Download pdf - Basketball (8th 9th)

7/31/2019 Basketball (8th 9th)

1/41

Basketball

Undergraduate

1

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


2/41

Basketball

Undergraduate

2

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).


3/41

Basketball

Undergraduate

3

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.


4/41

Basketball

Undergraduate

4

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


5/41

Basketball

Undergraduate

5

5v5 final tournament

5v5 ladder tournament

5v5 full court

Psychomotor

5v5 motion offense

5- man motion offense


3v3 on the line up the line

On the line up the line


1v1 defense


6/41

Basketball

Undergraduate

6

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


7/41

Basketball

Undergraduate

7

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


8/41

Basketball

Undergraduate

8

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


9/41

Basketball

Undergraduate

9

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)


10/41

Basketball

Undergraduate

10

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

Wellness Journals Completed individually

Students set a wellness goal and

journal about it throughout theweek

Occurs in L2-L13

Each wellness journal has been turned and completed

in on a weekly basis

Journal should reflect

progress toward meeting

your goal Check for attendance

Give comments or

suggestions

FITT Principle Completed individually

Teachers discuss frequency,

intensity, time and type in class

Students participate in active

listening

Weekly activity log reflect understanding of FITT

principle

Weekly activity log shows

FITT

FITT is explained on initial

activity log

THR Calculation Hand-out completed individually

Students calculate THR in class

and work within that zone for 35

minutes

Individuals check HR periodically during class to

increase (or decrease) intensity to get HR in THR

zone

Assessed periodically

throughout course

Explain perceived exertion

(talk test)

Objective: TSW Participate in and document physical activity throughout the week


Physical Activity Log Completed individually

Students keep record of all PA

throughout the week

Students relate their PA with what

was discussed during lecture for

the week

Occurs in L2-L13

Each activity log has been completed and turned in

on a weekly basis

Turned-in in conjunction

with wellness journal

Check for attendance

Give comments or

suggestions

Objective: TSW Assess his/her global and ecological health status

Objective: TSW Assess his/her personal fitness.


11/41

Basketball

Undergraduate

11


Testwell Inventory Completed individually

Students take computer

questionnaire at the Wellness

Center

Set wellness goals according to

results

Due L3

Front page of testwell is turned in during L3 One point deducted for

every week assignment is

not turned in

Show example of

instructors

Wellness Screening Completed individually

Students participate in wellness

screening at the Wellness Center

Due L3

Students turn in yellow wellness card to verify

participation

One point deducted for

every week assignment is

not turned in

Objective: TSW identify the rules and tactics for 5 on 5 basketball.


Tactics quiz Completed Individually in class

Due L8

Students complete Quiz Complete individually

Rules Quiz Completed as a group in class.

Due L4

Identify rules for basketball Complete as a group

Objective: TSW develop a 5 man motion offense.


Develop a motion

offense Completed as a team in class.

Due L11

Students develop 5 man motion offense Complete as a group


12/41

Basketball

Undergraduate

12


Affective

Objective: TSW accurately participate in team building activities.

Objective: TSW demonstrate proper etiquette and safety on the basketball court.


Goal Setting To be done after fitness testing

Individuals will set their ownwellness goals and keep a

weekly journal

Self assessment of team goals are

congruent with teachers evaluation

Attendance is taken through turning in wellness

journals Discuss some goals that might apply to everyone

Sport Education

Model Students will be divided into

teams by the teacher.

Students will choose designated

roles in their teams.

All students have chosen specific

roles.

Complete role requirements.

Each student should have their own role on the

team


Psychomotor

Objective: TSW accurately pass and catch the ball using two hand overhead, chest pass, bounce pass, and baseball pass.

Objective: TSW accurately participate in team building activities.

Objective: TSW demonstrate proper etiquette and safety on the basketball court.


