ACHPER CONFERENCE 2017 Engaging Students in Basketball: 3 on 3

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1 ACHPER CONFERENCE 2017 Engaging Students in Basketball: 3 on 3 Looking for a bank of activities to engage your students in 3 on 3 basketball? Well look no further. This session will guide you through differentiated and engaging activities to help develop your knowledge and confidence to deliver an effective unit on 3 on 3 basketball. This is one you won t want to miss! Friday 24 th November Elective Session D30 Recreation Hall 2, Monash Sport Presenters Megan Shanahan Epping Views Primary School and Teacher Resource Coordinator SSV Basketball Sub Committee shanahan.megan.l@edumail.vic.gov.au Bill Hains Coral Park Primary School and Chairman SSV Basketball Sub Committee Hains.William.g@edumail.vic.gov.au 1 P a g e

2 Contents Session Plan Page 3 How does 3 on 3 basketball link in with the curriculum? Page 4 Activities/Games/ Resources Page 8 - Warm Up Games - Shooting Games - Dribbling Games - Defensive Games - Game Play Variations Plyometric Training for Primary 3 on 3 Basketball Page 14 Useful References and Resources Page 15 - References - Rules for 3 on 3 (Short) - Rules for 3 on 3 (Full) 2 P a g e

3 Session Plan 1. Introductions Why 3 on 3? Rules, etc minutes 2. Rotations 60 minutes 20 minutes per rotation - Plyometrics - Games and Activities - 3 on 3 Game Play 3. Summary and Questions 10 minutes 3 P a g e

4 Curriculum Covered Foundation Level Levels 1 and 2 Levels 3 and 4 Movement and Physical Moving the body Practise fundamental movement skills and movement sequences using different body parts and in response to stimuli in indoor, outdoor and aquatic settings Participate in games with and without equipment Understanding movement Explore how regular physical activity keeps individuals healthy and well Identify and describe how their body moves in relation to effort, space, time, objects and people Learning through movement Cooperate with others when participating in physical activities Use trial and error to test solutions to movement challenges Follow rules when participating in physical activities Perform fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings Construct and perform imaginative and original movement sequences in response to stimuli Create and participate in games Discuss the body s reactions to participating in physical activities Incorporate elements of effort, space, time, objects and people in performing simple movement sequences Use strategies to work in group situations when participating in physical activities Propose a range of alternatives and test their effectiveness when solving movement challenges Identify rules and fair play when creating and participating in physical activities Practise and refine fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings Perform movement sequences which link fundamental movement skills Practise and apply movement concepts and strategies Examine the benefits of physical activity and physical fitness to health and wellbeing Combine the elements of effort, space, time, objects and people when performing movement sequences Adopt inclusive practices when participating in physical activities Apply innovative and creative thinking in solving movement challenges Apply basic rules and scoring systems, and demonstrate fair play when participating 4 P a g e

5 Achievement Standard By the end of Foundation Level, students recognise how they are growing and changing. They identify and describe the different emotions people experience. They identify actions that help them be healthy, safe and physically active. They identify different settings where they can be active and how to move and play safely. They describe how their body responds to movement. Students use personal and social skills when working with others in a range of activities. They demonstrate, with guidance, practices to keep themselves safe and healthy in different situations and activities. They perform fundamental movement skills and solve movement challenges. By the end of Level 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They understand how emotional responses impact on others feelings. They examine messages related to health decisions and describe how to help keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities. Students demonstrate positive ways to interact with others. They select strategies at home and/or school to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in different movement situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement. By the end of Level 4, students recognise strategies for managing change. They examine influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in different situations including in physical activities. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being fit and physically active. They describe the connections they have to their community and how these can promote health and wellbeing. Students apply strategies for working cooperatively and apply rules fairly. They select and demonstrate strategies that help them stay safe, healthy and active at home, at school and in the community. They refine fundamental movement skills and apply movement concepts and strategies in different physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement. 5 P a g e

