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Lesson 2 - Passing Techniques

Foundation Skills

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Year 7

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Basketball

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Big Question

How can we use technical language to help others improve their basketball passing skills?

Learning Objectives

Demonstrate correct chest pass and bounce pass techniques with accuracy and control
Evaluate peer performance using appropriate basketball terminology and constructive feedback
Apply cutting movements (L cuts and V cuts) to create passing opportunities in game situations

Key Outcomes

All students will execute basic passing techniques and give simple feedback using basketball vocabulary
Most students will demonstrate consistent passing fundamentals and provide constructive peer assessment
Some students will show advanced cutting movements and deliver detailed technical evaluations

Equipment & Resources Required

Basketball

15 (1 per pair)

Check inflation and distribute around court perimeter

Alternative: Size 5 footballs, netballs for different hand sizes

Cones

Various sizes for different activities - store in corner for quick access

Alternative: Dome cones, flat markers, bibs as markers

Team bibs

15-20 in different colours

Sort into colour groups before lesson starts

Alternative: Coloured bands, different coloured t-shirts

Sun Markers

For demonstrating cutting movements and key vocabulary

Alternative: Flip chart, tactical board

Key Vocabulary

Chest Pass

A pass thrown from chest height using both hands with a pushing motion

Bounce Pass

A pass that bounces once on the floor before reaching the receiver

L Cut

A movement pattern where the player moves in an L shape to lose their defender

V Cut

A movement pattern forming a V shape to create separation from defender

Fake Pass

A deceptive movement that looks like a pass but isn't released

Side Out

When the ball goes out of bounds and play restarts from the sideline

Double Dribble

Illegal move where a player dribbles, stops, then dribbles again

Technical Language

Specific basketball vocabulary used to describe skills and techniques accurately

Skill Progression Pathway

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

Prior Learning

Basic ball handling and dribbling skills from Lesson 1
Understanding of personal space and spatial awareness
Basic catching and throwing skills from primary PE
Simple teamwork and communication skills

Current Skills

Chest pass technique with step and push action
Bounce pass execution with correct trajectory
L cuts and V cuts for creating space
Peer assessment using technical vocabulary
Fake passes and eye contact for deception

Next Steps

Shooting techniques and accuracy
Defensive positioning and tactics
More complex cutting movements and screens
Advanced game strategies and tactics

Milestone Indicators

Consistent passing accuracy over 80% in practice

Use of at least 5 technical terms in peer feedback

Successful execution of cutting movements in game situations

Ability to adapt technique based on peer feedback received

Key Teaching Points

Master the four-step passing process: Catch, Protect, Step, Push for consistent technique
Sharp, explosive cutting movements create better passing opportunities than slow, rounded cuts
Use technical basketball vocabulary when giving feedback to help others improve more effectively
Eye contact and fake passes are crucial for deceiving defenders and creating passing angles
Maintain passing technique quality even under pressure during game situations
Movement off the ball is as important as ball-handling skills for team success
Peer assessment helps both the observer and performer improve their understanding

Common Misconceptions

Believing that throwing hard makes passes more accurate - teach controlled pushing action instead
Thinking that fancy moves are better than simple, effective cuts - emphasise sharp, purposeful movement
Assuming that only ball carriers need to move - teach constant movement for all players
Believing that any feedback is good feedback - teach specific, technical language use
Thinking that bounce passes should hit the ground close to the passer - teach two-thirds distance rule
Assuming that peer assessment is just about finding mistakes - teach positive, constructive feedback
Believing that game rules don't matter in practice - consistently enforce safe play standards

SEN Adaptations

ADHD

Shorter activity segments, clear boundaries marked, regular movement breaks, specific roles in peer assessment

dyspraxia

Larger, slower balls initially, simplified movement patterns, extra practice time, visual and verbal cues combined

autism spectrum

Clear routine structure, visual schedule of lesson sections, quiet space available if needed, consistent vocabulary use

visual impairment

Use bright coloured balls, provide clear verbal descriptions of movements, buddy system for demonstrations

hearing impairment

Visual demonstrations of all skills, written key vocabulary cards, hand signals for game situations

physical disability

Seated passing variations, modified distances, larger/softer balls as needed, alternative cutting movements

Cross-Curricular Links

English

Technical vocabulary development, constructive feedback writing, communication skills through peer assessment

Maths

Calculating passing percentages, measuring distances for passing accuracy, understanding angles in cutting movements

Science

Forces and motion in ball trajectory, body systems during exercise, levers in passing technique

PSHE

Teamwork and cooperation, building confidence through peer support, handling constructive criticism positively

Teacher Guidance

Positioning

Move around court perimeter for optimal visibility, position at corner during demonstrations for all students to see

Observation Focus

Watch for correct passing technique, effective use of cutting movements, quality of peer feedback, and safe play

Intervention Points

["Step in when technique breaks down significantly", "Correct unsafe play immediately", "Support peer assessment with prompting questions", "Provide additional challenges for advanced students"]

Demonstration Notes

Always demonstrate with exaggerated movements for clarity, use students as models when appropriate, break down complex skills into steps

Verbal Cues

•'Catch, protect, step, push!'
•'Sharp cuts, not rounded!'
•'Use your basketball words!'
•'Heads up, eyes scanning!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum full court or large hall 30m x 20m, clear of obstacles with adequate ceiling height

Surface Check

Dry, non-slip surface free from hazards, appropriate footwear for court surface

Equipment Safety

Safety Checks

•Check all basketballs are properly inflated and in good condition
•Ensure cones have no sharp edges or damage
•Verify bibs are clean and appropriate sizes available

Risk Management

Key Risks

•Ball strikes to face or body during passing practice
•Collisions during cutting movements and game play
•Slips and falls during direction changes
•Finger injuries from poor catching technique

Risk Mitigation

•Clear boundaries established with adequate space between activities
•Progressive skill building from static to dynamic movements
•Emphasis on heads up awareness during all activities
•No physical contact rule strictly enforced during games
•Proper catching technique taught to prevent finger injuries

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during activities
•Monitor high-activity areas during game applications
•Intervene immediately for unsafe play or rule violations
•Ensure equipment is used appropriately and safely

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact medical support if needed