Context and Rationale

This basketball module has been designed for a year 10 Health & Physical Education class for term 3, 2018. The

content and activities have been developed in conjunction with the year 10 Health and Physical Education strand,

“Movement and Physical Activity.” This module has been specifically developed to meet ACPMP099, “Movement

skills and sequences within different physical activity contexts reflecting: Increased complexity & transference of

learned skills to new activities.” (School Curriculum and Standards Authority, 2017) The module aims to address

ACPMP101, ACPMP103, ACPMP106 and ACPMP107. The progression of skills, exercises, drills and game

scenarios have been specifically developed to meet and exceed the requirements of the SCSA curriculum.

This course builds on a number of achievement standards introduced in the year 8 and 9 curriculums such as

ACPMP080, “Movement skills and sequences within different physical activity contexts with a focus on; increased

accuracy & efficiency in skill performance and control balance & stability,” in year 8, linking with ACPMP080,

ACPMP081, ACPMP082 and ACPMP08. ACMPMP099/ACPMP100, “Movement skills and sequences within

different physical activity contexts reflecting: Increased speed and accuracy & increased complexity,” is the main

substrand studied in year 9, linking with ACPMP100, ACPMP101 ACPMP105, ACPMP106, ACPMP10.

The curriculum presents a dynamic and sequential content approach to learner development and this module of

study is no exception. Students will apply previous knowledge and H&PE experiences to an ever challenging

basketball module, designed to develop foundational skills, promote quality fundamentals and encourage quality

learner interactions. As reflected in ACPMP099, students will be applying prior knowledge to the sport of

basketball through, “Increasing complexity, (of skills and sequences) & transference of learned skills to new

activities.” For example, students will be able to apply basic team sport strategies, utilise simple kinetic movements

& apply self-regulated learning strategies to new skills.

A range of specifically and strategically positioned learning activities have been implemented to ensure that

students are exposed to a wide range of interactive and engaging content. Each drill and exercise has been

evaluated for age appropriateness and quality content to ensure meaningful and genuine learner interaction is taking

place. The module includes a series of drills, exercises, activities and modified game situations to present a varied

and tailored approach to curriculum requirements. Due to the practical nature of H&PE, the potential to utilise

hands-on activities ensures that students are being exposed to meaningful and applicable learning opportunities.

Modifications for each drill for gifted & talented players and those who low level learners have also been

considered and included as part of the forward planning document.

Student assessment will be conducted via observation throughout the semester; matching individual performance

against KTP’s and skill criteria. The use of quality questioning and encouraging student reflection will contribute

towards quality skill development and competence.

 Year 10
Term 3
Health and Physical Education Unit 12 week Overview - Basketball

Weeks Topic Focus and Skills Links to the Assessment Resources

Curriculum
1&2 Introduction to the game;  ACPMP101 Assessment of  Basketball Court
 Rules, Team Layout,  ACPMP103 skills through  Basketballs
Considerations  ACPMP106 observation and  Cones/Markers
Introduction to passing;  ACPMP107 application of  Tags/Bibs
 Chest Pass grading standards,  Whistle
 Bounce Pass and KTP
 Overhead Pass understanding
checks through
questioning.
3&4 Introduction to shooting;  ACPMP101 Assessment of  Basketball Court
 Shooting technique  ACPMP103 skills through  Basketballs
 Planning trajectory (Hotspots and  ACPMP106 observation and  Cones/Markers
aiming points)  ACPMP107 application of  Tags/Bibs
 Inside shooting grading standards,  Whistle
 The lay-up and KTP
understanding
checks through
questioning.
5&6 Introduction to dribbling;  ACPMP101 Assessment of  Basketball Court
 Ball handling basics  ACPMP103 skills through  Basketballs
 Bounce height  ACPMP106 observation and  Cones/Markers
 Ball/body positioning  ACPMP107 application of  Tags/Bibs
(protection) grading standards,  Whistle
 Stationary dribbling vs. dynamic and KTP
dribbling understanding
checks through
questioning.
7&8 Introduction to defence;  ACPMP101 Assessment of  Basketball Court
 Player positioning  ACPMP103 skills through  Basketballs
 Footwork  ACPMP106 observation and  Cones/Markers
 Boxing out  ACPMP107 application of  Tags/Bibs
 Man on man (1 v 1) defence grading standards,  Whistle
and KTP  Reaction Balls
understanding
checks through
questioning.
9&10 Introduction to game scenarios;  ACPMP101 Assessment of  Basketball Court
 Combined Drills  ACPMP103 skills through  Basketballs
 Shooting, Dribbling, Passing &  ACPMP106 observation and  Cones/Markers
Defence  ACPMP107 application of  Tags/Bibs
 Introduction to basic tactics grading standards,  Whistle
 War and KTP  Reaction Balls
understanding
checks through
questioning.
11&12 Modified games;  ACPMP101 Assessment of  Basketball Court
 Advanced dribbling, shooting,  ACPMP103 skills through  Basketballs
passing & defence.  ACPMP106 observation and  Cones/Markers
 Introduce 3 on 2  ACPMP107 application of  Tags/Bibs
 Modified Round-Robin grading standards,  Whistle
tournament and KTP  Bean Bags
understanding
checks through
questioning.
 Forward Planning Document

Term: 3 Weeks 1-12 Year level: 10 Teaching and Learning area: Health and Physical Education
Overarching learning goals:
As a result of this module of work students will be able to As a result of this module of work students will be able to As a result of this module of work students will be able to:
know: understand:  Demonstrate each foundational skill and describe
 How to perform each of the foundational skills of  That basketball is a complex and interactive game where using key teaching points.
basketball. (Passing, Shooting, Dribbling, Defence) players must work together as a team in order to  Demonstrate a basic understanding of the game, its
 How each of these skills can be used in independent and succeed. rules and interpersonal team interactions.
interconnected situation.  Basic team strategies and applications to team based  Demonstrate some degree of skill progression in
 How to apply these foundational skills to game scenarios. some or all of the foundational skills taught
scenarios.  Each skill is made up of its own unique key
components.
Achievement standard:
Movement skills and sequences within different physical activity contexts reflecting:

 increased complexity
 transference of learned skills to new activities

ACPMP099

Curriculum links
Personal, social and community health Movement and physical activity
 N/A  ACPMP101
 ACPMP103
 ACPMP106
 ACPMP107
General capabilities
Literacy  Numeracy ICT Critical and creative Ethical behaviour  Personal and social Intercultural
thinking  competence  understanding
Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
Lesson Curriculum Links Specific lesson Assessment Teaching and Learning experiences (including key inquiry questions) Learner Resources
(include code) objectives (for learning, as diversity
As a result of this learning, of  It is assumed that there will be 2 full Basketball courts available for each lesson. (G&T, SWD,
PSCH MPA lesson students learning)  At KTP and Demo section at the beginning of a lesson, students will actively stretch. EALD,
will be able to:  Students will jog a slow lap, and then walk a slow lap of both courts after last drill to cool down & SAER)
aid in packing away all balls and resources.
1 Warm-up: Jailbreak warm-up drill (Diagram)
 ACPMP099 1. Demonstrate  Study the Split into 4 teams 2 x (2 x 7) & (2 x 5) 7’s are offensive & 5’s are defensive. Use 2 adjoining Learner  10 red
 ACPMP101 a basic courts or 2 halves of 1 court. Blue players move clockwise/Red A.C. Diversity
assessment Encourage
cones, 20
 ACPMP103 understanding standards of Teacher calls ‘JAILBREAK!’ blues try to dodge reds and make it outside court boundary. Tag yellow
self reflection
 ACPMP106 of basketball = caught, 1pt to make it outside. Swap over after each – adjust parameters as required.
each skill and during games cones.
 ACPMP107 rules. (+defence/add basketballs etc) and activities.
be familiar
with them so Body: Introduction to basketball Do not make
2. List the 3  Basic rules a big deal of
basic pass that dynamic grouping
and  Team structure & positions talent levels.
types covered
in this lesson meaningful  fundamental skills required ALWAYS be
and describe o Passing/Catching prepared with
assessment a simpler and
the respective o Shooting/Offense
can happen in a more
KTP’s of o Dribbling/Ball Handling
real time. o Defence
challenging
each. option.
 Student Introduction to passing
3. Compare and performance Start with the Chest pass – Demo and KTP’s;
contrast the 3 will be Ball at chest height, step to receiver, push ball from chest and splay finger. Thumbs down, aim Assess
different pass assessed for receiver’s chest. progress of  1
types and through Bounce Pass – Demo and KTP’s class during basketball
differentiate observation Ball at chest height, aim for 2/3-3/4 distance so ball bounces up into hands, step to receiver, drills. SAER per 2
when each and by push ball from chest and splay finger. Thumbs downs – Also 1 handed variation (Baseball/step- can have students,
would be more practice
questioning around style) of each type cones for
most Overhead pass – Demo and KTP’s
students on if required. marking
appropriate. Start with ball behind head, step to receiver, straighten arm, thumbs downs and attempt to hit
KTP’s. G&T talented lines.
receiver on chest – Baseball pass variation. students may
 Simple passing practice with a partner utilise the one
hand bounce,
Facing a partner, students will progress through the basic pass types to apply KTP’s and (Step around),  Cones for
practice the actions of both catching and passing. baseball pass, marking, 1
 Pass and follow drill - Star lob to remain basketball
Group players into teams of 5. Form a star shape and pass to your opposite player who is engaged etc.
per team.
slightly on your left. (Proper chest pass technique.) Follow the pass and take the place of the
student you passed to. Adjust drill to allow practice of other pass types.
 Team passing drill – The zip
Split class into 2 groups and spread them lengthwise along the court. Balls both start at same
end and are passed along in a diagonal fashion until the last person in the chain catches it. Use
cones help students know where to stand. Use chest pass, then bounce, then overhead in
sequential drill attempts.
Conclusion: The Zip team relay (& Revisit KTP’s)
Introduce a relay concept to the drill. Both balls start at the same end. As quickly as possible,
students pass the ball to the opposite end using chest passes, then back using bounce passes,
then back using overhead passes, then chest passes to return it to the first passer. Winning team
is the first to sit down.
2 Warm-up: Basketball; Passing Relays
 ACPMP099 1. Apply static  Study the Students are split into 4 teams and line up behind cones along the base-line. A series of cones have been set up SAER may
ahead of them, each with a basketball sitting on top. Students are to run to the closest cone, pick up the wish to jog at
 ACPMP101 passing assessment  4 cones per
basketball and pass it back to the next player. Passer runs back to the line, tags next in line and sits down. Next a slower pace
 ACPMP103 techniques to standards of player dribbles to the empty cone, places basketball back down, runs to next cone and passes back to the next team, 1
or reduce the
 ACPMP106 dynamic each skill and student. Repeat until all balls are where they started. First team to sit wins. Adjust distance, reshuffle teams as distance basketball
 ACPMP107 situations. be familiar with required. Modifiers – Type of pass, running/skipping without the ball, dribbling preferred/non-preferred hand. between
them so that Body: Introduce dynamic passing to the group, involving passing and catching while moving.
per team.
passing
2. Demonstrate dynamic and  32 Advance players in the
an meaningful Introduces the students to dynamic passing while moving. Utilise 2 courts if possible. 3 lines of students per channels.
understanding assessment can court. Both students on the end lines have a ball but the student in the centre does not. All 3 students run down G&T can
that passing is the court at once, player on one side throws to centre who returns it, then same with the player on the other side. increase
happen in real
Students pass ball to next player in the end rows and continues in that fashion. Introduce relay scenario if speed,
an integral time. required. increase
part of a  Student  3 man weave distance etc.
team’s performance Students remain in the same 3 lines used in the last drill. This time, there is one ball per 3 which starts with the Group
success. will be assessed player at the front of the middle line. As the 3 players move down court, the player with the ball passes o his left accordingly,
through or right, but follows the ball to slot in the behind the target. The new ball carrier passes to the player on the other or utilise
3. Identify and observation and side and assumes his position, so on. Utilise bounce passes and chest passes for this drill. Focus on positioning multiple
select by questioning the ball slightly in front of player you are passing too. Take a step towards the player before you pass to build courts.  Cones for
power. marking
appropriate students on
Conclusion: Netball NFL (& Revisit KTP’s) Encourage
pass types for KTP’s. Split the class into 4 teams. 2 will play on each court. Students must pass to other members of the team to
end zones,
personal and
varying advance the ball up the court and reach the, ‘end-zone/try-line/hoop’ at the end of the court. Non-contact defence group 1
situations and only. Passer has 3 seconds to get rid of the ball and is only allowed one step when catching a moving ball, regulation by basketball
applications. Otherwise only pivoting is allowed. 1 goal for a ball caught in the end-zone. Only allowed overhead, bounce and students. per game.
chest passes. Must be kept below shoulder height. Self officiated but, ‘rolling’ attention by teacher.

