Bristol Flyers

Basketball delivery medium term plan / overview KS2

Lesson 1 Dribbling
Lesson 2 Passing
Lesson 3 Shooting
Lesson 4 Scoring (lay ups)
Lesson 5 Defence
Lesson 6 Application of skills taught

See below for individual lessons.

Key:

Health squad links: Questions are linked with healthy living

Social emotional development

Special NBA link with an all-star player

Bball – basketball

Chn - children
Lesson: 1 Date: Class: Teachers: Topic: Invasion Games Activity/Sport: Basketball
Learning Outcomes:
 Perform dribbling skills accurately with control.
 Be able to change direction whilst dribbling.
 Gain a greater understanding of the rules and what an illegal dribble is.

Teaching points Equipment Activities/tasks/challenges

 Control the ball when dribbling using  Basketballs Warm up: “Statues” - Different movements e.g. run, skip, sidestep, etc. then
shoulder and wrist movements.  Cones must freeze whenever ‘statues‘ is called or whistle is blown. Teach: jump
 Using finger tips not palm of hand. stops, triple threat and forward pivots.
 Keep the ball close to enable a turn to Dynamic Stretches: Lunges, squats, high knees, heal flicks, skipping
take place.
 Bounce the ball at waist height. Additional adult(s)
 Traveling when the ball is not Skill practice: Quick swap dribbling “1,2,3,swap” (stationary)
Praise encouragement
bouncing so encourage the ball to in pairs or threes stand facing the coach children must dribble with their right
and effort help look
keep bouncing even when they stop hand when the coach calls ‘1’ left ‘2’ and cross overs ‘3’ chn swap with the
and feedback to bball
dribbling to give an option to continue person behind when the coach calls ‘swap’
coach.
dribbling if they need to. Challenge: through the legs and behind the back can be added as well if
 Discourage double dribbling. Use additional challenge is needed. Encourage children to look up and dribble with
Work 1:1 with SEN or
hands alternatively not together. speed.
chn who are really
struggling to dribble.
Heart, circulatory system and what
happens to our body during exercise Competition: Relay races Appendix II and “gladiators” Appendix III
Run x2 games of
gladiators
Encouragement
Evaluation:
Students can evaluate what makes a good dribble. Ask children how they can
protect the ball.
Chn assess their ability to use each hand and switch hands (crossover)
G+T: dribble through the legs and behind the back - increase speed of dribble and emphasise change of speed and change of direction.
LA/SEN: can perform one bounce then catch. Then 2 bounces and catch the ball. How many consecutive bounces can they make? Personal best success.
Lesson: 2 Date: Class: Teachers: Topic: Invasion Games Activity/Sport: Basketball
Learning Outcomes:
 Understand what makes a good pass
 Understand the different types of passing; chest pass, shoulder pass and bounce pass
 Be able to pass and receive 2 different passes
Teaching points Equipment Activities/tasks/challenges
 Basketballs Warm up:
 Chest pass – pass the ball with two  Cones “Basketball rescue” Appendix IV
hands from the chest, pushing the ball  Bibs Dynamic Stretches: Heels, toes, Spiderman, Superman, sidesteps, karaoke
away from their body. -- *Thumbs up
thumbs down. Additional adult Skill practice:
*Tendons stretch – power Help bball coach work In the same pairs as the warm up, children have a ball between two and stand
*step forward with as many pairs as a distance apart in a space. They must practice whichever pass has been set by
*follow through fingers toward target possible looking at continuously passing to each other. To add some competition pairs have to
*communication correct form. count how many passes completed with neither dropping the ball.
 Bounce pass – pass the ball with one “All change” Appendix V
bounce between the passer and the Demonstrate passing Competition:
receiver. Judge the distance between with bball coach “Bench ball” Appendix VI or “NFL Touch Down” Appendix VII
the two and aim accordingly.
Encourage trial and error. Depending on space Evaluation:
 Shoulder pass – to pass around a and numbers x2 Students can evaluate what makes a good pass
player touchdown games And assess their ability to use each type of pass
*step open and pass same hand same Evaluation of touch down: quick passes and decisions (3 secs)
foot Why is it harder?
Diet, the food groups What can we learn? Timing, marking, moving forward, move into space

