7.1. Key unit competence
Receive, hold, and pass, Shot and dribble the ball using technical skills and following basic rules.
7.2. Prerequisite knowledge and skills
From the previous units, learners are able to receive, hold and throw the ball in different directions with one hand or two hands.
This can be (a starting point) the prerequisite skills of applying basic techniques and tactics of playing basketball.
7.3. Cross-cutting issues to be addressed
- Peace and values education: In teaching-learning process the teacher must encourage cooperation, teamwork spirit, mutual help, and obeisance of rules and creation of a more peaceful game situation.
The teacher prevents any kind of conflict and violence which are the source of misunderstanding between learners.
- Gender education: The teacher encourages both girls and boys to perform different basic techniques of basketball.
- Inclusive education: In teaching-learning process the teacher must identify learners with special education needs and plan adapted exercises accordingly. Involve all learners in all activities without bias.
Allow a learner with physical disability (using wheelchair) to be a referee, a coach, an assistant, a judge...and perform some basic techniques with normal learners, like passing and catching the ball

Simplify expectations for activities: Modify activities so they suit the abilities and attention span of the learners.
- Comprehensive sexuality education: The teacher sets instructions that prevent sexual harassment, violence and bad body touches.
- Financial education: The teacher facilitates learners to make no cost materials like balls from banana leave fibers. These can be used to perform different basic techniques of basketball, such as catching and passing the ball.
- Environment and sustainability: During teaching and learning process, teacher should :
» Explain to the learners the importance of a safe and clean environment for a physical sport activity.
» Tell learners to collect all materials used during learning and teaching process.
» Avoid throwing away used materials anywhere.
7.4. List of lessons

Lesson 1: Basic techniques of basketball
a. Prerequisites
Learners will learn better this lesson if they are able to perform a range of actions and movements with consistency and self confidence.
b. Teaching resources
Basketball balls, whistle, playground, cones, stopwatch
c. Introduction
- Open discussion: Refers to the unit one, lesson one and ask learners different questions related with this lesson.
- Warm –up activities: For the warm-up and stretching activities refers to the Unit 6 lesson one.
d. Lesson development
Basic techniques of basketball include:
- Pass and catch the ball
- Dribbling the ball
- Shooting the ball
- Lay – up
N.B: For each technique teacher should:
- Show learners how to execute the basic skills with explanations step by step.
- Let learners practice based on instructions and provide necessary support.
- If possible with learners, improvise balls from locally made materials.
Technique 1: Pass and catch
1. Pass the ball:
The six main pass techniques are over head pass, two-handed chest pass, one handed bounce pass, one handed chest pass, one handed bounce pass and baseball pass.
a. Over head pass
The overhead pass is a two-handed pass thrown from above the passer’s head, similar to a soccer throw-in. The overhead release allows passers to throw swift, long passes on a flat trajectory. Learners often use the overhead technique to throw skip passes to teammates across court.
To make good overhead passes, teacher should instruct learners to:
- Bring the ball slightly behind the head with the elbows pointing out and forward;
- Grip the sides of the ball with the thumbs pointing toward the floor;
- Step toward the target and release with a snap of the wrists ;
- Follow-through with the arms extended, elbows locked, palms down and fingers pointing toward the target.

b. Two-handed chest pass
The two-handed chest pass allows for a quick release, flat trajectory and good pace. It is the most common pass. To make good Two-handed chest passes, teacher should instruct learners to:
- Hold the ball at chest height, elbows close to the body and angled a little outward;
- Spread the fingers on the sides of the ball and place the thumbs behind it;
- Step toward the target, thrust the arms and release with a snap of the wrists;
- Follow-through with the arms extended and hands pointed toward the target, thumb down and palms outward.

