In Focus MOVE THINK LEARN

TERRITORY GRADES NET + WALL to RACING 7 9 STRIKING + FIELDING basketball TARGET in focus MOVE THINK LEARN

PHYSICAL LITERACY THROUGH GAMES AND SPORT ACKNOWLEDGEMENTS

Physical and Health Education Canada (PHE Canada), founded in 1933, REVIEW TEAM is a national not-for-profit organization. PHE Canada’s vision is for Jean Mills, Curling Canada “all Canadian children and youth living physically active and healthy Pier-Alexandre Poulin, Hockey Canada lives.” PHE Canada is committed to improving the quality of life for Dawn Smyth, Canada Basketball all children and youth through initiatives that contribute to greater COPY EDITOR participation in physical activity. Kathleen Whitfield Fletcher, Words Write PHE Canada wishes to acknowledge the contributions of the many individuals, groups and organizations that participated in the PROJECT TEAM development of this resource. We would especially like to thank and Kendra MacFarlane, Program Coordinator, PHE Canada recognize the following: Amber Muir, Program Consultant, PHE Canada Tricia Zakaria Program Manager, PHE Canada AUTHORS Stephanie Talsma, Program Manager, PHE Canada Shelley Barthel, Physical and Health Education Consultant Writer, Saskatchewan Kathy Fowler, Physical and Health Education Consultant Writer, Saskatchewan

PHE CANADA ALSO ACKNOWLEDGES THE FINANCIAL SUPPORT OF 2197 RIVERSIDE DRIVE, SUITE 301, OTTAWA, ONTARIO K1H 7X3 THE GOVERNMENT OF CANADA THROUGH THE DEPARTMENT OF TEL: (613) 523-1348 | FAX: (613) 523-1206 CANADIAN HERITAGE (SPORT CANADA – SPORT SUPPORT PROGRAM). [email protected] | WWW.PHECANADA.CA

Move Think Learn: Physical Literacy through Games and Sport. Basketball in Focus. ISBN: 978-1-927818-51-0

© 2016 Physical and Health Education Canada. All rights reserved. No part of this program may be reproduced, stored in a retrieval system, or transmitted in any form by any means, electronic or mechanical, including photocopying, without the prior written permission of PHE Canada.

BASKETBALL IN FOCUS MOVE THINK LEARN 2 TABLE OF CONTENTS

PART A: INTRODUCTION ...... 4 PART C: SETTING THE CONTEXT ...... 12

Purpose ...... 4 Sport in Focus ...... 12

Physical Literacy ...... 4 Supplementary Resources 15 Resources to Learn More about Physical Literacy ...... 4 Summary of Activities ...... 16 Teaching Games for Understanding (TGfU) ...... 5 Resources to Learn More about TGfU ...... 5 PART D: MOVE THINK LEARN ACTIVITIES ...... 17 Target Games ...... 5 Move 1: Chaos and Control ...... 18 Net and Wall Games ...... 5 Striking and Fielding Games ...... 5 Think 18

Invasion/Territorial Games ...... 6 Move 2: Lane Change 19 Racing Games ...... 6 Think 19 Sport as a Vehicle for Learning ...... 6 Move 3: A Maze 20 Resources to Learn More about Canada’s Long-Term Athlete Development Model 6 Think 20

Move 4: Closing the Gap ...... 22 PART B: PLANNING FOR TEACHING AND LEARNING . . 7 Think 22 Resource Overview ...... 7 Move 5: Up, Down, Turn Around ...... 24 Move 7 Think 7 Think 24 Resources to Learn More about Fundamental Movement Skills 7 Learn 1: Ultimate Basketball 26 Learn 8 Learn 2: Castle Battle ...... 28 Pedagogical Considerations 9 Resources to Learn More about Effective Questioning ...... 9 Example 1: Team Handball Unit ...... 10 Example 2: Invasion/Territorial Games Unit 10 Safety ...... 11 References 11

BASKETBALL IN FOCUS MOVE THINK LEARN 3 PART A Introduction Purpose The Move Think Learn resource series has been designed to support physical educators in their planning of game-play experiences for children and youth. The series targets educators working with children and youth approximately 9–15 years of age (grades 4–9); its goal is to increase students’ knowledge, confidence, and competence so they become further engaged in physical activity and/or sport. Resources to Physical and Health Education Canada (PHE Canada) advocates for Quality Daily Physical learn more about Education (QDPE) in all Canadian schools. Well-planned opportunities to improve game-play physical literacy abilities are part of a QDPE program. The Move Think Learn resource series promotes these opportunities through a Teaching Games for Understanding (TGfU) approach, contributes to the • Website and videos: Physical development of physical literacy, and aligns with Canada’s Long-Term Athlete Development (LTAD) literacy educational strategies. model. PHE Canada (2014).

• Article: The concept of physical Physical Literacy literacy. Whitehead, M. (Ed.) (2006). European Journal of Physical Individuals who continue to develop their ability to move with competence and confidence in a Education 6(2), 127–138. wide variety of physical activities in multiple environments to benefit the healthy development of • Book: Physical literacy throughout their whole self are individuals who are developing their physical literacy (PHE Canada). the lifecourse. Whitehead, M. The concept of physical literacy refers to the ongoing development of our embodied dimension, (2010). London, UK: Routledge. our disposition, and our ability to move and interact in different environments (Whitehead, 2010). Fundamental to the concept is the interrelated and interdependent nature of the many dimensions of one’s self. Developing physical literacy therefore can positively influence and be influenced by the development of other capabilities such as cognition, creativity, and self-confidence.

One of the many aspects of physical literacy is the development of game-play abilities, or the ability to read and respond to different situations. This aspect of physical literacy is supported by the Move Think Learn resource series. The game experiences described in the resources include all learners, are developmentally appropriate, and facilitate the refinement of movement skills. Positive, purposeful, and engaging game-play experiences in childhood can contribute to the individual’s motivation and confidence to pursue physical activity opportunities for a lifetime. Provincial physical education curricula across Canada promote the development of physical literacy for children and youth.

BASKETBALL IN FOCUS MOVE THINK LEARN 4 PART A

Teaching Games for Understanding (TGfU) The Move Think Learn resource series embraces a Teaching Games for Understanding (TGfU) approach. Originally outlined by Bunker and Thorpe in the 1980s, TGfU is a student-centred instructional model designed to actively engage learners in problem solving and decision making while gaining an appreciation of game strategies, tactics, and skills.

Through participation in small-sided games, students learn how tactical solutions can be Resources to transferred from one game or sport to another. Students develop the ability to make decisions learn more about about “what to do,” “when to do it,” and “how to do it” in response to game situations (Griffin & TGfU Patton, 2005). Learning games this way, students develop game literacy and gain competence in a wide range of activities (Mandigo, Butler, & Hopper, 2007). • Book: Teaching games for understanding: Theory, research, TGfU focuses on fostering tactical awareness before skill development. Tactics refer to “what to and practice. Griffin, L., Butler, J. do” during specific game-play situations (Bunker & Thorpe, 1982). Tactical problems (e.g., how (Eds.) (2005). Champaign, Il: Human to maintain possession of an object) emerge during game play and force participants to make Kinetics. decisions about what to do (e.g., dribble or pass? what kind of pass? to whom?). Tactics differ from game strategies, which refer to the elements of the overall game plan discussed before play begins • Website: Teaching Games for (Gréhaigne, Godbout, & Bouthier, 1999). Understanding.

