TGFU Model Basketball

1. TGFU ModelBasketball 5th Grade By: Katie Garcia New Bedford Public Schools

2. Tactical Problem:Attacking the basket • Lesson Focus:Shooting within the zone of the basket • Limited Instruction: Basic Rules & Expectations: 3v3 game on 1 net, Need to make 3 passes before you can shoot, 1 point every attempted shot, 2 points if shot is made, restart at top of court (blue hot spot), No dribbling • Students Responsibility: To determine what is considered out of bounds, not moving when they have possession of the ball, moving into open space, defending an opposing player, making nice passes, giving teammates the chance to shoot, Refereeing their own game • I was very impressed!!: -Role Models and Leaders -Opinions & Ideas were given and accepted -Passing and Shooting was adequate, but could be better - Only saw 2 students scramble over the ball! Lesson 1: Game 1

3. 1.) What was the overall goal of this task? • Answers: “To score, to show teamwork and sportsmanship, and to make nice passes’ 2.)From where on the court did you score most of your points? • Answers: “Closer to and directly in front of the hoop” 3.) Why is it better to shoot near the basket rather than far from the basket? • Answers: “Easier, not as strong to shoot far back” 4.) Does an accurate pass affect your shot? • Answers: “Yes, If ball goes directly to you and you are open then you can shoot, if ball is by your feet or side you have to fix your stance” Class Discussion

4. Instruction: Gave cues to shooting a basketball. Using same court, players will have one partner, (one shooter and one rebounder), shooter goes to hot spot and shoots, rebounder gets ball makes pass to shooter, shooter goes to new spot (continues), Switch. • What I saw:Rebounding the ball, stepping and sending a successful pass, shooters taking their time & focusing on the skill • Questions: Raise your hand if you felt it was harder or easier to shoot the ball during this task? • Why was it easier? • Answers: No defenders, we could focus on the shooting, rebounding, and passing skills Skill Practice

5. Instruction:Same as game 1, after 5 minutes, dribbling was added to the game. My expectations were higher this time • What I saw: • Some Double Dribbling and Traveling • Some students were wide open without an opponent defending them ----(Discussion occurred during game 2 regarding these difficulties) • Improved bounce and chest passes • Students passing and then moving to OPEN spaces • When it came to shoot, students focused on the skill rather than just attempting a shot for 1 point Lesson 1:Game 2

6. Lesson 2

7. Tactical Problem:Maintaining Possession of the ball • Lesson Focus:Create passing lanes by using on-the-ball skill execution and off-the-ball movement • Limited Instruction: Basic Rules & Expectations: 3v3 game on 1 net, Need to make at least 3 passes before you can shoot, 1 point for every successful PASS, 2 points for shot made, restart at top of court (blue hot spot), No dribbling • Students Responsibility: Presenting target hands to receive ball, performing ball fakes and pivots, & making lead passes. To determine what is considered out of bounds, not moving when they have possession of the ball, moving into open space, defending an opposing player, making nice passes, giving teammates the chance to shoot, Refereeing their own game I noticed… -Students were passing a lot! -Some students were moving to a new space after they passed, while some were not -Some students were still moving with the ball without dribbling Lesson 2: Game 1

8. 1.) What was the overall goal of this task? • Answers: “To make successful passes, move to a new space after passing, to work on pivoting and ball faking, and also to show teamwork and sportsmanship” • 2.)When you were passing, what did you do to keep the defense from stealing the ball? • Answers: “Pivot, protect the ball, make a quick pass to someone who is open” • 3.) Did you use any signals to let your teammates know you wanted to receive the pass? • Answers: “Yes, Calling their name, clapping my hands, showing that I am ready to receive the ball with my hands, and making sure I am in an open space” • 4.) Does it depend on the situation for when you should use a bounce pass or chest pass? • Answers: “Yes, if someone does better with receiving a bounce pass rather than a chest pass then they should be given it. Adefender may be directly in front of you so you may have to go to the side and give a bounce pass” Class Discussion