Goal Setting To be done after fitness testing

Individuals will set their own

wellness goals and keep a

weekly journal

Self assessment of team goals are

congruent with teachers evaluation Attendance is taken through turning in wellness

journals

Discuss some goals that might apply to everyone

Sport Education

Model Students will be divided into

teams by the teacher.

Students will choose designated

roles in their teams.

All students have chosen specific

roles.

Complete role requirements.

Each student should have their own role on the

team


13/41

Basketball

Undergraduate

13


Psychomotor

Objective: TSW accurately pass and catch the ball using two hand overhead, chest pass, bounce pass, and baseball pass.

Task Organization Criteria to move on Teacher/Skill cues3 man weave:

3 players one ball, start out using the chest pass, then

move to bounce pass.

Players on home

court 3 players go

then the next group

goes.

Each group has been

through 4 times

Hands up to make target and receive ball.

Ball carrier only takes 1/1/2 steps

Snap wrists

Hit target in the chest

When should you pass the ball so you dont travel? Do

you throw the ball to the player or do you lead them?

Skip man:

3 players one at the low post the second on the wing

(same side as low post) 3rd player floats from the top

of the 3 point line to opposite side of the floor

receiving the skip pass from opposite wing. Player

receives the pass and takes the shot. Rotation from

opposite wing to low post, low post to passer, passer

to opposite wing. Once each player has been throughtwice, switch passing to baseball pass.

There are 6 players

to each home court.

Passes should be

made from both

sides at the same

time.

Each group has been

through the drill twice.

Step with opposite foot, snap writs, follow through.

What kind of pass should the passer make?

Should the shooter keep his hand down or up when

receiving the pass?

Objective:TSW demonstrate fundamentals in dribbling, jump shot, and free throws.


Pistol Pete Ball Handling drills:

Students spread out in front of the

teacher across the gym in personal

space. Each player has his or her

own ball. Drills will include

circling the ball around your head,

Students spread out in front of the

teacher across the gym in personal

space. Each player has his or her own

ball.

All students have completed the drills. Eyes up

Finger tips on the ball

Quick movement

Where should the ball be on in

your hand?


14/41

Basketball

Undergraduate

14

waist knees and ankles, figure 8

dribbling, spider web, and drop

catch.

Where should you be looking?

Dribble tag: All players playing

against each other. Players must

maintain a continuous dribble

while trying to steal other players

basketball. Start out using the full

court then move to half court then

inside the 3-point line then in the

key. This will depend on howmany players remain in the game.

Students spread out on the full court,

then moving to half court and so on

depending on the number of players

remaining in the game.

Only one player remaining in the game. Focus on players keeping their

eyes up, low stance, finger tips

on the ball, defending ball

with opposite hand.

Why is it important to keep the

ball low?

Where should you keep thedefender?

Garbage can jump Shot:

Players use a garbage can as a

makeshift defender. One partner is

on the wing with the ball and the

garbage can is placed on the

elbow of the free-throw line. The

second player curls around the

trash can and receives the pass

and shoots.

Trashcans at both elbows. Players on

their home court, playing both sides

of the court at the same time.

80% of the students demonstrate the proper

jump shot. 3 point stance

Explode off ankles

Arc on the ball

Snap wrist

Shoulders square to

the basket

Follow-through

If you are turning the corner to

the right, what foot should

plant for your turn?

Michael Jordan Jump shot

challenge:

Players have two positions on the

floor that they must shoot a jump

shot from. There is one rebounder

and one shooter with one player

peer assessing. Every jump shot

made the shooter gets 1 point,

every jump shot missed Michael

gets 2 points. The first player

(either the player or Michael

Jordan) to make it to 8 points

wins.

3 students on their home court with

the court split in half. One floor dot

on the free-throw elbow and the other

on the baseline. One player re-

bounds and passes to the shooter

while one player assesses.

Every student has been assessed 3 point stance

Explode off ankles

Arc on the ball Snap wrist

Shoulders square to

the basket

Follow-through

Free Throw Challenge:

Players practice their free throws.

