MENU OF DANCE AND SPORTS

PATH FIT 4

Module Contributor
MARY SHEILA D. FUENTES
MARY JOY T. OBUSA
PHRENCESS KC B. JUMAMOY
JAY MARIE L. MILAGROSA
MICHAEL ANDREI A. SAMEON
CHERRIELY DOROTAN
Table of Contents

VOLLEYBALL

Module 1

Lesson 1: History and its Development ----------------------------------------------------------------- 1

Lesson 2: Facilities and Equipment ----------------------------------------------------------------- 8

Module 2

Lesson 1: Basic Fundamental Skills -----------------------------------------------------------------14

Lesson 2: Rules of the Game -----------------------------------------------------------------22

Module 3

Lesson 1: Hand Signals -----------------------------------------------------------------26

Lesson 2: Officials of the Game -----------------------------------------------------------------35

References ---------------------------------------------------------------36
MODULE 1
Module Overview
In this module:
 History and its development
 Facilities and equipment

The volleyball game is enjoyable in the high level of skill development. This challenges the
participant’s skill in the use of hands and agility in jumping, reaching, and hitting. Some of
the fundamental skills are the service, the pass, the spik,e and the block.

After the completion of this module, you will be able to:

1. Identify different skills in volleyball

2. Know the origin and development of volleyball
3. Identify different equipment used in volleyball

3
LESSON 1- HISTORY AND DEVELOPMENT

Objectives:
At the end of this lesson, the students will be able to:

 Know the history and development of volleyball

 Create a timeline of the development of volleyball from 1895-present
 Give the importance of learning the history and how it contributes to the
development of the game.

Introduction:
Hi! Welcome to this Module! In this module, we will be learning the history
of volleyball. I hope that this module will give you the knowledge and will
open your mind to learning the skills in volleyball.

Activity: (Video showing)

Attached here is the link of a video. Watch it and write your observations in
the box below.
Link: https://www.youtube.com/watch?v=GqON4EakBPI

Analysis:
In connection with the activity above, answer the following questions:
1. What is the video all about?

______________________________________________________________

______________________________________________________________

______________________________________________________________

2. What have you observed when it comes to the development of the game volleyball
based on the video presentation you’ve watched?
______________________________________________________________

4
______________________________________________________________

______________________________________________________________

Abstraction:

What is Volleyball?

Volleyball game played by two teams, usually of six players on a side, in which the players
use their hands to bat a ball back and forth over a high net, trying to make the ball touch the
court within the opponents’ playing area before it can be returned. To prevent this a player
on the opposing team bats the ball up and toward a teammate before it touches the court
surface—that teammate may then volley it back across the net or bat it to a third teammate
who volleys it across the net. A team is allowed only three touches of the ball before it must
be returned over the net.

Volleyball has come a long way from the dusty-old YMCA gymnasium of Holyoke,
Massachusetts, USA, where the visionary William G. Morgan invented the sport back in
1895. It has seen the start of two centuries and the dawn of a new millennium. Volleyball is
now one of the big five international sports, and the FIVB, with its 220 affiliated national
federations, is the largest international sporting federation in the world.

Volleyball has witnessed unprecedented growth over the last two decades. With the great
success of world competitions such as the FIVB World Championships, the FIVB World
League, the FIVB World Grand Prix, the FIVB World Cup and the FIVB Grand Champions Cup
as well as the Olympic Games, the level of participation at all levels internationally continues
to grow exponentially.

The beach volleyball phenomenon also continues to amaze. The overwhelming spectator
and television success of beach volleyball since its introduction to the Olympic Games at
Atlanta 1996 and the stunning success of the FIVB World Tour, the World Championships
and the Continental Cup has opened up volleyball to a completely new market.

5
THE ORIGINS

William G. Morgan (1870-1942), who was born in the State of New York, has gone down in
history as the inventor of the game of volleyball, to which he originally gave the name
"Mintonette".

The young Morgan carried out his undergraduate studies at the Springfield College of the
YMCA (Young Men's Christian Association) where he met James Naismith who, in 1891, had
invented basketball. After graduating, Morgan spent his first year at the Auburn (Maine)
YMCA after which, during the summer of 1895, he moved to the YMCA at Holyoke
6
(Massachusetts) where he became director of physical education. In this role he had the
opportunity to establish, develop and direct a vast programme of exercises and sport classes
for male adults.

His leadership was enthusiastically accepted, and his classes grew in numbers. He came to
realise that he needed a certain type of competitive recreational game in order to vary his
programme. Basketball, a sport that was beginning to develop, seemed to suit young
people, but it was necessary to find a less violent and less intense alternative for the older
members.

At that time Morgan knew of no similar game to volleyball which could guide him; he
developed it from his own sports training methods and his practical experience in the YMCA
gymnasium. Describing his first experiments he said, "In search of an appropriate game,
tennis occurred to me, but this required rackets, balls, a net and other equipment, so it was
eliminated, but the idea of a net seemed a good one. We raised it to a height of about 6
feet, 6 inches (1.98 metres) from the ground, just above the head of an average man. We
needed a ball and among those we tried was a basketball bladder, but this was too light and
too slow. We therefore tried the basketball itself, which was too big and too heavy."

In the end, Morgan asked the firm of A.G. Spalding & Bros. to make a ball, which they did at
their factory near Chicopee, in Massachusetts. The result was satisfactory: the ball was
leather-covered, with a rubber inner tube, its circumference was not less than 25 and not
more than 27 inches (63.5 cm and 68.6 cm, respectively), and its weight not less than 9 and
not more than 12 ounces (252 gr and 336 gr, respectively).

