Dimension: Games

Unit: Volleyball
Lesson 1: Intro & Passing
Date:
General Outcomes Activity Benefits Health Cooperation Do It Daily…For
Life!

Specific Outcomes C6-5 C7-5 D6-3, D6-4D7-3,

D7-4

VOLLEYBALL
Intro & Passing

Introduction/Warm-up
 Determine student knowledge
o “How many know and/or have played volleyball before?”
o “Who can tell me a fact about volleyball? Can be anything, a position, rules of the game, your
favourite thing about volleyball, etc.”
 Outline unit expectations and outcomes
o Come prepared in proper attire
o Arrive on time ready to go, you will have 5 minutes to change if needed once the bell has rung
o There must be respect amongst peers and teachers as we listen to one another and provide
thoughtful feedback and positive communication as expected
o Students will also respect boundaries, equipment and the gym facilities
o Since we are inside we have to be aware of our surroundings there will be volleyballs all over the
gym so when we are moving through the gym we must be aware of what’s around us otherwise we
may get hurt
o Teamwork, cooperation, and communication will be expected of students as this is a team sport.
Positive communication and interaction is emphasized and students will be expected to contribute
to work together for group success.
 Introduce the history of football
o “Can anyone guess what sports volleyball developed from? There’s 3! Basketball, handball, and
tennis!”
o Volleyball has now become a super popular sport and I encourage you all to come and watch your
school’s volleyball games and support your peers and learn more about the sport!
 Warm-up activity “Knee-tag”
o In volleyball you have to stay low on defense
o Demonstrate the “ready” position on defense and show how it transfers to the game of knee-tag
o Set boundaries and explain the rules (everyone is game keep watch all around and the person who
tagged you is the only one that can allow you back into the game and that is once they’ve been
tagged)

Learning Activities/Teaching Strategies

 Demonstrate & explain passing
o Demonstrate the “ready” position again and have students on the balls off their feet (don’t sit back
on the heels)
o Demonstrate the cupped hand position and walk around observing students have the proper form
 o Keep forearms, wrists and elbows straight
o Extend the body when contacting the ball (move through the ball with a forward motion)
o Follow through in the direction of the desired target
o Emphasize when you would use a pass in a game “it all starts with a pass” (on defense when
receiving or serve or down ball from the other side of the net)
 Partner Pass
o Students will choose a partner and each have one ball
o Students will line up along the attack line and take turns tossing the ball to their partner as the
other one passes it back to them
o After 5 reps partners will switch
o Partners will work on skill tips and communication with their partner as they call “mine” every
time they pass the ball
 Red light-green light volleyball version
o Students will put away their volleyballs and line up along the end line
o I will announce “green light” for students to shuffle along the court towards the other end line
o As I announce “red light” students must freeze in the “ready” position if students move or are
unable to remember the ready position they will be sent to the sidelines while they wait for the
next round
Closure/Cool-down
 Debrief the skill through whole group discussion
o Discuss passing techniques, what helped them be successful in hitting their target?
o How was communication an important aspect to the partner pass drill? How can communication
help us be aware of our surroundings?
 Cool-down stretch

Assessment & Evaluation

 (Formative) Observation: regarding basic skills of passing and communication amongst partners
Equipment Safety Considerations
 Gymnasium  activity readiness
 1 volleyball per partner  fast-pace moving learning activities
 Call “mine” during partner pass
 Face/aim for the target
o Did the students hit their target, communicate amongst one another, provide a good target?

Dimension: Games
Unit: Volleyball
Lesson 2: Pass/Dig
Date:
General Outcomes Activity Benefits Health Cooperation Do It Daily…For
Life!
 Specific Outcomes A6-5, A6-10A7- C6-3 C7-3 D6-3, D6-4D7-3,
5, A7-10 D7-4

VOLLEYBALL
Pass/Dig

Introduction/Warm-up
 Review from lesson 1
o “ready” position, cupped hand position, keep forearms, wrists and elbows straight, extend the
body when contacting the ball (move through the ball with a forward motion), follow through in
the direction of the desired target
 Warm-up activity “Knee-tag”
o Set boundaries and explain the rules (everyone is game keep watch all around and the person who
tagged you is the only one that can allow you back into the game and that is once they’ve been
tagged)

