Detailed Lesson Plan in Music, Arts, Physical Education, and Health 10

Second Quarter S.Y. 2022-2023

I. Objectives
At the end of the lesson, the students are expected to:
 identify the six fundamental skills in volleyball;
 demonstrate the six fundamental skills in volleyball accurately and
 appreciate the importance of the six fundamental skills in volleyball to one’s health
through active participation in the class activities.

II. Subject Matter

Topic: Fundamental Skills in Volleyball
Reference: https://abm11hype.medium.com/the-five-fundamental-positions-
dancing-for-beginners-90137c0ad8e7?fbclid=IwAR3LG-bk4sQV-
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Teaching Aids: Visual aids

III. Procedure

Teacher’s Activity Student’s Activity

A. Daily Routine

1. Prayer
“Good morning, everyone!”
“Good morning, sir!”
“Please stand and let us pray. Wendy,
please lead the prayer?”
“In the name of the Father, and of the
Son, and of the Holy Spirit. Amen. Dear
Lord, thank You for today. Thank
You for the various ways You provide
for us all. For Your protection and love
we thank You. Please help us to focus
our hearts and minds on what we are
about to learn. Inspire us as we listen and
write through Your Holy Spirit. As we
learn more about the world around us,
may You guide us all. All of this we ask
in Jesus' name. In the name of the Father,
and of the Son, and of the Holy Spirit.
“Thank you, Wendy. You may now Amen.”
be seated.”

2. Greetings
“Again, good morning. How are you
today?”

“That’s good to hear.” “Fine, sir.”

3. Checking of Attendance
“Class beadle, do we have absentees
for today?”
 “Okay. Please write it on your
attendance sheet and give it to me “Only Deliovar, sir.”
after class.”

“Thank you.”
“Yes, sir.”
B. Lesson Proper

1. Review of Past Lesson

“So before we continue with our
lesson, who can still remember what
was our last topic? Yes, Roderick.”

“Correct. So who can give the “We discussed about the nature and
definition of volleyball? Ann.” history of volleyball, sir.”

“Sir, volleyball is a team sport in which

two teams of six players are separated by
a net. Each team tries to score points by
“Very good. Now, who invented grounding a ball on the other team's
volleyball? Yes, Lucil.” court.”

“That’s right. William Morgan.

“William Morgan, sir.”
“Any questions about our previous
topic?”

“Okay, if there are none let’s move

on.” “None, sir.”

2. Motivation
“Let’s have an activity. Are you
excited?”

“Now, I have prepared here images. I

will show you pictures of silhouettes “Yes, sir!”
and I want you to identify what they
are performing. Those who get the
correct answers will receive points. Is
it clear, class?”

“Okay. Let’s start with the first

picture. Who can tell me what is he “Yes, sir.”
doing? Yes, Jims?”
 “That’s right. Plus points for you.
Next picture. Sheila.” “Setting, sir.”

“Good job. She is passing the ball

Plus points for Sheila. How about the “Passing, sir.”
last one? Yes, Bevelyn?”

“That’s correct. Plus points for you.

So, based on the pictures I have “Spiking, sir.”
shown you, what do you think is our
topic for today? Nichole?”

“Very good. Today, our topic is about

the fundamental skills in volleyball. “Volleyball skills, sir.”

“So, who among the class have

experienced playing volleyball?

“I see that most of you already have (Students with experience will raise their
the knowledge of playing volleyball. hands.)
Wow!

3. Presentation
“So, to start off our lesson, let us go
through our objectives. Please read.
Yes, Roderick.”

“Identify the six fundamental skills in

“Thank you, Roderick. How about volleyball.”
the next objective? Yes, Jeck.”
 “Demonstrate the six fundamental skills
“Alright. Last? Wendy.” of volleyball accurately.”

“Appreciate the importance of the six

fundamental skills in volleyball to one’s
health through active participation in the
“Okay, thank you. class activities.

“We have six fundamental skills in

volleyball. These are of passing,
setting, spiking, blocking, digging,
and serving.

“Let’s begin with the first skill

which is passing. Who can read?
Yes, Lanegel.”

“Passing is simply getting the ball to

someone else on your team after it’s been
served or hit over the net by the opposing
“Thank you, Lanegel. To give you team.”
an example, I will give you a
demonstration.

