Lesson 1 - Ball Handling and Catching Skills
Introduction to Netball Skills and Team Play
•Year 3
•Netball
•Start Planning Better PE Lessons
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How can we use our hands and eyes together to become skilful with a ball?
Learning Objectives
- To develop fundamental ball handling skills using hands and fingers
- To practise accurate throwing and catching techniques with increasing control
- To understand the importance of warming up before physical activity
Key Outcomes
- Students will demonstrate improved ball control using one and two hands
- Students will catch a ball with correct technique in stationary and moving situations
- Students will explain why warming up prepares the body for exercise
Equipment & Resources Required
Distributed around perimeter of teaching area for easy collection
Alternative: Size 4 footballs, large rubber balls for students with coordination difficulties
Used for creating boundaries, positions, and target areas
Alternative: Foam markers, bean bags, poly spots
For identifying groups and teams in activities
Alternative: Coloured bands, temporary team markers
Key Vocabulary
Using your hands and fingers to control and manipulate a ball
Throwing the ball from chest height with both hands to a partner
Standing with feet shoulder-width apart, knees bent, hands ready to catch
Throwing the ball so it bounces once before reaching your partner
To catch or stop a pass that was meant for someone else
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of using hands to manipulate objects
- Simple coordination skills like clapping and catching large soft balls
- Awareness of personal space and following simple instructions
Current Skills
- Coordinated ball handling using fingers and palms effectively
- Accurate throwing and catching with correct body positioning
- Dynamic ball control whilst moving in different directions
Next Steps
- Introduction to netball-specific positions and rules
- Passing under pressure from defenders
- Shooting techniques and game application
Milestone Indicators
Key Teaching Points
- Always use two hands for catching - security over style in early learning
- Ready position is crucial - feet apart, knees bent, hands prepared at chest height
- Watch the ball not the person - eye tracking is essential for successful catching
- Soft hands with curved fingers - avoid rigid gripping or slapping at the ball
- Step forward when throwing - use body momentum to improve accuracy and power
- Space awareness prevents collisions - always check around before moving
- Encouragement builds confidence - celebrate attempts as well as successes
Common Misconceptions
- Misconception: 'I need to catch with one hand to look skilful' - Correction: Two hands provide security and success, building confidence for later one-handed skills
- Misconception: 'Throwing harder makes passes more accurate' - Correction: Controlled force with good technique is more effective than power alone
- Misconception: 'I should look at my partner when catching' - Correction: Eyes must track the ball throughout its flight path
- Misconception: 'Bouncing the ball high is better' - Correction: Waist-height bouncing provides optimal control and reaction time
- Misconception: 'Fast movement means better performance' - Correction: Controlled, precise movements lead to greater success and safety
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and expectations, use frequent positive reinforcement
dyspraxia
- Use larger equipment for easier handling, reduce complexity of movements, provide additional practice time and support
autism spectrum
- Establish clear routines for each activity, provide visual schedule of lesson structure, offer quiet zone if overwhelmed
visual impairment
- Use brightly coloured balls, provide verbal descriptions of activities, implement buddy system for guidance and safety
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, written activity cards for reference
physical disability
- Provide seated catching options, use larger lighter balls, adapt throwing distances and heights as needed
Cross-Curricular Links
Maths
Counting successful catches and passes, measuring distances between partners, calculating group scores and improvements
Science
Understanding heart rate changes during exercise, exploring forces when bouncing balls, discussing oxygen and blood flow during warm-up
Geography
Spatial awareness and direction (left/right calls), understanding personal space and positioning relative to others
PSHE
Teamwork and cooperation, building resilience when facing challenges, celebrating others' successes and supporting improvement
Teacher Guidance
Positioning
Stand at corner or edge of area for maximum visibility, move between groups during activities to provide guidance
Observation Focus
Watch for correct hand positioning, safe catching technique, and appropriate use of personal space
Intervention Points
Step in when students show unsafe behaviour, provide additional support for struggling learners, and manage group dynamics
Demonstration Notes
Use exaggerated movements for visibility, show common mistakes alongside correct technique, involve students in demonstrations
Verbal Cues
- •'Soft hands like holding a bubble!'
- •'Watch the ball, not your partner!'
- •'Ready position - show me you're prepared!'
- •'Step forward when you throw!'
- •'Two hands for security!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m indoor hall or outdoor hard court area, clear of obstacles and hazards
Surface Check
Clean, dry, non-slip surface free from debris, balls, or other equipment hazards
Equipment Safety
Safety Checks
- •Check all netballs are properly inflated and free from damage
- •Ensure cones are stable and have no sharp edges or cracks
- •Verify adequate number of balls to avoid sharing conflicts
Risk Management
Key Risks
- •Ball strikes to face or body during catching activities
- •Collisions between students during movement activities
- •Slips and falls due to poor surface conditions or lost balls
- •Overexertion during continuous bouncing or jumping activities
Risk Mitigation
- •Clear boundaries established with cones to define safe playing area
- •Adequate spacing maintained between students and groups during all activities
- •Progressive skill building from stationary to moving activities
- •Two-handed catching emphasised to reduce ball strike injuries
- •Soft ball introduction techniques taught before harder passes
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students during activities
- •Monitor high-activity areas such as jumping and running games
- •Circulate between groups to provide guidance and spot potential hazards
- •Maintain clear sight lines to all students throughout lesson
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid support, and follow school incident reporting procedures