ED 3601 VERSION B

KR 2011

Lesson Plan

Grade/Subject: Physical Education 30

Unit: Basketball
Unit Length : 3 days each class is 60 minutes
Class: 30 students

Technology strategy :Flipped Classroom

Unit Outcomes that will be completed:

General Learning Outcomes:
A.
Students will acquire skills through a variety of developmentally appropriate movement activities;
dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g.,
aquatics and outdoor pursuits.
C. Students will interact positively with others.
D. Students will assume responsibility to lead an active way of life.
Specific Learning Outcomes:
A301 analyze, evaluate and adapt performance of locomotor skills and conceptseffort, space and
relationshipsto perform and create a variety of activities to improve personal performance
A303 analyze, evaluate and adapt performance of nonlocomotor skills and conceptseffort, space and
relationshipsto perform and create a variety of activities to improve personal performance
A305 analyze, evaluate and adapt performance of manipulative skills and conceptseffort, space and relationshipsto
perform and create a variety of activities to improve personal performance
A3010 develop and further refine activity-specific skills in a variety of games
A3011 apply and analyze the relationship among skills, rules and strategies in the creation and playing of games
C301 communicate thoughts and feelings in an appropriate respectful manner as they relate to participation in physical
activity
C303 demonstrate etiquette and fair play
C305 develop and apply practices that contribute to teamwork
C306 identify and demonstrate positive behaviours that show respect for self and others
D31 express a willingness to participate regularly in physical education class
D33 demonstrate the ability to listen to directions, follow rules and routines, and stay on task while participating in
physical activity
Unit Class Focus:
Class 1 Different types of Defence
Class 2 Different types of Offence
Class 3 Tournament play using the different Offences and Defences

Lesson #1 Defence types

Learning Objectives
Students will execute a 2-3, 1-3-1 and man defence
Students will distinguish between a 2-3 1-3-1 and man defence
Students will transition between each defence using their communication skills

LEARNING RESOURCES CONSULTED

Resource #1: Learn Alberta
Resource #2: youtube

MATERIALS/ EQUIPMENT/ SET UP

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Basketballs
6 Basketball Nets
Pinnies
Computer and Internet

PROCEDURE
Introduction (__min.):

ED 3601 VERSION B

KR 2011

The night before students will be sent a link to youtube about a 2-3 defense a 1-3-1 defense and
man defense. With each their will be instruction as to what the defense is and how to implement
it. The videos that will be attached are:
2-3 Defense : https://www.youtube.com/watch?v=PoUXj1Ek2hk as well a highlight film from
Syracuse which arguably runs the most famous 2-3 zone https://www.youtube.com/watch?
v=eCpMi0bVii8. As well an additional resource for a 2-3 zone https://www.youtube.com/watch?
v=6yd14RuUbe8
1-3-1 Defense: https://www.youtube.com/watch?v=AvCVArYATJw as well a highlight film from
theMichigan Wolverines https://www.youtube.com/watch?v=1LGLX_4ms0I
Man Defense: http://www.coachesclipboard.net/BasicDefense.html this is not a video as man to man
defense is the simplest defense instead it is information on important aspects of man to man.
Attached as well will be a brief document on information about each defense
Lastly will be an image attached showing base offensive positions which teams will have to know.
Body (55min.):

ED 3601 VERSION B

KR 2011

1.
2.

Take attandance for the class (1 minute)

