Cross-Curricular Community Project: Coaching Basketballamandabjorge.weebly.com/uploads/3/0/1/3/30131037/cross... · 2018. 9. 10. · basketball careers and it is very exciting to

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Cross-Curricular Community Project:

Coaching Basketball

Amanda Bjorge

EDES 340

April 3, 2014

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Contents

Project Proposal……………..………………………………………………………………………3

Project Task List…………………………………………………………………………………….4

Project Time Log…………………………………………………………………………………….5

Basketball Practices:

January 7………………………………………………………………………………….……6

January 13……………………………………………………………………………………..7

January 20……………………………………………………………………………………..8

January 27……………………………………………………………………………………..9

February 3…………………………………………………………………………………..10

February 10………………………………………………………………………………...11

February 24………………………………………………………………………………...12

Individual Reflection……………………………………………………………………………13

Individual Project Assessment……………………………………………………………..16

Reference Letter…………………………………………………………………………………..17

Team Pictures………………………………………………………………………………………18

Basketball Introduction Letter & Consent Form…………………………………..22

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Project Proposal Name: Amanda Bjorge

Project Title: Coaching Jr. Girls Basketball at Fox Run Middle School in Sylvan Lake

Proposal Criteria Project specifics

Inquiry question: Indicate in question format, the need or problem your project will address.

How can I develop my basketball coaching ability and build relationships with this junior high girls’ basketball team?

Description: In 2-3 sentences, explain what your project entails. Briefly describe what you plan to do. Indicate who, what, where and when as best as you can.

This project entails coaching the junior girls’ basketball team at Fox Run Middle School in Sylvan Lake. This team is made up of rookies so the season will be focused on teaching basic basketball skills and having fun! Practice is on Mondays and games are on Tuesdays starting at 3:30pm.

Rationale: Why is this project important? How does it connect to the Middle Years program, your future teaching career, and/or a curriculum area?

This project is important because I will be working with middle years students. Although this is an extra-curricular sport for the students, I will be teaching basic basketball skills very similarly to that of a Physical Education class. During my teaching career I would love to coach basketball as it is one of my passions therefore, it makes much sense for me to do so now!

Outcomes: What do you hope to learn from completing this project? What do you hope others will learn through this project? What curriculum outcomes (if any) does your project address?

Upon completing this project, I hope to have impacted the lives of my team in a positive way. These girls are at the very beginning of their basketball careers and it is very exciting to be one of their first coaches. I hope to improve my coaching ability and build relationships with these young ladies. My project addresses curriculum outcomes under the Physical Education Programs of Study. (A8-1, A8-2, A8-3, A8-4, A8-5, A8-6, A8-10, A8-11, A8-13, B8-6, B8-7, B8-8, C8-3, C8-4, C8-5, C8-6, D8-1, D8-3, D8-4)

Resources: What resources will be needed to complete your project? How will you access them? Consider: print, media, community, financial, human, etc.

Resources that I will need to complete my project will include Mrs. McKinlay (the other coach of this team), warm up and cool down games, cooperative and interactive basketball games, brief written out plans for the progression of the practice, and my own time and finances to get to and from games and practices in Sylvan Lake and Red Deer.

Timelines: Identify the major tasks and approximate dates these would need to be completed by. A calendar can be helpful. Begin with the end in mind! (ie – work backward!)

I begin coaching on January 7, 2014 and the team’s final game will be on February 25, 2014. Each and every practice and game is a major task when coaching a team. Since there are so few practices and games in a junior girls’ basketball season, it is so important to make everything count!

Assessment: How will you measure your success? What criteria or methods will be used to evaluate this project? Who else can provide feedback? How will you justify the mark out of 20 you will give yourself?

My success will be measured through oral feedback from Mrs. McKinlay. I will collect feedback from my team using a “Smiley Face Analysis”. Once I have received this feedback, I will have a conversation with Mrs. McKinlay about the mark that we both think that I should receive out of 20 for my time coaching this team.

