Course Profile

Healthy Active Living Education, Grade 9 open, Catholic

Unit 6: Team Activities

Activity 1

Time: 26 hours

Unit Developer(s)

Steve Charlebois, Simcoe Muskoka Catholic DSB

Theresa Conklin, Huron Perth Catholic DSB

Laura Gulley Annecca, Simcoe Muskoka Catholic DSB

Steve Henry, Bruce-Grey Catholic DSB

Heather Marcy, Huron Perth Catholic DSB

Michele May, Simcoe Muskoka Catholic DSB

Development Date: July 28, 1999

Unit Description

Students participate regularly in a variety of enjoyable team activities to enhance overall fitness, health, movement skills, and personal competence. Students develop a sense of fair play through involvement on teams. As St. Paul points out, “Now there are variety of gifts, but the same Spirit; and there are variety of services, but the same Lord; and there are variety of activities, but it is the same God who activates all of them in everyone. To each is given the manifestation of the Spirit for the common good” (1 Cor 12:4-7). Students demonstrate an understanding of the importance of movement principles (e.g., manipulation, locomotion, and stability) and apply knowledge of guidelines and strategies that enhance participation in recreation and sport activities. Students develop skills and an appreciation of physical activities in order to enjoy leisure time pursuits promoting lifelong active living.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE 3e, 4a, 4c, 4h, 5a, 5c, 5e, 5f, 7b, 7c, 7j.

Strand(s): Physical Activity, Active Living, Living Skills

Overall Expectations: PAV.01X, PAV.02X, ALV.01X, ALV.02X, ALV.03X, LSV.03X.

Specific Expectations: PA1.01X, PA1.02X, PA1.03X, PA1.04X, PA2.01X, PA2.02X, PA2.03X, PA2.04X, AL1.01X, AL1.02R, AL3.01X, AL3.02X, LS3.01R.

Activity Titles (Time + Sequence)

This unit can be divided into different activities depending on the facilities available. The following are possible choices:

· one activity block of 780 minutes and two activity blocks of approximately 390 minutes each;

· two activity blocks of approximately 780 minutes each;

· four activity blocks of approximately 390 minutes each.

Activity 1	Applying Movement Skills and Principles to Basketball	390 minutes
Activity 2 - 4	Applying Movement Skills and Principles to other team sports	390 - 1170 minutes depending on number of team sports chosen

Unit Planning Notes

The following activities are suggested guidelines for implementation of the required expectations for the Physical Activity strand. The teacher may use this guide as a format to apply to the team games listed below. These sports are recommended as possible activities for Grade 9 students:

· basketball;

· volleyball;

· soccer;

· field hockey;

· touch rugby;

· touch football;

· ultimate Frisbee;

· floor hockey (ringette);

· baseball (softball);

· team handball.

· Choose sport activities depending on the facilities available.

· Ensure that equipment is safe and in good repair prior to the start of the unit.

· Refer to the 1999 OPHEA Safety Guidelines for chosen sports.

Prior Knowledge Required

· co-operative learning skills

· communication/listening skills

· personal safety skills

· participates actively in physical activities

Teaching/Learning Strategies

· demonstration

· practice

· active participation

· co-operative learning

· drills

· modified games

· task cards

· circuit drills

· game play

· question/answer

· worksheets

Assessment/Evaluation

Teachers assess and evaluate individual student progress continually and use appropriate resources and strategies to facilitate and improve each student's learning. These different strategies provide opportunities for students to demonstrate the full range of their learning. It is essential that all students have a clear understanding of the course expectations and specific achievement levels.

The following chart identifies a list of suggested assessment tools that the teacher could use for this unit.

Tool	Type	Who	Activity
participation rubric	formative/summative	teacher	Activity 1
performance assessment rubric	summative	teacher	Activity 1
quiz	summative	teacher	Activity 1

Resources

Bacchle, Thomas and Barney Groves. Steps to Success. Illinois: Human Kinetics, 1994.

Broido, Bing. Spalding Book of Rules. Illinois: Broido Associates Inc. Master Press.

The Diagram Group. Rules of the Game. New York: St. Martin’s Press, 1990.

Ontario Physical and Health Education Association. Ontario Safety Guidelines: Secondary Curricular Guideline.: Toronto; OPHEA, 1999.

