KEY STAGE ONE: Basketball

Transcription

1 KEY STAGE ONE: Basketball Aims: Master Basic Movements including throwing and catching Developing balance, agility and co-ordination, and begin to apply these in a range of activities Participate in Basketball, developing simple tactics for attacking and defending By Thomas Johnson tjohnson@kaneshillsch.net Kanes Hill Primary School 1

2 Scheme of Work: Basketball Contents: Page(s) Aim 3 Key Concepts and Processes 4 5 End of Unit Level Descriptors 5 Overview 6 Example Lesson Plan 7-8 Lesson 2 How to move confidently with the ball under control. Appendix One: Enter the Jungle 9 Appendix Two: Islands 10 Rules of Mini-Basketball 11 Resources and contacts 12 2

3 Scheme of Work: Basketball Key Stage: 1 Year: 2 Duration: 6 Sessions Aim: In this unit the pupils will learn how to pass, catch and move with the ball. They will develop skills in finding space and keeping control of a ball. Pupils will be introduced to the game of Mini-Basketball and play games using the rules. They will learn simple attacking and defending tactics and use them in games with even or uneven sides. Finally, they will think about how to outwit their opponents and get into good positions to score baskets. The unit will lay the foundation for future invasion games units which children will play more challenging games involving a greater number of players. They will play a variety of games and will learn a range of invasive game techniques. The pupils will have the opportunity to solve tactical problems and suggest ways in increasing their scoring opportunities by creating space, making use of their sending and receiving skills and supporting the player with a ball. NB: The unit is designed using sessions not lessons. This is so you can plan according to the needs of your pupils. Sessions can be revisited at any time or duplicated more than once so that all children are able to grasp the skills involved. As the children get better at the skills used and challenges set, allow the children time to develop their own methods of using tactics and organising games. Prior Learning Language for Learning / Citizenship Resources It is helpful if children have: Through the activities in this unit pupils will be You will need: Used a variety of balls, beanbags, quoits exposed and understand words relating to Basketballs (Size 3) and bats. Basketball. Examples include: accurate, Bibs Developed simple motor skills e.g. attacker, attacking, basketball, bounce Cones running and changing direction, hopping, pass, catch, changing direction, chest pass, Mini-Basketball England Rules jumping and stopping. cool down, competitive, co-operative, Mini-Basketball England Booklet defender, defending, dodge, evasion, game Practised following a ball and moving to scenario, handling, jump shoot, layup, Information on local clubs collect it. passing, practice, relays, rotate, running, Practised throwing a ball and moving to set shot, shooting, slalom, spatial collect it. awareness, strategy, stretching, tactics, target, throw, warm-up and weaving. 3

4 Key Concepts and Processes: Acquiring and Developing Skills Pupils will develop the ability to stop and catch a ball under control. They will be able to pass to someone else within an opposed conditioned game. Pupils will learn to use basic principles of play when selecting and applying tactics for defending and attacking. Evaluating and Improving Pupils will be able to talk about the differences between their own and others performances and suggest improvements and use this understanding to improve themselves. Pupils will be asked to suggest areas for improvement (Peer coaching, what makes good questioning / demos and targeted differentiated questioning). Appropriate questioning on teaching points of the skills and processes developed. Observation and peer assessment. Cross Curricular Links: Literacy (Key Words and writing to explain the rules of the game), Maths (Learning to count when scoring and awareness of space and shapes), Citizenship (Sportsmanship and working with others in a team), Science (Bodily Functions, healthy living consequences and investigating heart rate and breathing) Extension and Enrichment: Out of lessons, at home and in the community, children could be encouraged to: Practise games skills in their own time e.g. at lunchtimes and break times Play partner games with their parents or guardians, giving them opportunities to develop their basic skills of throwing, catching and dribbling with the ball. Join after-school games clubs. Selecting and Applying Skills, Tactics and Composition Pupils will explore simple skills and copy, remember, repeat and explore simple actions with control and co-ordination. Pupils will develop the ability to outwit opponents and teams using strategies and tactics. Also, pupils will learn to use basic principles of play when selecting and applying tactics for defending and attacking. Pupils will learn to choose, combine and perform basic skills consistently applying fluency, accuracy and fundamental technical elements of the game. Knowledge and Understanding of Fitness and Health Pupils will understand the possible health benefits gained from taking part in basketball based activities and discuss the need to stay healthy and active. Pupils will be able to describe how their bodies feel during different activities and gain understanding of the type of fitness a basketball player will need to play at the highest level. Assessment: Questions and answers, Formative and Summative Assessment. Expectations: After carrying out the activities and core tasks in this unit. Most pupils will: Play games using throwing, catching and dribbling techniques; play games with less consistency and control; use basic tactics for attacking; recognise the similarities between invasion games; recognise that when playing these games, their heart beats faster and their breathing gets heavier; say why it is important to warm up. 4

