Volleyball Practitioner 1

THE REPUBLIC OF UGANDA
Ministry of Education and Sports
Directorate of Industrial Training
Assessment and Training

Package
For a
VOLLEYBALL
PRACTITIONER
Qualification Level: 1
Occupational Cluster: Physical Education
DECEMBER 2020
Developed by: Funded by:
Qualifications Standards Department Government of Uganda
Assessment and Training Package
For a
VOLLEYBALL PRACTITIONER
Qualification Level: 1
Occupational Cluster: Physical Education
Plot 97/99 Jinja Road/ Corner 3rd Street,
P.O Box 20050, Lugogo, Kampala, Uganda
Tel: +256 414 253 704; +256 312 279 344
E-mail: [email protected]
Web: www.dituganda.org
© Directorate of Industrial Training
2021
ISBN: 978-9913-626-25-5
ISO: 9001:2015 Certificate No.: UG92580A
All rights reserved. No reproduction or copy transmission of this publication may be

made without written permission or in accordance with the provisions of the
Copyright, Designs and Patents Act or under the terms of licence permitting limited
copying issued by the licencing agency in Uganda. Any person who does any
unauthorised act in relation to this publication may be liable to criminal prosecution
and civil claims for damages.
UVQF: Assessment and Training Package (ATP) for a VOLLEYBALL PRACTITIONER
QUALIFICATION LEVEL: 1 December 2020
Under BTVET Act, 2008, the functions of the Directorate of Industrial Training are:
(a) To identify the needs of the labour market for occupational competencies that
fall under the UVQF.
(b) To regulate apprenticeship schemes.
(c) To foster and promote entrepreneurial values and skills, as an integral part of
the UVQF.
(d) To secure adequate and sustainable financing for the efficient operations of the
Directorate.
(e) To accredit training institutions or companies as assessment centres.
(f) To determine fees payable under the Act.
(g) To develop, apply, expand and improve the purposeful application of Uganda
vocational qualifications defined in the UVQF.
(h) To assess and award Uganda Vocational Qualifications.
(i) To promote on-the-job training in industry for apprenticeship, traineeship and
indenture training and for other training such as further skills training and
upgrading.
(j) To prescribe the procedure for the making of training schemes.
Further to the above provisions, there is an established Uganda Vocational

Qualifications Framework (UVQF), under part V of the BTVET Act, 2008. It is stated
that:
The purpose of the UVQF is to;

(a) Define occupational standards in the world of work.
(b) Define assessment standards.
(c) Award vocational qualifications of learners who meet the set standards of
different studies.
(d) Provide guidelines for modular training.
The UVQF shall follow principles of Competence Based Education and Training
(CBET) which include:
(a) Flexible training or learning modules.
(b) Positive assessment and Certification.
(c) Assessment of prior learning.
(d) Recognition of formal and non-formal training.
(e) Self-paced or individual learning.
(f) Work place learning.
i
For award and recognition of certificates, the BTVET Act, 2008 provides that:
(1) The Directorate and other examination boards established under the Act shall
award certificates and diplomas for Business, Technical or Vocational
Education and Training under the UVQF.
(2) The Certificates and Diplomas to be awarded shall be in the form prescribed
by the Minister on the recommendation of the Industrial Training Council.
(3) The Certificates and Diplomas awarded under the Act shall be recognised in
the Uganda education system and by the labour market.
Under the TVET Implementation Standards 2020, the proposed new mandate of the
Directorate of Industrial Training shall be restricted to promoting the highest
standards in the quality and efficiency of industrial training in the country and
ensuring an adequate supply of properly trained manpower at all levels in the
industry and the world of work.
The functions shall include:
(a) Regulating Industrial Training and Trainers.

(b) Developing Industrial Training Curricula.
(c) Harmonising Curricula and Certificates of competence.
(d) Assessing Industrial Training.
(e) Development of Occupational Standards and Assessment and Training
Packages (ATPs) for Trade Testing for the industry and world of work.
(f) Awarding certificates in that respect.
At operational level in the Directorate, the Qualification Standards Department

performs development tasks related to concepts, procedures and instruments for
establishment of the UVQF in close collaboration with both public and private
stakeholders in vocational training.
In particular, the Department organises and coordinates the development of

Assessment and Training Packages for use in competence-based vocational training
as well as standards-based assessment and certification.
The Directorate has therefore produced this Assessment and Training Package for
use in implementing Competence-Based Education and Training mechanisms.
ii
Table of Contents
Word from Permanent Secretary .......................................................................... iv
Executive Summary ............................................................................................... vi
Acknowledgement ............................................................................................... viii
Abbreviations and acronyms ................................................................................ ix
Key Definitions........................................................................................................ x
1.0 ATP-PART I ....................................................................................................... 1
Occupational Profile for a Volleyball Practitioner .......................................... 1
2.0 ATP – PART II ................................................................................................... 8
Training Modules for a Volleyball Practitioner ............................................... 8
3.0 ATP- PART III .................................................................................................. 20
Assessment Instruments for a Volleyball Practitioner ................................ 20
4.0 ATP- PART IV ................................................................................................. 30
Information on Development Process .......................................................... 30
iii
Word from Permanent Secretary