To facilitate learning, games are grouped into broad categories based on common structures, • Website: Playsport. features, and goals (i.e., target games, net and wall games, striking and fielding games, and • Video: Teaching Games for territorial games). For the purpose of the Move Think Learn resource series, a “racing games” Understanding – Lesson category is added to include those games with the goal of moving efficiently to cover a pre- Demonstration. The Physical determined distance in the shortest amount of time. The games categories can be described as Educator (2012). follows. • Articles: Physical and Health Education Journal. (2007). TGfU Target Games feature issue. The main goal of target games is to send away an object and make contact with a specific target (Mandigo et al., 2007). Examples of unopposed target games include archery, bowling, and golf. Opposed target games include curling, wheelchair curling, bocce and boccia.

Net and Wall Games The main goal of net and wall games is to send an object to the opponents so they are unable to return it or are forced to make an error (Mandigo et al., 2007). Examples include badminton, jai-alai (played using a scoop-like implement), tennis, volleyball, sepak takraw (also known as kick volleyball), sitting volleyball and squash.

Striking and Fielding Games The main goal of striking and fielding games is to strike an object away from fielders in order to score points and limit the number of points scored by the opponent (Mandigo et al., 2007). Examples include baseball, cricket, kickball, softball, and rounders.

BASKETBALL IN FOCUS MOVE THINK LEARN 5 PART A

Invasion/Territorial Games The main goal of territorial games is to invade the opponent’s area to score a goal while simultaneously protecting your own goal (Mandigo et al., 2007). Examples include basketball, wheelchair basketball, team handball, soccer, goalball, hockey, ringette, water polo, wheelchair rugby and rugby.

Racing Games The main goal of racing games is to move efficiently to cover a pre-determined distance in the shortest amount of time. Racing games can also involve set tasks (e.g., going through a gate, staying in bounds). Examples include cycling, speed skating, canoekayak, rowing, swimming, handcycling and cross-country skiing.

Sport as a Vehicle for Learning Canada’s Long-Term Athlete Development (LTAD) model outlines a framework for athlete development. The seven stages of the model identify the role of play, physical education, school sport, recreational physical activity, and competitive sport in the development of athletes (Balyi, Cardinal, Higgs, Norris, & Way, n.d.). LTAD underlines the importance of opportunities for children and youth to participate in a wide variety of physical activities and sports. Many national sport organizations in Canada have designed a sport-specific LTAD model. Resources to The sport focus of each resource in the Move Think Learn series provides a lens through learn more about which to facilitate purposeful game-play experiences. Although each resource focuses on a single sport, it emphasizes the transferability of tactical solutions from one sport to Canada’s Long- another. The small-sided games described in each resource align with the stages of LTAD Term Athlete by promoting participation in developmentally appropriate games as opposed to mature forms of the sport. Development Model • Website: Canadian Sport for Life

• Website: PHE Canada Long Term Athlete Development Curriculum Links

BASKETBALL IN FOCUS MOVE THINK LEARN 6 PART B Planning for Teaching and Learning Resource Overview Each resource in the series is organized into three sections: Move, Think, and Learn. The resources support teacher planning, but do not provide complete or sequential lesson plans.

Move The Move section describes five different games. Each game highlights a different tactical problem relevant to the games category of the sport in focus. These games can serve as an entry point to a lesson and are designed to help students understand “what to do” in the context of the game. The template used to describe each game is outlined below. Resources to TITLE: title of the game learn more about TACTICAL FOCUS: the tactical problem students will experience during game play fundamental OBJECTIVE: what students will learn as a result of the game-play experience movement skills

SPORT RATIONALE: the relevance of the tactical problem to the sport in focus • Book: PHE Canada Fundamental Movement Skills Resource Series PARTICIPANTS: the organization of students during game play (e.g., partners, 3 v. 3) • Website: Active for Life Lesson EQUIPMENT: a list of equipment needed to play Plans and Resources SET UP: how to organize the activity area for participation in the game, including diagrams • Resource: Canadian Paralympic DESCRIPTION: the rules and details for playing the game FUNdamentals Physical Literacy MODIFICATIONS: changes that can be made to the game to increase or decrease the level of Resource challenge and complexity to better meet the needs of students • Resource: Canada Basketball’s National Coaching Certification Think Program - Fundamentals Coach The Think section includes tactical questions teachers can ask students. Each series of questions relates directly to the preceding Move game, and is intended to engage students in critical and creative thinking to identify the tactical problem, solutions to the tactical problem, and the movement skills required to carry out the tactical solutions. Building on student understanding of “what to do” in the context of the game, this section explores “how to do it.”

Student answers will inform the next steps in learning that should provide an opportunity to develop the skills needed to carry out tactical solutions. These next steps can include practising motor skills, and/or playing a modified version of the game to address areas for improvement, and/or replaying the game. Students need both tactical awareness and skill proficiency to become skillful game players. Teachers will decide the best way to engage students in skill practice based on developmental level and readiness. Providing opportunities for students to develop skills in a game-like context is an effective way to facilitate the carryover of these skills to a game situation.

The following resources describe fundamental movement skills and, where possible, sport-specific movement skills in detail to support skill practice. The movement skills are identified in the description of each game in the Move section.

BASKETBALL IN FOCUS MOVE THINK LEARN 7 PART B

Learn Each Learn section describes two games. These games are more complex than those in the Move section, and are intended to move participants toward the mature form of the sport in focus. During game play, students apply solutions to tactical problems and decision-making abilities. These games can serve as a culminating game to a lesson or unit.

After the game description, to extend tactical awareness, the resource identifies questions to engage students in critical and creative thinking. It also identifies specific ways the tactical solutions can be transferred to other games or sports in the same category. Emphasizing the transferability of tactical solutions from one game to another in the same games category will deepen student understanding and competence, despite the fact that different movement skills are required to play different games.

BELOW IS A SUMMARY OF WHAT TEACHING AND LEARNING COULD LOOK LIKE IN EACH SECTION OF THE RESOURCE.

Action What students will do What teachers will do

MOVE Game to highlight a tactical Engage in small-sided, developmentally appropriate Facilitate game play in a safe environment. Observe problem. play with lots of opportunity for active involvement. student play.

THINK Questions to allow students to Consider and share answers to questions based Ask questions to highlight the tactical problem identify the tactical problem from on game-play experiences and ask new questions. and relevant solutions. Encourage multiple and the MOVE game and begin to Practise and refine movement skills and tactical varied answers, be open to new ideas, ask probing identify solutions and required solutions. questions to refine student answers. Use answers skills. to inform next steps in learning. Facilitate an opportunity to practise and refine movement skills needed to carry out tactical solutions.

LEARN More complex game emphasizing Engage in small-sided, developmentally appropriate Facilitate game play in a safe environment. Observe the use of tactical solutions during play and make decisions to achieve the goal of the student play, pausing games periodically as game play. game. appropriate to ask questions to support student decision making and use of tactical solutions.

