Tiered Lesson Plan

Curriculum (Learning) Area of Lesson: Physical Education

Specific Topic of Lesson: Volleyball (Defending Space on Court)
Year Level/s: 12

LESSON CONTEXT

This is a year 12 elective physical education class consisting of 30 students. Students have completed one
lesson of the volleyball unit prior to this lesson. The previous double lesson focused on attack positioning
and small-sided games were used to develop the necessary motor skills used in soccer. This PE lesson is a
single lesson and as such it is 30 minutes.

The key concept of this lesson is defending against a free ball by using base positions and opening up to
support teammates within the court. It is important for students to understand the concepts of possession
and defending space, as they are crucial in the movement phases of defence and transition into attack. It is
expected that students have been exposed to other invasion games in previous years throughout
compulsory physical education classes. This means students will have prior knowledge of net court games,
which can be transferred to volleyball. The tactical concepts will be revisited at the start of the lesson
through guided questioning to ensure students are cognitively engaged. The learning task is a modified
small-sided game where students are focusing on preventing offensive scoring opportunities.

Materials that will be needed for the lesson include:

- volleyball courts (3 courts for maximum individual participation)

- 1 volleyballs : 3 students
- teacher whistle
- 1:1 exit cards (see Appendix D).

LEARNING OBJECTIVE
SACE Performance Standards: (see Appendix A)
Knowledge and Understanding Practical Skills Application Initiative and Critical Analysis and
Collaboration Evaluation
KU3 PSA1 IC2
PSA2
Key Concept: Defending Space on Court

As a result of actively engaging in this lesson students will:

Understand:
- It is possible to be effective without having a biomechanically perfect technique
- Working as a team is the most effective way to win/defend points
- Communication is a crucial aspect of team sports
- Team players need to be in the ideal position for effective transition from defence into attack
Know:
- How to best position yourself to defend ground space in phases of play (defence and transition into
 attack)
- Various volleyball terminology
- Roles of players during each phase
- Importance of communication and collaboration in team sports
Be able to:
- Receive a ball from service
- Defend ground space
- Move to transition into an attacking phase of play
- Demonstrate off the ball awareness and court position in relation to play
- Work collaboratively within a team to support play
- Evaluate peers
Essential Questions for This Lesson
How can Volley ball develop our strategic skills, knowledge and sportsmanship?
How does maintaining possession help in net court games?
What is the aim of defending?
How can we let teammates know what we are thinking?

PRE-ASSESSMENT OF INDIVIDUAL STUDENT READINESS

The purpose of the pre-assessment is to determine student readiness in order to group students to best
participate in the lesson.
Student achievement will be assessed by success in the three domains of learning; cognitive, affective and
psychomotor (Andersonm Krathwohl & Bloom, 2001). The psychomotor domain focuses on gross and fine
motor skills used by players throughout their movement on court. Cognitive skills are evident in the practical
performance in this volleyball lesson where by students assess and make off-the ball tactical decision as the
game transitions through the five phases of play. While the cognitive domain is a subjective area (Huitt,
2004), teachers are able to determine through observation whether students have understood the functions
and decisions on court. Additionally a strong focus throughout the unit is post game student self-reflection.
The affective component of volleyball centres on game involvement, demonstrating success in a variety of
roles and working collaboratively with to improve individual and or team performance. An example of this in
the lesson is a student demonstrating appropriate calling to their teammates to communicate they are in a
ready receiving position.

These domains will be assessed using a checklist/questionnaire over the course of the unit, either by a peer or
by self-reflection (See Appendix B). This is a useful pre-assessment device because it helps teachers gain
insight into each student's readiness to learn. By using the information to determine grouping of students
and to determine whether some students require teaching of prerequisite skills or need additional degrees of
challenge (Brighton, 2005). The pre-assessment will indicate a degree of confidence and familiarity with the
sport of volleyball and from this students will be group in similar levels of readiness. These tiered groups and
task may also be altered to cater to readiness and understanding of knowledge, understanding and skills. As
these three groups are flexible in nature it means students may be asked to move between groups as the
teacher formatively assesses student learning and performance. An example might see a student from the
higher tier rotated to the lower tier and vice-versa to mix up student readiness. This would be beneficial,
particularly for the higher-tiered student as they have the opportunity to help their fellow peers and with
feedback from an alternative source (other than the teacher) perhaps students in that group may appeal to
that style of learning (Mazur, 2013).

