Basketball Progression Plan

Basic Methods of Teaching Physical Education Thaddaeus Dvorak November 30th, 2011

Grade Level: High school physical education classroom, grades 9-12. Goals: 1. The student will understand and display competency with the fundamental skills, rules, and concepts of the game to a level that will allow them to participate in a 5v5 pickup basketball game at a level of intensity that will challenge both their cardiovascular and muscular strength and endurance. 2. The students will learn to enjoy playing the game and understand and appreciate the value it can have in providing people with an activity that will help keep them physically fit. Program Objectives: 1. The student will be able to answer quiz questions covering the fundamental skill techniques as well as man on man defense and a pick and roll offense. 2. The student will be able to demonstrate with correct form the offensive skills of dribbling, shooting, layups, and passing 7 out of 10 times. 3. The student will also be able to utilize these offensive fundamentals to execute a pick and roll. 4. The student will be able to demonstrate with correct form the defensive skills of sliding and rebounding/boxing out 9 out of 10 times. (Defensive skills are somewhat universal across all team sports so a higher success percentage is required.) 5. The student will be able to utilize these defensive fundamentals to execute a man on man defense. Rational: The only reason I would ever include a topic in my classroom is because it will provide a way for my students to enjoy their life of physical activity. Basketball is defiantly a fun way for people to stretch their legs and get in a good sweat. In my opinion it requires more overall kinesthetic ability than any other activity on the planet today. It requires high levels of hand eye coordination, cardiovascular endurance, muscular strength and endurance throughout the entire body, body control, agility and more. Not only is it filled with physical benefits but it also promotes, teamwork, communication, anticipatory decision-making, and fast paced action packed fun and excitement. With this many benefits and this much potential for fun the real question is how could I not include this topic in my classroom.

Ten Day Program Summary Day 1 Day 2 -Game Rules and -Intro on Objectives Dribbling -Equipment Technique Briefing -Practice - Unit Overview Dribbling and Expectations

Day 6 -Intro on Shooting Techniques -Practice Shooting .

Day 7 -Review on Shooting Techniques. -Practice Shooting Techniques -Take Home Quiz 2

Day 3 -Review of Dribbling Techniques -Practice Dribbling Techniques -Take Home Quiz 1 Day 8 -Review on Areas of Struggle -Practice on Struggling Areas -Briefing on the 3 on 3 Tournament.

Day 4 -Intro on Passing Technique -Practice Passing Technique

Day 5 -Review on Passing Technique. -Practice Technique

Day 9 -3 on 3 Tournament -Final Skill Evaluation -Briefing on the 5 on 5 Tournament

Day 10 -5 on 5 Tournament -Finial Skill Evaluation

Day 1 Note: This is to make sure everyone is starting from the same basic knowledge of how the game is played and what is played. I will also be using this time to tell the students what this unit will cover and how they will be graded. Quiz Note: The quizzes are take home because it is rare to find a physical education class that has a proper amount of class time to work with. So I cant justify spending the limited time on taking a quiz. So in order to spend more time teaching and moving and less time not teaching and moving the quizzes will be done between classes. Grading: Grading Scale 100-90% 89-80% 79-70% 69-60% 59%

A B C D F

Rubric Attendance 20% and Participation Quiz 30% Skill Evaluation Final Skill Evaluation 20% 30%

Attendance and Participation: Students will be expected to attend class and participate to receive this thirty percent of their grade. Attendance meaning they must come to class on time with the proper gear (shoes, shirt, shorts). The students will also be expected to pay attention to instruction and participate in the activities of the class with the desire to improve. Quiz: There will be two take home quizzes on the techniques learned in class. They will not be difficult but will serve as reinforcement of the material learned in class. Students are expected to bring them to class completed and turn them in to me at the beginning of class. Skill Evaluation: These will be done towards the end of the days practice session of the particular skill after they have had time to practice and improve. Final Skill Evaluation: This will be done during the 3 on 3 and 5 on 5 tournaments at the end of the unit. This is so large compared to the skill evaluation because even if students dont totally get something at first they have time to practice on their own time and perfect it before this units equivalent of a test. Overall Progression Plan Grading Spread Sheet Name Student Student Student Student Student Each individual skill will be evaluated twice, once at the end of each lesson for that skill. Grading Spread Sheets for individual skills are located at the end of the skills progression sheets A. Skill: Passing 1. Equipment: -A basketball for each student and a gym floor. 2. Objective -Students will be able to execute a chest, bounce, and lob pass in a drill and 5v5 setting 7 out of 10 times. 3. Techniques and Cues Chest Pass -Knees bent feet shoulder width apart. Attendance Quiz Passing Shooting Dribbling Final Skill Final Evaluation

