Basketball
9th grade
10-day unit plan
30 students
50 mins
Adam Bibbs
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Study Guide: Basketball
A Brief History:
 Invented in 1891 by Dr. James A. Naismith. First official game not played until 1892.
 Peach baskets were used as the hoop, soccer ball was used, unspecified dimensions.
 The 13 Original Rules of Basketball: (Written by Dr. James A. Naismith)
 The ball may be thrown in any direction with one or both hands.
 The ball may be batted in any direction with one or both hands, but never with
the fist.
 A player cannot run with the ball. The player must throw it from the spot on
which he catches it, allowance to be made for a man running at good speed.
 The ball must be held by the hands. The arms or body must not be used for
holding it.
 No shouldering, holding, pushing, striking or tripping in any way of an
opponent. The first infringement of this rule by any person shall count as a
foul; the second shall disqualify him until the next goal is made or, if there
was evident intent to injure the person, for the whole of the game. No
substitution shall be allowed.
 A foul is striking at the ball with the fist, violations of Rules 3 and 4 and such
described in Rule 5.
 If either side makes three consecutive fouls it shall count as a goal for the
opponents (consecutive means without the opponents in the meantime making
a foul.
 A goal shall be made when the ball is thrown or batted from the grounds into
the basket and stays there, providing those defending the goal do not touch or
disturb the goal. If the ball rests on the edges, and the opponent moves the
basket, it shall count as a goal.
 When the ball goes out of bounds, it shall be thrown into the field and played
by the first person touching it. In case of dispute the umpire shall throw it
straight into the field. The thrower-in is allowed five seconds. If he holds it
longer, it shall go to the opponent. If any persists in delaying the game, the
umpire shall call a foul on them.
 The umpire shall be the judge of the men and shall note fouls and notify the
referee when three consecutive fouls have been made. He shall have the
power to disqualify men according to Rule 5.
 The referee shall be the judge of the ball and shall decide when the ball is in
play, in bounds, to which side it belongs, and shall keep the time. He shall
decide when a goal has been made and keep account of the goals, with any
other duties that are usually performed by a referee.
 The time shall be two fifteen-minute halves, with five minutes rest between.
 The side making the most goals in that time shall be declared the winner.
 1899, women formulated there own rules, 1901 the first women’s Basketball Guide
was published.
 Fully adopted as a sport for men in the 1936 Olympic Games in Berlin. Women’s
basketball added to the Olympics in 1976.
 Three-point shot was granted in July, 1980
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Considerations:
1. For younger learners use lighter and smaller balls to develop basic skills.
2. Develop individual skills of dribbling for control of the object in simple conditions
first (in one spot; moving forward, to the left, to the right, and backward; changing
speed and level of dribble; stopping and starting; and dribbling to avoid others or
objects).
3. Develop passing skills in a stationary position first, varying the level of pass.
4. Combine dribbling and passing skills with an emphasis on smooth transition.
5. Teach basic of the foul shot, set shot, and lay-up.
6. Begin offensive and defensive play with one-on-one situations.
7. Manipulate the rules to bring out better play (no dribbling, three passes).
8. Mix some game play with skill work in each lesson once a unit gets started.
9. Consider introducing zone defense as a concept of defending space.
Benefits of Basketball:
 Being physically active
 Working on cooperative skills
 Works on development
 Social skills
 Building of friendships
Rules of the Game:
 Home team provides the game ball
 Teams change sides of the court at half time
 Team consists of five players: two forwards, two guards, and one center
 Game is started by a jump ball between any two opponents at center court.
 After each field goal the ball is put into play by the team not scoring from the out-ofbounds area behind the basket at which the score was made
 A player is out-of-bounds if he/she touches the floor on or outside the boundary line.
If a player causes the ball to pass over the boundary line, the ball is put into play by
opposing player from that spot. The player throwing the ball in must stand out-ofbounds where the referee designates. Throw in must be completed within 5 seconds.
 Numbers must be worn by all players on front and back
 A jump ball is taken following a double foul
 The hand is considered to be a part of the ball on tie balls, shots, dribbles,
interceptions, etc.
 The penalty for a violation is loss of possession of the ball
 The following are not considered dribbles:
a. Successive tries for goals
b. Fumbles
c. Attempts to gain control of the ball by:
(1) tapping it from the control of another player
(2) tapping it from the reach of another player
(3) blocking a pass and recovering the ball
(4) blocking a shot and recovering the ball
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The number of players permitted on the free throw lane is six. The opponents of the
free throw shall occupy the inside lane spaces; teammates of the free thrower may
occupy the second spaces.
