Basketball Skills

Overview

Today students learn the basics of basketball through rules, passing, and shooting. They practise movement and decision-making as a participant, then apply rules and skills in short, coached games.

Learning intentions

• WALT understand and apply key basketball rules safely in play.
• WALT pass accurately using correct technique and body position.
• WALT shoot using a consistent set shot technique and follow-through.
• WALT use rules and simple tactics to make better choices during mini-games.

Success criteria

• I can follow basic basketball rules (dribbling, passing, moving with control, and calling fouls appropriately).
• I can pass chest-high or bounce pass to a team-mate with control and accuracy.
• I can set up to shoot, keep correct balance, and demonstrate follow-through.
• I can explain and use one simple tactic (e.g., spacing, calling for a pass, creating space).

Curriculum links

• Physical Education — Movement skills (Movement, strength and sport) - Sport/physical activity option block (Practices): specialising in movement patterns and applying rules, strategies, and tactics as a participant.
• Physical Education — Sport/physical activity option block (Practices): applying rules and tactics in chosen sport or activity.
• Movement patterns and applying rules: both participation and officiating focus (students practise rule language during the lesson).
• Movement, strength and sport focus: passing and shooting as specialised movement patterns.

Lesson structure (30 minutes)

1. 0–4 min · Warm-up & rules check. Teacher sets up stations on court (no contact) and quickly reviews 3–4 rules verbally; students mirror movement and respond with hand signals for “pass”, “dribble”, “stop”. Students practise light jogging, then move into “ready position” (knees bent, eyes up) when signalled.

2. 4–10 min · Skill 1: Passing technique. Teacher demonstrates two passes (chest pass and bounce pass), emphasising stance, target, and follow-through; students pair up at set distances. Students pass on a rhythm call (“ready… pass… follow through”), then rotate to a new partner/distance and aim for a consistent target area.

3. 10–14 min · Passing decision-making. Teacher sets a “triangle” area; defenders lightly position themselves to encourage choices (no body contact). Students practise passing after a 1-count pause when “open”, using scanning (“eyes up”) before they throw.

4. 14–20 min · Skill 2: Shooting basics. Teacher demonstrates set shot: feet shoulder-width, two-hand grip, guide hand, bend and extend, aim at target, hold follow-through. Students perform 2-hand set shots from close range in lines, with 2–3 attempts each, then collect and return for another round.

5. 20–26 min · Mini-game application (5v5 or 4v4). Teacher sets simplified rules for the game (e.g., dribble or pass to move forward, no running with ball, count of 5 seconds to pass/shoot when closely defended, and safe landing/space). Students play short games while the coach-teacher assigns one “rule spotter” per team who signals when a rule is broken and restarts play.

6. 26–30 min · Cool down & exit reflection. Teacher leads a brief stretching routine and asks students to complete a quick spoken check: “What rule helped your team?” “What passing choice improved play?” Students share one success and one “next time” goal for passing or shooting.

Resources

• Basketballs (or size-appropriate balls) and cones for stations
• Goals/baskets or wall targets (if baskets unavailable, use taped targets at height)
• Bibs/vests for teams and defenders
• Simple rule cards for students (dribble, no travelling with ball, safe play, foul language)
• Timer for timed rounds
• Mini score sheets or “checklist” for rule spotter

Assessment

• During passing: teacher checks accuracy (target zone), body position (ready stance), and follow-through.
• During shooting: teacher checks consistent technique cues (balance, two-hand set, follow-through).
• During mini-game: teacher listens for rule use and observes decision-making (passing when open, space creation).
• Exit reflection: students state one rule and one skill focus they used (teacher uses as a quick formative snapshot).

Differentiation

• Support:
• Shorten distances for passing and shooting; provide one cue at a time (e.g., “eyes up”, “step and pass”, “hold your follow-through”).
• Sentence starters for rule spotters: “I called a foul because…”, “Our tactic was…”.
• Use fewer options in decision-making (e.g., only chest pass initially).
• For diverse learners / SEN:
• Offer visual targets and colour-coded zones to aim for (e.g., green = chest pass target, blue = bounce pass target).
• Allow roles rotation so every student practises skills and also supports rule calling safely.
• Extension (advanced learners):
• Increase challenge by requiring a specific pass type before a shot (e.g., “bounce pass after a scan”).
• Add a scoring bonus for spacing: team earns extra points if a shot follows a pass to a team-mate who paused in the open position.
• Introduce officiating micro-goals: rule spotter must quote the rule reason in their own words after each stoppage.

Extension (optional)

• SKIP