Each team on their home court

around the free thro line

Every student has shot 6 free throws Eyes on the front of

the rim


15/41

Basketball

Undergraduate

15

Each player shoots two free

throws at a time. The team

receives points for every free

throw made in a row. Team gets

the highest number made in a

row. i.e. if a team makes 6 in a

row and then 5 in a row they get 6

points.

Use legs

Smooth motion

Arc

Follow-through

Objective: TSW maintain possession by create passing lanes by using on the ball skill execution and off the ball movement


Practice task 2v1

2 offensive players and one defender. Offensive

players need to pass the ball and then quickly move to

the open passing lane. Player passing the ball needs to

decide the proper pass.

Players on their

home court

After the offensive

players have

successfully completed

4 passes in a row they

switch

Quickly move to the open passing lane

Use proper pass to partner

Where should you run to after passing the ball?

How do you want to pass the ball to your partner?

Practice Task

3v3 set up

3v3 set-up with offensive positions on the top of the 3-

point line, low post, and baseline wing. Player that

passes the ball must move to create an open position.

Player making the pass must be in 3-point position,

and make the appropriate pass. Players off the ball

must move quickly to the passing lane, using v-cuts,

hands must be up and ready to receive the ball, receive

the ball in the triple threat position. Defenders need tobe playing a warm defense.

3v3 set-up with

offensive positions

on the top of the 3-

point line, low

post, and baseline

wing.

Each team successfully

completes 5 passes in

row two different sets.

Quickly move into appropriate passing lanes.

V-cuts

Passer using appropriate pass

Receiver giving target

3v2 half court practice:

3 offensive players and 2 defensive players on the

court. Offensive players are trying to score by

maintaining possession of the ball for 4 consecutive

passes and then scoring.

Players on their

home court

80% of the students

have demonstrated

proper movement with

maintaining possession

Quickly move to open passing lane

Use proper pass.

3v3 half court possession game

Complete 5 consecutive passes before shooting.

Score 1 point for making the successful pass and 2

points for a basket. No dribbling, pivot rules apply.

Individuals call their own fouls.

Teams on their

home court

First team to score 14

points

Target hand (receiver)

Triple threat (passer and receiver)

Ball fake

v-cut


16/41

Basketball

Undergraduate

16

Objective: TSW create space by using screens, making v-cuts, and keep proper spacing on the floor.


Screening:

Players practice setting back screens, on and off the

ball screens and moving off the screens. 3 players will

use one side of the court and practice proper screens.

Wide base

Trap leg

Hard feet

Roll off

3 players use half

of the half court.

80% of the players

show the proper skills

of setting screens.

Wide base

Trap leg

Hard feet

Roll off

How do you want to have your base when setting a

screen?

What part of the defenders body do you want to trap?Where should you place your hands?

Screens: 3v3

Students will practice the proper skills for setting on

the ball and off the ball screens.

3v3 players can randomly set a screen for any player

at anytime to create an opportunity to score. Each

player must set a screen in order to score. 1 point

scored for every screen, 2 points scored for made

basket.

Players in teams on

home court.

1 team scores 10 points. Wide base of support

Trap the leg

Hard feet

Roll off

V-Cut and spacing Practice:

3 players on half of the half court. One defender and

two offensive players. One offensive player on the

block with the other offensive player (who has the

ball) standing at the top of the 3-point line. Defender

is guarding the individual that is on the block. The

player on the block has to make the proper v-cut to apassing lane to receive the pass. The defender is trying

to stop the offensive player from receiving the pass.

3 players using half

of the half court

Each player has been

through the rotation

twice.

Sharp quick v-cut

Maintains good space from ball

Quickly moves to the passing lane

How do you want to make you cut?

What should you do before cutting your defender?

V-Cut and spacing 3v3

Students practice the proper v-cut and spacing in a

3v3 game. Every player must complete a v-cut with

proper spacing before a shot can be taken. 1 point

awarded for proper v-cut with spacing.

