Senior Physical Education
Unit 1: Volleyball & Skill Acquisition
Improving Personal Performance
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Information-processing approach to teaching & learning physical skills
Feedback in learning motor skills
Classifying skills
Stages of learning
Teaching/learning styles
Characteristics of the Learner
Volleyball
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Dig, Set, Spike, Serve, Block, & Court Movement
3 Hit Volleyball
Defensive Positioning, Attacking & Covering Space
Specialist Positional Play
Name: ________________
Suggested Time Line
Term 1
Week
Session 1 (80 Min)
1
Introductory Volleyball Skills
Dig Set Spike Combinations
Court Movement
2
Introductory Volleyball Skills
Dig Set Spike Combinations
Court Movement
3
Introductory Volleyball Skills
Serving, Blocking, Defensive
Positioning
4
5
6
7
8
9
Volleyball
Volleyball
Volleyball
Volleyball
Volleyball Practical
Assessment
Volleyball Practical
Assessment
Session 2 (80 min)
What Is A Motor Skill?
Characteristics of skilled performers
Motor Programs
QSPE p 2-5
e-HPE 2 Skill Acquisition Principles –
Motor Skills
Classification of Skills
Discrete, Continuous, Serial, Fine,
Gross, Open, Closed
QSPE p 6-8
e-HPE 2 Skill Acquisition Principles –
Types of Motor Skills
Factors Affecting Skill Acquisition
Information Processing, Age, Gender,
Heredity, Physical Characteristics,
Personality, Motivation, Sociocultural,
Instruction, Type of Practice
QSPE 17-22
Skill Acquisition
Cognitive, Associative, Autonomous,
Factors Affecting, Stages of,
Classification of Learners Stage
QSPE p 9-17
e-HPE 2 Skill Acquisition Principles –
Stages of Learning
Types of Practice
The Learning Process, Massed,
Distributed, Whole, Part, Drill, Game
Sense, Speed, Accuracy, Variability,
Learning Styles, Implications for
Coaches
QSPE p 24-38
e-HPE 2 Skill Acquisition Principles – IPM
– Practicing a Physical Skill
Feedback & Skill Learning
Selective Attention QSPE 46
Feedback QSPE p 52-59
e-HPE 2 Skill Acquisition Principles – IPM
- Feedback
Coaching For Individual Needs
The Needs of Learner’s In Specific
Stages
Step Forward p45-53
e-HPE 2 Skill Acquisition Principles –
Coaching For Individual Needs
WS Coaching the Stages of Learning
Session 3 (40 min)
Motor Program & Sub-Routines
Lab Report
Skills Classification Lab Report
Stages Of Learning Lab Report
4.3 Research Report P80 QSPE
Types of Practice Lab Report
Feedback & Skill Learning Lab
Report
Activities to Improve Volleyball
Performance
Self–Evaluation: Which method of
practice, feedback, skills and
coaching styles are most relevant
to me
Volleyball
Essay Writing Workshop
Essay, Paragraph & Sentence
Structure
Volleyball Practical Assessment
Draft Due
Research Report
Final Copy Due
Common Curriculum Elements
Senior Physical Education
Unit 1: Volleyball & Skill Acquisition
Analysis – Show the essence of something, by breaking it down into its component
parts and examining each part in detail
Determine – Arrive at an answer, show required steps or strategies; calculate the facts
about a problem
Explain – make clear; make known in detail; give reasons
Justify – Show adequate grounds for decisions or conclusions (referencing authors or
published texts)
Indicate – clearly name or state the relevant point(s)
Identify – establish or select; recognise or name
Express – to give a clearly stated and definite response in the requested format
Senior Physical Education
St Andrew’s Catholic College
Assignment Task Sheet
Year 11
Term 1, Semester 1
Formative
Task 1b Volleyball & Skills Acquisition
Focus Area A: Learning Physical Skills
Student’s name:
Teacher’s name:
Genre: Research Assessment - Analytical Exposition Essay
Length: 800 – 1000 words
Draft Date:
Completion Date:
Conditions: Teacher consultation allowed. Maximum two drafts submitted. Turnitin submission required.