“So, the first step is to get into

position. Your legs should be
shoulder-width apart, knees bent,
with the body leaning forward.

“How about you do it with me?

Everybody, please stand and follow
me.”

“Good job, everyone. Okay, please (Students will perform.)

remain standing. The next step is to
create a platform with your arms.
You have to place one hand over the
other while holding your arms
straight in front of you, slightly
below your waist, with your
shoulders arched. Clasp your hands
in front of you, with your thumbs
together, side-by-side.

“Class, please follow my lead.”

(Students will perform.)
“Very good, class. Now, the final
step is to hit the ball. To hit the ball,
you have to use your arms, knees,
and legs, and push through the ball.

“Let’s do it together.”
“Excellent job, everyone. Also, if the (Students will perform.)
ball does not move towards your
direction, you have move to the ball
so that it will come down in front of
you.

“Let’s do it together, shall we?”

“Great work, class. You may now (Students will perform.)

take your seats. Do we have
questions about passing?

“Alright. Let’s continue with the “None, sir.”

next skill, setting. Who can read?
Yes, Flor.”

“Setting is the act of getting the ball

hanging in the air, ready to be spiked by
“Thank you, Flor. So, in setting the another teammate with force.”
ball, the first step is to position
yourself. Spread your feet about
shoulder width apart, arms overhead,
with the hands directly above your
forehead, and your elbows should be
pointed to the sides. Then, your
fingers spread out in shape of the
ball. The knees should also be
slightly bent.

“Again, please stand and follow me.”

“Good job, everyone. Now, please (Students will perform.)

remain standing. The next step is to
make contact with the ball. This
should occur just above the center of
your forehead. As soon as the ball
touches your fingers, extend your
arms and legs as you push the ball
upward towards the direction of the
spiker.

“Class, please follow my lead.”

“Very good, class. You may now (Students will perform.)

take your seats. Are there any
questions about setting?”

“Alright. So, based on our lesson, I “None, sir.”

just want to ask, what do you think is
the importance of volleyball to your
health as young people? Yes,
Roderick?”
“Volleyball improves physical function,
“Exactly. Because it helps sir.”
 strengthens the bones and the
muscles. Any other answers? Jims.”

“Volleyball reduces stress and anxiety.”

“Very good. Volleyball is stress-
relieving. What else? Yes, Jaz.”

“Yes, volleyball build close bonds “Volleyball fosters teamwork, sir.

when you work with you
teammates.”

IV. Application

The class will be divided into two groups according to sex. In a circle, the ball will
be passed around using the fundamental skills in volleyball. A point is given to the team
that keeps the ball in the air the longest. The group having the most number of score after
five attempts, wins.

Rubric for Volleyball Performance

Needs
Advanced Proficient (4 Developing Failure
Skill Improvement
(5 pts.) pts.) (3 pts.) (1 pt.)
(2 pts.)
Body in low Body in low Weight on Hands apart, Could
athletic athletic heels, body was in not
stance, stance, weight elbows were upright make
weight on on bent, position, contact
balls of feet, balls of feet, ball was did not call with
knees bent, knees playable the the
called mine, bent, called for ball or use of ball.
hands mine, teammates, legs.
Passing
together, ball went and
ball went towards had some
towards target, and had control of the
target, had control of ball.
control of the ball.
the ball, and
pass had a
purpose.
Setting Body in Body in Made a Hands were Could
athletic athletic triangle, hit apart, body not
position, position, made ball off of not make
made a a palms (not in athletic contact
triangle with triangle with fingers), and position, and with
hands, hands, had some had no the
called mine, called mine, control of control of ball.
weight weight ball. ball.
on balls of on balls of
feet, feet,
good follow good follow
through, had through, and
control of had control of
ball to ball to target.
target, pass
 could be
spiked, and
pass
had a
purpose.
Footwork Contact was Contact was Contact was No
was made made made contact
correct, with the ball with the ball with the ball was
body in any and no and made
weight was manner, approach footwork was with
transferred footwork was incorrect. the
correctly, was good, and made. ball.
arm pull ball is hit
back was into the court.
Spiking
low,
contact with
ball was
high with an
open
hand, and
ball was hit
into
the court.
Proper Proper Struggled Struggled Could
footwork footwork with the with not
technique, in technique, in footwork, in the concept of block
ready ready ready blocking and at all.
position position with position with didn’t
with knees knees knees understand
bent, hands bent, hands bent, hands timing or in
high and high and high and ready
close to the attempted to attempted to position.
Blocking net, used get close to get close to
arm swing the net, used the net, used
and arm swing but arm swing
controlled out of control, but out of
the body, and control, was
closed the communicated not able
block, and effectively. to close the
communicat block, didn’t
ed communicate
effectively. effectively.
Digging Palms up, Palms up, Balance was Balance prior Could
platform platform forward to serve was not
straight and straight and in before serve, on heels, make
extended in front of but on palms were contact
front of knees, balance heels, palms facing down, with
body, was were up, stance was the
balance was primarily on platform was vertical with ball.
on toes, out toes, close to no bend at
in front of but player body instead knees, no
knees, knees finished the of depth in hips,
were almost pass on extending it bent platform,
90 degrees, heels, player in front of no effort to
 hips were was slightly the dive when
strong, below the knees, necessary, and
player was bottom-net player’s did "0" option
clearly level when "ready" pass.
ready to ready to position to
pass pass, and did pass
below the "2" option had player's
bottom net pass. head
level, and at bottom-net
did "3" level, did "1"
option pass. option pass.

