UNIT 4: VOLLEYBALL
Key unit competence: Apply volleyball rules of the game
4.1 Prerequisite (Knowledge, skills, attitudes and values)
Students of senior six will learn better rules of volleyball if they have developed
basic techniques and tactics of volleyball learned in senior four, senior five.
4.2 Cross-cutting issues to be addressed
Gender: In teaching and learning volleyball rules, the teacher must prepare
and provide physical activities that engage both girls and boys equally to exploit
their full potential and talents without any discrimination or prejudice.
Inclusive education: The teacher as a facilitator he/she must consider
different special education needs and select physical activities to adapt his
teaching approaches to all students. This creates a positive attitude and helps
all learners to participate actively and develop their competence levels.
Financial education: The teacher 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 students to make their
own materials that can help them to develop competences not only in sport at
school but also in their daily life.
Standardization culture: The teacher must choose and select the standardized
materials to use in his/her teaching/learning process. It is necessary to provide
appropriate materials required to the levels of students and help them to
develop culture of checking and using the quality of sport materials for the
competitions before to use them in order to prevent injuries and other accident.
Environment and sustainability: The teacher should provide materials and
deliver the lesson with encouraging students to protect the environment and
well use of materials. The teacher helps them to develop the spirit of keeping
safe the environment they use in sports activities.
Peace and values education: The teacher helps students to develop fair play
and social values by planning physical activities that Avoid violence and conflict
in the game and by setting clear and relevant instructions. He/she should
provide the activities that help students to develop their competence peacefully.
Comprehensive sexuality education: A teacher provides physical 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 physical exercises and health a teacher
should take a time to explain students 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 Genocide.
4.3. Guidance on introductory activity
Before introducing the lesson one of this unit, teacher must introduce the whole
unit. The teacher as a guide, facilitator and expert, ask questions or give activity
related to volleyball rules in order to help them to predict what to be learnt in
the whole unit.
Introductory activity
By using a projector, demonstrate to students a video of volleyball match
between two teams (A, B), ask them to watch it to the end, after watching the
video asks them to highlight how the match was, how players behaved and foulsmade by players, coach and referees.
4.4. List of lessons/sub-heading
Lesson 1: Playing court, balls of Volleyball
a) Learning objective
– Describe and draw a volleyball court by mentioning areas and dimensions.
– Describe a ball used in volleyball match.
b) Teaching resources
Balls, playground, whistles, watch, cones, chasubles, score sheet, cards, flags.
c) Prerequisites/Revision/Introduction
Students of senior six will learn better rules of volleyball if they have performed
basic techniques and tactics of playing volleyball in Ordinary level, senior four
and five.
d) Learning activities
Opening discussions/ Introduction
– Start the lesson by asking students different types of techniques and tactics
of volleyball they have learnt in senior four and five.
– Introduce the lesson by asking number of rules found in volleyball game,facilitate them while answering the question.
e) Lesson body
Activity 4.1
Asks Students to form six groups and give them questions related to Playing
court, balls of Volleyball to discuss in each group as seen in the following table:
- Pass though groups and help them where is necessary. Request students 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,
Application Activity 4.1
Ask each students to draw a volleyball playing court, and put net, posts and allparts by demonstrating the measures of each line and part.
Closing discussion/ Conclusion
Together, teacher and students summarize the lesson of the day, and students
record the summary in their note books.
Lesson 2: Team composition, player’s positions and substitutions
a) Learning objective
– Identify team composition in Volleyball.
– Identify and explain player’s position and substitutions.
b) Teaching resources
Balls, playground, whistles, watch, cones, chasubles, score sheet, cards, flags.
c) Prerequisites/Revision/Introduction
Students of senior six will learn better rules of volleyball if they have performed
basic techniques and tactics of playing volleyball in Ordinary level, senior four
and five.
d) Learning activities
Opening discussions/ Introduction
Start the lesson by asking students the measurements of a volleyball court and
describe the ball used in volleyball match learnt in lesson one of this unit.