-Both hands on the ball thumbs pointing towards each other -Ball is brought to the midsection of the body with elbows bent. -Extend the elbows, flick the wrists outward and make a forceful step forward. Bounce Pass -Knees bent shoulder feet width apart -Both hands on the ball thumbs pointing towards each other. -Ball is brought to the midsection of the body with elbows bent. -Extend the elbow, flick the wrists outward and take a forceful step forward. -Student should be aiming for a spot 2/3 of the distance between them and the receiver of the pass. Lob Pass -Feet shoulder width apart. - all is held above the students head with a 5 bend in their elbows. -Ball is thrown with the force being generated primarily from the triceps, shoulders and chest. -The finish is high. (Emphasis on keeping the ball up.) Cues -Hard Step -Follow Through -Pass it where he is going to be not where he is. -Get It High

4. Activities a. Wall Passing- This drill allows students who may be lacking kinesthetically to practices their passing form and accuracy without worrying about what their partner or the rest of the class is thinking. Its just them and a spot on the wall. Each student will get their own basketball and line up five feet from a solid surface, preferably a brick wall. The student then picks out a spot on the wall that is around chest height and using the chest and bounce pass aims for the spot that they picked. This should be done for 3-4 minutes. This is also very easy for the students to zone out and not really put in good effort. So as a teacher high energy environment, adequate movement around the class, and lots of encouragement are required for the students to benefit from this activity. Because of the importance of fundamental techniques this activity should be continued until the all students have been observed by the teacher and had their form corrected if it was needed. Students who leave this activity without having laid a proper foundation of fundamentals will struggle for the rest of the unit. b. Partner Passing- In order to observe the proper form of each pass the teacher will demonstrate with another student who has displayed a high level of competency in past class periods. This drill serves as a refresher for the majority of the students in the class and for those who do not know the passing techniques this will serve as their foundation builder. Students will

partner up and stand 5 feet away from each other with one ball for every pair. The students will then start with chest passes back and forth to each other double checking students ability making some quick corrections to their form. Then have them step back to 10 feet and practice at the new distance. This will be done for the bounce pass as well. Beginning students typically struggle with the idea of making the bounce ot 2/3 of the distance instead of 1/2 the distance. An easy indicator of this problem is a pass with little power when it reaches the receiver or a pass that is regularly high or low. Instruct them to really focus on the location of the bounce. A lillie pad can be used if the student continues to struggle with visualizing the bounce location. After the class has been instructed and practiced the chest and bounce pass have the students step back to a distance of 15 feet. From here have them practice partner passing to each other using the lob pass. This is not a commonly taught pass but is extremely valuable for making a cross court pass or a pass to a post player with a defender who is guarding the typical bounce pass. Emphasis on getting the ball high in the air away from defenders. c. Partner Passing Slide- Students will remain in the partners that they had for the partner passing drill. Lined up facing each other on the lines that extend from the free throw line to the baseline. In one second intervals the teacher will blow the whistle indicating that the partners should slide down to the other end of the court, never crossing their feet and shoulders facing their partner, giving a chest or bounce pass (indicated by the teacher) back and forth to their partner. When the partners reach the opposite baseline they should each step back 3 feet and proceed to slide back down to the original baseline lob passing it between each other. This will build on the foundation set with the Partner Passing activity and add the ability to pass while moving to a moving target. It may start out chaotic, if so tell students not to rush and really focus on their target. This may slow the pace but it will clean up most of the loose balls flying around. When they really seem to be getting it then you can see if they can pick up the pace al little. Remember we are trying to get them to game speed. So start slow build the fundamentals then increase the speed instead of start fast, learn it wrong and then have to teach them all over again. This is also great practice because it forces the students to look through some other bodies to identify their target when they are on the way back down. It also emphasizes the importance of getting the lob pass up or else they will hit the other students. Dont expect that they will throw it high automatically make sure to emphasize that they need to clear their classmates who are sliding underneath their lob passes. There are some inherent risks with passing balls over other students so if you feel the skill level is not there for all students then have them pick up a volleyball or a dodge ball that will be softer before returning. d. Monkey in the Middle- Before this drill starts demonstrate the way to pass around a tight defender by stepping to one side of the defender instead of stepping straight ahead. This activity requires three person groups with one

