project on basketball for physical education

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How to Teach Basketball

When teaching basketball in Physical Education lessons, it is helpful to have a range of activities, teaching models and styles in the toolbox to help ensure students make great progress. Basketball lessons can be delivered in a range of ways depending upon the age, group size, resources available and your level of knowledge of the game.

If teaching lower Elementary (Primary/KS1) you may want to opt for more cooperative group activities where students can explore the different skills without the pressures of any defenders. Then in upper Elementary (Primary/KS2) students can experience a range of competitive, cooperative, and small-sided games (3v3). Once students move into Middle-School (KS3) and High-School (KS4 & 5) this is where students can begin to experience the full-scale versions of the game through 5-on-5 games. A great way to do this would be using a ‘Teaching Games for Understanding’ model.

Below are a few basketball activities, an example skill card and lesson plan from our ‘Ultimate Basketball Pack’ that you can use in your lessons.

Activity: TAILS

• EQUIPMENT: 1x basketball; 1 pinnie per student
• SPACE: Half- or Full-court basketball
• DURATION: 6-8 mins
• GROUPINGS: Whole Class

Description: Every student has a basketball and a pinnie/bib which is tucked into the back of their shorts (like a tail). The aim of the game is for all students to keep their tail for as long as possible, whilst trying to take away other player’s tails. In order to do this, players must always dribble the ball around the area, maintaining good control of the ball, keeping their heads up and watching their backs. If a player loses their tail, they must continue dribbling and try and get someone else’s tail which they can then put back in their shorts. If a player takes a tail whilst already having one, they can either hold on to it until later, or generously give it to a class mate who has lost their tail. Each round 90s to 2mins. Repeat 2 or 3 times.

Alternative: Students can only have one tail. Once they lose it, they must try and get someone else’s, until their are no more players left with a tail. When a player has taken someone else’s tail they must place it in a designated area e.g., hulahoop on the side of the court.

Teaching Points

• Dribble with head up
• Dribble below waist
• Alternate between hands
• Avoid dribbling violations (carrying, double-dribble, travelling)
• How many times did you lose your tail?
• How many times did you take someone else’s tail?
• What do you need to do keep your tail?
• What can you do to take someone else’s tail?
• What would be your top tips for dribbling with great control?

Activity: PARTNER SHOOTOUT

Skill Card: Shooting Technique - B.E.E.F.

Skill Cards: When teaching basketball it can be extremely useful for students to use skill cards to deepen their understanding of complex skills. For example, when trying to teach students how to shoot in basketball with correct technique, they could use the above skill card to read over with a partner. After, they will then take turns practicing shooting whilst their partner observes and gives feedback. This is an example of a 'Reciprocal Teaching Style' which you can learn more about in our 'Teaching Styles' article.

Teaching Considerations

Teaching Considerations: When teaching any activity to children it is important to consider: What grade are they in? What size ball should they use? How high should the basketball be? and; What sized teams should they play in? We hope that the above table will help you answer those questions quickly and confidently. If you don't have the luxury of having an adjustable basketball hoop, simply hang a hula hoop over the rim and students can shoot for that instead or as well i.e., 1 point for the hula hoop, 2 points for getting the ball in the basket.

Example Basketball Lesson

Lesson objectives.

• Explore and improve understanding of the rules in basketball
• To be able describe and/or demonstrate triple-threat, pivoting and dribbling in basketball
• To apply these skills into games

Activity 1: Discussion

• EQUIPMENT: 1x basketball per game; 1 pinnie per student
• SPACE: Half-court per group (depending upon space available)
• DURATION: 3 mins
• GROUPINGS: 3-5

Students have 2-minutes to discuss as many rules of basketball that they currently know. Students should be sitting on the floor, facing each other showing good listening and communication skills sharing their knowledge of basketball rules. After, have each group share one rule with the class. Try it differently - give students a large piece of paper and pens and they have to write down the rules they know with a brief description.

Activity 2: 3-on-3 Games (7-12 minutes)

• DURATION: 7-12 mins
• GROUPINGS: 3s

Students play a 3-on-3 basketball, demonstrating their understanding of the rules of the game. Students are expected to call their own violations to demonstrate their understanding. During this game, the teacher can float between the groups, stopping games where necessary to clarify any basic rules.

Formative Assessment: This is a good opportunity to assess students understanding of the game, and their ability.

Did you manage to play your games fairly? Call your own violations? Agree on calls? Any rules that you are unsure about?

Activity 3: Traffic Lights (see p.10 of Ultimate Basketball Pack)

• EQUIPMENT: 1x basketball per student, 4 cones (1 red, 1 orange, 1 green, 1 blue)
• SPACE: Full-court basketball
• DURATION: 5-8 mins

The teacher has 4 cones in their hand which they will hold up at different times during the activity. Red = Stop (hold the ball in the triple threat position); Green = Go (dribble into space, avoiding other players); Orange = Change direction (players perform crossovers and change direction without picking up the ball); Blue = Fancy tricks (students show off their basketball dribbling skills they have).

Teaching should be constantly walking around the area, encouraging students to keep their head up. When holding up a red cone (students in triple-threat), encourage players to pivot so that they are always square to the teacher. Drip feed in different coaching tips (▼ see Skill Cards p.2).

Activity 4: Rooster (see p. 6)

• EQUIPMENT: 1x basketball per student
• DURATION: 5-6 mins

Students have to dribble around the area protecting their ball whilst also knocking away other players basketballs. The challenge - how many other people’s basketballs can you knock away in 2 minutes. Teacher to encourage players to keep their head up, dribble below their waist, find space, practice dribbling with both hands (not at the same time).

How do you keep control of the ball? When do you think you use triple-threat? How can pivoting help you in a game?

Activity 5: 3-on-3 Games

• EQUIPMENT: 1x basketball per game, pinnies/bibs
• SPACE: Half- or Full-court basketball (depending upon your space available)
• DURATION: 10-12 mins
• GROUPINGS: 3's

Students return to playing 3-on-3 basketball against a different team. During this game the teacher will focus on encouraging and recognising players that are demonstrating triple-threat, pivoting, and dribbling. Students continue to officiate their own games.

Assessment: Assess students triple threat, footwork and dribbling.

In groups of 3-5, students to discuss 1) What is Triplethreat; 2) How to Pivot; 3) How to dribble; 4) Which of these skills they felt they are best at? What do they need to do to improve? Teacher circulates the groups, listening in to the different conversations.

Would you like more basketball activities? Download the Ultimate Basketball Pack with over 50 basketball activities that are appropriate for using in PE lessons. Our pack will help you deliver high-quality basketball lessons for Phys Ed! It has been developed by highly-qualified and experienced PE teachers for specialists and non-specialists alike who want to deliver the best basketball lessons where students can make exceptional progress.

In the Ultimate Basketball Pack by the PE Project you will find:

• Over 50 basketball activities
• Skill Cards
• Lesson Plans
• Assessment Criteria for Elementary, Middle-School, and High-School
• Basketball Rules
• Non-doer sheets
• Plus lots of additional extras like questions, teaching recommendations, differentiation strategies.

The Ultimate Basketball Pack

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Basketball in Physical Education

The game of Basketball was invented in the United States of America. Dr. James Norsmith of the U.S.A. developed it in December 1891 at Spring Field college. The origin of this game is very interesting. In the beginning, 40 to 50 players used to be in one team. This game used to be played in a gymnasium. A pair of baskets were nailed on the walls facing each other One had to climb up to get the ball out whenever a goal was scored. Indeed, it was a difficult task. After that, Dr. Smith framed the specific rules of this game.

What are the Rules for Playing Basketball?

• Basketball – Ground, Players, Rules
• Rules of Basket Ball in Hindi Medium
• Class 11 Physical Education
• Class 12 Physical Education

This game was played the first time on 22nd January 1892. The first time, five players formed a team. From 1895 to 1900 A.D., a lot of amendments were made to the rules of the game. American Basketball Training Association made its efforts for the demonstration of this game in the 1928 Amsterdam Olympics, but it could not get success. After that, in the 1932 Olympics, efforts were also made to introduce Basketball.

At last, in the 1936 Olympic games, which were held in Berlin, Basketball was included. In 1932 International Basket Ball Federation was constituted. From the very beginning, U.S.A. dominated in Basketball. Approximately 85 years ago, in India, the game of Basketball was introduced by Y.M.C.A. College Madras (Now Chennai). Since then, Basketball became famous in every part of India. The Indian Basketball Federation was formed in 1950.

• 1. Now the length and breadth of Basketball court is 15 m × 28 m
• 2. Now the feather ball is used in Basketball competition.
• 3. The last 2 minutes play before the end of the game should be played in real sense and not to pass the time.
• 4. Now three time-outs can be provided during the second half of the game to each team but in first half only two time-outs are given.
• 5. The Basketball poles should be at least 2 m away from the end line.
• 6. Now the throw can be given from the end line.
• 7. 30 second rule has been changed to 24 seconds.
• 8. Now there are four periods of the game i.e.10 – 10 – 10 – 10 minutes.
• 9. A rectangular shaped restricted area has been introduced.
• 10. The distance of three point line has been extended to 6.75 m,whereas, earlier it was 6.25 m.
• 11. No charge semi-circles have been introduced. The radius of the circles shall be 1.25 m from the point on the floor beneath the exact centre of the basket to the inner edge of the semi-circle.
• 1. European Cup
• 2. American Cup
• 3. Asia Cup
• 4. Services Trophy
• 5. William Tod Memorial Trophy (National-Men)
• 6. Prince Vasalat Jha Trophy (National Women)
• 7. B.C.Gupta Trophy
• 8. Federation Cup
• 9. Bangalore Blues Cup
• 10. C.Munni Swami Cup
• 11. All India Ramu Memorial Trophy

Some important things about Basketball

What are the measurements of basketball court.

28 m × 15 m

What is the height of the board from ground?

What is the circumference of the ball.

75 to 78 cm

How many players are there in a team?

Total 12 players (5 players + 7 Substitutes)

What is the duration of a time-out?

One minute.

What numbers are printed on the shirts of players?

Numbers 4 to 15 are printed on the shirts of players.

What is zone to zone defence?

It is a system of defence in which players are responsible for defence of their sides.This system of defence is mainly suited against a team that is slow in making moves.

What is the duration of substitution?

The duration of substitution is 20 seconds.

Which type of ball is used in competitions?

Leatherette ball is used in competition.

From where the free throws are taken?

Free throws are taken from the end line.

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3 Elementary PE Basketball Activities for Physical Education

It has been my experience regardless of what level of education you teach, when you mention hand dribbling every student gets excited because this means basketball! Out of all the units, hand dribbling is their favorite with foot dribbling and catching/throwing as a close second. Before we can begin with the fun activities, I always have my students start with the fundamentals in stations using the SPARK basketball skill task cards (see below). This allows me to observe the individual skill levels of my students.

My students complete a self-assessment as they go through each station. This helps my students and me know where they feel comfortable and where we might need to improve. Once I know what skill or skills need the most focus, the fun can begin! I have shared my favorite games below. I hope your class finds them as fun and engaging as mine do.

This week @EvaTurnerTigers students are learning basketball fundamentals for our hand dribbling unit! Thank you to @SPARKPhysEd for the station skill task cards! pic.twitter.com/6NaGpyzXL2 — Mrs. Cheseldine (@pe_cheseldine) November 9, 2021

Dribbling: Pirate Ship

Materials: 10-15 basketballs , 10- 15 pinnies or wristbands

In this game my class partners up with a peer. Each pair is given a basketball. One student is a pirate and the other is setting sail as part of an honorable captain’s crew. There are pirates on the ship and as a crewman, it is your job to protect your barrels (basketball). The crewman practice dribbling the ball using one hand while looking at the pirate. It is their job to keep the barrel in their possession for if they lose it all is lost! Once the barrel is stolen, they cannot try to get it back from the same pirate. Students go to a different pirate and try to steal back the barrel. This game practices dribbling, ball control, offense, defense, and the kids love it!

Passing: Monster Ball

Materials: 4 bowling pins , 4 basketballs , 4 colored cones , 4 colored deck rings , 4 coated-foam balls

In this game, my class is split up into 4 equal teams and assigned a color. The bowling pins are in the middle of the gym. Each team’s objective is to knock down their team’s bowling pin using the coated-foam ball . Once it is knocked down the team must go to their assigned basket, pass the ball to all players using only a chest or bounce pass, then shoot the ball. If the team makes the shot, then it is a point for that team. The first team to make a shot wins that round. The game continues until a team reaches 20 points.

