Basketball

Street Games/Cluster Activities:

Table of Contents:
Scenario Page
Attack of the Wildcats 1
2 versus 2 frenzy 2
Traffic stack 3
Supporting a Sustained Offense 4
2 v 1 Street Ball 5
3 vs 2 Street Game 6
Crash and Play 2 V 2 8
Supporting and Sustaining Attack 9
Supporting and Sustaining Attack 11
Reproduction Cluster 12

ATTACK OF THE WILDCATS

AIM:
• 1 or 2 players will be the Wildcats.
• The Wildcats will start at the half court line facing the baseline.
• The rest of the students will line up along the baseline facing the Wildcats.
• The wildcats do not have a ball. The rest of the students do.
• The object of the game is to dribble from baseline to baseline without the ball being
stolen or knocked out of bounds by the Wildcats.
• The Wildcats aim is to eliminate as many balls as they can.
• If a student loses their ball, they will become a Wildcat in the next round.
• The round stops when each student has made it to the baseline or has been turned
into a Wildcat.
• The last student remaining is deemed the winner, the game stops when all the
students have been eliminated.
• The last one or two students remaining will serve as Wildcats for the beginning of the
next game.

EQUIPMENT:
• 1 basketball each

RULES:
• You must dribble the ball the entire way up the court.





















PLAYING AREA:
• Whole court

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2 versus 2 Frenzy

Aim: Offensive and defensive transitions

Equipment: 1 x Basketball per 6 students

Rules:
• 2 players begin on defence, 2 players begin on offence, and then you must have at
least 1 player on each free-throw line extended.
• The activity begins with the 2 offensive players attempting to score against the two
defenders in the half court.
• On either a stop or a score, the defenders outlet the basketball to one of the two
players on the closest free-throw line extended while the two offensive players
quickly transition to defence.
• On the catch, the two new offensive players sprint down the court and attempt to
score quickly in transition.
• They then become the new defenders as the sequence continues.

Playing Area:

2
 TRAFFIC STACK

Aim: To execute an effective jump shot from various distances under pressure

Equipment:
- 2 Basketballs
- 8 x traffics cones (anything to mark out various distances)
- Basketball Ring

Rules:

1. Ball begins at the same distance cone

2. The individual player from each team performs a jump shots. If the shot goes in
collect you cone and stack it on the next varying distance marked i.e. stack your
cones.

3. If the shot is missed you must collect your ball and try again until you have sunk
the shot.

4. Two individual’s will be competing against each other until one person has
stacked all four cones.

5. Playing Area:

3
Supporting a Sustained Offense:
High pick-and-roll
Player 5 sets a screen (pick) at the top for player 1 who has the ball.
Player 1 dribbles around the pick forcing player 5's defender to
switch and help defend. Player 1 takes at least two dribbles past the
pick to create space. Player 1 can then shoot a jump shot, pass to
player 5 rolling to the basket, pass to player 4 cutting up to the
weakside elbow, pass to player 2 in the corner, or pass to player 3
in the weak-side corner.

High pick-and-pop
Player 4 sets a screen (pick) at the top for player 1. Player 1 dribbles
around the pick, forcing player 4's defender to switch and help.
Player 1 takes at least two dribbles past the pick to create space.
Player 1 can then shoot a jump shot, pass to player 4 popping to
the open elbow area to shoot a jump shot, pass to player 5 cutting
to the low post, pass to player 2 in the corner, or pass to player 3 in
the weak-side corner.

Delivery via the Reproduction Cluster:

Practice:
- Teacher demonstrates one of the above activities and describes what the students are
learning
- As students practice teacher walks around giving individual feedback on player one who
decides what to do with the ball (remind them quality over quantity).
- After time is up teacher will give students general feedback to the entire class on what they
can improve on.
- The above activity can be changed so that any player can be the focus.

Reciprocal:
- Observer can give feedback to player 1 (doer) based on their decision to either shoot the ball
or pass it off.
- Observer can also give feedback to the screener or defenders. It is entirely dependent on
what the teacher wants the focus to be on
- Observer can remind the doer of the 3 Cs on whether the doer felt like their decision was
based on them being confident,

Inclusion:
- Focus on decision-making process of the ball carrier
- Set up activity so the ball carrier is explaining why they chose to make their decision i.e.
chose to pass as both defenders followed me off the screen, leaving the screener open.
- Learners decide the difficulty level and scoring strategy that they are comfortable with when
trying to score

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 Self-Check:
- Teacher can focus on any skill for the students to check.
- Each student in the group will be filmed three times in the group doing one of the specific
skills the teacher has decided (either the screen or the ball carrier)
- Students are filmed on iPad and results are looked at after everyone has been filmed.
- Students can then mark themselves and evaluate their own performances against worksheet
made to focus on the skill.

