--Unit Name: Basketball
--School Name: West Hills Elementary
--Grade Level: 4th grade
--Author: Teaching Team Sports Student Collaboration
--Date: January 4-22, 2010

Objectives:
Each student will. . .
1.    Be able to shoot a basketball correctly (free throw, jump shot, lay up)
2.    Dribble up and down the court using both hands
3.    Know the basic rules of basketball
4.    Demonstrate good sportmanship
5     Understand the different positions on a basketball team
6.    Perform the types of passing (chest pass, bounce pass, over-head pass)

Grading

50%    Participation (4/4)
    1 pt - Attendence
    1 pt - Proper Clothing
    1 pt - Participate in activities
    1 pt - Good Sportsmanship
  

30%    Skill Tests (See Appendix B)
    10% Dribbling
    10% Shooting
    10% Passing

20%   Sports Education Unit (See Appendix C)

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Schedule

Week1
1) Monday -Ball handling drills (fingertip drill,butterfly drill, figure 8 drill)
2) Wednesday -Passing (chest pass, Bounce pass, and over the head pass)
3) Friday - Shooting (free throw, jump shot, lay up) 

Week2
4) Monday - Review of fundamentals (dribbling, shooting, passing)
5) Wednesday - Offense/Defense
6) Friday - Skill test (dribbling, shooting, passing) & Assign mini Sports Education Roles (see Appendix C)

Week 3
7) Monday -SEU - practice/research
8) Wednesday- SEU - practice/research
9) Friday - SEU practice/research

Week 4
10) Monday- Basketball Tournament
11) Wedneady - Basketball Tournament
12) Friday - Championship Game

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Topic (Day 1): Ball Handling and Dribbling

Equipment: 1 basketball per student

Introductory Activity: allow students free exploration with basketball. Use this time to establish a general skill level of the class.

Teaching Cues:
1. Use the fingertips and finger pads (not the palm).
2. Push the ball down from waist level or below (no slapping).
4. Protect ball with off arm & keep your head up.

Activity: How Many Fingers – a simple but good activity to reinforce vision and not looking at the ball. Simply hold up fingers and players have to yell out how many fingers the teacher is holding up. For older/more experienced players, hold your fingers well above you head for younger /less experienced players, keep it lower
Activity: The Elevator – create a defined space with cones, discs, or lines on the court. Gain agreement with your kids that they know what an elevator does (goes up and down, floor to floor, etc).Explain that you (the whole team) are now going to play elevator – when teacher calls out the top floor (floor 5 for example) the kids should dribble at their waist. Floor 4 is slightly lower at the thigh…all the way down to floor 1, which is the lowest dribble to the ground a player can
control. Mix it up with key words for stop and go – “freezer”, “heater”, red light, green light,
etc. Switch hands or utilize dribble moves with older players. This drill can easily be transitioned into a game of Dribble Knockout

Activity: Dribble Keep Away- Dribble ball through the designated area trying to knock balls away from other players with your free hand. If you lose your ball, retrieve and keep playing. 

Closing Activity: Provide info about the history of men’s basketball. Review skill techniques from day.

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Topic (Day 2): Passing

Equipment: One ball for each pair of players.

Introductory Activity: A lap walking the perimeter followed by an appropriate amount of time running, 5 minutes.

Teaching Cues:
1.    Importance of choosing a pass type appropriate for the distance covered to ensure strong accurate passing.

2.    Chest passess are quickest and most reliable, bounce passes are harder to defend and better in tighter traffic, overhead passes for distance, such as an outlet pass.

3.    Intermittent use of a fake pass to keep the defender off balance.

Activity: Partner Passing-Students form two opposing lines about 10 feet apart. Person on left fakes a pass, then makes a strong pass to partner who steps to the ball and catches ball in triple-threat position. 2nd player fakes and then passes back to player one who steps to the ball and catches pass in triple-threat position. As players improve distance can be increased or decreased. Different types of passes can be worked on within each pairing.

