UNIT 5: BASKETBALL
Key unit competence: Apply basketball rules of the game
5.1 Prerequisite (Knowledge, skills, attitudes and values)
Students of senior four will learn better Basketball rules if they can performtechniques and tactics of basketball learnt in senior four and five.
5.2 Cross-cutting issues to be addressed
Gender: In teaching and learning of Basketball rules, the teacher must prepare
and provide physical activities that engage both girls and boys equally to exploit
their full potential and talents without any discrimination or prejudice.
Inclusive education: The teacher as a facilitator he/she must consider
different special education needs and select physical activities to adapt his
teaching approaches to all students. This creates a positive attitude and helps
all learners to participate actively and develop their competence levels.
Financial education: The teacher should integrate Financial Education into
his teaching/learning activities by providing the local and no cost teaching
material where is possible. He/she must encourage students to make their
own materials that can help them to develop competences not only in sport at
school but also in their daily life.
Standardization culture: The teacher must choose and select the standardized
materials to use in his/her teaching/learning process. It is necessary to provide
appropriate materials required to the levels of students and help them to
develop culture of checking and using the quality of sport materials for the
competitions before to use them in order to prevent injuries and other accident.
Environment and sustainability: The teacher should provide materials and
deliver the lesson with encouraging students to protect the environment and
well use of materials. The teacher helps them to develop the spirit of keeping
safe the environment they use in sports activities.
Peace and values education: The teacher helps students to develop fair play
and social values by planning physical activities that Avoid violence and conflict
in the game and by setting clear and relevant instructions. He/she should
provide the activities that help students to develop their competence peacefully.
Comprehensive sexuality education: A teacher provides physical activities
and sets instructions that prevent sexual harassment, any kind of gender based
violence like sexual abuse and physical contacts oriented to the sexuality
intention
Genocide studies: While conducting physical exercises and health a teacher
should take a time to explain students how sports should be used to fight against
Genocide ideology and how to prevent it. For example, to organize Genocide
memorial tournaments at school and give the message related to the Genocide.
5.3 Guidance on introductory activity
Before introducing the lesson one of this unit, teacher must introduce the whole
unit. The teacher as a guide, facilitator and expert, ask questions or give activity
related to basketball rules in order to help them to predict what to be learnt in
the whole unit.
Activity/task
Divide students into groups of five, and give them the following scenario to
discuss:
Scenario: – It is the 3rd quarter of the game with 1:51 on the game clock. Player A1
is closely guarded when he drives the ball to the basket. There is light
contact with the defender on the torso. The basket is successful. In your
respective groups discuss the following points: The correct procedure to
handle this situation
– Rules of basketball that are found in this situation– In general, how many rules does Basketball has?
5.4 List of lessons/sub-heading
Lesson 1: Recall on basketball techniques and tactics in the
game situation.
a) Learning objective
Identify and perform techniques and tactics of Basketball.
b) Teaching resources
Balls, playground, Whistle, Watch, Cones, Chasubles
c) Prerequisites/Revision/Introduction
Student s of senior six will recall techniques and tactics used in playing
basketball game if they have developed basic techniques of playing basketball
senior four and five.
d) Learning activities
Opening discussions
– Asks students different types of techniques of basketball learnt in senior
four and different tactics of basketball learnt in senior five. Let students
brain storm them, and facilitate theme where it is necessary.
– Introduce the new lesson and ask students to start warm-up.
Warm up exercises and stretching exercises
Let students perform general warm up exercises and specific warm up based
on the most body’s parts to be used while performing basketball techniques
and tactics and stretch their muscles properly.
e) Lesson body
Activity 5.1
Divide students into 2 groups, and give each group a ball. Asks students in groups
to stand on the line facing the ring of a basketball court. Group one use one ring
on one part of the court, while another group are using the other ring to the other
side. Let students dribble the ball and shoot in the ring, take up the ball and make
dribble going back to the line, when rich near pass the ball to the next student on
the line and that person do the same exercise as the first, repeat this exercise until
everyone had chance to participate.
