This comprehensive lesson plan will be used to teach six-year-old students in grade one the essential basketball skills. The estimated developmental stage for children in this grade is the cognitive stage. The number of students that will be trained using the lesson plan lies between fifteen and twenty. The fundamental skills that the kids will be taught include dribbling, shooting, passing, catching and handling skills. The details of the skills are provided in Table 1 in section 3.3.
1.2 Standards of Physical Education
The department of physical education in Virginia offers standards that govern physical education in the public schools. The standards include skilled movement, movement concepts and principles, responsible behaviors, and physically active lifestyle standards. The skilled movement standard requires the student to demonstrate locomotor skills of landing, walking, jumping, running and hopping. Also, it requires them to demonstrate non-locomotor movements such as balancing, bending, rocking, pushing, rocking, pulling, swinging, twisting and stretching among others. Besides, the standard requires the students to display at least two critical elements that are applied to the manipulative skills when moving. More importantly, the student should have the ability to use basic non-locomotor and locomotor rhythmic patterns.
The standard on movement concepts and principles requires the student to demonstrate the application of movement concepts of effort, directions, levels and pathways when performing the locomotor skills. On the other hand, the standard of personal fitness needs the student to take part in moderate to vigorous physical activities that increase the body temperature, heart rate, and breathing rate. The standard that governs responsible behaviors needs the students to display good skills of listening when receiving instructions and learning procedures. Besides, the students should be cooperative with others. Moreover, they should demonstrate that they understand the essence of personal and general space. Finally, the standard of physically active lifestyle needs the students to take part in regular physical activities because they lead to good health.
2.0 Lesson Introduction
2.1 Description of the lesson
This lesson will help enlighten the students about the fundamentals of the basketball game. Every PE education lesson will last forty minutes because the physical education lessons are allotted specific times. At the beginning of each lesson, the students will stretch for about ten minutes because it is a significant phase of all physical activities. The rules, consequences and expectations of the lesson will be presented to the children at the beginning of the game. Further, the parents will be requested to read and sign the rules for them to be aware of the expectations of their children and the consequences of breaking them. The rules will guarantee the smooth running of the lesson, and they will uphold safety and consistency.
2.2 Student learning objectives
As a result of the basketball lesson, the students will be equipped with good social skills that will enable them to work in groups and their partners. After completing the lesson the students will be in a good position to compete with their peers and this will be a sign of good sportsmanship. Furthermore, the lesson will foster positive attitudes towards basketball in the students, and it will motivate them to participate in the game during their childhood and adulthood years.
2.3 Classroom Management System
First and foremost the children will be required to be in proper attires before commencing the practical training. Secondly, all the jewelry will be removed before the warm-ups and thirdly, all the students will be required to warm-up thoroughly before taking part in the game. Fourthly, the students will be required to be aware of the balls rolling. Fifthly, they will be required to put the basketballs on their hips once the whistle is blown. Sixthly, the students will be required to be aware of all the ball when they shall be receiving passes hence they will pay keen attention at all times. Seventh, the students will make sure that their partners are alert when passing the balls to them. Eighth, the students will be required to avoid collision with objects and other students by keeping their heads up when dribbling.
Ninthly, the children will be required to comply with various safety procedures. They will be required to dry and tied their shoes throughout the game. Also, no candy, food or gum will be allowed during the lesson. The students’ long hair will be pulled back. The students will not be allowed to shoot the basketballs without the instruction of the teacher. In the same way, it will be indiscipline for a student to shoot the basketball when a classmate is underneath the basket. Failure to comply with the procedures will lead to disciplinary actions such as expulsion from the basketball team and bringing a parent.
The equipment that will be used during the lesson encompasses cones, fifteen basketballs, and the gym basketball court (Hansen & Sanders, 2010).
3.0 Lesson procedure
3.1 Script introducing the lesson
“Good morning students? Welcome to the basketball lesson today. Today will focus on the basic dribbling, shooting, passing, catching and handling basketball skills. We shall begin the lesson by warming up and all of us will jog around the gym for five laps. After the warm up, each one of us will grab a basketball then dribble around the court then shoot at the eight hoops. So each one of you will dribble to hoop one, shoot the ball, then dribble to hoop number two and so on. When you miss a basket, you are supposed to retrieve the basketball and move on to the next hoop so you should not retake the shot. After completing the shooting, the basketballs will be returned to the equipment room then you will get personal space for stretching.”
3.2 Safety concerns and rules
The playing surfaces, equipment and facilities will be inspected on a daily basis to ensure they are in good condition. All the students will be supervised properly by the teacher who will apply teaching cues in all the activities. There will be proper warm-ups before the actual participation thus the students will be accustomed to an effective stretching routine. The teacher will go through the safety procedures, policies, and issues that govern the handling of facilities, playing surfaces, equipment and the treatment of the students. The teacher will emphasize every day when the whistle is blown the students should place the balls on their hips. Students that follow instructions and do a good job will be rewarded by the teacher.
