Lesson 2 - Passing & Creating Space
Strategy: Individual to Team
•Year 6
•Basketball
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How can we use different passing techniques and clever movement to maintain possession and build attacking play?
Learning Objectives
- To develop chest pass and bounce pass techniques with accuracy and power
- To understand and apply cutting movements to create space for receiving passes
- To evaluate peers' performance using correct technical basketball terminology
Key Outcomes
- Students will demonstrate improved passing accuracy in game situations
- Students will successfully use L-cuts and V-cuts to lose defenders
- Students will provide constructive feedback using basketball-specific vocabulary
Equipment & Resources Required
Properly inflated, checked for damage before lesson
Alternative: Size 5 footballs or netballs if basketballs unavailable
Used to mark boundaries and crossing points
Alternative: Spot markers or bean bags for area marking
For team identification in End Ball game
Alternative: Different coloured tops if bibs unavailable
For filming peer assessment evidence
Alternative: Smartphone for video recording
Key Vocabulary
A pass thrown from chest level using both hands with fingers spread behind the ball
A pass that bounces once on the floor before reaching the receiver
A sharp 90-degree change of direction to create space, shaped like the letter L
A cutting movement that forms a V-shape to lose a defender
A deceptive movement that looks like a pass but doesn't release the ball
Showing hands clearly to indicate where you want to receive the pass
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and dribbling skills
- Understanding of personal space and spatial awareness
- Experience working cooperatively in pairs and small groups
Current Skills
- Chest pass and bounce pass execution
- Creating space through cutting movements
- Peer assessment using technical vocabulary
Next Steps
- Advanced passing under pressure
- Team tactics and set plays
- Game strategy and decision-making
Milestone Indicators
Key Teaching Points
- Hands positioned behind ball for all passes, not on the sides
- Step forward with opposite foot when passing for power and accuracy
- Eye contact essential before every pass to ensure receiver is ready
- Cutting movements must be explosive with sudden direction changes
- Use technical basketball vocabulary consistently to develop sport understanding
- Peer assessment provides valuable learning when using specific language
- Movement off the ball creates scoring opportunities in game situations
Common Misconceptions
- Belief that harder passes are always better - teach controlled power instead
- Thinking cuts should be gradual - emphasise explosive, sudden direction changes
- Assuming peer feedback should be vague and positive - train specific technical language
- Expecting immediate success - reinforce that skill development takes practice
- Believing basketball skills don't transfer - highlight connections to other sports
SEN Adaptations
ADHD
- Short activity segments with clear transitions, frequent movement opportunities, specific role assignments
dyspraxia
- Larger balls for easier catching, reduced complexity in cutting patterns, extra practice time for technique
autism spectrum
- Clear routines and expectations, visual schedule of activities, quiet space available if needed
visual impairment
- Use bright coloured balls, clear verbal cues for all movements, buddy system for spatial guidance
hearing impairment
- Visual demonstrations with clear gestures, written instruction cards, tap shoulder for attention
physical disability
- Seated passing variations, modified cutting distances, adapted ball size for easier handling
Cross-Curricular Links
English
Technical vocabulary development, peer assessment communication, instruction following and giving
Maths
Calculating pass success rates, measuring distances, angles of cutting movements, timing intervals
Science
Forces in passing, friction in ball handling, body systems during exercise, momentum in cutting movements
PSHE
Teamwork and collaboration, resilience when making mistakes, leadership through peer coaching
Teacher Guidance
Positioning
Move around perimeter for visibility of all students, central position for demonstrations
Observation Focus
Watch for correct hand position on ball, quality of cutting movements, use of technical vocabulary
Intervention Points
Step in if students struggle with passing accuracy, provide individual support for cutting technique
Demonstration Notes
Demonstrate all skills clearly with exaggerated movements, repeat key points multiple times, use students as positive examples
Verbal Cues
- •'Hands behind the ball!'
- •'Step into your pass!'
- •'Make eye contact first!'
- •'Explosive cuts!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m, clear of obstacles with marked boundaries
Surface Check
Dry, even surface free from hazards, suitable for running and cutting movements
Equipment Safety
Safety Checks
- •Check basketballs are correctly inflated and undamaged
- •Ensure cones are visible and stable
- •Verify recording equipment is secured and positioned safely
Risk Management
Key Risks
- •Collisions during crossover warm-up
- •Ball strikes to face or body
- •Slips during cutting movements
- •Physical contact during competitive play
Risk Mitigation
- •Clear boundaries established and maintained
- •Adequate spacing between all activities
- •Progressive skill building from static to dynamic
- •Strict no-contact rule enforcement in games
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during crossing activities
- •Monitor cutting practice for control and safety
- •Active refereeing during game application
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, call for additional support if needed