Health and Physical Education Lesson Plan 3 of 3 (Basketball)

TEACHER:

Lesley Kong

HELPER:
OBSERVE
R:
EQUIPME
NT:

Hannah Martin
Jack Mason

TIME:

CLASS / YEAR:
ACTIVITY:

12 basketballs
6 sashes/bibs
6 coloured mats

Strand: Personal, Social and Community Health

Explore how success, challenge and failure
strengthen identities, and are influenced by
people and places (ACPPS033, ACPPS051)
Identify, plan and practise strategies to promote
health, safety and wellbeing (ACPPS036,
ACPPS054)
Investigate and examine how emotional
responses vary in depth and strength and
influence
behaviour
and
relationships
(ACPPS038, ACPPS056)
Participate in and explore outdoor games and
activities to examine how participation promotes
a connection between the community, natural
and built environments, and health and
wellbeing (ACPPS041, ACPPS059)

40 mins

DATE:

02/06/16
(Thurs)
Year 4/5 (12 students)
Basketball Game Skills

10 plastic cones
1 whistle

Strand: Movement and Physical Activity

Practise, refine and apply fundamental and
specialised movement skills in a variety of
movement
sequences
and
situations
(ACPMP043, ACPMP061)
Practise, propose and apply movement
concepts and strategies with and without
equipment (ACPMP045, ACPMP063)
Examine and participate in physical activities
designed to enhance fitness, and discuss the
impact regular participation can have on
health
and
wellbeing
(ACPMP046,
ACPMP064)
Combine, modify and manipulate elements
of effort, space, time, objects and people
when performing movement sequences
(ACPMP047, ACPMP065)
Adopt inclusive practices and participate
positively in groups and teams when
participating in physical activities by
encouraging others and negotiating roles
and responsibilities (ACPMP048, ACPMP067)
Apply innovative, critical and creative
thinking processes in generating and
assessing solutions to movement challenges
(ACPMP049, ACPMP068)
Apply basic rules and scoring systems, and
demonstrate ethical behaviour and fair play
that align with rules when participating in
physical activities (ACPMP050, ACPMP069)

Student Learning Outcomes:

Students will:
Physical
Develop skills in shooting a basketball accurately
and successfully.
Refine their skills in handling, dribbling, passing
and receiving a basketball.
Build on these skills by making use of different
trajectories, speeds and directions.
Engage in mild-to-moderate physical activity for
short periods at a time.
Cognitive
Know the cues for dribbling, passing and
shooting a basketball.
Develop increased awareness of the ball, floor,
and other students.
Develop the awareness of the importance of
scanning for safety.
Understand
and
demonstrate
safe
and
appropriate behaviour when sharing a small
space with others.
Behavioural
Behave
in
alignment
with
established
rules/routines.
Participate positively, fully, and fairly in all
activities.
Listen/watch carefully and attentively to
instructions and demonstrations.
Learn to develop self-discipline.
Adopt inclusive practices at all times.
Affective
Be enthusiastic and ready to participate.

Develop confidence in own ability to successfully

dribble, pass and shoot a basketball.
Try to the best of own ability.

Persevere when it might seem hard.

Have fun while developing their basketball skills.

Teacher Learning Outcomes:

The teacher will:
Provide opportunities for purposeful, safe, and
successful learning to all students by:
Carefully planning the structure of the
lesson.
Delivering clear and succinct instructions to
the students.
Establishing rules and expectations early on
in the lesson.
Maintaining a positive and upbeat attitude.
Being flexible and modifying the activities as
necessary.
Making the best use of the space, time and
equipment available.
Remembering and using the students
names.
Checking for and incorporating strategies to
support inclusive practices.
Using various grouping strategies to group
students for activities requiring students to
work in groups.
Maintaining
organisation
within
the
designated area and the space around it.
Demonstrating cooperation and teamwork
with helper and observer.
Use mini games to develop and improve skills
important to continued progress in basketball
by:
Demonstrating the skills, cues and rules
clearly and succinctly.
Frequently checking for understanding and
clarifying when necessary.
Demonstrating enthusiasm and commitment
to the skills involved and activities planned.
Planning activities that maximise individual
participation and engage students.
Being encouraging, supportive and open
throughout the lesson.
Providing constructive and helpful feedback
to individuals and groups of students, as well
as on a more general level.
Including students in the learning process
(by power-sharing).
Being willing to be involved physically in the
lesson.