BASKETBALL IN FOCUS MOVE THINK LEARN 8 PART B

Pedagogical Considerations A number of pedagogical considerations are important to help ensure learning experiences are purposeful, engaging, and inclusive for all students. Structuring inclusive game-play opportunities that allow all students to participate in a positive and appropriately challenging way will contribute to student learning and increase confidence and competence.

The games in the Move Think Learn resource series are developmentally appropriate in that they are small-sided (e.g., 3 v. 3), allowing all students to be actively involved in the game experience. However, it is important to note that the games are merely samples. Teachers will need to ensure games are structured in a way that matches the needs and abilities of their students. The description of each game provides modifications to the equipment, space, and rules to give Resources to teachers ideas about how to increase or decrease the level of challenge or complexity to better learn more match the abilities of students. In some cases (e.g., archery, squash, cycling, canoekayak), the games do not involve the use of sport-specific equipment or facilities. Teachers with the relevant training about effective and/or access to equipment and facilities can choose to incorporate these elements as appropriate. questioning

In a student-centred model such as Teaching Games for Understanding, it is critical that teachers • Book: Instructional models for be able to ask questions after a game in a way that facilitates learning and empowers students to physical education (3rd ed.). make good tactical decisions. It is important to ask questions that help students understand what Metzler, M. W. (2011). Scottsdale, AZ: they need to do to solve a tactical problem and why, followed by questions that identify how to Holcomb Hathaway. carry out the solution (Mitchell, Oslin, & Griffin, 2013). The type and number of questions asked by • Book: Teaching sport concepts the teacher is based on the readiness of students. and skills: A tactical approach for ages 7–18. Mitchell, S. J., Oslin, J. L., & Griffin, L. L. (2013). Champaign, IL: Human Kinetics. The Move Think Learn resource series is intended to inform teacher planning, and is not a sequential or complete series of lessons. As a result, teachers will use the resource in different ways. On the next page are two examples of how teachers could use the Move Think Learn Team Handball resource to plan a unit using a TGfU approach.

BASKETBALL IN FOCUS MOVE THINK LEARN 9 PART B

Example 1: Team Handball Unit Mr. Smith plans a two-week team handball unit. The single-sport focus will provide an in-depth experience with the tactical problems associated with team handball before highlighting the transferability of tactical solutions to other invasion/territorial games (Mitchell et al., 2013).

Mr. Smith uses the Move Think Learn Team Handball resource to identify tactical problems that will provide the focus for his unit and matches these to provincial/territorial learning outcomes. Curricular learning outcomes inform the assessment criteria and strategies. When designing the sequence of learning, Mr. Smith uses the games in the Move section and the modification ideas to identify a game that will start each of his lessons. Then he adjusts the Think questions to match the needs of the students in his class. He is unsure of the performance cues for the overhand throw, 1Example so refers to the PHE Canada Fundamental Movement Skills Resource Series before designing game-like opportunities for skill practice. Finally, Mr. Smith chooses a culminating Learn game for each lesson that will allow students to apply the tactical solutions and decision-making abilities. Sometimes, the Learn game is a modified version of the initial Move game. Mr. Smith is ready to begin and adjust his plan as necessary to support student learning.

Invasion/Territorial Games Unit Ms. Bahn plans a two-week invasion/territorial games unit. She adopts a game sampling focus to provide a variety of game-play experiences that help students transfer learning from one territorial game to another (Mitchell et al., 2013).

Ms. Bahn also uses the Move Think Learn Team Handball resource to identify tactical problems that will provide the focus for her unit, matches these to provincial/territorial learning outcomes, and articulates assessment criteria. When designing the sequence of learning, Ms. Bahn incorporates the transferability ideas from the games in the Learn section into each of her lessons. Sometimes she plans for games with the same tactical focus to be played at the beginning of two consecutive lessons, or within the same lesson with different movement skills. For example, students could play Boundary Ball, throwing and catching with hands (Team Handball), then play again, kicking Example2 and trapping with feet (Soccer). Ms. Bahn also adjusts the Think questions to match the needs of the students in her class and designs game-like opportunities for skill practice. Finally, Ms. Bahn chooses a culminating Learn game for each lesson that will allow students to apply their tactical solutions and decision-making abilities. Ms. Bahn is ready to begin and adjust her plan as necessary to support student learning.

In both examples, teachers plan to facilitate a sequence of learning that will encourage students to become more skillful game players, having developed both tactical awareness and movement skills. Students gain an understanding of what to do in game situations, when to do it, and how to do it to achieve the goal of the game.

BASKETBALL IN FOCUS MOVE THINK LEARN 10 PART B

Safety An inherent level of risk exists in all physical activities. A safe physical, emotional, mental, and spiritual learning environment is essential if students are to learn while participating in movement activities. Teachers must facilitate well-planned and developmentally appropriate game-play experiences to minimize the risk of accident and injury. In addition to knowing the developmental level of students and acting with common sense and foresight, teachers should have an in-depth understanding of up-to-date safety guidelines in their province/territory and jurisdiction.

References Balyi, I., Cardinal, C., Higgs, C., Norris, S., & Way, R. (n.d.) Canadian Metzler, M. W. (2011). Instructional models for physical education (3rd Sport for Life: Long-term athlete development resource paper v 2. ed.). Scottsdale, AZ: Halcomb Hathaway.

Bunker, B., & Thorpe, R. (1986). The curriculum model. In R. Thorpe, Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2013). Teaching sport concepts D. Bunker, & L. Almond (Eds.), Rethinking games teaching (pp. 7–10). and skills: A tactical approach for ages 7–18 (3rd ed.). Champaign, IL: Loughborough, UK: University of Technology, Loughborough. Human Kinetics.

Gréhaigne, J. F., Godbout, P., & Bouthier, D. (1999). The foundations Nosich, G. M. (2009). Learning to think things through: A guide to of tactics and strategy in team sports. Journal of Teaching in Physical critical thinking across the curriculum (3rd ed.). New Jersey: Pearson Education, 18(2), 159–174. Prentice Hall.

Griffin, L., & Patton, K. (2005). Two decades of teaching games for Physical and Health Education Canada. (2014). What is physical understanding: Looking at the past, present, and future. In L. Griffin, literacy? & J. Butler (Eds.), Teaching games for understanding: Theory, research, Whitehead, M. (2010). Physical literacy throughout the lifecourse. and practice (pp.1–17). Champaign, IL: Human Kinetics. London: Routledge. Mandigo, J., Butler, J., & Hopper, T. (2007). What is teaching games for understanding? A Canadian perspective. Physical & Health Education Journal, 73(2), 14–20.

