Lesson 5 - Decision Making in Attack
Skill Integration Mastery
•Year 5
•Basketball
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How do great basketball players know exactly when to pass and when to dribble?
Learning Objectives
- To develop decision-making skills in basketball attack situations
- To apply tactical awareness when choosing between passing and dribbling
- To demonstrate teamwork and communication during game situations
Key Outcomes
- Students will demonstrate improved decision-making between passing and dribbling under pressure
- Students will show tactical awareness by choosing appropriate actions based on game situation
- Students will communicate effectively with teammates to support attacking play
Equipment & Resources Required
Distributed around court perimeter, properly inflated
Alternative: Size 3 footballs, netballs for younger students
Various colours for different activities, stored safely when not in use
Alternative: Markers, spots, or small equipment as targets
Placed at corners and designated scoring areas
Alternative: Large cones, targets, or marked circles on ground
15 of each colour for clear team identification
Alternative: Coloured cones to hold, different coloured tops
Key Vocabulary
Choosing the best action based on what you see happening in the game
When a defender is close to you and trying to win the ball
An empty area on the court where you can move or dribble safely
Moving to a position where your teammate can pass to you easily
When the defender catches or steals the ball from the attacking team
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic basketball dribbling technique with control
- Two-handed chest pass and catching skills
- Understanding of simple basketball rules and scoring
Current Skills
- Decision-making between passing and dribbling
- Reading defensive pressure situations
- Tactical awareness in small-sided games
Next Steps
- Advanced passing techniques (bounce pass, overhead pass)
- Shooting from different positions
- Defensive positioning and intercepting
Milestone Indicators
Key Teaching Points
- Dribble when you have space to move towards the target
- Pass when defenders are close or teammates are in better positions
- Read the defender's position before making your decision
- Communicate with teammates to support successful attacks
- Move after passing to create new opportunities
- Encourage teammates and celebrate good decisions
- Apply tactical thinking in all game situations
Common Misconceptions
- Always dribbling even when passing would be better - correct by emphasising reading teammate positions
- Always passing even when space is available to dribble - show examples of good dribbling opportunities
- Making decisions too slowly under pressure - practice quick recognition of space and pressure
- Not communicating intentions to teammates - model and encourage verbal and visual communication
- Focusing only on individual success rather than team success - celebrate team achievements and good passing decisions
SEN Adaptations
ADHD
- Shorter activity segments with clear transitions, additional movement breaks, clear expectations and immediate positive feedback
dyspraxia
- Larger, slower basketballs for easier control, simplified rule sets, extra practice time with basic skills, supportive peer partnerships
autism spectrum
- Clear, predictable routines for each activity, visual schedule showing lesson structure, quiet zones available for breaks
visual impairment
- Use bright coloured balls and equipment, provide verbal descriptions of positioning, buddy system for guidance and support
hearing impairment
- Use visual demonstrations and hand signals, provide written key points on cards, ensure clear sight lines for instruction
physical disability
- Seated passing and catching options, modified distances and equipment size, adapted roles as team coach or referee
Cross-Curricular Links
Science
Understanding forces in ball movement, effects of pressure on decision-making, body systems responding to exercise intensity
Geography
Spatial awareness and positioning, reading space and movement patterns, understanding directions and angles of movement
PSHE
Teamwork and collaboration, managing competitive emotions, developing resilience when facing pressure, leadership skills development
Teacher Guidance
Positioning
Move around groups during activities, position at corner during games for optimal viewing of all students
Observation Focus
Watch for decision-making quality, tactical awareness, teamwork, and skill application under pressure
Intervention Points
["Step in if students consistently making poor tactical decisions", "Support groups struggling with rules or cooperation", "Challenge advanced students with additional tactical questions"]
Demonstration Notes
Use students to demonstrate good and poor decisions, exaggerate tactical scenarios for clarity, celebrate good examples immediately
Verbal Cues
- •'Read the defender - do you have space?'
- •'Where's your teammate? Can you pass?'
- •'Great decision-making!'
- •'Support your teammate!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m for warm-up, multiple 10m zones for skills, 7m x 7m for final game
Surface Check
Dry, non-slip surface free from obstacles, appropriate markings visible
Equipment Safety
Safety Checks
- •Basketballs properly inflated and free from defects
- •Cones placed safely to avoid tripping hazards
- •Hoops stable and positioned away from walls or obstacles
- •Team bands not too tight and easily removable
Risk Management
Key Risks
- •Collisions during fast-paced games
- •Slips when changing direction quickly
- •Ball strikes to face or body
- •Overexertion during competitive activities
Risk Mitigation
- •Clear boundaries established for all activities
- •Controlled contact rules enforced throughout
- •Progressive skill building from simple to complex
- •Regular drinks breaks and monitoring of exertion levels
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Monitor high-activity areas like corners during games
- •Watch for signs of fatigue or overcompetitive behaviour
- •Ensure fair play and positive interactions
Emergency Procedures
Stop signal understood by all, first aid kit accessible, clear procedures for injuries