“Basketball Is Fun”

A Basketball Instructional Fundamentals Program

“Basketball Is Fun”

The Basketball Instructional Fundamentals Program Curriculum (BIF)

The Basketball Instructional Fundamentals Program is a comprehensive sports education-training program for boys and girls ages 6 to 14. The BIF Program provides clear instruction on basic basketball fundamentals. The sessions are provided in age group appropriate settings with interactive participation. The program provides instruction in a friendly, helpful manner while nurturing fun while learning. Basketball can be intimidating if play inappropriately. The physical aspect of agility, size, height and inexperience can be daunting for anybody but especially for children. The BIF Program teaches them they can over come size, height, agility and inexperience with knowledge, position, conditioning and ability.

This program impacts other sport games. Basketball generally is the first sport most parents allow their boys and girls to play at a young age. In fact, at the elementary age children play basketball together. The BIF Program will provide instruction early in their lives that will carry over and impact other sport games. Boys who play basketball will eventually play football, soccer, baseball, etc., and girls play softball, tennis, volleyball, soccer, etc. Teaching boys and girls that “Basketball Is Fun” the proper way, they will take that knowledge with them to the other sports they will play.

The BIF Program is presented in two learning segments with organized play at the end of the camps/clinics/sessions and a Speaker’s Bureau.

The segments are:

Rules

Fundamentals

Under Rules the program offer instruction and practical experience exercises on:

Court Knowledge (PowerPoint Presentation

and practical experience)

Sportsmanship (PowerPoint Presentation)

Rules (PowerPoint Presentation)

Under Fundamentals the program offers on court instruction and practical experience exercises on:

How to play basketball

Fundamentals on ball handling

Fundamentals on proper shooting

techniques

Playing Offense/Playing Defense

Agility Drills

Conditioning Drills

Segment One

Court Knowledge, Sportsmanship

and

Rules of the Game

The Court and Equipment

Court Dimensions: The playing court shall be a rectangular surface free from obstructions and with dimensions not greater than 94 feet in length by 50 feet in width. IDEAL MEASUREMENTS ARE: High School Age – 84 by 50 feet. These are the dimensions for the playing court only.

Sidelines, Endlines: The playing court shall be marked with sidelines, end lines and other lines as shown on the appended diagram. There shall be at least 3 feet (and preferably 10 feet) of unobstructed space outside boundaries. The sidelines and end lines shall be a minimum of 2 inches in width.

Center Restraining Circle, Dividing Line: A 2-inch wide restraining circle shall be drawn at the center of the court with a radius of 6 feet measured to the outside. Spaces for nonjumpers around the center restraining center are 36 inches deep. A division line 2 inches wide, shall divide the court into two equal parts.

Three-point Line: A three point field goal line, 2 inches wide in the form of a semi-circle, shall be drawn at each end of the court as shown on the appended court diagram. The semi-circle has a radius of 19 feet 9 inches from a point in the middle of the free-throw lane directly below the center of the basket. The semi-circle shall be extended with 2 inch wide line perpendicular to the end line, the length of which shall be 63 inches from the inside edge of the end line. The three-point field-goal line shall be the same color as the free-throw lane boundary line and free-throw semicircle.

Free-Throw Lane: A free-throw lane, 12 feet wide measured to the outside of each lane boundary and the semi-circle with the free-throw line as a diameter, shall be marked at each end of the court with dimensions and markings as shown on the appended court diagram. All lines designating the free-throw lane, but mot lane-spaced marks and neutral-zone marks, are part of the lane. The lane-space marks (2 inches by 8 inches) and neutral-zone marks (12 inches by 8inches) identify areas, which extend 36 inches from the outer edge of the lane toward the sideline. There are four lane spaces on each lane boundary line.

Free-throw Line: A free-throw line, 2inches wide, shall be drawn across both circles, which have an outside radius of 6 feet as shown on the appended court diagram. It shall be parallel to the end line and shall have its farthest edge 15 feet from the plane of the face of the backboard.

Backboards: The backboards shall be the same size at both ends of the court. The backboard shall be one of three types: (1) a rectangle 6 feet 6 feet horizontally and 4 feet vertically; or (2) a rectangle 6 feet horizontally and 31/2 feet vertically; or (3) a fan-shaped backboard, 54 inches wide and with 29 inch radius. Each backboard shall be of any rigid material. The front surface shall be flat and unless it is transparent, it shall be white. Tinted backboards are prohibited. Each backboard shall be midway between the sidelines, with the plane of its front face perpendicular to the floor, parallel to the end line, and 4 feet from it. The upper edge of the backboard shall be 13 feet above the floor for the rectangle, and 12 feet 8 inches for the fan-shaped. The bottom and side of the all-rectangle backboards shall be padded with a poly high carb vinyl-type material.

