Physical Education 8 (Quarter 2.1)- Learning Material.pdf

8/19/2019 Physical Education 8 (Quarter 2.1)- Learning Material.pdf

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PHYSICAL EDUCATION Grade 8, Quarter II (Team Sports-Basketball)

Objectives:

At the end of the lesson, you should be able to

discuss the nature/background of basketball;

practice proper and acceptable behavior (e.g. fairness, respect for authority) whenparticipating in basketball;

proficiently execute basic skills and tactics in basketball;

interpret rules and regulations of basketball;

exhibit enjoyment in playing basketball;

explain the health and fitness benefits derived from playing basketball.

Int roduct ion:

This learning material was made or you! For

sure you are now thinking o another textbook or a

ton of quizzes to do, right? This module is different.

It introduces you to the world of team sports. As you

go along, you will encounter activities that allow you

to demonstrate understanding of the benefits

derived from your engagement and participation in

basketball together with your family, whicheventually promote family fitness, health, and

wellness.

Now that you know where you‟re going, let‟s start a ctivating your prior

knowledge about team sports.


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Pre-Assessment:

Before you proceed any further, consider answering the pre-assessment itemsbelow. This may help determine whether you already have prior knowledge on theterms, skills and understandings in team sports. Read the directions carefully and writeyour answers in your activity notebook.

1. Below is a table indicating the basic skills in playing basketball, baseball andsoftball. Your task is to identify which sport is appropriate for each of the skillsindicated in the table below.

2. Write the corresponding team sport in the space provided at the right side of thecolumn for basic skills.

BASKETBALL BASEBALL SOFTBALL

3. Let’s find out whether your answers are correct or not. (refer to the answer key tobe given by your teacher).

4. Group yourselves into three, then choose one team sport to describe creatively(e. g. demonstration of the basic skills, dramatization of a certain team sportscene, performing the selected team sport skills with an action song, etc.) Youwill be given five minutes to do that.

BASIC SKILLS CORRESPONDING TEAM SPORT

1. Dribble

2. Chest Pass

3. Bounce Pass

4. Assist

5. Bat or Batting

6. Pitch

7. Shoot

8. Free Throw9. Inning

10. Homerun

11. Strike

12. 3-Seconds Violation

13. Home Base

14. Bunt

15. Short Stop


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5. Present your work to the class.

6. Below are three critical questions prepared for you to answer. Express youranswer in your activity notebook.

a. What do team sports mean to you?b. What values or virtues can team sports develop in you?c. What benefits can you derive from participating in team sports?

Goals and Targ ets:

This time, focus your attention on the team sports engagementsurvey form. This will assess your engagement in team sports which willserve as your reference in identifying your personal goals and targets.

Here are your tasks:

1. Copy the survey form in your activity notebook and reflect on your participation inteam sports by honestly responding to the survey questionnaire below.

2. Just put a checkmark ( ) in the corresponding column below the sport for yourresponses. It’s quite easy, right? So go on, grab a pen and accomplish thequestionnaire.

I can see that you know som ething about team sports. This time let‟s draw your

goals and targets as regards team sports by accomplishing the task ahead.


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3. When you’re done with the preceding task, state in your activity notebook yourtargets/goals on involving yourself, your family and community in team sportsprograms. After accomplishing the activity, share your goals to the class. Anexample is hereby given:

SURVEY QUESTIONS BASKETBALL BASEBALL SOFTBALL

YES NO YES NO YES NO

1. Do you have experience in playing teamsports?

2. Do you play team sports often?

3. Do you play team sports with friends?

4. Do you play team sports with your family?

5. Are you a member of the school varsity team?

6. Do you participate in community sportsprograms?

7. Do you enjoy participating in team sports?

8. Do you consider the benefits derived fromplaying team sports?

9. Are there team sports enthusiasts in yourfamily?

10. Do you plan to make team sports as one ofyour lifetime fitness activities?

“A journey of a thousand miles begins with a single step.” It‟s now time for you

to start achieving your goals and targets by accomplishing the given tasks , one at a time.

I know you can do it

Example:

Personal Goal/Target: I will make team sports my lifetime fitness activity.

Family Goal/Target: I will share my knowledge and skills in team sports with mysiblings, father, and mother so we can enjoy the benefits ofplaying/participating in it.

Comm unity Go al/Target: I will actively particpate in community team sports activities.


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PART I: WHAT TO KNOW

Act iv i ty 1: Fi l l -in the miss ing com ponent

In this activity, your prior knowledge on specific team sports will be diagnosed andpre-assessed.


1. Below is a table indicating three columns namely: team sports, basic skills andcomponents of physical fitness involved in performing the basic skills. Copy thetable in your activity notebook.

2. The team sports at the first column have already been provided together with therespective basic skills. All you have to do is to identify the component of physicalfitness involved in performing the respective skills. Write your answers in thegiven column.

Welcome to Part I of your lessons in Basketball! In

this phase of the learning sequence, you will be given

activities to activate your prior knowledge and to know the

key concepts of the lesson at hand. You will also exhibit

tentative responses through provocative and critical

questions; identify misconceptions and alternative

conceptions about the lesson based on your responses; be

informed of the assessment techniques corresponding to

your tasks; be provided with the necessary information you

need to learn about team sports, specifically Basketball.

You can assess your knowledge by answering the given

focus questions at the end of this part of the lesson.


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Name: __________________________ Section:___________________________

TEAM SPORTS BASIC SKILLS Component of Physical Fitness Involved

Basketball: 1. Shooting

2. Passing

3. Dribbling

4. Rebounding

5. Running

Baseball/Softball 1. Throwing

2. Catching

3. Pitching

4. Batting

5. Base Running

3. After accomplishing this, meet with your group, friends or relatives and shareyour answers. Consolidate all your answers in another sheet.

4. Identify three most frequent components of physical fitness based on yourgroup’s, relatives’ or friends’ responses and come up with an exercise of fourrepetitions each. Make sure that it promotes any of the identified fitnesscomponents. Do this in five minutes.

5. Let your group present your work to the class

Act iv i ty 2. The team spo rt that I w ould l ike to know mo re

This activity allows you to share your knowledge about team sports which bringsout your expectations of the lesson, your prior knowledge and skills, and the specificteam sport you want to learn more.

Always bear in mind that improving your physical fitness together with your

family is the main goal of participating in team sports. Keep it up as you go to the

specific team sport that you intend to master in this next activity.


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1. Below is a K-W-L chart. Under K column, write three things that you alreadyknow about your chosen team sport. Under W column, write three things thatyou want to know more about. Don’t write anything yet on the L column. Do thisin your activity notebook.

Name: _______________________________ Chosen Team Sport:______________

K-What you KNOW W-What you WANT to know L-What you’ve LEARNED

1. 1. 1.

2. 2. 2.

3. 3. 3.

2. After accomplishing this task, share the things you KNOW and the things youWANT to KNOW to the class, friends, relatives and members of your family.

3. After sharing the things you KNOW and WANT to KNOW, submit your paper tothe teacher and execute the following skills:

a. Do four jumping jacks.b. Catch a passed ball in the 3-point line.c. Dribble the ball in a zigzag pattern as you approach the ring.

d. Do a lay-up or jump shot.

4. In case you have a whole court, form two groups. Designate groups to do theactivity on one half of the court, the other group will do the same on the other halfcourt.

Act iv i ty 3. Can You Meet My Expectat ions?

This time, you need to clarify what is expected of you in terms of products andperformance, including how these shall be assessed and rated at the end of the lesson.

So m uch to expect and do, yet so little time. After sharing your expectations and

things you want to know, you also need to kno w what is expected of you at the end of

your lessons.


