How to teach children how to pass the ball when playing basketball

Answer 1

The following is a reflection on the teaching plan for the passing class:

** 1. Teaching objectives **

1. ** Skill Target **
- When teaching a middle class child to pass the ball, you may find that the original skill goal, such as letting the child master a specific passing method (such as a two-handed chest pass), may be too high for the middle class child. Because of the limited physical coordination and strength control of the children in the middle class, they might not be able to achieve the standard passing movements of the children in the upper class or adults. For example, in the previous teaching, the child was required to pass the ball with both hands in front of the chest, with both feet apart, the body naturally squatting down, and the hands naturally separated from the center to pass the ball down. However, it was often difficult for the child to coordinate so many movement elements at the same time.
- The goal setting should be more focused on letting the child experience the basic movements of passing, such as simple throwing and catching or pushing the ball at close range, rather than emphasizing the accuracy of the standard movements.
2. ** Emotional goal **
- The goal of cultivating children's sense of teamwork was more appropriate, but it might not be fully utilized in the teaching process. For example, in the game or practice session, if the children were simply allowed to pass the ball in pairs without emphasizing the interaction and mutual encouragement between them, then the children might only complete the passing action mechanically without truly understanding the meaning of teamwork in passing.

** 2. Teaching content **

1. ** Difficulty of the content **
- For the children in the middle class, the content of the passing course might be too complicated. For example, some one-handed passes that required high coordination or passing while moving were more difficult for them. For example, when he tried to teach his child to pass the ball with one hand, he found that it was difficult for the child to grasp the strength and direction of the ball control and passing with one hand.
- He should start with simple throwing and catching the ball, letting the child feel the weight, elasticity, and distance between the ball and his partner. Then, he gradually introduced relatively easy passing methods such as simple push balls in front of his chest.
2. ** Interesting content **
- If the teaching content was not interesting, the child's participation would decrease. For example, if they only practiced passing the ball repeatedly without any interesting situations or stories, the child would soon lose interest. For example, the passing practice could be set up as a situation where small animals shared food with each other (the ball as food), which could increase the child's enthusiasm for participation.

** 3. Teaching methods **

1. ** Demonstrating Method **
- When he demonstrated the passing movement, he might not have fully considered the comprehension ability of the middle class children. The speed of the demonstration may be too fast or the angle of the demonstration may not be conducive to the child's observation. For example, when demonstrating a two-handed chest pass, if the child simply stood in front of the child and did the action a few times, the child might not be able to see the specific movements of the hands and feet.
- The demonstration should be done in slow motion and from multiple angles (front, side, etc.). At the same time, simple language hints could be added during the demonstration, such as "Look, the little hand is sending the ball out like a small wing."
2. ** Guidance on how to correct errors **
- When the child was practicing passing, the teacher's guidance and correction might not be timely or inappropriate. For example, when a child passes a ball with too much or too little strength, simply saying that the strength is not right would not let the child understand how to adjust.
- You can use more specific instructions, such as "Look, you're passing the ball too far. We can just push the ball gently, like this (the teacher will demonstrate the correct action)".

** 4. Teaching Organization **

1. ** Group assignment **
- When the children are grouped into groups for passing exercises or games, the group allocation may not be reasonable. For example, putting children with large differences in personality or ability into a group might cause some children to be too dominant while others were not involved enough.
- More attention should be paid to the individual differences of children. Children with similar abilities or complementary personalities should be grouped together so that each child could be fully trained and developed in the group passing activities.
2. ** Event Organization **
- When organizing games or activities related to passing, there might be some chaos. For example, when organizing a passing relay game, because the child's understanding of the rules was not clear enough, there might be phenomena such as snatching the ball and passing the ball out of order.
- Before the activity begins, explain the rules of the game to the children in more detail. You can make sure that they understand the rules by simply demonstrating or letting the children try out a small part of the game. In addition, during the activity, the teacher must strengthen supervision and guidance to ensure that the activity goes smoothly.
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