Pass Counters: An Equity Snapshot of Coed Play

During a coed basketball game, a group of observers records who gets the ball, who shoots and who gives directions. With that data, the class spots gaps in participation, proposes a corrective rule and checks in a second game whether participation evens out.

How to play

1. Form four coed teams of five plus a group of observers; each observer tracks two players and logs passes received, shots and directions given on a worksheet or tablet (4 min).
2. First 8-minute game with no special rules on two courts; observers record without stepping in (8 min).
3. Observers present the data by player and by team, and the class looks for patterns: who gets the ball most, who is left out and in which areas (6 min).
4. Each team agrees on a corrective rule, such as no one receiving twice in a row or three different players touching the ball before a shot (3 min).
5. Second 8-minute game with the new rule and new observers (8 min).
6. Compare the data from both games and discuss which rules work and which attitudes change beyond the rules (6 min).

Rules

• Data is discussed as team patterns, never to single out or mock anyone.
• Observers stay out of the game and don't talk to players during play.
• School basketball no-contact rules apply: no body screens or slapping.
• All teams must be coed and balanced in skill before starting.

Variations

Adaptations

• Injury or limited mobility: the student is lead observer and presents the findings to the class.
• Autism: the student gets an observation sheet with checkboxes and tracks only one player.
• Hearing impairment: the start and end of each game are signaled with a visible gesture as well as the whistle.

Learning goals

• Use data to analyze how girls and boys participate in a coed team sport.
• Design and test rules that promote fair participation.
• Reflect on attitudes and stereotypes that shape who gets passed the ball.

Equipment for a class of 25

• balls: 2
• pinnies: 20
• worksheets: 12
• tablets or phones: 4

Teacher tip

Present the data as information about the group, not as an accusation. If the results show no gender gap, use them to look at other differences, such as skill level or friendships.

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