9. Instruction: Gave cues to bounce passing and chest passing. Using same court (modify from lesson plan) one team would be play and make at least 8 successful passes to teammates. After every pass students had to move to a new space. Teams then switch, one goes off, one comes on. Continue • What I saw:Stepping when making quick and successful passes, students moving to a new space every time to promote “getting open”, receivers showing ready hands • Questions: Raise your hand if you felt you were more successful passing the ball during this task than in the first game? • If Yes, why? • Answers: “There were no defenders, we could focus on making nice quick passes and then moving to a new spot’ Skill Practice

10. Instruction:Same as game 1, after 5 minutes, dribbling was added to the game. My expectations were higher this time • What I saw: • Not as much double dribbling and traveling • Students moving to an OPEN space after passing! • Improved bounce and chest passes • Students realized that if they made more passes that were successful then they would receive more points than if they focused on shooting the ball Lesson 2: Game 2

11. Questionnaire (Sample)

12. Did you find this approach helpful compared to other lessons? • “Yes, because I new what to practice oh and it help me now what I need to do • “Yes, this was helpful because after playing the game you can see what you can improve” • “Yes, because if people didn’t know how to play the game now they do” • “Yes, I believe the new approach worked better because with more time for a game witch helped with sportsmanship” • Did you enjoy using skills in a game rather than practicing skills by yourself or with a partner? • “Yes, I think it worked better because the approach helped me learn more” • “Yes, because we worked with more people” • “Yes, I enjoyed playing a game instead of practicing because we can see what a real game is like” • “Yes, because it gave me more experience than with a partner” • Do you think you and others worked well together and showed sportsmanship?“Yes, because we passed” • “Yes, because they were my friend and I learned to work with them” • “Ok, it was ok I think that I could be a little more nicer” • Will you be able to figure out the problem(s) your team is having during a game and be able to make decisions together to fix the problem? (future sports/units in Phys.Ed) • “Yes, because while you watching your teammates and opponents play you can see what is wrong and talk to them about it” • “Yes, I will make desisyons with my group and make sure its fair” • “Yes, because if you cooperate you can fix it” • “Yes, because its easey cause there a wrong and a write Questionnaire

13. Overall, GREAT experience!  • Students enjoyed this approach very much, may be difficult to use skill based approach again with them • Students showed responsibility, sportsmanship, and the capability of refereeing their own game as if they were outside of school • Tasks would have to be modified for all my schools (different spaces, basements, gyms, no hoops) My Experience

14. 1st time using this approach before basketball • No book references, more of my own ideas • Put together on the fly, wanted to try it 2v2 Keep Away Game: Offense/Defense -Focus on dribbling, keeping head up -Focus on moving to open space -Focus on covering an opposing player -Focus on making successful passes • Practice Skill Task: Students individually dribbling and stopping, keeping their heads up Then 1v1 Keep Away • Game 2: 2v2 Keep Away My Thoughts: -No single tactical problem or lesson focus -Class discussion and practice skill task were successful -2v2 in soccer was difficult due to lack of gym space -Difficult time staying in one area -For my basketball unit using TGFU I broke lessons down into tactical problems, much simpler Soccer Attempt

15. As my lessons went on I modified the tasks • I noticed during my 2nd lesson practice skill, students were not getting the “cooperative defensive idea” . Tried and tried. Finally just had offense on court, and switched quickly • As the lesson(s) went on I had more questions to ask the students during class discussion to really get them to tactically think • This was a Learning Process: Next time I will continue to.. - Be OPEN MINDED - Be able to modify at any moment Change?

16. Resources • New Bedford Public Schools • Tested on students in grade 5 • Opinions given by students in grade 5 • “Teaching Sport Concepts and Skills, A Tactical Games Approach” by Stephen Mitchell, Judith Oslin, & Linda Griffin THE END!