8 $grade$basketball$unit$ 1....

8th Grade Basketball Unit

1. Introduction/Justification

Basketball is a lifelong activity that is played by two teams of five players on a rectangular court. Basketball is an invasion game that required communication and quick decision-‐making. The object of the game is to shoot a ball through a hoop that is mounted at each end of the court. The team with the most points at the end of the game is the winner. Basketball is a game that can be played alone by just shooting on a basket or it can be played as a team. It can be played at almost any age. This unit of basketball is developmentally appropriate for 8th graders. It will introduce basic basketball skills, while allowing time for practice and improving basketball skills over a 7-‐day unit for 50 minutes each, so they will be able to grasp the basic concepts of the game. They will learn how to dribble, pass, shoot, defend, and create space. Students will play small-‐sided games to practice what they have learned in a dynamic setting. Students will learn to cooperate with a team, develop leadership roles, and will play a variety of basketball-‐based games.

Number of Lessons: 8 lessons/50 minutes each

Grade Level: 8th grade

Class demographics: 18 students

Facility: Gymnasium

Equipment: 35 Volleyballs, Pennies, mats, hula hoops, jump ropes, basketball nets

2. Identify Unit Learning Objectives

Students will be able to demonstrate competency in basic basketball skills and movement patterns during modified game play.

Students will be able to explain appropriate strategies for basic basketball skills and movement patterns necessary to play a game of basketball.

Students will be able to follow an appropriate etiquette in a social/recreational striking-based modified game play setting.

Alignment (NASPE Standards, MI GLCES/MMC, & Unit Learning Objectives

Standards/GLCES Alignment Example

Grade Level: 8th Grade

Organizing Center Manipulative skills of passing, dribbling, shooting

NASPE 1: The physically literate individual

demonstrates competency in a variety of motor skills and movement patterns.

M.MS.08.04: Apply mature form of the manipulative skills of catch, kick, foot dribble, and strike with hand and implements in controlled settings. M.MS.08.05: Demonstrate mature form of the manipulative skills of chest pass, bounce pass, hand dribble, volley, and punt in controlled settings. M.IG.08.01: Demonstrate off-‐the-‐ball tactical movements (e.g., maintaining possession, attacking goal, creating space, using space in attack), preventing scoring (e.g., defending space, defending goal), and starting/restarting play during modified invasion games (e.g., small-‐sided games, such as 4 vs. 4). M.IG.08.02: Demonstrate on-‐the-‐ball tactical movements of scoring (e.g., passing, receiving, shooting, attacking the goal, creating and using space), preventing scoring (e.g., defending space, defending goal, winning the object), and starting/restarting game play (e.g., to initiate play or from sideline) during modified invasion games (e.g., small-‐sided games, such as 4 vs. 4).

TO: Students will be able to demonstrate competency in basic basketball skills and movement patterns during modified game play.

Assessment: Skill Analysis, Peer Evaluation

K.MC.08.15: Apply knowledge of movement concepts while performing non-‐ locomotor, skills during participation in target, net/wall, invasion, and striking/fielding modified games and outdoor activities in dynamic settings. K.IG.08.01: Distinguish among all elements of tactical problems, including off-‐ the-‐ball movements (e.g., maintaining possession, attacking goal, creating space, using space in attack), preventing scoring (e.g., defending space, defending goal), and starting/restarting play during modified invasion games (e.g., small-‐sided games, such as 4 vs. 4). K.IG.08.02: Distinguish among selected elements of tactical problems, including on-‐the-‐ ball movements of scoring (e.g., passing, receiving, shooting, attacking the goal, creating and using space), preventing scoring (e.g., defending space, defending goal, winning the object), and starting/restarting game play (e.g., to initiate play or from sideline) during modified invasion games (e.g., small-‐sided games, such as 4 vs. 4).

NASPE 2: The physically literate individual applies

knowledge of concepts, principles, strategies and tactics related to movement and performance.

TO: Students will be able to explain appropriate strategies for basic basketball skills and movement patterns necessary to play a game of basketball.