To

maintain a safe, inclusive and purposeful learning environment:

position equipment appropriately
point out the boundaries of the designated area and how they are marked
space the group adequately
monitor students and their movement at all times (scan and count)
ensure there are no put-downs
acknowledge individuals and group for effort, cooperation, achievement, responsibility
provide specific feedback about individual technique, positioning, movement and decision-making
provide feedback about teamwork and personal/shared responsibility
position self to maintain field of view of students and move around the periphery of the area
respond immediately to behaviours that may impact negatively on others

To

To

reduce the occurrence and severity of potential injuries:

ensure that all students complete a proper warm-up prior to participating in the lesson
provide proper instructions (and reminders when necessary)
demonstrate and allow practice of the proper techniques for different movements
allow appropriate rest and recovery (when required) to minimise physical and/or mental fatigue
ensure that all students cool down after participating in the lesson
evaluate the lesson:
determine whether or not the specific learning outcomes were achieved, to what extent, and for
whom
reflect on the lesson (using the Ps of Pedagogy)
ask for feedback from group members and students
identify ways in which modifications/improvements can be made for future lessons

RNING
ES

ACTIVITY
(shape + method + enhance )

FOCUS
(teaching cues or questions)

ild-tohysical
hort
time.
and
e safe
ate
hen
mall
thers.

Welcome and greet the students with a smile, and

ask them about their day. Briefly run though the
structure of the lesson for the day:
Warm-up activity
Learning to shoot
Developing shooting skills
Mini-games incorporating dribbling, passing
and shooting
Then, go through the rules and expectations* for
the lesson. Let the students know that a whistle
will be used to draw their attention, and that they
need to stop what they are doing and listen to the
teacher. Proceed to explain the warm-up activity to
prepare the body both physically and mentally for
the lesson.

*Rules and expectations:

Listen when the teacher
(and/or helper/observer) is
speaking and follow
instructions.
Be respectful of the
designated area and the
space around it and the
equipment/materials used.
Be respectful and considerate
of others.
Remember to have fun!

ith

s.

lly,
all

d
o
and
ons.
elop
e.
ive
all

stic

Giants, Wizards and Dwarfs

Area: Half court (use central court, no hoops
required)
Materials: Cones, bibs
1. Divide the group into two equal teams.
2. Explain that this is a giant cooperative game of
Rock, paper, scissors; each character defeats
another character.
Giant beats Wizard by crushing him.
Wizard beats Dwarf by casting a spell on
him.
Dwarf beats Giant by tickling his feet.
3. Demonstrate the action for each character.
4. Define the team Home Lines (using cones or
pre-existing lines) and the Battle Line at the
centre of the play area.
5. Each team secretly decides their character and
approaches the Battle Line.
6. On the count of three, both teams shout out
who they are and perform the action signifying
their chosen character.
7. The winning team pursues the losing team and
tries to tag their members before the make it
back to their Home Line.
8. Any student who is caught joins the winning
team.
9. The game ends when all the students in one
team have been caught.

Questions/prompts:
Who has played Giants,
Wizards and Dwarfs before?
Can you explain the game to
the rest of the class?
What does the Giant do?
Who can defeat the Dwarf?
Provide encouragement/feedback
Well done, you all did a good
job at working as a team with
your team members.
I like that you were all
listening and paying attention
to the instructions and
following them.
Are we all feeling warmed up
now?

CLASS ORGAN
(Shape

Initially, students ga
around the teacher
circle.

