Stations & Task Cards

Lesson plan + Task progression

This project started in EPHE 352, where my group and I taught Spikeball to a local Grade 8 class as part of the practical component of the class. Almost none of the students had played before, so our challenge was figuring out how to help them actually be able to play and not just hit the ball once and lose control. Our ultimate goal was for students to achieve meaningful rallies where the game started to make sense and encourage team collaboration. We spent a lot of time trying different ideas, adjusting tasks, and noticing what helped students feel successful instead of overwhelmed. That experience showed me how essential it is to have a clear progressions and lesson plans when teaching a brand-new sport.

Soon after, I worked with Dr. Hopper to design a Spikeball workshop for future PE teachers, and this is where the task progression linked below really took shape. I wanted to share what I had learned through this experience: if you build the skills gradually and intentionally, students can get to real rallies much faster and enjoy the game more. The lesson plan grew directly from that progression. It uses the same sequence, but adds visuals, cues, and structure so teachers can bring it to life in their classes.

Together, the task progression and lesson plan reflect the journey of learning how to teach Spikeball: start simple with a throw and catch, build logically, stay creative, and make sure every learner has a clear pathway toward meaningful, enjoyable gameplay.

These station designs were the same stations listed above in my task progression and lesson plan. The descriptions below outline each station’s purpose, levels, and key cues. Each station follows an inclusion-based model, offering multiple entry levels so students can choose an appropriate challenge point. Reciprocal task cards and levelled progressions are embedded within each activity to support peer feedback and self-assessment. Biomechanical and tactical cues are highlighted throughout to help students refine movement efficiency, make purposeful decisions, and transfer these skills back into gameplay.

Station 1: Passing

Focus: Controlled first touch, stability, hand shape, angle management.
Biomechanical Cues: Neutral wrist, soft hands, absorb force, center of mass stable. Explanation of each cue below. For more information, head to biomechanics page.

Neutral wrist: Keep your wrist straight, not bent backward or forward, so you have better control when the ball hits your hand.

Soft hands: Relax your fingers and hands so the ball lands gently instead of bouncing off. Think of “catching” the ball softly even when you’re not actually catching it.

Absorb force: Let your hand move slightly downward when the ball hits it. This softens the impact and makes the ball easier to control.

Stable center of mass: Keep your body balanced with your weight evenly distributed (knees slightly bent, feet shoulder-width apart). This helps you move quickly and control your touches.

Tactical Cues: Create time, adjust angle, open space. See rationale for approach page for more information.

Station 2: Spiking

Focus: Downward contact, extension, angle creation.
Biomechanical Cues: High contact point, wrist snap, wide base of support, kinetic sequencing.  For more information, head to biomechanics page.

High contact point: Try to hit the ball when it’s higher in the air, not low near your body. A higher hit gives you more control and makes it easier to aim your touch.

Wrist snap: Add a small flick of your wrist right as you hit the ball. This tiny movement helps you create extra power and accuracy without swinging harder.

Wide base of support: Place your feet wider than shoulder-width apart when you’re getting ready to move or hit. This gives you better balance and stability

Kinetic sequencing: Use your body from the ground up when you hit so bend your knees → rotate your hips → follow through with your arm. This smooth chain of movement helps you hit the ball more powerfully and consistently.

Tactical Cues: Increase risk, reduce opponent’s time, hit to open space. See rationale for approach page for more information.

Station 3: Serving

Focus: Consistent contact, accuracy, controlled force production.
Biomechanical Cues: Hip-shoulder rotation, consistent toss, flat hand contact.  For more information, head to biomechanics page.

Hip-shoulder rotation: Turn your hips and shoulders together as you move or hit. This helps you create smoother, stronger movements without relying only on your arm.

Consistent toss: Toss the ball to the side. A steady, predictable toss makes it much easier to control your hit.

Flat hand contact: Hit the ball with a flat, open hand, not curled fingers. A flat hand gives you better control and helps the ball go where you want it to.

Tactical Cues: Target space, vary force, change height and angle. See rationale for approach page for more information.