c. Two-handed bounce pass
This pass is the same as the two-handed chest pass, but the ball hits the floor on its way to the target. Learners use the bounce pass to direct the ball under a defender’s reach, or to take speed off the ball and make it easier for a teammate to handle.
To make good Two-handed bounce pass, teacher should instruct learners to:
- Use the same technique as for a two-handed chest pass but thrust the arms down and out rather than straight out
- Bounce the ball with moderate backspin about two thirds (2/3) of the distance to the target
- Deliver the ball at the teammate’s waist
d. One handed chest pass
When passers are defended closely, it is difficult or impossible for them to make safe two- handed chest or bounce passes. A better choice is to step to either side of the defender and throw a one-handed chest pass.
To make good one-handed chest pass, teacher should instruct learners to:
- Slide the passing hand behind the ball and the other hand to the inside of the ball,
- Step diagonally toward or past the defender’s foot ,
- Shift the ball close to the shoulder of the passing arm,
- Thrust the arm toward the target as the attack foot touches down and release the ball with a snap of the wrist ,
- Follow-through with the passing arm extended, elbow locked and palm down or turned slightly to the inside.
e. One handed bounce pass
Learners can also use one-handed bounce passes to make entry passes to teammates who are posting up.
To make good one-handed bounce pass, teacher should instruct learners to:
- Use the same technique as for a two-handed chest pass but thrust the passing arm down and out rather than straight out
- Bounce the ball about two thirds (2/3) of the distance to the target so that it bounces to the height of the teammate’s waist

f. Hand off
Passers can hand-off to teammates cutting close to them. The exchange should be simple. But, unless both passers and receivers use correct techniques, hand-offs can easily result in fumbles and turnovers.
To make a good hand-off exchange:
- The passer and receiver come very close to one another.
- The receiver always moves behind the ball handler. In that way, the passer can use the body to protect the ball from defenders.
- The passer offers the ball at waist height. The passing hand is on the bottom of the ball, not on the side. The passing arm is slightly extended.
The passer presents a stationary ball rather than tossing it up or toward the receiver. In that way, the receiver can take the ball clearly from the passer’s hand.
g. Base ball pass
This is a one-handed technique for throwing long passes from a stationary position. If passers are moving, the chest pass is a safer choice.
To make good base ball pass, teacher should instruct learners to:
- Slide the passing hand behind the ball and the other hand to the inside of the ball for support
- Raise the ball to head height and draw the passing arm back behind the head
- Step forward with the opposite foot
- Release the ball as the opposite foot touches down
- Follow-through with the passing arm extended, elbow locked, palm down and fingers pointed toward the target. (Many learners throw more accurately if they follow-through with the thumb pointed down and the palm slightly out.) As the weight shifts fully to the front foot, the rear foot may lift and step through.
Catching the ball
The three main catching techniques are two-handed catch, one- handed trap and slap.
a. Two-handed catch
To make good two-handed catch, teacher should instruct learners to:
- Extend the arms toward the ball, fingers spread,
- Move their bodies into line with the pass
- Cushion the ball by bending their elbows and drawing the ball into the body
b. Trap and slap catch
In the trap and slap catch, learners stop (trap) the ball with one hand and immediately grasp (slap) it with the other hand to bring the ball into two-handed control. Learners use the trap and slap technique when the ball is away from the body.
To make good trap and slap catch, teacher should instruct learners to:
- Extend the arm that is closer to the ball
- Spread the fingers wide, thumb pointing up
- Lean toward the extended hand
- Stop the ball with the extended hand and pull the ball toward the body
- Reach across with the other hand to slap the ball. That slap brings the ball into two-handed control.

Technique 2: Dribbling
a. Pull back dribble
The pullback move is used by a learner/learner to create space or to set up a second move that takes the learner/learner past the defender.
Footwork: the learner/learner plants, puts the weight on the forward foot and rocks back so that the weight shifts to the rear foot.
Handwork: At the same time, the learner/learner slides the fingertips to the front of the ball and pulls it back, bouncing the ball to the side of the body.
Now the learner/learner can push off the rear foot in a change of speed and/or direction. For example, in a “pullback and go” move, the learner stops with a pullback dribble. Then, as the defender reacts to the pullback, the learner/learner drives past on either side.

