VOLLEYBALL UNIT: NET/WALL ACTIVITIES

William Morgan of Holyoke, Massachusetts invented volleyball, in 1895 as an alternative to the popular game of
basketball. Volleyball is played on a court which is equally divided into two parts by a net. The standard court
dimensions (9m x 18m), net height (2.24m or 2.43m) and the number of players (6-on-6), can all be modified to
suit the needs and skills of the participants. The object of the game is to put the ball into the opponents’ court
such that it falls to the floor or cannot be returned over the net. The ball may be played a maximum of three
times by each team before it is played into the opponents’ court.

Scoring:

1. A ball that is incorrectly returned or not returned at all is considered a fault. When a fault is committed, a point
is awarded to the opposing team. The current scoring rules allow points to be scored by either team, regardless
of who serves the ball.
2. A set/game (except a deciding set) is won when a team has scored 25 points and has at least a two-point
advantage over the opponent. (If the score is tied at 24-24, the play continues until a two-point lead is
achieved.)
3. The team that wins two out of three sets, or three out of five sets, wins the match. In the case of a tie, (each
team has won an equal number of sets), the deciding set is played to 15 points with a minimum lead of two
points needed to win the set.

General Rules
Ball Contact – Maximum of three hits per side, not including a block.
- A player may not touch the ball on consecutive hits (except in the case of the block).
Serve – The server only receives one chance at a serve, including the toss.
– The server must serve behind the baseline (except in a small gymnasium where one step in is generally
allowed).
– The serve must be performed within eight seconds of the referee’s whistle.
– The players must follow the service order recorded on the line-up sheet.
Loss of Serve – Occurs when the ball touches the net or goes under it.
– If the ball is touched by a player on the serving team.
– When the ball lands out of bounds on the opposing court and has not been touched.
Body Contact – The ball may touch any part of the body
Double Contact – The ball contacts various arts of the players body in succession. This is a fault.
Held Ball – Includes scooping, lifting, pushing, carrying (ball rests momentarily). This is a fault.
Blocking – May be performed by any player in the front row. A player who blocks a ball has the right to a second
simultaneous hit.
– The hands of the blocker may reach over the net but may not contact the ball in the
opponent’s court until the opponent has completed the attack.
Net – A ball that touches the net (except in the case of the serve) is good.
– It is a fault if a player playing the ball touches the net.
Boundaries – It is a fault to step over the centre line.
– A ball landing on a boundary line is considered “in”.

The Volleyball Court

The court is 9m x 18m. The front zone is used primarily for offensive play and the back zone for defensive play.
Positions of Players:
At the time of the serve, there must be three front row and three back row players. The players rotate in a
clockwise fashion when they receive the serve.
There are six positions assigned on the court. The number makes it easy for the coach or player to refer to a
specific area of the court. The positions are as follows.

5 4 2 1

6 3
3 6
1
2 4 5

Ace: A serve that is made without the opposing team touching the ball.
Block: A defensive play in which the defending team jumps up at the net to stop the ball from falling
into their court or to lessen the force of the ball arriving.
Carrying Occurs when the ball rests momentarily in the players hands. This is illegal.
the Ball:
Dig: A pass made with the hand slightly cupped or with the first of one hand, usually on a difficult
play.
Dink: A soft shot off the fingertips used when faking a spike.
Double Foul: Infraction of rules by both teams during the same play.
Forearm Pass A pass made off the forearms. If is used to play served balls, hard hits or any low balls.
or Bump:
Free Ball: A return of a ball by the opponent that may easily be handled.
Kill: A spike that cannot be returned.
Mine: The word a player uses to call the ball. This lets the team know that he/she has the intention of
playing the ball.
Rotation: Clockwise shifting of the players when gaining the ball from the opponents.
Serve: The method of putting the ball in play over the net by striking it with the hand.
Setter: Person assigned to set the ball.
Side Out: Situation in which the opposing team gets the serve.
Spike: A ball hit with a strong downward force into the opponent’s court.
Volley or A pass made by contacting the ball above and in front of the head with the pads of the fingers.
Overhand
Pass:
NET/WALL ACTIVITIES: VOLLEYBALL SELF-REFLECTION

My goal for the Volleyball unit will be:

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Please refer to the Participation rubric on page 3. Over the course of the unit, I would give
myself an overall average out of ___/10 for my participation this unit.
I earned this mark because:
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Please refer to the Movement Skills and Concepts Rubric on page 1. Over the course of the unit,
I would give myself an overall average out of ___/10 for my skill development this unit.
I earned this mark because:
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NET/WALL 1 ACTIVITY TRACKER:

For Level 4 – This should be done on a weekly basis. Entries MUST include Phys-ed classes.