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Project Task List Name: Amanda Bjorge


Description of Task Start by: Done by: Approx. Time

needed

Planning for Practice 0.25 hours

Jan. 7 - Basketball Practice 3:30pm 5:00pm 1.5 hours


Jan. 13 - Basketball Practice 3:30pm 5:00pm 1.5 hours

Jan. 14 – Basketball Game 3:30pm 5:00pm 1.5 hours


Jan. 20 – Basketball Practice 3:30pm 5:00pm 1.5 hours



Jan. 27 – Basketball Practice 3:30pm 5:00pm 1.5 hours



Feb. 3 – Basketball Practice 3:30pm 5:00pm 1.5 hours

Feb. 4 – Basketball Game 3:30pm 5:00pm 1.5 hours








TOTAL ESTIMATION OF TIME = 22.75 Hours

Rationale: Before each practice, I would spend approximately 15 minutes planning. The planning took place sometime during the day before practice so that it was fresh in my mind for practice the following day. Since this team was a beginner junior high basketball team, they did not have tournaments. There were only practices on Monday evenings and games on Tuesday evenings.

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Project Time Log Name: Amanda Bjorge


Date Description of activity Time spent

(hours) Jan. 6 Planning 0.25 hours Jan. 7 Basketball Practice 1.5 hours Jan. 12 Planning 0.25 hours Jan. 13 Basketball Practice 1.5 hours Jan. 14 Basketball Game 1.5 hours Jan. 19 Planning 0.25 hours Jan. 20 Basketball Practice 1.5 hours Jan. 21 Basketball Game 1.5 hours Jan. 26 Planning 0.25 hours Jan. 27 Basketball Practice 1.5 hours Jan. 28 Basketball Game 1.5 hours Feb. 2 Planning 0.25 hours Feb. 3 Basketball Practice 1.5 hours Feb. 4 Basketball Game 1.5 hours Feb. 9 Planning 0.25 hours Feb. 10 Basketball Practice 1.5 hours Feb. 11 Basketball Game 1.5 hours Feb. 18 Basketball Game 1.5 hours Feb. 23 Planning 0.25 hours Feb. 24 Basketball Practice 1.5 hours Feb. 25 Basketball Game 1.5 hours TOTAL: 22.75 hours

*This time log does not include my transportation time to and from events.

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Basketball Practice Date: January 7, 2014

Activities Benefits Health Cooperation Do It Daily…For Life

Equipment List: Basketballs Pylons Pinnies

Time 3:30

Warm Up Practice Begins

2 fast laps around the gym 2 laps around the gym dribbling the basketball with right hand, left arm up to guard the

ball 2 laps around the gym dribbling the basketball with left hand, right arm up to guard the

ball 1 lap around the gym, walking Sit in a large circle for stretches

Time

Activities Play a game

Pac Man All of the players choose a line around the gym to stand on. One player will be called the PAC man and they will move only on the different lines in the gym attempting to tag other players. When someone gets tagged by the PAC man they then become the PAC man attempting to tag other players. As the new PAC man they are unable to retag the last PAC man who tagged them. The students can be asked to move in different locomotor movements. Examples would be running, walking, sprinting, high knees, butt kicks, hopping, skipping, slide shuffles, or crab walks. If the game is moving too slowly and not enough students are involved, more PAC man taggers can be added.

Passing Drills Dribbling Drills – around pylons Lay-up Drills Shooting Drills Wind Sprints (Lines) Defense & Offense Drills

Time 4:30 5:00

Closure/Cool Down A game of scrimmage Clean up equipment and close up the gymnasium

Comments It was a great first practice! I got to know a few of the girls’ names. We worked mainly on passing techniques and played a game of Pac Man!

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Time 3:30





Time


Numbers Each player has a ball and they are to dribble around the gym inside the basketball court. The teacher will yell a number and the students have to get into groups that contain the number of people that the teacher called. They must continue dribbling the whole time and are not allowed to carry their ball at any point. The last players to form their group or who are not in a group are eliminated and go to the outside of the basketball court. Here they will continue dribbling their ball. The game will continue until there is one group remaining, when the teacher decides to start the game over or when they decide to end the game.

