Lesson Plan Title: Volleyball-Overhand Passing

Date: February 15, 2018

Subject: Physical Education Grade: 9
Topic: Volleyball: Passing
Essential Question: What position usually uses an overhand pass in volleyball? Can other positions use
it as well?

Materials:
 25 Volleyballs
 Net (volleyball/badminton)
 Copies of the checklists
 Bigger and lighter balls
 Lap top to watch videos

Safety Considerations:
 Be aware of surroundings
 Be aware of volleyballs (where you are serving the ball and volleyballs coming at you)
 Use nets free of exposed wires along top or frayed wires along poles
 Store poles so that there is no danger in them falling onto anyone
 Use playing surface with good traction
 Use gym that is free of hazards
 Instruct students to use safe procedures for setting up and taking down equipment
 Replace floor plugs when poles are removed
 Teach skills in proper progression
 Organize drills to minimize the risk of being hit with an errant ball
 Use equipment that is appropriate for age, size, strength, and skill level
 Wear suitable clothing and footwear
 Onsite supervision
 No jewelry
 Wear sun protection (when outside)

Management Strategies
 When giving instructions, students will hold balls by their side, (if they don’t obey, balls will be
placed on ground)
 When giving instructions students will be behind the sideline of volleyball court
(demonstrations) and instructions will be done in a teaching circle.
 Volleyballs will be placed in equipment room where students will retrieve a ball in 2 separate
groups (put back as well)
 Music will be the start and stop (this will depend on what school this is used in and their
guidelines)
 If no music is available a whistle will be used
  Students will be able to pick their own partners. Every time a new drill starts students must pick
a different partner
 Teacher will form groups by numbering off students, keeping in mind exceptionalities/student
needs

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?

 Psychomotor: Students will be able to demonstrate an overhand pass in volleyball with

proper technique.

 Affective: Students will work cooperatively by encouraging a peer each time he/she performs
a skill.

 Cognitive: Students will be able to list the cues for a performing an overhand pass and
recognize what component of overhand passing they are confident at and what component
needs work.

Broad Areas of Learning:

1. Building Lifelong Learners:
Students will learn the specific skill of overhand passing in this lesson. They will work on life-
long learning by also learning the skills that can be transferable to other sports or physical
activity (timing an object, foot work, coordination, etc.). Students will work on their self-
concept development by developing a balance of attitudes, understandings, skills, and
strategies necessary for various movement activities.

2. Building a Sense of Self and Community:

Students will work on understanding and relating to others by working together as a team
and in partners to build communication skills, so they can help one another succeed. By
working together, students will have a better understanding of fundamental movement skills,
active living, and relationships. Volleyball is a sport that is played not only in a school setting
but is also played in the community setting. Students will learn of the various opportunities
to play in their community and will give them the chance to build community relationships.

3. Building Engaged Citizens:

During this volleyball lesson students will have the opportunity to initiate and guide social,
cultural, and environmental activities that will benefit all citizens. Throughout this lesson
students will learn how to work as a team and in partners and take accountability for actions
which will help them to succeed in their everyday lives.

Cross-Curricular Competencies:
1. Developing Thinking:
In this lesson, students will explore different transferable skills, create relationships with
other students, communicate strategies of teamwork, and apply deeper understandings of
 skillful physical movement, active living, and relationships. Students will think about what
components of an overhand passing can be transferable to other physical activities.

2. Developing Identify and Interdependence:

While working as a team and in partners, students will develop their role within their
team/partners. Students will learn what works best for them and can share ideas with their
team to meet the shared goals. Students will also discover their own strengths and
weaknesses and learn to respect and understand their differences.

3. Developing Literacy:
This lesson will help students develop their physical literacy by improving their competence
and confidence in a wide variety of skillful physical movements (overhand passing, timing,
coordination, footwork, etc.). Students will learn the skills needed to succeed in a volleyball
overhand pass through diverse strands of communication. Visual demonstrations, auditory
directions, speaking by communicating to their teammates, and kinesthetic maneuvering.

4. Developing Social Responsibility:

Students will work on positively interacting and being respectful toward their peers while
being in partners or groups for activities. Students will work together to achieve shared goals
within the lesson.

Outcomes:
PE9.5- Build skills towards proficiency in four self-selected complex movement skills including one
from four of the following categories:

o target games (e.g., bowling, curling, golf, archery)

o striking/fielding games (e.g., long ball, softball, slo-pitch, cricket)
o net/wall games (e.g., badminton, tennis, table tennis, volleyball)
o invasion/territorial games (e.g., basketball, soccer, touch football, soft lacrosse, floor hockey,
rugby, ultimate frisbee, double ball, team handball)
o alternate environment activities (e.g., orienteering, skating, cross-country skiing, canoeing,
roping, downhill skiing, dog sledding, wall climbing, in-line skating, skate boarding, cycling)
o body management activities (e.g., dance, wrestling, track and field, pilates, martial arts, yoga,
aerobics, gymnastics).

