HPE380 Alternative Task - Basketball

Tute: 3 Group: 2 (Tanika Pember, Jack Rycroft,

Emma Wells)
This is a group task I therefore only need one (1) Street Game and one (1)
Production Task from the group. Use discussion board to allocate task or share
ideas.
Group 1
Jake Basire

Krystle Spanos

Caitlin ODonnell

Group 2
Tanika Pember

Jack Rycroft

Emma Wells

Design a Street Game that can be used in schools

Game:
- Bump
Aim:
- The aim of this activity is for students to have continuous shots at goal
with the intention of scoring.
Equipment:
- 2 basketballs
- A basketball court
- A basketball ring and backboard
Playing area:
- 1 basketball key
Rules:
- Begin with students in a single file line behind the free throw area.
- The first two students inline begin with a ball each.
- Player 1 shoots from the free throw line, as soon as the ball is released
from their hands player 2 can shoot also.
- The players can now shoot from anywhere and are now competing against
each other to see who can score first.
- If player number 2 scores before player 1, player 1 will be eliminated.
- If player 1 scores before player 2, the ball is retrieved and given to the
next person inline.
 - This process continues until there is only one player left. They then
become the bump champion!
- NOTE:
o Students are not allowed to dribble or lay up
o Students should not intentionally bump the other players
ball
o There is to be no player contact in this activity

Production Cluster
Your task is to briefly describe dot points are fine - how you would deliver the
concept, strategy, or tactic associated with the jump ball in a particular teaching
style from the Production cluster;
Guided Discovery
1) What you want the group to discover
o Where players should position themselves in a jump ball.
2) List of the possible questions and situations you would put the
students in to achieve your desired result e.g. who will jump and
what other positions will the other players adopt.
o Students would be given a modified game situation. For example,
half court 5 vs 5 that begins with a jump ball.
o Allow students to play without giving them key teaching points or
plays to focus on. As we want the students to discover the main
objective without the assistance of the teacher.
o NOTE: A rotation must be given to ensure all students get to jump
ball/tip off.
o As students are playing the teacher can walk around prompting
students with the use of questioning to guide them to the main
lesson objective. These questions may include:
How have you positioned yourself around the starting
circle?
Why have you positioned yourself like this for the jump
ball?
Who do you think you would use for the jump ball in a game
situation? Why?
Why did you tap the ball in that direction?
o During the episode closure the teacher could highlight students that
were questioned to share the question and their response. This will
allow the class to put together all questions and answers and
eventually achieve the end goal of where each player should
position themselves for the jump ball. This could also include who
would do the jump ball and why.
o NOTE: It is important that the teacher doesnt give the answer
away, even if it takes students a lot of prompting to reach the
answer, it is a lot more beneficial to their learning and
understanding if they discover the outcome on their own.
Convergent Discovery
1) What aspect/skill of the jump ball do you want the group to
converge on
o Who would be the best option to perform the jump ball in a game
situation.
 2) What situation will you put the students in to achieve this.
o Place students in groups of 4.
o One group at a time have students perform a standing jump against
the wall.
o The other groups will observe and hopefully highlight who jumped
the highest.
o NOTE: the teacher cannot prompt students in the style. However,
the teacher can ask one single question that will aid students
towards the correct answer.
o In this situation the question would be: Who would be most suited
to perform the jump ball on game day?.
Divergent Discovery
1) What question will you ask to stimulate divergent thinking
o In the event of a fast break, what should the defensive team do to
put pressure on the opposition?
2) Describe the task the students will be involved in to achieve
divergent thinking.
o Have students player a modified game of half court.
o Begin with 3 vs 3.
o Team 1 begins with the ball at the half court line. Team 2 begins
slightly further back to simulate a fast break (by team 1 being in
front).
o Team 1 aims to score as quickly as possible, team 2 aims to
intercept the ball from team 1.
o This is all the information the teacher will give the students.
o However, throughout the activity the teacher can walk around and
ask individuals what, why and how they are doing a certain skill or
movement.
o For example:
What was the first thing you did when team 1 began the fast
break towards the basket?
Why did you run towards the player with the ball?
What did you do when that player was having a shot?
o Possible answers could include:
Ran towards the basket
To put pressure on the attacking player
Put my arms up
o These answers can then be put together to discover the multiple
responses and goals of the episode including:
In the event of a fast break the defensive team should run to
the basket, put pressure on the player with the ball, man up
on other team members and place arms in the air when the
opposition is going for the shot.
Please load your thoughts and 1 street game to Assessment 3a Basketball
You may be required to explain/demonstrate one of the above at the beginning of
the Tute next week.