Grade 9 and 10

Unit Plan: Spikeball

By
Madison Cruickshank
March 2021
My Physical Education Philosophy
As a physical education teacher, it's my passion to make physical education a positive, engaging, enjoyable experience where
students can be challenged, be creative, be physically active while being themselves in a safe environment. I believe that physical
education is about student development, teaching every student through a process. The focus is on lifelong movement, problem-
solving, collaborative team thinking, teamwork and individual success. It is to engage and encourage students to achieve their personal
best in a safe and fun environment. To build and develop the physical, social, and psychomotor abilities, and to acquire the knowledge
and thus live out a healthy lifestyle. To me, physical education is about strengthening both body and mind. I want to work to create
positive connections with my students not only in the classroom but encourage them to utilize the skills learnt across a variety of
sports and everyday life. It is inevitable that students will have different experiences when it comes to physical education ; but as
teachers, we need to embrace these differences and work towards ensuring all students have an equal opportunity to engage in an
enjoyable physical education.

Unit Overview

The following unit plan accounts for two grade levels; grade 9 and grade 10. This has been condensed into one document so
that reference to different grade levels may be addressed when referencing the different outcomes for this unit. This spikeball unit was
designed to last 8 classes (8 days). Focusing on Physical education outcomes in grade 9 and 10, it is important to acknowledge the
wide range of student abilities throughout the class. The start of my unit plan focusses on demonstrating and developing student’s
basic fundament skills to help them achieve success throughout the spikeball unit. This will include passing, hitting, and serving. As
the unit progresses game strategy will be implemented before game play starts so offensive and defensive techniques of students are
ready for a game situation. Lessons will be taught through direct instructional approaches, , cooperative learning, and sports education
model. As this unit uses a combination of different teaching styles it helps advocate for inclusivity and participation throughout the
unit. I have chosen these methods of teaching as being in grade 9 and 10, I have assumed that most students who are participating
already have basic knowledge of the fundamental skills, and need basic refreshers to touch up on skills, and to incorporate more
advanced skills. etiquette regulations, showing positive teamwork and communication skills are also going to be practiced throughout
this unit as they are important aspects included through the learning outcomes for physical education 9 and 10.

Classroom Management Techniques

With this unit I believe that it is important to set behavioral and classroom expectations. Setting these expectations early is
very important as it will show students what is expected of them through the unit and class to be successful and achieve success in
physical education. General rules that should be followed through physical education is proper gym attire. More rules would be
raising hands for questions during instruction time, not playing with equipment during instructional periods. One thing I value in my
classroom/gym is openness to mistakes and ask questions. Students making mistakes is one of the best ways to improve one’s skills.
Students will begin to analyze what went wrong, ask for feedback, and apply that feed to their skill. Therefore, I want to emphasize to
students that it is not the end of the world if they make mistakes in gym class, there is always room and time to work on these skills.
 Grade: Physical Education 9 & 10 Unit: Spikeball Dates March 9th - NA

Date Lesson G SLO’s Assessment Key Learning Safety Instructiona Equipment/ Mot
Planned to Title L Questions Activities l Strategies Resources/
Teach O related to this Technology
’ Lesson
s

Mar Introducti A A9-1 -Video What are 3 Introduction: - Discuss Cooperative Spikeballs Competition
9th on and C A9-3 Comprehensio rules when videos (top proper gym learning amongst 2 out
Tuesday Experienc D A9-5 n playing plays, spikeball attire to ensure Spikeball of 3 learning
e C9-3 roundnet? basics) ask safety amongst Sports nets activities to
C9-6 -Observation about assembly? everyone educational promote parti
D9-3 What skills model Music Cipation
do you need Warmup- spike -As a class, we
to play ball tag will go over Tech Discuss how we
roundnet at a the rules and supplies will play a
high level? Activity- regulations of tournament at
experience spikeball the end
spikeball
- Teacher
supervision

-Space
consideration

-Guidelines for
putting
equipment
back if
required
Mar 10th Passing A A9- Video -3 critical Warm up- - Discuss Cooperative Spikeballs Discuss how we
Wednesda C 1/2 Comprehensio elements of spikeball proper gym learning will play a
y D A9- n an underhand exercise attire to ensure Spikeball tournament at
3/4 or overhand safety amongst Sports nets the end
A9- -Observation pass Introduction: everyone educational
5/6 passing video – model Music
C9-3 - progression Why is recap -As a class, we
C9-6 worksheet athletic Activity: knee will go over Tech
D9-3 stance tag, progressive the rules and supplies
important passing drills regulations of
when playing spikeball
roundnet or
any other - Teacher
sport? supervision

