UNIT TOPIC: SEPEP Volleyball Unit (Team Sport Unit)VELS LEVEL: Level 6YEAR: 10UNIT LENGTH: 600 minutes

INTRODUCTION:

Participation within this Volleyball unit provides students with the opportunity to engage in an alternative educational experience (SEPEP) while comprehensively learning and actively participating within a recognised team sport (Volleyball). Engagement within this unit enables students to initially comprehend the associated rules and regulations of volleyball and then further enhance their abilities to perform and execute the related complex physical proficiencies (serve, dig, set and spike) and develop individual inter-personal capacities (communication, leadership and teamwork). These dynamic skills will be developed through varying and numerous teacher directed activities in conjunction with student instructed activity phases, all of which will follow a sequenced progression to enable skill acquisition and then performance tailored toward a competitive environment.

The implementation of a structured SEPEP (Sport Education in Physical Education Program) approach offers students the unique opportunity to enhance their contribution to the overall management and operation of the unit. The provision of specific roles (coach, captain, team manager, umpire, scorer, statistician [2] and first aid officer) based on a weekly rotation policy ensures that purpose and direction is ever present and familiarity of multiple roles can be adequately achieved. In addition, a significant focus is established toward the identification of quality individual performance across a range of criteria (Most Valuable Player, Most Improved Player & Best Club Person), emphasising and rewarding the achievement of individuals across the SEPEP domains.

The incorporation of SEPEP makes available the employment of a ‘Pre-Season to Season’ format where the students can be assessed throughout both phases, at various times and on differing elements. This makes certain that the undertaken assessment is justifiable and defensible when providing student feedback. This unit has been designed in accordance to achieving the standards of the ‘Health and Physical Education’ & ‘Interpersonal Development’ domains of VELS, progressing toward a level 6 student competency rating. These domains establish and identify the progression of utilising manipulative and movement skills in complex activity, employing tactical strategy within gameplay, engagement in leadership responsibility within a sporting environment, effective communication regarding team role allocation and finally focusing on a collaborative method to achieving identified team goals.

ASSESSMENT OVERVIEW:

Knowledge Assessment (15%):Volleyball Rules & Regulations Homework Test

Skill Assessment (60%): Teacher observation (50%), peer evaluation (10%) (Includes physical and interpersonal skillsets)

Engagement & Attitude toward SEPEP Practices (25%): Roles & Group working Capacity

LEARNING FOCUS (ASSOCIATION TO VELS):

Strand Domain Dimension Standard or Progression Point

Physical Education Content

Physical, Personaland Social Learning

Health and Physical Education

Movement andPhysical Activity

5.75: Refinement in the execution of manipulative and movement skills during complex activities.

Students are introduced to the volleyball skillset. The students have the opportunity to refine their abilities to perform and execute the related complex physical proficiencies (serve, dig, set and spike)These skills will be performed under varying conditions, including simple skill development, modified game and competition environments.

Physical, Personal and Social Learning

Health and Physical Education

Movement andPhysical Activity

5.75: Identification of skills and strategies to counter tactical challenges in game situations.

Students through their participation within the designated ‘Team Tactical & Strategy’ phase and competition (tournament) phases of the SEPEP unit, are provided significant opportunity to identify, develop and implement tactical approaches within game sense scenarios. These strategic avenues can reflect either defensive or offensive tactical alteration, but both require careful team collaboration and planning to execute.

Physical, Personal and Social Learning

Health and Physical Education

Movement andPhysical Activity

5.75: Responsibility for Implementation of a role in a sporting environment; for example coach, umpire or competition manager.

A SEPEP unit in its truest sense reflects the opportunity for student enhancement via sporting role allocation. This unit offers the unique opportunity to heighten student contribution to the total management and operation of the unit. The provision of specific roles (coach, captain, team manager, umpire, scorer, statistician [2] and first aid officer) based on a weekly rotation policy ensures that purpose and direction is ever present and familiarity of multiple roles can be properly achieved.

Physical, Personal and Social Learning

Inter-PersonalDevelopment

Working In Teams 5.75Use of negotiating skills in the allocation of rolesaccording to team requirements.

