Sport Specific Unit Plan:

Volleyball

Mary Birkner, Adam Connel, Amy Holgate, Corey Lambing

University of Windsor
Faculty of Education

Mrs. Tami Hawkins

05-80-333
March 29, 2015

Unit: Volleyball
Grade: 9
Course: Healthy Active Living Education, PPL1O
Curriculum Expectations:
Overall:
By the end of the course, students will:
Demonstrate personal competence in applying movement skills and principles;
Demonstrate knowledge of guidelines and strategies that enhance participation in
recreation and sport activities.

Specific:
By the end of the course, students will:
Participate regularly in physical activities, choosing a wide range of activities
Demonstrate understanding of specific rules and guidelines for participation in recreation
and sport including team, group, dual, and individual activities
Explain appropriate strategies or tactics that enhance performance in specific situations
and conditions
Demonstrate improvement in their skills
Use and combine movement skills in a variety of physical activities
Class Dynamics:
The selected class we are creating this unit for consists of 24 students of varying
socioeconomic status, race, and beliefs. There are no students with physical disabilities,
health concerns or severe behavioural issues.
This particular school has 2 gymnasiums - one is capable of having more than one
Volleyball court set up, the other gym can only accommodate one court. Depending on
day and availability this Physical Education class may have access to the larger gym and
therefore, more teams can be practising drills or playing games at once. This is ideal so
there is less wait time for teams and also allows the teacher to have additional space
for: skills testing, oral quizzes, written quizzes etc.
During attendance each day, students will be asked to sit in their squads (4 squads of 6).
These squads are already established from the beginning of the semester/year. While
attendance is being taken, students will also be marked for being in proper physical
education uniform, this is part of students participation that is ultimately worth a
component of 60% of the class grade and thus should be recorded daily for reflective
purposes. As with any physical education class, students must be allotted a few minutes
before and after class to change - as such, timing of these lessons will reflect time for
changing (roughly 5-10 minutes), meaning class time will total approximately 65-70
minutes.

Basic Unit Overview:

Note: This is a basic unit overview. Schedule may change depending on students needs,
understanding and skill levels.
UNIT SCHEDULE
Week #1:

Week #2:

Lesson Topic

Day #1

Volleyball History and Rules

Bumping/Volleying

Day #2

Volleyball Court Dimensions

Bumping/Volleying

Day #3

Serving
(Overhand and underhand)

Day #4

Attacking/Offense

Day #5

Blocking

Day #6

Defense

Day #7

Written Quiz
Altered Versions of the Game

Day #8

Oral Quiz
Altered Versions of the Game

Day #9

Skills Testing
Round-Robin Tournament

Day #10

Round-Robin Tournament Finals

Assessment- TACK Chart for Unit:

Category

Assessment Method Breakdown:

Thinking and Inquiry and

Communication:
15%

Written and Oral Quiz - Mark out of /8

Application:
60%

Skills Testing: 50% - Mark out of /57

Participation: 30% - Daily Records
Overall Effort: 20% - Daily Records

Knowledge and Understanding:

25%

Written Quiz - Mark out of /9

Unit Organization
Day 1
Warm Up: (5 mins) Students will remain in their squads; each squad will have a hulahoop and 10 beanbags in a corner of the gym. When the teacher blows the whistle,
students will run to grab the opposing teams beanbags and return them to their own
teams hula-hoop, one beanbag at a time. Teacher will modify means of travel, including
crab walk, hop, skip, lunge, etc.
Lesson Topic: Introduction of basic volleyball rules and skills - provide handout (see
appendix) for students to reference for the quiz, bumping and volleying techniques. Cues
for forearm passing: feet should be shoulder width apart, knees slightly bent, arms in
ready position and apart until making contact with the ball, no swinging of the arms,
legs are producing the force to move the ball. Cues for volleying: feet are shoulder width
apart with knees slightly bent, fingers are slightly flexed and making a triangular shape,
elbows are brought inwards (as opposed to pointing outwards) and slightly bent, legs and
arms are straightening when making contact with the ball to push the ball upwards.
Drills: Before the students warm up, students will be given a handout that covers the
basic history, rules and skills involved in volleyball. As a class, the students and teacher
will go over the handout (15 mins) and the key points covered. Following the handout,
the teacher will demonstrate the proper technique for a forearm pass (bump) and volley (5
mins), and the cues in which the teacher will be grading students on later in the unit. A
student volunteer will assist in the demonstration process. Students will work in pairs and
practice their basic skills (10 mins). One partner will toss the ball to the other partner,
who must bump the ball back to their partner. The tossing partner should also monitor the
passing partner to ensure proper technique is taking place. Partners will switch roles and
repeat the activity for ten tosses. After each partner successfully bumps 10 balls, they will
begin the same drill concept again, however switching to volleying. The volleying drill
will repeat the same steps as the bumping drill. Next, students will participate in a game
of keep up (10 mins). Students will remain in pairs and complete the passing ABCs (15
mins). The tossing partner remains stationary at the net while the passer moves
accordingly (A - passer stays in the middle of the court. B - passer starts in the middle of
the court, runs to touch the ball in the tosser's hands, then returns to pass. C - passer
begins on the baseline on his/her stomach and waits for the tosser to slap the ball. The
passer will pop up and pass from the middle of the court). Students will be broken up into
groups and as a group they will compete against other teams to see how many
bumps/volleys they can do in succession without dropping the ball.
Cool Down: (5 mins) Static stretching while discussing skills learned that day.
Assessment: Students will be assessed on participation and effort, which is worth 50% of
the total Application section. Are students dressed in physical education uniform? Are
they active? Are they listening during instructions? Are they helpful towards other
students?
Day 2

Warm Up: (5 mins) Dynamic stretching: the teacher stands in center of gym while
students lightly jog in a circle around the perimeter of the gym. Following the teachers
directions, students will complete various volleyball related dynamic stretches including:
forward lunges, high knees, butt-kicks, lateral lunges, forward arm circles, and backwards
arm circles.
Lesson Topic: Bump and volley review (short skill practice). Discuss the boundaries and
key features of the volleyball court. Discuss all 6 court positions along with player
positions (setter, middle, right-side, power, libero) (have student volunteers stand in the
positions you are discussing and have the students rotate as they would during a game).
Discuss what area of the court each player is responsible for. Cues for passing: same as
Day 1.
Drills: (15 mins) Initially, students will learn the proper way to safely set up the
volleyball nets. It is important that they learn the protocols and procedures to set up a net
properly and safely. Once the net has been set up, a game of keep up (10 mins) with
squads then in a larger group - class split in half (keep up is occurring on either side of
the net). Following the game of keep up, the teacher will then begin to discuss the
boundaries and important features of the court (service line, attack line, antennas, etc.)
and then begin to introduce the positions (15 mins). Student volunteers will be placed in
the different positions and the teacher will provide instruction as to which area of the
court each position is responsible for. Once the students have a basic understanding of the
positions and rotation system, students will participate in their first game-like situation
(without serving) to practice their skills and showcase their knowledge and understanding
of the basic rules, positions and boundaries (15 mins).
Cool Down: (5 mins) Static stretching while discussing positions and boundaries.
Assessment: Assessed on participation and effort. Are students dressed in physical
education uniform? Are they active? Are they listening during instructions? Are they
helpful towards other students?
Day 3
Warm Up: (5 mins) Shuffle and skill drill. Students will be placed in two lines spanning
the length of the gym. On the teachers whistle students will shuffle to either side, forward
or backward depending on the direction the teacher indicates. On the second whistle the
teacher will yell out Down Up Bump or Volley students will then perform that
skill (Jumping etc.), then immediately go back to a shuffle.
Lesson Topic: Introduction to serving (underhand or overhand). Cues for serving:
Underhand - non-dominate hand on bottom of ball, stepping with non-dominant foot,
contacting ball with a closed fist. Overhand - non-dominant hand on bottom of ball, bow
and arrow technique, stepping with non-dominant foot, contacting ball at highest point
with an open hand.
Drills: (10-15 mins) Students will begin the class with a partner and practice their
bumping and volleying to each other. Students can either toss the ball to their partner, or
if they are advanced enough, they can pass continuously back and forth. Following their
practice with their partners, students will be introduced to the underhand serve. The
teacher will demonstrate the underhand serve in a step-by-step manner, allowing the
students to see the serve slowly first before seeing an actual game-speed serve (5-10
mins). Students are encouraged to ask questions regarding the proper technique required