Assessment: Exit Slips /Questioning (CFU)

B.PS.08.01: Exhibit behaviors which exemplify each of the personal/social character traits of responsibility, best effort, cooperation, and compassion in dynamic settings. B.PS.08.02: Apply, independently, appropriate behaviors which exemplify each of the personal/social character traits of constructive competition, initiative, and leadership in dynamic settings.

NASPE 4: The physically literate individual

exhibits responsible personal and social behavior that respects self and others.

TO: Students will be able to follow appropriate etiquette in a social/recreational invasion-based modified game play setting. Assessment: Cooperative All-Star Self-check rubric, Teacher observation

NASPE STANDARDS:

Standard 1 -‐ The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 2 -‐ The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Standard 3 -‐ The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-‐enhancing level of physical activity and fitness. Standard 4 -‐ The physically literate individual exhibits responsible personal and social behavior that respects self and others. Standard 5 -‐ The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-‐expression and/or social interaction.

3. Task Analysis of Unit Content

Basic Basketball Techniques Dribbling Bounce Pass Chest Pass Overhand

Pass Set Shot Jump Shot Lay-up

1. Athletic Position-‐Knees bent

2. Keeps head up

3. Dribbles with finger pads

4. Dribbles below waist

5. Keeps ball under control

1. Fingers spread on both sides of ball.

2. Step forward with one foot.

3. Elbows out, push ball more than half way to target

4. After release, back of hands face each other.

1. Fingers spread on both sides of ball.

2. Step forward with one foot.

3. Elbows out, and push (snap) ball forward.

4. After releas, back of hands face each other.

1. Fingers spread with thumbs behind ball

2. Arms behind head with elbows bent at 90 degrees

1. Step forward, extend arms

1. Holds ball with shooting hand behind and under the ball.

2. Bends knees when preparing to shoot.

3. Straighten legs and arms when shooting the ball.

4. Follow through with shooting hand. (goose neck)

Preparatory Phase

• Feet square to the target

• Knees bent • Shooting

hand behind the ball

• Supporting hand on the side of the ball

• Elbows under the ball

• Eyes focused on the front of the rim

Execution Phase

• Extend Arm

• Snap shooting wrist in the downward motion when releasing the ball

• Keep eyes on the front of the rim

RIGHT SIDE

1. Approaches the basket from the right side

2. Weight is on her left foot

3. Basketball is released from the right hand

4. Left knee is up

LEFT SIDE

1. Approaches the basket from the left side

2. Weight is on her right foot

3. Basketball is released from the left hand

• Left

• Feet still remain square to the target

Follow Through Phase

• Follow through towards target (square above rim on backboard)

• Follow shot to get rebound

Feet still remain square towards the target

knee up

Creating space

Decision making Types of passes Who to pass to Short or long passes Dribbling Shooting

Maintaining possession Clean, technical passes Short passes in tight defense Speed of passing Assisting passer

Attacking goal Setting up open teammates Forward movement Creating space to move down court Fast turnovers

Defending space Pressuring person with ball Covering off-‐ball players Looking for intercept or knockdown

Marking/guarding Moving with offender Close to body

Taking away angles Reaching

Team Strategies

Pacing How fast and quick throws need to be to evade defense (type of defense or fitness levels)

Types of Defense Person to person: (strategic match-‐ups: speed, height, skill) Zone: where the ball or receiver goes

Fitness & Conditioning Speed: possession changes, fast breaks Agility: quick turns & pivots, cutting to create space Cardio-‐resp. endurance: Constant movement with quick bursts interspersed (fartlek training)

Etiquette

Net-‐Game Lead up Etiquette Responsibility Best effort Cooperation Compassion

Respect All team members must respect each other, the coaches and the referees. At the end of the game, the opposing teams greet each other and shake hands to show good sportsmanship.

4. Assessment & Data Collection Plan

Assessment: Data Collection: Data Shown:

Formative Assessments

Check for Understanding Asking questions throughout the class period to make sure everyone is on the same page and understanding. This will also help me to adjust lessons to students’ needs.

Each lesson, I asked students questions about the critical elements for each skill taught. This helped me to see which students needed more help in certain areas. By the end of the unit, all students were successful and able to explain the critical elements of dribbling, passing, and shooting.