Basket Size: each basket shall consist of a single metal ring, 18 inches in inside diameter, its flange and braces, and a white-cord 12-mesh net, 15 to 18 inches in length, suspended from beneath the ring.

Ball: The ball shall meet the following specifications;

  1. Its color shall be the approved orange shade or natural color.
  2. It shall be spherical. (round)
  3. It shall have a deeply pebbled cover with horizontally shaped panels bonded tightly to the rubber carcass.
  4. The circumference shall be:
  5. Within a minimum of 291/2 inches to maximum 30 inches for high school boys.
  6. Within a minimum of 281/2 inches to a maximum of 29 inches for high school girls.
  7. The weight shall be:
  8. Within a minimum of 20 ounces to a maximum of 22 ounces for high school boys.
  9. Within a minimum of 18 ounces to a maximum of 20 ounces for high school girls.
  10. The black rubber rib separating the panels shall not exceed inch in width
  11. The ball shall include the NFHS Authenticating Mark.
  12. The ball shall be inflated to an air pressure such that when it is dropped to the playing surface from a height of 6 feet, measures to the bottom of the ball, it shall rebound to a height, measured to the top of the ball, of not less than 49 inches when dropped to the floor.
  13. The home team shall provide a ball, which meets the specifications.
  14. The referee shall be the sole judge of the legality of the ball and may select a ball provided by the visiting team.

Sportsmanship

What exactly is Sportsmanship? Sportsmanship is hard to define, because it means so many things. The dictionary defines it as one who abides by the rules of a contest and accepts victory or defeat graciously. But a person doesn’t have to be so dramatic. Good sportsmanship can simply be not having bad sportsmanship. Sportsmanship may not win games for you, but bad sportsmanship can certainly lose games. Sportsmanship isn’t limited to just athletes. It extends to coaches, parents and fans. In fact when you look at everyone who is involved in a sports as a whole, the athletes themselves might be the best examples of good sportsmanship. Parents and fans are often the worst examples. It’s fine for parents and fans to be strong supporters of their teams, but many also stop being fans and start being fanatics. In sports, sportsmanship really needs to start with the adults, particularly the coaches and the parents.

In his book, What’s Wrong With Sports, Howard Cosell wrote, Sports have become a great emotional outlet and escape for the country. The industry, amateur and professional, has become so greedy and massive that it has lost perspective and suffered a decline in values. That was written 13 years ago and while much in sports has improved, that loss of perspective likely has not. The issue of poor sportsmanship is important in officiating because it could impact the very survival of what officials do.

Kids practice good sportsmanship when they treat their teammates, opponents, coaches and officials with respect. In practice, good sportsmanship often is about controlling one’s own frustrations, while being courteous to all other involved in the sports experience. That extends beyond the on field or on court participants to the coaches and other personnel on or near the bench. Being respectful and courteous are great goals, but true sportsmanship is not just being a nice person; it is much more important than that. It is about character.

Character is the core issue of sportsmanship. Developed by Michael Josephson, founder and president of the Josephson Institute of Ethics, The Pillars of Character are trustworthiness, respect, responsibility, fairness, caring and citizenship.

  1. Trustworthiness: Trustworthiness is the most complicated of the six core ethical values and concerns a variety of qualities like honesty, integrity, reliability and loyalty.

Honesty--- There is no more fundamental ethical value than honesty. We associate honesty with people of honor, and we admire and rely on those who are honest. Honesty involves both communications and conduct. Honesty in communications is expressing the truth as best we know it and conveying it in a way likely to mislead or deceive.

Integrity--- A person of integrity is undivided and complete. That means that the ethical person acts according to his or her belief’s, not according to expediency. Such people are also consistent. Their principles don’t vary at work or at home, in public or alone.

Reliability--- When we make promises or other commitments that create a legitimate basis for another person to rely upon us. We undertake special moral duties. We accept responsibility of making all reasonable efforts to fulfill our commitments.

Loyalty--- Some relationships---creates an expectation of allegiance, fidelity and devotion. Loyalty is a responsibility to promote the interest of certain people, organizations or affiliations. That duty goes beyond the normal obligations we all share to care for others.

  1. Respect: People are not things, and everyone has a right to be treated with dignity. The Golden Rule--- do unto others as would have them do unto you--- nicely illustrates the Pillar of Respect. Respect prohibits violence, humiliation, manipulation and exploitation. It reflects notions such as civility, courtesy, decency, dignity, autonomy, tolerance and acceptance.

Civility, Courtesy and Decency---- A respectful person is an attentive listener, although his or her patience with boorish behavior need not be endless (respect works both ways). Nevertheless, the resort to intimidation, coercion or violence except in extraordinary and limited situations to defend others, teach discipline, maintain order or achieve social justice. Punishment is used in moderation and only to advance social goals and purposes.

