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EPHE 310: Basketball UnitJulia Falzon, Sydney Reisig, Erin Fletcher

Section A02University of Victoria

Table of ContentsUnit OverviewGoals for the Unit (Rationale)Lesson 1: DribblingLesson 2: PassingLesson 3: ShootingLesson 4: Game PlayProcedural Task AnalysisDevelopmental Task Analysis

Number Concept Lesson Objectives Equipment Lesson Assessment

of Lessons

Needed Activities

1 Dribbling Psychomotor: Successfully dribble a

basketball across a gym with control.

Cognitive: Knowledge of how to

properly dribble a basketball. (Soft

touch with fingertips, below waist height,

and spatial awareness).Affective:

Understand how to play fairly with

classmates.

-25 basketballs-25 cones

-Warm Up: Everybody's It Tag-Skill Development: Red Light Green Light-Culminating Activity: Dribble Knockout -Closure:Discuss ball control and spacial awareness

Five Point scale: participation, positive attitude, fair play, personal improvement and encouraging others.

2 Passing Psychomotor: Successfully execute a chest pass, a bounce pass, and push pass

with accuracy.Cognitive:

Knowledge of how to properly pass a

basketball during a game situation.

Affective: Demonstrate the principles of safe

passing (eye contact, heads up and

communication).

-2 foam balls-15 pinnies-20 cones

-Warm Up: Ball Tag-Skill Development: Basic passing with a partner-Culminating Activity: End Ball-Closure: Discuss Passing Techniques and Team communication


3 Shooting Psychomotor: Successfully execute

shoot a basketball into a hoop.

Cognitive: Knowledge of how to

properly shoot a basketball towards a

target.Affective:

Understand how to

-25 basketballs

-Warm up: Dribble Keep Away-Skill Development: Shooting on the spot around the gym (hand form shooting) -Culminating Activity:


safely shoot a basketball (eyes up,

aim for the target and be aware of your surroundings).

Baskets -Closure:discuss shooting techniques and what to do after the shot (rebounding)

4 Game Play

Psychomotor: Successfully execute passing, dribbling and

shooting skills in a game situation.

Cognitive: Knowledge of how to properly pass to other students, dribble the basketball over an area and shoot a

basketball towards a target. Knowledge of the rules on how to

play basketball.Affective:

Understand how to safely play basketball

with all the skills they have gained in the three previous

lessons (eyes up, aim for the target and be

aware of your surroundings).

-25 basketballs-15 pinnies


RationaleThis unit was designed to meet the curricular requirements for grade 3 and 4 PHE.

Core Competencies: Thinking Communication Personal & Social

Big Ideas Daily participation in physical activity at moderate to vigorous intensity levels benefits

all aspects of our well-being Movement skills and strategies help us learn how to participate in different types of

physical activity Having good communication skills and managing our emotions enables us to develop and

maintain healthy relationshipsCurricular Competencies:

Develop and apply a variety of fundamental movement skills in a variety of physical activities and environments

Develop and demonstrate safety, fair play and leadership in physical activities Apply a variety of movement concepts and strategies in different physical activities

Curricular Content: Proper technique for fundamental movement skills: locomotor and manipulative skills Movement concepts and strategies Different types of physical activities: games

Unit Objectives

This unit strives to give students a foundational understanding of basketball skills. Upon completion of the unit, students will be able to:

Psychomotor: successfully dribble a basketball while keeping their head up (with a focus on pushing down with their fingertips); execute the three types of passes (chest pass, bounce pass, and push pass) successfully; successfully shoot a basketball into the hoop (with a focus on only using one hand to push the ball); develop game play strategies and special awareness.

Cognitive: understand the proper technique involved in dribbling, passing, and shooting; understand the rules of basketball (travels, double dribbles, etc.); understand the importance of being in the ready position

Affective: communicate with teammates, play fairly against their opponents, adhere to the rules of basketball.

Unit Plan: Basketball: Through active participation in many territory and invasion games students will be able to use both locomotor and non-locomotor skills such as dribbling in motion and stopping into the ready position. Students will be able to manipulate an object to move within a specific area.

Lesson: 1 of 4Date/time: November 14th, 2018, 12:45-1:20pmGrade: 3/4

Topic: Dribbling a basketball

Equipment: Class set of

basketballs. (25)

Cones (25)

Learning outcomes: TSWBAT… written with skill, condition, criteriaPsychomotor: Successfully dribble a basketball across a gym with control.Cognitive: Knowledge of how to properly dribble a basketball. (Soft touch with fingertips, below waist height, and spatial awareness).Affective: Understand how to play fairly with classmates.

Introductory Activities: (10 mins)Everybody’s It Tag:- Everyone in the class is it and everyone can get tagged.- When a student gets tagged, they sit down where they are.- When the person who tagged them gets tagged, they stand back up and start playing again.- If too many students are sitting around, the teacher can call “Jail-Break” which allows every student to stand up and keep playing.- If students tag each other at the same time, they do “rock, paper, scissors” to see who has to sit down.Fitness Development:- Students will be active during the entire class which contributes to cardiovascular and muscle health.