Observation Throughout the unit, the teacher will observe students demonstrating skills and behavior of students. By observing students, teaching and instruction can be adjusted to student needs.

During each lesson, I observed students demonstrating different skills of basketball. By observing students, I quickly learned where students needed further instruction and could provide the students with these needs. By the end of the unit, I can proudly say that all students improved on each skill. A majority of the students mastered these skills and some students need more practice.

Exit Slips Exit slips will be filled out at the end of two class periods. These exit slips will assess student knowledge of the dribbling, passing and shooting. These

Shooting Exit Slip:

77% of students got 4 out of 4 questions correct.


assessments will give me information on who needs more help in that specific area.



0% of students got zero of the questions correct.

Dribbling Exit Slip:






0% of students got zero of the questions correct.

Please see graph for analysis.

Cooperative All-‐Star Self-‐check rubric

Students will complete an etiquette checklist on their personal etiquette after game play in a modified game. They will evaluate if they played with the proper etiquette of basketball.

After looking at the completed rubric, 95% of students felt that they played with the proper etiquette and sportsmanship all of the time. 5% of students felt that they played with the proper etiquette most of the time.

Summative Assessment

Skill Analysis At the beginning and the end of the unit, students will be assessed on the dribbling and their set shot. This will show how the student grew throughout this unit.

Please see graph for data analysis.

5. Inclusion & Differentiated Instruction Strategies

There are some students with special needs. Learning disabled students: make sure they are paired with model students, repeat instructions and clarify that they understand directions. I will have different sized basketball for students with special needs.

6. Technology & Innovation Strategies

I will use a video recorder to record students’ dribbling and set shots. This will allow me to analyze each student’s skills beyond the class time. Students will also have the opportunity to watch professional basketball players dribbling and shooting. This will allow students the opportunity to critique and identify critical elements of both skills.

7. Cross-Curricular Strategies

This unit will incorporate content from the science curriculum.. We will discuss that we are applying a force when we dribble the basketball. This will reinforce what the students are learning in science about forces of motion. Also, we will discuss how gravity affects the basketball when we shoot it. Again, this will reinforce the content area of science.

At the beginning of this unit, I will discuss with students where they will or could play basketball outside of this class. We will also discuss the importance of physical activity beyond this class. We have discussed since the beginning of the school year the importance of physical activity not only for the body, but for learning as well. Everything that we do in physical education helps us in other content areas.

8. PE/PA Promotion & Advocacy Strategies

Students will be asked to go home and teach a family member the proper way to shoot a basketball. This will make students share with their family what is being taught in physical education and will allow students to extend there learning beyond the classroom. The adult in the family will be aware of what the student is learning and will see the cognitive importance of physical education. Students also log their physical activity outside of the classroom on a monthly basis. This is part of their grade. Students record the physical activity that they did and the number of minutes they participated. They also need to have a parent signature to confirm that they did do this activity.

9. Data Analysis Summary

After looking at the data for the Shooting Exit Slip, 77% of the students met the objective for identifying and explaining the critical elements of the three different shots in basketball (set shot, lay-‐up, and jump shot). 17% of students answered 3 of the 4 questions correctly on the exit slip. 6% of students got 2 out of the 4 questions correct. This data allows me to quickly see which students needed further instruction. I can work with these students to build their knowledge base and help them to be successful. The following pie graph, shows the percent of students that got specific scores on this exit slip.

77%

17%

6%

0% 0%

Shooting Exit Slip

4/4 Correct

3/4 Correct

2/4 Correct

1/4 Correct

O/4 Correct

After looking at the data for the dribbling Exit Slip, 88% of the students met the objective for identifying and explaining the critical elements of dribbling. 6% of students answered 4 of the 5 questions correctly on the exit slip. 6% of students got 3 out 5 questions correct. This data allows me to quickly see which students need further instruction. I can work with these students to build their knowledge and to help them to be successful. The following pie graph, shows the percent of students that answered specific questions.