Learning Activities/Teaching Strategies

 Partner Pass
o Students will choose a partner and each have one ball
o Students will line up along the attack line and take turns tossing the ball to their partner as the
other one passes it back to them
o After 5 reps partners will switch
o Partners will work on skill tips and communication with their partner as they call “mine” every
time they pass the ball
 Competitive Partner Pass
o Students will compete in partners in working together to achieve as many consecutive passes in a
row between the two
o Pairs will have 10 minutes to get as many passes in a row as they can
 Bump Pass Drill
o Students will form lines
o Teacher will toss the ball and students must let the ball bounce between their legs
o This drill will help students get in the ready position and know where to distance themselves
during game play when they would be receiving the ball on defense
 Demonstrate & Explain how to dig a ball
o Explain the skill cues to digging (very similar to passing) except the ball is coming at a much
faster speed
o Swing arms less, less forward and pushing through motion, arms parallel to the floor as you
contact the ball, follow-through in the direction of the desired target
 Partner Toss (Depending on skill level only grade 7s may run through this drill)
o Students will pair up with one volleyball
o Students will take turns tossing an overhand toss at their partner (caution students should pair up
dependent on skill level and toss the ball at their partner with varying speed dependent on their
skill level)
o Students will each take 5 digs and switch roles
 If Time Allows Individual Competitive Mini Game
o Students will form lines and work on passing to a desired target (basket)
o Teacher will toss the ball and students will attempt to get their ball into the basket
 Goes in the basket (3 points)
 Touches rim of the basket (2 points)
 Make contact with the ball (1 point)
Closure/Cool-down
 Debrief the skill through whole group discussion
o Discuss passing techniques, what helped them be successful in hitting their target? What did you
do different in comparison to passing and digging?
 Cool-down stretch

Assessment & Evaluation

 (Formative) Observation: regarding basic skills of passing and digging
Equipment Safety Considerations
 Gymnasium  Call “mine” when passing
 1 volleyball per partner  Face/aim for target
 Basket/Net  No contact drill
 Explain height limits and restrictions for passing
 Awareness of speed of overhand toss for digging the ball
dependent on skill level
o Did the students hit their target, communicate amongst one another, provide a good target, did
students get in their ready position in time to pass and/or dig the ball, were students motivated and
competitive throughout the competitive mini game?
Dimension: Games
Unit: Volleyball
Lesson 3: Setting
Date:
General Outcomes Activity Benefits Health Cooperation Do It Daily…For
Life!

Specific Outcomes A6-5, A6-10A7- C6-3, C6-6 C7-3, D6-3, D6-4D7-3,

5, A7-10 C7-6 D7-4

VOLLEYBALL
Setting

Introduction/Warm-up
 Review from lesson 2
o Proper form and stance and how it will transfer to setting
 Warm-up activity “Knee-tag”
o In volleyball you have to stay low on defense
o Demonstrate the “ready” position on defense and show how it transfers to the game of knee-tag
o Set boundaries and explain the rules (everyone is game keep watch all around and the person who
tagged you is the only one that can allow you back into the game and that is once they’ve been
tagged)

Learning Activities/Teaching Strategies

 Demonstrate & explain setting
o Demonstrate the “ready” position for setting slight bend in knees
o Diamond shape above forehead, knees bent and slightly apart
o Bend elbows and extend forward
o Receive the ball and send it to the desired target
 Set to a partner
o Students will choose a partner and each have one ball
o Students will begin with a toss to their partner to set the ball back to them
o Depending on skills students may attempt to set back and forth to one another
o Students may use progressions of set to self then to partner, set and sit then set to partner, etc.
o Students may also set against a wall and choose a desired target against the wall
 Put it all together “passset”
o Students will line up at the end line, there will be a tosser, passer, and setter
o Tosser will toss the ball to the passer who will attempt to pass it to the setter, the setter will then
attempt to set to their self, the setter will then go to the tossing line and the progression will rotate
through
o 4 courts (roughly 7-9 students per court)
 Competitive mini game “set into baskets”
o Students will each have a ball and line up to self-toss and set into a basket
o Students may keep track of their score for total successful sets
Closure/Cool-down
 Debrief the skill through whole group discussion
 o Discuss setting techniques, what helped them be successful in hitting their target?
o How does a good pass lead to a successful set?
o Why is ball control so important?
 Cool-down stretch

Assessment & Evaluation

 (Formative) Observation: regarding basic skills of setting and communication amongst partners
Equipment Safety Considerations
 Gymnasium  Call “mine” when setting
 1 volleyball per partner  Face/aim for target
 No contact drill
 Explain how to set goals
 Reference distance for setting
o Did the students hit their target, communicate amongst one another, provide a good target?
Dimension: Games
Unit: Volleyball
Lesson 4: Hitting
Date:
General Outcomes Activity Benefits Health Cooperation Do It Daily…For
Life!

