Practical - Volleyball Lesson Plan PDF

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Physical Education Lesson Plan – C Lesson Context Key Stage: 3 Intended Year Group: 8 Activity: Volleyball – dig / set Lesson in Unit: 2

No. of pupils Date: 21/04/16 Class 8 -10 Time: 60 mins SEN 1 Teaching Space: Sports Hall

Key Learning Objectives for the Lesson: Cognitive/Knowledge: 1a. Pupils will understand a wide use of volley ball skills 1b. Pupils will develop concepts surrounding the used and engagement of the Set Shot a Dig, developing tactics in a game situation. 1c. Pupils will understand the HR benefits of volley ball in association with skeletal musc Energy systems and knowledge of why we execute a Warm up and Cool Down. Physical : 2a. Pupils will partake in high intensity exercise for various amounts of time 2b. Pupils will lead Warm-Up and Cool-Down Affective: 3a. Pupils will build self-esteem through the lesson 3b. Pupils will build confidence through projecting answers and discussion to the class. 3c. Pupils will develop leadership qualities when teaching fellow classmates in developm stages of the lesson. Social: 4a. Pupils will partake in a variety of Pair work and Group work with fellow classmates 4b. Pupils will be actively involved in Pair and Class discussions justifying ideas with reas ask questions to check understanding; develop vocabulary and also convey ideas confidently. Pupils will be assessed against the following Learning Outcomes: Some pupils will need support more than others but All pupils should be able to: Discuss the basic breakdown of the Set Shot and Dig whilst acquiring the skills to execute both when in a closed environment. Also understanding why we Warm Up and Cool Down.

Most pupils should be able to:

Some pupils will be able to:

Discuss the breakdown of both the Set Shot and Dig whilst explaining how to improve both to aid fellow team mates. Will also execute and teach both skills to a good level and incorporate into a game situation. Also understand and take part of a Warm up and Cool Down.

Discuss in detail the advanced breakdown of the Set Shot and Dig whilst teaching how to improve these to achieve advanced concepts and tactics over opponents in competition. Will also execute both skills with advanced levels in a game situation. Also taking a full warm up and Cool Down leading the rest of the class. Assessment strategies: The main assessment strategies of the lesson utilise Peer-Assessment to actively increase Cognitive Skill breakdown of fellow classmates. Formative Assessments such as Discussion, ongoing Q&A and observation are used. Constructed Response is also used for differentiation if pupils are struggling to answer questions. A summative assessment utilising a game of adapted volley ball allows the progressive comparison of pupils abilities before and after the lesson. Teaching Strategies : The lesson teaching strategies leadKey on an For teaching strategies: C Command P Practice R Reciprocal S-C Selfconstructivist approach with added involvement form the teacher. I Inclusion G Guided-discovery P –S The main teaching strategies used is Self-Teaching to allow check pupil Problem Solving (divergent) IP Individual Programme to understand the skill taught more by teaching one another. L Learner Initiatives S-T Self Teaching PW Partner Self-Checking through Pair-Work and Group-Work is also used to GW Group Work Work initiate communication through class mates. Guided-Discovery is also utilised alongside Practice of the skills taught, all adhering to Inclusion techniques. Facility, Resources, Equipment Required: Health and Safety / Risk – Fear Assessment The Sports Hall facilities including floor, posts and  Sports Hall Space  iPads X 5 any other equipment will be checked prior to lesson  Volley Ball court marker out Fire exits will be pointed out along with highlighting  Posts any paper task sheets and peer-assessment sheets  Balls X 5 must be moved when executing tasks Correct

clothing and footwear will be checked as well as  Task sheets, checklists and homework resources any jewellery will asked to be removed.  Pens X 5  Cones X 5 Cross-Curricular Dimensions/Curriculum Opportunities: Numeracy – counting the rally’s in application phases, ICT – Use of iPads and Video Analysis of Dig and Video demonstrations shown too, Literacy – peer assessment shee and Task sheets to be read and filled out, Healthy Lifestyles – discussions surrounding exercise in warm up phase Leadership – opportunity for advanced pupils to help the less advanced through coaching, Competition – all pupils placed in modified competition in various stages of the lesson, Technology – use of iPads for video analysis, Media – videoing performance , Science – scientific related biology questions in warm up (skeletal muscle and energy systems), Languages – Pupils will justify ideas with reasons; ask questions to check understanding; develop vocabulary also convey ideas confidently using Standard English. Differentiation/ Inclusion ( Identify specific pupils and their needs): One pupil has Dyslexia therefore e PowerPoint And Task card, Peer-Assessment Sheet is available in a Dyslexic friendly view documents on a USB. Any pupils struggling throughout the lesson; every task and application is differentiated to suit the needs of the struggling advanced students, with a range of modified equipment, guidance and targets to hit. Focus for personal/professional development: Standards in Focus 1. Set high expectations which inspire, motivate and challenge pupils – this lesson inspires all pupils to drive for their very best 2. Plan and teach well-structured lessons – all aspects Develop through transitions will tasks and homework. 3. Adapt teaching to respond to the strengths and needs of all pupils – differentiation for advanced and Struggling pupils is available for ever task. 4. Make accurate and productive use of assessment – Various assessment strategies are utilised from summative to Peer-Assessment, setting targets and checklists.

