UNIT 3 :VOLLEYBALL
Key unit competence: Perform volleyball techniques and tactics in the
game situation adhering to the rules of the game.
3.1. Prerequisite (knowledge, skills, attitudes and values)
Student teachers of year 3 will learn better rules of the game of volleyball if they
have developed basic techniques and tactics of volleyball learned in year1, year 2.
3.2. Cross-cutting issues to be addressed
• Gender
In teaching and learning process, the tutor must prepare and provide volleyball
activities that engage both girls and boys equally in exploiting their full potential
and volleyball talents without any discrimination or prejudice.
• Inclusive education
The tutor as a facilitator he/she must consider different special education
needs and select activities to adapt his teaching approaches to student
teachers. This creates a positive attitude and helps all student teachers to
participate actively and develop their competence levels.
• Financial education
The tutor should integrate Financial Education into his teaching/learning
activities by providing the local and no cost teaching material where is possible.
He/she must encourage student teachers to make their own materials that
can help them to develop competences not only in volleyball game but also
in their daily life.
• Standardization culture
The tutor must choose and select the standardized materials to use in his/her
teaching/learning process of volleyball. It is necessary to provide appropriate
materials required to the levels of student teachers and help them to develop
culture of checking and using the quality of volleyball materials for the
competitions before using them in order to prevent injuries or other case of
accidents.
• Environment and sustainability
The tutor should provide materials and deliver the lesson by encouraging
student teachers to protect the environment and well use of materials. The
tutor helps them to develop the spirit of keeping safe the environment in
which they use in volleyball activities by avoiding to leave waste on the court
or ground.
• Peace and values education
The tutor helps student teachers to develop fair play and social values by
avoiding violence and conflict in the volleyball game and by setting clear and
relevant instructions. He/she should provide the activities that help student
teachers to develop their competence peacefully.
• Comprehensive sexuality education
The tutor provides volleyball activities and sets instructions that prevent
sexual harassment, any kind of gender-based violence like sexual abuse and
physical contacts oriented to the sexuality intention.
• Genocide studies
While conducting volleyball lesson, a tutor should take a time to explain student
teachers how sports should be used to fight against Genocide ideology and
how to prevent it. For example, to organize Genocide memorial tournaments
at school and give the message related to the fighting against Genocide
3.3. Guidance on introductory activity
Before introducing the lesson of this unit, you must introduce the whole unit.
The tutor as a guide, facilitator and expert, asks questions and provides activities
related to rules of the game of volleyball applied during performing techniques
and tactics in the game situation in order to help them to predict what to be
learned in the whole unit.3.4. List of lessons/sub-heading
Lesson 1: Recall on volleyball techniques and tactics in the game
situation
a) Learning objective
Distinguish volleyball techniques and tactics and perform them in the game
situation
b) Teaching resources
Balls, playground, whistles, watch, cones, chasubles, score sheet, cards, flags,
net and posts.
c) Prerequisites/Revision/Introduction
Student teachers of year 3 will learn better volleyball techniques and tactics in
the game situation if they have developed basic techniques of playing volley
learned in year1, and year 2.
d) Learning activities
Opening discussions
• Ask questions related to volleyball techniques and tactics in the game
situation learned in previous levels.
• Let student teachers present their findings and introduce the new lesson.
• Invite student teachers to start warm up exercises.
Warm up exercises and cool down description
• Let student teachers perform general warm up exercises and specific warm
up based on the most body’s parts to be used while performing volleyball
techniques and tactics and stretch their muscles properly.
• One student teacher can lead warm up and stretching exercises.
e) Lesson development
Task/Activity
–– Form group of six student teachers and let two groups enter on the
volleyball court. Players on the court take their positions and be ready to
start the game.
–– Student teachers are requested to play a normal volleyball game and are
asked to use learned techniques and tactics of playing volleyball game.
Task/Activity
–– During the game observe how student teachers have taken their positions
on the court, how they are using techniques perfectly and tactics they
are using in order to win.