88%

6% 6%

0% 0% 0%

Dribbling Exit Slip

5/5 Correct

4/5 Correct

3/5 Correct

2/5 Correct

1/5 Correct

0/5 Correct

After completing a pre and post skill analysis on dribbling it is clear that all students showed growth on this skill. Students needed to demonstrate 4 critical elements of dribbling to show they mastered the skill. These included: keeping their head up, dribbling with finger pads, dribbling below the waist, and keeping the ball under control. Five students mastered the skill and showed improvement from their pre-‐assessment on a four-‐point scale. They showed all of the critical elements that were being assessed for this skill. Twelve students demonstrated 3 critical elements during their post-‐test. One student demonstrated 2 critical elements during their post-‐test. When comparing student’s improvement from their pre-‐test to their post-‐test, 100% of students improved. This information tells me that students improved due to the practice that was provided during lessons. The pre-‐test allowed me to work with students on the critical elements that they needed more practice on. The chart below shows the comparison of the pre and post skill analysis.

2

3

2 2 2 2

3 3

2 2 2 2

3

2 2 2

3

2

4 4

3 3 3

2

3

4

3 3 3 3

4

3 3 3

4

3

0 0.5 1

1.5 2

2.5 3

3.5 4

4.5

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18

Dribbling Skill Analysis

Pre-‐Test

Post-‐Test

28%

67%

5% 0% 0%

Dribbling Skill Analysis (Percent of Critical Elements)

4 critical Elements

3 Critical Elements

2 Critical Elements

1 Critical Elements

0 Critical Elements

After completing a pre and post skill analysis on the set shot it is clear that all students showed growth on this skill. Students needed to demonstrate 4 critical elements of the set shot to show they mastered the skill. These included: holds ball with shooting hand behind and under the ball, bends knees when preparing to shoot, straighten legs and arms when shooting the ball, and follows through with shooting hand. Six students mastered the skill and showed improvement from their pre-‐assessment on a four-‐point scale. They showed all of the critical elements that were being assessed for this skill. Nine students demonstrated 3 critical elements during their post-‐test. Three students demonstrated 2 critical elements during their post-‐test. When comparing student’s improvement from their pre-‐test to their post-‐test, 100% of students improved. This information tells me that students improved due to the practice that was provided during lessons. The pre-‐test allowed me to work with students on the critical elements that they needed more practice on. The chart below shows the comparison of the pre and post skill analysis.

0 0.5 1

1.5 2

2.5 3

3.5 4

4.5

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18

Set Shot Skill Analysis

Pre-‐Test

Post-‐Test

Overall, after looking at the data, there were huge improvements from the beginning of the unit to the end of the unit based on student’s demonstration of the set shot and dribbling. This tells me that objectives were met for the psychomotor objectives for this unit of demonstrating these skills. Although not all students demonstrated all of the critical elements of the skills, they showed great improvement by the end of the unit. Also, through checking for understanding and exit slips, I assessed students’ knowledge of these skills and knowledge to explain the critical elements of the skills. Students, by the end of the unit, were able to explain the proper way to dribble and shoot the basketball.

33%

50%

17%

0% 0%

Set Shot Skill Analysis (Percent of Students who showed Critical

Elements)

4 Critical Elements

3 Critical Elements

2 Critical Elements

1 Critical Element

0 Critical Elements

Unit Block Plan

Day 1 Day 2 Day 3 Day 4 Lesson Focus: Dribbling/Passing DLOs: Psychomotor: SWBAT demonstrate the basketball dribble in a controlled setting. SWBAT demonstrate the chest, bounce, and overhand pass in a controlled setting. Cognitive: SWBAT explain the proper way to dribble the basketball. SWBAT explain the proper way to chest, bounce, and overhand pass the basketball. Affective: SWBAT maintain personal space while respecting self, others, and the teacher throughout the class period. NASPE: Standard 1, 2, and 4 GLCEs: M.MS.08.04, M.MS.08.05, M.IG.08.02, M.IG.08.01, K.MC.08.15, K.IG.08.01, K.IG.08.02, B.PS.08.01, B.PS.08.02 Assessment: Formative: CFU, observation, Exit slip, Pre-‐test skill analysis

