UNIT PLAN
ROWAN UNIVERSITY DEPARTMENT OF HEALTH AND EXERCISE SCIENCE
HEALTH & PHYSICAL EDUCATION
Teacher: Christopher Gero
Unit Title: Volleyball
Grade level: 9/10 Number of classes: 10 Duration of classes: 40 minutes; No. of Students: 24
SECTION A. (Overview)
Unit Overview
Unit Framework: Students are put into teams at the start of the unit and those teams will remain the
same throughout the unit. Students will learn the forearm pass, overhead pass, serve, spike, and
different offensive and defensive, and serving and receiving formations throughout the unit. At the
end of the unit they will play in a tournament.
Rationale (importance of unit): The unit is important because volleyball is a sport that many people
play. Students will learn strategies and will be equipped with the knowledge and skills of a sport
that they can play for the rest of their lives.
Previous experience in this type of activity: Students should have played this game previously in
school and many have probably played outside of school as well. They may not know all the rules,
formations, and strategies and may need practice with their skills.
Anticipated difficulties and how they will be addressed:
Problem: Students may not have the chance to practice their skills in games because students will try
to hit the ball over in one hit.
Solution: Institute a rule that if there is not a block, the team must use their three hits before hitting it
over.
Problem: The ball may be too hard for the practicing of the forearm pass.
Solution: Use softer balls until the students are used to the skill, and then put in regulation balls.
Resources, Equipment and Materials:
-Volleyball nets
-Regulation volleyballs-15
-Softer balls-15
-Floor tape
References:
Tom Dougherty’s Sample Unit Plan
Student Characteristics
General abilities/skill proficiency level: Many students have probably played volleyball so it will not
be starting from scratch with most of them. However, students may need to be taught the skills of
volleyball and they will then need to practice these skills. They should become proficient in these
skills and then will be taught the formations, which will make for better gameplay.
Student background: Students may not be athletically talented and therefore may lack interest in
the game of volleyball. However, as it is a game that is hard to master if you don’t practice and
play on a regular basis, most students should be on the same playing level, which will make for
even competition.
SECTION B. (Essential Questions & Objectives, CPIs & Assessment)
Unit Goals
Essential Questions:
What are some effective ways to serve?
What are some different serving and receiving formations?
What is the best way to block against a kill attempt?
NJCCCS CPIs Addressed:
2.5.12.A.1 Explain and demonstrate ways to
transfer movement skills from one game, sport,
dance, or recreational activity to another (e.g.,
striking skills from/to tennis, badminton, ping
pong, racquetball).
2.5.12.A.2 Analyze application of force and
motion (weight transfer, power, speed, agility,
range of motion) and modify movement to impact
performance.
2.5.12.B.1 Demonstrate and assess tactical
understanding by using appropriate and effective
offensive, defensive, and cooperative strategies.
2.5.12.C.2 Develop rule changes to existing
games, sports, and activities that enhance safety
and enjoyment.
Content Statement:
Standard 2.5 Grade 12 Stand A
Movement skill performance is primarily impacted
by the quality of instruction, practice,
assessment, feedback, and effort.
Standard 2.5 Grade 12 Strand B
Individual and team execution in games, sports,
and other activity situations is based on the
interaction of tactical use of strategies, positive
mental attitudes, competent skill levels, and
teamwork.
Standard 2.5 Grade 12 Strand C
Self-initiated behaviors that promote personal
and group success include safety practices,
adherence to rules, etiquette, cooperation,
teamwork, ethical behavior, and positive social
interaction.
Unit Objectives: What students will know and be able to do by the end of the unit
Cognitive:
Psychomotor
-Students will describe the proper ways to serve.
-Students will demonstrate a proper float serve.
-Students will describe two different offensive
formations and two different defensive
formations.
-Students will perform a proper spike during
gameplay.
-Students will identify what type of pass is best
used in different situations.
-Students will identify the best formations during
game play.
-Students will rules and skills of volleyball and
apply them throughout the unit.
Affective:
-Students will shake hands before and after
games with the opposing team.
-Students will provide their teammates with
positive reinforcement.
-Students will say “good luck” and “good game”
before and after games.
-Students will demonstrate proper passes during
different situations.
-Students will perform proper service formations.