NCCP. National Coaching Certification Program. Ottawa: Coaching Association of Canada, 1999. (Technical books).

Video

Teachers can contact the sport governing bodies to receive recent videos on game strategies and play.

Internet

Kathy Schrock’s Guide for Educators

http://discoveryschool.com/schrockguide

Accommodations

In each of the three activities there are adaptations and accommodations suggested which address the needs of Special Education and ESL/ESD students. These suggested adaptations/accommodations provide opportunities for remediation, consolidation, and enrichment for all students.

· Encourage students to excel to the best of their ability.

· Activities and equipment may be modified for students with individual needs.

· Partner students with other students who are sensitive to their individual needs.

· Use short and simple instructions.

· Consider using Board personnel (e.g., physiotherapist/occupational therapist).

· Stations should depict how to perform the activity.

· Implement strategies recommended in student’s IEP.

Activity 1: Applying Movement Skills and Principles to Basketball

Time: 390 minutes

Description

Students apply the movement skills and principles to specific team activities (basketball). Students are given the opportunity to develop and improve their movement skills. Students demonstrate an understanding of the rules and guidelines for participation in team activities (e.g., scoring, etiquette, court boundaries, sportsmanship). During game play students are given the chance to develop and explain strategies and tactics specific to the sport chosen.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be:

A reflective thinker and creative thinker:

3e - adopts a holistic approach to life by integrating learning from various subject and experience.

A self-directed, responsible, life long learner who:

4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

4c - takes initiative and demonstrates Christian leadership;

4h - participates in leisure and fitness activities for a balanced and healthy lifestyle.

A collaborative contributor who:

5a - works as an interdependent team member;

5c - develops one’s God-given potential and makes a meaningful contribution to society;

5e - respects the rights, responsibilities and contributions of self and others;

5f - exercises Christian leadership in the achievement of individual and group goals.

A responsible citizen:

7b - accepts accountability for one’s own actions;

7c - seeks and grants forgiveness;

7j - contributes to the common good.

Strand(s): Physical Activity, Active Living, Living Skills

Overall Expectations:

PAV. 01X - demonstrate personal competence in applying movement skills and principles;

PAV. 02X - demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities;

ALV. 01X - participate regularly in a balanced instructional program that includes a wide variety of enjoyable physical activities that encourage lifelong participation;

ALV.02X - demonstrate improvement in personal health-related physical fitness;

ALV. 03X - demonstrate safe practices regarding the safety of themselves and others;

LSV. 03X - use appropriate social skills when working collaboratively with others.

Specific Expectations:

PA1. 01X - use and combine movement skills in a variety of physical activities (e.g., apply locomotion/travelling, manipulation, and stability skills to a specific activity);

PA1. 02X - demonstrate understanding of the importance of movement principles in performing isolated or combined movement skills (e.g., manipulation, locomotion, and stability);

PA1. 03X - identify appropriate movement principles (e.g., that the production of maximum velocity requires the use of joints from largest to smallest) in learning and refining movement skills (e.g., an overhead clear in badminton);

PA1. 04X - demonstrate improvement in their skills;

PA2. 01X - demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual, and individual activities (e.g., the scoring rules in rugby, etiquette such as allowing faster participants to pass on a cross country ski trails);

PA2. 02X - identify the requirements, including basic equipment standards, preparation (e.g., warm-up and cool-down exercises, training requirements), and specific safety issues that maximize performance and participation in recreation and sport activities;

PA2. 03X - explain appropriate strategies or tactics that enhance performance in specific situations and conditions (e.g., passing versus dribbling a basketball against a defender, shifting gears in cycling to adjust to changing conditions);

PA2. 04X - describe career opportunities related to sport and recreation;

AL1. 01X - participate regularly in physical activities, choosing a wide range of activities (e.g., individual, small and large group, outdoor, and aquatic activities);

AL1. 02R - demonstrate positive, responsible personal and social behaviour (e.g., striving for personal best, practising regularly, encouraging others, playing fair) in physical activity settings;

AL2. 03X - maintain or improve personal fitness levels by participating in vigorous physical activities for sustained periods of time (e.g., a minimum of two ten-minute time periods or one twenty-minute time period for a minimum of four times a week);

AL3. 01X - apply guidelines and procedures related to safe participation in physical activity (e.g., using equipment correctly, wearing appropriate attire, using appropriate facilities, meeting expectations regarding supervision, using proper posture to minimize injury);

AL3. 02X -demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in warm-up and cool-down exercises, checking ice conditions prior to skating, spotting for weight training);

LS3. 01R - contribute to the success of the group verbally and non-verbally (e.g., by completing a fair share of the group task, acknowledging others’ contributions to the task).

