bipbasketballunitplan-ellyandmatt-140603101317-phpapp02.doc
Revised 02/21/06 [SMB]
West Virginia University PETE Unit Plan...
Unit
Objectives
Psychomotor: TSWBAT perform skills such as dribbling, passing, and
shooting with 70% accuracy during skill...
bipbasketballunitplan-ellyandmatt-140603101317-phpapp02.doc
Revised 02/21/06 [SMB]
Content
Outline
Motor Skills:
Dribbling...
Scope and
Sequence of
Content
Informing Tasks:
Explain critical
elements of dribbling,
bounce pass, and
chest pass. Using
...
bipbasketballunitplan-ellyandmatt-140603101317-phpapp02.doc
Revised 02/21/06 [SMB]
Explain the critical
elements of team
a...
Rules for the WVU
Finals will be
explained by
teachers. Students
will be broken up into
their teams and
directed to differ...
bipbasketballunitplan-ellyandmatt-140603101317-phpapp02.doc
Revised 02/21/06 [SMB]
4/14/14
Lesson 7: Team
Attack
Students ...
4/23/14
Lesson 10: NCAA
Tournament Play
Students will be
broken into their
teams and placed at
different baskets to
practi...
bipbasketballunitplan-ellyandmatt-140603101317-phpapp02.doc
Revised 02/21/06 [SMB]
Instructional
Strategy
SCARRFF Principl...
Assessment
Procedures Psychomotor: Throughout the semester dribbling, bounce pass, chest pass,
over-head pass, and shootin...
Upcoming SlideShare
Loading in …5
×

BIP Basketball Unit Plan-Final

813 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
813
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
4
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

