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Basketball Skills Assignment #2 - Part A Unit Planner & Lesson Plan
Basketball Skills
Assignment #2 - Part A
Unit Planner & Lesson Plan
Contents Page
Unit Plan Page: 4-7
Developmental sequence of teaching/ learningPlanningAssessmentTopic concept Map
Final Lesson Plan Page: 8-11
Appendix Page: 12-21
Behaviour Management CardsRelay Station cards
Page 2
PE and Health unit plannerDevelopmental sequence of teaching/learning
Term 4 Year 4 Band Primary Years
Unit/topic outcome descriptionStudents work on refining their fundamental movement skills such as stability, locomotor and manipulative movement skills. Through working individually, in pairs and team activities, students will learn skills and strategies associated with a specific specialised sport. Ultimately acquiring these skills will increase self confidence and participation in physical activity now and in the future.
Essential learnings
Thinking skills/ processes, key competencies
ICTsResources/ equipment
Futures
Identity
Interdependence
Thinking
Communication
Remembering
Understanding
Applying
Analysing
Evaluating
Creating
Digital camera
Computer/printer
Video camera
Calculator
Internet
CD player
Clock/stop watch
Fax
Scanner
Pedometer
Whistle
Basketballs
Appropriate clothing
Cones
Bibs
Teacher resources
Stopwatch
Strand Key ideas SACSA outcomes (verbatim)
Physical activity and participation
Key Idea Students individually, in groups or teams enhance their self-awareness through developing, refining and expanding their movement abilities and strategies within an appropriate context of physical activities.Id In KC4
Outcome 2.1Confidently performs and repeats movement sequences with control, balance and coordination that in turn enhance their ability to plan for and participate in a wide range of physical activities.Id In KC3
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Planning
Key ideas Focus of LearningSequence of core teaching events
Resources
Key Idea Students individually, in groups or teams enhance their self-awareness through developing, refining and expanding their movement abilities and strategies within an appropriate context of physical activities.Id In KC4
Re-introduce students to equipment and appropriate handling.
Students enhance their ability of foot and eye /hand movements and co-ordination. - Catching and throwing
a basketball with preferred and un-preferred hands.
- Movement: Students learn the fundamental movement rules in a basketball game.
- Dribbling alternatively with both hands
- Goal shooting with correct technique.
- Boundaries: personal, team and physical.
Students build upon self confidence and self esteem.
Students are able to work cooperatively in pairs or teams by using effective interactive communication skills.
Students confidently display basic leadership skills.
All students dispel myths about gender bias in sports.
Lesson 1: Throwing and Catching - Students re-focus on
previous skillso Chest-passingo Single arm throwo Lobbingo Bounce pass
- focus on technique, preparation, propulsion and follow through
Lesson 2: Dribbling- Dribbling whilst moving- Hand eye coordination- Alternate hands
Lesson 3: Defence and Attack- Block, boundaries
(personal space)
Lesson 4: Footwork- Shuffle, sidestep, pivot,
start and stop
Lesson 5: Shooting- Accuracy, free throws,
lay ups
Lesson 6: Skill based games- Focusing on
incorporating skill based movement
- Gym or outdoor basketball court
- Basket balls
- Whistle
- Cones
- Appropriate clothing and footwear
- Coloured bibs
- Hats (if outside)
- Water availability to keep students hydrated
- Video camera (for assessment purposes)
- Behaviour management cards
- Clock / stop watch
- Teacher Resource: Pick up & run vol. 3
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Assessment
Criteria for assessment
Assessment strategy
Who will assess?
SACSA outcome
Record of assessme
nt
Lesson 1: - Students display accurate
throwing with correct preparation, propulsion and follow through.
Lesson 2:- Students display hand eye
coordination and Explosive movement involving legs, trunk and arms.
Lesson 3:- Students strategically think
in a forward motion whilst simultaneously understanding boundaries regarding personal space and respect.
- Effective communication with classmates should also be apparent.
Lesson 4:- Students must exhibit
bodily kinaesthetic coordination
- Assess body position in regards to legs, arms and trunk
Lesson 5:- Assess the ability students’
exhibit when shooting in relation to the preparation, propulsion and follow through. This also needs to be cross referenced with the accuracy of shots.
Lesson 6:- Assess students in relation
to how they incorporate body movement and ball skills, as well as participation and contribution to their team.