b. Front crossover dribble
The front crossover is an explosive change of direction.
Footwork: The moving learner/learner plants the outside foot, pushes off diagonally to the inside and steps in the new direction with the inside foot.
Handwork: At the same time, the learner/learner slides the fingertips to the outside of the ball and pushes the ball down and across the body in the new diagonal direction.
The ball bounces just in front of the inside foot into the control of the other hand. 

c. Between the leg crossover dribble
The footwork and handwork are very similar for the between the legs crossover and the front crossover.
Instead of bouncing the ball in front of the inside foot, the learner/learner bounces it underneath the inside leg and into the other hand.



d. Behind the back crossover
Footwork: The footwork is the same as for the front and between the legs Crossover. The moving learner/learner plants the outside foot, pushes off and steps diagonally with the inside foot.
Handwork: As the learner/learner plants the outside foot, the learner/learner slides the fingertips to the outside of the ball and pulls the ball down and behind the body in the new diagonal direction. The ball bounces just under the inside hip into the other hand.


e. Reverse crossover
The reverse crossover is a slower but safer change of direction. The learner/learner keeps the body between the ball and the defender. Against persistent defenders, guards often use a series of reverse crossovers to advance the ball up court in a zigzag path.
Footwork:
- The learner/learner moves on a diagonal path, plants the inside foot, toes pointed in the direction of the ball.
- The learner/learner then executes a reverse pivot. That is, the learner/learner moves the outside foot in a backward direction leading with the heel.
- During the reverse pivot, the learner/learner briefly turns the back to the defender.
- When the outside foot touches down again it is pointed diagonally in the new direction.
Handwork:
- As the learner/learner plants the inside foot, and begins the reverse pivot, the learner/learner slides the fingertips to the front and inside of the ball and pulls the ball down to bounce midpoint between the legs.
- The ball bounces up into the control of the other hand just as the outside foot is touching down.
• When learners master the reverse crossover, they can gradually tighten and speed up the reverse pivot to turn the move into a spin dribble.


f. Spin dribble
The spin dribble is a tight, fast reverse crossover. This change of direction move is most effective when the learner/learner approaches close and head on at the defender. The learner/learner spins on the inside foot, turning the back to the defender, and comes out of the spin moving close to the original direction and path.
Footwork: The moving learner/learner plants the inside foot, toes pointed in the direction of the ball. Then, the learner/learner reverses pivots: the learner/ learner moves the outside foot in a backward direction, leading with the heel. When the outside foot touches down again, it is pointed in the new direction
Handwork: As the learner/learner plants the inside foot, the learner/learner slides the fingertips to the front and inside of the ball. The turning of the body pulls the hand and ball along. The learner/learner throws the ball down forcefully after turning past 1800 and meets the bounce with the other hand.


g. Inside outside dribble
The inside-out dribble is a quick move that fakes a change of direction.
Some people call it a “half-crossover.” To the defender, it appears that the learner/ learner is beginning a front crossover, but the ball does not change sides.
Footwork: The moving learner/learner plants the inside foot.
Handwork:
- At the same time, the learner/learner slides the fingers to the outside of the ball and pushes it toward the centre of the body.
- As the hand/ball moves toward the inside, the learner/learner turns or rolls the hand slightly so that the fingertips are on the inside of the ball.
- The learner/learner then throws the ball down and diagonally ahead to the outside.
- The same hand controls the ball as it bounces off the floor.

h. Crab dribble
When executing the crab,
- The learner keeps the back to the defender and each dribble is a low bounce between the feet.
- The learner takes a stance much like a defensive stance: the body low and the feet shoulder width apart.
- When moving, the learner backs up in a series of short, diagonal zigzags, like a defensive shuffle. The feet do not cross.
- The learner looks over their shoulder to see the court and uses the non dribbling hand and arm to keep the defender away from the ball.
Learners use the crab dribble to protect the ball while closely guarded and slowly moving a short distance. Guards sometimes use the crab when waiting for a screen or for a teammate to get open for a pass. Post learners use the crab to improve their position near the basket and to set up for a post move and inside score.
Footwork:
- The learner has their back to the defender and the basket.
- The learner shuffles backward (toward the basket) in a series of diagonal zigzags.
- To change directions, the learner plants one foot and makes a reverse pivot and then shuffles in the new diagonal direction.
Handwork:
- As the reverse pivot begins, the learner pushes the ball down with the outside hand to bounce midpoint between the feet.
- The learner meets the bounce low with the other hand and continues to dribble with that hand until the next change of direction.



