GRADE 6-8  

EXTREME SPIKEBALL UNIT

 Rationale for Spikeball

Spikeball is a growing sport in Canada and it is a great sport where you can play it

anywhere. Lots of people play this sport outside when camping or on family reunions or even

just to get outside to get some exercise. I believe this is an important sport to know because of

how often people participate in it, the amount it is growing, and the skills you develop when you

are involved in it. Students need to be learning new things all the time and this is the perfect

sport to integrate this. It also ties into my philosophy about having fun through activity and

finding something we do as Canadians to participate in. This is important for students as

adolescents now but will also affect their activity as a mature adult. The more activities and

sports students learn in school, the more likely they will participate in them outside of the

physical education classroom.

In this unit students will further develop their locomotor skills and use a variety of

sequences in order to play the game. They will need to develop these locomotor skills to be able

to improve their personal and team performance. The skills students establish during this unit

will help build strategies and tactics to coordinate efficiently with each other in a team. By doing

this they will by moving towards a common goal and participation to help the team grow.

Through team sports and working together to achieve a common goal students will need to be

able to demonstrate respectful communication skills in an appropriate way during this unit. The

students will specifically do this while they are competing in the mini tournament and

king/queen court. During the Spikeball unit I will be encouraging to be participating throughout

the lessons and I will also be motivating them to be excited about the lessons.
 During this unit students will be participating in different ways to control and pass the

Spikeball. They also will be working on different ways of using the net and ways to gain

advantages over their opponent. In the lessons students will be working with partners and

teammates to develop their passing and net skills. Finally students will play in competitive

games against each other to show their skill development and tryout the skills they learned

throughout the lesson. I will be using different teaching styles such as, direct instruction, TGFU,

cooperative learning and inquiry teaching.

Throughout the Spikeball unit, students will be assessed formatively and summatively on

different outcomes in the program of study. They will be assessed by participation, check-ins,

observation, feedback, checklists, and the mini tournament. This will be assessing their skills,

participation, and attitude throughout the unit. They also will be evaluated on how well they do

with these things during the Spikeball unit. Overall, the unit will touch on my physical education

philosophy, teaching philosophy, teaching styles, and Spikeball physical and communication

skills.
 Grade: ​6, 7, & 8​ Unit: ​SpikeBall ​ Dates ​March 23 – April 2, 2020

Date Lesson GL SLO’ Assessme Key Questions Learning Activities Safety Instructio Equipment/ Mot
Planned Title O’ s nt related to this nal Resources/
to s Lesson Strategie Technolog
Teach s y

March Palms A A6–11 F: Has anyone ever LA 1: Introduction Be aware of Direct -Spikeballs Learning
23&24 Up to & A7–11 Observatio played Spikeball? LA 2: Spikeball tag. the people Instructio -Tennis something new.
the C A8–11 n checklist, What are three LA 3: Passing to around you. n. TQFU. balls Competition.
Sky. C6–1 feedback key things to yourself below the Balls on the Practicing.
C7–1 S: None remember when waist. floor.
C8–1 passing a LA 4: Passing to Keep your
Spikeball? yourself above the head up.
waist.
LA 5: Passing with
a partner.

March Spikin A A6–1 F: What part of the LA 6: Knee tag Be aware of Direct -Spikeballs Practicing,
24&25 g & A7–1 Observatio hand do we use to LA 7: Spike passes the nets. Instructio -Tennis competition,
Mania D A8–1 n checklist, pass a Spikeball? with a partner above Watch for n. balls movement,
D6–2 peer How do we strike the waist. balls. Stay Cooperati -Nets partner work.
D7–2 feedback. a Spikeball into LA 8: Spike passes away from ve -Hula hoops
D8–2 S: None the net? What are with a partner above bleachers. Learning.
the key things to the waist. TGFU.
remember when LA 9: Pass between
striking a lines.
Spikeball? LA 10: Relay race.

March Teamw A A6–11 F: What are some LA 11: Warmup Keep your Cooperati -Spikeballs Movement,
25&26 ork & A7–11 Feedback, different ways we LA 12: Pass on the head up. Be ve -Nets teamwork,
Makes C A8–11 check-ins. can pass a net while walking in aware of learning. -Tennis net-work,
the C6–1 S: None Spikeball to our a circle. your TGFU. balls competition.
Dream C7–1 teammate? What LA 13: Pass to surroundings -Hula hoops
Work. C8–1 are some key partner then they . No
things to do when have to pass up to headshots.
spiking the ball? themselves and hit
How do we again.
communicate LA 14: Try and get
with our three touches
teammate? between each
partner.