BASKETBALL IN FOCUS MOVE THINK LEARN 11 PART C Setting the Context Sport in Focus The information below about the sport in focus can generate student interest and engagement before the first learning experience. For example, teachers can share information about basketball and

• allow small groups to complete a T-P-E chart (Nosich, 2009), identifying what they think (T) they know about basketball, what puzzles (P) them about basketball, and how they want to explore (E) the things that puzzle them;

• make connections with local, provincial, national or international events. Sport in Context

DID YOU KNOW? HISTORY RULES

• Basketball was developed in Springfield, • Canada’s Dr. James Naismith is credited with • Basketball is a territorial/invasion game Massachusetts as a way for children to developing the sport of basketball in 1891. played by two teams on a gymnasium remain active throughout the winter. Unlike the game played today, there was no floor or hard rectangular surface indoors dribbling, dunking, three-pointers, or shot or outdoors. A basketball net or hoop is • Originally, basketball hoops were peach clock (a timer used to increase the game’s located at either end. baskets attached to poles. Each time players pace and scoring levels) at its inception. • Players move around the court by dribbling scored, they had to retrieve the ball using a • The rules of the game evolved over time. or passing a basketball. ladder. Metal hoops, nets, and backboards These include both standardization of team replaced these baskets in 1906. • The object of the game is for players to pass size, playing area, and boundary lines and or dribble the ball to score on the opposing • Between 1967 and 1976, modifications to points scored with each team’s net. slam dunks were illegal. basket (three points to two points) and free throw (two points to one point). • Wheelchair basketball is played using the • Wheelchair basketball has been a marquee same rules with adaptations related to • The first public game took place in 1892 Paralympic sport since the first games in wheelchair movement skills. 1960. Canada is a world leader in the sport. in Springfield, Massachusetts. The first professional game happened in Toronto, • The International Basketball Federation • The record for most points scored in Ontario in 1946. (FIBA) is the governing body of Basketball. one game by a single player is 100. Wilt FIBA rules are played in Canada and around • The Basketball Association of America Chamberlain, playing for the Philadelphia the world. Warriors, accomplished this feat. (BAA) was formed in 1946. It merged with the National Basketball Leagues (NBL) to • Today, men and women play the game using become the National Basketball Association the same rules, but the circumference of the (NBA) in 1949. women’s basketball is smaller by one inch. • Although men’s and women’s basketball Youth use a smaller basketball than women. developed at the same time, women’s • In wheelchair basketball, a classification basketball was known as netball between system based on a player’s functional ability 1895 and 1970 and was played with is used. The players are assessed on their modified rules. ability to move in the forward, sideways • Following World War II, wheelchair and rotational planes along with their basketball emerged after several veterans stability. Players are assigned a classification with physical disabilities expressed interest ranging from 1.0 (least function) to 4.5 (full in continuing to participate in sports. functional range of movement and stability). Interest in the sport has continued to grow At any one time on the court the total points since its inception in the 1940s, and is of the five players cannot exceed 14.0 for played in over 100 countries. the Paralympics. Each league has their own • In the 1936, men’s basketball became an point total. Olympic sport. Women’s basketball gained Olympic status in 1976. BASKETBALL IN FOCUS MOVE THINK LEARN 12 PART C

AN OVERVIEW OF SIMPLIFIED RULES FOR line is worth two points. BASKETBALL °° Shooting from the free throw line after a • Five players make up a team on the playing foul is worth one point. surface. A substitute player can request • Violations (e.g., traveling, 3 seconds in the to become a player by first reporting to key, ball out of bounds) result in the ball the scorer’s table and ask clearly for a being awarded to the opposing team. CANADIAN ATHLETE HIGHLIGHTS substitution. The substitute shall enter the game when the official gives the • A player or multiple players may be Tamara Tatham fouled in the event of any illegal contact, substitution signal and beckons the player • Born: August 19, 1985 unnecessary and/or excessive contact, to enter the playing court. • Hometown: Brampton, ON unsportsmanlike conduct or violations by • Position: Small forward • In International Basketball Federation opposing team members. The ball will then • Member of Team Canada for 10 years (FIBA) rules, a game consists of four (4) be given to a player on the opposing team • Olympian, 2012 London Games periods of ten (10) minutes. Overtime who throws the ball into play from the • Helped Team Canada place 5th in periods are 5 minutes in length and designated location on the boundary line the world at the 2014 FIBA World happen if the score is tied at the end of the or awarded shots. Championship in Turkey fourth quarter. • Contributed to Canada’s first Gold • Foul shots are awarded to fouls occurring Medal win at the 2015 Pan American • The home team shall have the team bench on when a player is shooting or after Games on the left side of the scorer’s table, facing a team acquires five (5) team fouls. All • Gold-medalist and All-Star of the 2015 the playing court. The players warm up on subsequent fouls result in free throw shots. FIBA Americas Women’s Championship, the court and hoop that is opposite to their qualified for Rio 2016 Olympic Games team bench and score on that respective • The main adaptation for wheelchair hoop for the first half of the game. The basketball is the two push rule. Players teams exchange offensive hoops after the must dribble, pass or shoot after taking two end of the second quarter and keep that pushes on the wheels. There is no double hoop for all overtime periods. dribble rule. • Players move about the court by dribbling • Correct defensive positioning in wheelchair or passing to their teammates. While in basketball involves completely covering possession of the ball, as soon as the player or blocking the intended path of the stops dribbling, a player may pivot in any opposing player’s chair. direction as long as the established pivot foot is kept at its point of contact with the floor. For more information on rules, visit: www. CANADIAN ATHLETE HIGHLIGHTS When a player’s pivot foot moves excessively fiba.com/basic-rules. without following these rules, the players Kelly Olynyk gets a traveling violation. For more information on wheelchair basketball rules, visit: www.iwbf.org. • Born: April 19, 1991 • The game begins with a jump ball at • Hometown: Kamloops, BC the centre of the court. Following this, • Position: Centre play begins with the ball being thrown • Member of Team Canada for 6 years into play by a player who stands outside • Played Division 1 college basketball at the boundary line. This happens after a Gonzaga, where he was the WCC Player successful free throw, field goal, violation, of the Year, First-Team All-WCC, All- American and Academic All-American foul, or at the start of a period. in 2013 • Points are earned by scoring legal • Drafted 13th overall in the 2013 NBA field goals or free throws when the Draft and played his first 3 seasons with ball successfully lands in the net in the the Boston Celtics (NBA) following situations: • Participated in the NBA Rookie Rising Stars game in 2014 & 2015 °° Shooting outside the three-point field • Contributed to Canada’s bronze medal goal line is worth three points. finish at the 2015 FIBA Americas Championships °° Shooting inside the three-point field goal

BASKETBALL IN FOCUS MOVE THINK LEARN 13 EXAMPLES OF HOW TO MODIFY INCLUSION ADAPTATIONS RULES FOR DIFFERENT TEACHING ENVIRONMENTS AND ABILITIES AND TO To include students who have disabilities, MAXIMIZE PARTICIPATION IN THE GAME use the principle of the Most Beneficial Adaptation. This principle means making • Decrease the number of students on each the least restrictive adaptation in order to team allowing for more space for creative optimize the experience for all students. passing and play-making. The Fair Play Cylinder is an imaginary • Players make a designated number cylinder around a wheelchair basketball of passes before scoring a basket. player that reaches upwards as high Alternatively, all players on the offensive CANADIAN ATHLETE HIGHLIGHTS as possible and is approximately the team handle the ball before making a shot. circumference of the sports chair. Reaching Cindy Ouellet • Classmates line the boundaries of the into the Fair Play Cylinder by a defender is • Born: August 12, 1988 court. Players on the court must pass to not allowed. The cylinder can be increased, • Hometown: Quebec City, QC these students. Teams of students rotate in decreased or eliminated depending on the • Position: Forward and out of the game at a signal. skills and abilities of the participants. • Member of Team Canada The concept of reverse inclusion involves for 10 years putting able bodied players into wheelchairs • 2014 World Championship to play. This is useful when pairs or even Gold Medal numbers are desired. It is also a valuable • Classification: 3.5

awareness lesson for the participants. • University of Alabama graduate

For a resource guide to inclusion, see Teaching Strategies for the Inclusive Classroom in the Schools Program section of

the Rick Hansen Foundation website.