Teaching Points and Cues (for students)-Keep your head up and watch out for people around you.- Tagger knows best (they know better if they tagged you).

Organization (diagram):

Skill Development: (20mins) Teaching Points and

Dribble Lines (Red light Green light) Right-hand → Ready position at cones. Left-hand→ Ready position at cones. Cross-over → Ready position at cones. Circle the cone → Right or left hand.

Extension: Dribble behind the back. Dribble through the legs.

Cues (for students)- Keep your head up when you’re dribbling.- Keep the ball below your waist when dribbling.- Ready position: bend your knees, be ready to pass, shoot, or dribble (triple threat).- Does anyone know what the triple threat position is? - What are some things to remember while dribbling? (protect the ball, eyes up, knees bent, push with fingertips, ball below waist).

Organization (diagram)

Culminating Activity: (8-10 minutes)Dribble Knockout

Teaching Points and Cues (for students)

- 2 squares- Each student has a ball and is dribbling around the playing area.- The goal of the game is to knock your opponent’s ball away while still maintaining control of your ball.-When a student’s ball gets knocked away, they join the other square

- Be considerate and respectful of your classmates.- Make sure to play fair. -Knock ball out with hand not ball.


Closure: Specific questions for students (2-3mins)What are 3 key points that you learned from today's lesson? - Be aware of your surroundings. - Keeps head up. - Keep ball below the waist when dribbling. - Control of ball is important.- How did you make sure to have control of your basketball?- What were some challenges that you encountered? - How did you encourage others to stay positive when dribbling?

Assessment: - Five Point scale: participation, positive attitude, fair play, personal improvement and encouraging others.

Unit Plan: Basketball: Through active participation in many territory and invasion games students will be able to use both locomotor and non-locomotor skills such as passing in motion and getting the basketball effectively to their partner. Students will be able to manipulate an object to move within a specific area.


Topic: Passing a basketball

Equipment: 2

foam balls

15 pinnies

20 cones

Learning outcomes: TSWBAT… written with skill, condition, criteria Psychomotor: Successfully execute a chest pass, a bounce pass, and push pass with accuracy.Cognitive: Knowledge of how to properly pass a basketball during a game situation.

Affective: Demonstrate the principles of safe passing (eye contact, heads up and communication).

Introductory Activities: (10 mins)Ball Tag:- There will be two teams of students within a square boundary set up with cones.- Team # 1 will start without the ball and are trying to move around avoiding being tagged with the ball. While team #2 has the ball and cannot move with the ball in their hand. They can only move when they are waiting to receive a pass from their teammate. - When a player is tagged by the softie ball, they will step out of the boundary and perform 3 jumping jacks and then re-enter the game. - After two minutes of play switch which team has the ball. - Another variation would be adding another softie ball into the game or shrinking the boundary area.

Fitness Development:- Students will be active during the entire class which contributes to cardiovascular and muscle health. This class also contributes to each student’s daily physical activity needs.

Teaching Points and Cues (for students)- Eyes forward.- Focus on looking to where you want to pass and make eye contact with the student before passing.- Make sure to communicaOrganization (diagram):

te with other students.- Stay within the boundaries.

Skill Development: (10mins)Basic Passing Techniques: - Chest pass ~ Start with ball at your chest and step forward towards your partner. As the student releases the ball they will fully extend their arms forward, flicking their wrist in an outward motion.- Bounce pass ~ Use the same concept as a chest pass by starting at the chest level and stepping forward as they release the ball. This time though they will pass the ball towards the ground over passing to their partners chest. They will aim to have the ball hit the floor three-quarters of the way between themselves and their partner. - Push pass ~ This pass will have the students holding the ball with their dominant arm/hand and the other one will be used to support the basketball. The ball will be released as the student pushes the ball with one hand, at chest height to their partner.

Teaching Points and Cues (for students)- Eyes forward- Light hands - Make eye contact with your partner and call their name before you pass to them- Chest pass: pass from your chest to the other player’s chest- Bounce pass: make sure the ball only bounces once - Make sure that the ball is pushed with enough force that it


bounces up to your partner’s hands- Push pass:

Culminating Activity: (20 mins)End Ball-The students will be two teams of equal players (6 vs 6 using both halves of the basketball court as shown in the diagram) and the objective of the game is for the students to successfully get the ball from one end of the gym to the other without the ball touching the ground or getting intercepted by the other team. -Once students have successfully received a pass they are restricted to only taking two steps with the ball and can only hold the ball for 5 seconds at a time. If the students drop the pass they must give the ball to a player on the opposing team. -The students on the opposing team are able to intercept the pass but have to be at least one step away from the player with the ball and cannot grab it directly from their hands while they have possession.

