basketball (8th 9th)
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KIN 4017
TEACHING LAB 3
UNIT PLAN: PEAC Basketball
Teacher: Justin Walker and Jon White
School: University of Wyoming
Grade: Undergraduate
Date: Fall 2006 (13-50 minute lessons)
Unit: Basketball
CONTENT
a. Skill Theme(s)/Activity(s): Invasion Game: Basketball
b. Fitness Concept: Cardiovascular Endurance, Flexibility,
Body Composition, Muscular Strength & Endurance
c. Personal & Social Responsibility: Follow rules & procedures,
exhibit social responsibility in the gymnasium, abide by game
play rules and etiquette
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A. Instructional Setting
1. Learners: a. Grade: Undergraduateb. Age: Various
c. Number: 26
d. Gym Clothing: gym clothes, tennis shoese. # & Length of Lessons: 13-50 minute lessons
2. Facilities: Corbett gymnasium 2 full basketball courts
3. Equipment: 6 chairs, 26 basketballs, 16 cones, floor tape
4. Materials: Goal setting sheets, fitness testing record sheets, weekly journals, targetheart rate, misc. assignment sheets, quizzes, folders
B. Initial Skill Ability & Knowledge of Learners
Skill Theme: Basketball
In the tactical approach, students are placed in modified game situationsimmediately (Griffin, Mitchell, & Oslin, 1997). The offensive and defensive movement is the
primary focus of instruction, because it is gamelike and ensures maximum participation. The
tactical complexity of the game increases as students progress. New skills are taught afterstudents have seen the necessity of these skills for solving tactical problems presented by the
game. Students will demonstrate the basic fundamentals of dribbling, catching, passing, and
movement.
Fitness Concept:Flexibility, Muscular Strength & Endurance, Cardiovascular Endurance, &Body Composition
The university students received formal instruction in fitness concepts the weekeach fitness test is administered. Therefore, I am using the Physical Fitness Concept Chart
(Byra, Coulon, Ernst, Jenkins, & McCullick, 1995, p. 12) to guide me in my planning. Those
tasks listed under grades 5-6 (# 35, 36, 39, 41, 43) that relate to flexibility, muscular strengthand endurance, cardiovascular endurance, and body composition will be employed.
In the past, PEAC 1001 pre-test scores have shown that most students have not, as a
result of their high school physical education experience, learned about the fitness concepts
above. The students, therefore, will be at various levels and experience. (Parker 2004)
C. Content Standards
CONTENT STANDARD 1 Movement
Students demonstrate competency in movement forms and apply movement concepts and
principles to the learning and development of motor skills.
Benchmark 1 Students demonstrate movement skills, as they would be employed in
regulation team activities and lifetime activities (Basketballl).
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Benchmark 2 Students demonstrate an understanding of critical skill cues of skills
employed in regulation team activities and lifetime activities (basketball)
Benchmark 3 Students demonstrate an understanding ofrules and strategies inregulation team and lifetime activities (basketball).
CONTENT STANDARD 2 Fitness
Students demonstrate fitness literacy and behaviors associated with it.
Benchmark 1 Students demonstrate an understanding of personal fitness and their
personal fitness status.
Benchmark 2 Students demonstrate an understanding of health and fitness benefitsderived from various physical activities.
Benchmark 4 Students participate in a variety of physical activities that will enhance
health-related physical fitness.
CONTENT STANDARD 3 Personal and Social Behavior
Students demonstrate personal and social responsibility, understand the benefits of physical
activity, and respect diversity among people in physical activity settings.
Benchmark 1 Students apply safety principles and follow etiquette in physical activity
settings (volleyball).
Benchmark 2 Students demonstrate sportsmanship, cooperation, and teamwork in
physical activity settings.
Benchmark 4 Students demonstrate understanding that physical activity provides
opportunities for enjoyment, challenge, self-expression, and social interaction.
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Task Analysis for 13 Basketball lessons
Unit Goal: At the end of this instructional unit students will be able to:1. Play a 5v5 full court basketball game
2. Demonstrate the proper skill cues for the jump shot3. Demonstrate the proper tactics for creating space in a 5v5 game4. Demonstrate the proper tactics for maintaining possession5. Demonstrate the proper tactics for defending space (On the line up the line)6. Demonstrate and identify proper etiquette for basketball7. Demonstrate a 5 man motion offense.
Psychomotor
TSW at the beginningend of each lessonaccurately identify owlevel of socialresponsibility accordiHellisons levels syste
TSW recognize and identifyskill cues for jump shot TSW consistently adhsafety principles.
