Unit Plan 8 (Grade 5 PE): Volleyball/Newcomb — Serve, Bump, Set

Focus: Develop serve, bump, and set skills in modified volleyball/Newcomb while improving team communication, ready position, and movement into coverage.

Grade Level: 5

Subject Area: Physical Education (Net/Wall Games • Skill Application • Team Communication & Positioning)

Total Unit Duration: 1 core session + 2 optional sessions (1–3 weeks), 50–60 minutes per session

I. Introduction

Students will learn the basic structure of volleyball/Newcomb through activities that help them send the ball with control, work through multiple contacts, and communicate clearly with teammates. The unit begins with partner toss-set sequences and forearm passing to wall targets so students can build confidence using hands and forearms to control direction and height. Students then move into modified volleyball games with underhand serves, a three-contacts rule (bump–set–throw/soft hit), and small-sided rotation so everyone experiences different team roles. Throughout the unit, students practice getting to the ball early, calling “mine”, moving into coverage, and using smart force and timing to keep play going.

Essential Questions

• How can I use my hands and forearms to send the ball with better control and accuracy?
• Why do teams use multiple contacts instead of sending the ball over right away?
• How do ready position, coverage, and communication help a volleyball team be more successful?
• How can I adjust the force, height, and timing of my passes, sets, serves, and returns based on where the ball is going?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Send a ball with increasing control using underhand serves, forearm passes, and set-like hand contacts in partner and team activities.
2. Combine volleyball/Newcomb skills in sequence, such as move to the ball → bump or set → reposition → cover.
3. Move to open space and adjust body position to support teammates on offense and provide coverage after a contact.
4. Adjust the force, angle, and timing of passes, serves, and returns to keep the ball playable and create better scoring chances.
5. Work cooperatively in small-sided games by calling the ball, rotating fairly, and encouraging all teammates to contribute.

Standards Alignment — 5th Grade (SHAPE America-based custom)

• PE:S1.5e – Striking with Implements for Direction & Power Strike a stationary or moving object with a short- or long-handled implement (paddle, racket, bat, stick) with control of direction, trajectory, and power.
  • Example: Students strike balls to specific areas of the field in wiffle ball, or place forehand and backhand shots into open spaces in racket games.
• PE:S1.5f – Combining Multiple Skills in Game Sequences Combine multiple skills (dribble, pass, catch, strike, run, dodge, jump, shoot) fluently and appropriately during game-like sequences.
  • Example: In a modified invasion game, a student dribbles to space, passes to a teammate, cuts toward the goal, receives a return pass, and shoots.
• PE:S2.5a – Space Awareness & Positioning in Team Games Consistently move to open space on offense and adjust positioning on defense to support team play and maintain safety.
  • Example: In 4v4 games, students spread out on offense to create passing lanes and reposition on defense to protect key areas of the court or field.
• PE:S2.5c – Adjusting Effort, Force, and Timing for Task Demands Adjust speed, force, angle, and timing of movements based on distance, defenders, and type of shot, pass, or throw required.
  • Example: Students throw softly to a nearby teammate but use greater force and a higher angle when throwing over defenders to a distant partner.
• PE:S2.5d – Offensive Strategies: Creating & Using Advantages Apply basic offensive strategies such as creating numerical advantages, give-and-go, using screens, and selecting high-percentage scoring opportunities.
  • Example: In 3v3 basketball or handball, students set simple screens, drive to draw a defender, then pass to an open teammate for a better shot.
• PE:S4.5b – Cooperation, Leadership, and Inclusive Team Behavior Work cooperatively with classmates, take on and rotate leadership roles, and actively include others regardless of skill level or background.
  • Example: During group games, students volunteer as captains or equipment managers, ensure everyone has a role, and invite quieter classmates to join.

Success Criteria — Student Language

• I can serve, bump, and set or softly send the ball with better control.
• I can call “mine” and move into a better spot to help my team.
• I can use more than one contact to keep the ball playable instead of sending it over too early.
• I can change how hard or high I send the ball depending on where my teammate or target is.
• I can rotate fairly, encourage teammates, and help everyone stay involved in the game.