Lesson Focus: Shooting: Jump, Set, and Lay-‐up DLOs: Psychomotor: SWBAT demonstrate the set shot, jump shot and lay-up in a controlled setting. Cognitive: SWBAT explain the proper way to shoot a set shot, jump shot and lay-up. Affective: SWBAT maintain personal space while respecting self, others, and the teacher throughout the class period. NASPE: Standard 1, 2, and 4 GLCEs: M.MS.08.04, M.MS.08.05, M.IG.08.02, M.IG.08.01, K.MC.08.15, K.IG.08.01, K.IG.08.02, B.PS.08.01, B.PS.08.02 Assessment: Formative: Observation, CFU, Exit Slip, Skill analysis

Lesson Focus: Defnese and Rebounding DLOs: Psychomotor: SWBAT demonstrate the proper way to defend and rebound. Cognitive: SWBAT explain the proper way to defend and rebound. Affective: SWBAT maintain personal space while respecting self, others, and the teacher throughout the class period. NASPE: Standard 1, 2, 3, and 4 GLCEs: M.MS.08.04, M.MS.08.05, M.IG.08.02, M.IG.08.01, K.MC.08.15, K.IG.08.01, K.IG.08.02, B.PS.08.01, B.PS.08.02 Assessment: Formative: Observation, CFU

Lesson Focus: Creating Space: Offense DLOs: Psychomotor: SWBAT demonstrate all the skills taught earlier in this unit in a modified game. Cognitive: SWBAT explain all the skills taught earlier in this unit in a modified game. Affective: SWBAT maintain personal space while respecting self, others, and the teacher throughout the class period. NASPE: Standard 1, 2, and 4 GLCEs: M.MS.04.04, M.MS.04.05, M.NG.04.01, K.MS.04.04, K.NG.04.01, B.PS.04.01, B.PS.04.02 Assessment: Formative: CFU, Observation

Day 5 Day 6 Day 7 Lesson Focus: Modified game DLOs: Psychomotor: SWBAT demonstrate all the skills taught earlier in this unit in a modified game. Cognitive: SWBAT explain all the skills taught earlier in this unit in a modified game. Affective: SWBAT maintain personal space while respecting self, others, and the teacher throughout the class period. NASPE: Standard 1, 2, and 4 GLCEs: M.MS.04.04, M.MS.04.05, M.NG.04.01, K.MS.04.04, K.NG.04.01, B.PS.04.01, B.PS.04.02 Assessment: Formative: CFU, Observation

Lesson Focus: Modified game DLOs: Psychomotor: SWBAT demonstrate all the skills taught earlier in this unit in a modified game. Cognitive: SWBAT explain all the skills taught earlier in this unit in a modified game. Affective: SWBAT maintain personal space while respecting self, others, and the teacher throughout the class period. NASPE: Standard 1, 2, and 4 GLCEs: M.MS.04.04, M.MS.04.05, M.NG.04.01, K.MS.04.04, K.NG.04.01, B.PS.04.01, B.PS.04.02 Assessment: Formative: CFU, Observation

Lesson Focus: Modified game DLOs: Psychomotor: SWBAT demonstrate all the skills taught earlier in this unit in a modified game. Cognitive: SWBAT explain all the skills taught earlier in this unit in a modified game. Affective: SWBAT maintain personal space while respecting self, others, and the teacher throughout the class period. NASPE: Standard 1, 2, and 4 GLCEs: M.MS.04.04, M.MS.04.05, M.NG.04.01, K.MS.04.04, K.NG.04.01, B.PS.04.01, B.PS.04.02 Assessment: Formative: CFU, Observation, cooperative All-‐Star Check Rubric

Summative: Skill analysis

Unit Reflection

Students were most successful with the learning objective; students will be able to demonstrate the correct form dribbling in an isolated setting. In order to assess this objective, I assessed students dribbling with a skill analysis rubric. I assessed the student based on four critical elements. 28% of students met all four of these critical elements showing that they can demonstrate dribbling in an isolated setting using the correct form. 67% of students met 3 of the critical elements of the dribbling and 5% of students met 2 of the critical elements of the dribbling. All students showed improvement from the pre-‐test at the beginning of the unit to the post-‐test at the end of the unit. I think that so many students successfully met this objective because it was practiced each day of the unit allowing students to get feedback from me to correct the skill and to correct their form. Also, students had to explain the critical elements of the skill multiple times. When introducing this concept to the class, a majority of the students already had either seen this skill before or had attempted to use this skill when playing basketball outside of this class. This prior knowledge probably was a significant reason that students were so successful with this skill.

