WEEKS: 3,4,5,6 YEAR LEVEL: 8 CO-ED

LEARNING AREA/TOPIC: H&PE

General capabilities
Personal and social competence Critical and creative thinking Numeracy

Cross curricular capabilities

N/A
Week/Term:
Term 1, weeks 3,4,5,6

Australian Curriculum Links:

MAPA:
Moving our body (ACPMP080)
Elaborations:
performing locomotor skills in any direction from one point to another
sending, controlling and receiving objects at different levels and in different ways
performing a range of water confidence skills
creating movement sequences without equipment
responding with movement to rhythm, beat, music and words
(Education service Australia, 2017)

Lesson Three
Specific lesson objectives:
As a result of this lesson, students will be able to accurately perform a variety of
basketball shooting drills including performing a layup, stationary shooting and shooting
from dribbling.
Students will be able to demonstrate basketball shooting accurately, ensuring they apply
the correct techniques of bending at the knees, wide spread fingers at the back of the ball
while using their other hand guiding the basketball from the side.
Assessment:
Formative assessment Define if a student is able to perform a shooting task and at
what level the student has achieved:
Stage onecorrect stance and hold of the basketball.
Stage two able to make a shot from a stationary position.
Stage three able to perform a shot from a moving position.
Stage fourable to perform and attain a shot within a game of basketball.
Teacher and learner experiences:
Allow for extension of those who are finding the task too simple by introducing non
dominant hand dribbling, further extend this by having them swap hands while in
motion.
Allow for extension for those struggling students or those with special needs by pairing
class, ensuring weaker students are paired with more competent students while also
making sure these pairs rotate to allow each student the chance to extend.
Demonstrate skills using a competent student to demonstrate correct skills and shooting
drills.

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 Warmup- Basketbull:
Combination of basketball and British bulldogs
Nominate two taggers
Count class of (one, two) Into pairs.
Each pair has a basketball.
Further split the class in half (So in a
class of 32 there are four taggers, 7 pairs
on each opposing base line with two
taggers in the middle)
Have each pair line up along the base
line, the two taggers in the middle of the
court (without a basketball)
At the whistle class must dribble from
one side of the court to the other, passing
the ball between their partners at least
once every four steps.
Pairs must make it to the other side
without their ball being knocked away
by the two taggers in the middle.
Repeat this until there are only two people left. The last two people win house points
for their school houses and get to choose the next two people to be the taggers (if time
allows, they can nominate their selves if chosen).

Drill one:
Layups: Have students divide into teams
(if there are 2 hoops, into 4 teams if
more divide evenly to all hoops are
used.)
Have students one at a time run and
perform a layup from the start line.
Students who successfully perform a
layup take the ball and run back towards
the group, those who dont must try to
perform a stationary shot until they make
it before returning to the group.
Continue this cycle until the entire group
has completed the activity.

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 Drill two:
Stationary shooting
Have class divide into three even teams
(small class) or four.
Class must pass the basketball to their
opposing team member using a lob shot.
The ball must make its way down the team,
the last individual running and taking a shot
at the hoop. Repeat and rotate until every
team member had successfully made a shot
at goals.

End game:
Elimination
In teams of 6-8 students must enter
the goal circle.
Numbered off 1 or 2, when their
number is called students must run in
and grab one of two balls in the
middle of the circle. They must then
attempt to make a goal.
The team (one or two) who makes
the most shots wins.

Key questions:
Where should we be positioned to perform a layup? (A- to the side of the hoop)
What arm and leg to we use to perform a layup at the right or the left of the hoop? (A-
right of the hoop- use right arm and leg- right knee bent)
When shooting- particularly when stationary, do we bend at to knees and elbows or keep
them extended?
Where are our feet positioned when shooting? Close together or further apart?
Do we hold the basketball as if we are performing a chest pass? If not, what is the
correct technique?

