LEARN NC

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

Basketball: How to shoot

This lesson will give students the ability to succeed at one of the most important skills of basketball. This will be interesting, easy, and fun to learn.

A lesson plan for grades 9–12 Healthful Living

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Related pages

  • Dream Team basketball stations: Students will refine their basic skills of basketball by participating in a variety of basketball stations.
  • Passing for success: Student will learn how to pass a basketball, one of the skills necessary to succeed at the game of basketball.
  • Basketball shot: This lesson introduces students to the proper technique of shooting the basketball.

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Learning outcomes

Students will:

  • demonstrate the proper method of shooting a basketball
  • apply this method to a variety of distances and games

Teacher planning

Time required for lesson

75 minutes

Materials/resources

  • six basketball goals
  • twelve basketballs
  • spot markers
  • cones
  • gym tape

Pre-activities

  • There are four basic components to shooting a basketball. The first one is Balance. The teacher should emphasize that the feet should be shoulder width apart and in an athletic stance. We will assume that shooter is right handed. The right foot should be slightly in front of the left.
  • The second component is Eyes. The eyes should be focused on the front of the rim. Have a target.
  • The third component is Elbow. The elbow should be at a ninety degree angle and slightly off to the right side so the shooter can see the basket and the ball. Make sure the shooter has proper hand positioning.
  • The fourth component is Follow Through. The shooting hand should extend through the basket. It should look like you’re putting your hand in the basket. The shooter’s body should be extended after the shot. After the teacher has demonstrated these four components to the students, they should be quizzed, asked to demonstrate, and given feedback.

Activities

  1. Shoot to a partner (Practice the technique while shooting to another person.)
  2. Lay on floor and practice form.
  3. Shoot at a basket — one shoot, one rebound. Start at five feet and increase to ten feet.
  4. Three Point Contest — The student should get five shots at five different spots on the three-point line. The first four balls are worth one point and the fifth ball is worth two points.
  5. Play Hot Shot. Put spots on floor for different point values: one point at the block, two points at the free throw line, three points at the three point line, and five points at half court line. The students should be given forty-five seconds to score as many points as possible. Students must alternate after each shot to a different spot.
  6. Around the World — Shoot from seven spots around the court and back.

Assessment

Skills Test. The students must demonstrate the four components of shooting. They must show and explain each step. They must make one out of five shots from ten feet.

Supplemental information

Comments

Make sure the students practice from short range and that they use all four components in proper shooting.

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.
  • Goal 7: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities (NASPE Standard 2).
    • Objective 7.02: Demonstrate competence in basic offensive and defensive strategies or tactics in traditional and non-traditional team, individual, and dual activities.

  • 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....