Students have the opportunity to employ and utilise their individual interpersonal capacities to negotiate the allocation of specific SEPEP roles (coach, captain, team manager, umpire, scorer, statistician [2] and first aid officer). This process will have to be repeated due to the role rotation procedure and therefore maximises the frequency of interpersonaltransaction to deliver the best result and cater for the team requirements.

Physical, Personal and Social Learning

Inter-PersonalDevelopment

Working In Teams 5.75Collaborative, solution-focused approaches to maximising performance and achieving team goals.

Students through the incorporation and participation within the designated SEPEP tournament approach, can achieve enhanced performance via numerous avenues. Team work, motivation and communication toward achievement of common team goals is easily fostered within both phases andcan positively impact upon the students engagement in the unit. A ‘Team Goal’ outline is required at commencement of the unit to ensure all members strive for the identified goals.

KEY CONCEPTS:The essential concepts encompassed within this designed Level 6: SEPEP Volleyball Unit form the foundation for the students assessment throughout the unit. These concepts can be segregated into knowledge, skill and engagement assessments, all of which reflect the intended student outcomes for the unit.

Knowledge Concepts:The form of assessed knowledge content revolves heavily around the theoretical understanding of volleyball rules, regulations and utilised skills.Rules:Players (on court), Serving Protocols, Violations & General Gameplay. Regulations:Court and Team Size, Equipment (Ball & Net), Team formation, Team Rotation (on court) & Scoring Systems.Skills:Serve, Dig, Set & Spike

Skill Concepts (Physical):The form of assessed skill content are targeted specifically toward the practical performance of the unique skillset tailored to volleyball, including the serve, dig, set and spike Serve:Initial non-dominant hold on ball, cocked/fluent arm swing, ball contact with heel of palm & serve direction into court. Dig:Reception stance (wide base), arm preparation (thumbs flat/elbows locked), ball contact with forearms & dig direction into court. Set:Reception stance (wide base) under the ball, preparation stance (diamond fingers/elbows bent), ball contact (fingers with wrists pushing upward) & set direction (toward the net and playable height).Spike:Vertical jump (timed top of jump), cocked/explosive arm swing, ball contact with heel of palm & spike direction.

SEPEP Concepts:The form of assessable information regarding the SEPEP content can be divided into two distinct areas, including individual student engagement regarding SEPEP role participation and group working capacity reflected via interpersonal skill development.Allocated Role Participation:Enthusiasm and active engagement within the SEPEP role practices throughout the entire unit. Group Work Capacity: Effective communication strategies employed within a team setting regarding differing environments (non-competitive & competitive).

MAJOR TEACHING & LEANRING ACTIVITIES

GENERAL OVERVIEW:Teacher Directed: 60 minutes per volleyball skill (240 minutes)

Student Directed: Team Practice (Skill Training: 120 minutes) & (Team Tactical and Strategic Planning: 60 minutes) (Overall 180 minutes)

SEPEP Tournament: Implementation of the SEPEP ‘Season’ (3 teams of 8) (2 active teams & 1 duty team) (180 minutes)

OVERALL LEARNING ACTIVITY SAFETY CONCERNS:

• Students must be in suitable physical education clothing and foot wear • Student must be wary when actively engaged within the designated activity area • Students must be mindful of obstacles within the designated activity area when running • Groups must be adequately distributed within the area at the commencement of activity

• Students must be careful of other group’s equipment entering their path

• Students must ensure partners are ready to receive the volleyball

• Padding must be put on volleyball posts before starting lesson

• Equipment must be set up correctly

• Equipment must be used safely at all times, within every activity.

OVERALL LEANRING ACTIVITY DIAGRRAM KEY:

: Student

: Ball/Student Direction

: Rebound Wall

: Volleyball Net

: Cone

: Stumps

CONCEPT OR SKILL

ACTIVITIES RESOURCES

TEACHER DIRECTED ACTIVITIES (240 minutes) SERVING (60 minutes)(All activities can be undertaken utilising over or under arm serve)

SERVING(All activities can be undertaken utilising over or under arm serve)

Hit The Spot Activity Time Length: 10 mins & Group Size: 25 Students

1. Students work individually, 1 volleyball and cone each.2. Students stand opposite a wall, approximately 9 metres from target (specific to court

dimensions)3. Students stick a ‘target’ they feel achievable to hit on the wall, above their eye-line

(replicated serving over the net).4. Students continually serve at the target from the designated distance focusing on technique.