5 Some pupils will not have made so much progress and will: Play games using a small range of throwing, catching and dribbling techniques; use a small range of collecting and receiving skills; show some awareness of the space available and a basic awareness of others around the space; play simple versions of games, with a partner or a passive opponent; choose and use a small range of basic skills and ideas; recognise when their heart beats faster or they get out of breadth; describe some basic rules and the way to score. Some pupils will have progressed further and will: Play games with some fluency and accuracy, using a range of throwing and catching techniques; find ways of attacking successfully; use simple tactics for attacking well, keeping possession of the ball as a team and getting into positions to score; know the rules of the games; understand that they need to attack as well as attack; understand how strength, speed and stamina can be improved by playing invasion games; know the importance of doing warm up routines; watch and describe others performances as well as their own, and suggest ways in which to improve. By the end of this unit a pupil will reach level: 1 Pupils can copy, repeat and explore simple skills and actions with basic control and coordination. They can link these skills and actions in ways that suit the activities. They can describe and comment on my own and other s actions. Pupils can talk about how to exercise safely and how their body feels during an activity. Basketball: I can stop a ball with basic control; I can send a ball in the direction of another person; I can take part in sending and receiving and I can talk about exercising, safety and short term effects of exercise. 2 Pupils can explore simple skills. They can copy, remember, repeat and explore simple actions with control and coordination. They can vary skills, actions and ideas and link these in ways that suit the activities. They can talk about differences between their own and others performances and suggest improvements. Pupils can talk about how to exercise safely and describe how their bodies feel during different activities. Basketball: I can stop / catch a ball with control; I can pass a ball to someone else; I can take part in opposed conditioned games and I understand about exercising, safety and short term effects of exercise. 3 Pupils can select and use skills, actions and ideas appropriately applying them with coordination and control. Pupils can show that they understand tactics and composition by starting to vary how they respond. They can see how their work is similar to and different from others work and use this understanding to improve their own performance. Pupils can give reasons why warming up before an activity is important and why physical activity is good for my health. Basketball: I am beginning to influence opposed conditioned games; I can control and catch a ball with movement; I can accurately pass to someone else; I can dribble with the ball and talk about reasons for warming up / why exercise is good for their health. 5

6 Overview Key Stage One Basketball (Year 2) Session Learning Objective Warm Up Ball Familiarisation Skill Game Review 1 To explore a variety of skills so that the teacher can assess level of ability. Hi Baby! x Chest Pass Dribbling Piggy In Middle Or Badge of Honour 2 To be able to move confidently with the ball under control Hi Baby! x 3 To be able to send and receive passes over short distances Hi Baby! x 4 To be able to shoot accurately over a short distance Hi Baby! x 5 To use passing, receiving, dribbling skills in game situations To improve their ability to choose and use simple tactics 6 To choose, combine and perform skills more fluently and effectively during Mini Basketball Hi Baby! Hi Baby! x x Set Shoot Basket Dribbling Enter the Jungle MA: Cross Over Dribble Islands Chest Pass Stars and Planets Bounce Pass MA: 3 Vs. 1 MA: Overhead Pass Set Shot 2 Vs. 1 Small Game Hoop Ball ( 2 Vs. 2) LA: 3 Vs. 1 Use and apply all of the above skills whilst playing Mini-Basketball, Small Sided Game developing simple tactics for attacking MA: 3 Vs. 3 and defending. LA: 3 Vs. 2 or 2 Vs. 0 (imaginary opposition) Use and apply all of the above skills whilst playing Mini-Basketball, developing simple tactics for attacking and defending. Round Robin Tournament / Ladders / League Badge of Honour Badge of Honour Badge of Honour Badge of Honour Badge of Honour Ball Familiarisation: The activities should be undertaken every week and children should be trying to beat their scores on a weekly basis. Ask children to record them somewhere safe! Badge of Honour: The teacher identifies one, two or three specific behaviours they are hoping or expecting to see in the session. For example, willing to try new things, making someone feel better when they make a mistake and using a skill they have practised in a game. Each child is given 3 or more sticker badges at the start of the session. During the session or designated times they and teacher can stick a badge on another member of the group when they see or hear them demonstrate the appropriate behaviour. At the end of the session children discuss why they gave stickers or think why they received stickers. 6