L4: Answercorrectly all 8
Basketball Quizquestions
L1-6: Accurately
Tap In/Tap Out
L1-6: Adhere tjump rope safe
L1-6: Self assess on dailybehavior/safety focus
L6: Complete E
Ticket
TSW engage in the sporteducation model withintheir team
TSW consistently adhere toclass rolls and safety principles
Cognitive Affective/Social
TSW L11: developa 5 man motion
offense
L8: Answercorrectly all
Basketball tacticsquestions
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5v5 final tournament
5v5 ladder tournament
5v5 full court
Psychomotor
5v5 motion offense
5- man motion offense
5v5 ladder tournament
3v3 on the line up the line
On the line up the line
3v3 ladder tournament
1v1 defense
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Defensive stance and movement
v-cut/spacing
V-cut 4v4 half
court
3v3 ladder tourniment
5v5 full court
1v1 half court attacking
the goal
Full court lay-ups
Stutter step, North/South Attacking
drill
3v2 v-cut half courtgame
3v2 full court game
2v2 half court
tourniment
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Left foot, single bounce, forward2 foot, single bounce, forward2 foot, double bounce, backward2 foot, double bounce, forward
Right foot, single bounce, forwardLeft foot, single bounce, backward2 foot, single bounce, backwardRight foot, single bounce, backward
Screening 3v3
Screening
3v3 possession game
4v4 full court possession game
4v4 passing lanes
Michael Jordan Shot Challenge
3v2 Passing Lanes
3v2 half court game(passing lanes)
3v2 half court game(passing lanes)
4v4 full court possession game
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Left foot, single bounce, forward2 foot, single bounce, forward2 foot, double bounce, backward2 foot, double bounce, forward
Right foot, single bounce, forwardLeft foot, single bounce, backward2 foot, single bounce, backwardRight foot, single bounce, backward
Garbage can jump shot
Pistol Pete Ball handlingdrills
3v2 game 2 players on one
side of the court cant cross
centerline
3 man weave
3v3 game no dribbling
3v2 game no dribbling
Skip Man
3v2 game 2 players on one
side of the court cant crosscenterline
Dribble Tag Game
Dribble Tag Game
Michael Jordan ShotChallenge
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Cognitive
Psychomotor
Sit and Reach TestPush-ups/sit-ups
L9: TSW accurately re-assesstheir lower back and hamstring
flexibility, body composition,cardiovascular fitness, and
muscular strength & endurance
L9: TSW will set realistic fitnessgoals based on the post fitness
testing
L7: TSW will answer all threefitness quiz questions correctly.
Fitness Unit Goal: At the end of this instructional unit:1. Identify the four health related fitness components and one assessment for each component
(Fitness testing)2. Assess your personal fitness status (Body fat, BMI, Blood pressure, pulse rate, abdominal &
upper body strength/endurance, aerobic fitness, flexibility)
3. Assess your global and ecological health status (Testwell Inventory & Wellness Screening)
4. Identify components of and describe the FITT principle.5. Participate in and document physical activity throughout the week (Physical Activity Log)
6. Identify a wellness goal and complete a journal concerning advancement toward the goal
(Wellness Journal)
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Learning Activities:
Cognitive
Objective: TSW identify a wellness goal and complete a journal concerning advancement toward the goal
Task Organization Criteria to move on Teacher/Skill cues
Wellness Journals Completed individually
Students set a wellness goal and
journal about it throughout theweek
Occurs in L2-L13
Each wellness journal has been turned and completed
in on a weekly basis
Journal should reflect
progress toward meeting
your goal Check for attendance
Give comments or
suggestions
FITT Principle Completed individually
Teachers discuss frequency,
intensity, time and type in class
Students participate in active
listening
Weekly activity log reflect understanding of FITT
principle
Weekly activity log shows
FITT
FITT is explained on initial
activity log
THR Calculation Hand-out completed individually
Students calculate THR in class
and work within that zone for 35
minutes
Individuals check HR periodically during class to
increase (or decrease) intensity to get HR in THR
zone
Assessed periodically
throughout course
Explain perceived exertion
(talk test)
Objective: TSW Participate in and document physical activity throughout the week
Task Organization Criteria to move on Teacher/Skill cues
Physical Activity Log Completed individually
Students keep record of all PA
throughout the week
Students relate their PA with what
was discussed during lecture for
the week
Occurs in L2-L13
Each activity log has been completed and turned in
on a weekly basis
Turned-in in conjunction
with wellness journal
Check for attendance
Give comments or
suggestions
Objective: TSW Assess his/her global and ecological health status
Objective: TSW Assess his/her personal fitness.
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Task Organization Criteria to move on Teacher/Skill cues
Testwell Inventory Completed individually
Students take computer
questionnaire at the Wellness
Center
Set wellness goals according to
results
Due L3
Front page of testwell is turned in during L3 One point deducted for
every week assignment is
not turned in
Show example of
instructors
Wellness Screening Completed individually
Students participate in wellness
screening at the Wellness Center
Due L3
Students turn in yellow wellness card to verify
participation
One point deducted for
every week assignment is
not turned in
Objective: TSW identify the rules and tactics for 5 on 5 basketball.
Task Organization Criteria to move on Teacher/Skill cues
Tactics quiz Completed Individually in class
Due L8
Students complete Quiz Complete individually
Rules Quiz Completed as a group in class.
