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Senior Physical Education

Unit 1: Volleyball & Skill Acquisition

Improving Personal Performance

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

Dig, Set, Spike, Serve, Block, & Court Movement 3 Hit Volleyball Defensive Positioning, Attacking & Covering Space Specialist Positional Play

Name: ________________

Suggested Time LineTerm 1

Week Session 1 (80 Min) Session 2 (80 min) Session 3 (40 min)

1Introductory Volleyball Skills

Dig Set Spike CombinationsCourt Movement

What Is A Motor Skill?Characteristics of skilled performers

Motor ProgramsQSPE p 2-5

e-HPE 2 Skill Acquisition Principles – Motor Skills

Motor Program & Sub-Routines Lab Report

2Introductory Volleyball Skills

Dig Set Spike CombinationsCourt Movement

Classification of SkillsDiscrete, Continuous, Serial, Fine, Gross,

Open, ClosedQSPE p 6-8

e-HPE 2 Skill Acquisition Principles – Types of Motor Skills

Factors Affecting Skill AcquisitionInformation Processing, Age, Gender,

Heredity, Physical Characteristics, Personality, Motivation, Sociocultural,

Instruction, Type of PracticeQSPE 17-22

Skills Classification Lab Report

3Introductory Volleyball SkillsServing, Blocking, Defensive

Positioning

Skill AcquisitionCognitive, Associative, Autonomous,

Factors Affecting, Stages of, Classification of Learners Stage

QSPE p 9-17e-HPE 2 Skill Acquisition Principles –

Stages of Learning

Stages Of Learning Lab Report4.3 Research Report P80 QSPE

4 Volleyball

Types of PracticeThe Learning Process, Massed,

Distributed, Whole, Part, Drill, Game Sense, Speed, Accuracy, Variability,

Learning Styles, Implications for Coaches

QSPE p 24-38e-HPE 2 Skill Acquisition Principles – IPM

– Practicing a Physical Skill

Types of Practice Lab Report

5 Volleyball

Feedback & Skill LearningSelective Attention QSPE 46

Feedback QSPE p 52-59e-HPE 2 Skill Acquisition Principles – IPM

- Feedback

Feedback & Skill Learning Lab Report

6 Volleyball

Coaching For Individual NeedsThe Needs of Learner’s In Specific

StagesStep Forward p45-53

e-HPE 2 Skill Acquisition Principles – Coaching For Individual Needs

WS Coaching the Stages of Learning

Activities to Improve Volleyball Performance

Self–Evaluation: Which method of practice, feedback, skills and

coaching styles are most relevant to me

7 Volleyball VolleyballEssay Writing Workshop

Essay, Paragraph & Sentence Structure

8Volleyball Practical

Assessment Volleyball Practical Assessment Draft Due

9 Volleyball Practical Assessment

Research Report Final Copy Due

Common Curriculum ElementsSenior 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 EducationSt Andrew’s Catholic CollegeAssignment Task Sheet

Year 11 Term 1, Semester 1 FormativeTask 1b Volleyball & Skills Acquisition

Focus Area A: Learning Physical SkillsStudent’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:

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 Refers to students’ abilities to retrieve and comprehend information about, through and in physical activity

Applying Referring to students’ abilities to apply, interpret and analyse information about, through and in physical activity.

EvaluatingReferring 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 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 Score Environment Muscle Groups Used Movement TypeDig & Set(Training)

Speed Sets(1 Minute)

5 in a row forearm passing

Under serving

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

To perform motor skills in a team game.

To classify the motor skills utilised in volleyball and identify sub-routines.

Method

Participate in a 5 min volleyball game

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

To classify personal levels of skilled performance in volleyball

Method

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 Subroutines Environment Observations

Overarm Serve

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

Closed

Distraction (open)

Forearm Pass

Closed

Open

Overhead Pass/Set

Closed

Open

Spiking

Closed

Open

Blocking

Closed

Open

NAME: ______________________ Appendix __

LABORATORY REPORT: TYPES OF PRACTICE

Aim To improve students’ understanding of the different type of practice. To improve the ability of the Volleyball set shot.

Materials Volleyballs

MethodInstruction & 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 Activity 2

Score Total 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 feedbackTrial 2: “Yes” or “No” onlyTrial 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.

ResultsFill 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 Associative AutonomousCharacteristics of the learner

Subroutines

Types of Drills (closed or open)

Types ofFeedback

Types of practice

ASSESSMENT CRITERIA – Research Assessment – Analytical Exposition

YEAR ELEVEN: Formative Task 1b – Volleyball & Learning Physical Skills

Student Name: _______________________ Teacher: ___________________

RESULT - Acquiring: _____ Applying: _____ Evaluating: _____

Standards A B C D E

ACQUIRING

Refers to students’ abilities to retrieve and

comprehend information about, through and in

physical activity.