–– Change groups based on time you have in order to give opportunities to
all student teachers to participate in the game.
–– Ask groups, which are not playing to record fouls, related to used
techniques.
–– Randomly choose one student player to lead cool down, after let them
present their findings from observation made after the game situation.–– During presentation support student teachers where is needed.
Closing discussion
Reflect
–– What are challenges/benefits did you face while playing volleyball by using
learned techniques and tactics?
–– In case you have lost the match, what are causes of that lost?
Connect
–– What are the importance of combining techniques and tactics in our works
or plays?
Apply–– How will you use those skills of playing volleyball in your daily life?
Application activities
Form teams of 2 vs 2, 3 vs 3, 4 vs 4, 5 vs 5 or 6 vs 6. Let student teachers
play volley ball applying techniques and tactics in the game situation, on the
appropriate court according to the number of players and available materials.
The winner is the team which applied more techniques and tactics than others
during one or more sets of the game.
Lesson 2: Rules of the game
a) Learning objective
To explain and interpret rules of the game of volleyball
b) Teaching resources
Balls, playground, whistles, watch, cones, chasubles, score sheet, cards, flags.
c) Prerequisites/Revision/Introduction
Student teachers of year 3 will learn better rules of the game of volleyball
if they have performed basic techniques and tactics of playing volleyball inOrdinary level, year 1 and 2.
d) Learning activities
Task/Activity 1
–– Ask questions related to fouls that they have found during playing game
situation of volleyball in the lesson 1.
–– Let student teachers answer asked questions and support them where
is necessary.
–– Student teachers form six groups and give questions to discuss in eachgroup as seen in the following table.
Pass though groups and help them where is necessary. Request student teachers
to choose a secretary to record findings and group representative who will present
their findings.
–– Request group representative to present their findings and group members
may support where is necessary.
–– After presentation of all groups, use a projector to recap presentations,show them fouls and hand signals to use while officiating in volleyball.
Application activitiy
Let student teachers show different hand signals used in volleyball game andinterpret their meaning.
Lesson 3: Play Volleyball game adhering to rules of the game
a) Learning objective
Apply rules of the game of volleyball in a game situation
b) Teaching resources
Balls, playground, whistles, watch, cones, chasubles, score sheet, cards, flags.
c) Prerequisites/Revision/Introduction
Student teachers of year 3 will perform better playing volleyball game adhering
to official rules of the game if they have developed basic techniques and tactics
of playing volleyball learned in year 1, and year 2.
d) Learning activities
Opening discussionss
• Ask questions related to volleyball rules in game situations.
• Let student teachers present their findings.
• Introduce the new lesson to the student teachers.
• Invite student teachers to start warm up exercises.
Warm up exercises and cool down description
• Let student teachers perform general warm up exercises and specific warm
up based on the most body’s parts to be used while playing volleyball. Let
student teachers stretch their muscles properly.• One student teacher can lead warm up and stretching exercises.
Points to consider during this game situation
• Time for playing for each match: 6minutes
• The winner is the team, which will gain many points in those three matches.
• Choose one student teacher to lead cool down and invite them to start after
game situation discussion.
• Start by giving time group A, B then C to share what they have recorded
based on rules of the games, decisions taken by officials, effectiveness of
hand signals used, and how officials are taking positions and their movement
during the match. Support them to clarify some rules of the game where is
necessary.
• Close the lesson by asking some questions on what they have beendiscussed.
Application activity
Form teams of 3 vs 3, 4 vs 4, 5 vs 5, 6 vs 6. Let student teachers play
volleyball adhering to rules of the game on the appropriate court . The winner
is the team, which committed less fouls than others in a set of 15 points of thegame.
3.5. Summary of the unit
In this unit, student teachers perform exercises for recalling techniques and
tactics of volleyball. They have also learned rules of volleyball game and how to
apply them during the game. Those rules are summarized as the following:
• Playing area: dimensions, playing surface, line of the court, zones andareas, temperature and lighting.
