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Session 1 - Triple Threat - April 1st 

Image result for triple threat basketballImage result for triple threat basketball

Design of Session:

Gripping the ball, and footwork Gels J. (2017).             
1.Catch a basketball with two hands indicating where you want the pass to go. 2) Catch the ball in the correct triple threat position with feet in a stable position (shoulder width apart) and knees bent at 45 degrees.3) Practice without the ball, then introduce the ball.4. After learning this skill, practice shooting a foot from the rim, focusing on the movement and preparation of the shot. 

This session will follow a modelling design (Harmon K, Marzano R J. 2015) I have asked a skilled basketball player friend to demonstrate how to perform the skill prior, so I can model his movements.


References Informing Design:

This information was sourced from the following online article: Gels, J. (2017). Basketball Jump Shot. Coaches Clipboard. Accessed from http://www.coachesclipboard.net/JumpShot.html

The Modelling design is based on the following text: Harmon, K. Marzano, R J. (2015). Practicing Skills, Strategies & Processes Classroom Techniques to Help Students Develop Proficiency


Statistics/Data Information Collected: 

·         5 Minutes of Observing Skilled basketball player displaying and explaining the drill                          
·         5 Minutes of practicing the form without the ball
·         5 minutes of practicing with the ball
·         Feed back given during the exercise
  •                       A Few Shots at the end of the session (Nothing Serious) made about 10/30 from close range 


Reflection: 

 Gel, J. (2017) Triple Threat and shot preparation session was very beneficial for anyone in the cognitive stage of learning. It is a crucial skill that needs to be learned in the early stages. It was learned fairly quickly and easily, but personally I found it boring and repetitive, and without having a defender, I could not simulate a in game situation (open setting). The modelling technique from Harmon, K. Marzano, R J. (2015) was well used. The examples set prior to my own technique helped me visualize and learn the movement faster. The feedback received was useful. Due to my own motivation to get better, I tolerated the low excitement of the exercise, where others would find it boring. This lead to me wanting to do extra work after the session. Modelling is always crucial for the cognitive stage, where feedback is important. 

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