Image showing the arc of a basketball that goes directly into the net
Illustrations by Graham Murdoch; Jared C. Tilton/Getty Images (LaMelo Ball)
Physical Science,

The Science of SWISH

In basketball, teams of five players move a ball around a court and score points by putting it through a hoop. How do they do it?

By Maggie Mead
From the February 2024 Issue

Learning Objective: Students will ask and answer questions about basketball based on a video, an article, and their own observations.

Key Focus Area: Forces and Motion,
Other Focus Areas: Energy, Numbers & Operations
Standards
  • NGSS
    Core Idea: PS2.A, PS3.C
  • CCSS
    Reading: RI.1; Writing: W.8; Speaking and Listening: SL.3; Math: 3.OA.D.8, 3.MD.D.8
  • TEKS
    Science: 3.7A, 4.8A, 5.7A, 6.7C; ELA: 3.6H, 4.6H, 5.6H, 6.5H

Presentation View
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Jump Shot Breakdown

Pro basketball player LaMelo Ball of the Charlotte Hornets jumps into the air. In one smooth motion, he flicks his wrist, sending the ball soaring toward the hoop. This is called a jump shot, and it’s one of the main ways basketball players score points.

Shooting from the highest point of a jump has two advantages. One is that it makes it harder for defenders to block the shot. Shooting from high up also helps players shoot the ball in a high arc, or curved path. Shots with higher arcs give the ball, which is about 9 inches wide, a greater chance of falling through the center of the 18-inch-wide hoop. LeMelo Ball sinks his shot. SWISH—nothing but net!

Illustrations by Graham Murdoch; Jared C. Tilton/Getty Images (LaMelo Ball)

LaMelo Ball bends and straightens his legs to push down. The floor pushes back with equal force. The result: a jump!

At the top of a jump shot, Ball is still for just a moment. This is when he takes his shot! Then gravity pulls him back down to the ground.

To shoot, he flicks his wrist. This pushes the ball in an arc—and causes it to spin.

Spinning keeps the ball stable in the air. And if it hits the backboard or rim, the spin helps it bounce through the net.

Ball-handling Basics

THUMP-THUMP-THUMP. That’s the sound of a player dribbling a basketball, or bouncing it between their hand and the floor. The best ball handlers move at lightning speeds while keeping the ball away from their opponents. What’s their secret? (Besides years of practice!) They push the ball at the ground hard, causing it to move very fast. And they stop the ball before it bounces above their waist. Moving the ball fast and keeping it low make it harder for the defense to steal!

David Sherman/NBAE via Getty Images (Moriah Jefferson)

Moriah Jefferson of the Phoenix Mercury uses her arm to push the ball down to the floor.

As the ball hits the floor, the floor pushes back on the ball with equal force. The ball squeezes together, then expands quickly, causing it to bounce up!

Pushing the ball down at different angles causes it to move in different directions.

How do forces, like pushes and pulls, help you move in everyday life?

Slam Dunk Science!

Nothing makes a crowd go wild like a player slamming the ball through the 10-foot-tall hoop! The move is called a dunk. And not everyone can do it!

Taller players are more likely to be able to dunk the ball than shorter players. That’s because from a standing position they’re closer to the basket. But even tall players usually need a running start to pull off this showstopping move!

Ezra Shaw/Getty Images 

NBA player Jaxson Hayes gains speed and energy as he charges toward the hoop.

The energy from this running start helps him push down harder on the floor with his legs. That gives him a big boost, so he can soar toward the basket!

He lifts the ball up and pushes it down through the hoop. Slam dunk!

The rim is 10 feet off the ground. How high would a 6'5'' player have to jump for their head to be even with the basket?

video (1)
Games (1)
Activities (4) Download Answer Key
Question & Answer Sheets
Skills Activities
Your Literacy Kit
Step-by-Step Lesson Plan
Download the Lesson Plan

1. PREPARE TO READ (10 minutes)
Observe how basketball players move in a short video.

  • Write two headings on the board: Player and Ball. Then play the short video “Notice and Wonder: Playing Basketball.” Record students’ observations about how the player moves and how the ball moves.
  • Replay 0:30-0:35. Ask: How did players stand when guarding an opponent with the ball? (crouched low with feet apart) How might this help the players? (It helps them stay balanced.) Next replay 1:15-1:25. Ask: How do most players use their lower bodies when they shoot? (They bend and then straighten their knees to jump.) How might this help? (It allows them to shoot from higher up in the air, out of reach of their opponents.)

2. READ AND SUMMARIZE (20 minutes)
Guide inquiry before, during, and after reading with a KWLS chart.

  • Project the article in Presentation View for the class. Preview the images with students. Then have them complete sections 1 and 2 in the What Do You Know? (KWLS chart) activity before they discuss with a partner.
  • Reconvene and ask: How are the photo labels meant to be read? (in numbered order) Read the title. Tell or remind students that a word like swish that says the sound it is describing is called onomatopoeia. Ask students to listen for more examples. (They may notice thump or slam.)
  • Begin reading the article aloud with “Jump Shot Breakdown.” Pause and have students safely act out the moves as you read the numbered captions. Repeat for “Ball-handling Basics.” When you get to “Slam Dunk Science!,” have students sit and close their eyes as you read. Encourage them to imagine they are slam-dunking a ball. Then have students complete sections 3 and 4 of the activity. Have each student share one thing they recorded.

3. RESPOND TO READING (45 minutes)
Carry out a hands-on investigation to observe how a basketball moves.

  • Preview the Test Basketball Moves activity and determine where students can do the moves safely. This can be a whole-class activity or a supervised learning station. If you don’t have basketballs, you can use rubber balls. If you don’t have hoops, either do only the dribbling activities or set another goal—like aiming at a spot on a wall.
  • Before the activity, discuss your behavioral expectations with students and demonstrate moves as needed. After trying out the moves, discuss students’ observations. Compare and contrast the activity with professional basketball.

STEM INTEGRATION

Math: Solve multistep word problems (CCSS Math: 3.OA.D.8, 3.MD.D.8)

Distribute the activity Multistep Word Problems: Basketball Court. Based on your students’ proficiency with word problems and area and perimeter, this can be done independently or in small groups with teacher support.

WRITING: Craft a descriptive story (CCSS ELA: W.3)

Project the “Look for These STEM Words!” box (p. 17). Ask students to describe memorable sports plays they have participated in or seen. Connect at least one of the vocabulary words to each story. Then have students write and illustrate a short descriptive story about scoring a goal or making a big play. You can include guidelines like: Focus on one player; The action should happen in less than a minute; Use at least one STEM word; Use at least one onomatopoeia word (like thunk, swish, or ding). Have students share stories with a partner. You can post the stories on a bulletin board.

Text-to-Speech