Team Play Strategies

Overview

In this fourth lesson of the unit Building Basketball Skills Together, students practise offensive and defensive team play by using spacing, moving without the ball, and communicating clearly. They work toward executing a simple set play and giving peer feedback.

Learning intentions

• WALT develop teamwork by choosing and using offensive and defensive strategies.
• WALT apply spacing and moving without the ball to create scoring opportunities.
• WALT communicate with teammates using clear, respectful signals and calls.

Success criteria

• I can make space for teammates by moving to open areas (not just standing and watching).
• I can use basic defensive positioning (deny space, slow the attacker, protect the basket).
• I can communicate (calls, hand signals, eye contact) so teammates know what I’m doing.
• I can help the team run a simple set play with most players doing their role.

Curriculum links

• Physical activity and movement: students apply movement skills and strategies in modified games.
• Health and wellbeing: students demonstrate teamwork, safe participation, and positive relationships during play.
• Communicating and working with others: students coordinate actions with teammates and give feedback.
• Inclusion: students adapt effort and roles to support participation and team success.

Lesson structure (60 minutes)

1. 0–5 min: Hook + aims Gather students and use the introduction slides to start with a quick prompt: “What changes when everyone moves together?” Students share one idea about spacing, moving, or communication. Tell them today’s goal is a team play with roles.

2. 5–12 min: Warm-up—“Space & Call” tag In small areas, run a low-contact warm-up. On the teacher’s call, students change their role:

• Offence: move to create space (get open, move to a new spot).
• Defence: match distance and block direct paths. Encourage short communication like “Man!”, “Open!”, “Space!”, and “Switch!”

3. 12–20 min: Teach—spacing and movement without the ball Use the introduction slides to show two quick strategy sketches: one where players crowd, and one where players spread and cut. Model two movement cues:

• “Move early” (before the ball arrives)
• “Move to a reason” (open lane, receive option, or protect space) Students mirror the movement cues with a partner, no dribbling yet.

4. 20–28 min: Teach—offence set play (roles) Show the simple set play on the introduction slides (e.g., “screen-and-cut” or “pass then move to open spot”). Assign team roles (e.g., ball handler, cutter, receiver, helper defender). Teacher models once at walking speed, then students practise in lines: pass → move → receive target spot.

5. 28–43 min: Main game—play execution in teams Split into two courts if possible (or rotate stations). Students play 3 v 3 or 4 v 4 using the set play. The teacher calls “Play!” once every 2–3 minutes so teams practise running the sequence. Use the introduction slides again briefly during transitions: remind students of spacing (distance), moving without ball (timing), and communication (clear calls). Rotate roles so each student experiences an offensive and defensive moment.

6. 43–52 min: Peer feedback—communication focus Students pair up within their teams. Give a short, structured peer feedback moment using teacher prompts on the introduction slides. Each student gives one “Glow” (something done well) and one “Grow” (one improvement) linked to communication (e.g., “You called ‘open’ early,” “Next time call ‘switch’ sooner”). Ensure it is respectful and specific.

7. 52–60 min: Plenary—team commitment + reflect Quick share: “What helped your team run the play?” Use the final slide prompts from the introduction slides. Students decide one personal improvement for the next lesson (e.g., “I will move earlier” or “I will call before I’m open”). Cool down with easy dribble or stretching as appropriate.

Resources

• the introduction slides (strategy sketches, role prompts, peer feedback prompts)
• the worksheet (team play role notes and short reflection prompts)
• Basketballs (enough for pairs/groups; plus spares)
• Cones/bibs to mark spacing areas and defensive zones
• Whistle (for safe stops and court rotations)
• Water breaks (simple, quick access plan)
• Teacher clipboard or timer for rotation management
• Optional: small court signs showing “OFFENCE” / “DEFENCE” roles

Assessment

• Teacher observation checklist: spacing, moving without the ball, and defensive positioning during the set play.
• Peer feedback quality: whether “Glow/Grow” comments are specific to communication and teamwork.
• Informal evidence: students’ ability to run the play sequence with most team members taking roles.

Differentiation

• Support: provide visual spot markers for “open spot” and “defend space”; reduce game to 2 v 2 before moving to 3 v 3; use sentence starters for communication calls (“I am open”, “Switch now”).
• Support (dyslexia-friendly): the worksheet uses short prompts and icons; allow students to circle choices instead of writing full sentences if needed.
• Extension: advanced teams create a variation (change the cutting pattern, add a second option pass, or switch defensive assignments) while still maintaining spacing and communication.
• Extension (challenge roles): designate a “play caller” who leads the sequence timing and checks that teammates move early.