How do -Space
teamwork consideration
and
sportsmanshi -Guidelines for
p affect game putting
play? equipment
back if
required

March 11th Hitting A A9- Video 3 critical Warm up: spike - Discuss Cooperative Spikeballs Discuss how we
Thursday C 1/2 Comprehensio elements of ball exercises proper gym learning will play a
D A9- n hitting ? attire to ensure Spikeball tournament at
3/4 Introduction: safety amongst Sports nets the end
A9- -Observation How do hitting video everyone educational
5/6 teamwork model Music
C9-3 - progression and Activities: -As a class, we
 C9-6 worksheet Fencing knee will go over Tech
D9-3 sportsmanshi tag, progressive the rules and supplies
p affect game hitting regulations of
play? spikeball

- Teacher
supervision

-Space
consideration

-Guidelines for
putting
equipment
back if
required
March 12th Serving A A9- Video How does Warm up: Discuss proper Cooperative Spikeballs Discuss how we
Friday B 1/2 Comprehensio participation spikeball gym attire to learning will play a
C A9- n in spikeball exercises ensure safety Spikeball tournament at
D 3/4 -Observation improve amongst Sports nets the end
A9- - progression physical Introduction: everyone education
5/6 worksheet fitness? serving video model Music
A9-10 -As a class, we
B9-2 Activity will go over Tech
C9-3 - shootout the rules and supplies
C9-6 - serving drills regulations of
D9-3 spikeball

- Teacher
supervision

-Space
consideration
 -Guidelines for
putting
equipment
back if
required
March 15th Defensive A A9- Video How does Warm up: - Discuss Cooperative Spikeballs Discuss how we
Monday skills / B 1/2 Comprehensio participation spikeball proper gym learning will play a
Offensive A9- n in spikeball exercises attire to ensure Spikeball tournament at
skills C 3/4 -Observation improve safety amongst Sports nets the end
D A9- - progression physical Introduction: everyone educational
5/6 worksheet fitness? defensives and model Music
A9-10 offensive -As a class, we
B9-2 How do strategies will go over Tech
C9-3 teamwork the rules and supplies
C9-6 and Activity regulations of
D9-3 sportsmanshi - set shuffle spikeball
p affect game - offensive and
play? defensives - Teacher
progressions supervision

-Space
consideration

-Guidelines for
putting
equipment
back if
required
March 16th Modificati A A9- Teacher How does Warm up - Discuss Cooperative Spikeballs Students will try
Tuesday ons and B 1/2 observation participation -spikeball proper gym learning out different
power ups C A9- in spikeball exercises attire to ensure Spikeball styles of the
D 3/4 Closure and improve safety amongst Sports nets game that they
 A9- physical Activity everyone educational can use in
5/6 comprehension fitness? -pepper model Music
A9-10 questions and -power ups and -As a class, we
B9-2 answers How do modifications will go over Tech
C9-3 teamwork the rules and supplies
C9-6 and regulations of
D9-3 sportsmanshi spikeball
p affect game
play? - Teacher
supervision

-Space
consideration

-Guidelines for
putting
equipment
back if
required
March 17th Assessme A A9- Teacher How does Warm up: - Discuss Direct Spikeballs Students will
Wednesda nt B 1/2 observation participation Spikeball proper gym Instruction choose the
y Day C A9- in spikeball exercises attire to ensure Spikeball individual they
D 3/4 Student improve safety amongst nets want to be
A9- behavior physical Activity everyone partners with for
5/6 fitness? - spikeball quiz Music assessment and
A9-10 Closure and -assessment -As a class, we tournament play
B9-2 comprehension How do practice will go over Tech
C9-3 teamwork - 10 minute the rules and supplies -They must
C9-6 questions and and passing and regulations of come up with a
D9-3 answers sportsmanshi hitting spike ball team name by
p affect game assessment the end of class
Game-play play? - game - Teacher
assessment assessment and supervision
 tournament
seeding -Space
consideration

-Guidelines for
putting
equipment
back if
required
March 18th Tourname A A9- Game-play How does Warm up - Discuss Sports Spikeballs Winners of the
Thursday nt 1/2 assessment participation -spikeball proper gym educational tournament will
B A9- in spikeball exercises attire to ensure model Spikeball get 10 dollar
C 3/4 Teacher improve safety amongst nets tims card each
D A9- observation physical Activity everyone
5/6 fitness? -all hands on net Music
A9-10 Closure and -class -As a class, we
B9-2 comprehension How do tournament will go over Tech
C9-3 questions and teamwork the rules and supplies
C9-6 answers and regulations of
D9-3 sportsmanshi spike ball
p affect game
play? - Teacher
supervision