DATE ACTIVITY DURATION (MINS)

WEEK 1

WEEK 2

WEEK 3

WEEK 4
 Self-Assessment: Movement Skills and Concepts Rubric

SKILLS Criteria Level 4 Level 3 Level 2 Level 1

80-100 70-79 60-69 50-59
Stability Demonstrates a Demonstrates a very Demonstrates some Demonstrates a limited
Stability with static balance, in which the thorough ability to good ability to maintain ability to maintain a ability to maintain a
body maintains a desired shape in a maintain a desired a desired shape in a desired shape in a desired shape in a
stationary position, and stability with shape in a stationary stationary position, and stationary position, and stationary position, and
dynamic balance, in which students use core position, and stability stability with dynamic stability with dynamic stability with dynamic
strength to maintain balance and control of with dynamic balance. balance. balance. balance.
the body while moving through space (e.g.,
bending, stretching, twisting, turning, rolling, 8.0 8.2 8.4 8.6 8.8 7.0 7.1 7.2 7.3 7.4 6.0 6.1 6.2 6.3 6.4 5.0 5.1 5.2 5.3 5.4
balancing, transferring weight, curling, 9.0 9.2 9.4 9.6 9.8 7.5 7.6 7.7 7.8 7.9 6.5 6.6 6.7 6.8 6.9 5.5 5.6 5.7 5.8 5.9
landing from a jump). 10.0
Demonstrates a Demonstrates a very Demonstrates some Identifies a limited
thorough ability to good ability to move the ability to move the ability to move the
Locomotion move the body from one body from one point to body from one point to body from one point to
Skills used to move the body from one point point to another in another in various ways another in various ways another in various ways
to another in various ways (e.g., walking, various ways
wheeling, running, chasing, dodging, sliding,
8.0 8.2 8.4 8.6 8.8 7.0 7.1 7.2 7.3 7.4 6.0 6.1 6.2 6.3 6.4 5.0 5.1 5.2 5.3 5.4
rolling, jumping, leaping).
9.0 9.2 9.4 9.6 9.8 7.5 7.6 7.7 7.8 7.9 6.5 6.6 6.7 6.8 6.9 5.5 5.6 5.7 5.8 5.9
10.0
Demonstrates a Demonstrates a very Demonstrates some Demonstrates a limited
thorough ability to give good ability to give ability to give force to ability to give force to
Manipulation skills force to objects or force to objects or objects or receiving objects or receiving
Involve giving force to objects or receiving receiving force from receiving force from force from objects as force from objects as
force from objects as one sends, receives, or objects as one sends, objects as one sends, one sends, receives, or one sends, receives, or
retains objects (e.g., sending: throwing, receives, or retains receives, or retains retains objects retains objects