Due L4
Identify rules for basketball Complete as a group
Objective: TSW develop a 5 man motion offense.
Task Organization Criteria to move on Teacher/Skill cues
Develop a motion
offense Completed as a team in class.
Due L11
Students develop 5 man motion offense Complete as a group
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Learning Activities:
Affective
Objective: TSW accurately participate in team building activities.
Objective: TSW demonstrate proper etiquette and safety on the basketball court.
Task Organization Criteria to move on Teacher/Skill cues
Goal Setting To be done after fitness testing
Individuals will set their ownwellness goals and keep a
weekly journal
Self assessment of team goals are
congruent with teachers evaluation
Attendance is taken through turning in wellness
journals Discuss some goals that might apply to everyone
Sport Education
Model Students will be divided into
teams by the teacher.
Students will choose designated
roles in their teams.
All students have chosen specific
roles.
Complete role requirements.
Each student should have their own role on the
team
Learning Activities:
Psychomotor
Objective: TSW accurately pass and catch the ball using two hand overhead, chest pass, bounce pass, and baseball pass.
Objective: TSW accurately participate in team building activities.
Objective: TSW demonstrate proper etiquette and safety on the basketball court.
Task Organization Criteria to move on Teacher/Skill cues
Goal Setting To be done after fitness testing
Individuals will set their own
wellness goals and keep a
weekly journal
Self assessment of team goals are
congruent with teachers evaluation Attendance is taken through turning in wellness
journals
Discuss some goals that might apply to everyone
Sport Education
Model Students will be divided into
teams by the teacher.
Students will choose designated
roles in their teams.
All students have chosen specific
roles.
Complete role requirements.
Each student should have their own role on the
team
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Learning Activities:
Psychomotor
Objective: TSW accurately pass and catch the ball using two hand overhead, chest pass, bounce pass, and baseball pass.
Task Organization Criteria to move on Teacher/Skill cues3 man weave:
3 players one ball, start out using the chest pass, then
move to bounce pass.
Players on home
court 3 players go
then the next group
goes.
Each group has been
through 4 times
Hands up to make target and receive ball.
Ball carrier only takes 1/1/2 steps
Snap wrists
Hit target in the chest
When should you pass the ball so you dont travel? Do
you throw the ball to the player or do you lead them?
Skip man:
3 players one at the low post the second on the wing
(same side as low post) 3rd player floats from the top
of the 3 point line to opposite side of the floor
receiving the skip pass from opposite wing. Player
receives the pass and takes the shot. Rotation from
opposite wing to low post, low post to passer, passer
to opposite wing. Once each player has been throughtwice, switch passing to baseball pass.
There are 6 players
to each home court.
Passes should be
made from both
sides at the same
time.
Each group has been
through the drill twice.
Step with opposite foot, snap writs, follow through.
What kind of pass should the passer make?
Should the shooter keep his hand down or up when
receiving the pass?
Objective:TSW demonstrate fundamentals in dribbling, jump shot, and free throws.
Task Organization Criteria to move on Teacher/Skill cues
Pistol Pete Ball Handling drills:
Students spread out in front of the
teacher across the gym in personal
space. Each player has his or her
own ball. Drills will include
circling the ball around your head,
Students spread out in front of the
teacher across the gym in personal
space. Each player has his or her own
ball.
All students have completed the drills. Eyes up
Finger tips on the ball
Quick movement
Where should the ball be on in
your hand?
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waist knees and ankles, figure 8
dribbling, spider web, and drop
catch.
Where should you be looking?
Dribble tag: All players playing
against each other. Players must
maintain a continuous dribble
while trying to steal other players
basketball. Start out using the full
court then move to half court then
inside the 3-point line then in the
key. This will depend on howmany players remain in the game.
Students spread out on the full court,
then moving to half court and so on
depending on the number of players
remaining in the game.
Only one player remaining in the game. Focus on players keeping their
eyes up, low stance, finger tips
on the ball, defending ball
with opposite hand.
Why is it important to keep the
ball low?
Where should you keep thedefender?
Garbage can jump Shot:
Players use a garbage can as a
makeshift defender. One partner is
on the wing with the ball and the
garbage can is placed on the
elbow of the free-throw line. The
second player curls around the
trash can and receives the pass
and shoots.
Trashcans at both elbows. Players on
their home court, playing both sides
of the court at the same time.
80% of the students demonstrate the proper
jump shot. 3 point stance
Explode off ankles
Arc on the ball
Snap wrist
Shoulders square to
the basket
Follow-through
If you are turning the corner to
the right, what foot should
plant for your turn?
Michael Jordan Jump shot
challenge:
Players have two positions on the
floor that they must shoot a jump
shot from. There is one rebounder
and one shooter with one player
peer assessing. Every jump shot
made the shooter gets 1 point,
every jump shot missed Michael
gets 2 points. The first player
(either the player or Michael
Jordan) to make it to 8 points
wins.