EQUIPMENT: 25 x cones, 25 x volleyballs, Use of wall AREA SIZE: 15 x 40m

TEACHING POINTS:- Hold volleyball in non-dominant hand- Ball contact on underside of ball with heel of the palm

COMMON ERRORS:1. Failure to release ball off hand before striking, therefore an illegal serve.2. Simply handballing with a closed fist, not contacting with heel of the palm.

MODIFICATIONS:EASIER – Decrease the serving distance of the students by an initial 3 metres.HARDER – Students into pairs, one serves the ball and the other needs to set or dig the rebound.

SAFETY CONCERNS:- Students injuring their hand due to improper technique.- Students being struck by other students rebounding volleyballs.

Partner Serving Activity Time Length: 20 mins & Group Size: 25 Students

1. Students work in pairs, 1 volleyball and 2 cones per pair.2. Students stand opposite one another, approximately 9 metres from target (specific to court

dimensions)3. Students continually serve back and forth to one another focusing on the technique of

serving.PROGRESSIONS:- Introduction to 1: A step & 2: Ball Toss & 3: Top Spin Serve

EQUIPMENT: 25 x cones, 13 x volleyballs AREA SIZE: 15 x 40m

TEACHING POINTS:- Hold volleyball in non-dominant hand- Ball contact on underside of ball with heel of the palm- Cocked arm & fluent arm swing through the serving motion.

COMMON ERRORS:1. Failure to release ball off hand before striking, therefore an illegal serve.

G. Loft (Personal Communication, August, 2004).

G. Loft (Personal Communication, August, 2004).

ASSESSMENT INDICATORS:

General Mark Allocation Overview

Assessment PercentageKnowledge 15%

Skill- Teacher:

- Peer:

60%(50%)(10%)

SEPEP Engagement &

Attitude

25%

Timeline for Assessment Conduction:Knowledge Assessment (15%):Volleyball Rules & Regulations Homework Test: Commencement of the unit.

Skill Assessment (60%): Teacher observation (50%): Throughout the teacher directed phase & the SEPEP Tournament (Season).Peer evaluation (10%): Throughout the student directed activity phase of the unit.

Engagement & Attitude toward SEPEP Practices (25%): Roles & Group working Capacity: Throughout the student directed activity phase (coach) & SEPEP Tournament (Duty Group).

VELS Progression Point Reflection in Overall Result Allocation:

Progression Point Assessment Percentage Letter Grade5.25 less than 50% E-D

5.5 51-80% C-B

5.75 +81% A

Assessment Criteria Breakdown (Reflecting VELS Progression Points- Level 6)

Standard 5.25 (Toward Level) 5.5 (At Level) 5.75 (Beyond Level) EvidenceUse of manipulative and movement skills during complex activities.

Identification of ways to improve the quality of manipulative and movement skills in their performance during complex activities.

Refinement in the execution of manipulative and movement skills during complex activities.

Serve Displays some components of the correct serving technique throughout practice and gameplay

Displays most of the components of a well -executed serving technique throughout practice and gameplay

Displays all components of a proficient serving technique throughout practice and gameplay

Teacher Observation Checklist(Skill section)

Dig Performs some components of the correct volleyball dig technique throughout practice and gameplay

Performs most of the components of a well -executed volleyball dig technique throughout practice and gameplay

Performs all components of a proficient volleyball dig throughout practice and gameplay

Teacher Observation Checklist(Skill section)

Set Executes some components of the correct volleyball set technique throughout practice and gameplay

Executes most of the components of a well -performed volleyball set technique throughout practice and gameplay

Execute all components of a proficient volleyball set throughout practice and gameplay

Teacher Observation Checklist(Skill section)

