Basketball Undergraduate 1

KIN 4017 TEACHING LAB 3 UNIT PLAN: PEAC Basketball Teacher: Justin Walker and Jon White School: University of Wyoming Grade: Date: Unit: Undergraduate Fall 2006 (13-50 minute lessons) Basketball CONTENT
a.

Skill Theme(s)/Activity(s): Invasion Game: Basketball Fitness Concept: Cardiovascular Endurance, Flexibility, Body Composition, Muscular Strength & Endurance

b.

c. Personal & Social Responsibility: Follow rules & procedures, exhibit social responsibility in the gymnasium, abide by game play rules and etiquette

Basketball Undergraduate 2

A.

Instructional Setting 1. Learners: a. b. c. d. e. Grade: Undergraduate Age: Various Number: 26 Gym Clothing: gym clothes, tennis shoes # & Length of Lessons: 13-50 minute lessons

2. Facilities: Corbett gymnasium 2 full basketball courts 3. Equipment: 6 chairs, 26 basketballs, 16 cones, floor tape 4. Materials: Goal setting sheets, fitness testing record sheets, weekly journals, target heart rate, misc. assignment sheets, quizzes, folders B. Initial Skill Ability & Knowledge of Learners Skill Theme: Basketball In the tactical approach, students are placed in modified game situations immediately (Griffin, Mitchell, & Oslin, 1997). The offensive and defensive movement is the primary focus of instruction, because it is gamelike and ensures maximum participation. The tactical complexity of the game increases as students progress. New skills are taught after students have seen the necessity of these skills for solving tactical problems presented by the game. Students will demonstrate the basic fundamentals of dribbling, catching, passing, and movement. Fitness Concept: Flexibility, Muscular Strength & Endurance, Cardiovascular Endurance, & Body Composition The university students received formal instruction in fitness concepts the week each fitness test is administered. Therefore, I am using the Physical Fitness Concept Chart (Byra, Coulon, Ernst, Jenkins, & McCullick, 1995, p. 12) to guide me in my planning. Those tasks listed under grades 5-6 (# 35, 36, 39, 41, 43) that relate to flexibility, muscular strength and endurance, cardiovascular endurance, and body composition will be employed. In the past, PEAC 1001 pre-test scores have shown that most students have not, as a result of their high school physical education experience, learned about the fitness concepts above. The students, therefore, will be at various levels and experience. (Parker 2004) C. Content Standards CONTENT STANDARD 1 Movement Students demonstrate competency in movement forms and apply movement concepts and principles to the learning and development of motor skills. Benchmark 1 Students demonstrate movement skills, as they would be employed in regulation team activities and lifetime activities (Basketballl).

Basketball Undergraduate 3

Benchmark 2

Students demonstrate an understanding of critical skill cues of skills

employed in regulation team activities and lifetime activities (basketball) Benchmark 3 Students demonstrate an understanding of rules and strategies in regulation team and lifetime activities (basketball). CONTENT STANDARD 2 Fitness Students demonstrate fitness literacy and behaviors associated with it. Benchmark 1 Students demonstrate an understanding of personal fitness and their personal fitness status. Benchmark 2 Students demonstrate an understanding of health and fitness benefits derived from various physical activities. Benchmark 4 Students participate in a variety of physical activities that will enhance health-related physical fitness.

CONTENT STANDARD 3 Personal and Social Behavior Students demonstrate personal and social responsibility, understand the benefits of physical activity, and respect diversity among people in physical activity settings. Benchmark 1 Students apply safety principles and follow etiquette in physical activity settings (volleyball). Benchmark 2 Students demonstrate sportsmanship, cooperation, and teamwork in physical activity settings. Benchmark 4 Students demonstrate understanding that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.

Basketball Undergraduate 4

Task Analysis for 13 Basketball lessons

1. 2. 3. 4. 5. 6. 7. Unit Goal: At the end of this instructional unit students will be able to: Play a 5v5 full court basketball game Demonstrate the proper skill cues for the jump shot Demonstrate the proper tactics for creating space in a 5v5 game Demonstrate the proper tactics for maintaining possession Demonstrate the proper tactics for defending space (On the line up the line) Demonstrate and identify proper etiquette for basketball Demonstrate a 5 man motion offense.

