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Lesson 1
History and Development of Basketball

General Objective
To provide information that will serve as motivation for the understanding and appreciation of basketball

Specific Learning Objectives

1. Name the people in whose efforts the game basketball became known
2. Identify the different equipment first used and the way the game was first played
3. State how the game developed and was adapted across the different coun-tries including the Philippines
4. Provide information regarding international participation of basketball
5. Trace and explain the historical development of basketball

Learning Activities
1. Review the specific learning objectives.
2. Read through the lesson.
3. Discuss the history and development of basketball.
4. Answer the questions at the end of the lesson.

Background
The history and the development of any sport need to be given importance so that every generation will be
able to look back, understand, and appreciate the efforts ex-pended by some people who made possible the
invention of the sports like basketball. Such endeavor was greatly appreciated and enjoyed not only in the past
but also in the present generation and most likely by generations to come. The knowledge and the
understanding of the history and development of basketball had given this sport its due respect.

History and Development of Basketball

More than any other game, basketball is truly American in origin. In addition, it is probably the only major
sport "invented" for a specific need.

Basketball, which is today's most popular spectator sport, began way back in 1891 when Dr. James Naismith
hung a peach basket at each end of a gymnasium at Springfield College, Massachusetts. But how he came to
hang the basketball is a story of typical American ingenuity.

It has been said the necessity is the "mother of invention" and at that time there was necessity for a good
winter game that would keep high school and college stu-dents interested in physical training. The invention
spawned by this need was basketball.

Dr. Naismith, a native of Ontario, Canada, originally intended to become a minis-ter. In 1883, he enrolled at
McGill University, Montreal, Canada with that goal in mind. He was a very studious lad and athletics held
interest for him. Then one day he hap-pened to be watching the football team scrimmaging. The center of one
team broke his nose and the coach asked for a volunteer to fill in. Naismith took off his coat and joined the
team. He did so well that the coach asked him to stay. It was the beginning of life of athletics to the young
theology student.

Young James went out and bought his own uniform as all players did in those days and for seven years he was
a mainstay on the college team. His athletic effort shocked some of his fellow theologians because at that time
athletes were looked down upon. One day after practice James returned to his room and found several of his
the-ology classmates praying for his soul because they thought football would be his down-fall.

After his graduation in 1890, Naismith decided to devote his life in athletics and went to Springfield College as
an instructor in physical education. Once again he played football. When the football season end, there was a
sudden lag in student interest. Springfield, a forerunner in physical education, tried to use the Swedish,
German, and French methods of body training, but the students found them dull and boring.
The students protested to Dr. Luther Gulick, Dean of the Department of Physical Training, concerning the
overdose of the irrelevant calisthenics type of activities pre-sented by the instructors. The students' protest
was upheld. The Dean replaced the Physical Education instructor. Within two weeks, the young malcontents
wore the pa-tience of the second instructor thin. A new Physical Education instructor whose name was to
become a basketball legend - James Naismith, also replaced him.

As Naismith noted then, the American boy has not adapted himself easily to a formal program for physical
development, preferring competitive sport than rigid ex-ercising. But what competitive sport could be played
outdoors during a cold New England winter? And there was no game to play indoors.

Educators at the school were bothered by the problem and tried to come up with something new. Naismith,
along with several other instructors, was given classes to handle with a free rein to experiment and try
anything that would solve the problem. The time limit was two weeks. At the end of that time, if nothing
concrete was devel-oped, they would go back to the old strict formula of exercising.

Naismith went to work. He tried a slightly different version of football, by asking the students to tackle their
opponents according to English rules, grabbing the runner above the waist and holding him rather than
throwing him down. The students did not care for it and could not get used to the idea of not tackling as hard
as they could.

Soccer and lacrosse failed. Both games depended basically on speed and power rather than style. There were
two days left to experiment. Naismith sat alone in his office and again attacked the problem. He decided to
confront the problem from a new angle. Instead of modifying a sport already from its existence he would
invent a com-pletely new one.

His first thought was that since the game was to be played by many, the rules should be simple and easy to
understand. He decided that the ball should be handled only with the hands and not a bat or sticks which may
prove unwieldy or dangerous in a gymnasium, where space would be limited.

The next step was to eliminate the roughness. This was the important part. There could not be any tackling
that is necessary to stop a runner in football but why should a player run? Why could not he pass a ball to a
teammate? It was this principle that gave Naismith hope and spurred him on.

The problem of giving the players a goal to accomplish came next. He considered a lacrosse goal, which is
simply a space six feet high and eight feet wide. But if the players concentrated on throwing a ball through the
space it undoubtedly would lead to roughness, as power would still be the most important factor in scoring
goals.

He decided that the goal would be a box placed to each of the playing area in which the ball would be tossed.
That brought about another problem. A defensive team grouped around a box could prevent a ball from being
tossed into it. Naismith solved the problem by placing the goals above the players' head. This would automati-
cally force the offensive team to shoot. Now Naismith was elated.

He figured a way to start a game so that each side would have an equal chance to get the ball. For the solution,
he turned to English Rugby.

In that sport when a ball goes out of bounds, the umpire throws it in between two lines of players who would
fight for the ball. Naismith eliminated this because it would be too rough, but he liked the idea because it
seemed fair to both sides. He compro-mised by throwing the ball between one player from each team. Thus,
the center jump was born.