-Students will demonstrate different offensive
formations.
-Students will provide constructive feedback to
their fellow students.
-Students will show good sportsmanship
throughout the unit.
Assessment Evidence
Performance Task(s): Students will be fully engaged throughout the unit as a player, referee, or
scorekeeper. All will be necessary for the tournament at the end of the unit.
Other Evidence: See Appendices.
SECTION C. (Learning Activities & Instructional Strategies)
Daily outline of Content, Procedures (management, transitions), & Instructional Strategies –
Include introductory activities, learning focus activities, culminating activity and closure
Day 1. Teams, Intro to Volleyball, and Overhead pass
Opening Activity: Teams
Divide students into 4 teams of 6. Have the teams spread out in the gym so that they have their own space.
Tell them to come up with a team name, mascot, and slogan. These teams will not change throughout the unit.
Ask the students what they know about volleyball and what they hope to learn throughout the unit. Explain
some background information on volleyball and briefly tell them what the unit will consist of. (10 minutes)
Fitness Activities: See Appendix I (5 minutes)
Learning Focus Activity: Overhead pass
Tell students to get into partners and get one ball. Have the partner with the ball toss it to their partner. The
partner gets under it and overhead passes it back to their partner. The first partner catches it and then does it
again. Have the students do this 3 times and switch. Then have the first partner toss the ball to their partner so
the partner can overhead pass it back to them. However, instead of catching it, now the partners overhead
pass it back and forth to each other. (10 minutes)
Culminating Activity: Overhead pass
With the students still in their partners from the previous activity, have them set a goal for how many overhead
passes they can get without missing one or having to catch any. Have them try it. If they reach or surpass their
goal before time is up, have them try to beat their new goal. (10 minutes)
Closure:
Have students gather in the middle of the gym. Review some of the basics of volleyball that you went over in
the opening activity. Ask the students what they did to make the overhead pass easier and what made it more
difficult. Briefly explain what the students will be doing the next class. (5 minutes)
Day 2. Passing: Overhead and Forearm
Opening Activity: Overhead passing
Tell students to get into partners, a different partner than the previous day. Have them practice their overhead
passing by doing the culminating activity from the previous lesson. Then tell the students the importance of the
forearm pass and when it is used in gameplay, as that will be what today’s skill is. (10 minutes)
Fitness Activity: See Appendix I (5 minutes)
Learning Focus Activity: Forearm pass
Tell students to get back into partners and get one ball. They are going to do the same activity as they did for
the overhead pass except that they are going to use the forearm pass instead. Tell them to go through the
progressions of tossing the ball to each other and catching it when their partner forearm passes it to them.
Then try hitting it back and forth. (10 minutes)
Culminating Activity: Forearm pass and overhead pass
With their partners have the students set a goal of how many forearm passes they can get without missing one
or catching it. Then have them use the overhead pass if the forearm pass they receive is too high, and see
how many they can get that way. (10 minutes)
Closure:
Tell the students to gather in the middle of the gym. Review when to use the forearm pass and when to use the
overhead pass. Explain the importance of knowing how to do both. Tell the students what to expect for next
class. (5 minutes)
Day 3. Passing and Serve
Opening Activity: Overhead pass and forearm pass
Tell students to get into partners with one ball. Have them practice their overhead and forearm passes. Tell
them that they will be introduced to serving today and that they will also be assessed today on the forearm
pass. (10 minutes)
Fitness Activity: See Appendix I (5 minutes)
Learning Focus Activity: Serve
Have students get back into partners with one ball. Introduce them to the skill of serving and tell them the
different types of serves they may use. Have them practice these back and forth with their partners with no net.
