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Cognitive:
1. Students must remember to keep their hand on top of the ball at all times
and use one hand at a time
2. Students must remain in a low and balanced position to maintain control of
the ball.
3. Students will understand flexion and extension in basketball.
Affective:
1. If students feel the ball touch their palm, they are using their hands
incorrectly. Students must use their fingers for better control of the ball.
2. If students’ dribble goes above their waist, they will feel the ball getting out
of control.
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UTEP PETE Learning Experience Template
TEKS:
Kinder:
(b) knowledge and skills (5A) use equipment and space properly;
(b) knowledge and skills (1F) demonstrate a variety of relationships such as over,
under, behind, next to, through, right, left, up, down, forward, backward, and in
front of;
3rd:
(b) knowledge and skills (1A) travel in forward, sideways, and backwards and
change direction quickly and safely in dynamic situations;
(b) knowledge and skills (2B) know that practice, attention, and effort are
required to improve skills;
National Standards:
Warm up: Students will spread out within the basketball court and follow the exercises I
perform.
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UTEP PETE Learning Experience Template
Skill Building
At my signal, students will pick up the ball and perform warm up drills at a stationary
position with the ball, which will include: ball slaps, ball tips, wrapping the ball around the
body, and a figure-8 drill.
Students will then practice proper dribbling technique with the ball by using their
dominant hand, followed by their non-dominant hand, and finally interchanging hands.
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UTEP PETE Learning Experience Template
Skill Application
Students will be placed into two teams. one team will have to pick up the bowling pins
and cones with their non-dribbling hand, while the other team dribbles around the
boundary lines. When I signal to switch, the team on the outside will enter the playing
area and begin to tip the bowling pins over with their non-dribbling hand.
Students will first dribble with their dominant hand, followed by their non-dominant hand.
includes cues/Refinement
Transitions
2:30 – SET Induction/HOOK START SIGNAL:
2:33 State something to start lesson One Whistle
with to get students hooked into
what they are about to do.
Attention Getter: STOP SIGNALS
Good afternoon class! We are Two Whistles
one week away from March
Madness! March Madness is a
basketball tournament that starts
in march and I am looking for
players so we can enter the
tournament. Now, let us practice
our basketball skills, so we can
be ready for March Madness Transition 1:
and beat UTEP. I will call out one CUES:
class at a time to Follow what the coach
find a spot on the does
court and sit down.
ORIENTATION Refinement:
Dribbling a basketball with Perform each exercise
proper technique and control. properly, together, and
Flexion and extension of the keep your hands to
elbow while dribbling. SAFETY: yourself.
Students will stand
WARM-UP(includes up, extend their
purpose) arms and turn
2:33 – around once to CUES:
2:38 Students will spread out within Feet shoulder width
make sure they
the basketball court and follow don’t hit anyone apart
the exercises I perform. while doing the
(jumping jacks, high knees, exercises. Squat
hopping, balancing)
Hand on top of ball at
Transition 2: all times
Students will be
called out by class
to go get a ball, Only one hand on the
return to their spots ball
and place the ball in
LESSON FOCUS/SKILL between their feet. Use finger pads to
dribble
2:38 – BUILDING ACTIVITY
Safety:
2:48 Students will grab a basketball Stay in one place. Keep eyes up
class by class and go back to Keep balls in
their spots where they warmed- between both feet
up and place the balls in before the activity.
between their feet. Be aware of Refinement:
surroundings. Do not touch the ball
At my signal, students will pick with two hands at the
up the ball and perform warm up Modifications: same time.
drills at a stationary position with Students can use a
bigger, lighter, or Stay in one place.
the ball, which will include: ball
bouncier ball.
slaps, ball tips, wrapping the ball
around the body, and a figure-8 Push down towards
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UTEP PETE Learning Experience Template
DIFFERENTIATION
Playground balls bounce
more, so I will let them use
the bigger, bouncier ball.
TASK ANALYSIS:
STUDENT EXPECTATIONS: Ball control
Some students might have Use of fingers
trouble keeping their eyes up Balanced stance
while, dribbling, so once they Eyes looking ahead
can properly control the ball,
then we can focus on keeping
their eyes up.
Psychomotor:
Students will slightly bend their
knees in a squat position, and
dribble the ball by using their finger
pads.
Cognitive:
Students must remember to keep
their hand on top of the ball at all
times and use one hand at a time.
Affective:
If students feel the ball touch their
palm, they are using their hands
incorrectly. Students must use their
fingers for better control of the ball.
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UTEP PETE Learning Experience Template
Psychomotor:
Students will practice keeping TASK ANALYSIS:
one hand on the ball at all Eyes on target and not the
times, while doing another ball
action with their non-dribbling Control of the ball
hand. Balanced stance
Use of finger pads
Cognitive:
Students must remain in a low
and balanced position to
maintain control of the ball.
Affective:
If students use their palm or
are too high, they will feel the
ball getting out of control.
3:05 – Debrief/Closing/Cool
3:10 Down (what, so what,
now what):
Psychomotor
What does a good dribbler do
with their body?
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UTEP PETE Learning Experience Template
Cognitive: Transition 4:
What can’t you do when One class at a
dribbling? What are the time, students will
violations called and how do return the balls to
you know when you do one? the ball rack and
What is flexion? What is line up in their own
extension? class lines.
Affective:
When you are dribbling, should
you feel the ball touch your
palm or fingers?
Insight/Preview:
Next class, we will practice
pivoting and passing.