to have a successful serve. Following the demonstration, students will begin serving
practice (15 mins). As two nets are set up in the gymnasium, the class will be split onto
the four different sides. Students will have a serving partner to whom they will attempt to
underhand serve their ball to on the opposite side of the net. Students will continue to
practice their serves. Following the serve practice, students will participate in a serving
game called, Dead Fish (20 mins). Dead fish has two teams practice their serves from
their side of the net. If a player misses a serve - either by unsuccessfully getting their
serve over the net OR by serving out of bounds, that player finds a spot on the other side
of the net and lays down (pick a spot that is easy for your team to hit you). A player must
lie in a stationary position on the floor. If a server from his team hits that person then
he/she gets to go back to their side of the court and practice serving again. The teacher
can decide how long this game goes on and can award points based on which team has
the least dead fish on the ground. This game is highly effective for serving practice and
is also very fun!
Cool Down: (5 mins) Light jog around gym, followed by dynamic stretching while
walking (toe-touches, lunges, shuffles, triceps stretches, arm circles, etc.).
Assessment: Assessed on participation and effort. Are students dressed in physical
education uniform? Are they active? Are they listening during instructions? Are they
helpful towards other students?
Day 4
Warm Up: (5 mins) Follow the Leader warm up with teacher leading. Warm up will
include a few laps of the gym. During this light jog the teacher will; circle arms both
forwards and backwards, high knees, bum kicks, and side shuffles. Students will be in
single file following the movements made by the teacher.
Lesson topic: Attacking/Offense. Cues for attacking (5-step process): both hands in air,
drawback attacking hand (bow and arrow), rotate non-hitting hand and follow through
with hitting hand, contact ball at high point with straight arm, wrist snap on contact.
Drills: The teacher will begin by explaining and demonstrating the 5-step process to a
successful attack form (5 mins). Students will begin with warming-up their shoulders and
arms with partners (5 mins). Next students will remain in pairs and position themselves
facing each other on opposing sidelines. They are to toss the ball to themselves and attack
it towards their partner (5 mins). One bounce is ideal and this helps reinforce the concept
of wrist snapping at the highest point of contact to create topspin. Students will then all
get a ball and find a spot somewhere in the gym along a wall. They will stand 5 metres
away from the wall and attack the ball against it (5 mins). One bounce is ideal. The goal
is to repeatedly strike the ball to create an on-going attack cycle. It is important that
proper spacing between students is maintained to ensure safety for all. The teacher will
now collect the class to explain and demonstrate the 3 step attacking approach (5 mins).
Students will then be given the chance to practice their approach by splitting up on either
attack line while pretending to hit a ball (5 mins). Finally everyone will be given the
chance to swing out of power, middle, and right side (20 mins). This is where they
combine their attack form and approach to create a cohesive process.
Cool Down: (2 mins) Light jog around gym.

