St Mary Star of the Sea College PDHPE Year: 8 Unit: Basketball
Outcome Students Learn About: Students Learn To: Learning, Teaching and Assessment Strategies Feedback
4.4 • Types of movement -fundamental -specialised -locomotor -manipulative
• Aspects of movement skill development -body control and awareness -object manipulation and control -anticipating and control -technique
• Influences on skill development and performance - applying skills across
environments - Predicatable and dynamic
•practice and refine
fundamental and specialised
movement skills in predicatable and dynamic learning environments.
•participate in a variety of movement activities to demonstrate and enhance body control, body awareness, object manipulation, anticipation and timing.
• participate in movement activities that demonstrate and reinforce the transfer of skills
Lesson 1 Ball control: Dribbling, passing and catching
Warm Up & skill development: Dribbling and ball handling relays using the full length of the court. Divide class into teams of up to 3, lined up on the baseline. Instruct players to perform a variety of different types of dribbles up and back the court. Begin with jogging and concentrate on ball skills to warm up. Players must perform a ball handling stunt as directed by the teacher at the opposite end of the court before returning to pass to the next team member. As they warm up, encourage them to speed up the relays by awarding points for placings.
Eg: R/L hand dribbling; change of pace; hesitation; cross over; reverse pivot; behind the back.
Ball handling: hand to hand around waist/ knees/ ankle/ head; figure 8 through legs; spider dribbling.
Skill development: Set shots. Describe and demonstrate the correct method of performing a set shot from close to the basket and from either side of it to allow for use of the backboard. Divide class into 4 groups to practice the shot from 4 positions under the 2 baskets (One step in from the low post position). After allowing for practice time, have a competition for the first team to shoot 10 baskets.
Game: Base- ketball (EXACTLY THE SAME RULES AS: ‘GOLDEN CHILD’
RESOURCES: 8 basketballs, 5 markers
Place hand on the ball and push to dribble, don’t slap the ball; hip height dribbling; look forward and use your peripheral vision to see the ball.
Don’t try to go too fast then lose control of the ball: speed Vs accuracy.
4.5
environments - Importance of practice - Safety •Contexts for specialised movement skills -games
•the features of movement
composition -purpose
- responding to stimuli - improvising - planning - sequencing - performing across different movement contexts. • participate safely in movement activities. • demonstrate movement skills through a range of experiences including
basketball.
• participate in a range of movement activities that demonstrate and enhance their ability to improvise movement to solve problems, eg defending or attacking strategies.
Lesson 2: Dribbling, passing, catching and shooting Warm Up: Dribble Tag- In pairs. One ball between 2. The person with the ball is IN, and must dribble the ball with one hand at a time to chase and tag their partner. Once they make a tag they swap roles in the game. Use the full basketball court area for this game.
Skill Development: Passing, catching and set shots Divide class into 4 groups and set up in a corner spry formation in the centre of the court. Number each student. As you call a number the player must run to collect the ball then pass to each team member before dribbling to the nearest basket, jump stop, set shot. Once they score a basket they dribble back to return the ball and join their team.
Use a variety of passes. Describe and demonstrate each one and allow a short time for teams to practice them before making in a competition.
Passes: Chest, shoulder, overhead, bounce, curl. Refer to the teaching resource for skill descriptions.
Game: Base-ketball
Keep the class in the same 4 teams to conduct two games at opposite ends of the court. Smaller teams will allow more activity in the game, Students to referee games while teacher goes between games to supervise.
RESOURCES: 10 markers,4 balls
ASSESSMENT: Teacher judgement of skill performance and development is ongoing throughout the unit. So too is student participation, effort and cooperation. See marking
Beware of other runners- keep spaced to avoid collisions. Eyes up to see where you are going,
peripheral vision to see the ball. Accurate passes- speed Vs accuracy. Deliver a firm pass and follow thru with arms in the direction of receiver. Receiver should put their hands up as a target for the passer.
Same rules apply as last lesson. Class must work cooperatively and fairly to
4.9
• the elements of composition
-space -dynamics -relationships
• personal benefits of participation in physical activity - physical
• Participate in group movement activities which -demonstrate their ability to use space in different movement contexts - Explore
relationships with a partner/ group/ team member, opposition player, equipment.
- Use the elements of composition to create and perform defensive and offensive strategies in games.
• participates in a range of lifelong physical activities to identify and appreciate
guidelines in Appendix.