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1. At the end of all your lessons, the following are the expected outputs for you toaccomplish:

a. Product:

Create a journal containing pictures of your family showing yourengagement in team sports. Indicate dates, places and short description(caption) of each picture including a final essay talking about the benefits thatyour family derived from engaging in team sports.

If you find it difficult to gather said pictures, you may come up with acollection of cut-out magazine pictures of families engaged in team sports. Asyou include these these pictures or cut-outs on your journal, you may includecaptions or essays that clarify your ideas about the quote: “The family thatplays tog ether, l ives longer!”

Cri ter ia for Assessment:Content/relevance of pictures presentedCreativity and resourcefulness of presentationUnderstanding (benefits of team sports to family fitness and wellness)

b. Performance:

Demonstrate your understanding of team sports by executing proficiently theskills and basic rules in playing basketball by your actual participation in a game. Thiswill be done through a mini-tournament within your class.

. Cri ter ia for Assessment:Proficiency in the execution of skills in the team sport Ability to adapt or use skills to certain sport situationsBehavior in playing team sport

Act iv i ty 4: Points to Ponder

This activity will help you form tentative understandings of the succeeding lessons.You will be shown video clips and be given questions to answer.

Now that you know what to produce and perform as evidence d by your learning

at the end of your lessons, here‟s another challenge for you to think abou t.


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Videos to watch:

http://www.youtube.com/watch?v=fxLxPyTcWSg(youtube-Milo Commercial-Annie)

http://www.youtube.com/watch?NR=1&v=IuS3hRTDjuA&feature=endscreen

(Milo Kids Mondial 90s hires) http://www.youtube.com/watch?v=mWJs2Gof538

(Remember the Titans-Inspirational Moments)

http://www.youtube.com/watch?v=ouC5HWVyAi4&feature=related(Space Jam UNRATED)

Questions to answer:

Based on the video clips you’ve seen and from your experiences regarding teamsports, answer the following questions. Write your answers in your activity notebook.

What is your favoriteteam sport? Why?

____________________ ____________________ ____________________ ____________________ ____________________ ____________________

____________________

Who influenced ormotivated you to choosesuch team sport to play?How? ____________________ ____________________ ____________________ ____________________ ____________________ ____________________

____________________

Do you think playingteam sports can promotefitness, health, andwellness among familymembers? How? ____________________ ____________________ ____________________ ____________________ ____________________

____________________

Give your reaction or idearegarding this quote: “ In sports, it’s notwinning that matters most, it’s how you

play the game.” __________________ _____________ _______________________________

_______________________________

_______________________________ _______________________________

What other physical, emotional,mental and social benefits can youderive from playing team sports?

________________________________ ________________________________ ________________________________

________________________________ ________________________________

http://www.youtube.com/watch?v=fxLxPyTcWSghttp://www.youtube.com/watch?NR=1&v=IuS3hRTDjuA&feature=endscreenhttp://www.youtube.com/watch?v=mWJs2Gof538http://www.youtube.com/watch?v=ouC5HWVyAi4&feature=relatedhttp://www.youtube.com/watch?v=ouC5HWVyAi4&feature=relatedhttp://www.youtube.com/watch?v=mWJs2Gof538http://www.youtube.com/watch?NR=1&v=IuS3hRTDjuA&feature=endscreenhttp://www.youtube.com/watch?v=fxLxPyTcWSg


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Act iv i ty 5: Lecture-Discussion

A copy of the lecture on basketball is attached in Appendices A-D for yourreading. Read them carefully for you to be able to answer the questions which will begiven later to assess your knowledge on the following contents:

- Nature and background of basketball- Basic skills- Facilities, equipment and playing attire ans shoes

- Basic rules and officiating (Violations and misconduct)After reading the lecture, do the following activities:

1. Group your class into four. Each shall form two columns with each memberrespectively numbered.

2. Each group will be given a set of 10 terms written on strips of paper aboutbasketball.

3. This time, all first members will draw one strip each. Each member then shallgive a description or idea about th term he/she drawn.

4. After giving the description, identify the content classification of each term, thenthe group performs the warm-up exercise corresponding to the classification ofthe term.

CONTENT CLASSIFICATION GROUP NAME EXERCISES TO BE EXECUTED

Nature and background Shuffle/Galop Group 4 Left/4 RightBasic skills High Knees Group 8 Forward/8 BackwardFacilities, equipment, attire Back Pedal Group 8 In place/8 BackwardBasic rules and officiating Jumping Jack Group 4 Repetitions in place

Since you chose basketball along with the benefits you can derive from

participating in it, the next activity will share you mo re about this particular team sport.

This time, test your retention on the lecture given. Here‟s an activity you will

surely enjoy with you r friends, classmates and/or family.


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Act iv i ty 6: Pick-Shoot and A nswer!

In this activity, you will be given strips of paper containing questions regardingbasketball. Read each question, think of the answer and write it in your activitynotebook.

1. Your class will be grouped into four.

2. Each group will be provided with a bowl containing numbered paper strips withwritten questions related to basketball. The groups will assemble in columnsfacing the blackboard about three meters away. The bowl of questions in frontand a basket near the board about three meters away.

3. As the “go” signal is given, the first member of each group picks up a strip ofquestion to answer. Within 10 seconds, he/she answers the question , thencrumples the strip and shoot it in the basket provided per group.

4. After shooting, the first members go to the board and write their answers on it.

5. The group with the most number of correct answers and successful shotscombined, wins the game.

Act iv i ty 7: Assessment of K nowledge

Now, let’s see if you really read the lecture given in Appendices A-D. Yourknowledge will be assessed on matters of adequacy and relevance through thequestions hereunder listed. Your score in this activity will be graded and recorded.Write your answers in your activity notebook.

1. What are the basic skills in playing basketball?

2. How does playing basketball develop specific fitness components?

3. Why are rules and regulations essential in playing basketball?

4. What makes basketball an excellent means of enhancing family fitness andwellness?

5. What values can be fostered as you and your family engage and participate in ateam sport such as basketball?

So much for enjoyment You now proceed to a more challenging activity. Your

know ledge on basketball and team spor ts in general will be assessed and rated.


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Part II: WHAT TO PROCESS

Act iv i ty 1: By -Stat ion Dri l l Lessons

This activity will provide an opportunity for you to demonstrate the basic skillsyou have learned previously. You will be given five skill stations for you to perform apaticular skill based on the demonstration given in Activity 1.

You wi l l need

ball playing area with a ring and board

partner or groupaA good pair of playing shoes

You passed the challenges

You can now proceed to Part

II of your lessons...

Congratulations! You’ve made it to this phase! Prepare

yourself, for you will be provided with various learning resources

and learning experiences to enable you to make sense of the

information, develop, rethink, validate, and revise your

understanding of team sports.

Great job It‟s good that you pay attention to details. Congratulations for passing

the test I know you can do it again in the next phase of your lessons.


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Basic ski l ls to be learned are

shooting

dribbling

passing

rebounding running

Here’s how :

1. Form five groups. Select a leader of your group who can proficiently demonstratethe skills during the drill. He/she must be someone who can assist the group inproperly executing the basic skills.

2. Consider the following before starting the activity: proper basketball attire, warm-up exercises, safety precautions.

3. Proceed to the open ground or basketball court designated by your teacher, fivestations corresponding to each basic skill will be provided for you. Refer to thedrill illustration for guidance.

4. You should pass through each station following the drill lessons on basic skills. After undergoing the drill lesson in one station, move to the next station so thatyou will experience all drill lessons provided.

5. You should do well in this activity because your performance will be rated basedon the criteria set in the rubrics.

6. At the end of the drill lessons, report to your teacher in a circular formation. Thistime, share your drill experiences with the class.

