Students list all anatomical terms relating to spiking and digging using appendix 2b. Appendix 2a,b. Key rules and Concepts task formative. Week 3. Strong emphasis made on communication and using momentum. Players must communicate to setter so that they know if they need to prepare to spike.
They play the ball, using position 1 as the back court setter. Two points awarded for a back court set and effective spike from positions 2 and red see appendix 3a.
Appendix 3a, b. Newtons Law Exit Card formative. Week 4. An extra point is earned whenever there is a dig — set — hit or block. A ball is fed to a back court setter and passed to one of 3 hitters 2, 4, red.
Defense needs to set up in position and use three hits to return ball over the net. Each team gets 5 attempts per cycle with a goal to return 3 balls. Offensive players jump and spike ball intermittently and defenders aim to return ball. This works on reaction time and stresses positioning on court. It also demands teams are communicating.
Groups report to the class. Defending against a team attack formative — Included in detailed lesson plan. Week 5. Those who are off the court complete peer assessment and discuss with peer post game see appendix 4. Appendix 4. Appendix 5. Peer Assesment of Practical Skills formative. Week 6. See assessment 6 for assessment rubric.
Appendix 6. Assessment of Practical Skills summative. Assessment of biomechanical principles of volleyball summative. Detailed Lesson Plan:. Students develop their physical skills and abilities to advanced levels to enable life-long involvement in physical activity and critically reflect on their ability to use them to form relationships in an increasing involvement in the community.
By learning in, through, and about volleyball as a tactical sport, social activity, and physical activity, students develop autonomous skills that will see them equipped to participate in the sport at a competitive and community level.
Mitchell, S. Human Kinetics. Zakrajsek, D. Human Kinetics p, Lesson Outline:. Introduction — 3 minutes. Students will:. Consolidate their learning through revisiting the following points in a group discussion. T e a cher w ill:. Ask the following guiding questions to reiterate key points from previous lessons, and put into context the current lesson.
Spike, tip, cross court, down the line. A high and central serve receive, serve to advantage, clean hit. Guiding questions:. Organise a defensive structure, play to position, be predictable. Learning Activities:. Teacher will:. Students will: Engage in a practice task using the following defensive structure:. Explicitly teach the defensive set up using a diagram on the white board and a demonstration.
Furthermore, the teacher will contextualise the content from previous lessons by relating the defensive structure to the different ways of attacking as a team. Teacher will reiterate the following:. Teacher will use the following guiding questions to prompt the students. Reiterate key points and complete exit card — 5 minutes.
T e a cher w ill…. Reiterate the following:. Evidence of student progress will be detected through general play, whereby the rallies should last longer and three hits should be used more often. The exit card will demonstrate individual student progress. Each student should be able to list the role of at least 4 of the defensive positions. Furthermore, each student should be able to demonstrate critical thinking through their analysis of the iPad footage.
See Appendix 8. Assessment Methods:. Assessment Piece. Skills Test. Key rules and concepts task. Newtons Law Exit Card. Defending as team Exit Card. Peer Assessment of Practical Skills. Biomechanical principles of volleyball. Additional Online Resources:. Quality Teaching:. This unit of work not only adheres to SACE Stage 1 conditions and standards, it prepares the students for the rigours of SACE Stage 2 Physical Education, especially by way of moderation and preparedness for biomechanics.
Given the ongoing assessment that occurs throughout the unit, and the incorporation of pre assessment and learning consolidation, the teacher is able to identify the growth of each individual student and can therefore differentiate accordingly with quantitative and qualitative evidence to support the differentiation.
Furthermore, this unit is aligned to contemporary physical education research with regard to teaching games for understanding. Learning in, through, and about a sport is imperative to ensuring students have a holistic understanding of physical education and values its importance in personal and civic life. Moreover, this unit represents a tactical games approach to physical education, which ensures that students are not only able to play the game in regulation and modified environments, but requires them to have an intrinsic understanding of the tactics and strategies involved with the sport.