Player Player Player Player Could

performed performed performed performed no not
the same a same per- a same per- per-serve make
per-serve serve serve routine, player contact
routine routine all the routine all consistently with
every time, time, player the time, errs (net the
player consistently player violation or ball.
consistently served consistently out of
served in play and served bounds),
in play and sometimes to in play and serve had
to the the sometimes to little to no
desired desired zone, the velocity, and
zone, serve serve had desired zone, serve cleared
Serving
had great velocity and serve had net by more
deal of challenged velocity and than ten feet.
velocity and various levels challenged
potentially of receiving various
disrupted patterns, and levels of
various serve cleared receiving
levels net patterns, and
of receiving between six to serve cleared
patterns, and three feet. net
serve between
cleared net seven to ten
by less than feet.
three feet.

V. Generalization

In summary, there are six fundamental skills in volleyball, namely, passing, setting,
spiking, blocking, digging, and serving. Passing is the most basic skill in volleyball but also
the most important as it forms the core action of the game. Setting is usually the second hit
and is intended to set up one player for an attack. Spiking is when a player jumps and hits
the ball over the net with a one handed overhead swinging motion. Furthermore, blocking is
when a player is near the net and jumps up with their hands above their head to block the
opposition’s attacking shot. Digging is a pass carried out by a player after the ball is played
over the net by the opposition team. Lastly, serving begins the game and can set up for a
good counter offensive. These skills will establish a strong base in volleyball whether it be
indoors, at school, or even at the beach. The stronger the fundamental skills are the better
volleyball player one becomes.

VI. Evaluation
 Identify what is being asked. Write the answers on a piece of ¼ sheet of paper.

_____________ 1. It is the act of getting the ball to someone else on your team
after it’s been served or hit over the net by the opposing
team.
_____________ 2. It is a defensive maneuver in volleyball that can save your
team from an offensive spike or attack.
_____________ 3. It is the act of slamming the ball in a downward motion
across the volleyball net to the other team’s side of the court.
_____________ 4. It is the act of deflecting the opponent’s attack before it even
crosses the volleyball net, over the net.
_____________ 5. It is the act of getting the ball hanging in the air, ready to be
spiked by another teammate with force.

VII. Assignment

In not less than five sentences, reflect on the question: does playing volleyball
contribute to you as a student? How? Write it on the assignment notebook.

Rubrics for Essay

Criteria 5 pts. 4 pts. 3 pts.

Sharp, distinct
Apparent point
controlling point No apparent point
made about the topic
Focus made about the topic but with evidence
with sufficient
with evident of the topic.
awareness of task.
awareness of task.
Substantial, specific,
and/or illustrate Sufficiently
Limited content
content developed content
Content with inadequate
demonstrating strong with adequate
elaboration.
development and elaboration.
sophisticated ideas.
Functional Confused or
Sophisticated
arrangement of inconsistent
arrangement of
content that sustains arrangement of
Organization content with
a logical order with content with or
evidence and or
some evidence or without attempts at
subtle transitions.
transitions. transition.

Prepared by:
Franz Simeon Vincent E. Cheng
BPEd 4A

Submitted to:
Romely S. Alcorano, LPT MAT
Course Facilitator