• Net and posts: height of the net, structure of the net, side bands, antennae,
posts and additional equipment.
• Balls: standards balls, uniformity of balls, five-ball system.
• Teams: team composition, location of the team, equipment, changes of
equipment, forbidden objects.
• Team leaders: captain, coach, assistant coach.
• Scoring a point, winning a set and winning the match.
• Default and incomplete team.
• Structure of the play: the toss, official warm up session, team starting
line-up, positions, positional fault, rotation and rotational fault.
• States of play: ball in play and out of play, ball in and out.
• Playing the ball: team hits, characteristics of the hit, faults in playing the
ball, contact with the court.
• Ball at the net: Ball crossing the net, ball touching the net, ball in the net.
• Player at the net: reaching beyond the net, penetration under the net,
contact with the net, player’s faults at the net.
• Service: first service in a set, service order, authorization of the service,
execution of the service, screening, service faults and positional faults.
• Attack hit: characteristics of attack hit, restrictions of the attack hit, and
faults of the attack hit.
• Block: blocking, block contact, blocking within the opponent’s space. Block
and team hits, blocking the service, blocking faults.
• Regular game interruptions: number of regular interruptions, sequence
of regular game interruptions, requests for regular game interruptions, timeouts
and technical time-outs, substitution (limitation, exceptional substitution,
substitution for expulsion or disqualification, illegal substitution, substitution
procedure and improper requests).
• Game delays: types of game delay and their sanctions.
• Exceptional game interruptions: injury/illness, external interference,
prolonged interruptions.
• Intervals and changes of courts: intervals, change of courts,
• The libero players: designation of the libero, equipment, actions involving
the libero, re-designation of a new libero.
• Requirements of conduct: sportsmanlike conduct, fair play.
• Misconduct and its sanctions: minor misconduct, misconduct leading to
sanctions, sanction scale, application of misconduct sanctions, misconduct
before and between sets and sanction cards.
• Officiating corps and procedures: composition, procedures, first
referee (location, authority and responsibilities), second referee (location,
authority and responsibilities), scorer (location and responsibilities),
assistant scorer (location and responsibilities), and line judges (location and
responsibilities).
• Official signals: referee’s hand signals, line judges’ hand signals.
Student teachers have given time to put in practice by officiating volleyball gamessituations.
3.6. Additional Information for tutorsVolleyball equipment
i) The Ball
The ball is the single most important piece of equipment in the game. A
good ball will alleviate pain caused by hitting it over the net or between
teammates. If a game is being played indoors, a leather ball will work best.
It cannot be used outside because it may become wet and damaged. Foroutdoor play, a synthetic leather ball is recommended.
ii) Knee Pads
Prevent injuries for players in However, a person should choose pads
according to age and experience. For instance, younger athletes should use
thicker pads, since these players have less experience diving for the ball.
Older athletes with more knowledge may choose thinner kneepads. They
work well to prevent bruising and burns. All knee pads must fit comfortablyaround the leg area.
iii) Proper Footwear
Men and women volleyball shoes are necessary while playing volleyball
game. These shoes are designed to protect the foot during side-to-side
movement. A smart shoe choice will be made of leather and contain a low
heel. This provides top support and helps to prevent sprains as well.Officials and blowing whistles during the game
i) Whistle any violations
It is the first referee’s responsibility to whistle any violations they see. If
possible, the second referee should whistle net violations, centerline
violations, serve receive position faults, and serving order violations. If the
second official does not catch these violations, the first referee has theauthority to make the call.
ii) Whistle player mishandling the ball
Only the first referee has the authority to whistle ball handling (lifts, double
contacts, 4 hits, etc.). If appropriate, the second referee may discretely signal
ball handling to the first referee.
iii) Giving Sanctions
Only the first referee has the authority to issue sanctions to players, coaches,etc.
iv) The second referee
–– Is concerned with matters such as keeping time, assisting the first
referee in making calls, administering substitutions, and verbally
communicating with team coaches.