Morgan asked two of his friends from Holyoke, Dr. Frank Wood and John Lynch, to draw up
(based on his suggestions) the basic concepts of the game together with the first 10 rules.

Early in 1896 a conference was organized at the YMCA College in Springfield, bringing
together all the YMCA Directors of Physical Education. Dr. Luther Halsey Gulick, director of
the professional physical education training school (and also executive director of the
department of physical education of the International Committee of YMCA's) invited
Morgan to make a demonstration of his game in the new college stadium. Morgan took two
teams, each made up of five men (and some loyal fans) to Springfield, where the
demonstration was made before the conference delegates in the east gymnasium. The
captain of one of the teams was J.J. Curran and of the other John Lynch who were
respectively, mayor and chief of the fire brigade of Holyoke.

Morgan explained that the new game was designed for gymnasia or exercise halls, but could
also be played in open air. An unlimited number of players could participate, the object of
the game being to keep the ball in movement over a high net, from one side to the other.

After seeing the demonstration, and hearing the explanation of Morgan, Professor Alfred T.
Halstead called attention to the action, or the act phase, of the ball's flight, and proposed
that the name "Mintonette" be replaced by "Volley Ball." This name was accepted by
Morgan and the conference. (It is interesting to note that the same name has survived over
the years, with one slight alteration: in 1952, the Administrative Committee of the USVBA

7
voted to spell the name with one word, "Volleyball", but continued to use USVBA to signify
United States Volleyball Association).

Morgan explained the rules and worked on them, then gave a hand-written copy to the
conference of YMCA directors of physical education, as a guide for the use and development
of the game. A committee was appointed to study the rules and produce suggestions for the
game's promotion and teaching.

A brief report on the new game and its rules was published in the July 1896 edition of
"Physical Education" and the rules were included in the 1897 edition of the first official
handbook of the North American YMCA Athletic League.

WORLDWIDE GROWTH

The physical education directors of the YMCA, encouraged particularly by two professional
schools of physical education, Springfield college in Massachusetts and George Williams
College in Chicago (now at Downers Grove, Illinois), adopted volleyball in all its societies
throughout the United States, Canada (in 1900 Canada became the first foreign country to
adopt the game), and also in many other countries: Elwood S. Brown in the Philippines
(1910), J. Howard Crocker in China, Franklin H. Brown in Japan (1908), Dr. J.H. Gray in
Burma, in China and in India, and others in Mexico and South American, European and
African countries.

By 1913 the development of volleyball on the Asian continent was assured as, in that year,
the game was included in the programme of the first Far-Eastern Games, organized in
Manila. It should be noted that, for a long time, Volleyball was played in Asia according to
the "Brown" rules which, among other things, used 16 players (to enable a greater
participation in matches).

An indication of the growth of volleyball in the United States is given in an article published
in 1916 in the Spalding Volleyball Guide and written by Robert C. Cubbon. In that article
Cubbon estimated that the number of players had reached a total of 200,000 people
subdivided in the following way: in the YMCA (boys, young men, and older men) 70,000, in
the YWCA (girls and women) 50,000, in schools (boys and girls) 25,000 and in colleges
(young men) 10,000.

In 1916, the YMCA managed to induce the powerful National Collegiate Athletic Association
(NCAA) to publish its rules and a series of articles, contributing to the rapid growth of
volleyball among young college students. In 1918 the number of players per team was
limited to six, and in 1922 the maximum number of authorized contacts with the ball was
fixed at three.

Until the early 1930s volleyball was for the most part a game of leisure and recreation, and
there were only a few international activities and competitions. There were different rules
of the game in the various parts of the world; however, national championships were played
in many countries (for instance, in Eastern Europe where the level of play had reached a
remarkable standard).

8
Volleyball thus became more and more a competitive sport with high physical and technical
performance.

Application: Create a timeline about the significant changes/development of

volleyball from 1895-present

Teacher
9-10 Points 7-8 Points 1-6 Points Comments
The use of font The use of font Using font styles
stylesand colors stylesand colors and colorsis
Visual Appeal is consistent and is consistent and inconsistent or
shows a logical shows a logical detracts from
pattern. pattern for the the
most part. organization.
An accurate, An accurate, Dates are
complete date complete date inaccurate
Dates has been has been and/or missing
includedfor each includedfor for several
event. almost every events.
event.
Facts were Facts were accurate Facts were often
accurate for all for almost all inaccurate for
Content/Facts events eventsreported events reported
reportedon the on thetimeline. on the timeline.
timeline.
Classroom time Classroom time The student did
was used to work was used to work not use
on the project. on the project classroom time
Conversations the majority to work onthe
Time Use
were not of the time. project and/or
disruptive and Conversations was highly
focused on were not disruptive.
thework. disruptive and
focused on the
work.
The timeline The timeline The timeline
contained at contained at contained fewer
Resources least 8-10 events least6-7 events than 5 events
related to the relatedto the
topic being topic being
studied. studied.

Total Points 50 Points Possible

9
.

Congratulations on completing this Module! It’s been great of you to have

accomplished this module! Expect to learn more and do tasks in the next module. Good
luck and enjoy!

LESSON 2: FACILITIES AND EQUIPMENT

Objectives:
At the end of this lesson, the students will be able to:

 Identify the facilities and equipment in volleyball

 Draw a volleyball court labeled with its parts and dimensions.
 Appreciate the importance of knowing the facilities’ equipment in order
to play the game.

Introduction:
Hi! Welcome to this Module! In this module, we will be learning about the
facilities and equipment. I hope that this module will give you knowledge and
will open your mind into learning the skills in volleyball.