He was now ready to try the game out to his students, but before that he felt a set of rules was necessary. He
wrote thirteen rules which governed the first game of bas-ketball. Thus in late December 1897, James Naismith
invented basketball and brought to his class a game completely planned and designed.
Here are Dr. Naismith's orginal rules:
1. The ball may be thrown in any direction with one hand or both hands.
2. The ball may be batted in any direction with one hand or both hands (never with the fist).
3. A player cannot run with the ball. The player must throw it from the spot on which he catches it; allowance
is to be made for a man who catches the ball when running at good speed.
4. The ball must be held in or between the hands; the arms or body must not be used for holding it.
5. No shouldering, holding, pushing, tripping, striking in any way the person of an opponent shall be allowed.
The first infringement of this rule by any person shall count as a foul; the second shall disqualify him until the
next goal is made, or, if there was evident intent to injure the person for the whole game. No substitute is
allowed.
6. A foul is striking at the ball with the fist, violation of rules, 3, 4, and such as described in Rule 5.
7. If either side makes three consecutive fouls, it counts a goal for the opponents (consecutive means without
the opponents in the meantime making a foul).
8. A goal shall be made when the ball is thrown or batted from the grounds into the basket and stays there,
providing those defending the ball do not touch or disturb the goal.
9. When the ball goes out of bounds, it shall be thrown into the field and played by the person first touching it.
In case of dispute, the umpire shall throw it straight into the field. The throwing in is allowed for five seconds
by the thrower. If he holds it longer, it shall go tshall go to the opponent. If any side persists in delaying the
game, the umpire shall call a foul on them.
10. The umpire shall be the judge of the men and shall note the foul and notify the referee when three
consecutive fouls have been made. He shall have power to disqualify men according to Rule 5.
11. The referee shall be the judge to the ball and shall decide when the ball is in play, in bounds, to which side
it belongs, and shall keep the time. He shall decide when a goal has been made and keep account of the goals,
with any other duties that are usually performed by a referee.
12. The time shall be two fifteen-minute halves, with five-minute rest between them.
13. The side making the most goals in the time shall be declared winners. In case of draw, the game may, by
agreement of the captains, be continued until another goal is made.

The game was a success from the time the first ball was tossed in the air. Students and teachers stopped by to
watch Naismith play the new game.

A student in his Physical Education class suggested the name "basketball". "Well, having a basket and a ball, it
seems to me that would be a good name for it," Naismith said, and it has been basketball from then on.

Naismith's new game was an instant success in all classes. Word spread around the campus of Springfield that
something new had arrived. Spectators began over-crowding the overhead balcony. At 5:15 P.M. on March 11,
1892, the first official game at Springfield College was played before the outside public. The secretaries
defeated the instructors by a score of five "baskets" to one.

The new game was brought back to the hometown YMCA's of the enthusiastic college students as they
returned home for their vacations and holiday seasons. Within a year the game spread rapidly over the
country.

The game of basketball grew, and Naismith was pleased. It made him happier when he learned that basketball
was accepted by various church groups in the country as a regular winter sport.

Basketball was played for the first time as an Olympic sport in Berlin in 1936. Out of respect for Dr. Naismith,
the National Association of Basketball Coaches raised money to enable him to see his game played at the
world's greatest amateur sports spectacle, the Olympic Games. He was seventy-five years old at that time.

A humble man, he never asked for a monument to be erected in his behalf for inventing basketball, but
requested that if a memorial were to be erected, it should honor all the greats of basketball and thus serve as
a lasting tribute to the sport.
He further requested that if such a memorial were to be erected, it be located at the birthplace of basketball,
Springfield College. This memorial is now a reality on the college campus. The beautiful shrine is fittingly
named the Naismith Memorial Bas-ketball Hall of Fame.

Dr. Naismith summed up his hopes and aspirations for basketball in his book dealing with the origin of the
game by stating, "Let us be able to lose gracefully and to win courteously; to accept criticism, as well as praise;
and last of all, to appreciate the attitude of the other fellow at all time." He passed away on November 26,
1936, at his home in Laurence, Kansas.

The game was exported to Europe in 1893 where it has been played ever since. The sport made its Olympic
debut at the Berlin Games in 1936, one year after the first European championship was organized by the
International Basketball Federation (FIBA)
Lesson 2
Facilities and Equipment

General Objective
To give information with regard to the facilities and equipment used in basket-ball

Specific Learning Objectives

1. Identify the sidelines, center circle, centerline, three-point field goal area, and free throw line
2. Examine the board, the ring, and the net
3. Identify the parts of the board, and how its height from the ground is measured
4. Feel the ball's weight and circumference

Learning Activities
1. Review the specific learning objectives.
2. Read through the lesson.
3. Introduce the court's sidelines, center circle, and free throw line by its name, measurement, and location.
4. Using the actual basketball court, students by groups will identify the court lines by standing or going to the
lines mentioned.
Example:
Group 1 - walk around the right sideline
Group 2 - run and step across the center circle
Group 3 - walk around the left sideline and go to the end line before returning to place
Group 4 - run forward to the restricted zone, the free throw lines, and run backward to the end line
Group 5 - start from one end line, move to the sideline, turn left to pass free throw line and back to place
Group 6 - move from the right-side line to the end line and to the other sideline before returning to place
This drill can be repeated at random.
5. Discuss the height of the board, the ring, and the net. The students by col-umns will go and look at the
board. The students start from end line, across the court and go around the other sideline from the other side,
to the center circle and to the other end line before returning to place.
6. Discuss the ball, its material, its weight, and circumference. The students will be asked to familiarize
themselves with the ball through throwing and catching
Group 1 stand on the free throw line facing Group 2 who are at the end line.
Group 3 and Group 4 facing each other at the center circle to the other free throw line.
Groups 5 and 6 stand at two sidelines facing each other. Throwing and catching the ball will be done.
A rotation of their placements can be done to further familiarize them with the parts of the court.
7. Answer the questions at the end of the lesson.

Rationale for the use of this information

Very important in sports is the familiarity of the playing area and the needed equipment. The teacher has to
understand that movements of the players during the game were influenced by the size of the playing court,
boundaries of the court, as well as the equipment used during the game. Having the knowledge of the play
space and the equipment will lead an individual to train his bodily movements within the area and limit his
movements allowable for play. Calculations of how much force is needed to move the body on various
situations is affected by the length, width, height, and weight of the playing area and implements being used.

