Lesson 1 - Dribbling and Passing for Attack
Attack & Defence Tactics
•Year 5
•Basketball
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How can we combine dribbling and passing skills to create successful attacking opportunities in basketball?
Learning Objectives
- Recap and refine dribbling and passing skills from Year 4
- Combine passing and dribbling to maintain possession and create attacks
- Apply decision-making skills to determine when to pass or dribble
Key Outcomes
- Students will demonstrate improved ball control through refined dribbling and passing
- Students will maintain possession for sustained periods through effective skill combination
- Students will create successful shooting opportunities through coordinated team attacks
Equipment & Resources Required
Distributed around court perimeter for easy access
Alternative: Size 5 footballs or playground balls for control practice
Positioned at corners and sides of playing area
Alternative: Netball posts, or marked targets on walls
Ready for quick team identification
Alternative: Coloured bands or team markers
Mark court boundaries and shooting zones
Alternative: Markers or chalk lines
Key Vocabulary
A basketball position where the player can pass, dribble, or shoot
Bouncing the ball continuously while moving to maintain possession
A pass that hits the floor before reaching the teammate
A direct pass from chest level to a teammate's chest
Catching the ball after a missed shot
Having control of the ball for your team
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic dribbling with dominant hand from Year 4
- Simple passing techniques including bounce and chest pass
- Understanding of basic basketball rules and objectives
Current Skills
- Refined dribbling with alternating hands
- Accurate passing under pressure
- Decision-making in triple threat position
- Creating space and attacking opportunities
Next Steps
- Advanced shooting techniques and accuracy
- Complex team strategies and set plays
- Defensive positioning and interception skills
Milestone Indicators
Key Teaching Points
- Triple threat position gives players three options - pass, dribble, or shoot
- Decision-making depends on space available, teammate positions, and defensive pressure
- Dribbling requires fingertip control, not palm contact, with eyes up for awareness
- Effective passing needs two hands, step forward, and aim for teammate's chest
- Possession maintenance requires constant communication and movement
- Teamwork creates better shooting opportunities than individual play
- Once you stop dribbling, you must pass or shoot - cannot start dribbling again
Common Misconceptions
- Players think dribbling is always better than passing - teach situational awareness
- Students believe they must always use dominant hand - emphasise bilateral development
- Many think stopping dribbling means giving up the ball - teach triple threat options
- Players assume faster is always better - teach controlled, accurate skill application
- Students focus only on scoring - emphasise possession and team play create better chances
SEN Adaptations
ADHD
- Frequent activity changes, clear movement boundaries, regular positive reinforcement, specific roles in team activities to maintain focus
dyspraxia
- Larger, softer balls for easier handling, slower activity pace initially, extra practice time for skill development, simplified game rules
autism spectrum
- Clear visual schedule of lesson activities, defined roles in team games, quiet breakout space available, consistent routines and expectations
visual impairment
- Use bright orange basketballs for contrast, provide verbal descriptions of court layout, buddy system for movement, tactile boundary markers
hearing impairment
- Clear visual demonstrations for all skills, hand signals for game instructions, written key points on display board, ensure face-to-face communication
physical disability
- Seated basketball version with lower hoops, modified dribbling with two hands, shorter game areas, adapted balls if needed for grip
Cross-Curricular Links
English
Communication during games, listening to instructions and feedback, expressing tactical ideas clearly, vocabulary development through sports terminology
Maths
Counting consecutive passes, measuring court distances, calculating angles for effective passing, understanding spatial relationships and geometry in player positioning
Science
Understanding forces in ball movement, friction between ball and court surface, energy transfer in passing and shooting, cardiovascular system response to exercise
PSHE
Teamwork and cooperation skills, resilience when facing defensive pressure, respect for opponents, managing competitive emotions positively
Teacher Guidance
Positioning
Central court position during introductions, circulate between groups during activities, corner position during games for full court visibility
Observation Focus
Decision-making speed and accuracy, skill technique under pressure, teamwork and communication, safe play throughout
Intervention Points
Step in for unsafe play immediately, provide specific skill feedback during natural breaks, celebrate excellent decision-making examples
Demonstration Notes
Use student volunteers to show excellent examples, demonstrate decisions in slow motion for clarity, show both successful and less successful choices for learning
Verbal Cues
- •'Head up - see your options!'
- •'Great decision - you saw the space!'
- •'Support your teammate!'
- •'Control first, then decide!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m indoor or outdoor court space, clear of obstacles
Surface Check
Non-slip surface, dry conditions, no loose balls or equipment hazards
Equipment Safety
Safety Checks
- •Basketball hoops securely mounted and at appropriate height
- •Balls properly inflated - not over or under-inflated
- •Cones with rounded edges, no sharp corners
- •Check bibs for tears that could cause injury
Risk Management
Key Risks
- •Collision between students during games
- •Slipping on court surface
- •Ball strikes to face or body
- •Overexertion in competitive situations
Risk Mitigation
- •Clear court boundaries established with cones
- •No physical contact rules enforced consistently
- •Adequate spacing between game areas
- •Regular hydration reminders
- •Progressive skill building before competitive play
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all game areas simultaneously
- •Move between groups during possession games
- •Monitor for fair play and appropriate contact
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately on safety concern, assess situation, provide appropriate first aid, contact school procedures if needed