The Kajubi Report (1989) and the Uganda Government White Paper on Education
Review (1992) emphasised that the Uganda Secondary School Education should be
vocationalised.
The World Bank Report on education in Uganda 2007 observed that although
Uganda was experiencing steady economic growth on one hand, the secondary
education curriculum was inadequately addressing the social and economic needs of
the country on the other. The Report further noted that it is not the very top academic
cadres that contribute most to the growth of the GDP but rather the competent
middle level technicians that are flexible and technologically literate that the economy
needs in the labour market at all levels.
Correspondingly, the NDP III 2020/21- 2024/5 highlights (i) low labour productivity (ii)
high youth unemployment (38%) (iii) low transition rates from training to employment
(35%) as some of the key challenges to Human Capital Development in Uganda.
In order to overcome these challenges, NDP III 2020/21- 2024/5, under objective 2
peaks the need to train the learners for the urgently needed skills and mainstream a
dual education and training system. This paved way for the development of the lower
secondary school vocational curriculum which supports both academic and
vocational training.
The afore is in line with the Uganda Vision 2040. Under section 261, it emphasises
that learners will be accorded opportunities to excel in the skills areas they are
placed into. These will range from sports and cut to technical and vocational training.
Hitherto, section 262 clearly states that the entire education system will be changed
to emphasise practical skills, attitude and moral values.
Government of Uganda through the Ministry of Education and Sports rolled out the
New Lower Secondary Curriculum in secondary schools countrywide during the first
term of the academic year 2020. The overall goal of this curriculum is to produce
graduates with employable skills and who are competitive in the labour market. It
should be emphasised that vocational training will produce graduates who are
employable. In the New curriculum, emphasis will be on equipping learners with
employable skills and competencies. This will enable learners perform the requisite
duties of the specified occupations. This is the reason why the lower secondary
school vocational curriculum was tailored to the assessment requirements of the
world of work.
Reading from the Curriculum Framework page 12, it is stated that the learners will be
assessed by DIT. Upon assessment and certification, the graduates will be
employable and competitive in the labour market. It’s against this background that
DIT, within its mandate vested in the BTVET Act, 2008 comes on board to take the
lead in the development of the requisite Assessment and Training Packages (ATPs)
for the various occupations that will be assessed under the Lower Secondary
Curriculum.
iv
The ATPs can be used by any training provider and/or those who wish to present
themselves for Occupational Assessment and Certification.
Herewith, the Directorate of Industrial Training presents the Assessment and

Training Package for training, assessment and certification of a VOLLEYBALL
PRACTITIONER QUALIFICATION LEVEL 1.
Finally, I thank all individuals, organisations and review partners who have contributed
and/or participated in the review of this noble document.
Alex Kakooza
Permanent Secretary
v
Executive Summary
This Assessment and Training Package is a Competence-Based Education and
Training (CBET) tool and consists of three major parts:
0.1 PART I: The Occupational Profile (OP) of a VOLLEYBALL PRACTITIONER.

This Occupational Profile which was reviewed by Volleyball practitioners
practicing in the world of work mirrors the duties and tasks that Volleyball
practitioners are expected to perform.
0.2 PART II: Training Modules in the form of guidelines to train Volleyball
practitioners both on the job as well as in training centres (or combinations of
both venues of learning). The Training Modules herein have been reviewed
basing on the Occupational Profile and hence are directly relevant for
employment.
0.3 PART III: Assessment Instruments in the form of performance (Practical) and
written (theory) test items that can and should be used to assess whether a
person complies with the requirements of employment as a VOLLEYBALL
PRACTITIONER. These assessment instruments were reviewed jointly by job
practitioners (Volleyball Practitioner) and instructors based on the occupational
profile and training modules.
0.4 While the Occupational Profile (OP) contained in PART I of this document
provides the information on WHAT a person is expected to do competently in
the world of work, the test items, - including performance criteria- of PART III
qualify the HOW and/or HOW WELL a person must do the job.
0.5 The modular format of the curriculum (PART II) allows learners to acquire job
specific skills and knowledge (i.e. competencies) module by module. A single
module can be accomplished within a relatively short duration allowing flexibility
for learners to move directly into an entry level job, go for further modules or
advance to higher levels of training. Modular courses allow more learners to
access the training system because training centres as well as companies can
accommodate more learners in a given period of time.
0.6 In addition to improved access, equity and relevance of BTVET, the UVQF will
also enable people who are convinced to have acquired competencies laid
down in this ATP through prior training and on-the-job experience to access
assessment and certification directly; be it on the basis of a single module, a
group of modules or all modules pertaining to the occupation at once. This
achievement will facilitate Recognition of Prior Learning (RPL).
vi
0.7 The parts of this Assessment and Training Package were sequentially reviewed
as follows:
i Part 1: Occupational Profile: August 2020

ii Part 2: Training Modules: August 2020
iii Part 3: Assessment Instruments (initial bank): August 2020
This ATP (or parts of it) may be periodically revised to match the dynamic trends in
the occupation and hence issued in different versions.
DIT takes responsibility of any shortcomings that might be identified in this

publication and welcomes suggestions for effectively addressing the inadequacies.
The suggestion can be communicated to DIT through P.O. Box 20050, Kampala or
through email [email protected].
Patrick Byakatonda
Ag Director
vii
Acknowledgement
The Qualifications Standards Department of DIT acknowledges the valuable
contributions to the review of this Assessment and Training Package by the following
persons, Institutions and organisations:
• Members of the DIT Industrial Training Council.
• The Director and staff of DIT.

• Ministry of Education and Sports.
• The practitioners from the world of work.
• Teachers and instructors of volleyball practitioner from various secondary
schools.
• Agriculture Curriculum Specialists from NCDC.
• Examination specialists from UNEB.
• The facilitators involved in guiding the development panels in their activities.
• The Government of Uganda for financing the development of this ATP.
viii
Abbreviations and Acronyms
A&C Assessment and Certification

ATP Assessment and Training Packages
CBET Competency Based Education and Training
DIT Directorate of Industrial Training
ITC Industrial Training Council
GoU Government of Uganda
LWA Learning-Working Assignment
MC Modular Curriculum
MoES Ministry of Education and Sports
OP Occupational Profile
PEX Practical Exercise
PTI Performance (Practical) Test Item
QS Qualification Standards
RPL Recognition of Prior Learning
TIB Test Item Bank
TVET Technical, Vocational Education and Training
UVQ Uganda Vocational Qualification
UVQF Uganda Vocational Qualifications Framework
WTI Written (Theory) Test Item
ix
Key Definitions
Assessment Assessment is the means by which evidence is gathered and
judged to decide if an individual has met the stipulated
assessment standards or not. Testing is a form of formal
assessment.
Certification Certification is a formal procedure to issue a certificate

(qualification) to an individual that has demonstrated during
formal assessment that he/she is competent to perform the tasks
specified in the occupational profile.
Competence Integration of skills, knowledge, attitudes, attributes and expertise

in doing /performing tasks in the world of work to a set standard.
Competency (Occupational) competency is understood as the ability to

perform tasks common to an occupation to a set standard.
CBET Competence-based education and training means that programs:
1. have content directly related to work