Growth Mindset

G+T: correct foot work is a must for this group. When the coach/teacher is happy then an emphasis on speed and accuracy can be applied.
LA/SEN: a different ball could be used to allow easier catches. Balloons could also be used in extreme cases. Chn could stand closer together and focus on catching and throwing.
Lesson: 3 Date: Class: Teachers: Topic: Invasion Games Activity/Sport: Basketball
Learning Outcomes:
 Children will understand the correct shooting technique
 Children will be able to evaluate their shot using 3 criteria
 Children will demonstrate resilience when faced with a tough challenge
 Children will begin to motivate each other and use positive self talk
Teaching points Equipment Activities/tasks/challenges
 Recap triple threat Warm up:
 BEEF – balance (feet and knees)  Basketballs “Chaos tag”.
- Elbow above knee and 90 degrees  cones Dynamic Stretches. Walk outs, open the gate, close the gate, A skips, squats.
- Eyes on the target Additional adult Skill practice:
- Follow through after shot “Nowitzki shooting drill/line shooting”. In pairs or threes depending on amount
 Technique to shoot – generate power by Work with as many of balls. Shoot the basketball onto a line. Other members analyse and evaluate
using legs and glutes pairs as possible shot and shooting form, praise encourage one another and then swap over. A
 Arc and height - explain why shooting evaluating and score of 3 can be given for each shot. 1 point for height (arc); 1 point for rotation
high provides a larger target providing feedback on and 1 point for hitting the line.
 Rotation – explain deceleration shooting.
 Accuracy (straight) – explain that if we can Competition:
shoot onto a straight line then we will be Praise and encourage “Titanic” Appendix VIII “poison” Appendix IX “one cone pick up” Appendix X
able to shoot at any angle of direction chn “Kansas shooting” Appendix XI “
from the hoop Evaluation:
1:1 with any children Who gave good feedback to help you improve why was it useful?
How can we reduce the chance of our with additional needs Students can evaluate what makes good shooting form
bodies getting injuries? And assess their ability to shoot using the correct form
Home work:
Giving Feedback Look at NBA shooters (Ray Allen the art of shooting:
https://youtu.be/KKuwKwrzZIA )
G+T: observe shooting technique. This can be a tricky one to gage as success cannot be measured by the child’s ability to score rather the process is more important. If a child is showing great
technique then a target of 5 or 10 in a row could be given. Emphasis should not be put on range!
LA/SEN: as above the ability to score is not a gage of success or failure rather the process is important. Children should be able to achieve at line shooting. If shooting in a hoop you can use a
hula hoop hanging from the rim if you want them to experience success. However, I would praise the child with the best technique rather than the child who scored the most.
Lesson: 4 Date: Class: Teachers: Topic: Invasion Games Activity/Sport: Basketball
Learning Outcomes:
 Be able to perform a ‘lay-up’ (no dribble)
 Be able to perform a ‘lay-up’ (off the dribble)
 Be able to perform a ‘lay-up’ (after receiving a pass)
Teaching points Equipment Activities/tasks/challenges