6 Level 5 and 6 Levels 7 and 8 Levels 9 and 10 Movement and Physical Moving the body Practise specialised movement skills and apply them in different movement situations in indoor, outdoor and aquatic settings Use feedback to improve body control and coordination when performing specialised movement skills Perform and refine specialised movement skills in challenging movement situations Design and perform a variety of movement sequences Propose and apply movement concepts and strategies Understanding movement Participate in physical activities designed to enhance fitness, and discuss the impact of regular participation on health and wellbeing Manipulate and modify the elements of effort, space, time, objects and people to perform movement sequences Learning through movement Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges 6 P a g e Compose and perform movement sequences for specific purposes in a variety of contexts Practise, apply and transfer movement concepts and strategies Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans Demonstrate and explain how the elements of effort, space, time, objects and people can enhance performance Participate in and investigate the cultural and historical significance of a range of physical activities Practise and apply personal and social skills when undertaking a range of roles in physical activities Evaluate and justify reasons for decisions and choices of action when solving movement challenges Evaluate own and others movement compositions, and provide and apply feedback in order to enhance performance situations Develop, implement and evaluate movement concepts and strategies for successful outcomes Design, implement and evaluate personalised plans for improving or maintaining their own and others physical activity and fitness levels Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences Examine the role physical activity, outdoor recreation and sport play in the lives of Australians and investigate how this has changed over time Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams Transfer understanding from previous movement experiences to create solutions to movement challenges

7 Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities Achievement Standard By the end of Level 6, students investigate developmental changes and transitions. They understand the influences people and places have on personal identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how community wellbeing is supported by celebrating diversity and connecting to the natural and built environment. Students demonstrate skills to work collaboratively and play fairly. They access and interpret health information. They explain and apply strategies to enhance their own and others health, safety and wellbeing at home, at school and in the community. They perform specialised movement skills and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and creating movement sequences. Modify rules and scoring systems to allow for fair play, safety and inclusive participation By the end of Level 8, students investigate strategies and resources to manage changes and transitions and their impact on identities. Students evaluate the benefits of relationships on wellbeing and respecting diversity. They analyse factors that influence emotional responses. They gather and analyse health information. They investigate strategies that enhance their own and others health, safety and wellbeing. They investigate and apply movement concepts and strategies to achieve movement and fitness outcomes. They examine the cultural and historical significance of physical activities and examine how connecting to the environment can enhance health and wellbeing. Students explain personal and social skills required to establish and maintain respectful relationships and promote fair play and inclusivity. They justify actions that promote their own and others health, safety and wellbeing at home, at school and in the community. Students demonstrate control and accuracy when performing specialised movement skills. They apply and refine movement concepts and strategies to suit different movement situations. They apply the elements of movement to compose and perform movement sequences. Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities By the end of Level 10, students critically analyse contextual factors that influence their identities, relationships, decisions and behaviours. They analyse the impact of attitudes and beliefs about diversity on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to situations in the home, in the school and the community. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities. Students identify and analyse factors that contribute to respectful relationships. They explain the importance of cooperation, leadership and fair play across a range of health and movement contexts. They compare and contrast a range of actions that could be undertaken to enhance their own and others health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgments about and refine their own and others specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges. 7 P a g e

8 Warm Up Games Name Dribble Tiggy Pick some taggers. Taggers get 1 ball each. They must dribble their ball around a chosen area and try to tag a person without a ball. Once they tag them they swap roles. E.g. The taggers become a non tagger and the non taggers become taggers. Differentiation - Students can bounce, catch and then dribble the ball again - Change the size of the ball Variations - Once they get tagged they get a basketball and it becomes gang tiggy - Every students gets a ball and the taggers must wear a colour band - Gang tiggy When a student is tagged they get a basketball and become a tagger - Change the movement of non taggers. E.g. Non taggers must defensive slide Tips Dribbling - Eyes up - Bounce ball at waist height - Use your finger tips to push the ball down - Bend your elbow - Keep the ball close to you - Keep torso tall, do not slouch Basketballs, Colour bands How can you protect the ball? Why is it important to keep your eyes up? What do you need to do differently when you go faster? Name Clumps Students, run, jog, skip, jump or side step within a chosen area. When the teacher blows the whistle the students must stop. The teacher will then call out a number. The students need to make a group with that amount of people. Differentiation - Change the size of the playing area Variations - Change the way the students move Tips - Once students have made the groups the teacher can set them a challenge: o Make a shape or a letter with your body o 10 rebounds Add equipment (basketballs) for older/more experienced students to keep them engaged No How can you show team work in clumps? How do you think you could show team work in basketball? 8 P a g e