Activity: Down and Back Passing-Students form two lines on the baseline. Player on the left makes a strong pass to the player on the right and begins running down court, as player on right passes back and begins to run down the court. Players pass back and forth as they run down court and back, keeping possession of the ball for as short a time as possible between passes. Players pass the ball to the player on the left at the front of the line. Chest and bounce passes can be interwoven into drill and distance can be increased as strength permits.
Activity:Rapid Fire Passing-Have 4-5 players stand along the sideline arm's-length apart with one player, holding the ball, on the court facing her team mates. The player on the court passes to player one, who catches ball and plants feet. Pass is returned to player on the court who receives the pass and plants feet before passing to the second player in line. This continues until the last sideline player receives the ball twice, at which point the passer goes to the end of the line as the player at the front of the line replaces the player on the court.

Closing Activity: Paired passing drill repeated with students choosing a pass based on the situation called out by the teacher. A high-low feed should elicit a bounce pass, moving the ball around the perimeter should elicit a chest pass.

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Topic (Day 3): Shooting 

Equipment: 1 basketball per student

Warm up Activity  Wall Ball – if you have a wall available, line up the kids facing it practicing the different passes against the wall. If no wall is available practice and review passes with a partner.

 Teaching Cues: BEEF (see below)

B- Balance non shooting hand or guide hand should be used to balance the ball

E-elbow should be close to the body and directly under the ball

E- eyes should be on the back rim of the basket

F- follow through. The shooting hand should following the ball through the shot (cue: hand in the cookie jar)

Activity  Shadow Shooting – line up your team facing a basket. Have them each go through B.E.E.F. (w/o a ball) focusing on the rim and imagining a shot swishing through the net. Go down the line individually and then as a whole group – be enthusiastic and get the kids into imagining a perfect shot.

 Activity      Color Game –  Have all the players on your team standing on a line facing the basket. Every player has a basketball and is dribbling it in place. Divide the students in line into “color teams” of two or three players. When the teacher yells out a color (orange for example) the two-three players assigned the orange color must dribble out to a designated cone. They then must DRIBBLE back to a cone close to the basket  take their time do B.E.E.F. and try and make a basket. Team scores points for # of baskets made in 30 seconds then next color is called.

Run and Gun – divide your team equally into two groups. Create a playing area either in a square or circle around the basket. The “runners” will have to dribble their basketballs a certain amount of times around the perimeter of the playing area (say two times). At the same time the “gunners” are shooting at the basket trying to score as many points as they can. The runners and gunners then switch.

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Topic (Day4): Review of Fundamentals

Instructor: Noelle Carstens
Grade Level:     
School Name:    
Date Created:   Oct. 25, 2009 

Equipment: basketballs, cones, pencils, basketball challenge worksheet

Introductory Activity: Ball Handling

Groups of 4-5 on end line of basketball court. Do each technique twice.

• Dribble right hand down to opposite end line and back
• Dribble left hand down to opposite end line and back
• Rocker Step—dribble 3 times in right then lean forward and back to then continue in right. Go down and back for both left and right hands.

(Use zig-zag pattern for rest of techniques)

• Crossover—dribble 3 dribbles in right then crossover to left, dribbling 3 times, ECT
• Though legs—dribble 3 times in right then go through legs to continue on left
• Behind the back –dribble 3 times in right then move ball around back to continue on left

Teaching Cues:
1. Push the ball in front of you as you dribble straight down the court with your left and right hands

2.  Use a head fake motion to exaggerate the rocker step move, further confusing your defender  
3.  Give the ball a good push from hand to hand as you do the behind the back move

Activity: Around the World

     Review BEEF:

B- Balance non-shooting or Guide hand should be used to balance the ball. Feet shoulder width apart in athletic stance.

E- Elbow should be in close to the body and directly under the basketball.

     CUE: Make a right angle with your arm   OR   Look for the wrinkles in your wrist

E- Eyes should be on the back rim of the hoop.

F- Follow through, the shooting hand should follow the ball through the shot.

      FOR ACTIVITY: split into groups of 5 or 6 at each basket with one ball

• Set cones at spots for shooting.
  • Left baseline, mid-way between left baseline and elbow, elbow, free throw, elbow, mid-way between right baseline and elbow, right baseline
  • First team to get all the way around with everyone making shots wins
    • Can go around and then back also as variation

    CUE:  Reach that hand high into the cookie jar

Activity: Basketball Challenge

     Groups of 2-4. Students record results of station after each set of two minutes. They take their paper from station to station with them.