3 students on their home court with
the court split in half. One floor dot
on the free-throw elbow and the other
on the baseline. One player re-
bounds and passes to the shooter
while one player assesses.
Every student has been assessed 3 point stance
Explode off ankles
Arc on the ball Snap wrist
Shoulders square to
the basket
Follow-through
Free Throw Challenge:
Players practice their free throws.
Each team on their home court
around the free thro line
Every student has shot 6 free throws Eyes on the front of
the rim
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Each player shoots two free
throws at a time. The team
receives points for every free
throw made in a row. Team gets
the highest number made in a
row. i.e. if a team makes 6 in a
row and then 5 in a row they get 6
points.
Use legs
Smooth motion
Arc
Follow-through
Objective: TSW maintain possession by create passing lanes by using on the ball skill execution and off the ball movement
Task Organization Criteria to move on Teacher/Skill cues
Practice task 2v1
2 offensive players and one defender. Offensive
players need to pass the ball and then quickly move to
the open passing lane. Player passing the ball needs to
decide the proper pass.
Players on their
home court
After the offensive
players have
successfully completed
4 passes in a row they
switch
Quickly move to the open passing lane
Use proper pass to partner
Where should you run to after passing the ball?
How do you want to pass the ball to your partner?
Practice Task
3v3 set up
3v3 set-up with offensive positions on the top of the 3-
point line, low post, and baseline wing. Player that
passes the ball must move to create an open position.
Player making the pass must be in 3-point position,
and make the appropriate pass. Players off the ball
must move quickly to the passing lane, using v-cuts,
hands must be up and ready to receive the ball, receive
the ball in the triple threat position. Defenders need tobe playing a warm defense.
3v3 set-up with
offensive positions
on the top of the 3-
point line, low
post, and baseline
wing.
Each team successfully
completes 5 passes in
row two different sets.
Quickly move into appropriate passing lanes.
V-cuts
Passer using appropriate pass
Receiver giving target
3v2 half court practice:
3 offensive players and 2 defensive players on the
court. Offensive players are trying to score by
maintaining possession of the ball for 4 consecutive
passes and then scoring.
Players on their
home court
80% of the students
have demonstrated
proper movement with
maintaining possession
Quickly move to open passing lane
Use proper pass.
3v3 half court possession game
Complete 5 consecutive passes before shooting.
Score 1 point for making the successful pass and 2
points for a basket. No dribbling, pivot rules apply.
Individuals call their own fouls.
Teams on their
home court
First team to score 14
points
Target hand (receiver)
Triple threat (passer and receiver)
Ball fake
v-cut
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Objective: TSW create space by using screens, making v-cuts, and keep proper spacing on the floor.
Task Organization Criteria to move on Teacher/Skill cues
Screening:
Players practice setting back screens, on and off the
ball screens and moving off the screens. 3 players will
use one side of the court and practice proper screens.
Wide base
Trap leg
Hard feet
Roll off
3 players use half
of the half court.
80% of the players
show the proper skills
of setting screens.
Wide base
Trap leg
Hard feet
Roll off
How do you want to have your base when setting a
screen?
What part of the defenders body do you want to trap?Where should you place your hands?
Screens: 3v3
Students will practice the proper skills for setting on
the ball and off the ball screens.
3v3 players can randomly set a screen for any player
at anytime to create an opportunity to score. Each
player must set a screen in order to score. 1 point
scored for every screen, 2 points scored for made
basket.
Players in teams on
home court.
1 team scores 10 points. Wide base of support
Trap the leg
Hard feet
Roll off
V-Cut and spacing Practice:
3 players on half of the half court. One defender and
two offensive players. One offensive player on the
block with the other offensive player (who has the
ball) standing at the top of the 3-point line. Defender
is guarding the individual that is on the block. The
player on the block has to make the proper v-cut to apassing lane to receive the pass. The defender is trying
to stop the offensive player from receiving the pass.
3 players using half
of the half court
Each player has been
through the rotation
twice.
Sharp quick v-cut
Maintains good space from ball
Quickly moves to the passing lane
How do you want to make you cut?
What should you do before cutting your defender?
V-Cut and spacing 3v3
Students practice the proper v-cut and spacing in a
3v3 game. Every player must complete a v-cut with
proper spacing before a shot can be taken. 1 point
awarded for proper v-cut with spacing.
Players in teams on
home court.
1 team scores 10 points Sharp quick v-cut
Maintains good space from ball
Quickly moves to the passing lane
Ladder bracket 3v3 game:
3v3 game played to ten points. This will start the
ladder tournament.
Players assigned to
what team they will
be playing along
with the court
Games have ended. Watch for proper screens, v-cuts, and movement
into passing lanes.
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number.
Objective:TSW demonstrate attacking the goal.
Task Organization Criteria to move on Teacher/Skill cues
Full court lay-ups:
Players attacking the basket doing
full court lay-ups in both
directions. Switching right hand
to left hand.
Half of the students using one full
court and the other half of the
students using the other full court.