It may be helpful at the beginning of the volleyball unit to highlight that the court groupings will be made
based on their ability/confidence from the pre-assessment. From this, it is hoped students will begin to
develop a growth mindset (Dweck, 2010).

It is hoped the class will be of a relatively even split of ability/confidence, by this, that there are large enough
groups of similar ability/confidence with volleyball to run small-sided games. Ideally, the classes will run with
three groups: red, blue and yellow courts. The use of colours rather than A, B, C or 1, 2, 3 is an effort to
minimise negative association for lower or higher tiers (Gregory & Chapman, 2012)
LESSON PLAN
Lesson Sequence Explanatory notes
Introduction to Task
(Routine matters/Statement of learning Outcome/Connection to previous - Flipped classroom approach to
learning) defending space, YouTube web series
*Students watch video prior to their lesson introducing defence created by American Volleyball coaches.
attack transition on web portal or in previous class using QR - QR code used in classroom for fast link
code shown. and the web address also provided on
https://www.youtube.com/watch?v=5-4bYpYecNQ web portal.

Q: What was the main objective of last lesson? - Revision of last lesson through guided
(Attacking as a team with emphasis on positioning, power and discussion. These questions are based on
communication). the exit cards from prior lesson and can
Q: How do you score a point? be used to address some missed points if
Q: In last weeks set up, where was the setter? needed.
Q: What are the benefits of having the setter in this position?
Q: As a hitter/spike to kill the point, where is your best position?
Allocate students to teams using Random Team Generator IPad App.

For those unable to participate see Appendix C for peer evaluation.

More information. Who does this relate to and what group will they
evaluate? Should this be in what you want students to do?
- Guided questions, what do students
TODAYS FOCUS: already know about defending. Which of
Preventing points on our side of the net by using good defence. those concepts line up with the lesson
Q: As a class brainstorm three things that might be important to exhibit good focus.
defence as a team?
(Quick movement, base positions/formation, team communication,
anticipating offence play, smooth transition from defence to attack phases.)

GAME 3V3 (8)

Long and narrow courts. Normal rules.
- Practice task 1 teams take turns replicating a free ball. Point is
played out. Focus on communication and court positions.
- First contact can be caught.
- 1 point awarded for offensive point
- 1 point awarded for successful digs in defence
Tier One: Ball can be thrown over from attack line no emphasis on serving.
Tier Two: Ball can be thrown over or served underhand from baseline.
Tier Three: Ball must be served underhand or overhand from baseline. No
points awarded for defensive digs.
 -Modifications are crucial in all lessons,
MODIFICATION but particularly PE as students begin to
If students are not showing effort to move to the ball, rather than wait to understand and progress through the
receive the ball, the teacher can: task. The degree of difficulty may need
o enforce a rule that students must stand on the sideline and then to be adjusted.
move to receive the ball once it crossed the net
o change point system, point does not count if player did not move to
receive the ball.
Must start on the side-lines and after serve can then move into the court (is
standing still).