Facilities and Equipment

A. Playing Court:
a. Dimensions: The playing court is a rectangle measuring 28m x 15m.
b. Boundary Lines: Lines (5cm in width) which are out of bounds (side-lines, end lines).
c. Center Circle: Radius of 1.8m (outer edge).
d. Center Line: Front Court and Back Court (Back court includes center line.)
e. Three-point Field Goal Area: Radius of 6.25m (outer edge). The shot must be made from completely within
the area.
f. Restricted Area, Free Throw Lanes, and Lines.
g. Backboards: Are made of wood, glass, or fiberglass, 1.80m horizontally and 1.20m vertically.
h. Bask Baskets: Are comprised of rings with 45cm in inside diameter and a net of 40cm in length.
i. Ball: Of leather or rubber material, 75-78 cm in circumference: 600-650 grams in weight. It It must bounce
not less than 1.20m and not more than 1.40m in height.
j. Technical Equipment: game clock/stop watch, 30 second device, score sheet, score board, foul markers

10ft
Lesson 3
Participants and Officials (Their Duties, Responsibilities, and Functions)

General Objective
To be able to identify the different participants and officials and their duties and functions in conducting a
successful game of basketball

Specific Learning Objectives

1. Identify the participants and officials of the game. Describe the duties and functions of each
2. Differentiate a personal foul from a technical foul (Who can commit such and in what occasion)
3. Be familiar with the duties and responsibilities of basketball officials
4. Discuss the duties of the referee, umpire, recorder, scorer, and 30-second operator
5. Discuss the power and responsibilities of the coach, assistant coach, and team captain

Learning Activities
1. Review the specific learning objectives.
2. Read through the lesson.
3. Discuss the different functions and duties of each participant and official of the game.
4. Observe an on-going basketball game. Take note of the responsibilities of each official.
5. Enumerate the duties, responsibilities, and the functions of each participant and official of a basketball
game.

Rationale for the use of this information

Knowing the participants and officials of a basketball game will enable the indi-vidual to enjoy watching the
game whether he is a spectator, or sportsman and gain the knowledge of managing the game if he is an active
player of the sport.

Players, Substitutes, and Coaches

The team is composed of a coach, an assistant coach, and players not more than 12.
Once the game is started, the players may not leave the court to gain an unfair advantage. During the game,
the team captain should advise the official who his re-placement is when substituted.
The coach must advise the scorer with names and numbers of players, name of team captain, the coach, and
the assistant coach 20 minutes before the start of a game.

Officials and their Duties

The officials and their assistants during the game are the referee, umpire, time-keeper, two scorers, and a 30-
second operator.

The duties and powers of the referee are:

1. Inspect and approve all equipment.
2. Start the game with a toss of the coin and whoever wins takes the choice of baskets.
3. Toss the ball to start the game.
4. Declare the forfeiture or default of a game.
5.Make decisions on any point not specifically covered in the rules.
6. Check the scorebook two minutes before the game to see if names and num-bers of all players are listed and
the starting line-up or first five of the team is listed.
7. Check the scorebook and the scoreboard at the end of each quarter (if the game is in quarters) or half (if the
game is conducted in halves).
8. Decide whether a goal shall count in case of conflict in the decisions.
9. Suspend the game for unsportsmanlike conduct and behavior, restore order and discipline in the game, and
discontinue the game if order is not restored.
10. Make decisions on any point not covered in the situations on or off the court during playing time
intermissions.
Duties of Officials - Referee and Umpire
1. Conduct the game in accordance with the rules.
2. Exchange their positions after each foul or jump ball decision.
3. Call violations, fouls, and tie balls in the assigned zone.
4. Order time-out or time-in.
5. Administer jump balls and penalties for violations.
6. Assist to whom the ball belongs on free throws, time-outs, or out-of-bounds play.
7. Blow whistle, signal time-out, designate the offender, and announce the name of the foul for the recorder
and other bench officials to know.
8. Give permission to players to leave the court and beckon substitutes into the game.
9. Secure the game ball in order that neither team uses it for practice.
10. Indicate goals by giving arm signal and call foul for unsportsmanlike conduct and remove offender from the
game if necessary.

The referee and umpire's duties start 20 minutes before the game and terminate with the expiration of playing
time. Neither official shall have the authority to set aside or question decisions made by the other.

There are two kinds of foul that the official can call. It is a personal foul if it in-volves pushing, charging,
tripping, holding, and body contact of an individual player. The foul becomes technical if it is committed by
unsportsmanlike conduct either by the player or officials of the team, illegal entry of the player, and excessive
time-outs more than the allowed times a coach can call.

For personal fouls, the offender is charged with one foul and the offended player is awarded (a) one free throw
if the foul occurred during a field goal and the basket was made, (b) two free throws if the foul occurred during
a field goal attempt and the basket was missed, and (c) no free throw but the ball is awarded to the offended
player's team if it was before the fifth common team foul of the half (if played by quarters) or before the
seventh common team foul (if the game is played in halves).

Duties of Scorers
1. Record points scored, player foul, team foul, and charged time-out in the official scorebook of the game.
2. Sound a signal for and charge time-out.

Duties of the Timers

1. One timer will keep record of playing time, and time of stoppage.
2.Handle the stop clock placed in front of him on a table for two timers to see.
3. A second stop watch is used in timing time-outs. The timer is provided with a horn to notify the expiration of
the playing time.
4. One of the timers shall operate the 30-second device and indicate violation by sounding the signal.
5. Notify officials and timer when there are two minutes or less remaining in the fourth quarter or second half.
Lesson 4
Stretching Activities Before and After the Game

General Objective
To be able to do stretching activities that will prepare the body for the vigorous activity being demanded by
the game

Specific Learning Objectives

1. Undergo stretching activities suited for the game preparation
2. Identify the muscles involved/used in playing basketball
3. Provide specific stretching activities that suit the game

Learning Activities
1. Review the specific learning objectives.
2. Read through the lesson.
3. Undergo stretching activities specific for the different muscles being used in playing basketball.

Rationale for the use of this information

Stretching relaxes your mind and tunes up your body. Regular stretching will reduce muscle tension and make
the body feel more relaxed, and help coordination by allowing for more free and easier movement.

