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SHAPE STANDARDS
S1.M13.6- Strikes with a mature overhand pattern in a non-dynamic environment for net and wall games. Developmentally appropriate mastery of skill does not emerge until sixth grade.
S4.E2.5a- Participates with responsible personal behavior in a variety of physical activity contexts, environments, and facilities.

CASEL STANDARDS
Self-Management: Goal Setting

ASSESSMENT RUBRIC

 

Objective: Spike the ball over the net

Volleyball Unit | Level 24

TECHNIQUE
Today we are going to learn how to spike a ball over the net.

IMPORTANCE
Spiking the ball over the net is important because it helps your team score a point. The motion of running, jumping and swinging generates high forward speed when connecting with the ball.

VOCABULARY
Spike: a hitting move in volleyball that returns the ball to the opponent's side (the last touch when the ball comes over).

When spiking over the net, it is important to:

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1. Take two powerful steps towards the net (first step is with non-hitting foot) and third step is to gather your body.

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2. Jump straight up (parallel to the net) as the ball falls towards you.

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3. Hit the ball with the center of your palm at a downward angle.

PRACTICE

  1. Move onto Group Game – Target Spiking.

WHACK-A-MOLE III

TIME
15-25 minutes

NUMBER OF STUDENTS
4-24 students per game

EQUIPMENT
1 volleyball per 2 students
24 tall cones
5 short cones
Optional: 1 beach ball per 2 students

STORYLINE
Today we are playing Whack-a-Mole III. In this game, your goal is to spike the ball over the net to whack-a-mole (knock down a tall cone) on the other side.

INSTRUCTIONS

  • I will divide the class into teams of two – spikers and retrievers.
  • Before the game begins, spikers will pair up in teams of two and stand close to the net.
  • Spikers will Ro Sham Bo to decide who will spike first.
  • Retrievers will line up on either sideline on the opposite side.   
  • When I say, “GO!” one teammate will toss the ball in the air and the other teammate will spike it to the opposite side.
  • Retrievers must roll back any spiked balls to the servers.
  • After one teammate has spiked the ball, the other teammate gets a turn.
  • If a cone is knocked down, retrievers must take the cone back to the sideline.  
  • At the end of five minutes, spikers and retrievers will switch roles.
 

Game 1: Play as indicated above. Do not keep score.
Game 2: Keep score. At the end of each round count how many cones have been knocked down.
Game 3: Change the location of the cones. (Have all the cones bunched together in the middle, make a shape with the cones, put the cones in a border around the outside, etc.)
Variation: To decrease difficulty, have students use beach balls instead of volleyballs.
Exit Ticket: Students toss and spike the ball over the net before putting their equipment away.

 

TEACHING TIPS

  • Approach:
    • Remind retrievers to roll back balls on the outside of the court and not in the middle.  
  • ELL Accommodation: 
    • Post labeled pictures of skills and game play.
    • Partner with proficient English speakers for directions/modeling and reflections.
  • SpEd Accommodation: 
    • Set individual goals for physical or behavioral modifications. 
    • Allow students to demonstrate skill one-on-one with teacher.
    • Allow students extra time to master the skill.
  • Reflection: 
    • Why is spiking the ball important?
    • How will you continue to improve your ability to spike the ball?

TARGET SPIKING

TIME
15-25 minutes

NUMBER OF STUDENTS
4-24 students per game

EQUIPMENT
10 volleyballs
3 short cones
1 hula-hoop
1 net
Optional: 2+ hula-hoops
Optional: 1 beach ball per 2 students

STORYLINE
Today we are playing Target Spiking. In this game, your goal is to spike the ball over the net. 

INSTRUCTIONS

  • I will start off as the thrower.  
  • Before the game begins, stand single file behind your team’s marker cone.
  • When I say, “GO!” I will toss a ball to the first person in line.
  • Once the ball is tossed, spike it over the net.
  • Retrieve the ball after it has been hit and bring it back to the hula-hoop behind the thrower. Then, go to the back of the line to the right of you.
  • We will begin a new game when everyone has a chance to spike the ball.  
 

Game 1: Play as indicated above.
Game 2: Move the marker cone back 10 feet. Students have to run and then bump the ball to the target. 
Game 3: Divide the students into teams. For each ball spiked over the net, a point is awarded to the team.
Variation: To decrease difficulty, have students use beach balls instead of volleyballs.
Variation: To increase difficulty, add two hula-hoops on the thrower’s side. Have students aim for the hula-hoops over the net.
Exit Ticket: Students toss and spike the ball over the net before putting their equipment away.

 

TEACHING TIPS

  • Approach:
    • Teacher starts off as the thrower.
    • Depending on class size, add another thrower.    
  • ELL Accommodation: 
    • Post labeled pictures of skills and game play.
    • Partner with proficient English speakers for directions/modeling and reflections.
  • SpEd Accommodation: 
    • Set individual goals for physical or behavioral modifications. 
    • Allow students to demonstrate skill one-on-one with teacher.
    • Allow students extra time to master the skill.
  • Reflection: 
    • Why is spiking the ball important?
    • How will you continue to improve your ability to spike the ball?

NEWCOMB BALL IV

TIME
15-25 minutes

NUMBER OF STUDENTS
No restrictions

EQUIPMENT
3 volleyballs  
10 short cones
1 net
Optional: 3 beach balls

STORYLINE
Today we are playing Newcomb Ball IV. In this game, your goal is to work together with your teammates to see how many times you can spike the ball over the net and score on the other team while defending your own territory. 

INSTRUCTIONS

  • I will divide the class into two teams.
  • Before the game begins, spread out on your side.  
  • I will give you a number – this will be the serving order. I will also decide which team serves first.
  • When I say, "GO!" the team that has the ball first will serve underhand.  
  • After the ball has been served, you can either hit the ball back or catch the ball.
  • If the ball hits the ground or goes out-of-bounds, the other team gets to serve.
  • You cannot hit the ball twice in a row.
  • We will begin a new game and teams will switch sides once everyone has had a chance to serve.
 

Game 1: Play as indicated above and keep rally score. The first team to earn 11 points wins.
Game 2: If necessary, add more than one volleyball to increase participation.
Variation: To decrease difficulty, have students use a beach ball instead of a volleyball.
Exit Ticket: Students toss and spike the ball over the net before putting their equipment away.

 

TEACHING TIPS

  • Approach:
    • Divide the teams equally based on athletic ability.
  • Safety:
    • Encourage students to say, “Got it!” to avoid collisions.  
  • ELL Accommodation: 
    • Post labeled pictures of skills and game play.
    • Partner with proficient English speakers for directions/modeling and reflections.
  • SpEd Accommodation: 
    • Set individual goals for physical or behavioral modifications. 
    • Allow students to demonstrate skill one-on-one with teacher.
    • Allow students extra time to master the skill.
  • Reflection: 
    • Why is spiking the ball important?
    • How will you continue to improve your ability to spike the ball?