The teachers professional development will maintain high status

throughout lessons ensuring that personal beliefs are not expressed in ways which do not hinder pupils variety of education. Safeguarding will also be a superior subjects highlighted and respected at all times to ensure pupil safety comes first. The ethos and practice of the school w also be adhered at all times including school conduct and the institutes policies.

Lesson Resources

- Volley Ball Set Shot - Set Shot Discovery - Peer-Assessment Checklist - Progressing the Set Shot The above hand out resources are stated in Blue in the below Lesson Plan.

Set Shot Discovery Whilst your partners are viewing the video, see if you can break down what you think the set shot teaching points include. Use the picture below to help;

Teaching Points

1. …………………………………………………………………………………………

………………………………………………………………………………………… ………………………………………………………………………………………… 2. …………………………………………………………………………………………

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Peer Assessment Checklist Skill Breakdown

Tick if Achieved (✓) Pair 1

Bend knees and hips slightly Hold hands 8inchs above forehead and bend elbows slightly Look through the ‘window’ formed by hands Make contact with bottom of ball and your finger tips

Pair 2

Cushion the ball Extend arms and legs towards the target Transfer power from knees and arms into ball Release ball in direction of team mates Follow through with arms and hips in direction you want the ball to travel

Comments for Improvement Pair 1 ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… Pair 2 ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………

Progressing the Set Shot

Now you have learnt the skill breakdown of a Set Shot, in pairs you need to discuss way the skill could be improved to increase the height and accuracy of the shot to a teammate and write them below. Aspects to consider; -

Using body weigh Angle of receiving/setting ball

Ways to improve height and accuracy ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………

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Advanced Knowledge Utilising the ways of improvement you and your partner have thought of, can you now describe the importance of why a set shot needs maximum height and accuracy in volleyball? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………

Learning Objective (number)

Task/Activity

Introduction: (5 mins) Recap last 1c, 2b, 3c, weeks lesson as group discussion 4a, 4b analysing rules, boundaries and shots of volleyball. Brief overview of today’s lesson (PowerPoint). H&S discussed. Starter & warm up activity Part 1: (5 mins) The first starter will involve an adapted game of scarecrow tag. Pupils will have to keep hold of a volleyball in the dig shot position at all times when tagging and running. If tug, pupils must maintain a wide stance with arms extended above head holding the ball in the set shot position. Part 2: (5 mins) Pupil lead stretch of main muscles specific to volleyball, analysis of HR aspects and scientific evaluation of muscles stretched. Development Stage 1a, 1b, 2a, Task 1: Set Shot (15 mins) 3a, 3b, 3c, Pupils pair up numbering 1s & 2s 4a, 4b and split. Video and task card shown to 1s whilst 2s must di cover a d writ down what they think the teaching points for a set shot are. (2min) 1s will the teach he set shot to their pairs. Both must check whether the 2s had the same teaching points down. 1s will then proceed to feed the ball to their pairs and catch back (progress with increased distance). 1s will then stop and give feedback (through peer assessment). Pairs Will then switch with 2s teaching 1s. (4min per switch)

Key Learning Points: (relate to learning outcomes)  Re-cap previous knowledge taught lesson prior surrounding rules, boundaries and shots. Pupils should understand the outline of lesson objectives and outcomes.  Adapted starter entailing ball familiarisation as well as shot familiarisation used throughout the lesson. Starter used as pulse raiser to warm muscles.

Teaching Strategy (key)

Organisation of Learning: (Including diagrams/apparatus layout)

Assessment Strategies

L

PowerPoint used for visual aid recapping last lesson along with brief overview and learning objectives of lesson. The lesson will take place in the Sports Hall. Adequate size coned area for starter activity with volley balls for each individual. Same space used for warm up stretch.

Q&A

C GW S-T

 Pupil lead stretch with analytical Q&A breakdown (including; scientific aspects of a warm-up, HR fitness components and types of joints used).

 Pupils must discover teaching points for set shot and teach their pair. Knees slightly bent with hands above head looking through the ‘window’ formed by hands

Due to the specific requirements of one of the pupils within the cohort, the PowerPoint will be available to him on a USB so he can look at it on his computer as well all teaching aids e.g. task cards, peer assessment sheets available in dyslexic friendly format. This stops his dyslexia hinder any learning that will take place.

Discussion Constructed Response (only if differentiation Is needed)

Differentiation: further discussion will be given if pupils don’t understand, also varied levels of A&P questions will be asked for varying academic levels of pupils (use constructive response if struggling).

G L

Space used is just half sports hall area, no cones or equipment except balls needed. Diagram below shows pair set up; Pupil: Feeding Pupil:

Observation Q&A

PW

PeerAssessment

Contact ball with finger tips

S-T

Discussion

Cushion the ball

S-C

Extending arms towards target flicking fingers. Release ball toward target and follow through with arms and hands

I

Video shown to 1s along with Set Shot task card handed out. Peer-Assessment sheet and teaching point discovery sheet handed out. Differentiation: Beach ball used for struggling pupils along with further discussion and demonstration to reinforce. For exceled pupils further distance between shot back to partner and increase height.

