PSD Physical Education Lesson Plan Submission Format
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Lesson Topic: “No Dribble” Basketball Skills: Strategic Movement in Game Situations (Offense/Defense) Submitted by: Chris Hunt Activity Title: “No Dribble” Basketball Resources: (if applicable)
Lesson Number 2 of 5 Class Size: 25 Duration: 20-30 minutes
Facility: Traut Core Knowledge School - Gym
Equipment: Basketballs (can use volleyballs to if student very fearful of catching balls initially)
CO Physical Education Standard(s) Addressed by this lesson: Strategic Concepts of Movement in Game Situations.
Content Area: Physical Education
Grade: 5
Standard: 1. Movement Competence & Understanding
Concept/ Skill: 2. Demonstrate understanding and how to apply movement concepts and principles to learn and develop motor skills.
Evidence Outcome:
f. Students can analyze and use basic offensive and defensive strategies and apply rules in modified games and activities.
a. Combine skills to competently participate in variety of activities.
Standard: 3. Emotional and Social Wellness in Physical Education
Concept/Skill: 2. Choose to participate cooperatively and productively in group and individual physical activities.
Evidence Outcome:
a. Helps others with physical activity challenges.
b. Acknowledge and accommodate individual differences in other’s physical activities in small group activities.
Lesson Description: (i.e. Prior Knowledge, Introduction, Warm-up, Teaching Cues, Organizational Structure, Fitness Focus)
-This is a fun “lead up” game that can help students play basketball (and other invasive sports)as a team (vs. “ball hogging” while dribbling as the rest of the team watches) and to get students in the habit of playing positions, communicating, encouraging each other, and passing.
-Students have past experience in basketball fundamentals (dribbling, passing, shooting, etc.) but generally not much “standard” game basketball play.
Teaching the students fair ways of choosing teams for this and other games is time well-spent here as it can encourage students to play with friends at home, at recess, etc.
1) For maximum student participation and learning, play smaller separate games (2-4 games depending on size of class) with around 12 in each game, (6 per team, 3 back/3 forward) choosing teams within each game by partnering up with a player of similar experience then each one going to opposite teams.
2) Teacher should talk (and ask students) about the difference between “little guys” soccer games (all players chasing ball around field) vs. World Cup games with ball being passed by players faster than any player could dribble. Also, those “junior” basketball games where one guy is dribbling from one end to the other while everyone else waits vs. NBA games where a rebounded ball is immediately passed to the teammate waiting on the other side of the court. Model this type of game play with some “experienced” players to show what the game could look like.
3) Have each team divide in half and designate players generally playing back or forward. Learning (saying out loud, etc.) each other’s names and faces to focus on teamwork. (With younger or less experienced students it can be advisable to divide court in half and have “front” offensive and “back” defensive players stay on half of the court exclusively)
4) Players move “strategically” around the court getting “open” and moving toward target basket when offensive and covering Players must stop when they have the ball (like “Ultimate”) and can only pass or shoot.
5) Encourage players to maintain their general “zones” back or forward so if turnover occurs, they can spring into action.
6) Check in with more “experienced” game to ensure everyone feels okay with teams and rules, then move to less experienced to actively “shape” the play encouraging students in playing positions and maintaining communication (verbal, visual, etc.)
Safety: Players should maintain a 1 foot “safe zone” when guarding and, if two players grab ball simultaneously go with offense “tie goes to the runner” to reduce “eye-gouging” and jump balls every two seconds
Closure: (Potentially related to 21st Century Skills as Inquiry Questions from Standards Document)
Variations: May choose teams by other criteria, of course. Teacher may want
Best Practices: (Teaching Hints)
Experienced Players: Encourage experienced players to challenge themselves by practicing leadership skills in helping to coordinate their teams for optimal participation. Check frequently to find out who hasn’t had the ball lately. Question students re: reason for this (whether it be due to lack of communication and “getting open” or could be favoritism or “ball hogging?”)
Less-experienced Players: Normalize initial fear of catching (teach safe catching procedures) and encourage quick passing vs. hesitation and letting defense “set up.” Teacher should spend much time encouraging players getting “open” in offense, and “sticking” to opposing players entering their zone in defense. Check frequently to find out who hasn’t had the ball lately. Question students re: reason for this (Was it due to lack of communication and “getting open” or favoritism or “ball hogging?”)
Assessment: PSD PE Student Growth Model Assessment
Strategic Concepts of Movement in Game Situations.
Content Area: Physical Education
Grade: 5 (2nd-5th if students okay in passing, catching, shooting and general game skills)
Standard: 1. Movement Competence & Understanding
Concept/ Skill: 2. Demonstrate understanding and how to apply movement concepts and principles to learn and develop motor skills.
Evidence Outcome:
f. Students can analyze and use basic offensive and defensive strategies and apply rules in modified games and activities.
a. Combine skills to competently participate in variety of activities.
Standard: 3. Emotional and Social Wellness in Physical Education
Concept/Skill: 2. Choose to participate cooperatively and productively in group and individual physical activities.
Evidence Outcome:
a. Helps others with physical activity challenges.
b. Acknowledge and accommodate individual differences in other’s physical
activities in small group activities.
Criteria / Score4= Advanced –
Student consistently demonstrates extraordinary abilities in: higher level movement with anticipation and intent to gain strategic advantage for the benefit of the entire team in a variety of games or activities. Student leads, mentors, inspires, and encourages others.
3= Proficient –
Student demonstrates sport-specific and purposeful movement (with and without the ball or object). Students move to open space based off teammates’ and defenders’ positions. Student gains tactical advantage and team involvement.
2= Partially Proficient –
Student demonstrates limited or unproductive movement within the activity or game context. Student’s movements are random, chaotic, limited, or sporadic.
1= In-Progress –
Student primarily stands still or exhibits little or no purposeful or strategic movement during game or activity. Student becomes involved only in the rare instance that the ball or object comes to him or her.
0= No basis for evaluation or not tested.
Optional video showing the lesson/assessment in action: http://psdpe.wikispaces.com/Elementary