7. As you share your experiences, expect and accept reactions from yourclassmates, be it positive or negative, consider it as a room for you to improvemore your basketball performance.

Dri l l Sequenc e:

TEAM SPORT Station I Station II Station III Station IV Station V

Basketball Shooting Dribbling Passing Rebounding Running


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Dri l l I llus trat ion:

Station 2: DribblingStart Finish

------------------------------------------------------------------------------------------------------------------------------

Station 3: Passing (Chest and Bounce Pass)

Chest PassStation 1:

Shooting AreaBounce Pass

Station 4:Rebounding Area

-------------------------------------------------------------------------------------------------------------------------Back Pedal Station 5:

Running DrillsShuffle/Galop Carioca

High Knees

How wel l did you p erform the tasks-at-hand?

You must be tired after the drill lessons! But before you proceed to your nextBasketball challenge, let’s check if you have done well with the given activities. Copythe self-assessment tool table as shown, and perform the given instructions.

Just put a checkmark ( ∕ ) in the colum corresponding to your response to theitems indicated in the following table based on how well you did in each drill station.

Reflect on the criteria given before you start rating yourself (proficiency in the executionof skills-40%, ability to follow instructions-30%, and behavior during the drill-30%).

SELF-ASSESSMENT TOOL ON BASIC SKILLS IN BASKETBALL

Name: Section: Date:

STATION DRILLS Advanced Proficient ApproachingProficiency

Developing Beginning

Station 1: Shooting

Station 2: DribblingStation 3: Passing

Station 4: Rebounding

Station 5: Running

Refer to the rubric indicated at the transfer part of this module for a more accurate self-assessment.


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Ac tivi ty 2: Message Relay

Let’s proceed with the introduction of the basic rules and regulations in basketball.Study them carefully because you will need them to overcome the challenges in thenext activity.

You wi l l need

ball

playing area with a ring and board

partner/Group

a good pair of playing shoes

Basic ski l ls to be learned are

shooting

dribbling

passing

rebounding

running

basic rules and officiating


1. The following table shows the most crucial aspects of basketball when it comesto rules and regulations. Be guided accordingly as to how you should playbasketball. Remember, we’re talking of amateur basketball, not of professionalbasketball yet, because in professional basketball like in the Philippine Basketball Association (PBA) or in the National Basketball Association (NBA), rules andregulations are highly technical.

2. Your teacher will discuss more about the aspects of playing basketball indicatedin the table below. You might as well do some research on this matter to enrichyour knowledge on basketball rules and regulations. Remember some of theamateur rules indicated and discussed by your teacher may vary depending onthe tournament or league agreements like for instance game duration,substitution, and others.

You must be so tired in doing the drill lessons on basketball basics Anyw ay, you

did great back there. This time while resting, here‟s another activity.


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ASPECTS OF THE GAME THINGS TO CONSIDERTEAM COMPOSITION 10 Players per team

5 Players to play per quarter

START OF PLAY Jump ball

DURATION OF THE GAME 8 minute quarter (32 minutes per game)

TIME-OUTS 2 time-outs per quarter except in thelast quarter which is 3

SUBSTITUTIONS 5 maximum substitutions per quarter

REGULAR FOULS Blocking foulCharging/Offensive FoulIllegal use of handsHolding

REGULAR VIOLATIONS Goal-tendingTravelling violationBacking violation

Stepping on the lineLoose ball

TIME VIOLATIONS 3-second violation5-second violation8-second violationShot clock violation (24-second violation)

SERIOUS OFFENSES/MISCONDUCTS Assault to an opposing playerDisrespect to officials

OVERTIME In case of tie, 5-minute overtime is given

OFFICIALS OF THE GAME RefereeUmpire

Time keeperScorer

3. This time a game called “Message Relay” will be played. It may sound familiarwith it but a little twist is made. The content of the messages will be the referee’shand signals or calls corresponding to fouls, violations, or misconduct committedby a player.

4. You will be divided into five groups. Each group shall be named after a basicskill in Basketball (e. g. shoot, pass, dribble, rebound, or run). There should beno duplication of group name. Create your group’s cheers with a demonstrationof the skill with which you named yourselves after.

5. Each group shall be in column formation about a meter away from each member.

6. As your teacher calls the first members from each group to move in front andshow an image of a referee’s hand signal or call, think of the name of the handsignal. Refer to the sample illustrations given in this page. Then wait for the “go”signal.


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7. As soon as the first members hear the “go” signal, they shall immediately go tothe group and relay the name of the hand signal shown.

8. As the message reaches the last member, he/she shall run to the front as fast aspossible and lead the group in performing the group cheers and skill. He then

goes to the teacher and tells the message.

9. The first group to perform their respective cheers and skill and get the correctmessage or name of the hand signal, gets the point for that round.

10. The last member to give the answer will then move in front. The processcontinues.

11. The group with most number of correctly relayed messages wins the game.

Examp le of Referees Hand Signals:

Act iv i ty 3: Ignorance of the rules excuses no one

In this activity, you will apply the basic rules in officiating a basketball game thatyou have learned. It wil be a test of your sense of immediacy and decisiveness.

See? It pays to listen to the relayed message Same is true with playing Basketball.

It pays to observe the rules and regulations.


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1. Your class will be grouped into three. Groups 1 and 2 will play first while group 3will manage and officiate the game. Make sure that participation among yourteammates is maximized. You may consider a quarter of 8 minutes only to allowrotation of roles among all groups in your class. For example:

Game 1 Group 1 vs. Group 2 Officials: Group 3Game 2 Group 2 vs. Group 3 Officials: Group 1Game 3 Group 3 vs. Group 1 Officials: Group 2

2. You are encouraged to give the best out of your performance in this activitybecause you will be rated based on the criteria set in the rubrics at the traser parto this guide.

Act iv i ty 4: Ski l ls Ref inement

In this activity, you will be provided with lead-up activities to see how combined basicskills can be applied efficiently and effectively in playing basketball.

You wi l l need

ball playing area with a ring and board

partner/Group

a good pair of playing shoes

Basic ski l ls to be ref ined are

Shooting

Dribbling

Passing

Rebounding

Running


1. With the same three groups as the previous activity, groups 1 and 2 willparticipate in the drill lessons. The third group will manage the drills and retrievethe balls.

So you passed the challenge You can now proceed to the next level.


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2. Observe carefully the mechanics of the activity to guide your group on what to doduring the activity, and on the role of the third group in managing it. Be remindedthat the performance of the third group determines the success of the drill.

3. Rotation shall follow after each group finishes the drill so that every group is able

to experience both the drill and management. Your performance will be ratedaccording to the criteria set in the rubric indicated at the Transfer part of thismodule.

4. Be reminded that before starting the activity, you are al in proper attire, you havedone warm-up exercises, are reviewed safety precautions.

Dri l l Matrix: Pass-Dribble-Shoo t!

PHASES

GROUP ACTIVITY

Group I Group II Group III

I Dribble and shoot GuardsDrill managers and

ball retrievers

IIDrill managers and

ball retrievers Dribble and shoot Guards

III GuardsDrill managers and

ball retrievers Dribble and shoot

Dri l l I llus trat ion:

Ball Retrievers

Guards/Defense

Pass-Dribble-Shoot


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PHYSICAL BENEFITS

__________________

__________________

__________________

__________________

EMOTIONAL BENEFITS

___________________

___________________

___________________

___________________

MENTAL BENEFITS

____________________

____________________

____________________

____________________

SOCIAL BENEFITS

___________________

___________________

___________________

___________________

Act iv i ty 5: Check Your Understanding

In this activity, your understanding of the essence and benefits of participating inteam sports will be assessed. You can present your responses in any form you arecomfortable with. Providing entries into the graphic organizer can be one. You can alsoconsider other forms of representing your understanding. Do this activity in a separatesheet of paper or in your notebook.