Background
Students participated in and completed a variety of Lab Reports relevant to motor learning and personal
volleyball performance. Students used information gathered in relation to motor programs, sub-routines,
stages of learning, types of practice and coaching principles to make judgements of their skill level and
individual needs in coaching and practice sessions.
Task Instructions
Select the learning experience which was most effective in improving your volleyball performance. Justify your
decision with reference to principles of motor learning
Your response should:
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Display evidence of analysis of learning experiences to determine information relevant to which coaching
sessions, activities and methods were most effective in improving your volleyball performance
Explain and justify (provide sound and logical reasoning) which elements of Motor Learning reference
material support your decision
Clearly indicate and justify your decisions regarding the effectiveness of learning experiences for your skill
acquisition level
Clearly identify and justify (provide sound and logical reasoning) relevant factors, evidence and observations
which support your decisions
Express your solutions in a coherent, logical and consistent piece of writing
Utilise Lab Reports and Observations (Appendices) as evidence
Results:
Acquiring
Applying
Evaluating
Refers to students’ abilities to retrieve and comprehend information
about, through and in physical activity
Referring to students’ abilities to apply, interpret and analyse
information about, through and in physical activity.
Referring to students’ abilities to make decisions, reach conclusions,
solve problems and justify solutions and actions with information
previously gained
Appendix __
WORKSHEET: VOLLEYBALL SKILL CLASSIFICATION CIRCUIT
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NAME: ______________________
You are to complete the following circuit of activities one at a time.
Complete each activity for 30 s – 1 min counting your number of successful shots/efforts and retrieve the ball where appropriate. Swap with your partner if necessary. Try and
beat your partner’s score.
After completing the station, list the type of skill you have performed (do not classify discrete skills as continuous because you are performing as many as possible in 30 secs).
Possible classifications: Continuous, Serial, Fine Motor, Gross Motor, Locomotor, Non-Locomotor
Place each activity along the open and closed continuum.
Activity
Dig & Set
(Training)
Speed Sets
(1 Minute)
5 in a row forearm
passing
Under serving
Score
Environment
Muscle Groups Used
Movement Type
Overarm serving
Receiving Serve
(/10)
Spike with
blockers
Open Closed Continuum
closed
open
Observations/Discussion
1.
a. Which activity in the circuit do you feel you performed best in?
b. How did you classify this skill? (i.e., discrete, continuous, serial, open, etc.)
2.
a. Which activity in the circuit do you feel you performed worst in?
b. How did you classify this skill? (i.e., discrete, continuous, serial, open, etc.)
3.
If you were going to use one of these activities as a training activity which do you think you would get the most benefit from? Explain in terms of
its classification and your level of skill and experience. (Pg 65-67 QSPE)
4.
Which activity do you feel would be best for someone who has never played Volleyball before? Why?
NAME: _________________
Appendix __
LABORATORY REPORT: PERFORMING MOTOR SKILLS, MOTOR PROGRAMS & SKILLED PERFORMANCE
Aim
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To perform motor skills in a team game.
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To classify the motor skills utilised in volleyball and identify sub-routines.
Method
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Participate in a 5 min volleyball game
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Identify and record independent skills used in the game
Observations/Discussion
1. List five skills used in the game.
2. List the subroutines of one skill in the correct order; use diagrams to enhance explanation (i.e.,
serve, dig, set, spike, block).
i.
ii.
iii
iv.
v.
3. Do you consider yourself to be a skilled performer in the above skill? What elements of your
performance lead you to this conclusion?
4. Explain how motor skills and motor programs compliment one another.
Appendix __
Name: __________________________
LABORATORY REPORT: SKILLS CLASSIFICATION – SELF ANALYSIS VOLLEYBALL
Aim
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To classify personal levels of skilled performance in volleyball
Method
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Perform and record a battery of volleyball skills in closed environments and then observe level of
application during game play 10 min (Open).