Then have them serve to their partner and have their partner pass it back with either the forearm or overhead
pass. (10 minutes)
Culminating Activity: Passing Assessment
With the students still in their partners have half the class line up on the sideline with their partners across from
them. Have the partner with the ball toss it to their partner and their partner forearm passes it back. Repeat this
5 times then switch. After each partner has done it 5 times, Switch again so they each get 10 passes. While
they are doing this, you are videoing them so that you can assess them after classing using the forearm pass
assessment. (see Appendix II) (10 minutes)
Closure:
Gather the students in the middle of the gym. Positively reinforce them about their assessments. Review the
basics of the serve and tell the students that serving will be the main focus for the next lesson. (5 minutes)
Day 4. Serving
Opening Activity: Serve
Tell students to get into partners with one ball. Have them practice serving back and forth to each other and
passing it back. Tell them that they will serve on a net today and trying different spins on it. (10 minutes)
Fitness Activity: See Appendix I (5 minutes)
Learning Focus Activity: Serve
Have students get into their teams and each team goes on their side of the nets. Tell students to serve over
the net to the team on the other side, then that team serves the balls back. After a few minutes stop them and
have them try different spins on their serves, using back spin, top spin, side spin or no spin. (10 minutes)
Culminating Activity: Serve
Tell the students as a team to come up with how many serves they can get in, in five minutes. Then have two
of the teams serve with the team opposite them rolling the balls back to them under the net. After five minutes,
switch and let the teams on the other side do it and try to beat their goal. (10 minutes)
Closure:
Tell the students to gather in the middle of the gym. Review the mechanics of serving, and ask the students
which serve worked best for them. Tell them that they will start working on spiking in the next lesson. Tell them
to work on a poster for their team that will be due at the start of the tournament. (5 minutes)
Day 5. Spiking and Blocking
Opening Activity: Jumping and Footwork
Have teams line up opposite each other in front of the net. Explain spiking and blocking and the importance of
both. Then have them practice their footwork and jumping for both spiking and blocking. (5 minutes)
Fitness Activity: See Appendix I (5 minutes)
Learning Focus Activity: Spiking and Blocking
In their teams have the students designate a setter. The setter will stand in the middle of the court in front of
the net. The rest of the team will line up on their strong side. The setter will then toss the ball up to their
teammate who will try to spike it. After everyone has gone, change setters so the setter has a chance to spike.
After going through once, have the team opposite them try to block the spikes. Have the spiker toss the ball to
the setter and the setter overhead pass it to them for the spike. After everyone has gone 3 teams have the
teams switch spiking and blocking. (10 minutes)
Culminating Activity: Power vs. Power
Still in their teams, have the spiking team line up with a setter and spikers on their strong side. Have the
blocking team line up with three blockers. Have the spiker toss the ball to the setter and the setter overhead
passes it to them for the spike. The blocking team tries to block it. If it is blocked the spiking team can try to set
up another spike if they can. If it is blocked and the spiking team can’t control it, it is a point for the blocking
team. If it is spiked in bounds and not blocked, it is a point for the spiking team. Have the three players rotate
out on each side and the blocking team now tries to spike. Tally up the points at the end to determine the
winner. (15 minutes)
Closure:
Gather the class in the middle of the gym. Remind them that at the end of every competition to be sure to
shake hands with the opposing team. Review the mechanics of setting, spiking, and blocking. Tell them that
tomorrow they will be assessed on serving and spiking. (5 minutes)
Day 6. Serving and Spiking Assessments
Opening Activity: Practice serves
Have students get into their teams and get in as many practice serves as they can. Tell the students they will
be assessed on serving and spiking today. (5 minutes)
Fitness Activity: See Appendix I (5 minutes)
Learning Focus Activity: Spiking
Have teams go through their spiking drill to get in as many spikes as they can in preparation for the
assessment. (5 minutes)
Culminating Activity: Serving and Spiking Assessments
Have the teams go onto their sides. Have the teams do the serving drill back and forth so you can assess them
using the serving assessment. (see Appendix II) Make sure each student gets 5 serves. Next have the teams
do their spiking drill so that you can assess their spiking. (see Appendix II) Make sure each student gets 5
spikes. (20 minutes)
Closure:
Tell the students to gather in the middle of the gym. Review the importance of a good serve and a good spike.
Positively reinforce the whole class about their assessments. Tell them that the tournament starts next class.
