The Teaching Design and Reflection of the Small Ball in BasketballThe following is a design example of a small basketball ball to assist in teaching:
##1. Teaching objectives
1. To let the students master the basic basketball skills related to small balls, such as dribbling, passing, shooting, etc.
2. Through the small ball auxiliary training, improve the students 'physical coordination, sense of rhythm and control of the ball.
3. Cultivate the students 'sense of teamwork and competition in basketball.
##2. Teaching content
###(1) Dribbling Training
1. high dribble
- Each student would have a ball and use the small ball to practice high dribbling. The dribbling height was required to be around the waist, the wrist was strong, the fingers touched the ball to control the direction of the ball, and the feet alternated forward to maintain the dribbling rhythm.
- Practice method: Start at one end of the basketball court, dribble to the other end of the basketball court, and then return. Repeat 3 - 5 sets.
2. low dribble
- Ask the students to lower their center of gravity and dribble the ball low. Dribble below the knee, lean forward, and rely on the strength of your fingers and wrists to quickly hit the ball. The rebound height of the ball is low, making it easy to control the speed and direction of the ball.
- Practice method: Dribble low along the three-point line of the basketball court. Practice 2 - 3 laps clockwise and counterclockwise.
3. dribble change direction
- To teach the students how to change the direction of the dribble with a small ball, such as dribbling in front of the body. Take the right-handed dribble as an example. When dribbling, first move the ball from the right side of the body to the left side, and at the same time, step forward with the left foot. After changing the direction of the dribble, continue to move forward, and then move the ball from the left side to the right side, and step forward with the right foot.
- Practice method: Set up a few marked buckets on the basketball court. When students dribble, they need to bypass the marked buckets to change direction. Each marked bucket changes direction once. Complete 5 - 8 marked buckets in a row to change direction dribble into a group. Practice 3 - 4 groups.
###(2) Small ball passing training
1. Pass the ball with both hands in front of your chest
- The students stood in pairs, 3 - 5 meters apart, facing each other. He held the ball in front of his chest with both hands, his fingers naturally separated, and his thumbs formed a "V" shape. He used his fingers to pass the ball. When passing the ball, he stretched his arms and turned his wrist to pass the ball to the opponent's chest.
- Practice method: Each group of students will practice passing the ball 20 - 30 times, then change positions and practice again.
2. One-handed shoulder pass
- Take the right-hand pass as an example. The student turned sideways in the direction of the pass, with his feet spread out in front and back, holding the ball in his right hand, placing the ball above his right shoulder, straightening his arm, bending his wrist, and then turning his body to drive his arm to pass the ball. When passing the ball, he should pay attention to the order of force. The lower limbs stomped on the ground, and the body turned, driving the arm to force the ball out.
- Practice method: Same two people in a group, 5 - 7 meters apart, one-handed shoulder passing practice, each person practicing 15 - 20 times before switching.
###(3) Small ball shooting training
1. set shot
- The students were practicing shooting with small balls near the free-throw line. When shooting, his feet were shoulder-width apart, his knees slightly bent, and his body's center of gravity fell between his feet. His arm holding the ball was straight, and his wrist gently exerted force to throw the ball into the basket.
- Practice method: Each person shoots 10 - 15 times in a group, and practice 3 - 4 groups.
2. Shooting While Moving
- Let the students start from the end line of the basketball court, dribble (ball) forward, and practice shooting while moving forward. Students were required to master the rhythm and pace of shooting and jump from the right position to shoot.
- Practice method: Go along the side of the basketball court to practice shooting. After shooting, grab the rebound yourself and dribble back to the baseline to practice again. Repeat 5 - 8 times.
##3. Teaching Method
1. breakdown practice method
- The basketball skills were broken down into many small movements, such as the wrist movement in dribbling, the finger movement in passing the ball, etc. By using the small ball to practice separately, the students could more clearly grasp the essentials of each movement.
2. Game competition method
- During the teaching process, some Mini games or competitions were organized, such as dribbling relay competition, passing accuracy competition, shooting competition, etc. Through the game competition, it could increase the students 'interest and participation in learning, and at the same time, it could also test the students' learning results.
3. Group cooperation method
- The students were divided into several groups and practiced and discussed in the groups. For example, in passing practice, the members of the group could observe each other, correct each other's movements, and improve their passing skills together.
##IV. Reflection on Teaching
###(I) Success
1. The small ball assisted teaching could effectively improve the students 'mastery of basic basketball skills. Due to the small size of the ball, students needed to control the ball more accurately when practicing dribbling, passing, and shooting. This helped to improve their finger flexibility and control of the ball. After a period of teaching, most of the students were able to use the skills they had learned more skillfully when they practiced with normal basketball.
2. The application of the game competition method and the group cooperation method improved the students 'enthusiasm for learning and the sense of teamwork. In the game competition, students would practice harder and play to their best in order to win. In group cooperation, students helped each other, learned from each other, and made progress together, cultivating a good team atmosphere.
###(2) Deficiency
1. During the teaching process, some students might not be able to adapt to the normal basketball because of the difference between the small ball and the normal basketball. For example, when shooting, due to the light weight of the ball, some students would have insufficient strength when shooting with a normal basketball. This required more transition exercises in the subsequent teaching to help students better adapt to the characteristics of different balls.
2. For some students with poor foundations, the arrangement of the teaching content might need to be further refined and adjusted. Due to the limitation of the teaching progress, it might not be possible to give enough individual guidance to these students, resulting in them not being able to keep up with the overall teaching progress in the learning process.
###(3) Enhancement measures
1. In the arrangement of the teaching content, he could add some small ball and normal basketball practice sessions. For example, after the small ball shooting exercise, the students were immediately asked to use a normal basketball to do the same shooting exercise. They were allowed to feel the difference between the two and adjust the strength and movement of the shot in time. At the same time, in the later stages of teaching, the proportion of normal basketball could be gradually increased, so that students could smoothly transition from small ball practice to normal basketball practice.
2. For students with poor foundations, they could arrange for some students with better foundations to help them one-on-one during group practice. Teachers also needed to pay more attention to these students in the classroom, discover their problems in time, and give targeted guidance. In terms of teaching content, the difficulty of the practice could be appropriately reduced according to their actual situation, so that they could gradually build up their confidence in learning and keep up with the teaching progress.
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The Analects of ConfuciusWhen Wanxiang mentioned the Analects of Confucius, he said that the Analects of Confucius could be said to be the Bible that the China had read for thousands of years, but the modern China hardly read it. Wan Xiang had long forgotten the few articles he had learned in the past, leaving only vague words and phrases, but also seemed to understand. After reaching the age of 40 and gaining some life experience and understanding of China history and culture, Vientiane planned to follow the historian Qian Mu's New Interpretation of the Analects of Confucius and understand the most exquisite and wisest life wisdom of the China people in the Analects of Confucius. For example, in the Analects of Confucius," Disciples are filial when they enter the palace, younger brothers when they leave the palace, cautious and trustworthy, loving the masses, being close to benevolence, and learning literature when they have the strength." In ancient times," disciples " referred to young people or teenagers." When they enter, they are filial; when they leave, they are younger brothers " reflected the family relationship standards influenced by the lifestyle of the aristocrats at that time. Because the aristocrats at that time lived in different palaces, there were differences between " entering " and " leaving ". The " younger brother " in " leaving is younger brother " was the same as " Ti ". It reflected the respect for the elder brother of the same clan;" Be cautious and trustworthy " emphasized prudence and honesty;" Zhong " in " Pan Ai Zhong " in the context of the Analects of Confucius referred to the minority aristocratic groups rather than everyone, but it also reflected Confucius 'concept of " universal love ";;; and " benevolence " in " Qinren " referred to the way people got along.
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