Cognitive

Psychomotor

Affective/Social

TSW recognize and identify skill cues for jump shot

TSW L11: develop a 5 man motion offense

TSW engage in the sport education model within their team

TSW consistently adhere to TSW at the beginning and safety principles. end of each lesson accurately identify own level of social responsibility according to Hellisons levels system. TSW consistently adhere to class rolls and safety principles
L1-6: Adhere to jump rope safety L1-6: Accurately Tap In/Tap Out

L4: Answer correctly all 8 Basketball Quiz questions

L1-6: Self assess on daily behavior/safety focus

L8: Answer correctly all Basketball tactics questions

L6: Complete Exit Ticket

Basketball Undergraduate 5 Psychomotor

5v5 final tournament

5v5 ladder tournament

5v5 motion offense

5- man motion offense

5v5 ladder tournament

5v5 full court

3v3 on the line up the line 3v3 ladder tournament

On the line up the line 1v1 defense

Basketball Undergraduate 6

Defensive stance and movement

2v2 half court tourniment

Stutter step, North/South Attacking drill 1v1 half court attacking the goal

5v5 full court Full court lay-ups 3v2 full court game

3v3 ladder tourniment

V-cut 4v4 half court

v-cut/spacing 3v2 v-cut half court game

Basketball Undergraduate 7

Screening 3v3

3v3 possession game

Screening

4v4 full court possession game

4v4 full court possession game 4v4 passing lanes

3v2 half court game (passing lanes)

3v2 Passing Lanes 3v2 half court game (passing lanes)

Michael Jordan Shot Challenge

Left foot, foot, single bounce, backward 2 foot, double bounce,bounce, backward Right foot, single backward 2 single bounce, backward

Right foot, single bounce, forward Left foot, single bounce, forward 2 2 foot, double bounce, forward

Basketball Undergraduate 8

Garbage can jump shot Michael Jordan Shot Challenge

Dribble Tag Game

Pistol Pete Ball handling drills

Dribble Tag Game

3v2 game 2 players on one side of the court cant cross centerline

Skip Man 3v2 game 2 players on one side of the court cant cross centerline

3v2 game no dribbling

3 man weave 3v3 game no dribbling Left foot, foot, single bounce, backward 2 foot, double bounce,bounce, backward Right foot, single backward 2 single bounce, backward

Right foot, single bounce, forward Left foot, single bounce, forward 2 2 foot, double bounce, forward

Basketball Undergraduate 9

Fitness Unit Goal: At the end of this instructional unit:

1. 2. 3. 4. 5. 6. Identify the four health related fitness components and one assessment for each component (Fitness testing) Assess your personal fitness status (Body fat, BMI, Blood pressure, pulse rate, abdominal & upper body strength/endurance, aerobic fitness, flexibility) Assess your global and ecological health status (Testwell Inventory & Wellness Screening) Identify components of and describe the FITT principle. Participate in and document physical activity throughout the week (Physical Activity Log) Identify a wellness goal and complete a journal concerning advancement toward the goal (Wellness Journal) Cognitive

Psychomotor
L9: TSW will set realistic fitness goals based on the post fitness testing

L9: TSW accurately re-assess their lower back and hamstring flexibility, body composition, cardiovascular fitness, and muscular strength & endurance

L7: TSW will answer all three fitness quiz questions correctly.

Sit and Reach Test Push-ups/sit-ups

Basketball Undergraduate 10 Learning Activities:

Cognitive
Objective: TSW identify a wellness goal and complete a journal concerning advancement toward the goal Task Wellness Journals Organization Completed individually Students set a wellness goal and journal about it throughout the week Occurs in L2-L13 THR Calculation Completed individually Teachers discuss frequency, intensity, time and type in class Students participate in active listening Hand-out completed individually Students calculate THR in class and work within that zone for 35 minutes Criteria to move on Each wellness journal has been turned and completed in on a weekly basis Teacher/Skill cues Journal should reflect progress toward meeting your goal Check for attendance Give comments or suggestions Weekly activity log shows FITT FITT is explained on initial activity log Assessed periodically throughout course Explain perceived exertion (talk test)

FITT Principle

Weekly activity log reflect understanding of FITT principle

Individuals check HR periodically during class to increase (or decrease) intensity to get HR in THR zone

Objective: TSW Participate in and document physical activity throughout the week Task Physical Activity Log Organization Completed individually Students keep record of all PA throughout the week Students relate their PA with what was discussed during lecture for the week Occurs in L2-L13 Criteria to move on Each activity log has been completed and turned in on a weekly basis Teacher/Skill cues Turned-in in conjunction with wellness journal Check for attendance Give comments or suggestions

Objective: TSW Assess his/her global and ecological health status Objective: TSW Assess his/her personal fitness.