Spike Displays some components of the correct spiking technique throughout practice and gameplay

Displays most of the components of a well -executed spiking technique throughout practice and gameplay

Displays all components of a proficient spiking technique throughout practice and gameplay

Teacher Observation Checklist(Skill section)

Identification of skills and strategies used in specific game situations

Analysis of the skills and strategies employed by opposing teams

Identification of skills and strategies to counter tactical challenges in game situations

Team Tactical & Strategic Planning

Poor utilisation of the ‘Tactical & Strategic Planning’ session. Minimal collaboration with team

Adequate utilisation of the ‘Tactical & Strategic Planning’ session. Some collaboration with team

Proficient utilisation of the ‘Tactical & Strategic Planning’ session. Maximal collaboration with team members throughout

Teacher Observation Checklist(Interpersonal Development section)

members throughout competition phase on tactical/strategic implementation.

members throughout competition phase on tactical/strategic implementation.

competition phase on tactical/strategic implementation.

Understanding of responsibilities required to undertake a variety of leadership roles in a sporting environment

The undertaking of a variety of leadership roles in a sporting environment; for example, as a coach or umpire

Responsibility for the implementation of a role in a sporting environment; for example coach, umpire or competition manager

SEPEP Role Deliberation & Participation

Rarely contributed to the management and operation of the unit via the undertaken SEPEP role. Poor motivation to partake in the opportunity to experience multiple roles.

Occasionally contributed to the management and operation of the unit via the undertaken SEPEP role. Satisfactory motivation to partake in the opportunity to experience multiple roles

Consistently contributed to the management and operation of the unit via the undertaken SEPEP role. Excellent motivation to partake in the opportunity to experience multiple roles

Teacher Observation Checklist(SEPEP Role Participation section)

Application of questioning and listening skills to explore the attributes of all team members when allocating roles

Assertiveness and self-efficacy skills to articulate personal attributes when allocating roles; for example having the self-confidence to take on new roles

Use of negotiating skills in the allocation of roles according to team requirements

Communication Skills within a Team Environment

Deficient communication skills regarding SEPEP role allocation. Insignificant input into the discussion of allocation of roles tailored for the team requirements

Reasonable communication skills regarding SEPEP role allocation. Adequate input into the discussion of allocation of roles tailored for the team requirements

Effective communication skills regarding SEPEP role allocation. Quality input into the discussion of allocation of roles tailored for the team requirements

Teacher Observation Checklist(Interpersonal Development section)

Use of strategies for exploring different perspectives and ideas

Use of strategies when creating ideas and solving problems

Collaborative, solution-focused approaches to maximising performance and achieving team goals

Motivation and Leadership within a team dynamic toward a common goal

Mediocre enthusiasm and direction provided to the team environment throughout the SEPEP tournament phase of the unit. Poor drive to

Acceptable enthusiasm and direction provided to the team environment throughout the SEPEP tournament phase of the unit. Sufficient drive to

Exceptional enthusiasm and direction provided to the team environment throughout the SEPEP tournament phase of the unit. Outstanding drive to achieving identified team goals.

Teacher Observation Checklist(Interpersonal Development section)

achieving identified team goals.

achieving identified team goals.

Assessment Marking Homework Task & Unit Rubrics.

Volleyball Rules & Regulations Homework Task:

Section One - True / False (1 mark each)

Answer the following TRUE / FALSE questions by circling your answer.

1. The ball may be kicked over the net. T / F

2. The volleyball court is 12m x 25m. T / F

3. Players can accidently touch the net, but only when spiking the volleyball. T / F

4. The service line is 2 metres from the net. T / F

5. The net height for males and females is different. T / F

6. Players are not allowed to move outside the boundaries to play the ball. T / F

7. There are a maximum of 15 players on a volleyball team. T / F

8. When serving, if the ball hits the net on the first serve, it is considered a fault. T / F

9. A ball that only just touches the outside of the marked baseline is out. T / F

10. The server can step on, but not over the baseline when serving a volleyball. T / F

Section 2 - Short Answer

1. Explain two avenues to winning a rally in volleyball.( i ) _______________________________________________________________________________________________________________________________________________________________________