On jump balls, opponents are entitled to alternate position around the restraining
circle if they so indicate before the official is ready to toss the ball Also, players must
hold their established positions around the restraining circle until the ball has been
tossed.
After opening jump ball to start the game, any jump ball situation results in the teams’
alternating possession of the ball
The game clock is stopped after successful field goals in the last minute of the game
and the last minute of any overtime period, with no substitutions allowed during this
stoppage
Violations:
 Taking more than one step with the ball without passing, shooting, or dribbling
 Kicking the ball with the foot or lower leg
 Stepping out-of-bounds with the ball
 The center’s leaving the circle before the ball is tipped in beginning of play
 Staying in one’s own free throw lane for more than 3 seconds
 Failure to observe free throw regulations
 Failure to inbound the ball within 5 seconds
 Double dribbling
 Moving the ball into the back court once it has been advanced to the front court
 Technical fouls include:
a. taking time out too often
b. failure of substitutes to report to proper officials
c. unsportsman-like conduct
d. use of illegal number on uniforms
e. touching the backboard or rim illegally
 Personal fouls include:
a. charging
b. blocking
c. pushing
d. holding
e. tripping
f. hacking or kneeing
*When violation is committed, the ball is given to opponents out-of-bounds. When a foul
is committed, the opponents may be given a free throw, an opportunity to make two free
throws if the first one is made, or the ball out-of-bounds.
Scoring:
Two points awarded for each basket from the floor, and one point is awarded for each
free throw. Three points awarded for field goals made from outside the three-point line.
Duration of game:
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College men and women play for two halves of 20 minutes each, with a 15minute rest at halftime. If score is tied at the end of the game, as many 5-minute periods
as needed to break the tie are played.
High school teams play four quarters or 8 minutes each, with a 10-minute
halftime rest, and 1 minute between quarters. If score is tied at end of the fourth quarter,
as many 3-minute periods as needed to break the tie are played.
Basketball Court:
 Size: Width: 50 feet, Length: 94 feet
 All lines must be 2 inches wide
 Division line in center of court, dividing the court in equal halves
 Restraining circle in middle of court, inner having a 2 foot radius, outer having a 6
foot radius
 Lane should be 12 feet wide and 19 feet long to center of the circle, free throw line
being 15 feet from the basket
Glossary:
 Alternate-possession rule: rule where any jump ball situations after the opening
jump ball result in each team gaining possession of the ball
 Assist: a pass or handoff resulting in a basket by a teammate
 Backcourt: the half of the court away from the basket under attack
 Bench: the reserve strength of a team, apart from the starting five
 Blocking: a foul by a defensive player who blocks the legal path of an offensive
player
 Charging: a foul by an offensive player who runs into a defensive player who has
established legal court position
 Defensive position: (1) On a player with the ball, the first person to the spot entitled
to it, providing he/she has both feet on the floor and is facing his/her opponent. (2) On
a player without the ball, sufficient distance must be given to the opponent so that he
can stop or change direction.
 “Double” bonus: free throw situation beginning with the tenth foul of each half,
shooter received two free throws
 Dribble: bouncing the ball to the floor using one hand. Two hands may be used to
start the dribble and at the end to catch or pass. The dribble ends when the ball is
caught, or is touched by both hands.
 Fake: pretending to do one thing (dribble, pass, shoot) or go one direction and then
doing another to get opponent off balance
 Field goal: a shot made from the court during playing time, counting as two points
 Free throw: the penalty awarded to the opposing team from a foul, scoring one point
 Frontcourt: the half of the court in which a basket is under attack
 Held ball: two opponents have their hands firmly on the ball
 Hook shot: a sweeping, one-handed field goal attempt, with the shooter’s back at
least partially to the basket
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 Jump ball: putting the ball into play by having the referee toss the ball op between
two opponents in center restraining circle. Used to begin the game and overtime
period.
 Jump shot: a field goal attempt in which the ball is released at the top of a vertical
jump; also called a “jumper”
 Lay-up: a shot from alongside the basket, using the backboard as a guide
 Offensive foul: a personal foul committed by a member of the offensive team,
usually not involving a free throw as part of the penalty
 Offensive player: a player whose team is in possession of the ball
 “One and one” bonus situation: free throw situation beginning with the seventh foul
of each half, against a team if the first free throw is made, the shooter gets a second
opportunity
 Out-of-bounds: ball is put into play by a throw in from behind the sideline or
endline. Boundary of the basketball court.
