PSU

TEACHER WORK SAMPLE

Your First and Last Name:

Chelsea Corntassel

Date Submitted: 3/25/18

District where you completed

the TWS: Carl Junction R-1

Name of School Building

where you completed the
TWS: Carl Junction High
School

Content Area of your TWS:

Physical Education

TWS Unit Topic: Basketball

Grade Level of the

Classroom / Students in
Which the TWS Unit Was
Completed: 9th-12th

Pittsburg State University Teacher Work Sample 1

I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
Community
The community of Carl Junction is a relatively small rural town on the edge of the Kansas and Missouri state line. The community has grown tremendously in the
past 20 years due to its location. Their Chamber of Commerce is committed to providing more opportunities for business development and expansion. It’s easy to
see that the town is also committed to excellence just by looking at the school district itself. The community has supported the school with several new building
projects and new athletic facilities. The town is close-knit and provides its members with several opportunities to be involved. Carl Junction also has several parks
and recreation facilities including: baseball/softball fields, a golf course, four parks, trails through town, swimming pools, tennis and basketball courts and a fitness
center. They also provide youth programs for various sports. Carl Junction consists of 51.8% female and 48.2% male with a total population of 7,577 people. The
town is predominately Caucasian at 94.6% and the other 5.4% being Hispanic, Native American, Black, and Asian. The median household income is $55,250. The
per capita income is roughly half of that at $25,249. The majority of the population (62.5%) has a high school degree or higher. Only 5.1% of individuals and 3.2%
of families in Carl Junction are considered in poverty.
District
The school district in Carl Junction is unique compared to surrounding areas. They have separate buildings for their grade levels. K-1 is across the street from the
Primary 2-3 and Intermediate 4-6 building. The middle school, 7-8 th grade, which is attached to the high school, is located in the same area as the elementary
buildings. There are a total of 3,188 students in the school district with 88.3% being white. However, only 35.6% is considered economically disadvantaged. In
regards to the disadvantaged, the school district provides a Program called Bright Futures to assist those with needs. The majority of students in the school district,
at all levels, has scored at or above “basic” on the Missouri state assessment program.
School
Carl Junction High School is the only high school located in the town and is connected to the middle school. Enrollment totals at 979 students with 88% being
white and 26.3% having free/reduced lunches. The composite ACT score is 20.9. The student population is divided in half with 50% being female and 50% being
male. Only 7% of students in the high school are considered to have learning disabilities.

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level ___9-12____ Content area (e.g., mathematics) ____PE_________ Topic (e.g., geometry)__Basketball___________
Age range of students ______14-18_________ Number of male students ____0_______
Total number of students ___19_________ Number of female students __19_______
Percentage of students receiving free lunch ____4.5______ Percentage of students receiving reduced lunch____0__________
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban ______ Rural __x____
Ethnicity of students (give numbers) ___1___ African American or Black ___1___ Hispanic or Latino
______ Native American/Alaskan Native ____17__ White
______ Asian or Pacific Islander ______ Other (specify) __________

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 Language proficiency of students (give __19____ Fluent English Proficient ______ English Language Learners
numbers)

Identified special needs categories _______ Specific Learning Disability _______ Speech/Language Impaired
represented (give numbers) _______ Hard of Hearing _______ Visually Impaired
_______ Deaf _______ Orthopedically Impaired
_______ Deaf-Blind _______ Emotionally Disturbed
_______ Other Health Impaired ______ Autism
_______ Multiple Disabilities _______ Mental Retardation
_______ Brain Injury _______Gifted
_______ Established Medical Disability (0-5 yrs) _______ Developmentally Delayed
_______ At risk for developmental disabilities ___1____ Other
(Specify)___Asperger’s____________

Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Student Characteristics Specific Descriptions
Intellectual Characteristics The whole class is generally in attendance every day. The class isn’t very large and the majority of students show up,
- Including readiness, dress out and participate on their P.E. days, which is every other day. The class is right before lunch so some students
cognitive abilities, learning come in eating snacks and often get hungry by the end of the class period. They are very talkative and like to change
needs, developmental levels, subjects often. However, they know when it’s time to warm-up and get in place to stretch. There are a few students in
etc. the class who have IEP’s and only one pertains to P.E.

Previously demonstrated
academic performance/ This class has roughly 60-70% of students that are at or above standards. Based off of what I already know about the
ability: class and just by looking at them, I didn’t realize there were several students with IEP’s. I also figured more of them
% Above standard _20____ would at least meet the standards. There are 4 students in the class that have IEP’s. Three of those are learning
% Meets standard _45____ disabilities in the classroom and only one of them pertains to P.E.
% Below standard __35___

Pittsburg State University Teacher Work Sample 3

Social Characteristics Several girls in the class have attitudinal issues and a few of them get emotional easily. It is difficult to get the
- Including emotional, majority of them motivated to participate in any activity. However, there are a few girls that will do whatever is asked
attitudinal, motivational, etc. of them without any difficulty. Most students in the class do not participate in any school sports and lack enthusiasm
during activities.

Personal Characteristics This class has minimal ethnic differences with only one students being Hispanic and another one being African
- Including physical, social, American. They do vary, however, in socioeconomic differences. Most of them are not on the athletic side but there
individual experiences, are a few that do have some ability. This is a smaller class but there are several “cliques” within the class and a few
talents, language, culture, do not get a long. It is sometimes a struggle to divide them up but having this small of a class is good because it
family and community makes it easier to work with them more individually or as a small group.
values, etc.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
This class as a whole is pretty wild. They have several students that like to talk and get off topic. The majority of the students in the class are
not athletes and it can be difficult to get them motivated. This class is also right before lunch so getting them focused in on what we’re doing rather
than lunch is sometimes difficult. With this class, being interactive with them and doing the activities with them generally helps keep them on task
and motivated. There isn’t a lot of diversity within the class but there is several “cliques” so maintaining order with that is a constant challenge. Not
everyone gets along so I have to keep an open ear and eyes at all times. However, there are a few students that are willing to help those students in
the class that don’t grasp what we’re doing, which helps me to try and keep control of the class. Once class begins, students are to sit in the red seats
in the gym for roll call then they run laps and get in their stretch lines. After a series of different stretches, depending on the unit, they either run for a
set period of time or they run drills that relate to the unit. After that, they are allowed to get a drink then they gather back in the gym to wait further
instruction. I knew a basketball unit would be difficult for this class since hardly any of them have played but it was a fun and interesting challenge to
see the students grow and learn about the game.