ball. Two people will be standing ten feet away from each other one with the ball. The third person is in charge of defense. Because defense has not yet been taught there will be a quick demonstration by the teacher on the proper defensive stance (feet wide apart, knees bent, arms out.) The third person will then defend the person with the ball while they are trying to pass the ball to their partner using one of the three passes that they have been practicing. The defender is not allowed to steal the ball directly from the passer only after the ball has left their hands. If the pass is completed the defender will then switch and defend the partner with the ball. The partner with the ball has to allow the defender a chance to get back on defense before attempting a pass. This is a great drill that gives students experience of making a decision of which pass to make as well as doing it under pressure. There is always a negative association with being the monkey in the middle so a three deflection rule is in place. If a defender gets three deflections, which is contact with the ball that changes its original path, then they switch out with one of the partners and become a passer. They will also rotate every 45 seconds. Each student should be a defender at least twice before the drill ends. Passers should be encouraged to remain calm when being tightly defended. Dont let the defenses pressure intimidate them into a bad pass. e. Three Man Weave- The same groups that were used for Monkey in the Middle can be used for this activity to decrease transition times. One group should line up on the baseline, one where the three point line touches the baseline, one under the basket and the third on the other three point line. The student under the basket has the ball. The student with the ball will pass it to one of the members and then follow the pass and run behind that member. The student that received the pass will run towards the center and the third student and pass it to them and the follow the pass like the first student did. The student with the ball will pass it to the first student. This will create a weave pattern as they run down the court. Once they have crossed the far baseline they wait for the other groups to do the same. This should be taken slow at first and if needed one dribble can be allowed. But at the end of the activity the groups should be have a very tight weave, no dribbling, and student should be close to a sprint for the entire way down the court.

Diagram is from www.coachesclipboard.net

f. Pass and Go Circle- For this drill the students need to circle up giving each other plenty of elbow room. There should be a 10 foot radius to this circle. Depending on the size of the class there can be more than one circle of students but there should be at least 10 students on the circumference of the circle. Then one student (preferably a student with a high skill level) is placed in the middle with one basketball. This student will then start giving chest passes to the students on the circumference of the circle. They will then return the pass with a bounce pass. They will keep going around until everyone has received a pass. Then there will be a second ball introduced into this activity. One person on the circumference of the circle will start with a ball. The student in the middle will deliver a chest pass to the student to the right of the student with the ball. Simultaneously the student that was standing on the circumference of the circle with the ball will deliver a bounce pass to the student in the middle of the circle. The student in the middle of the circle will then deliver a chest pass to the student standing to the right of the student now holding the ball. Simultaneously the student on the circumference who is currently holding the ball will deliver a bounce pass to the student in the middle. This will continue until the circle has been completed. At this point swap out the student in the middle for a different student. Start them out with a single ball then add a second ball once they have completed a complete circle. Continue to swap out students. When the students are really starting to get in a groove with this activity it is time to change it from a drill to a competitive game. Now place two students in the middle of the circle back to back each with one ball. The students will begin passing it to the students on the outside of the circle as fast as possible. The

goal is to catch the other student that is in the middle. When one of the students in the middle has caught the other they are declared the winner. Then swap out the two in the middle for two more students. There is a fourth phase to this activity but should be used at the teachers discretion based on the overall skill level of the students. To really intensify this drill each student in the middle can be responsible for two balls. This would mean there are four balls in play at the same time. This can get a little crazy and potentially dangerous if someone is not paying attention. This drill is great for quick decision making and has a high level of repetitions for everyone especially where there is more than one ball in play. g. Boston Celtic Drill- This drill is great for developing a students give and go ability. There will be a student standing on the out of bounds line free-throw line extended on both sides of the court. There will also be a student standing in the jump circle facing the out of bounds line. This will be duplicated on the other side of the court. All six of these students will have a ball. The remaining students will split into two remaining groups and line up directly under a basket. The students, when signaled by the teacher in preferably 2-3 second intervals to prevent a buildup, will run to the first student who is standing out of bounds with a ball. That student will give a chest pass to the running student and they will, without traveling, immediately return the pass. They will then turn to the student standing in the jump circle and begin running towards them. They will receive a pass again and return it without traveling. They will then turn to the next student out of bounds and run towards them. They will receive the pass and return it without traveling and then quickly run to the end of the line that is opposite to the one they started in. The students should be attempting to do this at a very fast pace without breaking their stride when receiving or delivering a pass. When each student has circulated through both lines three to four times the students who are delivering passes should be switched out for new students. Throughout the drill the teacher should indicate the pass that should be executed. This drill was found at www.basketball-drills-and-plays.com

