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Lesson 2 - Passing Techniques & Feedback

Foundational Skills & Development

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Year 8

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Basketball

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Big Question

How can we evaluate and improve our passing technique using technical language to help others develop their skills?

Learning Objectives

Students will evaluate the work of others using correct technical language
Students will demonstrate accurate chest and bounce passing techniques
Students will apply movement skills including L cuts and V cuts to create passing opportunities

Key Outcomes

By the end of the lesson, students will confidently assess peers' passing technique using basketball terminology
Students will execute chest and bounce passes with improved accuracy and technique
Students will demonstrate effective off-ball movement to create space for passing

Equipment & Resources Required

Basketball

15 (1 per pair)

Pre-positioned around the court perimeter for easy collection

Alternative: Size 5 footballs or netballs if basketballs unavailable

Cones

20-30

Various colours for different activities and court marking

Alternative: Spot markers or chalk lines

Team bibs

15 (3 different colours)

Stored in accessible container for quick distribution

Alternative: Coloured bands or ask students to tuck in shirts

Stopwatch

For timing activities and rest periods

Alternative: Mobile phone timer

Key Vocabulary

Chest pass

A fundamental basketball pass where the ball is thrown from chest level using both hands

Bounce pass

A pass that bounces once before reaching the receiver, typically used to avoid defenders

L cuts

A movement pattern where a player runs in an L-shape to create space and lose their defender

V cuts

A movement pattern where a player moves away then quickly back towards their target in a V-shape

Side out

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

Fake pass

A deceptive movement that looks like a pass but isn't completed, used to mislead defenders

Technical language

Specific basketball terminology used to accurately describe skills and techniques

Peer assessment

Evaluating and providing feedback on another student's performance using observation skills

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 court boundaries and basic basketball rules
Simple catching and throwing techniques

Current Skills

Chest pass and bounce pass technique
L cuts and V cuts for creating space
Peer assessment using technical language
Movement without the ball

Next Steps

Shooting techniques and accuracy
Defensive positioning and strategies
More complex offensive plays and team tactics

Milestone Indicators

Consistent passing accuracy over 3 metres

Effective use of cutting movements to lose a marker

Confident use of basketball terminology when giving feedback

Quick decision-making in game situations

Key Teaching Points

CPSP technique (Catch, Protect, Step, Push) is fundamental to all basketball passing
Peer assessment must use specific technical language rather than general comments
L cuts and V cuts require explosive direction changes and convincing fake movements
Bounce passes should aim for 2/3 distance to target for optimal bounce height
Movement without the ball is as important as skill with the ball
Eye contact and communication are essential for effective team play
Self-assessment and honest reflection are crucial for improvement

Common Misconceptions

Thinking power is more important than accuracy in passing - emphasise control first
Believing good players don't need to use technical language - everyone benefits from precise vocabulary
Assuming movement patterns are optional - cutting skills are essential for game success
Thinking peer assessment is just about being 'nice' - it requires technical knowledge and honesty
Believing bounce passes are easier than chest passes - both require specific technique and timing

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and rules, use movement as positive outlet, frequent positive reinforcement

dyspraxia

Allow extra practice time, break skills into smaller components, use larger equipment initially, provide physical guidance if needed

autism spectrum

Provide clear structure and routine, visual schedule of activities, quiet space available if overwhelmed, consistent language and expectations

visual impairment

Use brightly coloured basketballs, provide verbal descriptions of demonstrations, implement buddy system for spatial awareness

hearing impairment

Use clear visual demonstrations, written instruction cards, hand signals for communication, ensure face-to-face communication

physical disability

Modify passing distances, allow seated passing practice, use larger/lighter balls if needed, adapt movement patterns

Cross-Curricular Links

English

Technical vocabulary development, peer assessment communication skills, following and giving instructions

Maths

Angles of passing, distances and measurements, statistics in game scores, geometry in court positioning

Science

Forces and motion in ball flight, biomechanics of passing technique, reaction times in catching

PSHE

Teamwork and cooperation, giving and receiving feedback constructively, resilience and perseverance

Teacher Guidance

Positioning

Move constantly around the space to observe all students, position for maximum visibility during demonstrations

Observation Focus

Watch for CPSP technique execution, quality of movement patterns, use of technical language in peer assessment

Intervention Points

Step in when technique is unsafe, when students are struggling with peer assessment, or when game situations become too competitive

Demonstration Notes

Always demonstrate skills slowly first, then at game speed. Use students as examples when they show good technique. Break down complex movements into component parts.

Verbal Cues

•'Remember CPSP - Catch, Protect, Step, Push!'
•'Use your technical language - what specifically did you see?'
•'Sharp cuts, quick changes of direction!'
•'Eyes up, see your options!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full basketball court or equivalent large indoor space (minimum 25m x 15m)

Surface Check

Clean, dry, non-slip surface free from obstacles and trip hazards

Equipment Safety

Safety Checks

•Check basketballs are properly inflated and in good condition
•Ensure cones have no sharp edges or damage
•Verify bibs are clean and appropriately sized

Risk Management

Key Risks

•Ball strikes to face or body
•Collisions during movement activities
•Slips and falls on court surface
•Finger injuries from catching

Risk Mitigation

•Clear boundaries established for all activities
•Adequate spacing between groups maintained
•Progressive skill building from static to dynamic
•Emphasis on controlled passing rather than power
•Proper technique teaching to prevent injuries

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all activities
•Monitor movement activities for potential collisions
•Watch for fatigue affecting technique and safety
•Ensure equal participation and no exclusion

Emergency Procedures

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