Task Testwell Inventory

Wellness Screening

Organization Completed individually Students take computer questionnaire at the Wellness Center Set wellness goals according to results Due L3 Completed individually Students participate in wellness screening at the Wellness Center Due L3

Criteria to move on Front page of testwell is turned in during L3

Basketball Undergraduate 11 Teacher/Skill cues One point deducted for every week assignment is not turned in Show example of instructors

Students turn in yellow wellness card to verify participation

One point deducted for every week assignment is not turned in

Objective: TSW identify the rules and tactics for 5 on 5 basketball. Task Tactics quiz Rules Quiz Organization Completed Individually in class Due L8 Completed as a group in class. Due L4 Criteria to move on Students complete Quiz Identify rules for basketball Teacher/Skill cues Complete individually Complete as a group

Objective: TSW develop a 5 man motion offense. Task Develop a motion offense Organization Completed as a team in class. Due L11 Criteria to move on Students develop 5 man motion offense Teacher/Skill cues Complete as a group

Basketball Undergraduate 12 Learning Activities:

Affective
Objective: TSW accurately participate in team building activities. Objective: TSW demonstrate proper etiquette and safety on the basketball court. Task Goal Setting Organization To be done after fitness testing Individuals will set their own wellness goals and keep a weekly journal Students will be divided into teams by the teacher. Students will choose designated roles in their teams. Criteria to move on Self assessment of team goals are congruent with teachers evaluation Teacher/Skill cues Attendance is taken through turning in wellness journals Discuss some goals that might apply to everyone Each student should have their own role on the team

Sport Education Model

All students have chosen specific roles. Complete role requirements.

Learning Activities:

Psychomotor
Objective: TSW accurately pass and catch the ball using two hand overhead, chest pass, bounce pass, and baseball pass. Objective: TSW accurately participate in team building activities. Objective: TSW demonstrate proper etiquette and safety on the basketball court. Task Goal Setting Organization To be done after fitness testing Individuals will set their own wellness goals and keep a weekly journal Students will be divided into teams by the teacher. Students will choose designated roles in their teams. Criteria to move on Self assessment of team goals are congruent with teachers evaluation Teacher/Skill cues Attendance is taken through turning in wellness journals Discuss some goals that might apply to everyone Each student should have their own role on the team

Sport Education Model

All students have chosen specific roles. Complete role requirements.

Basketball Undergraduate 13 Learning Activities:

Psychomotor
Objective: TSW accurately pass and catch the ball using two hand overhead, chest pass, bounce pass, and baseball pass. Task 3 man weave: 3 players one ball, start out using the chest pass, then move to bounce pass. Organization Players on home court 3 players go then the next group goes. Criteria to move on Each group has been through 4 times Teacher/Skill cues Hands up to make target and receive ball. Ball carrier only takes 1/1/2 steps Snap wrists Hit target in the chest When should you pass the ball so you dont travel? Do you throw the ball to the player or do you lead them? Skip man: 3 players one at the low post the second on the wing (same side as low post) 3rd player floats from the top of the 3 point line to opposite side of the floor receiving the skip pass from opposite wing. Player receives the pass and takes the shot. Rotation from opposite wing to low post, low post to passer, passer to opposite wing. Once each player has been through twice, switch passing to baseball pass. There are 6 players to each home court. Passes should be made from both sides at the same time. Each group has been through the drill twice. Step with opposite foot, snap writs, follow through. What kind of pass should the passer make? Should the shooter keep his hand down or up when receiving the pass?

Objective: TSW demonstrate fundamentals in dribbling, jump shot, and free throws. Task Pistol Pete Ball Handling drills: Students spread out in front of the teacher across the gym in personal space. Each player has his or her own ball. Drills will include circling the ball around your head, Organization Students spread out in front of the teacher across the gym in personal space. Each player has his or her own ball. Criteria to move on All students have completed the drills. Teacher/Skill cues Eyes up Finger tips on the ball Quick movement Where should the ball be on in your hand?

waist knees and ankles, figure 8 dribbling, spider web, and drop catch. Dribble tag: All players playing against each other. Players must maintain a continuous dribble while trying to steal other players basketball. Start out using the full court then move to half court then inside the 3-point line then in the key. This will depend on how many players remain in the game. Garbage can jump Shot: Players use a garbage can as a makeshift defender. One partner is on the wing with the ball and the garbage can is placed on the elbow of the free-throw line. The second player curls around the trash can and receives the pass and shoots.

Basketball Undergraduate 14 Where should you be looking? Students spread out on the full court, then moving to half court and so on depending on the number of players remaining in the game. Only one player remaining in the game. Focus on players keeping their eyes up, low stance, finger tips on the ball, defending ball with opposite hand. Why is it important to keep the ball low? Where should you keep the defender? 3 point stance Explode off ankles Arc on the ball Snap wrist Shoulders square to the basket Follow-through If you are turning the corner to the right, what foot should plant for your turn?

Trashcans at both elbows. Players on their home court, playing both sides of the court at the same time.

80% of the students demonstrate the proper jump shot.

Michael Jordan Jump shot challenge: Players have two positions on the floor that they must shoot a jump shot from. There is one rebounder and one shooter with one player peer assessing. Every jump shot made the shooter gets 1 point, every jump shot missed Michael gets 2 points. The first player (either the player or Michael Jordan) to make it to 8 points wins. Free Throw Challenge: Players practice their free throws.