10
Activity:
Directions: Arrange the scrambled words, then use the highlighted
letters to form the words below.

TEN–

NAANNTE-

DISENASDB-

C K A TTA I N L E -

ICVEERSNEOZ-

LALB–

Analysis:

In connection with the activity above, answer the following questions:

1. What have you observed from the words you arranged?

______________________________________________________________

______________________________________________________________

______________________________________________________________

2. Why do we need to know the facilities and equipment’s before playing the
game?
______________________________________________________________

______________________________________________________________

______________________________________________________________

11
Abstraction:

The Ball
The standard volleyball is made of leather or synthetic leather weighs between 9 and 10
ounces and has a circumference of 25.6 to 26.4 inches. The ball has a rubber bladder and
can be one color or a combination of colors. Synthetic leather is lighter and is fine for
beginner players. Junior volleyballs for children 12 years old and younger weigh between 7
and 8 ounces.

The Net and Court

The outdoor volleyball court measures 18 x 9 m surrounded by a free zone that is 2 meters
wide on all sides. The minimum playing space for U.S. volleyball competitions is 7 meters.
The volleyball net is 32 feet long by 3 feet wide. For women, the net should be 7 feet, 4
1/8 inches high. For men, the net should be 7 feet, 11 5/8 inches high. U.S. regulation
volleyball playing surfaces must be flat and not present any hazards to the players.

Lines
The playing court is marked by two sidelines and two end lines. All lines must be 2 inches
wide and must be created with a light color that is easy to discern from the playing court.
An attack line should be placed three meters from the center line. The center line divides
the court into two 9 x 9 meter courts.

Posts and Cables

The volleyball net structure is held together with metal cables and posts. Posts are placed
0.5 to 1.0 meter outside the sidelines and 2.55 meters high. Posts should be round,
smooth and padded, to prevent injury to the players should they dive or crash into them.
Metal wires and cables may need to be covered if it is determined that they present a
danger to the players.

Antenna and Side Bands

Antenna is flexible rods that are 1.8 meters long and made of fiberglass, fastened at the
outer edge of each sideband. Side bands are two white bands attached vertically to the
net and placed above each sideline.

Knee pads

12
Knee pads should be sturdy enough to protect your knees from falls, slides and dives, but
flexible enough to allow you to bend comfortably. Your volleyball knee pads must be
made of fabric that breathes and manages moisture. Good quality pads have a gel or foam
shock-absorbing material that covers and protects your patella. It is best to purchase your
pads from a reliable sporting goods store that will allow you to try them on. If you have
difficulty finding the right fit, have the store professional measure you and order custom-
fit pads. Popular volleyball knee pad brands include Asics, Mizuno, adidas, Nike and
Mikasa.

Shoes
Arch and ankle support is key when choosing a volleyball shoe. Mizuno, Asics and Nike are
just a few of the popular brands of volleyball shoes, which are lightweight, allowing you to
be faster on your feet, as well as bearing good shock absorption on your toes. Volleyball
shoes also provide for better lateral movement than typical running or cross-training
shoes.

Clothing and Jewelry

All clothing should be lightweight to allow maximum flexibility and breathability, as well as
made of a material that absorbs sweat and keeps skin dry. Spandex shorts are a good
option, as they are flexible, light, and absorb odor. Socks, while not required, absorb
sweat and prevent blisters. Jewelry is not permitted in volleyball, except for smooth
wedding bands. Glasses must be worn with a strap to keep them secure.
PLAYING AREA
The playing area includes the playing court and the free zone. It shall be rectangular and
symmetrical.
DIMENSIONS
The playing court is a rectangle measuring 18 x 9 m, surrounded by a free zone which is a
minimum of 3 m wide on all sides. The free playing space is the space above the playing
area, which is free from any obstructions. The free playing space shall measure a minimum
of 7 m in height from the playing surface.
For FIVB, World and Official Competitions, the free zone shall measure a minimum of 5 m
from the side lines and 6.5 m from the end lines. The free playing space shall measure a
minimum of 12.5 m in height from the playing surface.
PLAYING SURFACE
 The surface must be flat, horizontal, and uniform. It must not present
any danger of injury to the players. It is forbidden to play on rough or
slippery surfaces. For FIVB, World and Official Competitions, only a
wooden or synthetic surface is allowed. Any surface must be previously
approved by the FIVB.
 On indoor courts the surface of the playing court must be of a light
colour.For FIVB, World and Official Competitions, white colours

13
arerequired for the lines. Other colours, different from each other,are
required for the playing court and the free zone.
 On outdoor courts a slope of 5 mm per metre is allowed for
drainage.Court lines made of solid materials are forbidden.
LINES ON THE COURT
All lines are 5 cm wide. They must be of a light color which is different from the color of the
floor and from any other lines.
Boundary lines
Two sidelines and two end lines mark the playing court. Both side lines and end lines are
drawn inside the dimensions of the playing court.
Centre line
The axis of the center line divides the playing court into two equal courts measuring 9 x 9 m
each; however, the entire width of the line is considered to belong to both courts equally.
This line extends beneath the net from sideline to sideline.
Attack line
On each court, an attack line, whose rear edge is drawn 3 m back from the axis of the center
line, marks the front zone.
For FIVB, World, and Official Competitions, the attack line is extended by the addition of
broken lines from the side lines, with five 15 cm short lines 5 cm wide, drawn 20 cm from
each other to a total length of 1.75 m. The “coach’s restriction line” (a broken line which
extends from the attack line to the end line of the court, parallel to the side line and 1.75
meters from it) is composed of 15 cm short lines drawn 20 cm apart to mark the limit of the
coach’s area of operation.

volleyball court

14
ZONES AND AREAS

Front zone

On each court, the front zone is limited by the axis of the center line and the rear edge of
the attack line. The front zone is considered to extend beyond the side lines to the end of
the free zone.
Service zone
The service zone is a 9 m wide area behind each end line. It is laterally limited by two short
lines, each 15 cm long, drawn 20 cm behind the end line as an extension of the side lines.
Both short lines are included in the width of the service zone. In depth, the service zone
extends to the end of the free zone.
Substitution zone

The substitution zone is limited by the extension of both attack lines up to the scorer's table.