(5 minutes)
Day 7. Start of the Tournament
Opening Activity: Team Poster, Name, Slogan
Have the teams gather in the middle of the gym and show off their posters. Have the class vote on their
favorite poster, team name, and slogan. Tell them that tournament play will start today. (5 minutes)
Fitness Activity: See Appendix I (5 minutes)
Learning Focus Activity: Passing Circle
In their teams, have the students get in a circle and practice their passes around the circle. Make sure they are
communicating to avoid collision and injury. (3 minutes)
Culminating Activity: Tournament Day 1
Team 1 vs. Team 4. Team 2 vs. Team 3. The teams play a best of 3 series, games to 11. Make sure teams
shake hands at the end of the games. Game play assessment. (see Appendix II) (22 minutes)
Closure:
Gather the teams in the middle of the gym. Congratulate the winning teams and remind the losing teams it’s
only the first day. More tournament play tomorrow. (5 minutes)
Day 8. Continuation of Tournament
Opening Activity: Review Day 1
Tell students to get into their teams and discuss what strategies worked well and what they need to work on
from the tournament game the day before. Tell them they will have another 3 game series today. (5 minutes)
Fitness Activity: See Appendix I (5 minutes)
Learning Focus Activity: Jump Serve
Tell your students to take a few minutes and try jump serving if they want. This is just for fun and it is to
challenge them. (3 minutes)
Culminating Activity: Tournament Day 2
Team 1 vs. Team 3. Team 2 vs. Team 4. The teams play a best of 3 series, games to 11. Make sure teams
shake hands at the end of the games. Game play assessment. (see Appendix II) (22 minutes)
Closure:
Gather the students in the middle of the gym. Tell them that they will be playing another tournament game
tomorrow. Hand out cognitive assessment and tell them it is due championship day. (5 minutes)
Day 9. Continuation of Tournament
Opening Activity: Introduce your opponent
Have the teams introduce their opponent that day. Be sure that there is nothing inappropriate said during
introductions. (5 minutes)
Fitness Activity: See Appendix I (5 minutes)
Learning Focus Activity: skip for tournament play
Culminating Activity: Tournament Day 3
Team 1 vs. Team 2. Team 3 vs. Team 4. The teams play a best of 3 series, games to 11. Make sure teams
shake hands at the end of the games. Game play assessment. (see Appendix II) (25 minutes)
Closure:
Gather the teams in the middle of the gym. Tell them which two teams will be playing in the championship
based on total wins. Congratulate all the teams for great effort. (5 minutes)
Day 10. Championship
Opening Activity: Posters and slogans
Have teams show off posters and slogans for final time. (3 minutes)
Fitness Activity: See Appendix I (5 minutes)
Learning Focus Activity: Pepper
Have students get in partners and try to pepper. This means that one student tosses the ball to his partner and
then they continuously forearm pass, then overhead pass, then spike. They do this as many times as they can
without missing or having to catch it. (5 minutes)
Culminating Activity: Championship
The two winningest teams play each other for the championship. Best of 3 series, games to 11. Have the other
two teams either practice on the other court of cheer on the classmates. Game play assessment. (see
Appendix II) (22 minutes)
Closure:
Tell the students to gather in the middle of the gym. Congratulate the winning team, and congratulate the
losing team on getting to the championship. Tell them that is the end of the unit. (5 minutes)
SECTION D. (Reflection)
Student Outcomes:
Did students show sportsmanship to both their own team and the opposing team?
Did students demonstrate proper passing, serving, and spiking skills?
Did students demonstrate knowledge of different formations?
Teacher Effectiveness:
Was I prepared for every lesson before class?
Did I positively reinforce and encourage all students?
Did I ensure a safe playing environment?
APPENDICES
APPENDIX I: Common/Daily Unit Activities
Cardiovascular Fitness for Volleyball (Chris Gero)
-
Tell students to line up in a straight line on the attack line facing away from the net. Then have
them sprint forward to the end line and practice their spiking action. Then have the students
back pedal to the attack line and practice their blocking action. Have the students slide left five
slides and slide right five slides. Tell students to repeat this three times.
-
Tell students to lineup on the service line and spread out so nobody runs into each other. Have
them sprint to the closest attack line and back to the service line, then to the opposite attack
line and back to the service line, then to the opposite service line and back to the service line.
That is one rep. Have students do three reps.
