ORGANIZING BASKETBALL TRAINING FOR STUDENTS IN GRADES 5–7 BASED ON AGE AND INDIVIDUAL CHARACTERISTICS

Abstract

This article presents a pedagogical framework for organizing basketball training for students in grades 5–7, taking account of age-related development and individual learning needs. Intended for physical education teachers and students at pedagogical universities in Uzbekistan, the framework addresses differences in movement competence, previous sporting experience, physical readiness, motivation, and confidence. The article adopts a conceptual approach rather than reporting an experimental intervention. It proposes an instructional sequence that combines initial observation, differentiated tasks, progressive practice, small-sided games, and formative assessment. Basketball activities focus on ball handling, passing, shooting, movement without the ball, and elementary tactical decisions. Task difficulty is adjusted through changes in equipment, playing space, movement speed, defensive pressure, and practice duration. Particular attention is given to equitable participation, appropriate progression, and feedback that supports individual improvement. The framework treats chronological age as an initial planning reference while emphasizing observation of each learner’s capabilities. Its practical value lies in helping teachers organize inclusive lessons with shared learning objectives and flexible pathways toward achievement. Empirical evaluation would be required to establish its effects on basketball performance, participation, and learning motivation.