CANADIAN ATHLETE HIGHLIGHTS Bo Hedges

• Born: January 5, 1980 • Hometown: Wonowon, BC • Position: Guard • Member of Team Canada for 10 years • Gold Medal at the 2012 London Paralympics, and Silver Medal at the 2008 Beijing Paralympics • Classification: 2.5 • Club affiliations include Douglas College and the National Academy

BASKETBALL IN FOCUS MOVE THINK LEARN 14 PART C

CROSS-CURRICULAR CONNECTIONS CROSS-CURRICULAR CONNECTIONS FOR BASKETBALL The resource is student-centred, providing students opportunities to MOVE, • Math: Measure the angle and distance THINK, and LEARN and supporting the between the player and the basketball net. tactical understanding for territorial/ Discuss how the players’ position influences invasion games. Adding cross-curricular their ability to successfully shoot a basket. connections is a great way to support Supplementary • Science and Technology: Discuss the role of student learning in other subject areas. gravity, input, output, and force in the game. Reading RESOURCES • History: Discuss the creation of basketball in Canada and how the sport has evolved. • LTAD Resource - Canadian Basketball Athlete Development • Health Education: Discuss and plan Model the inclusion of all students in physical education and sport. Discuss how to • Canadian Sport for Life Basketball apply these concepts to everyday life, Resources school and work. • Paralympic FUNdamentals Resource

WEBSITES

• International Basketball BIG EVENTS PROVINCIAL ASSOCIATIONS Federation (FIBA)

• FIBA World Championships • Basketball BC • Canada Basketball

• World Wheelchair Basketball • Basketball Yukon • Wheelchair Basketball Canada Championships • Basketball Alberta • Steve Nash Youth Basketball

• Summer Olympic Games • Basketball North West Territories • International Wheelchair Basketball Federation • Paralympic Summer Games • Basketball Saskatchewan • International Paralympic • Pan American Games • Basketball Manitoba Committee • Canadian Championships • Ontario Basketball • Rick Hansen Foundation • Special Olympics • Basketball Quebec (Fédération • Game Plan Basketball Quebec) • Provincial Championships • Coaching Association of Canada • Newfoundland and Labrador • Canada Basketball’s National Basketball Association • Canada Basketball Coach Championships Education • Basketball New Brunswick • Canadian Interuniversity Sport (CIS) • Basketball Prince Edward Island national championships • Basketball Nova Scotia • Canadian College Athletic Association (CCAA) National Championships

• Native American Indigenous Games (NAIG)

BASKETBALL IN FOCUS > MO> VE THINK LEARN 15 PART C

Summary of Activities This resource uses basketball, a territorial/invasion game, to explore the tactical problems related to territorial games. The goal of a territorial/ invasion game is to invade the opponent’s area to score a goal while simultaneously protecting your own goal (Mandigo, Butler, & Hopper, 2007).

THE MOVE THINK LEARN ACTIVITIES ARE DESIGNED TO SUPPORT THE DEVELOPMENT OF SKILLFUL TERRITORIAL/INVASION GAME PLAYERS. THESE ACTIVITIES ARE SUMMARIZED IN THE TABLE BELOW.

Tactical Focus Move Think Learn

Maintaining possession, Chaos and Control avoiding defenders Student answers to the Ultimate Basketball and tactical questions after Castle Battle Creating space, Lane Change each game will inform the avoiding defense next steps in learning. This process should provide an Attacking the basket A Maze opportunity to develop the skills needed to carry out tactical solutions.

Defending space, defending For more information to Closing the Gap Castle Battle on-the-ball support development of movement skills needed to play basketball, refer to the Defending the basket, resources listed on page 7. regaining possession, Up, Down, Turn Around transitioning to offense

BASKETBALL IN FOCUS MOVE THINK LEARN 16 PART D Move Think Learn Activities 1: Chaos and Control

TACTICAL FOCUS: SPORT RATIONALE: EQUIPMENT PER TACTICAL QUESTIONS Maintaining possession, In the game of basketball, GROUP: FOR STUDENTS: avoiding defenders being able to maintain control > 4 basketballs > What did you do while dribbling of the ball while dribbling to maintain possession of the > 1 foam ball OBJECTIVE: and passing is fundamental ball and avoid being tagged by a Students will learn to keep to individual and thus, team > 4 corner markers (e.g., defender? pylons, poly spots) control of the ball while success. > What are some movements you dribbling through crowded or floor lines used to try to avoid being tagged PARTICIPANTS: spaces and being challenged > 6 pinnies (3 different colours, by a defender? by one or more opponents. Groups of 6 2 of each colour) > When in the role of tagger, what affected where you positioned

yourself when not in possession of DESCRIPTION: the foam ball? > Divide each group of six tagged by a member of the °° After each tag, play NOTE: Student answers will inform into three pairs: Pair 1, defensive pair. continues but the pair on next steps in learning. This process Pair 2, Pair 3. defense cannot tag the > Pair 3 students move should provide an opportunity to > To begin play, Pair 1 and Pair 2 throughout the space, passing same offensive student develop the skills needed to carry are on offense and Pair 3 is on the foam ball between them. two times in a row. defense. Their goal is for one of them > If a student on offense loses out the tactical solutions. This can > Each of the four students on to receive the ball while possession of the ball, the include practising motor skills in a offense (Pairs 1 and 2) has a close enough to an offensive student regains possession game-like context, and/or playing student to be able to tag that and continues dribbling the basketball. The two defensive modified versions of the game to students (Pair 3) have a foam student. ball within the playing area. address areas for improvement, ball between them. °° When in possession of > The defensive pair scores and/or replaying the game. > All can move anywhere within the foam ball, a defender one point for each successful the boundaries. cannot travel, but can tag and one point each time pivot. an offensive student loses > Individually, all students on possession of the ball. offense must try to maintain °° A defender tags by > Play for a time limit or until the possession of the ball they touching an offensive defensive pair makes a given are dribbling and avoid being student with the foam ball. number of tags. Rotate pairs so each pair plays defense.

CHAOS AND CONTROL SET-UP

> MODIFICATIONS: > The defensive pair must complete a designated number of passes before tagging one of the four offensive students. > Defenders have one basketball and must maintain a dribble while also X trying to pass to their partner to tag an offensive student. X O > Students using a sport chair can play O in any position. Inform students with O the foam ball that they can glide and O feather the wheels, but not push on the wheels.

