Lesson 3 - Man-to-Man Marking
Tactical Skills & Team Integration
•Year 4
•Basketball
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How can we use our body position and movement to prevent opponents from scoring in basketball?
Learning Objectives
- To identify and mark an opponent using man-to-man defensive principles
- To explore different marking techniques against ball handlers in various situations
- To apply defensive positioning strategies in competitive game scenarios
Key Outcomes
- Students will demonstrate effective man-to-man marking techniques
- Students will show improved defensive positioning and movement
- Students will apply marking skills successfully in game situations
Equipment & Resources Required
Pre-positioned around court perimeter for quick access
Alternative: Size 5 balls for easier handling, rubber balls for outdoor use
Set up in circles for starter activity, various positions for skill development
Alternative: Cones, chalk marks, tape markers
Two colours for team identification during games
Alternative: Different coloured t-shirts, bandanas
For teacher and potential student referees
Alternative: Voice commands, hand signals
For timing quarters and skill development activities
Alternative: Phone timer, classroom clock with second hand
Key Vocabulary
A defensive strategy where each defender is assigned to guard a specific opponent throughout the play
The player currently in possession of the basketball
A low, balanced stance that allows quick movement in any direction
A method of starting play where two players jump to tip the ball to teammates
Making it difficult for opponents to pass, shoot, or dribble by staying close
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic basketball ball handling skills
- Understanding of offensive and defensive roles
- Ability to move safely in shared playing space
Current Skills
- Man-to-man marking fundamentals
- Defensive positioning principles
- Transition between marking different ball handler situations
Next Steps
- Zone defence concepts
- Help defence and switching
- Advanced defensive communication strategies
Milestone Indicators
Key Teaching Points
- Always maintain an arm's length distance from the opponent you are marking
- Position yourself between the ball handler and the basket they are attacking
- Keep one hand low to disrupt dribbling and one hand high to block passes and shots
- Maintain a low defensive posture with knees bent for quick movement and balance
- Apply pressure without making contact - defence through positioning not physical contact
- Stay with your assigned player throughout the quarter, don't switch assignments
- Force ball handlers towards the sideline and away from the centre of the court
Common Misconceptions
- That good defence requires touching or grabbing the opponent - correct with emphasis on positioning and pressure
- That defenders should jump at every pass or shot attempt - teach patience and staying grounded for balance
- That faster players can't be marked effectively - show how good positioning overcomes speed advantages
- That defence is less important than offence - emphasise how defence creates scoring opportunities
- That man-to-man marking means following the ball - clarify the difference between marking a player and ball watching
SEN Adaptations
ADHD
- Shorter activity segments with clear transitions, regular positive feedback, specific role assignments to maintain focus
dyspraxia
- Simplified movement patterns, additional practice time, visual markers for positioning assistance, peer support system
autism spectrum
- Clear structure and routine for each activity, visual schedule of lesson progression, quiet area available if needed
visual impairment
- Use brightly coloured balls and markers, provide verbal descriptions of positioning, assign sighted partner for guidance
hearing impairment
- Use visual signals and hand gestures, written instructions on cards, ensure face-to-face communication for instruction
physical disability
- Adapted marking positions suitable for mobility aids, modified court size, alternative ways to apply pressure without movement
Cross-Curricular Links
Maths
Understanding spatial relationships and distance measurement, timing activities and quarter durations, counting and scoring systems
Science
Forces and motion in defensive positioning, balance and stability concepts, reaction times and movement efficiency
Geography
Spatial awareness and positioning, understanding of direction and movement patterns, court layout and orientation
PSHE
Teamwork and cooperation, resilience in competitive situations, respect for opponents and officials, managing emotions during competition
Teacher Guidance
Positioning
Position at corner of activity area for maximum visibility of all students, rotate between groups during skill development
Observation Focus
Watch for correct defensive positioning, appropriate pressure application, and maintenance of no-contact rule
Intervention Points
Step in if students are making repeated contact, showing frustration, or not understanding marking assignments
Demonstration Notes
Use exaggerated movements to show defensive positioning, involve students in demonstrations, and provide immediate correction of technique
Verbal Cues
- •'Stay an arm's length away!'
- •'Between your player and the basket!'
- •'One hand high, one hand low!'
- •'Don't jump - stay balanced!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m per court, clear of obstacles and walls
Surface Check
Dry, even surface free from hazards, appropriate footwear worn
Equipment Safety
Safety Checks
- •Basketballs properly inflated and checked for damage
- •Markers/cones have rounded edges and are clearly visible
- •Bibs clean and in good repair
Risk Management
Key Risks
- •Collisions between players during close marking
- •Slips and falls during quick directional changes
- •Contact during defensive activities
- •Fatigue from high-intensity marking activities
Risk Mitigation
- •Clear no-contact rule established and enforced
- •Adequate spacing between groups during skill development
- •Progressive building of intensity throughout lesson
- •Regular water breaks and intensity monitoring
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all courts during games
- •Monitor high-activity areas particularly during game application
- •Watch for signs of fatigue or frustration affecting safety
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, ensure clear access for emergency services if required