Resources:
Document outlining the correct strategies, techniques and game play diagrams:
(Basketball national intensive training programme, 2011)
http://www.basketballwa.asn.au/fileadmin/user_upload/_temp_/March_2011_Shooting.p
df
Curriculum Links:
http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/health-and-
physical-education

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Lesson Four
Specific lesson objectives:
As a result of this lesson student will be able to demonstrate as well as identify
the basic skills required to perform dribbling and defence within basketball.
Students will have the ability to distinguish and attempt successful person-to-
person defence, zone defence and combination defence.
Students will be able to apply dribbling the ball with their fingers rather than the
palm of their hand.
Students will be able to combine the key teaching points of dribbling (low, bent
knees, finger tips) with defence strategies.

Assessment
Summative: Students will be able to relay as well as demonstrate the KTPs of
dribbling as well as the three types of defence.
Formative: Students will be able to perform successful dribbling ( move up the
court without losing control of the ball) as well as perform defensive strategies
successfully)

Teacher and learner experiences

Allow for extension of those who are struggling by first ensuring students can
dribble on the spot for longer than 10 seconds without losing the ball. Then
extend this to swapping hands while dribbling on the spot and then finally while
walking.
Extension for those who are of a high level- pair high level player and have them
perform in a defence/ offence role to have both students challenged. If there is
only one play gang ups where two students will attack a high level student.

Warm-up game
Dribble knockout/ tag
In two groups students must speed walk
around an outlined area while dribbling
their basketball.
Two attackers will try to swipe their
basketball away.
If successful the tagged individual must
hold their ball above their head and sit
on the ground for 15 seconds.
Rotate once more to allow the first
taggers to have a turn at dribbling.

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Drill one:
Dribble in a straight line
In teams of four, (two on either side of the
marker) students must dribble up the court
towards their partner.
The first two times students may just do this
using a single hand, however after these first
two laps students must attempt to change
hands while continuing to walk and look
forward.

Drill two:
Zig zag dribble
Split class in half. Send one half to the left
side of the court ( at the elbow/corner) and
the other half to the other side of the court.
Students will take it in turn to run towards
the middle of the court dribbling, then back
in towards the sideline.
Students will continue this zig zag pattern
until every student has made it to the other
side of the court.
This is a continuous activity- as soon as the
person in front of you has reached the half
way point, the next student will leave.

End game:
Leader ball

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 Class will be divided into half.
The first in line will be the leader.
The leader must chest pass to each
member of the team, they will catch it, run
around the group while dribbling the ball,
pass back to the leader and sit down.
At the final pass, the leaders must dribble
up to the hoop, make a shot, catch the ball,
dribble back to their team and sit.

Key questions:
What are the KTPs for dribbling? (Knees bent, eyes ahead, fingertips)
If your opponent is right handed, where should your body be when defending?
(to the right)
What are the different types of defence?

Resources:
Zigzag dribbling: https://www.youtube.com/watch?v=kZwgW6aAOL0
How to dribble: http://www.wikihow.com/Dribble-a-Basketball
Curriculum links: http://k10outline.scsa.wa.edu.au/home/p-10-
curriculum/curriculum-browser/health-and-physical-education

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Lesson Five:
Specific lesson objectives:
Students will be able to accurately understand and apply the basic rules of
basketball.
Students will be able to apply prior knowledge in such a way that they may be
able to perform successfully with in a game like environment.
Students will be able to combine their understanding of basketball rules as well
as technique within a competitive environment.

Assessment
Summative: do students have an accurate account and understanding of the basic
rules and positions within basketball? Can they recall these?
Formative: Are students able to apply their knowledge of positions and
basketball rules in a way that allows them to progress, perform and achieve
within basketball?

Teacher and learner experiences

Extension for those who can achieve: ensure these students are not the only ones
within certain positions- e.g. goal shooter. This will ensure weaker students are
able to practice and have a go within a game like environment without a stronger
student dominating the game.
Extension for the stronger students: Place these students in a role they might not
be as familiar with. For example a ref or defence player. This not only ensures
other students perform using correct technique but also challenges more
experienced players in a role they may not typically be comfortable in.