Use corner markers to designate a square playing area (e.g., 6m by 6m) within each portion of the gym. DEFENSIVE PLAYERS O O OFFENSIVE PLAYERS BASKETBALL FOAM BALL CORNER MARKERS

BASKETBALL IN FOCUS MOVE THINK LEARN 18 2: Lane Change

TACTICAL FOCUS: SPORT RATIONALE: PARTICIPANTS: TACTICAL QUESTIONS Creating space, In basketball, teammates need Groups of 4 FOR STUDENTS: avoiding defense to learn to move into an open > When you were in possession of lane to support the teammate the ball, what did you need to OBJECTIVE: in possession of the ball. EQUIPMENT PER consider before deciding where to Students will learn how When players implement the GROUP: pass the ball? to recognize and use concept of pass-cut-replace, > 1 basketball > What were some things you did opportunities to create space they support the success of > 5 flat floor markers (e.g., to ensure that your pass would when working as a team to their team offense. carpet squares, poly spots) make it to your offensive group attack the basket. member?

When deciding which lane to cut > DESCRIPTION: through to get open for a pass, > Divide each group so that in contact with a floor marker students on offense and play what did you need to consider? three students are on offense when they receive the ball for resumes. > How does being aware of and one student is on the pass to be successful. > If the defender intercepts the movement of your group defense. > Offensive students not in or knocks down a pass, the members who do not have the All offensive group members possession of the ball must defender replaces the student > ball support you in making better start with one foot in contact cut to an open floor marker on offense who last touched with a different floor marker. after each group pass. Only the ball. decisions? The defensive student begins one student is allowed at each > If an offensive student does NOTE: Student answers will inform standing in middle of playing floor marker. not catch a pass, the student next steps in learning. This process area. Passes cannot go over the on defense replaces the > should provide an opportunity to > Play begins with one offensive student on defense. The student who passed the ball. develop the skills needed to carry student in possession of the defender can go anywhere > Individually, students add ball. The offensive group within the boundaries of the up the number of successful out the tactical solutions. This can attempts to pass the ball 10 floor markers. passes that they made or include practising motor skills in a consecutive times while the > If the three offensive group received. They share their game-like context, and/or playing defensive student tries to members make 10 consecutive totals with group members modified versions of the game to intercept a pass. passes, the defender switches after each student has played > Offensive students must be places with one of the defense at least once. address areas for improvement, and/or replaying the game. LANE CHANGE SET-UP

MODIFICATIONS: > Students must receive a pass within one step of landing on a spot. > Students must use a designated type of pass (e.g., bounce pass only). > The playing group is five students, with two on defense. O O > Students using a sport chair can play in any position. Instruct offensive X students to position their sport chair over top of the floor marker. O

Designate a playing area by placing five floor markers in a circular pattern, with 2–3 metres between markers.

O O OFFENSIVE PLAYERS DEFENSIVE PLAYER BASKETBALL FLOOR MARKER O X BASKETBALL IN FOCUS MOVE THINK LEARN 19 3: A Maze

TACTICAL FOCUS: SPORT RATIONALE: PARTICIPANTS: TACTICAL QUESTIONS Attacking the basket In basketball, players need to Groups of 6 FOR STUDENTS: be able use individual offensive > What did you have to be aware OBJECTIVE: skills to score baskets. They EQUIPMENT PER of when deciding which gate you Students will learn how and have to make decisions in GROUP: would try to penetrate to get to when to penetrate to the response to the play of the > 3 basketballs the key? basket while in possession of defensive players as well as > 1 basket > What movements did you use to the ball and they will learn to their teammates. Being able try to get past the defender so you consider the location of their > 4 corner markers (e.g., to penetrate the key while in could attack the basket? group members. possession of the ball and then pylons) choosing the best shot to take > 6 flat floor markers (e.g., > When you are attacking the is essential for both individual carpet squares, poly spots) basket and in possession of the ball, why is it important to see and team success. > 3 pinnies (1 colour) if one of your offensive group is already ahead of you and moving DESCRIPTION: close to the basket? > Divide each group of six into > Each offensive student, using attempts a layup). NOTE: Student answers will inform two groups of three: offensive dribbling skills and fakes, > If a defender stops the next steps in learning. This process group and defensive group. makes and implements corresponding offensive should provide an opportunity to One group wears pinnies. decisions to move through student from successfully develop the skills needed to carry > The offensive group begins one of the gates within the dribbling through a gate, the out the tactical solutions. This can play standing beyond the zone without losing the ball. student on offense returns include practising motor skills in a defensive zone facing the > Students on offense who to the starting position. Play basket. make it through a gate while resumes with the defensive game-like context, and/or playing student throwing the ball to modified versions of the game to °° Each student on offense still in possession of the ball the player on offense. address areas for improvement, tries to penetrate the key attempt a shot on net. Shots and score a basket. must follow the given pattern: > Each attempted shot that and/or replaying the game. follows the pattern is worth > The defensive group begins °° The first student through one point. Each successful play standing on the back side a gate attempts a layup; shot is worth two. Each time of the defensive zone. Once the second student must a defender stops a student play begins, they must remain shoot immediately after on offense from penetrating, inside the defensive zone at penetrating the key; the the defending group scores all times. third student attempts a layup. one point. °° Each student on defense > Groups switch roles after tries to stop a specific °° If two offensive students three group scoring attempts offensive student from make it through a gate (three shots on the net). penetrating the key. simultaneously, they must communicate to > Play for a time limit or until > Play begins with each student ensure that the pattern is each group has played on defense in possession followed. offense a given number of a basketball. These of times. students pass the ball to a > Use the same pattern for pre-determined student on attempting shots regardless offense and move quickly of the number of students towards the student, playing who make it through the one-on-one defense against gates (e.g., if only one student that student. makes it through, that student CONTINUED ON NEXT PAGE> BASKETBALL IN FOCUS MOVE THINK LEARN 20 3: A Maze (continued)

CONTINUED FROM PREVIOUS PAGE MODIFICATIONS: > All students may attempt a layup or a specified shot (e.g., from the middle of the key). A MAZE SET-UP > > The defending group has only two members. > Each offensive group must penetrate the gates to attempt shots within a given time limit. > Students using a sport chair can play in any position. No layups are allowed if there is a sports chair past the floor markers (gates). If necessary, have O O O an able bodied student use a sport chair to create an equal number of matchups (reverse inclusion). X X X

• Use corner markers to designate a rectangular defensive zone (e.g., 4m by 2m) running parallel to the backboard, straddling the foul line. • Within the zone, place six flat floor markers parallel to backboard to create three gates. O O X