a. 2 on 8 Press- This is an activity that helps give the students a more in game d situation to practice their passing techniques. The goal of this activity is to a not only teaches good passing but it also break a press with only passing. This f which is going to be needed in the teaches communication and teamwork a finial 5v5 tournament. This drill requires 10 students in pairs of two. Four of d the groups will be assigned to a zone in which they will be required to defend. s free throw line, the next is from the free One zone is from the baseline to the throw line to the half court line, the fnext is from the half court line to the other free throw line and the last is from the free throw line to the far baseline. The two remaining students will inbound the ball on one baseline and by passing only they will attempt to break the press. As they move from zone to zone the next defensive group will pick up the offense and the previous zones defense lets off. If a defensive group gets a steal they become the offence and the offensive pair becomes the defense. The new offensive pair then has to continue trying to break the press. The team wins by making it across the far

baseline. If a team successfully breaks the press then they become the defenders of the first zone pushing all the other zones back and making the far defensive team the new offense. Allow the offense to figure out the idea of a give and go. If after a couple groups they dont figure it out, then the teacher will bring it to their attention and quickly demonstrate how to perform a give and go. Each pair of students should have the opportunity to break the press at least twice. This drill was found at www.basketball-drills-and-plays.com

Zone 1

Zone 2

Zone 3

Zone 4

b. Post Feed Kick Out- This activity is also really good about easing the students into a game like setting. This is one of the few scenarios that a lob pass is appropriate. The students will line up in two lines at the top of the key. One person will stand at each wing and another will stand at each block. The person at the front of the line will make a pass to the person at the wing, the wing player will then chose either a bounce pass or a lob to get the ball to the post. The post player will then pass it to the person in the front of the line and it will start all over again. Each player follows there pass and takes the position of the person they passed it to. This is stage one. Stage two involves placing a defender on the student in the wing position. The point guard and the wing must work together without dribbling to get the ball to the wing. Then the wing, once having received the ball must make a pass to the post player. Stage two involves defenders on both the wing and the post player. Although the pass choice is not as important in the first stage it becomes essential in the second and third in order to make a good pass around the defender. There can be a fourth stage or a third stage extended where the students can pass it in whatever order they wish so long as all three players handle the ball before another is introduced into the circuit. This fourth stage

is the one that the teacher would want to keep the students at for the largest percentage of the time if their skill level allows because it is not only teaching them how to pass under pressure but it is also teaching them to explore a pass option and if it is not there then to move on to another player. Encourage the students to think outside of the structure on this activity and come up with new ways of getting the ball to each player. This creativity is a difficult thing to teach but is also extremely valuable.

5. Passing Skill Evaluation Sheet Name Chest Chest Bounce Pass Pass Pass 2/3 Step and Accuracy Distance Follow Through Student Student Student Student Student

Bounce Pass Accuracy

Lob Pass Adequate Height

Lob Pass Total Accuracy

B. Skill: Dribbling 1. Equipment -Basketball for every student, cones, hand sized bean bags and a large gym floor 2. Objective