 “Over and back”: violation called when the offensive team brings the ball into its
front court and then brings it over the division line to its back court. The ball must be
touched by an offensive player completely in the front court for the ball to be
considered in the front court.
 Personal foul: any variety of body-contact fouls; five personals disqualify the player
who commits them
 Pivot: when the player with the ball keeps one foot stationary and steps in any
direction
 Rebounding: recovery of the ball after an unsuccessful goal attempt
 Screen: a movement by an offensive player who puts themselves in the path of a
defensive player, thus freeing the teammate for a set shot or a drive toward the basket
 Technical foul: foul imposed for misbehavior or some technical rule infraction;
penalty is free throws plus possession of the ball for the offended team
 Traveling: results when a player is moving with the ball but is not dribbling
 Turnover: loss of possession of the ball without attempting a field goal
2. Purpose
Overview
Basketball is a widely recognized sport all around the world, and many of the best
players in the NBA are from overseas. Basketball was created by James Naismith, when
he decided to use a soccer ball and shoot it into a peach basket. Basketball is an easy
sport to play in any setting because all you need is ball and a basket making it more
accessible. There are many skills involved in basketball starting with the basics to
shooting and passing all the way to complicated skills or strategies such as the varieties
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of zone defenses. After learning all the basic skills and some of the complicated skills
the students will be able to perform in tournament play and further develop these skills.
Throughout the tournament the rules of the game will be reinforced so the students have a
better understanding of the game.
Importance of Basketball and Philosophy of Physical Education
Basketball is very important because it is a fun sport that all ages can participate
in. It is easy to play basketball because there isn’t a lot of equipment so price isn’t and
issue, also little space is needed to play basketball but depending on the number of people
playing more space may be needed. Basketball is important because it can help out by
increasing cardiovascular and muscular endurance, muscular strength, decreasing blood
pressure and the list goes on and on. Basketball is important because it involves plyos,
which are needed for any kind of explosive movements or jumps, and you’ll never know
when you might need these kinds of movements.
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Philosophy
A physical education program must include three areas of learning: cognitive,
psychomotor and affective ways of learning. In cognitive learning, students will learn
information of how to keep themselves physically fit and how to live a long and healthy
life. In psychomotor learning, students will meet fitness standards and develop the proper
skills to participate in all movements and other physical activity. In affective learning,
students will be taught to perform at the highest level that they possibly can. They will
also learn values through this such as, being on time to class, dressing properly, and
overall being prepared to learn instead of just going through the motions. Now that
Physical Education has been defined, I will now provide evidence why it is necessary.
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The current status of Physical Education is that there is a need for teachers, and by
2010 the country will need more that one million new teachers (NASPE, 2001). In
Illinois they require daily physical education for all K-12 students and they are the only
state that provides this option. Also, only one of thirteen physical activity and fitness
objectives of Healthy people 2000 was met by the year 2000, which lead to two new
goals in Healthy People 2010: The increase the quality and years of life (Healthy People,
2010).
As you can see from the current status physical education is very necessary
among all students especially in the K-12 range. It is very important to include physical
activity at a young age because they can help develop motor skills for social interaction
and successful academic experiences. It will also promote eye-hand coordination,
balance and listening skills, and how to be a good team player
(www.hillelacademy.org/Physical_Education/physical_education.html). Another reason
that it is necessary is that students need to be able to understand how to manage their
personal and community resources, through this they will acquire the knowledge and
ability to create and maintain a safe environment for themselves
(www.uniondale.k12.ny.us/wss/walnutphysed.hm). Through Physical Education students
need to learn how to perform a variety of physical activities, be physically fit, participate
regularly, know the benefits of involvement, and the values of physical activity with its
contribution to a healthy lifestyle
(http://users.rowan.edu/~cone/nationalpestandards.htm). In West Virginia there are 7
components of physical education including safety, lifetime wellness, physical activity,
social skill development, movement/rhythmic development, motor skill development, and
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computer and technology (http://wvde.state.wv.us/policies/p2520_pe.html). These
components are very important because they will build a young person into a successful
adult. Overall the primary focus of physical education is the optimum health of the
student for the present and in the future, and the curriculum was designed to provide
learning experiences that will help students realize their potential in life
(www.ctkrhs.org/curr_physed.htm).