Players in teams on

home court.

1 team scores 10 points Sharp quick v-cut

Maintains good space from ball

Quickly moves to the passing lane

Ladder bracket 3v3 game:

3v3 game played to ten points. This will start the

ladder tournament.

Players assigned to

what team they will

be playing along

with the court

Games have ended. Watch for proper screens, v-cuts, and movement

into passing lanes.


17/41

Basketball

Undergraduate

17

number.

Objective:TSW demonstrate attacking the goal.


Full court lay-ups:

Players attacking the basket doing

full court lay-ups in both

directions. Switching right hand

to left hand.

Half of the students using one full

court and the other half of the

students using the other full court.

Half of the players lined up on the

baseline under the basket, the other

half at the half court line. Player onthe baseline makes an outlet pass to

the player at half court. The player

with the ball then dribbles to the top

of the 3-point line and then passes to

the baseline player who is coming

full speed to make the lay-up.

80% of the players have demonstrated a full

court lay-up, attacking the basket. Running full speed

Right handed lay-up/ jump

off left foot

Reach for basket

Lay it off the backboard

What foot should you jump off

of when shooting a left handed

lay-up?

How do you want to approach

the basket?

3v2: Full court

Players playing 3v2 going full

court. After one group has gone

the second group will rebound

and go the other way.

There are 4 total line on the floor,

one line on each baseline of the full

court, and one line on each sideline

(right at half court) of the full court.

Even number of students in each line.

This occurs on both sides of the

court.

80% of the students demonstrate effective

attacking of the goal. Make the defender

commit

Use proper pass

Attack the basket

Wide wings

3v3 attacking the goal:

Players playing 3v3 game

focusing on attacking the goal.

Players can only shoot from with-in 5 feet of the basket. 1 point for

every basket made.

Players playing 3v3 on their home

court

One team scores 4 points First step toward

basket

Shoulders square to

basket

3v3 Ladder tournament:

Players select the team that they

would like to challenge that day.

They may only challenge two

teams above them. The higher

ranked teams may not challenge a

lower ranked team. One team

assigned the refereeing duties.

Challenging team plays on their

home court.

Occurs at the end of class. When the game has

reached 10 points players may leave Focus on attacking the

goal

First step toward

basket


18/41

Basketball

Undergraduate

18

Objective:TSW demonstrate proper defensive stance on the line up the line, and defending space.


Defensive movement (stance):

All players will demonstrate the

proper defensive stance. Every

time the teacher moves the ball in

a certain direction, the players

must remain in their defensivestance and move in that direction.

All players lined up across the gym

in personal space in front of teacher.

80% of students have demonstrated proper

stance and movement for defense. Bend knees

Straight back

Weight on balls of feet

Hands up

Step

Slide

How do you want to move your

feet when moving towards the

ball?

Where should your eyes be

looking?

1v1 defense:

Players get a partner and go to the

baseline on one end of the court.

One player is defense and the

other is offense with a ball.

Players must stay in between the

sideline and the out of bounds line

for the volleyball court. The

defensive player tries to force theoffensive player to the sideline,

they do not want to let the

defensive player past on either

side. The defense wants to force

the offense to the sideline or to

cross over dribble.

Players in pairs on both ends of the

basketball court using both courts

Each pair has been through two times. Bend knees

Straight back

Weight on balls of feet

Hands up

Step

Slide

Where should your body basebe when playing 1v1 defense?

What do you want to be

between when playing defense?







home court.


reached 10 points players may leave Focus on attacking the

goal

First step toward

basket


19/41

Basketball

Undergraduate

19




On the line up the line 3v3:

3 players on offense 3 players on

defense. Defensive players

practice defensive positioning for

on the line up the line in a 3v3

situation. Offensive players are

just rotating the ball.