Techniques 3: Shooting
a. Ready position
- The shooter/learner is square to the target: the head, shoulders, chest, knees and toes all face the basket.
- The knees are bent, the buttocks low and the back straight. Feet are shoulderwidth apart.
- Most shooter/learner s slightly advance the foot on the same side as the shooting hand.
- The shooter/learner is balanced and feels “bouncy,” rather than stiff or tense.
- The shooter/learner keeps the shooting arm close to the body.
- The forearm is perpendicular to the floor.
- The elbow is directly under the wrist and points down to the shooting foot. It does not angle outward to the side.
- The shooter/learner holds the ball with both hands.
- The shooting hand is in front of the armpit, behind and slightly under the ball
- The offhand is spread at the side of the ball to support and balance it.
- The offhand helps to support the ball until shortly before the release.
- The shooter/learner spreads the fingers wide. Only the pads of the fingertips (not the palms) contact the ball.

- On the shooting hand, the index and middle finger form a V in the middle of the ball. For some learners, the three middle fingers form a W.

b. Set shot
From the ready position to the follow-through, the shooter/learner is balanced and square to the target, eyes locked on the basket. The movements are fluid and continuous.
Footwork:
- The shooter/learner pushes upward with the feet and legs.
- The legs straighten. That thrust from the lower body supplies most of the power for the shot.
- The shooter/learner will release the ball before that upward momentum is spent.
Handwork: The shooter/learner:
- Pushes the ball upward past the head’s temple. The forearm remains perpendicular to the floor.
- Pushes upward and outward with the shooting hand. As the arms extend, the offhand separates from the ball.
- Releases the ball with a snap of the wrist and fingers. The elbow locks near the shooter/learner’s temple.
- Continues into and holds the follow-through until the ball reaches the target. The arms are in the release position.
- The V or W of the fingers stays in line with the basket.

c. Jump shot
It takes time for learners to develop the coordination to shoot a jump shot well. Teacher can help learners by using a gradual progression like the following:
Start the learners close to the basket. Instruct them to:
- Take a ready position
- Jump straight up, not to the side or backward. A slight forward movement in the jump is acceptable.
- Release the ball on the way up, rather than at the peak of the jump or on the way down.
- Have the learners take a ready position, fake a shot, then shoot. Instruct learners to keep the ball close to the same height during the fake as it was in the ready position. Learners should not fake by extending their arms or straightening their legs or bodies. Rather, they should bend their knees more and drop their buttocks a little closer to the floor. That movement creates the illusion that the ball is rising.
Have the learners dribble once or twice into easy range, jump stop to the ready position and shoot
Emphasize balance in the stop, jump and follow-through.
- Have the learners dribble into range, jump stop, fake a shot and then shoot.
- Have the learners jump stop and shoot behind a chair or a teammate. Gradually, learners will become comfortable shooting over screeners and defenders
Technique 4: Layups
Layups are high percentage shots taken from a run and jump close to the basket. Learners usually jump off one foot but can jump off both at the same time. They can release the ball overhand (with the palm facing the basket) or underhand (with the palm facing the shooter).
a. Ready position for making a lay up
Body: The shooter/learner squares to the target on the approach and jumps so that the head, shoulders, chest, knees and toes all face the basket.
Arms: The shooting arm is close to the body. The forearm is perpendicular to the floor. The elbow is directly under the wrist and points down to the shooting foot. It does not angle out to the side.
Hands: The shooting hand is further from the basket. That means the ball is also further from the defender and better protected. The shooter/learner holds the ball with both hands. The shooting hand is in front of the armpit, behind and slightly under the ball.
The offhand is spread at the side of the ball to protect and support it until shortly before the shot release.
The shooter/learner spreads the fingers wide. Only the pads of the fingertips (not the palms) contact the ball. On the shooting hand, the index and middle finger form a V in the middle of the ball. For some learners, the three middle fingers form a W. 
b. Layup footwork
Footwork: The moving learner makes the approach in a four-count sequence: inside, outside, inside and up.
- Inside. The learner plants the inside foot (opposite side to the shooting hand) and picks up the ball or catches a pass.
- Outside. The learner plants the outside foot (same side as the shooting hand).That foot is now the pivot foot.
- Inside. The learner takes a long step and lands on the inside foot.
- Up. The learner jumps off the inside foot, driving the outside knee upward towards the target. That jump and knee thrust elevate the shooter and turns the body to the goal. The jump is upward rather than forward.
Handwork: As the knee drives upward and towards the basket, the learner raises the ball with two hands. The ball is in the fingertips (not the palms). As the arms extend to their fullest, the offhand separates from the ball. Just before the peak of the jump, the learner releases the ball with a soft flick of the fingers. Sometimes, especially when they expect to get bumped, learners make their jump off both feet at the same time.
The handwork remains the same, but the footwork changes to this sequence: inside,outside, both, up.
- Inside. The learner plants the inside foot and picks up the ball.
- Outside. The learner plants the outside foot.
- Both. The learner takes a long jump and lands on both feet.
- Up. The learner then immediately jumps off both feet.