C. Sub- Groups/Students Information

Describe this
Why was this
subgroup/student
subgroup/student What was learned about this subgroup/student?
using information
selected?
from Table 1.1
SUBGROUP Intellectual
or I chose a focus student for I chose this student to This student didn’t really know a lot about basketball but she did enjoy playing. I noticed during
this portion of the TWS. focus on because I wanted the skill work that if she weren’t getting the hang of it then she would give up easily. However, if
FOCUS The student I chose is to see if she was better able she was doing something she liked, like shooting, that’s all she would focus on. So the goal was
STUDENT diagnosed with Asperger to handle this unit than to encourage her in other skill work so she could play the whole game.
Syndrome. She seems more other units. In the other

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 interested in basketball units that have been Social
than other units. She likes played, she became She is generally outgoing and likes to tell stories to anyone that would listen. She was also never
to run and shoot the frustrated easily because of afraid to ask questions during the unit. No matter what skill we were working on she would do as
basketball as an alternative. her low skill level in them. asked and because of her disability she wasn’t always aware if she were doing it incorrectly but
she would still try.
Personal
This student enjoyed the unit, no matter what we worked on for the day. I figured that she would
end up being upset if she couldn’t get a skill mastered or if she would mess up during the games.
She wound up liking every bit of it, which was really pleasing. She showed a lot of enthusiasm
and wanted to continue the unit.
Intellectual

SUBGROUP Social
or
FOCUS
STUDENT
Personal

D. Narrative Implications for Sub-Group’s/Focus Student’s Instruction (limited to 1 page)

There were very few modifications or adaptations that had to be made for this student. She was physically capable of doing everything and understood, most of the
time, what was asked of her during the skill work and games. The only thing that I had to do was be repetitive. She asked several questions even after I explained
and demonstrated what to do. When putting her into groups, I tried to place her with students that would encourage her and help her since she is known for having
fits. I also personally made it a point to kind of follow her and make sure she was getting the hang of things. I seemed to have to break things down more for her
but she always to it into consideration and tried her best. These were very minor changes that I had to make but it seemed to work out and she tried everyday and
always ended on a good note.

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II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
During this basketball unit, many aspects of the game will be taught and demonstrated to the students starting with basic history, rules and fundamentals of
basketball. On the first day, a pre-test will be given along with a skills assessment to evaluate what they know prior to the unit. After going over the questions and
fundamentals throughout the unit, on the last day a post-test and skills assessment will be given to evaluate how much the students have learned. I think this unit is
one of the more difficult ones just because of the skill level in the class and that the majority of them have never played before. However, during the unit, the
fundamentals will be presented in a way all students can learn and enjoy through one on one teaching and games. This unit allows for everyone to be involved,
engaged and brings out the competitiveness. Each day will begin with a short review of questions on the quiz then will go into drills covering the skills learned the
day prior to. I believe this gives them more time to enhance their skills and comprehension. For any students that are struggling will be allowed to ask questions
and receive more help from the teacher or peers. All objectives will be taught in a fashion that progresses their knowledge about basketball and is sequenced in a
way that will make sense to them by the end of the unit. At the end of the unit, the students should be able to put together all of the skills learned so they can play
in a full 5v5 game of basketball. I believe this unit will be challenging but pushes the students to learn and work on new things in a fun and competitive
atmosphere.

B. State Objectives Here: Focus should be on student performance – not activities. What will students know or be able to do? (limited to 1 page)

Level(s)
Obj.
Unit Objectives (e.g. Bloom’s
No.
Taxonomy)
The students will be able to demonstrate basic knowledge in terms of history and rules about the game of Remember,
1 basketball by receiving an average class score of 75% or better on a written exam. Understand, Apply,
Comprehend
The students will be able to successfully demonstrate the correct dribbling and shooting form taught during
2 daily technique drills and live game play. Apply, Understand,
Comprehend
The students will be able to demonstrate proper shooting form from the free throw line by successfully making
3 three out of ten free throws.
Apply, Understand
The students will be able to successfully identify lines and positions on the basketball court during fundamental Remember, Apply,
4 technique drills. Understand,
Comprehend

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 The students will be able to demonstrate proper fundamental techniques during drills and live game play.
5
Apply, Understand

C. Identify State Standards – Benchmarks Addressed by Unit Objectives – How do objectives address these standards? (limited to 1 page)
Power Standard 1 Students will demonstrate the knowledge and participation in skills to achieve a healthy level of physical activity and fitness
Power Standard 2 Students will demonstrate and show an understanding of history, rules, and terminology of lifetime activities.
Power Standard 3 Students will learn and apply advanced movements and skills while participating in organized team and individual
sports/activities.

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 Pre-Assessment:
T Lesson Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
Pre-Test of basketball knowledge
-no time limit, 10 questions
Skills Assessment
-dribbling (weave around 5 cones)
-passing (chest pass against wall)
2/20/
1 18
R, I PS2 -rebounding (throw ball off backboard, Formal Students were allowed to choose their own groups.
jump and rebound)
-mikan drill (lay ups side to side)
Timed 1 minute per drill for each student
10 free-throws (best out of 10)
-untimed
Overview of Pre-test
Overview of lines and positions on court
Passing Drills
-partner passing (chest/bounce/overhead)
-full court partner passing (chest/bounce) 2 For those students that couldn’t run down and back
2/22/ PS1
2 18
I
PS3
min Informal were allowed to dribble and walk. Students were
Dribbling Drills allowed to choose their own partners.
-full court dribbling (down and back) 2 min
-dribble w/partner (guard arm)
-dribbling knockout (knock others ball away
while keeping dribble alive)
Passing Drill
-partner passing full court (chest/bounce) 2
min
Dribbling Knockout game
2/26/ PS1 Shooting Form
3 18
I
PS3 -BEEF form (air shots)
Informal Students were allowed to choose their groups.
-Practice form shots on goal
-Block shots (mikan drill)
-Lay-ups (lay up drill)
Hot Shot game
Zig-Zag Dribbling Drill
-students dribbled from cone to cone up and
down the court
2/28/ PS1
4 18
I
PS3
Hot Shot game Informal Students were allowed to choose their teams.
Students picked their team (3 people)
Round Robin 3v3 Tournament
Free-Throws (10)
3/2/1
5 8
I N/A Informal
Dribble Relay Race
Pittsburg State University Teacher Work Sample
-Students divided into teams 8
-1st time thru, dribble right handed down to
other end of court, 3 pushups, dribble back.
Pass to next in line
Table 2.1 – Instructional Design – Unit Plan
T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K does this scored and/or the criteria to be
used this assessment
assessment used for evaluation.
address?
Each question is worth 1 point creating a
10 point quiz graded to a key. The
I chose these two pre-assessments to
criterion was to just see what the students
find out the students basic
know but was expected to meet at least
10 Question Pre-Test knowledge about basketball and to
Pre-Assessment 60% during this phase. The skills
Skills Assessment get a benchmark for their skills 1
(Diagnostic) ability.
assessment was ungraded but rather to
track the student’s progress from the
beginning to the end of the unit.

