Lesson 5 - Defending and Winning Possession
Foundations & High 5 Skills
•Year 4
•Netball
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How can I use my body position and movement to stop opponents from scoring?
Learning Objectives
- To develop effective defending techniques by maintaining close contact with attackers
- To understand tactical defending principles including positioning and anticipation
- To apply defending skills in game situations whilst following netball rules
Key Outcomes
- Students will demonstrate improved defending positioning and movement
- Students will explain key defending principles and tactics
- Students will show increased success in intercepting passes and preventing scores
Equipment & Resources Required
Distributed around court perimeter for easy access
Alternative: Size 4 balls, tennis balls for grip practice
Various colours for different activities and boundaries
Alternative: Markers, chalk lines, rope
Pre-sorted into team sets for quick distribution
Alternative: Coloured pinnies, wristbands
Worn around neck for quick access
Alternative: Voice commands, hand signals
Key Vocabulary
Trying to stop the other team from scoring by staying close to opponents
Catching or deflecting a pass intended for an opponent
Staying close to an opponent to prevent them receiving the ball
Following an attacker's movements to stay close to them
Standing sideways so you can see both the attacker and the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic netball passing and catching skills
- Understanding of personal space and movement
- Knowledge of attacking movement patterns
Current Skills
- Shadowing and tracking attacking players
- Positioning to intercept passes
- Using footwork to maintain defensive position
Next Steps
- Team defending strategies and communication
- Advanced interception techniques
- Transition from defence to attack
Milestone Indicators
Key Teaching Points
- Side-on defensive position allows vision of both attacker and ball simultaneously
- Quick shuffle steps without crossing feet maintain balance and readiness
- Stay close to attacker (arm's length) but avoid physical contact
- Step forward to intercept passes rather than reaching backward
- Communication with teammates improves overall team defending
- Watch attacker's eyes and body position to anticipate movement
- Maintain low, balanced stance with weight on balls of feet
Common Misconceptions
- Defenders should face directly toward the attacker (should be side-on)
- Further away from attacker is safer (should stay close within rules)
- Only tall students can be good defenders (technique matters more than height)
- Defending is just about stopping passes (also about positioning and pressure)
- You need to move quickly all the time (controlled movement is more effective)
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and structure, use movement as positive outlet for energy
dyspraxia
- Allow extra practice time for coordination skills, break down defending movements into smaller steps, provide additional demonstrations
autism spectrum
- Provide clear routine structure for activities, visual schedule of lesson sections, quiet area available if overwhelmed
visual impairment
- Use brightly coloured balls and cones, provide verbal descriptions of opponent positions, partner with sighted buddy for guidance during movement
hearing impairment
- Use visual signals for start/stop, demonstrate all techniques clearly, provide written instruction cards for reference
physical disability
- Adapt defending to seated position with focus on arm positioning, modify court size for wheelchair access, use softer balls for safety
Cross-Curricular Links
Maths
Measuring 5-metre distances between cones, counting passes and points in games, calculating angles for side-on positioning
Science
Forces and motion in intercepting passes, balance and stability in defending position, reaction times in defensive responses
Geography
Spatial awareness and positioning relative to opponents, understanding directions and movements across court space
PSHE
Teamwork and communication in defending, resilience when defending challenges become difficult, fair play and respect for opponents
Teacher Guidance
Positioning
Position at corner of area for maximum visibility of all practice groups and games
Observation Focus
Watch for side-on defending position, safe movement patterns, and application of skills in games
Intervention Points
Step in if unsafe play develops, students struggling with technique, or rules not being followed
Demonstration Notes
Demonstrate side-on position clearly with exaggerated body position, show shuffle steps without crossing feet, demonstrate interception timing with deliberate, slow movements for clarity
Verbal Cues
- •'Side-on position - one shoulder to attacker, one to ball!'
- •'Quick feet, stay close but don't touch!'
- •'Watch both the ball and your player!'
- •'Step forward to intercept, not backward!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum netball court or 30m x 15m area, clear of obstacles and hazards
Surface Check
Even, non-slip surface free from water, debris, or equipment
Equipment Safety
Safety Checks
- •Balls properly inflated and in good condition
- •Cones with no sharp edges or cracks
- •Team bands/bibs checked for tears
Risk Management
Key Risks
- •Collisions between students during movement activities
- •Falls from quick direction changes or interception attempts
- •Eye injuries from ball contact during interceptions
Risk Mitigation
- •Clear boundaries and spacing between practice groups
- •No-contact rule strictly enforced throughout
- •Progressive skill building from static to dynamic
- •Teacher positioned for maximum supervision of all groups
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all practice groups simultaneously
- •Move between groups during games to monitor safety
- •Watch for over-competitive behaviour in games
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, seek additional support if required