-The student will be able to dribble with a mature form in a drill and 5v5 setting while maintaining control in low to moderate traffic. 3. Technique and Cues Dribbling Technique -Dribbled with fingertips. -Ball remains at waist height. -Balance Eyes and head up looking down court. Knees bent. -Dribbles the ball with their arm emphasizing the use of the triceps. -Wrists loose with a flick finish. -Ball is dribbled to the side of the body not directly out in front. Cues -Eyes up -Knees bent -Waist Level -Finger Tips -Loosie Goosie 4. Activities a. Standing Dribble- This activity is very important because it is the teachers opportunity to set a new foundation for students who have never dribbled before or break down bad habits and show correct form. It is very important that every student be observed and corrected at this stage. So the time for this lesson is up in the air but should not run for much longer than five minutes. Each student should have their own basketball with plenty of space. The students should all be facing the same direction which is where the teacher is standing. The students will then dribble for thirty seconds with their right hand. After a fifteen second break they will do the same with their left hand. Each hand should receive three sets of thirty seconds. After the first set the students should focus their eyes on a fixed spot in front of them and stare at it for the remaining sets. This will begin to develop their ability to dribble without looking at the ball. b. Bean Bag Toss- This is a simple drill that will not take longer than three to four minutes but is good for developing students hand eye coordination. Each student should have one basketball and one bean bag. The student will begin dribbling the basketball with one hand and have the bean bag in the other hand. They will then do a crossover dribble with the basketball and toss the bean bag from one hand to the other at the same time. If they can continue dribbling that is ideal but if they cant then allow them to regain control begin dribbling with the opposite hand and attempt the crossover and bean bag toss again. c. Figure 8 Dribble- This drill again requires that all students have a ball with adequate spacing. The students will then, with their legs spaced slightly further apart than their shoulders, dribble in a figure eight pattern between and

around their legs. They should be keeping the ball bounces down, no higher than three inches. After thirty seconds of going clockwise have them switch to counter clockwise. After one minute allow them a 15- 30 second break. This would be the ideal time to offer instruction. This drill could be done for four to five repetitions. This drill really emphasizes the use of fingertips when dribbling. d. Scissor Dribble- This is another individual drill that helps with overall body control and is the start for students being able to complete a crossover dribble between their legs. This is a more advanced drill and would only be useful to use with a class that seems to be more advanced in their skills. Each student, with their own ball should take on foot and take a big step forward leaving their back foot planted. They will then, from this position hop into the air no more than three inches off the ground and bring the front foot to the back foots position and the back foot to the front foot position. This will be a continuous motion and will have the appearance of running in place with a slightly exaggerated vertical component. Then once the students have this movement down they will dribble the ball between their legs every time they take another step. It should be a relatively fast paced dribble with around two dribbles per second. This allows for plenty of space between the legs for new dribblers to aim for as well as lots of repetitions of dribbling between their legs with both hands. The repetitions for this should be twenty seconds and no longer. If they are the students will get tired and their performance will be affected and potentially make them frustrated. This drill will also easily frustrate students who are less experienced or skilled so it is up to the teachers discretion to decide if the class is capable of handling this drill. e. Running Dribble- From this point on students are no longer allowed to look at the ball while dribbling. Students will line up in equal numbered groups behind one of four cones that are on the baseline. There will also be a cone directly ahead of each baseline cone located at the half court line. The first students in each line will have a ball. When the teacher says go the first four students will run as fast as they can while maintaining control of the ball to the half court cone dribbling with their right hand. When they reach the cone they must run around it and dribble back to their line using there left hand. They will then hand the ball off to the next person in their line which will signal there turn to do the same. This is done until everyone in the line has gone. Once students develop slightly better dribbling skills this can become a relay race between groups. It would also be good to have some of the slower students at the front of the line instead of near the back so they will not be singled out when they are the last person to cross the line. For this drill, because the students are moving at an open court pace, the teachers should encourage students to push the ball ahead of them while running but still maintaining it around waist height.

f. Zig Zag- The cones in this activity are in a similar placement as the passers in the Boston Celtic Drill and the students will be running a similar pattern. This is essentially the same drill accept instead of running and receiving a pass the students will run towards the cones and do a crossover dribble while changing direction towards the next cone. This activity has three stages; the first is with just the dribbler. So everyone will start with a ball lined up under whichever hoop the teacher chooses. The teacher will signal for each student to begin individually. That way they can prevent traffic jams behind the slower students by giving them some extra space at the start. Once the students reach the far baseline cone they should jog to the other side and begin to repeat the drill back towards the starting side. Because some students will be at higher levels than others encourage the higher level students to attempt more difficult crossovers at each of the cones, between the legs or ideally behind the back. After each student has gone through twice then ask the students to partner up with one ball per group. Now the students will be doing the same drill but with a defender sliding with them to add some pressure to their dribbling. The defender may not steal the ball just slide with their feet making light occasional contact with their partner. When they reach the far baseline cone they will switch from defense to offense and then come back. Each group should have a chance to do this twice before moving on to the third stage. The third stage gives the students freedom to decide where they run and when they crossover and how many times they crossover. The only rules for this last stage are that they must stay on one half of the court and the defender can

