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Lesson 5 - Introducing Marking in Basketball

Strategic Play & Team Dynamics

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Year 4

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Basketball

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45 min

Big Question

How can we use our body position and movement to prevent our opponents from scoring?

Learning Objectives

To understand the concept of marking and its importance in defending
To develop the ability to mark an opponent without making contact
To apply marking skills in game situations to prevent attacking opportunities

Key Outcomes

Students will be able to follow and mark an attacker's movements effectively
Students will understand when and why to mark in basketball
Students will demonstrate safe marking techniques without physical contact

Equipment & Resources Required

Basketball

1 per 3 students (10 balls for class of 30)

Balls stored safely at side of court when not in use

Alternative: Size 5 footballs or playground balls if basketballs unavailable

Dish Cones

20-25 cones

Scattered around court area for marking practice

Alternative: Bean bags or chalk marks on playground

Coloured Bibs

15 (half the class)

Used to distinguish teams during games

Alternative: Different coloured t-shirts or arm bands

Whistles

For clear start/stop signals and game management

Alternative: Voice commands if whistle unavailable

Key Vocabulary

Marking

Staying close to an opponent to prevent them from receiving the ball or making an easy pass

Defending

The team without the ball trying to prevent the other team from scoring

Pressure

Making it difficult for the attacking team by staying close and forcing quick decisions

Possession

Which team currently has control of the ball

Endzone

The scoring area that attackers must reach with the ball

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic movement skills - running, stopping, changing direction
Understanding of personal space and spatial awareness
Basic ball handling skills from previous basketball lessons

Current Skills

Introduction to defensive positioning and marking
Following an opponent's movements without contact
Understanding role changes from attacker to defender

Next Steps

Advanced marking techniques including double teaming
Intercepting passes and regaining possession
Team defensive strategies and communication

Milestone Indicators

Student can shadow an opponent's movements consistently

Student understands when to mark (immediately after losing possession)

Student can prevent easy passes through good positioning

Key Teaching Points

Marking means staying close to an opponent to prevent them receiving or passing the ball easily
Maintain arm's length distance - close enough to influence but never making physical contact
When your team loses possession, immediately find an opponent to mark
Good marking requires quick feet, good balance, and constant attention to opponent's movements
Effective defending is about positioning and pressure, not physical contact
Team defending means everyone has marking responsibilities, not just some players
The best defenders anticipate opponent's movements by watching hips and shoulders

Common Misconceptions

Misconception: 'I should try to steal the ball from the attacker' - Correction: 'Focus on marking the player, not grabbing the ball'
Misconception: 'I only need to defend when they're near our goal' - Correction: 'Good defending starts as soon as we lose possession anywhere on court'
Misconception: 'I can push or hold the attacker to stop them' - Correction: 'Use your position and movement, never physical contact'
Misconception: 'One person can defend for the whole team' - Correction: 'Basketball defending is a team job - everyone must mark someone'
Misconception: 'I should stay far away so I don't foul them' - Correction: 'Stay close enough to make them uncomfortable, just don't touch'

SEN Adaptations

ADHD

Short activity bursts with clear start/stop signals, regular movement breaks built into activities, clear boundaries and rules, immediate feedback and encouragement

dyspraxia

Larger equipment for easier handling, extra practice time for movement patterns, simplified marking distances initially, step-by-step breakdown of complex movements

autism spectrum

Clear visual routines for each activity, consistent structure with predictable transitions, quiet zones available, social stories about teamwork and defending

visual impairment

Use brightly coloured bibs for team identification, verbal descriptions of marking positions, partner system with sighted buddy, audio cues for game situations

hearing impairment

Visual demonstrations of all marking techniques, hand signals for game management, written instruction cards, clear visual boundaries for all activities

physical disability

Seated marking versions using wheelchair positioning, modified court size, adapted equipment like larger/softer balls, focus on upper body marking movements

Cross-Curricular Links

Maths

Counting 5-second violations, measuring distances for marking, angles of movement and positioning, spatial awareness and geometry of court positioning

Science

Understanding balance and centre of gravity during marking, forces applied during movement changes, reaction times and reflexes

PSHE

Teamwork and cooperation in defence, managing emotions when under pressure, leadership roles in organising team defence, respect for opponents and rules

Teacher Guidance

Positioning

Stand at corner of court area for maximum visibility, move between groups during practice activities

Observation Focus

Watch for appropriate marking distance, quick defensive transitions, team communication and cooperation

Intervention Points

Step in if physical contact occurs, if students becoming frustrated with defensive pressure, or if marking becoming too passive to be effective

Demonstration Notes

Use exaggerated movements to show proper marking distance, demonstrate with confident student as partner, emphasise safety throughout all demonstrations

Verbal Cues

•'Stay close but don't touch!'
•'Follow like a shadow!'
•'Quick feet, stay balanced!'
•'Mark someone, mark someone!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m clear area, indoor hall or outdoor hard court surface

Surface Check

Dry, even surface free from water, debris, or obstacles that could cause slips

Equipment Safety

Safety Checks

•Basketballs properly inflated and in good condition
•Cones have no sharp edges or cracks
•Bibs clean and appropriate size
•All equipment stored safely when not in use

Risk Management

Key Risks

•Collisions between students during marking
•Slips and falls during quick direction changes
•Overly physical contact during marking
•Ball strikes during passing practice

Risk Mitigation

•Clear 'no contact' rule established and reinforced throughout
•Adequate spacing between pairs and groups
•Progressive skill building from simple to complex
•Regular safety reminders about appropriate distance
•Teacher positioned for maximum visibility of all activities

Supervision & Emergency Procedures

Supervision Points

•Position at corner of area for full court visibility
•Move between groups during practice activities
•Monitor marking activities for appropriate contact levels
•Watch for signs of overexertion or frustration

Emergency Procedures

Stop activity immediately if contact occurs, assess situation, provide appropriate first aid support, modify activity if needed to ensure safety