Natasha Ravanello

Physical Education Lesson Plan Template

Year group: Unit topic: Lesson:

3-4 Basketball 4 of 8

Class size: Lesson Focus: Lesson length:

30 Dribbling 45 mins

Overall aim of unit: Link to curriculum: The Health and Physical Assumed prior learning:
Education Curriculum F-10 (ACARA)
In this unit students will grasp the knowledge and Ability to handle the ball
understandings of the skills required to play basketball. STRAND: Movement and Physical Activity appropriately, including
Theyll learn the differing movements along with the passing.
rules associated with playing basketball. Overall, theyll SUB STRAND: Moving our body
have a thorough understanding of the skills required to Developed simple skills to
play basketball. monitor a ball whilst moving.
Direct links to Australian Curriculum
http://www.australiancurriculum.edu.au/health-and-
physical-education/curriculum/f-10?layout=1 Objectives for my
teaching:
Content Descriptors: Practise and refine fundamental
movement skills in different movement Students will be able to
situations (ACPMP043) dribble a basketball using the
right technique.
Elaborations: performing activities where locomotors
and object control skills are combined to complete a Students will be able to
movement (RE, AP, FMS) answer questions, explaining
the right technique required.
Exploring and practising different techniques to propel
objects towards a target (AP, FMS) Students will be able to
identify skills that are required
during basketball.

PHASE OF EQUIPMENT & ORGANISATION ACTIVITIES TEACHING POINTS

 Natasha Ravanello

LESSON AND
TIME
Introduction/ Equipment Activity name: Instructions:
Warm-Up - No equipment needed Form a group Students are to move around
the area walking, running,
(5 minutes) Activity description skipping, hopping etc.
Demonstration This activity will involve students running, hopping, (dependant on what is
Teacher to demonstrate in front of skipping, etc. around the designated area (ie. The determined by the teacher).
all students whilst the class is sitting basketball courts or the gym). Students will then stop They are to do this without
on the floor. to form the group called out by the teacher (there will colliding with any other
be cases where students will be left out based on student. They will then listen
uneven numbers). out for the number the
teacher calls out in order to
Modifications form the group.
- Easier: groups of 2-5
- Harder: groups of 6-9 or 7 knees, arms, elbows, Key Teaching Points:
etc. Run around the basketball
court
Safety considerations
- Check whether conditions to assess if activity Form a group of 5
should be played outside or inside.
- Ensure students are in a big enough area to Form a group with 7 different
move and not collide with each other. elbows
- Ensure there are no obstacles on working areas.
- Make sure students are aware of their Common errors:
designated area. - Students not hearing
the number properly,
Transition therefore forming the
End the activity by having students in pairs of 2 wrong group.
(depending on numbers, may be a group of 3). Once
this has occurred, choose one of the groups to help set Focus questions:
up for the next activity whilst the other students are What is a way we could
sitting on the floor in their groups. improve this activity next time
we play it?
Teaching Cues:
- Sit students on the ground for introduction What is another way we can
- Have equipment set up for following activity form groups?
 Natasha Ravanello

Skill Equipment: Activity name: Instructions:

Introduction / - 15-20 basketballs How many beanbags in 30 seconds? (Australian Students are to work in their
skill application - Cones Sports Commission, 2007) pairs from the last activity. The
- Stopwatch activity involves one player
(Main body of - Pen and paper (for recording Activity description from the pair running to the
lesson) times) Teacher will first go through the skills for dribbling: central point (where the balls
1. Eyes focused forward. are located) and to collect one
Demonstration 2. Bounce the ball using fingers of one hand at about ball at a time and dribble the
Teacher to demonstrate with the hip height. ball back to their partner, and
(10 minutes) help of one other student whilst 3. Wrist and elbows bend then straighten to push the then tag the next player by
other students are sitting with their ball passing them the ball
partner from the previous activity. 4. Hips and knees are to be slightly bent during bounce. (Australian Sports
5. Ball can bounce either in front of or to the side of the Commission, 2007). The aim
body. of the activity is to collect the
most amount of balls in 30
To practice both dribbling and passing skills, students seconds.
will work in pairs by collecting as many basketballs as
they can from the central point in 30 seconds. The aim Key Teaching Points:
is to collect the most number of balls in 30 seconds. On my whistle is when you
can start.
 Natasha Ravanello