Lesson 3: Passing and catching on the move; Layups Warm up: Red Rover Cross Over. In this game the 3 selected players that are IN have to dribble a basketball to chase and tag the others as the attempt to cross from one end of the court to the other. As players are tagged they must sit with legs crossed on the place where they were tagged. Game ends when all players have been
tagged. The last three players tagged are IN for the next game.
Stretches.
Skill Development: Layup Shooting
Describe and demonstrate the technique on shooting a layup. Break the skill into sections. Begin with the ball release, then add in one step, then two, then one dribble with a step followed by two steps to release the ball. Once they are capable of doing this, allow them time to practice dribbling in from outside the three point line to do a layup. Ensure they get experience dong the layup from both the left and right hand side of the basket. The more advanced players should be encouraged to shoot from their left hand on the left side of the basket.
( See Appendix A: P 65 for pointers)
RESOURCES:4 basketballs, 8 markers
Dribbler must keep the ball under control; eyes up to see the other players, use peripheral vision to see the ball. Beware of spacing to avoid collisions.
Enter the key at an angle and shoot from the side of the basket. Allow two steps after the last dribble before shooting. Release the ball with a soft shooting action, eyes on the target early.
4.10
- social - emotional - mental - spiritual
• lifelong physical activities -competitive -team -recreational -health and fitness
• health related components of fitness • skill-related components of fitness potential benefits
• participate in competitive and non competitive individual and team physical activities and elevate the degree to which they meet their needs and
interests
•participate in a range of enjoyable activities which elevate heart rate to understand concepts of intensity and time and their
relationship to maintaining health and developing
Lesson 4: Defence
Warm up: Dribble relays using a variety of dribbles as directed by the teacher. Incorporate ball handling or shooting at the opposite end of the court. Start slowly before incorporating a competition to encourage players to increase speed.
Skill Development: Defense
Defensive stance: Describe and demonstrate. Defensive sliding footwork.
Line players up on the baseline. Set out markers in a zig-zag pattern down the court so players have to use
defensive slides to get from one marker to the next. Player must use a Drop Step at each marker to change direction. When Player 1 gets to the first marker the next player begins and so on so the whole group will follow on down one side of the court, then repeat it down the other.
Partner work: Set out a line of markers 5m parallel to the side line. Player 1 must attempt to dribble from one end to the other using a variety of dribbling techniques. Player 2 must use defensive position and footwork to slow the player and force them to turn directions as often as possible.
Game: Divide class into 4 teams to play 2 games of Half Court Basketball. Players must pair off with an opposition
player to play man-on-man defence. Organise an
experienced student to referee one game while teacher
Keep your speed at a level where you can keep the ball under your control.
Stay low with feet wide apart, keep your back upright. Keep weight on the balls of feet, Don’t cross feet over during the defensive slide, use one arm to direct the player and the other to block attempted passes.
Player 1 must protect the ball to prevent P2 stealing it. Player 2 must not foul the dribbler.
4.4 • Types of movement -fundamental -specialised -locomotor -manipulative
fitness.
•participate in physical activities to develop
selected health related
components of fitness.
•Participate in physical activities to develop
selected skill-related
components of fitness eg power, agility,
coordination, balance, reaction time and speed.
•practice and refine
fundamental and specialised
movement skills in predicatable and dynamic learning environments.
referees the other. Swap courts after 5 minutes. RESOURCES: 10 basketballs, 10 markers, whistle Lesson 5: Closing Out and Blocking Out
Warm Up: Divide class into three lines behind the base line. One ball with the centre line players. Three Man Weave passing from one end to the other. Complete 4 times then stretch.
Skill Development: Passing, offense and defence.
Extend on the warm up drill to do a 3-Man weave down the court, but the shooter then becomes the defence player on the way back down the court in a 2-on 1 drill.
Extend this further for the more advanced classes to do a 3-on-2 drill down the court, then the shooter becomes the defensive player to the original 2 players that were at the other end of the court. The other two support players then stay at the opposite end of the court as the next two defensive players.
Skill Development: Closing out, Blocking Out
Describe and demonstrate closing out to put pressure on an offensive player in a shooting position. Describe and demonstrate Blocking out position used to prevent an offensive player making a rebound. (Appendix A p 65) Drill: 2-on-2 Closing out Drill. If a couple in offence score they stay on the court for the next scrimmage.