 Recap traveling.  Basketballs Warm up: “Kung Fu hustle” - Children run (fast jog) in one direction around the
 Foot work - two steps.  Cones hall/playground. Coach calls out instructions. i.e. Jump, change direction, side step,
 Same leg and arm working together (golden  Hoops karaoke, back peddle, overtake, press up, sit up, 1 punch – 10 punches (in the air).
string).  Bibs Dynamic Stretches: Lunges, knee hugs, ankle grabs, two feet jumps, single leg bounds.
 Correct arm/hand for either side of the basket. In a line layup practice (break down)
 Looking up at the target.
 Off the dibble lay-up. Additional adult Skill practice:
 At game speed. “Statues of liberty”- in pairs or threes. Appendix XIII
Look at foot work and
children who are listening
“Lay-up lines”. Appendix XIV
well and responding to
Praise effort and footwork over the finish. Split group into those who need further
feedback.
coaching and those who show confidence in the footwork.
How often should we exercise and how long
should we exercise every week? Any children who have
Competition:
An hour of moderate exercise every day! been identified as being
Team ‘lay-up’ competition. Against each other against the clock or beating personal best.
Vigorous exercise every 3 days able to lay up can help
teach other children or a
Evaluation:
Resilience small group of children.
Praise effort!!!!
(mastery)
Who made the best effort? How do we know? How can we support others? How can we
stay positive when things get tough? Who has a growth mindset? See Appendix XV and
XVI
G+T: A whole range of layups can be taught however being a basketball specialist is required to teach the full range. Emphasise game speed and increasing the space of the
footwork. i.e. start from further away from the basket.
LA/SEN: breaking down all the components of the layup into smaller teachable chunks will help children who struggle. In my experience most children will struggle with this skill
and especially if using netball hoops. I would start with purely the foot work: right step, left step, jump off left foot and release the ball into the air. Then add one or two dribbles,
then into a low basket. Footwork is the most important aspect of this LO and if chn can be successful with just this aspect they have achieved.
Lesson: 5 Date: Class: Teachers: Topic: Invasion Games Activity/Sport: Basketball
Learning Outcomes:
 Be able to stand in defensive stance.
 Develop moving in defensive stance.
 Be aware of defensive principles.

Teaching points Equipment Activities/tasks/challenges

Warm up:
 Defensive stance (low and wide)  Basketballs A tag game or “7 up” Appendix XVII or “poison” Appendix IX
 D-slides. Without moving feet close  Cones Dynamic Stretches: Gallop, skip, Super Mario, single leg bounds, back pedal,
together or crossing your feet move in a  Hoops jump over line to sprint (shuttle)
defensive position. Praise effort and  Bibs
emphasise that this is not a particularly Additional adult Skill practice:
skilful aspect of basket ball but it requires “Gorilla” Appendix XVIII
determination and effort. It is vitally important
Mirror match Appendix XIX:
 Close outs. Sprint, stutter step, hand up, that praise and
nose to shoulder, wide stance, ready to encouragement is given Competition: “Numbers” Appendix XX.
react, get closer in this session. I try to
 Man to man defence principles get the children to work
Evaluation: Process over product. Who have been working hard? Has anyone
1. Guard your man as hard as they can.
gone the extra mile?
2. See man and ball Another adult can run a
3. Basket side game of numbers so
 What are the attributes of a sports person?
 Work together to stop a team from that 2 games can be
scoring – communication is essential run at once.
 Effort and attitude

passion, obsession, relentlessness, resiliency, and fearlessness. Kobe

Bryant

G+T: allow children of similar ability to pair up this will provide a competitive element for children who like a challenge. Emphasise speed getting to the basket
and effort on defense.
LA/SEN: Pairing chn up of similar ability will help lower ability chn as well. I tend not to call double dribble or traveling with these children.
Lesson: 6 Date: Class: Teachers: Topic: Invasion Games Activity/Sport: Basketball
Learning Outcomes:
 Understand the rules of basketball.
 Apply skills learnt in an ‘in game’ situation.

Teaching points Equipment Activities/tasks/challenges

Warm up: Quick tag game and shooting practice.
 Triple threat  Basketballs Dynamic Stretches: Floor sweeps, pistol dips, side lunges, jumping on a line 180
 Dribbling  Cones degree, single leg, 360 degree, toes, shuttle run.
 Passing  Hoops
 Shooting  Bibs
 Defensive stance  Whistle
 Cooperation - working together to stop a Skill practice:
team from scoring Explain the rules and structure of the tournament.
 Sportsmanship Additional adult Appendix XXII
 Individual and tactical development
Support refereeing
games or
What can affect an athlete’s performance?
coaching/supporting Competition: Matches / mini tournament
teams.
Trust, Respect, Care, Commitment
Provide Evaluation:
feedback/perspective at Evaluate their own performance and that of the team. What makes a successful
the end of games team?
Nominate MVP based on some of the teaching points.