3 Warm-up: Amoeba Tag –

Students line up at along the half court line. 1 or 2 people are designated as the taggers, who occupy the space between
 ACPMP099 1. Outline the  Study the  Bag of tags
the half court line and base line. On, “Go!” command, students attempt to sprint past taggers without being tagged. If a
 ACPMP101 4 KTP’s of assessment student is tagged, they collect a tag from the side of the court and, ‘join onto,’ the amoeba. (‘Connected players’ hold a
 ACPMP103 shooting, standards of tag between them.) The pair then attempts to tag while remaining joined. Cannot break contact or tags do not count.
 ACPMP106 (B.E.E.F) each skill and
Play until no students are left. Reset and start again with new Amoeba’s – Adjust number of Amoeba’s for class as Encourage
required.
 ACPMP107 Balance, Eyes, be familiar Body: Introduction to shooting – Demo and KTP’s;
quality skill
Elbows, execution,
with them so Begin with one handed demo, (rest ball on hand, elbow straight, push ball up and flick wrist to achieve back spin, power
Follow- generation from both lower and upper body.) Progress to two handed demo, (supporting hand does not touch ball but utilising
Through that dynamic sits just off ball surface. This ensures quality shooting hand position. Progress to both hands on ball. KTP’s.
and  Basic shooting practice  Cones to
Utilise 4 rings if possible and split the class accordingly. Each ring can support 2 small groups. Both group’s line up to G&T may
2. Identify meaningful increase mark line
the left and right of the basket, along the keyway. Students begin close to the ring and are instructed to utilise KTP’s
aiming assessment taught to try and make a basket. Take a step back along the line after each student has had 3-5 attempts, depending on distance or positions, 1
targets and can happen in group size, up until you reach the foul line. impose more ball per
real time. Follow progression using 1 hand, then 2 hands unsupported, then 2 hand s supported. Encourage the use of the square on difficult group.
utilise the backboard as a means of aiming. Provide feedback and answer questions as you move around the groups. angles, aim
effective  Student  Perfects. for a
shooting performance Set up 3 lines at each basket. 1 in front and 2 on the side of the keyway. (Ideally outside the small circle under the swish/off the
techniques. will be basket.) Each group has 1ball each. Take turns shooting and rebounding with the first player from each line, then board etc.
second, then third etc. Return to your own line after shooting. After 3 shots, change position. Repeat drill after each SAER may
assessed group has taken a step back. reduce angles
3. Predict ball through  11/21/31’s and distance,
trajectories observation Each of the groups in the activity before form up with other students at the same ring, so that there is 1 group at each (e.g. step in  Cones for
basket. The aim of this game is to get to 11/21/31 points. Teams should begin directly in front of the basket, at the
during and by midpoint between the bucket and the foul line. Each student takes a shot and collects the rebound. 2 points for a
front of cone) marking
shooting questioning successful shot, 1 point for a rebound and score if it can be caught before it hits the ground. Count score out loud as a line
team. Utilise peer
and students on teaching. position, 1
Conclusion: 11/21/31’s relay (& Revisit KTP’s)
rebounding KTP’s. First team to reach 11/21/31 calls out the number and sits down as a group. Observe winning margin and change ball per
exercises. shooting position/score etc to even team performance. group.
4 Warm-up: Rats and Rabbits warm-up.
 ACPMP099 Students line up along the centre line and alternate to face different end of the court – Number Rat/Rabbit/Rat/Rabbit etc.
1. Build on basic  Study the
Must stand with both feet on the line. At call of Rat or Rabbit, student matching the animal called must sprint to the
 ACPMP101 shooting assessment
other end of the court without being caught by their opponent.
techniques to standards of each
 ACPMP103 Body: Shooting II & Introduction to lay-ups – Demo and KTP’s;
execute a skill and be
 ACPMP106 layup. familiar with
2 steps, protect the ball, aim for the corner of the box etc. Teach shooting style finish. Advanced players may use finger Remove the  Cones for
roll.
 ACPMP107 them so that speed and marking line
 Basic layup practice
2. Demonstrate dynamic and angled of position, 1
Students are arranged into groups – 1 per ring. (4 groups for 4 full courts.)
appropriate meaningful basket attack
Students are arranged in groups behind the key line and practice stepping into the basket and performing a layup off one
for SAER.
ball per
shooting and/or assessment can foot. Progress to layup from 2 steps and then switch sides. Focus on backboard square, backspin and height. group.
layout choices happen in real  Simple layup drill
when making time. Students are arranged into groups – 2 per ring. (8 groups for 4 full courts.) Alternating with their respective team mates G&T can
decisions in  Student in the group on the opposite side, each student takes a turn walking towards the run to perform a slow layup. Gradually increase
drills and game performance will increase the pace to a jog, then whoever is comfortable may speed up to a slow run. No sprints. Focusing on good speed,
scenarios. be assessed technique is a must. decrease
through  Introduce pressure shooting  N.P., 1 ball
Utilise injured students/students without uniforms etc to act as stationary pressure in the middle of the key. Hands up angle,
3. Apply basic observation and
just outside the trajectory to the ring. Introduces students to making adjustments as they head to the basket. No blocking introduce
per group,
shooting and by questioning cones for
or contact of any kind. Players can opt to go preferred hand or non-preferred but must maintain form and technique. finger roll,
lay up students on marking
 Student Choice board slaps
principles to KTP’s.
From the centre line of the court, the students will once again approach the pressure from the front. This time, students etc. position.
defender drive towards/around the defensive pressure and opt to take a standing jump shot or layup. Students may also opt to try a
interactions. finger roll if they are comfortable. Encourage use of non-preferred hand. Utilise peer
Conclusion: The Game winner! (& Revisit KTP’s) teaching
To finish the lesson every student gets one shot from a distance outside the 3 point line. (As far as they feel when waiting
comfortable.) If the student sinks the bucket, in addition to the cheers and applause, they will receive a reward of some
to participate
 Between 2 -
kind. (Candy/Pick a drill next week – Whatever is allowed and permitted.) Be mindful of windows and the roof with this 4 balls entire
drill – Only 1 student shoots at once and everyone only gets one shot.
if possible.
class.
5 Warm-up (Intro): Pacman Tag -
 ACPMP099 Allocate 1 or 2 people to be Pac-men, (Taggers) and one person to be the doctor. Use a basketball court with marked
1. Demonstrate  Study the lines for this warm-up as players can only travel on lines. (Any direction but cannot jump across lines.) Pac-men
 ACPMP101 basic ball assessment attempt to tag, (‘eat’) the players as in the game. When tagged, players must sit down, blocking the line for other
 ACPMP103 handling standards of players. Pac-men can pass a sitting player but they become a road block for others. Doctor may not pass road blocked SAER –
 ACPMP106 ability by players can heal them by performing an action. (E.g. 1 burpee, 3 start jumps etc – Something quick) Doctor is immune Consider
each skill and to Pac-men. Reset game or +/- taggers as required. Modifiers – Add actions. E.g. Pac-men can only skip, doctor hops, removing
 ACPMP107 applying
be familiar other players gallop) speed, use  1 basketball
dribbling
with them so Body: Introduction to dribbling & ball handling – Demo & KTP’s; only preferred for each
KTP’s. Simple dribbling preferred hand only to start. Ball pushed downwards, not hit or slapped, should be caught at
that dynamic hand, group student.
approximately hip level. Hand on top of the ball, use body to shield, ball at side of body. Ball wraps to warm up.
students
2. Execute and  Beginning Dribbling
accordingly
simple meaningful Students spread out over the court and each has a basketball. Each student can practice dribbling on the spot with the
for games.
dribbling preferred hand paying attention to the KTP’s explained. (Ball on the hip, hip height, push ball etc.) From here progress
assessment to a low dribble where student sink down and bounce the ball under or at knee height. Progress to a stationary dribble
drills can happen in with the non-preferred hand and introduce a slow cross-over. Introduce dribbling game – Whistle blow = change hands G&T –
Increase  1 basketball
involving real time. or return to stationary dribble. 2 x whistle blow = change to knee height/hip height, 3 x whistle blow cross over’s on the
static spot. speed, add for each
dynamic
 Student  Keeping Possession modifiers student.
movements. performance In this game, students must protect the ball from being knocked away by other players. The key is to keep good ball such as non-
will be control, utilise good body position and keep the bounce of the ball low. No contact, pushing, fouling, kicking of preferred  1 basketball
basketballs or group pressure. If the ball is knocked out of bounds, retrieve it, do 5 star jumps and rejoin. hand only, per group.
3. Show assessed  Simple dribbling drill and introduce
understandin through Students form 2 lines on each baseline – 4 lines in total. The student at the front of the line has a basketball. The dribbling
g of basic ball observation student at the front walks down the court dribbling & returns. Focus is on good ball position and control – Emphasise visors. (Do  1 basketball