Specific Outcomes A6-5, A6-10A7- C6-1,  C7-1 D6-3, D6-4D7-3,

5, A7-10 D7-4

VOLLEYBALL
Hitting

Introduction/Warm-up
 Review passing and setting and how it will transfer to hitting
 Warm-up activity “Cat and mouse”
o In volleyball you have to stay low on defense and dive this is a great warm up for both skills
o Two-three students are cats paired with mice the rest of the students are paired up laying belly first
on the floor, mice can slide in and lay beside pairs, the one on the furthest end then becomes the
mouse and will be chased by the cat
Learning Activities/Teaching Strategies
 Demonstrate & explain hitting/attacking
o Demonstrate foot work
o Demonstrate arm swing associated
o Put it all together “ready, batman, superman, robin hood, spike”
o Students will line up along the end line and practice this progression
 Put it all together with tennis balls or dodge balls
o Students will now line up with a tennis ball and run through the progression as they throw the
tennis ball on their follow through
o This will help students follow through and snap their wrist at the end for a downwards motion of
the ball
 Depending on skill level incorporate an actual volleyball with a tosser
o Students will line up and practice their foot work
o The main goal here is to make contact with the ball
o Use badminton nets for this drill to allow for better success in ball contact
o If students are struggling have them go on a separate court and practice their approach with tennis
balls again (or dodgeballs)

Closure/Cool-down
 Debrief the skill through whole group discussion
o Discuss hitting/attacking techniques, what helped them be successful in creating a downward
finish of the ball
o How does saying their footwork or superman progression in their head help them transfer it to
their hit?
 Cool-down stretch

Assessment & Evaluation

  (Formative) Observation: regarding basic skills of setting and communication amongst partners
Equipment Safety Considerations
 Gymnasium  Stay within body limits (foot stance width apart)
 All volleyballs  No contact drill
 Badminton nets  Practice, practice, practice!
 Dodge balls or tennis balls  Court space awareness
 Timing is key
 Stay within body limits
 Call for the ball
o Did the students hit their target, follow through downwards, did students make some sort of
contact with the ball?

Dimension: Games
Unit: Volleyball
Lesson 5: Serving
Date:
General Outcomes Activity Benefits Health Cooperation Do It Daily…For
Life!

Specific Outcomes A6-5, A6-10A7- C6-3, C6-5  C7-3, D6-3, D6-4D7-3,

5, A7-10 C7-5 D7-4

VOLLEYBALL
Serving

Introduction/Warm-up
 Review passing, setting, and hitting and how serving transfers into game play
 Warm-up activity “Cat and mouse”
o In volleyball you have to stay low on defense and dive this is a great warm up for both skills
o Two-three students are cats paired with mice the rest of the students are paired up laying belly first
on the floor, mice can slide in and lay beside pairs, the one on the furthest end then becomes the
mouse and will be chased by the cat
Learning Activities/Teaching Strategies
 Demonstrate & explain serving
o Demonstrate foot work
o Demonstrate arm swing associated
o Emphasize how important the ball toss is for both under and overhand serves
o Demonstrate a ball toss high and in front of the hitting hand along with a follow through to the
desired target
 Partner serving
o Stand across from one another along each attack line and serve to one another
o One ball per partner and practice hitting the target (their partner)
o Depending on skill level students may move further from one another increasing the distance for
serving
 Competitive mini game “dead fish”
o Students will have teams of 5 on badminton courts
o 2 servers on one side of the court and 3 fish on the other side of the court
o The servers attempt to serve the ball to their fish and the “fish” are attempting to catch the ball
with two hands, once they do so they can run to the other side of the net and join the servers in
bringing the rest of the fish over
Closure/Cool-down
 Debrief the skill serving techniques, what helped them be successful in hitting their target during their
serving practice
o How does the ball toss help achieve a successful serve?
 Cool-down stretch

Assessment & Evaluation

 (Formative) Observation: regarding basic skills of serving and communication amongst partners
Equipment Safety Considerations
  Gymnasium  Court space awareness during close proximity serving drill
 All volleyballs  Awareness of fast-pace moving volleyballs
 Badminton nets  High contact point and follow straight through towards target
with flat open hand

o Did the students hit their target, follow through, did students make some sort of contact with the
ball whether underhand or overhand?