I chose to use this form of

Daily questions about rules and This assessment was not graded but just
assessment so students would be
Formative Assessment knowledge of basketball and reinforced to help students that had little
able to remember what they had 2,3,4,5
- Informal previous days lessons over skills
learned in previous lessons and to
knowledge of basketball so they could
retain the information better.
keep them engaged in the unit.
This assessment was not graded but
I chose this assessment to track
rather just used for evaluation. This
progression of the student’s skills
allowed me to see how much they were
throughout the unit. They had
catching on to the specific skill. It was
Formative Assessment different cues for each skill like
Cues for techniques 2,3,5 more informal than formal because it was
- Formal dribbling and shooting and were
not graded but it was noted in order to
given a number 1-4 based on if they
track progression. They were given a
were performing it correctly or how
number based on how well they could
many cues they were getting right.
perform the task.
These assessments were chosen for
The questions, grading and skills
Final Post Test the same reason as the pre-
Summative assessment remained the same as the pre-
Final Skills Assessment assessment, to gage their growth of 1,2,3
Assessment knowledge and understanding of the
test to gage what the students had learned
and remembered from the unit.
unit.

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Narrative for Instructional Design
II. E.
I sequenced these lessons in this order so the students could learn the basic skills required to play the game.
They also needed to know the history and terminology before playing. Since passing and dribbling are
Why are the lessons sequenced in this
learned before shooting, they have to know how to get up and down the court before they can shoot the
manner? basketball. Therefore, shooting form and technique came after. Then, they learned to play against just a few
people in 3v3 before they moved into a full 5v5 game.
II. F.
During this unit, demonstrating, one-on-one, and giving examples of different in game situations were the
most successful teaching strategies used. Since most of the class had never played, being able to see how to
What learning strategies were incorporated properly perform a skill was helpful. Also, by walking around I was able to see those students that struggled
into this unit? the most and give them more individual help and break it down more for them. By giving examples of the
skills in actual game scenarios helped the students visualize and comprehend more of why that particular
skill was important.
The strategies and activities used during the unit address the objectives by increasing the student’s skill
How do the instructional strategies/activities
level and knowledge in an appropriate amount of time. Giving them fun drills increased their confidence
address the learning objectives for this unit? levels to excel at the tasks given to them and allowed them to be able to play in games.
II. G.
Critical thinking and problem solving strategies are incorporated into the live game situations. Students will
How will critical thinking and problem
have to figure out the skills they learned and what works best to win the game. Dribbling, passing, shooting,
solving strategies be implemented? Give and defense is all incorporated into the game and changes quickly so they have to figure out strategies that
specific examples of use. works best for them and their team.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
There were no reading strategies used in this unit other than the students reading their pre and post test quiz.
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the
Technology was mostly integrated in this unit through teacher use of different websites for research of
unit? Explain both teacher use and student drills, techniques and history of the unit. However, no use of technology will be given during instruction.
use.
How does the unit demonstrate integration of During this unit, students are able to work and play together as a whole to develop learning abilities that
content across and within content fields? will not only be useful during this unit but others as well.
II. J.
No specific adaptations were used for the class as a whole other than they were allowed to choose their own
What specific adaptations or differentiated
groups or partners so they felt comfortable with one another during drills. I think this was important for
activities were used to accommodate learning because they didn’t feel inadequate with someone that may have been better than them and they
individual learning needs for the whole class? were able to enjoy it more.
Pittsburg State University Teacher Work Sample 10
What specific adaptations or differentiated
The only adaptation I made for the focus student was placing her with students that allowed for growth and
activities were used to accommodate
encouragement during the unit. This was important because of her emotional needs and by placing her with
individual learning needs for the identified students that were helpful made the environment more positive for her and caused for fewer breakdowns.
sub-groups / students?

Provide a copy of two complete detailed lesson plans in Appendix B.

Pittsburg State University Teacher Work Sample 11

III. Teaching and Learning

A. Narrative: Daily Teaching Reflections (limited to 4 pages)

Day 1: The first day of the basketball unit, I had the students take a 10 question quiz to use as a pre-test that had a variety of questions on it. It
ranged from history of the game to basic rules and fundamentals about basketball. There was no time limit but the students finished rather quickly.
There were a couple questions that may have been a little difficult since most of them have never or played very little basketball. After they finished,
I gathered up all the quizzes and had them wait in their seats for further instructions. Once I had their quizzes and pencils put away, I had them go to
the sideline so I could explain the skills assessment they were going to do. I went through every drill and explained how it worked. There were four
different stations: dribbling, passing, rebounding, and the mikan drill (lay ups). The dribbling drill required them to weave in and out of 5 cones
while dribbling the ball and down and back through the cones counted as one. Next, was the mikan drill; which required them to go side to side
under the basket shooting a lay up on each side. After that came the passing drill. This drill had a square taped off on the wall with another piece of
tape 6ft from the wall. The students were to stand behind the tape and chest pass the ball to the center of the square. The last drill was rebounding,
where the students were to throw the basketball off the backboard and jump up to rebound it and continue doing so. I divided the students up into 4
groups with 4 people in each group. Since I picked the groups, I made sure the girls that didn’t get along and the ones that got along to well to where
they were distractions were separated. I could tell some of them didn’t like that too much because they couldn’t be in the same group as their best
friend. I had 4 drills set up but there were 2 stations each so we could move through it quicker and there wasn’t as much standing around. They had 1
minute to get as many passes, rebounds, made shots and dribbling in as they could. I gave them all a sheet of paper that had the drills marked on
them as well as what day to put it under. This activity took the rest of the class period. The point of this assessment was to get an idea of where their
skill levels where at and what aspects of the game I needed to work on with them. It was easy to see that the majority of the class had never played
by the way they shot and dribbled. After each student had gone through the skills, I gathered up their papers and sent them back to the locker room
since the activity ran a little late. This assessment was simple but gave me a lot of insight on their skills and what needs to be worked on.