Different Variation: Call out colors instead of using bowling pins

Shooting: Poly Spot Shoot Out!

Materials: 4 basketballs , 30- 40 poly spots , 4 colored cones

In this game, my students are placed into 4 equal teams. One at a time, students will pick a spot and attempt to make a shot. If the shot is made, they can take that poly spot back to their team. The game ends when all poly spots are taken. The team with the most spots will win the game.

Different Variation: For younger students use coated-foam balls instead of basketballs.

Related Blogs:

• 5 Skill-Based Basketball Games for PE!
• Inventory Check: Do You Have These PE Essentials?

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Awesome Resources for Physical Education Teachers

Teaching Basketball – Ball Handling & Dribbling

So you’re gonna start planning your Basketball Unit?

First things first – kick it off by reminding those athletic kids that think they don’t need any practice with fundamentals that even PRO players practice the fundamentals to get better and master their skills.

I always wait to teach my basketball unit until March since there is so much buzz about March Madness, it seems like it’s more culturally relevant.  To kick off the unit I always start with watching a cool Globetrotters video and explain to the students how important it is to work on the fundamentals of the game even if you are a pro.

See an example of a ball handling video below, but you can also check out their YouTube page – they have a ton of videos.

Management and Equipment

To kick off the unit I always remind kids that when the music stops I need them to stop, drop and listen and place the ball on the ground.

I give my kids a choice of a Playground Ball, Size 3 Arcarde Basketball or a Youth Basketball (27.5) see an overview below:

  View this post on Instagram   A post shared by Ben Landers (@thepespecialist)

• Mikasa Youth Basketball 27.5″
• Go Sport Size 3 Arcade Basketball
• Sportime Poly PG 8.5″ Playground Ball

After going over a few of the management protocols and cues we bring all the students into a circle in the middle of the gym and teach them some fun ball handling drills that will help them improve their basketball skills.

These are great drills that kids can practice at home with any type of ball.  See a model example of instruction from my awesome co-teacher Marcus Nellems below teaching Slaps, Taps, Wraps, Flips and Flops.

After teaching the ball handling drills during the first lesson, we begin the following lessons of our unit by doing a quick warmup for about 3-4 minutes of Follow the Leader skills and ask students to work on keeping their eyes up and trying to copy the ball handling moves that the teacher is doing without looking at the ball.

It’s a quick, fun warm-up and the students enjoy it.  You can modify the moves for younger students to make it easier.  See an example of me leading a 5th grade class in Follow the Leader below

The success of these follow the leader style tasks actually led to the creation of the Basketball Follow the Leader Pack, which is a set of Videos and Slideshows with GIFS showing examples of all of the ball handling tricks that we use use in the unit.  You can check it out linked up at the bottom of this post.  Example of how I use them below:

We do similar warm-ups during our soccer unit and jump rope unit.

Teach the drills at the beginning and then do a follow the leader style warm-up to kick off the following lessons with the footwork drills we taught to the students during the first week.

Passing and Shooting

After we work on dribbling and ball handling we move on to Passing and Shooting which you can check out by clicking the graphic below

Basketball Dribbling Cues Assessment

At the end of the unit I give my 2nd graders a verbal quiz to see if they know the 3 cues for a basketball dribble, this is one of our common report card assessments for 2nd grade ( details on how I do grades here ).

You can see how I do the Basketball Skill Cues Knowledge Quiz by clicking the link below, it’s pretty simple:

Check Out the Basketball Cues Knowledge Assessment 

Basketball station activities.

With my K-2nd Graders I also do lots of Station Work ( more info on teaching with stations here ) so they can build up the fundamental skills needed to play modified games when they get to  the 3rd – 5th grades.  You can purchase my Station Signs at the bottom of this post if you’re interested (see a few examples of the signs below)

https://www.instagram.com/p/B9AAbsxBTI3/

More Basketball Resources

If you want to check out our Basketball Resources you can see an overview of them in the videos below.   Each resource is available to all teachers in our membership program ( info on our membership here ), just login and download them straight from the membership area.  They are also available in our Teachers Pay Teachers Store for anyone who isn’t a member.

Basketball Unit Resource Pack

The Unit Resource Pack will provide you with a ton of printable resources to plan an AMAZING basketball unit.

Included in this download:

• Sample Unit Plan with 50 pages of activities
• Printable Station Activity Signs
• Basketball Cues Poster
• Create Your Own Basketball Routine Worksheet
• Basketball Tricks Checklist
• Player of the Day Certificate
• Basketball Golf Scorecard

Check out the Basketball Unit Resource Pack (TPT)

Basketball follow the leader pack.

All of our follow the leader packs are a “technology upgrade” for anyone with a screen that goes along perfectly with the Unit Resource Packs.

• 3 Follow the Leader Videos (Basic, Intermediate, Advanced)
• Animated GIF Looping Videos
• Powerpoint Slideshows with all Animated GIFS
• Create Your Own Ball Handling Routine Worksheet
• Basketball Trick Checklist

Check out the Basketball Follow the Leader Pack (TPT)

Have fun and teach on.

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Reader Interactions

April 7, 2024 at 4:04 pm

I like how you started with telling the kids that you always need to start with the basics of any sport before going straight into it. The globe trotters was a fun video to watch for starters, and it being right around the time of March madness is a good idea with all the kids minds on basketball.

April 8, 2024 at 3:31 pm

Thanks for the kind words Carter!

Glad you’re enjoying the resources!

November 28, 2023 at 9:07 pm

Do I still need to pay for station cards at TPT if I’m a member?

November 29, 2023 at 3:28 pm

As a member you get access to everything we’ve ever created in the membership.

You can get all of the E-books, Unit Plans, Activity Guides, Videos and Trainings (and ever single other resources we’ve ever created) inside the membership area.

You can check out the page below for a walkthrough of how to sign in and get into the members section on the site:

https://membership.thepespecialist.com/start-here/

Once you get logged in you can go here (our Members Home Page): https://membership.thepespecialist.com/

We also created a Table of Contents for the Membership with a link to EVERY RESOURCE! You can find it below:

https://membership.thepespecialist.com/table-of-contents/

The basketball station cards are at the link below (must be logged in):

Basketball Member Resource

Hope this helps!

December 7, 2021 at 2:40 pm

Love the way you introduce basketball and ball handling! What do you do for KG and 1st?

December 7, 2021 at 8:15 pm

Hey Brandtin,

Depending on the class, we can do some ball handling tricks with them. But for most classes, we just introduce striking the ball with control. Then being able to move and dribble with control.

You can check out some Basketball Resource Pack with cues and posters for K and 1st linked below:

https://www.thepespecialist.com/cuestest/

November 3, 2019 at 11:34 pm

Thank-you! Great videos, and very helpful! Keep it up.

Chris, Teacher on Vancouver Island

November 4, 2019 at 8:05 pm

Glad to hear that – will do!

March 31, 2019 at 11:13 am

Hi from Canada Ben, Love your website and I’ve used many of your ideas for my pe classes. I’ve just gotten an instant replay app on my ipad. Do you have suggestions for basketball activities I could do with the app for my grades 1-2?

April 1, 2019 at 5:58 pm

Have them practice any of the skills and then self assess by watching the replay to see if they are using the correct cues for the skill performed (Dribbling, Passing or Shooting)

February 14, 2019 at 1:09 pm

You are such a rock star! Thank you for the breath of fresh air and inspiring this PE teacher to start videoing my own lessons to improve! Keep up the good work!

February 19, 2019 at 7:59 pm

🙂 Appreciate the kind words – watching yourself back on video will help you get better for sure! Thanks!

March 7, 2018 at 1:38 am

Hi there – like your site and ideas. Tried the slaps, flops, flips, etc today and the kids loved it!

You mention footwork drills? Where do I find those, please? How long will you cover this unit? About 4 weeks?

Additionally, I would like some clarification about how you organize your lessons. Is the order you use:

warmup – review previous skills drill – learn new skills game – follow the leader – actions based on review and new skills? cool down

March 7, 2018 at 5:13 pm

Hey Catherine! Glad it was helpful, I haven’t published the footwork drills other than in my membership, but you can think about the basics of footwork with a soccer ball or google it for some ideas (quick taps, insides, rolling and trapping etc).

The lesson order changes depending on the content, but for this one I usually do

Warmup – Intro or Review Previous skills – Follow The Leader – Game – New Skill or more modified gameplay – Closure

We do basketball for 3-4 weeks depending on time available, usually 3

January 29, 2018 at 5:06 pm

What if you only have 5-6 basketballs for around 20 kids? Do you have any basketball drill suggestions?

February 1, 2018 at 10:38 pm

A few ideas: Use playground balls instead, set it up as a station activity, ask kids to bring balls from home, get a sports store to donate some, ask your admin for more funding, write a donors choose grant

June 11, 2017 at 10:54 pm

I like sports

February 16, 2016 at 3:36 am

“Basketball is a beautiful game when the five players on the court play with one heartbeat.

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7 Tips to Effectively Teach Basketball in Physical Education

• Phys Ed Units

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So, you want to teach basketball to your Physical Education class? Your students have probably played basketball a hundred times in PE before they come to you. What can you do to make your unit engaging?

Today I am going to give you 7 tips for teaching basketball in Physical Education.

Looking for a free basketball dribbling lesson plan? Click here to join my Free Resource Library Ready to purchase my pre-made basketball unit plan with detailed lesson plans? Click here to go to my Teachers Pay Teachers Store.

Why Should You Teach Basketball in Physical Education?

Basketball is a classic sport that most Phys Ed programs teach. But, to me, that isn’t the best reason why we should teach basketball. Here are some of the top reasons I think you should teach basketball in your Physical Education class:

Preparing Students for Tryouts

By having a basketball unit before school tryouts, students will develop fundamental basketball skills and it may ignite a desire for a student to try out for the school team. One of my jobs as a PE teacher is to provide students with the opportunity to develop skills that they may not have been able to in previous Phys Ed classes. I find that this is particularly important when teaching Middle School because some elementary schools do not have Phys Ed specialists teaching their students. 

Basketball is Low-Prep

Basketball is a gem to teach if you feel overwhelmed with teaching units that have a lot of set-up and preparation. Almost every single basketball drill, modified game, and relay requires very little preparation to complete. If you need a bit of a break, basketball is a great option!

Lifelong Activity

Although some curricula do not include basketball as a lifelong activity because it is a team sport, I would argue that the skills learned in basketball can be used as a lifetime activity. For example, my 75-year grandfather shoots some hoops and dribbles a basketball around as one form of his daily physical activity. Is he playing basketball competitively? No. Is he playing with a team? Also, no. But he finds it a great way to stay healthy and spend some quality time with his grandkids.

Basketball Teaches Teamwork

One of the most important skills that is learned in Phys Ed is teamwork. It is really hard to be successful in basketball if you are not working as a team. Because of this, basketball is a great way to provide opportunities to work on teamwork skills

Basketball can be an intense cardio workout. We all know that we are more likely to exercise if we are doing a workout that we find fun. Our students are the same. Basketball can be a very fun workout for our students without being a traditional fitness program 

When Should You Teach Basketball in Physical Education?

Like with most things in Phys Ed the answer is, it’s up to you. Do what works best for you and your students! Here are my three suggestions for when to teach basketball:

1. Before School Team Tryouts

Like we talked about before, I think it is a great idea to teach your basketball unit a couple of weeks before the school team tryouts. This gives students the opportunity to develop and hone their skills so that they can try out for the team if they want to. It also gets the students pumped up for basketball season!

2. During March Madness

March Madness is huge! At my school, students get really into it. Because of this, teaching a basketball unit in March would be an awesome idea. Students are already excited about basketball, why not have a basketball unit at the same time that they are already focused on it.

3. When You Need to Stay Inside

Weather can be a big determining factor for different units.

I live up north, so we only really have PE outside in September, a little bit of October (if we’re lucky) and from April to June. Because of this, we spend a lot of time indoors during the fall and winter seasons, so basketball is the perfect unit to have during these times.

If you live further south, then September and April to June may be way too hot to be outside. In which case, basketball would be a great indoor unit during these times.

