Lesson 2 - Passing and Creating Space
Team Attack & Movement
•Year 4
•Netball
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How can we use passing and movement to create scoring opportunities in netball?
Learning Objectives
- To develop accurate chest passing under pressure
- To create space by moving away from defenders
- To understand when to transition between attack and defence
Key Outcomes
- Students will combine passing and moving to create shooting opportunities
- Students will demonstrate understanding of space creation principles
- Students will collaborate effectively as a team during mini-games
Equipment & Resources Required
Place around court perimeter for easy access
Alternative: Size 4 footballs, rubber playground balls
Position at opposite ends of playing area
Alternative: Basketball hoops, large buckets on stands
Mark court boundaries and zones clearly
Alternative: Spots, markers, chalk lines
Distinguish between teams clearly
Alternative: Different coloured tops, armbands
Key Vocabulary
A two-handed pass thrown from chest level directly to teammate
Moving away from defenders to receive a pass safely
Changing from attacking to defending when possession is lost
Having control of the ball as a team
Winning the ball by catching opponent's pass
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and catching skills
- Understanding of chest pass technique
- Knowledge of netball court areas
Current Skills
- Passing under pressure from defenders
- Creating and using space effectively
- Transitioning between attack and defence
Next Steps
- Advanced netball positions and roles
- Complex team tactics and strategies
- Competitive netball with official rules
Milestone Indicators
Key Teaching Points
- Chest pass technique: step forward, push through, fingers down
- Create space by moving away from defenders before checking back
- Communication is essential - signal clearly when ready to receive
- Transition quickly between attacking and defending roles
- Keep possession by supporting the player with the ball
- Pass to the player furthest from the defender
- Move immediately after passing to create new options
Common Misconceptions
- Students think they should run directly away from defenders and stay there
- Belief that holding the ball longer gives more passing options
- Assumption that louder communication is always better communication
- Thinking that defending means standing still and waving arms
- Misconception that accuracy is less important than speed in passing
- Belief that only the ball carrier needs to move and create space
SEN Adaptations
ADHD
- Shorter activity intervals, clear movement boundaries, frequent positive feedback
dyspraxia
- Slower movement patterns, additional practice time, larger target areas for passing
autism spectrum
- Clear routine structure, visual schedule of activities, quiet spaces available if needed
visual impairment
- Use bright coloured balls, provide verbal descriptions of movements, assign sighted partner for guidance
hearing impairment
- Use clear visual demonstrations, hand signals for communication, written instruction cards
physical disability
- Seated passing versions, modified movements, adapted ball sizes and weights
Cross-Curricular Links
Maths
Counting consecutive passes, measuring distances for spacing, angles of passing direction
Science
Forces involved in chest passing, reaction time in defending, effects of exercise on heart rate
Geography
Spatial awareness, directions and positioning on court, mapping movement patterns
PSHE
Teamwork and cooperation, dealing with competition pressure, supporting teammates through difficulties
Teacher Guidance
Positioning
Move between groups during activities, position at court edge during games for full visibility
Observation Focus
Watch for passing accuracy, movement timing, and appropriate defending pressure
Intervention Points
Step in if defending becomes too physical, if students show poor technique, or if safety is compromised
Demonstration Notes
Use students as positive examples, demonstrate skills slowly then at game speed, involve students in demonstrations where safe
Verbal Cues
- •'Step and push through!'
- •'Move after you pass!'
- •'Create space, then signal!'
- •'Switch to defence now!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Half court minimum (15m x 30m), clear of obstacles and other activities
Surface Check
Non-slip surface, checked for hazards, appropriate footwear worn
Equipment Safety
Safety Checks
- •Netballs properly inflated and in good condition
- •Posts secure and appropriate height
- •Cones with no sharp edges or cracks
- •Bibs clean and correctly sized
Risk Management
Key Risks
- •Collisions between players during fast movement
- •Ball impacts to face or body
- •Falls during dodging movements
- •Contact during defending
Risk Mitigation
- •Clear boundaries established between groups
- •Emphasis on controlled defending only
- •Progressive skill building from static to dynamic
- •Adequate spacing maintained throughout
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Monitor defending intensity in possession games
- •Watch for fatigue affecting technique and safety
Emergency Procedures
Stop activity immediately, assess any injury, provide appropriate first aid, contact school office if required