Tim OBrien

Volleyball Unit Plan

November 24, 2016 December 6, 2016
Grade 9
Marshfield High School

Springfield College Physical Education Health Education Department

PE Unit Outcomes/State & National Standards/Content/Assessment Template
Psychomotor, Affective, and Cognitive Domains
Grade/Experience Level___9-12___

Unit Outcomes
(By the end of the unit,
students will be able to)

Psychomotor
Perform the three types
of strikes that were
taught prior to
gameplay during the
final two days of the
unit. .

Reference
MA CF &
NASPE
Standards
by #

Content to be taught

NASPE:
2&3

Day 1: Execute the forearm

pass and set.

Teacher Observation

MA CF
2.17

Day 2: Perform the

underhand and overhand
serve

Self Checklist

Assessment
(include rubrics, quizzes,
etc. in written
materials section)

Teacher Observation
Day 3: Practice the skills
previously practiced in
modified gameplay
Peer Feedback

Cognitive
Identify the skill cues
for the three different
types of strikes, how a
six man rotation works,
and the significance of
offensive and defensive
strategies.

Day 4: Perform the skills

successfully in gameplay
NASPE: 3 Day 1: Identify the three skill
cues used when setting and
MA CF
three skill cues used when
2.17
setting.
Day 2: Identify the three skill
cues used for the underhand
serve and the three skill cues
used for the overhand serve.
Day 3: Explain how a six
man rotation works during
gameplay.

Oral Response

Exit Slip

Homework (Diagram)

Day 4: Identify both

Informal Questioning
offensive and defensive
strategies used in the game of
volleyball.

NASPE: 5
Affective
Discuss the attitudes
they have towards
MA CF
volleyball by expressing 2.19
the emotions they
garnered while playing
them.

Day 1: Promote successful in

small groups while going
over the cues for bumping
and setting.

Day 2: Support one another

while discovering the two
types of serves.

Day 3: Promote
communication between
peers through volleyball
activities that focus on the
skills learned

Day 4: Support teammates

and opponents during the
gameplay.

Turn and Talk

Peer Feedback

Group discussions
during and after
gameplay

Communication during
gameplay

Volleyball Unit Quiz

Name: _______________________________________________
Date: _____________________________
True or False. (1 point each) Circle the correct letter (T) or (F)
T
T
T
position
T

F 1.) A player can hit the ball two consecutive times

F 2.) If the ball touches the out of bounds line it is in
F 3.) The rotation is in a counterclockwise from the serving
F 4.) Rally scoring is used when playing volleyball

Multiple Choice. (1 points each) Circle the correct letter

_____5.) In a traditional volleyball game there are how many
players for each team?
A. 5 B. 7
C. 8
D. 6
_____6.) Games are played to what score?
A. 25
B. 21
C. 18
D. 30
_____7.) How many times can be ball be hit on either side
A. 1
B. 3
C. 4
D. 5
_____8.) The server serves from what position on the court?
A. Left Front B. Left Back
C. Right Front D.
Right Back
Short Answer. (1 point each) Name the 3 types of strikes
9.) ____________________________________
10.) ____________________________________
11.) _____________________________________

*Bonus*
The inventor of volleyball, William Morgan, went to what college? (2
points)

Observation Analytic Rubric

Students Name Outcome

Assessed

Fluidity

Execution
Application

Great
3

Average
2

Poor
1

Demonstrates
superiority in the flow
of their performance of
the offensive/defensive
strategy during
gameplay
Shows a high level of
skill towards how to
perform three types of
strikes during practice

Demonstrates
mediocrity in the flow
of their performance of
the offensive/defensive
strategy during
gameplay
Shows a moderate
level of skill towards
how to perform three
types of strikes during
practice
Exhibits standard
awareness for when to
carry out the offensive
strategy in focus during
modified games

Demonstrates inferiority
in the flow of their
performance in the
offensive/defensive
strategy during
gameplay
Shows a low level of
skill towards how to
perform three types of
strikes during practice

Exhibits sufficient
awareness for when to
carry out the offensive
strategy in focus during
modified games

Total

Teacher Comments:

Exhibits insufficient
awareness for when to
carry out the offensive
strategy in focus during
modified games

Name

Date

Volleyball Checklist
Directions: Place a check mark ( ) on the line next to each verbal cue of
bumping/setting the volleyball based on whether you performed these
elements of this during partner passing.