Teaching Points and Cues (for students)- Be aware of the players around you-Keep your head up -Stay within the boundaries - Abide by the rules - Don’t steal the ball when it is already in another student’s hands- Can’t take more than 2 steps with the ball- Can only hold the ball for up to 5 seconds- Remember to always be at least


one step away when defending

Closure: Specific questions for students (2-3mins)- What are 3 key points that you learned from today's lesson?- Can you name the 3 passes that we worked on?- What is your favourite pass and why?- How did you communicate with your teammates effectively in the game “End Ball”?


Unit Plan: Basketball: Through active participation in many territory and invasion games students will be able to use both locomotor and non-locomotor skills such as passing in motion and getting the basketball effectively to their partner. Students will be able to manipulate an

object to move within a specific area.


Topic: Shooting a basketball.Equipment

:25 basketballs

Learning outcomes: TSWBAT… written with skill, condition, criteria Psychomotor: Successfully shoot a basketball into a hoop.Cognitive: Knowledge of how to properly shoot a basketball towards a target. Affective: Understand how to safely shoot a basketball (eyes up, aim for the target and be aware of your surroundings).

Introductory Activities: (10 mins)Line Keep Away:- Two students will be ‘it’ and the other students will have a basketball.- Students will dribble the ball with one hand making sure to stay moving on a line within a gym.- The two students who are ‘it’ will move around and try to steal the basketball from a student who is dribbling. They must also stay moving along the lines.- Once the person who is ‘it’ successfully gets a basketball from someone dribbling they will now dribble with the ball and the student who is without a ball will become ‘it’. - When you are ‘it’ you cannot steal the ball back from the person who took the ball from them.

Fitness Development:- Students will be active during the entire class which contributes to cardiovascular and muscle health. This class also contributes to each student’s daily physical activity needs.

Teaching Points and Cues (for students)- Heads up.- Keep basketball close to your body and dribble at waist height.- Be aware of your surroundings.- Make sure to be respectful to other students.

Organization (diagram): Blue have basketballs, Green are ‘it’.

Skill Development: (20 mins)Shooting on the spot/around the gym:-1-Hand form shooting.- Throughout the drill the students will develop shooting techniques for the foundations of shooting. - The students will be developing skills for the “release” technique of shooting a basketball.- They can move throughout the gym shooting the basketball in the air with one hand.- After they are done shooting with one hand they can move on to adding their guide hand. Using the same format moving throughout the gym and shooting into open space. - Once they have incorporated both hands into practicing their shot they can find a target on a wall and aim for the target practicing accuracy of shooting. - Once they have worked on and practiced the fundamentals of shooting they can then move on to using those skills at a basket.(If they are not enough baskets in the gym we could choose a different shooting activity to do with them such as combining shooting against the wall and using the baskets into one activity).

Teaching Points and Cues (for students)- Head up.- Make sure to shoot with only your dominant hand.- Watch where you are shooting.- Ready position.- Aim for target.


Culminating Activity: (15 mins)Baskets:- Students will form three lines with four students in each line about three-four steps back from the hoop. - The student in the front of one of the lines will start with the basketball.- The goal is to shoot the basketball into the target (hoop).- Once they have shot the basketball they will follow their shot and then give the basketball to the student in the front of the line to their right.

Teaching Points and Cues (for students)- Hold your shooting form after you release the ball - Eye contact on target (hoop)- Use fill body to shoot (ready position, bend legs and guide ball with hands).


Closure: Specific questions for students (2-3mins)- What are 3 shooting techniques that you learned from today's lesson?- Can you explain what the hand you are not shooting with is used for?- Why is it important to watch where the ball goes after you have shot?(talk about rebounding, etc.)


Unit Plan: Basketball: Through active participation in many territory and invasion games students will be able to use both locomotor and non-locomotor skills such as passing in motion and getting the basketball effectively to their partner. Students will be able to manipulate an object to move within a specific area.


Topic: Combining all basketball skills into a

game setting.Equipment:

-25 basketballs-15 pinnies

Learning outcomes: TSWBAT… written with skill, condition, criteria Psychomotor: Successfully execute passing, dribbling and shooting skills in a game situation.Cognitive: Knowledge of how to properly pass to other students, dribble the basketball over an area and shoot a basketball towards a target. Knowledge of the rules on how to play basketball.Affective: Understand how to safely play basketball as a team with all the skills they have gained in the three previous lessons (eyes up, aim for the target and be aware of your surroundings).

Introductory Activities: (5 mins)-Ask each student to run and touch 4 walls, 3 benches, and give 5 high-fives- Going over the rules of a game of basketball. - Ask students for input (do they already know some of the rules?)

Teaching Points and Cues (for students)-Compare to previous knowledge of rules of end ball. Review:- Fouls - Double dribble - Travelling - Boundaries- What to do when the ball goes out - Foul shots

Skill Development: (20 mins)

Teaching Points and Cues (for students)


Culminating Activity: (15 mins) Teaching Points and Cues (for students)

Organization

Closure: Specific questions for students (2-3mins)


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