Lesson 7 - Skills Application
Foundation Skills
•Year 7
•Basketball
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we use peer assessment to improve our basketball skills and become better coaches for each other?
Learning Objectives
- To apply all learnt fundamental basketball skills in game situations
- To demonstrate understanding and skill of shooting and lay-up fundamentals in practice situations
- To make tactical decisions for successful gameplay in passing and moving situations
Key Outcomes
- Students will execute fundamental basketball skills with improved technique and consistency
- Students will demonstrate effective peer assessment skills using structured criteria
- Students will apply tactical knowledge in small-sided games with appropriate decision-making
Equipment & Resources Required
Distributed at station areas, additional balls available at baseline
Alternative: Size 6 basketballs for younger students, foam balls for indoor modifications
Two different colours for game situations, distributed before game application
Alternative: Coloured cones to hold, armbands, or existing school team colours
2 cones at top of key for warm-up drill, additional cones for station boundaries
Alternative: Markers, chalk lines, or existing court markings
Clipboards provided, sheets pre-filled with partner names
Alternative: Digital tablets, verbal assessment, or peer discussion sheets
For timing station rotations and game periods
Alternative: Phone timer, visible clock, or student timekeepers
Key Vocabulary
The process of students evaluating and providing feedback on each other's performance using structured criteria
A structured tool that breaks down skills into specific criteria for consistent evaluation
A fundamental basketball position where a player can shoot, pass, or dribble from the same stance
An offensive play where one player sets a screen for a teammate, then moves toward the basket
A close-range shot where the ball is gently released off the backboard into the basket
Points earned by demonstrating specific skills rather than scoring baskets
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and dribbling techniques
- Fundamental passing skills (chest pass, bounce pass)
- Basic shooting technique and lay-up progression
- Understanding of triple threat position
Current Skills
- Application of all fundamental skills in game contexts
- Peer assessment and coaching techniques
- Advanced tactical understanding including screens and rolls
- Self-reflection and evaluation of performance
Next Steps
- Advanced offensive and defensive strategies
- Leadership roles in team situations
- Officials and refereeing skills
- Tournament organisation and management
Milestone Indicators
Key Teaching Points
- Peer assessment requires specific observation skills and constructive feedback language
- Triple threat position is fundamental to all basketball offence and must be emphasised consistently
- Lay-up technique relies on correct approach angle and footwork rhythm - practice both sides equally
- Screen and roll requires communication, timing, and stationary screens for safety and effectiveness
- Individual skill points motivate technique focus over just scoring in competitive situations
- Assessment criteria must be clearly understood before students can assess each other effectively
- Game application should maintain skill focus rather than becoming purely competitive
Common Misconceptions
- Assessment means finding faults - actually it means recognising strengths and identifying specific improvement areas
- Screens can be moving - they must be stationary for safety and rule compliance
- Lay-ups should be powerful shots - they require soft touch and backboard usage
- Triple threat is just holding the ball - it's an active, ready position for multiple options
- Peer assessment is too difficult for this age - students can learn to give specific, helpful feedback with proper structure
- Individual skill points aren't as important as team scoring - they encourage technique development over just winning
SEN Adaptations
ADHD
- Shorter station times with clear transitions, physical movement incorporated throughout, immediate feedback and recognition
dyspraxia
- Larger equipment, simplified skill progressions, extra practice time at stations, peer support for assessment completion
autism spectrum
- Clear routines and visual schedule for station rotations, quiet spaces available, predictable assessment structure with advance preparation
visual impairment
- Use bright coloured balls and verbal cues for all demonstrations, provide tactile guidance for skill technique, buddy system for peer assessment
hearing impairment
- Visual demonstrations and hand signals, written assessment criteria, clear visual cues for game transitions and rules
physical disability
- Modified equipment such as lower baskets or larger balls, seated or adapted versions of skills, flexible assessment criteria
Cross-Curricular Links
English
Developing vocabulary for technical basketball terms and assessment language, communication skills through peer assessment
Maths
Scoring systems, statistics tracking, angles of approach for lay-ups, timing and rotation calculations
Science
Forces and angles in shooting, biomechanics of movement, energy systems during exercise
PSHE
Peer support and constructive feedback, building confidence, leadership and responsibility in assessment roles
Teacher Guidance
Positioning
Rotate between stations during skill development, central position during games for maximum visibility
Observation Focus
Technical skill execution, quality of peer assessment, appropriate game behaviour and decision-making
Intervention Points
Step in when peer assessment becomes unconstructive, when safety is compromised, or when students need technique correction
Demonstration Notes
Demonstrate skills slowly first, then at game speed; model quality peer assessment language; show positive coaching techniques
Verbal Cues
- •'Use your assessment eyes - what specifically do you see?'
- •'Show me that triple threat position before you move!'
- •'Screens are stationary - plant those feet!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum half-court area (15m x 14m) with additional space for multiple stations
Surface Check
Clean, dry, non-slip surface free from debris and obstacles
Equipment Safety
Safety Checks
- •Basketballs properly inflated and in good condition
- •Cones with no sharp edges or cracks
- •Assessment clipboards with smooth edges
Risk Management
Key Risks
- •Collisions during fast-paced game situations
- •Falls during lay-up attempts or aggressive play
- •Overexertion during continuous activities
- •Emotional distress from peer assessment feedback
Risk Mitigation
- •Clear boundaries and adequate spacing between activities
- •Emphasis on controlled play rather than aggressive contact
- •Regular breaks and hydration opportunities
- •Structured, supportive approach to peer assessment
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all game areas
- •Monitor fatigue levels throughout lesson
- •Intervene quickly in assessment discussions if needed
Emergency Procedures
Stop activity immediately, assess injury/situation, provide appropriate first aid or emotional support