Teaching tips of layups
Good learners shoot layups with their right hand when approaching from the right side of the goal. They use their left hand when approaching from the left side. Help beginning learners to learn the layup shot from both sides with the following progression:
- Start the learners a little beyond the right elbow.
- Have them dribble slowly to the elbow and pick up the ball.
- As they pick up the ball, instruct them to chant and perform this 4-count
sequence: LEFT, RIGHT, LEFT, UP.
- From the left elbow, instruct them to chant and perform this sequence: RIGHT,LEFT, RIGHT, UP.
Encourage the learners to imagine that the outside (shooting side) elbow and knee are connected by a rope. As the shooting arm rises, the knee lifts up.
Cool down activities: Refer to the unit 5 lesson two.
e. Assessment
Reflect
What are the main basic techniques used in basketball?
Highlight different steps/tips to follow when making pass, dribble, shot or layup? Which hand have you used to pass, dribble, shoot or make a layup?
Connect
What part of the hand gives you the best control of the ball?
How can you change the direction more sharply?
Apply
Which technique will you use to progress with the ball?
Lesson 2: Technical development activities of basketball
a. Prerequisites
Learner will learn better this lesson if they are able to perform different basic techniques of basketball.
b. Teaching resources: Cones, playground, whistle, stopwatch, balls, sport uniform
c. Introduction:
- Open discussion: Refers to the unit one, lesson one and ask learners different questions related with the lesson.
- Warm –up activities: For the warm-up and stretching activities refers to the Unit 6 lesson one.
d. Lesson development
In this lesson learners will apply different basic techniques learnt in the lesson one through different technical development activities.
Activity 1: Stretching out
Learners try to:
- Keep possession of a ball while dribbling around a cone and take turns leading a stretch during a cool-down
How to Play
To set up the activity:
- Divide the learners into two groups. The groups spread out along opposite sidelines facing each other.
- Space out at least six cones along the midline of the court (foul line to foul line).
Explain and demonstrate:
On the teacher’s signal, learners dribble to the closest cone, circle the cone and return to their starting places.
- On their return, ask one learner to step out and lead the team in a stretch. Ask the learner to explain the benefit of the stretch and the proper way to do it.
- Repeat the sequence as many times as desired asking different learners to lead and explain a variety of stretches (dynamic and active isolated).
Safety note: Over several practices, ask every learner to lead.
Caution the learners to adjust speed and direction to avoid collisions when dribbling.
Variations
Simplifications
- Learners move without a ball. They sprint to the nearest cone, touch both hands to the floor and then jog backwards to their starting places.
- Teachers can lead each stretch while asking learners questions about stretching techniques.
Extensions
Learners dribble using only their left or right hand, or they change from hand to hand in repeated crossovers.