DEFENSIVE PLAYERS NET O OFFENSIVE PLAYERS BASKETBALL FLOOR MARKER CORNER MARKERS

BASKETBALL IN FOCUS MOVE THINK LEARN 21 4: Closing the Gap

TACTICAL FOCUS: SPORT RATIONALE: PARTICIPANTS: TACTICAL QUESTIONS Defending space, In the game of basketball, Groups of 6 FOR STUDENTS: defending on-the-ball players need to understand > When on defense, why is it and perform both on-the-ball EQUIPMENT PER important that one defender OBJECTIVE: and off-the-ball defensive GROUP: moves quickly towards the person Students will learn how to concepts and skills. Being > 1 basketball with the ball? challenge yet maintain a gap able to make decisions and > 4 flat floor markers (e.g., > What did you consider when between self and ball-handler, move within the defensive carpet squares, poly spots) deciding where to position as well as how to recover triangle (ball-you-opponent), 1 large floor marker (e.g., > yourself when you were a and influence movement of while considering the location open gym mat, multiple defender who was not challenging offensive players. of teammates can optimize carpet squares, hoop) the opponent with the ball? team success. > 3 pinnies (1 colour) > What can you do to support the group effort to stop the offensive DESCRIPTION: group from making successful > Divide each group of six > The offensive group tries > If a defender intercepts or passes? into two groups of three: to pass the ball within knocks down the ball, play NOTE: Student answers will inform offensive group and their group without losing begins again with groups next steps in learning. This process defensive group. One group possession. They must pass remaining as offense should provide an opportunity to wears pinnies. within 5 seconds of receiving or defense. develop the skills needed to carry > All three defenders start the ball. After each pass, > Play for a time limit. Groups out the tactical solutions. This can play with at least one foot the passer must move to an switch roles and can compare include practising motor skills in a in contact with the centre unoccupied corner marker. number of successful passes. zone. Explain that two of the > When a pass is made, a game-like context, and/or playing defenders must be in contact new defender must jump modified versions of the game to with the centre zone at all towards the student now address areas for improvement, times and that all three must in possession of the ball and/or replaying the game. remain inside the boundaries and the defender who was of the playing area. challenging the ball must > All students on offense start quickly contact the centre in contact with a different zone and decide where to corner square. position self (considering location of ball, opponents, > Play begins with one and group members). defender passing the ball to a member of the offensive > The group on offense keeps group. This defender moves count of the number of quickly (jumps) towards consecutive passes made the offender with the ball before losing control of but must maintain an arm’s the ball, remembering the length gap between self and highest number achieved. the student with the ball. CONTINUED ON NEXT PAGE> BASKETBALL IN FOCUS MOVE THINK LEARN 22 4: Closing the Gap (continued)

CONTINUED FROM PREVIOUS PAGE MODIFICATIONS: > Students must make passes within a given time limit (e.g., 10 seconds, 24 seconds – shot clock limit). CLOSING THE GAP SET-UP > > Students on offense must use a designated type of pass (e.g., bounce pass). > The number of students on offense increases to four. Add a fifth floor marker. > Two defenders may be out of the centre zone at any time. O > Students using a sport chair can play X in any position. If necessary, have an able bodied student use a sports X X chair to create an equal number of matchups (reverse inclusion). O O

• Use flat floor markers to designate a square playing area (e.g., 4m by 4m) within each portion of the gym. • Designate a smaller centre zone using the large floor marker (e.g., 1m by 1m). O O X

DEFENSIVE PLAYERS O OFFENSIVE PLAYERS LARGE FLOOR MARKER BASKETBALL FLAT FLOOR MARKER

BASKETBALL IN FOCUS MOVE THINK LEARN 23 5: Up, Down, Turn Around

TACTICAL FOCUS: SPORT RATIONALE: PARTICIPANTS: TACTICAL QUESTIONS Defending the basket, In basketball, a team on Groups of 6 FOR STUDENTS: regaining possession, defense strives to regain > What can defensive group transitioning to offense possession of the ball. When EQUIPMENT PER members do to support each the other team is in shooting GROUP: other in knowing what others OBJECTIVE: position, defenders must > 1 basketball are doing? Students will learn how to work together to close the > 1 basket > Why is it important to try to pass challenge a shot, rebound and pathways to the basket. They 5 flat floor markers (e.g., > the ball out of the key as fast pass the ball out of the key to must respond effectively to carpet squares, poly spots) as possible? begin transitioning to offense. shots being taken in order to > 3 pinnies (1 colour) regain possession and move > When on defense, prior to the shot the ball out of the key. being attempted, what can you do to try to prevent the corresponding offensive student from gaining DESCRIPTION: possession of the ball? > Divide each group of six to signal group members group earns two points. The NOTE: Student answers will inform into two groups of three: to try to get the ball after it ball is then returned to the next steps in learning. This process offensive group and rebounds off the backboard. student who initiated the should provide an opportunity to defensive group. One group > All four students that are play. This student initiates the develop the skills needed to carry wears pinnies. positioned low in the key play a second time. out the tactical solutions. This can > Two defenders position try to get the rebound. The > After a student has initiated include practising motor skills in a themselves inside the key, defender that called “shot” play twice, students in each across the baseline of the watches the direction that the group rotate to a different game-like context, and/or playing triangle with their backs rebound travels and then runs location around the triangle. modified versions of the game to towards the basket. They to the outside floor marker in When all three students on address areas for improvement, start with one foot in contact the direction of the rebound. offense have initiated the and/or replaying the game. with a floor marker. The third > If a defender gains play twice from the top of defender is positioned in the possession of the ball, the the triangle, the offensive high-middle of the key. defensive group earns a group and defensive group > Two students on offense point. That student quickly switch roles. begin slightly outside the tries to pass the ball to > Play continues until each key, with each one of them in the third group member group has played both the same area as one of the who is outside the key. If offense and defense a given baseline defenders. the pass is successful, the number of times. > To begin play, the third defensive group earns two student on offense positions more points. The ball is then at the top-of-triangle floor returned to the student who marker and throws the ball initiated the play. at the backboard. When this > If a student on offense gains happens, the defender in the possession of the ball after middle of the key says “shot” the rebound, the offensive CONTINUED ON NEXT PAGE> BASKETBALL IN FOCUS MOVE THINK LEARN 24 5: Up, Down, Turn Around (continued)

CONTINUED FROM PREVIOUS PAGE MODIFICATIONS: > The offensive student shoots the ball instead of throwing it. > The third defender starts with the UP, DOWN, TURN AROUND SET-UP > ball, passes it to the shooter, and then tries to get the rebound. With this modification, the defenders need to decide who moves to the outside floor marker to receive the pass. > The offensive group varies the shooting spot in the triangle. Add more spots if desired. O > Remove the spots. The designated O O shooter chooses the shooting location. X > Students using a sport chair can play in any position.nIf necessary, have an able bodied student use a sports chair to create an equal number of X X matchups (reverse inclusion). Identify a rebounding zone with floor markers • Designate a basketball key for each group. Place three floor markers in a triangle within the key. or pylons for the sport chair users. • Place two floor markers about 2 metres outside the key, one on each side. O O X