2. focus is on ‘doing something well’
3. assessment is based upon industry work standards, and
4. curricula are developed in modular form
Duty A duty describes a large area of work in performance terms. A

duty serves as a title for a cluster of related Tasks (see also:
TASK).
Learning- LWAs are simulated or real job situations / assignments that are
Working suitable for learning in a training environment (e.g. “small
Assignment projects”). In a working environment, LWAs are real work
(LWA) situations /assignments.
Modules Modules are part(s) of a curriculum. Modules can be considered

as “self-contained” partial qualifications which are described by
learning outcomes or competencies and which can be assessed
and certified individually.
x
Occupational An Occupational Profile is an overview of the duties and tasks a

Profile (OP) job incumbent is expected to perform competently in employment.
Occupational Profiles developed by practitioners from the world of
work enhance the relevance of training and learning to the
requirements of the world of work.
Occupational Profiles define what a person is supposed to do

in performance terms. It also contains generic information
regarding related knowledge and skills, attitudes/behaviour,
tools, materials and equipment required to perform as well as
trends/ concerns in the occupation.
Occupational profiles are the reference points for developing

modular curricular and assessment standards
Qualification A qualification is a formal recognition for demonstrating

competence, based on formal assessment against set
standards. A qualification is provided to the individual in form
of a certificate specifying the nature of the competence.
Task Job tasks represent the smallest unit of job activities with a
meaningful outcome. Tasks result in a product, service, or
decision. They represent an assignable unit of work and have
a definite beginning and ending point. Tasks can be observed
and measured. (Also see: Duty)
xi
1.0 ATP-PART I
Occupational Profile for a VOLLEYBALL PRACTITIONER
1.1 The OCCUPATIONAL PROFILE (OP) for “Volleyball Practitioner” below defines
the Duties and Tasks a competent Volleyball Practitioner is expected to perform
in the world of work (on the job) in Uganda and the East African region today.
1.2 Since it reflects the skill requirements of work life, the Occupational Profile is the
reference document for the subsequent development of training modules and
assessment instruments (test items) which are directly relevant to employment in
Ugandan and the East African businesses and industries.
1.3 To ensure that the Occupational Profile is relevant for employment in Uganda
and East Africa, the DIT used the method of “occupational/job profiling.1
This approach involves the brainstorming of a panel of 8 to 12 competent job

practitioners guided by trained and experienced facilitators. During a two-day
workshop the panellists define the duties and tasks performed in employment,
as well as the prerequisite skills, knowledge, attitudes, tools and equipment, and
the future trends and concerns in the occupation/job.
1.4 The panellists, facilitators and coordinators who participated in developing this
Occupational Profile are listed on the following page.
1 The DACUM-method was used. DACUM is an acronym for ‘Develop A Curriculum’
1 ATP Part I
[Occupational Profile]
Job Expert Panel
Nason Bwesigye
National Team Coach
Eric Bethel Ojono

Centre for Sports AWD THE REPUBLIC OF UGANDA
Development Initiative Ministry of Education and Sports
Mohamed Bachu Raffi

Kinawa High School/UPC Directorate of Industrial Training
Daniel Kazibwe
Mbogo Mixed S.S
Innocent Asizu
KCCA Volley Ball Club
Stella Makyeme
Hana Mixed High School/NCDC
Occupational Profile
Joshua Osiya
Namugongo Sec & Vocational
School For a
Kassim Lumaama
Mbogo Mixed SS
''Volley Ball Practitioner''
Micheal Odongo
Central College School
Peter Mwesigwa
St. Patrick S.S
John Mike Imakit Okuo

Kyambogo University Developed by: Qualifications Standards
Department of the Directorate
of Industrial Training
Co-coordinator
Mukyala E Ruth
Facilitators
Date of workshop:21st –25thSeptember, 2020
Willy Muwanguzi
Einstein Luke Eitit

Funded by
The Government of Uganda
2 ATP Part I
NOMENCLATURE FOR THE OCCUPATION OF A VOLLEYBALL

PRACTITIONER
Definition: A Volleyball Practitioner Is a person who has the competences of

playing, officiating, coaching and managing a volleyball game.
JOB ORGANISATION CHART FOR A VOLLEYBALL PRACTITIONER
PEERS VOLLEY BALL • Media

• Players • Volleyballer PRACTITIONER • Federations
• Coaches s Level III
• NCS
• Medical team • Rugby • Sponsors
players • Training
• Support staff
• Hockey Institutions
• Referees players • NGOs
• Physiotherapi • Athletes • URA
• Gymnasts VOLLEY BALL • UOC
sts
• Rounders PRACTITIONER • DIT/NCDC/
• Nutritionists players Level II MoES
• Sports tutors • Basketball • UPC (Uganda
players
• Psychologists Para Olympics)
• Badminton • Fans
• Fitness players
instructors • Tennis
• PE teachers players
VOLLEY BALL
• Swimmers PRACTITIONER
• Soccer LEVEL I
players
• Hand
ballers
Internal Technical External
Links Links Links
Descriptions for the levels in the occupation of a ''Volleyball Practitioner''
UVQ Level I Volleyball Practitioner is a person who plays volleyball competently

and performs game supporting activities.
UVQ Level II Volleyball Practitioner is a person who has the competency of

organising and officiating a volleyball game.
UVQ Level III Volleyball Practitioner is a person who has competences in coaching
and managing volleyball.
3 ATP Part I
Duties and Tasks
A1 Select site A2 Select tools A3 Clear site

A. PREPARE and
equipment
VOLLEYBALL
COURT A4 Level ground A5 Mark court A6 Demarcate
boundaries court
A7 Fix poles A8 Raise net
B. COACH B1 Design training B2 Prepare B3 Organise

VOLLEYBALL schedules training court
PLAYERS session
B4 Brief players B5 Train players B6 Mentor and
inspire players
B7 Assess players B8 Manage B9 Appraise

discipline players
B10 Scout players B11 Profile player B12 Select teams
B13 Make training

reports
C. OFFICIATE C1 Inspect court C2 Inspect C3 Inspect players

VOLLEYBALL equipment
GAME C4 Oversee tossing C5 Start and re- C6 Enforce rules
start game
C7 Communicate C8 Manage score C9 Confirm score
technical sheets
decisions
C10 Manage player’s C11 End game C12 Prepare game
discipline reports
D. PLAY D1 Wear sports D2 Carryout D3 Take a toss

