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Introduction

QuadBall is based upon the "Slanted Rim" theory developed by the late Dr. Muska Mosston. It was his final gift to our profession. It incorporates everything Muska believed that physical education should and could be; an environment within which children could experiment in order to find their own levels of success. QuadBall incorporates the concepts of interdisciplinary, kinesthetic learning. It uses the development of basketball shooting skills to reinforce math and critical thinking.

The History:
As a camp counselor, young Muska noticed a young boy trying, without success, to shoot "hoops." After observing the boy for a while, Muska noticed that the ball consistently hit the front of the rim. He decided that the boy needed to see the back of the rim to succeed and was simply not tall enough. As the boy watched, Muska casually walked over to the rusty, netless goal, stood on a rock, and pulled on the rim until it slanted about 20°. The next three shots went through the goal and Muska continued on his way. Muska sketched the "slanted goal" on a paper napkin; the very same napkin he pulled out of his pack of designs some 30 years later.

The Transition:
Muska stood before the computer screen and watched his "20° slanted goal" napkin drawing begin to take on a new life. Muska lived to see the finished product; a product that had to wait for the successful design of the Big Red Base Stabilizer before its introduction.

The Four-By-Four Approach to Learning

Mosston QuadBall, as the name suggests, is driven by 4's; 4 Colors, 4 Goals, 4 Basketballs, 4 Shooting Areas and 4 Point values. The variations are endless and are driven by just three color-coded elements.

Goals:

DIAMETER	NET COLOR	POINT VALUE
18"	Red	4
20"	Yellow	3
22"	Blue	2
24"	Green	1

Balls:

SIZE	COLOR	POINT VALUE
Regulation	Red	4
Intermediate	Yellow	3
Junior	Blue	2
Mini	Green	1

Lines:

PLACE	COLOR	POINT VALUE
Far	Red	4
Intermediate	Yellow	3
Close	Blue	2
Closest	Green	1

The Games Player Variables:
Mosston QuadBall has one simple objective for each player; shoot a basketball through a goal. The chances of that shot being successful is determined by the diameter of the goal the ball goes through, the size of the ball that's shot, and the distance from which the shot is taken. Everything is self-orchestrated with options available that range from the maximum opportunity for success (the green mini basketball, shot at the green 24" diameter goal, from any distance between the close-in "green shooting line" and the Big Red Base Stabilizer) to the most difficult (the red regulation basketball, shot at the red 18" diameter regulation goal, from any distance from in back of the "red shooting line" up to, but not on, the "blue shooting line"). The variations in between are virtually endless to provide every opportunity for players to experience success or failure. After failure, the opportunities are available for improvement to a new level of success.

The Teacher Variable:
The design of the Big Red Base's tall post allows the teacher to adjust the height of the goal platform from approximately 61" to 96". Because of the unit's weight, height adjustment should always be made by an adult. Note: It is IMPORTANT that the Black Slide Limiter Tube is always placed over the lower section of the tall post. It's there to limit that downward movement of the fully loaded goal platform.

The Math Variable:
In conjunction with the grade math specialist, a "math goal" can be incorporated into a QuadBall activity. The point total of each element of the system is listed above and can be used for addition, multiplication, division or combination math element activities (example: the value of the ball multiplied by the value of the line plus the value of the goal). In an activity involving just multiplication skills 4 different players using different ball sizes, from different lines, and making a single successful shot, could earn 1, 8, 27 and 64 points. In an activity involving just addition those same shots would earn 3, 6, 9 and 12 points.

Suggested Advanced Math Activities:

• Assign fraction, instead of whole numbers, to the lines, balls and goals
• Add decimal point to whole numbers (1 = .1; 2 = .2; 3 = .3, 4 = .4)
• Instead of numbers use fractions i.e., Red=1, Yellow=3/4, Blue=1/2, Green=1/4
• Provide the answer to a mathematical equation and have students express the solution through a series of shots involving different mathematical elements.

Line Distances:
There are no hard and fast rules for the placement of the Shooting Lines, in fact the distances can be varied on all four sides. One suggested setup below:

• Red 20'
• Yellow 15'
• Blue 10'
• Green 5'