Freeze tiers for questions/cues:

This warm up game is focused on getting as many points as your team can.
Remember you can score a point by either finding holes in the defence
OR simply digging/forearm passing to your teammate in a rally.
When should a player in the defence phase move for the ball? (Always)

PRACTICE GAME 2 (10) - Limit student focus, fear of becoming

Game as above, introduce a compulsory first contact dig. Toss-er alternates overwhelming with direction. By keeping
toss from a free ball to a spike replicate. Focus on court positions and the same game rules and modifying the
communication. constraints it is hoped students are not
anxious trying to meet technical cues,
Tier One: Ball can be thrown over from attack line no emphasis on serving. but rather tactical off-the-ball
Point counts if each receive/touch of the ball is called mine. Spike CAN be movements.
attempted in a rally.
Tier Two: Ball can be thrown over or served underhand from baseline. Point
counts if each receive/touch of the ball is called mine. Highlight the
importance of blocking a spike in a game setting. Students choose whether
they want to block. Spike CAN be attempted in a rally.
Tier Three: Ball must be served underhand or overhand from baseline. Point
counts if each receive/touch of the ball is called mine. Spike MUST be
attempted in each rally.

Freeze tiers for questions/cues: - correct individual student performance

Where is the best place for the front-court players to be when receiving a during play by pulling him/her aside and,
serve? through questioning, evaluate skill
Where is the best place for the back-court players to be when receiving a execution.
serve?
Following this, where is the best place for the players to be when attempting
to defend a free ball and or spike?
How can we ensure the dig/forearm pass goes to our teammate?
What sort of position do our feet need to be in? Weight distribution?
(Incorporate biomechanics terms if covering in theory lessons).
How can we let teammates know what we are thinking?
What should players be doing if the ball does not come directly to them?
- Game setting to put the isolated skills
GAME 6V6 into practice.
Full court.
- Dig as first contact (high and towards the setter).
- Focus on moving to get the ball
- Normal scoring system and volleyball conventions.
Tier One: Ball can be thrown over from attack line no emphasis on serving.
Tier Two: Ball can be thrown over or served underhand from baseline.
Tier Three: Ball must be served underhand or overhand from baseline.

Lesson Closure/ Check for Understanding

What are some important things that we as a team need to know when the ball is being hit by the offence?
What worked well?

Complete exit cards (Appendix D)

Provide link to next lessons focus (serving) in class and on the portal, as students who feel they need extra support/help
with volleyball may find it useful to prepare for the lesson.
https://www.youtube.com/watch?v=NRV0rMeSOBI

Examples of evidence towards achievement of the performance standard:

Students can
Use technical volleyball terminology in discussion and reflection, particularly dig, spike, set, block (KU 3)
Service Reception: (PSA1, PSA 2)
Move to establish stationary position prior to ball reception
Pass the ball with suitable trajectory to the setting position
Blocking:
Move effectively in response to the position of the set
Position block appropriate to where the ball will cross
Attack Reception (PSA1, PSA 2)
Select and execute appropriate defensive options
Move and establish a stationary and appropriate defensive position on the court
Put the ball into a position for the next contact to be a set
Recognise and respond to a variety of attacking options
Contribution (IC 2)
Perform roles contributing to the morale and etiquette of the sport through communication
Demonstrate determination and perseverance
Work collaboratively in various scenarios to improve individual and/or team performance

* Adapted from: Specific Skills Criteria Volleyball Ref: A153411 (December 2013)
SACE Board of South Australia 2013
EXPLANATION
In term of physical education, guided questioning is part of Guided Discovery Style F teaching is used to help
students discover a predetermined concept, principle, relationship or rule that was not previously known
(Morgan, Kingston & Sproule, 2005). The focus is not on how students come to the answers but more so, the
cognitive processes used to reach the answer itself. If the answer is not reached the teacher will ask follow up
questions, ultimately guiding the students to the answer. These questions relate to the lesson objective of
understanding that there must be teammates in space to receive the ball in order to maintain possession. The
benefit of long and narrow courts, across all tiers, is the limited space available for students and this will make
moving to receive the ball easier.