VOLLEYBALL attire Warm up
GAME
D4 Take positions D5 Pass ball D6 Serve ball
D7 Block ball D8 Spike ball D9 Cover ball
D10 Perform cool

down
4 ATP Part I
E. MAINTAIN TOOLS, E1 Prepare E2 Repair tools E3 Replace tools

EQUIPMENTS AND maintenance and and equipment
FACILITY schedules equipment
E4 Remark court E5 Clean E6 Store tools and
equipment equipment
E7 Keep
maintenance
records
F. PERFORM F1 Wear Personal F2 Administer F3 Carryout

OCCUPATIONAL Protective First Aid medical
HEALTH AND Equipment checks
SAFETY F4 Display safety F5 Perform fire F6 Manage waste
PRECAUTIONS signs fighting
F7 Mark safety F8 Perform

zones physical
fitness
G. MARKET G1 Organise game G2 Form clubs G3 Participate in

VOLLEYBALL exhibitions competitions
GAME
G4 Partner with G5 Brand team G6 Advertise team
corporate bodies
G7 Establish G8 Participate in
networks community
outreaches
H. PERFORM H1 Plan activity H2 Prepare H3 Secure funding

ADMINISTRATIVE calendar budgets
TASKS
H4 Recruit staff H5 Assign roles H6 Organise
training
courses
H7 Organise and H8 Procure tools, H9 Supervise
coordinate equipment and activities
volleyball materials
competitions
H10 Manage H11 Appraise staff H12 Conduct

resources meetings
H13 Make reports H14 Keep records
5 ATP Part I
Additional Information
Generic Knowledge &Skills

12. Color of court lines
1. Brief history of volleyball
13. Etiquette and ceremonies
2. Importance of volleyball
14. Waste management
3. Terminologies used in volleyball
15. Safety regulation
4. Administration of first aid
16. Net height Vs age and gender
5. Rules of the game
17. Conditioning exercises
6. Handling tools
18. Injuries and its management
7. Usage or application of equipment
19. Nutrition management
8. Handling or playing alongside
20. Selection of equipment
persons with disabilities
21. Playing skills
9. Usage of clearing, levelling and
22. Fitness components
measuring tools
23. Store management skills
10. Standard dimensions of court
24. Communication skills
11. Thickness of the court lines
25. Team composition
Tools, Equipment and Materials 22. Score boards

1. Measuring tape 23. Timer/ watch
2. Marking string 24. Pulling rubber
3. Slashers 25. Roller
4. Axe 26. Flags
5. Wheelbarrow 27. Sports attire
6. Hoes 28. Score sheets
7. Garden rake 29. Trampoline
8. Spades 30. Compactor
9. Nails 31. Painting brush
10. Volley ball 32. Rake
11. Volley net 33. Mower
12. Volley poles 34. Paint/lime/ash
13. Antennas 35. Ladders
14. Pump 36. Computers
15. Whistle 37. Whistles
16. Cards 38. Kit bag
17. Knee pads 39. Glucose
18. Training cones 40. Clip board
19. Training walls 41. Pressure pump
20. Jumping huddles 42. Scrubbing brush
21. Skipping ropes 43. Padlock
44. Lights
6 ATP Part I
Attitudes / Traits / Behaviour

1. Smartness 10. Confidence
2. Respect 11. Self esteem
3. Sportsmanship 12. Motivation
4. Teamwork 13. Optimism
5. Communication skills 14. Willingness to learn
6. Fair play 15. Love for the game
7. Cooperation 16. Punctuality
8. Perseverance 17. Decision making hard work
9. Commitment
Future Trends and Concerns 10. Inadequate and substandard

1. Inadequate funding volleyball infrastructure
2. Negative attitude to the industry 11. Host tournaments at continental
3. Early talent identification and international level
4. Poor work ethics 12. Popularisation of the game
5. Inadequate skilled man power 13. Embrace global trends
6. Competition from other sports 14. Body health (physical fitness)
industries 15. Capacity building
7. Inadequate competent volleyball 16. Commercialisation of the sport
practitioners 17. Partnering with corporate bodies
8. Standardised training curriculum 18. Match fixing
9. Inadequate sponsorship 19. Inadequate officiating officials
20. Competition opportunities at
grass root levels
7 ATP Part I
2.0 ATP – PART II

Training Modules for a VOLLEYBALL PRACTITIONER
2.1 A curriculum is a “guide /plan for teaching and learning” which provides a guide
to teachers, instructors and learners. In the envisaged system of competence-
based or outcome-oriented education and training (CBET), curricula are no
longer the benchmark against which assessment is conducted. It is rather the
Occupational Profile that provides the benchmark for curriculum development
as well as assessment.
2.2 This modular format of the curriculum allows learners of Volleyball Practitioner
to acquire job specific skills and knowledge (i.e. competencies) module by
module. A single module can be accomplished within a relatively short duration
allowing learners to move directly into an entry level job, do further modules and
advance to higher levels of training. Modular courses allow more learners to
access the training system because training centres, as well as companies can
accommodate more learners in a given period of time.
2.3 The modules were developed jointly by both instructors and job practitioners.
They were developed using the Occupational Profile as a reference point and
taking into account the specifications of training and learning outcomes.
2.4 The modules contain “Learning-Working Assignments” (LWAs) and related

“Practical Exercises” (PEXs) as key elements.
LWAs are simulated or real job situations/assignments that are suitable for
learning in a training environment (e.g. “small projects”). In a working
environment, LWAs are real work situations.
PEXs are therefore sub-sets of a LWA.
2.5 In principle, and following the philosophy of Competence-Based Education and

Training (CBET), the modules can be used as a guide for learning in a training
centre, at the workplace; or a combination of both.
8 ATP Part II
[Training Modules]
WHO IS A VOLLEYBALL PRACTITIONER QUALIFICATION LEVEL1?
A Volleyball Practitioner is a person who plays volleyball competently and performs

game supporting activities.
TRAINING MODULES FOR A VOLLEYBALL PRACTITIONER UVQ LEVEL 1
Code Module Title Average duration