Students will be split into 6 groups (5 per team at minimum) Teams will be the Lakers,
Celtics, Spurs, Heat, T-Wolves, Cavaliers. Each team will be designated a color and given
pinnies. This will be their team for the whole unit. Groups will be pre-made and written on the
board
3.
Warm -up (5 minutes) As a whole class we will do a warm-up using basketball specific
stretches and drills. High Knees side line to side line, Butt Kicks side line to side line, Shuffle
side line to side line, Sprint side line to side line while dribbling once with right hand next with
left hand. Then teams will find a basket and 3 basketballs and pass and shoot (final minute).
THE RULE FOR WARM UP IS WE DO IT PROPERLY OR WE DO IT AGAIN (reason being if we dont
warm up properly there is no point to it).
4.
Quick Discussion about the 3 types of defenses that they learnt about last night (2-3, 1-31, man defence). Make sure to emphasis the importance in communication with your
teammates. Discuss why it is vital to communicate.
Learning Activity #1: 1. Teams will pair up with another team. One team will take the position of
the 2-3 defence the other team will take a position on the offence as shown in the diagram given
to them. The The offensive team will ONLY pass the ball once they have recieved a pass they
wait 2 seconds for the defensive team to adjust. The goal which will be shared with the students
is not for the offence to score but for the defence to adjust properly. After 1 pass has been made
to each player Offense and Defense will switch. Easy way to tell students is have the defence
play at 90% and the offence at 50%
2.
Next step is instead of the offensive team waiting two seconds they dont have to wait at
all. As well at this point the offensive players are allowed to move around the court instead of
staying still and take open shots only after 5 passes. This will be timed for 35 seconds (NCAA
shot clock). After the 35 seconds teams will switch. This will be done so that each team has 3
chances to play defence. Defence plays at 100% offence plays at 75%
3.
For the final step the offensive team is allowed to dribble and move, however they must
not shoot until they have completed at least 3 passes. The goal now is to score on the
defence once a turnover or a basket is scored the teams switch . Each team gets 3 chances to
stop the defence. For this part competition will start as the team on defence will recieve
points as follows. 4 points for ball out of bounds off offensive team, 3 for a steal, 2 for a
defensive rebound, 0 points if a basket is scored. both offence and defense plays at 100%
It should take 10-15 minutes to get through the 2-3 defence
For the 1-3-1 defence you will do the exact same progression students should be able to pick up
on it quicker. If they do then students can progress quicker.
For man to man defence students can progress straight to step 2 to start as man to man is a
basic defence that involves you matching up against one player. This should only take 5-10
minutes.
Learning Activity #2:
Students will know partake in a basketball game and only allowed to use the zones. The game
will be only a half court game if there is a turnover or a basket the teams switch and start with
the ball at the top of the 3 point line. I will call out what defence has to be used. I will randomly
switch which defence they have to use to see if students can adjust. The games will last 5
minutes and then teams will switch. There should be 3 half courts being used and all teams
should be playing. If there is glaring errors than the games will be stopped and adjusted
especially if situations arise that students are unfamiliar with which is possible in a game
situation.
Closure ( 5min.):
Closure activity: Each team will be given their own net and must develop their own defense. It must be a zone defense.
They will explain the defense on a sticky note with their positions and an area they must cover.

Document Attached

Man-to-Man: "Man-to-man" remains the most common defense in

basketball, matching up defensive players one-on-one with the opposing
team's offensive players. Off-the-ball defenders are coached to position
1

ED 3601 VERSION B

KR 2011

themselves in the passing lanes, between their man and the ball, while the
on-ball defender attempts to stay between his man and the basket. A manto-man strategy allows the defense to employ pressure, force more
turnovers, and seamlessly transition to proper rebounding position.
Ultimately, superior offensive athleticism and defending the screen game
serve as the greatest concerns for successful man-to-man defense.
2-3 Zone: The "2-3" zone emerges as the most simplistic form of zone
defense, placing two defenders between the top of the key and three-point
line and three defenders evenly spaced across the blocks and baseline.
When an offensive player enters a defender's zone, the defender must
match up with the player in "man" fashion. Teams with inferior athleticism
or great length generally employ the 2-3 zone more frequently, while
matching up to rebound serves as a considerable concern. Additionally, the
2-3 zone remains a viable option versus poor perimeter-shooting teams, as
a change of pace defensive strategy in small doses, or during baseline inbounds plays.
1-3-1 Zone: The "1-3-1" zone serves as the most commonly utilized zone
defense in basketball, allowing the defense to play more aggressively,
while trapping the ball and extending the defense more effectively on the
perimeter. The defense's inherent weaknesses remain in the "short-corner"
area (along the baseline), in rebounding, and versus a team with
ballhandlers able to penetrate and dish efficiently.
Offensive positions:

Lesson #2 dfensive systems

Students will execute a motion, flex and shell offense
Students will distinguish between motion, flex and shell offense
Students will use leadership and communication skills with teammates on offense and defense
Students will decide which offense and defense suits there team