Teaching for Effective Learning is a non-negotiable in contemporary curriculum design in South Australia. The teaching and learning in this particular unit of work adheres to multiple domains specified in the framework. It is therefore important to have a preassessment at the beginning of any piece of work without dependence on the subject.
This is necessary for two reasons. This is paramount for ensuring accurate assessment of ability. For those students who are ahead of the pack in terms of their readiness for the sport will be aiming at the Stage 2 Performance Standards of volleyball throughout their practical output. Whereas those students who are at an average readiness, or are down the road a bit — their practical output will be assessed based on the stage 1 standards in relation to their growth from the pre-assessment.
It is clear then that this unit covers all bases in terms of student readiness and differentiation. A tactical games approach is a very effective way of teaching a sport holistically and ensuring students learn in, through, and about a sport. Launder p14 concedes that students learn best if they are given the opportunity to make mistakes, and rectify those mistakes in a game situation. This unit gives opportunity for students to hone in on their skills through modified games involving all aspects of volleyball technique.
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Ebook Table of Contents Author Ancillaries Excerpts Ebook Introduction to Teaching Physical Education: Principles and Strategies —already a popular text for students considering majoring or minoring in physical education—is now even stronger in this new second edition. Three strengths that set the second edition of this book apart from its competitors are its sole focus on physical education, the depth and breadth of physical education topics it covers, and its affordability.
It features the essential content that students need to build a strong base of instructional skills and an understanding of the field—and it does so in an engaging manner to get students excited about teaching physical education.
Introduction to Teaching Physical Education, Second Edition, delves into the theoretical, practical, and inspirational aspects of teaching physical education. Students will be spurred to think about the content through Reflect elements scattered throughout the chapters.
It also discusses the purpose of physical education and highlights the many teaching and nonteaching duties of physical educators. Part II presents the details for teaching physical education, including the steps to organizing and instructing in the classroom and the gymnasium.
It also looks at motivational theories and how to prevent misbehavior and positively manage student behavior. In part III , students learn about planning lessons and assessing outcomes. They examine scope and sequence, learn how to develop appropriate objectives and quality lesson plans, and explore assessment and rubric design.
Part IV affords students insight into current technology issues that can be used to enhance physical education, and it explores the career options available. Ancillaries Introduction to Teaching Physical Education offers several ancillary materials: A web resource featuring chapter overviews, definitions of key terms, and supplemental materials such as worksheets, lesson plan templates, and short situational studies An instructor guide with a sample course syllabus, chapter overviews, key terms, discussion questions, learning activities, and more A test package with more than true-or-false and multiple-choice questions A PowerPoint presentation package with more than slides, including select illustrations and tables Complete, Concise, and Engaging Introduction to Teaching Physical Education, Second Edition, will help students gain the knowledge and skills they need as they pursue their entry into the teaching profession, providing them with a springboard to advance in their coursework.
This complete but concise text supplies the perfect introduction to the physical education field, covering the essentials in an engaging and informative way as students learn to apply the principles of teaching physical education. Audience Text for undergraduate PETE students and those considering majoring or minoring in physical education.
Table of Contents Part I. Behind the Scenes of Physical Education Chapter 1. Teaching Physical Education Chapter 4. Lesson Planning and Outcomes Chapter 7. Beyond the Classroom Chapter Exercises for a Dynamic Warm-Up. About the Author Jane M. Shimon has firsthand experience in teaching physical education and health at the secondary level and has been teaching an Introduction to Physical Education class since She has supervised student teachers in rural, urban, and suburban areas in many states across the country.
These experiences have broadened her views of physical education programs and teaching practices. She enjoys cycling on the roads and in the mountains, painting with watercolors, and reading mysteries and historical fiction.
Ancillaries All ancillaries are free to adopting instructors and available online. Instructor guide.
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