( ii ) _______________________________________________________________________________________________________________________________________________________________________ (2 Marks)

2. Which players are allowed to spike and block the ball in the front court?__________________________________________________________________________________________________________________________________________________________________________ (1 Mark)

3. Name and explain three possible signals the umpire can perform:

( i ) __________________________________________________________________________________________________________________________________________________________________________

( ii ) __________________________________________________________________________________________________________________________________________________________________________

( iii ) __________________________________________________________________________________________________________________________________________________________________________ (6 Marks)

4. ( a) How many time outs are allowed per set? _____________________________________________

( b ) How long can each time out last for? _________________________________________________ (2 Marks)

5. Explain in detail, how a team scores & the general scoring system? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(4 Marks)

Total: /25 Conversion: /15

Teacher Observation Checklist- Inclusive of Skill Observation, Interpersonal Development & SEPEP Marking Allocations:

Teacher Observation:Volleyball Skills, Interpersonal Interaction & SEPEP

Engagement AssessmentStudent Name:

Marking Schedule:Always: 3 points Usually: 2 points Rarely: 1 point

Comparison to Expected Level:Above Expected Level: 66-53 At Expected Level: 52-33 Below Expected Level: 32-0

Volleyball Skill Frequency of ElementServe Alway

sUsually Rarel

y1 Initially holds ball in non-

dominant hand2 Cocked & fluent arm swing3 Ball contact with the heel

of hand4 Serve direction into court

Dig1 Reception Stance (wide

base of support)2 Arm Preparation (Thumbs

flat & Elbows locked)3 Ball contact with forearms4 Dig direction (upward &

playable)Set

1 Reception Stance (wide base of support) under the ball

2 Preparation Stance (Diamond fingers & elbows bent)

3 Ball Contact (Finger with wrists pushing upward)

4 Set Direction (Toward the net & playable height)

Spike 1 Vertical jump (timed to

contact ball at top of jump) 2 Cocked/explosive arm

swing through entire motion.

3 Ball Contact with heel of palm

4 Spike Direction (flat and into court)

Interpersonal Development Always

Usually Rarely

Communication:Effectively communicates with team mates, conveying thoughts in an appropriate manner.Encouragement:Provides encouragement to all team members and motivates them to continue to stay engaged.Team Work:Is an active member of the team, who positively contributes to the team dynamic and works successfully alongside other team members toward team goals.

SEPEP Engagement Always

Usually Rarely

Role Allocation Discussion:Was actively involved with discussing role allocation based on team strengths, weaknesses & requirementsRole Participation:Was engaged and motivated to fulfil the requirements of the designated SEPEP RoleEnthusiasm Within Gameplay: Was motivated throughout the competition phase of the SEPEP unit (tournament)

TOTAL SCORE:

Peer Observation Checklist- Inclusive of Skill Observation & Interpersonal Development Marking Allocations:

Peer Observation:Volleyball Skills & Interpersonal Interaction

AssessmentName:Observer Name:

Observe your partner undertake the skills below and then mark in the corresponding box.

Marking Schedule:Always: 3 points Usually: 2 points Rarely: 1 point

Comparison to Expected Level:(Provided on Teacher Observation Sheet)

Volleyball Skill Frequency of ElementServe Alway

sUsually Rarel

y1 Initially holds ball in non-

dominant hand2 Cocked & fluent arm swing3 Ball contact with the heel

of hand4 Serve direction into court

Dig1 Reception Stance (wide

base of support)2 Arm Preparation (Thumbs

flat & Elbows locked)3 Ball contact with forearms4 Dig direction (upward &

playable)Set

1 Reception Stance (wide base of support) under the ball

2 Preparation Stance (Diamond fingers & elbows bent)

3 Ball Contact (Finger with wrists pushing upward)

4 Set Direction (Toward the net & playable height)

Spike 1 Vertical jump (timed to

contact ball at top of jump) 2 Cocked/explosive arm

swing through entire motion.