Teaching and learning points to consider
During this exercises, teacher as a facilitator should observe the following:
– How students are performing basic techniques (Dribbling, passing,
shooting)
– Help and correct those students who are struggling to perform very wellthe basic techniques
Activity 5.2
Divide students in four groups (A, B, C D), A and B become defenders while
C and D become offensive players. A will play against using half of basketball
court, while B will play against D using the other half of the court.
Set a line of offensive players(A) at one wing of the playground, and let
defenders (C) stands on the same side block. Do the same for the other part
of court for the group B and D.
Steps of doing this exercises:
– The first offensive player starts at the block. The defender moves in front
from the high side
– The offensive player cuts hard to the three-point line to receive the ball. The
defender closes out on the catch.
– They play one on one until a score or defensive rebound. Offensive player is
allowed a max of four dribbles.
– Repeat, with the same defender guarding each offensive player once– Rotate a new defender in and repeat
Application Activity 5.2
Form teams of five students for each one based on the number of students who
are in a class; two teams enter the court, request players to take their positions
based on tasks to accomplish during performing game situation, let them play a
normal basketball game in 5 minutes by using techniques and tactics of Basket
ball. After 5 minutes, let other team enter the court and ask them to play a Bas
ketball game as other team did.
Cool down exercises
– Let students do light exercises and stretch their group of muscles by
insisting on most used parts.
Closing discussions (RCA)
Reflect
– What are challenges/benefits did you face while playing basketball?
– How did you proceed in order to win the match? What are causes of losing
the game?
Connect
– What are the importance of combining techniques and tactics in playing
basketball game?
Apply
– What is the usefulness of techniques and tactics in basketball game
situation?
– How will you use those skills of playing basketball in your daily life?
Lesson 2: Playing court, equipment and ball
a) Learning objective
– Describe and draw Basketball playing court area and dimensions.
– Identify different equipment needed in Basketball
– Describe the ball used in basketball
b) Teaching resources
Balls of basketball, hard/soft copy of basketball rules of the game, computer,
projector
c) Prerequisites/Revision/Introduction
Students of senior six will better apply Basketball rules if they have developed
basic techniques and tactics of playing Basketball learned in senior four and
senior five
d) Learning activities
Opening discussions – Ask questions related to baseball techniques and tactics learn in lesson
one of this unit.– Introduce the lesson of the day by asking questions related to basketball
rules: How many rules do we have in Basketball? list them? Facilitate
students to answer those questions.
e) Lesson body
Activity 5.3
Asks Students to form four groups and give them questions related Basketball
playing court and equipment to discuss in each group as seen in the followingtable.
Pass though groups and help them where is necessary. Request students to
choose a secretary to record findings and group representative who will present
their findings.
– Request group representative to present their findings and group members
may support where is necessary.
– After presentation of all groups, use a projector to recap presentations,
Application Activity 5.3
Individually, let students draw a basketball playing court by putting all areas andtheir dimensions. Facilitate them and correct where it is necessary.
Closing discussion/ Conclusion
– Together, teacher and students summarize the lesson of the day, and
students record the summary in their note books.
Lesson 3: Players, substitutes, teams and teammates.
a) Learning objective
– Identify number of players and team component in Basketball.
– Identify player’s position and explain their responsibilities in a Basketball
match.
– Identify number of substitutions allowed and describe how substitution is
done in Basketball.
b) Teaching resources
senior five.
Balls of basketball, hard/soft copy of basketball rules of the game, computer,
projector.
c) Prerequisites/Revision/Introduction
Students of senior six will better apply Basketball rules if they have developed
basic techniques and tactics of playing Basketball learned in senior four and
d) Learning activities
Opening discussions – Ask questions related to playing court and equipment learn in lesson two
of this unit.– Introduce the lesson of the day by asking questions related to team’s
composition in basketball.
e) Lesson body
Activity 5.4
Asks Students to form four groups and give them questions related teams,
players and substitution to discuss in each group as seen in the followingtable.