Tips for Teaching Basketball in Physical Education

Now that we know why we should teach basketball and when, we can focus on how to teach a basketball unit in PE.

Also Read: How to Make a Physical Education Unit Plan in 30 Minutes or Less and Your Guide to Making Physical Education Lesson Plans Easy

1. Teach Basketball Skills in Physical Education

This may seem like a no-brainer, but when we are teaching basketball in Phys Ed, we should be teaching students basketball specific skills. In my opinion, playing sports is a lot more fun when I am actually able to successfully complete the sport-specific skills. Basketball is no exception. Because of this, we should focus on teaching the students to correct technique for each of the basketball skills.

2. What Basketball Skills Should You Teach in Physical Education?

Now that we have determined that we should teach basketball skills in PE, we need to decide which skills we want to our students to develop. 

The skills that I teach my students are: dribbling, passing, shooting, offensive strategies, defensive strategies, and foul shots. These skills make the foundation of the basketball game.

Depending on how much time you have for your unit, you could also add more skills such as screening, rebounding, inbounding, etc.

3. What Order Should You Teach Basketball Skills?

Whenever I create a unit plan, I always think about what skills have to be taught first before students can be successful in gameplay. For me, the first thing that comes to mind is moving the ball. Because students can’t run with the ball in basketball, the first skill I teach is dribbling. The next skill I teach is passing. 

After teaching about ball movement, I move onto shooting. Although my students are most excited to learn about shooting, I feel like it is less important for them to know how to shoot right away because they can still play a basketball game without having been taught the technique for shooting, but they won’t ever be able to shoot if they don’t know how to successfully move the ball towards the hoop.

After shooting comes defensive strategies. During this class day, my students learn about man-to-man (or person-to-person) defense through a variety of drills and activities. Next comes offensive strategies. This is where students learn cutting, offensive plays, etc. 

The final skill I teach in my basketball unit is free-throws. My students and I talk about the different types of fouls, when free-throws happen, and how they are set up. After our discussion, the students are able to practice taking free-throws through a bunch of different games.

4. Keep Things Fun!

To keep your unit fun and engaging, add modified games to your lessons. Instead of having drill after drill and ending with a 5 vs. 5 basketball game, add games throughout the lesson that will teach the students and let them apply the skills your lesson focuses on.

If you are interested in how I set up my classes to incorporate modified games, click here to download my FREE dribbling lesson plan.

5. Ensure Students Get Lots of Repetitions

The best way to learn is to practice, so create your lesson plans with repetitions in mind. Have the students get into the smallest groups your teaching space will allow. 

For most of my basketball unit, I split the students up into teams of three. I have six hoops in my gym and I send three groups of three to each hoop. Two groups will play against each other until one of the teams scores. The team that was scored on will go off for a water break, or dribbling / passing on the sideline, and the team that was off will come on. 

This setup allows for a lot of individual practice time.

Read more: ​ 5 Games to Make Your Basketball Unit a Slam Dunk

6. Assess Skill Application

I had a professor in university tell me that I should assess my basketball unit by having all of my students take 10 free-throws. If they made all 10 free throws, they would get 100% in the unit. If they got 1 in, they got 10% for the entire basketball unit.

If Shaq were in this professor’s basketball unit, he would only average at 52% in the unit. SHAQ!

I quickly decided that this was not the assessment approach for me.

My assessment strategy is to always watch students attempt to apply the skills they are learning to game situations. Are they attempting bounce passes to get under the defender’s arms? Have they been using their non-dominant hand to balance the ball when shooting, rather than trying to use it to shoot? All of these components are more important to me as a teacher than how many free-throws they make.

7. Finish With a Basketball Tournament

After the students have worked hard developing their skills, playing modified games, and small-sided games, it is a lot of fun for students to play a full-court 5 vs 5 (or similar) basketball tournament. 

I will often let my students pick their own teams. If I have a particular class that needs more structure when it comes to team selection, then I will have the students pick a partner they want to be on the same team with and I will combine different pairings to make the teams.

My students love tournaments and it is the perfect opportunity to assess my students’ skill application to gameplay!

More Basketball Resources

You can make your own basketball unit plan, or you can purchase my ready-made basketball unit plan on my Teachers Pay Teachers store . This makes Basketball so easy – all you need to do is print and play.

My low-prep Basketball Unit Plan includes:

• 9 Hour-long detailed and specific lesson plans 
• Warm-up Activities: These specific games and activities introduce the students to the focus and objectives of the day
• Learning Activities: Each day includes 3-5 different activities that are accompanied with diagrams or technique photos to help with understanding
• Key Teaching Points: Each learning activity includes a number of key teaching points to help you as a teacher improve students’ form and technique
• Key Questions: Each learning activity includes questions to determine students’ understanding of why skills are performed a certain way and how the skills can be applied in real gameplay. Each debrief also provides specific questions to allow students to reflect on what they learned during the lesson
• Safety Considerations
• Several high-quality PDF bonuses – rules posters, a strategies poster, a court poster, and a shooting technique poster, 
• A final exam with an answer key, 
• Round robin tournament trackers (for 4 teams or 6 teams)

I’m curious, what are your top tips for teaching basketball? Send me a message over on Instagram @teachingpak and let me know!

I can’t wait to hear from you!

Have fun out there!

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• Adpative Physical Education
• Special Education

Adaptive PE Basketball PowerPoint

Adapted physical education--basketball fundamentals.

Adapted Physical Education Class Basketball

Lesson Overview

Date: January 28, 2018                                                   Grade Level : 6-8

Concept: Basketball Shooting and Passing

Objectives:

Students will be able to demonstrate understanding of the concept of shooting a basketball by standing at a certain distance from a basketball hoop and shooting a ball in the direction of the hoop up to 5 times in a row with 80% accuracy. 

Students will be able to demonstrate understanding of the concept of passing a basketball to a partner by standing a certain distance from a partner and passing a ball in the direction of that person up to 5 times in a row with 80% accuracy. 

Students will be able to demonstrate an understanding of catching a basketball by attempting to catch a ball thrown at them at least 5 times in a row with 80% accuracy. 

Introduction:

Ask students what their background knowledge of basketball is. What “things” do you need to play? Have you ever watched a basketball game? Two videos will be shown to the class prior to beginning the lesson. The first video is of a high school special needs basketball player who makes an incredible shot in his only game ever played. The second video is of a basketball game played entirely with students who have various disabilities. Both video links are provided and should provide motivation for the class to play basketball. 

https://www.youtube.com/watch?v=nUztRvfhDT8

https://www.youtube.com/watch?v=oJFr5KVdEXA 

Vocabulary:

Chest Pass- the basketball is passed directly from the passer 's chest to the receiver 's chest.

Bounce Pass- the basketball bounces about two-thirds of the way from the passer to the receiver.

Overhead Pass- the player holds the ball over their head with both hands and then tosses the ball to a teammate.

Shooting form- Put the ball in your shooting hand make sure your body is square to the basket, and put your feet shoulder width apart, and also put your elbow in towards your body.

  Body of Lesson :

After watching the introduction videos, students will come into the gym and partner up. One ball will be given to each set of partners. Students will stand 5-10 feet away from each other depending on the level of comfort felt by students to catch a ball. The instructor will demonstrate a chest pass and then have students practice this pass several times back and forth with their partner. The instructor will come around and help any students who are in need of assistance. When students are comfortable with this type of pass they may begin to back up and get farther away from their partner. These same steps will be repeated for the bounce pass and the overhead pass. Depending on student strength, they may begin these skills with a balloon or beach ball to gain confidence and correct form before moving on to the basketball.

After the instructor is able to assess each student on each type of pass, the class will move on to shooting. The instructor will demonstrate the correct shooting form and then students will be allowed to go to a basket to practice this form. One student will shoot while their partner rebounds the ball for them, after ten shots the students will switch roles. Students will be instructed to start only a few feet away from the basket until they are able to make two shots in a row, afterwards they can move back another few feet until they are unable to make a shot. The instructor will walk around the gym and make any shooting corrections that are needed and assess each student on their ability to shoot a basketball at the hoop. Depending on disability, students may feel more comfortable and confident using a hula hoop for the basketball hoop and/or garbage can as a larger surface.

Multiple Intelligences :

Students will use the following multiple intelligences through participation in Adaptive PE:

•Kinesthetic-Students who enjoy being on the go as much as possible. Learn best by doing—hands-on activities and incorporate body movement. Examples in PE class would be walking, passing and shooting the basketball.

•Interpersonal-Those students who show good social skills and partake in group or team activities. Examples in PE class would be partnering up to pass the ball back and forth, participating in a mock basketball game.

•Musical-Rhythmic-Students connect to an activity through familiar tunes of music. Examples in PE—having a song to keep rhythm of passing the ball back and forth.

Accommodations/Modifications: Multiple accommodations are made depending on the abilities of the students in the class. These are as follows:

Deaf/Hearing Impairment   1. Brighter ball helps to make up for a player calling your name to pass you the ball. 2. Lights to signal a whistle. 3. Make hand signaled plays not verbal. 4. Give a written outline of the day’s events.   Cognitive Impairments   1. Repeat instructions clearly and slowly. 2. Quick/simple instructions. 3. Use larger materials (beach balls and hula hoops) 4. Give motivation for small goals (catch a ball) then work higher (make a basket). 5. Enhance success rate by awarding points for passes and catches. 6. Many rules can be changed (allow double dribbling, no time limit in the lane, etc.).   Visual Impairment   1. Orient player on the court and give an area to cover. 2. Brighter colored equipment. 3. Brighter boundary lines. 4. Beeper in the ball. 5. Lighted hoops. 6. In drills, use a ball retrieving device or set up in partners. 7. Catch the ball with arms extended to feel the ball and bring into the body. 8. Call the person’s name before passing to them. 9. Bounce passes are easier to track and slower pace. 10. Place a beeper behind the goal to help in aiming at the target.   Orthopedic Impairment   1. Use the two-hand chest pass. 2. When shooting, do not go head on; easier to go slightly to the non-dominant side. 3. Adaptations to the game a. Travel if more than two pushes are taken with ball in lap. b. Can only dribble twice then must pass, shoot, or take two additional pushes. c. Remain seated at all times. d. Place all players in wheelchairs.   One Arm Involvement   1. Trap the ball with the body to catch the ball. 2. Throw with one arm. 3. Overhead passes for long throws. 4. Stop dribble then place ball on the hand for a shot.   One Leg Involvement   1. Bring the ball to the side of the body instead of towards the body to catch the ball. 2. Students who use crutches can use the one arm throw. 3. Students who use crutches are successful with the one arm shot. 4. One regular crutch and one Lofstrand crutch helps to free one arm quickly

(Adaptation and modification information was compiled by Jenny Walter,  Adapted Physical Education student at Manchester College, Spring 2008).

Assessment: 

Formative assessment: Observation will be used throughout the lesson to correct student form and give feedback. Students who are completing the passes and shooting correctly will be allowed to move farther distances away from their target to increase difficulty for those who are capable of performing the skills. 

Summative assessment: The instructor will have a checklist for each student to determine if they met the objectives for the day. The checklist is attached. 

Materials: 

Computer, projector, internet access, several basketballs (beach balls, balloons, lighter basketballs), basketball hoops (hula hoops, garbage cans), beeper balls, beeper cones, whistles, specialized equipment lights, specialized brightly colored balls, boundaries, targets, etc. 

Standard(s): 

A physically educated individual:

·       Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

·       Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

·       Participates regularly in physical activity.

·       Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

·       Values physical activity for health enjoyment challenge, self-expression and/or social interaction.

·       PE 8.1.2 Students demonstrate critical elements of specialized manipulative skills in modified team activities.

·       PE 8.2.4 Students engage in a variety of physical activities that will enhance health-related fitness (inside and/or outside of school).

• Pete Charrette

Basketball Stations: 10 Essential Drills and Small Group Activities for Elementary PE

Basketball is a great sport to incorporate in physical education classes because it can be adapted to all skill levels and ages and allows students to practice and develop several important manipulative and motor skills that they can use for a lifetime. It also encourages teamwork and cooperation among students as they work together on drills or play small-sided games. Physical education teachers have the ability to plan their lessons so that they can have a wide range of activities and stations to choose from, making it easy to create engaging lessons that will keep students motivated.