Performance Fitness for Volleyball (Dylan Turner)
1. Vertical jumps (Power)
a. The instructor will break the class of students into partners or one group of three if there
are an odd number of students. Then instruct the students on the proper form, which is
to have a good shoulder width stance with their feet. Have good balance with their head
and shoulders being perpendicular to the ground. The students will then squat down by
bending their knees while keeping the body aligned. Then jump vertically while throwing
their arms up at the same time to propel them vertically in the air. The students will also
practice the arm motion of spiking the ball and blocking the ball when jumping. (Partners
will go for 15 seconds at a time)
2. Slides left and right (Agility)
a. The instructor will have all of the students perform this skill at the same time. The students
will follow the instructors’ signals to slide to the left and right. The students will need to have
their weight on the balls of their feet, a good shoulder width stance, and keep their head up
so they can see the ball coming. While students follow the instructors’ signals the instructor
will also be throwing a volleyball to one student at a time and be asking them to overhead
pass the ball back to the instructor. The students will continue to do this skill until the time
for this skill is over.
Flexibility Activity for Volleyball (Tim Connor)
1. Neck Stretch: Tell students to hold the volleyball out in front with their eyes locked on it.
Describe that their eyes will remain locked on the ball for the whole activity. To
demonstrate, raise the ball up to the ceiling, then down to the floor. Specify that students
should do the stretch slowly, until they feel the limits of their range of motion. Demonstrate
the same thing out to the sides. Instruct students to hold each stretch for three seconds,
and alternate sides three times each.
2. Shoulder Stretch: Instruct students to hold the ball firmly with both hands in a pass (set)
grip. Tell students to bend their legs slightly and reach their arms up as high as they can
while keeping their eyes fixed on the ball. Instruct students to lower the ball to shoulder
height, and out to side, stretching the ball as far out as possible. Demonstrate slowly for
understanding.
3. Secondary Shoulder Stretch: Tell students to hold the ball behind their backs and lift it up
towards shoulder level. Instruct them to lean forward slightly to get maximum range of
motion. Specify that to effectively stretch they must hold the stretch for 10 to 15 seconds
and then wait for the next stretch to begin.
4. Trunk Stretch 1: Instruct students to stand with feet slightly wider than shoulder width
apart. Instruct students to hold the ball close to the abdominal region and turn the upper
body only to each side, alternating slowly. Specify that the head should move with the
trunk. Demonstrate for understanding.
5. Trunk Stretch 2: Instruct students to hold the volleyball close to their abdominal region.
Instruct them to bend their torso forward, until it is parallel to the ground. Tell the students
to bend the torso to the side, making a right angle, stretching the core muscles. Tell them
to alternate sides, and hold stretches for 15 seconds each side. Demonstrate for
understanding.
6. Trunk Stretch 3: Instruct students to get on all fours, with the ball under them. Instruct the
students to arch their backs and look up to the ceiling, touching the naval to the volleyball.
Tell the students they should feel the stretch in the core and back muscles. Demonstrate
for understanding.
7. Trunk Stretch 4: Instruct the students to get on all fours, with the ball out in front of them.
They may hold the ball for this activity. Tell the students to hold the ball out in front of them
with their arms stretched as far as possible. Instruct the students to sit back on their feet
while looking at the floor, stretching the core and back muscles. Tell the students to hold
the stretch for 10 to 15 seconds. Demonstrate for understanding.
8. Hamstring Stretch: Tell the students to stand with their feet together, with the legs straight.
Tell them they will not be holding the ball for this stretch. Tell the students to have their
arms in the underhand (bump) position as they reach down to the floor, stretching their
hamstrings. Instruct the students to hold the stretch for 10-15 seconds. Demonstrate for
understanding.
9. Quadriceps Stretch: Instruct the students to take one big step forward, placing one knee
on the floor. Tell the students to hold the ball in a pass (set) position out in front, stretching
the quads in the lunge position. Instruct the students to hold the stretch for 10-15 seconds,
and to alternate sides. Demonstrate for understanding.
10. Adductor Stretch: Tell the students to sit in the butterfly position with their hands in the
bump position. Instruct them to apply pressure to their legs, stretching the adductor
muscles. Specify that they are not to bounce, but are to use gradual pressure, improving
range of motion. Demonstrate for understanding.
11. Gastrocnemius Stretch: Instruct the students to have four points (Both hands and both
feet) touching the floor with their body at a 45 degree vertical angle. Instruct the students
to place one foot over the other, stretching the bottom gastroc. Instruct them to hold the
stretch for 10-15 seconds, alternating legs. Demonstrate for understanding.