Pass though groups and help them where is necessary. Request students
to choose a secretary to record findings and group representative who will
present their findings. Request group representative to present their findings
and group members may support where is necessary.
– After presentation of all groups, use a projector to recap presentations.
Closing discussion/ Conclusion
Together, teacher and students summarize the lesson of the day, and students
record the summary in their note books.
Lesson 4: Fouls, violations and Penalties.
a) Learning objective
– Identify fouls and violations
– Differentiate fouls and violations
– Identify fouls and violations penalties
b) Teaching resources
Balls of basketball, hard/soft copy of basketball rules of the game, computer,
projector
c) Prerequisites/Revision/Introduction
Students of senior six will better apply Basketball rules if they have developed
basic techniques and tactics of playing Basketball learned in senior four and
senior five.
d) Learning activities
Opening discussions
– Ask questions related to teams’ composition and the assistant given an
injured player in Basketball.
– Introduce the lesson of the day by asking questions related to fouls andviolation in basketball.
e) Lesson body
Activity 5.5
Asks students to form four groups and give them questions related to foulsand violation to discuss in each group as seen in the following table.
– Pass though groups and help them where is necessary. Request students
to choose a secretary to record findings and group representative who will
present their findings.
– Request group representative to present their findings and group members
may support where is necessary.
– After presentation of all groups, use a projector to recap presentations,
Application Activity 5.4
Divide students into groups of five students and give them the following
scenario to discuss in their respective groups:
Scenario 1:
Within the 2-point area in box 2, player A2 makes a jump shot and the ball
touches the front of the ring. There are then multiple touches from players
from both teams trying to gain control of the ball when the ball is batted to
the back court. Offensive player A1 catches the ball with two hands whilst in
the air as he jumps from his front court to his back court, and play continues.
Please list fouls and violations found in this scenario and prescribe their
penalties if any.
Scenario 2:
With 27 seconds on the game clock in the fourth quarter and the score for
Team A is 64 points with 4 team fouls, Team B has 60 points with 3 team
fouls. Team B score a field goal and Team A time-out request is granted.
Discuss with your team the procedure and discussion points during the time
out and how play will resume.
After, asks groups to present their ideas and help them to do correction
where is necessary.
Closing discussion/ Conclusion
– Together, teacher and students summarize the lesson of the day, and
students record the summary in their note books.
Lesson 5: Scoring, winning and time limits and how to deter
mine the winner in Basketball.
a) Learning objective
Identify and explain different tie limits situations in Basketball.
b) Teaching resources
Balls of basketball, hard/soft copy of basketball rules of the game, computer,
projector
c) Prerequisites/Revision/Introduction
Students of senior six will better apply Basketball rules if they have developed
basic techniques and tactics of playing Basketball learned in senior four and
senior five
d) Learning activities
Opening discussions – Ask questions related to fouls and violations learnt in lesson four of this
unit.– Introduce the lesson of the day by asking questions related to different
ways of scoring in basketball.e) Lesson body
Activity 5.6
Asks Students to form four groups and give them questions related to foulsand violation to discuss in each group as seen in the following table.
– Pass though groups and help them where is necessary. Request students
to choose a secretary to record findings and group representative who will
present their findings.
– Request group representative to present their findings and group members
may support where is necessary.
– After presentation of all groups, use a projector to recap presentations,
Closing discussion/ Conclusion
– Together, teacher and students summarize the lesson of the day, and
students record the summary in their note books.
Lesson 6:Officials, table officials, commissioners.
a) Learning objective
Identify basketball officials and explain their responsibilities
b) Teaching resources
Balls of basketball, hard/soft copy of basketball rules of the game, computer,
projector.
c) Prerequisites/Revision/Introduction
Students of senior six will better apply Basketball rules if they have developed
basic techniques and tactics of playing Basketball learned in senior four and
senior five.
d) Learning activities
Opening discussions – Ask questions related to what they have learnt in lesson 1,2,3,4,5 of this
unit.– Introduce the lesson of the day by asking questions related the names of
officials found in basketball.
e) Lesson body
Activity 5.7
Asks Students to form five groups and give them questions related to foulsand violation to discuss in each group as seen in the following table.