9 Shooting Games Name Lay Up Game Students complete the obstacle course below (See picture). Students practise their dribbling and cross overs by zig zagging through cones. When they get to the half court line they dribble along the half court line, until they get to the cone. (See picture). They then go around the cone and complete a lay up. Let the students practise the course 2 times, then make it into a competition. The first team to 5 lay ups wins. Differentiation - Add in a defender - Focus on 1 section of the course - Students must bounce 2 balls - Change cross over. E.g, Through the legs, behind the back, etc - Shoot a jump shot instead of a lay up - Change the amount of shots that the students need to make - Increase/decrease the shooting distance - Use a smaller ring (height) for beginners/ P-2 Variations - Change the lay up to a Jump Shot (Use BEEF) from the block Tips Encourage the students to use the backboard. When students are doing a lay up or a jump shot from the block, they should aim for the top corner of the square that is closest to you. Shooting (BEEF) B Balance Put your feet shoulder width apart E Eyes Make sure your eyes are focused on the ring E Elbow Bend your elbow to approx. 90 F Follow Through Follow through, flick your wrist. Pretend that you are grabbing a cookie from a cookie jar Your none shooting hand is only on the side to support/protect the ball. Cones, basketballs What is BEEF? What do you need to remember when you dribble the ball? 9 P a g e

10 Name Shooting Game (Jump Shots) 7 s/ 11 s Students split into 4 even teams (This can be made more if there is a large group The stars in the picture show examples of potential shooting spots). Each team starts on the block (Can vary depending on ability). When the teacher says go the teams begin to shoot from the block/ chosen shooting spot. Teams must count their points. Each shot is worth 1 point. The first team to get to 7 points must shout 7, so that all of the other teams know they have reached the magic number. The teams then rotate clockwise 1 spot (See picture). The game continues until all teams have shot at each shooting spot. The winning team is the team who won the most games (E.g. got to 7 first the most). Differentiation - Increase/decrease the shooting distance - Use a smaller ring (height) for beginners/ P-2 - Change the number of shots the need to be made based on the skill level of the group. E.g. for beginners make it a smaller number. For more advanced students make the number higher Variations - If there are large number of students, split the students into 6 teams and add in the little foul line as a shooting spot (See picture for variations in shooting spots) Tips Encourage the students to use the backboard. When students are doing jump shot from the block, they should aim for the top corner of the square that is closest to you. Shooting (BEEF) B Balance Put your feet shoulder width apart E Eyes Make sure your eyes are focused on the ring E Elbow Bend your elbow to approx. 90 F Follow Through Follow through, flick your wrist. Pretend that you are grabbing a cookie from a cookie jar Your none shooting hand is only on the side to support/protect the ball. Basketballs, Cones What is BEEF? Why do you need to be balanced when you shoot the basketball? What might happen if you are not balanced? 10 P a g e

11 Dribbling Games Name Rob the Nest Basketball Split the class into 4 teams. Each team gets 1 basketball and 1 hula hoop (base). Each team stands in 1 line behind their base. When the teacher says go, the first person in the line bounces the ball towards the middle hoop. They must continue to bounce the ball as they bend down to grab 1 bean bag from the hoop. They then bounce the ball back to their team and give the ball to the next person in line. Students keep going until there are no bean bags left in the middle hoop. Differentiation - Students may pick the basketball up when reaching for the bean bag - Cross overs before you pick up a bean bag - Throw bean bag in the air on the way back. Variations - Split the students into smaller groups/teams - Students can steal from other teams hoops - Each bean bag is worth a certain amount of points. E.g. Red -5, blue 4, green-3, yellow -2 and orange 1. The team with the most points wins - Each team can only grab bean bags that are the same colour as their hoop Tips Dribbling - Eyes up - Bounce ball at waist height - Use your finger tips to push the ball down - Bend your elbow - Keep the ball close to you - Keep torso tall, do not slouch Basketballs, Colour bands (Optional), Hoops, Bean Bags What do you need to do differently when you are dribbling fast? 11 P a g e

