Lesson 5 - Defending and Ball Interception
Introduction to Netball Skills and Team Play
•Year 3
•Netball
•Start Planning Better PE Lessons
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How can we become effective defenders who can see everything and stay close to our opponents?
Learning Objectives
- To defend an opponent effectively using proper positioning
- To understand the role and responsibilities of a defender
- To develop interception skills to win possession
Key Outcomes
- Students will demonstrate close marking techniques
- Students will show understanding of defensive positioning
- Students will successfully intercept passes in game situations
Equipment & Resources Required
Distributed around court perimeter for easy access
Alternative: Size 4 footballs, rubber playground balls
Used for boundaries, targets, and spatial markers
Alternative: Bean bags, chalk marks, existing court lines
Two different colours for team identification
Alternative: Different coloured t-shirts, arm bands, house colours
For clear start/stop signals during activities
Alternative: Hand claps, voice commands, drum
Key Vocabulary
Trying to stop the other team from scoring by staying close to opponents
Staying close to an opponent to make it difficult for them to receive the ball
Catching or deflecting a pass intended for an opponent
Standing sideways so you can see both the attacker and the ball
When your team has control of the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic netball catching and throwing
- Understanding of team and opponent concepts
- Simple movement patterns and spatial awareness
Current Skills
- Close marking and shadowing movements
- Positioning to see attacker and ball simultaneously
- Basic interception techniques
Next Steps
- Advanced defensive footwork patterns
- Communication between defenders
- Team defensive strategies and systems
Milestone Indicators
Key Teaching Points
- Side-on body position enables defenders to see both attacker and ball simultaneously
- Stay close enough to touch but don't make contact - arm's reach distance is ideal
- Use quick, small steps rather than large movements to maintain balance and control
- Anticipate where the ball might go rather than just reacting to movement
- Communication between defenders helps the whole team defend more effectively
- Drive forward to meet interception opportunities rather than waiting for the ball
- Maintain defending principles even when tired or under pressure in games
Common Misconceptions
- Defenders think they must face the attacker directly - teach side-on positioning instead
- Students believe faster running always beats good defending - emphasise positioning over speed
- Some think grabbing or pushing is acceptable defending - reinforce non-contact principles
- Players assume they can't defend if they're smaller - highlight that technique beats size
- Belief that defending is less important than attacking - stress equal value of both roles
SEN Adaptations
ADHD
- Break activities into shorter segments, provide movement breaks, use clear boundaries and immediate feedback
dyspraxia
- Start with slower movements, use larger equipment, provide extra practice time for coordination skills
autism spectrum
- Provide clear structure with visual timetable, offer quiet observation time, use predictable routines for activities
visual impairment
- Use brightly coloured balls and cones, provide verbal descriptions of positioning, assign sighted partner for guidance
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, written cards with key teaching points
physical disability
- Modify movement to walking pace, use seated defending positions, adapt interception height to wheelchair users
Cross-Curricular Links
Maths
Measuring distances with cones, counting successful interceptions, calculating angles for best defensive positions
Science
Forces involved in changing direction quickly, reaction times and nervous system responses, physics of ball flight paths
Geography
Spatial awareness and positioning, using directional language, mapping movement patterns around court
PSHE
Teamwork and cooperation, resilience when facing challenges, showing respect for opponents and teammates
Teacher Guidance
Positioning
Stand at court edge for maximum visibility of all groups, move between activities to provide specific feedback
Observation Focus
Watch for correct side-on positioning, appropriate distance keeping, safe movement patterns
Intervention Points
Step in if students becoming too physical, provide additional support for struggling defenders, encourage positive team interactions
Demonstration Notes
Demonstrate: Use clear, exaggerated movements for visibility, involve confident students in demonstrations, repeat key concepts multiple times
Verbal Cues
- •'Side-on, see both!'
- •'Stay close but don't touch!'
- •'Quick feet, keep moving!'
- •'Drive to the ball!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full netball court or equivalent 30m x 15m space
Surface Check
Dry, even surface free from debris and trip hazards
Equipment Safety
Safety Checks
- •Netballs properly inflated and in good condition
- •Cones placed securely and away from movement areas
- •Team bands fitting properly without loose ends
Risk Management
Key Risks
- •Collisions between players during close marking
- •Falls when changing direction quickly
- •Ball strikes during interception practice
Risk Mitigation
- •Clear boundaries established for all activities
- •Emphasis on staying close but not touching
- •Progressive skill building from simple to complex
- •Regular reminders about safe movement
Supervision & Emergency Procedures
Supervision Points
- •Position to observe multiple groups simultaneously
- •Monitor for overly physical defending
- •Watch for signs of fatigue affecting movement quality
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid support, contact school office if needed