Passing Drills Dribbling Drills – around pylons Lay-up Drills Shooting Drills Wind Sprints (Lines) Defense & Offense Drills

Time 4:30 5:00


Comments I led practice by myself tonight! It went really well. We worked on lay-ups and defense mainly. We definitely need to improve general basketball skills and work on being aggressive in a game.

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Time 3:30


5 fast laps around the gym dribbling the basketball with right hand, left arm up to guard the ball

1 lap around the gym, walking Sit in a large circle for stretches and discussion about last Tuesday’s game

Time


Diminishing Area (Be aggressive) Players will be dribbling the basketball around the gym with their right hand. The “area” is the whole gym to begin with. The object of the game is to knock the ball away from someone else’s hand and prevent them from dribbling. As the game goes on, the “area” becomes smaller: full gym, half gym, quarter gym, etc.

Lay-up Drills Shooting Drills & Shooting Technique Defense & Offense Drills (Be aggressive – Want the ball more than anyone else on the court!) Rebounding Drill

Time 4:30 5:00


Comments Before we even started practice tonight, we talked about our first basketball game on the previous Tuesday. Without any assistance, the team knew what skills they needed to improve on. It is excellent when they see their own areas of improvement because then they can strive to grow in those areas. We mainly worked on defensive, offensive, and rebounding drills at practice tonight. One of our main goals, as coaches, is to foster a want in the team to get the ball and to be aggressive. Another huge part of our coaching is to ensure that they use proper basketball techniques (ex: shooting techniques).

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Time 3:30




ball Sit in a large circle for stretches

Time

Activities Dribbling Drills – around pylons Lay-up Drills Shooting Drills Defense & Offense Drills

Time 4:30 5:00


Comments We worked on dribbling around pylons and lots of defensive drills. We talked more about specific basketball rules and how we need to be more aggressive and want the ball more than the other team.

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Basketball Practice Date: February 3, 2014



Time 3:30


5 fast laps around the gym, dribbling the basketball with their dominant hand Sit in a large circle for stretches Discuss “preparedness” for games and practices

Time

Activities Play of game

Diminishing Area (Be aggressive) Players will be dribbling the basketball around the gym with their right hand. The “area” is the whole gym to begin with. The object of the game is to knock the ball away from someone else’s hand and prevent them from dribbling. As the game goes on, the “area” becomes smaller: full gym, half gym, quarter gym, etc.

Passing Drills Bounce passes, chest passes, both

Rebounding Drills Lay-up Drills Shooting Drills Defense & Offense Drills Fire Drill

Time 4:30 5:00


Comments I led practice by myself tonight. We worked on a wide variety of skills. Everything from passing to dribbling to layups. It was extremely productive and I love to see the team improving in their skills and really getting into the game of basketball! When I present a drill or activity to the girls, I make sure that I explain the purpose of it and how it will carry through their basketball career.

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Time 3:30


2 fast laps around the gym 3 laps around the gym dribbling the basketball with left hand, right arm up to guard the


Time

Activities Play of game

Memory Chain Different poses will be performed on the line when the students stop on the line. Examples of poses would be a one foot balance, a back pivot, or triple threat position. The coach will first call out "chicken" and the coach will the call out "ham" when the students are part way there. This helps the students to learn signals because often times a play will be stimulated by a particular action. This also helps the students make quick decisions and helps work on the students’ concentration. The students will spread out along an outside court line. Every player has a ball and the first player will dribble a pylon and do a particular action. Example would be ball around waist, figure eight, ball between the legs, or form shooting. The next player will go to the second pylon and demonstrate a new task. Each player after must recall what action the player did in front of them. This helps students to pay attention to what is happening and shows them that when they are on the baseline they still need to be watch what is going on.