3.3 Protocols in the lessons
The protocols shown in Table 1 below show that as the lessons progress, the kids will progress by moving to the associated stage. Introducing the game at a young age will encourage the kids to be interested in learning and to be actively involved in the learning process.
3.4 Assessment of the students
The students' mastery of the basketball skills will be evaluated using three domains namely: the psychomotor domain, the cognitive domain, and affective domain.
3.4.1 Psychomotor Domain
The Basketball Skill Test under the Psychomotor Domain will be made up of four major items. Under the first item, the students will be required to demonstrate that they have mastered the passing techniques by completing four out of five good passes to their partners. Under the second item, they will demonstrate the dribbling skills by weaving around the cones on the court while their heads are up. In addition to that, they will dribble down and back the court in less than twenty seconds (Donnelly & Lambourne, 2011).
The third item will focus on the shooting skills, and the students will be required to demonstrate these skills by making six out of ten free throws. They will also be required to shoot five three foot jump shots from the left then the right side of the hope making it three out of five. The last item will assess the students' ball handling techniques such as the spider drill, around waist, figure 8 and legs. The psychomotor skills will be evaluated by the partner assessment with the teacher's supervision (Donnelly & Lambourne, 2011).
3.4.2 Cognitive Domain
Under the cognitive domain, the students will be required to demonstrate their mastery of the basketball rules by scoring more than 80% on the written exam. Further, the students will demonstrate their comprehension of the basketball strategies by taking part in game-like situations (Education, 2016). The teacher will assess the cognitive skills by observing the students during the basketball games. Furthermore, the students will be required to demonstrate their defensive and offensive strategies by taking part in the drills and basketball games (Dyson, Linehan & Hastie, 2010).
3.4.3 Affective Domain
The students’ affective domain will be evaluated through the observation of the teacher. The teacher will employ active participation and enthusiasm when observing the students (Education, 2016). In addition to that, students will be partnered with the aim of assessing each other’s performance under the guidance of the teacher. Notably, the students’ good sportsmanship will be demonstrated in during their participation in competitions (Tessier, Sarrazin & Ntoumanis, 2010).
4.0 Home-school connection
There are a number of activities that parents can engage in to reinforce the children’s basketball skills. First and foremost, the children should be given freedom and space to practice the basketball learned at school. It is advisable for the parents to buy basketballs and other equipment for their children to practice the game regular (Winnick, 2011). The children should be accorded chances to practice the motor skills using Lego blocks and buttons. Besides the parents can purchase video games that focus on basketball for their kids. The parents should join the children in the active play to reinforce their basketball skills and more importantly, instructional basketball video games should be available for the children (Staiano & Calvert, 2011). The email that will be sent to the parents will outline all the strategies that will be sued to reinforce the basketball skills in the home setting.
5.0 Lesson Accommodations
There will be adaptations and modifications for kids that use wheelchairs. A court measuring 50ft by 25 ft will be marked off for the children in wheelchairs. The court will have baskets that are portable and adjustable at the height of 6ft. Moreover, the foul line will be 12 ft from the out of bounds lane. In the event that there is inclement of weather, or there are circumstances that require a change in location, a small classroom will be used in place of the gym. If several children from another grade join the class temporarily for the particular lesson, the school will be used. On days when the weather will be favorable, the lessons will be taken from the basketball for the kids to get fresh air.
Donnelly, J. E., & Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement. Preventive Medicine, 52, S36-S42.
Dyson, B., Linehan, N. R., & Hastie, P. A. (2010). The ecology of cooperative learning in elementary physical education classes. Journal of Teaching in Physical Education, 29(2), 113-130.
Education, V. (2016). VDOE:: Physical Education Standards of Learning Resources. Doe.virginia.gov. Retrieved 5 February 2016, from http://www.doe.virginia.gov/testing/sol/standards_docs/physical_education/
Hansen, L., & Sanders, S. (2010). Fifth-grade students' experiences participating in active gaming in physical education: The persistence to game. The ICHPER-SD Journal of Research in Health, Physical Education, Recreation, Sport & Dance, 5(2), 33.
Staiano, A. E., & Calvert, S. L. (2011). Exergames for physical education courses: Physical, social, and cognitive benefits. Child development perspectives, 5(2), 93-98.
Tessier, D., Sarrazin, P., & Ntoumanis, N. (2010). The effect of an intervention to improve newly qualified teachers’ interpersonal style, students motivation and psychological need satisfaction in sport-based physical education. Contemporary Educational Psychology, 35(4), 242-253.
Winnick, J. P. (2011). Adapted physical education and sport. Human Kinetics.