Aim:

To develop movement and attacking options in a 2v1 game situation
Equipment:
1x Basketball
1x Basketball Ring
Rules:
The defender (in blue) chest passes the ball to one of the two attackers (in
red). The attackers must work together to score a basket. If the defender
wins the ball, then the attacker who lost the ball becomes the defender
and the play continues. Once a basket has been scored, the attacking
player who shot becomes the defender and the play restarts. Depending
on where the shot is taken from, determines the number of points
awarded. Full basketball rules apply.

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3 vs 2 Street Game
Aim:
• Practice closing-out a shooting player to limit scoring opportunities
• Demonstrate dribbling to attack (as opposed to dribbling on the spot)
• Apply defensive pressure to limit scoring opportunities
Equipment:
• 1 Ball
• 5 Players
• Keyway with basket
Rules:
• X1 and X2 start outside the 3-point line. X1 starts with a ball. X3 starts anywhere
inside 3-point line but outside key.
• O1 and O2 (defence) start inside the keyway. Once the ball has been played, they
can now move anywhere. X1/X2 Basket = 1 points
• Players may shoot from anywhere to score. X3 Basket = 2 points
• 2 dribbles only Student roles rotate
• X3 may not move from starting spot but successful shot = 2 clockwise
points.
• Students rotate roles clockwise after scoring.
Playing area:










2: X1, X2 ready to attack. X3 in
1: Setup stationary spot. O1, O2 defending











3: Rotations post-scoring

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Aim:
To practice in volume the basketball jump shot whilst also practicing rebounding in a
controlled “street game” of basketball
Equipment:
• 2x Basketballs
• 1 x Basketball court (half court will work)
Rules:
• Order is established by forming a line at the free throw line.
• All players must attempt their first shot from this point.
• Enforce to the student that is the shot is to be a jumpshot, not a freethrow
• The first and second players in the line get a basketball. Play begins with the first
person in line taking the first shot.
• After the 1st player shoots, the 2nd player may shoot.
• If the first shot by a player is missed they must follow their rebound and try to make
a basket from anywhere on the court.
• The game at this point is between player #1 and #2
• If player #2 makes a shot before the first player, then player #1 is “bumped” from
the game, and loses 1 of their 3 lives
• If Player #1 makes a shot, the ball should be rebounded and immediately passed to
the third player in line. The contest is now between players #2 and #3.
• Players may only touch their own ball. There is no basketball skill involved in hitting a
basketball with another basketball, so this is not allowed in the official rules of
“Bump”.

Playing area:









Start of the line is here.

Students form a line

behind this line

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Crash and Play 2v2
Aim:
• Apply ‘turn and face’ when receiving the ball ready to attack in 2v2
• Demonstrate dribbling to attack (as opposed to dribbling on the spot)
• Apply man-on-man defence in a 2v2 to limit scoring opportunities
Equipment:
• 1 Ball
• 4 Players
• Keyway with basket
Basket Made = 1 Point
Rules: Freethrow Made = 2 points
• X1 takes a free throw Rotate Clockwise in FT
• Whoever rebounds the ball is now teammates with X2 lineup.
• Remaining two players (O1,O2) are now on defence
• Ball must be checked outside the 3-point line before X can attack
• Shoot from anywhere
• 2 dribbles only
Playing area:





1. FT Setup. 2. X1 shoots FT, Rebounder becomes
X2

3. X2 outlets to X1 to ‘reset’. O1, O2 4. X1,X2 ready to Attack. O1,O2 playing
on Defence Defence

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Supporting and Sustaining Attack
Practice:
How would you present the four sequence of the right-side motion offence?
§ Every time the ball is passed, all players who pass the ball or are without the ball
alternate positions on the court
§ The player with possession of the ball remains in their fixed position from when they
received the ball
§ A1 guard position passes ball to forward player (A2)
§ A2 receives ball, A1 and A3 alternate positions as well as A4 and A5
§ A2 passes ball to A5 (baseline player), A2 and A3 alternate positions as well as A4
and A1 players
§ A5 passes ball to A3 to initiate back door motion, A5 and A1 alternate positions as
well as A2 and A4
§ A3 passes ball to A4 (guard) to complete back door motion, player A1 and A3
alternate positions as well as A2 and A5