Assessment: Assessed on participation and effort. Are students dressed in physical

education uniform? Are they active? Are they listening during instructions? Are they
helpful towards other students?
Day 5
Warm Up: (5 mins) Knee Tag: Students will be in pairs, attempting to touch their
partners knees as many times as possible. The student who can touch their opponents
knees the most in 30 seconds will be the winner. Every 30 seconds students will find a
new partner. The goal of this warm-up is not only to break a sweat, but for the students to
learn a defensive-ready position. They will quickly learn that those with a very high
defensive position will be vulnerable to get their knees touched, just like they will be
vulnerable in a game of volleyball.
Lesson Topic: Blocking. The teacher must be very clear in describing the proper
technique for blocking, as injuries can easily occur if block landing is done incorrectly.
Cues for blocking: Proper footwork (side step shuffles, not crossovers), students are
square to the net when blocking, and strong hands with spread out fingers.
Drills: Students are introduced to the important skill of blocking (5 mins). The teacher
will demonstrate the proper hand positions and footwork that is necessary to perform an
effective (single) block. Mirror Blocking Drill (5 mins). Students will get a partner and
line up on opposite sides of the net as each other. The goal is to have the students work on
their blocking timing and high five their partner on the other side of the net. (5 mins)
Next, the students will compete in a blocking relay race. With four groups of six students,
one member of the group must run from the back line, jump to block at the net, back
pedal to the attack line, step up to the net to jump again, back pedal to the attack line,
then jump at the net for a block and return to the back of the court, allowing the next
player to begin. It is important that the teacher mentions the importance of this drill,
which is to make sure you return to position immediately after jumping for a block to be
prepared for the next ball. (10 mins) The last blocking drill the students will complete is a
jousting drill. Students will line up in a total of four lines on the court, facing the net (two
lines facing each other, on each side of the court). Two students will be responsible for
throwing a ball between the two lines that would land directly on top of the net. It is up
the two players at the front of the line to decide whether they will push, hit, or block the
ball. This drill should show the students that often it is better to get the second hit, as
opposed to the first for the 50/50 balls. (30 mins) Game of Bounce. Good time to
review positions on the court and boundaries. The class will be divided into two teams each on one side of the net. The object of the game is to keep the ball up in the air and get
it over the net to the other teams side (like regular volleyball). However, in this game
there are no boundaries or hit limits - teams can bump or volley as many times as needed
to get the ball over the net. If the ball hits the ground the teams whose side it is on must
get the ball back up into the air either by; a quick lift, or by smacking ball on the floor.
The ball must never be held. As teams are working to get the ball back in the air the
teacher will count the number of bounces the ball takes - this is the score that will be
given to the other team. First team to 20 points (bounces) wins. This game can be played
with smaller teams to provide more opportunity for students to play and can also be

played with ball variations such as beach ball. The purpose of this game is for students to
practice teamwork while keeping the ball in the air without the constraint of hit limits (3
per team in normal game play). Additionally, because there are no boundaries this game
forces students to move their feet rather than staying stationary on the court. **Safety
precautions must be explained prior to game as there are no boundaries and students will
be moving around more than in a normal game.
Cool Down: (10 mins) Yoga - short sequence lead by the teacher. Progression: Mountain
Pose, standing side lean, chair pose, warrior pose, warrior II pose, downward dog,
downward dog plank, modified side plank, cobra, chest opener, and lastly childs pose.
Assessment: Assessed on participation and effort. Are students dressed in physical
education uniform? Are they active? Are they listening during instructions? Are they
helpful towards other students?
Day 6
Warm Up: (10 mins) Runners, Rocks, Bridges, and Trees - students are in groups of
four, one person is the runner, one is the rock, one is the bridge and one is the tree. The
four students line up across the gym in that order, the runner must jump over the rock,
crawl under the bridge, and climb up the tree (hop on the back of the tree). The tree must
then carry the runner to the bridge, then the bridge will run to the rock, and the rock will
run back to the starting line and become the runner. Each student will become all four
positions, and the winning team is the one that returns to their initial position first.
Lesson Topic: Defense. Cues for defense: correct position on the court, effectiveness of
pass, passing form, ability to adapt and move around the court accordingly.
Drills: Serving Challenge (10-15 mins). Class is in squads and each student must
successfully serve over the net - they then retrieve the ball and sprint back to their team
for the next person in line to go. First team to complete the drill wins. If this drill is
completed quickly, and some time still remains, teams can have a rematch. Following the
serving challenge, students will be introduced to the topic of Defense (5-10 mins). The
teacher will go over the importance of defense and what exactly being on defense means
in the sport of volleyball. Following the discussion, the teacher will have student
volunteers go into the different volleyball positions and discuss the importance of the
defense-offense transition process (5 mins). Students will then play in a mini game-like
situation where they will practice their defense to offense positions and play out the game
(10 mins). The teacher will stop the students throughout and ask them to explain their
movement choices and what is expected on defense versus offense. Following the
practice game, students will play Slap and Go (20 mins). Slap and Go requires students
to line up into three lines along the service line. The first students in each line will step up
into the court; lay down on their stomachs facing the rest of the students in each line. The
teacher (and/or student volunteer) will be on the opposite side of the court with a ball in
their hands. The teacher will then slap the ball and prepare to toss it over to the other side.
The students that are on their stomachs will have to get up as fast as possible and into
their defensive position when they hear the slap of the ball, as the teacher will be sending
the ball over at any second. Their goal is to properly return the ball (with three touches)
to the other side of the court. After the end of the round, whether they correctly return the
ball or not, the students will retrieve their ball and go back to the end of the line of

