Basketball (8th 9th)

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    Basketball

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    KIN 4017

    TEACHING LAB 3

    UNIT PLAN: PEAC Basketball

    Teacher: Justin Walker and Jon White

    School: University of Wyoming

    Grade: Undergraduate

    Date: Fall 2006 (13-50 minute lessons)

    Unit: Basketball

    CONTENT

    a. Skill Theme(s)/Activity(s): Invasion Game: Basketball

    b. Fitness Concept: Cardiovascular Endurance, Flexibility,

    Body Composition, Muscular Strength & Endurance

    c. Personal & Social Responsibility: Follow rules & procedures,

    exhibit social responsibility in the gymnasium, abide by game

    play rules and etiquette

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    A. Instructional Setting

    1. Learners: a. Grade: Undergraduateb. Age: Various

    c. Number: 26

    d. Gym Clothing: gym clothes, tennis shoese. # & Length of Lessons: 13-50 minute lessons

    2. Facilities: Corbett gymnasium 2 full basketball courts

    3. Equipment: 6 chairs, 26 basketballs, 16 cones, floor tape

    4. Materials: Goal setting sheets, fitness testing record sheets, weekly journals, targetheart rate, misc. assignment sheets, quizzes, folders

    B. Initial Skill Ability & Knowledge of Learners

    Skill Theme: Basketball

    In the tactical approach, students are placed in modified game situationsimmediately (Griffin, Mitchell, & Oslin, 1997). The offensive and defensive movement is the

    primary focus of instruction, because it is gamelike and ensures maximum participation. The

    tactical complexity of the game increases as students progress. New skills are taught afterstudents have seen the necessity of these skills for solving tactical problems presented by the

    game. Students will demonstrate the basic fundamentals of dribbling, catching, passing, and

    movement.

    Fitness Concept:Flexibility, Muscular Strength & Endurance, Cardiovascular Endurance, &Body Composition

    The university students received formal instruction in fitness concepts the weekeach fitness test is administered. Therefore, I am using the Physical Fitness Concept Chart

    (Byra, Coulon, Ernst, Jenkins, & McCullick, 1995, p. 12) to guide me in my planning. Those

    tasks listed under grades 5-6 (# 35, 36, 39, 41, 43) that relate to flexibility, muscular strengthand endurance, cardiovascular endurance, and body composition will be employed.

    In the past, PEAC 1001 pre-test scores have shown that most students have not, as a

    result of their high school physical education experience, learned about the fitness concepts

    above. The students, therefore, will be at various levels and experience. (Parker 2004)

    C. Content Standards

    CONTENT STANDARD 1 Movement

    Students demonstrate competency in movement forms and apply movement concepts and

    principles to the learning and development of motor skills.

    Benchmark 1 Students demonstrate movement skills, as they would be employed in

    regulation team activities and lifetime activities (Basketballl).

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    Benchmark 2 Students demonstrate an understanding of critical skill cues of skills

    employed in regulation team activities and lifetime activities (basketball)

    Benchmark 3 Students demonstrate an understanding ofrules and strategies inregulation team and lifetime activities (basketball).

    CONTENT STANDARD 2 Fitness

    Students demonstrate fitness literacy and behaviors associated with it.

    Benchmark 1 Students demonstrate an understanding of personal fitness and their

    personal fitness status.

    Benchmark 2 Students demonstrate an understanding of health and fitness benefitsderived from various physical activities.

    Benchmark 4 Students participate in a variety of physical activities that will enhance

    health-related physical fitness.

    CONTENT STANDARD 3 Personal and Social Behavior

    Students demonstrate personal and social responsibility, understand the benefits of physical

    activity, and respect diversity among people in physical activity settings.

    Benchmark 1 Students apply safety principles and follow etiquette in physical activity

    settings (volleyball).

    Benchmark 2 Students demonstrate sportsmanship, cooperation, and teamwork in

    physical activity settings.

    Benchmark 4 Students demonstrate understanding that physical activity provides

    opportunities for enjoyment, challenge, self-expression, and social interaction.

