Monday, April 22, 2013

Volleyball - 6 Week Unit


Unit Outline

Document: Unit Plan

6 Week Unit

Document: 6 Week Outline

Weekly Lesson Outline


IN THROUGH ABOUT of the Weekly Unit Outline --> Weekly Lesson Outline

Week 1 Single:      Referring
Week 2 Double:     Setting the ball
                            Setting up to attack
Week 2 Single:      Digging the ball
                            Setting up to attack
Week 3 Double:     Spiking the ball 1
                            Spiking the ball 2
                            Spiking the ball 3
                            Winning the point
Week 4 Double:     Blocking the ball 1
                            Blocking the ball2
                            Defending against an attack
Week 4 Single:      Attacking as a team
Week 5 Double:     Defending as a team
Week 5 Single:      Winning the point


Assessment Rubric


Assessment Materials:     Pre/Post Test
                                        Team Roles Assignment
                                        Skills Testing Sheets
                                        Exit Cards


Sample Lesson

 Document: Lesson 10

Video of 'Best Teaching'




Other Resources

Video Resources for Biomechanics:     
                                                           Australian Coaches-Basic Biomechanics
                                                           Biomechanical Analysis of a Volleyball Spike
                                                           Biomechanics of the Body - Levers
                                                           Biomachanics of the body (excerpt)
                                                                               Newtons Laws

 Video Resources of PE Approaches:
                                                           Game Sense video - part 1

 Text Books:

Mitchell, S. Oslin, J. & Griffin. L. 2006, Teaching sport concepts and skills: a tactical games approach, Champaign III.: Human Kenetics, 2nd Edition

Viera, B. & Ferguson, J. 1996, Volleyball: steps to success, Champaign, IL: Human Kenetics, 2nd Edition

 Web Resources:
                                                          wiseGEEK - What is the biomechanics of volleyball?
                                                          sportsbiomech - The Biomechanics of the Volleyball Spike
                                                          biomech - Arm swing of volleyball spike jump



Justification

Tactical Games Approach and SEPEP

The volleyball unit is set up in a SEPEP design with a tactical (game sense) approach to learning new skills and knowledge. The class is usually run in a manna that promotes learning through the game. Skill drills are still incorporated but are focussed more in game situations. Discussions about certain challenges that arise in the game are one of the ways that learning occurs (guided discovery through questioning). If a fundamental skill or play is not working then additional target skill/drill (example setting the ball back and forth in partners) would occur until which time the students are at a level where they can rejoin the previous activity.
Teaching games for Understanding is also used within the tactical games approach. This is done by manipulating different variables in the game/session, such as time, risk and space. This provides optimal challenge to all students as well as promoting cognitive thinking through various aspects of performance and leads to a better understanding of the game (Pill, S 2006). This is important as changing the environment of the game can allow for certain skills to be learnt as well as promoting inclusive activities that can provide more opportunities for success. An advantage of using this approach is that it has the ability to give students the understanding/nature of the game before the skill/technical components. This is good because it can create a ‘passion’ for the game in those who particular are not very good at sport and can lead them to become involved as players, officials, administrators or informed spectators (Pill, S 2010).
A key focus each lesson falls upon discussion and questioning. According to Pill (2010) ‘The key tool for guided discovery using the game-centred approach is the use of fertile open-ended questions.’ This  is because open ended questions allows the student to derive and construct their knowledge whilst closed questions can be answered with an obvious response with no further enquiry that in turn has less chance to lead to effective learning. The South Australian Teaching for Effective Learning (TfEL) framework guide shows in 3.2 Develop expert learners: foster deep understanding and skilful action, shows that teachers should ask students open questions that have no correct right or wrong answer. This is so students can ask themselves question about their learning as well as reflect, imagine and research from a range of sources and perspectives (can be other student’s views/opinions) and create their own understanding and learning.

Team Roles

As the Unit will be following a SEPEP design, the class will be split up into teams where every student is assigned a particular role in the group. The roles in the group are ones that are commonly seen in most sporting communities, either being local club or state league. The roles are there to open students up to different possibilities that sport can offer, for example either being a coach, referee or sports journalist. The reason why this is good is because it gives students who are not particularly good at sport an opportunity to be still involved with sport in a positive manner as well as showing all students that sport is not only about the players playing the game.
Working in teams requires each student to participate and work collaboratively. As part of the TfEL framework 3.1 Develop expert learners, it is said that teachers should teach students strategies on how to effectively collaborate through role taking, listing to and respecting others opinions and views, appreciating different contributions and playing their part. Therefore assigning students team roles allows the teacher to fulfil this requirement and allow for students to experience work collaboratively in team environments.
As the team roles allows students to experience different tasks that are under taken in sports communities and be able to choice which one they would like to do regarding their interests it can allow for many benefits for the student. Under 4.2 Personalise and connect learning, it states that it is important to identify relevance to life beyond the classroom as well as encouraging students to connect learning with personal , local or national significance. Thus by showing and allowing students to experience these roles can potentially encourage them to inspire to become one (or similar) roles in their future life.