3 Ball Contact with heel of palm

4 Spike Direction (flat and into court)

Interpersonal Development Always

Usually Rarely

Communication:Effectively communicates with team mates, conveying thoughts in an appropriate manner.Encouragement:Provides encouragement to all team members and motivates them to continue to stay engaged.Team Work:Is an active member of the team, who positively contributes to the team dynamic and works successfully alongside other team members toward team goals.

TOTAL SCORE:

UNIT RESOURCES:

Team Goals Outline Sheet: (Unit Resource One)

SEPEP Roles Description Sheets: (Unit Resource Two)

SEPEP Tournament Templates: (Unit Resource Three)

Student Directed (Coach) Activity Template: (Unit Resource Four)

Unit Resource One:

TEAM GOALS OUTLINETEAM NAME:

TEAM MEMBERS:

GOAL ONE:

GOAL TWO:

GOALS THREE:

GOAL FOUR:

GOAL FIVE:

Unit Resource Two:

SEPEP Roles:

ROLE:

CAPTAIN

RESPONSIBLITIES:

- To direct their team during the games- To set an example to fellow students about the way to behave and

participate in the game- Help anyone who needs it

- Be fair to all players- Have good communication skills – be able to listen to watch people are

saying, and respond accordingly- Have the ability to work with the coach to develop many things – including the training sessions and discussion on the players on their

team- Encourage everyone!

ROLE:

COACH

RESPONSIBLITIES:

- Organise the training sessions for their team- Work hard (including outside of class) to develop strategies to help

their team improve. This could include research, such as different activities and skills their team could do

- Centre trainings on skill and strategy about the game- Give the players and help and support they need, or source help from

other people/areas if required- Manage the team list well and make appropriate and fair substitutions- Have good communication skills and listen to your helps and help their

needs- Work with their teaching and the coach to help think of ways for the

team to improve- Have good knowledge of the sport being played and research activities

and ways to run the sessions

ROLE:

DUTY TEAM MEMBER

RESPONSIBLITIES:

- Organise the distribution and collection of equipment- Record down the scores/look after the score board, keep the statistics

and record results, vote on any awards- Re-organise the game if inclement weather affects the game

- Maintain the equipment and react if the equipment isn’t up to scratch- Organise the session/game and get them started and on time

- Have good communication with the sport board members and the teacher

- Lead by example with good organisation skills

ROLE:

FIRST AID OFFICER

RESPONSIBLITIES:

- Maintain the first aid kit and notify the teacher if it needs any new material in it

- Research sporting injuries and how they can occur- Look up treatments for injuries – possibly even do a first aid course- Be familiar with different strapping to help any students if required

- Be competent of writing up any injury reports- Recognise any potential safety hazards and remove them or fix them

straight away- Be constantly aware of any risks that could occur to protect the

students safety

ROLE:

UMPIRE

RESPONSIBLITIES:

- To learn the rules of the game to the best of your ability- When making decisions believe in what you see and don’t back

down make your own decision- Be firm when handing down decisions, but reasonable and consistent - When blowing the whistle, do sharp and loud to minimise confusion,

and speak loudly when explaining decisions/telling students why you have blown the whistle

- Have good communication skills so the students can easily understand what you are trying to explain

- Be open to feedback from others to help improve your umpiring performance

Unit Resource Three:

Statistics Sheet TemplateTEAM NAME:

SERVING PERCENTAGESSUCCESSFUL UNSUCCESSFUL

TEAM SHOT SELECTION FREQUENCYSERVE SET SPIKE DIG

PRAISE & ENCOURAGMENT (with examples)

OVERALL PERFORMANCESTRENGTHS AREAS FOR IMPROVEMENT

Unit Resource Four:

COACHING ACTIVITY TEMPLATE

CONCEPT OR SKILL ACTIVITIES RESOURCESDESCRIPTION Activity time length: Group Size: 1. Students 2. Students

EQUIPMENT: AREA SIZE: 15 x 40m

TEACHING POINTS:---

COMMON ERRORS:1.2.

PROGRESSIONS:1.

MODIFICATIONS:EASIER – HARDER –

SAFETY CONCERNS:--