An objective that not all students were successful with was the set shot. This learning objective was that students will be able to demonstrate the correct form for the set shot in an isolated setting. In order, to assess this objective, I assessed students’ set shot with a skill analysis rubric. I assessed the student based on four critical elements. 33% of students met all 4 critical elements of the set shot. 50% of students met 3 critical elements of the set shot and 17% of students met 2 critical elements of the set shot. Although not all students mastered the 4 critical elements of the set shot, all students improved from their pre-‐test to their post-‐test. I think that only 33% of students mastered this skill because students did not have much pre-‐knowledge about the skill before learning about it in this class and students really struggled with not holding the basketball with their shooting hand behind and under the ball. We had numerous discussions and demonstrations about how to properly hold and shoot the basketball, but students continuously when to the way that they felt most comfortable. There was plenty of practice to fix this critical element throughout all lessons, but some students needed verbal cues to fix this problem. Although this was not the most successful objective met, I still think that students showed a significant improvement from the beginning of the unit and this makes me believe that my lessons allowed enough practice for this skill. Not all students are going to be able to master a skill in a five-‐day unit. It is important for me to revisit these skills throughout the year to allow students to continue to practice and master the skill. When giving feedback, some students refused to change how they were shooting the ball and continuously practiced the incorrect critical element, especially during game play. I know through motor learning, that it takes 1,000 correct form uses to change the proprioception in the brain for movements. With this being the case, more correct practice was needed for all students to master the 4 critical elements of the set shot. It is important to look at external factors that affect student’s performance or learning.

Overall, there was a lot of learning taking place throughout this unit. It is normal to have students who do not master the objective, but show improvement or growth towards the objective. It is unreasonable to assume that all students will meet the objective for the day. Some students need further practice or further instruction. It is important to use assessments to find out what the students needs are to help them to be successful in meeting the objective.

In the future, if I were to teach this unit again, I could have each individual student explain the critical elements to me for each skill. This will allow me to see what my students know and what areas students are having trouble with. I really liked that students had an opportunity to practice the skills that were being assessed during each lesson of the unit. This allowed them to improve their skills and it allowed me to give each individual feedback to correct form.

My performance of teaching, I believe, helped student learning. I continuously gave feedback to students in a positive manner. When students were not using the correct form, I always made sure to tell them first what they were doing right and then to correct the incorrect form. This made it so that students not only heard the corrective feedback, but they heard what they were doing well also. My lesson plans were made in such a way that students had time to practice skills that were taught the lesson before and to build upon that learning. This allowed students time to practice. I think that, through my planning and teaching, I was student focused and that is why I saw improvement by the end of the lesson.

After completing this unit, I have found the importance of having assessments that assess objectives. This information is useful to identify students’ needs and to plan for further instruction. It is important to realize that not all students are going to answer every question correctly on paper assessments or they are going to master the skill. Seeing the growth and improvement is more critical than the end result, in my opinion. Each student is different and comes to us with different knowledge and strengths; the improvement that they show by the end of the unit shows how much they learned. I learned, through this unit, that I want to see that all students are successful and that I will think of ways to reach each student. Not all students learn in the same way and it is important to be able to think outside of the box for each student’s learning style. For some students, they might not have done very well on an exit slip, but through words they could show me the correct way to dribble or shoot the basketball. These different avenues of assessment are very important to assess student learning.

I think that I need to continue to work on my assessment of objectives. I need to think of creative ways that students can show me their cognitive knowledge. Exit slips and conversations are a great way to do this, but some students need different avenues. I think that, through research and discussing ideas with peers, I will be able to think of alternatives.

Overall, I am very happy with the results of this unit. I had a great time teaching each lesson and know that my students not only learned different skills. but they

had a fun time doing it as well. Students were active during a majority of the lesson and were engaged. I realize the importance of having assessments and lessons organized before the unit begins and how these assessments can drive instruction. This was a great experience and I know that the unit I created was a success for all students!

Appendix:

8 $grade$basketball$unit$ 1....

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