Activity 2: Bump
Learners / Shooters start in a line and try to avoid being “bumped,” by scoring before the next shooter scores and bump the previous shooter by scoring before that shooter scores
How to Play
To set up the activity:
- Direct the learners to line up behind the free throw line.
- The first two learners, A and B, have a ball.
Explain and demonstrate:
Learner A shoots a first shot from the free throw line and follows the shot. B quickly steps to the line, shoots and follows the shot.
Learners rebounds their missed shots and continue to shoot (from where they rebound the ball) until scoring or being bumped by the shooter behind. For example:
If learner A scores before B, A passes to C and rejoins the line. B continues to rebound and shoot, trying to score before C.
If learner B scores before A, B passes to C, A passes to D. B rejoins the line. Learner A is bumped and must complete a task (see suggestions below) before rejoining the line.
Teacher direct bumped learners to complete a task like the following ones before rejoining the shooting line:
- One or more form shooting drills
- One or more ball handling drills
- A slalom dribble course
- 10 jump shots against a wall
- 3 successful free throws at another goal
- One or more wind sprints
- Play continues for 10 minutes. Learners can keep track of successful shots from the free throw line and/or how many times they bump or were bumped by another learner.
Safety note: Caution the learners to complete tasks in another area of the court to avoid collisions or loose balls.
Variations:
Simplifications
- Shooters/learners start from a step inside the free throw line.
- Shooters/learners alternate shot attempts. After a miss, a shooter/learner must wait for the other learner to shoot before shooting again.
- Instead of bumping or being bumped, learners count:
- 2 points for scoring before the shooter ahead
- 1 point for scoring before the shooter behind
- 0 points if the shooter behind scores first
Extensions
- Shooters/learners start behind the 3-point line for the first shot.
- Learners cannot dribble after rebounding missed shots.
- Learners must shoot from the spot where they recover the ball.
Activity 3: Box in
Learners try to complete three consecutive passes to a teammate against another team as many times as possible.
How to Play
To set up the activity:
- Place four cones to mark off playing area 5-metres square.
- Divide four learners into two teams, A and B. Team A starts with the ball. Team B plays defense.
Explain and demonstrate:
- Team A tries to complete passes without dribbling and without losing possession of the ball.
- Team B tries to steal the ball or to force wayward passes and violations.
- Team A scores 1 point each time it makes three consecutive passes within the playing area.
- Teams rotate from offence to defense after a steal, a boundary violation or a 5-second violation. Also, teams rotate after the offence scores 3 consecutive points.
- Play continues for 3-5 minutes.
Safety note: Caution the learners to:
- Be strong with the ball, but to keep their elbows down while pivoting
- Keep their heads away from the ball on defense
Variations:
Simplifications:
- Increase the size of the playing area.
- The defender must stay an arm’s length away from the passer.
Extensions
- Reduce the size of the area and/or add a third learner to each team.
- Learners must dribble three times before passing.
Cool down activities:
Refer to the unit 5 lesson two.
e. Assessment
Reflect:
- Which activity that was more challenging?
Connect:
- How do you know when you have stretched far enough?
- Where should you focus your eyes during your shot?
- What is your target for shooting at an angle to the goal?
- How can you prepare for a quick shot release before you have the ball?
For example:
- Where your body should be facing?
- What should your stance be?
- How can you create space for a pass
- Why is it important to step toward your target and follow through with each pass?
- How can you catch and pass without travelling?
Apply:
- How will you practice your shooting form without a basket?
- How long should you hold the stretch?
- What will you do for a missed shot?
Lesson 3: Develop Body coordination and evaluate him/her performance
level in modified game of basketball and following basic rules
a. Prerequisites:
Learners will learn better this lesson if they are able to perform different basic techniques of handball.
b. Teaching resources:
Sport uniforms, open containers (bucket, boxes, baskets or hoop), whistle, stopwatch,etc.
c. Introduction:
- Open discussion: Refers to the unit one, lesson one and ask learners different questions related with the lesson.
- Warm –up activities: For the warm-up and stretching activities refers to the Unit 6 lesson one.
d. Lesson development
Modified games: Are games with “friendly” rules that provide all learners with the opportunity to play and be included in the game.
To involve more learners, you can make modifications like these:
- Have teams substitute every two minutes or after every score.
- Have teams play 4 vs. 4 or 3 vs. 3 at each goal.
- If there are no goals available, teams can score into a target marked on the wall, or into a container fastened at the correct height or sitting on the ground. They can also score by catching a pass within a marked area.
- If they are using modified balls that bounce poorly, change the rules to eliminate dribbling.
- Here below are proposed modified games, teacher is advised to use them as they are described or modify them to suit the needs of their learners.
Modified game 1: Bucketball
Learners try to score by shooting or throwing the ball into the team’s bucket and stop the opposing team from scoring into its bucket
How to Play
To set up the activity
- Divide learners into two teams, A and B. Each team has 4-6 learners.
- Place a cone on each foul line. One cone is team A’s. The other is team B’s.
Explain and demonstrate:
- Learners A1 and B1 each stand with one foot touching the team cone. A1 and B1 each hold a bucket and can move the bucket to catch teammates’ shot attempts.
- Learners try to score into the bucket held by their teammate.
- Basketball rules apply. Exceptions:
- A score counts only if the bucket holder has a foot touching the team cone.
- There are no key violations.
- After a set time or several baskets, learners rotate to take a turn holding the team bucket.
Safety note: Caution the learners to avoid swinging the bucket near other learners.
Variations:
Simplifications
- Allow passing only. Or, limit learners to three dribbles only.
- Add a second ball to the game.
Extensions
- Remove the cones. Allow bucket holders to move anywhere on the court. Count scores only if the bucket is above the holder’s shoulders.
- Add one or more basketballs to the game.
Modified game 2: Three Team Basketball