- The skills displayed by students should encourage a future ability of specialised sports.
Observation:- Observe
students and note performance in relation to:
- Throwing & Catching
- Dribbling- Defence &
Attack- Footwork- Shooting- Team work
Product Analysis:- Evidence of
students performing according to the SACSA standards.
Conferencing:- Intervening with
all students during a developmental stage of a skill, reassess the skill and refine the action.
- Self assessment. Students will discuss progress and ideas with class and teacher. Students will also complete a reflection paper on their learning experience.
-Physical Education Teacher
-Self assessment / reflection in relation to confidence and enjoyment of skills.
-Taking photos and video footage to document progress during class performance to provide evidence of achievements.
2.1Confidently performs and repeats movement sequences with control, balance and coordination that in turn enhance their ability to plan for and participate in a wide range of physical activities. Id • In • KC3
Examples of evidence include that the student:
-performs refined movements using both sides of the body equally with maximum possible control in a range of activities (e.g. modified sports, dancing, swimming)
- works collaboratively to create and plan movement sequences, and contribute successfully in teams In • KC3 • KC4 • KC6
-develops a sense of reliability and responsibility while participating in activities (e.g. accepting the umpires’ decisions, packing up equipment) In
Teachers have a record of individual students in a variety of media:
o Visual representation such as photos and videos
o Informal notes involving a checklist of movement skills for each student
o Formal written report
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Physical Education lesson planner
Lesson outcome(s) To display the skills required for this specialised sport, basketball, by combining the fundamental movement skills learnt within this unit.
Year level 4 Class size 30 students Length of lesson 30 mines
Resources Whistle, full size Basket ball court with 2 rings, basket balls, appropriate clothing and footwear, mobile phone, stop watch.
Specific objectives Activity Teaching points Class organisation Time
Introduction
To revise skills learnt in the previous five lessons.
The lesson is based on boundaries and the revision of dribbling.
Introduction: (1 –2 minutes)
1. Introduce expectations in regards to behaviour management
2. When I speak students are expected to listen3. When I blow the whistle it means stop what you
are doing and eyes on me4. Behaviour management cards will be visibly
posted in the gym to prompt students
Revision Activity (4 – 5 minutes)
5. Boundary Game6. Using the familiar skill dribbling, students will
proceed along any line of the gym until they come across another student. When “blocked”, students must turn in the opposite directing ensuring no contact is made.
7. After 60 seconds I will tell students that they can only dribble on specific lines (e.g. yellow)
8. Students will then be asked to alternate dribbling to their non dominant hand and continue.
9. Ask students to put the balls away apart from 3 balls and have them line up on the base line for the next activity.
- Boundaries
- Personal space
- Refresh Dribbling
(basic skill point)
- Unacceptable
behaviour will not
be tolerated
- Skill, effort and
good
sportsmanship will
be praised and
students will be
rewarded. Rewards
include: a phone
call home, happy
grams and general
praise and
encouragement.
It is important that the class is
engaged and involved.
Specialised Equipment:
Approximately 30 basket balls.
The boundary lesson will look like
this:
4-7 mines
Skill development
Activity 1
Students use prior knowledge to apply defence and attack skills required to change tactical roles.
Students utilize problem solving skills to effectively change between attack and defence tactical roles.
Instructions:
Defence and Attack Activity:
1. Students will be lined up along one baseline of the basketball court.
2. Number students from one to six. The first three students are to collect a ball and place it on the ground in the centre circle of the basketball court.
3. When a number is called, the players with that number race to pick up the ball. The player who picks up the ball attempts to dribble it to the ring to score a goal.
4. The player without the ball:a. takes up a defensive stanceb. tries to gain possession of the ball and
is allowed to shoot for goal.5. A point is scored by the player who:
a. picks up the ballb. scores a goal
6. Students get one minute to score a goal at which the whistle is blown, they are to return the ball to the centre and start again.
7. The next number is called. Each number will be called once due to time constraints.
8. The activity ends with students lined up on the baseline.
- Line up along base line
- When their number is called out they are to run to the centre of the court to collect a ball.
- Students that collect a ball take on the role of being an “attacker”. Students who do not collect a ball take on the role of being a “defender” to only one “attacker”.
- Students have a 1 minute time frame.
- Important cues: hands up, heads up, correct defensive stance
- Feedback: immediate
- stop watch- 3 basketballs
X X X X X X X X X X X X X X..