Tier 1 had reflected in their pre-assessment they struggled or were uncomfortable playing volleyball. Knowing
this, the teacher has grouped their similar levels of readiness together so as to increase confidence. Students
in Tier 1 may need extra support to gain the fundamental off-the-ball tactical movements, such as ready
position, and by isolating this in the two practice tasks it is hoped this will develop. As the tiers move up in
difficulty, the level of isolation or drill like play decreases with an increase in game-like settings (Tomlinson &
Jarvis, 2009). As seen in the modification of tier 1, students may be encouraged to move from the side-lines
into the court to highlight the need to move to the ball. Modifications may be needed throughout the entire
unit as students progress at different rates or certain elements of a game are not addressing the lesson focus
(Chow, Davids, Button, Shuttleworth, Renshaw & Arajo, 2007; Griffin & Butler, 2005).

Tier 2 could be considered mainstream for purposes of challenge level. In this group students may have
reflected in the pre assessment they did not feel comfortable playing volleyball, but in fact demonstrate high
level skill execution. Alternatively, students may be confident but struggle with execution. Therefore the
activities in this group are choice focused. As the lesson is not centred on serving, students can choose how
they wish to get the ball across the net. Those with understanding or confidence may chose an
underhand/overarm serve compared to a throw. This modification will create an appropriate challenge for
tier 2 students (Jarvis, 2017) while still giving focus to defensive tactics.

Tier 3 can be considered as the top performers as those students who reflected confidence and familiarly
with volleyball skills are grouped together. Throughout the small-sided games there is still a strong focus on
defensive tactics, however more emphasis is given to the game setting. AITSL standards ask teachers to know
their students and PE students more often than not want to play games (Pill, 2007). With this in mind, focus is
also given to spiking, blocking and serving to act more game-like in an effort to improve their performance
through play practice. By expanding the range of skills executed it is also hoped to appeal to more students in
the group, who may have an advanced level of performance in volleyball.

According to Kirk & MacDonald (1998) game situated learning is the most effective way to improve
performance. This is why the final activity is a full court volleyball game across all three tiers. This task allows
the teacher to assess how students interact with peers and what roles individual students perform in their
team. It also reinforces that all students are aiming to achieve the same outcome. With each team having
their own goal, students will understand more clearly the impact of defence transition into attack. The lesson
objectives as outlined above with reference to the Understanding by Design model (Wiggins & McTighe,
2011) incorporates key understandings, knowledge and skills. The lesson aims to improve knowledge and
performance of defending tactics regardless of level of student readiness. In each tier, the goal was for
students to understand how to execute good defence and communicate well with teammates to do so.
 References

AITSL (Australian Institute for Teaching and School Leadership). (2017). National professional standards for
teachers. http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A
revision of Bloom's taxonomy of educational objectives. Allyn & Bacon.
Brighton, C. M. (2005). Preassessment: A Differentiation Power Tool. Teaching for High Potential, 1(1), 2-5.
Chow, J. Y., Davids, K., Button, C., Shuttleworth, R., Renshaw, I., & Arajo, D. (2007). The role of nonlinear
pedagogy in physical education. Review of Educational Research, 77(3), 251-278.
Dweck, C. S. (2010). Mind-sets. Principal Leadership, 10(5), 26-29.
Gregory, G. H., & Chapman, C. (2012). Differentiated instructional strategies: One size doesn't fit all. Corwin
press.
Griffin, L. L., & Butler, J. (2005). Teaching games for understanding: Theory, research, and practice. Human
Kinetics.
Huitt, W. (2004). Bloom et al.'s taxonomy of the cognitive domain. Educational psychology interactive, 22.
Jarvis, J. (2017). Lecture 1 Foundations of Inclusion and Differentiation Part . Lecture slides
distributed in the topic EDUC 4721 Differentiation and Inclusive Educational Practices, Flinders University,
Bedford Park.
Kirk, D., & Macdonald, D. (1998). Situated learning in physical education. Journal of Teaching in Physical
education, 17(3), 376-387.
Mazur, E. (2013). Peer instruction.
Morgan, K., Kingston, K., & Sproule, J. (2005). Effects of different teaching styles on the teacher behaviours
that influence motivational climate and pupils' motivation in physical education. European Physical
Education Review, 11(3), 257-285.
Pill, S. (2007). Play with purpose. Hindmarsh, SA: ACHPER Australia.
The Australian Curriculum, Assessment and Reporting Authority (ACARA). (2016). Curriculum.Years 9 and 10.
Retrieved from: < http://www.australiancurriculum.edu.au/health-and physical-education/curriculum/f-
10?layout=3&y=9-10&s=PSCH&s=MPA>
Tomlinson, C., & Jarvis, J. (2009). Differentiation: Making curriculum work for all students through responsive
planning and instruction. Systems and models for developing programs for the gifted and talented, 599-628.
 Appendix A
Performance Standards for Stage 2 Physical Education
Knowledge and Understanding Practical Skills Application Initiative and Collaboration Critical Analysis and Evaluation

