The following pages showcase the main components of a mini unit plan that was developed out of a series of lessons that were taught in a local middle school. The unit plan represents a continuation of the lessons that were developed by first teaching a group of student teachers and receiving feedback from them and the teachers, and then revising the lessons in order to implement them into a three-session field experience teaching a middle school PE class. These lessons were developed using the principles and theories developed and outlined in the Teaching Games for Understanding (TGfU) model (Thorpe, Bunker and Almond, 1986). These lessons focus on using a variety of skill based drills and games where appropriate in order to help the students develop various skills associated with the target game.

This unit plan focuses on the simplification and adaptation of key features of the game of volleyball in order to make it more approachable for students in addition to making it accessible for them dependent on their various ability levels and ages. The concept of Simplification is used through the games and drills in order to help the students learn specific skills without the complications that come with playing the full game. This is introduced by focusing on a single skill or aspect of the game at a time, for example partner-passing using only forearm passes, or 3 on 3 soccer with boundaries that can be enlarged or made smaller as needed. The second concept, Adaptation, is used throughout the lesson in order to ensure that students of various ability levels and ages can be successful playing the games. This is introduced through changes made to the rules and structures of the game in order to allow everyone the opportunity to participate. For example, allowing students to serve from the attack line, mid-line or baseline, or having students either catch, catch and self-feed, or straight pass the ball when doing a passing game in volleyball. By creating opportunities for simplification and adaptation, the parameters of the game can be changed to emphasize a variety of the different aspects involved in the full sport, such as spacing, scoring, passing, and communication, which will assist the students in developing the fundamental skills needed for proper game play later on.

The two buttons below list the sequence of proposed introductory games and culminating games.  The focus in the introductory games is to teach off-the-ball movements associated with net-wall games like volleyball. Students will be taught using a variety of introduction activities such as Partner Passing, Pass 21, and Stations,  to develop the tactical ideas listed in the introductory activities section.

The second button refers to the series of culminating games that develop from 3 on 3 Volleyball with with adapted passing rules and scoring. The 3 on 3 Volleyball game develops different passing, setting, serving, attacking and defending skills over the course of the unit by adapting the rules dependent on the skill or task progression being taught within the lesson. These skill focused task progressions and games with a focus on a particular skill can be found within the Culminating games section. 

Below is the outline plan of 4 volleyball lessons showing how to combine introductory activities with culminating games.  This outline is seen a rough plan that gets adjusted each time a class of students is taught the unit. 

Key progressions used in the unit to develop both manipulative skills and off-the-ball movements. These are outlined in the sequence tabs as well as the lesson plans. The main task progressions are forearm passing, setting, and serving. Students begin by doing basic movements such as catch-toss, then catch-self-feed, and then a straight pass. These games enable students to progress these skills at their own ability level.

The skill analysis sections suggestions criteria cues and refinements that can be used to teach students effectively motor-skill execution.  The bio-mechanical analysis offers general outline of mechanical principles and how they can be applied to a motor skill.  The other sections offer some key cues in relation to key manipulative skills.