Modifications
Easier: Players can run while holding the ball (instead Make sure once one ball is
of dribbling). collected, you dribble back
Moderate: Players can run back to their partner while towards your partner.
dribbling the ball.
Harder: Players dribble with their non-preferred hand The ball must be passed to
(Australian Sports Commission, 2007). your partner in order for them
to be tagged.
Safety considerations
- Ensure activity is played inside if basketball Players must stop where they
court is wet. are as soon as the 30 seconds
- Balls may end up scattered over the court from is up.
dribbling.
- Ensure all other students are away from the set Common errors:
(Fundamental Motor Skills- A Manual area for the activity to avoid injury. - Students throwing the
for Classroom Teachers, 1996) ball too high for their
Transition partner.
- Once all pairs have had a shot, have the 2 - Students losing track of
fastest pairs compete to determine a winner of their dribbling.
the activity.
- The winners can then help the teacher
demonstrate the next activity. Focus questions:
- Have the other pair give each of the students a What should you do while
basketball. dribbling to see where you are
Teaching Cues: going?
- Sit on the floor waiting for the introduction to
the next activity. What is the most effective
- Stand in a position where you can see all passing method to another
Balls in the centre. students. person from a short distance?
- Have students place their basketball in front of
them and not in their hands (if any student Where should you position the
bounces the ball whilst instructions are being basketball when dribbling?
given, they can sit out of the next activity).

Pairs running from the corner to

collect balls.
 Natasha Ravanello

Small Activity name: Instructions:

Group/Group Red Light, Green Light Students are to line up on the
Practice base line with one basketball
Activity description each. On the teachers
(Main body of The intention of the activity is for students to listen to commands, students will start
lesson) the teachers commands whilst dribbling at all times. dribbling the ball. When they
The teacher will have their back to the students, and hear the teacher say green
(20 minutes) will call out Green Light meaning players dribble light, students will walk while
towards the teacher. When the teacher says Red Light, dribbling. When the teacher
players are to stop where they are but are to maintain says red light, students will
their dribble (Schindler, 2013). First player to the coach stop where they are but will
wins. keep dribbling on the spot,
and the teacher will turn
Modifications around to see if any student is
Green Light: Walking while dribbling. still dribbling towards them. If
Equipment Red Light: Stop, dribbling on the spot. students continue to walk and
- 25 basketballs (one for each Yellow Light: The yellow light can signify slow motion dribble after red light has
student) dribbling (this can be chosen to be implicated at the been said, they will return
teachers discretion). back to the baseline and start
Demonstration again. First player to reach the
Teacher to choose two students to teacher will win (this player
help provide an example of the Safety considerations can then take the teachers
activity. Do a quick run through of - The basketballs going all around the court due role during the activity for the
the activity for all students to to uncontrolled dribbling. next round).
understand what is expected. - Students walking into each other as they are
looking down whilst dribbling. Key Teaching Points:
- Ensure weather conditions are dry, reduces Make sure you listen for my
slipping. instructions.

Transition Red light, Green light.

Teacher with back to students - For the final game, add in the yellow light as a
challenge for students. Keep your head up while
- Have one of the students calling out the light dribbling.
 Natasha Ravanello

colours so the teacher can watch the students

dribbling. Dribble the ball either in front
of you or on the side.
Teaching Cues:
- Sit students on the floor in a circle ready for Common errors:
introduction to next activity. - Students continue to
- Stand in a position where all the students are walk when Red light
facing the teacher. has been called out.
Students lined up along this line on - Students looking down
the court. when they dribble,
losing track of where
theyre moving.