RNING
ES
ting
s in

nd

ild-to-1.
hysical
hort
time.
es for
ssing
2.
ga

and
e safe
3.
ate
hen
mall
thers.

ith
4.

s.

lly,
all

5.

d
6.
o
and
ons.
elop
e.
ive
all

stic

ACTIVITY

FOCUS

How to shoot a basketball

Area: Half court
Materials: None
Explain that they will be learning how to shoot a
basketball. Start by introducing some important
points to remember:
Use your shooting hand to control the ball. Use
your other hand for balance and control up until
the release. When you release the ball, your
support hand should drop off while your
shooting hand follows through with a flip of the
wrist.
Hold the ball on your fingertips. Only your
fingertips should be touching the ball. Your
palm should not touch the ball. This gives you
proper control of the ball.
Start small, end tall. At the start of your shot, bend
your legs as if you are sitting (this is where your
power comes from). Then as you continue
through your shooting motion, spring up and
end tall, with your body straight and hands high
in the air. This helps get the ball up without
making your arms do all the work (especially
useful when you are tired).
Middle to middle. Keep your elbows close to your
body and pointed to the middle of the rim (if
your elbow moves out and away from your
body it may change the direction of the flight of
the ball).
Snap the elbow. When you reach the peak of your
shot, your arms should straighten out such that
your elbow snaps back a little (this may feel
weird the first time).
Elbows above your eyes. When you release the
ball, your elbows should be above your eyes.
You should release the ball with your wrist and
not entirely your arm (or you will have trouble
controlling the distance of the ball).
Explain to the students that it is also important to:
Follow through. You should finish with your arms
straight, your wrists loose, and your fingers
hanging down naturally (not tightly together or
pointing).
Form drill
Without a ball, take an imaginary shot without a
ball, keeping the cues in mind.

Questions/prompts:
Weve looked at dribbling and
passing, what skill do you
think we are going to look at
next?
Who can tell me what some of
the important points to
remember when shooting?
Which part of your hand
should you use to touch the
ball?
In what position should you
start and end when shooting?
Where should your elbows be?
Where should you position
your eyes?
Which hand controls the ball?
Cues:
Fingertips.
Start small, end tall.
Middle to middle.
Snap the elbow.
Elbow above eyes.
Provide encouragement/feedback:
You are doing a good job
keeping your elbows close to
your body, (insert name)!
Great work (insert name), I
like how are starting small and
ending tall. That will really
give youre the power in your
shot.
Make sure you are using your
other hand to support the ball
before you release it.
Well done, I can see you are
using your fingertips to hold
the ball.

CLASS ORGAN

Initially, students ga
around the teacher
circle.

EARNING
MES
handling,
itioning,

s in
asketball
nd

se skills by
of different
speeds and

ild-tohysical
hort periods

es for
ssing and
asketball.
eased
f the ball,
her

awareness
tance of
safety.
and
e safe and
behaviour
g a small
thers.
ignment
hed
s.
ositively,
rly in all

carefully
ely to
and
ons.
ive practices

fidence in
o
dribble,
oot a

st of own

ACTIVITY

FOCUS

Divide the students into two groups. Conduct

Around the world and Keep it Bouncing
simultaneously for 5 minutes, and then swap.
Around the world
Area: Half court
Materials: Basketball, cards printed with
letter A through to K
1. Starting from A, students attempt a shot
from each letter.
2. If a student scores, he/she moves to the
next letter and continues to shoot.
3. If a student does not score, he/she passes
the basketball to the next person.
Keep it Bouncing
Area: Half court
Materials: basketballs
1. Spread students out on the court. Give
each student a basketball.
2. On your signal, the students start
dribbling and moving around while trying
to tap other students balls out of bounds.
3. If a student loses their ball, he/she has to
run a lap around the court before
returning to the game.
Extension: Vary the difficulty of the game by
increasing or decreasing the size of the court.

Prompts:
Concentrate on your form and
technique (especially the flip
of the wrist and follow
through).
Make sure that as you get
better, you do not sacrifice
correct technique.
Remember, elbows above
your eyes.
Try to maximise your control
of the ball by holding it with
your fingertips.

Prompts:
Keep your head up and try to
use both hands.
Try to tap away other
students balls instead of just
protecting your own.