TEAM SPORTS

You are great

I believe you can make it

through

the next challenges

Your basketball skills are improving This time let‟s see how much you

understood from your participation in the preliminary activities. Here‟s an activity for

you to accomplish.

Your Basketball skills are improving This time let‟s see how much understanding

you have develope d from participating in the preliminary activities. Here‟s an activity for

you to accom plish...


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Part III. WHAT TO REFLECT AND UNDERSTAND

Act iv i ty 1a: Learn from the experts!

In this activity, you will be given opportunities to rethink and refine yourunderstanding of team sports by listening to invited resource persons. They shall speakon how team sports influenced them as an individual and as a member of their family.


1. Group yourselves into three.

2. Each group shall determine and decide as to who among the home-grown teamsports enthusiasts in your community interests and inspires you most and couldshare to your class meaningful insights on his/her participation in team sports.Name at least three persons whom you could invite.

3. Draft an invitation letter requesting them to speak before your class on thefollowing topics:

a. Persons who influenced them to engage in team sportsb. How team sports contributed to their success in lifec. The role of the family in their active participation in team sportsd. Their achievements (winnings, awards, recognitions) in team sportse. How team sports influenced them as individuals and as members of their

family.

4. Upon confirmation of the r esource persons’ approval of your invitation, prepareyour class for their visit.

5. After the sharing of the resource persons in your class, answer the following

questions:a. Who among the three resource persons inspired you most? Why?b. How did their sharings reinforce or enhance your understanding, belief or

view of team sports?c. What role did the family play in their success in team sports and in life?d. Based on the insights shared by the resource persons, what benefits can one

derive from participating in team sports?

Let’s go deeper this time! In this phase, you are

provided with other learning resources and learning

experiences for you to enrich, broaden, and refine your

understanding of the lesson.


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6. Answer the foregoing questions above using any of the six facets ofunderstanding (explanation, interpretation, application, perspective, empathy,and self-knowledge). Write your answers in your activity notebook.

Al ternat ive Act iv i ty : Drawing Inspi rat ion (Al ternat ive act iv i ty to A ct iv i ty 1a)

This activity can be an alternative to Activity 1 in case there will be difficulty ininviting resource speakers. Here you will be shown inspirational video clips to react onusing the given guide questions below. Ind the video clips using the links hereunderlisted.

Video webl inks:

http://www.youtube.com/watch?v=Tui8EOdv_VU&feature=related or

http://www.youtube.com/watch?v=BzFCU7hN2yk

http://www.youtube.com/watch?v=JpVrddlI3Do (story of a person with disability)

http://www.youtube.com/watch?v=kZlXWp6vFdE (Video of an athlete)

Guide Quest ions:

Copy and answer the questions in your activity notebook.

1. How do you think did team sports influence and change the lives of those in thevideo clips you watched?

2. If you were one of the characters in the video clips viewed, would the influence ofteam sports in your life be the same with them? How?

3. After watching the video clips, how do you perceive team sports now, in relationto your life and your family’s fitness and wellness?

Ac tivi ty 2: Team Sport Goal-Sett ing

Quite impressive! With this, a “thumbs up” for everyone. Hope you can do thesame in this next activity.

You m ight have been very much inspired by the stories you‟ve heard. I guess

those inpirations may help you in setting your goals for youself, family, and communi ty

as regards your participation in team sports.

http://www.youtube.com/watch?v=Tui8EOdv_VU&feature=relatedhttp://www.youtube.com/watch?v=BzFCU7hN2ykhttp://www.youtube.com/watch?v=JpVrddlI3Dohttp://www.youtube.com/watch?v=kZlXWp6vFdEhttp://www.youtube.com/watch?v=kZlXWp6vFdEhttp://www.youtube.com/watch?v=JpVrddlI3Dohttp://www.youtube.com/watch?v=BzFCU7hN2ykhttp://www.youtube.com/watch?v=Tui8EOdv_VU&feature=related


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List down your goals as regards your personal, family, and communityinvolvement in basketball and team sports in general. This activity aims to reaffirm yourcommitment in making team sports your lifetime fitness endeavor. The following is anexample of an output on this activity. You are encouraged to have other modes ofpresentation employing your creativity and resourcefulness in this challenge. Use

another paper for your output in this activity.

Example of Team Sports Goal-Setting Format (Refer to the example of goals or targetsgiven in page 37 of this guide):

Act iv i ty 3: Str ips and Dun ks!

Here’s your final challenge in this part of the lesson. You will accomplish theK-W-L chart you have started in Part I of the learning sequence. You will be tasked toshare three things you have learned from participating in basketball and in team sportsin general. After accomplishing this, share what you have written with your class,friends, or relatives then dunk your paper on the basket provided by your teacher.

Sounds exciting? Let’s do this!

Name: Section:

K-What you KNOW W-What you WANT to know L-What you’ve LEARNED

1. 1. 1.

2. 2. 2.

3. 3. 3.

PERSONAL GOALS

1._________________

2. _________________

3._________________

FAMILY GOALS

1._________________

2. _________________

3._________________

COMMUNITY GOALS

1._________________

2. _________________

3._________________


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Part IV. WHAT TO TRANSFER

Act iv i ty 1: Team sports fami ly journal

This activity will encourage you to involve your family in playing team sports. This isa form of fitness activity that requires preparing a documentary of your family’sengagement in team sports.

You are unbelievable But

you will impress me more if

you can make it through

the next level.

Finally, you’ve made it! This is now your chance to

show everyone that you can proiciently demonstrate the

different skills in basketball as you play with your

classmates. After playing, your task of accomplishing your

final product is up next! Don’t waste this opportunity

because there are no second chances! Your performance

and product will be graded according to the criteria for

assessment as shown given in this activity.

Now that you know that participating and engaging in team sports may enhance

not just your personal fitness, health and wellness but also that of your family. It„s high

time for you to grab a ball, call your friends or family and play basketball


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You wi l l need

photographs of you and your family engaging in team sports

coloring materials

folders or card boards and other similar materials

Writing or printing materials adhesives or glues

anything good for collage like recyclable materials as in old magazines

computer (with any of these software applications: movie-maker, photoshop,powerpoint, nero, etc.)

camera

blank CD/s

Cri ter ia for Ass essment:

Uniqueness and orig inal i tyThis includes the family’s unique way of scheduling or programming team sportsactivities including the kind of team sport they play and how they are captured inpictures or videos.

Creat iv i ty and resour cefulnessThis involves the use of less expensive materials such as indigenous orrecyclable ones with a touch of the learner’s creativity and craftmanship in puttingtogether the artistic elements like color, line, texture, harmony, balance, andproportion.

Deep und erstanding of the benef i ts derived from p art ic ipating in teamspor ts

This defines the learner’s understanding of the essence of team sports as shownthrough pictures and/or videos relative to the team sport/s participated by thelearner.

Involv ing the fami ly in team spo rts endeavorsStrong evidence that the learner’s family is really involved in any fitnessendeavor related to team sports.

Here’s how you w i l l accom pl ish the act iv i ty :

1. Gather some pictures or videos of your family’s team sports activities. Prepare adocumentary by organizing them in a portfolio or scrapbook or any other

presentation you wish to do. You are also encouraged to have it digitallypresented (videograph, powerpoint presentation, movie-maker presentation andother similar media).

2. Put descriptions or captions for each documented activity. Your descriptions orcaptions may include the team sport played, date and place it was taken, and thelike.


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3. The last page or final slide, in case you prefer digital presentation, should includeyour insights gained from participating in basketball and team sports in general.Mention also the benefits that you and your family as a whole have gained fromengaging in it.