Warmup game

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 Red light green light
Class must line up along the baseline
with a ball each.
When the teacher calls out green light
the students must dribble the ball up
the court.
As soon a red light is yelled,
students must immediately stop while
still holding their ball.
If they fail to stop or lose control of
their ball they must go back to the start
(or take 5 steps back at teacher
digression).

Drill one:
Game play
Delegate two team captains (named
one or two) and then number off class
one or two.
Send teams to opposite sides of the
court.
Team captains will hand out bibs at
random.
The aim of this drill is simply game
play to allow students to implement
their game knowledge and technique.
Injured or extra will be the ref (rotate
if an extra.)

End game:
End game will be the two halves of the class versing each other.

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 Rotate positions and captains within teams
For a large class Every time a team shoots and scores every student on the
sideline must run in and switch with a member of their team (ensures
participation of all team members)
The team at the end of the game with the highest score wins points for each of
their schoolhouses as well as the ability to choose the warm-up for the next class.

Key questions:
How many people are there allowed to be on the court at one time within a team
(13)
Where can the 3-point, 2-point and 1 point scores be awarded from (which line?)
What are some of the major rules within basketball?

Resources:
Basketball points: http://entertainment.howstuffworks.com/basketball4.htm
Basketball positions:
https://www.breakthroughbasketball.com/basics/basics.html
Red-light green light demo: https://www.youtube.com/watch?v=3b3M063P7iQ

Lesson Six
Specific lesson objectives:
Students will be able to understand the role and importance of specific positions
within a basketball team including: point guard, shooting guard, small forward,
power forward and centre.
Students will be able to apply this knowledge to a game like scenario where
they understand the role and boundary each position is responsible for.

Assessment
As the majority of this lesson is theory based, students will be assessed on their
ability to understand and describe the responsibility of each of the basketball
positions.
In the active portion of this lesson students will be assessed on their ability to
apply this knowledge within game play in the correct manor while still adhering
to the correct techniques required to play basketball successfully.

Teacher and learner experiences

To account for various learning styles within this theory-based lesson the teacher
should provide visual, auditory and physical demonstrations of the different
basketball positions.
This may include diagrams, demonstrating on court the location of players as
well as describing the role of players to students.

Warmup game

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 Simon says basketball
Although the majority of the class will be theory, it is important to still keep
children engaged and active.
Each student will have a basketball and line up along the baseline of the court.
The teacher will call out a basketball behaviour ( for example dribble with your
left hand, dribble then throw then catch and dribble, etc etc) on the whistle
students will run to the other end of the court performing this action.
Repeat.

Drill one:
Describe and demonstrate the multiple roles and positions of players on the court
One at a time have a student go to the position. The teacher will describe the role
as well as the boundaries this player can be.
Allow time for the students to then write this down, possibly provide a diagram
for the student.
Address the following positions:
1. Point guard- person who dribbles the ball down the court (best ball handling
skills)
2. Shooting guard- "wing player"
3. Small forward- "wing player"
4. Power forward- "Tall player"- focuses on getting rebounds and inside shots
5. Centre- "Tall player"- focuses on rebounds and inside shots

End game:
The end game will first require the teacher to first divide the class in half- send
half to either end of the court.
The teacher will then call out a position within the court. All students must go to
that position within the court.
This must be done as quick as possible (for example like east, north, west,
south game).
If time is allowed at the end of this lesson a game between both halves of the
class may be played, however unlike last week teams must adhere to their
nominated court positions.

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Key questions:
What typical physicality may be appropriate for a Centre or power forward
player and why?
How many positions are there? (5)
Which player is mainly responsible for dribbling the ball down the court? (point
guard)
Resources:
Basketball roles and positions:
https://www.myactivesg.com/sports/basketball/how-to-play/basketball-
rules/basketball-positions-and-roles

Image:
(Basketball Positions and roles, 2016)

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