Setting Cues
1. High Elbows
2. Diamond with Hands
3. Contact with Finger Tips

Bumping Cues
1. Arms Fully Extended ____
2. Athletic Stance ____
3. Contact with Forearms ____

Name

Block

Date

Volleyball Exit Slip

Directions: Write in the response for the Skill Cues that were covered in
class today for the underhand/overhand serve:

Underhand Serve:
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________

Overhand Serve:
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________

Unit Evaluation (grading) System

Skill (25%) - Students will be evaluated on their ability to demonstrate

daily improvement in carrying out the content presented from their
performance in teacher, self, and peer assessments

Knowledge (25%) Students will be evaluated on the level of learning

to which they exhibit in the content presented based on their
performance in verbal/written assessments

Attitude (50%) Students will be evaluated on the behavior they

display towards content presented, peers, and teacher through their
performance in verbal, written, and bodily assessments

References
Darst, P. W., Pangrazi, R. P., Sariscsany, M., & Brusseau, T. A. (2012). Dynamic
physical education for secondary school students (7th ed.). San Francisco, CA: Benjamin
Cummings.
Hunt, J. (n.d.). Physed Games. Retrieved from
https://physedgames.com/the-serving-game-volleyball/
Kruk, C. (2009). Physed Games. Retrieved from
https://physedgames.com/volleyball-hoops/
Manross, M. (2001). PE Central. Retrieved from
http://www.pecentral.org/lessonideas/cues/archive9798/cues59798.html
Pennington, T. (2002). PE Central. Retrieved from
http.//www.pecentral.org/lessonideas/cues/archive9798.html
Thomas, K. (n.d.). Physed Games. Retrieved from
https://physedgames.com/4-square-volleyball/

Results of Assessments
During the course of my four-day volleyball unit I used a variety of psychomotor,
affective, and cognitive assessments to measure my students learning. Of these evaluations there
were three tangible assessments of the self-checklist, exit slip, and a homework that I gained the
most data from regarding my students performance on their attainment of the content presented.
It was from these results that I was then able to refine my teaching in order to better improve the
students weaknesses in terms of their overall mastery of this material.
In relation to the psychomotor domain, the assessment used during this unit that was most
valuable since it allowed for students to critique their own performance of a particular concept
was the self-checklist. This was helpful for me not having to observe every learner in my classes
execute the tactic highlighted on this sheet. The only downside to this assessment is that the
students were given the responsibility to mark down whether they carried out the different
features of the movement pattern in focus, where there was a high possibility that some of them
may have been dishonest about their performance when filling out this evaluation instrument.
With regards to the actual results in which were amassed from this worksheet, over 90% of these
individuals checked off that they employed all of the cues associated with this action, whereas
just under 10% of them said that they were incapable of utilizing these strategic components.
This outcome was positive in that it indicated the majority of my students were able to perform
the critical elements of the scheme that was encompassed on this assessment.
For the cognitive domain, the assessment used during this unit that was most beneficial
for seeing the students knowledge in respect to performing a distinct concept presented was the
exit slip. This sheet was essential in getting these learners to critically think about the subject
matter that was in focus by analyzing the significance that the notion involved has in the context
it is being executed in. The negative aspect that can be attributed to this assessment is that it may
be difficult for students to draw connections between performing the movement pattern featured
on this evaluation instrument from the game in which it was intended to be applied in. It is worth
noting the results obtained reveal that 75% of these learners replied to the question posed on this
worksheet accurately, whereas the other 25% of them did not. This outcome was not as high as it
probably should have been due to the fact that students did not take the necessary amount of time
to answer this question in full detail that was expected with the completion of this assessment.
With reference to the affective domain, the assessment used during this unit for which
was most advantageous in the students performance of expressing the judgements they made
about the topics that were introduced was the homework assignment. This gave these adolescents
the opportunity to convey what they were thinking towards the theme that was taught. The one
drawback of this assessment is that for some students it may have been too lengthy of a task to
make them form a reaction relating to any emotions they had concerning a certain activity. The
results gathered from this evaluation instrument were that of approximately 85% of these pupils
attaining full credit for the response they generated relating to their mental outlook on this
movement pattern, whereas 15% of them were unable to earn this standing. This outcome was
around what was anticipated on this assessment in student performance in light of them being
required to do this worksheet on their own time outside of school.
These evaluation instruments were crucial in grading each student as a whole in an effort
to account for all of their learning differences. The role to that of which they had in effectively
teaching students was vital based on the results that were garnered from them upon more
competently being able to meet their developmental needs. That is why during the entirety of this
unit my students were constantly demonstrating growth in their psychomotor, cognitive, and

affective performance at the hand of being held accountable from taking part in such assessments
on a daily basis.