Learners try to advance the ball by passing to and receiving passes from a third team.
They score against an opponent and keep an opponent from scoring.
How to Play
To set up the activity:
- Divide learners into three equal teams of 4.learners.
Explain and demonstrate:
- All teams play at the same time.
- At any time in the game, one team is on offence, one team is helping the offence and one team is on defense
- No dribbling is allowed.
- Learners on the offensive team can shoot but cannot pass to one another. They can pass only to the helping team.
- Learners on the helping team cannot shoot or pass to one another. They can pass only to the offensive team.
- Learners on the defensive team try to gain possession through interceptions, steals, blocked shots or rebounds.
Example:
- Team A starts on offence. Team B starts on defense. Team C starts as the helping team.
- Team A advances the ball by passing to and receiving passes from team C.
- Team B tries to force a turnover and prevent a score.
- If team B gains possession, team B advances the ball with the help of team C.Team A defends.
When a basket is scored, the teams rotate from defense to offence to helping.
Safety note: Caution the learners, especially the passing team, to avoid collisions with other learners.
Variations
Simplifications
- Learners on the helping team must stay within one step of the boundary lines.
- Learners are allowed one dribble.
Extension
- Learners on the helping team can set screens for the offence. The helper must yell, “Screen!” before setting a screen. The call will alert the defender to avoid a collision.

Modified game 3: Naismith
Learners try to score against an opponent without dribbling and defend against passes and shots
How to Play
To set up the activity:
- Divide learners into equal teams of 4-5 learners.
Explain and demonstrate:
- Two teams play 4 vs. 4 or 5 vs. 5 at one goal.
- One team starts on offence with the ball outside the 3-pointline.
- team starts on defense.
- Offensive learners cannot dribble. They can cut, screen, pass, shoot and rebound.If the offence scores, it takes the ball out of bounds under the goal. It must advance the ball past the 3-point line before turning and attempting to score again.
- When the defensive team gains possession, it must advance the ball past the 3-point line before turning and attempting to score.
Safety note: Caution the learners to:
- Avoid fouling opponents
- Avoid stopping under a jumping learner. To do so can cause serious injury.
Variations
Simplification
- Teams score 1 point for every five passes caught inside the 3-point line.
Extension
- Teams score 1 point for every five passes caught inside the 3-point line.
Extension
- Teams play full court 4 vs. 4 or 5 vs. 5 without dribbling.
- The defence can try to steal the ball anywhere on the court.