students. The next three students in the lines will go next. This game ties in many
important skills that have already been discussed throughout the unit (passing, volleying,
attacking, defense, being on your toes, etc.). This game can be played on two different
courts so that there is less wait time for all students. Student volunteers may take on the
teachers role for the other court.
Cool Down: (5 mins) Student volunteer leads static stretching cool down with an
emphasis on arms, because majority of the class was spent serving.
Assessment: Assessed on participation and effort. Are students dressed in physical
education uniform? Are they active? Are they listening during instructions? Are they
helpful towards other students?
Day 7
Warm Up: (10 mins) Flag Tag - Each student is given a belt with two flags hanging from
each hip. There is one hula-hoop in the center of the gym. When the teacher blows the
whistle, students must grab each others flags. If a student grabs a flag and already has
two flags, they must throw the flag inside the hula-hoop where it is eliminated from the
game. If a student is missing one or both of their flags, they may steal one from someone
else and stick it back onto their own hip. When the teacher blows the whistle everyone
who still has two flags gets a point. Typically three rounds will be played, and students
will be warmed-up. Advantage of flag tag is that there is no elimination, and even when a
student has no flags they can still try to get others.
Lesson Topic: Altered Version of Volleyball
Drills: Written quiz is to be given to students at the beginning of class. (5-15 mins)
Prisoner volleyball (40 mins) - 2 teams of 12 students position themselves on the court in
3 lines of 4. The objective of this game is to eliminate all players on the opposing team.
Any time the serving team gets a point; a player on the opposing side is eliminated.
Regular volleyball rules apply (3 touches, same player cannot contact the ball twice in a
row, etc.).
Cool Down: (10 mins) Students measure their own heart rate using palpation on the
carotid artery. They are then asked to lightly stretch, and lay down on the floor. After two
minutes of stretching, and two minutes of concentrated deep breathing, students take their
resting heart rate. Quick discussion with class about heart rate and importance of a cooldown.
Assessment: Volleyball Quiz #1 (written). This quiz focuses on assessing student
knowledge of the sport.
Day 8
Warm Up: (10 mins) CopyCat - Students make a large circle. One student at a time will
spend 20 seconds in the middle of the circle do whatever action, dance move, stretch, or
goofy action they choose. For 20 seconds, all students must copy that student. Each
student will have one opportunity to lead the group in clockwise order. Students are
encouraged to do large movements that will help everyone warm-up.
Lesson Topic: Altered Version of Volleyball

