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Lesson 7 - Skills Application

Foundation Skills

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Year 7

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Basketball

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Big Question

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

Basketball

1 per 2 students (15 balls for 30 students)

Distributed at station areas, additional balls available at baseline

Alternative: Size 6 basketballs for younger students, foam balls for indoor modifications

Bibs

15 (for team identification)

Two different colours for game situations, distributed before game application

Alternative: Coloured cones to hold, armbands, or existing school team colours

Cones

12-16 cones

2 cones at top of key for warm-up drill, additional cones for station boundaries

Alternative: Markers, chalk lines, or existing court markings

Score Sheets

1 per student (30 sheets)

Clipboards provided, sheets pre-filled with partner names

Alternative: Digital tablets, verbal assessment, or peer discussion sheets

Stopwatch

1 (teacher use)

For timing station rotations and game periods

Alternative: Phone timer, visible clock, or student timekeepers

Key Vocabulary

Peer Assessment

The process of students evaluating and providing feedback on each other's performance using structured criteria

Assessment Matrix

A structured tool that breaks down skills into specific criteria for consistent evaluation

Triple Threat

A fundamental basketball position where a player can shoot, pass, or dribble from the same stance

Screen and Roll

An offensive play where one player sets a screen for a teammate, then moves toward the basket

Lay-up

A close-range shot where the ball is gently released off the backboard into the basket

Individual Points

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

Consistent execution of lay-ups from both sides

Effective communication during peer assessment

Appropriate tactical decisions in pressure situations

Demonstration of advanced skills to support peer learning

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