Players on their home court. 80% of the students are showing on the line up

the line defense. Eyes on the swivel

Pistols

Hand in passing lane


3v3 on the line up the line:Players play a 3v3 game focusing

on, on the line up the line.

Players playing on their home court. One team scores 6 points Eyes on the swivel Pistols



5v5 on the line up the line

practice: 5 offensive players and

5 defensive players. Defensive

players focusing on, on the line up

the line. Offense is just rotating

the ball.

Each full court matched up with each

other.

80% of the players demonstrate on the line up

the line. Eyes on the swivel

Pistols












home court.


reached 10 points players may leave

Give feedback on all

elements covered.

Objective:TSW demonstrate a basic motion offence.


3 man Motion offense:

Players develop a simple 3-man

motion offense.

Players on home court Students have 8 minutes to develop and practice

their motion offence. Spacing

Scoring opportunities

Create passing lanes

High percentage shots

What should you always be


20/41

Basketball

Undergraduate

20

doing in a motion offense?

Where is the best place to shoot

from?

3v3 Motion offense:

Players play a 3v3 game using

their motion offense.

Players on their home court One team scores 6 points Spacing




5 man motion offence:Students are assigned their 5-man

team for the tournament. Teams

develop a 5-man motion offence.

Players assigned a specific court toplay on.

Players have 10 minutes to develop and practicetheir motion offense.

Spacing













home court.


reached 10 points players may leave

Give feedback on all

elements covered.

Objective: TSW engage in a 5v5 basketball tournament.


5v5 Basketballtournament 5v5 teams have been assigned. Two fullcourt games are being played at the same

time with one team keeping score and

refereeing.

Games continue through the class period.

Assess motion offense Attacking goal

Defending space

Proper shots

Objective: TSW engage in a 5v5 basketball tournament.


5v5 Basketball

tournament

5v5 teams have been assigned. Two full

court games are being played at the same

time with one team keeping score and

refereeing.

Games continue through the class period. Assess motion offense

Attacking goal

Defending space

Proper shots


21/41

Basketball

Undergraduate

21


Psychomotor/Fitness Test

Objective: TSW Identify the four health related fitness components and one water assessment for each component

Task Organization Criteria to move on Teacher/Skill cuesFitness Testing Students will complete the fitness test, that will be instructed

by a guest teacher.

Step test

Push-up test

Sit-up test

Sit and reach

Occurs in L2 & L13

Complete fitness testing Provide Feedback

Provide assistance to the

guest teacher


22/41

Basketball

Undergraduate

22

Block Plan

Lesson 1 Lesson 2 Lesson 3

Management: hand out folders,

class syllabus

Group Cohesion:

Fitness:

Motor Activity:

Assessment:

Management: turn in wellness

journal and physical activity log

Group Cohesion:

Fitness:

Wellness Center Assignment

Testwell Inventory

Motor Activity:

Fitness testing

Assessment:

Wellness journal

Physical activity log

Teacher observation

Fitness test records



Group Cohesion:

Set up teams

Discuss team member roles

Fitness:

THR zone

Motor Activity:

Maintaining possession/Passing

Assessment:

Wellness journal


Teacher observationWellness Center & Testwell Due

Lesson 4 Lesson 5 Lesson 6



Group Cohesion:

Poster Due

Hustle Points

Activity / Wellness Points

Fitness:

FITT principle

Motor Activity:

Fundamentals: dribbling, jump shot,

and free throws

Assessment:

Wellness journal


Teacher observation

Boundaries Quiz



Group Cohesion:

Hustle Points


Fitness:

Body Composition

Motor Activity:Maintaining Possession: Passing

lanes

Assessment:

Wellness journalPhysical activity log

Teacher observation



Group Cohesion:

Hustle Points


Fitness:

Body Composition

Motor Activity:Creating Space

Assessment:

Wellness journal

Physical activity logTeacher observation

Lesson 7 Lesson 8 Lesson 9Management: turn in wellness


Group Cohesion:

Hustle Points


Fitness:

Muscle Strength



Group Cohesion:

Hustle Points


Fitness:

Muscle Endurance



Group Cohesion:

Hustle Points


Fitness:

Flexibility


23/41

Basketball

Undergraduate

23

Motor Activity:

Attacking the goal

Assessment:

Wellness journal


Teacher observation

Motor Activity:

Defense

Assessment:

Wellness journal


Teacher observation

Motor Activity:

Defending space

Assessment:

Wellness journal


Teacher observation

Lesson 10 Lesson 11 Lesson 12Management: turn in wellness


Group Cohesion:

Hustle Points


Quiz Points

Fitness:

Flexibility

Motor Activity:

Motion Offence

Assessment:

Wellness journal


Teacher observation

Rules Quiz Due



Group Cohesion:

Hustle Points


Team Points

Fitness:

Body Composition

Motor Activity:

5v5 Tournament

Assessment:

Wellness journal


Teacher observation


journal and physical activity log,poster voting

Group Cohesion:

Hustle Points


Team Points

Fitness:

Body Composition

Motor Activity:

5v5 Tournament

Assessment:

Wellness journal


Teacher observation

Lesson 13Management: turn in wellness


Group Cohesion:

Team awards

Fitness:

Fitness Testing

Motor Activity:

Fitness Testing

Assessment:

Wellness journal


Teacher observation


24/41

Basketball

Undergraduate

24

Summative: Assessment Basketball

Task

4 = Demonstrates all 3 skill cues 4 out of 5 times

3 = Demonstrates all 3 skill cues 3 out of 5 times

2 = Demonstrates 2 of 3 skill cues 4 out of 5 times1 = Demonstrates 1 skill cues 4 out of 5 times

Application of Strategy

4 = Demonstrates offensive strategies in 5v5 game by consistently using space by using adribble when appropriate, quickly moving into an open passing lane, and using the correct

pass to the support player(i.e. chest pass, bounce pass) (85% of the time). Demonstrates

defensive strategy by consistently demonstrating on the line, up the line (85% of the time).

3 = Demonstrates offensive strategies in 5v5 game with some consistency by using space

with a dribble, quickly moving into an open passing lane, and using the correct pass to the

support player(i.e. chest pass, bounce pass) (70% of the time). Demonstrates defensivestrategy with some consistency by demonstrating on the line, up the line (70%) of the time.

2 = Demonstrates some offensive strategies, but inconsistently (45% of the time).Demonstrates some defensive strategies, but inconsistently (45% of the time).

1 = Demonstrates no strategies offensively and defensively (less than 45%of the time)

Rules and Etiquette

4 = Recognizes and applies rules, regulations, and etiquette specific to modified game play(i.e. arms length defense, must check ball to start each new possession, must take ball

behind 3 point line, all players must touch ball before shot is taken, players call own fouls,

and travel, carry, & double dribble apply) consistently

3 = Recognizes and applies rules, regulations, and etiquette, but applies them

inconsistently.

2 = Recognizes and applies rules, regulations, and etiquette inconsistently.

1 = Applies rules, regulations, and etiquette incorrectly.

Application of Personal and Social Responsibility

4 =Prevents and resolves conflicts appropriately without teacher intervention. Showssportsmanship and respects others skill level. Plays with self-control and fair play

behavior.

3 = Prevents and resolves conflicts appropriately with minimal teacher intervention. Showssportsmanship and respects others skill level. Plays with self-control and fair play

behavior.

2 = Prevents or resolves conflicts only with teacher intervention. Shows somesportsmanship and respects others skill level. Plays with some self-control and fair play

behavior.

1 = Unable to prevent or resolve conflict. Does not show sportsmanship and does not

respect others skill level. Does not play with self-control and fair play behavior.

NotesConsistently: 80% of the time; Some Consistency: 50 to 79% of time; Inconsistently: 15 to

50 % of time.


