LESSON PLAN
ROWAN UNIVERSITY DEPARTMENT OF HEALTH AND EXERCISE SCIENCE
HEALTH & PHYSICAL EDUCATION
Teacher: Mickey Gill Unit Title: Basketball
Lesson # 1 of 8. Title: Dribbling
Grade level: 9 Duration of class: 42 minutes Number of students: 24
A. Lesson Context
Rationale (relevance of lesson to unit): Dribbling is one of the most essential skills to learn and
become proficient at to succeed in basketball. It is the way teams advance the ball, set up an offensive
attack, and control the pace of the game.
Anticipated difficulties and how they will be addressed:
Problem: Some students will not be very proficient in dribbling properly.
Solution: Teacher will demonstrate proper dribbling form and control. Also, will pair students who are
having difficulty with more advanced students.
Problem: Even though dribbling is a very important skill to learn, it is not the most exciting aspect of
basketball.
Solution: Have fun and engaging activities where they can compete against one another.
Problem: Possible student injuries (ex: cast on hand). Would not be able to participate.
Solution: Have student help or lead during activities that the class will be participating in.
Resources, Equipment and Materials: Basketballs, Cones, Poly Spots
References: “Basketball Dribbling Activities”
http://www.uen.org/Lessonplan/preview.cgi?LPid=18842
Robbie White (2007), Adapted from PE Central and “Great Activities Newspaper”
B. Learning Outcomes, CPIs & Evidence
Learning Outcomes (CPI)
Psychomotor: Students will demonstrate the
basic types of dribbling (dominant, nondominant, and cross-over) with correct form
and eyes up.
Cognitive: Students will explain the cues of
dribbling properly and the importance of being
proficient in it to aid in scoring.
Affective: Students will understand how
dribbling will help the team advance the ball up
court, control the pace of the game, and set up a
strong, offensive attack.
CPI #
Assessment Evidence
2.5.12.A.2 Teacher observation. Will walk around and
aid any students who are having difficulty.
2.5.12.B.1 Students will be evaluated through
different dribbling drills.
2.5.12.A.4 Students will be assessed based on overall
participation and involvement throughout
all activities during class.
C. Detailed Lesson Description
Timeline
5 mins.
Detailed Lesson Content, Procedures and Instructional Strategies
Students Dress for Class
5 mins.
Introductory Activities: Warm Up
Students will perform dynamic stretches to warm up and loosen their muscles. They will
start at the baseline of the basketball court and go to half court. Stretches that will be
performed are: lungs, high knees, butt kicks, side shuffle (left down, right back),
Frankenstein’s, huggers, and arm circles.
15 mins.
Learning Focus Activities: Dribbling Technique
Teacher will begin to discuss the importance of becoming proficient in dribbling a basketball.
Dribbling is important because it is how a team advances the ball, set up an offensive attack,
and control the pace of the game. Teacher will then discuss dribbling with your dominant
hand and your non-dominant hand and why it is important to try and be proficient dribbling
with both. Finally, teacher will discuss the cross-over, which is almost like a bounce pass to
yourself and is good for changing direction quickly on your opponent.
Teacher will demonstrate the proper technique and types of dribbling.
Cues of Dribbling:
1) Eyes Up!
2) Finger Tips
3) Fingers Spread Wide
4) Relaxed Wrist
5) Waist High
After teacher demonstration, a student will come up and demonstrate as well.
“Basketball Frenzy”
Basketballs will be scattered around the gym with students standing next to them. When
teacher says, “GO”, students will pick up balls and dribble it twice, leave it, and go onto
another ball and dribble it twice again, and so on. The object is to keep all of the
basketballs bouncing until the teacher says, “STOP”. When students become comfortable,
add a third dribble, then have them dribble with their non-dominant hand, and finally
doing cross-overs. After the students have become comfortable with all of the different
dribbles, continue switching up how many dribbles and the type of dribble they are doing.
10 mins.
Culminating Activity: “Hot Spot Dribbling”
Split the class into 6 teams of 4 students on each team and give each team one basketball.
Scatter a bunch of poly spots all over the gymnasium floor. When the teacher says, “GO”, the
first student from each team dribbles out with their dominant hand and picks up a poly spot
while still dribbling and brings it back to their team. They hand the ball of to the next student
on their team and they go. When everyone on a team has gone once, they must switch and
dribble out with they non-dominant hand. The game ends when all poly spots have been
collected and whichever team has the most wins. Play as many rounds as you can in the
given time.
2 mins.
Closure:
Students will be asked what the 5 cues of dribbling are and the 3 different types. A student
will then be asked to demonstrate dribbling with their dominant hand, non-dominant hand,
and the cross-over.
5 mins.
Dress Out
D. Reflection
Student Outcomes: Describe degree to which students met each learning outcome:
Teacher Effectiveness: What went well? What needs work? What unit modifications are necessary?
APPENDICES (Insert or attach additional lesson documents, e.g., handouts, PowerPoints,
worksheets, assessment tools, etc.)