kicking, punting, striking, volleying; objects objects
receiving: catching, trapping, collecting;
8.0 8.2 8.4 8.6 8.8 7.0 7.1 7.2 7.3 7.4 6.0 6.1 6.2 6.3 6.4 5.0 5.1 5.2 5.3 5.4
retaining: carrying, dribbling, cradling).
9.0 9.2 9.4 9.6 9.8 7.5 7.6 7.7 7.8 7.9 6.5 6.6 6.7 6.8 6.9 5.5 5.6 5.7 5.8 5.9
10.0
Demonstrates a Demonstrates a very Demonstrates some Demonstrates a limited
Body awareness thorough awareness of good awareness of body awareness of body awareness of body
What parts of the body move, and in what body parts, shape, parts, shape, actions parts, shape, actions parts, shape, actions
way? Awareness of body parts, shape, actions
actions (e.g., wide, narrow, twisted, 8.0 8.2 8.4 8.6 8.8 7.0 7.1 7.2 7.3 7.4 6.0 6.1 6.2 6.3 6.4 5.0 5.1 5.2 5.3 5.4
symmetrical, curled, stretched) 9.0 9.2 9.4 9.6 9.8 7.5 7.6 7.7 7.8 7.9 6.5 6.6 6.7 6.8 6.9 5.5 5.6 5.7 5.8 5.9
10.0
Demonstrates a Demonstrates a very Demonstrates some Demonstrates a lilmited
thorough understanding good understanding of understanding of spatial understanding of spatial
Spatial awareness of spatial awareness spatial awareness awareness awareness
Where does the body move? (e.g., location,
8.0 8.2 8.4 8.6 8.8 7.0 7.1 7.2 7.3 7.4 6.0 6.1 6.2 6.3 6.4 5.0 5.1 5.2 5.3 5.4
direction, level, pathway, plane, extensions)
9.0 9.2 9.4 9.6 9.8 7.5 7.6 7.7 7.8 7.9 6.5 6.6 6.7 6.8 6.9 5.5 5.6 5.7 5.8 5.9
10.0
Demonstrates a Demonstrates a very Demonstrates some Demonstrates a limited
thorough effort good effort effort effort
Effort awareness
How does the body move? (e.g., fast or slow,
8.0 8.2 8.4 8.6 8.8 7.0 7.1 7.2 7.3 7.4 6.0 6.1 6.2 6.3 6.4 5.0 5.1 5.2 5.3 5.4
with strong or light force, bound or free)
9.0 9.2 9.4 9.6 9.8 7.5 7.6 7.7 7.8 7.9 6.5 6.6 6.7 6.8 6.9 5.5 5.6 5.7 5.8 5.9
10.0
Learns to make a Learns to make a Learns to make a Learns to make a
relationship with relationship with relationship with relationship with
classmates in different classmates in different classmates in different classmates in different
situations with a high situations with situations with some situations with limited
Relationship
degree of effectiveness considerable effectiveness effectiveness
With whom or with what does the body
effectiveness
move? (e.g., with people or objects, or in a
particular environment)
8.0 8.2 8.4 8.6 8.8 7.0 7.1 7.2 7.3 7.4 6.0 6.1 6.2 6.3 6.4 5.0 5.1 5.2 5.3 5.4
9.0 9.2 9.4 9.6 9.8 7.5 7.6 7.7 7.8 7.9 6.5 6.6 6.7 6.8 6.9 5.5 5.6 5.7 5.8 5.9