3 students on their home court with the court split in half. One floor dot on the free-throw elbow and the other on the baseline. One player rebounds and passes to the shooter while one player assesses.

Every student has been assessed

3 point stance Explode off ankles Arc on the ball Snap wrist Shoulders square to the basket Follow-through

Each team on their home court around the free thro line

Every student has shot 6 free throws

Eyes on the front of the rim

Basketball Undergraduate 15 Each player shoots two free throws at a time. The team receives points for every free throw made in a row. Team gets the highest number made in a row. i.e. if a team makes 6 in a row and then 5 in a row they get 6 points. Objective: TSW maintain possession by create passing lanes by using on the ball skill execution and off the ball movement Task Practice task 2v1 2 offensive players and one defender. Offensive players need to pass the ball and then quickly move to the open passing lane. Player passing the ball needs to decide the proper pass. Practice Task 3v3 set up 3v3 set-up with offensive positions on the top of the 3point line, low post, and baseline wing. Player that passes the ball must move to create an open position. Player making the pass must be in 3-point position, and make the appropriate pass. Players off the ball must move quickly to the passing lane, using v-cuts, hands must be up and ready to receive the ball, receive the ball in the triple threat position. Defenders need to be playing a warm defense. 3v2 half court practice: 3 offensive players and 2 defensive players on the court. Offensive players are trying to score by maintaining possession of the ball for 4 consecutive passes and then scoring. 3v3 half court possession game Complete 5 consecutive passes before shooting. Score 1 point for making the successful pass and 2 points for a basket. No dribbling, pivot rules apply. Individuals call their own fouls. Organization Players on their home court Criteria to move on After the offensive players have successfully completed 4 passes in a row they switch Each team successfully completes 5 passes in row two different sets. Teacher/Skill cues Quickly move to the open passing lane Use proper pass to partner Where should you run to after passing the ball? How do you want to pass the ball to your partner? Quickly move into appropriate passing lanes. V-cuts Passer using appropriate pass Receiver giving target Use legs Smooth motion Arc Follow-through

3v3 set-up with offensive positions on the top of the 3point line, low post, and baseline wing.

Players on their home court

80% of the students have demonstrated proper movement with maintaining possession First team to score 14 points

Quickly move to open passing lane Use proper pass.

Teams on their home court

Target hand (receiver) Triple threat (passer and receiver) Ball fake v-cut

Basketball Undergraduate 16 Objective: TSW create space by using screens, making v-cuts, and keep proper spacing on the floor. Task Screening: Players practice setting back screens, on and off the ball screens and moving off the screens. 3 players will use one side of the court and practice proper screens. Wide base Trap leg Hard feet Roll off Screens: 3v3 Students will practice the proper skills for setting on the ball and off the ball screens. 3v3 players can randomly set a screen for any player at anytime to create an opportunity to score. Each player must set a screen in order to score. 1 point scored for every screen, 2 points scored for made basket. V-Cut and spacing Practice: 3 players on half of the half court. One defender and two offensive players. One offensive player on the block with the other offensive player (who has the ball) standing at the top of the 3-point line. Defender is guarding the individual that is on the block. The player on the block has to make the proper v-cut to a passing lane to receive the pass. The defender is trying to stop the offensive player from receiving the pass. V-Cut and spacing 3v3 Students practice the proper v-cut and spacing in a 3v3 game. Every player must complete a v-cut with proper spacing before a shot can be taken. 1 point awarded for proper v-cut with spacing. Ladder bracket 3v3 game: 3v3 game played to ten points. This will start the ladder tournament. Organization 3 players use half of the half court. Criteria to move on 80% of the players show the proper skills of setting screens. Teacher/Skill cues Wide base Trap leg Hard feet Roll off How do you want to have your base when setting a screen? What part of the defenders body do you want to trap? Where should you place your hands? Wide base of support Trap the leg Hard feet Roll off

Players in teams on home court.

1 team scores 10 points.

3 players using half of the half court

Each player has been through the rotation twice.

Sharp quick v-cut Maintains good space from ball Quickly moves to the passing lane

How do you want to make you cut? What should you do before cutting your defender? Players in teams on home court. 1 team scores 10 points Sharp quick v-cut Maintains good space from ball Quickly moves to the passing lane Watch for proper screens, v-cuts, and movement into passing lanes.

Players assigned to what team they will be playing along with the court

Games have ended.