PGP Goals:
1.1-The ability to maintain respectful, mutually supportive and equitable professional relationships with
learners, colleagues, families and communities: As a teacher I will maintain a respectful relationship
throughout my lesson with the students I am teaching.
2.2- proficiency in the Language of Instruction: My lesson includes cues/language that are easy to understand
at the grade 9 level.
3.1- the ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation: The
checklist I use in this lesson is equitable as it directly assesses what they were taught in the lesson

Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.
- Checklist of skills (Appendix 1) formed from rubric (assignment 1) & observation with
feedback provided
- Observation: Athletic stance, weight on toes, arms make triangle in air, thumbs in eyes,
wrists flexed, ball contact just above forehead, arms push out once contact is made, palms
face out on push, step towards target and extend legs.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.
- Having students self-assess through journaling (journal can be submitted through paper copy
or through email word document)
- The checklists will be used as a summative assessment at the end of the lesson
- Also, I will informally assess my students by having a discussion at the end with questions
 How can the components of an overhand pass be transferred into other physical
activities/sports
 What are the cues you learned today to complete an overhand pass?

 Journal prompt question: What are the cues to properly execute an overhand pass? Or how
can components of an overhand pass be transferred into other sports/physical activities?

Stage 3- Learning Plan

Activity Sequence Time

Motivational Set- Introductions 5 minutes
5 minutes
Warm-up
2 minutes
Activity 1
2 minutes
Activity 2
3 minutes
Activity 3
3 minutes
Activity 4
3 minutes
Activity 5
5 minutes
Activity 6
5 minutes
Activity 7
 5 minutes
Activity 8
10 minutes
Activity 9 Activity
2-3 minutes
Closure
51 minutes
Total

*Extra time at the end of class is given to students to work on journal entries and change out of
gym attire. 10-15 minutes will be given if students do not finish their journal entries they are
encouraged to finish them at home.

Motivational/Anticipatory Set

 Watch youtube video on overhand volleyball passing:

https://www.youtube.com/watch?v=dn_rkWl7700
 Discuss with students some of the key points that they saw demonstrated in the video

Warm-up

 Students will get to choose what type of warm up they would like to do
 Examples: tag, dynamic, run, mini low organizational games
 Teacher will have final say based on a vote by the class

Note* Demonstrate and explain the warm-up exercise that the class chooses

Main Procedures/Strategies:

Skill or Concept Learning Activities Teaching and Observation

Activity 1 – Demonstrate an
overhand pass
- Students will be lined up along
the sideline of the volleyball
court, extending to the length of
the gym if needed
- Teacher will demonstrate an
overhand pass with a volunteer
student partner
- student partner will toss the ball
high to the teacher so that a
demonstration can be performed
- students will watch and indicate
technical points they see
Points
- Athletic stance (knees bent,
feet shoulder width apart,
arms out in front, straight
back)
- weight on toes
- arms make triangle in air
- thumbs in eyes
- wrists flexed
- ball contact just above
forehead
- arms push out once contact is
made
- palms face out on push
- step towards target and
extend legs.

Activity 2 – Passing stance
(with ball)
Activity 3 – Tossing the ball and instructions
catching it (Contact point and
hand positioning)
Activity 4 – Self overhand pass instructions
- Give verbal and visual - Athletic stance
instructions - arms form triangle
- Teacher will demonstrate the - ball sits just above forehead
start position - thumbs pointed in eyes
- Students will work individually
- students will perform the
starting position of an overhand
pass
- teacher will provide feedback
- Give verbal and visual - catch the ball just above
forehead or hitting forehead
- Teacher will demonstrate - arms make triangle
tossing the ball and catching it - thumbs pointed in eyes
- Students will work individually in - wrists flexed
their own space
- Students will find an open space
and try to catch the ball just
above their forehead, with arms
making triangle, wrists flexed and
thumbs pointing in eyes.
- when students catch the ball
they should pause and evaluate
their catch on the cues
- Give verbal and visual - keep the ball controlled
- keep the ball low
- Teacher will demonstrate - contact just above forehead
overhand passing to self - triangle with arms
- Students will work individually in - wrists flexed
their own space - thumbs in eyes
- Students will find open space
and will practice overhand
passing to themselves

