Class Organization

Articles In This Section:

· Teaching Techniques

· Class Organization

· Individual Fundamentals and Drills - Part 1

· Individual Fundamentals and Drills - Part 2

· Individual Fundamentals and Drills - Part 3

· Individual Fundamentals and Drills - Part 4

· Individual Fundamentals and Drills - Part 5

· Individual Fundamentals and Drills - Part 6

· Advanced Drills - Part 1

· Advanced Drills - Part 2

· Advanced Drills - Part 3

· Discussion - Part 1

· Discussion - Part 2

· Volleyball Tests - Part 1

· Volleyball Tests - Part 2

· Conclusion

During the first meeting the usual administrative matters dealing with the class must be covered. In addition, the introduction to the course may be given. This should include a general description of the game and a brief discussion of its history. If a short film covering this material is available, it could be shown at this time.

Before beginning the instruction phase, the class should be arranged in squads or teams. Reasonably balanced teams can be obtained by taking every fifth name (in the case of five teams) from the class roll. The number in each squad is usually dependent upon the class size and the number of courts available. If possible, squads of six or seven students should be selected. If seven are selected, the additional man will cover absences and can rotate in smoothly during team play. For a coeducational class, a good ratio is two boys to one girl. The teams can then be composed of two girls as setters and four boys as spikers. Instructors who plan to have students officiate should divide the class into an odd number of teams. Thus, when a team is not scheduled to play, its members are called upon to officiate. The team rosters should be posted so the students can quickly learn their team number and the names of their team mates. Two or three minutes of warm-up exercises should be performed prior to each class period. These should include push-ups on the fingertips, jumping, and sit-ups. See Chapter 9 for other appropriate exercises.

For maximum skill development there should be one ball for every two students. Since this situation seldom exists, well-organized group drills are essential for optimal learning. All available balls, including old and worn ones, should be used, to keep the ratio of students per ball as low as possible. To motivate the students during the drills, competition between squads should be held whenever possible.