Basketball Unit Plan

Cid Padron
Title of Unit and Physical Education, Grade Level Physical Education
Subject: Basketball Unit

Teacher: Cid Padron Number of Days 3-4 Days

Unit Overview and Rationale

This unit focuses on learning the skills, strategies, and rules of Basketball, which consists of

focusing on specific skills, such as shooting, dribbling, passing, defense, performing a layup

and rebound, learning about a variety of offensive strategies, and putting all together what they

have learned through playing games or participating in a tournament. Students will be assessed

based on participation and effort (P.E.), cooperation, leadership, attitude, and sportsmanship

(C.L.A.S), and application, skills, and knowledge (A.S.K). The unit focuses on helping each

other to create a positive environment for everyone, while ensuring that students are being safe

by following the safety standards or expectations set by the teacher, while working towards

leading an active and healthy life.

Physical Education 20: Basketball Unit

Date/ Lesson Title GLO Assessment Key Questions Learning Activities Safety Equipment/
Day SLO Resources/
Technology
Day 1 Introduction A20-5 Who plays Basketball? Introduction of Basketball Introduction and learning Basketballs
and C20-6 Observation Teacher will explain what the of the skills will provide
Shooting D20-3 (F) What do you like about focus will be for the Basketball students with more safety. Basketball Net
Basketball and what don’t you Unit. Write down on board
Participation like? Discuss proper gym attire Cones
(S) Introduction of the Basics of for the unit to ensure
What skill is important to have Shooting safety and build team
Exit Slip in Basketball? Teacher will teach and cohesion
(F) demonstrate BEEF or student
What are ways we can score in will. Students will get into Ensuring there are no
Basketball? partners and there will be 1 ball obstacles in the way.
per partner. Students will use a
Is there a strategy that you line in the gym to practice Teaching students to let
know that can aid you with BEEF, while having their others know when to stop
Basketball? partners give feedback when a ball is in the way.

Does anyone know what Shooting Placement Teach students to yell

BEEF means? Students will get into 6 groups, “HEADS” when a ball is
numbers depend on how many about to hit someone
students there are. Each group
will have a basket. There will be Teacher supervision
certain spots that students will
have to shoot at, every member
must get 3 shots in that certain
sport for each group to move to
the next area.

The Ultimate Shooting Game

At each hoop, 2 teams of 3-5
players per team face-off
against each other to be the first
team to get 5 baskets. The
losing team stays at the hoop
and plays against a new
opponent (winner from the
game on their other side who
rotates to them). Or time the
 games
Exit Slip Question
What does BEEF mean?
Day 2 Dribbling A20-5 Why are we learning about Teacher or Student Dribble
with some A20-6 Observation Dribbling? Demonstration
Shooting D20-3 (F) Teacher or student will do a
Why do we Dribble? couple dribble skills, while
Participation students are following along.
(S) What is a travel violation? Cross dribble, In between the
legs, and spinning with the ball
What are the types of stationary
dribbling?
Hand on Head Game
Students will get into partners
and play a game where they
follow the teachers commands
and when the teachers say
“BALL” they have to race to
grab the ball. Progression, when
they get the ball they have to
run behind, while dribbling, and
the partner that didn't get the
ball has to tag them
Dribble Knockout
Students will have a ball and
their goal is to knock another
student's ball off their hand
while they are dribbling the ball.
2 Games happening at the same
time at court
Dribble and Shoot
Students will get into 6 groups
with each group having a
basketball net. Students will
dribble to a certain spot, stop,
and then shoot. Then they pass
it on to the next person. Do a
When doing Hands on Basketballs
Head, tell students to stand
up straight and be aware of Basketball Net
each others head or ground
when they go reach for the Cones
ball
When running away from
their partner, DO NOT tell
students to touch the wall
to be safe. Set up a line not
too near the wall to know
when they are safe
Students must make sure
they are always aware of
their surroundings when
dribbling the basketball.
They will need to be
looking up instead of at the
ball when dribbling.
Ensuring there are no
obstacles in the way.
Teaching students to let
others know when to stop
when a ball is in the way.
Teach students to yell
“HEADS” when a ball is
about to hit someone
 timer and see how many they
can get

Knee Tag Warm Up

Students will play knee tag to
focus on getting low and use
their arms. Start with partners
then do with everyone and do it
revenge style.