Now that you know why physical education is necessary it is important to let you
know how it has impacted my life. Through physical education I have learned how to
perform in lifetime and outdoor activities that will keep me active and most likely inshape for the rest of my life. Physical Education helped me develop many relationship
because the majority of my friends are people who I have participated with or against in
previous years. Also Physical Education has taught me how to have fun with these
activities out side of class, by gathering a few friends to go out and play. Lastly Physical
Education has taught me many values such as how to be responsible for my own actions,
the importance of being on time and prepared, and it has taught me how to use teamwork
to obtain a common goal. I owe a lot of my success to physical education and I hope I’ll
be able to give back to it some day.
3. General Objectives
The students will know and be able to:
Cognitive
 Have a basic understanding of rules and game play of basketball.
 Have an understanding of defense, offense, dribbling, passing, and
shooting which will be assessed at the end of the unit by a written test.
Psychomotor
 Shoot, dribble, pass with correct form, and these will be assessed by
teacher observation during skill tests and game play.
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Affective
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Practice team work
Demonstrate sportsmanship
Demonstrate respect for all people and equipment at all times.
4. Skills Covered
1. Dribbling
2. Passing
Bounce
Chest
Overhead
3. Shooting
Jump
Free Throw
Lay up
4. Rebounding
Positioning
Boxing out
5. Offensive Strategies
Screens
Give and Go
Back door cut
6. Defensive Strategies
Stance
On the ball
Away from the ball
Zone defense
Man to man
Skills Descriptions
Dribbling – a skill used to advance the basketball up the court. An individual can take as
many dribbles as desired by may not dribble again once he/she picks the ball up. Only
one hand can be used to dribble the ball at a time. The hand must be kept on top of the
ball at all times.
 Athletic stance: knees bent, body low to ground
 One foot forward, ready to step move, or pivot
 Keep your head up
 Eyes survey court looking for defenders and open teammates
 Keep arm closest to the defender up at a 90 degree angle to protect the ball
 Use your body to shield the ball
 Relax the hand and wrist
 Use your finger tips to control the ball
 Stay low when dribbling and keep the ball below your waste
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Passing – a strategy used to advance the ball up the court and can lead to a scoring
opportunity.
1. Receiving a pass
 Spread your fingers, and keep them relaxed
 Let your arms give slightly toward your body
 Hold the ball with your hands in the T&J position (thumbs pointed toward
body)
 Watch the ball all the way into the body
 Move toward the ball
 Have your feet set and be in the athletic position
2. Passing the ball
 Keep your head up
 Hold the ball with two hands
 Have your elbows close to your body
 Step to your intended target
 Stay low
 Snap your wrists
 Thumbs down
 Follow through in the direction of the pass
Bounce pass
 Done with one or two hands
 The bounce should occur between ½ to ¾ of the way to your partner
 Should be received at waist height
Chest pass
 Quick pass through the air
 The ball should be received at chest level
Overhead pass
 Hold the ball over your head with two hands
 The ball should be received from a head to chest range
Shooting – This is a technique used to put the ball in the basket.
1. Set shot (free throw)
 Hold ball chin high with both hands
 Keep fingers spread and shooting hand behind and under the
ball
 Keep non-shooting hand to the side of the ball as a guide
 Feet should be shoulder width apart, shooting foot can be
slightly ahead
 Bend knees
 Bring ball up while removing guide hand
 Extend knees while extending arm
 Follow through with wrist
2. Jump shot
 Come to a stop from the dribble
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Jump straight into the air while jumping bringing the ball your
head
 Keep shooting hand behind ball with fingers spread
 Keep elbow of shooting arm under the ball at a 90 degree angle
 Keep non-shooting hand on the side of the ball as a guide
 At height of jump release guide hand
 Follow through with your wrist
3. Lay up (right handed example)
 Stop dribbling when right foot is on the floor
 Step with left foot
 Bring up the right knee
 Jump off the left foot
 Shift the ball to the right hand but keep guide hand on the ball
 Raise shooting hand as high as possible above and in front of
head
 Release non-shooting hand and softly bounce the ball off the
rectangle of the backboard
Rebounding – Is when a ball is shot and missed then a player retrieves the ball by
jumping into the air and grabbing it.
