets, volleyballs, tennis balls, cones and hoops.
Entry Ability
Psychomotor
- Very little experience in off-ball movement skills
- Very little experience in on the ball skills
Cognitive
- Very little understanding of net/wall tactics
Social Affective
- Some experience working together and socializing, but not in a PE classroom
Exit Ability
Psychomotor
- Can execute a forearm pass with proper technique consistently and with accuracy
- Can execute an overhead pass with proper technique consistently and with accuracy
- Can execute an underhand serve with proper technique consistently and with accuracy
Cognitive
- Understands the concept of “base position” and returns to it after making a play
- Understands offensive ball placement tactics
- Understands the importance of reading the play and anticipating where the ball is going
- Understands anticipatory movement and can execute a split step
Social Affective
- Understands the importance of communication with partner and utilizes it in the appropriate situations
- Understands the importance of helping fellow classmates improve in skill and both gives and recieves advice to other students in the class
