Passing Skills Development

Overview

In Lesson 3 of this 8-lesson unit, students build on prior ball-control work by learning and applying three pass types (chest, bounce, overhead) and using movement concepts (space, time, effort) to improve passing accuracy and teamwork.

Learning intentions

Students will:

• demonstrate chest, bounce and overhead passing techniques with control and safe spacing
• explain how manipulating movement concepts (effort, space, time, objects and people) improves passing outcomes
• use feedback from a partner or teacher to refine passing technique and body position
• apply simple team passing tactics in a game to create options and retain possession

Success criteria

Students can:

• choose the best pass type for the space and defenders (chest for close/clear paths, bounce for low obstacles or pressure, overhead to send over or around)
• perform each pass with proper stance, follow-through and awareness of teammates/defenders
• keep passes accurate under light pressure and adjust power/angle based on where a partner is
• describe at least two ways changing effort, space or timing improved a teammate’s success

Curriculum links

• Health and Physical Education: AC9HP8M03 — demonstrate and explain how movement concepts (effort, space, time, objects and people) can be manipulated to improve movement outcomes
• Health and Physical Education: AC9HP8M01 — analyse, refine and transfer movement skills using feedback in a variety of movement situations
• Health and Physical Education: AC9HP8M02 — design and demonstrate how movement strategies can be manipulated to improve movement outcomes
• Health and Physical Education: AC9HP8M09 — practise and apply leadership, collaboration and group decision-making processes in physical activities

Lesson structure (90 minutes)

1. 0–10 min · Activation and safety. Teacher runs a quick ball-handling warm-up (dribbles, pivot-and-pass body rotations) and sets safety rules (no running into passing lanes, call “pass” before release, eyes on ball then receiver). Students follow the movements and repeat the three key pass cues: “stance-set”, “eyes-check”, “follow-through”.

2. 10–25 min · Direct instruction: three pass types. Teacher demonstrates each pass slowly, then at speed:

• Chest pass: feet staggered, ball to chest, push with two hands, release on partner’s target, quick recoil.
• Bounce pass: same stance, aim for partner’s waist/ground and correct arc; release slightly forward and down.
• Overhead pass: ball above forehead, extend arms, step through for direction, release over the receiver’s head and near their reach. Students practise in place (without partners first), then partner at 3 metres with a “technique focus” round: 2 minutes per pass type.

3. 25–40 min · Partner drill: target and feedback. Teacher sets up stations with hoops/cones as receiving targets at different heights/angles (e.g., waist-level hoop for bounce, chest-level hoop for chest, high marker for overhead). Students complete:

• Drill A (Accuracy): Partner Pass—aim for the hoop for 4 successful passes before rotating target.
• Drill B (Refine): Partner Coach uses one checklist cue (stance, ball position, follow-through) and provides one specific suggestion. Teacher circulates using short prompts: “Where are you aiming the ball?” “What change will you make to distance—effort or space?”

4. 40–55 min · Movement concepts challenge: space, time, effort. Teacher explains and models a “3-choice passing” scenario: receivers move to open space within defined lanes while passers decide which pass type best fits.

• Passer rule: only pass when receiver is calling for it (“ready”) and within a safe passing lane. Students work in pairs for 6 rounds (about 2 minutes each): each round has a new constraint (e.g., receiver is close/medium/far; defender marker placed near chest pass lane; quick timing requirement—receiver must receive after a 1-count move). Students record one adjustment they made (e.g., “used bounce because defender blocked chest path”).

5. 55–70 min · Team passing game: Keep and Create. Teacher divides class into small teams (3–5 players). Court setup: central “free zone” and two side lanes with mini-goals (cones or hoops). Game rules:

• Team earns 1 point for a completed sequence of 5 passes without dropping the ball.
• Optional bonus: 1 point for a pass that uses a different pass type than the previous pass.
• If the ball is intercepted, possession changes to the intercepting team. Teacher observes how students manipulate space/time/effort and ensures safe movement (no contact, defenders stay within a “pressure zone”).

6. 70–80 min · Cool-down and reflection. Teacher leads a gentle stretch and asks: “Which pass helped your team most today, and what movement concept made it work?” Students complete a 30-second think, then share with partner, then one quick share with class.

7. 80–90 min · Exit check: apply and justify. Students answer a short, teacher-collected prompt (paper or whiteboard):

• “Choose one situation (close, pressured, or over a defender). Which pass type would you use and why? Name one movement concept you would change.”

Resources

• Basketballs (enough for all students; 2–3 per group if available)
• Cones, bibs/markers, hoops/targets
• Station cards with pass cues and partner-coach checklist
• Marked playing area (lanes, central zone, pressure zones)
• Coloured tape for court markings
• Clipboards or paper for quick recording
• Timer for drills and rounds

Assessment

• Formative observation during partner coaching: can students demonstrate correct stance, ball position and follow-through for each pass type?
• Formative questioning during drills: can students explain at least one adjustment to effort/space/time that improved accuracy or outcome?
• Exit ticket: written or verbal justification of pass choice linked to a movement concept.

Differentiation

• Support: provide “distance and power” guides (e.g., short-range chest pass, medium bounce, longer overhead) and sentence starters for explanations (“I chose ___ because the space was ___.”).
• Support: reduce defender pressure by removing markers for early rounds; increase it after consistent success.
• Extension: require a “sequence rule” (e.g., must include a bounce pass before an overhead pass) or a quicker timing constraint (receiver must relocate within 2 seconds).
• EAL/SEN: allow diagram responses (simple arrows showing space/time changes) and use visual cue cards at stations for each pass type.