Pic by Ms. Zarzycki @MsZarzycki27

Basketball stations and small group activities are a fun way for PE teachers to keep students engaged while helping them learn the basics of playing basketball. These stations can be set up with different activities that focus on specific skills such as dribbling, passing, shooting, footwork, rebounding, and more. By offering a variety of tasks that cater to every student’s skill level, these stations and activities that focus on basketball skills provide an engaging learning experience for all students regardless of their prior knowledge or experience with the game. Younger students love performing basketball tasks and learning new skills!

In this blog post I will give you ten practical and dynamic activity ideas that involve fun stations and small group activities, guaranteed to pique the interest of your students! Let's kindle your student's enthusiasm for basketball with this fun and captivating sport - get set to maximize involvement in all of your future classes. It's March madness all year long!!

Pics by TJ Toteno @MrTRaptorsMSAP

Can basketball stations and small group activities help students meet PE standards?

Absolutely! Having students participate in PE basketball activities allows them to gain a better understanding of the game, as well as hone their fundamental skills in a basketball unit. This aids in the development of their competence as learners and helps to bolster motor skills, decision making abilities, teamwork competencies, and physical literacy.

Incorporating basketball skill stations and small group activities into physical education is an excellent way to make it more enjoyable for students, while simultaneously fulfilling district, state and national standards. This blog post's featured physical education activities are directly linked to SHAPE America Standard 1 , which reads: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.*

Tips for implementing basketball stations and small group activities in PE

Set the Tone: Create an environment that welcomes all students, regardless of their skill level.

Differentiate Instruction: Set up the basketball stations that cater to different learning styles and skills – this will allow everyone to be successful and engaged in the activity.

Pic by Tracy Angel @Mrs_Coach_Angel

Keep them Engaged: Utilize a variety of different stations and activities for your lesson ideas to keep students engaged and motivated.

Concentrate on the Skills: Focus on basketball fundamentals such as dribbling, passing, shooting, and footwork to ensure proper skill development.

Ensure Clarity and Comprehension: Always give students clear instructions and demonstrations before beginning each station or small group activity.

Make Sure the Activities are Appropriate: Use activities that are developmentally appropriate for the age and skill of each future basketball player in your class.

Monitor and Provide Feedback: Monitor each group’s progress during activities and provide adequate feedback and positive reinforcement or guidance when needed.

Adaptability is key: Be flexible with the basketball stations or activities, so that you can adjust based on any changes in student performance or behavior.

Utilize Visuals and/or Technology: Take advantage of printable visual basketball resources or technology, such as apps, screen slides or videos, to supplement your lesson plans and make them more interactive and engaging for the students.

9 Basketball Stations and Small Group Games for PE

Ignite your students' enthusiasm for basketball with these nine interactive activities! With engaging station and small group game ideas, you'll inspire their energy and excitement to learn.

A- Stations

Stations typically involve activities and movements that focus on one or more specific movement skills such as ball handling, dribbling, passing, court footwork, and shooting ( five basic skills) . Through station-based activities, students gain the chance to practice their skills and build confidence in an organized, controlled setting.

Ball Handling Video Above

1: Ball Handling - Students can hone their ball handling skills by using their own basketball to complete a wide variety of ball manipulation and ball control tasks. These tasks can include movements such as; tapping it back and forth above the head, tossing and catching the ball with and without a bounce, passing or rolling it around both legs, waist and head, performing figure 8's between legs, spinning it on a finger, etc.

2: Stationary Dribbling - Students use their own ball to practice a variety of stationary dribbling tasks. These tasks can include movements such as; dribbling with the right hand, dribbling with the left hand, dribbling high & slow, dribbling low & fast, dribbling through legs, dribbling around the back etc.

3: Zig-Zag Dribble - Students weave their way around a set of cones, dribbling the ball as they go back and forth. They must wait their turn at a "wait line" and then they dribble the basketball through the line of cones by zig-zagging around each one. They should try switching hands at each cone that they go around. After going through the set of cones, they should dribble straight back to the start line and “hand off” the ball to the next person in line.

4: Dribble and Wall Pass - Students have their chance to practice dribbling a ball from the starting line to the pass line, while perfecting their bounce and chest passes off of a wall. At the "pass line" they bounce or chest pass the ball off the wall 3 times. They finish by dribbling the ball back to the start line and wait for their next turn.

5: Partner Passing - Students will team up to practice their passing skills, alternating between chest and bounce passes using a basketball. They should dribble first and then perform a

chest or bounce pass to their. Encourage them to use both hands and "push" the ball from their chest. They can vary the distance they pass if they are successful.

6: Shoot From the Hoop - Students take turns displaying their prowess by shooting set and jump shots from hula hoops at varying distances, ranging closer or farther away from the basketball goal. They first shoot a set or jump shot from the closest hoop. If they manage to make it, the player can shoot from the next furthest hoop. Should their attempt be unsuccessful, they are free to either pass it off to another teammate or try again from where they just missed.

Basketball Stations Video Below

B- Small Group Games

Exploring basketball through engaging small group games is an excellent way to not only develop your students' skills on the court, but also cultivate a healthy atmosphere of friendly competition and good-natured fun. These activities allow students to get more involved than a standard game of full court basketball would, increasing engagement and learning.

7: Knock Down - Pick Up (dribbling game) - As students dribble within a designated area, they take turns knocking down and picking up cones in succession. One team will dribble and knock down the cones while their opponents pick them up, creating a dynamic game of agility and teamwork. Teams should switch roles after every minute or so.

8: Basketball Golf (shooting and rebounding game) - Students compete against one another by trying to shoot the lowest scores possible, beginning with a free throw and striving to make baskets using as few shots as they can. The 1st player shoots from free throw line. If they make it, their score is now 1. If they miss it, they must run to the ball (off the rebound) and shoot from the exact spot that they retrieved it. If they miss, they must keep shooting until they make it! Students “record” their score (max. 6 per hole). The next player in line repeats this process. The lowest score wins after 9 rounds

9: Hot Shot Spot (shooting game) - Students dribble to a poly spot and take a set or jump shot; if they make it they get to take the spot back to their start line and they score a point for themselves. After any missed shots, they must take the ball to the next person in line. Students should be encouraged to keep their feet shoulder width apart and their arm in an L shape when they while taking a shot.

10: Five Pass Keep-Away - Students have the opportunity to test their skills in a fast-paced game of “5 pass keep-away,” competing either 2 v 2 or 3 v 3 while striving to achieve 5 "complete" passes with their teammates against an opposing team's defensive players. The group must stay in a designated area when they play. If a ball is dropped, it goes to the opposing team. There is no reaching in to play defense. Teams attempt to score points against the other team. Five passes = One point!

Final thoughts

To keep your students excited and involved while encouraging them to stay active, try incorporating these or other basketball stations and small group activities in your PE classes. These activities and games can not only make physical education classes engaging and enjoyable, but they also help to foster your student's skills. I'm certain that you will find the activities I have presented to be beneficial as your students both experience joy and learn something new!

Unleash your creative spirit and extract even more fun out of basketball by trying new activities or coming up with your own stations and games; the opportunities are endless! Basketball is an enjoyable sport for people of all ages and skill levels. You can easily adapt the activities and games to suit your learners’ individual needs, so don't hesitate to get out there with them and show them just how fun basketball really is!

What are your students' favorite basketball stations or small-group activities during PE? I would love to hear all of your wonderful ideas in the comments section below!

*SHAPE America. (2013). National Standards for K-12 Physical Education. Reston, VA: Author.

Need resources?

Do you need some sport-related skill stations for your physical education program that includes detailed instructions and state-of-the-art graphics and visuals? Cap'n Pete's Power PE has you covered!

Fill in the form below to download 20 FREE Sport-Specific PE Station Signs. The set is a PDF digital download that includes two visuals (cards/signs) from the following sport stations sets: 1. Base Games, 2. Basketball, 3. Floor Hockey, 4. Football, 5. Lacrosse, 6. Paddle & Racket Sports, 7. Soccer, 8. Team Handball Stations, 9. Track & Field and 10. Volleyball Stations.

This freebie set will be sure to enhance your PE curriculum for years!

If you want even more basketball station ideas...my PE Basketball Stations- 20 Fast Break Zones resource can be downloaded here on Teachers Pay Teachers.

If you're searching for a way to really spice up your PE program, Cap'n Pete's PE Sports Stations- 10 Product Mega Bundle is the perfect supplement. You'll find over 200 fun-filled, sports-themed station signs/cards (20 stations per sport) in this set. You may utilize them in your gym or specialized learning area.

You can download them from either of the following platforms: Cap'n Pete's Power PE Website or Teachers Pay Teachers- Cap'n Pete's TPT Store

This comprehensive collection will help you teach your students important physical education concepts and skills from 10 different traditional sports including basketball, base games, football, floor hockey, lacrosse, paddle/racket sports, soccer, track & field, team handball, and volleyball.

• Stations and Circuits
• Activities and Games
• Manipulative Skills

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The Reform of Basketball Curriculum Model for Students' Physical Development under the National Fitness Environment

Hui-chao li.

Department of Physical Education, Civil Aviation University of China, Tianjin 300300, China

Shun-fa Shen

Associated data.

The labeled data set used to support the findings of this study is available from the corresponding author upon request.

College sports serving national fitness are a complex system. College sports are an important part of national fitness. Basketball curriculum, as a subsystem of college sports, has always been loved by college students. The reform of college basketball curriculum mode is an important way to explore the coordinated evolution of college sports subsystem. Through the methods of questionnaire, interview, and mathematical statistics, aiming at the problems existing in the planning and design of basketball curriculum objectives and contents in colleges and universities, this study puts forward that it is necessary to establish a scientific and reasonable basketball special curriculum objective system and then combine the basketball curriculum teaching theory with the basketball training teaching mode, to cultivate students' practical application ability, and adopt a variety of teaching methods to cultivate students' practical ability. Finally, the teaching mode of basketball is improved. Through an example, the application effect of the basketball curriculum model under the background of national fitness proposed in this study is tested. The results show that the basketball curriculum teaching model proposed in this study has certain feasibility and effectiveness.

1. Introduction

The introduction of a series of sports laws and regulations, such as the Outline of the National Fitness Program and the Sports Law, shows that the state attaches great importance to national fitness. With the promotion of national fitness, the relationship between college physical education and national fitness is becoming increasingly close and has become a key topic of research. Coordinating the relationship between college physical education and national fitness has become the foothold of implementing the national fitness plan, which has attracted extensive attention at home and abroad.

In recent years, domestic scholars have focused on the supply-side reform of college sports. As an important part of the “Healthy China” strategy, school physical education has always been a key field of the development of the party and the country [ 1 ]. Some people analyzed national fitness and college physical education reform, focusing on the direction of college physical education promoting national fitness reform [ 2 ]. Some scholars focused on improving the teaching mode of physical education in colleges and universities and enhancing students' fitness awareness in their research on ways to promote national fitness in college physical education [ 3 ]. Most of the above studies involve macro-factor analysis and lack of in-depth research at the level of physical education curricula in colleges and universities, but they provide the basis and reference for this study.

As the demand for sports is more extensive, colleges and universities should set up some sports courses to meet the needs of social development, so that college sports can meet the development of national fitness needs. In view of the above research results, through the method of questionnaire survey, interview, and mathematical statistics, this study puts forward countermeasures and suggestions for the present problems in the planning and design of the objectives and content of college basketball curricula and gives a school basketball curriculum model under national fitness context.

2. Analysis of the Relationship between College Physical Education and National Fitness

At present, the progress of the society has put forward higher requirements for the physical quality of people, and there are still many problems in the development of the national fitness work. To further develop the national fitness project, the supply of college physical education resources is needed. The relationship between college physical education and national fitness is getting closer and closer. College physical education resources become the running starter of national fitness, which has obvious influence and long-term benefit on national fitness. The development of national fitness is influenced by the technical guidance, information exchange, organization and management, and cultural inheritance of college sports resources. College sports resources provide human reserve and technical guidance for the development of national fitness [ 4 ].

In recent 10 years, the number of students in colleges and universities in China has been increasing year by year. In 2021, the total number of students in various forms of higher education in China is 41.83 million [ 5 ], and college students are an important force in the cause of national fitness. As the last station of physical education, scientific and reasonable college physical education can not only fully mobilize the enthusiasm of students on sports and enable them to master 1 or 2 lifelong sport projects but also cultivate students' view of sports and health and promote the achievement of teaching goals. College graduates entering the society input more sport resources for the society, create a stronger sports atmosphere, and better promote the development of the national fitness cause. Therefore, it is inevitable to require the continuous development and perfection of college physical education curriculum for the vigorous development of the national fitness movement.