A session of good stretching will increase range of motion and prevent injuries such as muscle strains.
Strenuous activities like running, jumping, and galloping be-come easier because stretching prepares you for
the activity. It will also develop body awareness as you stretch various parts of the body and focus on them.
Stretching loos-ens the mind's control of the body so that the body moves for "its own sake" rather than for
competition or ego. It also promotes circulation and at the end you will feel good and be ready for a more
vigorous physical activity.
Lesson 5
Fundamental Movements in Basketball

General Objective
To be able to introduce, identify, and execute the different fundamental move-ments used in the game of
basketball

Specific Learning Objectives

1. Acquire the habit of good basic basketball position for quick movements and agile reflex action
2. Identify the best foot placement, weight distribution, head and trunk posi-tion while playing basketball
3. Practice one's footwork and body control
4. Use the fundamental movements in starts, steps, and stops for efficient and effective basketball stance
5. Execute effective pivots, turns, and circular motions in playing basketball
6. Improve the jumping skills of the player

Learning Activities
1. Review the specific learning activities.
2. Read through the lesson.
3. Discuss the different fundamental movements in playing basketball.
4. Group the class into two groups, then:
A. Group I - will execute the fundamental movements while Group II watches the group.
B. Group II executes the fundamental movements while Group I watches and corrects the group.

Fundamental movements are:

1. Basic Stance (foot position, weight distribution, head and trunk posi-tion, arms and legs movements)
2. The starts, steps, and stops in basketball
3. The jumps used in basketball

Rationale for the use of this information

One of the first and foremost tasks is to teach the individual how to move and control his body. Fundamental
movements are sometimes called the basics of basket-ball. They are essential tools for each person to learn.

To teach the person to move effectively (because the bottom line is getting the job done) and also efficiently
(moving the best way) is the reason to discuss this topic. The teacher has to teach the student to conserve
time and space and to reduce wasted mo-tion so he can develop balance and quickness with a purpose.

Basketball is a game of quickness (hand and foot) and speed (overall body mo-tion) used at the proper time.
One should continually emphasize the principle of doing things right, doing things quickly, and then making the
right move quickly at the right time.

I- Basic Stance in Basketball

The students need to learn to be ready to move at all times, developing the habit of a good basic position to
ready them for quick movements.
Teach them the feeling of good position. This means being ready for anything, and feeling quick. If the basic
position is consistently emphasized the individual will soon learn to assume it automatically.

1. Foot Position
a. The best foot position in most situations is the staggered stance. Feet should be about shoulder width apart,
with the heel of one foot along the same horizontal line as the toes of the other. (See illustration.)
Figure 10. The staggered stance (top view). A heel and-toe relationship, shoulder-width apart.

b. The parallel stance used in side-to-side movement, as well as for catch-ing the ball and stopping, stopping
after dribbling, and responding when a defender moves laterally.
Figure 11. The parallel stance (top view). Toe-to-toe relationship, shoulder-width apart.
2. Weight Distribution - Body weight should be evenly distributed from side Heels should be down, with most
of the weight on the balls of the feet, although pressure is felt on the toes and heels.
3. Head and Trunk Position - The head is the key for good balance. Make the player keep the head centered
over the support base. It should also be cen-tered from front to back. The player should be taught an erect
trunk position with shoulders, back, and trunk slightly forward of the vertical plane. (See illustration.)

Figure 12. Head, the key to balance, carried up and alert - the apex of the triangle

4. Arms and Legs - The joints of the ankles, knees, hips, shoulders, elbows, and wrists should be relaxed and
ready. The hands and arms should be bent and kept close to the body for balance and quickness. "Stay low" to
maintain a low center of gravity for stability.

COACHING TIPS FOR BASIC POSITION

 Be ready for action.
 Keep knees bent with hands and head up; get low.
 Stay in the stance.
 Keep weights on the whole foot with the heels down.

II - The Starts, Steps, and Stops in Basketball

1. Starts - This is the first skill that uses basic position the player must learn. There is a shifting of weight in
the desired direction of movement in making a quick start. Teach the players to keep their feet in contact
with the floor as much as possible. (See illustration.)

Figure 13. Moving laterally left weight to the desired direction

of movement (over left foot)

a. Front Foot First - From the basic position shift the weight in the direction of the movement and start by
taking the first step with the nearest foot. To move to the right, the first step is taken with the right foot and
vis-a-vis.
b. Point-Push-Pull - This is used on defensive mode. The player should use a sliding motion keeping feet
aligned to the shoulder, using very short, quick shuffle steps. The lead foot points in the direction of desired
movement as a short, quick slide step (lead foot first) is taken. This is quickly followed by a pulling slide step
taken with the trail foot to regain basic position. (See illus-tration.)

Figure 14. Point and push.

COACHING TIPS FOR STARTS

 Be ready to start by maintaining basic stance.
 Learn that using the floor works to your advantage; keep feet on the floor when starting.
 Shift your weight in the desired direction of movement, and lead with the head moving first in that
direction.
 Stay down when starting.
 Use the principle of front or lead foot first.
 For defensive slides, use the point-push-pull technique.
 Move and start in straight lines.

2. Steps (Pivot) - This is the motion that rotates the body in a circular fashion around the ball of one foot while
the player maintains basic position to se-cure the ball in the defensive stance or on offense. The area is
approximately one-meter radius.
For beginning all motion changes, the pivot is one of the most impor-tant player tools for quickness and
balance. It is also one of the least used and poorly learned skills in basketball. It can be done with either foot as
the sta-tionary center of rotation. When body rotation is toward the front, the pivot is called the front turn.
Likewise, a rear turn is used to pivot a player's back-side to the rear. The pivot is the first move that players use
when changing from one position to another and when rebounding. (See illustrations.)

Figure 18. Changing position (a) and rebounding (b).

The Pivot Foot

Pivoting is a restricted motion. The player's position upon getting the ball determines which foot becomes the
pivot foot:
 If the player catches the ball in the air, the first foot that touches the ground becomes the pivot foot.
 If the player catches the ball with both feet on the ground, he can choose his pivot foot; if the ball is
caught while one foot is on the ground, that foot becomes the pivot foot.
The only way to free the pivot foot while re-taining possession of the ball is to start drib-bling.

COACHING TIPS FOR STEPS

 Stay down in basic stance and keep the head level.
 Keep the feet wide apart.
 Maintain balance and keep the head up.
 Pivot quickly but properly.
 Use the pivot to turn up to a half turn (180 degrees); repeat pivots if more turning is necessary.

3. Stops -There are two recommended basic basketball stops used by players. These are (1) the one count
"quick stop," and (2) the two-count "stride stop."