protection and by
Head Up! Rejoins the back of the original line. After walk, students gradually increase speed to a jog and introduce a not allow per group.
layup at one end. Not the change of ball position as speed increases. Introduce flat markers that students must pass, vision of the
during drills questioning doing a simple crossover to every time they reach a new marker. (Zig Zags) ball when
by displaying students on Conclusion: Dribbling Relays (& Revisit KTP’s) head is up.
correct body Split the class into skilled and learners, with each being on a separate court. 2 groups per court. Skilled basketballers do
KTP’s. a series of dribbling suicides in groups and aim to finish first. (Base = Foul line – Base – centre line – base to far foul line
position.
– end line – baseline.) Learner groups perform straight line runs with the preferred hand – Add/remove variables as
required. Try to match teams so that all 4 groups are competitive.
6 Warm-up (Intro): Flag Tag 2 – Mark out 4 corners on a basketball court. Class is split in half  Bag of Tags
 ACPMP099 1. Demonstrate  Study the (Red/Blue) – Each student has a tag. Split colours in half so you have 2 red and 2 blue. Each of the
 ACPMP101 a combination assessment 4 groups occupies a corner of the court. On call or whistle, students exit the marked area and attempt
 ACPMP103 of both to steal opposite coloured tag. If tag is taken, student returns to corner and performs a selected skill
standards of
 ACPMP106 dribbling and or task. (Push-ups, star jumps, sit-ups, dribbling exercise etc) When all tags have been taken, reset Introduce
each skill and players and tags, change task and play again. Additional rules – Students have 15 seconds to exit
 ACPMP107 shooting in dribbling
the same be familiar coned area at beginning. Last two opposing team players have 30 seconds to snatch tag or the game progressions to
series of with them so resets. (Modifiers – Can have 2 teams, 4 teams, no teams etc depending on numbers. No running – a comfortable
movements. that dynamic skipping hopping, etc. Can play with basketballs – Knock away opponent’s ball instead of flags.) and  Basketball
and Body: Dribbling progressions – Demo & KTP’s. appropriate per student.
Change of ball position when running – Moves in front of the body but remains controlled. Basic pace. Don’t
2. Display use meaningful be afraid to
of both hands assessment drills with non-preferred hand & additional of cross over & switching drills.
wind back to
when can happen in  Follow the leader dribbling
dribbling, real time. Student’s line up along the base line, each with a basketball. Teacher will select one of the students basics if
utilising the on the end becomes the leader. The leader begins dribbling around the court but can only use the required for
 Student marked lines for travel. When the leader cross or travels along the centre line, he must sprint to the
basic SAER and/or  Basketball
crossover to performance end of the line he/she is on. Teacher can opt to blow the whistle 2 times to change direction of the whole class. per student.
switch ball will be team. 1 x whistle blow = change hands. If a basketball escapes a player, they collect it and join the
position. assessed end of the line. Teacher can choose to change the leader if time permits.
through  Speed dribbling  N.P., 1 ball
3. Identify real observation Introduce dribbling at a fast run/sprint speed along the lines – Run only along the long side-lines. G&T can use per group.
time game and by Ensure students are reminded of KTP’s and advise good ball positioning when running. Introduce a non-preferred
requirements questioning dribble to a layup at speed hand more  N.P., 1 ball
and exhibit students on  Dribbling into defence often, Line per group, 2
appropriate Utilise students who are injured or out of uniform to play static defence in the key way, just behind G&T on weak
KTP’s. x tags for
the foul line. If students are unavailable, use a marker or something similar. Students are split into 1 side of basket
ball handling N.P.
etc
choices group per 1 hoop and begin a little outside the 3 point line. To begin, student dribbles strong side +
during drills layup. Progression – Weak side + layup – Strong side jump shot – Weak side jump shot.
and exercises.  Dribbling reaction drill  1 ball per
Similar student layout as before, but this time the stationary defence dictates which way the dribbler group.
has to go. Approximately 2 steps away, the defence will signal left or right using brightly coloured
tags held behind his/her back. Students immediately change direction via crossover or changing
body position. Student explodes towards the basket and attempts to sick the shot. Retrieve own
rebound and return to group. Split into as many groups as you have on participants.  1 ball per
 Fast breaks – Jump shots & Lay ups. group.
Utilise the 3 man weave basic drill layout and split the class in half for one court each. Students
utilise 2 dribbles each then pass. At the far end of the court, students will have a shot or layup
attempt. Non-shooters attempt to get into good rebounding position and put up shots until it is made.
(Cap this at 3 shots.) Students do not shoot at the end they started from. (Only shooting at one end to
ensure students flow quickly through the drill)
Conclusion: Fast break layups. (& Revisit KTP’s)
Leave students in same teams as before but use 1 court for 2 groups. Groups line up on opposite side
of the court, both starting on the baseline and facing the same way. This is a full court relay
dribbling and lay up drill. Students will use their strong hand and dribble down the court as fast as
possible. One layup attempt only worth 2 points. Collect rebound, peel towards the far said of the
court, dribble back and pass to next in line when inside the 3pt line to ensure passes and short, sharp
and accurate. When next student catches the ball, they do the same. Each team aims to sink every
basket as they are trying to reach a goal. Depends on time and skill level – Consider 20pts for low
skill teams, 50+ for skilled players. Each team may also have a tailored goal if the distribution of
very skilled players is not even. (I.e 20pts for team 1, 40pts for team2, 50 for team 3…)
7 Warm-up (Intro): Basketball; Rob the Nest  As many
 ACPMP099 1. State the 5  Study the 4 equal teams, split by height, number, hair colour etc. Teams line up behind cones in a line. On basketballs
 ACPMP101 basic assessment whistle, one student from each team grabs a ball from the middle of the court and places it in their as possible,
 ACPMP103 components hoop while dribbling. Balls cannot be thrown back and if it rolls away or out of the hoop, it must be hoops, cones
standards of
 ACPMP10 retrieved and put back. Player tags next player in line before they can go. Once balls are all taken for marking
of each skill and from centre, students opt to steal a ball from another hoop (Field is square so should be fair and
 ACPMP107 position.
introductory be familiar even). No interfering is allowed by any other players or teacher may remove a ball from their hoop.)
defence. with them so After a certain time has elapsed, all freeze and count balls. Winning team is the one with the most.
that dynamic Shuffle teams by removing end player and having them move around to another team. Reset balls
2. Apply these and and play again with modifiers, adjusted time etc. Have injured or non-participants (NP) pack away
defence meaningful during next drill. SAER &
KTP’s to assessment Body: Introduction to defence – Demo & KTP’s; G&T – Pair
real time can happen in Bent knees, hands up & one up/one down, face defender, head up, shuffle. with
movements real time.  Crocodile Drill – Students line up on base-line. Groups of 6. Use half court - 4 groups students of
across 2 courts. Students sprint across the base-line, then shuffle step diagonally, with correct similar
and  Student ability,
defence technique, to half court line. Sprint across half-court line, then repeat in reverse and
interactions. performance head back to starting position. height,
will be  Defence skill stations – Utilise 2 basketball courts and split them into half. Set up 4 simple athletic
3. Illustrate a assessed stations with even numbers of students in each (4/6/8 – plan to class size.) capabilities
basic through  Station 1 – Shadow Defence. (Cones for marking) etc. to make
 1 reaction
understandi observation In this drill, students partner up with a student, ideally of similar height, build and skill. sure high
achievers ball per
ng of and by The aim of the game is to shadow your opponent’s offensive direction and stop them from
crossing into the end-zone. Use body positioning to try and keep your opponent out of the and game,
defensive questioning
zone for as long as possible. Game can be played with offensive player having a beginners cones for
positioning students on
basketball to increase challenge or make pairings fairer. get the most marking
during drills KTP’s. from the
 Station 2 – Reaction Ball Soccer (4 cones & 1 small reaction ball per group) goals and
and drills.
Each game is played by 2 students in a small court made of 4 cones with a small reaction boundaries.
exercises.
(Knobbly) ball. Create these in the corners of the half court so that games do get impacted
by wayward balls. The aim of the game is to get your ball past your opponent and into the  1
goal. Students must remain low and react quickly to save goals. Students can only use basketball
hands in this drill and must slap or hit the ball along the ground – No catching, picking up
per group,
or kicking. After a goal, ball starts with the student who did not score.
Station 3 – Hit the wall! (1 basketball per group of 3 and a brick wall) cones for
This drill is played with 3 students (2 groups = 6) – 2 are passers and 1 is the defender. 2 marking