A In-depth knowledge, informed A high level of proficiency in the A proactive approach to Thorough and insightful critical analysis of
understanding, and accurate performance of physical demonstrating initiative, self- practical techniques and performance.
application of physical education activities, with reference to reliance, and leadership in
concepts relevant to specific physical specific skills criteria. practical activities. Highly discerning evaluation of the relevance
activities. of principles and concepts to a given
Accurate interpretation and Constructive and confident situation.
In-depth knowledge and understanding proactive application of skills, interpersonal and collaborative
of exercise physiology, the specific concepts, ideas, skills in team situations. Perceptive and critical analysis and
biomechanics of human movement, strategies, and techniques, in a evaluation of an issue related to physical
and skills acquisition. practical context. activity and clearly relevant to local, regional,
national, or global communities.
Clear and accurate knowledge and
understanding of appropriate Thorough and focused use of information
terminology. from different sources, with appropriate
acknowledgment.

B Well-considered knowledge, informed Proficiency in the performance An active approach to Detailed critical analysis of practical
understanding, and thoughtful of physical activities, with demonstrating initiative, self- techniques and performance.
application of physical education reference to specific skills reliance, and leadership in
concepts relevant to specific physical criteria. practical activities. Logical evaluation of the relevance of
activities. principles and concepts to a given situation.
Capable interpretation and Confident interpersonal and
Well-considered knowledge and active application of skills, collaborative skills in team Critical analysis and evaluation of an issue
understanding of exercise physiology, specific concepts, ideas, situations. related to physical activity and relevant to
the biomechanics of human movement, strategies, and techniques, in a local, regional, national, or global
and skills acquisition. practical context. communities.

Mostly clear knowledge and Mostly focused use of information from

understanding of appropriate different sources, with appropriate
terminology. acknowledgment.

C Considered knowledge, informed Competent performance in Generally effective Some critical analysis of practical techniques
understanding, and competent physical activities, with reference demonstration of initiative and and performance, with a tendency to rely on
application of physical education to specific skills criteria. self-reliance, and some description.
concepts relevant to specific physical contribution to leadership in
activities. Competent interpretation and practical activities. Generally clear evaluation of the relevance of
application of skills, specific principles and concepts to a given situation.
Considered knowledge and concepts, ideas, strategies, and Appropriate interpersonal and
understanding of exercise physiology, techniques, in a practical collaborative skills in team Some critical analysis and evaluation of an
the biomechanics of human movement, context. situations. issue related to physical activity that has
and skills acquisition. some relevance to local, regional, national, or
global communities.
Competent knowledge and
understanding of appropriate Competent use of information from different
terminology. sources, with appropriate acknowledgment.

D Recognition and some understanding Some competence in aspects of Occasional demonstration of Some consideration and basic description of
and application of physical education the performance of physical initiative and self-reliance in a narrow range of practical techniques and
concepts relevant to one or more activities, with reference to practical activities, with support. performance.
specific physical activities. specific skills criteria.
Occasional demonstration of Some consideration of the relevance of
Recognition and some understanding of Inconsistent interpretation and collaborative skills in team principles and concepts to a given situation.
aspects of exercise physiology, the application of skills, specific situations, with some use of
biomechanics of human movement, concepts, or ideas, in a practical interpersonal skills. Basic description of some aspects of an issue
and/or skills acquisition. context. related to physical activity but with limited
relevance to local, regional, national, or
Recognition and some understanding of global communities.
basic terminology that may be
appropriate. Some use of information from more than one
source, with attempted acknowledgment.