See Appendix B
RESOURCES: 8 basketballs, whistle
Lesson 6: Skill development & Lead up game
pass it or shoot it.
Pass in front of the runner so they run on to the ball. The ball should always be moving forward.
The defensive player must put pressure on the ball carrier once they get back to the key area. Offensive players must use space to put pressure on the defensive player to make a commitment to one of them, thus leaving the other one free to shoot.
Wide stance, knees bent, arms up to stop the shot. Get close to the shooter. Block out on the basket side of your player, wide low stance.
• Aspects of movement skill development -body control and awareness -object manipulation and control -anticipating and control -technique
• Influences on skill development and performance - applying skills across
environments - Predicatable and dynamic
environments - Importance of practice - Safety •Contexts for specialised movement skills -games
•participate in a variety of movement activities to demonstrate and enhance body control, body awareness, object manipulation, anticipation and timing.
• participate in movement activities that demonstrate and reinforce the transfer of skills across different movement contexts. • participate safely in movement activities. • demonstrate movement skills
Warm up: Partners stand in a double circle one behind the other with the front player holding a ball. On direction from the teacher the front player has to perform a ball handling stunt then pass the ball to the player behind who then has to dribble around the outside of the circle in the direction given by the teacher to return to their partner. First one back to their partner wins. Repeat several times and vary the ball handling stunt and the direction of the dribbling. Partners swap position after each turn.
Skill Revision: Hawks Layup Drill. Class aim to score as many baskets as possible in 3 minutes.
Game: 4-on-4 Continuous Basketball See Appendix B
RESOURCES: 14 Basketballs, 5x4 sets of bibs, whistle
Lesson 7: Skill development and Game
Warm up: Three man weave passing down the court, last player to receive a pass in the key shoots.
Repeat several times until players are warm, then stretch.
Skill development: Revise the 3-on-2; 2-on 1 Drill. Appendix B.
Game: Half court basketball
Divide class into evenly matched teams for playing Half
Accuracy. Keep the ball under control, look ahead to see where you are going. Listen to the teacher’s instructions re. Direction to avoid collisions.
Pass in front of the runner. Speed Vs Accuracy in your layup. Play Man to Man defence. Pick up your player as soon as they enter your half court. Talk to your team players on defence.
Pass in front of the receiver. Soft shot release for the layup.
Offence to use space to put extra pressure on the defence.
Team
4.13
4.14
through a range of experiences including
basketball.
Court basketball. Allocate coloured bibs. Nominate students for referee duties.
RESOURCES: 8 Basketballs; 4 sets coloured bibs, 2 whistles
Lesson 8: Zone Defence
Warm up: “Keep it Alive” Dribble game. Appendix B Stretches
Game: Full Court
Divide class into teams. Allocate bibs. Nominate referees. Two teams to play while others watch. Rotate teams after 10 minutes. Carry our final assessment of skill
development and game play.
RESOURCES: 4 sets of bibs, 14 basketballs, whistle
ASSESSMENT: Assessment is ongoing throughout the unit. See the Marking guidelines.
each other.
Keep the dribble low. Protect ball using your body position.
Work as a team. Communicate with team members in both offence and defence. Play fairly and safely to reduce the risks of injury. Encourage team mates.
Outcome Students Learn About: Students Learn To: Learning, Teaching and Assessment Strategies Feedback
Use Only The Outcome Number Here Align it with the next column
Lesson 1 indicate the lesson number each time you begin a new lesson
ASSESSMENT: provide an example of a type of assessment that may be used
RESOURCES: which resources are necessary for this part of the lesson
This is the Teachers Feedback to the Student During the Lesson or for the assessment
Outcome Students Learn About: Students Learn To: Learning, Teaching and Assessment Strategies Feedback
Use Only The Outcome Number Here Align it with the next column
Lesson 1 indicate the lesson number each time you begin a new lesson
ASSESSMENT: provide an example of a type of assessment that may be used
RESOURCES: which resources are necessary for this part of the lesson
This is the Teachers Feedback to the Student During the Lesson or for the assessment
Outcome Students Learn About: Students Learn To: Learning, Teaching and Assessment Strategies Feedback
Use Only The Outcome Number Here Align it with the next column
Lesson 1 indicate the lesson number each time you begin a new lesson
ASSESSMENT: provide an example of a type of assessment that may be used
RESOURCES: which resources are necessary for this part of the lesson