Libero Replacement zone

The Libero Replacement zone is part of the free zone on the side of the team benches,
limited by the extension of the attack line up to the end line.

Warm-up area

For FIVB, World and Official Competitions, the warm-up areas,sized approximately 3 x 3 m,
are located in both of the benchside corners, outside the free zone.

Penalty area

A penalty area, sized approximately 1 x 1 m and equipped with two chairs, is located in the
control area, outside the prolongation of each end line. They may be limited by a 5 cm wide
red line.

TEMPERATURE

The minimum temperature shall not be below 10° C (50° F).For FIVB, World and Official
Competitions, the maximumtemperature shall not be higher than 25° C (77° F) and
theminimum not lower than 16° C (61° F).

LIGHTING

For FIVB, World and Official Competitions, the lighting on theplaying area should be 1000 to
1500 lux measured at 1 m above the surface of the playing area.

15
Application:
For 20 points, draw a volleyball court labeled with its parts and dimensions. (5points
Lines, 5 points equipment,10 points measurements)

Congratulations for completing this Module! It’s been great of you to have accomplished
this module! Expect to learn more and do tasks in the next module. Good luck and enjoy!

MODULE 2
Module Overview
In this module:
 Basic ready position
 Basic Fundamental Skills

Volleyball game is enjoyable in the high level of skill development. This challenges
the participant’s skill in the use of hands and agility in jumping, reaching and hitting. Some
of the fundamental skills are the service, the pass, the spike and the block.

After the completion of this module, you will be able to:

1. Identify different skills in volleyball

2. Know the importance of learning the skills in volleyball
3. Perform different skills in volleyball

16
LESSON 1: BASIC FUNDAMENTAL SKILLS

Objectives:
At the end of this lesson, the students will be able to:

 Determine the different skills in playing volleyball

 Create an of yourself demonstrating different fundamental skills in
volleyball
 Appreciate the importance of learning the fundamental skills and apply it
in an official game of volleyball.

Introduction:
Hi! Welcome to this Module! In this module, we will be learning the
Basic fundamental skills in volleyball. I hope that this module will give you
knowledge and will open your mind into learning the skills in volleyball.

Activity: This will assess your engagement in team sports which will serve
as yourreference in identifying your personal goals and targets.
Directions: Put a check mark ( √ ) in the corresponding column under the sport for
yourresponses.

SURVEY QUESTIONS VOLLEYBALL

YES NO

17
1. Do you have experience playing
team sports?
2. Do you play team sports often?
3. Do you play team sports with your
friends?
4. Do you play team sports with your
family?
5. Are you a member of the school
varsity team?
6. Do you participate in community
sports program?
7. Do you enjoy participating in
team sports?
8. Do you consider the benefits
derived from playing team sports?
9. Ae there team sports ethusiast
in
your family?
10. Do you plan to make team
sportsas one of your
lifetime fitness
activities?

Analysis:
In connection with the activity above, answer the following questions:
3. What do you think is the importance of learning the basic fundamental skills in
volleyball?

______________________________________________________________

______________________________________________________________

______________________________________________________________

4. What do you think are the benefits of playing volleyball?

18
______________________________________________________________

______________________________________________________________

______________________________________________________________

Abstraction:
The ready position in volleyball is a general positioning of the body that
enables a player to be physically prepared and in good position to react to an
upcoming play. In a proper volleyball ready position, the knees are bent, the hands are out
in front of the player at waist level and just outside the knees, and the player’s weight is
balanced forward. It's important that the player’s weight is balanced forward on the body
because this will help the player gain momentum.

If you're feeling uncomfortable, stiff, or awkward, you're most likely not doing it right. These
steps should help you perfect the stance.

Proper Ready Position

The ready position is an extremely important aspect of playing volleyball because when it's
properly performed it can help a player react more quickly to an incoming ball. A player who
is set up in proper ready position before any given play will automatically have an advantage
because he'll be physically prepared to react and to get to that incoming ball.

A player can follow three steps in make sure he's in proper ready position. Setting up
improperly could have negative effects on the play, just as setting up in the ready position
properly can have positive effects on the play.

The First Step

Proper ready positions begins with good weight distribution—the first step. The player’s
weight should be evenly distributed on the balls of his feet. His weight should not be on his
heels because this will slow down his reaction time. He wants to surge forward, not fall
backward.

With his weight distributed evenly across the balls of his feet, the player will be balanced
and prepared to use his weight as momentum when the time comes to make a move. It's
also easier to move laterally if he must when his weight is on the front of his foot.

The Second Step

Balance is extremely important to the ready position. The player’s feet should be properly
spaced apart—this is the second step of a proper ready position. The feet should be spread

19
at about a shoulder-length from each other. The knees should be bent slightly, but not too
much.

The Third Step

Finally, as the third step, the player’s arms should be out and ready for action. His head
should be up with his eyes on the ball at all times.

Similarities to the Triple Threat Position

The ready position in volleyball is similar to the triple threat position in basketball. In fact,
volleyball and basketball have a lot in common, both in training and in execution. Both
sports require endurance, strength, teamwork, and the ability to jump.