10.0
 Criteria Level 4 Level 3 Level 2 Level 1
80-100 70-79 60-69 50-59
Demonstrates a Demonstrates a very Demonstrates some Demonstrates a limited
Activity Appreciation thorough understanding good understanding understanding about understanding about
(K) about game or activity about game or activity game or activity game or activity
Learning about game or structures, rules, and structures, rules, and structures, rules, and structures, rules, and
activity structures, rules, skills through skills through skills through skills through
and skills through participation in activities, participation in activities, participation in activities, participation in activities,
participation in modified as necessary modified as necessary modified as necessary modified as necessary
activities, modified as
necessary 8.0 8.2 8.4 8.6 8.8 7.0 7.1 7.2 7.3 7.4 6.0 6.1 6.2 6.3 6.4 5.0 5.1 5.2 5.3 5.4
9.0 9.2 9.4 9.6 9.8 10.0 7.5 7.6 7.7 7.8 7.9 6.5 6.6 6.7 6.8 6.9 5.5 5.6 5.7 5.8 5.9
Demonstrates a Demonstrates a very Demonstrates some Identifies a limited
Tactical Awareness (K) thorough understanding good understanding of understanding of the understanding of the
Developing of the principles of play the principles of play or principles of play or principles of play or
understanding of the or participation common participation common to participation common to participation common to
principles of play or to similar activities similar activities similar activities similar activities
participation common
to similar activities 8.0 8.2 8.4 8.6 8.8 7.0 7.1 7.2 7.3 7.4 6.0 6.1 6.2 6.3 6.4 5.0 5.1 5.2 5.3 5.4
9.0 9.2 9.4 9.6 9.8 10.0 7.5 7.6 7.7 7.8 7.9 6.5 6.6 6.7 6.8 6.9 5.5 5.6 5.7 5.8 5.9
Learns to make decisions Learns to make decisions Learns to make decisions Learns to make decisions
about what to do and about what to do and about what to do and about what to do and
Decision Making (T/I)
how to do it in different how to do it in different how to do it in different how to do it in different
Learning to make
situations with a high situations with situations with some situations with limited
decisions about what to
degree of effectiveness considerable effectiveness effectiveness
do and how to do it in
effectiveness
different situations
8.0 8.2 8.4 8.6 8.8 7.0 7.1 7.2 7.3 7.4 6.0 6.1 6.2 6.3 6.4 5.0 5.1 5.2 5.3 5.4
9.0 9.2 9.4 9.6 9.8 10.0 7.5 7.6 7.7 7.8 7.9 6.5 6.6 6.7 6.8 6.9 5.5 5.6 5.7 5.8 5.9
Demonstrates a Demonstrates a very Demonstrates some Demonstrates a limited
Application of Skills (A) thorough understanding good understanding of understanding of what understanding of what
Developing of what skills are what skills are required skills are required to skills are required to
understanding of what required to improve to improve proficiency improve proficiency and improve proficiency and
skills are required to proficiency and how to and how to apply those how to apply those skills how to apply those skills
improve proficiency and apply those skills while skills while participating while participating in while participating in
how to apply those skills participating in activities in activities activities activities
while participating in
activities 8.0 8.2 8.4 8.6 8.8 7.0 7.1 7.2 7.3 7.4 6.0 6.1 6.2 6.3 6.4 5.0 5.1 5.2 5.3 5.4
9.0 9.2 9.4 9.6 9.8 10.0 7.5 7.6 7.7 7.8 7.9 6.5 6.6 6.7 6.8 6.9 5.5 5.6 5.7 5.8 5.9
Demonstrates skills, Demonstrates skills, Demonstrates skills, Demonstrates skills,
techniques, and tactics in techniques, and tactics in techniques, and tactics techniques, and tactics in
Performance (A) activities or activities or in activities or activities or
Demonstrating skills, demonstrations with a demonstrations with demonstrations with demonstrations with
techniques, and tactics high degree of considerable some effectiveness limited effectiveness
in activities or effectiveness effectiveness
demonstrations
8.0 8.2 8.4 8.6 8.8 7.0 7.1 7.2 7.3 7.4 6.0 6.1 6.2 6.3 6.4 5.0 5.1 5.2 5.3 5.4
9.0 9.2 9.4 9.6 9.8 10.0 7.5 7.6 7.7 7.8 7.9 6.5 6.6 6.7 6.8 6.9 5.5 5.6 5.7 5.8 5.9

