Participate in Marking demonstrating agility and body control.
Participate in Random Running to improve agility, flexibility, muscular strength, muscular endurance and cardiovascular endurance during the Fitness portion of class.
Demonstrate lay-ups, jump shots, and dribbling skills using form demonstrated by the instructor during the Lesson Focus of class.
Participate in Dribble and Protect demonstrating ball control and agility skills during the game portion of class.
NATIONAL STANDARDS: 1-5
Introductory Activity (2-3 Minutes)
Partners are selected, and one elects to stay near the other. On the first signal, the challenge is to stay as close as possible to the partner attempting to get away. When a second signal is given, both partners must immediately freeze. If the chaser can reach out and “mark” the partner, the chaser scores a point. Roles are reversed each time a signal is given.
Marking is an excellent activity for learning to elude an opponent and learning to stay near someone defensively.
Locomotor movements can be changed for each round, for example, walking, fast walking, jogging, sliding, and doing carioca.
Fitness Development (8-12 Minutes)
Students run randomly throughout the area at a pace that is comfortable for them. They are encouraged to find a partner and to talk while jogging.
Students can begin with a 5-minute random running episode three times per week. The duration of the run can be increased 1 minute per week until students achieve a 10-12-minute episode. This approach allows most students to increase their workload in a gradual and palatable manner.
Random running is a simple and effective way to improve cardiorespiratory fitness. The emphasis is on long, slow distance (LSD) running.
Students who want to walk can do so without experiencing the stigma of finishing last during a run. The distance each student runs is not charted. Effort is acknowledged, rather than speed or distance-running ability. Emphasis is placed on being active, involved, and moving during the entire episode rather than on seeing how far the student can run or jog.
Lesson Focus (15-20 Minutes)
The lay-up is a short shot taken when going in toward the basket either after receiving a pass or at the end of a dribble. In a shot from the right side, the takeoff is with the left foot, and vice versa. The ball is carried with both hands early in the shot and then shifted to one hand for the final push. The ball, guided by the fingertips, should be laid against the backboard with a minimum of spin.
The jump should be straight up, rather than at a forward or backward angle. The ball should be released at the height of the jump.
Use the following drills to practice previously offered skills.
Dribbling and Pivoting Drills
For the file drill, each player in turn dribbles forward to a designated line, stops, pivots, faces the file, passes back to the next player, and runs to a place at the end of the line. The next player repeats the pattern.
For the dribble-and-pivot drill, players are scattered by pairs around the floor. One ball is required for each pair. On the first whistle, the front player of the pair dribbles in any direction and fashion on the court. On the second whistle, she stops and pivots back and forth. On the third whistle, she dribbles back and passes to the partner, who immediately dribbles forward, repeating the routine.
Basic Shooting Drill
In one simple shooting drill, players form files of no more than three people, and take turns shooting a long and a short shot or some other prescribed series of shots.
In the set-shot drill, players are scattered around a basket in a semicircle, with a leader in charge. Players should be close enough to the basket so that they can shoot accurately. The leader passes to each in turn to take a shot. The leader chases the ball after the shot.
Instructional cues for the lay-up shot are:
Take off on the foot opposite the shooting hand
Lay the ball on the backboard above the basketball.
Jump upward and slightly forward on the takeoff.
To develop proper jump shot form, it is probably wise to lower the baskets and use a smaller or lighter ball. The ball should be released at the top of the jump.
If you are hesitant to lower the baskets, just observe students and adults and how they react to a lowered basket. Suddenly, they take great joy in dunking and shooting with increased success. Success always motivates students.
The ball rests on your fingertips and your wrist is bent back 90 degrees in jump shot preparation. You should see a wrinkle at the back of your hand in this position. The ball is at least should height for jump shots.
The object is to eliminate other players and avoid being eliminated. Players are eliminated if they lose control of the ball, if their flag is pulled, or if they go out of bounds. Keeping control of the ball by dribbling is interpreted to mean continuous dribbling without missing a bounce. A double dribble (both hands) is regarded as a loss of control.
Start the game with players scattered around the area near the sidelines. Each has a ball, and all have flags tucked in the back of their belts. On signal, all players begin to dribble in the area. While keeping control of the dribble and staying in bounds, they attempt to pull a flag from any other player’s back. When players lose control, they move to the perimeter of the area and practice their dribbling skills. As soon as the game is down to a few players, start the game over. Sometimes two players lose control of their basketball at about the same time. In this case, both are eliminated.
If using flags is impractical, the game can be played without this feature. The objective then becomes to knock aside or deflect the other basketballs while retaining control of one’s own ball.
Flag Dribble can be played with teams or squads. In this case, each squad or team is clearly marked.
Evaluation/Review and Cheer
Review main points presented in basketball shooting. Explain your hand, wrist, and fingertip position for a jump shot.