Station 1: Free Throws (2 basketballs). Count the number of shots they make in two minutes. Record number.

CUE: Use one hand to shoot the ball

Station 2: Chest Pass (1 basketball). Set up cones about 10-15 feet away from each other and have the kids "shuttle pass." (Two students line up on one side of the cone and one student lines up at the other cone. The ball starts on the side with two students, and after they pass across from them, they run to the other cone and pass from there..in other words, they follow their own pass.) Count and record number of passes made in two minutes.

Station 3: Lay-Ups (2 basketballs). Put a poly spot at either the right or left wings so that they are actually dribbling in and then shooting their lay-up. Count and record number of made shots in two minutes.

Station 4: Dribbling (1-3 basketballs). One at a time, they sprint/dribble back and forth 30 feet and count the number of times they cross the starting line as a group). They are allowed to dribble with their right hand, left hand, or crossover dribble. Count and record number of times they cross starting line in two minutes.

Station 5: Bounce pass (1 basketball). Same as Station #2 with the shuttle passing. Count and record number of passes in two minutes.

CUE: Lead your partner with your pass

Station 6: Outside shots (3 basketballs). Put cones on the wing, elbow, and baseline--each student is assigned one position, and they count the number of shots they make as a group in two minutes.

6-Station Basketball Team Challenge Worksheet

 Group Member Names:

 ______________________________________________________

 Station 1: Free Throws

How many free throws did you make as a group?

 Station 2: Chest Pass

How many passes did you complete as a group?

 Station 3: Lay-ups

How many lay-ups did you make as a group?

 Station 4: Dribbling

How many times was your group able to dribble down and back?

 Station 5: Bounce Pass

How many passes did you complete as a group?

 Station 6: Outside Shots

How many shots did you make as a group?

Closing Activity: Cool down

            Stretch:

Arms: across body, raise elbow over head

Legs: hurdler- both legs, pull knee to chest, elongate leg for hamstring (pulling on calf), leg over body, quad—switch legs, calves

            Teacher Talk:

Ask students what they learned: ex) dribbling techniques, shooting techniques, or passing techniques. 

Talk about results from Basketball Challenge.  Ask students what they think they could have done different to recieve higher results, as well as what they thought went well. Give positive feedback, congratulating all on working hard.

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Topic (Day 5): Defense

Equipment: 1 basketball per student

Introductory Activity: Super Shooting Knockout – same as regular knockout but divide the team into two groups at two baskets (baskets at opposite ends of the court work well). When someone gets knockout they have to dribble and get to the other basket to join that side of the game. It keeps the game fast moving and everyone participating.

Teaching Cues:
1.    Stance – (butt down like sitting in an invisible chair, feet shoulder width apart, weight on
balls of feet not back on the heels.)
2.   Slide – (short choppy steps, slide do not cross your feet when guarding the ball). 
3.   Position – stay between the person and the basket with hands in front palms up – emphasize moving feet not reaching through.

Activity:  Stance and Slide – introduce the basic stance and basic slides. You can have “stance” as a word of the day – when teacher says “stance” all kids have to get into a defensive stance. Add a fun element by switching to “dance” – and all kids have to do a quick dance.    

Activity: Timed slides – have kids slide between two lines and keep track of their score. Emphasize good technique. Give kids a goal / challenge or have them try and beat their first score.

Activity: Corridor drill –Offensive player dribbles down corridor to opposite sideline. Dribble with a 1-2-3 count, crossover dribble to other side, protecting ball. Remind dribbler not to turn back into defensive player while dribbling but to keep movement forward. Defensive player positions one hand up, one hand down adjusting hands to ball side as offensive player changes dribble hand.. Passive defense (not trying to take ball away) Remind defensive player to keep moving backwards, always arm reach away. On signal find a new partner and continue

Game: Keep Away (2 on 1)

Cues: Defenders: arms up, stance,

Offense: fake, cut, pivot, vary types of passing, move to open space.