25/41

Basketball

Undergraduate

25

D. Learner Assessment: Checklist for recording Student Progress

Screening

Wide Base

Trap the leg

Solid feet

Roll off

Cues

Jump Shot

Feet square to the basket

Shoulders square to thebasket

Jump straight up

Snap wrist

Follow-through

Free-throw

Set routine

Smooth motion

Arc/Follow-through

Motion Offense

Start PossitionProper spacing

Includes screens

Includes v-cuts

Opportunity to score

High Percentage shots

Number of options

Scoring Key

4=Advanced Performance The student has achieved the expectations for the skill. (Demonstrated in

more than 80% of attempts).3=Proficient Performance The student has begun to develop the skill but has not reached the

expectations (demonstrated more than 50% but less that 80% of attempts).

2=Partially Proficient Performance The student has shown signs of the beginning stages of learning the

skill (demonstrated less that 50% of attempts).

1=Below Basic Performance: The student has not shown signs of the beginning stages of learning

the skill (demonstrated less than 25% of attempts)


26/41

Basketball

Undergraduate

26

Learner Assessment: Checklist for recording Student Progress

Student Names

WellnessCenter(5pts)

TestwellInv

entory(5pts)

13Phys

icalActivity

Logs(5pts)

13WellnessJo

urnals(5pts)

FinalP

aper(10pts)

FitnessTestRe

cords(10pts)

TacticsQuiz(10pts)

RulesQuiz(15pts)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


27/41

Basketball

Undergraduate

27

21.

22.

23.

24.

25.

26.

Scoring Key

P= Present (skill is present and was demonstrated)

A= Absent (skill was not present and was not demonstrated)

*One point will be deducted from assignments for each day late.


28/41

Basketball

Undergraduate

28

5 Man Motion Offense

Task Criteria

Complete a 5 man motion offense with the following parts:

Must contain 2 screens

Must provide 2 opportunities for your high percentage shots.

Must maintain proper spacing.

Must show areas of creating space.

Must show 3 pieces of where the basket will be attacked

Application of Strategy

4 = Contains 90-100% of the components of the criteria.



1 = Contains less than 50% of the components of the criteria.


29/41

Basketball

Undergraduate

29

Fitness Testing PEAC

Name Date Section

Weight Age Resting HR

Sit & Reach - FlexibilityTrial #1 Trial #2 Trial #3 Average Percentile

Trial #1 Trial #2 Trial #3 Average Percentile

Goal: By the end of this semester I would like to reach

Push ups/Sit ups - Muscular Strength & Endurance# Push ups Percentile # Sit ups Percentile

# Push ups Percentile # Sit ups Percentile

Goal: By the end of this semester I would like to do push ups.

Goal: By the end of this semester I would like to do sit ups.

Step Test - Aerobic Fitness

Estimated VO2 max CategoryEstimated VO2 max Category

Goal: By the end of this semester I would like to have VO2 max.


30/41

Basketball

Undergraduate

30

PEAC 1001, Physical Activity and Health

Fall 2006

Physical Activity Log

Directions

At the end of each week (beginning with the second week of classes and ending with the last week ofclasses) your task is to self-report the (a) physical activities completed each day, (b) total time spent in

activity that week, and (c) the relationship between the concepts presented in lecture class and what you

did.

PHYSICAL ACTIVITY LOG ENTRIES

BEGIN WITH THE SECOND WEEK OF PEAC 1001

WEEK (e.g., 9/8-9/14)

Day Activity(s) Length of Time (minutes)

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Discuss the concepts presented in class this week with the physical activity you completed (2 or

3 sentences).


31/41

Basketball

Undergraduate

31

PEAC 1001, Physical Activity and Health

Fall 2006

Journal Wellness Goal

DirectionsIdentify one wellness goal to focus on this semester. The goal will identify a wellness behavior upon

which you want to improve. The goal needs to be measurable and controllable. Examples of wellnessgoals include:

I will wear my seatbelt 90% of time I ride in any vehicle.

