Invasion

Endzones

BOOMSHAKALAKA! It’s time to play Endzones! Teams work together to outscore their opponents by completing a pass to a teammate in their endzone. NBA Jam rules lets teams score more points by getting more teammates involved in the play!

https://youtu.be/Ef2viJQ3sGI

Learning Targets

I can get open in a game situation.
I know a variety of tactics that I can use to get myself or my teammates open in the game.
I understand how my team’s court positioning can make it easier or more challenging for players to get open.

Game Overview

Play Area
  • The teacher sets up a rectangular playing area with an endzone at either end. The class is then divided into two teams.
Goal
  • Outscore your opponents by completing passes to teammates standing in the endzone you are attacking.
Play
  • The team in possession of the ball is on offence and attempts to score by completing a pass to a teammate standing inside the endzone they are attacking.
  • While in possession of the ball, an offensive player's movement is limited to pivoting.
  • Defensive players attempt to prevent points and regain possession by blocking or intercepting passes. Defenders must use Warm Defence rules: an arm's distance away, no steals, and no physical contact.
  • If the offensive team drops the ball, has a pass blocked, or catches the ball outside the boundaries, possession goes to their opponents and play restarts from where possession was regained.
  • After a score, the scoring team gives the ball to their opponents. Play restarts at centre court, with both teams on their own side of the playing area, and resumes with a backwards pass.

Equipment

  • Pinnies
  • Cones
  • Gator Balls

Assessment Ideas

  • Teacher Observation can be used to assess whether players are moving into open space after they pass rather than standing and watching the ball.
  • Video Analysis can be used to review a possession and discuss how the team's spacing helped or hindered the player trying to get open.
  • Exit Slips can capture students' understanding of how their team's positioning affects how easy it is for a teammate to get open.

Safety

Players should avoid making contact with their opponents.

When moving in general space, students should always move at speeds they can control with their eyes up.

Game Builds

Builds allow you to increase the game's complexity, one layer at a time.

1
Build
1

Static Group Juggling

The teacher divides the class into two smaller groups. Each group is assigned their own half of the playing area and asked to form a circle. Each group is given a ball.

The group's first task is to create a pattern by passing the ball around so that every member receives a pass before anyone receives it twice. Depending on group size, the teacher may add the stipulation that players cannot pass to their immediate neighbours.

Once a group has created their pattern, they call the teacher over. After watching the pattern, the teacher invites the group to repeat it continuously, so that when the ball returns to the first passer the pattern simply keeps going.

As groups maintain their pattern, the teacher adds more balls. The task becomes seeing how many balls a group can keep moving without dropping any.

Discussion Questions

  • What makes for a high quality pass?
  • How do you show your teammates that you are ready to receive a pass?
  • What broke down when more balls entered the pattern?

Teacher Notes

Pause between builds to talk about what makes a high quality pass and how a receiver signals they are ready. Those two ideas carry all the way to Build Four.

2
Build
2

Dynamic Group Juggling

Both groups return to a single ball, passing in the pattern they created in the previous build.

However, once a player passes the ball, they must move to an open space on their half of the playing area. Groups will therefore no longer hold the circle formation from Build One. A player in possession of the ball may still only pivot and cannot run with it.

As players pass and move, they count their completed passes out loud. If the ball is dropped, the group restarts from where they left off in the pattern but resets their count to zero.

Once each group has found its rhythm, the teacher can remove the restriction that groups stay on their own half. Both groups now share the space, though neither may interfere with the other's passing.

Discussion Questions

  • How did adding movement change the way you passed and received?
  • How did you find and move to open space?
  • What happened when both groups shared the same space?
3
Build
3

Star Ball

Only one ball is now in the game. One group starts on offence in possession of the ball, the other starts on defence.

The offensive team scores a point by completing five passes between a minimum of three players. If they succeed, they earn a point and hand the ball to the other team, who begin their attack from where they gained possession. If the offensive team drops the ball or catches it outside the boundaries, possession changes hands.

The defensive team's goal is to prevent scoring by blocking or intercepting a pass. Defenders may guard using Warm Defence, meaning they play an arm's distance away, may not rip the ball away, and may not make physical contact.

Play continues for a set amount of time, or until a group reaches a predetermined score.

Discussion Questions

  • Which tactics helped create space for the player with the ball?
  • How did your team use the full dimensions of the playing area?
  • As a defender, what made Warm Defence effective?

Assessment Ideas

  • Teacher Observation can be used to assess whether offensive players are creating space for each other rather than all crowding the ball carrier.

Teacher Notes

The minimum of three players is what stops two strong passers from carrying the whole team. Hold that line, since it is the same idea the NBA Jam scale formalises in Build Four.

4
Build
4

Endzones

The teacher creates two endzones at either end of the playing area. The goal is now to score by completing a pass to a teammate standing in the endzone your team is attacking.

This build adds NBA Jam rules, which reward teams for getting more players involved. As a team completes passes they call out their progress: one pass is "COUNT IT!", two is "HEATING UP!", three is "ON FIRE!", and four is "BOOMSHAKALAKA!"

When the offensive team completes a pass into the endzone they are attacking, they score based on where they sit on the scale: COUNT IT is worth 1 point, HEATING UP is worth 2, ON FIRE is worth 3, and BOOMSHAKALAKA is worth 4.

Here is the catch. A team only moves up the scale when they pass to a player who has not yet received the ball during that possession. A player may receive the ball again, it simply does not advance the team's level.

After a score, the ball goes back to the opponents. Play restarts at centre court with a backward pass, which does not count toward the NBA Jam scale. If the ball is dropped or caught out of bounds, possession changes and play restarts with a pass from the sideline at the point where the ball left play.

As in the previous build, players may only use Warm Defence.

Discussion Questions

  • How did the NBA Jam scale change who your team passed to?
  • Was it always worth chasing BOOMSHAKALAKA, or were there moments to take the point on offer?
  • What did your team's spacing look like on your best possession?

Assessment Ideas

  • Video Analysis can be used to review a scoring possession and discuss how the team's positioning created the opening.

Teacher Notes

The NBA Jam scale is the engine of this build. It makes involving a quiet teammate the mathematically correct choice rather than a thing you have to nag students about.

Away on Thursday?

Print the game sheet, leave it on your desk, and your sub has everything they need: the diagrams, the builds in order, what to say, and what to watch for. This one is $4. #PhysEdU Plus members get all 39, free forever, for $49 a year.

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