1. Positioning
 When on offense it is important to find yourself in a good
position when a shot is taken by keeping your eyes up and
being aware of what is going on around you
 Have a feeling of where you think the ball will bounce off the
rim so you will have a chance of getting it
 The person that gets to a good spot first is more likely to get
the rebound because they are able to adjust to the ball
2. Boxing out
 When trying to get a rebound it is important to establish
position then box out
 Get in an athletic position, get between your opponent and the
basket, stick your arms out, and jump out and get the ball at the
highest point
Offensive Strategies – are strategies used to get an offensive player open for a pass or an
opportunity to score.
1. Screens – shielding a defender off an offensive player in order for them to
dribble by the defender or get open to receive a pass.
 Raise hand in the air to let your teammate know you want to
set a screen
 Get in athletic position with your arms across your body
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Set up about a foot away from the defender so your teammate
can set up the screen
 Stay strong and hold your ground
 After the screen is set role to the basket or move to an open
spot on the court
2. Give and go – an offensive strategy used to score a basket.
 Pass to your teammate
 Quickly move to the basket trying to catch your defender off
guard
 Receive the pass and shoot
 If you do not receive the pass move to an open spot on the
court
3. Backdoor cut
 Run toward your teammate with the ball
 Stick you hands out as if you are going to receive the ball
 Plant your feet and then pivot in the other direction
 Quickly cut toward the hoop and shoot
 If you do not receive the pass move to an open spot on the
court
Defensive Strategies – Are numerous methods or techniques used to prevent the offensive
team from receiving a pass or scoring a basket
1. Stance
 Get in the athletic position with your but down hands out and
your head up
2. On the ball
 Get in the athletic position
 Mirror the ball with your hands
 Stay between the offensive player and the basket
 Move your feet by sliding, and beat the offensive player to the
spot he/she wants to get to
3. Away from the ball
 If you are one pass away, be tight on your offensive player and
deny a pass by sticking your arm out
 If you are two or more passes away sag so you are able to help
against penetration to the basket and so you are able to recover
to get back to your assigned offensive player in time
4. Zone defense
 A defense used to force teams to shoot perimeter shots
 2-3 zone is defined by having two defenders at the top of the
key and 3 along the baseline
 Each player is assigned a certain area to guard instead of a
specific player
4. Man to man
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A defensive strategy where each defender is assigned a specific
person to guard and will stick to throughout the game
5. Lead up drills/games/activities
Dribbling
Simple drill
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Practice stationary dribbling first with the dominant hand, then
with non dominant hand, then with both hands switching
between them
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Dribble around cones, students will use the cone as a defender.
Compound
Complex
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With a partner students will line up next to each other and
begin jogging and dribbling at the same time. The students
will pass back and forth between the two after dribbling for a
few steps.
Application Activity
 Dribble tag
1. The object of this game is to practice dribbling skills as
well as defensive and offensive skills.
2. The students will be in an area that had boundaries marked.
The more students there are the bigger this area needs to be.
Each student will have his/her own ball
3. As the students move around dribbling and protecting their
ball, they will be trying to hit the other students’ balls away
4. If a student looses their ball they will go to the areas where
the cones are set up and go through the cones course twice
(down and back) and return to the game.
Passing
Simple drill
 Practice receiving from and technique with out the ball
 Practice passing form and technique without the ball with left
and right foot lead
Compound drill
 With a partner practice receiving form with a ball
 With a partner practice passing form with a ball with left and
right foot lead
Complex drill
 With a partner, practice shuffling up and down the court
passing the ball back and forth to each other
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With a partner practice passing the ball back and forth to each
other while running
Application activity
 In groups of six, practice passing and receiving across a circle.
Say their name and then pass it to them (can’t pass to the
person on either side, must be across the circle). Keep the
same order
 In the same groups do the same drill, but one ball at a time.
See how many balls you can add before dropping one
 3 man weave – ball starts in the middle, make a pass and go
behind the person you passed to. Continue this down the court
and shoot a lay up
Shooting
Simple drill
 In your own space practice shooting the ball up in the air using
the correct technique
Compound drill
 Get into groups of six at a basket and take turns shooting
stationary jump shots
Complex drill
 In the same group of six take turns shooting shots off the
dribble
Application activity
 Buzz shooting – students take either a jump shot or a set shot.
They then get their own rebound and pass it to their partner
who is setting up for a shot. There partner then gets his or her
own rebound and the process is repeated. Students should be
in lines of about 5 students. The lines should be at least 5 feet
apart. The students will shoot from the baseline, elbow, or 3
point line. They will shoot for 2 minutes and see which team
gets the most points
 Lightening – Students will get into a line at the free throw line.
