Opening:

The teacher will 

Students will 

Students will 

Volleyball Skills Mastery

Standard(s)

SHAPE America National Standards for K-12 Physical Education:

• Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
• Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
• Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Central Focus (CF)

Students will demonstrate volleyball passing (forearm pass) and setting techniques in a structured and adaptive environment. They will apply strategies to improve their skills while working collaboratively with peers.

Learning Objectives

• Psychomotor: Students will be able to (SWBAT) demonstrate correct form and execution of passing (forearm pass) and setting a volleyball.
• Cognitive: SWBAT explain the importance of control, hand positioning, and movement when passing and setting a volleyball.
• Affective: SWBAT work cooperatively in drills and small-group games, encouraging classmates and demonstrating sportsmanship.

Cues/Prompts

• Forearm Pass (Bump): Stay low, arms straight, hands together, contact with forearms, follow through.
• Setting: Hand in "window" shape, push with fingertips, knees slightly bent, follow through upwards.

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Instant Activity (5 min)

Teacher:

• Welcomes students and provides an overview of the day’s lesson.
• Leads a dynamic warm-up designed to prepare students for movements specific to volleyball, including:
  • Arm circles (30 sec forward/backward)
  • Leg swings (10 each leg)
  • Squat jumps (10 reps)
  • Light jogging around the court (1 min)

Students:

• Participate in the warm-up while listening to cues regarding movement efficiency and injury prevention.
• Engage actively, performing each movement properly.

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Set Induction/Informing Task (3 min)

Teacher:

• Introduces the primary focus of today’s lesson: volleyball passing and setting.
• Says:

  “Today, we will focus on two key volleyball skills: passing and setting. Passing helps control the ball and transition into offense, while setting allows your teammates to prepare for a strong attack. Precision and teamwork are crucial for success in volleyball."

Students:

• Gather around to listen attentively.
• Answer quick questions designed to gauge prior knowledge (e.g., "Who has played volleyball before? What is the main purpose of passing?").

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Activity #1: Passing Drills (15 min)

Type of Task: Partner and Individual Skill Practice

Teacher:

• Demonstrates the proper passing (forearm pass) technique.
• Emphasizes body positioning, knee bend, and wrist control.
• Assigns students into pairs and distributes volleyballs.
• Circulates to provide individual feedback.
• Introduces the Wall Rally Challenge, where students pass a volleyball against the wall for consistency.

Students:

• Observe and mimic the teacher’s demonstration.
• Pair up and practice forearm passes, focusing on control and accuracy.
• Perform the Wall Rally Challenge aiming for 10 consecutive passes.

Assessment

Type: Informal/Formative

• Teacher observes technique and provides individualized feedback.
• Students self-assess by counting how many controlled passes they can make continuously.

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Activity #2: Setting Drills (15 min)

Type of Task: Small-Group Skill Practice

Teacher:

• Demonstrates correct setting form, highlighting hand position, fingertip control, and follow-through.
• Organizes students into small groups of three.
• Introduces the “Set to Target” Drill, where one student tosses, another sets, and the third catches.
• Encourages proper calling of "mine" to promote communication.

Students:

• Perform setting drills within their small groups.
• Rotate roles to ensure everyone practices setting at least ten times.
• Focus on accuracy when setting towards a designated target.

Assessment

Type: Informal/Formative

• Teacher provides constructive feedback based on students' form and success in setting towards a target.
• Peers provide positive reinforcement and help correct errors collaboratively.

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Differentiation/Planned Supports

Whole Group

• Visual demonstrations for all learners.
• Scaffolded drills progressing from individual skill development to partner/group applications.

Groups with Similar Needs

• Struggling learners: May use a lighter, oversized volleyball to adjust to proper hand positioning.
• Advanced learners: Assigned modified drills such as jump setting or quick reaction passing to challenge their skills.

Individuals

• Struggling learners: One-on-one teacher feedback, additional practice with a co-teacher or peer mentor.
• Advanced learners: Encouraged to mentor peers or participate in a more challenging activity such as precision passing with movement.

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Closing (5 min)

Teacher:

• Brings students into a short discussion summarizing key takeaways.
• Asks:

  "What was challenging about passing or setting today?"
  "How can you improve your accuracy and control?"

• Leads a cool-down stretch focusing on arm, shoulder, and leg flexibility.

Students:

• Reflect on what they learned, sharing one strength and one area for improvement.
• Participate in cool-down stretches to reduce muscle tightness.

Assessment/Student Reflection

Type: Informal/Summative

• Teacher asks students to rate their confidence in passing and setting from 1-5 (using their fingers).
• Students verbally reflect on strategies that helped them improve or areas that need more practice.

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Resources/References

• SHAPE America Physical Education Framework
• Volleyball fundamentals guide from the National Federation of State High School Associations (NFHS)
• Adapted lesson strategies from the Inclusive Physical Education and Sport Manual

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This lesson ensures skill development, engagement, and inclusivity for all students. By incorporating visual, auditory, and kinesthetic teaching methods, students will grasp volleyball passing and setting techniques effectively.