The basketball class focused on teaching the methods of defense, ball handling, guarding, passing, shooting, and offense. These classes provide a wonderful opportunity for the students to learn and develop their physical, mental, and social skills. Physically it helps the students develop stamina, remain physically healthy and active, while also leading to weight reduction. Overall, extracurricular activities such as outdoor sports provide general health improvement. Sports also help in the development of social skills such as cooperation and teamwork.
Task 6 was looking for coding qualitative measures of teaching in the class. I counted how many times the teacher accurately conducted to inform, refine, extend, repeat, and apply the individual task. I also measured how many students had clearly understood and responded based on three different teaching cues and based on the teacher’s information and demonstrations.
At the beginning of the class, the teacher defined and described the basketball rules, movements, skills, and techniques. Those learning concepts were easy to understand for most students as they had been playing basketball from a very young age. However, to ensure that all students had a thorough knowledge of all the different individual tasks, the teacher tested their knowledge by asking some random questions. When the teacher found that a student faltered in answering properly, the teacher went through the question again till he was convinced that the student had understood it properly. The introductory game of basketball is basketball relays. The purpose of the game is improvement of dribbling skill while the students run. The teacher divided the class into four teams. Each team player was asked to line up behind the line. The first team player then dribbled the ball to the assigned line and returned back the ball to the next member of their team. A few players preferred using left handed dribble or alternating hand dribble which was permitted by the teacher. After the basketball relays was played, the teacher made some changes to the original task content, and manipulated it to reach an advanced condition. The aim was for the students to gain practice in dribbling, passing, and shooting skills in the next assigned task. Moreover, the teacher looked for a variety of variations and responses. He divided the basketball court into nine red boxes by using blue tape prior to starting the class. The players took position each in one box. Only one ball was given to all nine players. Each player was allowed just one chance to shoot into a basket without leaving the assigned box. If a player succeeds in obtaining a score, he or she could leave the box, but if a player failed to do so he would have to pass the ball to the next box player. It worked in a clockwise direction. The next task was to qualitatively seek to develop the previous activity that focused on improving the mechanics of basketball skills or tactical aspects of play. All the basketball skills were practiced: dribbling, passin