4. Your uniqueness, imagination, creativity, and resourcefulness will be challengedthrough this activity so don’t waste your chance. Go and start your masterpiece!

5. In case you have difficulty in finding or gathering your family’s pictures in theirengagement in team sports, look for pictures of families engaging andparticipating in team sports in magazines, newspapers or pamphlets. Cut themout, organize, and paste them on a clean bondpaper or colored paper. Putcaptions on these pictures which may include the benefits that your familyderives from participating in team sports.

Act iv i ty 2: Mini -Team Sport Tourn ament

This activity aims to let you synthesize and apply what you have theoreticallyand practically learned in the previous phases of the learning sequence. Decision

making, critical thinking, and sportsmanship will be revealed and developed. Yourperformance during this activity will be rated according to the following criteria:appropriateness of skills, execution of skills and behavior during performance.

You wi l l need

ball

playing area with a ring and board

partner or group

proper playing outfit

whistle, score sheet, stop watch, score board, chalk, buzzer/bell

Ski l ls to b e demon strated are

Offensive skills

Defensive skills

Proper interpretation of the rules

Proper behavior while playing

You did well in the team sports family journal Good job The next activity will

reveal your deeper understanding of what team sports are all about as you play, observing

the rules and regulations of the game.


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1. Group yourselves into three. Groups 1 and 2 will play first; group 3 officiates thegame. Rotation will be made so that all groups will be able to play and officiate.Make sure that participation among your teammates is maximized. You may

consider a quarter of 8 minutes only to allow rotation of roles among all groups inyour class. Here is the schedule of games and officials:

Game 1 Group 1 vs. Group 2 Officials: Group 3Game 2 Group 2 vs. Group 3 Officials: Group 1Game 3 Group 3 vs. Group 1 Officials: Group 2

HERE’S HOW YOUR PART II-IV PERFORMANCES ARE ASSESSED

Weight Proficiency in the Execution

of Skills

Ability to Adapt a Skill to a

Certain Sport Situation

Behavior in Playing Team Sport

30% 40% 30%

5

MASTERFUL: Able to use

knowledge and skills

automatically, effectively, and

efficiently in diverse game

situations

SKILLFUL: Demonstrates

powerful and skillful execution

of the game skills with high

level of confidence

MATURE: Highly disciplined and

able to demonstrate appropriate

behavior towards the game,

players, and game officials

4

SKILLED: Able to use

knowledge and skills

competently in diverse game

situations

COMPETENT: Demonstrates

competently the game skills

with confidence

SENSITIVE: Disciplined and able to

demonstrate appropriate behavior

towards the game, players, and

game officials

3

ABLE: Has limited but growingability to use knowledge and

skills in diverse game

situations

PRACTITIONER: Demonstratesgeneral level of coordination

and competence in the

execution of game skills with

limited but growing confidence

AWARE: Generally demonstratesproper behavior towards the game,

players, and game officials

2

APPRENTICE: Relies on a

limited repertoire of

knowledge and skills; has

limited use of judgment and

responsiveness to game

situations

APPRENTICE: Demonstrates

limited coordination and

competence in the execution of

game skills with low level of

confidence

DECENTERING: Has some capacity

for self-discipline but is still limited

to own reactions and attitudes

towards the game, players, and

game officials

1

NOVICE: Can perform only

with coaching and relies on

highly directed skill execution,

procedures and game

approaches

NOVICE: Has very low or no

coordination in demonstrating

game skills; has very low level

or no confidence at all

EGOCENTRIC: Has little or no

consideration to the rules of the

game; behaves untowardly and has

no respect for other players, and

game officials


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You are not just a future basketball star You‟re also an artist as seen in your team

sports family journal. You have fostered high level of creativity, resourcefulness, and

appreciation of the value of team sports. All of which are essential in becoming a fit and

healthy member of the family.

Keep it up You can

be the next basketball

superstar


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SYNTHESIS

Your generation has gone a long way in terms of advancements in science andtechnology. Machines, computers, cellphones, and other advanced gadgets are allaround you now. The classroom has been having difficulties in competing with thesemodern technologies that, in one way or another, always find oppportunities to divertyour attention from improving yourself, your studies and your family.

Admit it or not, you tend to spend more time with your friends. You try to do whatthey do, be what they are and go where they are headed. As your parents struggleeveryday to earn for your daily bread and prepare for your future through sending you toschool, you always find yourself busy with your classmates and friends doing what theyoung generation of today do. In fact, you even spend more time with them than withyour family!

No matter how difficult it is for our present educational system to regain yourinterest and refocus your attention back to the basics, it still tries its best to come upwith an interactive and engaging way to make you realize that you really need to

maximize your stay in school and prepare you for whatever lies ahead.

This module is one of those ways with which efforts were combined to let youlearn at the same time enjoy playing. As you worked on with the given activities in eachof the four parts of the learning sequence, you were provided with opportunities toreflect and understand that there’s more in team sports.

Through these activities, you were gradually introduced with the essentialknowledge and skills you needed to learn about team sports. And as expected, youenjoyed them that much! But those activities did not end up in themselves. Enjoymentwas just the beginning of a bigger and better picture. You were provided withopportunities to express and demonstrate your understanding of the benefits that you

and your family can derive from engaging and participating in team sports by answeringthe mind-extracting and thought-provoking questions given.

You were made to realize that in team sports, individual expertise is highlyappreciated but not at the expense of sacrificing the whole team. You might have beengood or even the best, but you still need the team to back you up and make thingshappen together. That’s why it’s called team sports after all. Each member plays animportant role in the game. Winning might have been important to you and your team,but how you played the games was even more essential. Your family with all itsmembers, including you, is a perfect analogy of team sports. Each is essentially uniqueconsidering their repective roles and areas of expertise but also equally necessary incarrying out a fit and healthy family. Each is contributory to the attainment of thefamily’s goals and objectives.

As you go out of your class, it is expected that you impart what you have learnedabout the essentials of team sports with your friends and more importantly, with yourfamily. Team sports strengthens your bond as friends and as members of a family.Cherish every moment as you enjoy playing with those whom you love. Just alwaysremember, a family that plays together, stays forever and lives longer.


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App endix A (Nature, backgrou nd and h istory of B asketbal l )

NATURE AND BACKGROUND OF BASKETBALL

Basketball is a team sport, wherein the objective is to shoot a ball through a

basket horizontally positioned to score points while following a set of rules. Usually, twoteams of five players play on a marked rectangular court with a basket at each widthend. Basketball is one of the world's most popular and widely viewed sports. A regulation basketball hoop consists of a rim 18 inches in diameter and 10 feet highmounted to a backboard. A team can score a field goal by shooting the ball through thebasket during regular play. A field goal scores two points for the shooting team if aplayer is touching or closer to the basket than the three-point line, and three points(known commonly as a 3-pointer or three) if the player is behind the three-point line.The team with the most points at the end of the game wins, but additional time(overtime) may be issued when the game ends with a draw. The ball can be advancedon the court by bouncing it while walking or running (dribbling) or throwing (passing) it to

a team mate. It is a violation to move without dribbling the ball (travelling), to carry it, orto hold the ball with both hands then resume dribbling (double dribble).

Various violations are generally called "fouls". Disruptive physical contact(a personal foul) is penalized, and a free throw is usually awarded to an offensive playerif he is fouled while shooting the ball. A technical foul may also be issued when certaininfractions occur, most commonly for unsportsmanlike conduct on the part of a playeror coach. A technical foul gives the opposing team a free throw, and the opposing teamis also retained possession of the ball.Basketball has evolved many commonly used techniques of shooting, passing,dribbling, and rebounding, as well as specialized player positions and offensive and

defensive structures (player positioning) and techniques. Typically, the tallest membersof a team will play "center", "power forward" or "small forward" positions, while shorterplayers or those who possess the best ball handling skills and speed play "point guard"or "shooting guard".While competitive basketball is carefully regulated, numerous variations ofbasketball have developed for casual play. Competitive basketball is primarily an indoorsport played on a carefully marked and maintained basketball court, but less regulatedvariations are often played outdoors in both inner city and remote areas.