E Limited awareness and application of Limited performance in one or Some recognition of the need Identification and some limited description of
one or more physical education more physical activities, with for initiative, self-reliance, or one or more practical techniques or
concepts. reference to specific skills leadership in practical activities. performance.
criteria.
Limited awareness of aspects of Emerging collaborative skills in Recognition of the need to consider the
exercise physiology, the biomechanics Emerging ability to interpret or team situations, with limited use relevance of principles and concepts for a
of human movement, or skills apply skills, specific concepts, or of interpersonal skills. given situation.
acquisition. ideas, in a practical context.
Disconnected description of an issue related
Limited awareness of basic terminology to physical activity.
that may be appropriate.
Attempted use of information from a source,
with limited acknowledgment.
Appendix B

VOLLEYBALL PRE ASSESSMENT

1. Please circle your volleyball experience:

None/Limited School Club State/National

Please circle your confidence in playing volleyball:

Not confident somewhat confident very confident

2. What are the 5 phases of play?

3. For the 5 phases of play, list some tactical problems each role faces:

4. Name some on-the-ball skills

5. Name some off-the-ball skills

6. Describe three volleyball strategies

7. Are there other sports where these strategies apply and how?

Adapted from: Shane Pill/Flinders & WACE Physical Education Studies

Support Materials - Volleyball
 Appendix C

Peer Evaluation
Watch and evaluate a peer on a Dig, Set and Spike. When the skill is executed, tick the box next to the
steps followed. You are able to evaluate 6 attempts for each skill. Example: You watch XXXX Dig
successfully but she does not extend her legs (step 4), you would tick all the other steps in that skill. If
you would like to assess more, please use the back of the sheet.
PLAYER NAME_________________________

Dig 1 2 3 4 5 6
1. Knees bent movement begins with a press
2. Arms out to meet the ball
3. Minimal arm movement into contact
meeting the ball

Set 1 2 3 4 5 6
1. Knees bent for power
2. Arms are out to meet the ball
3. Fingers in diamond formation above
forehead with
4. Elbows bent
5. Push up and away
6. Ball is successfully played

Spike 1 2 3 4 5 6
1. Arms swing up in the approach
2. Press then jump up
3. Target arm and backswing
4. Contact the ball with full arm extension
5. Completes follow through towards target
Please take some time to comment below on the players communication and teamwork. You are
encouraged to use the legend on the left and provide an example of their participation in todays lesson.
You might like to offer some educational advice on possible improvements to make during their play.
Eg: P high-fived teammate on successful block, I set formation (window with hands).

Communication Key
P positive feedback for teammates
N negative feedback for teammates
T Tactical awareness/communication
I Area of improvement for next game

*Adapted from: resources made available courtesy of Jade McMahon at

https://www.scribd.com/user/216570155/jademcmahon0210
 Appendix D

EXIT CARDS EXIT CARDS EXIT CARDS

THREE things you learnt about defending in THREE things you learnt about defending in THREE things you learnt about defending in
volleyball volleyball volleyball

1. 1. 1.

2. 2. 2.

3. 3. 3.

TWO things you learnt about setting up an TWO things you learnt about setting up an TWO things you learnt about setting up an
attack? attack? attack?

1. 1. 1.

2. 2. 2.

ONE thing you did really well today ONE thing you did really well today ONE thing you did really well today

HOMEWORK HOMEWORK HOMEWORK

Watch: Watch: Watch:

https://www.youtube.com/watch?v=jeWsWW- https://www.youtube.com/watch?v=jeWsWW- https://www.youtube.com/watch?v=jeWsWW-
QNJU QNJU QNJU
For next weeks lesson we will be focusing on For next weeks lesson we will be focusing on For next weeks lesson we will be focusing on
serving. serving. serving.