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    Task Analysis for 13 Basketball lessons

    Unit Goal: At the end of this instructional unit students will be able to:1. Play a 5v5 full court basketball game

    2. Demonstrate the proper skill cues for the jump shot3. Demonstrate the proper tactics for creating space in a 5v5 game4. Demonstrate the proper tactics for maintaining possession5. Demonstrate the proper tactics for defending space (On the line up the line)6. Demonstrate and identify proper etiquette for basketball7. Demonstrate a 5 man motion offense.

    Psychomotor

    TSW at the beginningend of each lessonaccurately identify owlevel of socialresponsibility accordiHellisons levels syste

    TSW recognize and identifyskill cues for jump shot TSW consistently adhsafety principles.

    L4: Answercorrectly all 8

    Basketball Quizquestions

    L1-6: Accurately

    Tap In/Tap Out

    L1-6: Adhere tjump rope safe

    L1-6: Self assess on dailybehavior/safety focus

    L6: Complete E

    Ticket

    TSW engage in the sporteducation model withintheir team

    TSW consistently adhere toclass rolls and safety principles

    Cognitive Affective/Social

    TSW L11: developa 5 man motion

    offense

    L8: Answercorrectly all

    Basketball tacticsquestions

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    5v5 final tournament

    5v5 ladder tournament

    5v5 full court

    Psychomotor

    5v5 motion offense

    5- man motion offense

    5v5 ladder tournament

    3v3 on the line up the line

    On the line up the line

    3v3 ladder tournament

    1v1 defense

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    Defensive stance and movement

    v-cut/spacing

    V-cut 4v4 half

    court

    3v3 ladder tourniment

    5v5 full court

    1v1 half court attacking

    the goal

    Full court lay-ups

    Stutter step, North/South Attacking

    drill

    3v2 v-cut half courtgame

    3v2 full court game

    2v2 half court

    tourniment

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    Left foot, single bounce, forward2 foot, single bounce, forward2 foot, double bounce, backward2 foot, double bounce, forward

    Right foot, single bounce, forwardLeft foot, single bounce, backward2 foot, single bounce, backwardRight foot, single bounce, backward

    Screening 3v3

    Screening

    3v3 possession game

    4v4 full court possession game

    4v4 passing lanes

    Michael Jordan Shot Challenge

    3v2 Passing Lanes

    3v2 half court game(passing lanes)

    3v2 half court game(passing lanes)

    4v4 full court possession game

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    Left foot, single bounce, forward2 foot, single bounce, forward2 foot, double bounce, backward2 foot, double bounce, forward

    Right foot, single bounce, forwardLeft foot, single bounce, backward2 foot, single bounce, backwardRight foot, single bounce, backward

    Garbage can jump shot

    Pistol Pete Ball handlingdrills

    3v2 game 2 players on one

    side of the court cant cross

    centerline

    3 man weave

    3v3 game no dribbling

    3v2 game no dribbling

    Skip Man

    3v2 game 2 players on one

    side of the court cant crosscenterline

    Dribble Tag Game

    Dribble Tag Game

    Michael Jordan ShotChallenge

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    Cognitive

    Psychomotor

    Sit and Reach TestPush-ups/sit-ups

    L9: TSW accurately re-assesstheir lower back and hamstring

    flexibility, body composition,cardiovascular fitness, and

    muscular strength & endurance

    L9: TSW will set realistic fitnessgoals based on the post fitness

    testing

    L7: TSW will answer all threefitness quiz questions correctly.

    Fitness Unit Goal: At the end of this instructional unit:1. Identify the four health related fitness components and one assessment for each component

    (Fitness testing)2. Assess your personal fitness status (Body fat, BMI, Blood pressure, pulse rate, abdominal &

    upper body strength/endurance, aerobic fitness, flexibility)

    3. Assess your global and ecological health status (Testwell Inventory & Wellness Screening)

    4. Identify components of and describe the FITT principle.5. Participate in and document physical activity throughout the week (Physical Activity Log)

    6. Identify a wellness goal and complete a journal concerning advancement toward the goal

    (Wellness Journal)

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    Learning Activities:

    Cognitive

    Objective: TSW identify a wellness goal and complete a journal concerning advancement toward the goal

    Task Organization Criteria to move on Teacher/Skill cues

    Wel