Source: http://en.wikipedia.org/wiki/Basketball

HISTORY

Basketball was invented in December 1891 by the Canadian clergyman,educator, and physician James Naismith. Naismith introduced the game when he wasan instructor at the Young Men's Christian Association Training School (now SpringfieldCollege) in Springfield, Massachusetts. At the request of his superior, Dr. Luther H.Gulick, he organized a vigorous recreation suitable for indoor winter play. The game

http://en.wikipedia.org/wiki/Team_sporthttp://en.wikipedia.org/wiki/Basketball#Shootinghttp://en.wikipedia.org/wiki/Basketball_(ball)http://en.wikipedia.org/wiki/Rules_of_basketballhttp://en.wikipedia.org/wiki/Basketball_courthttp://en.wikipedia.org/wiki/Backboard_(basketball)http://en.wikipedia.org/wiki/Field_goal_(basketball)http://en.wikipedia.org/wiki/3_point_linehttp://en.wikipedia.org/wiki/Dribblinghttp://en.wikipedia.org/wiki/Passing_(sports)http://en.wikipedia.org/wiki/Traveling_(basketball)http://en.wikipedia.org/wiki/Carrying_(basketball)http://en.wikipedia.org/wiki/Double_dribblehttp://en.wikipedia.org/wiki/Basketball#Violationshttp://en.wikipedia.org/wiki/Personal_foul_(basketball)http://en.wikipedia.org/wiki/Free_throwhttp://en.wikipedia.org/wiki/Technical_foulhttp://en.wikipedia.org/wiki/Unsportsmanlike_conducthttp://en.wikipedia.org/wiki/Coach_(basketball)http://en.wikipedia.org/wiki/Basketball_positionhttp://en.wikipedia.org/wiki/Center_(basketball)http://en.wikipedia.org/wiki/Power_forward_(basketball)http://en.wikipedia.org/wiki/Small_forwardhttp://en.wikipedia.org/wiki/Point_guardhttp://en.wikipedia.org/wiki/Shooting_guardhttp://en.wikipedia.org/wiki/Variations_of_basketballhttp://en.wikipedia.org/wiki/Variations_of_basketballhttp://en.wikipedia.org/wiki/Basketball_courthttp://en.wikipedia.org/wiki/Basketballhttp://library.thinkquest.org/10615/no-frames/basketball/james.htmlhttp://library.thinkquest.org/10615/no-frames/basketball/james.htmlhttp://en.wikipedia.org/wiki/Basketballhttp://en.wikipedia.org/wiki/Basketball_courthttp://en.wikipedia.org/wiki/Variations_of_basketballhttp://en.wikipedia.org/wiki/Variations_of_basketballhttp://en.wikipedia.org/wiki/Shooting_guardhttp://en.wikipedia.org/wiki/Point_guardhttp://en.wikipedia.org/wiki/Small_forwardhttp://en.wikipedia.org/wiki/Power_forward_(basketball)http://en.wikipedia.org/wiki/Center_(basketball)http://en.wikipedia.org/wiki/Basketball_positionhttp://en.wikipedia.org/wiki/Coach_(basketball)http://en.wikipedia.org/wiki/Unsportsmanlike_conducthttp://en.wikipedia.org/wiki/Technical_foulhttp://en.wikipedia.org/wiki/Free_throwhttp://en.wikipedia.org/wiki/Personal_foul_(basketball)http://en.wikipedia.org/wiki/Basketball#Violationshttp://en.wikipedia.org/wiki/Double_dribblehttp://en.wikipedia.org/wiki/Carrying_(basketball)http://en.wikipedia.org/wiki/Traveling_(basketball)http://en.wikipedia.org/wiki/Passing_(sports)http://en.wikipedia.org/wiki/Dribblinghttp://en.wikipedia.org/wiki/3_point_linehttp://en.wikipedia.org/wiki/Field_goal_(basketball)http://en.wikipedia.org/wiki/Backboard_(basketball)http://en.wikipedia.org/wiki/Basketball_courthttp://en.wikipedia.org/wiki/Rules_of_basketballhttp://en.wikipedia.org/wiki/Basketball_(ball)http://en.wikipedia.org/wiki/Basketball#Shootinghttp://en.wikipedia.org/wiki/Team_sport


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involved elements of American football, soccer, and hockey, and the first ball used wasa soccer ball. Teams had nine players, and the goals were wooden peach basketsaffixed to the walls. By 1897-1898, teams of five became standard. The game rapidlyspread nationwide and to Canada and other parts of the world, played by both womenand men; it also became a popular informal outdoor game. U.S. servicemen in World

War II (1939-1945) popularized the sport in many other countries.

A number of U.S. colleges adopted the game between about 1893 and 1895. In1934 the first college games were staged in New York City's Madison Square Garden,and college basketball began to attract heightened interest. By the 1950s basketballhad become a major college sport, thus paving the way for a growth of interest inprofessional basketball.

The first pro league, the National Basketball League, was formed in 1898 toprotect players from exploitation and to promote a less rough game. This league onlylasted five years before disbanding; its demise spawned a number of loosely organized

leagues throughout the northeastern United States. One of the first and greatest proteams was the Original Celtics, organized about 1915 in New York City. They played asmany as 150 games a season and dominated basketball until 1936. The HarlemGlobetrotters, founded in 1927, a notable exhibition team, specializes in amusing courtantics and expert ball handling.

In 1949 two subsequent professional leagues, the National Basketball League(formed in 1937) and the Basketball Association of America (1946) merged to create theNational Basketball Association (NBA). The Boston Celtics, led by their center BillRussell, dominated the NBA from the late 1950s through the 1960s. By the 1960s, proteams from coast to coast played before crowds of many millions annually. Wilt

Chamberlain, a center for the Los Angeles Lakers, was another leading player duringthe era, and his battles with Russell were eagerly anticipated. Kareem Abdul-Jabbar,also a center, came to prominence during the 1970s. Jabbar perfected his famed "skyhook" shot while playing for the Los Angeles Lakers and dominated the opposition.

The NBA suffered a drop in popularity during the late 1970s, but wasresuscitated, principally through the growing popularity of its most prominent players.Larry Bird of the Boston Celtics, and Magic Johnson of the Los Angeles Lakers arecredited with injecting excitement into the league in the 1980s through their superiorskills and decade-long rivalry. During the late 1980s Michael Jordan of the ChicagoBulls rose to stardom and helped the Bulls dominate the NBA during the early 1990s. Anew generation of basketball stars, including Shaquille O'Neal of the Orlando Magic andLarry Johnson of the Charlotte Hornets, have sustained the NBA's growth in popularity.

In 1959 a Basketball Hall of Fame was founded in Springfield, Massachusetts. Itsrosters include the names of great players, coaches, referees, and people who havecontributed significantly to the development of the game.

Source: http://library.thinkquest.org/10615/no-frames/basketball/history.html

http://library.thinkquest.org/10615/no-frames/basketball/history.htmlhttp://library.thinkquest.org/10615/no-frames/basketball/history.html


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App endix B. Basic ski l ls in Basketbal l (How they are properly executed)

Shoot ing

The 1st basic skill to be learned is shooting. Every basketball player loves to shootthe ball! The most practiced skill in the game is shooting. Players spend a good deal of

their practice time on shooting drills to improve their skill level. After all, if you can'tshoot - you can't score! So, here’s how you can improve your shooting skills inbasketball:

Remember BEEF (Balance,Elbow, Elbow, Follow Through) when shooting theball.