March Rules A A6–11 F: Check Does anyone LA 15: Introduction Spacial Direct -Spikeballs Teamwork,
30&31 & A7–11 for know the rules of to rules. awareness, Instructio -Tennis understanding,
C A8–11 understand Spikeball? What LA 16: Rally to heads up, n, balls gameplay.
C6–1 ing. are some main warm up. nets, balls, Inquiry. -Nets
C7–1 S: None rules we should LA 17: Friendly clutter. -Hula
C8–1 know? How games. Hoops
many touches can
each team have?
March Kings A A6–11 F: What are the key LA 18: Partner Awareness Peer -Spikeballs Competition,
31&Apr & & A7–11 Observatio rules in warmup. of other Teaching, -Nets teamwork.
il 1 Queens D A8–11 n Spikeball? How LA 19: King/Queen games going Sports
D6–2 S: can we involve Court. on, balls, Ed.
D7–2 Checklist everyone in nets, and
D8–2 & Notes Spikeball? keeping your
head up.

April Mini A A6–1 F: How can we LA 20: Co-op Awareness Peer -Spikeballs Competition,
1&2 Tourna & A7–1 Observatio communicate warmup rally. of other Teaching, -Nets teamwork.
ment C A8–1 n with our LA 21: Tournament games going Sports
C6–1 S: teammate? How on, balls, Ed.
C7–1 Checklist do we pass the nets, and
C8–1 & Notes ball? How do we keeping your
spike the ball? head up.
Assessment Plan:

Assessment Tool Brief Description Assessment FOR Assessment OF

Learning Learning

Participation During class, students will be

encouraged to participate
throughout the lessons. Since
participation is a crucial aspect
of physical education students
will be required to come to class
prepared. They should come to
class with proper shoes, a
positive attitude and a
willingness to participate with
other students in the classroom.
If for any reason students do not
have the means to have the
proper attire, they may not be
able to participate in the physical
education class. I will be using a
checklist daily to determine
whether their participation for
the day was adequate. If needed
there will be a midpoint check-in
with each student to provide
strategies that may encourage
students with their participation
and attitude.

Daily Each day 5-7 students from each

Observation/Feedback class will be observed and given
feedback to ensure they are:
participating in appropriate
movement activities,
demonstrating appropriate
attitude and teamwork abilities,
treating their peers with respect,
adequately participating in
Spikeball activities. Targeted
observation and feedback will
also take place when required.
Mini Tournament During the tournament students
will be assessed on how they
present the skills they learned
during the unit. This will include
their passes, smashes, and
teamwork communication. They
also will be assessed on their
strategizing and tactics to
coordinate efficiently with each
other in their teams. They will be
assessed on their positive
behaviour and how well they
respect each other, themselves,
and the equipment. Students will
have learned all these skills and
will be assessed formatively with
feedback before they are
assessed summatively during the
tournaments. This will give the
students plenty of time to work
on their skills and behaviours
before they are evaluated.

Checklist I will be checking daily on

students to make sure they are
grasping the concepts of the
learning objectives for each
lesson. By the end of the lesson
some students will be given
feedback on what they did well
and what they should be working
on. For example, this could be
their form when they are passing
the Spikeball or their attitude
with their opponents and/or
teammate.
Physical Skills:
This grade will reflect the student’s ability to perform the skills of a sport or activity, a student’s
improvement shown in these skills to game situations. In addition to traditional sports and games,
students will receive a grade for the quality of their participation level in fitness-based activities. The
following scoring system will be how students will be graded for physical skills:

Physical Skills
Performance - Participation - Effort - Improvement

4 3 2 1
Always Often Sometimes Never

Social Skills:
How a student behaves and interacts with their classmates and teachers in P.E. class is just as important as
their effort and participation in class activities. For this reason, the social skills that students demonstrate
are worth grading in P.E. Attendance, punctuality, wearing a proper gym strip, cooperation,
sportsmanship, fair play, teamwork, leadership, dependability, and self control are social skills that will be
observed carefully and evaluated.

Social Skills
Performance - Participation - Effort - Improvement

4 3 2 1
Always Often Sometimes Never