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    HLTH3800 Alternative Task - Basketball Street Game Tute 4 Group Jake Laycock, Maddison Williams, Evalena Lowe Aim: GAME: 21

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    Forward Guard: Guard Post: Post This allows students to take ownership of their learning and performance through self- evaluation.

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    HLTH3800 Alternative Task - Basketball Street Game Tute 4 Group Jake Laycock, Maddison Williams, Evalena Lowe Aim: GAME: 21

    Uploaded by

    api-349011757
    60 views7 pages
    Forward Guard: Guard Post: Post This allows students to take ownership of their learning and performance through self- evaluation.

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    Forward Guard: Guard Post: Post This allows students to take ownership of their learning and performance through self- evaluation.

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    60 views7 pages

    HLTH3800 Alternative Task - Basketball Street Game Tute 4 Group Jake Laycock, Maddison Williams, Evalena Lowe Aim: GAME: 21

    Uploaded by

    api-349011757
    Forward Guard: Guard Post: Post This allows students to take ownership of their learning and performance through self- evaluation.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    HLTH3800 Alternative Task - Basketball Street Game

    Tute 4 Group Jake Laycock, Maddison Williams, Evalena Lowe

    Aim: GAME: 21

    - To get to the score of 21 before other opponents or a predetermined score depending on


    the class size.
    - Fast paced modified version of basketball which gets students warmed up and moving
    around. This game allows for students to switch onto tactics, playstyles and readying
    themselves to actively participating in the following lesson.

    Equipment:

    * Three players
    * A basketball
    * A hoop or half of a court

    Rules:

    Step 1. Decide who starts with the ball

    Step 1. One person starts with the ball.

    Step 2. Starting player is offense, other two are defense

    Take the ball to where the three-point line is and put it in play. Starting player is now on offense,
    and the other two players are on defense.

    Step 3. Boundaries really depend on the situation of the school, in terms of fouls its exaggerated.
    Play as though it is a two-on-one game, and try to score.

    Step 4. Whoever has control of the ball is offense

    If you miss a shot or turn the ball over, whoever gets control of the ball becomes the offensive
    player, and the former offensive player switches to defense.

    Step 5. Shots are worth normal point values

    - Behind 3 point arc = 3 points


    - Inside = 2 points
    - Free throw = 1 point

    Step 6. Play stops & you shoot free throws


    After you make a shot, play stops and you get to shoot additional free throws for one point each.

    Step 7. Shoot again or game continues

    If you make a free throw, you get another — up to three. If you miss, the ball is live and the
    game continues.

    Step 8. If you make all three free throws …

    If you make all three free throws, you get the ball back and start over from the three point line.

    Playing area:
    Indivdually Practice: how you would present the 4 sequences of the right side
    motion offence.

    Pre-Impact: Teacher

     Students need to practice the following sequences and individually make good chest passes,
    set good screens and know what positions they need to go to for right side motion offense to
    be successful.
     Organise students into positions and inform them of how the drill is going to run, and
    why/how motion offense works in a game.
     Demonstrate and inform the students what skills they will individually be working on and that
    you will walk around and offer feedback.
     The sequencing and skill for the players to individually practice are as follow:
    o Good chest pass from the guard (A1) to the forward (A2): A1 needs to follow
    their pass
    o Forward (A2) needs to square up to the basket after receiving the ball.
    o Screening across by guard (A1) and post/base line (A4)
    o Good chest pass from forward (A2) down to the top to the post (A5)
    o Screening down by (A1) into post position and screening up by forward (A2)
     Ask if they need clarification.

    Impact: Learners

     Students will work through the drill as a group, but individually focus on the role and skill
    they are in.
     Students set their own pace
     Students perform the drill focusing on
    o Good chest passes
    o Squaring up to the basket after receiving the ball.
    o Screening
    o Moving in the correct order
     They will continue through the rotation 5x, in order for each player to play each position

    Post-impact: Teacher

     Teacher walks around providing feedback, ensuring BOs are being met and the logistics are
    suitable for the drill.
     Answering any questions the students’ may have.
     Have closure reiterating the importance of the skills in offense motion.
    Reciprocal: what aspect of the task would you select for an individual or group to
    observe and provide feedback.

    Screening:

     Get up tight to the player they are screening,


    o Did they make contact, but not hold or push?
     Wide stance and feet firmly planted and stationary.
    o If they move it is a “moving screen” and a foul
     Keep their arms tucked into their chest
    o this is to prevent pushing or holding and receiving a foul.
     Choose to screen in the correct direction to block the player from getting to the ball.
    o They need to choose the correct angle

    Inclusion: what alternative task(s) could you introduce to the students to


    provide them with an element of choice. 


    Self-Check: what aspect of the task will you select for the students to evaluate their
    performance 


    - The aspect of the task that will would be to do with the skills and the sequencing of their
    positioning when completing the task.

    - The skills that will be evaluated is the screen and the chest pass. They way students can self-
    check this is through a basic criteria sheet the teacher implements at the start of the
    lessons when they are learning the skills.
    Chest pass:

    -Hold ball close to chest “no chicken wings

    -Step forward with your target

    -Thrust arms forward

    - “snap” wrists

    Screen:

    - Feet shoulder with apart

    - Arms down

    -Body vertical and square to the defender

    - With this criteria sheet students who are performing the pass or screen can look back and
    compare their skills to the criteria previously set, this is helpful due the limited feedback a
    teacher can give.

    - The positioning of the court can also be self-check with a criteria sheet. If students are unsure
    of what position they have to be in next or they are not sure if they are in the right one they can
    look back at the diagrams to see if their positioning is effective and check with themselves

    Positioning

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