Lesson 4 - Passing Under Pressure
Skill Application & Game Progression
•Year 4
•Basketball
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How can we maintain possession of the ball when opponents are trying to take it away from us?
Learning Objectives
- To pass the ball accurately on the move using different techniques
- To maintain possession through quick passing and movement
- To demonstrate effective communication during team play
Key Outcomes
- Students will pass the ball with good technique while moving
- Students will work together to keep possession under pressure
- Students will show improved agility, balance, coordination and precision
Equipment & Resources Required
Check inflation levels before lesson
Alternative: Large playground balls, netballs
Sort into team sets before lesson
Alternative: Coloured bands, team pennants
Use for area boundaries and end zones
Alternative: Spot markers, dome cones
Ensure sufficient storage and battery
Alternative: Digital camera with video function
Key Vocabulary
A two-handed pass made from above the head to clear tall opponents
A one-handed pass from shoulder height for longer distances
Keeping control of the ball within your team
Ready position where you can shoot, pass or dribble
Illegal move - dribbling with both hands or stopping and restarting dribble
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills
- Stationary passing techniques
- Understanding of personal space
Current Skills
- Dynamic passing on the move
- Possession play under pressure
- Advanced communication skills
Next Steps
- Shooting techniques from different positions
- Defensive strategies and positioning
- Advanced game tactics and set plays
Milestone Indicators
Key Teaching Points
- Overhead pass: ball above head, step forward, sharp wrist flick down
- Shoulder pass: ball at shoulder, opposite foot forward, drive through target
- Quick decision making: release ball within 3 seconds of receiving
- Communication: call for ball, direct teammates, encourage constantly
- Movement after passing: don't stand still, create new passing options
- Possession focus: keep ball within team through quick passing and movement
- Rule application: understand dribbling rules, travelling, and game boundaries
Common Misconceptions
- Thinking overhead passes are just chest passes held higher - emphasise above head position
- Believing power is most important in passing - stress accuracy and timing over force
- Assuming static positioning is acceptable - emphasise constant movement after passing
- Thinking individual skills matter more than teamwork - highlight collective possession
- Misunderstanding that defending means grabbing - teach proper defensive pressure without fouling
SEN Adaptations
ADHD
- Shorter activity bursts with regular breaks, clear visual boundaries, frequent position changes, immediate feedback
dyspraxia
- Larger, softer balls initially, simplified movement patterns, extra practice time, partner support system
autism spectrum
- Clear visual schedule of activities, quiet zones available, predictable routines, advance warning of changes
visual impairment
- Use bright coloured balls, clear verbal instructions, buddy system with sighted partner, tactile boundary markers
hearing impairment
- Visual demonstrations, hand signals for communication, written instruction cards, vibrating signals for timing
physical disability
- Seated passing variations, modified equipment sizes, adapted court sizes, alternative scoring methods
Cross-Curricular Links
English
Communication skills, following and giving instructions, vocabulary development, describing techniques
Maths
Counting consecutive passes, measuring distances for passes, calculating success percentages, timing activities
Science
Understanding forces in passing, trajectory and angles, reaction times, body systems during exercise
Geography
Spatial awareness, directions and positioning, mapping movement patterns around court areas
PSHE
Teamwork and cooperation, dealing with competitive pressure, celebrating others' success, resilience when losing possession
Teacher Guidance
Positioning
Move around perimeter of activities for optimal viewing, position centrally for demonstrations
Observation Focus
Technical skill development, safety awareness, inclusion of all students, communication levels
Intervention Points
Step in if unsafe play occurs, support struggling students, extend confident learners
Demonstration Notes
Use students to model good practice where possible, exaggerate key teaching points for clarity, ensure all can see demonstrations
Verbal Cues
- •'Quick passes!'
- •'Move to space!'
- •'Communicate with your team!'
- •'Eyes up, see your options!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m, clear of obstacles with defined boundaries
Surface Check
Dry, even surface suitable for running and ball bouncing
Equipment Safety
Safety Checks
- •Check basketballs are properly inflated
- •Ensure cones have no sharp edges or cracks
- •Verify filming equipment is secure and positioned safely
Risk Management
Key Risks
- •Collisions during dynamic games
- •Slips and falls on court surface
- •Ball strikes to head or body
- •Overexertion during high-intensity activities
Risk Mitigation
- •Clear boundaries established with adequate space between activities
- •Progressive skill building from stationary to dynamic
- •Controlled contact rules explained and enforced
- •Regular rest periods and rotation systems
- •Appropriate ball pressure for age group
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Circulate actively during game phases
- •Monitor high-intensity periods for fatigue
- •Ensure rule adherence to prevent dangerous play
Emergency Procedures
Stop activity immediately, assess situation, apply appropriate first aid, seek additional support if required