basketball

BASKETBALL
BASKETBALL JONES
CURRICULUM LINKS
YEARS 3–6
CSF Levels 3–4
Key Learning Area
• Health and Physical Education
Outcome code
• HPMP0301
• HPMP0302
• HPMP0401
• HPMP0402
OBJECTIVES
On completion of this activity
students will be able to
• describe the basic rules of travel
and double dribble in Basketball
• demonstrate dribbling and
passing skills
• perform dribbling and passing
skills in a minor game situation
• apply the rules of travel and
double dribble to their own
performances.
DURATION
80 minutes
RESOURCES
• at least one basketball between
two students
• witches hats or plastic marker
cones to designate areas
REFERENCES
Victorian Curriculum and
Assessment Authority, 2005,
Victorian Essential Learning
Standards, State Government of
Victoria, http://vels.vcaa.vic.edu.au
Victorian Curriculum and
Assessment Authority, 2004
CSF II CD-ROM
State Government of Victoria
http://csf.vcaa.vic.edu.au/
INTRODUCTION
Students learn the basic skills of passing and dribbling a
basketball and identify and practise rules associated with these
skills.
PRIOR LEARNING
Before undertaking this activity, students should already have
ability to catch, ball bounce and dodge.
Previous basketball experience would be an advantage.
ACTIVITY
Warm-up
• Play a game of zig-zag relay. Organise students into teams.
Place four witches hats in a zig-zag pattern between the ends.
Students touch the top of each cone as they run to the other
end.
• Body wraps with ball – pass ball around body
• Tap ball between fingers above head (CSF 4)
• Wrap (pass) ball around leg
• Dribble ball on dominant side of body, for example, if righthanded
use right hand
• Dribble ball on non dominant side of body
• Dribble ball around partner’s body (CSF 3)
• Dribble ball around legs in a figure eight (CSF 4)
• Discussion of double dribble rule – use of one hand
Class activity
• Students line up at end of court. In groups of six, jog length
of court and astride stop at four designated spots (or on
whistle).
• As above, but students jump stop (two feet together) at four
designated spots on court (or on whistle).
• Discussion of travel rule – why do we have rules (CSF 4)?
• Game of ‘keepings off’ with emphasis on footwork and travel
rule.
• Dribble work
o
o
o
In pairs, students sit opposite each other on the ground.
One partner dribbles ball. Other partner holds up fingers
so that the fingers add up to a score between 1 and 10.
The dribbling partner verbally confirms to other partner
the number of fingers held up, while continuing to
dribble the ball.
• Students sit down and dribble on one side of body. On whistle
they must continue the dribble and move to knees, on next
whistle they move to a standing position, on next whistle the
ball is switched to opposite side and the procedure continues
in reverse until the student is sitting down again (CSF 4).
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BASKETBALL
BASKETBALL JONES
• Game of dribble tag
All students have a basketball. In a restricted area ½ to ¾ of
the students dribble and try to hit the other students’
basketballs away while maintaining control of their own. If a
student loses control of their ball they hand the ball to the
next student in line outside the court. The student, having
passed the ball to the next student, joins the end of the line.
Class discussion
• What skills are important in the game Basketball (move
quickly, jump, shoot, stay close to your opposition player)?
• What fitness skills would you need to play basketball well?
• Why? (CSF 3)
TEACHING NOTES
• Footwork skills can be learned initially by shadowing teacher
before going into line drills.
• In dribbling drills concentrate on fingertip control. Encourage
older students to take eyes off ball.
• In line drills use cones to divide court into three (foul line,
centre line, foul line). Do not have students doing drills on
end line (near walls), as they may not be able to control
momentum.
ASSESSMENT
• Develop a criteria checklist for evaluating students ability to
perform a dribble (consideration need to be given to order of
introduction and mastery of skills when assessing):
o
o
o
o
o
eyes directed forward throughout the bounce
ball contact with fingers of one hand at about hip
height
wrist and elbows bend then straighten to push
the ball
hips and knees slightly flexed during the bounce
ball bounces in front of and to the side of the
body
SUGGESTIONS FOR DEEPER LEARNING
• Revisit SOSE material related to purpose of rules.
• Discuss the different roles people can play in teams and how
that transfers to activities beyond sport.
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BASKETBALL
BASKETBALL JONES
Victorian Essential Learning Standards
Strand: Physical, Personal and Social Learning
Domain: Health and Physical Education
Dimension Level Key elements of standards
Students:
Movement 3 • perform a broad range of complex motor skills
and physical
activity
• demonstrate a wide variety of motor skills and
apply them to basic, sport-specific situations
• create and perform coordinated movement
sequences that contain a variety of motor skills
and movement patterns
• participate regularly in physical activities for the
purpose of improving skill and health, and
identify and describe the components of healthrelated
fitness
• work with others to achieve goals in both
cooperative and competitive sporting and
games situations, understand the concept of fair
play, and respect the roles of officials
• follow safety principles in games and activities
Movement
and physical
activity
4 • perform confidently and efficiently in a range of
movement environments
• refine basic and complex motor skills and apply
these skills in increasingly complex games and
activities
• effectively use strategic thinking and work with
both more- and less- skilled peers to improve
game performance
• maintain regular participation in moderate to
vigorous physical activity and monitor exercise
intensity
Other Standards which could be applied to this activity include:
Physical, Personal and Social Learning
• Personal Learning
- Managing personal learning
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