Mental health and meditation.

G+T: these children will be better split between teams. Emphasis should be put on decision making for example if someone is open they should make the pass rather than dribble the ball.
Conditions could also be put on these chn i.e. score a left-hand layup only. Pass to member of team X before scoring. Be stricter with the rules on these chn and explain your reasons for doing
this.
LA/SEN: praise and encourage effort! Make a rule where these children cannot be tackled while they have possession. They could score by passing to a teacher or coach on the baseline.
Appendix I

Dynamic stretches ~ 7 mins

Aim Exercise Distance/ REPS/ Time Notes

Mobility Walkouts 5 times Walk hands out keeping legs straight. Press up then walk
back
Spidermans 3x each leg Press up position. Step foot to outside of hand. Eyes up and
chest up. Change legs
Squats 5 squats Sit down into squat with hips. Don’t let feet/knees roll in
Activation/ Mobility Knee Hug + Open Gate To middle Open gate = into out hip rotation
Quad Stretch + high hand Middle to side line Opposite hand opposite leg
High Knee Lunge (walks) Side line to side line Lunge – knee over ankle pointing straight. Push up and hold,
then control down into next lunge. Opp arm up
SL straight knee floor touches Side line to side line Back straight, straight knee, bend over towards floor until
hamstrings are tight
Lateral Lunge Side line to side line Side lungeside lunge  2 slides and pivot

Pulse Raise/ Plyometrics A Skips To side line and back Knees to hip level. Toes up.
Opposite arm up – 90 degrees at elbow.
Shuttle ½ Court Jog ¼ court, stop, backpedal few paces and then jog with a
close out.
2 slides left and right then jog back

Back and forth jumps  closeout ½ Court Forward and back jumps over the line.
Closeout to opposite side.
2 slides left and right then jog back

SL hops  closeout 1x right leg Same leg hops over side line then sprint to closeout on
1x left leg command.
Zig zag slide all the way back.

Appendix II

Team Games/races/relays

• Put the group into teams of about 4 or 5.

 • Line the players up in their teams on the baseline.

• On the whistle, the first player in the teams will dribble forward to a cone, once they reach the cone they will perform a dribble move e.g.
crossover, in and out etc.

• Once they’ve done the skill, they will dribble back to their team and give the ball to the next person in the line, who will then take their turn.

• The first team to get all of their players back in the line will win.

Other dribble moves can be used in this drill also, including between the legs and behind the back but this will depend on the skills and ability of the
group you’re teaching.

Appendix III

Gladiators

In basketball, the players will find themselves under pressure from defence, therefore it is important they learn that they must keep the ball safe.

This is a simple drill to encourage protecting the ball, it is also a lot of fun for the players.

• Using cones, make a square within the half court.

• One player starts in the square with a basketball and one defender.

• On the whistle, the player with the basketball must be dribbling the ball and maintain control for 10 seconds, the defender must try and steal
the ball off them.

• The game is winner stays on.

• If the defender steals the ball within the time limit, they get to keep the basketball and a new defender will come on.

• If the player with the ball fouls in any way (double dribble, carry, travel etc) or the defender fouls, they automatically lose and go of the
court.

this drill reinforces dribbling skills whilst being under pressure. It is also a lot of fun for the players because they get to compete with each other.
Appendix IV

Basketball Rescue

This game can be used as a warm up game or a game to finish a lesson, both times the empathises is on team work and fast passing.

The class start with 2 basketballs between them with 3 or 4 catches in a coloured bib. The aim of the game is for the catchers to tag as many players
as possible. In order to get free the player stuck must receive a pass and then pass it onto another player before they can move off again.

The game can be conditioned to only use one type of pass, change the size of the area, or add in more defenders or basketballs to make the game
easier or harder.
Appendix V

All change

Children pair up and stand opposite making x2 lines

Outside “Outside

change”

Inside

Outside

“Inside

change”

Children continually pass the ball to their partner.