The triple threat position in basketball allows a player who receives the ball to be equally
prepared to pass, shoot, or dribble. The ready position in volleyball operates on a similar
concept because it aims to have players prepared to receive, return, or pass an incoming
ball. Depending on what the player needs to do, ready position puts the body in proper
position to react quickly.

FUNDAMENTAL SKILLS AND TECHNIQUES

Vollleyball is a game that challenges the participants skill in the use of the hands and agility
in jumping, twisting, reaching, and hitting. Hitting motions that require the use of proper
body control and muscular coordination are constantly demanded.

PASSING

The ball handling skills- forearm pass and overhand pass and their associated techniques
constitute at least two-thirds of the ball contacts during play.

Forearm Pass – This pass (also calleds “pass”, “bump” or “dig”) with its associated
techniques is the most frequently used ball-handling skill. It is utilized to pass the serve.,
play balls below the waist, play hard drive balls, and contact balls located far from the
player. Employing this skill avoids official ball handling violations.

a. Feet are shoulder-width apart, in a stagger stance (heel-toe relationship), and the
body weight is forward on the inside front half of each foot with the heels slightly off
the ground.
b. Knees are flexed approximately 90 degrees, inside the feet and in front of the toes.
c. The upper body is in a front leaning position with the waist flexed approximately 90
degrees and the shoulders in front of the knees.

d. Pressing the pads of both thumbs together with the base of the thumbs, even and
level connects hands extended downward. Several methods for clasping the hands
together are acceptable.

20
e. Arms reach out in the front of the body. Elbows rotate inward together and are
locked exposing the fleshy part of the forearm. The arms are parallel with the thigh
of the leading leg. Attempt to align with the approaching ball as near as possible the
midline of the body.

f. Ball contact is on the fleshy part of the forearm approximately 2-6 inches above
wrist. The eyes focus on the ball until contact and following rebound.

g. Force is provided to the ball when needed by a slight bunting action of the arms,
extension of the legs, and body lean toward the intended target. A hard -driven ball
from the opponent’s might require absorption of the force at contact by dropping of
the forearms upon contact as a cushioning effect.

Overhand pass – The overhand pass is the most controllable of the ball handling skills. It is
used for accurately passing any ball above the head to a team mate and for the setting
technique of passing of passing the ball to an attacker with the specific height, trajectory,
and placement.

a. Feet, knees and upper body is the same in forearm pass

b. Align ball with the forearm hairline.
c. Arms are raised, elbows are flexed (90 degrees) at approximately chin height, and
the hands are equally positioned in 6 inches above the forehead, with the wrist
flexed and extended back.
d. Fingers and hands are spread into the shape of the approaching ball, thumbs
pointing toward the nose and wrist extended back. Thumbs are approximately 3
inches apart and the index fingers about twice as far apart.
e. Ball contact is on the inside edge of the first digital areas of the thumbs, index,
middle, and the ring fingers, and the ball is allowed to almost slide through, with the
hands on the side. (thighs), contact (hands), extended (arms) for the correct smooth,
and sequential action.

Underhand Serve

It is the easiest and simplest for the beginners to use to start the play.

a. The player faces the net with the left foot in front ( if right handed) of the right.
b. Rest the ball at the left hand in about knee height, and hit it off by the folding
hand, which swings forward and upward during the hit. The hitting arm swings as
in bowling a ball.
c. The hand follows the ball straight through the direction of the flight of the ball.

Overhand Serve

There are two types of overhand serves-the floater and the topspin.

21
a. This serve is executed by tossing the ball 2 or 3 in the air above in front of the
right shoulder.
b. The left side of the body faces the net; with the feet in a stride position.
c. As the ball falls to the desired hitting spot, the arm extends from a cocked
position to contact ball. The heel of the hand should be used. Contacting the ball
momentarily at its midpoint and with little follow through results in a floater,
while contacting the ball on its lower midsection, snapping the wrist, and rolling
the hand over the top of the ball imparts the topspin.

Spike

It is used in aggressive play against the opponents to keep them from the ball or making a
transition to return it aggressively.

a. The approach to jump is started from a point approximately 12 feet from the net,
depending on the length of the attacker’s stride. It is an angular approach directly to
where the ball is descending, the angle dependent upon the approach position (left,
center, right front) and the handedness of the attacker.
b. A right-handed persons approach is 45 degrees toward the net from the left front
position and increases moving to the remaining positions.
c. The footwork consists of four final steps: a short step with the same side foot as the
striking arm. Followed by an elongated running stride with the opposite foot, and an
almost simultaneous step, step/close gathering for a maximum vertical jump.
d. The arms assist in providing force for jumping. They function identically during the
approach and are extended straight, behind and nearly parallel with the floor at the
two footed take-off. The arms thrust vigorously forward and upward for lifting force
as the legs thrust for vertical jump.

Block

It is used to counter a forceful attack defensively, this is accomplished by jumping and

positioning the hands above and over the net, decreasing the area available for the attacker
to drive the ball downward forcefully into the blocker’s court. The objective of the block is
to render the ball unreturnable while it is in the opponent’s court.

Ready position

a. The feet are in parallel stance, shoulder parallel with the net. Stand 12 inches form
the net, with the knees slightly flexed for quick movement.
b. The hands are positioned between the net and the body, at shoulders height, with
fingers spread and palms facing the net.
c. The elbows are flexed and touching the rib cage, with the forearms perpendicular to
the floor. The back is straight.

Jump

a. The knees are flexed to a near 100 degree angle for a quick and maximum jump.