Biomechanics

Throughout the unit students will be exposed to vary of different biomechanics components. This will be done be direct teaching, discussions, questioning, and video analysis. For the first weeks of theory lessons students will be analysis video clips of volleyball skills regarding the particular topic being taught each lesson. Whilst in the last few weeks, students are to video themselves in the practical lesson and then analysis themselves and others using the knowledge they have gain in the first few weeks of the topic. This is good as students get to used/learn ICT skills in the classroom as well as be able to analysis their own performance in order to correct their biomechanical technique of particular skills. Likewise open-ended questions will be use and follow the TfEL framework.
This approach can be broken down into two parts in regards to the TfEL framework. Firstly in 3.3 Develop expert learners: Explore the construction of knowledge, states that Students should share perspectives and give/receive feedback on their ideas as well as being taught to critically analyse information and primary sources of data. This can be seen in the lesson from the use of analysing video footage of general volleyball movement and their own movement patterns as well as focusing on discussion surrounding such topics. Secondly it can also relate to 4.3 Personalise and connecting learning: apply and assess learning in authentic contexts, such that the use of digital resources that simulate real-life situations and assessment scenarios should be used, as well as incorporating self and peer evaluation and focusing on quality of performance demonstrated in learning skills, understanding and knowledge. Thus we can see that by using ICT and discussion in the classroom we can improve the lesson for ‘best teaching’.

Exit Cards

At the end of most lessons an exit card will be given to the students. On the exit card will usually contain a couple of questions regarding what they should have learnt that lesson as well as a rating scale or questionnaire on how they feel they performed that lesson (usually regarding personal and social responsibly (PSR)). There are three main reasons why I would use an exit card in my lessons. The first being that it gives the teacher an awareness of the students learning during the lesson as well as given qualitative data of their knowledge. Secondly it gets the students to reflect on both their knowledge of the lesson as well as their behaviour and actions during the lesson (PSR). And lastly it provides a way of summing up the lesson, refocussing on the intended outcomes and goals, and revising the main teaching cues.
Exit cards, particularly the ones that I would like to implement in my lesson have strong links to the TfEL framework. For example the questions that the cards ask the student not only relate to the skill knowledge of what they learn in class, but can also relate to their prior knowledge or even ask them what they would like to learn more about. This would fall under 4.1 Personalise and connect learning: Build on learners’ understanding. The benefit of this is that if you know what the student already knows, then you are able to make adaptions to your lessons to cater for their needs and reediness. Another way that it fits into the TfEL framework is that it provides the teacher with evidence of learning, which can fall into the 1.6 design, plan and organise for learning and teaching. By keeping records of students knowledge makes it easier for the teacher to assess the student and give them a grade with evidence of their learning.
The exit cards focus on some of Hellison’s (2003) model of Teaching Personal and Social Development (TPSR).  One of the main components of the model is the 5 level of responsibility. They can be seen as stages of personal and social behaviour where students can be placed in particular stages depending on certain factors. The 5 levels are I: Respect, II: Effort III: Self-direction, IV: Helping, and V: Out of the gym. Students are encourages to progress through the levels, even if they only move up one level they are still making an improvement. The rating scale used in the example (of the exit card) is derived from this model and relates directly to the 5 levels of responsibility.
This is only one why that the TPSR Model is being used in the Exit cards and the unit. However for the TPSR model to be effective it has to be incorporated into almost every aspect of the lesson and unit. Therefore students will be continually asked questions regarding PSR as well as doing small activities and discussions on issues that may arise in class. The benefit of using this model is that it will allow students to become more responsible in physical activity as well as outside the gym.


References

Hellison, D. (2003). Teaching personal and social responsibility in physical education. In Silverman, S.J. & Ennis, C.D. Students learning in physical education: Applying research to enhance instruction. Champaign, IL: Human Kinetics.

Launder, A. G. (2001). Play Practice: The Games Approach to Teaching and Coaching Sports. USA: Human Kinetics.

Mitchell, S. Oslin, J. & Griffin. L. 2006, Teaching sport concepts and skills: a tactical games approach, Champaign III.: Human Kenetics, 2nd Edition

Pill, S. (2006). ‘Teaching games for understanding’, Sports Coach, 29, pp1-4

Pill, S. (2010). Play with Purpose: a resource to support teachers in the implementation of the game-cantered approach to physical education: primary-middle years (2nd ed.). Hindmarsh, S, Aust. ACHPER

Viera, B. & Ferguson, J. 1996, Volleyball: steps to success, Champaign, IL: Human Kenetics, 2nd Edition