Half of the players lined up on the
baseline under the basket, the other
half at the half court line. Player onthe baseline makes an outlet pass to
the player at half court. The player
with the ball then dribbles to the top
of the 3-point line and then passes to
the baseline player who is coming
full speed to make the lay-up.
80% of the players have demonstrated a full
court lay-up, attacking the basket. Running full speed
Right handed lay-up/ jump
off left foot
Reach for basket
Lay it off the backboard
What foot should you jump off
of when shooting a left handed
lay-up?
How do you want to approach
the basket?
3v2: Full court
Players playing 3v2 going full
court. After one group has gone
the second group will rebound
and go the other way.
There are 4 total line on the floor,
one line on each baseline of the full
court, and one line on each sideline
(right at half court) of the full court.
Even number of students in each line.
This occurs on both sides of the
court.
80% of the students demonstrate effective
attacking of the goal. Make the defender
commit
Use proper pass
Attack the basket
Wide wings
3v3 attacking the goal:
Players playing 3v3 game
focusing on attacking the goal.
Players can only shoot from with-in 5 feet of the basket. 1 point for
every basket made.
Players playing 3v3 on their home
court
One team scores 4 points First step toward
basket
Shoulders square to
basket
3v3 Ladder tournament:
Players select the team that they
would like to challenge that day.
They may only challenge two
teams above them. The higher
ranked teams may not challenge a
lower ranked team. One team
assigned the refereeing duties.
Challenging team plays on their
home court.
Occurs at the end of class. When the game has
reached 10 points players may leave Focus on attacking the
goal
First step toward
basket
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Objective:TSW demonstrate proper defensive stance on the line up the line, and defending space.
Task Organization Criteria to move on Teacher/Skill cues
Defensive movement (stance):
All players will demonstrate the
proper defensive stance. Every
time the teacher moves the ball in
a certain direction, the players
must remain in their defensivestance and move in that direction.
All players lined up across the gym
in personal space in front of teacher.
80% of students have demonstrated proper
stance and movement for defense. Bend knees
Straight back
Weight on balls of feet
Hands up
Step
Slide
How do you want to move your
feet when moving towards the
ball?
Where should your eyes be
looking?
1v1 defense:
Players get a partner and go to the
baseline on one end of the court.
One player is defense and the
other is offense with a ball.
Players must stay in between the
sideline and the out of bounds line
for the volleyball court. The
defensive player tries to force theoffensive player to the sideline,
they do not want to let the
defensive player past on either
side. The defense wants to force
the offense to the sideline or to
cross over dribble.
Players in pairs on both ends of the
basketball court using both courts
Each pair has been through two times. Bend knees
Straight back
Weight on balls of feet
Hands up
Step
Slide
Where should your body basebe when playing 1v1 defense?
What do you want to be
between when playing defense?
3v3 Ladder tournament:
Players select the team that they
would like to challenge that day.
They may only challenge two
teams above them. The higher
Challenging team plays on their
home court.
Occurs at the end of class. When the game has
reached 10 points players may leave Focus on attacking the
goal
First step toward
basket
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ranked teams may not challenge a
lower ranked team. One team
assigned the refereeing duties.
On the line up the line 3v3:
3 players on offense 3 players on
defense. Defensive players
practice defensive positioning for
on the line up the line in a 3v3
situation. Offensive players are
just rotating the ball.
Players on their home court. 80% of the students are showing on the line up
the line defense. Eyes on the swivel
Pistols
Hand in passing lane
On the line up the line
3v3 on the line up the line:Players play a 3v3 game focusing
on, on the line up the line.
Players playing on their home court. One team scores 6 points Eyes on the swivel Pistols
Hand in passing lane
On the line up the line
5v5 on the line up the line
practice: 5 offensive players and
5 defensive players. Defensive
players focusing on, on the line up
the line. Offense is just rotating
the ball.
Each full court matched up with each
other.
80% of the players demonstrate on the line up
the line. Eyes on the swivel
Pistols
Hand in passing lane
On the line up the line
3v3 Ladder tournament:
Players select the team that they
would like to challenge that day.
They may only challenge two
teams above them. The higher
ranked teams may not challenge a
lower ranked team. One team
assigned the refereeing duties.
Challenging team plays on their
home court.
Occurs at the end of class. When the game has
reached 10 points players may leave
Give feedback on all
elements covered.
Objective:TSW demonstrate a basic motion offence.
Task Organization Criteria to move on Teacher/Skill cues
3 man Motion offense:
Players develop a simple 3-man
motion offense.
Players on home court Students have 8 minutes to develop and practice
their motion offence. Spacing
Scoring opportunities
Create passing lanes
High percentage shots
What should you always be
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doing in a motion offense?
Where is the best place to shoot
from?
3v3 Motion offense:
Players play a 3v3 game using
their motion offense.
Players on their home court One team scores 6 points Spacing
Scoring opportunities
Create passing lanes
High percentage shots
5 man motion offence:Students are assigned their 5-man
team for the tournament. Teams
develop a 5-man motion offence.