22
b. Thrust off from the floor equally with both legs, and thrust the arms straight
upward parallel with the net.
c. As the hands clear net height, gently push them across as far as possible, being
careful not to touch the net. Position the outside hand slightly toward the court
to deflect the ball inward.
d. Spike slightly at the waist for the balance and power.
e. Upon descending, gently withdraw the hands, returning them in front of the
shoulders.
f. Upon floor contact, bend the knees to absorb shock and for the balance. Pivot
away form the net, following the direction of the ball.

Application:
-Execute the fundamental skills and techniques in volleyball.

Fundamental Skills

Basic Ready Position

Passing
- Forearm pass
- Overhand pass
Serve
- Underhand serve
- Overhand serve
Spike
Block

Self-Assessment: Reflection on the activity (minimum of 300 words maximum of 500

words)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Congratulations for completing this Module! It’s been great of you to have
accomplished this module! Expect to learn more and do tasks in the next module. Good
luck and enjoy!

23
LESSON 2: RULES OF THE GAME VOLLEYBALL

Objectives:

At the end of this lesson, the students will be able to:

 identify the rules and regulations of the sport;

 interpret the rules and regulations of the game by creating scenarios of a
tournament; and
 give importance to learning and applying the rules and regulations in
volleyball game situations.

Introduction:
Hi! Welcome to this Module! In this module, we will be learning the rules and
regulations of the sport, Volleyball. This module will give you knowledge of
what rules of Volleyball determine Volleyball game situations.

Activity: (Video showing)

1. Pasted here is a video link. Watch and observe the video.

Basic rule violations | Volleyball - YouTube

Analysis:
In connection with the activity above, answer the following questions:

1. What was the video all about?

24
______________________________________________________________

______________________________________________________________

______________________________________________________________

2. What are the rules of the Volleyball sport that were mentioned in the video?
______________________________________________________________

______________________________________________________________

______________________________________________________________

3. Is it important to learn the rules and regulations of the Volleyball sport? How does

the rules help regulate Volleyball game situations?

______________________________________________________________

______________________________________________________________

______________________________________________________________

Abstraction:
During a play of Volleyball sport, each team tries to score points by grounding
the ball on the other’s team’s court under organized rules. The complete rules
are extensive, let us put it this way.
Service. The team captains complete a toss coin before a game is started. It is to
determine the team who will serve first. The winner of the toss coin can choose the might
either to serve the ball to begin a play or to receive the serve from the opponent. In serving
the ball, the server must hit the ball 8 seconds after the 1st referee whistled for service. A
service executed before the referee’s whistle or signal will be cancelled. The opponent must
not attack or block a service.
Faults. There will be a fault if a server violates the service order. The player of the
team at fault must take their correct position. At the time the ball is contacted for a serve,
the players in the opponent court must be in their proper order. There will be a fault called
if a server doesn’t execute the service properly- stepping on the service line and not
releasing the ball. Failure to serve the ball over the net is a fault as well. Hitting the ball to
the antenna is considered an out. Hitting the ball unto the ground outside the playing area is
a fault.

25
Game Play. Each team consists of 6 players inside the court. Both teams should
submit a starting line-up that indicates the rotation order of the players on the court. This
order must be maintained throughout the set. Inside each team’s side of the court are three
players on the front row and three players on the back row. The game starts with a service,
in this manner the referee will whistle to cue a player to serve the ball. Most matches are
made up of either 3 or 5 sets. Each team is allowed 3 successive contacts of the ball in order
to return it, but individual players may not touch the ball twice consecutively. The ball may
hit any part of the body. Front row players may complete attack hit at any height of the ball
but in back row players they are allowed to attack if the ball is lower than the top of the net,
and also in attacking back row players are not allowed to step across at the front zone. Two
2 timeouts are allowed for each team every set and will last only for 30 seconds. 2
substitutions are allowed in each game for each team, and Libero does not count as a sub.
The game continues until one of them scores 25 points and 2 points ahead.
Playing the ball. Touching the ball in an attempt to block does not count as touch,
the same player maybe the first contact. Contact with the ball must be brief and
instantaneous. Scooping, lifting, pushing or carrying the ball in a form of holding. A ball
clearly hit from a position below the ball is considered as a good hit. Receiving a serve ball
with an overhead pass using open hands is not necessarily a fault. A player is not allowed to
attack the ball on the opponent’s side of the net. A libero is not allowed to have an attack
hit and if the entire ball is higher that the top of the net. Play will continue during the serve
even if the ball makes contact with the net and crossover.
Blocking. Blocking is the action of the players chose to the net to intercept the ball
coming from the opponents by reaching the higher than the top of the net. Blocking maybe
legally accomplished by only the players who are in front line service. Backline players may
not participate in a block. The team which has affected a block shall have the right to three
additional contacts after the block. Any player participating in a block shall have the right to
make the next contact, such as, contact counting in an block shall be legal provided it is
during on attempt to intercept the ball. Blocking a spiked ball is prohibited. A blocked ball is
considered to have a crossed the net.
Scoring System. A team scores a point: By successfully grounding the ball on the
opponent’s court. When the opponent team commits a fault/error. When the opponent
team receives a penalty. To win a game: A team should win 3 sets with a score of 25. In case
with a tie, 24-24 play is continuing until two-point lead is achieved (slide two, raise to two,
deuce) 24-26, 27-25. In case of a 2-2 set tie, a fifth deciding set is played to 15 points with a
minimum lead of 2 points just like on the set.
Rotation/Position. At the moment the ball is hit by the server, each team must be
positioned within its own court in the rotational order (except the server). The positions of
the player are numbered as follows: The three players along the net are front row players
and occupying the 5 (back-left), 6 (back-center), 1 (back-right). Relative positions between
players: each back-row player, must be positioned further back from the venter line than
the corresponding front-row player: the front-row players and the back-row players,
respectively, must be positioned laterally in order indicated in the rule. The position of