Muscular strength/ endurance activity for volleyball ( Eric Guth)
Upper body exercises:
1. Volley ball extension exercise
a. Instruct students to pick up their own volleyball. Tell the students to stand in an upright
position, hold the ball in their hands at a 90 degree angle with their torso so that the ball is
directly in front of their chest. Demonstrate this position for the students while giving verbal
instructions. Tell students to hold this position for 60 seconds.
2. Volleyball pushups
a. Instruct students to get into a standard pushup position (plank position with arms extended
and hands slightly distal to the shoulder). Then, tell the students to put their volley ball
underneath their body so that it is directly underneath their chest. Then show the students
how to do the downward motion of the pushup towards the volleyball. The stop point is the
volleyball. Repeat this for ten repetitions. Demonstrate this for the students during the
explanation.
Core exercises:
1. Assisted sit-ups
b. Instructed students to lie on their backs with a volleyball in their hands. Tell the students
they should elevate their knees so that their feet are flat on the floor approximately one to
two feet from their gluteus. Show the students how to use the volleyball for assistance
during the sit-up. Explain that the volleyball’s momentum from the up-swing relieves weight
from the abdomen during the sit-up. Tell the students to do ten repetitions. Demonstrate
this for the students during the explanation.
2. Volleyball V-up
a. Instruct the students to lay on their backs with their feet perpendicular to the floor, towards
the sky. Instruct the students to hold a volleyball in front of their chests. Tell the students
to touch the volleyball to their toes ten times by elevating their trunks off the floor.
Demonstrate this for the students during the explanation.
Lower body
3. Bump squats
a. Tell the students to get into a bump position. Tell the students to slightly stagger the
dominant foot forward, bend at the knees, use the extended arm position of a volleyball
bump, and use a low center of gravity. From this position tell the students to do ten squats.
Demonstrate this for the students during the explanation.
4. Spike calf raises
a. Tell the students to get into a regular square position. Instruct to students to elevate their
bodies by raising their heels off the ground (calf raises). During each of the ten repetitions
tell the students to do the arm motion of a spike. Demonstrate this for the students during
the explanation.
APPENDIX II: Assessment Activities
Psychomotor Assessment Activities:
Chris Gero
Psychomotor Assessment-Volleyball Serve
The students will be assessed on the volleyball serve. They will be assessed on both form and getting
it over the net in bounds. Students will each get 5 serving attempts. They will serve 2 with top spin, 2
with no spin, and 1 either way they want. Students will be graded 0-2 for each of the 5 categories they
are being graded on.
0- Student did not attempt
1- Proper form or proper result; not both
2- Proper form and proper result
_____ Student steps with non-dominant foot as they toss the ball up.
_____ Student has control over toss and does not throw it too far in front or behind them.
_____ Student contacts the ball with an open hand.
_____ Student displays proficiency of serve with top spin.
_____ Student displays proficiency of serve with no spin.
Total _____/10
Dylan Turner
Psychomotor Assessment- Volleyball
Hitting Checklist:
The students will be assessed on the proper spike over the net. The students will be given a partner.
The first student will throw the ball over the net when the other student will then spike it in return. The
student will feed the ball to their partner five times. Students will be given a score of either 0, 1 or 2 in
each category based upon their proficiency. The students will receive a score between 0-10.
0- Did not participate
1- Attempted Skill; Marginally Successful
2- Showed Proficiency in Skill
_____ 1. Takes four steps towards net, leading with foot opposite the striking hand ahead of other
foot.
_____ 2. Displayed both arms in air, non-striking leading, striking arm resembles overhead throw,
flexed at elbow, draw back at shoulder height.
_____ 3. Displayed firm open hand thrown at ball.
_____ 4. Displayed initial contact on top back quarter of ball with wrist snap forward.
_____ 5. Simultaneous coordination of the arm and leg action.
_____ Total score /10
Tim Connor
Psychomotor Assessment- Volleyball- Forearm Pass
Instructions: Position the student who will be performing the forearm pass in the center back
position awaiting the serve. Position another student in the center front position to act as the setter.