Dimension: Games
Unit: Volleyball
Lesson 6: Blocking
Date:
General Outcomes Activity Benefits Health Cooperation Do It Daily…For
 Life!

Specific Outcomes A6-5, A6-10A7- C6-1,  C7-1 D6-3, D6-4D7-3,

5, A7-10 D7-4

VOLLEYBALL
Blocking

Introduction/Warm-up
 Review passing, setting and hitting will transfer to the use of a block in a defensive scenario
 Warm-up activity “High-fives all around”
o Students must go around to their peers and get as many two handed high fives as possible (they
can only high five the same person once)
o Students must then move around the gym to high five as many peers as they can with a two
handed high five with a jump
o Explain how this will transfer to blocking
Learning Activities/Teaching Strategies
 Demonstrate & explain blocking
o Demonstrate foot work
o Demonstrate arm swing associated
o Students will focus on wide hand spread with a strong press
 Blocking stations
o Students will find a partner and begin at a station and be expected to rotate from station to station
 Station 1: Wall high five jumps (10 each, try and jump as high as you can)
 Station 2: Highest vertical competition (students will attempt to jump as high as they can,
can use tape to mark their jump)
 Station 3: Volleyball press (partner will hold a ball above the badminton net students will
have to jump and press the ball down, 5 times each then rotate)
 Peer support and feedback
o Students will gather with their partners and discuss the skill of blocking and how it might be used
for defensive strategy against the attackers
o Students will also discuss their strengths and weaknesses along with their favourite skill and why
and who it may benefit them during game play

Closure/Cool-down
 Debrief the skill through whole group discussion
o Discuss blocking techniques, what helped them be successful in putting the ball down and towards
a desired target
o How does blocking help during a defensive play?
 Cool-down stretch

Assessment & Evaluation

 (Formative) Observation: regarding basic skills of blocking and communication amongst partners
Equipment Safety Considerations
 Gymnasium  Spacing and distance awareness from walls, partners, and
 All volleyballs volleyballs
 Badminton nets  Positive support and feedback from partners
  Dodge balls or tennis balls  Organized transitions between stations

Dimension: Games
Unit: Volleyball
Lesson 7: Game Play
Date:
General Outcomes Activity Benefits Health Cooperation Do It Daily…For
Life!
 Specific Outcomes A6-11,A7-11 C6-3, C6-5 C7-3, D6-3, D6-4, D6-
C7-5 7D7-3, D7-4, D7-7

VOLLEYBALL
Game Play

Introduction/Warm-up
 Review all skills
 Warm-up activity “student choice”
o High-fives all around, cat and mouse, or knee-tag (use a voting system to decide)

Learning Activities/Teaching Strategies

 Explain rotation and positions
o Explain 6 positions on each court and after each serve students will rotate
o 3 touches before sending the ball over the net to the opponents side
o Explain the scoring and point system
o Students may pass, set, hit, serve, and block
 Game play “Fukahara”
o Students will pick a court and have teams of 6
o Use badminton courts 4 players on and two subbing (rotate subs in after every rotation)
o Ball only goes under the net
o Serve is underhand on the floor, students may pass set and hit
o If students wish to block they must lay out before the attacker hits the ball
o Once the ball goes out of bounds (the lines of the badminton court) the rally is over and the team
will receive a point, students will then rotate and begin the next rally with a serve
 Games will be played in 10 minute increments
o teams will keep track of their own score and once the whistle goes students will stop their game
and whichever team has the most points is the winner
o Teams will then shift and rotate to the next court and begin another game
o Teams with the most big points in the end will be the winner!
 Depending on time students can either choose to continue to play on the fukahara courts or begin more live
game play on another
o Two fukahara courts
o One to two live game play courts (depending on skill level) this may look like a game with a
bounce before each touch or a live volleyball game where the ball doesn’t hit the floor

Closure/Cool-down
 Debrief the skill through whole group discussion
o How does proper communication “calling for the ball” help for team success
o How does blocking help during a defensive play?
o How important is a pass during a game? The game/rally always starts with a pass
 Cool-down stretch

Assessment & Evaluation

 (Formative) Observation: regarding game play skills of cooperation and communication amongst peers
 Equipment Safety Considerations
 Gymnasium  Ensure to point out key aspects of teamwork, cooperation and
 All volleyballs communication for success
 Badminton nets  Be aware and considerate of varying skill during game play
 Court and space awareness during game play
 Ensure all players are rotating fairly