Introduce the new lesson by asking number of players in a Volleyball team inan official match.
e) Lesson body
Activity 4.2
Asks Students to form six groups and give them questions related Team
composition, player’s positions and substitutions to discuss in each group asseen in the following table.
– Pass though groups and help them where is necessary. Request students
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 aprojector to recap presentations.
Application Activity 4.2
Ask students to choose a team in Rwanda Volleyball championship, and make a
list of players that can start on an any match and do a list also of their substitutes.
Demonstrate each player’s position on the list they are going to submit.
Closing discussion/ Conclusion
Together, teacher and students summarize the lesson of the day, and students
record the summary in their note books.
Lesson 3: Structure of play, scoring and winning a match in volleyball
a) Learning objective
Describe how to score a point, winning a set and winning a match in Volleyball
b) Teaching resources
Balls, playground, whistles, watch, cones, chasubles, score sheet, cards, flags.
c) Prerequisites/Revision/Introduction
Students of senior six will learn better rules of volleyball if they have performed
basic techniques and tactics of playing volleyball in Ordinary level, senior four
and five.
d) Learning activities
Opening discussions/ Introduction
– Start the lesson by asking students members of volleyball team learnt in
lesson one of this unit.
– Introduce the new lesson by asking ways of scoring a point in in a Volleyball
match.
e) Lesson body
Activity 4.3
– Helps students to form groups of five students, and give them questions
related, structure of play scoring a points, a set and how to win a match in
volleyball. Let students discuss about the toss, official warm-up, winning
a point, a set and a match, each student must participate in discussion by
giving his/her idea.
– Pass though groups and help them where is necessary. Request students
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 aprojector to recap presentations
Closing discussion/ Conclusion
– Together, teacher and students summarize the lesson of the day, and
students record the summary in their note books.
lesson 4: State of play, interruptions, delays and intervals
a) Learning objective
Identify and explain game delays, interruptions, intervals and team timeout.
b) Teaching resources
Balls, playground, whistles, watch, cones, chasubles, score sheet, cards, flags.
c) Prerequisites/Revision/Introduction
Students of senior six will learn better rules of volleyball if they have performed
basic techniques and tactics of playing volleyball in Ordinary level, senior four
and five.
d) Learning activities
Opening discussions/ Introduction
– Start the lesson by asking students how to score and win a match as they
have learnt in lesson three of this unit.
– Introduce the new lesson by asking how long a Volleyball match last in an
official match.
e) Lesson body
Activity 4.4
Asks Students to form six groups and give them questions related to game
delays, interruptions, intervals and timeout to discuss in each group as seenin the following table.
– Pass though groups and help them where is necessary. Request students
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 aprojector to recap presentations.
Closing discussion/ Conclusion
– Together, teacher and students summarize the lesson of the day, and
students record the summary in their note books.
Lesson 5: Conduct, misconduct, violation and penalties
a) Learning objective
– Describe the required conducts and misconduct and their sanctions in
volleyball.
– Identify different violation in volleyball and their penalties.
b) Teaching resources
Balls, playground, whistles, watch, cones, chasubles, score sheet, cards and
flags.
c) Prerequisites/Revision/Introduction
Students of senior six will learn better rules of volleyball if they have performed
basic techniques and tactics of playing volleyball in Ordinary level, senior four
and five.
d) Learning activities
Opening discussions/ Introduction
– Start the lesson by asking students questions on game delays, interruption
and timeout in volleyball match learnt in lesson four of this unit.
– Introduce the new lesson by asking questions on the conduct and violationin a Volleyball.
e) Lesson body
Activity 4.5
Asks Students to form four groups and give them questions related Conduct,
misconduct, violation and penalties to discuss in each group as seen in thefollowing table.