Players assigned a specific court toplay on.
Players have 10 minutes to develop and practicetheir motion offense.
Spacing
Scoring opportunities
Create passing lanes
High percentage shots
3v3 Ladder tournament:
Players select the team that they
would like to challenge that day.
They may only challenge two
teams above them. The higher
ranked teams may not challenge a
lower ranked team. One team
assigned the refereeing duties.
Challenging team plays on their
home court.
Occurs at the end of class. When the game has
reached 10 points players may leave
Give feedback on all
elements covered.
Objective: TSW engage in a 5v5 basketball tournament.
Task Organization Criteria to move on Teacher/Skill cues
5v5 Basketballtournament 5v5 teams have been assigned. Two fullcourt games are being played at the same
time with one team keeping score and
refereeing.
Games continue through the class period.
Assess motion offense Attacking goal
Defending space
Proper shots
Objective: TSW engage in a 5v5 basketball tournament.
Task Organization Criteria to move on Teacher/Skill cues
5v5 Basketball
tournament
5v5 teams have been assigned. Two full
court games are being played at the same
time with one team keeping score and
refereeing.
Games continue through the class period. Assess motion offense
Attacking goal
Defending space
Proper shots
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Learning Activities:
Psychomotor/Fitness Test
Objective: TSW Identify the four health related fitness components and one water assessment for each component
Task Organization Criteria to move on Teacher/Skill cuesFitness Testing Students will complete the fitness test, that will be instructed
by a guest teacher.
Step test
Push-up test
Sit-up test
Sit and reach
Occurs in L2 & L13
Complete fitness testing Provide Feedback
Provide assistance to the
guest teacher
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Block Plan
Lesson 1 Lesson 2 Lesson 3
Management: hand out folders,
class syllabus
Group Cohesion:
Fitness:
Motor Activity:
Assessment:
Management: turn in wellness
journal and physical activity log
Group Cohesion:
Fitness:
Wellness Center Assignment
Testwell Inventory
Motor Activity:
Fitness testing
Assessment:
Wellness journal
Physical activity log
Teacher observation
Fitness test records
Management: turn in wellness
journal and physical activity log
Group Cohesion:
Set up teams
Discuss team member roles
Fitness:
THR zone
Motor Activity:
Maintaining possession/Passing
Assessment:
Wellness journal
Physical activity log
Teacher observationWellness Center & Testwell Due
Lesson 4 Lesson 5 Lesson 6
Management: turn in wellness
journal and physical activity log
Group Cohesion:
Poster Due
Hustle Points
Activity / Wellness Points
Fitness:
FITT principle
Motor Activity:
Fundamentals: dribbling, jump shot,
and free throws
Assessment:
Wellness journal
Physical activity log
Teacher observation
Boundaries Quiz
Management: turn in wellness
journal and physical activity log
Group Cohesion:
Hustle Points
Activity / Wellness Points
Fitness:
Body Composition
Motor Activity:Maintaining Possession: Passing
lanes
Assessment:
Wellness journalPhysical activity log
Teacher observation
Management: turn in wellness
journal and physical activity log
Group Cohesion:
Hustle Points
Activity / Wellness Points
Fitness:
Body Composition
Motor Activity:Creating Space
Assessment:
Wellness journal
Physical activity logTeacher observation
Lesson 7 Lesson 8 Lesson 9Management: turn in wellness
journal and physical activity log
Group Cohesion:
Hustle Points
Activity / Wellness Points
Fitness:
Muscle Strength
Management: turn in wellness
journal and physical activity log
Group Cohesion:
Hustle Points
Activity / Wellness Points
Fitness:
Muscle Endurance
Management: turn in wellness
journal and physical activity log
Group Cohesion:
Hustle Points
Activity / Wellness Points
Fitness:
Flexibility
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Motor Activity:
Attacking the goal
Assessment:
Wellness journal
Physical activity log
Teacher observation
Motor Activity:
Defense
Assessment:
Wellness journal
Physical activity log
Teacher observation
Motor Activity:
Defending space
Assessment:
Wellness journal
Physical activity log
Teacher observation
Lesson 10 Lesson 11 Lesson 12Management: turn in wellness
journal and physical activity log
Group Cohesion:
Hustle Points
Activity / Wellness Points
Quiz Points
Fitness:
Flexibility
Motor Activity:
Motion Offence
Assessment:
Wellness journal
Physical activity log
Teacher observation
Rules Quiz Due
Management: turn in wellness
journal and physical activity log
Group Cohesion:
Hustle Points
Activity / Wellness Points
Team Points
Fitness:
Body Composition
Motor Activity:
5v5 Tournament
Assessment:
Wellness journal
Physical activity log
Teacher observation
Management: turn in wellness
journal and physical activity log,poster voting
Group Cohesion:
Hustle Points
Activity / Wellness Points
Team Points
Fitness:
Body Composition
Motor Activity:
5v5 Tournament
Assessment:
Wellness journal
Physical activity log
Teacher observation
Lesson 13Management: turn in wellness
journal and physical activity log
Group Cohesion:
Team awards
Fitness:
Fitness Testing
Motor Activity:
Fitness Testing
Assessment:
Wellness journal
Physical activity log
Teacher observation
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Summative: Assessment Basketball
Task
4 = Demonstrates all 3 skill cues 4 out of 5 times
3 = Demonstrates all 3 skill cues 3 out of 5 times
2 = Demonstrates 2 of 3 skill cues 4 out of 5 times1 = Demonstrates 1 skill cues 4 out of 5 times
Application of Strategy
4 = Demonstrates offensive strategies in 5v5 game by consistently using space by using adribble when appropriate, quickly moving into an open passing lane, and using the correct
pass to the support player(i.e. chest pass, bounce pass) (85% of the time). Demonstrates
defensive strategy by consistently demonstrating on the line, up the line (85% of the time).