BIP Basketball Unit Plan-Final

  1. 1. bipbasketballunitplan-ellyandmatt-140603101317-phpapp02.doc Revised 02/21/06 [SMB] West Virginia University PETE Unit Plan Unit Activity Intermediate Basketball Unit Context Learner Characteristics: 25 college aged students. Developmental level consists of different skill sets and learning curves. Student abilities will vary based on previous experience and concepts learned from watching the game. Students are taking the class generally for an easy “A” and have an inflated opinion of their ability. Physical Environment: Entire gymnasium floor which includes 3 basketball courts; Bleachers on all sides of the courts, long sides of the court have the bleachers closed. Equipment Access: 25 Basketballs, Cones, 6 Hoops, and 25 pennies (2 different colors). Any other equipment needed will be checked out from the cage at the shell. All equipment is in good condition and will be fully functional during all activities. Special Concerns: Safety is the main priority during activities. Make sure all students have proper footwear (tennis shoes). Be sure students are aware of their designated area so they don’t run into walls, bleachers, or each other. Allow enough space between activities and bleachers. Also make sure students stay in control of their bodies keeping hands to themselves. Fighting will not be tolerated. Standards Addressed NASPE Standards for PE _X_ Motor Skills & Movement Forms X Movement Concepts X Physical Activity X Health-Related Fitness X Personal & Social Behavior X Values Physical Activity WV Standards for PE _X_ Movement Forms _X_ Motor Skills _X_ Physical Activity _X_ Physical Fitness _X_ Personal & Social Behavior Unit Goal Introduction to intermediate knowledge and skills in basketball. Teach students the proper technique of dribbling, passing and shooting a basketball, and then allow students to use these skills in a modified game or activity. Simulate a season with teams and application contests working up to full-scale games. Name: Elly Schumacher & Matt Capozzo Date: 3/24/14
  2. 2. Unit Objectives Psychomotor: TSWBAT perform skills such as dribbling, passing, and shooting with 70% accuracy during skills practice, application tasks, and game play. Cognitive: TSWBAT explain the rules, skill cues (dribbling, shooting, chest pass, bounce pass), and basic offense and defense positioning with 70% accuracy on the in-class quizzes and final examination. Affective: TSWBAT demonstrate their knowledge of team work during game play. TSWBAT be competent, literate, and enthusiastic about the game of basketball measured by daily team points with target of 70%. Health-Related Fitness: TSWBAT reach an MVPA of 50% or higher during each daily lesson. TSWBAT complete a fitness challenge at the end of the semester with 100% completion.
  3. 3. bipbasketballunitplan-ellyandmatt-140603101317-phpapp02.doc Revised 02/21/06 [SMB] Content Outline Motor Skills: Dribbling Chest Pass Bounce Pass Jump Shooting Foul Shooting Team Offense Team Defense Critical Elements: Dribble position - bend knees, back straight, head up, non-dribbling arm up, turn body to protect ball; use fingertips and push ball down Hold ball at chest, push ball out (flip hands out – thumbs down), hit partner in chest. Hold ball at chest, push ball out and down (flip hands out – thumbs down), bounce ball ¾ towards partner to hit partner in chest Catch ball; L arm position, wrist cocked; bend knees, extend arm, flip wrist, cookie jar Balance Eyes - Head up, keep eyes on the target Elbow – Make an “L” shape Follow Through Maintain possession of ball Movement off the ball to create opportunities Communication Check to the ball Support Close space Deny easy passing lanes/shot/drives Communication Close down passing angles Deny the turn Recover when beat Instructional Cues: Fingertips, push Chest, push, catch Chest, push, bounce Catch, L, extend/shoot, follow through BEEF, Follow through Communicate, Movement Deny, Communicate, Recover
  4. 4. Scope and Sequence of Content Informing Tasks: Explain critical elements of dribbling, bounce pass, and chest pass. Using student demonstrations for all three skills. Once dribbling is learned, students will move on to passing & catching. Students will find a partner and work on bounce pass and chest pass. Explain critical elements of foul shot. Use student & teacher demonstration. Split students into their teams and direct them to different baskets. Students will shoot free throws. Explain the critical elements of jump shooting. Use student & teacher demonstration. Split students into teams and direct them to different baskets. Students will practice jump shots. Explain the critical elements of 1v1 attack and defend. Use teacher & student demonstrations. Split students into teams and direct them to different baskets. Students will practice attacking and defending. Extension Tasks: Dribble around lines of cones on court using both hands. Dribble through cones placed randomly on court. Pass w/partner but gradually get further apart. Pass up the court (3 man weave) Shoot two free throws each and rotate until students feel comfortable. After that, students will play knockout. Students will practice taking shots from the dots placed on the floor. Once students feel comfortable with this they can move to the dots on the three point line. One student will line up at the foul line. All other students will line up under the basket. The person under the basket will roll the ball to the person at the foul line, and they will play 1v1 until someone scores. Offense goes to end of line, defense goes to offense. Applying Tasks: Students will find a partner and stand across from each other on opposite sides of the paint. Teacher will give students 1 minute to get as many passes as possible in the sequence bounce, bounce, chest, chest. Also known as “pass pass challenge”. Students will be playing free throw frenzy. Each student will shoot 10 free throws each and record the # made. Students will be playing the “three point shootout”. Each student will have 5 different spots behind the three point line to shoot from one time. Students will record the # made. Students will be playing the 1 on 1 challenge. 1 person from each team will play against each other until someone scores 5 points. Points go by 1’s and 2’s.
  5. 5. bipbasketballunitplan-ellyandmatt-140603101317-phpapp02.doc Revised 02/21/06 [SMB] Explain the critical elements of team attack. Use student demonstration. Split teams up and direct them to different baskets. Teams will be practicing team attack. Explain the critical elements of team defense. Split teams up and direct them to different baskets. Teams will be practicing team defense. Explain the activities being used in the fitness challenge. Use student and teacher demonstrations. Split teams up and direct them to different baskets. Explain to students how the playoffs will work, including rules, regulations, and elimination. Split students into teams and direct them to different baskets. Students will practice 3 v 2. 3 players on offense, 2 on defense. Whoever scores on offense stays on offense, while the other two switch to defense and the defense switches to offense. Students will practice 2 v 3. 2 players on offense and 3 players on defense. Whichever player on defense is closest to the shot that went up stays on defense while everyone else switches. Students will practice the fitness tasks that are included in the fitness challenge such as T test, push-ups, sit-ups, broad jump, and sprints. Students will practice together as a team. They will practice shooting, passing, and dribbling however they feel is necessary to prepare them for the playoff games. Teams will be competing in the “team attack challenge”. The offensive team will choose 3 people to be on offense, and the defensive team will choose 2 people to be on defense. Each team rotates after the play is over. Each team will get 5 chances to score, whichever team scores more times wins. Students will be competing in the “team defense challenge”. The defensive team will have 3 players on defense, and the offensive team will have 2 players on offense. Defense is trying to keep offense from scoring. Each team has 5 chances to score on the other team. After each possession players rotate in. Students will be competing in the Fitness Challenge. Each student will choose a task to complete against a person from another team. Teacher will monitor to determine winner of each competition. Students will be competing in the NCAA tournament. Teacher will have layout of which team plays who and on which court. Students will be told to call fouls