Observations/Discussion
Skill
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Overarm
Serve
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Subroutines
Front foot forward and back
foot back slightly to the right
Ball in the palm of left hand
facing up
Right hand on top of the ball.
Palm facing down
Arm towards court. Slight bend
in elbow for comfort
Draw right elbow back with
palm facing down to your ear
Toss ball (no spin) about 50cm
above head.
Step forward with left foot,
swing hips around and contact
ball above and in front of your
head with open palm
Keep hand and wrist stiff
Environment
Closed
Distraction (open)
Closed
Forearm
Pass
Open
Observations
Closed
Overhead
Pass/Set
Open
Closed
Spiking
Open
Closed
Blocking
Open
NAME: ______________________
Appendix __
LABORATORY REPORT: TYPES OF PRACTICE
Aim
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To improve students’ understanding of the different type of practice.
To improve the ability of the Volleyball set shot.
Materials
Volleyballs
Method
Instruction & Modelling
 Demonstrate the whole underarm serve in Volleyball.
 Provide a few simple points for the underarm serve such as the grip, bending the knees
preparation and the contact point
Activity 1
 Students perform 20 serves in a row towards the target.
 The partner retrieves the ball & counts the number of successful shots.
 Swap with your partner.
Activity 2
 Perform 5 serves towards the target
 The partner retrieves the ball & counts the number of successful shots.
 Then walk around the court 3 times
 Repeat the above activity 4 times.
 Add the results together & calculate your score out of a total of 20 attempts.
 Swap with your partner.
Activity 3
 Stand at the serving line
 Close your eyes & visualise performing all the parts (subroutines) of the serve correctly, with
effective timing, then scoring.
 Open your eyes & perform 5 serves from the foul line.
 The partner retrieves the ball & counts the number of successful shots.
 Swap with your partner.
 Repeat 4 times.
 Add the results together & calculate your score out of a total of 20 attempts.
Results
Activity 1
Score
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Activity 2
Score

Total
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Activity 3
Score

Total

Discussion
1. List the type(s) of practice used in the 3 activities. Provide a definition for each.
Activity 1
Activity 2
Activity 3
2. List the type(s) of practice that produced your best results and refer to your results. Give reasons for
your answer.
3. List the type (s) of practice that you enjoyed the most. Give reasons for your answer.
4. Describe the difference between whole & part practice. Describe the conditions under which whole &
part practice are used.
5. State the stage of learning that you were in before the activity. Explain this stage of learning.
6. Did you move through any stages of learning? Discuss your answer.
7. Describe the types of practice that you should use that are specific to your stage of learning.
8. Discuss the other factors that affected your ability to practice effectively.
NAME: _________________
Appendix __
LABORATORY REPORT: FEEDBACK (Underarm serve)
Aim

To develop an understanding of how feedback can improve performance.
Equipment
 Volleyballs, net, blindfold, hoops
Method
 Students work in pairs.
 One student in each pair is blindfolded.
 The blindfolded individual attempts to underarm serve at a hoop target on the ground from a
the serving line
 Perform 20 attempts for each trial.
 The 2nd student provides varying amounts of feedback in each trail.
Trial 1: no feedback
Trial 2: “Yes” or “No” only
Trial 3: use positive comments such as
“Well Done” & “Good Try”.
Trial 4: provide as much feedback as possible that is specific to the task.
Such as
“30cm to your right”
 Record the results for each trial.
Results
Fill in the following table
Trial
Results for Student 1
(/20)
Results for Student 2
(/20)
1
2
3
4
Discussion
1. Define feedback.
2. Draw a simple information processing model that includes feedback.
3. What is the purpose of feedback?
4. State which trial produced the best results and give possible reasons for this.
5. Name the types of feedback provided in each of the trials. Define each type of feedback listed.
6. Match the stage of learning in which the types of feedback listed above should be used.
Appendix __
WORKSHEET: COACHING THE STAGES OF LEARNING
Summarise the characteristics of each stage of learning in the table below.