What makes Basketball a team Bench Basketball Students must be aware of

game? their surroundings. This
will help prevent any
Are there a variety of ways to Passing and Closing In unexpected basketballs
pass the ball? Students will get into groups of coming from unpredictable
3. Each group will have a ball. passes from hitting
Basketballs
Observation Is there a proper way of Students will pass to each other, students.
Passing and A20-5 (F) passing the ball? when one person passees the
Day 3 Basketball Net
Basic C20-3 ball, they will chase the ball Ensuring there are no
Defence C20-6 Participation What is the basic defence towards the person they passed obstacles in the way.
Cones
D20-3 (S) position or ready position? to, so that they can close in. Do
a variety of passes. Chest Pass, Teach students to yell
Why do we have our hand out Bounce Pass, and Overhead “HEADS” when a ball is
or up when we’re playing Pass about to hit someone
defence?
Ultimate Basketball Passing
What is closing out? Same as ultimate frisbee but on
a basketball court with
basketballs. Players can only
pass the ball to move it, they
cannot travel or dribble the ball
to move it from one baseline to
another.

Day 4 Layup and A20-1 Why is the Layup an essential Introduction of Layup Introduction and learning Basketballs
Rebounding A20-5 Observation part of Basketball? Teacher will explain what a of the skills will provide
C20-6 (F) Layup is, asking key questions, students with more safety. Basketball Net
D20-3 What makes it unique than the and giving directions on how to
Peer Checklist other ways of scoring? do a proper layup. Discuss proper gym attire Peer Checklist
(S) for the unit to ensure
Am I doing the steps right High Five Layup safety and build team Pencils
Participation when I perform a layup? This activity will focus students cohesion
(S) on their steps by starting close Cones
Am I jumping off the right leg to the board and doing a one- Ensuring there are no
 two step then jump, while high
fiving a peer. Then move on
with 3 steps, then progress with
having the ball

Peer Checklist
Students will be put into a group
of 6 or depending on how many
basketball nets are available.
They will have a partner in each
when I perform a layup? obstacles in the way.
group to help them and assess
them with the peer checklist.
Am I shooting it with the right Teaching students to let
hand when I perform a layup? others know when to stop
Introduction of Rebounding
when a ball is in the way.
Teacher will bring everyone
Why is Rebounding an
back in quickly to teach
essential part of Basketball? Checklist will provide
Rebounding while asking key or
them with a guide to
essential questions.
Where is the best position to properly or do the skill in a
be when I go for a rebound? safe manner.
Peer Checklist
Within their groups, they will
Where do I keep my hands or Teacher supervision
change partners and they will
the ball after getting the
help and assess their new
rebound?
partners.

Layup Wheel/Relay
Last activity will involve a relay
race to see which team finishes
first or to see which team goes
last in the layup relay race, if
there is time.

Backdoor Pass Introduction

Students will be put into 6 of 4
groups or smaller groups
depending on how many nets
are available. Teacher will
demonstrate the Backdoor Pass
with students, while asking key
questions. Then students will
perform it with their groups