Focus questions:
Besides dribbling, what other
major skills are being focussed
on during this activity?

Whilst dribbling, why is it

important to keep your head
up?

Conclusion Activity name: Instructions:

Clap it/Catch it & Pack-Up The children are to stand in a
circle in the nominated
(10 minutes) Activity description boundary area. One person is
The children are to stand in a circle with a nominated then to be chosen to stand in
person in the middle with the ball. This nominated the middle of the circle. They
person then passes the ball to any person in the circle. will be the person that will
Before the ball is caught, the receiver needs to clap throw the ball to any of their
their hands once before catching the ball. If the ball is classmates. Before the ball is
dropped / the incorrect person claps then the offender caught, the receiver needs to
must go on one knee, two knees etc. After 5 throws, the clap their hands once. If the
person in the middle will swap with another classmate. ball is dropped or the incorrect
person claps, the receiver will
 Natasha Ravanello

Equipment Modifications go down to one knee at first

- 1 basketball - One offence: one knee offence. Then each time they
- Two offences: two knees reoffend they must continue: 2
Demonstration - Three offences: tummy knees, tummy, and then out of
- If its a bad throw on behalf of the person in the the game. The person in the
Students have played this activity middle, they will also carry out those same middle will swap after 5
before therefore no demonstration offences. throws.
is required. - After three offences, the person in the middle
will swap. Key Teaching Points:
Make sure you clap before
Safety considerations you catch the ball.
- Ensure there is no equipment in the playing
area. Get down on one knee after
- Make sure students are aware of the marked one offence.
area in which the activity will be carried out.
After two offences, get down
Transition on both knees.
- Have 4 students pack away all the basketballs
and other equipment used. After three offences, lie down
- The remainder of the students to be lined up at on your tummy.
the door with their partner, ready to head back
to class (students are aware of their partners Common errors:
and of this procedure). - Students clapping
when the ball hasnt
been thrown to them.
- Students dropping the
ball.

Teaching Cues Focus questions:

Boundaries: Students are to stay
within half court of the basketball
court.
- Have students lined up at the door waiting to go
walk back to class.
- Teacher to walk along the side of the lines to
supervise all students.
How do the skills from this
activity relate to basketball?
Why is it important to focus on
the ball at times?

What have you found difficult

about dribbling?
 Natasha Ravanello

Lesson Evaluation:

Student objectives?
Students were able to successfully perform the correct technique for dribbling the basketball. Some students even decided to challenge
themselves by using their non-dominant hand to dribble. Majority of students also proved that they could transition from one hand to the
other, however more practice on their non-dominant hand may need to be incorporated into future lesson plans.

Teacher objectives?
The lesson ran smoothly, where children were able to help out with activities that they had done before. The students understood
instructions and what was required of them. Having areas set up in advance may allow for extra time for the lesson, rather than having to
swap and change the equipment.

References:

Australian Curriculum. (2015). Health and Physical Education Foundation to Year 10 Curriculum (ACMP043). Retrieved from:
http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1

Australian Sports Commission. (2007). Basketball Companion Book. Retrieved from:

http://www.basketballwa.asn.au/fileadmin/user_upload/High_performance/CompBk_Basketball.pdf
 Natasha Ravanello

Fundamental Motor Skills- A Manual for Classroom Teachers. (1996) (1st ed., pp. 26-27). Melbourne. Retrieved from
https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/fmsteachermanual09.pdf

Schindler, B. (2013). 4 Fun Basketball Dribbling Games For Young Players. Retrieved from: http://www.csosports.org/4-fun-basketball-
dribbling-games-for-young-players

Year group: Unit topic: Lesson:

3-4 Basketball 5 of 8

Class size: Lesson Focus: Lesson length:

30 Shooting 45 mins

Overall aim of unit: Link to curriculum: The Health and Physical Assumed prior learning:

In this unit students will grasp the knowledge and
understandings of the skills required to play
basketball. Theyll learn the differing movements
along with the rules associated with playing
basketball. Overall, theyll have a thorough
understanding of the skills required to play basketball.
PHASE OF EQUIPMENT & ORGANISATION
LESSON AND
TIME
Natasha Ravanello
Education Curriculum F-10 (ACARA)
Ability to handle the ball
STRAND: Movement and Physical Activity appropriately, including passing
and dribbling.
SUB STRAND: Moving our body
Use their motor movements to
move, run and walk whilst
Direct links to Australian Curriculum bouncing the ball.
http://www.australiancurriculum.edu.au/health-and-
physical-education/curriculum/f-10?layout=1 Developed simple skills to monitor
a ball whilst moving.
Content Descriptors: Practise and
refine fundamental movement skills in Objectives for my teaching:
different movement situations (ACPMP043)
Students will be able to shoot a
Elaborations: performing activities where basketball using the right
locomotor and object control skills are combined to technique.
complete a movement (RE, AP, FMS)
Students will be able to identify
Exploring and practising different techniques to the importance of the shooting
propel objects towards a target (AP, FMS) technique.
Students will be able to perform
the shooting action using a
basketball.
ACTIVITIES TEACHING POINTS
 Natasha Ravanello
Introduction/ Equipment Activity name:
Warmup No equipment required. Octopus Tag
(5 minutes) Activity description
Demonstration One child or Tagger stands in the middle of the
No demonstration required, as marked area, with the rest of the children lined up
they have played this activity in along the baseline. When the tagger shouts go they
previous lessons. all run to the other side of the marked area.
Whomever the tagger catches has to stay and help
him / her, (except that these additional people have
to sit down, and can only help "Tagger" by using
their arms). This goes back and forth until youre
down to the last person who then starts the next
round.
Modifications
Harder: students sitting on the floor can only use
one arm to tag other students.
Safety considerations
- Ensure students are aware of the boundaries
and what the designated area is.
- Make sure there is no equipment or items
that can act as a hazard or interference for
the activity.
Transition
- Have the next activity already set up once
this one finishes This will be done as only a
small portion of the playing area will be used
for octopus tag.
- Once this activity is done, have the students
sitting down and partner them off with the
people next to them. This will have them
ready for the next activity.
Instructions:
One child, also known as the
tagger will stand in the middle of
the assigned area for the activity.
The rest of the children will be
lined up on the baseline. When the
tagger shouts, go, the other
children will run on either side of
the tagger, making sure they stay
within the boundaries of the
playing area. Whoever the tagger
catches, they have to stay where
they got tagged. They will then
help the tagger by sitting down
and using their arms only to help
tag the remaining children. The
winner is the last man standing.
Key Teaching Points:
Stand on the baseline and wait
for the tagger to shout go.
Once you are tagged, you must
sit in the spot you were tagged
and use your arms only to tag
others.
Common errors:
- Students continuing to run even
if theyve been tagged.
Focus questions:
How does this activity relate to
some of the skills required in
basketball?
What is something we can add to
the activity to incorporate
 Natasha Ravanello

basketball skills?
Teaching Cues:
- Put out cones to define working areas.
- Sit students on the floor for introduction.

Skill Equipment Activity name: Instructions:

Introduction / - 13 basketballs (1 ball per Pair Passing Shooting technique to teach
skill application pair) students, the acronym B-E-E-F:
- 13 x hula hoops Activity B- balance
(Main body of - 13 x cones E- eyes
lesson) E- elbow
F- follow through
Demonstration description Have pairs lined up in two
The beginning of the activity will start off with the horizontal lines with a 1-2 metre
(10 minutes) teacher demonstrating what is gap between them. For 30
required of shooting. This will seconds, they will throw the
include slight bend of the knees, the basketball in a goal shooting
positioning of hands on the action to their partner. After 30
basketball and how to aim at the seconds, one line of pairs moves
backboard on the basketball hoop. one step to their right where they
will have a new partner (as shown
Players are passing the ball to each in the diagram on the left). After
other in a goal shooting action. pairs have changed pairs 5 times,
Theyll then be shooting into a hula- they will then work with the
hoop as more of a difficulty. This is partner they were last with. Theyll
helping them to practice their find spaces around the basketball
shooting skills. court where one partner will hold a
Shooting Technique (Hull, 2013). hula-hoop and the other will use
Modifications the goal shooting action to shoot
Easier: passing the ball to each other using a goal the ball in the hoop. The pairs will
shooting action. alternate. If too easy, can go onto
Moderate: shooting the ball in the hula-hoop. using a cone where the aim is to
Harder: try and land the ball in an upside down land the basketball on an upside
cone. down cone.

Safety considerations Key Teaching Points:

 Natasha Ravanello
- Ensure there is a sufficient amount of space
between pairs when shooting the ball in the
hula-hoop.
- When partners are lined up on the horizontal
lines, make sure there is a sufficient gap
between pairs in order to avoid possible
injuries.
Transition
- Ask some of the pairs to demonstrate their
new skills. Challenge one of the pairs to the
harder modification of the activity.
- Be sure you are standing in a position where
everyone can see you.
- Have students split up into three groups (this
can be done by numbering them, or asking
them to get into groups of 5-7, etc.)
Teaching Cues:
- Ask 3 or 4 students to set up the bucket and
the basketballs, ready for the next activity.
- Assign each of the groups to the 3 different
areas and have them seated in rows.
- Position yourself in front of them so they are
all facing you.
Make sure your knees are slightly
bent and the positioning of your
hands is the same or similar to
what I demonstrated.
Dont use too much power when
trying to shoot the ball through the
hula-hoop.
Common errors:
- Students not throwing the ball in
a goal shooting action.
- Students may use too much
power when trying to shoot
through the hula-hoop.
Focus questions:
What technique is being used
when shooting?
Why is it important to bend your
knees slightly and align your
hands in a certain way on the
basketball?
 Natasha Ravanello

Small Equipment Activity name: Instructions:

Group/Group - 3 basketballs (1 per Underarm Return Relay Students are to be sitting on the
Practice group) floor in the groups assigned from
- Basketball hoop Activity description the last activity. Advise them that
(Main body of - Large bucket The activity aims to incorporate passing, dribbling there are 3 different areas for this
lesson) - Wall target and goal shooting skills. Students will be practicing activity. The first are Is using the
shooting into the basketball hoop, into a bucket and wall as a target. The aim of this is
(15-20 minutes) Demonstration practicing their shooting technique by aiming at the for students to practice their
Teacher to demonstrate the 3 wall. They shooting actions by aiming for a
different areas of the activity: will dribble target on the wall. The second
shooting the ball in the hoop, towards the activity is shooting the ball in the
shooting the ball into the bucket ring and hoop. Students will run the 2-point
and using the wall as a shooting stop at the line and shoot the ball into the
target. 2-point line hoop, being sure to aim at the
and shoot. backboard. The third activity will
They will be shooting the ball into the
then collect bucket. This will also require
the ball and running up to the 2-point line. To
pass it to make the activity harder, students
the next may decide to shoot the ball on
person in the run. After each group has
the group. completed 1 area, the groups will
alternate so they all have a turn at
Modifications each of the areas.
Easier: Shooting closer to the ring/bucket/wall.
Harder: Shooting from the 3-point line, or dribbling Key Teaching Points:
the ball to the 2-point line and shoot on the run Aim for the backboard.
(also known as a lay-up).
Aim for the target on the wall.
Safety considerations
Shooting technique in hoop - Ensure there is a sufficient gap between each Make sure knees are slightly bent
(Advantage Basketball Camp's of the playing areas to avoid injury. when aiming to shoot.
Shooting Camp, 2015) - Make sure students are aware of their
boundaries. Common errors:
- Team members are a safe distance away - Students not aiming at the
from the person shooting/practicing their backboard when shooting
shooting action. through the hoop.
- Students rushing to shoot
 Natasha Ravanello
Transition
To finish of the activity, have all the students form a
line behind the basketball ring, and allow each of
them to have a shot from the 2-point line.
Choose any 3 students to collect the equipment and
place it out the way in preparation for the last
activity.
Teaching Cues:
- Have students sitting in a circle, prepared for
the upcoming activity.
- Stand in a position where all students can
see you.
- Briefly explain the last activity (they should
be aware of this activity as theyve played it
before).
Conclusion Equipment Activity name:
- No equipment needed. Silent Assassin & Pack-Up
(10 minutes) Demonstration Activity description
- No demonstration required as The activity requires students to be aware of who is
students have played this activity the assassin in the group by determining who is
in passed lessons. winking at other students. This is a good cool down
activity as students are silent and are focussed on
finding out who the assassin is.
Modifications
Harder: choose 2 assassins instead of 1.
Safety considerations
- Ensure there are no objects around the circle that
could cause potential injury, harm or hazard.
to win the relay, and
therefore not aiming
properly.
Focus questions:
What did you find hardest about
shooting into the bucket?
What skills were being emphasised
on when aiming at the wall target?
Can someone demonstrate to me
the exact positioning that is
required for shooting?
Instructions:
Students are to be sitting in a
large circle with their eyes closed.
The teacher will go around the
circle and tap 1 student on the
shoulder and theyll be the
assassin. Once that has
happened, the teacher will tell the
students to open their eyes and
the role of the assassin is to wink
at other students secretly. If a
student is to get winked at, you
must die noticeably and lay
down. Students can make guesses
as to who the assassin is, and if
theyre correct the game is over. If
 Natasha Ravanello

theyre incorrect, they too will die

Transition (Court, 2013).
- Play the game 2-4 times, then have the students
pack up all equipment and lined up at the door
ready to walk back to class (students are aware of Key Teaching Points:
this packing up procedure). No opening your eyes until I say
so.

Make sure you lay down when

Teaching Cues youve been winked at.
- Have students lined up at the door with their
partner (theyre aware of this already) ready
to go back to class. Common errors:
- Be sure all equipment has been put away - Students choosing the
back into the storeroom. wrong assassin.

Focus questions:
What do you think youll learn next
as part of basketball skills?

What was the most important

aspect thats required when
shooting?

What did you find difficult?

Lesson Evaluation:

Student objectives?
Students were able to successfully perform the correct technique used for shooting. Some students displayed some difficulties but with clearer
demonstration they were able to grasp the concept. More practice may be needed for the process of running and dribbling at the same time then
shooting on the run.

Teacher objectives?
The lesson ran smoothly, however some of the students were a little confused when it came to aiming at the wall target. Choosing a certain spot
on the wall for the students to aim at modified this. The students took on instructions well and were able to comprehend what was expected of
them. For next lesson, might be relevant to touch up on some of these skills to ensure students took it all in.
 Natasha Ravanello

References:

Advantage Basketball Camp's Shooting Camp. (2015). Retrieved from https://www.advantagebasketball.com/shootingcamp.htm

Australian Curriculum. (2015). Health and Physical Education Foundation to Year 10 Curriculum (ACMP043). Retrieved from:
http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1

Australian Sports Commission. (2007). Basketball Companion Book. Retrieved from:

http://www.basketballwa.asn.au/fileadmin/user_upload/High_performance/CompBk_Basketball.pdf

Court, N. (2013). Silent Assassin. Teaching Ideas. Retrieved from http://www.teachingideas.co.uk/pe/silentassassin.htm

Hull, L. (2013). Free Throw Shooting - Inspirational Basketball. Inspirational Basketball. Retrieved 4 October 2015, from
http://inspirationalbasketball.com/free-throw-shooting-tips/