Cool down activities: Refer to the unit 5 lesson two.
e. Assessment
Reflect:
- What are you noticing about unsuccessful passes?
- Which style of play is giving your team more success?
- Lots of dribbling and few passes?
- Lots of passing and little dribbling?
- On defense, what kinds of talk among your teammates make it easier for you to defend well?
Connect:
- How can your teammates get open for passes?
- How can your teammates make it difficult for the offence to get good shots?
Apply:
- To avoid misses, deflections and interceptions:
- What can the passers do?
- What can the catchers do?
7.5. End unit assessment
Using different technical development activities and modified game, learners are able to perform basic techniques such as pass, catch, dribble, shot the ball and layups and evaluate one’s own and others’ performance level and following basic rules.
7.6. Additional activities
Additional modified game 1: Six passes quick
Learners try to Complete three passes while running up court and they finish by shooting a successful layup
What you need: 10 learners, 2 balls and 2 goals
How to Play
To set up the activity:
- Divide the court in half lengthwise.
- Learner G, the shooter, starts with a ball to the right of the basket.
- On the right side of the court, learners A, B and C are passers.
- Learner A is on the sideline at the free throw line extended. B is in the centre circle. C is up court on the sideline at the free throw line extended.
- On the left side of the court, learners D, E and F are passers.
Their positions mirror those of A, B and C.
- Additional learner line up behind A and D.
Explain and demonstrate:
- G passes to A (1) and runs up court. A returns the pass (2).
- G catches and passes to B (3). B returns the pass (4).
- G catches and passes to C (5); C returns the pass (6).
- G catches and shoots a layup. C follows G.
- C rebounds, passes to D (1) and runs down court.
- C continues the pass-and-catch sequence with D, E and F and shoots a layup.
- After each pass, passers rotate counter-clockwise to the next passing position: A moves to B’s spot, B moves to C’s spot and so on.
- After each layup, the shooter joins the line at A or D.
Safety note: Caution the learners to:
- Move quickly to the next position after passing the ball
- Stay in the designated areas to avoid collisions
Variations:
Simplification
- The pass and catch sequence runs up court only. No shot is taken. Another group can run on the left side of the court.
Extensions
- Specify the kinds of passes and or shots.
- Add two extra passing spots for Eight Passes Quick.

Additional modified game 2: New ball
Learners try to score against an opponent in a full-court game and gain possession of a new ball put into play by the Teacher
What you need: 2 goals, 2 basketballs, 8+ learners
How to Play
To set up the activity:
- Divide learners into equal teams of 4-5 learners.
Explain and demonstrate:
- Two teams play 4 vs. 4 or 5 vs. 5 full court. The teacher stands at the sideline holding another ball.
- When the teacher yells, “New ball!” the ball handler must dribble to the sideline and hand the ball to the teacher before rejoining play.
- Meanwhile, the teacher puts the other ball in play by passing to any learner on the court.
- The teacher yells “New ball!” at any time.
Safety note: Caution the learners to:
- Avoid fouling opponents, especially when going for a loose ball allow the first person to reach the loose ball to gain possession
- Avoid going straight at one another for loose balls
- Dribble over and hand (not throw) the original ball to the teacher.
Discusion Points
- When your team loses possession of the ball, where do you run?
- If you are lying on the floor in possession of the ball, what can you do to avoid a turnover?
Variations
Simplification
- After the teacher yells, “New ball!” the first defensive learner to reach the Teacher takes a hand-off and play continues.
Extension
The teacher can put the new ball into play by:
- Rolling the ball to an open area
- Bouncing it high toward the learners
- Shooting at either basket