Position a server on the opposing side of the net, ready to serve the ball to the designated test
student. The test students job is to move to the serve, and accurately pass it to the setter, with a
well-utilized forearm pass. This Rubric will be used for grading.
Directions: Place a X in the box that applies to the student’s performance, and total the score at the
bottom. Observe carefully and watch for the listed criteria, and grade honestly and fairly.
Assessment
Properties
(0)
(1)
(2)
(3)
Not
Demonstrated
Demonstrated
1-2 X’s
Demonstrated
2-3 X’s
Demonstrated
4-5 X’s
Movement to
the serve
Stance prior to
forearm pass
Arm/hand
positioning
prior to/
during
forearm pass
Eyes watch
ball make
contact
Pass is
accurate 4/5
times (Setter
does not have
to move more
than 1 step)
Eric Guth
Volleyball Game Play Assessment
Instructions and scoring Guide:
Instructions to students: Players will be playing a game of 6 VS. 6 volleyball.
Scoring Rubric for Volleyball 6 vs. 6 Game
Player Name: ________________ Assessor Name: ______________
Criteria/ Components/ Concepts
Most
Frequently Sometimes Seldom
1. Moves to effective space and calls for the ball
when appropriate (communicates with teammates).
2. Uses appropriate pass based on teammate and
opponent’s positions and actions.
3. Maintains position with teammates when on
offence
4. Maintains position with teammates when on
defense.
5. Spikes and/ or passes for another teammate to
spike based on what is most effective or appropriate
Levels of Performance: (Check Appropriate box to indicate level of performance met)
Most: Criterion demonstrated 75%+ during the game play
Frequently: Criterion demonstrated more than half of the time
Sometimes: Criterion demonstrated less than half of the time during the game play
Seldom: Does not demonstrate criterion during game play
Cognitive Assessment Items:
Chris Gero #1-5 Tim Connor #6-10 Dylan Turner #11-15 Eric Guth #16-20
Cognitive Assessment-Volleyball
1. True/False When serving, if the ball hits the net and lands in bounds on the other side, it
results in a loss of point and loss of serve for the serving team. FALSE
2. True/False A service ace is when the serve is not successfully returned by the receiving team.
TRUE
3. Multiple Choice In order to get your serve to dip you should put what spin on it?
A. No Spin
B. Side Spin
C. Back Spin
D. Top Spin
4. True/False A service error is any serve that the serving team does not score on. FALSE
5. True/False A proper float serve has little to no spin on it to achieve a knuckling effect. TRUE
6. Pass, Bump, and Dig are different ways to describe which volleyball skill?
a. Serve
b. Spike
c. Overhand Pass
d. Forearm Pass
7. True/False The Forearm Pass is most effective when used against a shot going below the
midline. True
8. When using the forearm pass, a player should make contact with the ball using their
a. Finger tips
b. Knuckles
c. Forearms
d. Thumbs
9. True/False The knees should be flexed approximately 45 degrees when utilizing the forearm
pass. False (90 degrees)
10. True/False During the forearm pass, the knees should be bent, elbows locked, and the player
should align with the ball as near as possible to the midline. True
11. True/False When spiking the volleyball the wrist snaps forward. TRUE
12. True/False The back row players can legally enter the front court area to block or attack the
ball over the net. FALSE
13. True/False The five person “W” formation is used in serve reception. TRUE
14. True/False The players all rotate one position ____________ following a rally in which they win
the right to serve. CLOCKWISE
15. Multiple Choice What part of the volleyball do you want to contact when spiking?
A. Bottom Back Quarter
B. Top Back Quarter
C. The Middle
D. None of the above
16. True/False An overhead pass is also known as a set. FALSE
17. Short Answer An ideal sequence of passes would be?
Forearm Pass, Over Head Pass, Spike.
18. Fill in Games must be won by 2_ points.
19. Multiple Choice Teams should have how many players on the court?
A. 3
B. 4
C. 5
D. 6
20. True/False You should use the overhead pass when the ball is above the midline of your body.
TRUE
Affective Assessment Items:
Volleyball Assessment-End of Unit
Hand out the last day of the unit.
1. Did you like Volleyball? Circle one
Yes/No
2. What is one thing I could have done to make it better?
3. What is one thing you could have done to make it better?
4. Would you recommend I teach it next year? Circle one
Yes/No