– Pass though groups and help them where is necessary. Request students
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,
Closing discussion/ Conclusion
– Together, teacher and students summarize the lesson of the day, and
students record the summary in their note books.
Lesson 6: Officiating corps and procedures
a) Learning objective
– Identify and explain the duties and responsibilities of officials in volleyball.
– Describe the volleyball match procedures.
b) Teaching resources
Balls, playground, whistles, watch, cones, chasubles, score sheet, cards, flags.
c) Prerequisites/Revision/Introduction
Students of senior six will learn better rules of volleyball if they have performed
basic techniques and tactics of playing volleyball in Ordinary level, senior four
and five.
d) Learning activities
Opening discussions/ Introduction
– Start the lesson by asking students questions on conduct and misconduct
in volleyball learnt in lesson five of this unit.
– Introduce the new lesson by asking the composition of refereeing team in
a Volleyball.
– Facilitate the students to answer the question, refereeing team is composed
by first referee, second referee, the challenge referee, the reserve referee,
the scorer, line judges.
e) Lesson body
Activity 4.6
Divide students into 9 groups and give them questions related refereeing
team composition and procedures of refereeing to discuss in each group asseen in the following table.
– Pass though groups and help them where is necessary. Request students
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,
Application Activity 4.3
Let students individually demonstrate different hand signals used in volleyballgame and interpret their meaning.
List of volleyball hand signals used in refereeing of volleyball game
Closing discussion/ Conclusion
– Together, teacher and students summarize the lesson of the day, and
students record the summary in their note books.
Lesson 7: Refereeing volleyball game
a) Learning objective
Apply and interpret Volleyball rules during a match.
b) Teaching resources
Balls, playground, whistles, watch, cones, chasubles, score sheet, cards, and
flags.
c) Prerequisites/Revision/Introduction
Students of senior six will better apply volleyball rules if they have developed
basic techniques and tactics of playing volleyball learned in senior four and
senior five
d) Learning activities
Opening discussions
– Ask questions related to volleyball rules learnt in lesson 1,2,3,4,5, and 6 of
this unit.
– Introduce the lesson of the day by giving instruction to follow while they
are on volleyball court.
– Invite student teachers to start warm up exercises.
Warm up exercises
Let students perform general warm up exercises and specific warm up based on
the most body’s parts to be used while playing volleyball. Let students stretch
their muscles properly.
e) Lesson body
Activity 4.7
Game situation
Form three groups A, B and C. Competition is organized in this way:
1st match: A vs B C will act as officials by providing: referee, second referee,
scorer, assistant scorer and line judges other remaining players will record fouls
and misconduct happened and how officials have been reacted for those fouls and
2nd match B vs C, A will act as officials by providing: referee, second referee,
scorer, assistant scorer and line judges other remaining players will record fouls
and misconduct happened and how officials have been reacted for those fouls and
misconducts.
3rd match A vs C, B will act as officials by providing: referee, second referee,
scorer, assistant scorer and line judges other remaining players will record fouls
and misconduct happened and how officials have been reacted for those fouls and
misconducts.
Points to consider during this game situation
– Time for playing for each match: 10 minutes
– The winner is the team, which will gain many points in those three matches.
Cool down
– Choose one student to lead cool down and invite them to start 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 been
discussed.
4.5 Summary of the unit
In this unit, students 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.
4.6 End of unit assessment
– Teacher divide students into groups of five including first referee, second
referee, scorer and two line judges. After dividing students 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 students 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
is accomplishing given tasks and roles.
– Records their performance in order to give them feedback at the end of
the exercise.
4.7Additional activities
Remedial activities
Distribute balls to students for regular familiarization with the ball focusing on
techniques of playing volleyball, encourage students to lead matches/games
while other are performing techniques and tactics in the game situation.
Consolidation activities
Participate in competitions between small groups and choose their own officials
to lead the matches. Scorers record performance of each group.
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 s to exploit regularly rules of the game ofvolleyball and request them to be update about changes of the rules.