only play defense with his or her feet, no stealing. The defender should work to force the dribbler out of bounds. While the dribbler should change directions with crossovers as often as they want in order to shake there defender. Once they have crossed the far baseline they switch positions and do the drill again coming back. This is a great drill because it forces students to do two things with their dribbling. The first is identifying the spot that they need to be at and find a way to get there through the defense. The second is to learn how to feel out what the defense is giving them, understand where they are weak and attack that spot. Yes this is a very immature level of this but it is the start to developing a very necessary skill in a 5v5 basketball game. It may appear there is a long waiting line, its beacause there is. After performing this activity twice the students will be getting winded due to the intensity of this activity. So the longer line may seem wasteful at the beginning of the activity but it will be appreciated in the middle and towards the end.

g. Stop Start- This next drill can be fun for the students. Its like musical chairs for dribbling. Every student will line up on the baseline with a basketball. When the teacher starts the music the students will begin running while dribbling the ball towards the other baseline. When the music stops the students have to stop running and pick up their dribble without traveling. When the students reach the far baseline they can turn around and start going back. This drill is great for open court dribbling at high speeds as well as

maintaining control when stopping. This drill although valuable and fun will most likely get old fast to the students so continuing past four minutes will probably be pushing it. h. Basketball Frenzy- For this next drill scatter two more basketballs on the gym floor than there are students and have the students stand next to one. On the go signal, each student will pick up a basketball and dribble it two times, leave it, move to another ball and dribble it two times. The object is to keep all of the basketballs moving until the stop signal. To add a challenge, the teacher can point to a stationary basketball and start counting out loud. If he/she counts to three before a student dribbles the ball, the teacher gets a point. If the teacher scores three points by the end of the time period, the teacher wins that round. When they have become comfortable with dribbling the teacher can require them to do things such as, use their non-dominant hand, dribble each ball three times or do crossover dribbles. This activity was found at http://www.uen.org/Lessonplan/preview?LPid=18842. i. Hot Spot Dribbling- This drill is great because it requires students to have their eyes up looking around for a poly spots and it also requires them to use both of their hands at the same time. This is pushing students to put dibbling into the back of their mind freeing them up to do other activities. This is an essential skill for proper functioning in a 5v5 game. Scatter 30 or more poly spots on the gym floor. Make teams of four to six players and line them up in relay style facing the poly spots. On the "go" signal, the first person in line will dribble to any poly spot and while dribbling the basketball, will pick up the spot, bring it back to their team and hand the ball to the next person in line. This continues until all of the poly spots are gone. The team with the most spots collected wins that round. This activity was found at http://www.uen.org/Lessonplan/preview?LPid=18842.

j. Tag- This is a great drill for developing not only ball control and dribbling development but it is also a great way for students to learn how to protect the ball using their body. Every student in the class has a ball, and is restricted to a half court area. All the players must dribble the entire time. Start the game with one player as it. While maintaining the dribble, each player must try to tag another player, who is then it. Players try to avoid getting tagged and becoming it. They must stay within the half court area and must continue dribbling. If a player leaves the area, or double-dribbles, stops dribbling, or gets tagged, then that student becomes it. It is a good idea to keep the groups smaller in size so that students are less likely to blend in and be involved. So keeping the number of students per half court at or below ten is best. If this is not possible due to lack of courts or space and large groups are the only option then assigning more than one person to be it is a way around that problem. 5. Dribbling Skill Evaluation Sheet Name Finger Tips Dribbling Height Student Student Student Student Student

Control

Use of Correct Hand

Total

C. Skill: Shooting/ Layups 1. Equipment- Basketballs for every student, cones, at least one full court with two baskets. 2. Objective- The student will be able to execute a set shot with mature form and make a shot three out of six times in a drill setting and 4 out of ten times in a 5v5 game setting. - The student will be able to execute a layup with mature form and complete the shot seven out of ten times in a drill setting and six out of ten times in a 5v5 setting with light traffic. 3. Technique and Cues a. Shot Technique- Feet shoulder width apart, dominate foot slightly staggered forward as is comfortable. -Non shooting hand alongside the ball for support and used as a guide. -Dominate hand is placed directly behind the ball.