These stops are used when the player is able to use basic position, start properly, move quickly and finally, stop
quickly with balance and control.
(a) The Quick Stop - This is preferred by beginners and sometimes called a jump stop. When running, a player
does a quick stop by jumping slightly from from one foot, skimming the floor surface, and landing in a par-allel
or staggered stance. Both feet hit the floor at the same time. For getting into quick basic position for shooting,
passing, or dribbling, the quick stop is used. It can be used very effectively after dribbling or re-ceiving a pass.
(See illustration.)

Figure 20. Quick stop (a) and landing in basic position (b).

(b) The Stride Stop - This action is a two-count stop executed by landing on the rear foot (first count) with the
front foot hitting immediately af-terward (second count). It is used primarily to reverse direction when running
forward.
COACHING TIPS FOR STOPS
 Use the quick stop when running.
 When running and changing direction, use the stride stop.
 For quick stop, jump from one foot and land in basić position on two feet at once.
 Stay close to the floor.
 Stay low making the stride stop.

III- The Jumps

To jump is a natural movement skill but to jump with proficiency needs practice and perseverance. Jumping is
an especially important skill in a sport with an elevated goal. To jump higher can make a dominant factor under
goal.

There are basic principles to improve jumping skill.

1. Players should know the basic stance ready for jumping.
2. Players should increase the muscle strength in their legs to jump higher.
3. How the players land after a jump will determine how quickly and how high their next immediate jump will
be.

The following information explains how to execute two-foot jumps, one-foot jumps, and quick jumps and when
to use each one in game situations.
1. Two-Feet Jumps- This is a slower take-off for jumping and is best used when players are in high-traffic
situations (such as battling a crowd of play-ers for a rebound) or on power lay-ups with close defenders. In
making this jump, the take-off foot (or feet) should be planted firmly before the jump is made to provide
maximum leg-muscle contraction. (See illustration.)

Figure 21. Ready position (a) and quick jump (b)

2. One-Foot Jumps- When movement and maximum height are required, jumping from one foot is beneficial.
The students should know how to do one-foot take-offs so they can attack the basket on lay-ups and jump high
toward the basket or backboard.
3. Quick Jumps- To make the best compromise between conserving time and space and maintaining body
position and control, quick jumps are done. These are used wherever there is congestion, contact, or a
contested jump around the basketball. These are two-foot two-hand jumps without momentum that start
from basic position. The position of the hands is held high with the upper arms near horizontal before a quick
jump is made. (See illustration.)

COACHING TIPS FOR JUMPS

 Be ready to jump - go to basic position, jump, and land in basic position.
 Jump from two feet with two hands brought upward most of the time (espe cially when rebounding).
 Use a two-foot take-off for power and control and a one-foot take-off for speed and height.
 Quick jump is used whenever possible.
 The quick stops and quick jumps are used when shooting a jump shot.

FUNDAMENTAL MOVEMENT DRILLS

(Adapted Basketball Skills and Drills by J.V. Krause, Ed.D.)

Stance Check
Purpose: To acquire the skill of recognizing various basic stances, getting in a basic stance, and maintaining
that stance
Equipment: Half-court floor space (minimum)
Procedure: The students spread out on the basketball court facing the teacher, assume a basic stance variation
as directed, and maintain the stance while it is checked by a partner.
Stance Mirror
Purpose: To self-evaluate stance variations by recognizing the "look" of a good stance
Equipment: Students and full length mirror
Procedure: Each student checks all stance variations in front of a mirror, holding each basic stance at least 5
seconds. A partner system (reciprocal approach) may also be used if mirror is not available.

Line Starts, Steps, Stops

Purpose: To acquire skill in starting, pivoting, and stopping
Equipment: Full court
Procedure: The students are divided into four groups behind the baseline at one end of the court with the
teacher in the middle. The teacher calls out the option the students are to perform.

Options:
 Stutter steps - Start from baseline and go to the opposite end line, keeping the hands up, and making
the shoes squeak. Remember to use the floor to your advantage.
 Change-of-pace - Alternate two or three slow and fast moves after a quick start. Be quick and use
varied number of steps (avoid the same patterns).
 Pivots - Full front and rear turns.
 Split-vision jog - Four students start simultaneously and jog at half speed focusing on the far basket
while using their peripheral vision to stay in a straight line from side to side.
 Quick stops - At free throw line, half court line, and opposite free throw line
 Stride stops - Progressive forward and backward moves are made from the baseline to the free throw
line (stride, stop, reverse), back to the baseline to the half-court line (reverse), back to the free throw
line, back to half-court line, and then to the opposite baseline, and so on. (See illustration)

Drill Reminders
 Each variation is done in one circuit (down and back).
 The first players on each line should always come to basic position on the baseline and be ready before
being required to move.
 Players should listen for the direction and the command "go" from the teacher Equal side to side floor
spacing should be kept when initiating movement.
 Unless directed otherwise, subsequent groups of four begin moving when the previous group reaches
the near free throw line.
 All groups move to the opposite baseline and reform with the first group of four basic positions ready
to come back in the opposite direction.

Line Quick Jumps

Purpose: To develop basic skills for rebounding and shooting
Equipment: Half-court floor space (minimum)
Procedure: The students are in four lines on the baseline with the teacher near half-court line. One "down and
back" circuit of quick jumps can be added. The first wave of players sprints forward from basic position on the
command "go." Every time a "thumbs-up" signal is given, the students execute a quick stop into a quick jump.
They continue to repeat quick jumps in place until the teacher signals them to run forward again as the next
group starts from basic position on the end line. This is repeated until all groups reach the opposite end line.
The teacher must be in front of and visible to all groups so the players can see the signals.