passers stand approx 2 metres away from the wall and approx 5 metres apart at cones. The position.
aim of the game is for the 2 defenders to pass to each other, then into the wall. The
defender has to run between the 2 passers and catch it before it hits the wall. 10 xs for  Bag of
each passer, then change. A just distances as required – e.g. if the wall is hit, passers take tags, cones
a small step closer to each other. for
 Station 4 – Jungle Madness; marking
Split group into 2 teams who will play this game inside 1 half court. Half the group have
position.
tails, half the group without. Once the whistle blows, those without must try and steal a tail
from a monkey and put the tail in their shorts. They then become a monkey and the person
who lost their bib has to then go and steal a tail from a different monkey – Can’t retake a  1 ball per
bib. Promote good body positioning to keep the bib protected. When the whistle blows for group.
a second time, those with a tail are the winners.
Conclusion: Circular shooting (& Revisit KTP’s)
Students line up around the lines marking the keyway. 1 Ball per group, 1 non-participant
rebounder. Each student gets a shot at the basket – Skilled on free throw line and developing
shooters closer to the basket. Student shoots, NP rebounds and passes to the next student. When the
team has scored a combined 20 points, they can go and get changed. Adjust this as required (+/-
depending on skill)
8 Warm-up (Intro): King of the court
 ACPMP099 Each player has a basketball and can use the entire court. The aim is to constantly bounce the ball, while protecting your
1. Develop an  Study the own and attempting to knock away other player’s balls. No body contact, pushing etc, otherwise that player is out. Ball  1 basketball
 ACPMP101 increased per student.
understanding
assessment off foot or other player is also out. Players who are out must perform an action before returning to the game. (10 star
 ACPMP103 standards of jumps, 10 push ups, etc) Reset game after all balls as knocked out. Potential for lots of modifiers! Modifiers – Left
of defensive
 ACPMP106 applications to each skill and
hand/Right hand, Preferred & non-preferred, hopping only, bounce ball beneath knees, must change hands with each
step, (Cross-over’s)
 ACPMP107 the game of be familiar Body: Defence II – Demo & KTP’s
basketball. Introduction to boxing out, moving defence, 1 vs. 1 (Man on man) SAER & G&T
with them so
 Zig Zag Slides; – Pair with
2. Demonstrate that dynamic Students line up in 2 groups per court on the baseline. Students slide in a diagonal fashion and should be demonstrating students of
the ability to and good posture, foot and hand positions. Next in line can go after first student hits free throw extended to ensure that the similar ability,
work with meaningful drill flows smoothly and quickly. On return towards original drill position, students must lead with the opposite foot to height, athletic
 4 ones to
multiple team practice defending with either leading foot. capabilities
mates during
assessment  Defensive Specialist; etc. to make mark
defensive can happen in 2 drills per court can be set up with this activity. If numbers allow, it will be easiest to have 2 groups on 1 court. sure high position
manoeuvres. real time. Set up 4 cones to create a large box between the foul line extended and the base-line. Students line up at the first cone, achievers and only.
sprint to the second, slide (close out) to the next, sprint to the next and close out back to original line position. beginners get
 Student  Free Throws & Boxing out Students line up behind one another on the foul line. First two players step into the most from
3. Display a basic  1 basketball
performance the key area – These 2 are the rebounders. Next student in line is the shooter who will put up a free throw the drills.
understanding attempt. If he makes it, everyone heads to the back of the line. If he misses, the 2 in the key attempt to
per group.
of boxing-out will be As mentioned
rebound and put up a shot. Modifiers – 1 shot attempt only ink the shot, you stay in (At the line or in the
and assessed key.) shot & out of bounds, all change. Etc. Highlight important KTP’s of boxing out, (Body position, in lesson 6, do
understand through position under the ring, opponent awareness etc.) not be afraid to
when it is to be observation Conclusion: Basketball Netball (& Revisit KTP’s) reduce
used. Modified game situation across 2 courts, split into 2 teams per court. 1 x teacher and 1 x NP officiating. Similar to challenges of
and by netball rules. Players have 3 seconds to move the ball on to a team mate or a turnover will be awarded. Both offence drills and  1 basketball
questioning and defence can only move while the ball is moving between students. As soon as it is caught, everyone must freeze activities per game.
students on immediately. This encourages good position choices under pressure and ensures a more even playing field. 3 seconds in where
the key. Bucket is worth 2points – No 3 point shots. No contact. required.
KTP’s.
9 Warm-up (Intro): Reaction ball handball: SAER &  Reaction ball
Use 2 basketball courts. Teams of 3 or 4 can use bibs/tags for teams. Students work in teams to try to throw the ball into G&T – per game,
 ACPMP099 1. Apply various  Study the the goals. One step with the ball and must release it within 3 seconds. Underarm only and must be rolled for a shot at Introduce tags, cones for
 ACPMP101 dribbling assessment goals. All players are field players so there is no goalie. Not contact, pushing or penalties apply – Self officiated etc. student marking
 ACPMP103 techniques to standards of Works in the same way as soccer – Start from middle and pass it to a team mate first. choice for goals.
 ACPMP106 show Body: Combined Drills & Introduction to basic attack & defence tactics A&C drill
each skill and Attack and Counter Drill – Demo & KTP’s.
 ACPMP107 offensive after 3 basic  Cones for
intentions. be familiar 4 groups of 6 students per ring. (2 courts)
dribble types
Students dribble up to first cone, and then bounce the ball between the cones, progressing through the following; marking, 1
with them so have been run basketball per
Students may opt to keep the dribble basic if they are uncomfortable.
2. Relate the that dynamic  Single crossover through. group.
skills of and  Double crossover Learners may
 opt for the
dribbling, meaningful Between the legs (Adv.)
single
shooting, assessment  Triple crossover (Adv.)
 Side to side – 1 handed, ‘cross-over’ (Adv.) crossover
passing and can happen in whereas G&T  1 ball per
 Side to side to Crossover (Adv.)
basic defence. real time. may choose group, cones
 Golden Child Drill;
Side to side to for marking.
3. Demonstrate
 Student Class is split into 2 teams per half court area. One team is the shooting team and one team is the dribbling team. A large
crossover.
box is marked out with cones which represents the running trajectory of the dribbling team. On the whistle, the first
an performance member of the dribbling team sprints around the cones and attempts to make it back home. The shooting team puts up a Adjust
understanding will be shot at the same time. If successful, the dribbler must freeze, slightly off the course so as not to impede other runners. If difficulty as
assessed not, the shooter gathers the rebound and passes it to the next member of the shooting group. Go through the students until required &
of how these
all dribblers have had a turn. The last dribbler is the golden child. Whoever he passes when running will be unfrozen ability driven
fundamentals through and can join him running around the course. Add up numbers at the end and swap over! grouping.)
work in observation Conclusion: Pressure (& Revisit KTP’s)  2 basketballs
synergy Student’s line up in groups on the free throw line; each with a basketball – 4 groups across 2 courts. The idea of the per group.
and by
during drills game is to make every basket. The first player shoots and attempts to make the basket. If so, the student rejoins the back
questioning of the line. If the shot is missed, the student must make a rebound basket before the person behind him sinks a basket.
and exercises.
students on Students who are out, do 1 clockwise lap of the outside of the court and rejoin.
KTP’s.
10 Warm-up (Intro): Modified dodge ball
 ACPMP099  Utilise basic  Study the Utilise 1 x basketball court and as many foam balls as possible. Have a non participant, injured student (if possible) line  As many
team strategies the long boundaries of a basketball court. If no students are available, choose 2 students from the class. On the whistle,
 ACPMP101 assessment students must make a break from the base-line to the far base line while dodging foam balls – 10 seconds to move into
foam balls
and consider as possible.
 ACPMP103 how they can standards of the front court. Throwers must keep ball below waist height. Any higher hits means the student stays in. When a
 ACPMP106 be applied to each skill and student is hit, they grab a foam ball and join the students who are on the sidelines. Repeat until all students are out and
reset. Introduce modifiers if required – balls must roll, non-preferred hand throws, skipping/hopping/jumping etc
 ACPMP107 game be familiar Body: Combined Drills II
situations.
with them so  21 Cones;
Ensure a mix  21 cones, 1
that dynamic Class is split into 4 groups – 2 groups at each end of 1 basketball court who stand at each of the elbows on the free throw
 Competently line – First player in line has a basketball. 21 cones are placed in the centre circle. One the whistle, each of the 4 players of all abilities hula hoop
utilise a and holding a ball makes a free throw attempt. If it is successful, the student returns the ball runs to the circle and collects a during per team.