  6. 6. Rules for the WVU Finals will be explained by teachers. Students will be broken up into their teams and directed to different baskets. Students will be practicing as a team for the WVU Finals. Students will be broken up into their teams. Students will be allowed to “warm up” and practice whatever skills or strategies they feel will help them prepare for WVU Finals. Themselves and teacher will make Sure there isn’t any rough or inappropriate behavior during game play. Students will be playing a full sided 5 on 5 game of basketball. The teacher will be grading each student on their performance in comparison to the first day of class to see how much students have improved. Block Time Plan 3/31/14 Lesson 1: Skills combine & syllabus discussion. Students will be tested on their current skill levels of dribbling, passing, and shooting. 4/2/14 Lesson 2: Dribbling Stationary Dribbling Dribble up and back using both hands Dribble around cones using both hands Dribble Challenge Application Task 4/4/14 Lesson 3: Passing/Catching Pass w/ partner (chest, bounce) gradually getting farther apart 3 mean weave (chest & bounce) Pass Pass Challenge Application Task 4/7/14 Lesson 4: Foul Shooting Split into teams and shoot 2 foul shots each, rotating through until students feel comfortable with their shot. Knockout game Free Throw Frenzy Application Task 4/9/14 Lesson 5: Jump Shooting Students will practice shooting with their team from dots placed on the floor. Students will move farther away and practice shooting from the dots behind the free throw line. Three Point Shootout Application Task 4/11/14 Lesson 6: 1 v 1 Attack/ Defend Students will practice a modified 1v1 drill that allows for improvement in both offense and defense. Students will practice 1v1 in a game-like scenario. 1 on 1 Challenge Application Task
  7. 7. bipbasketballunitplan-ellyandmatt-140603101317-phpapp02.doc Revised 02/21/06 [SMB] 4/14/14 Lesson 7: Team Attack Students will practice 3 on 2. Whichever offensive player made shot stays on offense, other two teammates switch to defense, and visa versa. Students will practice strategies used to score on 3 on 2. Team Attack Challenge Application Task 4/16/14 Lesson 8: Team Defense Students will play 2 v 3. 3 students on defense, 2 on offense. Person on defense closest to ball shot stays on offense while everyone else switches after each possession. Students will practice strategies used to defend on 2 on 3. Team Defense Challenge Application Task 4/21/14 Lesson 9: Fitness Challenge Day Students will be broken up into their teams. Each player will practice the tasks that are included in the fitness challenge such as push-ups, sit-ups, sprints, broad jump, and the T drill. Students will choose who will be competing in each task. Fitness Challenge Application task
  8. 8. 4/23/14 Lesson 10: NCAA Tournament Play Students will be broken into their teams and placed at different baskets to practice. Teams will practice skills such as dribbling, passing, and shooting, and whatever they feel is necessary to prepare them for game play. Students will be instructed on who they will play and on which court they will play NCAA Tournament Play Application Task 4/25/14 Lesson 11: WVU Finals Students will be broken up into their teams and will be at different baskets. Students will be allowed to practice whatever skills or strategies they feel will better prepare them for WVU Finals. Students will be evaluated on their dribbling, passing, and shooting skills during game play in comparison to their skills on the first day. WVU Finals Tournament Play
  9. 9. bipbasketballunitplan-ellyandmatt-140603101317-phpapp02.doc Revised 02/21/06 [SMB] Instructional Strategy SCARRFF Principle S – Seasons- Teams will participate in daily team practices that will lead up to the daily application challenges. Working together as a team throughout the season will earn you points for the day, which goes towards your season standings in the class. C- Culminating Event- Teams will participate in a culminating event at the end of the semester. During this event, students will showcase their skills learned during the duration of the semester; working together as a team will help students reach the common goal of becoming victorious during the culminating event. A- Affiliation – Daily team points come from a couple different daily tasks some of which have a lot to do with affiliation, such as wearing your correct team shirt color and showing up for class on time. R- Roles- Every week students on each team will be assigned a certain role for their team. The roles include a team coach, head fitness trainer, equipment manager, and daily statistician. R- Record Keeping- Teams will have to report their raw scores from their application tasks and their daily team points to the instructor who tallies them up throughout the season. Teams are responsible for keeping track of their points to prevent any errors in points. F- Festivities- Teams will participate in a culminating playoff style tournament; This is what the class is ultimately leading up to. F-Formal Competition- Students will participate in formal competitions at the end of each class period. The formal competitions will be based on the skills they learned during that class period. Students will compete against someone from another team to earn points for both themselves and their team.
  10. 10. Assessment Procedures Psychomotor: Throughout the semester dribbling, bounce pass, chest pass, over-head pass, and shooting skills will be broken down into critical elements. The students will have tasks to perform of these critical elements during the coach’s planning block. Once all critical elements are performed and practiced, there will be an application task to assess the learning of the critical elements. The teams will compete amongst each other for application task points for their respected teams. Points will be rewarded depending on what they place that will be counted towards their final grade. Cognitive: At the beginning of each new week students will be emailed a video of the skill being taught for each day that explains critical elements of each skill. The students will be quizzed on the material at the very beginning of each class to assessment of understanding. Affective: Throughout the semester students will be assessed on absences, tardiness, team behavior, and wearing of the color shirt. If the students fail to follow any of these affective behaviors, a point will be awarded to opposing teams. This will help build charisma and team bonding, learning that students depend on one another, as all team players do in sport education. Health-Related Fitness: Throughout the semester students will engage in Fitness tasks on a daily basis to achieve MVPA of at least 50% during class. Students will assessed on this at the end of the semester during a fitness challenge. Resources Used Books: Complete guide to Sport Education - Daryl Siedentop Sport Education: Quality PE Through Positive Sport Experiences - Daryl Siedentop Journal Articles: Journal Of Physical Education, Recreation, and Dance Electronic Sources: www.pecentral.com http://www.slideshare.net/davidfawcett27/sport-education-model http://basketballhq.com/ http://www.slideshare.net/davidfawcett27/sport-education-model

×