Planning Notes

· The following is an example of applying the movement skills and principles to the sport of basketball. This example uses 390 minutes of the 1560 minutes (26 hours) indicated in the Unit Overview. Other options are available and the teacher decides on the best strategies for their individual school needs.

· Possible activity blocks for team sports are basketball, volleyball, soccer, field hockey, rugby, touch football, ultimate frisbee, team handball, baseball (softball), and floor hockey (ringette).

· Each day of instruction includes a proper warm-up using sport-specific movements, skill progression, rules and regulations, strategies, practice and/or game time, and cool-down.

· Prepare a handout that explains the rules, regulations, court boundaries, and etiquette of the sport chosen.

· Teachers refer to the 1999 OPHEA Safety Guidelines for chosen sports.

Prior Knowledge Required

· co-operative learning skills

· communication/learning skills

· participates actively in physical activities

· personal safety skills

Teaching/Learning Strategies

1. Warm-up: Begin each class with a warm-up that uses sport-specific movements (e.g., shuffling, line-touches, dribbling). The warm-up should be intense enough to increase heart rate and fulfill the physical fitness component of the course. Stretching activities are included.

Skill: BALL HANDLING

To introduce the game of basketball, students perform a variety of ball handling activities. Activities such as circling, and figure eight (Appendix 6B) will allow the students to feel comfortable manipulating the ball. Other ball handling activities include: slap-the-ball, fingertip, butterfly, roller ball, quick-hand dribble and others (see Appendix 6B for descriptions of these ball handling activities).

Drill: Monkey Walk: Form teams of four or five players, who stand in shuttle formation about six metres apart. Each player performs the monkey walk by passing the ball between each leg in the figure-8 pattern while walking across to the opposite file.

Skill: DRIBBLING

Demonstrate dribbling (or have a skilled student demonstrate dribbling). Refer to Appendix 6A for teaching cues for dribbling. Teachers lead a discussion using the following questions:

· What movement skills are being demonstrated when a player is dribbling?

(Answer: locomotion, manipulation, stability)

· What movement principles are being demonstrated when a player is dribbling?

(Answer: body awareness, space awareness, effort, relationship)

Drill: Students practise dribbling using right hand, left hand, and alternating hands, around pylons, and in different directions. They also dribble at different speeds and alternate between high and low dribbles.

Game: Knock-out: Students dribble within a grid area demonstrating the proper technique instructed by the teacher. Students attempt to eliminate other students by knocking their ball out of the boundary while maintaining control of their own ball. To encourage full participation students may return to the grid after being eliminated.

Skill: FOOTWORK

Demonstrate basic body and footwork skills used in basketball, including triple threat position, changing direction (cutting), stopping, pivoting, and jumping. Students participate in the following footwork drill (or teacher’s choice).

Drill: Footwork Signals: On signal “Dribble!” students dribble the ball in general space with good technique. On signal “Stop!” students catch the ball and jump stop. On signal “Triple Threat!” students hold the ball in the triple threat position. Other signals could include “Right Pivot!” “Left Pivot!” “Jump!” “Stride Stop!” “Cut Left!” “Cut Right!” and other signals the teacher would like to include.

Skill: PASSING AND RECEIVING

In partners, students practise passing and receiving, using the following passes: chest, bounce, overhead, baseball, and one hand push pass. Refer to Appendix 6C for teaching cues for passing and receiving. Lead a discussion using the following questions:

· What movement skills are being demonstrated when a player is passing? Receiving?

(Answer: locomotion, manipulation, stability)

· What movement principles are being demonstrated when a player is passing? Receiving?

(Answer: body awareness, space awareness, effort, relationship)

As the skill level progresses teachers can add passing drills such as: three man weave, Indiana Passing Drill, relay races, dribble pivot and pass, triangle pass and follow.

Drill: Pass and Go: Form teams of four or five players in shuttle formation who stand approximately five metres apart. The first player passes the ball to the first player on the opposite side and follows his/her pass. This player then joins the end of the opposite line. Teachers can alternate types of passing.