Cognitive
Characteristics of
the learner
Subroutines
Associative
Autonomous
Types of Drills
(closed or open)
Types of
Feedback
Types of practice
ASSESSMENT CRITERIA – Research Assessment – Analytical Exposition
YEAR ELEVEN: Formative Task 1b – Volleyball & Learning Physical Skills
Student Name: _______________________
RESULT Standards
ACQUIRING
Refers to students’
abilities to retrieve and
comprehend information
about, through and in
physical activity.
Acquiring:
A
In depth comprehension of
a wide range of
terminology, principles and
concepts relevant to motor
learning and Volleyball
performance in
appropriate contexts
Sustained and accurate use of
appropriate analytical
exposition format
incorporating textual features
such as:
 grammar
 referencing
 visual utilities
Teacher: ___________________
_____
Applying:
_____
B
Comprehension of a range
of terminology, principles
and concepts relevant to
motor learning and
Volleyball performance in
appropriate contexts
C
Comprehends a range of
fundamental terminology,
principles and concepts
relevant to motor learning
and Volleyball
performance
Accurate use of appropriate
analytical exposition format
incorporating textual features
such as:
Appropriate use of analytical
exposition textual features
such as:
 grammar
 referencing
 visual utilities
 grammar
 referencing
 visual utilities
_____
D
Recollection and
recognition of simple
terminology, principles and
concepts relevant to motor
learning and Volleyball
Use of some analytical
exposition textual features
such as:
E
Recognition of some
information associated
with motor learning and
Volleyball
Use of some analytical
exposition textual features
 grammar
 visual utilities
- errors evident
- few errors evident
- very few errors evident
Evaluating:
- some errors evident
- errors evident
throughout
Standards
APPLYING
Referring to students’
abilities to apply, interpret
and analyse information
about, through and in
physical activity.
Standards
EVALUATING
Referring to students’
abilities to make decisions,
reach conclusions, solve
problems and justify
solutions and actions with
information previously
gained
A
B
C
D
Consistently, successfully, and
independently identifies the
requirements of the task and
manipulates information
demonstrating insightful
analysis and application of
motor learning information to
personal and team Volleyball
performance
Consistently, successfully, and
independently identifies the
requirements of the task and
manipulates information
demonstrating analysis of
motor learning information to
personal and team Volleyball
performance
Identifies the main
requirements of the task
and manipulates
information demonstrating
appropriate understanding
when analysing Volleyball
performance using motor
learning information
Identifies elements of the task
and manipulates information
demonstrating understanding
of simple terminologies related
motor learning and Volleyball
performance
Identifies some elements of
the task demonstrating
understanding of simple
terminologies when
comparing and categorising
information with assistance
Purposeful and effective
selection, sequencing and
organisation of relevant
substantial researched
material and personalised
accounts to support appraisal
of Volleyball performance
Purposeful selection,
sequencing and
organisation of relevant and
substantial researched
material and personalised
accounts to support appraisal
Volleyball performance
Suitable selection,
sequencing and
organisation of relevant
researched material and
data to support appraisal of
Volleyball performance
Some suitable selection, and
organisation of relevant
researched material and data to
support appraisal of Volleyball
performance
Some suitable selection, and
organisation of basic
researched material
A
B
C
Discerning, independent and
convincingly
justified evaluations, solutions
and
recommendations
concerning personal
Volleyball performance using
principles of motor learning
and integrating a wide range
of justifications through
research and personalised
accounts
Justified and independent
evaluations, solutions and
recommendations
concerning personal
Volleyball performance using
principles of motor learning
and integrating a range of
justifications through
research and personalised
accounts
Defended evaluations
solutions and
recommendations concerning
Volleyball performance using
principles of motor learning
and some justifications
through research and
personalised accounts
Discerning and effective
choice of communication
strategies which enhance
meaning and impact of the
analytical exposition
Effective choice of
communication strategies
that enhance meaning and
impact of the analytical
exposition
Effective choice of
communication strategies
that convey meaning through
the analytical exposition
D
E
E