They will need only two balls. The first person will shoot once
the shot is taken the second person in line can shoot. The
purpose is to make the basket before the person behind you
makes it or else you will be eliminated. If you make it before
the person behind you makes it you will pas to the next person
in line and they will try to get the person in front of them out.
Last person in the game wins.
Rebounding
Simple drill
 First on command get into the athletic position with arms out.
Practice catching the ball with arms and body fully extended
Compound drill
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Throw the ball off the backboard and rebound it with your
body fully extended
Complex drill
 Have a shooter and a defender, and the defender will try to box
out and battle for the rebound
Application Activity
 3 on 3 game play. Six people per basket and have the students
self officiate the game
 5 on 5 game play.
Offensive Strategies
1. Screens
Simple drill
 On command get into the athletic position for screening
Compound drill
 With a partner practice screening the defender
Complex drill
 Have 2 offensive players and 1 defender. The player will set a
screen then role to the basket for a lay up
2. Give and go
Simple drill
 Practice with a partner passing them the ball then cutting to the
hoop and catching the ball
Compound drill
 Practice with a partner passing them the ball then cutting to the
hoop and finishing with a lay up
Complex drill
 Practice with a partner and 1 defender and try to manufacture a
basket
3. Back door cut
Simple drill
 Practice with a partner faking one direction and then cutting in
the other and catching the ball
Compound drill
 Practice with a partner faking in one direction and then cutting
in the other direction catching the ball and finishing with a lay
up
Complex drill
 Practice with a partner and a defender faking in one direction
and then cutting in the other direction catching the ball and
finishing with a lay up
Application activity for offensive strategies
 Play 3 on 3 or 5 on 5 games
Defensive strategies
Simple
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On command practice getting into the defensive stance
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Lane slides – stay in the defensive position and slide back and
forth across the free throw lane
Compound
Complex
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Have a partner and practice going up and down the court
making them change directions
Application for defensive strategies
 Defensive shell drills – Have 4 players around the 3-point arc
spread out and have 3 defenders inside the 3-point line. Have
the offensive players pass the ball around so the defenders have
to adjust to where they should be so they can play help defense
and recover to the person they are assigned to guard.
 5 on 5 or 3 on 3 game play
6. Safety
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Warm up and Stretch
Stop on the whistle
No gum
No jewelry
No grabbing, pushing, tripping, or horseplay
Act in a safe and healthy manor
Report injuries to instructor
Proper dress (shoes, shorts, shirt)
Treat everyone and the equipment with respect
7. Block Plan
Beginning
Beginning
Anticipatory Set – Can any one tell me
Anticipatory Set – Can anyone tell me
who the creator of basketball was and when how to shoot or dribble properly?
it was created?
Introductory Activity – Give cues for
Introductory Activity – talk about
shooting and dribbling
basketball and tell students what
Middle
information will.
Major Tasks
Middle
1. Shooting
a. Set shot
Major Tasks
1. History
b. Jump shot
2. Rules
c. Lay up
3. Game Play
2. Dribbling
Game - None
a. Right hand
End
b. Left hand
Closure – bring class together
Game – Dribble Tag, Buzz shooting, and
Recap of lesson – review highlights of the Lightening
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history, rules, and game play.
Assessment – Ask questions in your
review and observe for students attention.
Preview next class period – next time we
will be learning how to shoot and dribble
Beginning
Anticipatory Set – Can anyone tell me
what the purpose of passing or rebounding
is?
Introductory Activity – Review shooting
by playing a quick game of lightening
Middle
Major Tasks
1. Passing
a. Bounce
b. Chest
c. Overhead
2. Rebounding
a. Positioning
b. Boxing out
Game – Name Passing, 3 man weave, 3 on
3 or 5 on 5 games
End
Closure – Bring class together
Recap of lesson – Review cues for passing
and rebounding
Assessment - Observation of participation
and knowledge during the review.
Preview next class period – Next time we
will be learning how to apply offensive
strategies.
Beginning
Anticipatory Set – What are some good
ways to prevent your opponent from
scoring?
Introductory Activity – Lane shuffle
Middle
Major Tasks
1. Defensive Stance
2. On the ball defense
3. Away from the ball defense
4. Zone
5. Man to man
End
Closure – Bring class together
Recap of lesson – Review cues for
shooting and dribbling.
Assessment – Observation of participation
and knowledge during the review.