combination of meaningful cone. If not, they retrieve the rebound and return it to the next person in line. Place a hoop near each of the 4 teams – today’s
foundational This is the storage area for collected cones. When the last cone is taken, whistle blows and teams count how many they lesson. Even
assessment SAER &
skills and apply were able to secure.
them to drills can happen in  Cut, Catch & release; G&T
and game real time. 2 groups per half court. 1 group is the passing team and 1 group is the shooting team. 1 ball per half court, flat markers distribution
situations.  Student on the elbows/key line closer to the basket. 1 team under basket, 1 team on centre line, at 3 point marking facing basket. will ensure  Cones for
Utilise injured, non-participants with markers to indicate direction. Player at 3pt line runs in towards stationary defence games are marking, 1
performance who indicates left or right with markers held behind back. Player responds quickly in the direction of flag, V cut’s even, fun and
 Demonstrate basketball
basic strategic will be towards passer, student on baseline hits shooter on the chest, jump stop on the marker, student quick catch and release. competitive. per group.
assessed Swap groups as you’ve had a shot. Make sure students use a leading hand when directed so passer can see where they
understandings
want the ball. Make sure students call for the ball. Introduce layup variation utilising explosive power and speed
through through dribble.
teamwork and observation Conclusion: War (& Revisit KTP’s)
interaction. Utilise 2 halves of 1 court for this drill. Teacher on one side and a non-participant on the other. (Teacher can throw both
and by
balls if required. Two members of each team are given the same number, (1/1, 2/2, 3/3 etc) Face your partner of the
questioning  1 basketball
same number on opposite ends of long side lines. When a number is called, teacher throws the basketball onto the court,
students on and the 2 corresponding numbers attempt to take possession. From here they attempt to score the first basket. Ball does per game.
KTP’s. not need to be taken past a line to change offence. First one to score basket gets a point for their team. Modifiers – Call
4… + 2!, Students start lying down, facing the wall, students have to do 3 start jumps before they can get the ball etc.
11 Warm-up (Intro): Clean the Yard
 ACPMP099 1. Relate and  Study the Two teams with equal amount of beanbags on their side of the court, on the whistle they must try get as many beanbags Ensure a mix  As many
apply skill out of their area and into the other team’s area. On second whistle they must stop, team with least amount of beanbags in of all abilities
 ACPMP101 assessment their zone = Winners. Place 2 hoops on either side of the mid-line. Every bag left in the hoop at the end is worth 10 bean bags
sets to during
 ACPMP103 standards of points. Each back over the line is worth 1 point. Underarm throws only, beanbags that go out are lost and stay out. Must today’s as possible,
 ACPMP106 realistic game
each skill and release a bag within 3 seconds. Only allowed to travel below the waist. lesson. Even 2 hula
 ACPMP107 situations. Body: Modified & mixed games
SAER &
be familiar  Dribble tip over; hoops.
G&T
2. Demonstrate with them so Class is divided into 2 teams per court (1/2/1/2 method). Teacher sets up an odd number of cones across the court -
distribution
that dynamic approx half are standing and half are knocked over. Each student has a basketball. On the whistle, all number 1’s try to
deliberate and knock over the cones that are standing and the number 2’s try to stand them back up. Use different types and sizes of will ensure
calculated and cones. For odd numbered classes, have more students picking up than knocking down. After a predetermined amount of games are  As many
dribbling, meaningful time, blow the whistle and have count the cones. Winning team is the one who has more up/down. Change the team even, fun and cones as
passing & roles for the next game competitive.
assessment possible, 1
shooting  Sink the Titanic;
can happen in Form 1 group per ring on the free throw line, with 1 ball per group. Students take turns shooting and retrieving their own basketball
choices on real time. rebounds. If a student misses the basket, they stand on the Titanic (baseline). Each student that misses joins them. per student.
the court.
 Student Every time a basket is made, the first person on the titanic is saved and allowed to rejoin the shooters line. The game
ends when all players on a team are on the Titanic – It sinks. You can instruct teams to play against other groups at
3. Show an performance different hoops. Last team standing at the end is the winner!
application of will be  Continuous 3 on 2;  1 ball per
assessed This game is played with +1 defender at all times as in last week. If students are competent, switch the game up into a 4 group.
developed
vs. 3 scenario to incorporate more students and more closely represent a game situation of 5 vs. 5. Play this as a full
defence to a through court game across 2 courts. Offensive team begins with the ball at the half court line and dribble towards the defensive
range of observation team. Offense is required to make good decisions in order to score a basket. If a basket is scored, or defence assume
offensive and by possession before a basket can be scored, the 2 defensive players become offense. Another student joins the offence
player types. team and they play against 2 new defenders at the other end of the court. Repeat at each end after each score/turnover.
questioning Conclusion: Sharks & Minnows(& Revisit KTP’s)  1 ball per
students on Similar to a game of British Bulldog, students line up on one baseline of a basketball court. The aim is for group.
KTP’s. the,’Minnows’ to get to the other side without getting tagged by the, ‘Shark.’ Those who get tagged also become sharks.
Play the game until all the Minnows have been turned to Sharks.
12 Warm-up (Intro): Pin Ball Bowling;  Cones for
 ACPMP099 1. Demonstrate  Study the 2 basketball courts are required. Students are split into 2 even teams per court. holding balls
 ACPMP101 a display of assessment Boundaries are the basketball court markings. Set up 3 cones with balls balanced on & foam
 ACPMP103 all skills standards of balls.
covered in the
top at each end of the court – Aim is to roll your ball from behind the midline and
 ACPMP106 each skill and
 ACPMP107 unit during knock off balanced balls. To begin, 3 balls set up on the mid-line as in dodge ball.
various drills be familiar Students begin face down and on whistle, attempt to secure a ball. Students may only
with them so Ensure a
and game roll the ball underarm. Opposing team can use feet or hands to deflect balls. Walls at
that dynamic mix of all
scenarios. end of court should keep the balls near the court. Modifiers – non-preferred hand
and abilities
only, no feet to stop balls, must pass the ball twice before a shot etc. during
2. Illustrate the meaningful Body: Modified tournament (Teams of 5) today’s  1
ability to assessment
work within a Teacher selects teams for 3 half court games based on height, skill, athletic ability and lesson. basketball
can happen in Even SAER
team in a talent to ensure a fair and competitive set of games. All games are self-officiated per group
real time. & G&T
number of regarding fouls, out of bounds; score etc, unless non-participants are available. No & flat
different
 Student distribution
performance
contact, ball must be taken back to half court to transfer attacking/defending teams, no will ensure rubber
game zone defence. If a rule is disputed, it goes directly to the defending team with no markers
will be games are
scenarios.
assessed questions asked. even, fun
3. List and through  Court 1 – Hot Spots. and
describe the observation Court 1 has 4 markers on the ground within the 3 point zone. Students, who shoot competitive.  1
main KTP’s and by from a marker, (I.e. have a foot on the marker or jump from the marker) and score basketball
of the 4 questioning earn the team 6 points. Standard 2 points for any other shot. (3 pointers are also only per group.
fundamental students on worth 2.)
skills taught
KTP’s.  Court 2- Pass, pass, pass!  1
in this unit – basketball
Shooting, On this court, the students must perform 3 passes before they can score. If the ball is
per group
Dribbling, fumbled or knocked, the count restarts. Standard rules apply. Any 3 point attempt
& flat
Passing & that is missed results in 5 push-ups for the shooter from the attacking team. Play is
Defence. rubber
alive for all other players while push ups are being performed. markers.
 Court 3 – Basketball Baseball
On this half court, students play a game of basketball baseball, which is similar to
Tee-ball. 2 teams are selected, with one being the batters and one being the fielders.
Skilled shooters take a shot from the 3pt line, directly in front, while developing  2 – 4 balls
players shoot from the free-throw line. Mat markers are used to draw a diamond for entire
around the court. Defence is spread around the court but cannot stand in the key way. class.
Ball must touch the ring before the defence can move. An air ball is a foul –
Everybody gets 1 per cycle. 3 out, all out cycle.
If the shooter sinks the ball, they are allowed a free base. If they miss, they must
reach a base before the baseman receives a pass.
Conclusion: The Game winner! (& Revisit KTP’s)
To finish the lesson every student gets one shot from a distance outside the 3 point
line. (As far as they feel comfortable.) If the student sinks the bucket, in addition to
the cheers and applause, they will receive a reward of some kind. (Candy/Pick a drill
next week – Whatever is allowed and permitted.) Be mindful of windows and the roof
with this drill – Only 1 student shoots at once and everyone only gets one shot.
 COURSE OUTLINE: EDUCSM06 - SEMESTER 1, 2018