12 Name Dribblers and Robbers Give roughly half of the students a ball. These students will be the dribblers. The other half without a ball are robbers. Robbers must try and steal the ball off the dribblers without fouling. If the student successfully gets the ball without fouling then they become a dribbler and the other person becomes a robber. Differentiation - Change the ball size - Change the size of the playing area - Add more balls Variations - Popcorn Tips o Every student gets a ball. Student must dribble within a chosen area and try to knock other students balls out of the playing area. If a students ball in knocked out of the playing area then they are out of the game. To make the game more challenging decrease the size of the playing area as the student numbers decrease. Dribbling - Eyes up - Bounce ball at waist height - Use your finger tips to push the ball down - Bend your elbow - Keep the ball close to you - Keep torso tall, do not slouch Basketballs How can you protect the ball? Why is it important to keep your eyes up? Defence Games Name Shadow Tiggy Students get into pairs. 1 person in the pair is the offensive player and the other person is the defensive player. Students must find a safe space on the basketball court to start and stand 1 meter apart. When the teachers says go the offensive player must try and get away from the defensive player. The defensive player must try and stay with the offensive player at all times. When the teacher blows the whistle the students must stop immediately. If the defensive player can touch the offensive player then they get a point. If the defensive player can not touch the offensive player then they offensive player gets a point. The students have 3 turns each and then they swap roles. Differentiation - Increase/ decrease the playing area - Students must find a partner that is of a similar ability level - Give the attackers a colour band Variations - The attacker must bounce a ball Tips Agility is important in this game, keep dodging and moving NIL (Colour bands Optional) What skills did you use to get away from the defender? Why is it important to stay with your opponent/partner? How can you use these skills in basketball? 12 P a g e

13 Game Play Name 3 on 3 King of the court Students play 3 on 3. If your team scores, then they stay on the court. If your team loses, then your team rotates off and a new team will come on. If a team is waiting to have their turn then they will wait on the base line. Students must check the ball at the beginning of each game. (Use the normal 3 on 3 rules). Differentiation - Match the students based on ability (Split into 2 groups, with Beginners down one end of the court and more advanced students down the other end). Variations - Time the games E.g. 3 minute games - Make the game first to 3 points Tips Encourage students to work on their spacing Basketballs, Colour bands What does fair play look like? Why is spacing so important in basketball? What might happen if all of the red team stood in 1 spot? How can you show team work in basketball? Name Number Basketball Split the class into 2 teams. 1 team will sit on one side line and the other will sit on the opposite side line. Each student in the line gets a number. When the students number is called out they play basketball (Half court). The first team to score gets 1 point for their team. The team to get the most points wins. Differentiation - Make sure students are paired with someone that is of similar ability Variations - x2 half court games can be played at the one time (Split the students into 4 teams and allocate then an end to play at). - Add more balls Tips Make students find a partner that is of similar ability. Get students to make 2 lines in front of the teacher. The teacher will give each pair a number and send them to opposite side lines. 13 P a g e Basketballs, colour bands What does fair play look like? Why is spacing so important in basketball? What might happen if all of the red team stood in 1 spot? How can you show team work in basketball?

14 Plyometric Training 3 on 3 Basketball at the primary level Skills and drills designed to improve keeping possession of the ball, ball handling and game awareness. 1/ step ladder drill: dribble the ball left hand once in each rung of the ladder left hand then back the other way right hand. 2/ mini hurdles drills: dribble the ball over the hurdles left hand and then right hand. 3/ Person to go over the mini hurdles while dribbling the ball left hand then right hand. 3/ agility pole dribble. Use a stop watch to dribble through the agility poles around and back. 4/ step ladder passing drill for foot work. While moving laterally through the step ladder someone does chest or bounce passes to you. You move laterally left then right. 5/ mini hurdles lateral work. Someone passes the ball to you while moving laterally left then right. Both bounce and chest passes should be used. 6/ Keepings off game in confined area. Two on two. Stop watch time for longest keepings off. Use cones to make and area. 7/ those students struggling to dribble properly I stand them on a plyometrics box and get them to practice dribbling in a stationary position. This way it teaches them to push the ball down. I get them to do this both left and right hand. Teaching 3 on 3 at primary level. When I am teach 3 on 3 to grade five and six students I allow the defensive rebounders to become in offensive transition as soon as they have the ball. This emphasises the need to box out and take the best shot. This also improves man on man defence and players on their own are always an offensive threat. 14 P a g e

15 References and Resources 15 P a g e

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