Contact
Weeks
hours
UE/VP/M1.1 Establish Volleyball Court 240 6
UE/VP/M1.2 Play Volleyball 560 14
UE/VP/M1.3 Manage Tools, Equipment and Facility 160 4
Summary 3 Training Modules 960 hours 24 weeks
Note: Average duration is contact time but NOT calendar duration
It is assumed that:
• 1 day is equivalent to 8 hours of nominal learning and
• 1 month is equivalent to 160 hours of nominal learning
Information given on the average duration of training should be understood as a

guideline. Quick learners may need less time than indicated or vice versa.
At completion of a module, the learner should be able to satisfactorily perform the

included Learning Working Assignments, their Practical exercises and attached
theoretical instructions, as the minimum exposure.
Prior to summative assessment by recognized Agencies, the users of these Module

Guides are encouraged to carefully consider continuous assessment using samples of
(or similar) performance (practical) and written test items available in part 3 of this ATP.
9 ATP Part II
[Training Modules]
Code UE/VP/M1. 1
Module title M1.1: Establish Volleyball Court
Related Qualification Part of

Uganda Vocational Qualification
(Volleyball Practitioner UVQ 1)
Qualification Level 1
Module purpose After completion of this module, the trainee shall be able
to establish a standard Volleyball court
Learning-Working LWA 1/1: Prepare Court Site
Assignments LWA 1/2: Draw and Mark out Court
LWA 1/3: Set up Net
(LWAs)
LWA 1/4: Perform Occupational Health, Safety and
Environmental Protection Practices
Note:
1. The learning exercises may be repeated until the
trainee acquires targeted competence;
2. The trainer is advised to deliver relevant theoretical
instruction with demonstrations as required to perform
each learning working assignment.
Related Practical LWA 1/1: Prepare Court Site
Exercises (PEXs) PEX 1.1: Select site
PEX 1.2: Select tools and equipment
PEX 1.3: Clear site
PEX 1.4: Level site
PEX 1.5: Measure size of play area
PEX 1.6: Construct drainage channel
LWA 1/2: Draw and Mark Court
PEX 2.1: Measure court
PEX 2.2: Sketch court
PEX 2.3: Mark out court
LWA 1/3: Set up Net
PEX 3.1: Select tools, materials and equipment
PEX 3.2: Erect poles
PEX 3.3: Raise net
LWA1/ 4: Perform Occupational Health, Safety and
PEX 4.1: Display safety signs
PEX 4.2: Wear personnel protective equipment
PEX 4.3: Manage waste
PEX 4.4: Administer first aid
PEX 4.5: Perform firefighting
PEX 4.6: Mark out safety zones
10 ATP Part II
[Training Modules]
Occupational health Precautions, rules and regulations on occupational health,

and safety safety and environmental protection, included in the listed
related knowledge should be observed and demonstrated
during LWAs and PEXs.
Pre-requisite None
modules
Related knowledge/ For occupational theory suggested for instruction/
theory demonstration, the trainer is not limited to the outline
below. In any case, related knowledge/ theory may be
obtained from various recognised reference materials as
appropriate:
• Usage of clearing, levelling and measuring tools
• Standard dimensions of court
• Thickness of the court lines
• Colour of the court lines
• Waste management
• Safety regulation
• Net height
Average duration 240 hours (30 days) of nominal learning suggested to
of learning include:
• 6 days of occupational theory
• 24 days of occupational practice
Suggestions on The acquisition of competencies (skills, knowledge,
organisation of attitudes) described in this module may take place at a
learning training centre or its equivalent provided all equipment and
materials required for training are in place.
Assessment Assessment to be conducted according to established
regulations by a recognised assessment body using
related practical and written test items from item bank.
Minimum required slasher, hoe, panga, axe, measuring tape, spirit level,
tools/ equipment/ compacter, wheelbarrow, hammer, roller, rake, watering
implements or can, trowel, spade, pick axe, mower, painting brush
equivalent
Minimum required paint/lime/ash, paraffin, water, nails, cement, sand
materials and
consumables or
equivalent
Special notes In absence of tarmac or wood ground surface, improvise
with a grass field
11 ATP Part II
[Training Modules]
Code UE/VP/M1.2
Module title M1.2: Play Volleyball

(volleyball Practitioner UVQ 1)
Module purpose After completion of this module, the trainee shall be able
to play volleyball competently
Learning-Working LWA 2/1: Prepare for the Game
Assignments LWA 2/2: Perform Skills of Volleyball
(LWAs)
LWA 2/3: Perform Playing Tactics
Note:
Related Practical LWA 2/1: Prepare for the Game
Exercises (PEXs) PEX 1.1: Wear sports attire
PEX 1.2: Perform warm up
PEX 1.3: Have team talk
PEX 1.4: Take a toss
PEX 1.5: Take position
LWA 2/2: Perform Skills of Volleyball
PEX 2.1: Dig Ball
PEX 2.2: Volley Ball
PEX 2.3: Serve Ball
PEX 2.4: Block Ball
PEX 2.5: Spike Ball
PEX 2.6: Cover Ball
LWA 2/3: Perform Playing Tactics
PEX 3.1: Carryout defensive formations
PEX 3.2: Develop offence formations
PEX 4.1: Observe personnel hygiene
PEX 4.2: Wear sports attire
12 ATP Part II
[Training Modules]
PEX 4.4: Perform routine medical check ups
PEX 4.5: Perform fire fighting
PEX 4.6: Perform cool down

Pre-requisite None
modules

appropriate:
• Team composition
• Rules of the game
• Umpire’s signals
• Volleyball etiquette
• Common injuries on court
• Usage of first aid materials
• Nutrition management
• Tournament structures
• Movement on the court e.g. rotations
• Techniques and types of serving, spiking, digging,
blocking etc.
Average duration of 560 hours (70 days) of nominal learning suggested to

learning include:
related practical and written test items from item bank
Minimum required volleyballs, sports attire, net, ball bag, cones, huddles,
tools/ equipment/ agility ladder, face towels, first aid kits, antennas, sports
implements or wheel chair, score board, computers, whistles, knee pads,
equivalent rollers, skipping ropes, ankle braces, knee braces,
watch/timer, projectors, computer, camera, kit bag.
13 ATP Part II
[Training Modules]
Minimum required glucose, water.