I will decrease the amount of soda I consume daily from three cans to one can.

I will increase my daily dietary intake of vegetables from one serving to three servings.

I will engage in aerobic activity 30 minutes three times a week at THR.

I will increase my daily water intake to eight 8-oz. glasses of water.

Identify your goal. A minimum of three times a week, write three to five sentences in your journal related

to attaining your goal. Suggestions for writing include:

What facilitated achieving your goal?

What were barriers to achieving your goal?

How did you feel about the goal?

At the beginning of each activity class (beginning with the second week of classes and ending with the last

week of classes) your will submit your Journal to the activity instructor.

WELLNESS JOURNAL ENTRIES

WEEK (e.g., 9/8-9/14)

GOAL:

Day Comments


32/41

Basketball

Undergraduate

32

Name Lecture Section Week

PHYSICAL ACTIVITY LOG

Day Activity(s) Length of Time (minutes)

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

WELLNESS JOURNALGOAL:

Day Comments


33/41

Basketball

Undergraduate

33

FIND YOUR TARRGET HEART RATE (THR)

Name Class

1. Find your maximal heart rate (MHR):

a. 220 your age = heart rate (MHR)

2. Find 65% of your MHR:

a. MHR x .65 =

3. Find 85% of your MHR:

a. MHR x .85 =

4. For the purposes of this class, work out at 65%-85% of your MHR. Your exercise THR

is to beats/minute.

HEART RATE MONITOR INSTRUCTIONS

1. Retrieve your assigned chest monitor and wrist monitor from the container. Find a strap

that looks to be about the right size for you. Attach the strap to the chest monitor by

inserting the disk of the strap into the hole in the monitor and push with your thumbuntil it fits snugly into place. Attach the transmitter belt to your chest place the

monitor directly in the front, bring the strap around your back, and insert the loose end

of the strap into the hole in the monitor. To adjust the strap, slide both plastic

adjustment areas until the strap fits snugly. Women place the monitor just at the bottomof the sport bra. Men place the monitor approximately 2-3 inches below the nipples.

2. Attach the wrist monitor.

3. After the monitor is snugly in place, moisten the electrodes with a small drop of wateron the two contact areas. Get your fingers wet at the water fountain and run them along

the back of the entire monitor.

4. Press the MODE/SET button to start the heart rate reading. Press momentarily to

change modes.When you have ended your work out, clean the watch and monitor thoroughly with a wipe, return

the watch and monitor to the assigned spot in the container, and place the used strap in the bag so itcan be cleaned.


34/41

Basketball

Undergraduate

34

A. References

Byra, Mark. Assessment Coarse Packet. Laramie, Wyoming: University of Wyoming

Graham, G., Holt/Hale, S., and Parker, M. (2004). Children Moving (6th ed.). New York, NY:

McGraw-Hill.

Mitchell, A., Stephen/Olsin, L., Judith/Griffin, L., Linda (2006). Teaching Sport Concepts and

Skills (2nd ed.). New York, NY: Mcgraw-Hill

Wyoming Physical Education Content and Performance Standards. (2005)


35/41

Basketball

Undergraduate

35

FITT

Frequency

Intensity

Time

Type


36/41

Basketball

Undergraduate

36

Frequency

How often you

work out


37/41

Basketball

Undergraduate

37

Intensity

How hard you

work out


38/41

Basketball

Undergraduate

38

Time

How many times

do you work out in

a week

2/3 times a week 20 30

minutes a day


39/41

Basketball

Undergraduate

39

Type

What is the activity

you are doing

Cardio, lifting, playing


40/41

Basketball

Undergraduate

40

Muscle Endurance

Is the ability of a muscle

or muscle group to exerta sub maximal force

repeatedly over a period

of time.


41/41

Basketball

Undergraduate

41

Muscle Strength

Is the ability of a muscle

or muscle group to exerta maximal force one

time