Day 2: On the second day of the basketball unit, I wanted to go over the quiz they took the previous day, review lines and positions on the court then
get in to dribbling techniques. As I was going over the quiz, it was really interesting to find out how many of them knew very little about the game. I
also tried going over lines and positions by showing it on the white board and because of the lack of knowledge I ended up walking over each line
explaining what they were called. After doing that, I had them get a partner and a ball and spread out on the court about 6 feet away from their
partner. I demonstrated that I wanted them to work on chest passes with each other. I made sure to include they were stepping when passing with
their elbows out and flicking the ball so it puts backspin on it. I had them chest pass to each other for a couple minutes, then I had them stop and I
demonstrated the bounce pass and overhead pass. They did each pass for a few minutes so they could get the hang of how each one was different.
Once they finished that, I divided them up with half on one end of the court on the baseline with their partners and the other half on the opposite end
of the court. This time they were shuffling with their partner down the court, chest passing to each other. This was part of their running as well as to
get used to movement while passing. After they went through chest passing for 2 minutes, I had them go through and bounce pass for 2 minutes.
Once they completed these drills, they were allowed to go get a drink then come back in the gym to start dribbling drills. During the drills, I noticed
that most of the students weren’t able to shuffle down the court for very long, if at all. When they got back into the gym, I had everyone get a ball
and spread out on the court. Since this was new to most of them, I wanted to go back to the basics of dribbling. So, I went over getting in an athletic

Pittsburg State University Teacher Work Sample 12

stance, which is feet shoulder width apart, knees bent and rear down. Then, I told them to dribbling with their fingertips and try to keep their eyes up.
After demonstrating how I wanted them to dribble, I had each of them dribble on their own and switching hands, or crossing over. I wanted to make
sure they had the correct technique for dribbling because it gives them better control over the ball. After doing this for a few minutes and going
around checking skills, I had them get with their partner. One person was dribbling with correct techniques: athletic stance, fingertip dribbling, eyes
up and with their guard arm up to protect the ball. Their partner was trying to knock the ball away. They seemed to really enjoy this. They tend to
work better when they get to play game like this, especially when I join in. They played this for the remainder of the class.

Day 3: For day 3 of the basketball unit, I wanted to focus primarily on shooting form and techniques. After they warmed up with their laps and
stretching, I had them practice the passing drill again then we went into the dribbling knockout game as a review of the previous lesson. I noticed a
few of the girls struggling to keep up during the passing drill, which required them to shuffle up and down the court. Even during dribble knockout,
some of the girls were not that into it today. So I decided to join in and it seemed to help some. After playing for a few minutes, I ended the game
and had everyone grab a basketball. Since most of the girls haven’t played basketball before, I decided to break down shooting form. I explained
BEEF to them then demonstrated it. Then I made sure they understood and had them shoot “air” shots. As I was going around, they seemed to get
the hang of it. I did have to correct a few of them though. Once they practiced that, I wanted them to practice it on a goal. So I divided them up so
not everyone was at a single goal working on their shot and form. It was interesting to see that once they were placed at a goal and told to shoot on
it, they went back to their original way of shooting rather than what they were just taught. Since they were at the goals working on form, I had them
also work on the mikan drill and lay-ups since these are essential shots in a game. Most of the students still struggled with correct form even after
demonstrating and walking them through it. I let them practice these shots for about ten minutes then we went to a shooting game called Hot Shot.
The goal of the game was to dribble down to different spots set on the court and shoot from there then get the rebound and dribble back to their
team. Whoever scored to a set amount first, won. The point was to incorporate some skills they had previously learned. It went well and they really
enjoyed the game, however, many of them still reverted back to their old way of shooting the ball. Once we had a winner they were allowed to get a
drink then they had to come back in and shoot 10 free throws before they were dismissed.

Day 4: Today, for a review of everything I’ve covered so far, I had my students go through 3 different warm-ups. First, I had them split up and go to
different goals for the mikan drill. One person on each goal went at a time and they had 2 minutes to make as many shots as they could. The losers
were to do 10 push ups. We went through this until everyone had gone and then I split them up again with half on one side of the court and the other
half on the other side. This was a dribbling drill called zig-zag dribbling. There were different spots set down the court and they had to dribble to
each on going up and down the court. With both of these drills, I explained how to do them and demonstrated it for them but some of them still had
trouble comprehending how to do it on their own. I think it’s just because of their lack of skill and knowledge of the game and drills and because
most of them would rather talk than pay attention. After these drills, I had them play Hot Shot again but with different spots set up than before and a
different amount they had to score to win. They seem to like this game because of the competitiveness of it but they can’t seem to remember how to
properly shoot. After they game, I let them choose their own team and their team name for the 3v3 round robin tournament. They definitely had
interesting names and seemed to like whom they were playing with. Once we got that figured out, I went over the rules and fouls and told them they
were to call their own fouls. Each game lasted 4 minutes and there were 6 rounds to play. I placed the teams at their goals and we got started. It was
going pretty smoothly and they seemed to have fun. It was interesting to see everything being put together like passing, dribbling, and shooting.
They still need a lot of work but I mainly wanted them to have fun playing the game. It wasn’t until about game 3 or 4 when things started going
downhill because of fouling issues. Girls were getting mad and sitting out. I had them all go get a drink and cool off then brought them back together
to try to talk to them. It seemed to get their attention and they played one more game before being dismissed. This is why I tried to put off actual
Pittsburg State University Teacher Work Sample 13
games until fundamentals were learned because I knew this group of students would have drama once games began. They aren’t the most athletic
bunch but there is a wide range of personalities and competiveness. This mixture doesn’t bode well for a competitive, physical activity such as
basketball. I tried the best I could to talk to them about fouling and to not take it personal because it is a game and we are there to learn and have fun.

Day 5: I was not present on this day, March 2nd due to Friday Seminar. However, I did leave a lesson with my cooperating teacher that I wanted the
students to do which consisted of teaching the students to play 5v5.

