Evaluation...

How’d it all go????

 

The cognitive objectives were accomplished during our lesson.  Students understood why and when they should perform certain skills and how they relate to the game of basketball.  Our affective objectives included students being able to work together toward a common goal and working as a team during games.  The students worked together when playing end ball and included all of their team during games.  The students accomplished the set psychomotor objectives as their skill efficiency improved throughout the lessons.  Some students improved dramatically while there was minimal improvement in others.  Lastly, the students worked in a social setting that allowed them to interact with their classmates and spend time with their friends.  The students were in a group for many of the drills which allowed them to encourage and support their friends.

     Our basketball lesson unit plan was a success.  Every student showed improvement in various on the ball skills and off the ball movements.  The students appeared to be enjoying themselves and we introduced new games and novel concepts each day.  The only drill that repeated twice throughout the unit was end ball.  Our unit gave students an opportunity to participate in lessons that were unique compared to regular physical education classes.  This is because we incorporated a TGFU teaching style into our lessons that helped introduce students to a tactical approach of games and why and when certain skills need to be executed.  Most of our cognitive, affective, psychomotor and social objectives were met during our lessons.


The students went into our class with minimal basketball skills and even less off the ball awareness.  The students were all clumped together the first day that we played end ball and did not understand the concept of moving to support their teammate or moving to cover their opponent.  Throughout our lessons we worked on various off the ball skills such as passing then moving to open space, calling for the ball, and following a check.  We noticed considerable improvement when we came back to end ball at a later lesson.  The students were beginning to grasp the need for off the ball movements and how they relate to territory invasion games.  We also introduced a rule in which the students had a check and they had to stick with that person for the entire game.  This emphasized covering and made the offense work to get away from their check.  Although there is still a long ways to go, the students now have a basis understanding of the importance of off the ball movement and supporting their teammate.


    The students’ manipulative skills (on the ball) improved throughout this unit.  There was a wide variety of skill when we began teaching but every student, regardless of skill level, showed improvement.  All students improved on their passing, dribbling, lay-up, and shot.  We tried to give more proficient students more difficult tasks when practicing these techniques so that they did not lose interest.  We also emphasized that the technique of these skills were more important than the result.  If a student has excellent technique they will see results (being able to shoot in the basket) over time but it is very difficult to change bad habits as they get older.