– Pass though groups and help them where is necessary. Request students
to choose a secretary to record findings and group representative who will
present their findings.
– Request group representative to present their findings and group members
may support where is necessary.– After presentation of all groups, use a projector to recap presentations.
Application Activity 5.5Individually students show different referees hand signals in Basketball.
List of refereeing hand signals in basketball
Application Activity 5.6
are watching in the presented video.
Prepare a five minutes’ video of a match between two teams, and give a score
sheet to each student and ask them to fill the scoresheet according to what they
Closing discussion/ Conclusion
– Together, teacher and students summarize the lesson of the day, andstudents record the summary in their note books
Lesson 7: Officiating a Basketball match.
a) Learning objective
Recognize and apply official rules of the game of basketball in the game situation
b) Teaching resources
Balls used in basketball game, court for basketball, whistle, watch, chasubles,
score sheet, protective equipment (if available), ring (rim) and posts.
c) Prerequisites/Revision/Introduction
Students of senior six will interpret and apply rules of basketball in game
situation if they have learned techniques and tactics of playing basketball game
in senior four, and senior five.
d) Learning activities
Opening discussions
Ask questions related to the application of basketball rules in game situations.
Let students present their findings and introduce the new lesson. Invite students
to start warm up exercises.
Warm up exercises and cool down description
Let students perform general warm up exercises and specific warm up based
on the most body’s parts to be used while playing basketball and stretch their
muscles properly.
e) Lesson body
Activity 5.8
Game situation
Form three groups A, B and C. competition is organized in this way:
1st match: A vs B C will act as officials by providing: umpires and table
officials and other remaining players will record fouls and misconduct
happened and how umpires and table officials have been reacted for those
fouls and violation.
2nd match: B vs C, A will act as officials by providing:
Umpires, table officials, and other remaining players will record fouls and
misconduct happened and how umpires and table officials have been reacted
for those fouls and violation
3rd match: A vs C, B will act as officials by providing:
umpires and table officials and other remaining players will record fouls
and misconduct happened and how umpires and table officials have been
reacted for those fouls and violation.
Points to consider during this game situation
– Time for playing for each match: 5 minutes
– The winner is the team, which will gain many points in those three matches.
– Choose one student to lead cool down and invite them to start after game
situation discussion.
– Start by giving time group A, B then C to share what they have recorded
based on rules of the games, decisions taken by officials, effectiveness of
hand signals used, and how officials are taking positions and their movement
during the match. Support them to clarify some rules of the game where is
necessary.
– Close the lesson by asking some questions on what the y have been discussed.
5.5 End of unit assessment
Teacher divide students into groups of six including two umpires, scorer, an
assistant scorer, a timer and a shot clock operator. After dividing student
teachers into their respecting groups, set the order on which groups will
lead the game, request the first group to start the match. Ask other remaining
students to form two teams of five players for each one.
Let the match start, change groups which is officiating after five minutes.
Officials become players to replace those who are becoming officials.
– During performing officiating for each group, observe how each student
is accomplishing given tasks and roles.
– Records their performance in order to give them feedback at the end of
the exercise.
5.6 Additional activities
Remedial activities
Prepare a video of two teams playing basketball match. Provide a list of team
A and B, provide also 5 score sheet. After divide students into groups, and asks
them to watch the given video and fill the score sheet accordingly. Facilitate
them where it is necessary, and after the given time let them present their
activities and help them to do correction where it is necessary.
Consolidation activities
Participate in competitions between small groups and choose their own officials
to lead the matches and make record of performance for different groups.
Extended activities
Organize basketball competition between classes for forming school teams
and participate in interclasses and friendly matches. Let student teachers
officiates matches. Encourages student teachers to exploit updated rules ofthe game of basketball regularly.