Superficial evaluations or
solutions concerning
decisions about Volleyball
performance
using limited justifications
through research and
personalised accounts
Attempts descriptive
responses regarding solutions
to improve Volleyball
performance using sport
psychology
Communication
strategies convey
meaning through the
analytical exposition
Communication
strategies convey some
meaning through the
analytical essay
Senior Physical Education
St Andrew’s Catholic College
Assignment Task Sheet
Year 11
Term 1, Semester 1
Formative
Task 1a Physical Performance
Physical Performance Area: Volleyball
Teacher’s name:
Student’s name:
Draft Date: Continuous Assessment
Completion Date:
Task Instructions:
You are required to execute Volleyball skills in a variety of performance environments. Throughout this unit you will
be performing a number of Volleyball skills and techniques as well as showing your knowledge of Volleyball rules
and safety requirements by applying these to authentic contexts. Assessment of these skills, techniques and rule
applications will be on-going. You will practice techniques (as listed on the next page) in a variety of authentic
contexts. Authentic contexts are real-life Volleyball situations such as:
 Volleyball games where players intercept the ball, occupy space and develop skills and strategies against
even player numbers – 3v3, 4v4, 5v5, 6v6.
 Open drills and modified games where defenders and attackers are both actively involved, competing for
space on the court of play. (i.e. defenders occupy space critical to their opponent, controlling the ball and
space within the court in attack)
 Volleyball games and modified games that require you to make decisions on your choice of skill, and that
require you to use tactics and strategies to gain an advantage (both in attack and defence)
Conditions:
Length:
Field (Subject Matter):
Tenor (Audience):
Mode(Genre/Style):
Time Allowed:
Teacher Assistance:
On-going throughout unit
Practical Performance
Performance of skills, teamwork & strategies in game situations
Teacher observation
8 weeks
Feedback on performance
Results:
Acquiring
Applying
Evaluating
Reproduce physical responses, meeting the requirements of physical
performance contexts
Demonstrate through physical responses an understanding of safety, rules,
learned and rehearsed skills, tactics and strategies
Apply and integrate information in the performance of physical responses
Analyse and apply performance strategies as individuals and, in groups and
teams
Modify physical responses based on informed reflective decision making in
varying physical performance environments
Initiate change and demonstrate solutions in team and group physical
performance
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Forearm pass: shallow, overhead
Overhead Pass: basic set, set
Serve: underhand, top spin
Attack: line, cross court, off speed, shot selection
Defence: line, cross court, blocking, court coverage
Knowledge and understanding of volleyball rules, skills and strategies
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When receiving serve can effectively perform a forearm pass to the setting position
Positions self during the game to selected team formation (4v4, 6v6)
Accurately performs basic skills of digs, sets, spikes and serves during authentic drill practice
Positions self in selected team formation and applies skills appropriate to position
Adjusts position in attack and defence to:
o Return to setter
o Spike ball
o Perform the set
o Retrieve stray ball
Varies serve height and direction
Communicates strategies using hand signals
Communicates personalised technique improvements to peers
Consistently applies examples
APPLY
ACQUIRE
Below is a table of skills which you will be required to perform to demonstrate acquiring, applying and evaluating in the
Volleyball performance environment. This is not a limit to what you need to demonstrate, it is examples of how you can
demonstrate each standard
EVALUATE
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Decision Making
 Selection of appropriate skills for situations
 Reads play to predict movements of others or the ball
 Identifies space and moves to it at appropriate times
Modification
 Adapts skills accordingly to environmental demands
 Evaluates the skills of teammate or opponents and adapts skills accordingly
Initiating change
 Recognises when variation in attacking play is necessary and initiates changes
 Recognises when variation in defensive play is necessary and initiates changes
Reflection
 Identifies errors in own technique
 Reflects on feedback about performance to improve skills
 Reflection on performance to limit rule infringements
 Uses feedback from self & the performance environment to produce a successful outcome in
various situations
-