Be relaxed and concentrate on the basket.

Know when you have a good shot and then take it.

Be in proper balance when shooting the ball.

Follow through on every shot you take.

Jump naturally.

“Up, hang, shoot!” is an easy way to remember this.

Make sure you have an arc on every shot you take.

Be relaxed when shooting free throws.

Practice all of your shots.

Dribbl ing

Dribbling in basketball is a skill that you should master. It allows you to movearound the court while you’re in possession of the ball. It is a legal method that allowsyou to advance with the ball and make a score as opposed to that of passing it to a

teammate to shoot it for the basket. This move involves bouncing the ball off the floorwith your hands as you cover the floor. This is how it’s done:

Dribble the ball with hand and use only the tipsof your finger in dribbling it.

Employ the wrist and the forearm to pushthe ball while covering the court.

Don’t involve the whole hand to avoid losingcontrol of the ball.

Don’t keep your fingers in touch witheach other while dribbling.

Spread your fingers to allow full controlof the ball as it dribbles.

Dribble the ball in one side of your bodyand not right in front.

While dribbling in one hand, use the otherhand to drive your defender away fromthe ball.

Source: Vector Clip Art Picture ofa Basketball Player Dribbling the Ball in

Front ...@ chumpysclipart.com

Source: The Form Trainer Arm BandThe UltimateBasketballShooting Device @ yhst-


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Passing

Basketball is a team game. By definition, that means all players are involved with theprocess of playing the game and should function as one. One of the primary skillscreated to accomplish this is passing. It is a skill that maximizes the involvement of all

player in setting up a play to earn successful shots and earn points for the whole team.To learn more about passing, read and practice as instructed below:

Basically, there are two types of pass: air pass and bounce pass. Air pass travels between players without hitting the floor.Bounce pass is thrown to the floor so thatit bounces to the intended receiver.

Air passes include chest pass -a pass that originatesfrom the chest to the receiver’s chest level;and overhead pass- a pass that originatesfrom the forehead.With this pass, aim for yourteammate's chin. Don’t bring the ball behind

your head, because it can get stolen and it takesa split-second longer to throw the pass.

In executing bounce passes, calculate about3/3 distance from the receiver as the hitting pointso that the ball bounces right to your receiver.But for better accuracy, you have to experimentby yourself because the bounce is directlyproportional with how strong the ball hits the floor.

A good pass is a pass a teammate can catch.

When passing, step toward your receiver.

When catching, step toward the pass.

Like shooting, the ball should have a backspin to it.This is accomplished by following through on everypass.

Rebounding

Rebounding is one of the major aspects of the game. It is your ability to jump withpower to gain possession of the ball as it bounces to the rim after a failed shot before ittouches the floor. Just how important is rebounding? Whenever you grab a rebound,your team gains a chance to shoot again while the other team actually loses it. The

difference is double. So, how to make a good rebound, here’s how... Practice good footwork and vertical leap or jumps.

Anticipate where the ball will land.

The longer the shot or the harder the rim,the farther the bounces.

Source: "Extract" 2.7.2 Zone Defence(This is a Member's OnlySection). Basketball ...

basketballcrazy.fortix.com.au

Source: basketball bounce pass.Bounce Pass – Video Clip.

The Chest Pass: The chest ... avcssbasketball.com

Source: overhead basketballpass. Overhead Pass – Video Clip.

The Step Around Pass:avcssbasketball.com

Source: Vector Illustration: Basketballrebound blue @ dreamstime.com

http://www.youth-basketball-tips.com/increase-vertical-jump.htmlhttp://www.youth-basketball-tips.com/increase-vertical-jump.html


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When a shooter is a soft shooter, this meanshe always takes time to put an arc on his shots,the ball bounces near the ring.

When a shooter is a hard shooter, this meansthere’s a little or no arc on his shots, then the ball

bounces far from the ring. Leg power and strong body are needed in rebounding

that’s why it is essential that strength and power exercisesshould be considered to conditioning your body.

Running

Running is one of the basic skills that a basketball player should possess. Becausein this sport, speed defines the best. Whether you’re on the offensive or defensive sideof the game, passing, receiving, shooting or rebounding a ball, you always have to runin any way possible. Here are some tips for you to improve your running skills:

Always have a good pair of playing shoes.

Always do a combination of dynamic stretchingand warm-up activities across the court beforegoing out to play a game. These exercises havealready been introduced to you when you werein Grade 7 but in case you have forgottenthem already, here they are:

Dynamic Stretching

Toe Walk ShuffleHeel Walk Back PedalInch Walk JoggingHigh Knees CariocaButt Kicks Jumping jacks

Source: Basic Conditioning Drillsfor BasketballPla ers stack.com


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App endix C. Faci l i t ies and Eq uipm ent in Basketbal l

A. BASKETBALL COURT

Source: High School / College Basketball Court Dimensions @ apollostemplates.com


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Court Dimens ions

The size of the court depends on the playing level. The size of the court for NBA andCollege games is 94 feet long and 50 feet wide. It is smaller for High School and JuniorHigh.

The Backbo ard and Rim

The regulation height above the ground for the rim (hoop) is 10 feet, and the rim is 18inches in diameter. Backboards are six feet wide (72 inches) by 42 inches tall, with theinner square being 24 inches wide by 18 inches tall.

The Foul Line

For all size courts the 'foul line' is 15 feet in front of the backboard.

The Key

The key is 12 feet wide, and is the same for all basketball courts. The backboardextends four feet out over the baseline into the key. A half circle of diameter 6 footextends from the foul line away from the basket to complete the key.

The 3-Point L ine (Ar c)

For NBA Basketball Courts the 3 point arc is 22 feet to the center of the rim on the sideswith a straight line extending out 16 feet 9 inches from the baseline. Past those pointsthe line extends out 23 feet 9 inches from the center of the rim.

Line Mark ings

All line markings on the floor are two inches wide and can vary in color.

B. BALL

The basket ball is an inflated sphere with an outer covering.

It is 75 to 78 cm in circumference and weighs 600-650 grams.It must be made of leather in the official FIBA competitions.

C. BASKET

Also called goal. It is made up of horizontal circular metal rimWith a net hanging from it. It is mounted 3.05 m above floor level.

D. BACKBOARD

The rigid rectangular board behind the rim.Standard widths are 24”-42”, 44:-48”, 60”-72”.

E. SHOES

High-topped shoes

Sources:

http://www.topendsports.com/sport/basketball/equipment.htm

http://www.livestrong.com/article/376547-what-is-the-size-of-a-basketballbackboard/#ixzz2AHUW4eMI

http://www.topendsports.com/sport/basketball/equipment.htmhttp://www.livestrong.com/article/376547-what-is-the-size-of-a-basketball%20backboard/#ixzz2AHUW4eMIhttp://www.livestrong.com/article/376547-what-is-the-size-of-a-basketball%20backboard/#ixzz2AHUW4eMIhttp://www.livestrong.com/article/376547-what-is-the-size-of-a-basketball%20backboard/#ixzz2AHUW4eMIhttp://www.livestrong.com/article/376547-what-is-the-size-of-a-basketball%20backboard/#ixzz2AHUW4eMIhttp://www.livestrong.com/article/376547-what-is-the-size-of-a-basketball%20backboard/#ixzz2AHUW4eMIhttp://www.livestrong.com/article/376547-what-is-the-size-of-a-basketball%20backboard/#ixzz2AHUW4eMIhttp://www.livestrong.com/article/376547-what-is-the-size-of-a-basketball%20backboard/#ixzz2AHUW4eMIhttp://www.topendsports.com/sport/basketball/equipment.htm


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App endix D. Off ic iat ing Off ic ials /Rules and Regulat ions of B asketball

THE OFFICIATING STAFFThe makeup of the officiating corps is strictly a matter of choice. The minimum number isfive: a referee, an umpire, a scorer, a timer and a shot-clock operator. In some cases, eightofficials are used in a lineup comprising a referee, two umpires, a shot-clock operator, two

scorers and two timers.