26
players is determined and controlled according to the positions of their feet contacting the
ground as follows: each front-row player must have at least a part of his/her foot closer to
the center line than the feet of the corresponding back-row player, each right (left) side
player must have at least a part of his/her foot closer to the right (left) sideline than the feet
of the center player in that row. After the service hit, the players may move around and
occupy the next position being assigned. Teams must rotate appropriately, in a clockwise
manner.
Libero. In 1998, the FIVB introduce a new specialist role: The Libero. This player
wears a different colored uniform from the rest of the team. Can be substituted in back-row
for any player on the team. The libero cannot serve, spike the ball over the net or rotate
into the front-line positions, but plays a vital role for the team in serve perception and back-
row defense.
Violation. Players are not allowed to touch the ball two times in a row. Players may
not lift the ball. Three touches made before the ball reaches the other side. Players are not
allowed to touch the net. Players are not allowed to cross to the other team’s side. Player
may not step over while serving the ball. Players are not allowed to taunt. If the ball lands
outside of the court a point is granted. A team may only make a limited number of
substitutions. A point is granted to a team if the other team cannot follow the procedure.
Playing with the palm of my hands. Double contact. Line ball and stepping.

Application:
Directions: Create a video of yourself explaining each rule and regulation of
volleyball.

Criteria

Organization 10

Quality of Information 10

Presentation 10

Total: 30 points

Congratulations on completing this Module! It’s been great of you to have

accomplished this module! Expect to learn more and do tasks in the next module. Good
luck and enjoy!

27
MODULE 3
Module Overview
In this module:
 Hand Signals
 Officials of the game

The volleyball game is enjoyable in the high level of skill development. This
challenges the participant’s skill in the use of hand signals and officiating skills.

After the completion of this module, you will be able to:

1. Familiarize yourself with the hand signals in volleyball.

2. Officiate skillfully in a tournament as an official.
3. Apply appropriate strategies in the game.
4. Perform skillfully in a tournament as a player.

28
LESSON 1: HAND SIGNALS

Objectives:
At the end of this lesson, the students will be able to:

 Familiarize oneself with the hand signals in volleyball.

 Apply appropriate strategies in the game.
 Perform skillfully in a tournament as a player.

Introduction:
Hi! Welcome to this Module! In this module, we will be learning the
hand signals in volleyball. I hope that this module will give you the
knowledge and will open your mind to learning the skills in volleyball.

Activity: Form a group of six members and choose six different hand signals,
one for each group member. Take a picture of each member demonstrating
the hand signal and paste it in the space provided below. Below the picture,
write the name of the hand signal.

______________________ _______________________ ______________________

29
______________________ _______________________ ______________________

Analysis:
In connection with the activity above, answer the following questions:
With the same group, discuss a scenario in a volleyball game and the hand
signals that apply to it. Share the ideas of your group members and write them down.
1.

_____________________________________________________________________

_____________________________________________________________________

____________________________________________________________________

2.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

3.

_____________________________________________________________________

30
_____________________________________________________________________

_____________________________________________________________________

4.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

5.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

6.

_____________________________________________________________________

_____________________________________________________________________

___________________________________________________________________

Abstraction:
OFFICIAL HAND SIGNALS FOR VOLLEYBALL
Below are the hand signals in volleyball according to the FIVB (Federation
Internationale de Volleyball) or International Volleyball Federation.

31
32
33
34
35
36
Application:
Directions: Perform the hand signals of volleyball with explanations.

Criteria

Organization 10

Quality of Information 10

Presentation 10

Total: 30 points

Congratulations on completing this Module! It’s been great of you to have accomplished
this module! Expect to learn more and do tasks in the next module. Good luck and enjoy!

37
LESSON 2: OFFICIALS OF THE GAME
Objectives:

At the end of this lesson, the students will be able to:

 Officiate skillfully in a tournament as an official.

 Apply appropriate strategies in the game.
 Perform skillfully in a tournament as a player.

Introduction:
Hi! Welcome to this Module! In this module, we will be learning about
the officials in volleyball. I hope that this module will give you the knowledge
and will open your mind to learning the skills in volleyball.

Activity:
Paste a video link here about Officials of the game in Volleyball. Watch it and
write your observations below.

Analysis:
In connection with the activity above, answer the following questions:
1. How do you find the activity in the video?

______________________________________________________________

______________________________________________________________

______________________________________________________________

2. How are you familiar with the officials in the game?

38
______________________________________________________________

______________________________________________________________

______________________________________________________________

3. Why is it important to learn and be familiarized with the officials of the game?

______________________________________________________________

______________________________________________________________

______________________________________________________________

Abstraction:
Volleyball officials have several different responsibilities, and they must keep
a watchful eye on every point for the duration of the match. Two people form
an officiating team for each match, with one acting as the head referee who stands on the
referee stand, while the other is "down" referee assisting with monitoring substitutions and
plays at the net.

Volleyball Officials, Referees, and Linesmen The Who What Why,

and How?

Volleyball Referees, Linesmen and Scorers what are their responsibilities?

In competitive matches, volleyball officials are responsible for officiating the two
teams competing against each other.

Officials: First referee calls the game from an elevated referee stand while officiating the two teams
competing against each other.

39
Volleyball officials at the school, club, national, and international level for matches
all have officials responsible for refereeing the match, keeping score and watching the court
during rallies to observe, moderate and determine which of the two teams wins
and making sure both teams compete fairly by following official volleyball rules.