materials and
consumables or
equivalent
Special notes Cater for people with special needs in all aspects of
volleyball playing (carryout para volleyball tactics)
14 ATP Part II
[Training Modules]
Code UE/VP/M1.3
Module title M1.3: Manage Tools, Equipment and Facility

(Volleyball Practitioner UVQ 1)
Module purpose On completion of this module, the trainee shall be able to
maintain tools, equipment and Volleyball court
Learning-Working LWA 3/1: Acquire Tools, Equipment and Materials
Assignments (LWAs) LWA 3/2: Maintain Tools and Equipment
LWA 3/3: Maintain Volleyball Court
Note:
Related Practical LWA 3/1: Acquire Tools, Equipment and Materials
Exercises (PEXs) PEX 1.1: Identify tools, equipment and materials
PEX 1.2: Procure tools, equipment and materials
PEX 1.3: Keep Inventory
PEX 1.4: Store tools, equipment and materials
LWA 3/2: Maintain Tools, Equipment and Materials
PEX 2.1: Repair tools and equipment
PEX 2.2: Replace tools and equipment
PEX 2.3: Clean tools and equipment
PEX 2.4: Lubricate poles
PEX 2.5: Paint poles
LWA 3/3: Maintain Volleyball Court
PEX 3.1: Clean court
PEX 3.2: Perform minor repairs
PEX 3.3: Renovate courts ground surface
PEX 3.4: Remark court
15 ATP Part II
[Training Modules]

PEX 4.2: Maintain personal hygiene
PEX 4.3: Create safety zone
PEX 4.4: Perform firefighting
PEX 4.5: Manage waste
PEX 4.6: Carryout medical check ups

Pre-requisite None
modules
appropriate:
• Store management skills
• Factors affecting performance
• Communication skills
• Rules and regulations of the game
• Volleyball court management skills
• Lighting systems and various types of lights used
• Various tools, equipment and materials used
• Various court services
Average duration of 160 hours (20 days) of nominal learning suggested to

learning include:


related practical and written test items from item bank
Minimum required tactical boards, clip boards, pressure pump, roller, slasher,
tools/ equipment/ tape measure, ruler, scrubbing brushes, water containers,
implements or basins, tarpaulin, brooms, waste bin, kit bag, first aid kit,
equivalent padlock, hammers, strings, squeezers.
16 ATP Part II
[Training Modules]
Minimum required paint/lime/ash, water, lights, stationery

materials and
consumables or
equivalent
Special notes • Some equipment can be locally made to reduce on
expenditure.
• Cater for persons with special needs
17 ATP Part II
[Training Modules]
3.0 ATP- PART III

Assessment Instruments for a VOLLEYBALL PRACTITIONER
3.1 Assessment of occupational competence is the procedure by which evidence is
gathered and judged to decide if an individual (candidate) has met the
stipulated assessment standards.
3.2 Assessment of occupational competence should comprise of both practical

(performance) testing and written (theory/knowledge) testing.
3.3 Based on the Occupational Profile and Training Modules, a combined panel of
job practitioners and instructors developed a substantial number of test items
for assessing (practical) performance as well as items for assessing
occupational knowledge (theory) all stored in an electronic Test Item Bank (TIB)
at the Directorate of Industrial Training.
3.4 Performance (Practical) Test Items (PTI) are closely related to typical work
situations in Ugandan business enterprises. They comprise of a test assignment
for candidates and assessment criteria and/or scoring guides for assessors’
use.
3.5 Written Test items (WTI) for written testing of occupational theory, (knowledge)
are presented in different forms which include:
• Short answer test items.
• Multiple choice test items
• Matching test items,
These WTIs herein focus on functional understanding as well as trouble-

shooting typically synonymous with the world of work.
3.6 Composition of assessment/test papers will always require good choices of

different types of WTI in order to ensure the assessment of relevant
occupational knowledge required of candidates to exhibit competence.
3.7 The test items contained in the Test Item Bank may be used for
continuous/formative assessment during the process of training as well as for
summative assessment of candidates who have acquired their competences
non-formally or informally.
3.8 In this document, samples of test items for assessing both performance
(practical) and occupational knowledge (theory) of a VOLLEYBALL
PRACTITIONER are included.
20 ATP Part III

[Assessment Instruments]
3.9 Overview of Test Item Samples Included
No Type of test Items Numbers included
1. Written (Theory)- short answer 1
2. Written (Theory)- multiple choice 2
3. Written (Theory)- matching with generic 1
4. Written (Theory)- matching with work-sequence 1
5. Performance (Practical) test items 1
Total 6
21 ATP Part III

WRITTEN TEST ITEMS (SAMPLES)

Test Item Database
DIT/ QS
Written (Theory) Test Item- no. 1
Occupational Title: Volleyball Practitioner
Competence level: Level 1
Code no.
Short answer √
Multiple choice
Test Item type:
Cause- Work-
Generic
Matching item Effect sequence
Complexity level: C2
Date of OP: September 2020
Related module: M1.2
Time allocation: 2 minutes
List four skills expected to be displayed by a volleyball

Test Item
player during the game
(i) …………………………………………………….
(ii) ……………………………………………….……
Answer spaces
(iii) .........................................................................
(iv) …………………………………………………….
(i) Serving ball
(ii) Digging ball
Expected key (iii) Spiking ball
(answers) (iv) Covering ball
(v) Blocking ball
(vi) Setting ball
22 ATP Part III

Test Item Database

DIT/ QS Written (Theory) Test Item- no. 2
Code no.
Short answer
Multiple choice √
Test Item type: Cause- Work-
Generic
Related module: M 1.3
Which of the following practices is carried out in

Test Item
maintaining a volleyball court?
A. Identify site
Distractors and B. Paint poles
correct answer C. Raise net
D. Design structural plan
Key (answer) B
23 ATP Part III

Test Item Database

Code no.
Short answer
Multiple choice √
Generic
Which of the following items are considered personnel

