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It addresses common constraints such as large classes, small gymnasia, and modest equipment, and structures instruction in phases from beginning play through half-court, competitive games, and fuller 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\n2167  \nBASKETBALLA workable scheme for Schools  \n√  \nGORDON BANKS  \nSchoolmaster Publishing Company  \nA  \n2.2  \nDIAGRAM KEY  \n'SHIRT’PLAYER'SKIN’PLAYERa passa return passpath of player  \n|  |\n| --- |\n|  |\n\nDouble beam  \nBench  \nMat(6′×4′standard size)  \n(1974)  \n2167  \n6.32307  \nCONTENTS  \n6 Preface  \n8 General considerations  \nPHASE 1  \n9 How to begin  \n11 Making possession easier  \n12 Improving the pivot movement  \n14 No running with the ball  \n15 Mat goals—game  \n17 Bench goals—game  \n19 Variations on the bench goals game  \n21 Improving some basic skills  \n26 Recapitulation  \nPHASE 2  \n27 Introducing half-court basketball30 Introducing a zone defence  \n33 Introducing a pattern for the attack36 Achieving more fluidity in half-court play40 Beam basketball—a competitive game41 Practising set and lay-up shots44 Practising the tip-off  \n45 An alternative to 'lives'in half-court play47 Full court play  \nPHASE 3  \n48 Further development through additional skills49 Two hand overhead pass  \n51 A variation practice for the overhead pass53 The javelin pass54 The underhand pass55 The‘give'pass  \n56 Combined three pass practice58 Passing signals59 Rebounding60 Dribbling  \n64 Standing still on court66 Summarising67 In conclusion68 The game within your School  \nhttps://archive.org/details/basketball0000unse_m5f8  \n# FOREWORD\n\nA.L.COLBECK,M.B.E.  \nAuthor of \"Modern Basketball\".Regional officer of Central Council of Physical Recreation.  \nOne-time national staff coach and examiner to the AmateurBasketball Association.  \nMr Banks has set himself the limited objective of describing a detailedscheme of work suitable for the teaching of basketball in a school physicaleducation programme in which the competition for time for other activitiesis acute.  \nHe has succeeded admirably.He modestly points out that there are otherways of teaching basketball but no one seems to have set them out in detail.Experienced teachers of games will be quick to notice the stamp of authoritythat Mr Banks's book bears.It is practical and concise to a degree.Not a wordis wasted.It takes account of conditions as they,are—large classes,smallgymnasia,modest equipment,and the countless minor problems that theteacher in physical education meets every day of his life.  \nGames practices always run the risk of being too contrived and needingdisproportionate stimulation from the teacher.The practices designed byMr Banks avoid this risk.Theyare interesting,practical and above all produc-tive of some aspect of basketball skill.  \nThere are no mysteries in the teaching of games.Good results will follow ifa sound scheme is applied systematically and regularly.Mr Banks's scheme isa sound scheme.Systematically and regularly applied it will produce goodresults—and what is even more important the pupils will enjoy it.  \nA.L.COLBECK  \n14th April,1972  \n# PREFACE\n\nThe wide variety of activities which can be included in the Physical Educationcurriculum,make it increasingly difficult for the PE specialist to give the bestpossible value to his pupils in the limited time available.  \nEven after he has selected his range of activities,he has still the task ofpreparing a programme in each activity which will be progressive and worth-while.  \nExperimentation is often necessary and useful,but if some of this work canbe circumscribed by the experience of others,advantage should be taken oftheir findings.It is with this object in mind that this booklet has been written.  \nMany years ago,I was discussing schools'basketball with a young teacher.His parting words—'That little chat has saved me years of searching,tryingthings out’—could have been my own sentiments twenty years ago.  \nIt is the inevitable,and unavoidable predicament of every new PE teacher,to feel the limitations of his course when confronted with the complex demandsof his teaching post.  \nThe missing factor,of course,is teaching experience","cbCaij3Bs59z6FzH","https://ap.wps.com/l/cbCaij3Bs59z6FzH","pdf",2370168,72,"English","# FOREWORD\n# PREFACE\n# GENERAL CONSIDERATIONS\n# PHASE 1\n## How to begin\n## Making possession easier\n## Improving the pivot movement\n## No running with the ball\n## Mat goals—game\n## Bench goals—game\n## Variations on the bench goals game\n## Improving some basic skills\n## Recapitulation\n# PHASE 2\n## Introducing half-court basketball\n## Introducing a zone defence\n## Introducing a pattern for the attack\n## Achieving more fluidity in half-court play\n## Beam basketball—a competitive game\n## Practising set and lay-up shots\n## Practising the tip-off\n## An alternative to 'lives' in half-court play\n## Full court play\n# PHASE 3\n## Further development through additional skills\n## Two hand overhead pass\n## The javelin pass\n## The underhand pass\n## The 'give' pass\n## Combined three pass practice\n## Passing signals\n## Rebounding\n## Dribbling\n## Standing still on court\n## Summarising\n## In conclusion\n## The game within your School","[{\"question\":\"What is the purpose of the scheme described in the booklet?\",\"answer\":\"To provide a detailed, practical scheme for teaching basketball in school physical education programmes where time for other activities is limited.\"},{\"question\":\"Why does the booklet emphasize systematic progression and regularity?\",\"answer\":\"It argues that consistent implementation and attention to detail are essential catalysts for success in the PE programme.\"},{\"question\":\"What kinds of school constraints does the scheme account for?\",\"answer\":\"It considers large classes, small gymnasia, modest equipment, and the minor everyday problems teachers face during games practice.\"}]","Basketball - A Workable Scheme for Schools | PDF",1790597916,181]