Lay-up Drills Shooting Drills Rebounding Drills Defense Drills Fire Drill

Time 4:30 5:00


Comments Practice went very well tonight. The girls are really picking up on the basic basketball skills needed to play the game and I can see their passion for the game growing. One of the hardest things to teach is doing things that are against our human nature such as following your shot once it leaves your hand, rebounding, and to be aware of every one of your teammates on the court.

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Time 3:30





Time

Activities Play of game Passing Drills Dribbling Drills – around pylons Lay-up Drills Shooting Drills Wind Sprints (Lines) Defense & Offense Drills

Time 4:30 5:00

Closure/Cool Down A game of scrimmage Clean up equipment and close up the gymnasium Have each team member complete a Smiley Face Analysis and rate me as their coach!

Comments This was our final practice. I am so happy with all of the skills that this team has acquired throughout this short season. They are definitely ready for basketball next year and I know that all of them will be great players.

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Individual Reflection on Service Learning Project

How can I develop my basketball coaching ability and build relationships with this junior

high girls’ basketball team? This was my inquiry question right from the beginning of my service

learning project. Throughout my reflection, I am going to reflect on the whole experience and

explore the extent to which I have answered this question.

I have coached basketball once previous to this experience. In my Grade 12 year of high

school, I coached the junior high boys’ basketball team. Knowing what that experience felt like and

the impact it had on me, as a future teacher, helped fuel my passion to do it all over again! What did

I learn? I learnt that there is a huge difference between coaching boys and coaching girls’

basketball. They each take and respond to feedback in a very different and unique way. I learnt

more about my ability to coach than I even realized I had. Even though I have done a similar service

learning project to this once before, the athletes I worked with already had all of their basic

basketball skills and had been playing the game for a few years. This team was brand new! The

vast majority of them have never played basketball out of physical education class, let alone in a

more competitive setting. I thought that it would be simpler to coach a team with almost no

experience with the game but I actually found it much more challenging. There is so much skill,

strategy and passion within the game of basketball and it becomes overwhelming for players if you

feed them too much information at once. This was the hard part for me; feeding the team

consistent amounts of information, both from experience and research. It caused me to evaluate

myself as a coach before each and every practice. I wanted every experience for the team to be

useful, practical and a contribution to their development and passion for the game. These are the

main things that I feel I have learnt through coaching this team.

How were the principles of active and interactive learning present during my project?

Active and interactive learning was my project! During a practices and games, demonstrations and

instructions would be given as quickly as possible so the active and interactive learning could

begin! Since it is a sport, it makes sense that everything is taught and learnt by doing. There were

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times when skills needed to be practiced and emphasized independently. There were times when

skills needed to be practiced and emphasized interactively. Having one or more partners to

practice skills is almost always the case. Together, teammates can give each other advice and can

improve their skills together. By learning this way, relationships form between the team and the

coaches. For this service learning project, everything was active and interactive, right from the

skills to the games to the relationships formed.

How were the pre-determined curriculum outcomes addressed during my service learning

project? The specified curriculum outcomes center around locomotor skills, nonlocomotor skills,

the use of manipulatives (mainly basketballs), a variety of basic game skills, communication, fair

play, leadership, fellowship, and staying active as a life skill. Much like teaching a physical

education class, all of these outcomes were addressed through practice and game situations. The

success of each outcome could be seen when a player successfully demonstrated the skills. As a

coach, this is a very proud moment!

Was there anything that confirming or surprised me about my feedback? Throughout the

season, the relationships I built with my team confirmed my love for coaching. I am so passionate

about passing on my knowledge and passion for the game of basketball and it confirms my purpose

when my team shares the same feelings. When I received my feedback from the girls on the team

and Mrs. Debbie McKinlay, I was floored. I was not dedicating my time to this team for any special

kind of recognition, but the feedback they gave me was amazing. Having it written down, black and

white, on paper, that they thought I was an awesome coach and 100% of my team rated me as high

as possible on their Smiley Face Analysis. The reference letter that I received from Mrs. Debbie

McKinlay was a shining moment for me as a coach. I dedicate myself fully to everything that I do

and it was great to see that she recognized and appreciated that about me. Yet another extremely

proud moment as a coach!