Give and Go Pass

 Introduction
Teacher will ask students first if
they know what a Give and Go
Pass is, if they are willing to
demonstrate or teach, allow
them to while the teacher is
making sure they are on track. If
no students want to take
initiative, the teacher will do a
demonstration with students.
After the demonstration,
students will perform with their
group. Possibly changing group
Are there strategies that will
members
allow you to score easier? Introduction and learning
of the strategies will
Screenplay
When should we perform provide students with more
Ask students again if they wish
these strategies? safety.
to take lead, if not the teacher Basketballs
will take lead in teaching.
Observation Why is it important to get Ensure students not to be
Teacher will demonstrate with Basketball Net
A20-10 (F) open or find the open space on rough and not pushing at
students, with the focus on how
A20-11 offense? the screener during the
Offensive to set up a screen and making Speaker/Music
Day 5 C20-5 Participation Screenplay
Strategies sure the students are going in
D20-3 (S) How do these strategies help
the direction where the screen Cones
you get to the basket or score Teacher supervision and
was set. For example, if there is
easier? feedback
a screen on the right, they
dribble to the right side and
score.

Team Introductions
Teams will be made by the
teacher. Remind students to
wear their jerseys or coordinate
a colour with their team. Tell
them about the Tournament on
the last day of the Unit.

Day 6 Game Observation What contributed to success in Gym will be divided up Basketball
Day/Tourna A-11 (F) your games? Opening Ceremonies properly to ensure each
ment C8-3 At the start of the class, students group has enough space Basketball Nets
C8-5 Participation What strategies did you use in will be with their teams. for their games.
C8-6 (S) your games that were Teacher will talk about the Score Board
D8-3 successful? Any that weren't? expectations for class. Talking about the

How can teamwork contribute
to success?
What does fair play, etiquette
and mutual respect mean in
Basketball?
Team Warm-Up
Allow students time to get into
their team to perform a team
cheer, perform celebrations, and
perform their own warmups.
Whistles
Tournament Commences expectations during the
Gym will be split up where two beginning will allow for Speakers/Music
games are happening at the more safety.
same time. If there are teams Awards or
sitting out, they will be Having referees will Trophies
refereeing and scorekeeping ensure that there will be
other games. The board will be calls called when fouls are Schedule
up for students to keep up with committed.
the schedule and to know who Pinnies
they are playing next. Teacher Supervision
Closing Ceremonies
Teacher will provide the awards
for each team and congratulate
everyone, while asking key or
essential questions about what
they have learned
 Stage 1: Desired Results
General Outcomes (in full):
● General Outcome A
o Students will acquire skills through a variety of developmentally appropriate movement
activities related to Basketball.
● General Outcome C
o Students will positively work together and/or with each other with activities related to Basketball
● General Outcome D
o Students will assume responsibility to lead an active way of life through Basketball
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the These address more specifically how you will achieve the
outcomes big picture/ideas
● Students will be able to learn and work ● What skill is important to have in Basketball?
together with the basic skills related to
● What are ways we can score in Basketball?
Basketball, such as:
o Shooting ● Is there a strategy that you know that can aid you
o Dribbling
with Basketball?
o Passing
o Basic Defence Skills ● Why are we learning about Dribbling?
o Layup
● Why do we Dribble?
o Rebounding
● Students will be able to learn the rules ● What is a travel violation?
and positions of Basketball. ● What makes Basketball a team game?
● Students will have a better
● Why do we have our hand out or up when we’re
understanding of strategies that is
playing defence?
beneficial for their performance in
Basketball ● Why is the Layup an essential part of Basketball?

● Why is Rebounding an essential part of Basketball?

● Why is it important to find the open space when on

the offense?
● When should we use these strategies during the
game?
● How do these strategies help you score?

● How does teamwork contribute to success?

● Which strategies worked and which ones didn’t?