When “outside change” is called: the children who are on the outside switch places with the other outside line. AFTER PASSING THE BALL TO THE
INSIDE!
When “inside change” is called: the children who are on the inside switch places with the other inside line. AFTER PASSING THE BALL TO THE
OUTSIDE!

This can take a bit of getting used to however I tend to practice one outside and 1 inside change. The children should be with their original partner.

If “pass change” is called: the children must select a different pass. i.e. if they started with a chest pass they then choose a bounce pass, then a
shoulder pass.

If “partner change” is called then the children just swap position with their partner. (the person directly opposite them)

If “ball change” is called they must swap the ball with the partners directly behind them.

Appendix VI

Bench ball

Bench ball is a great indoor activity especially when it is raining outside.

You will need teams of 5 to 7, basketball, whistle, bibs, bench

• Start 2 teams on the court/hall.

• One player a ‘goal player’ stands on the bench. The players must pass the ball to the ‘goal player’ in order to score.

• There are variations of this game one version means that you can stack players on the bench when the team scores. I prefer to switch the
player on the bench after a score.

• Play for 2 to 5 mins then switch teams.

Appendix VII

Touch down

You will need: teams of 5 to 15, basketball, whistle,

bibs and baskets are optional

• Start 2 teams on the court, the players can play a game on the full court.

• The condition on this game is to take out the dribble so the players can only pass. Keep an eye on the players if they travel.

• If you have access to baskets then the players can score in the baskets, like a regular game however I prefer scoring by reciving the ball over
the base line.

• You can place a ‘goal player’ on the baseline (they can move up and down the baseline but cannot come off the line). The players must pass
the ball to the ‘goal player’ in order to score.

• The importance of this game is on the players’ pass selection and the accuracy and timing of these passes.

• What makes a good pass? Power/speed; accuracy; timing.

• I often add a 3 second rule. If the pass is not made after a count of three then it is a turn over – the other team get the ball.

• I also add a square up – when the ball is received by a player, they must face the direction that they are going in by pivoting.

Appendix VIII

Titanic

All 3 of these games (titanic,poison,killer) are great for ending a session in a fun and competitive manor,

each start with the same lay out, 1 long queue behind a cone facing a basket.

All 3 of these games help to put pressure on the player shooting the ball to
make the shot as there are consequences if the miss.

Appendix IX

Poison

The person at the front of the queue shoots the ball, if they score all players behind must scatter into space. Once the shooter has caught the ball
and shouted “poison” the scattering players must freeze. The shooter is then allowed to take 2 steps in any direction and roll the ball towards a team
mate. If the ball hits the team mate then he/she would loose 1 life. The ball is then collect and the next person would shoot the ball, resulting in the
same outcome. If the shooter misses, the next person in the queue would shoot the ball.

Appendix X

One cone pick up

This is a very easy but great fun drill, which help players to choose where to shoot the ball from. This builds confidence in shot selection and
challenges players to shoot the ball a little faster and under competition. By randomly scattering the cones near, far or both from the basket is
allows for a range of shots and abilities to be tested.

Depending on numbers, get the players into teams of at least 5. The challenge is for players to dribble to a cone, jump stop and shoot from the cone.
If the basket is scored, they pick up that cone, collect the ball and pass it to the next team mate who repeats the action from a different cone. The
aim of the game is to be the team with the most cones when all the cones are collected.

Cone Steal

The game can then be repeated, by the players scoring from wherever they want without cones on the floor, and if they make the basket a cone is
put back from their team into the middle of the two teams. The aim would then be to get rid of all your teams cones first.

Another variation is to use different coloured cones and each colour is worth different amounts of points and if a player scores at a cone, they earn
their team the number of points. The first team to reach a certain number of cones wins.