Game: Modified Basketball game: Students play a modified game of basketball where passing is the only method of moving the ball around the court. Emphasis is placed on manipulating the ball through a variety of passes. Locomotion skills are demonstrated by moving to receive passes.

Skill: SHOOTING

Outline the basic mechanics of shooting (e.g., set shot, foul shot, jump shot, lay-up). These include:

· ready position (weight distributed evenly, knees bent, shooting hand behind and slightly under the ball, shooting arm forms a letter “C”, non-shooting hand beside and slightly under the ball);

· recovery movement (knees bent, ball hand lowered slightly, eyes focussed on the target);

· force-producing movement (extend the body upward using the legs, push the ball upward using the arms);

· critical instant (release the ball at full extension, arm reaches for the ceiling);

· follow through (gentle wrist snap or flick of the wrist, in direction of intended flight, imparting slight back spin on the ball, as part of the follow through the shooter may step forward to gain more height).

Drill: Students practise shooting from different positions (e.g., lying down on their backs to emphasize proper manipulation of the ball in the letter “C” position, shooting against a target on the wall to emphasize proper body awareness and effort, shooting against the backboard to emphasize space awareness, relationship to the correct point on the backboard, and the importance of the spin).

Game: Bump: Five to seven students line up single file at the foul line facing the basket. The first two players in the line have a ball. The object of the game is to score before the person in front of you. The player who ‘bumps’ the individual in front continues to play until he/she is bumped.

Skill: LAY-UP

Choose student volunteers to demonstrate the lay-up. Lead a discussion about the movement skills and principles involved in executing a lay-up. Teachers can explain the lay-up using the following progressions: (explanation is in reference to the right-handed shooter)

· practise pushing off the ground with the left leg, driving the right knee upward and releasing the ball at full extension;

· next add one step with the right foot and continue with above;

· next add one dribble before the right foot step and continue with above.

Drill: Practise the above sequence at a slow speed aiming for a target on the wall.

Practise the above sequence at a slow speed aiming for the target on the backboard.

Practise the above sequence increasing the speed gradually.

Safety issues must be addressed in order to avoid injury. Space students effectively to allow efficient practice while avoiding injury. As the skill level increases teachers can run lay-up lines with rebounding.

Provide a number of drills to combine movement skills in performing dribbling, passing, and shooting (examples can be found in Appendix 6D).

Provide a handout with the rules and regulations (violations vs. fouls) and court boundaries of basketball. A class discussion and demonstration on types of violations and fouls follows.

Skill: ONE ON ONE DEFENCE:

Cover basic one-on-one defence. Refer to Appendix 6E for teaching cues on basic defence.

Drill: Students practise using a defensive stance position, while shuffling in various directions. This could be done as a mirroring activity or on the teacher’s commands. In partners, students participate in one-on-one corridor drills: One player acts as an offensive player, manoeuvring from one end of a “corridor” to the other, while the other player strives to keep good defensive stance position as he or she “defends”. Players switch roles. As defensive skills improve, the offensive player will add dribbling.

Game: Students play two-on-two basketball at one basket to improve and refine all of their skills. The teacher leads a discussion based on this play, asking students to explain appropriate strategies and tactics that could enhance their performance. Students then go back to their games to integrate these strategies and tactics as they further refine their skills.

Students participate in performance assessments for evaluation. Teachers can decide the number of assessments students must perform, choosing from the skills taught during the activity (Appendix 6F is an example of a performance assessment rubric for shooting).

As a culminating activity, students participate in a full, five-on-five basketball game. This opportunity allows students to demonstrate a combination of movement skills, understanding of appropriate movement principles, skill improvement, understanding of rules, and appropriate strategies and tactics.

An optional quiz or test is given at the end of this activity. It could cover any of the following:

· movement skills necessary to play basketball (with specific reference to the skill) (e.g., Give three examples of locomotion skills used in basketball.);

· identification of appropriate principles of movement (e.g., What parts of the body move, and in what order, when performing a chest pass?);

· guidelines of etiquette and sportsmanship;

· basic equipment and rules of safety;

· appropriate strategies and tactics;

· rules of basketball.

Assessment/Evaluation

· A formative assessment using a participation rubric.

· A summative performance assessment using the performance assessment rubric (Appendix 6F).