Specific Outcomes (in full): Prior understanding…
Students will be able to…
 ● A10-1: Students have applied and refined locomotor
● A20-1: analyze, evaluate and modify skills and concepts—effort, space and relationships—
performance of locomotor skills and to perform and create a variety of activities to
concepts—effort, space and improve personal performance
relationships—to perform and create a
● A10-5: Students have applied and refined
variety of activities to improve personal
performance manipulative skills and concepts—effort, space and
relationships—to perform and create a variety of
● A20-5: analyze, evaluate and modify activities to improve personal performance
performance of manipulative skills and
● A10-10: Students have adapted and improved
concepts—effort, space and
relationships—to perform and create a activity-specific skills in a variety of games
variety of activities to improve personal ● A10-11: Students have selected, planned, and created
performance
games that incorporate simple and more challenging
● A20-10: develop and refine activity strategies and tactics
specific skills in a variety of games ● C10-3: Students have demonstrated etiquette and fair
● A20-11: apply the relationship among play
skills, rules and strategies in the creation ● C10-5: Students have developed and applied
and playing of games
practices that contribute to teamwork
● C20-3: demonstrate etiquette and fair
● C10-6: identified and demonstrated positive
play.
behaviours that show respect for self and others
● C20-5: develop and apply practices that
● D10-3: selected and applied the rules, routines and
contribute to teamwork
procedures for safety in a variety of activities in all
● C20-6: identify and demonstrate positive dimensions
behaviours that show respect for self and
others.
● D20-3: develop and apply safety
standards and rules in a variety of
activities

Where does this lead? (Future outcomes in the same

course, following grade-level classes, etc.)
● A30-1: Students will be able to analyze, evaluate
and adapt performance of locomotor skills and
concepts—effort, space and relationships—to
perform and create a variety of activities to
improve personal performance
● A30-5: Students will be able analyze, evaluate
and adapt performance of manipulative skills and
concepts—effort, space and relationships—to
perform and create a variety of activities to
 improve personal performance
● A30-10: Students will be able to develop and
further refine activity-specific skills in a variety
of games
● A30-11: Students will be able to apply and
analyze the relationship among skills, rules and
strategies in the creation and playing of games
● C30-3: Students will be able to continue
demonstrating etiquette and fair play
● C30-5: Students will continue to develop and
apply practices that contribute to teamwork
● D30-3: Students will continue develop and apply
safety standards and rules in a variety of activities

Stage 2: Assessments
Cooperation,
Application, Skills, Leadership,
Observati Participation and
Lear Title and Knowledge Attitude, and
on Effort (P.E.)
ning (A.S.K.) Sportsmanship
Outc (C.L.A.S.)
omes Type
Formativ
(Formative/S Summative Summative Summative
e
ummative)
Weighting N/A 20% 30% 50%
A20-5: Analyze,
evaluate and modify
performance of
manipulative skills
and concepts—effort,
space and x x x
relationships—to
perform and create a
variety of activities to
improve personal
performance
A20-10: Develop and
refine activity-
x x x
specific skills in a
variety of games
A20-11: Apply the x x x
relationship among
skills, rules and
strategies in the
creation and playing
of games
C20-3: Demonstrate
x x
etiquette and fair play
C20-4: Apply,
monitor, and assess
leadership and
followership skills
related to physical
activities, and
x x
demonstrate an
understanding of
leadership skills
related to
implementing
activities in the class
C20-5: Develop and
apply practices that
x x
contribute to
teamwork
C20-6: Identify and
demonstrate positive
x x
behaviours that show
respect self and others
D20-3: Develop and
apply safety standards
x x x
and rules in a variety
of activities