Basketball Undergraduate 17 number. Objective: TSW demonstrate attacking the goal. Task Full court lay-ups: Players attacking the basket doing full court lay-ups in both directions. Switching right hand to left hand. Organization Half of the students using one full court and the other half of the students using the other full court. Half of the players lined up on the baseline under the basket, the other half at the half court line. Player on the baseline makes an outlet pass to the player at half court. The player with the ball then dribbles to the top of the 3-point line and then passes to the baseline player who is coming full speed to make the lay-up. There are 4 total line on the floor, one line on each baseline of the full court, and one line on each sideline (right at half court) of the full court. Even number of students in each line. This occurs on both sides of the court. Players playing 3v3 on their home court Criteria to move on 80% of the players have demonstrated a full court lay-up, attacking the basket. Teacher/Skill cues Running full speed Right handed lay-up/ jump off left foot Reach for basket Lay it off the backboard What foot should you jump off of when shooting a left handed lay-up? How do you want to approach the basket? Make the defender commit Use proper pass Attack the basket Wide wings First step toward basket Shoulders square to basket Focus on attacking the goal First step toward basket

3v2: Full court Players playing 3v2 going full court. After one group has gone the second group will rebound and go the other way. 3v3 attacking the goal: Players playing 3v3 game focusing on attacking the goal. Players can only shoot from within 5 feet of the basket. 1 point for every basket made. 3v3 Ladder tournament: Players select the team that they would like to challenge that day. They may only challenge two teams above them. The higher ranked teams may not challenge a lower ranked team. One team assigned the refereeing duties.

80% of the students demonstrate effective attacking of the goal.

One team scores 4 points

Challenging team plays on their home court.

Occurs at the end of class. When the game has reached 10 points players may leave

Basketball Undergraduate 18 Objective: TSW demonstrate proper defensive stance on the line up the line, and defending space. Task Defensive movement (stance): All players will demonstrate the proper defensive stance. Every time the teacher moves the ball in a certain direction, the players must remain in their defensive stance and move in that direction. Organization All players lined up across the gym in personal space in front of teacher. Criteria to move on 80% of students have demonstrated proper stance and movement for defense. Teacher/Skill cues Bend knees Straight back Weight on balls of feet Hands up Step Slide How do you want to move your feet when moving towards the ball? Where should your eyes be looking? 1v1 defense: Players get a partner and go to the baseline on one end of the court. One player is defense and the other is offense with a ball. Players must stay in between the sideline and the out of bounds line for the volleyball court. The defensive player tries to force the offensive player to the sideline, they do not want to let the defensive player past on either side. The defense wants to force the offense to the sideline or to cross over dribble. 3v3 Ladder tournament: Players select the team that they would like to challenge that day. They may only challenge two teams above them. The higher Players in pairs on both ends of the basketball court using both courts Each pair has been through two times. Bend knees Straight back Weight on balls of feet Hands up Step Slide

Where should your body base be when playing 1v1 defense? What do you want to be between when playing defense?

Challenging team plays on their home court.

Occurs at the end of class. When the game has reached 10 points players may leave

Focus on attacking the goal First step toward basket

Basketball Undergraduate 19 ranked teams may not challenge a lower ranked team. One team assigned the refereeing duties. On the line up the line 3v3: 3 players on offense 3 players on defense. Defensive players practice defensive positioning for on the line up the line in a 3v3 situation. Offensive players are just rotating the ball. 3v3 on the line up the line: Players play a 3v3 game focusing on, on the line up the line. 5v5 on the line up the line practice: 5 offensive players and 5 defensive players. Defensive players focusing on, on the line up the line. Offense is just rotating the ball. 3v3 Ladder tournament: Players select the team that they would like to challenge that day. They may only challenge two teams above them. The higher ranked teams may not challenge a lower ranked team. One team assigned the refereeing duties.

Players on their home court.

80% of the students are showing on the line up the line defense.

Eyes on the swivel Pistols Hand in passing lane On the line up the line

Players playing on their home court.

One team scores 6 points

Each full court matched up with each other.

80% of the players demonstrate on the line up the line.

Eyes on the swivel Pistols Hand in passing lane On the line up the line Eyes on the swivel Pistols Hand in passing lane On the line up the line

Challenging team plays on their home court.

Occurs at the end of class. When the game has reached 10 points players may leave

Give feedback on all elements covered.

Objective: TSW demonstrate a basic motion offence. Task 3 man Motion offense: Players develop a simple 3-man motion offense. Organization Players on home court Criteria to move on Students have 8 minutes to develop and practice their motion offence. Teacher/Skill cues Spacing Scoring opportunities Create passing lanes High percentage shots What should you always be

Basketball Undergraduate 20 doing in a motion offense? Where is the best place to shoot from? 3v3 Motion offense: Players play a 3v3 game using their motion offense. Players on their home court One team scores 6 points Spacing Scoring opportunities Create passing lanes High percentage shots

5 man motion offence: Students are assigned their 5-man team for the tournament. Teams develop a 5-man motion offence. 3v3 Ladder tournament: Players select the team that they would like to challenge that day. They may only challenge two teams above them. The higher ranked teams may not challenge a lower ranked team. One team assigned the refereeing duties.