Reciprocal:
What aspect of the task would you select for an individual or group to observe and provide
feedback?
§ Throughout the task, it would be appropriate to have the player receiving the ball as
the observer
§ As they are not required to move positions, they are able to focus on the
movements made by the other player on the court
Example: A1 passes to A2, whilst A2 stays in position the additional four players will
be required to move. A2 will be able to observe player movements and give feedback
on their body positioning on the court in regard to the ‘give and go’ sequence of play.


Inclusion:
What alternative task(s) could you introduce to the students to provide them an element of
choice?

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 § Dependent on student skill set and confidence to perform the task, they will be given
three levels at which to perform the skill. They are able to chop and change
depending on increasing or decreasing confidence within the group but will be
required to challenge themselves and aim to get to level 3 as a group.
§ Level 1: Without the ball, hypothetically focus on the passing of the ball and
understand where it is you need to go after each pass is made within the group
§ Level 2: Quicken the pace, with accuracy and increased pace, pass the ball and
quickly accelerate to your next position
§ Level 3: Avoid breaks within the passing, focus is on ‘give and go’, players quickly
alternate positions and attempt to shoot the ball once the ‘back door’ objective is
achieved within the group


Self-check:
What aspect of the task will you select for the students to evaluate their performance?
§ When receiving the ball, were your hands up at your chest and your body position
square on ready to receive the ball?
§ When passing the ball, did you make eye contact with the player receiving the ball
and call their name?
§ Were you aware of your role at all times in your group?
§ How did the team challenge themselves during the task?

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Supporting and Sustaining Attack

Practice: How you would present the 4 sequences of the right side motion offence?
• When the ball is being passed to the FORWARD, swap positions with player on opposite side
of court
• When the ball is being passed to the BASELINE or GUARD, swap positions with the player
closest to you
• When moving away from the pass, attempt to screen the opposite player coming in
• The player receiving the ball never changes position
• The player receiving the ball will square up for the shot and
Reciprocal: What aspect of the task would you select for an individual or group to observe and
provide feedback?
• Whoever is receiving the ball is the observer
• In diagram 2, you could have A2 as the observer. They would have an opportunity to view
all other members of the group without having to move around the court.
Inclusion: What alternative task(s) could you introduce to the students to provide them with an
element of choice?
• Students will try all levels, then as a group selected the level they feel is most appropriate to
their group’s ability. Ensuring they pick a level that all students can attempt with successes.
Self-Check: What aspect of the task will you select for the students to evaluate their performance?
• Self checklist
o When receiving the ball, did you square up for the shot and observe your options?
o On a scale of 1-5, did you move to the correct position each time?
• Group checklist
o Did everyone move to a new position (except person now with ball)
o Did the person receiving the ball square up to have a shot

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Reproduction Cluster

Practice: how you would present the 4 sequences of the right side motion offence.

• Start of with a demonstration of the 1st sequence, breaking down each step and the KTPs
required, follow through with the next 3 sequences, then check for understanding.
• Students will be in groups and have the opportunity to practice running through each sequence
of the right side motion defense à students make decisions on the location, order of the task,
starting time per task, pace and rhythm, stopping time per task, interval, initiating questions for
clarification, attire and appearance, and posture.
• The teacher gives private individual feedback to students

Reciprocal: what aspect of the task would you select for an individual or group to observe and provide
feedback.

• The feedback would be best given to the person at the guard position and focus on their
receiving and passing. It would occur after they have moved from the right forward and to the
guard.
• This would have given the player the opportunity to receive a pass, pass it off to another play
and move to another position, allowing them to understand how the ball can move around the
court

Inclusion: what alternative task(s) could you introduce to the students to provide them with an element
of choice.

• Students have the opportunity to take a shot when they receive the ball, when they are
positioned at the guard, right forward or right baseline.

Self-Check: what aspect of the task will you select for the students to evaluate their performance You
may be required to explain/demonstrate one of the above at the beginning of the Tute next.

• Students’ will self evaluate at the position they move to after passing the ball off.
• They will focus on their ability react quickly in a scenario by pass the ball off then move to the next
position.
• Use a checklist they have on them to self check their skills and the result

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