Assessment
Assessment
Assessment Tool Brief Description FOR
OF Learning
Learning
To see how students perform the skills related to
Australian Football, as well as, demonstrating
Observation x x
ideas such as teamwork, communication, and how
the skills develop from start to end of the unit.
Application, Students will be assessed on their application of
Skills, and skills and knowledge based on observable student
x
Knowledge behavior and skills based on the rubric. The rubric
(A.S.K.) will be found in Appendix A.
Cooperation, Students will be assessed on their cooperation,
Leadership, leadership, attitude, and sportsmanship based on
Attitude, and observable student behavior and skills based on x
Sportsmanship the rubric. The rubric will be found in Appendix
(C.L.A.S.) A.
 Students will be assessed on their participation
Participation and and effort based on observable student behavior
x
Effort (P.E.) and skills based on the rubric. The rubric will be
found in Appendix A.
 APPENDIX A – Teacher/Student Resources
Rubric
P.E. - PARTICIPATION & EFFORT
LEVEL EXAMPLES
Outcomes: A, B, & D
● Demonstrates a strong commitment to an active lifestyle through participation in and out of
class
● 100% effort given for all activities and shows signs of effort (sweat, heavy breathing)
“This is awesome!”
● Great understanding of the positive benefits gained from physical activity
4
● Has developed a personal plan that is self-motivating and encourages ongoing participation “I am exhausted from that activity”
EXCELLENCE
● Demonstrates excellent choices for daily activity within the school and the community “This new game is fun”
● Understands the positive benefits that occur as a result of participation in physical activity

● Has analyzed current physical activity lifestyles and established personally challenging goals to
maintain participation for life

● Demonstrates a commitment to an active lifestyle through participation in and out of class

● Effort occasionally falls below 100% for activities and shows signs of effort (sweat, heavy
breathing)
● Good understanding of the positive benefits gained from physical activity “Whoa... I’m tired from doing that”
3 ● Has thought about a personal plan that is self-motivating and encourages ongoing participation
“That was fun”
AVERAGE ● Can demonstrate some choices for daily activity within the school and the community
“I am glad I tried handball”
● Somewhat understands the positive benefits that occur as a result of participation in physical
activity
● Analyzed current physical activity lifestyles and has thought of goals to maintain participation
for life
“I can’t work hard I have a game tonight”
2 ● Rarely demonstrates a commitment to an active lifestyle through participation in and out of

FAIR class “Sorry I am tired I was up late last night”

● Inconsistent and weak effort just going through the motions, shows little sign of effort (sweat,
“It’s too hot out to run”
heavy breathing)
● Has trouble seeing the positive benefits gained from physical activity. “I’m only playing when the ball is near”
● Very little thought about a personal plan that is self-motivating and encourages ongoing
participation
 ● Cannot demonstrate choices for daily activity within the school and the community.

● Little understanding of the positive benefits that occur as a result of participation in physical
activity
● Rarely analyzes current physical activity lifestyles and has not thought of goals to maintain
participation for life

● Does not commit to an active lifestyle through participation in and out of class

● Very little effort just going through the motions, shows no signs of effort (sweat, heavy
breathing)
● Does not see the positive benefits gained from physical activity
“My gym strip is in the wash”
1 ● Has not thought about a personal plan that is self-motivating and encourages ongoing
participation “this sucks”
WEAK
● Doesn’t make good choices for daily activity within the school and the community. “I don’t like soccer so I don’t want to play”
● Has no understanding of the positive benefits that occur as a result of participation in physical
activity
● Has never analyzed current physical activity lifestyles and never made goals to maintain
participation for life
 C.L.A.S. - COOPERATION, LEADERSHIP, ATTITUDE, SPORTSMANSHIP
LEVEL EXAMPLES
Outcome: C
“Great pass”
● Always shows leadership by assisting with set up and takedown
“You can join our group”
● Always shows leadership by acting as a role model who takes initiative

● Always demonstrates teamwork by being genuinely enthusiastic, supportive, and positive to “What equipment do we need to set up?”
teammates
“Try this when shooting a ball”
4 ● Always demonstrates fair play and sportsmanship in all activities

● Always looks for opportunities to lead and get everyone involved

EXCELLENCE
● Always tries new activities with enthusiasm and positive communication

● Always demonstrates and encourages fair play

● Always communicates appropriately with peers

● Always shows leadership by dressing appropriately for PE class and showing up on time

“That was in you actually scored”

● Often shows leadership by assisting with set up and take down
“Fitness Centre again? Fine”
● Often shows leadership by acting as a role model who takes initiative

● Often demonstrates teamwork by being genuinely enthusiastic, supportive and positive to “Can we get to games now”
teammates
“That part of class was fun”
3 ● Often demonstrates fair play and sportsmanship in all activities

● Often looks for opportunities to lead and get everyone involved

AVERAGE
● Often tries new activities with enthusiasm and positive communication

● Often demonstrates and encourages fair play

● Often communicates appropriately with peers

● Often shows leadership by dressing appropriately for PE class and showing up on time

“Can we get changed now?”