Appendix XI

Kansas Shooting

Split the class in half with each half working in their own half of the court. In their respective halves split children up into 3 lines. They shoot into the
basket and collect their own rebound then join the back of the line. The time limit on this drill is 6 minutes. After 2 mins from the first spot children
rotate to the second spot then the third. You can compete against each half of the class as a 6th or individual or whole class. Repeat to see if you can
beat the personal best. Inter school competition (Which class has scored the most baskets?)

Appendix XII

Killer/knock out

The first and second person in the que will start will the ball, the first person starts the game by shooting the ball from the cone, if they score the
shot, collect the ball and pass back to the next person. If they miss the shot, they must collect the ball, and score from anywhere, with emphasis on
going close to the basket to do so. Once the first person as taken there shot, the person behind can shoot from the cone, with the same rules on
miss/make.

If the person behind the one in front scores before the first person, the first person is knocked out. This keeps rotating round until there are 2
people left. To win the game you must make 2 shots from the cone in a row without the other person scoring.

Appendix XIII

Statues of Liberty

Children get into 2s or 3s.

One player holds the ball up high (like the statue of liberty holds the torch) one other player then takes 2 steps and jumps up to collect the ball.

If the ball is too high to reach then swap players to similar sizes or ask the other player to hold the ball lower.

Appendix XIV

Layup lines

The most conventional way of starting a training session or before games, or as a general warm up is to begin

with lay-up lines. By starting with the ball on the right side, as most players are right hand dominant, it helps to

build confidence that the skill can be done .A really good way to progress lay-us is to push the footwork of lay-ups

into the back of the mind, this can be done by encouraging the players to focus on something else. For example we can use a

pass, so the player is focusing on a pass instead of the footwork, this can help make lay-ups more challenging but also more

fluent and natural. Of course if the footwork is still wrong, or players make too many mistakes we can change the angle of the

pass or the number of passes made.

Lay-up lines.

The player on the right hand side will run in and perform a right handed lay-up, as this is happening

The player on the left hand side will also run towards the basket. The job of the left hand R L
queue is to rebound the ball. As the left hand queue collects the ball the right hand player would
L R
then join the back of the left hand queue. The rebounder(player from the left hand queue) then

passes to the next person on the right hand side queue and joins the back of it.

The process is started again continuously.

After the players have mastered the basic lay-up lines the next step of progression is to add in 2 passes.

The drill sets up using the same lay-up lines as above, i.e. a queue on the right and on the left.
R L
To begin; the player on the right hand side queue chest passes the ball to the first person on the left

hand queue. The passer then runs towards the basket, as the player is running, they then receive L R
a chest pass from the left hand queue before making a right hand lay-up. After the second pass,

made by the left hand queue, the player will still run towards the basket collecting the rebound,

and then change queue.

Appendix XV
Appendix XVI
Appendix XVII

7 up

Split the class into 2, 3 or 4 teams. Each team has a basketball and stands by their team’s colour cone. All teams start by trying to score 3 points.
(one point is awarded for a made basket).

The first team to score 3 then starts from 0 and tries to score 4 points. The other teams must run to their other cone (of the same colour) and back
and score 3 points. Every time a team reaches their target all the other teams must run. After running your teams score is always reset to 0. This
game can take a while to complete especially if the teams are evenly matched. The winning team is the first team to score 7 however, I usually play
to 5 so the game could be renamed “5 up”.
Appendix XVIII

Gorilla – Mass defence drill

This drill is used from the grass roots all the way up to professional leagues. When doing this drill you are looking for
the defensive stance, and overall effort/commitment to defence from the player.

N.B. Correct stance.

- Feet start slightly wider than shoulder width

- Body is low, as if sat on a chair (squat)

- Back and chest are straight up not bent/curved

Can be slightly lent forward when dribbler is approaching but should be straight up when close

- Arms are tucked into the side of the body to the elbow with forearm out stretched and palms facing the sky

- Feet should move first, not the hands to try and snatch or slap the ball away.

- Aim to force the dribble to 1 side, by sliding feet to the way you want attacker to go. Or cutting of the attacking angle.

Children form 3 to 4 lines in the middle of the hall.

When ‘Stance’ is called children slap the floor and shout ‘D-Time!’

