BASKETBALL. Developing coping skills (losing/getting out) Developing hand eye coordination. Developing gross motor skills

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Ruth Palmer
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1 BASKETBALL Basketball never loses its popularity, despite the crowding that is often prevalent on school basketball courts. This can be managed by assigning courts to year groups, assigning groups access on different days or times, organised 3 on 3 competitions or targeted peer leadership programs. Many students enjoy watching games and cheering on their friends and peers. Being a spectator is a valid leisure time option for many individuals. The benefits of participating in such an activity may include: Students can play (practise skills) individually Any player can score and therefore all players and positions are important for team success Developing coping skills (losing/getting out) Developing communication skills and an understanding of teamwork Developing hand eye coordination Developing gross motor skills Improved concentration and focus

2 BASKETBALL NARRATIVE Categories: IO, Junior, Senior, Individuals, All ages Rationale: Students will learn that playing basketball can be fun without ever playing in a team Related Social Activity: Playing basketball Lesson Resources : internet access via computer, netbook, ipad etc Method: English (Stage 4/5) LS.8: A student responds to increasingly complex written texts. English (Stage 6) 4.5 Comprehends and responds to a variety of texts in a range of formats to obtain information, engage in a range of recreation and leisure activities and to undertake further education, training and employment 1. This is book could be used in two ways. As a whole class activity or by an individual. The story is very clear and may be able to support a students understanding of the game if they are very interested in playing basketball but are not picked to play in a team.

3 BASKETBALL NEWS Categories: IM, Junior, Senior, Individuals, All ages Rationale: Students will learn the difference between fact and opinion Related Social Activity: Playing Basketball Lesson Resources : Storm Create Basketball History Worksheet, two different coloured pens or highlighters English (Stage 4/5) LS.8: A student responds to increasingly complex written texts. English (Stage 6) 4.5 Comprehends and responds to a variety of texts in a range of formats to obtain information, engage in a range of recreation and leisure activities and to undertake further education, training and employment Method: 1. Read through the news story Storm Create Basketball History. 2. Students should be reminded that not everything that is written in a news article is fact. 3. Remind students of the definition of a fact (a thing that is known or proved to be true ). Have them find 5 facts in the news story and highlight or underline them. 4. Students will then need to find 5 examples of opinion (a view or judgement formed about something, not necessarily based on fact or knowledge )

4 Storm create basketball history By Noel Rowsell Nov. 5, 2012, 5:13 p.m. FROM streetballers to basketballers... that's a literal and romantic history of the Blacktown Storm youth league men's team. Blacktown hasn't got much of a basketball history. There are plenty of potential players throwing basketballs into hoops on driveways, plenty bouncing balls around on courts, plenty playing pick-up games. Plenty of Sudanese, Filipinos and Islanders with the height, physique, background and skills for the game, but they've chosen other games. That may change, for the Storm have created history in a district without a history. They've won NSW Basketball's major award, named 2012 team of the year. The Storm did it after starting rank outsiders in the youth league semi-final and beating hotshots the Central Coast, site of the biggest basketball academy in NSW. Then they beat raging favourites, the Manly-Warringah Sea Eagles, in the grand final. The romance? The journey had begun when the West Blacktown association had a plan to develop a team from streetballers and appointed Greg Radford as coach. The Storm finished second-division runners-up in 2009 and were promoted to first division. Remember, the Blacktown and Parramatta associations are not members of the elite eight, and the Storm's ultimate success was the first time a team outside the grouping had won the big one. A shaky first year almost had the Storm back in second division for 2011, but they showed the fabled three Cs courage, character and commitment.

5 They rose from near last in that first year to runners-up last season. Fast-forward to this year, and the maturity and growth was evident from the first game of the playoffs, when they terrorised the Bankstown Bruins. Coach Radford had worked to a plan from 2009 and was always a true believer. "The key to our wins has been our defensive intensity and our rebounding," said Radford of the grand final. "I thought we set the benchmark against the Bruins and we carried that form through the next two games of the play-offs." Radford will continue the grand plan next year. The Storm will lose four key players due to age restrictions but should still be the benchmark. Four or more new players might even bounce in from the street.