2 ● Rarely demonstrates teamwork, is more of an individual than a team player

FAIR “I forgot my ND shirt”

● Only shows enthusiasm and positive teamwork when pushed by teacher
“I scored all of our teams goals”
● Rarely if ever takes on a leadership role
“NO!!! The score is 6-5”
● Does not communicate positively with others in the class or shows minimal sportsmanship
 ● Helps with equipment when asked but does not show leadership by taking initiative

● Does not always show fair play during game scenarios

● Is often late or not changed appropriately for PE Class

● “You suck at floor hockey”

● Never demonstrates leadership or team work
“FInd your own group”
● Doesn`t help with equipment set up and take down
“I don’t want to go with them”
● Does not demonstrate teamwork- doesn't pass and likes to show off their own skills

● Communicates negatively by complaining when playing new or different activities “I hate this game”
1
● Communicates negatively towards others in class, both in language and in behaviour “Sorry I was late... I was buying food”
WEAK interactions
● Does not demonstrate fair play

● Demonstrates an uncooperative attitude by always needing to be asked to help or participate in

activities
● Demonstrates poor leadership and attitude by always showing up late or not changed properly
 A.S.K. - APPLICATION, SKILLS & KNOWLEDGE
LEVEL EXAMPLES
Outcomes: A, & D
● Makes genuine attempts to improve and apply skills and strategies relevant to activity
“how can I get better at this”
● Consistently applies, refines, analyzes, evaluates, modifies and adapts locomotor skills
and concepts appropriate to the activity “am I doing this right?”
● Knows and plays by the rules at all times
2 ●
●
Displays the basic skills and strategies for the activity
Consistently applies, refines, analyzes, evaluates and modifies to perform and create a
“I understand how to play”

EXCELLENCE variety of activities to improve personal performance “the line is in, in badminton”
● Consistently applies, refines, analyzes, evaluates, modifies and adapts (effort, space and
relationships) to perform and create a variety of activities to improve personal performance
● Understands the importance of physical activity and all the benefits that result from being
active

● Rarely displays the basic skills and strategies for the activity
“This is too hard”
● Rarely applies, refines, analyzes, evaluates, modifies and adapts locomotor skills and
concepts appropriate to the activity “I can’t do this”
● Doesn’t know the rules or doesn’t play by the rules
1 ●
●
Makes little attempt to improve and apply skills and strategies relevant to activity
Rarely applies, refines, analyzes, evaluates and modifies to perform and create a variety of
“I’ve always done it this way”

