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Lesson 3 - Defending and Marking

Advanced Game Strategies

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Year 5

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Netball

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Big Question

How can we transition from attack to defence to regain possession of the ball?

Learning Objectives

To understand that player roles change instantly when possession is lost
To apply effective marking techniques to prevent passes and create pressure
To demonstrate defensive strategies that force errors and regain possession

Key Outcomes

Students will demonstrate instant transition from attack to defence when possession changes
Students will apply effective marking techniques to prevent successful passes
Students will show understanding of defensive responsibilities in game situations

Equipment & Resources Required

Netball

1 per 3 students (10 balls for class of 30)

Distribute around court perimeter for easy access

Alternative: Size 4 footballs, basketballs for practice

Posts

2 sets (4 posts total)

Position at opposite ends of court area

Alternative: Basketball hoops, target zones marked with cones

Bibs

15 (half the class)

One colour for defenders, one for attackers

Alternative: Different coloured tops, arm bands

Cones

12-16 cones

Mark court boundaries and activity areas

Alternative: Markers, chalk lines on hard surface

Stopwatch

1 per group (3-4 timers)

For monitoring 4-second rule and activity timing

Alternative: Phone timers, counting aloud

Key Vocabulary

Defending

The role players take when their team doesn't have possession of the ball

Marking

Staying close to an opponent to prevent them receiving or passing the ball effectively

Transition

The instant change from attacking to defending (or vice versa) when possession changes

Pressure

Making it difficult for opponents to pass, move or hold the ball comfortably

Man-to-man marking

Each defender is responsible for marking one specific attacker

Four-second rule

Players must release the ball within 4 seconds of receiving it

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic passing techniques (chest pass, bounce pass)
Moving into space to receive passes
Understanding of 4-second rule
Basic footwork and pivoting skills

Current Skills

Instant transition from attack to defence
Effective marking of player with ball
Applying pressure to force errors
Man-to-man marking strategies

Next Steps

Zone defence strategies
Intercepting passes
Defensive positioning at different court areas
Team defensive systems

Milestone Indicators

Students react within 2 seconds of losing possession

Defenders successfully force 4-second violations

Teams can prevent 3 out of 5 attacking sequences

Students show clear understanding of marking responsibilities

Key Teaching Points

Defending begins the instant your team loses possession of the ball
Mark the player with the ball first - they are the immediate threat
Stay arm's length away to pressure without fouling
Use the 4-second rule to your advantage by applying constant pressure
Good defending is about positioning and pressure, not contact
Communication between defenders helps organise team defence
Every defensive success should be celebrated as much as scoring

Common Misconceptions

Misconception: Defending means trying to steal the ball directly. Reality: Defending is about positioning and pressure to force errors.
Misconception: You can touch opponents when marking. Reality: Netball defending is non-contact - use positioning only.
Misconception: Only some players need to defend. Reality: Everyone becomes a defender when possession is lost.
Misconception: Defending is less important than attacking. Reality: Good defence creates attacking opportunities.
Misconception: You should always mark the same player. Reality: Mark the most dangerous player (usually with ball).

SEN Adaptations

ADHD

Short activity bursts with regular changes, clear boundaries, frequent positive feedback

dyspraxia

Break down marking into smaller steps, additional practice time, simplified instructions

autism spectrum

Clear structure with visual schedule, designated quiet zone, consistent routines

visual impairment

Use bright coloured bibs, verbal descriptions of positioning, buddy system for demonstrations

hearing impairment

Visual demonstrations of marking positions, hand signals for timing, written instruction cards

physical disability

Seated marking practice, modified court size, adapted equipment as needed

Cross-Curricular Links

Maths

Counting 4-second rule, calculating success rates, measuring court dimensions

Science

Forces and pressure in defending, reaction times, balance and stability

PSHE

Teamwork and communication, resilience when defending is difficult, fair play

Teacher Guidance

Positioning

Move continuously between groups to observe and provide feedback

Observation Focus

Watch for correct marking distance, legal defending, and positive role transition

Intervention Points

Step in if students making illegal contact or becoming frustrated with defending

Demonstration Notes

Use enthusiastic demonstrations to show that defending can be exciting and rewarding

Verbal Cues

•'Arm's length away!'
•'No touching, just pressure!'
•'Switch roles now!'
•'Great defending!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 30m x 20m or outdoor netball court

Surface Check

Even, non-slip surface free from water or debris

Equipment Safety

Safety Checks

•Check netball posts are stable and secure
•Ensure balls are correctly inflated
•Verify bibs have no sharp edges or tears

Risk Management

Key Risks

•Collisions between players during marking
•Falls from quick direction changes
•Contact injuries from over-enthusiastic defending
•Finger injuries from catching/passing

Risk Mitigation

•Emphasise no-contact defending throughout lesson
•Clear boundaries marked for each activity
•Adequate spacing between activity groups
•Progressive skill building from simple to complex

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during activities
•Monitor for illegal contact during marking practice
•Watch for fatigue during intensive activities

Emergency Procedures

Stop all activity immediately, assess injury, provide appropriate first aid, contact school office if serious