Preview next class period – Next time we
will be learning how to pass and rebound.
Beginning
Anticipatory Set – Can anyone give me an
example of an offensive strategy?
Introductory Activity – 3 man weave
Middle
Major Tasks
1. Back door cut
2. Give and go
3. Screens
Game – 2 on 1 practice, 2 on 2 game play
with student referees and possibly 3 on 3 or
5 on 5 games.
End
Closure – Bring class together
Recap of lesson – Review cues for
offensive strategies.
Assessment - Observation of participation
and knowledge during the review.
Preview next class period – Next time we
will be learning to implement some
defensive strategies.
Beginning
Anticipatory Set – How many people can
be on the court to play an organized
basketball game?
Introductory Activity – Review Defense
Middle
Major Tasks
1. Game play
Game – 5 on 5 practicing all aspects that
have been covered.
End
Closure – Bring class together
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Game – Shell Drill, and a 3 on 3 game
End
Closure – Bring class together
Recap of lesson – Review cues for
defensive strategies
Assessment - Observation of participation
and knowledge during the review.
Preview next class period – Next time we
will be playing 5 on 5 games.
Beginning
Anticipatory Set – Today we are going to
begin our tournament play
Introductory Activity – Break everyone
into teams, and have them warm up
together
Middle
Major Tasks
1. 5 on 5 tournament
Game – 5 on 5
End
Closure – Bring class together
Recap of lesson – Ask for questions
Assessment – Observation of participation
Preview next class period – We are going
to conclude tournament play and determine
a class champion.
Beginning
Anticipatory Set – Today we are going to
have our 3 on 3 tournament
Introductory Activity – Break into teams
and have them warm up together.
Middle
Major Tasks
1. 3 on 3 tournament
Game – 3 on 3
End
Closure – Bring class together
Recap of lesson – Ask for questions
Assessment – Observation of participation
Preview next class period – We will be
taking a test.
Recap of lesson – Ask for question on
game play.
Assessment – Teacher observation
Preview next class period – Next time we
will begin playing our 5 on 5 tournaments.
Beginning
Anticipatory Set – Today we are going to
find out who the class champions are.
Introductory Activity – Teams warm up
together
Middle
Major Tasks
1. 5 on 5 tournament
Game – 5 on 5
End
Closure – Bring class together
Recap of lesson – Ask for questions
Assessment – Observation of participation
Preview next class period – We are going
to have our 3 on 3 tournaments.
Beginning
Anticipatory Set - None
Introductory Activity - None
Middle
Major Tasks
1. Unit Test
Game – When every one is done, free
shooting
End
Closure – Bring class together
Recap of lesson – Ask for any questions
Assessment - Test
Preview next class period – No more
lessons
8. Special Activities
1. If the gymnasium was unavailable I could:
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

Show a video of quality basketball and point out important things in the video
I could focus the day on defensive techniques because a ball isn’t need but I
would need to find adequate space to do this
 I could plan a field trip if I knew the gymnasium wasn’t going to be available
 Go to the library and research any current events happening in basketball
2. If half the class was missing I could
 Have a free day of games and competitions
Motivational Techniques/Interdisciplinary Connection







Mathematics – Keeping score of game
English and reading – Study guide, test, and giving a presentation on basketball
history, rules and etiquette.
Music- playing music while the students are playing the games
Allow students to pick their own partners for drills and other games so they feel
comfortable with their partner
Make sure all players are practicing all skills
Make adjustments for students with lower skill levels or disabilities
Modify activities or equipment
9. Equipment
-35 Inflated Basketballs
-6 Baskets/hoops
-40 Pinnies for games
-Shoes, shorts, and shirt
-1 CD player
-10 cones
-2 and a half basketball courts in the gymnasium (HS regulation size)
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10. Teacher Behavior
Direct - providing instruction to either the entire class or small groups and guides the
pace and direction of the class. Explain, demonstrate, then have students perform.
