Lesson 8 - Positions & Court Areas
Introduction to Netball Skills and Team Play
•Year 3
•Netball
•Start Planning Better PE Lessons
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How do different positions work together to help a netball team succeed?
Learning Objectives
- To learn the positions of High 5 Netball and understand where each position is allowed to move
- To identify and navigate different areas of the netball court confidently
- To apply positional rules during game play with increasing accuracy
Key Outcomes
- Students will be able to name all High 5 netball positions and their allowed areas
- Students will demonstrate understanding of court layout and key lines
- Students will show improved tactical awareness when playing in different positions
Equipment & Resources Required
One ball per game in progress, spare for demonstrations
Alternative: Size 4 footballs or playground balls
Positioned at opposite ends of playing area
Alternative: Basketball hoops or cones with hoops attached
5 different position bibs per set - ensure positions clearly marked
Alternative: Coloured bands or pinnies
Available for teacher reference and student questions
Alternative: Position chart poster or laminated cards
To mark court boundaries and third lines if not permanently marked
Alternative: Markers or chalk lines
Key Vocabulary
A modified version of netball with 5 players per team, designed for primary school students
The way play starts and restarts in netball, taken from the centre circle
When players are in their correct starting positions for a centre pass
The area of the court where goals can be scored, marked by the third line
The middle section of the netball court between the two third lines
The semi-circular area where goals must be scored from, only certain positions allowed
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills from previous netball lessons
- Understanding of passing and catching techniques
- Basic awareness of team games and cooperation
Current Skills
- Knowledge of High 5 netball positions and their roles
- Understanding of court areas and boundaries
- Application of positional rules in game situations
Next Steps
- Advanced tactical play and position-specific skills
- Transition to full 7-a-side netball rules
- Development of specialist position techniques
Milestone Indicators
Key Teaching Points
- If position starts with 'G', player can enter goal circle - this is the key rule for shooting
- Onside means being in correct starting position for centre pass - essential for game flow
- Each position has specific movement areas - staying within these maintains game structure
- Centre position can go everywhere except goal circles - most freedom but important restriction
- Looking for space away from defenders is key attacking strategy in all netball formats
- Position knowledge must be applied in game situations - not just theoretical understanding
- Regular rotation ensures all students experience different roles and responsibilities
Common Misconceptions
- All players can shoot goals - correct by emphasising only G positions (Goal Shooter, Goal Keeper) can shoot
- Centre can go everywhere including goal circles - clarify centres have most freedom but must stay out of semi-circles
- Position areas don't matter in small games - emphasise that learning correct areas now builds proper netball understanding
- Onside is just a starting position - explain it's essential for fair play and game flow
- High 5 netball is completely different from real netball - show how it's preparation for full 7-a-side game
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and structure, use movement as positive outlet for energy
dyspraxia
- Use larger, softer balls for easier handling, provide extra practice time for position learning, simplify movement patterns initially
autism spectrum
- Provide clear visual schedule of lesson activities, establish quiet zones for breaks if needed, use consistent routines for position changes
visual impairment
- Use brightly coloured bibs and equipment, provide clear verbal descriptions of court areas, assign sighted buddy for support
hearing impairment
- Use visual signals and demonstrations, provide written position cards, ensure students can see teacher's face during instructions
physical disability
- Adapt movement requirements to seated or supported positions, modify game rules for wheelchair access, use lighter balls if needed
Cross-Curricular Links
English
Following instructions, learning new vocabulary, communicating with teammates
Science
Forces and motion during ball passing, gravity effects during shooting, body systems during exercise
Geography
Spatial awareness and direction, mapping court areas, understanding boundaries and territories
PSHE
Teamwork and cooperation, following rules and fair play, managing emotions during competitive situations
Teacher Guidance
Positioning
Stand where both games can be monitored, move between activities to provide equal attention
Observation Focus
Watch for position rule adherence, safe play, and tactical understanding
Intervention Points
Step in when students repeatedly break position rules or show unsafe behaviour
Demonstration Notes
Use clear, exaggerated movements when showing position areas and court boundaries
Verbal Cues
- •'Remember your position areas!'
- •'Look for space away from defenders!'
- •'G positions can shoot!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full netball court or equivalent 30m x 15m marked area with goal posts
Surface Check
Dry, even surface free from hazards, appropriate for running and jumping movements
Equipment Safety
Safety Checks
- •Check netballs are correctly inflated and in good condition
- •Ensure goal posts are stable and secure
- •Verify bibs are clean and fastenings work properly
- •Check cones have no sharp edges or damage
Risk Management
Key Risks
- •Collisions during games and movement activities
- •Falls when changing direction quickly
- •Ball strikes during passing and shooting
- •Overexertion during continuous activity
Risk Mitigation
- •Clear boundaries established and explained before activities
- •Adequate spacing maintained between players during movement
- •Progressive skill building from simple to complex movements
- •Regular water breaks and monitoring for fatigue
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of both game areas simultaneously
- •Monitor high-activity areas like goal circles for safe play
- •Move between games to provide equal supervision
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid or seek additional medical support