1 ball per 3 students, create grids (7x7paces) for every 3 students using cones

Object: 2 offensive players try to pass the ball to each other, keeping the ball away from the one defender

Offense may pivot, pass and move into open space. Dribbling is not allowed. Defender tries to stop passes by intercepting or deflecting ball. If ball is intercepted or deflected, it is returned to the offense. Start again. Change defenders every 30 seconds. Tips: passers can only hold ball for 3 seconds before they pass. Passes must travel at least 3'. Defenders stay 3' from passer.

To make it more challenging try these options: Defenders can only cover receiver or passer. Passers may dribble ball 3 x before passing. Modify size of grid to accomodate different skill levels.

Closing Activity: Cool down with slow stretches and review of positive observations. Make corrections limited and focused. Discuss dribbling with defender v. without defender.

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Topic (Day 6): Skill Testing (dribbling, shooting, passing) & Assign mini-Sports Education Roles (see Appendix C)  

Equipment: Score sheets, basketballs, hoops

Administration and directions: The class can have free shooting time while testing is occuring. Have students get a partner and come over one pair at a time in the corner to be assessed by the teacher. End the class a few minutes early to assign and hand out sports education roles and expecations. Make sure students know that they need to be preparing over the weekend.

Scoring:  (see Appendix B for scoring rubric)

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Topic (Day 7-9): Sports Education  Unit Practices

Equipment: Basketballs

Administration and directions: Students are to lead the class (with teacher supervision) by working in and fulfilling their SEU roles. (See Appendix C)

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Topic (Day 10-12) Sports Education Unit Games

Equipment: Basketballs, pennies, whistles, stop watches, score boards, referee shirts

Administration and directions: Students should begin playing games. The games should be as realistic as possible. The tournament should be the top two winning teams.

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Appendix A: Rules of Basketball

Court dimensions:

• Basket: 10 feet high
• Free Throw line: 15 feet from front of backboard
• Court: 94 feet by 50 feet
• 3 point line: 19'9" from center of basket.

Officials Elastic Power: Referee shall have power to make decisions on any points not specifically covered in the rules.

Types of violations: Floor, personal, technical.

Shooting and non-shooting fouls: A player gets 2 shots when fouled attempting to shoot a shot that fails. If the player who is fouled in the act of shooting makes the shot the basket counts and the player gets 1 shot. All other fouls are non-shooting fouls. If a team fouls more than 6 times in a half the other team gets the opportunity for 1-and-1foul shots for each foul. In this case, if the first free throw is made the player gets a chance to make a second. If either free-throw is unsuccessful, play resumes from the miss. If a team fouls 10 or more times in a half, the other teams gets 2 free throws for each foul.

Violations

• Back court: No offensive player may take the ball back across the half court line once they have crossed it.
• Double dribble: Player may not dribble second time unless

1. Try for field goal
2. Bat by opponent
3. Pass or fumble touched by another player

• Traveling: Moving feet in excess to prescribed limits. Generally 2 ½ steps.

       - Art. 2. A player who catches the ball with both feet on the playing court may pivot, using either foot. When one foot is lifted, the other is the pivot foot.
       - Art. 3. A player who catches the ball while moving or dribbling may stop and establish a pivot foot as follows:
                   a. When both feet are off the playing court and the player lands:
                           1. Simultaneously on both feet, either may be the pivot foot;
                           2. On one foot followed by the other, the first foot to touch shall be the pivot foot;
                           3. On one foot, the player may jump off that foot and simultaneously and on both; neither foot can be the pivot foot.
                   b. When one foot is on the playing court:
                          1. That foot shall be the pivot foot when the other foot touches in a step;
                          2. The player may jump off that foot and simultaneously land on both; neither foot can then be the pivot foot.
         - Art. 4. After coming to a stop and establishing the pivot foot:
                  a. The pivot foot may be lifted, but not returned to the playing court, before the ball is released on a pass or try for goal;
                  b. The pivot foot shall not be lifted before the ball is released to start a dribble.
(NCAA rulebook, 2002)

Palming: Allowing the ball to temporarily rest in the hand of the dribbler or bringing the hand below the equator of the ball while dribbling.

Three second rule: An offensive player may not stand in the key for over 3 seconds.