Dignity and Autonomy--- People need to make informed decisions about their own lives. Don’t withhold information they need to do so. Allow all individuals, including maturing children, to have a say in the decision that affect them.

Tolerance and Acceptance--- Accept individual differences and beliefs without prejudice. Judge other only on their character, abilities and conduct.

  1. Responsibility: Life is full of choices. Being responsible means being in charge of our choices and thus, our lives. It means being accountable for what we do and who we are. It also means recognizing that our actions matter and we are morally on the hook for our consequences. Our capacity to reason and our freedom to choose makes us morally autonomous and, therefore, answerable for whether we honor or degrade the ethical principles that give life meaning and purpose. Ethical people show responsibility by being accountable, pursuing excellence and exercising self-restraint. They exhibit the ability to respond to expectations.

Accountability--- An accountable person is not a victim and doesn’t shift blame or claim credit for the work of others. Such people consider the likely consequences of their behavior and associations. They recognize the common complicity in the triumph of evil when nothing is done to stop it. They lead by example.

Pursuit of Excellence--- The pursuit of excellence has an ethical dimension when others rely upon our knowledge, ability or willingness to perform tasks safely and effectively.

Self-Restraint---- Responsible people exercise self-control, restraining passions and appetites (such as hatred, gluttony, greed and fear) for sake of longer-term vision and better judgment. They delay gratification if necessary and never feel it’s necessary to “win at any cost.” They realize they are as they choose to be, every day.

  1. Fairness: What is fairness? Most would agree that it involves issues of equality, impartiality, proportionality, openness and due process. Most would agree that it is unfair to handle similar matters inconsistently. Most would agree that it is unfair to impose punishment that is not commensurate with the defense. Disagreeing parties tend to maintain that there is only one fair position (their own, naturally). But essential fairness implies adherence to a balanced standard of justice without to one’s own feelings or inclinations.

Process----- Process is crucial in settling disputes, both to reach the fairest results and to minimize complaints. A fair person scrupulously employs open and impartial processes for gathering and evaluating information necessary to make decisions. Fair people do not wait for the truth to come to them; they seek out relevant information and conflicting perspectives before making important judgments.

Impartiality--- Decisions should be made without favoritism or prejudice.

Equality---- An individual, company or society should correct mistakes, promptly and voluntarily. It is improper to take advantage of the weakness or ignorance of others.

  1. Caring: Caring is the heart of ethics, and ethical decision-making. It is scarcely possible to be truly ethical and yet unconcerned with the welfare of others. Ethics is ultimately about good relations with other people. It is easier to love “humanity” than to love people. People who consider themselves ethical and yet lack a caring attitude toward individuals tend to treat others as instruments of their will. They rarely feel an obligation to be honest, loyal, fair or respectful except insofar as it is prudent for them to do so, a disposition that itself hints at duplicity and lack of integrity. A person who really cares feels an emotional response to both the pain and pleasure of others.
  1. Citizenship: Citizenship includes civic virtues and duties that prescribe how we ought to behave as part of a community. The good citizen knows the laws and obeys them, volunteers and stays informed on the issues of the day. The good citizen does more than his or her “fair” share to make society work. Josephson’s Six Pillars were written with young people in mind because young people are the most impressionable and are still forming their character. These ideals are applicable to all segments of society, especially when it comes to sportsmanship.

How Officials Impact Sportsmanship

The most obvious way officials influence behavior of others during a game is simply by making calls. That’s why officials are there, and the old cliché’ about only ever being able to please half the people at any given time is exactly right. Referees and umpires are not popular with participants and spectators no matter how good their officiating skills are, and they never will be. Making calls------unpopular or otherwise----is the function of sports officials.

The less obvious way officials influence the behavior of others during a game has nothing to do with making calls, but has everything to do with not making calls. Officials are responsible for fostering poor sportsmanship when they deliberately ignore or make allowances for actions and behavior that leads to a negative sporting experience.

It’s a common scene in games these days: The official clearly warning a nearby coach that that’s enough. Maybe he’s putting up “the stop sign” with his hands. Maybe you can see him having a quiet word with the coach or player. But how effective are those warnings if there’s never any follow through? Referees with society’s nudging are softening. Some officials view the best path to success as the one that avoids the most controversy. The person who works a game but looks for every possible way to not be the bad guy----often to the detriment to the sport. When the situation calls for “T: he lets a player off with a warning to behave. When a player grabs every shirt in sight, he tell him he’d better not do it again…and again…. and again. This is the world of “next time” and many agree that it’s dangerous as it is make-believe. Turning a blind eye to certain behaviors can cause big problems not only in that single game but also for every official that comes afterward and every season afterward until it becomes nearly impossible to go back to the way it should be. If officials are tolerant of certain behaviors, those behaviors become ingrained and repeated. This program presents four main areas of concern that, if left unchecked by officials, could rapidly turn sports into a wasteland of poor behavior.