Every Day
Tasks – arranging and presenting learning tasks at several learning areas or stations
Every Day
Mastery of Learning – takes a general program outcome and breaks iit into smaller parts
providing a progression of skills
Every Day
Cooperative learning – focuses on the importance of people working together through an
individualized curriculum. Progressing at an individual rate
Every day
Problem Solving – Involves input, reflection, choice, and response
Day 10
11. Evaluation of Student learning
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Psychomotor
 Participates
 Assessed by daily points awarded by teacher observation
Cognitive
 Able to identify cues
 Teacher asking questions for class discussion
 Assessed bye teacher observation and unit test
Affective
 Able to work together, get along with others, and has respect for everything and
everyone
 Assessed by teacher observation
Grading Scale for the unit (based on total points)
A = 100 –90
B= 80-89
C= 70-79
D= 60-69
F= below 60
Teacher Evaluation/Assessment Form
Skills Check Off Sheet (The teacher will fill one out for each student)
Skill
Dribbling
Right hand
Left hand
Passing
Bounce pass
Overhead pass
Chest pass
Shooting
Jump shot
Set shot
Lay up
Rebounding
Positioning
Box out
Offensive Strategies
Screens
Give and go
Backdoor cut
Yes
No
Comments
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Defensive Strategies
Stance
On the ball
Off the ball
Demonstrates Proper shooting form
Demonstrates Proper dribbling form
Demonstrates 3 major passes correctly
Demonstrates Proper Rebounding form
Demonstrates an understanding of offensive strategies
Demonstrates an understanding of game play
Demonstrates an understanding of defensive strategies
Daily points (All or None)
Including participation, teamwork, and sportsmanship
Basketball Exam (55 pts)
Poor Average Excellent
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
0
5
Multiple Choice – 10pts
Directions – Choose the answer that fits best in the statement
1. After receiving a pass and holding the ball in an athletic position this is referred to as
______________.
a.
b.
c.
d.
The shooting position
The triple threat position
A rebound
A steal
2. After a missed shot, jumping up into the air to retrieve the ball is referred to as
______________.
a.
b.
c.
d.
Turnover
Foul
Rebound
Pivot
3. The backdoor cut is used to ________________.
a.
b.
c.
d.
Get open for a pass and score
Gain better positioning to rebound
Maneuver to steal the ball
None of the above
4. The boundary line parallel to the basket is the ________________.
23
a.
b.
c.
d.
Free throw line
The sideline
Half court line
The baseline
5. This results in someone shooting a free throw when a team has not reached the bonus.
a.
b.
c.
d.
Shooting foul
Blocking foul
Turnover
Holding foul
True or False – 10pts
Directions – Mark (+) for true and a (0) for false
___1. Incorrect defense starts with a proper stance, and by concentrating on the opponent
you are guarding.
___2. When playing basketball the best position for you to be in is standing tall and with
legs straight.
___3. Competitive or high school, college, or professional basketball consists of 5 on 5
play.
___4. Of the 5 players on a team it is characterized to have 2 centers, 1 forward, and 2
guards.
___5. James Naismith is given credit for creating basketball and it was first performed in
a peach basket.
Matching – 10pts
Directions – Match the statement with the correct choice
__1. The initial start of the game
__2. Considered good shooting position
__3. Getting the ball to a teammate
__4. Getting the ball to a teammate leading to a direct field goal
__5. Positioning between the basket and your opponent
a.
b.
c.
d.
e.
Assist
Tip-off
Pass
Box-out
Squaring up
Short Answer – 25pts
Directions – Answer all parts of each question clearly and label properly
1. Name two offensive strategies to getting open and describe them. (4pts)
2. In detail explain the process of rebounding from the time period of the shot going up
to the outlet pass. (5pts)
3. Identify and describe the 3 basic passes. (6pts)
4. Identify and describe two types of shots used in game play. (4pts)
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5. Draw a diagram of the basketball court and correctly label the baseline, sideline, free
throw line, three-point line, and the half court line. (6pts)
13.References
Mood, Musker, & Rink. (2003). Sports and Recrational Activities. New York, NY:
McGraw-Hill.
Clumpner, R. (2003). Sports Progressions. Champaign, IL: Human Kinetics
WEB
www.usask.ca/education/ideas/tplan/pedlp/basketball.htm
http://www.kyrene.k12.az.us/itech/amsitech/hoops/REBOUND.HTM
http://www.healthypeople.gov/BehHealthy/
http://wwww.hillelacademy.org/Physical_Education/physical_education.htm
www.uniondale.k12.ny.us/wss/walnutphysed.htm
http://users.rowan.edu/~cone/nationalpestandards.htm
http://wvde.state.wv.us/policies/2520_pe.html
www.ctkrhs.org/curr_physed.htm
http://www.massbasketball.com/historyofbasketball/
http://www.firstbasesports.com/basketball_glossary.html
http://www.bgsu.edu/colleges/edhd/programs/ASPEN/25d.html
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