Day 6: On day 6 of the unit, I continued having the students play 5v5 so they could try to understand the game a little more. I wanted them to get the
feel for what it was like playing in a basketball game since most of them have never played before. For their warm up, I divided the students up into
lines and each line had a basketball. I made up relays for them to do so, their first time through they had to dribble the ball with their right hand to
the other end of the court, stop and do 3 pushups, then dribble right handed back and pass it to the next person in line. On their second time through,
they had to do the same thing except dribble with their left hand. I did this because they get accustomed to dribbling with just one hand and they
need to learn to try and do things with both hands. Then, on their third time, they had to dribble the ball to half court and stop, do 20 Russian twists
with the ball then continue to dribble the ball and take a shot on the goal. Once they take their shot, they had to rebound and dribble it back to the
next person in line. For their fourth time through, they did the same thing except once they got to half court they had to do 15 crunches. The purpose
for this was to get in some cardio and building muscle while incorporating basketball into it. Next, I incorporated another drill that was more like a
game. They were divided in to teams and each team had a set of cones under their goal. The object was for a team to make a shot on the opposite
teams goal and take their cone if they made it and return it to their team’s cones. The first team with all the cones, won. This went over really well I
thought; the students seemed to like it. Most of them were pretty competitive about it. They were actually cheering their team on which was a
change. After the game, I chose three people to be captains to choose their team. There were only one-two substitutes per team, which was nice
because everyone had the chance to play for a while. They played six-minute games and one team was off at all times. Once we started, it was
interesting to see them put all the skills and fundamentals together. They weren’t WNBA stars by any means, but at least they were able to put some
of the skills together like dribbling and passing. Shooting was a struggle. By the end of class, they were pretty worn out but they seemed to have fun.

Day 7: On the last day of this unit, I had the students complete a basketball post-test and complete the skills assessment again to see if they had
improved any during the unit. The first few minutes of class, after they warmed up, were the students completing the quiz. After that, I explained and
demonstrated the skills assessment again just in case anyone forgot or wasn’t present the first day. It ran pretty smoothly and after talking with some
of the students, they seemed to have improved in a few skill areas. During the assessment, I walked around and made sure they were still performing
them correctly and I could see that a few of them had improved in certain areas like dribbling and shooting. After the skills assessment, I divided the
students up and placed them at different goals to perform their free throw shots. Several of them improved in that area and it was pleasing to see that
they remembered where the line was. However, there were still a few that did not improve or stayed the same. I believe that could have been because
of the mood they were in or that they were starting to get tired of the unit. After the free throws, we didn’t have much time left and they wanted to
play games. One of the students came up with a game that did involve dribbling and defense as well as some strategy. I was impressed because she is
normally one of the students that likes to have an attitude and not participate so since she came up with this game, I decided it was best to play it so
as to not discourage her from future input. The game was line tag, except everyone but the 2 taggers had a ball. The taggers goal was to knock the
ball away from the dribblers. Once a dribbler was out, they sat down on the line and became a roadblock. It was a fun game that we played for the
remainder of the class and they got just as much exercise and skill output as they would during a game and they all seemed to enjoy it for the last day
of the unit.
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B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
The goal for my class is to come in ready to learn, participate and have fun while doing so. The rules and consequences I have set will allow the students to
understand how to accomplish the goal set for the class.
Classroom Rules
1. Students are to arrive on time, dress out, and sit in appropriate spots
2. All students will dress out in proper clothing
3. No students allowed in locker room after class begins
4. No cell phones out in locker room or gym
5. No food, gum or beverages besides water
6. No talking while I’m talking
7. Good attitude and participation is required
8. Be respectful of others

The rules that are stated are simple and easy to follow and shall be enforced from day one. If students wish to not follow any of the rules above then consequences
will be instated. Students will be able to earn points for participation, dressing out, and attitude. Unless there is a note from a physician, failure to do so will result
in a deduction of points as well as an alternative assignment. If attitude or behavior becomes and issue, the students will receive a verbal warning. After the first
offense, if it is still not settled, the student will then be given a form of physical punishment such as running, push ups, sit ups or wall sets for the remainder of the
class time. Then I will have a one-on-one meeting with them to discuss their actions. If they are still an issue, the last resort is to report them to the principal’s
office to solve the issue and a phone call to their parents will be made. The student will continue to lose points until the behavior/attitude is corrected and the issue
is resolved. I will not tolerate disrespectfulness or a bad attitude in the class because then it becomes contagious. The goal is to put an end to it before it begins so if
the students know the punishment it is less likely to occur.

Class will have four minutes after the bell rings to come in, get changed and be in the assigned spots that will be given on the first day. Roll will be called, and then
they will jog a certain number of laps that I feel is necessary for the day and get into their stretch lines. After stretching, students will have a series of exercises
such as push-ups, sit ups, planks, etc. that they will do in their lines. Once finished with that, they will then wait for further instructions on the activity for the day.

C. Student Interaction and Engagement (Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
This unit allowed for a lot of student-to-student interaction since it is a team sport. Most of the drill and activities incorporated into the unit involved them working
with partners or in small groups and learning how to work together to accomplish a task. Most of the time they would work in the same groups and that was okay
because it made for less drama and tension in the class. However, there were times I had to make changes and they would have to work with someone else. I knew
there might be issues doing that but they have to learn to work with other people and it ended up working out. Most of the students were helpful in working with
others and encouraging them. I gave as much positive feedback and encouragement as I could and the students noticed that and would go off of what I was saying.
This made for a better learning environment as well as coping working with new people. There were a few times when it would be dramatic because it’s a group of
younger girls playing a physical game that most have never played before. Therefore, this called for a small meeting in the middle of class to address the issues and
it ended up helping. After that, there was little to no issues. Since the unit has ended, they seem to be working together better. That was a goal from the beginning
and now they have improved on that as well as enhancing their skills of this unit.

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D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
Since this is a PE class, it is held in a fairly large gym and there are times when other classes cut through or have class in the weight room upstairs so it can be
difficult to communicate with students with all the noise and distractions around. Sometimes it required yelling but I also tried to have the students gather around
or in front of me so I could talk to all of them at once and they could see and understand what I was saying or demonstrating. I especially did this when reviewing
questions or demonstrating a new drill. Another strategy for communication I used was partner and group drills. Usually the students would pick there own
partners or groups and that worked well for most of the drills since they new each other better and encouraged each other more. It was fun to see them get
competitive even though they knew they weren’t the best. It made for a fun atmosphere most of the time. I also liked to switch it up on them and put them in
groups of my choosing so they would have to learn to work with other students and figure out the best way to communicate with them. Teamwork was big aspect
in this unit, especially for live game play. It required them to learn to work as a team and use strategies that would help them win. I think most of the students
figured that out but for some it still requires some work. It was challenging to put my focus student in a cooperative, encouraging group because I was concerned
she would have an outburst. Even though she was cooperative and engaged in the lesson didn’t mean that she would do okay since it involved other students. It
ended up working out fine and she did well through the unit because the students knew she had some issues and the ones I placed her with would always try to
encourage her. Overall, I think the strategies I used worked out fine and it required all of the students to communicate with one another.