Drills: Kings Court. (Duration - rest of class). Kings Court objective: Designate one
side of the court the winners side. Have one team of three (or larger teams depending on
skill level) start there, with everyone else on the other side the challenge side with one
team on and the rest waiting. The team on the challenge side serves, and the teams play
out the rally - generally to 3 points but goal can be larger as points to 3 can go quickly,
especially if skill level is low. If the team on the winners side wins, they stay, otherwise
they exit and the challengers move to the winners side and a new team steps in on the
challenge side. Continue for a set period of time.
Oral quiz is to be administered individually to students who are sitting on the sidelines
waiting for their team to play. (Duration - completed during class).
Cool Down: (5 mins) Student volunteer leads static and dynamic stretches.
Assessment: Volleyball Quiz #2 (Oral). This quiz focuses on assessing students who
struggle with written forms of evaluation.
Day 9
Warm Up: (5 mins) Diving Freeze Tag: With a class of 24 people, 4 students will be
it. These four students will try to tag as many other students as possible. When a
student is tagged they become frozen with their legs spread apart. In order to become
unfrozen, another student must dive through their legs as if they were diving for a ball in
a volleyball game. The goal of the people who are it is to freeze the entire class.
Teacher may adjust the number of student who are it to their discretion, as well as
increase or decrease play area. Teacher should also caution students on diving and to be
careful of knees, elbows, heads etc.
Lesson Topic: Round Robin Tournaments (print your brackets)
Drills: (50-55 mins) The teacher will divide the students into teams for the round robin
tournament. Once the teams have been decided, students will begin their volleyball
specific warm up (either passing with a partner or their round robin teammates).
Following the volleyball warm up, the round robin tournament will begin and take place
for the remainder of the class time. Students who are waiting to play are expected to
cheer teams on and also to assist in scoring games, which ultimately helps with
knowledge of rules, positions and general game play. Also small groups who are not
playing will be pulled aside and demonstrate volleyball skills for the skill testing
component of this unit.
Cool Down: (10 mins) Yoga - short sequence lead by the teacher. Progression: Mountain
Pose, standing side lean, chair pose, warrior pose, warrior II pose, downward dog,
downward dog plank, modified side plank, cobra, chest opener, and lastly childs pose.
Assessment: Students will be assessed on volleyball skills - proper technique for bump,
volley, and serve. See skill-testing checklist below.
Day 10
Warm Up: (5 mins). Student volunteer leads dynamic stretching warm-up.
Lesson Topic: Finish Round Robin Tournaments (print your brackets)
Drills: (50-55 mins) The teacher will provide students with the results of the games
played yesterday and set up games for the bronze and gold medal matches. After

instruction has been given, once again students will begin their volleyball specific warm
up (either passing with a partner or their round robin teammates). Following the
volleyball warm up, the round robin tournament will begin and take place for the
remainder of the class time.
Cool Down: (5 mins) Large circle static stretch. During this winners of Round Robin
will be announced and students will be asked what their favourite part of volleyball is,
what is the most challenging, and which games/drills they liked the best.
Assessment: Assessed on participation and effort. Are students dressed in physical
education uniform? Are they active? Are they listening during instructions? Are they
helpful towards other students?

Modification Ideas:
Depending on skill level, students could play a few of the games (Bounce) with a beach
ball or softer ball
During Kings Court students could play with smaller or larger teams depending on skill
level and what the teacher would like to emphasize. For example, if the teacher believes
the students needs more work on moving their feet then Kings Court could be played
with fewer students on the court at once - forcing the students to have to move around
when the ball is played.
Throughout some of the games in the unit, teachers can allow the ball to hit the wall or
ground once if players are having difficulty getting a rally going. Teacher may also allow
students to hit the ball four times when necessary.
Depending on skill level of students and gym capabilities, Badminton nets can be set up
rather than Volleyball nets. The benefit of this is that more teams can be playing at once
and also the nets are much smaller (shorter) so for students with low skill levels this is a
great way to be able to practise serving, rallies etc. and not be discouraged from the taller
nets.
Safety Considerations:
During warm ups students must be aware of the net and/or net poles. Warm ups should
always take into consideration where equipment is located.
Always have heads up, ball can be incoming at any time.
Announce the score or service before serving a ball over the net, to ensure the other
team is paying attention and no arguments over score will arise
Proper gym shoes and uniform should be worn at all time
Proper padding must be in place and covering volleyball poles
Jewellery on the fingers (rings) are not recommended as ones hands are in constant
contact with the ball and may cause injury
Ensure that floor plugs are in a safe place while volleyball poles are in, and ensure they
are placed back in the holes after poles are removed

