Unit Reflection: Student Learning

When analyzing the five lessons in the volleyball unit at Eaton High, it can be concluded that the
students were overall successful in meeting almost all goals and outcomes throughout the unit.
Our class of students were probably one of the most ideal classes to teach I could have ever
imagined to have. They were all very hardworking and motivated most of the time. There were
very little behaviour issues that impede student learning. Student goals and outcomes throughout
the unit are listed in the unit plan above. Student growth and development data was collected
over the unit in a variety of qualitative and quantitative ways.

Affective
The unit goals revolving the affective domain of students were made to keep the classroom
environment and atmosphere to enhance student learning. This helped make students more
willing to become physically active. Many students are not very skilled in volleyball techniques,
so it is often easy for students to get down on themselves and not want to participate. However,
teaching positive sportsmanship and communication skills within a class can help students
become more successful. This results in an increased motivational level and more participation.
In our lessons, we taught positive communications and sportsmanship skills by discussing
different examples and strategies before and after gameplay. We focused on letting students use
their metacognitive skills to think about different ways to use positive sportsmanship skills
during and after gameplay. With this, we also wanted to include positive communication skills
and how communication enhances gameplay experience. Several questions were used to promote
discussion on these topics:

What is one thing that worked well for your team?

“We were able to play better when we communicated with each other”
This was a prime example of how students were able to analyze how communication can help
their teams perform better in game. This was one of our main goals going into this unit.

Who is one player that did something awesome today?

“Seth did a great job serving and actually tried today”
Seth is a student who had very low motivation levels and tended to stray away from participation
and giving effort. However, during discussion, Seth was able to be noticed for his effort which
helped his team used more teamwork during games.

How did working together and getting everyone involved help your teams success?
“Getting everyone involved made the game more fun”
Students showed understanding that there are more than one reason to get teammates involved
during the game to promote more participation and teamwork.
What’s one way you were able to communicate with your team?
“We were able to call who should hit the ball and what passes to do”
A big goal objective for the unit was to teach the importance of communicating during
gameplay. All students were able to discuss positive communication and how communication
enhances gameplay.

Psychomotor
For the psychomotor domain, students were assessed based on their demonstration of bumping
and setting a volleyball during gameplay. The data below shows the students abilities in a pre
and post test.
​Bump
1-​ ​Knees bent
2-​ ​Not Swinging Arms
4-​ ​Ball Under Control

4-​ ​Attempted Bump

Set
1-​ ​Knees bent
2-​ ​Hit with finger tips
3-​ ​Ball Under Control

4-​ ​Attempted set

Pre checklist on volleyball cues

Name Knees Not Control Bump Hit with Control Set

Bent swinging Ball attempt fingertips ball attempt
arms

Kaitlin Anderson p p p p p p p

Seth Bean f f f p p f p

Madi Brown p p f p p p p

Logan Byrne f f f p p f p

Walker copeland p p p p p p p
Gisell Delgado p p f p p p p

Brayden Duncan p p p p p p p

Colt p p p p p p p
Emmert-kuehne

Gabe Estrada f f f p f f p

Iden Garcia f f f p f f p

Aaron Hernandez p p p p p p p

Alexyz Hernandez p p f p p f p

Shyanne Howes p f f p p p p

Teagan Joseph f f f p f f p

Ella Keenan p p f p p p p

Aubrey Ledall p p p p p p p

Jaeli Lewis p p p p p p p

Cole Lockey p f p p p p p

Tristan Lutchka f p p p p p p
 Mick McCaskill f f f p f f p

Reata Moore f f f p p f p

Aisha Morales f f f p p f p

Carolyn Nelson f f f p p f p

Hayden Pollman p p p p p p p

Ainslie Ross p p p p p p p

Shelby Shuman p p p p p p p

Nick Sparling f p f p p f p

Kiona Ufford p f f p p p p

Isaac Ybaben f f f p f f p

Post checklist on volleyball cues

Name Knees Not Control Bump Hit with Control Set

Bent swinging Ball attempt fingertips ball attempt
arms

Kaitlin Anderson p p p p p p p

Seth Bean f p p p p p p

Madi Brown p p p p p p p
Logan Byrne f p f p p p p

Walker copeland p p p p p p p

Gisell Delgado p p p p p p p

Brayden Duncan p p p p p p p

Colt p p p p p p p
Emmert-kuehne

Gabe Estrada p p f p p p p

Iden Garcia p f f p p p p

Aaron Hernandez p p p p p p p

Alexyz Hernandez p p f p p p p

Shyanne Howes p p f p p p p

Teagan Joseph p f f p p p p

Ella Keenan p p p p p p p

Aubrey Ledall p p p p p p p

Jaeli Lewis p p p p p p p

Cole Lockey p p p p p p p
 Tristan Lutchka f p p p p p p

Mick McCaskill p f f p p p p

Reata Moore p p f p p p p

Aisha Morales p p f p p p p

Carolyn Nelson p f f p p p p

Hayden Pollman p p p p p p p

Ainslie Ross p p p p p p p

Shelby Shuman p p p p p p p

Nick Sparling p p f p p p p

Kiona Ufford p p f p p p p

Isaac Ybaben p f f p p p p

In pretest data collection regarding pass/fail attempts on bumping and setting cues, there were a total of
57 failed cues. In the post test data, there were a total of 21 failed attempts. This tells us that we met our
goals of improving our students' abilities to perform the correct cues leading to a bump and a set during
gameplay. This means that our students showed growth in their psychomotor domains throughout our
volleyball unit. This also means that because our students are physically literate, there is a higher
likelihood that they will be willing to participate outside of class. That outcome is one of the overarching
goals as a physical educator.