According to the above analysis, the structure chart of the relationship between college physical education curriculum and national fitness is constructed, as shown in Figure 1 .

Relationship between physical education curriculum and national fitness system in colleges and universities.

College physical education can not only cultivate students to participate in sports in different ways but also promote the demand of national fitness. College physical education should pay attention to open teaching, comprehensively improve students' comprehensive quality, and establish the idea of lifelong participation in physical education.

3. Current Situation and Existing Problems of Curriculum Construction

3.1. current situation of curriculum construction, 3.1.1. teaching materials and curriculum construction.

Ministry of Education mentioned in Give Priority to Education that talent cultivation and moral composition need to grasp the characteristics of the quality-oriented education era and focus on the construction of teaching materials and teaching reform in primary and secondary schools and colleges [ 6 ]. Some people pointed out that the setting of physical education courses in universities should consider the needs of students, start from their physical and mental characteristics, and aim at cultivating interest, stimulating interest, and forming lifelong sports habits [ 7 ]. At present, the teaching content of basketball in China mainly consists of basketball theory, basic techniques, tactics, special physical qualities, and teaching competitions. The teaching content is reasonable, but the content is not deep enough, with high repetition with primary and secondary school courses and no special basketball teaching material. Some scholars believe that quality requirement has become the new task of physical education teaching reform and is also the imperative goal of innovation in the. The creation and compilation of textbooks do not take into account the cultivation of students' personality, expertise, and interests, which is not conducive to the formation of exercise methods and habits suitable for students according to the knowledge of textbooks [ 8 ]. Through the investigation of 8 colleges and universities in Tianjin, Hebei, Beijing, and Shandong, it was found that the introduction of the subjects in college physical education textbooks is too general and that there are no detailed technical and tactical training methods, playing a very limited auxiliary role in teaching.

3.1.2. Assessment Content and Scoring Standard

According to the Opinions of the General Office of the State Council on Strengthening Physical Education in Schools and Promoting All-Round Development of Students' Physical and Mental Health, physical education course assessment should highlight process management and comprehensively evaluate students' attendance, classroom performance, health knowledge, sports skills, physical health, extracurricular exercise, and participation in activities. Some people pointed out that the current physical education teaching evaluation system in China ignores the differences between individual college students due to innate genetic factors and acquired development factors and ignores the efforts of students in the learning process, which are unhealthy and unfair teaching evaluation [ 9 , 10 ]. At present, the examination content of basketball skills in colleges and universities lays too much emphasis on the mastery of basketball skills but lays no emphasis on their ability to participate in basketball games, which is not conducive to the cultivation of students' sports habits. The straight and curve dribbling and three-step layup are taken as an example; the technical score accounts for 90 points, and the hit rate accounts for only 10 points. As we all know, the most important thing in basketball court is to score. In fierce confrontation, it is impossible to achieve the standard of technical movements every time. Therefore, overemphasis on “technical evaluation” is not conducive to stimulate students' enthusiasm in practice and the formation of students' sports habits.

3.2. Reflection on the Construction of Basketball Curriculum in China

3.2.1. basketball course teaching content.

School physical education curriculum is an important way to improve national physical health. The party and the state attach great importance to youth physical education and successively introduced the Outline of Teaching Guidance for Physical Education in National Colleges and Universities, the Curriculum Standard for Physical Education (Grades 1–6), and Physical Education and Health (Grades 7–12) in General Senior Middle Schools of Full-Time Compulsory Education, Decision of the CPC Central Committee and the State Council on Deepening Educational Reform and Comprehensively Promoting Quality Education, and other documents. On the whole, physical education in schools in China has built a complete teaching system and stipulated the teaching content for all ages [ 11 ]. However, when planning the teaching contents of physical education courses, the teaching departments did not make overall arrangements for the progress of primary schools, middle schools, and universities, which not only resulted in the phenomenon of repeated teaching contents but also difficult to meet the actual needs of national fitness, as shown in Table 1 .

Comparison of basketball teaching content between colleges and middle schools.

Table 1 shows that there are two problems in current basketball teaching in schools. First, there are many repetitions in basketball teaching in colleges and middle schools. Basketball skills are mostly personal skill training, and there is a lack of interactive units between students. At the university level, students should be taught the correct application of basketball skills to improve the tactics in the game. For example, the layered method can be adopted to carry out teaching competitions for students at the same level of basketball skills to increase their interest in learning [ 12 ]. Second, the means of assessment are relatively simple. The assessment contents of the middle school stage include 1-minute jump shot, three-step layup, and two-handed chest passing and that of the university stage include free throw line shooting and the straight and curve dribbling followed by a three-step layup. In terms of difficulty, the fixed-point free throw is even less than one-minute jump shot. Basketball is a team game, and only in a team can experience the fun of basketball [ 13 ]. Therefore, it is necessary to improve the assessment of students' technique and tactic application. Only by adapting to the needs of actual combat can students increase their enthusiasm for sports participation, increase their sense of achievement, make basketball have the opportunity to become an alternative project for students' sports leisure, and cultivate students' concept of lifelong sports and health.

3.2.2. Student Information of Basketball Option Class

The basic basketball exercise level of students in the basketball option class determines the teaching content, teaching progress, and the application of teaching methods. The teaching content of teachers can achieve the teaching objectives only by fitting the reality of students and through classroom practice. A total of 550 questionnaires were distributed, and 541 valid questionnaires were collected from 8 colleges and universities in Tianjin, Hebei, Beijing, and Shandong. The findings are as follows.

(1) Time for Students to Contact Basketball . It can be seen from Figure 2 that 41.9% of the students have more than 3 years' experience of touching the ball, and 25.8% of them have 1–3 years' experience of touching the ball. It is worth noting that more than 22.7% of the students have less than 1 years' experience, and even 9.6% of the students have never touched basketball. It is very challenging for us to carry out basketball teaching and develop students' interest in basketball.

Statistics of students' contact time with basketball.

(2) Self-Assessment of Basic Basketball Level . As can be seen from Figure 3 , students are not very satisfied with their basketball skills. Among 541 students, only 16% think their basketball skills are good or very good, while 42% think their basketball skills are poor or very poor. Therefore, we can infer that although 67.7% of students have more than one year's contact time with basketball, they just use basketball as physical education, but not as leisure sports.

Self-assessment of basic basketball level.

(3) Number of Times Students Participate in Basketball Every Week . As shown in Figure 4 , except for the basketball class once a week, only 31.2% of students take basketball as a physical exercise, while 68.8% of students only take part in basketball exercise once or never after class. We have carried out basketball education and teaching for more than ten years, but it remains a course for most students. They did not translate basketball sports into physical exercise and did not make basketball a priority.

Statistics of times students participate in basketball every week.

(4) Students' Motivation in Basketball Option Class . As can be seen from the statistics in Figure 5 , 94.7% of students actively choose basketball lessons, indicating that students have a strong interest in and expectation of basketball lessons.

Statistical results of course selection motivation.

(5) Students' Expectation to Participate in Basketball through the Learning of Basketball Class . It can be seen from Figure 6 that students have great expectation to participate in basketball after learning basketball courses. 81.8% of students hope to participate in basketball through learning basketball lessons. 12.9% of the students said they were not looking forward to playing basketball, but the number would continue to shrink if they were taught properly. Only 5.3% never looked forward to playing basketball.

Statistics of expectations for participating in basketball through learning basketball lessons.

Nearly 42% of the students think their basketball level is poor or very poor, but 67.7% of the students have more than one year of basketball contact time. 68.8% of the students have only once or never participated in basketball exercise after class, but 81.8% of the students hope to learn basketball to participate in basketball. According to the above questionnaire survey data, if we still use the traditional teaching methods and only pay attention to students' personal skills, it is not conducive to the cultivation of students' sports habits, but also completely contrary to the curriculum goal of cultivating students' lifelong health. Therefore, college basketball education should change the teaching concept and teaching means. It should be student-centered and allow students to learn from each other through teamwork. In this way, students can truly understand the environment in which basketball technology is applied, and their learning enthusiasm can be stimulated, so that students' concept of lifelong physical health can be cultivated.

According to the statistical results of the questionnaire survey of basketball elective courses, although most students have a strong interest in basketball courses, affected by traditional teaching methods, students are not satisfied with the teaching of basketball courses in China on the whole.

3.2.3. Class Hour Design

The outline of “Healthy China 2030” issued in 2016 points out that it is necessary to cultivate young people's sports hobbies and basically realize that young people can master the skills of at least one sport [ 5 ]. When sports became physical education, its cultural attributes, participation obligations, content characteristics, training cycle, time and place, collective exercise, and scale of learning all changed greatly. What should have been a “long continuous specialized training process” became “a short and fragmented teaching process in physical education classroom.” This is the internal reason why “students have studied physical education for 12 years without learning anything” [ 14 , 15 ]. According to the survey results in Table 1 and on-site observation, it is found that at least 50% of the students in the basketball option class have average sports skills, and nearly 40% of them have poor basketball skills. We have carried out 12 years, nearly 1260 class hours of school physical education, but most students fail to master the skills of one sport. One of the most important reasons is the unreasonable arrangement of school hours. Taking basketball teaching as an example, the whole middle school basketball teaching time is 30 class hours, and the college basketball teaching time is 34 class hours, including body test time and assessment time. This kind of unclear “comprehensive and diverse” teaching arrangement is the main reason for the ineffectiveness of the current PE curriculum. Cultivating a sport skill should be a continuous teaching process for many years. Therefore, we should appropriately adjust the current course selection methods, extend the class hours of each course, and allow students relatively enough time to deepen and improve the skill in the classroom.

3.2.4. Teaching Methods

From the survey results of students' understanding of basketball course, there may also be some other factors that lead to the unsatisfactory opening of basketball elective course. For example, the modern teaching method of basketball course may be quite different from the traditional teaching mode, which makes it difficult for some students to adapt. Basketball skill is the basis of basketball. It has fixed content, but it is not limited to form. The traditional basketball course is mainly taught in the form of lectures. That is, the teacher demonstrates first, then the students carry on the imitation practice through observation, and the teacher carries on the tour guidance again. The teaching process is boring, and students' initiative in learning is not high. When learning technical movements, students only know how to do them but do not know why. Thus, when learning movement skills, they do not have a high efficiency. Although lecturing teaching can play a good effect in the early stage of students' basketball sports skill learning, it is not conducive to the in-depth understanding of basketball techniques. The traditional teaching method ignores the subjectivity of students, and the innovative teaching methods such as independent exploration, heuristics, and discussion are not used in basketball teaching. To improve students' basketball skills, we can improve the teaching methods.

4. Necessity of College Basketball Curriculum Mode Reform

4.1. curriculum mode reform should conform to the needs of the times of national fitness.

Since the 18th National Congress of the Communist Party of China, the CPC Central Committee with Comrade Xi Jinping at its core attaches great importance to physical education and school physical education, emphasizes the close relationship between building a strong country through sports and the Chinese Dream, regards the construction of a healthy China as an important support for the Chinese Dream, integrates physical education and school physical education into the overall plan of realizing the “Two Centenary Goals,” and makes the nationwide fitness program a national strategy. Curriculum is the basis of education and teaching in colleges and universities, and curriculum construction is one of the important contents of school teaching reform [ 16 ]. Therefore, strengthening physical education curriculum construction is an important guarantee to effectively implement physical education teaching plan and improve teaching level and talent cultivation quality. College basketball curriculum reform should scientifically analyze and rationally understand the new situation and new challenge of the national fitness cause, and fully understand the new orientation, new direction, and new requirements of the college basketball curriculum from the strategic height and overall point of view; understand the strategic positioning of college basketball courses from the perspective of realizing the “Two Centenary Goals” and the Chinese Dream of the great rejuvenation of the Chinese nation; and promote the deepening of education and teaching reform from the height of building a healthy China and a strong country in sports.