Appendix
Volleyball - Oral Quiz

Knowledge (2 questions asked from here, students pick a number from 1-6) (1 point
each)
1. Which way does rotation happen? (Clockwise)
2. How many players on the court in total (including both teams)? (12)
3. How many contacts/hits are allowed before the team has to return the ball? (3)
4. Point to position 3 on the court (bottom left)
5. How many points wins the game? (25)
6. List a position on the court? (power, middle, setter, libero)

Thinking (1 question asked from here) (2 points)

The score is tied at 24. Team 1 serves to team 2. Team 1 wins the point, so now the score
is 25-24. What happens next?
o Must win by 2
o Team 1 serves again (no rotation)
Communication (1 question asked from here) (1 point)
Describe why teamwork is important in the sport of volleyball?
o 3 hits have to be used together
o Each players moves affects the next outcome

Application (1 question asked from here) (3 points)

Demonstrate the proper form for bumping/forearm pass (ready position)
o And give 2 key tips
No arm swing (use legs/shoulder shrug)
Straight arms with flat platform
Play ball inside hips
Ready position (athletic stance)
Student name: ___________________________________
Results:
/8
Knowledge
/2
Question ______, Question ______
Thinking
/2
Must win by 2, Team 1 serves again
Communication
/1
Application
/3
Proper form, 1 key tip, 2 key tips
Comments:
________________________________________________________________________
____________________________________________________________________

Volleyball Quiz
Name:______________

_____/9K

Part A: True or False - Circle true if the statement is correct, false if it is incorrect.
1. Each player must rotate one position counter-clockwise every time his or her team
wins back the serve.
True or False
2. A point is scored on every rally, regardless of which team serves.
True or False
3. Underhand serving should be done with an open hand.
True or False
4. Contacting the ball during a spike should happen at the top of your reach.
True or False
5. The 3-step attack approach begins with stepping with your non-dominant foot.
True or False
Part B: Multiple Choice - Circle the most correct answer for each question
1. What is another name for the 3-metre line on the court?
a) Side line
b) Attack line
c) Back line
d) Centre line
2. What are the dimensions of a court?
a) 9m x 18m
b) 10m x 20m
c) 6m x 12m
d) 8m x 16m
3. Which is not a key factor when completing a forearm pass?
a) Shoulder shrug
b) Straight arms
c) Swing arms
d) Play ball inside hips
4. Which is not a key factor when completing an overhead pass?
a) Pass from below your head
b) Absorb the ball

c) Extend arms to target

d) Even push of the ball
Written Quiz Answer Key:
Part A
1. False (clockwise)
2. True
3. False (closed fist)
4. True
5. True
Part B
1. Attack line (b)
2. 9m x 18m (a)
3. Swing arms (c)
4. Pass from below your head (a)

Skills Testing Checklist:

Student Name: ____________

Total Score: _____/57A

Bump

- Knees bent
- Arms and hands together
- Ball makes contact on forearm
- Uses legs to lift
- Does not swing arm
- Ball successfully goes over net

0
0
0
0
0
0

1
1
1
1
1
1

2
2
2
2
2
2

3
3
3
3
3
3

Volley

- Fingers in diamond shape

- Arms up above head
- Knees bent
- Uses legs to lift
- Ball makes contact with fingertips
- Arms and legs are used together
- Ball is volleyed high

0
0
0
0
0
0
0

1
1
1
1
1
1
1

2
2
2
2
2
2
2

3
3
3
3
3
3
3

Serve (underhand)

- Ball gently rests in hand

- Opposite leg is forward
- Stance is low
- Arm swing is straight and forceful
- Ball makes contact with balled fist
- Ball successfully goes over net

0
0
0
0
0
0

1
1
1
1
1
1

2
2
2
2
2
2

3
3
3
3
3
3

**Note - As this is a grade 9 class not all skills need to be tested, only the most basic
skills will be evaluated at this point.

