Demonstrate agility during Beanbag Touch and Go while following the instructions given by the leader.
Participate in Parachute Fitness to music during the fitness section of class to improve agility, flexibility, muscular strength, muscular endurance, and aerobic endurance.
Demonstrate the approach for spiking, the hit, and tipping of a volleyball during the lesson focus using form demonstrated by the instructor.
Demonstrate cooperative and Volleyball skills by participating in ZigZag Relay during the game portion of class.
NATIONAL STANDARDS: 1 – 5
Introductory Activity (2-3 Minutes)
Beanbag Touch and Go
Spread different colored beanbags throughout the area. On signal, students run to a beanbag, touch it, and resume running. The touch must be made with a designated body part, e.g., “Touch 6 yellow beanbags with your right hand.”
Scattered Formation To increase the challenge, the color of the beanbag can be specified. Students can also move to a beanbag, perform a pivot, and resume running.
Fitness Development (8-12 Minutes)
1. Jog in a circle with chute held in left hand. Reverse. 2. Standing, raise the chute overhead, lower to waist. 3. Slide to the right; return slide to the left. 4. Sit and perform Abdominal Challenges – 30 sec. 5. Skip. 6. Freeze; face the center and stretch the chute tightly with bent arms. Hold for 8- 12 seconds. Repeat 5 X. 7. Run in place; hold the chute at waist level. 8. Sit with legs under the chute. Do a seat walk toward the center. Return to the perimeter. Repeat. 9. Place chute on the ground. Jog away from the chute and return on signal. Repeat. 10. On side, perform side leg flex (lift chute with legs). 11. Lie on back with legs under the chute. Shake the chute with the feet. 12. Hop to the center of the chute and return. Repeat. 13. Assume the push-up position with the legs aligned away from the center of the chute. Shake the chute with one arm while the other arm supports the body. 14. Sit with feet under the chute. Stretch by touching the toes with the chute. Relax with other stretches while sitting. 15. Perform parachute stunts like the Dome or Mushroom to end.
Evenly space students around the parachute.
Use different grips to add variation to the activities.
Encourage students to cooperate and make parachute movements together.
Use music to motivate students.
Lesson Focus (15-20 Minutes)
Station Practice - Spiking
Spiking is an offensive maneuver that involves hitting the ball above the net and downward into the opponent’s court. A spiker usually takes three or four steps toward the net. A final step with the right foot followed by a close step with the left foot precedes takeoff. With both feet together, the spiker then jumps vertically straight up. The arms swing forward during the jump. As the arms come forward to about shoulder height, the back begins to arch, and the right arm is cocked behind the head. The left arm starts the forward motion downward, and the right arm uncoils and attacks the ball. The elbow leads the striking arm and shoulder. The striking hand is open and rigid, and the palm of the hand strikes the ball.
Spiking Station #1: Spike ball against wall using the arm swing form taught in class. Repeat.
Station #2: Toss and hit. The tosser tosses ball like a set partner who spikes ball back using the arm swing motion. No steps approach. Switch roles and repeat.
Station #3: Approach and Tip Ball. At the net. Tosser tosses ball up, hitter makes approach and tips the ball into other court. Tosser becomes hitter. Hitter retrieves ball.
Everyone gets a ball when spiking against the wall.
Use Whistle Mixer and form groups of three. Send one person from each group to Station 1. Assign the other two to groups 2 and 3.
Closing Activity (5 Minutes)
Half of the players on one team stand side by side about 2 to 3 yards (m) apart and face the other half of their team. The ball is started at one end and passed or set, back and forth and down the line. The object is to control the ball and move it down the line quickly. The winning team is the fastest in getting the ball up and down the line to all team members. More than one ball can be added for variety.
Set out marking spots that stipulate how far apart players on the teams need to be. This assumes the distance apart and the distance down the line.
For challenge, start one ball on one end of the formation and the second ball on the other end.
Evaluation/Review and Cheer
Students huddled close together.
Questions: Which station was the most challenging? Why?
What is important about the approach before the spike?