7 Session Main Learning Objectives Children should learn: 2 To be able to move confidently with the ball under control How to dribble and stop a basketball To recognise aspects of their work that need improving To develop their attacking and defending skills To use rules and adapt tactics in different situations To find spaces and help each other (0 5 mins) Warm Up: Hi Baby (Appendix 1) (5 10 mins) Ball Familiarisation Activities (Appendix 2) Activities Differentiation / Progression / Competition (10 15 mins) Specific Warm Up: In and Out Pupils move in various ways around the area using objects on the floor as obstacles to avoid in different ways. Pupils move safely in different ways trying to avoid one another. - Children asked to experiment how many different ways they can think of to move around area - Children asked to explore how many different ways they can think of to get over objects (balls, cones) - Games can be used to involve children or tell a story; this is the jungle, go and explore to see what you find See above. In and Out MA: Children to use a ball straight away. LA: To walk around or following and copying a MA pupil. (15 25 mins) Main Activity: Fundamental Skill: Dribbling (Appendix 3) Teacher to demonstrate how to dribble with a ball emphasising fingertip control not slapping the ball. Children to practice skill by walking with ball. (25 35 mins) Enter the Jungle (Appendix 5) Pupils given an ball to dribble around area with and keep under control. Pupils experiment with various ways of moving with the ball. Use story to encourage children: can you move slowly through sand, jump up at volcanoes, balance or help a friend in a trap (hoop), etc - Moving ball around rectangle / court - Avoiding / changing direction when approached by other players - Can they change direction when required to? - Can they change speeds when required to? (35 40 mins) Competitive Mini Game: Enter the Jungle (Appendix 5) Pupils play a game similar to stuck in the mud where they are animals and a poacher(s) comes into the jungle to capture them. If caught, the pupils must stand in a trap until they are released by a friend. Change the poachers and increase / decrease poachers. - Introduce poacher(s) into the practice. - Can players (animals) keep away from the poacher(s)? - Can players continue to avoid the obstacles on the jungle floor? MA: to dribble whilst running / using both hands / following a line etc Enter the Jungle MA: Can they do certain turns? Use smaller balls e.g. Tennis Balls. LA: Bigger area or follow leader around area. Watching how a pupil moves and changes direction to improve own performance. Enter the Jungle Ext MA: Not allowed in safety areas and giving them a target of players to save from the traps. LA: Add safety areas around the outside the 7

8 Session Main Learning Objectives Children should learn: Activities Differentiation / Progression / Competition - If a player is caught they must stand / balance in a trap until one of their classmates gives them a high-five to release them. How can you get away from the poachers? Which ways work best? Why? How can you help your friends? What do you have to be aware of in this game? Why? (40 50 mins) Competitive Mini Game: Islands (Appendix 6) Pupils travel individually / in groups from one island to another. Pupils practice different ways of dribbling between the islands. - Pupils should choose the island that they wish to travel to before setting off - Teacher can leave objects / balls on the islands for pupils to practice with once they reach the islands. Introduce guards of the island who can patrol the shores and stop pupils coming on to the island. Pupils must then be able to change direction while travelling with the ball. Pupils get one point for every successful journey from one island to another. Key questions: How do you know when to change to a different island? jungle where pupils can rest. Extra lives given to help them to stay in the game for longer or reduce the number of poachers. MA: use smaller ball (tennis ball) and can they get to more islands each time? LA: bigger/smaller area needed, Larger / softer ball and follow leader around area. Extension: - Practice continues as the before but now with island guards who can patrol the coastline of their island - Pupils need to look to see where the guard is and change direction to a different island if necessary - Guards can change to a different island whenever they choose - Pupils are awarded one point every time they make a successful journey from one island to another - Change the guards around frequently to give all a chance - Time limit for each guard / set off guards etc. MA: Can they try to get past a guard and onto the island anyway by doing a trick / skill? How many islands can they visit each time? Can they better their last score? Use weaker hand? LA: If players struggle with task - put some bibs down on the islands that can be used as life vests if pupils need them This allows them to travel to any island they want and past guards. (50 55 mins) Cool Down and Evaluation CT to take cool down and stretching from High to Low. Ask the children what skills they have learnt today and what were the key teaching points to perform these skills well. 8

9 Appendix One Enter the Jungle Mark out an area that is suitable for the number of players. 9

10 Appendix Two Islands Mark out an area that is suitable size for the number of pupils. Set out / allow pupils to set out islands with a few cones. 10

11 Rules of Mini Basketball: The rules as applied to the game, when the children are ready, would start with these basic rules: To win the game you must score more baskets than your opponents. You need to keep yourself and the ball inside the playing area (player out of bounds & ball out of bounds rule). You cannot walk or run while holding the ball; so in order to move on court you must dribble (travelling rule). You cannot dribble with two hands at the same time or dribble again after catching the ball (illegal dribble). You cannot make unfair contact (personal foul). There are 11 basic rules in Take Six Mini-Basketball 3 players from each team play on court (3 v 3) while the substitutes can help time keep, score & assist the referee. To start the game use a centre pass or a jump ball. To win the game you must score more baskets, worth 2 points each, than your opponents. You need to keep yourself and the ball inside the playing area (player out of bounds & ball out of bounds rule). You cannot walk or run while holding the ball; so in order to move on court you must dribble (travelling rule) You cannot dribble with two hands at the same time or dribble again after catching the ball (illegal dribble). You cannot make unfair contact (personal foul). If fouled in the act of shooting one shot is awarded from the place of the violation and if successful is worth two points. All players stand still as in High Five Netball. To restart the game use a pass from out of bounds near where the violation took place. To restart after the end of a period use alternate possession. Use alternate possession to restart the game when possession is unclear e.g. a held ball. NB: A more comprehensive list of rules can be downloaded from: or download Take Six Mini-Basketball (Teachers Guide Rules and Management of the Game). 11

12 Resources: Websites Books: Real PE Resources (Warm ups and Agility etc) A Teaching Manual 5 12 Years(Key Stage 1 and 2) Val Sabin Publications If you would like the complete unit of work or have any other questions regarding the new PE curriculum, please tjohnson@kaneshillsch.net 12