Jump Ball Tipping

Purpose: To develop jumping skills for jump ball situations
Equipment: A ball for each jump circle, players in pairs, jump circles
Procedure: Using basic jumping techniques, practice in pairs at the three jump circles having a player or
teacher toss the ball in the air for the jump ball situation.
Lesson 6
Ballhandling

General Objective
To be able to acquire ballhandling skill and execute the fundamental movements of basketball

Specific Learning Objectives

1. Provide basic information on the ballhandling technique used in the game of basketball
2. Identify and execute the correct way of passing and catching the ball
3. Demonstrate the correct way of executing the different ballhandling skills, like passing, catching, and
dribbling
4. Acquire coordination and skill in dribbling the ball with the left or right hand and in the different ways and
level

Learning Activities
1. Review the specific learning objectives.
2. Read through the lesson.
3. Execute the following:
a. Pass (chest pass, bounce pass, overhead pass, baseball pass, and push pass)
b. Catching (two-hands up catch for passes above the waist, two-hands down catch for passes below the waist,
and block and tuck for passes to the side)
c. Dribbling
4. Execute the different listed ballhandling drills.
5. Answer the prepared questions at the end of the lesson.

Rationale for the use of this information

According to Krause (1991), ballhandling encompasses all offensive moves with the basketball-passing,
catching, dribbling, shooting, individual moves, and rebounding. For our purpose, this lesson's discussion of
ballhandling includes only the skills of passing, catching, and dribbling. Passing and catching are the most
important of all the individual offensive fundamentals with the ball. Dribbling is a secondary offensive weapon
that should never be misused or overused.

Passing and catching are the most neglected fundamentals in basketball. It is essential that players develop
these skills in order to mount a successful team offense.

Effective passing and receiving is an important tool for controlling game tempo. Pass. ing is the quickest way to
move the ball around the court. It is the primary weapon of your team's offensive attack.

Ballhandling
In Physical Education Handbook of Belmonte et al, good ballhandling is considered a big asset to a team. Once
a team has possession of the ball, the handler seldom com. mits error of bad passing and receiving. Fancy or
sensational ball handling may come only when one has mastered the orthodox way of handling the ball. Fancy
ballhandling is good if no error is committed.

Passing
According to Belmonte et al. (1970), passing is moving a ball from one player to another of the same team.
Both passer and receiver should coordinate for a good pass, because the ball may be lost by a teammate
making a bad pass or clumsy receiving. A good receiver may not do well if the passer throws the ball in wrong
direction and puts the offensive team in position to shoot for the basket.
There are several ways of passing a ball. A ball may be passed with one hand or two hands. It may be straight
to the chest, it may be thrown above intercepting oppo nent, or it may be bounced. The ball may be thrown
from a low position or from a high position; for example, a player jumps high, keeps the ball above his head
with two hands, and flicks the ball to his teammate while still on the jump.
The ball may be passed toward the teammate or toward an area where a teammate may get it. If one wants to
pass a ball to a running teammate, he should time the pass and give allow-ance of a meter or so for his
teammate to receive or control the pass.

To catch opponents off guard and to reduce the chances of an interception, most passes are short and direct,
and almost always made without looking at the receiver.

Passing Principles
There are a number of fundamental elements of passing that should be taught Good passes can only be made
when these factors are present:
 Quickness - The ball must be passed quickly. The pass should be snappy and crisp, but not too hard or
too easy.
 A target - Each pass must be accurately thrown to a specific target (usually away from the defender).

 Timing - The ball must be delivered when the receiver is open and not be fore or after.

 Trickery - The passer must use deception to confuse the defender, who is reading the passer (especially
the eyes) and anticipating the pass.

Choosing the Correct Pass

Lob passes are used only when passing to:
a. Teammates on a breakaway fast break when the lob allows them to run to catch up with the ball; and
b. Teammates being fronted while laying a low post position.

Bounce passes are used only when passing to:

a. Players in the post position who are smaller than the defender;
b. Post players open on the baseline side;
c. Players making a backdoor cut; and
d. Players in an emergency.

Types of Passes
1. Chest Pass - This pass is used when there is no one between the thrower and receiver. The ball is gripped in
front of the chest with both hands and thrust forward by the arms and a flick of the wrists. The chest pass is
the basic air pass for effective, efficient ball movement.
2. Bounce Pass - This pass is recommended primarily for backdoor moves and emergencies, when the passer
must get out of a trap or when the defender is playing in high-passing lanes. The pass should be thrown hard
enough that it bounces up to the receiver at hip level. For more power, players should step forward with the
pass.
Bounce pass: Used to get past an opposing player who creates a screen between the thrower and the receiver,
since the area over which he has the least control is the area close to the floor
3. Baseball Pass - A baseball pass is used to throw the long pass (usually over half court length). Players should
keep two hands on the ball as long as pos-sible. They should use a stance with the body parallel to the
sidelines and then plant the back foot, step with the front foot, and throw the ball by the ear similar to a
baseball catcher's throw. Proper follow through includes car-rying out a full pronation and extension of the
arm ending with the thumb down.
Baseball pass: This often gives a hard-pressed player a better angle for a pass. The player's free hand follows
and protects the ball during the windup.
Baseball pass: starting position-by the ear, both hands on the ball (a); pull the string-the fake pass can be used
from this position (b); and pronate (thumbs down) on release (c).
4. Overhead Pass - This is a valuable pass over the defense. The position of the ball allows the passer to show
the ball and use pass fakes. Teach players to keep the ball up by throwing to a high target. This pass is hard to
handle when it is dropping. For more power, players should step forward with the pass.
Overhead pass: thumbs-back starting position (ball up, elbows locked; a) and thumbs forward (use wrist and
fingers, keep ball up; b).
5. Push Pass -This is a quick pass used to pass through or by a closely guard. ing defender. The pass is made
above or below the defender's arm after find. ing an opening through which to pass. (See illustration).
Push pass: triple-threat position (a); work one side of the defender's body hole by the ear (b); and use vertical
fakes (c).

Catching
Catching or receiving the ball is an act that controls some offensive move of a team against the opponent.
Catching the ball in a basketball game needs concentration and accurate reflexes with agility and high
coordination movement. A little "give" with the hands and arms to absorb the recoil is very important for an
effective and controlled receiving of the thrown ball. A player should move to meet a basketball when catching
it.