4.2. Under the Background of Supply-Side Reform, Curriculum Construction Must Focus on Students' Development

On November 10, 2015, Chinese President Xi Jinping put forward the “supply-side reform” for the first time at the meeting of the Central Leading Group for Financial and Economic Affairs, pointing out that “while moderately expanding aggregate demand, we should strengthen the supply-side structural reform and improve the quality and efficiency of the supply system” [ 12 ]. On January 8, 2018, Chen Baosheng, Minister of Education, pointed out in People's Daily that the focus of strengthening school physical education work is to do a good job in teaching material construction and teaching reform in universities and primary and secondary schools [ 17 ]. These facts show the inevitability of the supply-side reform of school physical education. The essence of the supply-side reform of college education is also the fundamental embodiment of “student-centered” education. The construction of college basketball courses must consider students' basketball needs and preferences, focus on students' development, improve teaching materials and enrich teaching methods, and provide high-quality college basketball courses.

4.3. Both Scientific Research and Teaching Should Be Emphasized, and the Mutual Transformation between Scientific Research and Teaching Should Be Paid Attention to

As the saying goes, “As a teacher, it's important to preach and get rid of doubts.” College teachers should not only undertake the responsibility of “preach” but also cultivate students' independent personality and make them master certain ability to deal with problems by themselves [ 18 ]. This requires physical education teachers to timely track the cutting-edge information of the development of physical education, master the new methods and technologies to discover and cultivate students' physical functions, bring the ideas, methods, and progress of physical research into the field of physical education, constantly enrich the connotation of college basketball teaching, realize the feedback of scientific research on teaching, and provide a steady stream of power for college physical education. Physical education teachers in colleges and universities should not only teach students sports skills but also teach students how to exercise scientifically. This requires teachers not only to learn new knowledge but also to adhere to research and pay attention to the mutual promotion of scientific research and teaching.

4.4. It Is an Inevitable Trend of Discipline Construction and Development to Create Excellent Courses

In the future, the subject courses in colleges and universities must have the characteristics of first-class teachers, first-class teaching content, first-class teaching materials, first-class teaching methods, and first-class teaching management; otherwise, they will be submerged by the flood of rapidly developing knowledge [ 19 ]. The development of the Internet makes the way for students to acquire knowledge diversified, and basketball classroom is greatly challenged. The goal of basketball discipline construction is always “excellent.” It should not only teach students sports knowledge but also be “new,” that is, new teaching methods, new learning methods, and new practice methods. With the spring breeze of teaching reform and development in our school, we should develop students' physique and cultivate students' lifelong view of physical education and health.

4.5. The Essence of Physical Education Is to Cultivate Students' Lifelong View of Physical Health

Einstein said that the so-called education is the ability left after forgetting all the knowledge learned in school. This requires teachers not to “read” knowledge to students, but give a spiritual encouragement or inspiration that can touch or shock their hearts. What basketball class should bring to students will never be forgotten in a lifetime. Inspired by this concept, college basketball teaching should not focus on the teaching of students' basketball skills, but should encourage students to use these skills more and guide students to enjoy basketball [ 20 ]. The fundamental purpose of basketball teaching is to let students find fun and gain a sense of achievement in basketball and gradually make basketball a habit of students and accompany them for their whole life.

5. Methods and Measures of College Basketball Curriculum Mode Reform

5.1. changing teaching objectives and returning physical education to its origin.

Sports skill teaching is the core content of sports teaching, and the sports curriculum system based on sports skills reflects the value of sports as an important course in school education [ 21 ]. Similarly, the learning of basketball skills is the core content of basketball teaching. However, the learning of any sports skills is ultimately for application. Basketball game is the most direct way to test basketball sports skills. The basketball game without the support of sports skills is terrible, while the learning of basketball skills without the game is boring and cannot be tested. At present, college physical education still adopts the traditional syllabus, refines the classification of physical skills, and pays attention to form and ignore results, which is contrary to the purpose of basketball sports. Therefore, t it is necessary to change the teaching objectives for cultivating students' basketball consciousness. We should start with cultivating students' interest in sports and the practicability of basketball skills, allow the “diversification and personalization” of basketball sports skills, and let basketball education return to the origin of physical fitness.

Around the teaching objectives of physical education courses, combined with the teaching guiding ideology of basketball special courses, the goal system of basketball special courses can be established. As shown in Figure 7 , starting from the basic teaching objectives of basketball course, corresponding teaching contents are formulated for the learning objectives of different semesters and stages, to decompose the teaching objectives of basketball course layer by layer and better implement them.

Schematic diagram of teaching goal design system of basketball course.

5.2. Optimizing Teaching Content and Reducing Low-End Repetitive Content

Although we have experienced more than ten years of school physical education from primary school to university and have a complete teaching management system, there are many low-end repetitions between college basketball teaching content and middle school basketball teaching content, which wastes a lot of valuable class hours and hinders the development of students' basketball skills. Therefore, the teaching content of college basketball course should reduce the time occupied by the basic sports skills of basketball and use the saved class hours to increase the content of teaching competition, to improve the application ability of students' basketball technology. Whether basketball skills are mastered or not and whether they are good or bad must be tested in actual combat. At the same time, the fundamental purpose of learning basketball skills is sports leisure and strengthening physique. In the investigation of the factors affecting students' participation in basketball, 35.5% of the students gave up sports because of their poor basketball foundation. It can be said that many people refuse sports because they are not confident or timid, so we should provide as much teaching and competition time as possible in class. The students with little difference in skills will be divided into groups for competition, so that the students can experience the fun of teamwork and the sense of success, which will slowly guide the students to love basketball.

To train students to master various skills of basketball from the aspect of practical ability, we can combine the teaching theory of basketball course with the teaching mode of basketball training, to cultivate applied talents who love basketball. As shown in Figure 8 , in the process of basketball practice teaching, students' practical application ability can be cultivated from the aspects of layered practice teaching, club practice teaching, observation training on-site teaching, basketball skill practice teaching, extracurricular training practice, bilingual practice teaching, etc.

Schematic diagram of key points of basketball practical teaching.

5.3. Extending the Class Hours and Changing the Semester System to the Academic Year System

At present, most colleges and universities provide a variety of physical education courses for students, but students are required to complete the study of four sports within two academic years. The original intention of this policy is to “cast a wide net and catch more fish,” so that students can find the sports they are interested in and then take it as the first choice of lifelong sports. However, it ignores the students' acceptance ability. Mastering a sports skill requires long-term exercise under the guidance of teachers. It is not easy to master this motor skill in just a short period of more than 30 class hours. This contradicts the strategic requirements of “Healthy China 2030.” If we want students to master a sport, we must create opportunities for students to learn a sports skill for a long time. Therefore, it is suggested to cancel the requirement that four different courses must be selected in four semesters and to extend the class hours by changing one choice in one semester to one choice in one academic year. To take care of students' sport needs, students can be allowed to transfer out at the end of each semester according to their own needs. Adopting flexible and diverse course selection methods is not only conducive to students' finding suitable sports but also conducive to students' mastering sports skills, to lay the foundation for students' lifelong sports.

5.4. Being Student-Centered and Innovating Teaching Methods and Means

Basketball is an antagonistic sport in the field. The situation on the field changes rapidly. Only when students really understand the characteristics of various sports skills and flexibly use basketball skills according to the situation on the field, they can achieve better results and obtain a sense of sports achievement. In the early stage of sports skill learning, traditional lecturing method of teaching can enable students to quickly establish sports image and improve teaching efficiency, but it shows its limitations in further study of basketball sports skills. Inquiry and heuristic teaching should be properly introduced. This teaching method with students as the main body and teachers as the guide can enable students to gradually master the essentials of motor skills in the process of thinking-practice-rethinking-practice and fully mobilize students' enthusiasm in learning. The whole teaching process is easy and efficient, which is twice the result with half the effort compared with traditional teaching.

For example, in the training of basketball students' practical ability, diversified teaching methods can be adopted to combine teaching, training, observation, application, and other teaching methods. At the same time, we can adopt the means of combining inside and outside school, inside and outside class, application, and practice to cultivate students' ability, as shown in Figure 9 .

Decomposition diagram of basketball practice teaching method.

In the teaching process of college basketball course, affected by the individual differences in students, if a single teaching method is adopted, it may be difficult to meet the needs of all students. Therefore, layered teaching can be adopted to meet the learning needs of students at different levels.

5.5. Improving the Basketball Course Evaluation System

The assessment standard is like an invisible baton, which is often the place where students spend much time practicing. Therefore, whether the assessment standard is formulated scientifically is directly related to the development of students' sports level. On the whole, there are two deficiencies in school basketball assessment methods: (1) emphasizing form and neglecting result. For example, in the three-step layup assessment, the technical score accounted for 90 points and the hit rate accounted for only 10 points. The purpose of all technical actions on the field is to serve the score. Even if the technique is good, your efforts will be in vain if you do not score in the final shot. It can be said that the hit rate is an important index to test students' psychology and physiology. Therefore, it is suggested to increase the score proportion of hit rate and reduce the score proportion of technical action. (2) The assessment content is not perfect. From primary school to university, the content of basketball assessment has hardly changed. In particular, the setting of fixed-point shooting makes students with poor basketball skills spend a lot of time practicing shooting in each class, which is very unfavorable for improving basketball skills. Basketball is a combination of dribbling and shooting, and the key to improve sports skills is movement. In the actual game, the opponent will not give you time to stand in place and shoot. Therefore, it is suggested to reduce the proportion of technical evaluation scores, increase process evaluation scores, and cooperate with the application of case teaching. This can not only mobilize students' enthusiasm for learning but also greatly promote students' mastery of basketball skills.

In the process of basketball practice teaching, on the basis of mastering the basic situation of students, instructors can divide students into different levels to make students study in a more suitable environment [ 22 ]. Students at each level can carry out teaching according to different teaching objectives and requirements. Students at different levels help each other, learn from each other and improve together, and then evaluate according to the corresponding standards in the assessment and evaluation, as shown in Figure 10 .

Decomposition diagram of hierarchical teaching evaluation system.

6. Implementation Effect and Evaluation of Teaching Mode

To test the feasibility and effectiveness of the basketball course model proposed in this study in teaching application, the class of basketball optional course in a university is selected as the object for experimental teaching. According to the existing teaching plan and without affecting the class groups, the students were randomly tested, and the classes with no significant difference between the two groups were used as the experimental group and the control group, respectively. Suppose class 1 is the control group and class 2 is the experimental group, with 30 people in each class. The control group used the traditional teaching mode, and the experimental group used the modern basketball teaching mode. Through the teaching experiment, under the condition that the examination method, content, and standard are the same, the theoretical and practical effects of the two classes of students are examined at the same time.

6.1. Comparison of Teaching Effect Test

From the comparison of theoretical examination results, it is found that the two groups of students have a better grasp of the theoretical level. Among them, the average score of the control group was 82.4, while the average score of the experimental group was 85.7. After testing, there was no significant difference between the two groups. From the comparison of physical fitness examination results, it is found that although different teaching modes have a certain impact on physical fitness, there is no significant difference between the two groups. However, from the comparison results of the examination results of basketball skills and application ability, the average scores of the students in the experimental group are 93.5 and 89.4, respectively, and their average scores are higher than those in the control group. After testing, there are significant differences between the two groups. It can be seen that the teaching mode of basketball course proposed in this study mainly focuses on the learning of basketball skills, and the teaching content is also optimized, so that students can participate in every link of teaching. Therefore, when students' basketball technical ability is improved to a certain extent, they will soon be recognized by the team. The self-confidence obtained from the team also promotes students' enthusiasm in training, and the teaching effect will soon appear. The teaching effect comparison results of the two groups of students are shown in Table 2 .

Comparison results of teaching implementation effects between the two groups.

6.2. Students' Evaluation and Comparison of Basketball Teaching Mode

To obtain the students' evaluation results of the basketball course teaching mode proposed in this study, the experiment uses the form of questionnaire to investigate the impact of the basketball course teaching mode on students' sports and mainly evaluates the performance of students from three aspects: emotional change, sports motivation, and collective self-esteem. Each evaluation index is expressed by mean and standard deviation, and the later data are processed by statistical software. From the final results, the evaluation results of students in the experimental group in learning well-being, learning interest, and collective self-esteem are significantly higher than those in the control group, as shown in Table 3 . It can be seen that the basketball curriculum model proposed in this study can stimulate students' internal motivation and fully display students' personality development, to meet students' sports needs and strengthen the cohesion of the team to a certain extent.

Comparison of students' psychological evaluation results after practical teaching.