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

- very few errors evident

Comprehension of a range of terminology, principles and concepts relevant to motor learning and Volleyball performance in appropriate contexts

Accurate use of appropriate analytical exposition format incorporating textual features such as:

grammar referencing visual utilities

- few errors evident

Comprehends a range of fundamental terminology, principles and concepts relevant to motor learning and Volleyball performance

Appropriate use of analytical exposition textual features such as:

grammar referencing visual utilities

- some errors evident

Recollection and recognition of simple terminology, principles and concepts relevant to motor learning and Volleyball

Use of some analytical exposition textual features such as:

grammar visual utilities

- errors evident

Recognition of some information associated with motor learning and Volleyball

Use of some analytical exposition textual features

- errors evident throughout

Standards A B C D E

APPLYING

Referring to students’ abilities to apply, interpret

and analyse information about, through and in

physical activity.

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

Purposeful and effectiveselection, sequencing andorganisation of relevantsubstantial researched material and personalised accounts to support appraisal of 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

Purposeful selection, sequencing andorganisation of relevant andsubstantial researched material and personalised accounts to support appraisal Volleyball performance

Identifies the main requirements of the task and manipulates information demonstrating appropriate understanding when analysing Volleyball performance using motor learning information

Suitable selection, sequencing andorganisation of relevant researched material and data to support appraisal of Volleyball performance

Identifies elements of the task and manipulates information demonstrating understanding of simple terminologies related motor learning and Volleyball performance

Some suitable selection, and organisation of relevant researched material and data to support appraisal of Volleyball performance

Identifies some elements of the task demonstrating understanding of simple terminologies when comparing and categorising information with assistance

Some suitable selection, and organisation of basic researched material

Standards A B C D E

EVALUATING

Referring to students’ abilities to make decisions,

reach conclusions, solve problems and justify

solutions and actions with information previously

gained

Discerning, independent and convincinglyjustified evaluations, solutions andrecommendationsconcerning personal Volleyball performance using principles of motor learning and integrating a wide range of justifications through research and personalised accounts

Discerning and effectivechoice of communicationstrategies which enhancemeaning and impact of theanalytical exposition

Justified and independentevaluations, solutions andrecommendationsconcerning personal Volleyball performance using principles of motor learning and integrating a range of justifications through research and personalised accounts

Effective choice of communication strategies that enhance meaning and impact of the analytical exposition

Defended evaluations solutions andrecommendations concerning Volleyball performance usingprinciples of motor learning and some justifications through research and personalised accounts

Effective choice ofcommunication strategiesthat convey meaning through the analytical exposition

Superficial evaluations orsolutions concerning decisions about Volleyball performanceusing limited justifications through research and personalised accounts

Communicationstrategies conveymeaning through theanalytical exposition

Attempts descriptive responses regarding solutions to improve Volleyball performance using sport psychology

Communicationstrategies convey somemeaning through theanalytical essay

Senior Physical EducationSt Andrew’s Catholic CollegeAssignment Task Sheet

Year 11 Term 1, Semester 1 FormativeTask 1a Physical Performance

Physical Performance Area: VolleyballTeacher’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: On-going throughout unit

Field (Subject Matter): Practical Performance

Tenor (Audience): Performance of skills, teamwork & strategies in game situations

Mode(Genre/Style): Teacher observation

Time Allowed: 8 weeks

Teacher Assistance: Feedback on performance

Results:

Acquiring

Reproduce physical responses, meeting the requirements of physical performance contextsDemonstrate through physical responses an understanding of safety, rules, learned and rehearsed skills, tactics and strategies

ApplyingApply and integrate information in the performance of physical responsesAnalyse and apply performance strategies as individuals and, in groups and teams

Evaluating

Modify physical responses based on informed reflective decision making in varying physical performance environmentsInitiate change and demonstrate solutions in team and group physical performance

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

ACQ

UIR

E

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

APPL

Y

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 settero Spike ballo Perform the seto Retrieve stray ball

Varies serve height and direction Communicates strategies using hand signals Communicates personalised technique improvements to peers Consistently applies examples

EVAL

UAT

E

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 timesModification 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 changesReflection 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 Task 1a – Volleyball Practical Performance

STANDARDSA B C D E

Acqu

ire

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

Not

esAp

ply

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.

Not

es

A B C D EEv

alua

te

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.

Not

es

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