Players assigned a specific court to play on.

Players have 10 minutes to develop and practice their motion offense.

Challenging team plays on their home court.

Occurs at the end of class. When the game has reached 10 points players may leave

Spacing Scoring opportunities Create passing lanes High percentage shots Give feedback on all elements covered.

Objective: TSW engage in a 5v5 basketball tournament. Task 5v5 Basketball tournament Organization 5v5 teams have been assigned. Two full court games are being played at the same time with one team keeping score and refereeing. Criteria to move on Games continue through the class period. Teacher/Skill cues Assess motion offense Attacking goal Defending space Proper shots

Objective: TSW engage in a 5v5 basketball tournament. Task 5v5 Basketball tournament Organization 5v5 teams have been assigned. Two full court games are being played at the same time with one team keeping score and refereeing. Criteria to move on Games continue through the class period. Teacher/Skill cues Assess motion offense Attacking goal Defending space Proper shots

Basketball Undergraduate 21

Learning Activities:

Psychomotor/Fitness Test
Objective: TSW Identify the four health related fitness components and one water assessment for each component Task Organization Students will complete the fitness test, that will be instructed by a guest teacher. Step test Push-up test Sit-up test Sit and reach Occurs in L2 & L13 Criteria to move on Complete fitness testing Teacher/Skill cues Provide Feedback Provide assistance to the guest teacher

Fitness Testing

Basketball Undergraduate 22

Block Plan
Lesson 1 Management: hand out folders, class syllabus Group Cohesion: Fitness: Motor Activity: Assessment: Lesson 2 Management: turn in wellness journal and physical activity log Group Cohesion: Fitness: Wellness Center Assignment Testwell Inventory Motor Activity: Fitness testing Assessment: Wellness journal Physical activity log Teacher observation Fitness test records Lesson 4 Management: turn in wellness journal and physical activity log Group Cohesion: Poster Due Hustle Points Activity / Wellness Points Fitness: FITT principle Motor Activity: Fundamentals: dribbling, jump shot, and free throws Assessment: Wellness journal Physical activity log Teacher observation Boundaries Quiz Lesson 5 Management: turn in wellness journal and physical activity log Group Cohesion: Hustle Points Activity / Wellness Points Fitness: Body Composition Motor Activity: Maintaining Possession: Passing lanes Assessment: Wellness journal Physical activity log Teacher observation Lesson 3 Management: turn in wellness journal and physical activity log Group Cohesion: Set up teams Discuss team member roles Fitness: THR zone Motor Activity: Maintaining possession/Passing Assessment: Wellness journal Physical activity log Teacher observation Wellness Center & Testwell Due Lesson 6 Management: turn in wellness journal and physical activity log Group Cohesion: Hustle Points Activity / Wellness Points Fitness: Body Composition Motor Activity: Creating Space Assessment: Wellness journal Physical activity log Teacher observation

Lesson 7
Management: turn in wellness journal and physical activity log Group Cohesion: Hustle Points Activity / Wellness Points Fitness: Muscle Strength

Lesson 8
Management: turn in wellness journal and physical activity log Group Cohesion: Hustle Points Activity / Wellness Points Fitness: Muscle Endurance

Lesson 9
Management: turn in wellness journal and physical activity log Group Cohesion: Hustle Points Activity / Wellness Points Fitness: Flexibility

Basketball Undergraduate 23 Motor Activity: Attacking the goal Assessment: Wellness journal Physical activity log Teacher observation Motor Activity: Defense Assessment: Wellness journal Physical activity log Teacher observation Motor Activity: Defending space Assessment: Wellness journal Physical activity log Teacher observation

Lesson 10
Management: turn in wellness journal and physical activity log Group Cohesion: Hustle Points Activity / Wellness Points Quiz Points Fitness: Flexibility Motor Activity: Motion Offence Assessment: Wellness journal Physical activity log Teacher observation Rules Quiz Due

Lesson 11
Management: turn in wellness journal and physical activity log Group Cohesion: Hustle Points Activity / Wellness Points Team Points Fitness: Body Composition Motor Activity: 5v5 Tournament Assessment: Wellness journal Physical activity log Teacher observation

Lesson 12
Management: turn in wellness journal and physical activity log, poster voting Group Cohesion: Hustle Points Activity / Wellness Points Team Points Fitness: Body Composition Motor Activity: 5v5 Tournament Assessment: Wellness journal Physical activity log Teacher observation

Lesson 13
Management: turn in wellness journal and physical activity log Group Cohesion: Team awards Fitness: Fitness Testing Motor Activity: Fitness Testing Assessment: Wellness journal Physical activity log Teacher observation