–– Needs to communicate effectively with the scorekeeper.
–– Should overlook the scorekeeper with recording subs, timeouts, etc.
–– Should help the scorekeeper and libero tracker with any questions or
issues that come up.
–– Should position themselves so they can effectively transition from one
side of the net to the other when the ball is in play.–– Handles substitutions
Scorers
The official scorer keeps track of the score throughout the volleyball game.
Before the game begins, the scorer notes the starting lineup of each team and
notifies the officials if the lineup was received on time. If a dispute or irregularity
arises regarding the score, the scorer uses a buzzer to notify the first and second
officials. Additionally, when a substitution request arises, the scorer notifies theofficials.
Line Judges
At least two, and as many as four, line judges monitor each game. The line judges
stand at the corners of the court watching the lines to indicate whether a ball in
play falls in or out of the court. If a server steps on the line during a serve, the line
judge watching the given line notifies the officials using a flag. When a player
touches an out-of-play ball or if the ball hits an antenna, the designated line judgealso indicates the interference.
Violations
–– Stepping on or over the line on a serve.
–– Fail to serve the ball over the net successfully.
–– Hitting the ball illegally, (Carrying, palming, throwing, etc.
–– Touches of the top of the net only with any part of the body while the ball
is in play. Players may contact the net below the top of the net (the tape)
at any time.
–– If the ball is driven into the net with such force that it causes the net
to contact an opposing player, no foul will be called, and the ball shall
continue to be in play.
–– Reaching over the net, except under these conditions:
• When executing a follow-through.
• When blocking a ball, which is in the opponent court but is being returned
(the blocker must not contact the ball until after the opponent who is
attempting to return the ball makes contact). Except to block the third play.
• Reach under the net (if it interferes with the ball or opposing player).• Failure to serve in the correct order.
Misconduct
Individual sanctions may be assessed against a player or coach for a variety of
unsportsman like actions during or between games including: shouting at an
opponent; addressing officials about their decisions; trying to distract an opponent;
or coaching in a disruptive manner.
Yellow or Warning Card: This is given for minor unsporting offenses. A
second yellow card to an individual will result in an automatic red card. It goes
together with 1 point for other team.
Red or Penalty Card: This is given for serious offenses. If a team is serving
and receives a red card, they will lose the serve. When rally scoring their
opponent also is awarded a point. If the team receiving serve get a red card,
their opponent will receive a point.
Expulsion: This is given for extremely offensive behaviour. The player is out
for the rest of the game. No additional penalty is given.
Disqualification: This is called when a player receives a second expulsion
during a match or when physical aggression is shown toward an official,
another player, or a spectator. The player is ordered from the playing area forthe balance of the match. No other penalty is given.
3.7. End unit assessment
Tutor divide student teachers into groups of five including first referee, second
referee, scorer and two line judges. After dividing student teachers into their
respecting groups, set the order on which groups will lead the game, request the
first group to start the match.
Ask other remaining student teachers to form two teams of six players for each
one. Let the match start, change groups which is officiating after five minutes.
Officials become players to replace those who are becoming officials.
During performing officiating for each group, observe how each student teacher
is accomplishing given tasks and roles.
Records their performance in order to give them feedback at the end of theexercise.
3.8. Additional activities
3.8.1. Remedial activities
Distribute balls to student teachers for regular familiarization with the ball focusing
on techniques of playing volleyball, encourage student teachers to lead matches/games while other are performing techniques and tactics in the game situation.
3.8.2. Consolidation activities
Participate in competitions between small groups and choose their own officialsto lead the matches. Scorers record performance of each group.
3.8.3. Extended activities
Organize volleyball competition between classes for forming school teams and
participate in interschool competitions and friendly matches. Let student teachers
officiate matches. Encourages student teachers to exploit regularly rules of thegame of volleyball and request them to be update about changes of the rules.