LEARNING RESOURCES CONSULTED

Resource #1: Learn Alberta
Resource #2: youtube
Coachs Clipboard

ED 3601 VERSION B

KR 2011

MATERIALS/ EQUIPMENT/ SET UP

*
*
*
*
*Ipads

Basketballs
6 Basketball Nets
Pinnies
Computer and Internet

PROCEDURE
Introduction (__min.):
The night before students will be sent videos on 3 types of offense (motion, flex, shell) for the
offense students will be given a document as well to follow along with the videos.
Motion offense: https://www.youtube.com/watch?v=lL8yecXVuQ8 for a highlight students can
watch Duke Blue Devils run their Motion Offense https://www.youtube.com/watch?
v=dTwK2bD_wQA while students watch dont focus on the player with the ball but what players
do without it.
Flex Offense:https://www.youtube.com/watch?v=guIVipwTyuw for a highlight students will watch
the Pittsburgh Panthers https://www.youtube.com/watch?v=JHWB3jQL1t4.
Shell offense/Princeton Offense:https://www.youtube.com/watch?v=kTXdd-onSxY students need
to watch the first 5 minutes as it is vital however the whole video is useful. For a highlight
students can watch Villanova Wildcates 4 guard system https://www.youtube.com/watch?
v=R93PCN0wJtw. Focus on how often they keep 4 players on the outside.
Body (55min.):
Take Attandence
Warm - Up same as Lesson 1 same rules apply.
Learning Activity #1(20 mins): 1. Students will be given an ipad and each team will be given a
basic the next 15 minutes they will practive each offensive system using the ipad to reference
positions that they need to be. The ipad will contain the diagrams that they were given the night
before. I will be going around and recording their offenses to show them how closely it relates to
the play they attempted to run.
2. For the last minutes each team is going to be timed to see how many baskets they can make
using the different strategies. They will have 1 minute with each strategy to make as many
baskets after completing 3 passes. For the shell/princeton students can only take a shot every 5
seconds after they get set but movement must be involved.
Learning Activity #2( 15 mins): 1. Teams will now join up with another team and one will play
offense the other will play defense. The play starts at the top of the key the defence will be play
man to man for it. The offense will run the motion offense first against the defence. Defence will
play at 50%. The offense will run three plays and attempt to score then teams will switch. After
each team has had 3 attempts they will progress to flex offense doing the same. Once they
completed the flex they will run the shell offense.
Learning Activity #3(20 mins):
Students will play in a half court game similar to lesson 1. Teams will decide which offense they
want to run without telling the defense. Defense will decide which defense they will run. Teams
will have a 2 minute huddle to make key signs or words to say which offense or defence they will
be using. For each game they will designate a different leader to decide who will decide. The
games will be 3 minutes long and then they will switch to play a different team. On a turnover or
basket the other team gets the ball.
Closure ( 5 min.):
Teams will decide which offense and defense they like to play and why it best suits their team.
From here they will call it their base offense and base defense.
Document attached
Motion offense
Spacing
Players should try to stay 12 to 15 feet apart. Avoid bunching up, which can result in double-teams, steals, interceptions,
and turnovers. Basic Motion offense positions to start.

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Perimeter players should always receive the ball in triple threat position, where the player has the options of shooting,
driving to the hoop, or passing. In triple threat position, outside players should (1) look into the post, (2) read the defense
and look for the opportunity for a shot, shot fake, or a dribble-move. Perimeter players should be patient and hold the ball
for a count of two to allow the screens and cuts to develop. If the pass is too soon, the cutters don't have time to execute
their cuts.
Do not allow your players, after receiving a pass on the perimeter, to immediately put the ball on the floor, bounce it once,
and then lose the dribble. The player actually loses the options of shooting and driving to the hoop, and passing may be
more difficult when the defender closes in, and the other defenders go into deny. We are constantly teaching and reminding
players to "get in triple threat position".
Players may dribble:
1. To attack the basket with a drive.
2. Improve or open the passing lane.
3. Penetrate gaps in a zone defense.
4. To get out of trouble and avoid the 5-second count.
5.
To exchange positions with another player. For example, if you want the ball to go to the wing, and the defense is
denying the pass, the point guard can simply dribble to the wing, and the wing player can exchange and go to the point.
Motion Offense has the most flexibility involved out of all 3 offenses, as a player without the ball you must either screen,
get set for a shot, or cut to the basket. If you catch your self standing still for too long you must do one of those things. You
dont have to always screen the player with the ball either.
Flex Offense:

An solid arrow shows movement, a dotted arrow shows potential for a pass. A line with a stop
at the end is for a screen to be set. A screen being set is what starts each play.
These are the basic steps to a flex offense. The flex offense is very rigid and doesnt allow for a lot of flexibility. The
flexibility comes from your decision to dribble, shot, or pass. If the pass is not available then you hold onto the ball and
wait to for the next step in the play. If the play is run and no shot is open then you run the play again until you get that shot.
You can run this play from either side of the court.
Shell offense:

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KR 2011

The shell offense is an offense that is found in the NBA or with teams who have lineups that are considered small. It
revolves around cutting to the basket, 3 point shots, or isolation. Isolation is used where one man trys to beat the man who
is covering him. The ball needs to be passed quickly in order to keep the defense off balance as well. The other big aspect
of the shell/princton offense is the back door cut. This is where a player who doesnt have the ball tries to cut towards the
hoop to recieve a pass and make a basket.
Difference between shell and motion is that the shell doesnt rely on pick and roll or setting screens. It relies more on
outside shots and isolation.

Lesson #3: Running a tournament

Students will determine what tournament best suits the need of the class
Students will implement a tournament format
Students will create a tournament schedule

LEARNING RESOURCES CONSULTED

Resource #1: Learn Alberta
Resource #2: youtube
Coachs Clipboard

MATERIALS/ EQUIPMENT/ SET UP

*
*
*
*

Basketballs
Basketball Nets
Pinnies
White board

PROCEDURE
Introduction (__min.):
Students will be sent an a link to different types of tournaments as students will decide as a class which and how they will
run the tournament. http://web.viu.ca/vaugeois/courses/trmt_190/tournament_handouts.htm
A discuss forum link will be shared for students to come to an agreement which method they should use we will use
freeforums.org if we dont have a discussion forum to use provided by the school.
As well I will set up in the discussion a place for student to vote on which format they would like to use. Majority wins

Attendance
I will write on the board which tournament format we have choose and then as a class students
will create a schedule. Students will have a laptop or ipad available as a resource to look at for
the schedule an example would be tournamentschedular.net
1.
Once the tournament has been set each team will do a quick warm up of their own. (5
minutes)
2.
The tournament will now begin
3.
As the teacher your role is to make sure the tournament runs in a quick and efficient
fashion. Teams will play full court game and as a result the two teams sitting are going to be
the refs for the game. Each Game will last 5 minutes. As well as the teacher I will record the
results
4.
If needed as a class we will determine who has made the playoffs or who gets what seed
depending on the tournament

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KR 2011

Closure ( __min.):
After the tournament is finished as a class we will discuss what offense they found worked best
in the game for them when compared to practice? As well what defense?
What was difficult about running different offenses and different defenses

Assessment Rubric for the Unit: Daily Mark

Each day is out of 5 half marks do apply.

Grade

Rationale

-Works and plays hard throughout the class

Prepared for class and arrived on time
Brings knowledge with them from
their reading last night
Interacts positively and respectfully all
the time
Displays leadership and cooperation
Makes an effort to improve

-Works and plays hard most of the time

Arrives prepared for class most of the
time
Brings knowledge most of the time
from readings before class
Interacts positively and respectfully
most of the time
Displays leadership and cooperation
most of the time
Makes effort to improve most of the
time

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KR 2011

Grade
3

Rationale
Works and plays hard some of the

time

Arrives prepared for class some of the

time

Brings knowledge some time from

readings before class
Interacts positively and respectfully
some of the time
Displays leadership and cooperation
some of the time
Makes effort to improve some of the
time
-

Seldom works and plays hard

Seldom is prepared for class
Seldom does reading before class
Seldom displays leadership and
cooperation
seldom makes effort to improve

Rarely works and plays hard

Rarely is prepared for class
Rarely does the reading before class
Rarely displays leadership and
cooperation
Rarely makes effort to improve