-Space
consideration

-Guidelines for
putting
equipment
back if
required
 Learning Progression closure and Self- Spikeball Game play
Title Participation Observation
Outcomes worksheets comprehension assessment quiz assessment
Type F S S
(Formative/Summative)
F/S F F S
15% 35%
Weighting 30% n/a n/a 20%
n/a
A9–1 apply and refine x x
locomotor skills and concepts to a
variety of activities with
increased control to improve
personal performance
x x x x x
A9–2 apply and refine locomotor
skills by using elements of body
and space awareness, effort and
relationships to improve personal
performance
A9–3 apply and refine x x
nonlocomotor skills and concepts
to a variety of activities with
increased control to improve
personal performance
x x x x x
A9–4 apply and refine
nonlocomotor skills by using
elements of body and space
awareness, effort and
relationships, to improve personal
performance
A9–5 apply and refine ways to x x
receive, retain and send an object
with increased speed, accuracy
and distance in skills specific to
an activity
x x x x x
A9–6 apply and refine
manipulative skills by using
elements of space awareness,
effort and relationships, with and
without objects, to improve
performance
A9–10 apply and refine activity- x x
specific basic skills in a variety of x x x x x
games
B9–2 demonstrate, monitor and x
analyze ways to achieve a
x x x
personal functional level of
physical fitness
C9–3 demonstrate etiquette and x x
fair play
x x x
Assessment and Learning Outcomes
I will use a combination of formative and summative assessments. Formative assessments will include, participation, progression
worksheets, teacher observation of student skills, and closure and comprehension of questions and answers after each lesson.
Summative assessment will include daily participation and etiquette (score based on a daily checklist),self-assessment, game play
assessment and a 20 MC question quiz . My assessment will help ensure students are meeting the intended learning outcomes chosen
for this unit as well as develop skills beyond the physical.

Assessment FOR Assessment OF

Assessment Tool Brief Description Learning Learning
Students will be observed by the teacher during class
Observation discussion and participation x

Student are anticipated to participated to the best of their

Participation abilities. Students score will be based on a daily 5-point x x
scale.

At the end of every lesson students will answer a few

Closure and
questions pertaining to the lesson. This will help identify
comprehension what needs more focus in the future lessons.

Students will be using a self-assessment tool to evaluate

their progression of skills throughout spikeball Students will
Self-Assessment be given attempts to perform locomotor skills and assess x x
their ability and improvement throughout the unit, the self-
assessment will include a reflection at the end.
 Students will observe a three people from another team
while playing a game of handball. Students will assess
partners' performance using this tool. The tool
includes behaviours that demonstrate ability to solve tactical
problems by making decisions, moving appropriately and
20 MC choice test executing skills. The three categories that will be evaluated x
are skill execution on both shots and passes. Decision
making during the game and lastly how the individual
supports their teammates. Depending on the category
students who are observing will provide a tally mark on the
observed category.

Students will be assessed using a class-list rubric based on

Game play rubric the following criteria: . [Link] Strategy 2. Defensive x
Strategy 3. Communication 4. Spirit of the Gam

Appendix A

1- Participation
- Each student will be graded on a 5-point scale every class. They will be evaluated on:
1. Fair play and etiquette
2. Attitude (teamwork, cooperation, respect for others and self, leadership, positive)
3. Proper gym attire
4. Actively participates in learning activities
5. Demonstrates safety for themselves and their classmates
- For students to receive the full 5 marks, they will need to demonstrate all categories listed above.
- Every other day students will self-assess themselves on the 5-point scale. This promotes self-reflection and provides them
with the responsibility of grading themselves honestly and become aware of what is expected in gym class.
2- Self-assessment

PASSING ASSESSMENT (PARTNER)

 You and your partner have 10 minutes to climb up the grade ladder
 Start at Level 2
 Once you complete a level, move up to the next one and start over from 0 in a row

LEVE
DESCRIPTION
L

4 My partner and I can pass the ball back and forth with a net in between us and get to 20 consecutive passes in a row before the ball hits the ground while
demonstrating the important cues.

3 My partner and I can pass the ball back and forth with a net in between us and get to 15 consecutive passes in a row before the ball hits the ground while
demonstrating the important cues.

2 My partner and I can pass the ball back and forth with a net in between us and get to 10 consecutive passes in a row before the ball hits the ground while
demonstrating the important cues.