If the coach dribbles to the right children take a defensive slide to their left.
If ‘Foot fire’ is called
Players must move their feet as fast as possible whilst in defensive stance counting down from 10 down to zero.
During the drill all players must keep their legs moving and keep the stance low with palms up.
This drill can then be expanded, for the lead player or coach, if they point in a direction all players must slide to that direction, if they lead player/coach
points upwards, players must jump up shouting “Rebound”
Appendix XIX

Mirror match

Pair children up. The defender has to hold a basketball on the chest of their partner who has to try and loose them by sliding left and right.
When playing defence it is the defenders job to stop the attacker from reaching the basket, this is hard as the attacker can fake movements or
passes to try and fool the defender into moving.

To practise not biting on movements or to be quicker in following the movements this game is very useful.

Players pair up with 1 basketball between them. The players number themselves 1 and 2. player 1 starts with the basketball at their chest and player
2 stays about an arms-length away from there partner facing them. (just like how you defend in a game).

The aim is for player 1 to move either to the left, right forwards or backwards (player 1 doesn’t dribble the ball) the defender keeping their chest
inline with the basketball between them. If player 1 manages to get more than 1 arms-length away from the defender then they can wait for the
defender to catch up. After 30 seconds the pair then swap the ball over and try again.

This game can then be progressed by having the attacker (player with the ball) being able to dribble the basketball.

Appendix XX

Numbers

N.B. Defensive Principles

Ball – player defending the ball

Deny – 2 defenders next to the defender with the ball, in the passing lane to prevent a pass to that attacking player

Help- More than 1 pass away from the ball, split between ball and the player they are responsible for defending
Home- player under or closes to the basket.

This game is a really good way to begin attacking the basket competitively and can be slowly built up to add in the team aspect of the sport.

The players start in two lines facing each-other with 1 basket as show.

They are then numbered 1-X, when the coach/teacher calls a number out, that player will run around the back of the team and round a cone in the
middle collecting a basketball before trying to attack the basket. the team/ player that gets the basketball first is attacking and the other must try
and defend.

Once each player has had a go at attacking 1v1, 2 numbers can then be called, then 3, 4,5.

It is good to mix the numbers up, i.e 1,3,5, or 2,5,1 so that players pay attention and are ready to go. This could also be done in other languages or
as answers to times table or division questions.

Appendix XXI

http://www.mini-basketball.org.uk/rules/

3v3

For players to begin playing in teams, it’s better to start in small number then progress onto playing 4v4 then 5v5.

This game can be used on 2 baskets simulations which means plenty of game time for all players.

The universal rules for 3v3 are as follows:

• Shoot to start- 1 team has to score to start the game, the team who score will start on offence.

• Make it- take it- if the attacking team score the basketball then they will get to keep the ball and restart from outside the 3 point line.

• Defence calls it- this means that it is the responsibility of the defending team to call a foul.

• Possession change- if there is any change of possession, either a steal, rebound, ball goes out of play or a foul then the team with the ball
must take the ball outside the 3 point line and restart the game.
 • Scores- Instead of the standard 2 points inside the 3 point line and 3 points out of the line 3v3 is usually 1s and 2s. This means 1 point inside
the 3 point line and 2 out of the line.

Small Sided Tournament

By playing a small tournament, it allows for all the players to play games, and by having a time limit, e.g. 5 min games, everybody can play and lots
of games can be done in 1 lesson, or a small time-frame. Furthermore, by either having two half court games (following the rules of 3v3) or using
two full courts to play, it maximises space and play time for the players which is beneficial to the development and enjoyment of the session.

The easiest way to build and run a tournament is shown on the next slide with the order of play shown as well. Obviously team 1 cant play team 1
nor 2v2 etc.

• First by sorting players in to teams of 5 or more. (Any subs can be subbed on and off whenever).

• Next to have teams sat in their teams, and ready to get onto the court when their time comes, makes the tournament run much more
smoothly.