3 = Demonstrates offensive strategies in 5v5 game with some consistency by using space
with a dribble, quickly moving into an open passing lane, and using the correct pass to the
support player(i.e. chest pass, bounce pass) (70% of the time). Demonstrates defensivestrategy with some consistency by demonstrating on the line, up the line (70%) of the time.
2 = Demonstrates some offensive strategies, but inconsistently (45% of the time).Demonstrates some defensive strategies, but inconsistently (45% of the time).
1 = Demonstrates no strategies offensively and defensively (less than 45%of the time)
Rules and Etiquette
4 = Recognizes and applies rules, regulations, and etiquette specific to modified game play(i.e. arms length defense, must check ball to start each new possession, must take ball
behind 3 point line, all players must touch ball before shot is taken, players call own fouls,
and travel, carry, & double dribble apply) consistently
3 = Recognizes and applies rules, regulations, and etiquette, but applies them
inconsistently.
2 = Recognizes and applies rules, regulations, and etiquette inconsistently.
1 = Applies rules, regulations, and etiquette incorrectly.
Application of Personal and Social Responsibility
4 =Prevents and resolves conflicts appropriately without teacher intervention. Showssportsmanship and respects others skill level. Plays with self-control and fair play
behavior.
3 = Prevents and resolves conflicts appropriately with minimal teacher intervention. Showssportsmanship and respects others skill level. Plays with self-control and fair play
behavior.
2 = Prevents or resolves conflicts only with teacher intervention. Shows somesportsmanship and respects others skill level. Plays with some self-control and fair play
behavior.
1 = Unable to prevent or resolve conflict. Does not show sportsmanship and does not
respect others skill level. Does not play with self-control and fair play behavior.
NotesConsistently: 80% of the time; Some Consistency: 50 to 79% of time; Inconsistently: 15 to
50 % of time.
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D. Learner Assessment: Checklist for recording Student Progress
Screening
Wide Base
Trap the leg
Solid feet
Roll off
Cues
Jump Shot
Feet square to the basket
Shoulders square to thebasket
Jump straight up
Snap wrist
Follow-through
Free-throw
Set routine
Smooth motion
Arc/Follow-through
Motion Offense
Start PossitionProper spacing
Includes screens
Includes v-cuts
Opportunity to score
High Percentage shots
Number of options
Scoring Key
4=Advanced Performance The student has achieved the expectations for the skill. (Demonstrated in
more than 80% of attempts).3=Proficient Performance The student has begun to develop the skill but has not reached the
expectations (demonstrated more than 50% but less that 80% of attempts).
2=Partially Proficient Performance The student has shown signs of the beginning stages of learning the
skill (demonstrated less that 50% of attempts).
1=Below Basic Performance: The student has not shown signs of the beginning stages of learning
the skill (demonstrated less than 25% of attempts)
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Learner Assessment: Checklist for recording Student Progress
Student Names
WellnessCenter(5pts)
TestwellInv
entory(5pts)
13Phys
icalActivity
Logs(5pts)
13WellnessJo
urnals(5pts)
FinalP
aper(10pts)
FitnessTestRe
cords(10pts)
TacticsQuiz(10pts)
RulesQuiz(15pts)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
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21.
22.
23.
24.
25.
26.
Scoring Key
P= Present (skill is present and was demonstrated)
A= Absent (skill was not present and was not demonstrated)
*One point will be deducted from assignments for each day late.
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5 Man Motion Offense
Task Criteria
Complete a 5 man motion offense with the following parts:
Must contain 2 screens
Must provide 2 opportunities for your high percentage shots.
Must maintain proper spacing.
Must show areas of creating space.
Must show 3 pieces of where the basket will be attacked
Application of Strategy
4 = Contains 90-100% of the components of the criteria.
3 = Contains 70-89% of the components of the criteria.
2 = Contains 50-69% of the components of the criteria.
1 = Contains less than 50% of the components of the criteria.