Provide encouragement/feedback:
That was a good shot (insert
name), I can see you are using
your wrist to flick the ball in!
Im very impressed with your
technique when you are
shooting!
Great work everyone, I can
see you are keeping your eyes
up and scanning for safety.
Remember to bounce the ball
using your finger pads.

CLASS ORGAN

EARNING
MES
ls:
ball
g
skills in
1.
bbling,
receiving a2.

se skills by
of different 3.
speeds and

eased
f the ball,
4.
her

awareness 5.
tance of
safety.
6.
stic and
ticipate.
fidence in
o
dribble,
oot a

st of own

hen it might

ile
heir
kills.

ACTIVITY

FOCUS

Catch-5
Area: Half court
Materials: 6 bibs, 1 basketball
Divide the students into 2 equal teams.
Explain to the students that they need to
work together in their teams to score
points.
Every time a team completes 5 successful
passes, without losing control of the ball
or
before
the
other
team
intercepts/knocks the ball away they earn
a point.
Each pass must be counted out loud, 1, 2, 3,
4, 5!
Upon completing the 5th pass, the student
with the ball has to put the ball against
the ground to score a point.
If the ball goes out of bounds or is knocked
away by the other team, it is the other
teams ball. Same thing with fouls (no
contact allowed).

Prompts:
Be aware of where your team
members are on the court.
Remember to keep the ball
close to your chest and step
forward when you release the
ball.
Keep your eyes on the target
when you are shooting.
Make sure you put the ball on
the ground after you have
completed 5 consecutive
passes to score a point for
your team.

CLASS ORGAN

ARNING
MES
t selection,

s in
asketball
nd

skills in
bbling,
receiving a

se skills by
of different
speeds
ns.
ild-tohysical
hort
time.
ignment
hed
s.
ositively,
rly in all

carefully
ely to
and
ons.
elop self-

ive
all times.
fidence in
o
dribble,
oot a

st of own

ile
heir
kills.

ACTIVITY

FOCUS

Fifty
Area: Full court (if not available, use half court
as in Catch-5)
Materials: 6 bibs, 1 basketball
1. Divide the students into two equal groups.
2. Explain to the students that the aim of the
game is to score fifty points before the
other team.
3. A point is awarded for every pass
completed, and five points are awarded for
every shot scored.
4. Two points are deducted for every missed
shot.
5. The score returns to zero if a player from
any team dribbles.
6. The first team to reach fifty points wins.

Prompts:
Remember, elbows above
your eyes.
Think about who you are
shooting to, and how you can
get the ball closer to the hoop
instead of just passing the ball
to anyone.
Use your supporting hand to
balance the ball before you try
to shoot it into a hoop.

Extension/Modification:
A student may only hold on to a ball for five
seconds. If he/she fails to pass the ball within
5 seconds of receiving it, the ball goes to the
other team.

Provide encouragement/feedback:
I liked how you followed
through with that shot, (insert
name).
Youre doing a good job
passing, (insert name). Ive
seen you make some very
accurate from a few different
areas on the court.

CLASS ORGAN

ty if time permits**
EARNING
ACTIVITY
MES
handling,
B-Ball Drag Race
Area: Full court (use central court; no hoops
skills in
required)
Materials: Basketballs
bbling,
1. Divide the students into two groups, one
receiving a
on each baseline.
2. Give each group member a number (from 1
es for
to 6).
3. Set two basketballs at half court; one for
ssing and
each group.
asketball.
4. Call out a number. The players whose
eased
number is called run to get the basketball
f the ball,
set at half court for their group.
her
5. The first student to dribble to their
basketballs back receives a point for their
awareness
team.
tance of
Modification to MIP: Each student has their
safety.
own basketball and dribbles at the baseline
and
until his/her number is called out.
e safe and
Extension: Each student has a basketball and
behaviour
dribbles at the baseline. When their number is
g a small
called, a student from either team has to
thers.
dribble their ball out to get their ball at half
ositively,
court
and
dribble
both
balls
back
rly in all
simultaneously.
The
first
student
to
successfully do this receives a point for their
team.
fidence in

o
dribble,
oot a

st of own

FOCUS
Prompts/cues:
Keep the ball out in front of
the body when dribbling.
Remember to keep your
head up to see where you
are going.
Use correct form when
attempting a lay-up.
Provide
encouragement/feedback:
You are all showing really
good dribbling skills; I am
very impressed!
Well done (insert name) on
dribbling both balls back with
perfect technique.
It was really wonderful to see
the support and
encouragement you showed
for your team members.