• By being strict with time, and well planned and efficient in running the tournament then it runs smoothly and no time is lost out for playing
the games.

• If a team wins, they get 3 points, if a team loses, they get 1 point. If at the end of the score is a draw, then 1 player from each team gets to
shoot 1 basket in turn, i.e. team 1, then team 2, then team 1. The first player to score without the other team matching them that team gets
the 3 points for a win. (almost like a shoot off)

• For the team who wins, the score is recorded horizontally on the table, and the team that loses the points are recorded vertically.

Rules of the games will be the same at the rules for 3v3.
Tournament lay out and order of play
Appendix XXII

COACH SELF EVALUATION &

PLANNING CHECKLIST
PHYSICAL
PHYSICAL FITNESS U10 U12 U14 U16 U18
Coaching physical fitness at the junior level
I plan for the physical components in training sessions:
Cardiovascular fitness
Muscle memory (movement patterns)
Strength
Speed
Power
Endurance
I test the physical components of basketball
As the coach I conduct good warm up and cool down phases for training and
playing
I understand and have emphasised Nutrition and Physical Education
My players and I understand Recovery and Nutrition
Qualified professionals are used to assist with the physical aspects

FOOTWORK AND MOVEMENT U10 U12 U14 U16 U18

As a coach I emphasise and coach efficient movement in all drills
I plan, teach and allow for ongoing rehearsal of good footwork and balance in
my training sessions
I continually emphasises the advantage of the triple threat position
I teach the players pivots, forward and reverse for offensive footwork so that
they can use correct footwork in their offensive game
ON-BALL DEFENCE U10 U12 U14 U16 U18
I teach stance, spacing and movement for ON-BALL defence

Both “containment” and “pressing” individual and team defence are coached
effectively
My team has developed a full court defensive mindset and capability.
I coach one-on-one drill situations in all training sessions
I Coach the Lateral movement technique for on ball defence effectively
Effective hand pressure is well taught, coached and emphasised

TECHNICAL
SHOOTING U10 U12 U14 U16 U18
There is a plan for dedicated shooting time and regular testing in my season
plan
When we practice shooting at training it is in game like situations/drills
My team practices shooting under pressure
We practice free throws to help develop shooting form
Multiple layups & variety of finishing moves close to the basket are practiced

PASSING AND RECEIVING U10 U12 U14 U16 U18

I coach Passing as a skill and technique combined with footwork
I coach passing and receiving under game like pressures
I ensure players pass out of stance
I coach a game style with better player movement without the ball
I coach the detail of footwork for the lead
Players are taught how to move the defence with fakes

USE OF THE DRIBBLE U10 U12 U14 U16 U18

There is deliberate and situational dribbling practice at all training sessions
Players are encouraged to commit to additional individual dribbling practice
 The speed dribble technique in the full court is well coached
The detail of the control dribble in the half court is well coached

TACTICAL
OFFENSE U10 U12 U14 U16 U18
The Offense concepts and principles of the British game style:
Spacing in motion in breakdowns 2v2/3v3/4v4/5v5 is planned and
coached
Ball Movement in motion is coached and understood by players
Players demonstrate how to Move Without the ball
There is Vision and Timing by all five players
Training is planned so that players execute under pressure
I coach game context awareness when teaching motion principles
The ”ready” and ”triple threat” positions to all players is always coached
I coach “sealing”, “leading” and “receiving” as part of individual offence is
coached

OFF-BALL DEFENCE U10 U12 U14 U16 U18

Positioning with vision in stance in all defensive drills is well coached
Movement and repositioning as the ball moves is coached well
Help team defence and line of help is understood and coached well for
understanding
I coach rotating to a different player after a player is beaten 1 v 1

POINT GUARD PLAY U10 U12 U14 U16 U18

As a coach I can identify the attributes of Point Guards within my players
I use these PG attributes as the basis for development of my Point Guards
I am aware of how to develop the Point Guards skills at all levels
My PG player(s) has a clear understanding of his/her offensive capability and
can self assess
My PG has a clear understanding of defensive capability and can self assess