Constructed Response (only if differentiation Is needed)

 Pupils must discuss points to Pairs will discuss how to improve 1a, 1b, 2a, height and accuracy, then raise the increase height and accuracy and 3a, 3b, 3c, points in a class discussion. Pairs discuss why it’s important. 4a, 4b will go away and practice these new Transfer power from knees and points. (4min) arms into ball Application: Small competition Between pairs for how many rally’s Use fingertips for added power can be done between using set shot. (2min) Turn and twist body toward player your setting up to increase accuracy.

G PW GW P

Same space used for height and accuracy practice and mini competition phase.

Observation Discussion

Hand out discovery for refining Set Shot sheet Differentiation: constructed response if struggling to find improved shot points. For application phase if pupils still struggling allow modified ball to ease rally. For exceled pupils prompt to beat last score and increase distance and ‘nail to the spot’ to prompt accuracy of set to partner.

Constructed Response (only if differentiation Is needed)

Importance: To add height allows team mate more time to reach ball and get into position. Accuracy also decreases pressure and error for team mates.

Task 2: (15 mins) 1a, 1b, 2a, Video shown to class of performer 3a, 3b, 3c, executing the Dig. Class must split 4a, 4b into pairs and discuss the skill breakdown. Once done a class discussion highlights different ideas to the breakdown then visual breakdown is performed (teacher). Pupils will then group into 3s and one will feed ball to their pair who performs the Dig whilst the 3rd will use iPad to Slow-motion video the performance.

Application: utilises all points to maximise rally.  Pupils will discuss, attempt, be shown and then practice the Dig. Key learning points; Make ‘cup shape’ hands extended 7 out in front. Bend knees slightly leading forwards on the balls of the feet. Keep eye on the ball adjusting the arms and body in position to it’s trajectory.

GW PW G

Task performed in Sports Hall space in groups of 3s, no equipment needed with the exception of iPads (1 between 3 or 4) (limited iPads – share out). Pupil: Videoing Pupil: Feeding Pupil:

Observation Q&A PeerAssessment

I

Discussion

L

Constructed Response (only if differentiation Is needed)

S-C

Strike the ball with the wrists using P After this is done all three pupils will the largest surface area. analyse the video against the Dig R Follow through with arms and skill breakdown checklist. push through the legs to create Application: in the same 3s pupils power will attempt a variation game of  Video analysis checklist ‘keepy-up’ of the volley ball only provides accurate breakdown to using the Dig. allow peer assessment.  Application utilises a game situation with reaction and accuracy of dig to class mate,

Viedo Analysis Task Application Hand out Video Analysis Dig Task sheet and Peer Assessment Checklist. Differentiation: pupils struggling use modified equipment (larger lighter beach ball), also discuss more and pair evenly. Advanced pupils ask for detailed analysis highlighting in depth changes that can be amended. Also group with other advanced pupils and increase distance and set targets for application phase.

initiating concepts into play. Application: (10 mins) 1a, 2a, 3b, All pupils Placed into modified large 4a, 4b scale game. Incorporating the lesson, the only shots allowed in the game are the Set Shot and Dig. This should Encourage communication between Class mates as well as highlighting the set shot and dig for practice and improvement.

 Application phase allows all pupils to practice the Set Shot and P-S Dig through a conditioned game Whilst incorporating concepts and C Tactics used in a game situation. Communication between team mates

G-D GW

Movement into position prior to shot Height and accuracy of shot towards team mates

Conclusion: (5 mins) 1a, 2c, 3a, Pulmonary analysing utilisation of 3b, 3c, 4a, the Set Shot and Dig in a game 4b situation. Overview of lesson re-capping lesson objectives and lesson outcomes. Pupil lead Cool Down and time for Changing.

 Comprehensive understanding Surrounding how and why we Utilise these shots in a game. Dig – defensive shot used when Ball to low for Set Shot. Re-cap Teaching points. Highlight importance of getting into position in time. Set Shot – Setting up team mates for their next shot. Highlight importance of getting into position in time along with maximum height and accuracy to give team mates more time.

GW L G-D S-C

Full volley ball court used with nets. For larger Class pupils sat out would observe and feedback Analysis game, then switch.

Observation Summative Self – Evaluation

Differentiation: for struggling pupils conditions such as allowing a bounce can be place to ensure Q&A inclusion. Vice versa with elite performers, conditions such as varied shot selection and only allowing passes to their own team and not hitting to the other side hardens the game. Excelled pupils will aslo be asked to mentor struggling pupils, aiding feedback and suggested improvement.

Pulmonary and Cool Down executed in sports hall space, no equipment needed.

Q&A Discussion

Homework hand out for next lesson (researching Volley Ball Spike). Differentiation: use constructed response for pupils struggling with discussion and allow use of skill cards and sheets from lesson to view. For advanced pupils ask for detailed answers and even a lesson related question for the rest of the class.

Constructed Response (only if differentiation Is needed)...