REFEREE IS OFFICIAL IN CHARGEThe reeree is the official that controls the game. He is the one who tosses the ball up for thecenter jump at the start of the game and each overtime period. He duties range frominspecting and approving all equipment before the game's starting time to approving thefinal score. In between, the referee is responsible for the notification of each team threeminutes before each half is to begin and deciding matters of disagreement among theofficials. The referee has the power to make decisions on any point not specifically coveredin the rules and even to forfeit the game if necessary.

OFFICIALS CONDUCT GAME

During actual play, there is no practical difference between the referee and umpire(s). Theyare equally responsible for the conduct of the game; and, because of the speed of play,their duties are dictated essentially by their respective positions on the court from momentto moment. For this reason, the rules specify that no official has the authority to questiondecisions made by another official. The officials' control, which begins 30 minutes beforestarting time for men and 15 minutes for women and concludes with the referee's approvalof the final score, includes the power to eject from the court any player, coach or teamfollower who is guilty of flagrant unsporting conduct. When the referee leaves the confinesof the playing area at the end of the game, the score is final and may not be changed.

As we pointed out earlier, jump balls occur only at the start of the game and all overtimes;but officials still must concentrate upon throwing the ball up straight. At other times, play

resumes with a throw-in. The team that fails to get the ball after the first center jump willbegin the alternating process.

OFFICIALS' SIGNALSWhen a foul occurs, the official is required by the rules to (a) signal the timer to stop theclock, (b) designate the offender to the scorer and © use his or her fingers to indicate thenumber of free throws. When a team is entitled to a throw-in, an official must (a) signalwhat caused the ball to become dead, (b) indicate the throw-in spot (except after a goal)and (c) designate the team entitled to the throw-in.

DUTIES OF SCORERS AND TIMERSScorers must (a) record, in numerical order, names and numbers of all players, (b) record

field goals made and free throws made and missed, (c) keep a running summary of pointsscored, (d) record fouls called on each player and notify officials when a player-disqualification or bonus-free-throw situation arises, (e) record timeouts and report when ateam' s allotted number has been used, and (f) record when a squad member has beenejected for fighting. It is the game-clock and shot-clock operators' responsibility to keepeveryone abreast of key factors while carrying out the timing regulations.

Source: http://www.hoopsvibe.com/basketball-training/articles/79171-basketball-rules-officials--their-duties

http://www.hoopsvibe.com/basketball-training/articles/79171-basketball-rules-officials--their-dutieshttp://www.hoopsvibe.com/basketball-training/articles/79171-basketball-rules-officials--their-dutieshttp://www.hoopsvibe.com/basketball-training/articles/79171-basketball-rules-officials--their-duties


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Glossary of Term s:

Air pass -a pass that travels between players without hitting the floor.

Ass is t - a pass that subsequently results in a goal being scored.

Back Cour t - the defensive zone for each team.

Back Pedal- a dynamic stretching exercise which is executed by running backwardwherein the heels are almost touching the buttocks.

Bounce pass- a kind of pass in Basketball wherein the ball is thrown to the floor so thatit bounces to the intended receiver.

Carioca -a dynamic stretching exercise which is the same with that of grapevine step indancing. It is executed through a step sideward followed by a cross-step in front, step

sideward and cross-step in rear. It may be done repeatedly. The difference with that ofgrapevine is that it is executed with a bounce to achieve the stretching effect.

Chest pass -a pass that originates from the chest to the receiver’s chest level.

Defensive Play -a type of play in team sports particularly in basketball wherein the teamaims at preventing the opponents from shooting the ball or gaining possession of theball.

Defensive rebound - a rebound caught by defenders.

Double Team - when two defenders mark one attacker, usually their best player.

Dribbl ing- a Basketball basic skill that allows you to move around the court while you’rein possession of the ball. It is a legal method that allows you to advance with the balland make a score as opposed to that of passing it to a teammate to shoot it for thebasket. This move involves bouncing the ball off the floor with your hands as you coverthe floor.

Drive- an attacking move at full speed.

Dunk Shot - a spectacular scoring maneuver when a player jumps high, reaches abovethe ring, and stuffs the ball down through the hoop.

Foul- an infraction or violation of the rules of a game.

Goal-Tending- an illegal play in which a player deflects a ball that is on the downwardpath to the basket or that is already on the rim of the basket, carrying the penalty of anautomatic score when committed by the defense or nullifying the field goal whencommitted by the offense.High Knees- a dynamic stretching exercise which is executed by running forward, liftingthe knees until the upper leg is parallel to the ground, toes pointed downward.


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Misconduct - an unbecoming behavior of a player contributing to the disturbance orunusual flow of a game.

Offensiv e Play -a type of play in team sports particularly in basketball wherein the team

plays in possession of the ball aiming at earning points through shooting.

Overhead p ass- a pass that originates from the forehead. With this pass, a im for yourteammate's chin, don’t bring the ball behind your head, because it can get stolen and ittakes a split-second longer to throw the pass.

Passing- Basketball is a team game. By definition, that means all players are involvedwith the process of playing the game and should function as one. One of the primaryskills created to accomplish this, is passing. It is a skill that maximizes the involvementof all player in setting up a play to earn successful shots and earn points for the wholeteam.

Rebounding - one of the major aspects of the game. It is your ability to jump withpower to gain possession of the ball as it bounces to the rim after a failed shotbefore it touches the floor. Just how important is rebounding? Whenever you grab arebound, your team gains a chance to shoot again while the other teamactually loses it.

Referee -the term used to refer to the officiating official in Basketball.

Running- one of the most basic skills that a basketball player should possess. Becausein this sport, speed defines the best. Whether you’re on the offensive or defensive sideof the game, you always have to run in any way possible.

Shoot ing- this is the act o throwing the ball with an intention of getting into the ring orbasket to earn points. An offensive skill that every basketball player should master towin a game Though it is the most practiced skill in the game, players should spend agood deal of their practice time on shooting drills to improve their skill level.

Shuff le -a dynamic stretching exercise which is also called galop. A combination of stepand cut (displace) in one count. It may be done forward, backward and most commonlysideward with one foot always leading.

Warm-Up Exerc ises -these are exercises which are composed of static and dynamicmovements intended to gradually increase heart rate at the same time prepare andcondition the body to more strenuous physical activities thereby preventing injuries fromhappening.


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Web Sources:

www.youth-baketball-tips.com/how-to-shoot-a-basketball.html

www.youth-baketball-tips.com/how-to-dribble-a-basketball.html

www.youth-baketball-tips.com/how-to-rebound-a-basketball.html www.buzzle.com/articles/how-to-dribble-a-basketball.html

www.buzzle.com/articles/how-to-pass-a-basketball.html

www.buzzle.com/articles/how-to-shoot-a-basketball.html

www.buzzle.com/articles/how-to-run-a-basketball.html

www.wikihow.com/Become-a-better-Basketball-Shooter

http://www.youtube.com/watch?v=YIHjdVteO2A&feature=relmfu

http://www.youtube.com/watch?v=ZNM8e4qReno

http://www.youtube.com/watch?v=3JS9e06FjmI

http://www.youtube.com/watch?v=QIxrXFHfGMc
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