Test Item
Protective Equipment for a Volleyball player?
A. Sneakers, Kneecap, Helmet
Distractors and B. Sneakers, Shin guard, Ankle let
correct answer C. Anklelet, Kneecap,Sneakers
D. First Aid kit, Sneakers and Fire Extinguishers
Key (answer) C
24 ATP Part III

Test Item Database

DIT/ QS
Code no.
Short answer
Multiple choice
Generic
√
Match the following techniques with their meaning in

Test Item
volleyball
Column A (term) Column B (Application)

1 Dig Pass A Start Play
2 Spike B Take position
3 Block C Under arm pass
4 Serve D Act of hitting ball above net
E Stand behind the end line
F Prevent ball from crossing net
Key (answer) 1-C, 2-D, 3-F, 4-A
25 ATP Part III

Test Item Database

Code no.
Short answer
Multiple choice
Generic
Matching item Effect Sequence
√
Arrange the following procedures in constructing a volleyball

Test Item
court
Column A Column B
(chronology (work steps) in wrong chronology order
1st A Level site
2nd B Demarcate site
rd
3 C Fix poles
4th D Clear site
th
5 E Select site
6th F Fix antennas
th
7 G Secure tools, equipment and material
8th H Raise net
th
9 I Mark volleyball court
10th J Verify net height
th
11 K Measure height of poles
Key (answer) 1-E, 2-G, 3-D, 4-A, 5-B,6-I, 7-K, 8-C, 9-H, 10-F, 11-J
26 ATP Part III

PERFORMANCE TEST ITEMS (SAMPLE)
Test Item Database

DIT/ QS
Code no:
Test Item: You have been provided with a levelled ground, mark a
volleyball court and set up a men’s net.
Complexity level: P2
Related skills and • Court dimension
knowledge: • Thickness of court lines
• Colour of court lines
• Waste management
• Safety regulations
• Net height
Required tools, Poles, tape measure, brush, nails, hammers, scissors,
Materials and masking tape, chalk/crayons/charcoal dust/lime, strings,
Equipment: masks, gloves, overall, safety boots, pangas, net, dust bin,
antennas, stationery, geometry set, preservatives (if using
wooden poles), ladder and pegs.
Time allocation: 6 hours
Preferred venue: Volleyball court
Remarks for • Observe health and safety precautions
Candidates • Handle materials and tools with care
• Wear protective gears
Remarks for • Avail helpers
assessors • Avail materials, tools, and equipment
# Assessment Scoring guide Max Score

criteria Process Result
Preparations for Wore protective gear i.e.
1 task Overall 1
Face mask 1
Gumboots 1
Gloves 1
27 ATP Part III

Assembled materials, tools and 2

equipment
Sketching Measured all lines with corresponding 2
2 of the Court angles
Indicated distances 2
Measured court 3
Measured 90 degrees angles at each 4
corner
Court of 18mx9m verified 4
Centre line of the court observed at 9 2
metres
Measurement of 3m from the centre 3
line on both sides of the court observed
3 Setting out of Took measurements 3
court
Marked lines 2
Boarder lines of 5cm thick observed 2
Boarder lines within the court 2
dimension observed
Setting up Measured 500 mm (0.5 metres) from 1
4 Men’s Net side line of the pole
Dug holes 2
Two holes of 200mm (0.2 metres) 4
Diameter and 450mm (0.45 metres)
depth verified
Holes aligned to the centre line 2
observed
Painted poles 2
Fixed poles into ground 3
Firmly fixed poles observed 3
Poles fixed perpendicular to the ground 2
observed
Measured height of poles 2
3300mm(11ft)
Fixed two (2) nails on each pole 2
Upper nails at 3m (10ft) above ground 1
level verified
Lower nails at 1m (3ft) from ground 1
28 ATP Part III

level verified
Raised net 2
Hooked and stretched upper part of the 3
net
Stretched lower part of the net 1
Measured height of the net at 243 cm 4
from the ground
Fixed antennas 2
Aligned antennas corresponding with 4
line marked on the ground
5 Perform post Collected used tools and equipment 2
task activities
Cleaned tools and equipment 2
Stored tools, equipment and unused 2
materials
Disposed waste 1
Disposed waste observed in the dust 2
bin
Maximum 28 57
score (Y)
85
29 ATP Part III

4.0 ATP- PART IV

INFORMATION ON DEVELOPMENT PROCESS
4.1 Development process (September 2020)
The Assessment and Training Package was exclusively developed by

Volleyball Practitioners, Secondary School teachers who train Volleyball, and
Curriculum Development Specialists working with the National Curriculum
Development Centre (NCDC).
The job expert panel, guided by UVQF facilitators developed the Occupational
Profile that mirrors duties and tasks performed in the world of work and also
provided additional generic information regarding the occupation.
Basing on the occupational profile, they developed training modules that will
guide Volleyball Practitioners on the job as well as in training centres.
Basing on the occupational profile and training modules, they developed

assessment Instruments that can be used to assess whether a person
complies with the requirements of employment as a volleyball practitioner.
4.2 Methodology
The rationale for the Assessment and Training Package development was to
link Vocational Education and Training to the real world of work by bridging
Occupational Standards to Training Standards through industry-led Standards-
Based Assessment.
Active participation of Volleyball trainers, job practitioners and NCDC Physical

Education specialist panels consolidated the development philosophy.
The panellists worked as teams in workshop settings complemented by off-

workshop field research and literature review activities including international
benchmarking.
4.3 Development Panels
The participating panels of Volleyball Practitioner job practitioners, secondary

school teachers who train volleyball, and Curriculum Development Specialists
working with the National Curriculum Development Centre (NCDC) required at
the different stages of development exercise were constituted by members
from the following institutions/organisations:
30 ATP Part IV
[Development process]
Development Panel
No. Name Institution/Organisation
1. Mr. Nason Bwesigye National Team Coach
2. Mr. Daniel Kazibwe Mbogo Mixed S.S
3. Ms. Kassim Lumaama Mbogo Mixed S.S
4. Mr. Innocent Asizu K.C.C.A Volley Ball Club
5. Mrs. Stella Nakyeme Hana Mixed School (NCDC)
6. Mr. Joshua Osiya Namugongo Sec & Voc.
7. Mr. Micheal Odong Central College School
Centre For Sports AWD Development
8. Mr. Bethuel Eric Ojono
Initiative
9. Mr. Peter Mwesigwa St. Patrick S.S
10. Mr. Imakit John Mike Okou Kyambogo University
11. Mr. Bachu Raffi Mohammed Kinawa High school
4.4 Quality Assurance panel
The quality checking panel comprised of a team with exceptional technical

expertise and experience as job practitioners, lecturers, sports administrators
and national curriculum development specialist.
The team carefully and objectively critiqued the entire ATP and assured that the
quality of the ATP meets the required standards.
Quality Checking Panel
No. Name Organisation
1 Mr. Katende S David National Council of Sports (NCS)