Narrative: Analysis of Assessment

E. Pre-Assessment
On the written pre-test that was given on day one, most of the students struggled because the majority of them had
never played and had little to no background of basketball. The class average was a 63% while the focus student
Overall analysis of results. scored a 70% on it, which was surprising. On the skills portion of the assessment, the average for mikan drill, passing,
rebounding and dribbling was 6/33/26/5. The focus student was 7/30/26/5, so not quite above the average. During the
free throw portion the class average was 33% while the focus student made 4 out of 10 being at 40% for the pre-test.
I gave the students a pre-test that I thought would be challenging but it was also useful information that I wanted to
address during the unit. My goal for them was to score a 75% or higher on the test, which I knew most of them would
not get just because of the nature of the quiz and the history portion on it. However, I was confident that they would
Discuss the results in reference to
be able to meet the goal on the final test. I also set a goal for the free throw shooting portion, which was set at making
the learning objectives. 3 out 10 free throws, or 30%. I did not set a goal for the skills assessment because I just wanted them to improve on
each skill, even if it was just a little. I knew they would not accomplish a great deal in such a short amount of time so
I just aimed at them improving overall.
The pre-assessment was used to determine their knowledge of basketball before beginning the unit as well as
Describe how pre-assessment data assessing their skills at the time. I felt this was useful in gaging what level I needed to start at and what needed the
was used to proceed with instruction most attention. The quiz asked a few history questions but mainly focused on rules and terminology. The skill
for all students. assessment allowed me to see a variety of basic skills like shooting and dribbling. By using these assessments, I was
able to formulate my lesson plans accordingly to their skill levels and improve from there.

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 I think the skills assessment could have been differentiated to accommodate all learners. The dribbling and mikan
What is the plan to differentiate for drill was probably the more difficult skills and could have been set up a different way. However, I do think that the
all learners? quiz was proper since it did consist of actual history questions as well as basic rules and terminology of basketball.

F. Formative Assessment
In this unit, I used more of an informal assessment that was based off of review, comprehension and application in
game-like situations. As with most PE classes, assessment is based off of observation and there was no formal grading
Overall analysis of results. involved. I felt this was best since every student was at a different level and I was able to see who needed to work on
what. Everyday, I would come in and review history questions with them and do drills that related to the previous
days lesson. By doing this, I could see who really caught on and who was struggling.
Most of the learning objectives were met. The students participated and some of them even got better in certain areas,
Discuss the results in reference to which is all I asked for. They learned a new skill everyday while reviewing and putting into play what they learned
the learning objectives. the day before and that helped it all come together for them.

Are students learning what was I believe most of the students learned what they were supposed to. Since this class struggled with motivation, I tried
intended they learn? to make up for that but at the same time, they take away what they put in. For the most part, I think they really tried to
grasp what was being taught and gained some knowledge about the sport along the way.
I think one adaptation I made was useful in their learning experience. By dividing them into groups myself, it made
Discuss any adaptations based on the them get out of their comfort zone and learn to work with someone new rather than in their same group every time.
results of formative assessments. This class struggled with that and by doing so I think it will improve classroom quality.

Identify differentiation needed to I didn’t use a lot of differentiation other than allowing students that were not able to run to be able to walk
help all students meet the goals and and perform a drill. All of them were able to perform the drills to the best of their ability and didn’t need to
objectives of this unit. change much.

G. Summative Assessment
The disaggregated data showed that the focus student did improve some on the assessments. She went from 70% on
the pre-test to 80% on the post-test and improved in all but one skill based off of the skills assessment pre and post
What did the disaggregated data of
test. Overall, the class data revealed that all the students improved on the post-test. The class average went from 63%
the assessment reveal? to 88% and the skills assessment average went up as well. The only downfall was the free throw shooting in which
they scored slightly lower on than at the beginning of the unit.
Based off the results, I think most students met the learning objectives set in place. They all showed improvement in
Discuss the results in reference to the quiz as well as the skills assessment. It may not have been in every aspect of the game but they did show some
the learning objectives. improvement. The free throw shooting data did not result in positive performance but by my observation of their
shooting form, most of the students did improve in their form even though they did not make as many.

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 I think they all learned what was intended. Some improved more than others because I personally think they gain
Did all students learn what was from what they put into it. Based off the post-test, they remembered and gained knowledge about basic facts of
intended they learn? Explain. basketball. I think most of them improved from where they started from and may feel more confident in the future if
they decide to play.

Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.

H. Visual Representation of Disaggregated Data

Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the
Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

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IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

Give more than one reason for each of the successes identified.
results, identify TWO learning objectives
from the unit students were most successful.
Objective 1: Dribbling I knew going into this unit that I was starting at a very basic level of every skill. However, dribbling seemed
to catch on pretty quickly. I started out the unit by teaching dribbling and going through various drills
involving a lot of dribbling techniques. By the end of the unit, they were able to dribble up and down the
court with very few to no mistakes and many progressed during the dribbling skill assessment on the last
day.
Objective 2: Passing Passing was another component that I felt the students increased in. After teaching them the proper way to
pass three different ways and having them do passing drills, they learned to incorporate that during game
situations. Almost all of the students also increased in the passing component of the skills assessment at the
end of the unit.

Discuss at least TWO things to do differently in the future to extend these successes to continue students’ academic growth.
I think allowing for more time during the unit, like a few more days, would help the students to increase their skill level. I also think being able to see them
everyday instead of every other day would help extend their success in the unit because some students forget easily. This would allow for more repetition and
extension of drills and games that would help with their growth and knowledge of the unit.

B. Narrative description of Least Successful Activities and future implications

Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.
Objective 1: Shooting This was one aspect of the game I would have liked to spend more time on. Even though I taught them the
proper shooting form for different kinds of shots like free throws and lay ups, they would still revert back to
their old way. Most of the students did not perform well on the free throw assessment coming in or at the
end of the unit. I think it’s because it was a short unit and they didn’t have enough time to fully correct their
form.
Objective 2: Lines and Positioning/Rules At the beginning of the unit, I discussed the different lines on the court and even had them physically go
over the line but they still struggled with what they called, especially the three-point and free throw line. I
also went over the different rules of basketball like travelling and double dribbles but I noticed during the
games that they would repeat these infractions. I don’t think they realized it because it was new to them.
They would get them right on the quiz but during games they wouldn’t notice it.