1 2 3 4 5 6 1 2 3 4 5 6 …...
X = student
= basketball
[5-7 mines]
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Activity 2
The ‘Beat the ball’ activity focuses on combining a variety of basket ball skills into a flow of movement. In particular catching and throwing, shooting, dribbling, running and team work. Student will be able to incorporate all these skills into this activity in order to reach the goal of winning. Students will be encouraged to use accurate hand coordination to shoot goals under the pressure of the timed activity. The focus of this activity is to build on skills which will help student gain a stronger grasp on specialised sport.
Instructions:
Beat the Ball Activity:
1.Divide class into four groups by numbering students
along the baseline from one to four.
2.Split two of the teams into running teams who lines
up on opposites corners of the basketball court.
3.The other two teams are the shooting teams who
line up in a zigzag formation in the middle of the
court.
4.On ‘Go’ one member of both running teams run a
lap of the court, whilst the other two teams begin
shooting. Once reaching the back of the other
team, the next team member goes and so on until
all team members have had a turn. Last runner
calls ‘Stop’ once reached home.
5.On ‘Go’ one member of both shooting teams being
passing the balls down the line to the last person
(number 6) who runs/dribble the ball to the
designated shooting spot (free throw line), has one
shot at a goal, while everyone moves up a spot.
6.The shooter takes number one’s spot and the
passing is repeated until everyone is back on their
starting position, or the running team calls stop.
7.Shooting and running teams swap over.
8.The team with the most goals wins.
9.Ask students to line up along the base line
- Students must work in
a team to achieve this
activity successfully.
- Students have to work
collaboratively and
efficiently thought fast
movement skills and
communication.
- Support must all be
demonstrated for
maximum participation.
- Points such as correct
skill position and
movement must be
reinforced such as
hand and stance
position when
shooting.
- Students must be
aware of their team
members and predict
what they do next.
- It’s important that the
teacher reinforces
student awareness of
the specialized
movement skills.
- 2 basketballs
- 12 cones number 1 to 6
(7 mines)
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Conclusion
Team relay, which will use the skills the students have learnt to date. Including shuffle, grapevine, bounce pass, chest pass, dribbling, and ball handling, as well as team cooperation.
Instructions:
Relay Activity:
1. Use a lead in activity such as the snake (follow the leader) to have students moving around the court as you put out the markers. (see diagram)
2. As you place down a marker get one student to stay behind. this is their starting position
3. Once all students have a position, go through the stations and what action needs to take place. Explain that green marker are not stopping positions, but rather passing through stations. (see Station markers for instructions)
4. Once all students understand the movements and the rules, run game as a competition to see which team can complete the relay, with each student ending at their beginning position.
5. At the end of the game have each student pick up their cones and bring it back to one central pile.
- Team work
- Evidence of skill based movement
- Such as:
o Catching, throwing, grapevine, shuffling, dribbling.
7 mines
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Bounce passChest pass
Move ball over
students head
Grapevine
Shuffle
Shuffle
Chest pass
Station 2
Station 3
Station 4
Station 5
Station 6
Station 7
Station 8
Station 1
Move ball betw
een
Students’ legs
Appendix A
Behaviour Management Strategies
Cards are to be on the wall throughout the lesson, and to be reinforced by the teacher
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Appendix B
Relay Station Cards:
Cards are to be displayed next to the corresponding cone or marker as shown in the diagram
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STATION 1 – OVER-UNDER TUNNEL BALL
Pass the ball between the legs of the first person, then over the head of the second person, then between the legs of the third person etc. Until it reaches the person at station 2
**everyone moves up a position once the ball has left station 2***
STATION 2 – SHUFFLE
Basketball shuffle to station 3
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STATION 3 – CHEST PASS
Chest pass to the person at station 4
**once the person at station 4 has left, move up to station 4**
STATION 4 – GRAPEVINE
Catch the ball then grapevine to station 5
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STATION 5 – BOUNCE PASS
Bounce pass the ball to the person at station 6
**once the person at station 6 has left, move up to station 6***
STATION 6 – SHUFFLE
Catch the ball then shuffle the station 7
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STATION 7 – CHEST PASS
Chest pass the ball to the person at station 8
**once the person at station 8 has left, move up to station 8**
STATION 8 – DRIBBLING
Catch the ball then dribble the ball back to station 1 where you begin over-under tunnel ball.
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