Cognitive
To see student growth in the cognitive domain, a summative assessment relation to rules and
gameplay of volleyball was given at the beginning and end of the unit. The test and scores are
shown below:
 Volleyball Test
Volleyball Test

Name: __________________________________ Class Period: _____________________

Date: ____________

1. How many hits are allowed per side?

a. 2
b. 3
c. 4
d. 5

2. In volleyball you rotate in which direction?

a. backward
b. clockwise
c. counter clockwise
d. any way you want

3. In volleyball a set is used to pass the ball if it is above your waist.

a. True
b. False

4. A ball that touches any part of the out of bounds line is called “in”.
a. True
b. False

5. If the ball touches the net during play, it is considered a “dead” ball and may not be
played.
a. True
b. False

6. How many steps should a player take in an approach to hit (spike) the ball?
a. 1
b. 2
c. 3
d. 4

7. In volleyball, this is generally the second hit on a side.

a. dig
b. set
c. attack (spike)
d. block

8. When is a player allowed to touch the ball twice in a row?

a. Never
b. Whenever he/she feels like it
c. As long as they are not tired
 d. After they have blocked the ball and the ball lands on their side of the net

9. When bumping the ball you should always swing your arms to make the ball go higher.
a. True
b. False

10. During a point, it is LEGAL to:

a. Tip the ball over the net
b. Touch the net
c. Volley the ball with the palms of your hands
d. Hit the ball off the bounce

11. It is proper etiquette to roll the ball under the net when returning the ball to the other
team after a rally.
a. True
b. False

12. In a regulation game, how many players are on the court for one team?
a. 2
b. 3
c. 4
d. 6

13. When does your team rotate in a volleyball game?

a. every time you lose a point
b. every time you win a point
c. after the other team serves and you win the point
d. after your team serves and you lose the point

14. Which of the following is NOT considered a fault, resulting in a point for the other team?
a. A player crosses the centerline
b. Server steps on the endline
c. A player touches the net
d. Ball hits the top of the net and goes over

15. If you are the server, what position are you in?
a. Right back
b. Center back
c. Right front
d. Center front

16. Another name for the forearm pass in volleyball is

a. spike.
b. bump.
c. serve.
d. block.

Post and Pretest Scores

Average Pretest Scores: ​9.9/16 = %62
Average Post Test Scores: ​10.6/16 = %66
Improvement: ​%4

Name Pre Test Post Test

Kaitlin
Anderson 15 16
Seth Bean 8 11
Madi Brown 13 12
Logan Byrne 7 9
Walker
copeland 13 16
Gisell Delgado 9 13
Brayden
Duncan 10 9
Colt
Emmert-kuehn
e 10 14
Gabe Estrada 7 5
Iden Garcia 7 6
Aaron
Hernandez 15 14
Alexyz
Hernandez 11 13
Shyanne
Howes 9 8
Teagan Joseph 9 12
Ella Keenan 8 11
Aubrey Ledall 13 15
Jaeli Lewis 15 14
Cole Lockey 11 13
Tristan Lutchka 9 8
Mick McCaskill 10 12
Reata Moore 7 8
Aisha Morales 12 10
Carolyn Nelson 12 10
Hayden
Pollman 11 13
Ainslie Ross 14 16
Shelby
Shuman 14 16
Nick Sparling 5 4
Kiona Ufford 11 11
Isaac Ybaben 6 9

After reviewing the results of the pre and post test, students showed a smaller margin of growth
than desired. Only %63 of the students were able to improve their score in any capacity. Also,
only %63 of students scored %70 or better on the post-test. Although this was not the desired
outcome, it does show that many students were able to grow and improve their overall scores.
Also, it shows us as teachers, what we need to improve on during future volleyball units.

Conclusion
In the end, one of the personal goals for the unit was to make sure that all students had the
chance to be exposed to the sport of volleyball and have fun while participating. My partner and
I wanted to promote motivation and effort levels by letting students have say in what they were
doing throughout our lessons. While giving students options, we also made sure to teach to the
state and national standards. After assessing the 3 domains (cognitive, psychomotor, and
affective), students showed an overall growth in their volleyball skills. As physical educators, we
strive to give students the “want” to participate in different sports outside of school and for a
lifetime. The best way to do so is through enjoyment.