Basketball Shooting Basics

Overview

This is lesson 3 of 6 in “Building Basketball Skills Together”. Students will practise shooting technique from different distances, focusing on consistent form and making shots accurately under light pressure.

Learning intentions

• WALT master shooting techniques from different distances.
• WALT focus on correct shooting form (stance, guide hand, follow-through) and accuracy.
• WALT apply feedback to improve performance within drills.

Success criteria

• I can use a balanced stance, a strong shooting hand position, and a controlled follow-through.
• I can aim with my eyes on the target and shoot with consistent rhythm.
• I can successfully shoot 5 out of 10 from the free-throw line.
• I can give and receive one useful shooting cue during partner feedback.

Curriculum links

• Physical activity: develop movement skills and apply them in games and challenges.
• Developing coordination and control: use body control to perform a skill with increasing accuracy.
• Communication in physical settings: use feedback to improve performance.
• Personal and social responsibility: support safe participation and teamwork.

Lesson structure (60 minutes)

1. 0–5 min | Hook + safety check

• Gather students and run the shooting fundamentals slides to show two quick “good vs needs work” shooting moments (e.g., eyes on target, clean follow-through).
• Briefly confirm safe spacing, ball retrieval routes, and respectful coaching.

2. 5–10 min | Dynamic warm-up (ball-free + ball)

• Students move in lines to the beat of simple cues: dribble twice, then set feet, shoot motion with no ball, then practise one set-shot motion with a ball.
• Teacher checks for ready stance: feet shoulder-width, knees soft, chest up.

3. 10–18 min | Teach: shooting form “3-part chain”

• Use the shooting fundamentals slides to teach the “3-part chain”: set → release → follow-through.
• Students practise in place with no shooting: “ready” (guide hand on side), “push” (straight up), “hold” (hands finish high, eyes stay on target).

4. 18–30 min | Drill 1: Free-throw accuracy (core goal)

• Set up 2 shooting stations on each side of the hoop with clear lanes for shooting and retrieving.
• Students take turns attempting 10 shots total from the free-throw line (count makes/misses).
• Teacher circulates with a quick checklist: stance balanced, guide hand off before release, smooth push, hold follow-through. Use prompts from the shooting fundamentals slides.

5. 30–40 min | Drill 2: Varied distance “3 spots”

• Rotate through three marked spots: nearest support spot, free-throw line, and a further spot.
• Each student tries 5 shots from their assigned starting spot; if they meet target accuracy (e.g., 2/5), they move one spot further; otherwise they repeat the same spot once.
• Refer to the shooting fundamentals slides for the rotation map and coaching cue reminders.

6. 40–52 min | Partner feedback + micro-retry

• Pair students at their current shooting station using a simple feedback rule from the shooting fundamentals slides: “One thing I see / One thing to try.”
• After each partner gives one cue, shooter gets a micro-retry of 2 shots, aiming to apply the cue immediately.
• Dyslexia-friendly option: provide one-page cue cards as the spoken version of the “3-part chain” (teacher reads aloud; minimal text on the card).

7. 52–60 min | Plenary: reflect + record

• Quick class discussion using a prompt from the shooting fundamentals slides: “What made your shots improve today—stance, release, or follow-through?”
• Students complete a one-minute self-check (verbal or on the basketball shooting checklist worksheet): record free-throw count and circle one cue they will practise next lesson.
• Collect the basketball shooting checklist worksheet before the end.

Resources

• the shooting fundamentals slides
• the basketball shooting checklist worksheet
• Basketballs (enough for stations, plus spares)
• 2–4 hoops or portable rings
• Cones/markers for three “spots”
• Timer for rotations
• Teacher checklist clipboard or quick tally sheet
• Cue cards for dyslexia-friendly support (3-part chain)
• Bibs or pinnies to identify stations/roles
• A ball retrieval pathway tape or chalk lines

Assessment

• Formative: teacher observation during drills (stance, release, follow-through) with immediate cueing.
• Outcome: students aim for the success target of 5 out of 10 from the free-throw line (recorded on the basketball shooting checklist worksheet).
• Peer feedback quality: students give one clear “see/try” cue during micro-retry.

Differentiation

• Support (closer spots): students needing help start at the nearest support spot to practise successful mechanics before moving to the free-throw line.
• Support (reducing pressure): allow extra practice shots with no counting for the first rotation, then start counting after technique improves.
• Extension (further distance / accuracy challenge): students who reach 5/10 from free-throw attempt 5 shots from the further spot and try to match or beat their free-throw make count.
• EAL/SEN: teacher uses modelling + gestures (set, push, hold) and short, repeated instructions; provide cue cards with minimal text and optional verbal responses for worksheet items.