Set Shot Coaching

Overview

Today you will practise basketball set shot technique using drill work and then improve it through partner feedback. You will lead parts of the coaching by observing stance, follow-through, and measuring how often shots land.

Learning intentions

• Students will refine their basketball set shot by improving key technique cues.
• Students will use observation and simple criteria to give effective partner feedback.
• Students will apply feedback immediately to increase shot accuracy and consistency.
• Students will participate safely and respectfully in peer coaching.

Success criteria

• I can set my stance square to the target, with balanced feet and controlled body position.
• I can follow the set shot routine and keep a consistent shooting action through release and follow-through.
• I can give partner feedback using at least two specific technique observations.
• I can use feedback to improve my next set of shots (accuracy and consistency).

Curriculum links

• Religious education is not applicable; this is PE with health, safety, and skill development.
• Physical competence: students develop skills, apply tactics/strategies where appropriate, and evaluate performance to improve.
• As learners: ask questions, explore answers, and use feedback to improve (good practice: pupils play a full part in their own learning).

Lesson structure (45 minutes)

1. 0–5 min · Warm-up & safety check. Teacher leads a dynamic warm-up (arms/shoulders, hips, legs) and reviews safe space for shooting (no one in the line of shots; balls collected promptly). Students jog lightly, then follow the warm-up and listen for safety cues.
2. 5–10 min · Shooting readiness demo. Teacher demonstrates a clear set shot routine: stance, ball set, guide hand, shooting arm action, release, and follow-through (hold the finish). Students mirror the routine without shooting, focusing on consistent posture and “hold the follow-through.”
3. 10–20 min · Drill 1: Form basics (station work). Teacher sets up 2–3 stations at a suitable close-to-mid range distance. Students do short reps (e.g., 6 shots each) focusing only on stance and follow-through, not maximum power.
4. 20–30 min · Drill 2: Consistency check (set-shot accuracy). Teacher places a simple target marker (e.g., zones on the hoop/backboard) and calls for the same routine each time. Students take shots in small sets of 5, record makes/misses on a personal sheet, then reset quickly for the next set.
5. 30–40 min · Partner feedback coaching (swap roles). Teacher explains peer coaching roles: Shooter and Coach. Coaches use a checklist to observe stance, guide-hand use, and follow-through, then give one “Keep” and one “Try next.” Students rotate every 2–3 shots: Coach watches closely, gives immediate cues, then swaps with the partner.
6. 40–44 min · Apply feedback mini-match. Teacher returns students to their own ball and targets. Students take one final set of 6 shots, applying the coaching point they received (try one change only).
7. 44–45 min · Cool down & quick reflection. Teacher leads a brief cool down (static stretches for legs/shoulders) and asks: “What change improved your shot most today?” Students cool down and share one reflection sentence with a partner.

Resources

• Basketballs (sufficient for 30 pupils in groups or stations)
• Hoops/targets with safe shooting lanes
• Cones/markers for shooting stations
• Shot record sheets (makes/misses, or 5-shot totals)
• Partner feedback checklist (stance, follow-through, accuracy notes)
• Clipboards/pencils
• Bibs/markers to identify Shooter vs Coach roles
• First-aid kit and water available

Assessment

• Teacher formative checks during drills: correct stance alignment, controlled release, stable follow-through.
• Coach feedback check: students use specific observations (e.g., “Your feet were square,” “Your shooting hand stayed up”).
• Accuracy data: compare each student’s make totals before and after partner coaching (not just raw performance).

Differentiation

• Support: provide a simplified checklist with picture cues (stance square, elbow up, hold finish). Allow slightly closer shooting distance for groups needing it.
• Support for SEN/EAL: sentence starters for feedback (“Keep your…”, “Try next time…”) and extra time at station set-up.
• Challenge: increase distance slightly or require consistent release point (e.g., aim for a specific backboard zone) once a student reaches a target accuracy in a set.
• Managing safety: if a group needs it, reduce number of concurrent shooters and increase space, using one-at-a-time shooting lanes.

References built into the lesson approach

• Partner coaching with immediate improvements: observation of stance, follow-through, and shot accuracy, followed by quick application in the next reps.
• Student-led learning: learners deploy questioning and feedback to refine technique during drills and partner sessions.