· A summative assessment of the quiz or test to assess knowledge and understanding of movement skills, movement principles, rules, and strategies of basketball.

Resources

FIBA Handbook: Rules, Cases and Mechanics. Gloucester: Basketball Canada, 1994-1998.

Landy, Joanne and Maxwell Landy. Ready to Use P.E. Activities for Grades 7 to 9. West Nyack, NY: Parker Publishing Company, 1993.

NCCP. Basketball Level I Technical. Ottawa: Basketball Canada, 1998.

Zakrajsek, Dorothy, et al. Quality Lesson Plans for Secondary Physical Education. Human Kinetics, IL., 1994.

Accommodations

· Demonstrate skills where necessary.

· Adapt equipment and/or games to meet the various needs of students (e.g., softer balls, shorter baskets).

· Encourage students to work in pairs where necessary.

· Encourage students to excel to the best of their ability.

· Use short and simple instructions.

· Use board personnel where necessary (e.g., physiotherapist, occupational therapist).

· Implement strategies recommended in student’s IEP.

Appendix 6A: Skill Cues for Dribbling

Offensive Dribble

2. Flex at the knees.

Keep weight on the balls of the feet in the forward stride position.

Bend forward at the waist to be in a crouch position.

Keep head up - don’t look at the ball.

Keep wrists relaxed and cup the hand slightly with fingers spread out.

Dribble with the finger pads not the palm.

Never bounce the ball higher than the waist.

Keep the ball close to your body and low to the floor.

Use the non-dribbling arm and hand to protect yourself from defenders while dribbling.

Speed Dribble

3. Push the ball forward out in front of the body by the arm and the wrist.

Push the ball farther out in front of the body the faster you run.

Keep the body in an upright position, leaning slightly forward with the upper torso.

Appendix 6B: Ball Handling Activities

4. Slap-the-Ball Drill: Hold the ball in front of your chest with your elbows slightly bent. Pass the ball back and forth from hand to hand using a slapping motion.

Fingertip Drill: Hold the ball overhead using only your fingertips. Pass the ball from the fingertips of one hand to those of the other hand.

Butterfly Drill: Stand with feet shoulder width apart; hold the ball between your legs with one hand in front of your body and the other behind. Quickly change hands and grasp the ball again before it drops to the floor.

Circling: Pass the ball from hand to hand, circling the ball around your waist.

Figure-8 Drill: Stand with your feet shoulder width apart and crouch slightly as you lean forward. Pass the ball under and around one leg and then under and around the other leg in a figure-8.

Roller Ball: Roll the ball down your back, catch it behind you, and then bounce the ball through your legs so that you catch it in front.

Quick Hands Dribble: Stand with feet shoulder width apart and knees bent. Begin to bounce the ball with each hand in front; then quickly move the hands to bounce the ball with each hand behind you.

Appendix 6C: Skill Cues for Passing

CHEST PASS

5. Stand with feet shoulder width apart and knees slightly bent.

Hold ball with fingers, not palms. Fingers should be on the sides of the ball and the thumbs on the back of the ball.

Hold ball at chest level, elbows at the sides.

Step forward when passing. (Weight Transfer)

Extend arms outward and flip thumbs downward, causing backspin on the ball.

Focus eyes on target, trying to pass to the partner’s chest.

BOUNCE PASS

6. Same as chest pass except as follows:

Keep elbows at the sides.

Focus on a point two-thirds of the way between you and your partner.

Extend arms toward the spot two-thirds of the way to your partner.

Snap wrists as ball is released.

Bounce the ball up to the partner’s waist.

OVERHEAD PASS

7. Stand with feet parallel and weight evenly distributed on both feet.

Hold ball with both hands above the head, elbows out to the sides.

Extend the arms and flick the wrists, fingers pointing down.

Focus on a point on the partner’s shoulders.

Release the ball at the forehead.

BASEBALL PASS

8. Stand with the left foot ahead of the right with knees bent and the weight evenly distributed on both feet.

Bring the ball back over the right shoulder and behind the ear.

The right hand should be behind the ball with the left hand supporting the ball in front and to the side, as the weight shifts to the back foot.

The right arm is brought forward to make the throw, the weight shifts to the front foot.

Release the left hand from the ball.

The wrist should follow straight through so there should be spin on the ball.