Free throw lane violation: Entering the designated area of the key before the ball leaves the free throw shooters hand. The shooter or anyone outside of the 3 point line may not enter until the ball touches the rim.

Types of Fouls

Charging: Illegal movement by an offensive player with the ball when he makes contact with a defensive player in legal guarding position.

Blocking: Legal guarding position on player with ball

• Must have both feet on floor
• Torso must face opponent
• No time and distance are required
• If opponent is airborne guard must have established legal position before opponent left floor

Screen: Legal action delays or prevents opponent from reaching desired position.

• Not required to face any direction
• May not initiate contact
• Illegal to lean or extend hips

Holding or pushing: Legal use of arms and hands

1. Arms extended vertically
2. Legal to hit hand when attempt to steal or block shot.
3. May absorb to protect from charge
4. May not use to force through screen
5. May not extend to side during rebounding
6. Holding is illegal

Reference:
Sather, B. (2009, September 24). Basketball Rules. Retrieved December 3, 2009, from Brian Sather’s website: www.unicommons.com

Appendix B Skill Rubric

Shooting Rubric

Have the student shoot 8 feet out from the hoop. (1 point each/ 4 points total)

• Feet shoulder width apart with shooting foot slightly in front of the other
• Shooting hand is behind ball and shooting arm is in an "L" shape
• Guide hand is on the side of the ball for balance only
• Push the ball up and towards the basket with one hand

__/4

Two-hand Overhead Pass Grading Rubric (1 Point Each, 4 Points Total)

• Hold and Throw ball with both hands
• Bring the ball well above and slightly behind the head with both hands
• Release it with a strong wrist snap an extension of the arms
• Arms and hands follow through in the direction of the pass

__/4

Mood, D.P., Musker, F.F., & Rink, J.E. (2007). Sports and recreational activities (14th ed.). p 85. New York: McGraw-Hill.

Dribbling (1 point each check)

• Pall is controlled using the pads of the fingers.
• Knees are bent and head is up.
• Uses the body to shield ball from defender.
• Ball stays under dribbler’s control.

Reference:
Sather, B. (2009, September 24). Basketball Skill Rubrics. Retrieved December 3, 2009, from Brian Sather’s website: www.unicommons.com

Appendix C - Sports Education Roles & Grading

• Players (3-5 on each team)
• Coaches (1 per team; responible for running practices and coaching in games)
• Sports Manager (1-2 per team; responible for setting up the gym, keeping score, time, and creating tournament brackets)
• Referees (1-2 per team; responbible for knowing and communcating the rules of the game and officiating

Grading:

Roles (Circle point value that best describes skill competency)
0 Severe lack of attention to assigned role.
1 Poor: Lackadaisical attitude toward role. Fails to complete some assigned duties.
2 Unsatisfactory: Performs most assigned duties, but quality is poor. Clearly a half-hearted attempt to complete role.
3 Satisfactory: Actively participates in assigned role. Contributes to success of the entire class. Demonstrates adequate understanding of requirements and performs assigned tasks during preseason and during the season.
4 Superior: Provides additional effort and attention to role. Clearly spends extra time preparing for role, including preparation outside of class. Outstanding performance during practices and events. 100% dedication to role.

Participation (Circle point value that best describes skill competency)
0 No participation.
1 Poor: Misses many practices and events. Failure to contribute much effort to the class.
2 Unsatisfactory: Misses some activities, fails to participate in assignments by coach or others.
3 Satisfactory: Attends practice and events, and participates in required activities. Some additional effort is expended.
4 Superior: Perfect class attendance and active participation throughout the unit.

Attitude (Circle point value that best describes skill competency)
0 Poor sportsmanship displayed. Negative comments and actions. Lack of effort and teamwork.
1 Exhibits good sportsmanship, but occasionally lapses into unsporting behavior like arguing with referees, interfering with the integrity of the game, or physical abuse. These problems are followed by an apology and change in behavior.
2 Exhibits a positive attitude and model sportsmanship and fair play. Includes following rules, encouraging language, doing good to others. Full cooperation with classmates.

Reference:
Sather, B. (2009, September 24). Sports Education Grading Rubric. Retrieved December 3, 2009, from Brian Sather’s website: www.unicommons.com