Educational Application of WordDocument Transcript
ESTEE ADERY CEP 810
Basketball was invented in 1891 by Dr. James Naismith, a faculty member at the International YMCA Training School in
Springfield, Massachusetts (known now as Springfield College). He invented the game in response to an assignment by
Dr. Luther Gulick, the director of the physical education department, who assigned him the task of devising a competitive
game like football or lacrosse that could be played indoors during the cold winter months. Basketball immediately became
popular and quickly spread nationally and internationally due to the travels of the YMCA Training School graduates.
Today basketball is the fastest growing sport in the world.
Playing The Game:
The game of basketball is played by two teams of five players on the court. The objective of each team is to score by
putting a ball into its own basket and to prevent the other team from putting the ball into theirs. The ball can be advanced
down the court by passing it to another player or dribbling the ball on the floor.
The ball is put into play at the beginning of the game, and any overtime period, by a jump ball in the center circle between
two opponents. Each subsequent quarter or half starts with the team entitled to possession given the ball at the center
The length of the game depends on the level of play (Professional, College, High School, Recreational, etc.). The clock
stops for timeouts, when the ball goes out of bounds, the end of the quarter or half, and when free throws are attempted.
Field goals are the baskets made during normal play. A goal from the field beyond the 3-point line is worth 3 points; any
other field goal is worth 2 points. Free throws are given to players when the other team has made a violation. A free
throw counts as 1 point.
Free Throw Line
3-Point Line Sideline
Fouls are called by officials for the purpose of not allowing a team to gain an advantage through rough play. When a
player commits a specified amount fouls (5 for high school or college, and 6 for professional) they are disqualified from the
rest of the game. When you foul your opponent when he/she is shooting inside the 3-point arc, he/she is awarded two
free throws if they miss, and 1 free throw if they make it. If they are shooting outside the 3-point arc, they will be awarded
3 free throws if they miss, and 1 if they make the shot. When you foul them when they are not shooting, they are awarded
the ball out-of-bounds. When your team commits more than a specified amount of fouls in a quarter or half, the opposing
team is allowed to shoot bonus free throws for non-shooting fouls. Fouls include: Holding, pushing, charging, tripping, or
impeding an opponent’s progress.
ESTEE ADERY CEP 810
There are several ball handling and time violations that will cause your team to lose possession of the ball to the defense.
The most common are:
Charging . Personal contact (running into or pushing) against a
stationary defender by the player with the ball
Double Dribble Resuming dribbling after having stopped dribbling or
dribbling with both hands simultaneously
Out-of-Bounds Causing the ball to go out of bounds
Traveling . Taking more than one step before the start of a dribble, or
taking two or more steps after the dribble
Over-and-back Causing the ball to return to the backcourt after it has
crossed into the frontcourt without the defense touching it.
5 seconds to inbound Failure for the ball to be caught within 5 seconds after a
made basket or after the official hand the ball to the in
10 seconds in backcourt Taking 10 or more seconds to get the ball across the mid-
3 seconds in lane Being in the key for 3 or more seconds without a member of
your team shooting.
Boxing Out A term used to designate a player’s position under the
backboard that prevents an opposing player from achieving
good rebounding position.
An aggressive move toward the basket by a player with the
Fast Break Moving the ball quickly down the court in order to score
before the defense can set up.
Field Goal A basket scored from the field (not a free throw).
A maneuver in which the offensive player makes a pass to
Give-and-Go a teammate, and then immediately cuts towards the basket
for a return pass.
A method of putting the ball into play to start the game or
Jump Ball any overtime periods by tossing it up between tow
opponents in the center circle.
Pivot . Takes place when a player who is holding the ball steps
once or more than once in any direction with the same foot
while the other foot is planted
Traveling When a player in possession of the ball inbounds takes 3 or
more steps without dribbling or moves their pivot foot while
still in possession of the ball.
LAKELAND PHYSICAL EDUCATION RULES:
• If the ball is dribbled on the sideline, it is considered out of bounds.
• During all turnovers, the basketball is to be taken to the 3 point line
• If you are fouled, your team gets free take backs
• “Check” the ball to make sure all players are in their correct positions (bounce pass from offender to defender 1x)
• Out of bounds= turnover
• 3pt field goal= 2 points
• Regular field goal (inside the 3 point line)= 1 point
• Man/Man defense (NO ZONE)
• In a jump ball situation, shoot a free throw for possession
• Traveling or double dribbling= turnover
ESTEE ADERY CEP 810
1. PROBLEM OF PRACTICE THIS DOCUMENT IS ADDRESSING
This document gives those students without extensive basketball knowledge a better
understanding of the game. Not only does it serve as a reference for students to have for
the future, it is written in a simplistic manner so that students can retain the information
more easily. Students are able to use this as a study tool for a quiz as well as their personal
fitness final. This study guide gives students more insight to the game and is helpful to those
who are visual learners. This serves the purpose of another learning tool for students to have
in order to be successful in Physical Education. Handing out a basketball study guide to each
student lets them know that I care and want them to thrive in my gymnasium. As an
educator, I realize that not all students have the same sports knowledge base; therefore this
document sets the tone of what each student should know in my class.
2. RATIONALE WHY THIS DOCUMENT WILL MAKE A DIFFERENCE
This document will make a difference for all students, giving them a study tool for in class
quizzes, their final, as well as for the future. Since students vary in their learning, this gives
an opportunity for visual learners to more clearly understand the basics. This document
describes the game of basketball in a simplistic manner, breaking down each concept into a
different section. The basketball study guide describes history of the sport, game play basics,
scoring, a description and diagram of the court, fouls, violations, as well as terminology. I
want my students to understand the game and be able to play outside of school. Giving them
a study guide allows them to be successful in my gymnasium as well as outside in their daily
ESTEE ADERY CEP 810
3. STRATEGY FOR USING THIS DOCUMENT
From this document I expect students to use it as a reference to thrive as individuals.
They will use it as a tool for their knowledge and to study for quizzes and their final. I
created this document as a quick read and to be user friendly. It is my version of
BASKETBALL FOR DUMMIES—high school edition. I created this template for it is something
that I wish I had myself when I was a high school student. A study guide is handed out at
the beginning of each unit. If students keep their study guides until the end of the semester,
I allow them to use them on their final. This also indirectly teaches students to be
responsible. Responsible students in my class are rewarded.
4. STRATEGY FOR ASSESSING STUDENT WORK WITH THIS DOCUMENT
From this document I am able to assess students through observation of game play
activities, conversing with students, as well as in the form of a written test. Through
these assessments, it is apparent to me if the student has taken the time to read the
study guide completely. As students are in game play situations, I may walk by and ask a
question pertaining to the study guide. Other times, I might join in a game and assess
student knowledge through how they play together and follow the rules. For example, if a
student “double dribbles,” and another student recognizes this violation (by calling it
aloud), I know that he understands what the term means. Also, for those who are
kinesthetic learners, when they visually see what a double dribble looks like, they can
then apply it to the study guide written definition. This study guide serves the purpose of
student success and aids as a quality assessment tool.