6 BASKETBALL SCIENCE Categories: IM, Junior, Senior, Individuals, All ages Rationale: Students will understand the science behind a bouncy ball Lesson Resources : Worksheet, ball, air pump with air pressure gauge, basketball, stepladder or chair, video camera with a tripod, paint, tape measure, large roll of paper Science (Stage 4/5) LS.12: A student observes a range of physical interactions LS.18 participates in an investigation LS.19 communicates information about an Investigation LS.21 undertakes a variety of team and individual Tasks Method: 1. This lesson works best under teacher direction and may take 2-3 lessons to complete if all tasks are undertaken. Science (Stage 6) 6.1 Recognises and understands that energy is needed to undertake a range of activities

7 Under Pressure: Ball Bouncing Dynamics Experiment Introduction Bouncing is what makes playing with a ball so much fun. But what makes a ball bounce? If you were to see a ball drop to the ground in slow motion, you would see its shape change dramatically. When it hits the ground, the bottom of the ball becomes flat against the floor. Then when it bounces up, it returns to its original shape. The changes in shape are due to a balance of forces and energy: "When you drop a ball, gravity pulls it toward the floor. The ball gains energy of motion, known as kinetic energy. When the ball hits the floor and stops, that energy has to go somewhere. The energy goes into deforming the ball-- from its original round shape to a squashed shape. When the ball deforms, its molecules are stretched apart in some places and squeezed together in others. As they are pushed about, the molecules in the ball collide with and rub across each other." (Doherty, 1991) In this experiment you will use a ball filled with air. When it is dropped, the air molecules will squish together and then spring apart. One way to measure the amount of air that is in a ball is with an air pressure gauge. You will use an air pump, a basketball, and an air pressure gauge to test if changing the air pressure will change the bounciness of the ball. Terms and Concepts To do this type of experiment you should know what the following terms mean. Search the internet to find out more! air pressure Forces Energy Motion Gravity Questions How high will a ball bounce? Will the air pressure change the bounciness of a ball? How can you measure the height a ball bounces?

8 Materials and Equipment ball air pump with ball pressure gauge basketball Stepladder or chair video camera with a tripod paint tape measure large roll of paper Experimental Procedure 1. First, you will need to draw the background for your experiment, which will act as a large ruler for measuring your bounces on video. Use the paint and a tape measure to make a series of lines on your roll of paper. It should be tall enough to hang up behind your ladder, about 2 metres tall. Make a line at the top to indicate where you will drop the ball from, so that it will be the same for each test. Then make a series of lines every 5 centimetres. 2. Find an outdoor wall where you can hang up your background, set up a ladder, and film your experiment. It should be on a smooth cement surface for optimal ball bouncing. Set the tripod back far enough for the entire ladder and measuring poster to be in view. 3. Fully pump up the basketball and check the pressure with the pressure gauge. Write the pressure in the data table: Air Pressure in PSI Height of Bounce in cm

4. Have your partner get the video camera ready. Carefully climb the ladder with the ball. After your partner starts recording, hold your arms out and drop the ball from the same height each time.

9 4. Have your partner get the video camera ready. Carefully climb the ladder with the ball. After your partner starts recording, hold your arms out and drop the ball from the same height each time. It is important to let the ball fall out of your hands, and not to push it down with your hands, wrists, or arms. 5. Let the ball bounce until it stops, and then stop recording. 6. Use the pressure gauge to release some of the air pressure from the ball. Record the new pressure reading in your data table and repeat steps 4 and Keep releasing pressure and repeating the experiment until the ball no longer bounces. 8. Now, take your video and watch it to gather your data. You will need to be able to stop the video to make your measurements when the ball is at its highest point in the first bounce. Write each measurement in the data table. A ball bounces in an arc, so measure the height at the top of the arc of the first bounce. 9. Make a line graph of your data. Set up the graph by putting a scale of the air pressure on the left side of the graph (Y-axis) and the height of the bounce on the bottom of the graph (X-axis). Now use your data table to put a dot where your data intersect. Then draw a line to connect the dots. Is it a straight line? Does it slope up or down? What do you think this means about your results?

10 BASKETBALL NOTES Categories: IO, Junior, Senior, Individuals, All ages Rationale: Students will learn the value of musical notes and will be rewarded with a chance to shoot a basketball Related social activity: Basketball Lesson Resources : flashcards of musical notes (with answers on the back), soft basketball and small basketball hoop that fits over a door or play on a basketball court Method: Music LS.6: A student experiments in representing and recording musical sounds. 1. This lesson presumes some prior learning of the value of musical notes. 2. Hang the hook on the door and mark a free throw line (eg line up with a certain desk) or use the free throw line on the basketball court. 3. Students line up on the line and are shown a flashcard with a combination of notes drawn on it. The student adds the note values and gives their answer 4. If the student is correct they get to shoot for a basket. 5. This activity may be supported with visuals eg posters that remind students of the value of each note and what each note looks like 6. As students enjoy competition they could be divided into teams and earn points for correct answers. A set of rhythm flashcards suitable for this activity can be found at

Developing coping skills (losing/getting out) Developing hand eye coordination. Developing gross motor skills. Improved balance and coordination

Developing coping skills (losing/getting out) Developing hand eye coordination. Developing gross motor skills. Improved balance and coordination CRICKET Cricket is a common lunchtime activity. Bins and bags can be utilised as wickets, tennis balls provide a safe option for this type of play. Bats can be lent out at the beginning of breaks. Cricket