According to the questionnaire survey results of each group on the evaluation of basketball course teaching mode, the evaluation of students in the experimental group on teaching organization methods, learning interest, and other indicators is above the good level, as shown in Figure 11 . Therefore, students are satisfied with the basketball teaching model proposed in this study.

Comparison of the proportion of students in the two groups with good teaching evaluation.

7. Conclusion

As a popular sport, basketball is not restricted by age and gender. It can not only enhance physical fitness and promote health but also enrich people's amateur cultural life, being deeply loved by the masses of the people. As the last stop of school education, colleges and universities are important incubators of sports population, and the development of basketball courses affects the development of national fitness plan to a great extent. In view of the problems existing in the teaching of basketball course in colleges and universities, this study puts forward some ways to cultivate students' practical ability by perfecting the goal of basketball special course, improving the teaching mode of basketball course, and comprehensively using a variety of teaching methods. Finally, an example is given to test the application effect of the basketball curriculum model under the background of national fitness. The results show that the basketball curriculum teaching model proposed in this study is better than the traditional model. Under the background that national fitness has been promoted as a national strategy, improving and developing the basketball curriculum mode in colleges and universities are conducive to cultivating students' lifelong view of sports health, which is of great significance to the realization of “Healthy China 2030.”

Acknowledgments

This work was supported by the General Project of Humanities and Social Sciences of the Central University Fund of Civil Aviation University of China in 2022: “Research on Case Teaching Mode of College Physical Education Based on Physical Health Promotion” (3122022018).

Data Availability

Conflicts of interest.

The authors declare that they have no conflicts of interest.

Implementing PBL in PE Classes

Physical education performances and playing the whole game.

Many schools have been looking to implement project-based learning, or PBL, for improved student learning. In this instructional approach, students are first presented with a real-world problem or issue with the goal of crafting a solution or response. During the process of developing their response through questioning, research, ideation, and solution building, students develop a host of other essential life skills such as collaboration, leadership and project management.

PBL is a powerful approach to content learning, but does that mean physical education should jump on board as well? Here are a few things to consider.

Project vs. Performance

The vocabulary of project-based learning often gets in the way of using this approach in a variety of settings, especially physical education. PE is about activity and building movement skills with your body and brain, not sitting at a desk working on a project. An easy solution is to insert the word performance every time you encounter the word project . A similar terminology switch can be helpful in music and the arts too.

The language of performance-based assessments is a place to start. What can you ask students to do to demonstrate proficiency? This could be a performance or a product and oftentimes the lines are blurred. For example, acting for a video is a performance, making a speech to local business owners is a performance, even writing a letter to persuade local government officials is a performance.

PBL in the PE Classroom

According to the SHAPEAmerica standards, the goal of physical education is to "develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity."

While this goal certainly does not state one needs to meet standards with a project or PBL, it also does not state play basketball. But basketball is a part of many PE programs because it is a way to help students meet this goal, and more specifically:

• [demonstrate] competency in a variety of motor skills and movement patterns.
• [apply] knowledge of concepts, principles, strategies and tactics related to movement and performance.

PBL offers similar opportunities.

UN Sustainable Development Goal 3: Good Health and Well-being

The United Nations Sustainable Development Goals (SDGs) were approved by all member nations in 2015. The 17 SDGs are designed to promote peace and prosperity for all people now and in the future. The third goal, Good Health and Well-Being is perfectly suited to the goals of the Physical Education Curriculum.

Specifically, SDG Goal 3 encourages the world to develop solutions that "ensure healthy lives and promote well-being for all at all ages." The wording of this goal opens up a range of possibilities for "products" that meet the goals of physical education as well.

For example, students in PE classes could:

• Develop fitness courses and signage for their school or community.
• Work with their food service department to design a healthy school lunch menu .
• Raise awareness and promote mental health.
• Use 3D printers to construct prosthetic hands for those who can't afford them.
• Develop PSAs to promote health and safety .
• Partner with a local sports team to apply their strategies to improving fitness community-wide.

Find Connections to Other Subjects

You might also connect fitness, health, and safety topics to learning in other subjects. For example, physics teachers at Dripping Springs High School in Texas asked students to help improve the free throw percentages of players on their basketball team. Students dissected a specific player's free throw shooting to determine if the issue might be trajectory or force, mapping out the parabola and making physics-based suggestions for improvement.

While this was a physics classroom, PE students can certainly benefit from using properties of physics to improve their own sports performance. Similarly, athletes benefit from knowledge of structure, function, body systems, and nutrition.

Students in history class at South Doyle High School in Tennessee noticed a lack of sidewalks in their community, impacting both safety and possibilities for active lifestyles. After a visit by a city engineer, students quickly learned about budgets and the criteria for constructing new sidewalks.

While PE needs to include physical activity and movement, tackling health requires skills that may not normally shine during a typical PE class. This allows many kids to participate in physical education classes in ways they wouldn't otherwise normally, forming better connections between students and valuing a range of skills for athletic and non-athletic students.

Use Big Ideas to Guide Instructional Design

Any great PBL addresses a big idea and involves an interesting question or challenge to drive student motivation and engagement. Start by considering big ideas and essential questions in physical education, like:

• How can you take care of yourself?
• What does it mean to be healthy?
• What motivates a person to be healthy?

Use the big ideas to drive instructional goals and help you develop more specific questions to drive student work. For example, the essential question of "What does it mean to be physically fit?" can be made into more specific and actionable driving questions like:

• How can I personally increase and maintain proper fitness?
• Can I design a game to make fitness or skill practice more fun?
• How can I motivate someone else to increase and maintain proper fitness?

Even better, kick off a unit by asking that question to students and let them come up with more specific applications and questions to drive their work, boosting motivation, engagement, ownership and responsibility.

PE Educators as PBL Leaders

Connecting PBL to the content area of physical education may not be obvious, but it is easy to connect the pedagogy of the PE teachers. I might even argue that many sites implement PBL in order to make core learning a lot more like the experience students have in PE!

PE teachers are uniquely qualified to support a PBL approach. Why? Consider David Perkins's statement, "You don't learn to play baseball by a year of batting practice." In his book, Making Learning Whole , Perkins describes the often " elementis " nature of academics, where students are taught individual pieces (rules, theories, and procedures) with the promise that they will learn them later in high school or college.

Physical education doesn't ask students to wait, students learn to play sports, not just develop specific sports skills. While students may practice skills, they are quickly applied and learned more deeply through playing the whole game and in doing so:

• make the game worth playing,
• provide obvious reasons to work on the hard parts,
• play out of town (use it in different contexts),
• help reveal the hidden game, and
• learn from the team (social, interactive, and interdependent).

Grant Wiggins words it similarly:

"In athletics this is very clear: the game is the curriculum; the game is the teacher. And each game is different (even as helpful patterns emerge). Knowledge about the game is secondary, an offshoot of learning to play the game well. As I learn to play, knowledge — about rules, strategy, and technique — accrues, but it is not the point."

This doesn't mean "gamify" the classroom, but being clear that the goal of classroom learning isn't knowledge about a subject, but using that knowledge in order to actively think like a mathematician, inquire like a scientist, or work as a historian.

Instead of asking PE teachers to implement PBL, consider asking them to coach and model a more performance-based approach to learning for the ELA, math, science, and social studies teachers working to take a PBL approach to learning.

In Conclusion

Before you ask physical education classes to implement PBL, consider the goals of PBL and the nature of physical education. By asking PE teachers to implement classroom projects, we can actually encourage them to move away from the student-centered, powerful nature of PBL by moving to an " aboutis " form of learning where students end up telling us about a sport without "taking part in the processes that created that knowledge."

PBL does, however, provide powerful opportunities for students to become physically literate, understanding the benefits of involvement in physical activity and understanding how it contributes to overall health.

by Melinda Kolk

Melinda Kolk ( @melindak ) is the Editor of Creative Educator and the author of Teaching with Clay Animation . She has been helping educators implement project-based learning and creative technologies like clay animation into classroom teaching and learning for the past 15 years.

Project-based Learning Professional Development

Creative Educator can help you bring project-based learning to your school.

• What is PBL and why do it?
• Make It Matter! Move it from projects to project-based learning
• Developing the questions for project-based learning
• Write a Great Authentic Task
• It's the Process, Not the Product
• Assessing Project Work
• Formative assessment during project-based learning
• Collaboration
• PBL and Presentations of Learning

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Physical Education Project For Class 12 CBSE On Basketball

Table of Contents

Acknowledgment

I extend my heartfelt gratitude to the incredible [Teacher’s Name], whose unwavering guidance and uplifting support fueled the completion of this project. Their invaluable insights and constructive feedback have been the compass that steered this endeavor. I also extend my appreciation to my fellow classmates, whose camaraderie and cooperation during the research journey were truly remarkable. Additionally, I wish to express my thanks to [Coach’s Name] and [Any Other Individuals or Organizations] who generously shared their wisdom and resources related to the world of basketball. Without their contributions, this project would have remained an unattainable dream.

Introduction

Basketball, often hailed as “the beautiful game,” stands as a dynamic and exhilarating sport that has captivated the hearts and minds of millions across the globe. From its humble origins within the confines of a Springfield, Massachusetts gymnasium to its current status as a global sensation, basketball embodies the quintessence of athleticism, teamwork, and unwavering passion.

In this comprehensive project, we embark on an odyssey through the multifaceted realm of basketball, delving deep into its rich historical tapestry, intricate rules, profound health dividends, and its indomitable influence on culture and society. Basketball isn’t just a mere sport; it’s a way of life that offers boundless inspiration, fosters camaraderie, and facilitates personal growth on the hardwood courts.

As we venture further into the intricacies of this captivating sport, we shall unveil the rules and regulations governing it, tracing its origins back to the ingenious invention of Dr. James Naismith in 1891. We shall also celebrate the legendary figures who have graced the parquet, leaving an indelible imprint on the game and serving as beacons of inspiration for generations to come.

Beyond the boundaries of the court, basketball bestows profound health and fitness boons, championing physical well-being, mental acuity, and a robust ethos of discipline. Moreover, its cultural significance extends far and wide, promoting unity, embracing diversity, and nurturing a global sense of belonging among its ardent enthusiasts.

This project aspires to be an all-encompassing compendium, offering insights into every facet of basketball. It is a testament to the enduring allure of this sport and its innate capacity to transcend borders, uniting people from all walks of life. As we embark on this odyssey through the realm of basketball, we aim to illuminate why it isn’t just a game; it’s a way of life that continues to inspire, elevate, and connect individuals across the world.

Basic Rules and Regulations

Comprehending the rules and regulations of basketball serves as the bedrock for savoring and participating effectively in this sport. In this segment of your project, we shall navigate through the fundamental rules and regulations governing the world of basketball:

Game Objective: Basketball engages two teams, each endeavoring to accumulate points by deftly maneuvering the basketball through the adversary’s hoop. The team that amasses the highest tally of points when the final buzzer sounds emerges victorious.

Team Composition: A standard basketball ensemble comprises five players gracing the court simultaneously. These athletes are typically categorized as two guards, two forwards, and one center, each entrusted with specific roles and responsibilities.

Game Duration: A conventional basketball contest unfolds across four quarters, each spanning 12 minutes according to NBA and FIBA (International Basketball Federation) guidelines. At other echelons of play, such as high school and college, the duration of games may vary.

Scoring: Points in basketball materialize through successful baskets—shooting the ball into the opponent’s hoop. A field goal, achieved from beyond the three-point arc, is worth three points, whereas a basket from within the arc counts for two points. Free throws, granted after specific fouls, register as one point each.

Dribbling: Players are permitted to advance with the ball by dribbling—incessantly bouncing it while propelling forward. The transgression of traveling (taking too many steps sans dribbling) is a violation.

Passing and Shooting: Players can craft passes to teammates, striving to create unimpeded shooting opportunities or driving to the hoop for layups or dunks. Defenders, conversely, endeavor to thwart shots and snatch the ball from their adversaries.

Possession and Shot Clock: A team enjoys 24 seconds (NBA) or 14 seconds (FIBA) on the shot clock to launch an attempt. Should they falter to do so, the opposing team seizes possession.

Fouls and Free Throws: Fouls are committed when players make illicit physical contact with their opponents. Upon the accrual of a particular number of team fouls, the adversary is awarded uncontested free throws from the free-throw line.

Out of Bounds: The court is delineated by boundaries, and should the ball or a player’s foot traverse these boundaries, possession is ceded to the opposing side.