Basketball Undergraduate 24

Summative: Assessment Basketball Task 4 = Demonstrates all 3 skill cues 4 out of 5 times 3 = Demonstrates all 3 skill cues 3 out of 5 times 2 = Demonstrates 2 of 3 skill cues 4 out of 5 times 1 = Demonstrates 1 skill cues 4 out of 5 times Application of Strategy 4 = Demonstrates offensive strategies in 5v5 game by consistently using space by using a dribble when appropriate, quickly moving into an open passing lane, and using the correct pass to the support player(i.e. chest pass, bounce pass) (85% of the time). Demonstrates defensive strategy by consistently demonstrating on the line, up the line (85% of the time). 3 = Demonstrates offensive strategies in 5v5 game with some consistency by using space with a dribble, quickly moving into an open passing lane, and using the correct pass to the support player(i.e. chest pass, bounce pass) (70% of the time). Demonstrates defensive strategy with some consistency by demonstrating on the line, up the line (70%) of the time. 2 = Demonstrates some offensive strategies, but inconsistently (45% of the time). Demonstrates some defensive strategies, but inconsistently (45% of the time). 1 = Demonstrates no strategies offensively and defensively (less than 45%of the time) Rules and Etiquette 4 = Recognizes and applies rules, regulations, and etiquette specific to modified game play (i.e. arms length defense, must check ball to start each new possession, must take ball behind 3 point line, all players must touch ball before shot is taken, players call own fouls, and travel, carry, & double dribble apply) consistently 3 = Recognizes and applies rules, regulations, and etiquette, but applies them inconsistently. 2 = Recognizes and applies rules, regulations, and etiquette inconsistently. 1 = Applies rules, regulations, and etiquette incorrectly. Application of Personal and Social Responsibility 4 =Prevents and resolves conflicts appropriately without teacher intervention. Shows sportsmanship and respects others skill level. Plays with self-control and fair play behavior. 3 = Prevents and resolves conflicts appropriately with minimal teacher intervention. Shows sportsmanship and respects others skill level. Plays with self-control and fair play behavior. 2 = Prevents or resolves conflicts only with teacher intervention. Shows some sportsmanship and respects others skill level. Plays with some self-control and fair play behavior. 1 = Unable to prevent or resolve conflict. Does not show sportsmanship and does not respect others skill level. Does not play with self-control and fair play behavior. Notes Consistently: 80% of the time; Some Consistency: 50 to 79% of time; Inconsistently: 15 to 50 % of time.

Basketball Undergraduate 25

D.

Learner Assessment: Checklist for recording Student Progress

Screening Wide Base Trap the leg Solid feet Roll off Cues Jump Shot Feet square to the basket Shoulders square to the basket Jump straight up Snap wrist Follow-through Free-throw Set routine Smooth motion Arc/Follow-through Motion Offense Start Possition Proper spacing Includes screens Includes v-cuts Opportunity to score High Percentage shots Number of options Scoring Key 4= Advanced Performance The student has achieved the expectations for the skill. (Demonstrated in more than 80% of attempts). 3= Proficient Performance The student has begun to develop the skill but has not reached the expectations (demonstrated more than 50% but less that 80% of attempts). 2= Partially Proficient Performance The student has shown signs of the beginning stages of learning the skill (demonstrated less that 50% of attempts).

1=Below Basic Performance: The student has not shown signs of the beginning stages of learning the skill (demonstrated less than 25% of attempts)

9.

7.

6.

4.

3.

2.

1.

8.

5.

Logs(5pts)13 Physical Activity

Student Names

Learner Assessment: Checklist for recording Student Progress

20. Wellness Center (5pts) Testwell Inventory(5pts) 13 Wellness Journals(5pts) Final Paper (10pts) Fitness Test Records(10pts) Tactics Quiz (10pts) Rules Quiz (15pts)

19.

17.

16.

14.

13.

12.

11.

10.

18.

15.

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Basketball Undergraduate 27 21. 22. 23. 24. 25. 26.

Scoring Key P= Present (skill is present and was demonstrated) A= Absent (skill was not present and was not demonstrated) *One point will be deducted from assignments for each day late.

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5 Man Motion Offense Task Criteria Complete a 5 man motion offense with the following parts: Must contain 2 screens Must provide 2 opportunities for your high percentage shots. Must maintain proper spacing. Must show areas of creating space. Must show 3 pieces of where the basket will be attacked Application of Strategy 4 = Contains 90-100% of the components of the criteria. 3 = Contains 70-89% of the components of the criteria. 2 = Contains 50-69% of the components of the criteria. 1 = Contains less than 50% of the components of the criteria.

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Fitness Testing PEAC Name Weight Trial #1 Trial #1 Trial #2 Trial #2 Age Date Resting HR Percentile Percentile Sit & Reach - Flexibility Trial #3 Average Trial #3 Average Section

Goal: By the end of this semester I would like to reach Push ups/Sit ups - Muscular Strength & Endurance Percentile # Sit ups Percentile Percentile # Sit ups Percentile push ups. sit ups.

