Moving and Passing Focus

Overview

This 49-minute lesson introduces Year 10 students to basketball skills, focusing on movement and passing while embedding the values of Whakaute: Respect, Positivity, and Support. The lesson is designed to cater to varied skill levels through adaptable activities that encourage cooperation and skill development in line with the New Zealand Curriculum for Health and Physical Education.

Learning Objectives

By the end of the lesson, students will be able to:

• Demonstrate effective movement skills to create space and receive a basketball pass.
• Execute basic basketball passes (chest pass, bounce pass) with control and accuracy.
• Show understanding and practice of Whakaute principles — Respect, Positivity, and Support — during physical activity.
• Collaborate with peers of different skill levels, modifying participation to ensure inclusivity.

Curriculum Links

Strands:

• Movement concepts and motor skills — Select and use movement skills, language, and strategies in different physical activity contexts (Level 5)
• Relationships with other people — Demonstrate respect, sensitivity, and care for others when undertaking physical activities (Level 5)

Key Competencies:

• Managing self: Demonstrating confidence and resilience through handling challenges in physical activities.
• Relating to others: Collaborating and supporting peers positively in group settings.
• Participating and contributing: Engaging actively and showing respect in learning contexts.

Equipment Required

• Basketballs (one for every 2-3 students)
• Cones to mark zones or boundaries
• Bibs for teams or groups
• Whistles (optional)

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Lesson Structure

1. Introduction and Warm-up (7 minutes)

• Teacher input (3 min): Briefly explain the focus on movement and passing, and introduce the values of Whakaute — emphasising respect, positivity, and supporting one another, especially given the different skill levels in the class.
• Warm-up activity (4 min): ‘Dynamic ball tag’ — Students dribble a basketball within a marked area while trying to tag others lightly with the ball (no contact). Encourages movement with the ball and spatial awareness.

2. Skill Development Stations (20 minutes)

Divide students into groups of 4-5. Rotate every 6-7 minutes through 3 stations, which have adaptable challenges to suit ability:

• Station 1: Movement and Receiving

• Practice moving into space on the court without the ball.

• Use cones as ‘safe zones’ students must run to receive a pass.

• Teacher gives progressive challenges: stationary receiver > moving receiver.

• Station 2: Passing Techniques

• Practice chest passes and bounce passes with partners.

• Emphasise stance, hand position, and follow-through.

• Increase distance between partners as skill improves.

• Station 3: Whakaute Challenge

• Small games of 3v2 or 4v3 focused on passing and movement.

• Encourage calling teammates' names, positive encouragement, and fair play.

• Teacher to prompt reflection on how respect and support affect game experience.

3. Modified Mini-Game (15 minutes)

• Organise a non-competitive 5v5 game focusing on the skills practiced.
• Rules modified to encourage passing:
• Each player must pass at least twice before a shot.
• Encourage supportive communication and coaching from peers.
• Teacher circulates, giving feedback on skill execution and Whakaute behaviours.

4. Cool Down and Reflection (7 minutes)

• Gentle stretching while seated or standing.
• Group discussion facilitated by the teacher:
• How did moving and passing skills improve?
• How did showing respect, positivity, and support help the team?
• How did you adapt when working with different skill levels?
• Encourage students to set a personal goal for the basketball unit, focusing on skill or attitude.

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Assessment

• Formative assessment during stations and games through teacher observation.
• Check for:
• Ability to pass with basic technique.
• Movement to create passing options.
• Demonstration of Whakaute values in interactions.
• Use questioning and peer feedback to deepen understanding.

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This lesson plan actively embeds the New Zealand Curriculum’s focus on inclusive, respectful physical education by catering to varied skill levels and prioritising positive engagement and cooperation, setting a strong foundation for the basketball unit.