Catching Principles
Catching the basketball requires a player to be ready - potential pass receivers should be in basic position with
both hands up. Players should catch the ball in the air whenever possible. The receiver should catch the ball
with both feet in the air and come to a quick stop. This ensures body control, ball possession, and a quick
return to basic position. The receiver should always catch the ball with both hands. There are three methods of
catching the ball:
1. Two hands up (thumbs together) catch for passes above the waist
2. Two hands down (thumbs apart) catch for passes below the waist
3. The block and tuck catch for passes to the side
 Two hands up catch for passes above waist.
 Two hands down catch for passes below the waist.
 Block (a) and tuck (b) for passes to the side.
The eyes should be focused on the pass until it is in both hands. They should "catch the ball with their eyes" by
locking the ball into their hands.

TIPS FOR PASSING AND CATCHING

 Teach triple threat position.
 Help passers develop quickness, sense of target, timing, and trickery.
 Teach players to pass and catch with two hands whenever possible.
 Teach players to catch the ball with their feet in the air and to watch the ball
 until it is in their hands.
 Players should learn to catch and immediately scan the whole court.
 Train receivers to be ready for bad passes.

Dribbling
The player with the ball can move freely while dribbling on the floor. The hand does not strike the ball, but taps
it with flicks of the wrist. The dribble is a push with a partially cupped hand. The hand should "feel" the ball
coming back up just before pushing for the next dribble.

It is the continuous bouncing of the ball. The dribble starts when the player in control of the ball takes the first
bounce and concludes when the ball comes to rest in one or both hands.

Dribbling is giving impetus to the ball by using the fingers to control the ball as the player moves from one
place to another. Dribbling is allowed even when the player is in a stationary position. He can only pass or
shoot after a dribble.
Dribbling is a touch skill, not a sight skill. Players should learn to dribble up the court without watching the ball.
The primary objective is to create a move that allows a player to pass to a teammate for a score. Situations
calling for dribbling are:
(1) the live ball move,
(2) a basket penetration going by an opponent using the dribble to drive for the basket, and
(3) ball movement to get a teammate open.
There are two types of dribbling: the low dribble and the high dribble.
Low dribble -The dribble is used against a looming opponent, or when trying to penetrate the opposing team's
defense, because the player can switch hands or direc-tion more quickly. The ball is bounced knee-high, and
shielded by the player's free hand and body.
High dribble - A high dribble is usually used during a counter-offensive. A player in the clear can move faster
while bouncing the ball at waist or shoulder height.

Dribbling Technique
Extending the elbow and flexing the wrists and fingers are done in dribbling. The finger and pads of the hand
spread comfortably are used to control the ball. The dribble is legal as long as the hand does not leave its
vertical position to get under and carry the ball. It is strongly recommended to use the quick stop to terminate
the dribble. In dribbling the player should protect the ball with the body and the opposite hand. See to it that
the ball is kept low and to the side of the body. Stay in basic stance.
Dribbling: use fingers and pads of hand (a), elbow flexion, and wrist-finger to push (b).

As a general rule, use the dribbling skill in going somewhere with a purpose. The dribbler goes past a
defending player to score. A dribble penetration is best accom-plished just after receiving a pass. Another
important aspect is to stay away from trouble with the dribble. Players should avoid dribbling in traffic and
keep alert for traps. Conclude the dribble with a pass or shot, preferably after a quick stop.

Dribble Moves
In his book Basketball Skills and Drills, Krause (1991) classified the different dribble moves that the player can
do in playing basketball. He further discussed that the right type of dribble should be used at the right time. A
low or control dribble should be used around defenders when the dribbler is closely guarded and a high or
speed dribble are the different dribble moves.
1. Control Dribble - This is the first and the easiest dribble to execute using a staggered stance, in basic
position with the ball-side foot back. Player should protect the ball by dribbling on the side of the body away
from the opponent.
2. Speed Dribble - It is done by pushing the ball out in front and run after it, keeping it ahead of him. The faster
the movement, the farther out front and the higher the ball should be pushed.
3. Change-of-Pace Dribble - This is accomplished by changing speeds, in a stop-and-start motion. To move past
defenders who take the "slow pace" or "stop" fake, the player should use this move. This is another slow-fast
move to get dribblers in the clear and keep them open to their teammates.
4. Head-and-Shoulder Move - This advanced move is to get around a defender using the preferred hand. The
move is continued by a fake opposite foot as a head-and-shoulder fake is made to that side. The ball is kept in
rhythm with that move. This faking move has the advantage of having the dribbler see the defense while
executing a dribble move to get around a defender with the preferred hand.
Head-and-shoulders crossover: weight on right foot, dribble ball on right side (a); zigzag on left foot (b);
weight back to right foot (c); cross ball over in front of body from right to left (d); and head to basket (e).
5. Head and Shoulders Crossover - This is another advanced dribble move used while the dribbler moves past
the defender. The crossover dribble is kept low and is made across the body at the same time the zigzag move
is made from the preferred side to the other side.
Crossover dribble: low dribble (one hand; a) crossover low and in front of body (b); and low dribble (opposite
hand; c)
6. Crossover Dribble - This is a basic move used in the open court when there is sufficient room between the
dribbler and defender. The ball is pushed low and quickly across the body. This move is used when the
opponent over. plays the path of the dribbler on the ball side. The player should use this move before a
defender gets too close to make an offense.
7. Spin Dribble - The spin or whirl dribble is used for maximum ball protection by the ballhandler. In this move,
the ballhandler may lose sight of the opponent and teammates briefly and may be susceptible to traps or
double teams. This move changes direction from an angle that is forward right of forward left as the ball is
changed from the right hand to the left hand.
Spin whirl dribble: low dribble, quick stop (a); rear turn (b); pull ball (keep it in the holster and on the hip, (c);
and change hands and move past defender (d)
8. Behind-the-Back Dribble - This most popular move is used to change hands (usually from the preferred
hand to the nonpreferred hand) and go past a defender who is overplaying on the right (left). A stationary
dribble with one hand back and forth with the opposite foot can carry out the coordination of the dribble and
footwork forward.
Behind-the-back dribble-right-to-left-hand move: dribble with hand (a). move left foot forward (b), move ball
from right to left behind back (c and d), and continue dribble with left hand, moving past defender
9. Between-the-Legs Dribble - When the ball is dribbled with the right hand, it is changed to the left hand by
passing between the legs. This move is reversed for a left-hand dribble. The coordination of the dribble and the
footwork can be learned by walking forward as the ball is crossed over between the legs during each step.
Between-the-legs dribble: dribble with right hand (a), push between the legs when one foot is forward (b),
and change to left hand (c).