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Discuss at least TWO things to do differently in the future to improve students’ performance.
I think one thing I could do is bring in a video of a basketball game and pointing out the different positions, lines and rules that are being committed in an actual
game. I think that would be a really useful visual to help the students realize what is what on the court.
I also think to help the students shooting form is to have them lay on their back and shoot the ball in the air. This forces them to keep their elbow close and shoot it
right over their head and use proper technique. Otherwise, the ball would go everywhere and they would get tired of having to chase it all the time.

TABLE 4.1 Communication Log

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
Chelsi Leggett Incorporated some ideas for drills
2/20-3/12 Face to Face Ideas for drills and games/tournaments
(Cooperating Teacher) and tournaments as discussed

Add rows as needed

C. Narrative Reflection on Impact of Communications (limited to 1 page)

Basketball is one of my favorite sports and I grew up playing so I was able to plan out the daily drills and what I wanted to accomplish but it was helpful to have
some input and feedback from a teacher that has been doing this for a while. She was able to provide drills and techniques that had worked for her and she also
knew this class better than I did and knew what would work for them. I think having her help and feedback was useful and made an impact on my teaching for the
better. Communicating and receiving feedback from others in the same field is useful for future lessons because they may have thought of something that I never
would have.

D. Narrative Reflection on Future Professional Development (limited to 1page)

Identify at least TWO aspects of instruction that could be improved. What specific professional development opportunities/activities will
Explain reasoning. help to acquire that knowledge or skill?

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Aspect 1: Technology in the classroom As noted before, I think bringing in a video of an actual game would help the
students to visualize and learn more about basketball. Using technology in the
classroom would be helpful to those students that may learn better by seeing all
the aspects of it put together in a live situation rather than piece by piece.
Aspect 2: Time Management I think having more of a stricter schedule and more experience will help to
develop this skill. During the unit, I was either having trouble filling up time or
not getting something accomplished by the end of class because I ran out of
time. Sometimes drills didn’t take as long as I expected them too or we didn’t
get to finish the tournaments I had planned towards the end of the unit. I think
getting more experience and sticking to a stricter schedule will be beneficial in
the future.

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 REFERENCES

www.pinterest.com
www.pecentral.com
www.livestrong.com

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APPENDIX A

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APPENDIX B

Lesson Plan 3: Shooting Form

Objective:
Students will demonstrate the proper shooting technique to make shots at various spots on the court

Materials:
Basketballs; Poly-spots

Alignment with State Standards

 Power Standard 1 – Students will demonstrate the knowledge and participation in skills to achieve a healthy level of physical 
activity and fitness
 Power Standard 3 – Students will learn and apply advanced movements and skills while participating in organized team and 
individual sports/activities

Background Information:
Review questions from quiz about history and positioning.

Exploration:
First, students will jog 3 laps and begin stretches after roll is called.
Next, students will begin with a warm up/review of previous lesson.
-partner passing full court with chest passes and bounce passes. 2 min each
-dribbling game (try to knock others ball out of bounds while keeping their dribble alive)
-when students get “out” they are to shoot on the side goals
After the warm up, students will be allowed to grab a quick drink then gather back in the gym
Shooting Form:
-each student will need to grab a basketball and spread out
-go over BEEF (balance, elbow, eyes, follow thru)
-have students practice shots (air shots) a few times
-move students to goals and work on shooting over the rim, then move to block shots
-next, work on lay-ups at their own goals
-after lay-ups, move to mikan drill (make 6 then rotate)
Game: Hot Shot (towards the end of class, after drills)
-spread poly-spots inside the three point arch at different spots
-get students in lines at opposite baseline with one basketball per line (4-5 per line, this will be
their “team”)
-first person in line will dribble down to a poly-spot and shoot from there, then get their rebound
and dribble back to their team to hand it off to the next person in line
-they will continue to do so and keep track of made shots (points)
-students can not return to the same spot 2 times in a row- must be a different spot
-each spot is worth 2 points
-first team to 10 points wins
Closure:
Once the game is over, students may get a drink then go back to the goal they were at
Students will then practice free-throws until time to go in

Evaluation:
Walk around, make sure students are using correct form
Cues: feet shoulder width apart, knees bent, elbow tucked in with other hand as support, eyes on goal, ball on fingertips, follow thru

Differentiation:
During warm-ups, if student is unable to run, they may walk up and down the sideline dribbling the ball. If a student is getting the
hang of shooting rather quickly, move them farther out of range close to the 3 point line or behind it to challenge them.

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 Lesson Plan 2: Dribbling/Passing

Objective:
Students will demonstrate the correct dribbling and passing techniques to be able to move up and down the court efficiently.

Materials:
Basketballs

Alignment with State Standards

 Power Standard 1 – Students will demonstrate the knowledge and participation in skills to achieve a healthy level of physical 
activity and fitness
 Power Standard 3 – Students will learn and apply advanced movements and skills while participating in organized team and 
individual sports/activities

Background Information:
Review questions from quiz about history and positioning.

Exploration:
First, students will jog 3 laps and begin stretches after roll is called.
Next, students will begin with a review of previous lesson about history and terminology of basketball.
Then, have the students partner up and get across from each other at least 6 feet away and spread out from others amongst the court.
Students will chest pass back and forth using proper technique. (step with one foot, elbows out, fingertips gripping the ball and
flicking the ball so it has backspin and their palms are facing outward, aim at partners chest). After chest pass, move to bounce pass
using same technique except bouncing it on the floor about ¾ towards partner) Next, move to overhead pass.
Once students feel comfortable with each pass, divide them in half with their partners and move half to one side of the baseline and
the other half to the opposite end of the court on the opposite side.
For this drill, students will shuffle up one side of the court with their partners, chest passing to each other then run across and continue
to shuffle down the other side of the court, chest passing. Do this for 2 min then stop and have them do the same thing except with a
bounce pass. Continue for 2 minutes.
Once the drill is finished, each student will need a basketball.
Go over dribbling and stance. Students should have athletic stance, feet shoulder width apart with one foot slightly in front of the
other, knees bent, back straight. Should almost look like a squat position.
Proper dribbling technique should enforce firm fingertips bouncing the ball from court to hand with eyes up.
Have students practice this posture and technique for several minutes; then, have them move around the court while dribbling.
Next, have students get back with their partner. One should have the ball while the other doesn’t.
Now, students with the ball should be dribbling with proper form and technique with their other arm up as a guard. Their partner will
try and take the ball from them and the student with the ball should use their guard arm as a defensive technique. Continue this drill
for several minutes, making sure they switch with their partner.
Game: Dribble Knockout
Every student needs a ball for this game. Start with all students inside the lines of the court.
The object is to knock other students ball away while keeping their dribble alive. If a student’s ball gets knocked away and goes
outside the lines, they are eliminated. As the group gets smaller, make the boundaries smaller like inside half court, 3 point line and so
on until 1 student is left.

