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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. STARTING BLOCKS © State of Victoria, 2006 2
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 STARTING BLOCKS © State of Victoria, 2006 3
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