- Give verbal and visual

Activity 5- Self overhand pass
on wall
Activity 6- Partner Overhand
Passing (stationary)
instructions
- Teacher will demonstrate self-
overhand passing against a wall
- Students will work individually
- Students will find a space
against the wall and practice
overhand passing against it
- students will be encouraged to
try and pick a spot on the wall to
try and consistently hit will the
ball
- Give verbal and visual
instructions
- Keep the ball controlled
- try and hit the same spot
- contact just above forehead
- triangle with arms
- wrists flexed
- thumbs in eyes
- Athletic stance (knees bent,
feet shoulder width apart,

Activity 7- Partner Overhand
Passing (with movement)
- Teacher will demonstrate arms out in front, straight
overhand passing from a back)
stationary position with a student - weight on toes
volunteer - arms push out once contact is
- student volunteer will toss the
made
ball high and straight above the
- palms face out on push
teacher
- Students will work in - step towards target and
partners/groups of 3 on the same extend legs.
side of net with the partner
tossing starting at the net and the
passer starting just after the
attack line
- the partner tossing will toss
the ball high and straight
above their partner, passer will
overhand pass the ball back to
their partner
- pass 20 times each
- Give verbal and visual
instructions - move to the ball
- Teacher will demonstrate - quick feet
overhand passing with movement - stationary when contacting
using a student volunteer ball
- student volunteer will toss the - Athletic stance (knees bent,
ball high and either to the right, feet shoulder width apart,
left, in front, or behind of the
arms out in front, straight
teacher
back)
- Students will work in
partners/groups of 3 on the same - weight on toes
side of net with the partner - arms push out once contact is
tossing starting at the net and the made
passer starting just after the - palms face out on push
attack line - step towards target and
- the partner tossing will toss extend legs.
the ball high and either to the
right, left, in front, or behind of
their partner, passer will
overhand pass the ball back to
their partner
- pass 20 times each

Activity 8- Continuous Pass
with Partner
- Give verbal and visual
instructions
- Teacher will demonstrate
overhand passing continuously
using a student volunteer
- Students will work in
partners/groups of 3 on the same
side of net with one partner at
the net and the other partner
starting at the attack line
- overhand pass the ball back
and forth continuously
between partners/group of 3
- Athletic stance (knees bent,
feet shoulder width apart,
arms out in front, straight
back)
- weight on toes
- arms make triangle in air
- thumbs in eyes
- wrists flexed
- ball contact just above
forehead
- arms push out once contact is
made
- palms face out on push
- step towards target and
extend legs.

- Give verbal and visual - Controlled passes

Activity 9- Group Circle (how
many consecutive passes can
be made in the group)
instructions - How many passes can
- Teacher will demonstrate the
you make within your
activity with a group of volunteer
group
students
- Students will work in groups of - Using proper technique
5-6 in open space in the gym
- students must work as a
group to make controlled
passes to see how many passes
they can make in a row
- overhand and underhand
passes are allowed

Adaptations/Differentiation:
For struggling students:
1. Working from where the student is successful from
2. Using a bigger and lighter ball (more air time for students to get under ball)
3. Lower the net or use a badminton net
4. For students who are EAL I will demonstrate all skills and use short cues for better understanding
(google translate will also be available if needed)
5. A variety of visual (Videos and demonstrations), verbal (cues), and kinesthetic (students performing
the skill) instructional strategies will be used for students who are EAL
6. Use a microphone for students with hearing impairments
 7. Offer time when students can come into the gym to practice their skills

For students who need a challenge:

1. Challenge student to work on target practice (setter spot, height of ball)
2. Allow them to work/ take steps back to create a greater distance to work from
3. Teach a jump set
4. Allow advanced student to work with student of a lesser skill to guide them in better understanding of
what could be improved (recognizing what could be improved)

Closing /Summary of lesson:

 How can the components of an overhand pass be transferred into other physical
activities/sports
 What are the cues you learned today to complete an overhand pass?
 Allow students time to complete their journal entry

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998
 Appendix 1: Overhand Passing Checklist

Rarely Sometimes Often Always

Start in Athletic
Stance (feet
shoulder width,
knees bent, arms
out in front)

Weight starts on
balls of feet

Arms make a
triangle in air

Thumbs in eyes

Wrists flexed
(wrinkles in wrist)

Contact on ball is
just above forehead

Arms extend out

once contact made
(push)

Palms face out on

finish
 Step towards target
and extends legs

Resources
Saskatchewan Curriculum. 2017. Grade 9 Physical Education. Retrieved from
https://curriculum.gov.sk.ca/webapp s/moecurriculumBBLEARN/CurriculumHome?id=199