Self-Assessment: Movement Strategies Rubric

 Self-Assessment: Participation Rubric
CATEGORIES LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
 infrequent participation  demonstrates some  substantial participation  extensive and wide-
in physical activities; participation in physical in physical activities; ranging participation in
 experiences difficulty activities;  significant involvement in physical activities;
participating in group  satisfactory involvement group activities;  outstanding involvement
activities; in group activities;  considerable application in group activities;
 does not apply  occasionally applies of the guidelines and  widespread application of
appropriate guidelines guidelines and procedures procedures for safe the guidelines and
Physical
and procedures for safe for safe participation in participation in physical procedures for safe
Participation
participation in physical physical activity (e.g., activity (e.g., using participation in physical
activity (e.g., using using appropriate appropriate equipment activity (e.g., using
appropriate equipment equipment and facilities, and facilities, wearing appropriate equipment
and facilities, wearing wearing appropriate appropriate attire, and facilities, wearing
appropriate attire, attire, meeting meeting expectations appropriate attire,
meeting expectations expectations regarding regarding supervision, meeting expectations
regarding supervision, supervision, understanding the regarding supervision,
understanding the understanding the importance of proper understanding the
importance of proper importance of proper posture in minimizing importance of proper
posture in minimizing posture in minimizing injury); posture in minimizing
injury); injury);  has demonstrated risk- injury);
 demonstrates behaviour  on occasion, has free behaviour (e.g., doing  sample demonstrations of
that puts themselves and demonstrated behaviour warm-ups properly, risk-free behaviour (e.g.,
others at risk (e.g., doing that puts themselves and proper use of equipment). doing warm-ups properly,
warm-ups improperly, others at risk (e.g., doing proper use of equipment).
improper use of warm-ups improperly,
equipment). improper use of
equipment).
5.0 5.1 5.2 5.3 5.4 5.5 5.6 6.0 6.1 6.2 6.3 6.4 6.5 6.6 6.7 7.0 7.1 7.2 7.3 7.4 7.5 7.6 8.0 8.2 8.4 8.6 8.8 9.0 9.2 9.4
5.7 5.8 5.9 6.8 6.9 7.7 7.8 7.9 9.6 9.8 10
 puts forth minimum  puts forth adequate  puts forth a significant  puts forth a substantial
Effort
amount of effort (e.g., amount of effort; amount of effort; amount of effort;
Grade
goes through motions);  is occasionally distracted  is occasionally distracted  hardly, if ever, distracted
 is easily distracted from from task; from task; from task;
task;  can sometimes distract  on occasion, distracts  rarely a distraction to
 is a significant distraction others. others. others.
to others.
5.0 5.1 5.2 5.3 5.4 5.5 5.6 6.0 6.1 6.2 6.3 6.4 6.5 6.6 6.7 7.0 7.1 7.2 7.3 7.4 7.5 7.6 8.0 8.2 8.4 8.6 8.8 9.0 9.2 9.4
5.7 5.8 5.9 6.8 6.9 7.7 7.8 7.9 9.6 9.8 10
 rarely takes on a  occasionally takes on a  takes on a leadership  provides guidance,
leadership role (relies on leadership role (relies on role (begins physical direction and leadership
others to begin physical others to begin physical activities, promotes (begins physical activities,
activities, does not activities, does not active participation); promotes active
promote active promote active  suggests changes or participation);
Initiative /
participation); participation);
alternative courses of  suggests constructive,
Christian  will seldom suggest  on occasion, will suggest action to resolve positive and insightful
Leadership changes or alternative changes or alternative disagreements and changes or alternative
courses of action to courses of action to conflicts in the group; courses of action to
resolve disagreements resolve disagreements  demonstrates positive, resolve disagreements
and conflicts in the and conflicts in the and conflicts in the
responsible personal and
group; group; group;
social behaviour in
 rarely demonstrates  demonstrates some physical activity settings  Affirmative,
positive, responsible positive, responsible (e.g., encouraging and encouraging, confident,
personal and social personal and social helping others, striving and constructive
behaviour in physical behaviour in physical for personal bests, personal and social
activity settings (e.g., activity settings (e.g., showing respect for behaviour in physical
encouraging and helping encouraging and helping others, demonstrating activity settings (e.g.,
others, striving for others, striving for good sportsmanship) encouraging and helping
personal bests, showing personal bests, showing others, striving for
respect for others, respect for others, personal bests, showing
demonstrating good demonstrating good respect for others,
sportsmanship) sportsmanship) sportsmanship)
5.0 5.1 5.2 5.3 5.4 5.5 5.6 6.0 6.1 6.2 6.3 6.4 6.5 6.6 6.7 7.0 7.1 7.2 7.3 7.4 7.5 7.6 8.0 8.2 8.4 8.6 8.8 9.0 9.2 9.4
5.7 5.8 5.9 6.8 6.9 7.7 7.8 7.9 9.6 9.8 10

OVERALL 5.0 5.1 5.2 5.3 5.4 5.5 5.6 6.0 6.1 6.2 6.3 6.4 6.5 6.6 6.7 7.0 7.1 7.2 7.3 7.4 7.5 7.6 8.0 8.2 8.4 8.6 8.8 9.0 9.2 9.4
AVERAGE 5.7 5.8 5.9 6.8 6.9 7.7 7.8 7.9 9.6 9.8 10