DEFENSIVE PLAYERS NET O OFFENSIVE PLAYERS BASKETBALL FLOOR MARKER

BASKETBALL IN FOCUS MOVE THINK LEARN 25 LEARN 1: Ultimate Basketball

TACTICAL FOCUS: SPORT RATIONALE: PARTICIPANTS: TACTICAL QUESTIONS Maintaining possession, In basketball, players need Groups of 6 FOR STUDENTS: creating space, avoiding to be able to make good > When your group was on offense, defense, defending space, decisions about which EQUIPMENT PER how did you use the space to regaining possession individual offensive skills to GROUP: increase the potential to avoid use when in possession of > 1 basketball defense and to progress the ball OBJECTIVE: the ball and when supporting > 8 flat floor markers (e.g., up the floor? Students will learn to a teammate who is in carpet squares, poly spots) > When your group was on defense, use both individual skills possession of the ball. Equally > 3 pinnies (1 colour) what are some things you did and decisions as well a important, they must use their together to increase the potential group plans to increase individual defensive skills to of regaining possession of the ball? the effectiveness of team support team defense as they offensive and defensive play. attempt to regain possession > Why is it important to of the ball. communicate with group members during both offensive and defensive group play? DESCRIPTION: > Why is it important to switch > Divide each group of six into end zone. the opponents’ scoring quickly from defense to offense end zone. two groups of three: offensive °° A student may remain in when your group gains possession group and defensive group. the end zone for only 3 > The offensive group scores of the ball? One group wears pinnies. seconds without receiving one point each time they make a successful pass into > Offensive group starts a pass. positioned in their own the opposing end zone. °° The same student can TRANSFERABILITY: end zone. Defensive group If a point is scored, the go in and out of the end > is positioned within the groups switch offensive and You could play this game again with zone repeatedly, or a rectangular playing area. defensive roles. Play begins a focus on: different group member > Play begins with one as in the start of the game, can enter the end zone. > Team handball - passing and defender passing the ball to with the new offensive group dribbling with hands or feet a student of the offensive Only one offensive group starting play in their end zone member can be in the group. > If the defenders stop the > Floor hockey – passing and stick- opponents’ end zone at > Using passes only, the opponents from scoring, the handling offensive group tries to a time. defending group switches to advance the ball through > The students on defense can offense and moves quickly the playing area so that one move anywhere within the to its own end zone. This offensive student can receive playing area while trying means the offensive group a pass while in the end zone. to gain possession of the quickly switches to defense. ball (e.g., intercept, knock A new round of play begins °° When a student is in down and gather, gather a with a student from the new possession of the ball, fumbled pass). defensive group making a the student can pivot but pass to a student on the new °° When on defense, the cannot dribble or take offensive group. steps. students must keep an arm’s length gap between > Play for a time limit or until a °° The offensive group must group scores a given number themselves and the complete three passes of points. opponent. before making a pass to a group member in the °° Defenders may not enter CONTINUED ON NEXT PAGE> BASKETBALL IN FOCUS MOVE THINK LEARN 26 LEARN 1: Ultimate Basketball (continued)

CONTINUED FROM PREVIOUS PAGE MODIFICATIONS: > Students can dribble when in the playing area but must pass the ball into the end zone. Students can use a >ULTIMATE BASKETBALL SET-UP specified number of dribbles. > Students must use a specified type of pass (e.g., bounce passes only, at least one push pass and one bounce pass). > All students on offense must receive and make a pass before a member of the group can enter the end zone. END ZONE > Students play with a basket instead O O O of an end zone. Groups switch roles after each basket is scored or after each time the defenders gain X X X possession of the ball. Assign a point value to each type of shot (i.e., lay up = 1 point; shot = 2 points).

END ZONE > Extend the playing zone to a larger area and add more players. • Use four flat floor markers to mark off the corners of a rectangular playing area that is wider than long (e.g., 6 m by 4 m). • Create end zones by placing a floor marker about 1 metre beyond each of the corner markers. Place markers on floor > Students using a sport chair can play O lines if lines are available. in any position. If necessary, have O DEFENSIVE PLAYERS an able bodied student use a sports X chair to create an equal number of O OFFENSIVE PLAYERS BASKETBALL FLOOR MARKER PLAYING AREA matchups (reverse inclusion).

BASKETBALL IN FOCUS MOVE THINK LEARN 27 LEARN 2: Castle Battle

TACTICAL FOCUS: SPORT RATIONALE: PARTICIPANTS: TACTICAL QUESTIONS Maintaining possession, In basketball, team members Multiple groups of 3, 4, or FOR STUDENTS: creating space, attacking the work together to score points 5 (with the same number > What did your group consider basket; regaining possession, and to stop the other team participants in each group) when deciding who would attack defending space, defending from scoring points. Being the opponents’ baskets and who the basket. able to read and react to the EQUIPMENT PER would defend your basket? movements of both opponents GROUP: > When playing as a defender, where OBJECTIVE: and teammates is fundamental > 1 basketball did you position yourself so you Students will learn to work to support team offensive and > 1 basket could best protect your basket? as a group to make decisions defensive play. > When you play again, what could about offensive and defensive > 3–4 pinnies (1 colour) your group do differently to add to group tactics and strategies. your success as a team?

DESCRIPTION: TRANSFERABILITY: > Divide students into two > On signal, each basket group against another group. You could play this game again with more groups than the tries to score one basket on > When a group scores a basket, a focus on: number of baskets available each of the other groups’ it cannot score on that basket > Soccer – passing and dribbling (e.g., six baskets available; baskets. Simultaneously, each again until it has scored at with feet, shooting at a goal divide students into eight group must defend its own least one basket against each > Lacrosse – passing and carrying groups). Assign each group basket. Groups can move of the other groups. ball with stick, shooting at a goal either a basket or the role between baskets in their > Groups score two points for of scorekeepers/safety pattern of choice. Encourage each basket made and two monitors (two additional group members to switch points each time it stops groups). If possible, each offensive and defensive another group from scoring group should wear a roles within their own group on their home basket. different coloured pinnie. regularly to provide all players > All the regular offensive Play begins with each group an opportunity to be offensive > and defensive basketball that has been assigned a and defensive. rules apply. basket in possession of one > When two groups have basketball and all group moved to attack the same > Play continues for a time limit members standing in the basket, the first to arrive goes or until one group scores home key. Members of first. The second group must a given number of points. additional groups act as wait until the first group Groups then rotate roles until monitors and divide up moves on to avoid confusion. all groups have served as game monitors. among the baskets to tally > If a shot at a basket is points made at that basket unsuccessful, the group and to vocalize any potential gathers the basketball and safety concerns (e.g., loose moves to a different basket. basketball). The group can return to it after a successful basket CONTINUED ON NEXT PAGE> BASKETBALL IN FOCUS MOVE THINK LEARN 28 LEARN 2: Castle Battle (continued)

CONTINUED FROM PREVIOUS PAGE MODIFICATIONS: > If groups have four or more students, the students may pass only (no dribbling). CASTLE BATTLE SET-UP > > Each group member must score at least one of the baskets for its group. O O O > Students may attempt more than X one shot at a basket before they must O O O X attack a different basket. > A number of groups may attack the same basket at the same time. > Students using a sport chair can play in any position. If necessary, have an able X X bodied student use a sports chair to O O create an equal number of matchups (reverse inclusion). Switch able bodied X O O O O X students who are using sports chairs each time the groups rotate.

Designate a home basket for each group to defend.

O O O O BASKET GROUPS NET X X SCORE KEEPERS / SAFETY MONITORS BASKETBALL HOME KEY

BASKETBALL IN FOCUS MOVE THINK LEARN 29