Basketball body forward change of direction dribbling lesson plan

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Basketball body forward change of hands dribbling lesson plan introduction

1. Grade: fifth grade class number: 40 people site: a basketball court

2. Equipment: 41 basketballs, 20 plastic bottles, four gymnastics stools, drilling circle four, four marking poles,

3. Teaching objectives:

1. Cognitive objectives: more than 85% of the students can initially understand the inter-movement change of hand dribbling action method, the role of this technology in basketball sports have an understanding.

2. Skills target: 80% of the students can initially make the basic movement of the body in front of the change of direction dribbling, most of the students stride, side shoulder, hand dribbling action coherent.

3, emotional goals: active participation in the practice, experience in the game to use the technology learned, teachers and students emotional rapport, high interest, proactive, collaborative cooperation, in the activities of physical and mental satisfaction.

(In general, it is no longer indicated in turn what the objectives of each, directly 1, 2, 3 points is what. I propose to cancel the cognitive goal, skill goal, emotional goal 12 words)

I. Scenario introduction (2?)

1, the beginning of the class: the students in formation, teachers and students greeted.

2. Teachers use motivational language to introduce teaching.

A: Teacher question: students like to play basketball? Students answer: like.

Which basketball stars are in your mind?

Students answer: Jordan, Yao Ming, O'Neill, Bryant and so on.

B: The teacher asks, "Who would like to be a basketball star in the future?"

Students enthusiastically raise their hands and answer loudly, "Me!"

C: the teacher seized the students' desire for knowledge of the psychology, told the students that every basketball star has to go through the hard and long training, in order to become a basketball star must practice the basics! (Introduce the exercise).

Evaluation: the NBA wonderful performance to attract students, stimulate interest in basketball learning

(This point of introduction is good, but it is best to match a few pictures of the stars of the effect will be better, and secondly, it is to let the students to recognize the hanging pictures of the stars, perhaps the effect will be better.)

Second, warm-up interest (6?)

1. ball exercises: a. Stretching b. Body side movement c. Abdominal and back movement d. Jumping movement

Body side abdominal and back are practicing waist and abdominal content, you can increase the head, such as around the neck, throwing and catching the ball limbs exercises

2. Game activities, students in the basketball court to do a variety of dribbling exercises,

(Requirements: must be two-handed dribbling). For example: two-handed flick ball, ball around the ring, crotch eight pass, ground ball, high dribble, low dribble, cross dribble, etc.

Evaluation.

Evaluation: in the practice to experience, to feel the ball

Dribbling game: in the specified time, let the students in the basketball court at random dribbling, in the case of their own do not miss the ball, trying to knock out the ball of others, to see who knocked out the other side of the number of times.

A: Teachers actively participate in the continuous language to motivate and prompt students: continue! Pay attention to the ball control.

Evaluation: Improve ball control in competition, adjust the body to the best state

Teachers are not only involved in words, but also with actions. Even though it's a casual exercise, it still needs to have some purpose, and beating the other team off the ball is what they're aiming for - what else? Does protecting the ball count?

Three, learn the skills stage (17?)

1 marching change of direction and change of hands dribbling: students imagine star dribbling in their minds, and the teacher guides students to explore.

The mnemonic:

The right hand shoots the ball on the right side, the ball from the body in front of the change of direction; the upper body change hands body pressure shoulder, change direction forward push back.

A: How to change hands and dribble when encountering "obstacles" when advancing?

B: After changing hands, how to quickly advance?

C: Let the students practice, experience and think with the problem.

Evaluation: think about it and try it

Try dribbling with a change of hands in different speeds. (Students are divided into groups to do lateral exercises between the two sidelines of the basketball court),

Practice in the presence of three "obstacles".

Let the students choose the practice group according to their ability and under the control of the teacher (in practice to feel, to master the movement),

A: Teachers pay attention to observation, to help students with learning difficulties.

B: According to the problems in the practice, let the students correct each other.

C: According to the ****ty problems appeared by students, typical demonstration and corrective feedback.

D: Launch a competition between groups to see who can transport well and make progress quickly!

Evaluation: proactive, try to succeed

Layered and grouped, good, but worried about the students to choose the group is not based on the level and ability, but to see their good friends which group I also go to which group, which is the most likely to occur in the elementary school stage. Secondly, what do students think before practicing? There are several ways to think about it: the first is the teacher demonstration or student demonstration before practicing, the second is the first practice in the evaluation of the explanation and then demonstration of error correction, the third is the first explanation and then demonstration and then practice and then error correction, of course, there are other such as the control practice method, the competition method and so on for teaching have, but we can explore that kind of is the most pertinent.

IV. Development of motor skills (11?)

Game: obstacle run

1, stimulate the interest of participation (Teacher: So, today we are going to run through the obstacles to exercise your will, to see if you have the confidence and ability to overcome the difficulties, and then compared to see who overcame the obstacles to overcome difficult obstacles, overcome the difficulties of the performance of the best. Do you have the confidence to accept the challenge!)

2, the teacher explains: divide the students evenly into four teams, so that students are free to set up obstacles to the competition.

Requirements: there must be a skip walk through drill through and around the four programs.

This content is the subject of the provisions or their own choice, generally will not be so with. Basically, taking into account the field equipment, generally choose the principle of multi-purpose, can not just casually touch the ball for a while on the discarded. Look at the equipment in front of you is also a variety of things, did not see the class I already feel that this class will certainly have problems, this content also read a lot, but basically do not favor this content. The second is to consider the physical fitness of students in town now, how many people can last until the end, or 100% completion. Lastly the mentality of competition is now the mainstream of students and their favorite, how we can guide it better is what we need to do. If this content is chosen, then it is also crucial for grouping, especially to consider the relationship between the students who are competing and those who are waiting to compete, and here is also the key point for the highlight of the lesson. It's also the most direct difference between good and bad.

V. Regulation and evaluation (4?)

1, the game: throw the ball laugh, catch the ball stop

(regulating the body and mind, to restore fatigue).

This game is a bit silly, the general fifth grade is not very happy, if the students throw the ball counting, catch the ball stop, than the fastest number of students and the most, and then compete with the teacher, so the effect may be better.

2, evaluation: teachers and students *** with the evaluation.

A: talk about the feeling of learning, what else is needed?

B: Teachers help students to solve the confusion and improve learning methods.

3. Collect and return the equipment, the end of the lesson.

Evaluation: so that students see their own progress, exudes the joy of success

A little look, but also a little to do some of their own comments and suggestions, can be considered with attention. Similar text-based lesson plans have been rarely seen, because the common are tabular, but for similar lesson plans are no stranger to the individual's initial plan. There are still a few questions about borrowing a class - how do you communicate with the students? How to recognize students? How to go to the roll call and so on, these are also in the usual or open class to find the answer.