-Elbow is in with ball anchored at forehead height. -Legs are the source of power. -Arm extends up with a high finish for best arch and trajectory. -Flick of the wrist to ensure good rotation. b. Shot Cues- Elbow In. - High Finish - Hold your Finish - Flick the Wrist - Bend your Knees c. Layup Technique- Approach the basket dribbling with the same hand as the side of the basket the student is on.(For a layup on the right side dribble with the right hand.) - When within jumping distance plant the inside foot. - In stride jump off of the planted foot thrust the outside legs knee into up. - Using the same hand that was dribbling, extend the ball upward laying it against the glass. d. Cues- Throw your knee high - Be Gentle 4. Activities a. Partner Practice- Before balls start getting thrown around and bouncing off of everything the students need to have a firm grip on the proper technique of this fairly complex skill. So starting with a fairly conservative activity is always a good idea. For this drill students will pair up with one ball per pair. They will then stand ten feet away from each other and practice shooting the ball back and forth to each other. If their form is correct the shots should be getting at least ten feet in the air. If not then this is a good sign for the teacher that something is wrong. A good cue for this activity and shooting in general is, finish high, and arch so high it till it feels weird. This is a great way to get the correct form down for shooting. It is an extremely complex combination of movements that require precise timing and with this drill the repetitions are really high because students arent spending their time chasing down loose balls from a goofy bounce off the rim. Continue this drill until the teacher has had time to check every students technique and correct them. This has been said about other skills but it is most important for shooting. One slight hiccup in the technique can destroy the whole thing so it is very important that problems are found now and removed. b. Partner Shooting- The same partners from the first drill will then pick a basket and a close range shot to begin practicing there shooting with a basket. One partner will rebound and feed the other will pick a spot and take ten shots from that same spot. Range should be no more than eight feet. At this point the focus should still be on the students technique, not so much on if they are making the shots or not. The students can switch places after every ten shots.

No more than three groups at a basket is an ideal situation but this is sometimes unrealistic depending on the schools equipment budget. If a school is limited to only two baskets then I would suggest combining this drill with the Partner Practice drill. So have two or three groups per basket and the other groups can be doing Partner Practice. After each partner has shot ten shots at the basket have the groups trade activities. Before moving on each student should have had at least thirty shots at the basket. c. Shooting Lines- For this activity, students should split up into two even groups and line up at the wing position facing the basket. One of the two groups (chosen by the teacher) will have the first two students with a ball. The first student will take two dribbles to a spot on the floor and take a shot. The person from the other line will get the rebound and give it to the next person in the shooting line without the ball. The rebounder will then go to the back of the shooting line and the shooter will go to the back of the rebounding line. Then the next two in line will do the same. This incorporates dribbling and shooting. Make sure that each student gets four shots at the basket with this drill. The class can be split into two smaller groups and can do the drill on two separate baskets. This will increase the students repetitions for this activity. Also the side that does the shooting should be changed every three or four times a rotation has been completed. Once the students have been through both lines a couple times and have a good feel for this activity the teacher can start keeping score. Whichever team makes it to ten baskets first wins and can watch the other team do pushups or something. This will give a little competitive nature to this activity and make it more enjoyable for the students and allowing them to stay interested longer getting them more repetitions.

d. Shooting Off the Pass- The previous drill practiced shooting off of the dribble. This next drill practices shooting off the pass. Students will line up in two lines at the baseline facing half court. The first student in each line will be selected to play point guard position at the top of the key. The teacher will blow the whistle and the next student in line will sprint to the free-throw line where the point guard will pass the ball to them. They will then square up to the basket and take a shot. The point guard, as the shot is being taken will rush in for the rebound. The shooter will then go to the top of the key and play the point guard position where the original point guard will pass him the rebound and then return to the back of the line. After each student has gone through the line three to four times it is time to add a defensive stage to the drill. Instead of the point guard returning to the end of the line after passing the ball back up top they will remain at the baseline. When the point guard gives the pass to the student at the free throw line the defender at the baseline will sprint to the shooter attempting to block the shot. The defender may not leave until the shooter has received the ball. Once the ball is shot the defender will return to the back of the line. This will help develop a very important aspect when shooting after receiving a pass which is getting a quick release. In a 5v5 pickup game taking a shot from a good pass is a very efficient way to score points but it also is a narrow window of opportunity. So the shooter must develop a quick release when shooting off the pass.