Lesson Plan
Lesson Topic: Basketball Skills, Lesson 10 (Combined Year Level: 10 Time: 10:00 – 11:00 Date: 21.09.2018
Drills)
Learning Area: Health & Physical Education Students’ Prior Knowledge:
Year 8 Strands Year 9 Strands
Strand/Substrand/Content Descriptor from the West  ACPMP080  ACPMP100
Australian Curriculum: ACPMP099  ACPMP081  ACPMP101
Movement skills and sequences within different physical  ACPMP082  ACPMP105
activity contexts reflecting:
 ACPMP088  ACPMP106
 Increased complexity
 ACPMP107
 Transference of learned skills to new activities
General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT competence

Critical and Ethical behaviour Personal and Intercultural
 creative thinking  Social understanding
 competence 
Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Sustainability
histories and cultures Asia
Proficiencies:(Mathematics only)

Understanding Fluency Problem Solving Reasoning

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 List 4 KTP’s of each of the fundamental skills – Dribbling, Shooting, Passing & Basic Defence.
 Competently utilise a combination of foundational skills and apply them to drills and game situations.
 Demonstrate basic strategic understandings through teamwork and interaction.

Teacher’s Prior Preparation/Organisation:
 Make sure 24 x basketballs are pumped up and
available.
 Ensure no class clashes as 2 courts are required for
smooth class progression.
 Resource required - 8 x Flat Markers, 21 x Cones,
Foam Balls, 1 x Whistle.
Provisions for Learner diversity (G&T, SWD, EALD,
SAER)
 Provide an easier alternative where required, either
by providing a closer option, more time, less pressure
or more practice - SAER
 Provide a more challenging drill adjustment where
required, either by providing a further option,
removal of preferred hand during drills or increasing
pressure and/or speed requirements – G&T

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

 Were the drills and games selected for the lesson appropriate for the outcomes set?
 How closely were the lesson outcomes aligned with the curriculum requirements?
 Were the students able to use a combination of fundamental skills to actively and meaningfully participate in games and
activities?
 Were students able to address 4 KTP’s of each skill when questioned?
Teacher self-reflection and self-evaluation:
 How well the drills were executed in practice – Did they flow as you had expected?
 Were the transitions between drills smooth and efficient? If not, how can you improve?
 Did the class enjoy the activities conducted in today’s lesson? If not, what could you change?
 Did each student in the class meet the learning objectives? If not, why?
 Were any sections of the class too long/boring/difficult? How will you improve for the next lesson?
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

The University of Notre Dame Australia Date of Publication to Students: <<insert exact date for version control>> Page 12 of 20
 COURSE OUTLINE: EDUCSM06 - SEMESTER 1, 2018

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time Stages of the Lesson Resources/References
(Full size images in appendix 1.)
10:00 – Stage 1 Introduction & Warm-up
10:05 Modified Dodge Ball
Students get Warm-up Game #1 - Modified dodge ball  Court 1
changed.  Utilise 1 x basketball court and as many foam balls as possible.
 Have 3, ‘throwers’ at different points along the line side line
10:06 – (Grey). Any combination of Non-participants, (N.P.), Injured,
10:08 (If activity is suitable) and class members will be suitable.
Attendance  On the whistle, students must make a break from the base-line
and confirm to the far base line while dodging thrown balls.
N.P.  Throwers must keep ball below waist height and throw
underarm only. When a student is hit, they grab a foam ball
and join the students who are on the sidelines. Repeat until all
students are out and reset the drill again.
10:08 – KTP’s & Considerations
10:18  10 seconds to move from the baseline and begin running.
Warm-up (Otherwise you’re out)
Game  High hits = Not out. No aiming high on purpose.