ONE HAND PUSH PASS

9. Hold ball with both hands with the pushing hand behind the ball.

Bring the ball above and in front of the throwing hand shoulder.

Extend the arm and push away from the shoulder toward the target.

Just prior to release, snap the wrist.

RECEIVING

10. Position feet shoulder width apart, knees bent and body crouched low.

Give a hand target for the passer.

Step toward the ball in flight

Keep eyes on the ball all the way into the hands.

Reach for the ball bending elbows on contact

Absorb the force with your fingers, wrists, and arms.

Keep balanced and ready for triple-threat position on receiving ball.

Appendix 6D: Combination Drills

Passing, Dribbling, and Lay-Up

11. Dribble Weave and Lay-Up Drill

Students dribble through a series of cones. As they get close to the basket they perform a lay-up.

Pass and Lay-Up Drill

Standing behind centre line in partners, students pass the ball back and forth as they move up court. As they approach the basket, they take a lay-up.

Three-Person Passing Weave

Students form three lines at the end of the court. Starting with the middle player, students pass and go behind the player they pass to. They continue up the court finishing with a lay-up

Appendix 6E: Skill Cues for One-on-One Defence

12. Take a position between the offensive player and the basket.

Keep weight evenly distributed on both feet - feet shoulder width apart, one foot forward, knees bent.

Keep your seat low and your back upright.

Keep one hand up and the other hand down.

Focus eyes on opponent’s mid-torso. Watch everything else out of the corner of your eye.

Keep feet moving at all times and rarely leave the floor.

Use the slide step and the shuffle step.

Don’t leap in the air on a fake pass or shot.

Rush your opponent when the dribble is finished.

Guard an assigned offensive player no matter where that player goes on the court.

Positions change on the playing court, and it is sometimes advantageous for defensive players to switch players.

When switching players stay with that player until you can return to the original player.

Defensive players must communicate with each other during a game, especially on picks and screens.

Be ready at all times to switch from a defensive role to an offensive role the moment your team gains possession of the ball.

Appendix 6F: Basketball Shooting Rubric

Evaluator: Teacher ___________________ Peer ___________________ Self ___________________

Date: ___________

Categories	Level 1	Level 2	Level 3	Level 4
Ready Position	- seldom distributes weight evenly with knees bent, shoulders square to target - seldom has shooting hand behind and slightly under ball (forms a letter C) - seldom has non- shooting arm beside ball, acting as guide	- sometimes distributes weight evenly with knees bent, shoulders square to target - sometimes has shooting hand behind and slightly under ball (forms a letter C) - sometimes has non- shooting arm beside ball, acting as guide	- regularly distributes weight evenly with knees bent, shoulders square to target - regularly has shooting hand behind and slightly under ball (forms a letter C) - regularly has non- shooting arm beside ball, acting as guide	- always distributes weight evenly with knees bent, shoulders square to target - always has shooting hand behind and slightly under ball (forms a letter C) - always has non- shooting arm beside ball, acting as guide
Recovery Movement	- seldom has knees bent - seldom lowers ball hand slightly - seldom has eyes focused on target	- sometimes has knees bent - sometimes lowers ball hand slightly - sometimes has eyes focused on target	- regularly has knees bent - regularly lowers ball hand slightly - regularly has eyes focused on target	- always has knees bent - always lowers ball hand slightly - always has eyes focused on target
Force Producing Movement	- seldom extends the body upward using legs - seldom pushes the ball upward using arms	- sometimes extends the body upward using legs - sometimes pushes the ball upward using arms	- regularly extends the body upward using legs - regularly pushes the ball upward using arms	- always extends the body upward using legs - always pushes the ball upward using arms
Critical Instant	- seldom releases ball at full extension - seldom has arm reaching for the ceiling	- sometimes releases ball at full extension - sometimes has arm reaching for the ceiling	- regularly releases ball at full extension - regularly has arm reaching for the ceiling	- always releases ball at full extension - always has arm reaching for the ceiling
Follow Through	- seldom flicks wrist gently in direction of intended target - seldom creates a slight back spin on ball	- sometimes flicks wrist gently in direction of intended target - sometimes creates a slight back spin on ball	- regularly flicks wrist gently in direction of intended target - regularly creates a slight back spin on ball	- always flicks wrist gently in direction of intended target - always creates a slight back spin on ball

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