Defenders

e. Layup Lines- This drill is identical to the Shooting Lines drill. The only difference is that instead of taking a jump shot they will be going in for a layup. Once students have completed four cycles of the layup lines the rebounder should be encouraged to apply light defense when the other student is going up for the layup. Another way this drill can be played is that instead of dribbling straight in the student passes it to the rebounder who will feed them in stride for a layup. If done correctly this should be completed without dribbling. This is the most efficient way for students to develop there layup technique, by doing layups. Because the straight forward layup has little variation in its overall technique, not counting reverse layups which are not part of our objectives, there are only so many ways that a layup can be practiced until it just becomes the same activity with a different name. f. 2 on 3- This drill forces the students to react to what the defense gives and decide between taking a layup or a jump shot. The class should be split up into two equal groups. One group at each end of the court. Three students from one group will inbound the ball and bring it down as a fast break. The other group of students will put out two defenders on their hoop and attempt to prevent the other team from scoring. If the offense scores the three will get the rebound and run another fast break towards the end that they first came from where two more defenders will be ready. They continue until the defense succeeds in stopping them and gaining position of the ball. If the two person defense gets the ball the next person in line on their end will join them in a fast break against a new set of defenders at the other end. This drill can continue circulating until it is stopped by the teacher. This drill does a good job of simulating a in game fast break putting the students in a position where they need to make a split second decision on what to do with the ball. To encourage offensive success keep track of the win streak a team goes on and see who can set the highest win streak by the end of the drill.

g. Free Throws- The easiest and the hardest shot in the game. For free throws simply group the students into equal groups, the number of groups depends on the number of available baskets, and have each student take five free throw shots while the other students feed them. This is not a fast paced activity. The students should be encouraged to take their time and focus with each shot. Each student should have shot at least ten free throws before moving on. h. Spot Shot- Students should pair up with one basketball per group. There should be two pairs to each basket during this activity. The Teacher is going to indicate two points on the court that the shooter is going to be shooting from. The shooter will rotate between these two spots on the court taking 5 shots at each while the other partner rebounds and feeds the shooter. After ten shots the partners switch. New that have not gone are put in and the teacher will pick two new spots from which to shoot from. Each student should have completed 30 shots before this activity is over.

Shot spots where the shooter will be rotating between. Location should be changed frequently by teacher.

i. King of the Hill 3v3- This is essentially 3v3 but with very short games which promotes fast paced intensity. It allows the students to get a feel for the game like intensity that will be in the tournaments as well as letting them practice all of their learned skills. Students line up into three lines at the baseline facing half court. The first student in each line goes to the top of the key and is given a ball. The next student when the teacher starts the activity will sprint out and play defense on the three offensive players. They will essentially play a 3v3 game up to two points by ones and twos. The losing team returns to the back of the lines and the winning team takes the ball up top and starts a new game with the next group of three. This is a very fast paced game and should have no hesitation between games. As soon as one is over the next team immediately get out on defense and continues.

Shooting Skill Evaluation Sheet Name Shooting with One Hand Behind the Ball Power with Legs High Finish Accuracy Total

Student Student Student Student Student

Take Home Quiz #1

1. Define double dribble.

2. How many steps are you allowed to take before a layup without traveling?

3. What does 1 and 1 mean? How does a 1 and 1 occur?

4. What part of the hand is primarily used for dribbling?

5. What is the ideal height and location the ball should be dribbled at relative to the dribblers body?

6. True or False: Basketball can strengthen the cardiovascular system?

Extra Credit 7. Who was the greatest basketball player of all time and why?

Take Home Quiz #2

1. If going up for a layup on the right side of the basket which hand should be used to take the shot?

2. Which foot is always planting when taking a layup?

3. When taking a jump shot in what position should your feet be in?

4. What is the final part of the jump shot release and why is it needed?

5. At what fraction of the distance should the ball bounce in a bounce pass?
a. b. c. d. 2/3 1/4 6/8 None of the above because bounce passes are not as good as a chest passes.