COACHING TIPS FOR DRIBBLING

 Keep your head up. See the whole floor.
 Control the ball with the fingers and the pads of the hands.
 Use a quick stop when ending the dribble.

Ballhandling Drills
(Adapted from Basketball Skills and Drills by J.V. Krause, 1991)

Moving Pairs Passing

Purpose: To teach partner passing and catching skills while moving and when playing against a defender
Equipment: One ball and floor space of 15 to 20 feet in diameter per pair of players
Procedure: Organize pairs of players with a ball and a court area - one passer and one receiver. The receiver
gets open, receives the pass with feet in the ail makes quick-stop, catches the ball, and faces the passer. The
passer then becomes the next receiver.

Line drill: passing/catching

Wall Passing
Purpose: To teach the class individual ballhandling skills of passing and catching without a teammate
Equipment: One ball per student and a wall space
Procedure: All basic passes can be practiced against a wall. A target may also be added. The following passes
should be practiced: (a) chest, (b) bounce, (c) overhead, (d) baseball, and (e) push. One should remember to
have the students pass the ball with feet on the floor and catch the ball with feet in the air.

Dribbling
Purpose: To teach ballhandling skills of dribbling
Equipment: One ball per line (minimum) on a half court (minimum)
Procedure: Using the line drill formation, four lines of students are formed on the baseline. The dribble moves
of the drill are then practiced for one circuit. Students concentrate on maintaining eye contact with the basket
at the op-posite end of the court.

Options:
 Speed Dribble-Students dribble down the court with one hand, then return the ball with other hand.
 Change-of-Pace Dribble-Students alternate speed and control dribbles down the court, using the
opposite hand on return.
Lesson 7
Shooting

General Objective
To be able to acquire basketball shooting skills with accuracy, proficiency, and efficiency

Specific Learning Objectives

1. Acquire a positive and proper shooting attitude and skill
2. Identify and enumerate the basic mechanics of shooting lay-up, set-and-jump shot, post-hook-shot, and free
throw shooting skills
3. Apply the principles and techniques of shooting lay-up, set-and-jump shot, post-hook shot, and free throw
shooting
4. Become familiar with the technique used in effective and accurate shooting

Learning Activities
1. Review the specific learning objectives.
2. Read through the lesson.
3. Discuss the different shooting skill mandatory for an effective and proficient scorer.
4. Group the class in four lines and let them execute the shooting drills listed at the end of the lesson for
practice and skill development.

Rationale for the use of this information

One of the best known fundamental skills in basketball is shooting to earn scores for the team. It is a skill that
can be practiced alone and produces immediate feedback All players can become good shooters if they are
persistent on their practice. Constan practice makes one perfect the skill if he properly applies the correct
principle of shooting. The two basic objectives of shooting are (1) getting a good shot in order to score basket,
and (2) preventing an opponent from doing the same. This lesson contains guide lines for teaching students
how to get a good shot on every attempt of shooting they make.

COACHING TIPS FOR GENERAL SHOOTING SKILL

 Maintain balance and quickness.
 Establish rhythm.
 Remember to make a "follow-through" action.
 Do not hurry in making a basketball shot. Hurrying destroys focus and con-centration of the player.
 Vertical alignment of the body position is desired.
 Practical and mental practice is an advantage.
The final object of basketball, according to Belmonte et al. (1970) is to shoot the ball into the basket. The
dribble and the pass are only preliminaries to the shooting. With a good shooting eye and arm, the player
becomes more proficient as he practices. There is no substitute for constant good practice. In shooting, there
are many factors to be considered. These factors will determine the skill, efficiency, and discipline of the
person at play.

Shooting is the backbone of the game. It is the point that counts, and the team that makes the baskets more
than the opponent in a given time wins the game. It can be made from a run, jump, pivot, or stationary
position. A player can make a long or short shots from side, in front, or underneath the basket. It is on this
regard that the following principles should be essentially borne in mind.
 Develop one's own shot and practice from three to five spots on the floor where a probable shot is
made in a game situation.
  Once the shots have been perfected, work on a quick release as well as accuracy.
 Practice builds confidence, and one must have confidence in his ability to become a good shooter.
 In practice, as in games, do not force the shot. Stay balanced.
 Concentration is needed to become a good shooter.
 After scoring, give credit to the teammate who fed the pass, or set the screen, which allowed the shot.
This may be done with a nod, a raised fist, a friendly tap on the rump, or by saying "thanks" or "good
pass."
I - Field Goal Shooting
A field goal is basket scored from the field and worth two or three points depend-ing upon the distance where
the ball is shot by a person at play.

The object of teaching the player to shoot correctly with proficiency and accuracy is to develop a scorer, not
just a shooter. Considerable skill is required to score consis-tently in any game situation. Shooting-to-scoring
ratio is maximized when players learn to shoot, when to pass, what their range is, and from what spots on the
court they can consistently make field goals.

To develop a proper shooting attitude, the players have to do the following:

1. Concentrate when attempting to make a shot by focusing on the target and visualizing the perfect shot they
will make.
2. Ignore distraction and see only the ball and net in their minds.
3. Build confidence over a period of time.
4. Evaluate the error they made when they missed the basket.
Shooting
 INTERWORLD COLLEGES FOUNDATION, INC.
Burgos St., Paniqui, Tarlac RLO No. 1

College Department

PHYSICAL
ACTIVITIES
TOWARDS
HEALTH AND
FITNESS 3

(PHYSICAL EDUCATION 3)

MICHAELA E. SORIANO
 BSBA 2B

ICF HYMN
Hail to thee, our dear ICF
School of keen and noble youth;
Here they come- to drink thy waters
From thy fountain pure of truth
They all heed- the prudent counsels
Of wise mentors leading them,
To exalted peak of greatness,
To the glorious hall of fame.

Thou art great our alma mater,

We thy children area great too;
We unfurl- thy banner sublime,
And we raise thy torch aglow;
Now we sing eternal praises
For thy glory is untold,
We renew- our pledge to love thee
And thy honor we uphold.