1 My partner and I can pass the ball back and forth with a net in between us and get to 5 consecutive passes in a row before the ball hits the ground while demonstrating
the important cues.

HITTING ASSESSMENT (INDIVIDUAL)

 You have 10 minutes to climb up the grade ladder
 Start at Level 2
 Once you complete a level, move up to the next one and start over from 0 in a row

LEVE
DESCRIPTION
L
4 I can self-toss and successfully hit the ball onto the net at least 7 times out of 10 attempts from 5 feet away while demonstrating the important cues.

3 I can self-toss and successfully hit the ball onto the net at least 5 times out of 10 attempts from 5 feet away while demonstrating the important cues.

2 I can self-toss and successfully hit the ball onto the net at least 3 times out of 10 attempts from 5 feet away while demonstrating the important cues.

1 I can self-toss and successfully hit the ball onto the net at least 1 time out of 10 attempts from 5 feet away while demonstrating the important cues.

3- 20 Multiple Choice Quiz

1. The closer the ball is to the net the easier it is to hit onto the net.
a) True.
b)False.
 2. It is easier for the defense to read your hit if you have more angle to hit from.
a)True.
b)False.
 3. Setting it towards your opponent is a good strategy to catch the defense off guard.
a)True.
b)False.
4. Typically, you create more offensive angle for your team to hit when you...
a)pass the ball directly at your partner.
b)pass the ball close to the net.
c)pass the ball away from the net.
d)hit the ball onto the net yourself.
 5. You typically don't want to let the ball get as close to the net as possible before hitting it.
a) True.
b)False.
 6. The lower you let the ball get before you hit it, the lower it will come off the net.
a)True.
b)False.
 7. Swinging at the ball while it's over your head is usually recommended.
a)True.
b)False.
 8. The key to a good hit is...
a)optimism.
b)flexibility.
c)patience. 
d)grunting.
 9. On defense, once the other team makes their second set you should...
a)read where the ball is in relation to the net and react.
b)run next to your partner and combine forces.
c)get in the way of the opposing team from striking the ball.
d)yell what you ate for breakfast that morning.
 10. If you anticipate the other team's second set too quickly they might beat you by hitting on two.
a)True.
b) False.
 11. The further the opposing team's set is from the net the closer you should be to the net to play defense.
a)True.
b)False.
 12. Defensive angles in Spikeball are similar to...
a)a pitcher in baseball.
b)a guard in basketball.
c)a quarterback in football.
d)a goalie in soccer.

 13. One good attribute to have on offense is...

a)honesty.
b)deception.
c)humour
d) a good serve
 14. A great use of deception is to act like you're changing the speed of your shot.
a)True.
b)False.
 15. Use a _____ to make the other team think you are going to hit it when you are actually passing.
a)dive
b)serve
c)fake
d)wink
16. A good offense involves...
a) mixing your shots up to keep the defense guessing.
 b) always doing the same shots because consistency is key.
 17. Having a good serve is beneficial because it can lead to...
a)your hand hurting.
b)more reaction time for the opposing team.
c)worse first touches by the opposing team.
d) rimmers.
18. If the returner is standing far away from the net then you should try a...
a)fwango serve.
b)dropshot serve.
c)sidestep serve.
d)no-look serve.
 19. Adding spin to the ball when you serve makes the ball accelerate off the net even faster.
a)True.
b)False.
 20. Don't try to learn new serves, they will only confuse you.
a)True.
b)False.

4- Game Play Assessment Rubric

- Evaluate students as they play 2 vs 2 competitively
- Four categories to be graded
 1. Offensive Strategy
 2. Defensive Strategy
 3. Communication
4. Spirit of the Game

• Students will get 4 grades total, one for each category

 A= most of the time

 B= usually
 C= some of the time
 D= rarely
 F= incomplete/ unable to assess
 LEVEL (CIRCLE
CATEGORIES
BELOW)

1. OFFENSIVE STRATEGY
A B C D
-Attempts to hit the ball to the open area when available -Uses a variety of shots like the drop-shot and power-shot
F

2. DEFENSIVE STRATEGY
A B C D
-Uses an athletic stance when the opponent is about to hit the ball -Anticipates and moves to where the opponent will hit the ball
F

3. COMMUNICATION
A B C D
-Calls the ball during play and communicates with teammate -Positively communicates during and after the rally to help improve game F
strategy

4. SPIRIT OF THE GAME

A B C D
-High fives opponents and teammate before and after a game -Respectful in close calls with opponents—Just re-do the point
F