What were the challenges of completing my project? Time seems to be the biggest

challenge and constraint for me. Often, it was very difficult to get from Red Deer College to Fox Run

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Middle School in Sylvan Lake with the schedule that I had. I needed to leave class a bit early to

make it to practices and games right on time. Although it was a bit stressful at times, it was well

worth it and made me all the better at managing every minute of my day.

How did my project benefit middle years students and teachers? Originally, I heard about

the coaching position open while I was in my third year practicum at Fox Run Middle School. This

is how I found out that there was a need for another coach for the junior high girls. I volunteered

myself for the job! In this way, I was a benefit to the teachers of the school who did not have time to

take the position as well as the teacher whom I coached with, Mrs. Debbie McKinlay. I believe that I

benefited the students, team, through my knowledge of the game and hopefully through the

relationship that I built with them throughout the season. In these ways, my project was a benefit

to both middle years students and teachers.

How would I use this project as a teacher? As a teacher, I would love to coach basketball for

any team, at any school. The game of basketball is something that I am very passionate about;

therefore, it is not a job for me to pass on my knowledge in this way. This project added to my

personal skills as a coach and a teacher and the whole experience will continue to benefit me

throughout my career.

To wrap-up my reflection, I would like to say that I thoroughly enjoyed my service learning

project. I learnt so much from my team and with my team. I wish that our season could have been

longer! I believe that the content within this reflection fully addresses the original inquiry question

for the project: How can I develop my basketball coaching ability and build relationships with this

junior high girls’ basketball team?

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Pre-determined Assessment Pieces from the ‘Project Proposal’ (page 3):

My success will be measured through oral feedback from Mrs. Debbie McKinlay. I will collect feedback from my team using a “Smiley Face Analysis”. Once I have received this feedback, I will have a conversation with Mrs. Debbie McKinlay about the mark that we both think that I should

receive out of 20 for my time coaching this team.

Smiley Face Analysis from the team:

I asked each member of my team to fill out one of these “Smiley Face Analysis” – every single team member filled in or checked off the green happy face!

Mark out of 20 from my conversation with Mrs. Debbie McKinlay:

“You were fabulous with the girls; I don’t see any reason why you wouldn’t get 20 out of 20.”

Overall mark out of 20:

According to the Smiley Face Analysis and feedback from my conversation with Mrs. Debbie McKinlay, my overall mark is 20/20 for this portion of my service learning project.

Rate me as your coach!

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March 13th, 2014

To Whom it May Concern:

This letter of recommendation is written for Amanda Bjorge with much pleasure

because of the potential I feel Amanda has and the positive effect I feel she can have on athletes and students.

I’ve coached girls basketball at the junior high school level for 5 years, and this year I had the opportunity to work closely with Amanda, and a great group of

middle school girls. I observed Amanda’s coaching styles, and her interactions with our team.

Amanda worked with the entire team on basic basketball skills. She did a fantastic

job of working with each player to help them improve. Her positive attitude helped to set the tone for our team. All of the athletes respected her. Amanda was incredibly reliable. On days when I had to attend meetings, Amanda stepped in and

ran practices on her own. She often rearranged her own schedule to ensure that she made it to games and practices. Her commitment to the girls and the team was

appreciated!

During our many conversations in the gym, Amanda has shown me her love for basketball, education and the development of young athletes. She knows the

meaning of hard work, dedication and discipline and demonstrated these strong qualities. She is confident and will be successful wherever she chooses to go. I give Amanda my highest recommendation for she is an incredible coach and individual.

Sincerely,

Debbie McKinlay

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Team Pictures

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Documents

Cross-Curricular Community Project: Coaching Basketballamandabjorge.weebly.com/uploads/3/0/1/3/30131037/cross... · 2018. 9. 10. · basketball careers and it is very exciting to