![]() To begin this lesson, the students will start with a new warm-up activity called ‘Hit the Floor”. J – Volley a ball with two hands by moving body to get into position to receive the ball at forehead height balancing body weight with one foot slightly ahead of the other, with hips, feet, and shoulders facing the target, knees bent holding hands above the forehead with fingers rounded and thumbs towards the eyes, and elbows slightly bent contacting the ball above the forehead with pads of all 10 fingers with hands strong but relaxed passing the ball by generating movement through the entire body, starting at the feet, to knees, hips, torso, arms, and then hands transferring weight forward extending arms fully in a follow-through that goes up and towards the target.Įquipment: Volleyballs, Whistle for teacher – volleying (to send an object in the air before it comes to rest)ī – Say performance cues (think-aloud) while volleying, striking objects with long-handled implements, and punting. Outcome: 4.6 Manipulative Skills – Explore, express, and apply, with guidance, a variety of ways to skillfully move objects while participating in movement activities, including at a: To wrap up the class, the students will sit in a large circle and have each student pick a quick stretch position for everyone to do before leaving the gymnasium. This pair work activity reflects on the psychomotor and affective learning domains as they are being physical to keep the ball in the air and cheering/encouraging each other throughout the activity. Once they are in pairs, they can practice setting the ball back and forth to each other, creating a mini-game. Once students have successfully completed this, the teacher will assign partners (who they think will work well together based on what they saw during the individual activity). This activity also shows a sign of physical literacy because the students were able to maneuver the change of setting with a balloon to setting with a volleyball. ![]() Once students begin to grasp the setting skill, they can begin setting with an actual volleyball. This activity is a component of the fundamental skills because the students are utilizing their gross motor skills by bending through their legs and bouncing the balloon/ball off their hands. The students will then try this activity out on their own. The teacher will begin by bouncing the balloon off their hands and trying to repeat the setting position while trying to not drop the balloon. The feet will be shoulder-width apart with knees slightly bent. Their fingers will be together in a triangle position above their head. ![]() The teacher will stand in my ready position and hold their arms above their head in a bent position. The teacher will tell them to hold the balloon very still and then will demonstrate the skill. To begin the main activity, the students will each be given a balloon. After everyone is warm, the teacher will get the equipment ready for the activity. This warm-up activity will allow the students to get their bodies warm and ready to participate in the main activity. To begin this lesson, the students will begin by warming up, during this activity, the students will play a game of freeze tag. I – Volley a ball (e.g., beach ball, nerf ball, soft-touch volleyball) continuously upwards using various body parts (e.g., knee, foot, hand) moving feet quickly to be in position behind and/or under the ball, keeping the striking surface as flat as possible, extending upward as soon as contact is made. – volleying (to send an object in the air before it comes to rest).Ĭ – Describe how the body will move when in control of volleying and striking objects with long-handled implements skillfully and safely. Topic: Volleyball Unit Lesson 1 – Setting the VolleyballĤ.6 Manipulative Skills – Explore, express, and apply, with guidance, a variety of ways to skillfully move objects while participating in movement activities, including at a:
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