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Fitness Testing PEAC
Name Date Section
Weight Age Resting HR
Sit & Reach - FlexibilityTrial #1 Trial #2 Trial #3 Average Percentile
Trial #1 Trial #2 Trial #3 Average Percentile
Goal: By the end of this semester I would like to reach
Push ups/Sit ups - Muscular Strength & Endurance# Push ups Percentile # Sit ups Percentile
# Push ups Percentile # Sit ups Percentile
Goal: By the end of this semester I would like to do push ups.
Goal: By the end of this semester I would like to do sit ups.
Step Test - Aerobic Fitness
Estimated VO2 max CategoryEstimated VO2 max Category
Goal: By the end of this semester I would like to have VO2 max.
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PEAC 1001, Physical Activity and Health
Fall 2006
Physical Activity Log
Directions
At the end of each week (beginning with the second week of classes and ending with the last week ofclasses) your task is to self-report the (a) physical activities completed each day, (b) total time spent in
activity that week, and (c) the relationship between the concepts presented in lecture class and what you
did.
PHYSICAL ACTIVITY LOG ENTRIES
BEGIN WITH THE SECOND WEEK OF PEAC 1001
WEEK (e.g., 9/8-9/14)
Day Activity(s) Length of Time (minutes)
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Discuss the concepts presented in class this week with the physical activity you completed (2 or
3 sentences).
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PEAC 1001, Physical Activity and Health
Fall 2006
Journal Wellness Goal
DirectionsIdentify one wellness goal to focus on this semester. The goal will identify a wellness behavior upon
which you want to improve. The goal needs to be measurable and controllable. Examples of wellnessgoals include:
I will wear my seatbelt 90% of time I ride in any vehicle.
I will decrease the amount of soda I consume daily from three cans to one can.
I will increase my daily dietary intake of vegetables from one serving to three servings.
I will engage in aerobic activity 30 minutes three times a week at THR.
I will increase my daily water intake to eight 8-oz. glasses of water.
Identify your goal. A minimum of three times a week, write three to five sentences in your journal related
to attaining your goal. Suggestions for writing include:
What facilitated achieving your goal?
What were barriers to achieving your goal?
How did you feel about the goal?
At the beginning of each activity class (beginning with the second week of classes and ending with the last
week of classes) your will submit your Journal to the activity instructor.
WELLNESS JOURNAL ENTRIES
WEEK (e.g., 9/8-9/14)
GOAL:
Day Comments
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Name Lecture Section Week
PHYSICAL ACTIVITY LOG
Day Activity(s) Length of Time (minutes)
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
WELLNESS JOURNALGOAL:
Day Comments
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FIND YOUR TARRGET HEART RATE (THR)
Name Class
1. Find your maximal heart rate (MHR):
a. 220 your age = heart rate (MHR)
2. Find 65% of your MHR:
a. MHR x .65 =
3. Find 85% of your MHR:
a. MHR x .85 =
4. For the purposes of this class, work out at 65%-85% of your MHR. Your exercise THR
is to beats/minute.
HEART RATE MONITOR INSTRUCTIONS
1. Retrieve your assigned chest monitor and wrist monitor from the container. Find a strap
that looks to be about the right size for you. Attach the strap to the chest monitor by
inserting the disk of the strap into the hole in the monitor and push with your thumbuntil it fits snugly into place. Attach the transmitter belt to your chest place the
monitor directly in the front, bring the strap around your back, and insert the loose end
of the strap into the hole in the monitor. To adjust the strap, slide both plastic
adjustment areas until the strap fits snugly. Women place the monitor just at the bottomof the sport bra. Men place the monitor approximately 2-3 inches below the nipples.
2. Attach the wrist monitor.
3. After the monitor is snugly in place, moisten the electrodes with a small drop of wateron the two contact areas. Get your fingers wet at the water fountain and run them along
the back of the entire monitor.
4. Press the MODE/SET button to start the heart rate reading. Press momentarily to
change modes.When you have ended your work out, clean the watch and monitor thoroughly with a wipe, return
the watch and monitor to the assigned spot in the container, and place the used strap in the bag so itcan be cleaned.
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A. References
Byra, Mark. Assessment Coarse Packet. Laramie, Wyoming: University of Wyoming
Graham, G., Holt/Hale, S., and Parker, M. (2004). Children Moving (6th ed.). New York, NY:
McGraw-Hill.
Mitchell, A., Stephen/Olsin, L., Judith/Griffin, L., Linda (2006). Teaching Sport Concepts and
Skills (2nd ed.). New York, NY: Mcgraw-Hill
Wyoming Physical Education Content and Performance Standards. (2005)
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FITT
Frequency
Intensity
Time
Type
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Frequency
How often you
work out
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Intensity
How hard you
work out
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Time
How many times
do you work out in
a week
2/3 times a week 20 30
minutes a day
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Type
What is the activity
you are doing
Cardio, lifting, playing
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Muscle Endurance
Is the ability of a muscle
or muscle group to exerta sub maximal force
repeatedly over a period
of time.
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Muscle Strength
Is the ability of a muscle
or muscle group to exerta maximal force one
time