CLASS ORGAN

**Additional activity if time permits**

ARNING
MES
ing
skills in
bbling,
receiving a

es for
ssing and
asketball.
eased
f the ball,
her

awareness
tance of
safety.
and
e safe and
behaviour
g a small
thers.
ositively,
rly in all

hen it
hard.
ile
heir
kills.

ACTIVITY

FOCUS

Machine Gun Passing

1. Divide the students into groups of 4. In each
group, 3 of the students stand next to each
other (about 4 to 5 feet apart) to form a line.
The 4th player stands facing the other three
students (about 10 to 15 feet away).
2. Give Player 1 and Player 4 a basketball
each.
3. Player 4 passes the ball to Player 3. After
Player 4 has released the ball, Player 1
passes the ball to Player 4.
4. Then Player 4 passes the ball to Player 2,
and simultaneously, Player 3 passes the ball
to Player 4.
5. Player 4 then passes the ball to Player 1,
and simultaneously, Player 2 passes the ball
to Player 4.
6. Repeat the process with each student taking
turns to be Player 4.
Extension: To challenge the students, who can
make the most accurate passes* within 20
seconds.

Prompts/cues:
Make accurate passes,
instead of simply flinging the
ball anywhere.
Remember to keep your
thumbs against your chest,
and your elbows bent and
out.
Try to extend your arms fully
when you release the ball
towards the target.
Pay attention to where the
balls are going and think
about how you may prepare
when it is your turn to
receive and pass the ball.

*An accurate pass is one where the ball is

neither above the head nor below the waist,
and within two feet of the student receiving the
ball.

Questions:
What important skill(s) have
you learnt from this game?
(Hand-eye coordination,
making accurate passes
quickly).

CLASS ORGAN

ARNING
MES
es for
ssing and
asketball.
and
e safe and
behaviour
g a small
thers.
ignment
hed
s.
ositively,
rly in all

carefully
ely to
and
ons.
elop self-

ive
all times.

ACTIVITY
Cooling down
Teacher reviews the lesson and allows student
to give feedback/ask questions. Emphasize
important cues/point from the lesson.
Students follow the teacher and perform a
sequence of movements to cool down. The
steps are detailed below:
1. Stand with feet apart, a safe distance from
each other (at least an arms length apart).
2. Slide right hand down right leg slowly as far
as possible. Slowly straighten up.
3. Repeat with left leg.
4. Bring feet together and keep legs straight.
5. Repeat previous steps and then shake the
legs.
Thank the students for their participation,
enthusiasm and cooperation.
Mention that you had a wonderful time getting
to know them and working with them.
Wish them the best of luck for the term and
year.
Take the students back to their classes.

FOCUS
Questions:
What are the important
points to remember when
shooting?
Feedback
I really liked that we included
everyone in the games and
respected each other.
The way you worked
together with your
teammates and helped each
other out was amazing to
watch.
I was very impressed with
the great technique shown in
dribbling, passing and
shooting.

CLASS ORGAN

Students gather aro

teacher.

References:
Australian Curriculum Assessment and Reporting Authority 2015, The Australian Curriculum: Health and
Physical Education, Commonwealth of Australia, viewed 20th May 2016,
http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1
Babcock, R Toronto 2005, Shooting Fundamentals, Raptors Basketball Development, viewed 26th May
2016,
http://www.nba.com/media/raptors/Shooting_Fundamentals.pdf
Basketball for Coaches 2016, 27 Basketball Drills and Games for Kids, viewed 27th May 2016,
http://www.basketballforcoaches.com/basketball-drills-and-games-for-kids/
Basketball Tips and Tricks 2016, Basketball Shooting Tips, Basketball Tips and Tricks, viewed 19th May
2016,
http://basketballtipsandtricks.com/shooting/