# Push ups # Push ups

Goal: By the end of this semester I would like to do Goal: By the end of this semester I would like to do

Step Test - Aerobic Fitness Estimated VO2 max Category Estimated VO2 max Category Goal: By the end of this semester I would like to have

VO2 max.

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PEAC 1001, Physical Activity and Health Fall 2006 Physical Activity Log
Directions At the end of each week (beginning with the second week of classes and ending with the last week of classes) your task is to self-report the (a) physical activities completed each day, (b) total time spent in activity that week, and (c) the relationship between the concepts presented in lecture class and what you did.

PHYSICAL ACTIVITY LOG ENTRIES

BEGIN WITH THE SECOND WEEK OF PEAC 1001
WEEK Day Sunday Monday Tuesday Wednesday Thursday Friday Saturday Discuss the concepts presented in class this week with the physical activity you completed (2 or 3 sentences). (e.g., 9/8-9/14) Activity(s) Length of Time (minutes)

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PEAC 1001, Physical Activity and Health Fall 2006 Journal Wellness Goal
Directions Identify one wellness goal to focus on this semester. The goal will identify a wellness behavior upon which you want to improve. The goal needs to be measurable and controllable. Examples of wellness goals include: I will wear my seatbelt 90% of time I ride in any vehicle. I will decrease the amount of soda I consume daily from three cans to one can. I will increase my daily dietary intake of vegetables from one serving to three servings. I will engage in aerobic activity 30 minutes three times a week at THR. I will increase my daily water intake to eight 8-oz. glasses of water. Identify your goal. A minimum of three times a week, write three to five sentences in your journal related to attaining your goal. Suggestions for writing include: What facilitated achieving your goal? What were barriers to achieving your goal? How did you feel about the goal? At the beginning of each activity class (beginning with the second week of classes and ending with the last week of classes) your will submit your Journal to the activity instructor.

WELLNESS JOURNAL ENTRIES

WEEK
GOAL: Day Comments

(e.g., 9/8-9/14)

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Name

Lecture Section PHYSICAL ACTIVITY LOG

Week

Day Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Activity(s)

Length of Time (minutes)

WELLNESS JOURNAL GOAL: Day Comments

Basketball Undergraduate 33 FIND YOUR TARRGET HEART RATE (THR)

Name 1. 2. 3.
4.

Class Find your maximal heart rate (MHR): a. 220 your age = heart rate (MHR) Find 65% of your MHR: a. MHR x .65 = Find 85% of your MHR: a. MHR x .85 = For the purposes of this class, work out at 65%-85% of your MHR. Your exercise THR is to beats/minute.

HEART RATE MONITOR INSTRUCTIONS Retrieve your assigned chest monitor and wrist monitor from the container. Find a strap that looks to be about the right size for you. Attach the strap to the chest monitor by inserting the disk of the strap into the hole in the monitor and push with your thumb until it fits snugly into place. Attach the transmitter belt to your chest place the monitor directly in the front, bring the strap around your back, and insert the loose end of the strap into the hole in the monitor. To adjust the strap, slide both plastic adjustment areas until the strap fits snugly. Women place the monitor just at the bottom of the sport bra. Men place the monitor approximately 2-3 inches below the nipples. 2. Attach the wrist monitor. 3. After the monitor is snugly in place, moisten the electrodes with a small drop of water on the two contact areas. Get your fingers wet at the water fountain and run them along the back of the entire monitor. 4. Press the MODE/SET button to start the heart rate reading. Press momentarily to change modes. When you have ended your work out, clean the watch and monitor thoroughly with a wipe, return the watch and monitor to the assigned spot in the container, and place the used strap in the bag so it can be cleaned. 1.

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A.

References

Byra, Mark. Assessment Coarse Packet. Laramie, Wyoming: University of Wyoming Graham, G., Holt/Hale, S., and Parker, M. (2004). Children Moving (6th ed.). New York, NY: McGraw-Hill. Mitchell, A., Stephen/Olsin, L., Judith/Griffin, L., Linda (2006). Teaching Sport Concepts and Skills (2nd ed.). New York, NY: Mcgraw-Hill Wyoming Physical Education Content and Performance Standards. (2005)

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FITT Frequency Intensity Time Type

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Frequency How often you work out

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Intensity How hard you work out

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Time How many times do you work out in a week

2/3 times a week 20 30 minutes a day

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Type What is the activity you are doing

Cardio, lifting, playing

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Muscle Endurance
Is the ability of a muscle or muscle group to exert a sub maximal force repeatedly over a period of time.

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Muscle Strength
Is the ability of a muscle or muscle group to exert a maximal force one time