2 Mr. Balagana Charles Mukiibi Kyambogo University
3 Mr. Tushabe Jonan Directorate of Industrial Training
4 Ms. Erinah Balungi National Curriculum Development
Centre (NCDC)
5 Dr. Byaruhanga Kadoodooba Kyambogo University
6 Ms. Ddembe N Hajarah Ministry of Education and Sports
(MoES)
7 Mr. Okou-Imakit J.M Kyambogo University
31 ATP Part IV
[Development Process]
4.5 Facilitator team
This Assessment and Training Package was developed by a Facilitator team listed
below:
1. Team Leader: Ms. Mukyala Ruth, Ag Deputy Director, DIT.

2. Facilitators (Development process):
Mr. Willy Muwanguzi, DIT. and
Mr. Einstein Luke Eittit
3. Facilitators (Quality checking process): Ms. Baliraba Elizabeth DIT.
4. DIT Data Entrants: Ms. Biira Leah
Mr. Tibagwa Robert
Turyasingura Yusuf
5. Edited by: Ms. Mukyala Ruth Ag. DD, DIT, QS Dept. DIT.
6. Coordinated by: Mr. Byakatonda Patrick, Ag. Director, DIT.
4.6 Reference time:

The Assessment and Training Package was compiled in September 2020 and may be
periodically revised to match the dynamic trends in the occupation and hence issued in
different versions
References:
1. Nicholls K. Volleyball – The Skills of the Game, the Crowood Press
Marlborough, Witshire 1988, Reprinted 1994
2. Anthony D Success in Volleyball John Murray 1972 Reprint 1978.
3. Nicholls K. Modern Volleyball for Teacher Coach and Player, Lepus Books
London 1978.
4. Ganyara. A.M Mpira wawaavu, Tanzania Publishing House Dar-es-Salaam,
1980
5. Bonnie Kenny (1962) Volley ball: steps to success
6. Joel Dearing (2018) Fundamentals of volley ball 2nd edition
7. Bob miller (2005) a volley ball hand book
8. Kinda Lenberg (2006) volley ball skills and drills
32 ATP Part IV
[Development Process]

Volleyball Practitioner 1

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THE REPUBLIC OF UGANDA

Ministry of Education and Sports

Directorate of Industrial Training

Assessment and Training

Occupational Cluster: Physical Education

© Directorate of Industrial Training

ISO: 9001:2015 Certificate No.: UG92580A

All rights reserved. No reproduction or copy transmission of this publication may be

Further to the above provisions, there is an established Uganda Vocational

The purpose of the UVQF is to;

The functions shall include:

(a) Regulating Industrial Training and Trainers.

At operational level in the Directorate, the Qualification Standards Department

In particular, the Department organises and coordinates the development of

Word from Permanent Secretary

Herewith, the Directorate of Industrial Training presents the Assessment and

0.1 PART I: The Occupational Profile (OP) of a VOLLEYBALL PRACTITIONER.

i Part 1: Occupational Profile: August 2020

DIT takes responsibility of any shortcomings that might be identified in this

• Members of the DIT Industrial Training Council.

• The Director and staff of DIT.

Abbreviations and Acronyms

A&C Assessment and Certification

Certification Certification is a formal procedure to issue a certificate

Competence Integration of skills, knowledge, attitudes, attributes and expertise

Competency (Occupational) competency is understood as the ability to

CBET Competence-based education and training means that programs:

1. have content directly related to work

Duty A duty describes a large area of work in performance terms. A

Modules Modules are part(s) of a curriculum. Modules can be considered

Occupational An Occupational Profile is an overview of the duties and tasks a

Occupational Profiles define what a person is supposed to do

Occupational profiles are the reference points for developing

Qualification A qualification is a formal recognition for demonstrating

This approach involves the brainstorming of a panel of 8 to 12 competent job

1 The DACUM-method was used. DACUM is an acronym for ‘Develop A Curriculum’

Job Expert Panel

Eric Bethel Ojono

Mohamed Bachu Raffi

John Mike Imakit Okuo

Einstein Luke Eitit

NOMENCLATURE FOR THE OCCUPATION OF A VOLLEYBALL

Definition: A Volleyball Practitioner Is a person who has the competences of

JOB ORGANISATION CHART FOR A VOLLEYBALL PRACTITIONER

PEERS VOLLEY BALL • Media

Descriptions for the levels in the occupation of a ''Volleyball Practitioner''

UVQ Level I Volleyball Practitioner is a person who plays volleyball competently

UVQ Level II Volleyball Practitioner is a person who has the competency of

Duties and Tasks

A1 Select site A2 Select tools A3 Clear site

A7 Fix poles A8 Raise net

B. COACH B1 Design training B2 Prepare B3 Organise

B7 Assess players B8 Manage B9 Appraise

B10 Scout players B11 Profile player B12 Select teams

B13 Make training

C. OFFICIATE C1 Inspect court C2 Inspect C3 Inspect players

D. PLAY D1 Wear sports D2 Carryout D3 Take a toss

D7 Block ball D8 Spike ball D9 Cover ball

D10 Perform cool

E. MAINTAIN TOOLS, E1 Prepare E2 Repair tools E3 Replace tools

F. PERFORM F1 Wear Personal F2 Administer F3 Carryout

F7 Mark safety F8 Perform

G. MARKET G1 Organise game G2 Form clubs G3 Participate in

H. PERFORM H1 Plan activity H2 Prepare H3 Secure funding