LEARN NC

K–12 teaching and learning · from the UNC School of Education

Passing for success

Student will learn how to pass a basketball, one of the skills necessary to succeed at the game of basketball.

A lesson plan for grades 9–12 Healthful Living

By Pierre Dacons

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Learning outcomes

Students will:

  • demonstrate the chest pass and the bounce pass
  • use these skills in a variety of games that involve passing a basketball

Teacher planning

Time required for lesson

60 minutes

Materials/resources

  • gym or large area
  • basketballs (one per couple)

Pre-activities

  • The students need to know what a chest pass is, what a bounce pass is, and how to properly execute these kinds of passes.
    • The teacher stands with his/her feet at shoulder-width and knees slightly bent. He/she should hold the basketball at chest-high level and the hands should hold the ball firmly with the thumbs pointing inwards. A step should be made towards the intended receiver of either pass, and proper follow-through should be emphasized by having the thumbs of both hands end in a position as to be pointing to the target.
    • Also, the student wants a chest-pass to hit the target in the chest and a bounce-pass should also hit the target in the chest. However, remind the students that on the bounce-pass you should pick a spot on the floor for the ball to bounce so that it will hit the target at the proper level.
    • The teacher should execute several passes and vary the location of the spot the ball hits the floor to show the results of the pass.

Activities

  1. Divide group into partners with one ball for each partner.
  2. Separate partners approximately fifteen to twenty feet apart.
  3. Pass the ball back and forth using the chest pass only.
  4. Pass the ball back and forth using the bounce pass only.
  5. Execute both passes varying the distance between partners.
  6. Pick teams of four and play keep-away using only the chest and bounce passes.

Assessment

Skills test: The student must demonstrate the proper execution of these passes by hitting a one-foot by one-foot target on the wall from fifteen feet away. Count the number of hits out of ten attempts (five chest, five bounce).

  • 10 hits–A
  • 9 hits–B
  • 8 hits–C
  • 7 hits–D

Supplemental information

Comments

Make sure the students know that a well-made pass is the first step to scoring and if you want to win at the game of basketball you must out-score your opponent.

North Carolina curriculum alignment

Healthful Living Education (2006)

Grade 9–12

  • Goal 6: The learner will demonstrate competency in a variety of movement forms and proficiency in a few to gain competence towards lifetime physical activities (NASPE Standard 1).
    • Objective 6.01: Participate at a competent level in at least one team sport through small-sided games or experiences while demonstrating conceptual knowledge of biomechanical, physiological, and sports psychology principles.

  • North Carolina Essential Standards

    • Healthful Living (2010)

      • Motor Skills Development

        • 9.MS.1 Apply competent motor skills and movement patterns needed to perform a variety of physical activities. 9.MS.1.1 Use basic and advanced skills to participate proficiently in at least three of the following activities or compositions: aquatics, team sports,...
        • H.MS.1 Evaluate competent motor skills and movement patterns needed to perform a variety of physical activities. H.MS.1.1 Evaluate data that lead to improved performance in a variety of physical activity experiences. H.MS.1.2 Generate opportunities for increasing...

      • Movement Concepts

        • 9.MC.2 Understand concepts, principles, strategies and tactics that apply to the learning and performance of movement. 9.MC.2.1 Create plans for establishing and maintaining lifelong health enhancing behaviors based on concepts of health, fitness, and nutrition....
        • H.MC.2 Understand concepts, principles, strategies and tactics that apply to the learning and performance of movement. H.MC.2.1 Compare trends and behavioral effects between attitudes toward exercise and preferred physical experiences based on age and gender....