Modifiers & Progressions

 Watch the game and assess. Ideally, all should be out by about
the third pass. Adjust rules if game ends too quickly or takes
too long.  2 – 3 ‘Throwers’
 Balls can only be rolled.
 Non-preferred hand throwing only.  Bin of Foam Balls
10:18 –
 Runners must skip/jump/hop only.  Basketball Court
10:20 Explanation of lesson outcomes – Combined Drills; Passing, Shooting,  Whistle
Lesson Rebounding, Dribbling.
outcomes and Instruction for the first drill 21 cones.
explanation of Utilise N.P. to set up 21 cones in the centre circle of the second basketball
21 Cones court.
Stage 2 Body of lesson
21 Cones
Drill #1 – 21 Cones  Court 2
 Divide the class into 4 teams. 2 groups per each half court,
with one ball per team.
 Teams stand at each of the elbows on the free throw line –
Marked by flat marker. First player in line has a basketball.
 21 cones are placed in the centre circle.
 On the whistle, each of the 4 players holding a ball makes a free
throw attempt.
 If it is successful, the student passes to the next student in line
and runs to the circle to collect a cone. Next student can’t shoot
until the collected cone has been placed in the hoop. If not,
they retrieve the rebound and return it to the next person in line.
10:20 –  Place a hoop near each of the 4 teams – This is the storage area
for collected cones.
10:30  When the last cone is taken, whistle blows and teams count
Drill #1
how many they were able to secure.

KTP’s & Considerations
 B.E.E.F – Balance, Eyes, Elbows, Follow-Through
 Ensure the ball travels in an arc and has some degree of
backspin.
 4 x Basketballs
 Note how shooting under pressure changes your technique and  4 x Flat Markers at Elbows
form. Encourage quality skill execution.
 4 x Hoops
 21 x Cones
Modifiers & Progressions
 Introduce Team Play – Can play 2 v2, 1v1v1v1, or entire court  2 Basketball rings
10:30 – playing together to reach a common goal/basket number.  4 x Groups of 6 students
10:32  Whistle
Explanation
of Cut, Catch Utilise N.P to set up 4 cones per half as illustrated in the diagram, in each
& Release half of the court. (Use 1 court for 24 students = 6 per group.) Ask N.P to
pack away cones and hoops from Court 2 after 21 Cones has finished.
Explanation of Cut, Catch & Release Drill & KTP’s.

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Drill #2 - Cut, Catch & Release; Cut, Catch & Release

 2 team groups per half court area with 1 ball per half.
 Court 1
 1 group is the passing team and 1 group is the shooting team.
 Flat markers on the key lines and further out towards the side
line.
 1 team under basket & 1 team on centre line, behind 3 point
marking facing basket.
 Utilise injured, non-participants with tags to indicate direction.
 Player at 3pt line runs in towards stationary N.P. defender who
indicates left or right by holding out a tag as player approaches.
 Player responds quickly in the direction of flag, V cut’s towards
marker. Calls for the ball and raises hands into catching
position.
10:32 –  First student from baseline team hits shooter on the chest, &
10:42 jump stops on the marker.
Drill# 2  Swap to the back of the other group by passing behind the play
after you have had a shot/passed.

KTP’s & Considerations

 Make sure students call for the ball and raise hands to where
they would like to receive it.
 Encourage a quality pass so that the shooter can quickly catch
& release.
 Encourage pronounced Jump-stop, stable base and using the
legs to generate power.

Modifiers & Progressions

 Utilise both cone positions and introduce layup variation  2 x Basketballs
utilising explosive power and speed dribble.
 Challenge activity. Both groups in each half become one team.  8 x Flat Markers
10:42 – Challenge teams to be first to score 10 baskets.  2 x Tags for indicating direction
10:44
Explanation  2 x Basketball rings
of War Game
Utilise N.P. to pack away cones and basketballs from Cut, Catch  4 x Groups of 6 students
& Release Drill.  Whistle
Stage 3: Conclusion & Cool-down
War War
 Utilise 2 halves of 1 court for this drill.
 Court 2
 Teacher on one side and a non-participant on the other.
(Teacher can throw both balls if required.)
 Two members of opposing teams are given the same number,
10:44 – (1/1, 2/2, 3/3 etc)
10:51  Face your partner of the same number on opposite ends of long
Game: War side lines. When a number is called, teacher throws the
basketball onto the court, and the 2 corresponding numbers
attempt to take possession.
 From here they attempt to score the first basket.
 First one to score basket gets a point for their team.
 Whistle signals return of ball to teacher.
10:51 –
KTP’s & Considerations
10:53  Utilise skills of dribbling, shooting and defence to attempt to
Revisit KTP’s
score the basket.
of shooting,
passing,  Ball does not need to be taken past a line to change offence.
defence and  No fouls, pushing, contact or rough play. Other team will be
dribbling awarded point.  2 x Basketball rings
Modifiers & Progressions
 2 x Basketballs
 Call (3 x 2), (4 + 1), (7 – 5) etc.  Whistle
10:53 –  Spell the number instead of saying it
10:57  Hold up fingers instead of speaking
Students get  Students start lying down and/or facing the wall, students have
changed to do 3 start jumps before they can get the ball etc.

Students make
their way to Revisit KTP’s of fundamental skills used in today’s’ lesson – Shooting,
next class for dribbling, defence & passing. Question the class to provide 4 components
11:00 for each foundational skill from members of the class

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Transition:

 Next lesson is the final lesson of the 12 week

basketball plan.
 We will be engaging in a number of activities in a
modified tournament, participating in games which
utilise all of the skill sets learnt over the previous
12 weeks.

Assessment strategies:

 Study the assessment standards of each skill and be

familiar with them so that dynamic and meaningful
assessment can happen in real time.
 Student performance will be assessed through
observation and by questioning students on KTP’s.
 Ask students to critically evaluate their own
performance and reflect on how they could apply
these KTP’s to improve competence and
efficiency.

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Appendix 1;

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References;

School Curriculum and Standards Authority [SCSA], (2017) Health and Physical Education.

Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/health-

and-physical-education

School Curriculum and Standards Authority [SCA], (2017). Health and Physical Education Rationale.

Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/health-

and-physical-education/health-and-physical-education-overview/rationale

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