Let's review the job descriptions, responsibilities and the roles of the volleyball
officials and referees and others who may be officiating your next game on.

Why is knowing this information important? The referee and other non-playing
officials on the court have a say in what happens during a game you are competing in.

Sometimes volleyball players agree with them, and lots of times players don't. Many
times, players and coaches will compete in a tournament where they may know how to
interpret a rule better than one of the referees officiating the game. Knowing what the
officials job responsibilities are can help you win a few arguments should the occasion arise.

Below, I've described the responsibilities of the volleyball referees and the people
they work with.

What's a First Referee?

The first referee, aka the first official aka the 'up" referee starts the match, judges
each play and calls the technical fouls, assigns points and side outs as they occur to each
qualifying team and makes the final decision on questionable plays.

He or she is called the "up" referee because they climb up and call the game from an
elevated volleyball stand.

Volleyball officials: First referee waits while an injured player gets attended to.

40
The first referee watches the blockers for net touches, calls the double hits, lifts,
technical fouls, timeouts and starts each play with a whistle blow to each server. Here are a
few more responsibilities of the first referee:

Before the match starts:

 the first referee inspects the balls, the court equipment like the net and antennae
and inspects the conditions of the playing area.
 They perform the coin toss with the team captains and moderates the beginning and
ending time for warmups

During the match:

 the first referee will issue warnings to teams

 can sanction misconduct delays of the game
 decides on possible faults of the players in service and the positions of the serving
team, watching closely for screens
 the faults than can occur when the ball is being played
 attack hit faults committed by the Libero if they jump and attack the ball making
contact when the entire ball is above the level of the net.

End of the match

 they check the score sheet and sign it

What's a Second Referee?

The second referee is across from the first referee on the opposite side of the
net officiating the game from the ground.

The second referee, one of the volleyball officials, sometimes known as the
"down" referee assists and supports the first referee mainly by calling fouls that occur under
the net.

They watch a

a. team's rotation order to make sure players are in the right position,
b. foot faults committed by the server or back row hitter,
c. answer questions and monitor the score and players being substituted in and out of
the substitution zone
d. also looks to the linesman for judgment calls when needed.

They also watch players on team benches who are in the warmup area, controls and
helps monitor both team's timeouts, communicates with the scorer at the score table.

41
The first referee watches the blockers for net touches, calls the double hits, lifts, technical fouls,
timeouts and starts each play with a whistle blow to each server.

At the beginning of matches and at the beginning of each set, the second referee
checks each team's rotation based on how each coach has entered their starting lineup on
the lineup sheet.

During competition they whistle and signal

 any penetration into the opponent's court over the net or under the net
 any overlaps or out of position faults by the team in serve receive
 backrow issues like backrow players coming front row to block or liberos jumping to hit a
ball that's completely above the top of the net
 any time the ball touches the floor when the first referee can't see where or how it landed

At the end of the match, the second referee

 checks the score sheet and signs it

What's a Scorer?

The scorer operates their functions from a table, the scorer's table which is located
behind the second referee.

Before the match begins the scorer...

 registers the numbers on jerseys and each team's lineup in the scorebook and lineup
sheets
 gets the signatures of the captains and coaches

During the match...

 records the points scored by both teams, tracks timeouts and substitutions called
 monitors the service order for each team and notifies the second referee if a player
serves out of order
 records yellow cards and red cards, misconduct warnings, sanctions and improper
requests and controls the intervals between sets
 records other events like special substitutions, recovery time, long interruptions,

After the match the scorer...

42
 records the result
 if there are any protests launched during the match, the scorer, with permission
from the first referee will allow the captain of the team launching the protest, to
write the details of their protest on the score sheet in a statement regarding the
incident.
 signs the score sheet before obtaining the signatures of the team captains and then
the referees

What's a Linesman?

Depending on what type of game is being played, there are two or four linesmen
that stand on only two or all four corners of the volleyball court.
When there are two official linesmen one stands at the corner where the sideline
and the service line meet on one side and the other linesman stands in the same place on
the opposing team's side.
In official games, the linesmen will have a flag in their hands, if not, then they will
make their calls using their arms.
Their responsibility is to judge whether a volleyball has landed inside or outside of
the sidelines or service lines and to call any block touches.

Linesmen or linespersons use flags to

 indicate their calls of the ball being "in" or "out" when they call balls close to the
sideline or end line
 touches on balls going out
 the ball touches the antenna, if it passes outside of the net and the third hit of a ball
crossing over the net outside the crossing space

Application:
Start a practice game between two teams, with the officiating officials. And have
a self-Assessment: Reflection about the activity (minimum of 300 words maximum of 500).

Congratulations for completing this Module! It’s been great of you to have accomplished
this module! Expect to learn more and do tasks in the next module. Good luck and enjoy!

REFERENCES

43
Antonio Calicdan, Robert G. Sison, Rene D. Cacho, June C. Alpez, Melanie B. Coronongan,
Arlene B. Kon-ek. (2013).
Physical Education 4: Team Sports.
Callo, Lualhati F.; Dajime, Peter F. (2016). Physical Education and Health volume 1. Rex
bookstore, Quezon City.
Callo, Lualhati F. et al (2016). Physical Education and Health Volume 1. Rex bookstore,
Quezon City.
Gialgo, Richardson C. et al (2016). Fit for Life The K + 12 Physical Education & Health
Textbook Phoenix Publishing House Inc., Quezon city.
Tolitol, M. et al. (2016). HOPE 2 Health Optimizing Physical Education Sports. Vibal Group
Inc. Quezon City.
Tulio, Doris D. (2012). Physical Education 3 for College National Book Store, Mandaluyong
City.

44