Volleyball
-

History:
Volleyball was invented in 1895 by William G. Morgan, a physical director at the Young
Mens Christian Association (YMCA)
Volleyball was invented in Holyoke, Massachusetts
The game was initially invented to provide businessmen a form of physical activity that
was not as strenuous as basketball
Playing Area:

Rules of the Game:

The object of the game is for one team to get the ball to land on the other side of the net
and touch the floor without the opposing team returning the ball

The ball can be touched 3 times (unless touched off a block, in which 4 hits total is
allowed) before it must go over to the opposite side of the net; players CANNOT touch
the ball twice in succession
A ball touching the boundary line is considered in
The basic ways of touching the ball are called volleying, bumping, spiking/attacking, or
blocking the ball
When the ball hits in the boundaries on the court floor of the opposing team, a point is
rewarded to the hitting team
The first team to score 25 points wins the set.
Scoring:
Volleyball is scored on a rally system, meaning that after every play a point is rewarded
to a team
If the game is tied at 24-24, one team must win by a difference of 2 points (score must be
26-24, 27-25, etc.)
Positions:
There are six main positions on a court (1-6) with the 1 starting in the servers box (see
figure below). There are specialized roles for specific positions [setter, hitters (right and
left side), libero, middle]

Rotations:
Although positions (numbers on the court) run in a counterclockwise manner, players will
rotate in a clockwise direction (player 1 will rotate to player 6s spot, player 6 will rotate
to player 5s spot, etc.)

Forearm Pass or Bump:

For a successful pass, take into consideration the following body positions and
movement style:
Feet should be shoulder width apart (one foot may be slightly forward)
Knees are slightly bent, shoulders and toes should be facing the target (setter)
Hands and arms are apart and around waist level
Hands and arms are not brought together until just before contact with the ball
When the ball is coming towards you, move your feet towards the ball, not your arms
When making contact with the ball, hands are linked and arms are parallel
DO NOT SWING YOUR ARMS when making contact with the ball; arm movement is
extremely limited due to the power and strength of a pass comes from your legs
Volley:
For a successful volley, take into consideration the following body positions and
movement style:
Extend arms up over your head. Thumbs should be about 2 inches above your forehead
Spread your fingers apart as if someone were going to place the volleyball into your
hands, thumbs and index fingers make a triangle shape
Elbows should be pulled in, not outwards (about even with shoulders)
Feet should be about shoulder width apart with one foot slightly in front of the other
while knees are bent
Center yourself under the ball, and push upwards, making contact with the ball, knees
and arms will straighten
Serving:
The server (in position 1) must serve from behind the service line
The ball may be served underhand or overhand
The ball must be clearly visible to the opposing team before the serve
Served ball may graze the net as long as the ball goes onto the opposing side
Different types of overhand serves include a float serve, topspin serve or a jump serve
(float or spin)
When serving, you should be hitting the ball with your dominant hand and holding it in
place with your non-dominant hand
Attacking/Spiking:
Both hands in the air
Draw back attacking hand (bow and arrow)
Rotation of non-hitting hand, follow through with hitting hand
Contact ball at the top of your reach (straight arm)
Snap wrist on contact

References
http://www.active.com/volleyball/articles/5-volleyball-warm-up-games
http://www.prevention.com/fitness/yoga/10-minute-gentle-yoga-routine-can-help-youlose-weight
https://clew.uwindsor.ca/access/content/group/d8c8e5a3-845a-4f91-bc9103ce9402b9d8/curricular.pdf
http://www.roarsports.org/PDF/Blocking%20with%20Drills.pdf