AVERAGE activities to improve personal performance “No, you are allowed to dribble twice”
● Rarely applies, refines, analyzes, evaluates, modifies and adapts (effort, space and
relationships) to perform and create a variety of activities to improve personal performance “It is only PE it doesn’t matter”
● Doesn’t understand the importance of physical activity and all the benefits that result from
being active
 1 2
● Does not participate to best
of ability
● Very little effort just going
through motions
● Shows no signs of effort
(sweat, heavy breathing)
P.E. ● Complains about
participating in learning
activities
● Rarely in class or on time not
ready to participate
● Does not get involved in
gameplay at all
● Doesn`t help with equipment
set up and takedown
● Ball hog who doesn't pass
and likes to show off their
skill
● Complains when playing new
or different activities
C.L.A.S. ● Negative to others in class,
behaviour inhibits class
interactions
● Always needs to be asked to
help or participate in
activities
● Always shows up late or not
changed properly
A.S.K. ● Doesn’t know the rules or
● Rarely participates to best
of ability
● Inconsistent and weak
effort just going through
motions
● Shows little sign of effort
(sweat, heavy breathing)
● Shows little or no
excitement to participate in
learning activities
● Not often in class or on time
rarely ready to participate
● Only gets involved in game
play when the ball is near
● More of an individual than a
team player
● Only shows enthusiasm
when pushed by teacher
● Rarely if ever takes on a
leadership role
● Can be hard on others in
the class or little
sportsmanship
● Only helps with equipment
when continually asked
● Sometimes absent, late or
not changed properly for
class
● Knows and plays by the
3 4
● Willingly participates to
best of ability most of the
● Participates to best of ability at
time
all times
● Effort occasionally falls
● 100% effort given for all
below 100% for activities
activities in class
in class
● Shows signs of effort (sweat,
● Shows signs of effort
heavy breathing)
(sweat, heavy breathing)
● Is always excited to participate
● Is often excited to
in all learning activities
participate in all learning
activities ● Always in class, on time and
ready to participate
● In class on time ready to
participate ● Looks for any chance to get
involved in game play
● Gets involved in game play
most times
● Works well with others ● Assists with equipment set up
and take down
● Frequently helps with the
● Great role model who takes the
equipment in class
initiative
● Sometimes takes on a
leadership role ● Always genuinely enthusiastic,
supportive and positive
● Displays good
● Exemplifies sportsmanship in
sportsmanship in most
activities all activities
● Has good enthusiasm ● Looks for opportunities to get
most of the time everyone involved
● At times helps get other ● Tries new activities with
students involved in class enthusiasm
 rules at all times
doesn’t play by the rules
● Makes genuine attempts to
● Rarely displays the basic
improve and apply skills
skills and strategies for the
and strategies relevant to
activity
activity
● Makes little attempt to
● Displays the basic skills
improve and apply skills and
and strategies for the
strategies relevant to activity
activity
● Doesn’t understand the
● Understands the
importance of physical
importance of physical
activity and all the benefits
activity and all the benefits
that result from being active
that result from being active
Basketball Skills Rubric

Dribbling Shooting Passing Gameplay

1 Can NOT dribble the Can NOT shoot the ball Can NOT pass the ball LITTLE knowledge of
basketball with control. successfully. Does not successfully. Does not the game and tactics. NO
Dribbles with the palm of follow through. Uses two follow through on the movement into space and
the hand. Rigid stance hand to shoot pass. Can not get the pass are NOT defending
and knees are not bent to the teammates opponents

2 Can dribble the Can SOMETIMES shoot Can SOMETIMES pass BASIC knowledge of the
basketball with SOME the ball successfully. the ball with consistency. game and tactics. SOME
control. Can not dribble Students sometimes Sometimes follows movement into space and
with head up. Sometimes follow through. Student through the pass. are defending opponents
dribbles with finger pads uses two hands instead of Sometimes make sure the
one to shoot pass recipient is ready for
the ball

3 Can dribble the Shoots the ball Passes the ball SOME knowledge of the
basketball with GOOD CORRECTLY. Students CORRECTLY. Follows game and tactics. Moves
control. Can dribble with follow through. Students through on the pass. into space, defending
head up. Dribbles with are usually successful in Usually completes the opponents, and are
finger pads, while having shooting. pass to a teammate. helping teammates
knees bent. Able to pivot Usually makes sure the
while dribbling pass recipient is ready for
the ball

4 Can dribble the Shoots the ball, while Pass the ball with GOOD knowledge of the
basketball with demonstrating the PRECISION and game and tactics. Moves
EXCELLENT control. “BEEF” technique. ACCURACY. Ensures into space, defending
Can dribble with head up. Bend/Balance, Eyes, that their passes can be opponents, and are
Dribbles with finger pads, Extend, Follow Through. received by their helping teammates
while having knees bent. Students demonstrate teammate
Able to pivot while excellent accuracy.
dribbling