Closure:
Once the game is over, students may get a drink then go to a goal
Students will then practice free-throws until time to go in

Evaluation:
Walk around, make sure students are using correct form
Cues: athletic stance, fingertip dribbling, eyes up, guard arm

Differentiation:
During warm-ups, if student is unable to run, they may walk up and down the sideline dribbling the ball.

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APPENDIX C

Basketball Pre-Test
Multiple Choice

______ 1. Who invented the game of basketball?

a. Michael Jordan b. Bill Self
c. James Naismith d. Jerry West

______ 2. What was used as the first basketball goals?

a. Hula Hoops b. Garbage Cans
c. Plum Baskets d. Peach Baskets

______ 3. How many points is a free-throw worth?

a. 1 b. 5
c. 3 d. 2

______ 4. During a regulation game, how many total players can be on the court at
once?
a. 4 b. 6
c. 10 d. 12
______ 5. What year was the game of basketball invented?
a. 1942 b. 1891
c. 1801 d. 1922

Matching

a. lay-up b. foul c. rebound d. double dribble e. travel

______ 1. when a player with the ball dribbles, stops and picks up the ball then
proceeds to dribble again or dribbles with two hands simultaneously.
______ 2. when a shot bounces off the backboard or rim and is grabbed by a
player.

______ 3. one handed shot where a player releases the ball close to the basket while
continuing to run off of one foot.

______ 4. when a player picks up their pivot foot and returns it to the floor without
dribbling the ball, or takes more than two steps without dribbling the basketball.
______ 5. a result of illegal personal contact with an opponent and/or
unsportsmanlike conduct such as: hitting, pushing, slapping, and holding.

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 Pre-Test Answer Key
1. C - James Naismith
2. D – Peach Baskets
3. A - 1
4. C - 10
5. B - 1891
6. D – double dribble
7. C - rebound
8. A – lay-up
9. E - travel
10. B - foul

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 Basketball Post-Test
Multiple Choice

______ 1. Who invented the game of basketball?

a. Michael Jordan b. Bill Self
c. James Naismith d. Jerry West

______ 2. What was used as the first basketball goals?

a. Hula Hoops b. Garbage Cans
c. Plum Baskets d. Peach Baskets

______ 3. How many points is a free-throw worth?

a. 1 b. 5
c. 3 d. 2

______ 4. During a regulation game, how many total players can be on the court at
once?
a. 4 b. 6
c. 10 d. 12
______ 5. What year was the game of basketball invented?
a. 1942 b. 1891
c. 1801 d. 1922

Matching

a. lay-up b. foul c. rebound d. double dribble e. travel

______ 1. when a player with the ball dribbles, stops and picks up the ball then
proceeds to dribble again or dribbles with two hands simultaneously.
______ 2. when a shot bounces off the backboard or rim and is grabbed by a
player.

______ 3. one handed shot where a player releases the ball close to the basket while
continuing to run off of one foot.

______ 4. when a player picks up their pivot foot and returns it to the floor without
dribbling the ball, or takes more than two steps without dribbling the basketball.
______ 5. a result of illegal personal contact with an opponent and/or
unsportsmanlike conduct such as: hitting, pushing, slapping, and holding.

Post-Test Answer Key

Pittsburg State University Teacher Work Sample 30
1. C - James Naismith
2. D – Peach Baskets
3. A - 1
4. C - 10
5. B - 1891
6. D – double dribble
7. C - rebound
8. A – lay-up
9. E - travel
10. B - foul

PE I Basketball Skills Assessment

Pittsburg State University Teacher Work Sample 31

 Day 1 Day 7

Mikan Drill
1 Min

Passing
1 Min

Rebounding
1 Min

Dribbling
1 Min

Free-throws
10 shots

Pittsburg State University Teacher Work Sample 32

 Student Pre- Skills Pre- Free Post- Skills Post- Free Throw
Name Assessm Assessment Throw Assessment Assessment (Post-
(mikan/pass/rebound/dribble (Pre- (mikan/pass/dribble/reboun Assessment)
ent
) Assessment) d
Student 1 30% 11/43/40/8 8/10 100% 12/38/38/7 7/10
Student 2 60% 9/37/17/4 1/10 90% 8/43/24/5 1/10
Student 3 70% DNP 0/10 100% 5/37/34/4 1/10
Student 4 70% 5/28/33/5 0/10 90% 8/34/36/6 2/10
Student 5 70% 7/30/22/5 2/10 90% 12/34/27/6 0/10
Student 6 50% 4/34/25/3 0/10 60% 3/29/25/4 2/10
Student 7 60% 7/38/26/5 3/10 100% 4/41/32/6 6/10
Student 8 50% 4/34/32/6 2/10 100% 9/38/43/4 2/10
Student 9 50% 7/37/10/4 6/10 60% 9/39/23/5 0/10
Student 10 80% 3/32/32/7 0/10 100% 7/36/39/4 4/10
Student 11 70% 2/38/38/6 9/10 70% 6/36/40/10 9/10
Student 12 70% 11/40/21/4 7/10 90% 6/37/23/5 4/10
Student 13 80% 10/37/39/6 5/10 100% 8/39/41/6 6/10
Student 14 50% 8/37/18/4 1/10 80% 13/39/38/5 0/10
Student 15 70% 7/30/26/5 4/10 80% 6/38/34/5 1/10
Student 16 50% 3/28/25/6 8/10 70% 5/40/27/6 7/10
Student 17 80% 6/23/29/5 1/10 100% 8/30/39/6 3/10
Student 18 80% 2/24/13/3 1/10 100% 7/27/18/4 2/10
Student 19 70% 8/34/30/4 5/10 100% 7/40/36/5 0/10

Key:
Focus Student
DNP= Did not participate due to absence

Average Prelim Scores vs. Average Final Scores

Administered Testing Type Average Differences

Pre-Test 63.68% (D)
Post-Test 88.42% (B)
Skills Pre 6/33/26/5
Skills Final 8/37/32/5
Free Throw Pre 33.16%
Free Throw Final 30%

Pittsburg State University Teacher Work Sample 33