Year 11, Term 1, Semester 1 - Formative
B
STANDARDS
C
D
E
The student’s Volleyball performance has
the following characteristics:
 Consistent and successful
reproduction of a wide range of
physical responses performed
fluently, accurately and where
applicable with speed
 Comprehensive and accurate
demonstration and understanding of
rules, safety and sophisticated
performance strategies through
physical responses
The student’s Volleyball performance
has the following characteristics:
 Successful reproduction of a
range of physical responses
performed fluently, accurately
and where applicable with speed
 Accurate demonstration and
understanding of rules, safety and
sophisticated performance
strategies through physical
responses
The student’s Volleyball
performance has the following
characteristics:
 Competent reproduction of a
range of physical responses
performed with accuracy
 Proficient demonstration and
understanding of rules, safety
and simple performance
strategies through physical
responses
The student’s Volleyball
performance has the following
characteristics:
 Variable reproduction of
physical responses
 Variable demonstration of
rules, safety and basic
performance strategies
through physical responses
The student’s Volleyball
performance has the following
characteristics:
 Isolated reproduction of
physical responses
 Isolated demonstration of
some learned rules and
safety through physical
responses
The student’s Volleyball performance has
the following characteristics:
 Consistent and successful application
and combination of a wide range of
physical responses in authentic
performance environments.
 Consistent and successful application
and combination of a wide range of
team and individual strategies that
enhance the physical performances of
self and others.
The student’s Volleyball performance
has the following characteristics:
 Successful application and
combination of a range of physical
responses in authentic
performance environments.
 Successful application and
combination of a range of
team and individual
strategies that enhance the
physical performances of self
and others.
The student’s Volleyball
performance has the following
characteristics:
 Competent application and
combination of a range of
physical responses in authentic
performance environments.
 Competent application and
combination of a range of
simple team and individual
strategies that enhance the
physical performances of self
and others.
The student’s Volleyball
performance has the following
characteristics:
 Application of simple physical
responses in authentic
performance environments.
 Application of simple team
and individual strategies that
relate to the physical
performances of self or others.
The student’s Volleyball
performance has the following
characteristics:
 Isolated application of
simple physical responses in
authentic performance
environments.
 Isolated application of
simple, rehearsed
strategies that relate to the
physical performances of
self.
Notes
Apply
Notes
Acquire
A
Task 1a – Volleyball Practical Performance
Evaluate
B
C
D
E
The student’s Volleyball performance has
the following characteristics:
 Consistent and discerning reflection
and decision making that enhances
physical responses and outcomes in or
about authentic performance
contexts.
 Consistent and effective initiation of
change or modification of personal
and/or team strategies to solve
problems in or about authentic
performance contexts.
The student’s Volleyball performance
has the following characteristics:
 Discerning reflection and decision
making that enhances physical
responses and outcomes in or
about authentic performance
contexts.
 Effective initiation of change or
modification of personal and/or
team strategies to solve problems
in or about authentic performance
contexts.
The student’s Volleyball
performance has the following
characteristics:
 Competent reflection and
decision making that assists
physical responses and
outcomes in or about authentic
performance contexts.
 Initiation of change or
modification of personal and/or
team strategies to solve simple
problems in or about authentic
performance contexts.
The student’s Volleyball
performance has the following
characteristics:
 Guided reflection or decision
making that supports simple
physical responses and
outcomes in or about
authentic performance
contexts.
 Guided changes to personal
and/or team strategies to offer
solutions to simple problems
in or about authentic
performance contexts.
The student’s Volleyball
performance has the following
characteristics:
 Directed physical responses
and outcomes in or about
authentic performance
contexts.
 Directed changes to
personal physical responses
to offer solutions to simple
problems in or about
authentic performance
contexts.
Notes
A
Comments: