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Basketball Academy Teaching Methods - Fastbreak Sports NYC

Fastbreak Basketball Academy Teaching Methods

The Fastbreak Basketball Academy is holding an After School Development Program.

Games Approach

Fastbreak Sports is the premier place for youth basketball in NYC. The Fastbreak Basketball Academy features a dynamic curriculum which includes a games approach to teaching individuals and team concepts. The games approach occurs through small group games where players are both competing as individuals and working together as teams. These are not your typical games but skill specific challenges so the players work on the fundamental of the day in interesting new contest format. These contests challenge and teach our players to THINK. Thus, they learn how and when to use certain skills when they play full court.

SKILL DEVELOPMENT

Skills are acquired through intentional focus and repetition such as shooting, ball handling and offensive moves. Skills are broken down from our coaches by explanation, demonstration, followed by player repetition. Coaches then are constantly searching for error detection and then correct these mistakes so that good habits form. Teaching and practicing of proper techniques first slow to understand the movements then at game speed are some of the keys in developing proper core fundamentals. All skills and drills are adaptable by our staff to a player’s levels so they may receive the maximum benefit.

Teaching and practicing of proper techniques first slow to understand the movements then at game speed are some of the keys in developing proper core fundamentals. All skills and drills are adaptable by our staff to players levels so they may receive the maximum benefit.

VIDEO ANALYSIS

The Fastbreak Basketball Academy educates through the use of video. Our staff captures and breaks down video footage of player workouts within the facility to correct and perfect fundamentals and techniques. In addition we study basketball concepts in game situations at the high school, college and pro level. We analyze their techniques and review with our players in the classroom. We then take you on court to drill, then adapt in game-like conditions. We also offer one on one video teaching and shooting sessions to perfect your form and technique.

STATE OF THE ART TECHNOLOGY AND TEACHING AIDS

The Fastbreak basketball facility is home to some of the top rated basketball technology and equipment including:

Other articles

Basketball beginner tips for kids

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Basketball beginner tips for kids

In case you have noticed lately that your kids have started to feel very comfortable spending their time in front of the television or sometimes they just spend too much time on the internet, this might prove to be a little bit difficult to find ways to get them out of the house and start playing a sport.

Every time a kid is saying to his parent that he wants to learn how to play something, the parents are in heaven.

Basketball is a great game that is very entertaining and at the same time it’s also a great workout. The game also teaches you how to cooperate with the other players, as this is a team game. This popular game is able to develop a competitive nature for your kids. This is the type of training that will help him a lot in the future, especially by the time when he reaches high school and where he has to be competitive if he doesn’t want to be eaten alive.

In case you’ve noticed the fact that your kid has started to show a lot of interest regarding basketball and he wants to start playing it, there are a few pieces of equipment you have to buy. In case you are not very familiar with what exactly you have to buy, or what you have to do, we are going to provide you with a short guide.

It all starts with the basketball shoes. In many cases these shoes are not necessarily better if they are more expensive. You do want to buy something that will guarantee him to stay away from any injuries that could occur due to wearing the wrong shoes. If you take a look at the prices available they range between $30 and $200 or even more. Based on our personal experience it seems to be foolish to start paying more than $150 on a pair of shoes, especially since a kid’s feet are always growing and in less then a year, you will probably need to buy a new one.

This is the reason why it’s always best to shop around the mid-range prices. One of the main concerns regarding the shoes you’re wearing during a basketball game is comfort. You will push the limits, run, jump and turn. This is the reason why you don’t want to do that in shoes that you don’t feel comfortable with.

Along with the shoes, other things you could consider buying are shirts, shorts and in case your child had any ankle problems or injuries, then you should buy an ankle brace.

Some say that it’s good to buy a mouth guard for basketball, but unless you are planning to play street ball, you don’t need it.

Teaching Games for Understanding (TGfU) Approach, PlaySport

Teaching Games for Understanding (TGfU) Approach

The Teaching Games for Understanding (TGfU) approach was developed by researchers at Loughborough University in the United Kingdom to tap into children’s inherent desire to play. Bunker and Thorpe (1982) developed TGfU around the concept of teaching kids games by playing games. Butler et al. (2008) identified six Basic TGfU Concepts:

  1. Teach games through games.
  2. Break games into their simplest format - then increase complexity.
  3. Participants are intelligent performers in games.
  4. Every learner is important and is involved.
  5. Participants need to know the subject matter.
  6. Need to match participants’ skill and challenge.

Recent approaches to TGfU have advocated for a thematic approach to teaching games. Rather than teaching sport-specific units (e.g., volleyball unit, soccer unit), children and youth gain skills and knowledge to apply to different sports by playing a variety of games associated with 4 game categories:

  • Target Games in which the participant propels an object, preferably with a high degree of accuracy, at a target.
  • Net/Wall Games in which the participant propels an object into space trying to make it difficult for an opponent to return it.
  • Striking/Fielding Games in which the participant strikes an object so it is placed away from defenders in the field.
  • Territory Games in which participants invade an opponent's territory to score.

These categories represent games and activities that are similar in structure. By exposing children and youth to the primary rules, fundamental skills, and tactical problems associated with each category, they become literate in a variety of games, activities and sports and develop an understanding and competency of the skills and tactics associated with playing sports.

The skills and strategies used in the PlaySport activities are applicable to several different sports. For example, if a child understands the basic concept behind keeping possession of an object in an territory game (e.g., use short passes, shield the ball, support the player with the ball), this will help them to play a variety of territory games whose tactics can be applied to related sports (e.g., basketball, soccer, handball, lacrosse, wheelchair basketball, goalball).

In PlaySport, activities have been grouped into specific categories which represent games and sports which are similar in structure and include aspects of certain sports. For example:

  • Boccia
  • Bowling
  • Golf
  • Badminton
  • Sitting Volleyball
  • Squash
  • Tennis
  • Volleyball
  • Wheelchair Tennis
  • Baseball
  • Cricket
  • Softball
  • Basketball
  • Goalball
  • Handball
  • Hockey
  • Lacrosse
  • Soccer
  • Wheelchair Basketball
Individual

  • Yoga
  • Gymnastics
  • Athletics

To promote lifelong healthy, active living for all, it is important not to limit children and youth to game and sport activities. Many children and youth prefer activities that do not involve team play, and these can provide plenty of opportunities for fun through the development of fitness and movement skills related to control of body rhythm, movement aesthetics, creativity, sequencing, composition and stability. With this in mind, PlaySport also includes Individual Pursuit activities. These are games in which children work individually with their own equipment, or in some cases interact with others, monitoring their own behaviour, movements and physical expenditure.

Teaching Games for Understanding is a child-centred approach where the leader acts as a facilitator and the participants make their own adaptations in order to maximize the level of challenge and fun! The following steps are elements of a Teaching Games for Understanding approach:

  • Activity Appreciation: trying out a version of the activity in a small-group
  • Tactical Awareness: developing understanding of common elements of games and tactics needed for success
  • Decision-Making: learning and practising making decisions in action, in response to different situations
  • Application of Skills: identifying and practising the skills needed to improve play
  • Performance: putting it all together, applying the skills, decision-making and tactics in game situations

The process is a cyclical one with participants continuing to adapt and change as needed for the best playing experience.

Check out this PlaySport Activity! Flip the Disc

Participants learn about and practise invading an opponent’s territory to score the most number of points while avoiding getting tagged.

Teaching Games for Understanding Essay - Student Progress, Curriculums

Teaching Games for Understanding Essay

Length: 1080 words (3.1 double-spaced pages)

Teaching Games for Understanding (TGfU) is seen throughout physical education curriculums and helps students gain an understanding of the rules and concepts of certain activities. The goal of TGfU is to help the students understand what they do and why they are doing it. Also, students can be taught by using a modified form of the activity that the teacher wants them to do. TGfU is not judged on how good or bad a student will perform. Although the model is used mostly in physical education, we see it now being used by coaches.

The idea for the Games for Understanding model first originated at the Loughborough University which is located in the United Kingdom. Two men, Rod Thorpe and David Bunker created the model in 1982. They wanted to take an alternative approach to the traditional style of learning and teaching. Thorpe and Bunker noticed that learning the sport in physical education class would take up most of the time leaving the students with little time to play the actual activity. With this in mind, the two created a six stage model that identifies the main objectives of the TGfU.

The first stage is Game Form. Here we teach the students different varieties or styles of playing the activity at hand. For example, an elementary school in Ontario, Canada, used a rubber chicken to teach the concepts of basketball, hockey, soccer, and lacrosse. This is smart because no student is going to be a star using an object that isn’t normally used to play that game so it creates equality among all the students. The students at the school enjoyed learning this way, and making sure a child is interested and intrigued by the style of learning is critical for participation. By modifying the game form, students will learn the mai.

. middle of paper .

. her or not they followed the rules, and if they performed what you had taught them correctly. In conclusion, TGfU should be added to elementary curriculums nationwide because they are helpful in promoting a healthy lifestyle and an understanding of activities that can lead to one.

"WHAT IS TGFU? - Teaching Games for Understanding." Teaching Games for Understanding. N.p., n.d. Web. 05 Nov. 2013.

"Helping Ontario’s Kids Get in the Game - How “Teaching Games for Understanding” is Rearranging the Rules in H&PE Classes." Ophea. N.p., 30 Mar 2011. Web. 16 Sep 2013. .

Click the button above to view the complete essay, speech, term paper, or research paper

Teaching Games for Understanding (TGfU) Approach, UBC Physical and Health Education

UBC Physical and Health Education Teaching Games for Understanding (TGfU) Approach

The Teaching Games for Understanding (TGfU) approach was developed by researchers at Loughborough University in the United Kingdom to tap into children’s inherent desire to play. Bunker and Thorpe (1982) developed TGfU around the concept of teaching kids games by playing games. Butler et al. (2008) identified six Basic TGfU Concepts:

  1. Teach games through games.
  2. Break games into their simplest format – then increase complexity.
  3. Participants are intelligent performers in games.
  4. Every learner is important and is involved.
  5. Participants need to know the subject matter.
  6. Need to match participants’ skill and challenge.

Recent approaches to TGfU have advocated for a thematic approach to teaching games. Rather than teaching sport-specific units (e.g., volleyball unit, soccer unit), children and youth gain skills and knowledge to apply to different sports by playing a variety of games associated with 4 game categories:

  • Target Games in which the participant propels an object, preferably with a high degree of accuracy, at a target.
  • Net/Wall Games in which the participant propels an object into space trying to make it difficult for an opponent to return it.
  • Striking/Fielding Games in which the participant strikes an object so it is placed away from defenders in the field.
  • Territory Games in which participants invade an opponent’s territory to score.

These categories represent games and activities that are similar in structure. By exposing children and youth to the primary rules, fundamental skills, and tactical problems associated with each category, they become literate in a variety of games, activities and sports and develop an understanding and competency of the skills and tactics associated with playing sports.

The skills and strategies used in the PlaySport activities are applicable to several different sports. For example, if a child understands the basic concept behind keeping possession of an object in an territory game (e.g., use short passes, shield the ball, support the player with the ball), this will help them to play a variety of territory games whose tactics can be applied to related sports (e.g., basketball, soccer, handball, lacrosse, wheelchair basketball, goalball).

In PlaySport, activities have been grouped into specific categories which represent games and sports which are similar in structure and include aspects of certain sports. For example:

Individual

To promote lifelong healthy, active living for all, it is important not to limit children and youth to game and sport activities. Many children and youth prefer activities that do not involve team play, and these can provide plenty of opportunities for fun through the development of fitness and movement skills related to control of body rhythm, movement aesthetics, creativity, sequencing, composition and stability. With this in mind, PlaySport also includes Individual Pursuit activities. These are games in which children work individually with their own equipment, or in some cases interact with others, monitoring their own behaviour, movements and physical expenditure.

Teaching Games for Understanding is a child-centred approach where the leader acts as a facilitator and the participants make their own adaptations in order to maximize the level of challenge and fun! The following steps are elements of a Teaching Games for Understanding approach:

  • Activity Appreciation: trying out a version of the activity in a small-group
  • Tactical Awareness: developing understanding of common elements of games and tactics needed for success
  • Decision-Making: learning and practising making decisions in action, in response to different situations
  • Application of Skills: identifying and practising the skills needed to improve play
  • Performance: putting it all together, applying the skills, decision-making and tactics in game situations

The process is a cyclical one with participants continuing to adapt and change as needed for the best playing experience.

Mandigo, J., Butler, J. & Hopper, T. (2007). What is teaching games for understanding? A Canadian perspective Physical Health Education Journal, 73(2), 14-20.

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