Jump Ball: The commencement of the game materializes with a jump ball—a ritual in which referees launch the ball into the atmosphere, prompting players from both squads to vie for possession.

Skills and Techniques

Mastery of basketball’s skills and techniques stands as an imperative for achieving proficiency in the game. In this section of your project, we shall delve into the pivotal skills and techniques requisite for triumph in the realm of basketball:

Dribbling: Dribbling entails the art of bouncing the ball while in motion. Proficiency in dribbling with both hands is imperative for navigating the court adeptly, eluding defenders, and orchestrating scoring opportunities. Diligent practice of dribbling drills augments ball-handling prowess.

Shooting: Scoring points stands as the ultimate objective in basketball, with shooting serving as the principal means to that end. Players should cultivate an array of shooting techniques, including jump shots, layups, hook shots, and three-pointers. Precise shooting form, equilibrium, and resolute follow-through are non-negotiable.

Passing: Passing plays a pivotal role in fostering teamwork and conjuring scoring openings. Adeptness in various types of passes—be they chest passes, bounce passes, or overhead passes—is imperative. Enhancing accuracy and timing facilitates the precise delivery of passes to teammates.

Rebounding: Rebounding embodies the task of securing possession of the ball following a missed shot. Players must hone positioning, timing, and leaping ability to excel in this facet of the game. Offensive rebounds grant second-chance scoring opportunities, while defensive rebounds stymie the opposition’s scoring endeavors.

Defense: Effective defense holds parity with offense in the basketball realm. Players ought to acquaint themselves with guarding opponents, blocking shots, filching the ball, and challenging shots sans transgressions. The refinement of defensive footwork and predictive skills assumes paramount importance.

Ball Handling: Ball-handling competence extends beyond mere dribbling. Players should exhibit comfort and proficiency with the ball in assorted situations, including driving to the hoop, evading defenders, and executing deft spin moves. Ball-handling drills facilitate enhanced control and bolstered self-assurance.

Footwork: Apposite footwork is the linchpin for agility and balance on the court. It pervades shooting, defense, and navigating around adversaries. Emphasis should be placed on pivot maneuvers, defensive slides, and deft alterations in direction.

Teamwork and Communication: Basketball is a team sport, and the dividends of effective communication and teamwork are indisputable. Players should engage in seamless communication with teammates, set screens, execute cuts, and create passing lanes to facilitate offensive maneuvers.

Conditioning: Basketball exacts a toll on endurance and strength. Regular conditioning regimens, encompassing running, agility drills, and strength training, empower players to sustain their vitality levels throughout the game.

Game Strategy: Comprehending game strategies, inclusive of offensive plays, defensive formations, and the execution of pick-and-roll maneuvers, assumes pivotal significance. Coaches frequently devise game plans, and players are tasked with their meticulous implementation.

Health Benefits of Playing Basketball

Embarking on a journey in the realm of basketball presents an array of health benefits that substantiate physical fitness and holistic well-being. In this section of your project, we shall embark on an expedition to uncover these health perks:

Cardiovascular Fitness: Basketball stands as a superb cardiovascular workout. The ceaseless movement, sprinting, leaping, and swift alterations in direction elevate the heart rate, thereby augmenting cardiovascular well-being. Steadfast engagement in the sport can culminate in enhanced endurance and a diminution in the risk of cardiovascular maladies.

Weight Management: Participation in basketball is synonymous with a substantial caloric expenditure. It proves instrumental in weight management endeavors and can serve as a potent component of weight loss regimes. The sport’s high-intensity nature is conducive to the shedding of superfluous body fat.

Muscle Strength and Endurance: Basketball engages a spectrum of muscular groups, encompassing the legs, arms, and core. Dribbling, shooting, and defending necessitate muscular strength and endurance. Regular engagement can foster the refinement of muscle definition and robustness.

Improved Agility and Balance: The agility requisite for charting the court, evading defenders, and executing deft maneuvers contributes to enhanced balance and coordination. These proficiencies resonate not only on the hardwood but also in everyday life.

Bone Health: The continual running and leaping inherent to basketball represent weight-bearing activities that conduce to the fortification of bones. This accrues particular importance for younger players in their formative bone development years and for their elder counterparts in the preservation of bone density.

Enhanced Flexibility: Basketball entails a myriad of movements, spanning from soaring for rebounds to executing jump shots. These actions galvanize flexibility and joint mobility, thus mitigating the risk of injuries.

Stress Reduction: Physical activity, inclusive of basketball engagement, catalyzes the liberation of endorphins—natural mood enhancers. Participation in the sport holds the potential to ameliorate stress and anxiety levels, leading to an enhancement in mental well-being.

Improved Mental Focus: Basketball imposes the demand for unceasing decision-making, prompt reactions, and spatial awareness. This cultivation of mental acuity sharpens cognitive skills that are translatable to the realm of academics and daily life.

Social Interaction: Basketball is often a collaborative endeavor, manifesting through teamwork, camaraderie, and collective effort. The cultivation of affirmative bonds with teammates befits the realm of mental and emotional well-being.

Discipline and Time Management: Consistent participation in basketball instills discipline and time management skills. The adept balance of practice, games, and other responsibilities necessitates organizational prowess with applicability extending beyond the confines of the court.

Self-Confidence: As players hone their skills and contribute to their team’s success, their self-assurance burgeons. This phenomenon can engender a positive influence on self-esteem and self-worth.

Longevity: Sustained participation in physical activities such as basketball is associated with extended and healthier lifespans. This commitment diminishes the susceptibility to chronic conditions, including diabetes, hypertension, and obesity.

In this culminating section of your basketball odyssey, we cast a retrospective glance upon the salient takeaways and the overarching significance of the sport. Basketball, as meticulously unveiled throughout this project, transcends the status of a mere pastime; it assumes the mantle of a cultural phenomenon with a profound influence on individuals and communities alike.

Throughout our sojourn, we have unfurled the annals of basketball history, from its embryonic inception within a Springfield gymnasium to its current zenith as a global sensation. We have plumbed the depths of the rules and techniques governing the game, comprehending the intricacies that imbue it with an aura of thrilling competition.

Moreover, we have delved into the manifold health benefits accruing from basketball participation, acknowledging its role in promoting cardiovascular well-being, muscular prowess, agility, and comprehensive physical health. Beyond the corporeal advantages, we have embraced its affirmative impact on mental health, nurturing discipline, focus, and social interactions.

Basketball unfurls as a sport that bridges divides—be they geographical, linguistic, or cultural. It binds individuals from diverse backgrounds, stitching together a tapestry of shared passion and a prevailing sense of kinship. From the iconic asphalt courts nestled within inner-city neighborhoods to the grandiose arenas where professionals contend, this sport brings people together to celebrate athletic prowess and the symphony of teamwork.

As we draw the curtains on this project, let us retain the awareness that basketball serves as a font of inspiration, resilience, and unyielding determination. It stands as a testimony to the human spirit’s capacity to rise above adversity and excel. Whether you are a player, an enthusiast, or a connoisseur who simply admires the beauty of the game, basketball has indelibly touched your life in some profound manner.

In your individual sojourns within the basketball realm, whether you aspire to etch your name among the legends of the sport or relish it for the physical and communal joys it bestows, remember the values it imparts: teamwork, discipline, and the relentless pursuit of excellence. These qualities extend beyond the parquet and permeate every facet of existence.

As you continue your exploration of basketball, whether by playing, spectating, or simply cherishing its cultural resonance, may you unearth joy, camaraderie, and inspiration within this exquisite sport. And much like basketball has enriched the lives of countless individuals across the globe, may your own expedition within the domain of basketball catalyze personal growth, beget unforgettable experiences, and forge enduring connections with fellow aficionados who share your ardor for the game.

Certificate

This is to certify that I, [Your Full Name], have successfully concluded the project entitled “Basketball: A Comprehensive Exploration.”

With unwavering enthusiasm, unwavering dedication, and an ardent passion for the sport, I have demonstrated exceptional commitment to researching, comprehending, and presenting the enthralling world of basketball.

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Wheelchair basketball bringing people together, improving lives of players

Editor's Note: The following is part of a class project originally initiated in the classroom of Ball State University professor Adam Kuban in fall 2021. Kuban continued the project this spring semester, challenging his students to find sustainability efforts in the Muncie area and pitch their ideas to Ron Wilkins, interim editor of The Star Press, Journal & Courier and Palladium-Item. This spring, stories related to health care will be featured.

Muncie, Ind. — Dribble after dribble, shot after shot, make after make and miss after miss — the game of basketball can be grueling, and it isn’t every player’s first sporting love.

For player Rowen Walker, 19, a first-year student at Ball State University, it was far from it.

“Basketball was never my first choice when I was younger,” Walker said. “I was more of a runner.”

Walker was a cross-country runner in high school until the then-sophomore noticed severe numbness in their legs. Walker’s running career ended abruptly, as the numbness caused by an undiagnosed condition forced Walker to use forearm crutches to stay mobile. Despite the change in circumstances, Walker knew finding a path forward would take positive momentum.

“Coming to terms that I’m never going to be able to run like I used to can be very disheartening, but it did help finding a community here,” Walker said.

That community is the wheelchair basketball group, an organization run by the Alliance for Disability Awareness and the Student Government Association at Ball State that allows students with physical disabilities the chance to play basketball. The group meets every Monday at the Jo Ann Gora Student Recreation and Wellness Center to perfect their basketball skills and have a little fun.

Colleges across the country and right here in the Hoosier state have embraced the sport as well. Universities like Indiana and Purdue also have wheelchair basketball organizations — just like the one at Ball State — aimed to provide inclusivity and promote physical activity.

Wheelchair basketball even has its own national organization known as the NWBA, or National Wheelchair Basketball Association. According to the NWBA , they have more than 225 teams across the United States, Canada and Puerto Rico, with co-ed athletes ranging in age from 5 all the way to 65. Two of those teams are in Indianapolis and Fort Wayne, Indiana.

A way to connect with others

For Walker and the group’s other players such as sophomore Faith Graves, 20, who lives with cerebral palsy, it isn’t just about the basketball; it’s all about the people.

“In communities like these, I’m able to connect more with people rather than other communities where I feel more of like an outcast,” Graves said. “In these kinds of communities, like wheelchair basketball, I feel like I fit in.”

Accepting communities, like the one provided by the wheelchair basketball group, are beyond important for individuals with disabilities.

According to a 2023 study by Mahboubeh Ghayour Najafabadi and Ardalan Shariat published in the “Journal of Exercise Rehabilitation,” the sport helps to relieve feelings of anxiety and depression while also creating and improving social skills and relationships for players with disabilities. Everyone wants to feel like they belong, and the organization provides that opportunity.

Wheelchair basketball is a chance to pursue a dream

While the social benefits of the sport are immense, for some students like first-year student Anna Good, 19, of West Lafayette, who also lives with cerebral palsy, the sport provides the opportunity of giving a lifelong dream a shot.

“I’ve always loved basketball, but it was always hard for me to play,” Good said. “Now that I’m here, I’m so happy to be playing the sport I could only watch. Even though I’m not that great at it, it still feels good to be able to play.”

The play itself has its benefits as well.

According to a 2023 study by Rebecca Ramsden and Rick Hayman published in the “International Journal of Environmental Research and Public Health,” those who are physically disabled are twice as likely to be physically inactive compared to those without a physical disability. The study also shows the decrease in physical activity is largely due to the barriers caused by disability. Adaptive sports such as wheelchair basketball help break down those barriers and get everyone physically active.

The sport doesn’t just provide benefits for those who are disabled. The Student Government Association representative for the team, Ella Daughtery, appreciates the community the group has built and will even get in on the action from time to time.

“It’s a very welcoming community,” Daughtery said. “I know that if I’m just having a bad day, they won’t judge me. It’s opened me up to so many new people I didn’t think I’d ever meet. It makes you know that you’re not, in fact, alone here.”

Working together to improve skills

The team doesn’t play any competition and instead focuses on individual achievement. The group works hard at each and every practice to get better at the game, but at the end of the day for each participant, the basketball itself is purely secondary.

“No matter what, we’re encouraging of each other,” Walker said. “Some of us might not be able to make baskets, but we will sit there, cheer each other on and help each other out.”

The group plans to be back next school year as they look to provide a whole new group of Ball State students with the same sense of community they have already found on the court.