Lesson 3 - Creating and Using Space in Attack
Skills To Tactics
•Year 5
•Netball
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we create and use space to become better attacking players?
Learning Objectives
- To be able to use the attacking principle of creating and using space
- To develop passing and receiving skills under pressure
- To understand how movement creates opportunities for teammates
Key Outcomes
- Students will demonstrate effective space creation techniques
- Students will show improved passing accuracy and timing
- Students will apply tactical understanding in game situations
Equipment & Resources Required
Ensure balls are properly inflated and in good condition
Alternative: Size 4 footballs, tennis balls for beginners
Use bright colours for visibility, ensure stable placement
Alternative: Markers, chalk lines on hard courts
Place securely to avoid movement during play
Alternative: Hula hoops, marked circles, small goals
Ensure clear colour distinction between teams
Alternative: Coloured bibs, different coloured cones
Key Vocabulary
Moving away from defenders to give yourself or teammates room to receive the ball
A quick sprint at an angle to receive a pass, making it harder for defenders to intercept
Moving away from an area after passing to create space for other players
The fundamental principle of passing the ball then immediately moving to a new position
Strategies used by the team with the ball to create scoring opportunities
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic passing and catching techniques
- Understanding of personal space
- Simple movement patterns
Current Skills
- Creating space through movement
- Passing under pressure
- Reading game situations
Next Steps
- Advanced tactical awareness
- Defending principles
- Game management skills
Milestone Indicators
Key Teaching Points
- Movement creates space - even if you don't get the ball, you're helping the team
- Always pass ahead of a moving player, not to where they are
- Communication is essential - call the passer's name when you want the ball
- After passing, immediately move to create space for teammates
- Diagonal movements are harder for defenders to track than straight lines
- Create space away from crowded areas - be intelligent about positioning
- Continuous movement keeps the game flowing and creates opportunities
Common Misconceptions
- Misconception: 'I should only move when I want the ball' - Correction: Constant movement helps the whole team
- Misconception: 'Straight runs are easier so they're better' - Correction: Diagonal runs are more effective tactically
- Misconception: 'If I don't get the ball, my movement was wasted' - Correction: Movement creates space for others
- Misconception: 'I should pass to where my teammate is standing' - Correction: Pass to where they will be
- Misconception: 'Calling for the ball isn't important' - Correction: Communication is essential for timing
SEN Adaptations
ADHD
- Shorter activity segments, clear and simple instructions, regular movement breaks built into activities
dyspraxia
- Break movements into smaller steps, provide additional practice time, use larger equipment for easier handling
autism spectrum
- Clear structure to activities, visual schedule of lesson progression, quiet zones available for breaks
visual impairment
- Use bright coloured balls and equipment, provide clear verbal descriptions of movements, assign sighted partners for guidance
hearing impairment
- Use visual demonstrations extensively, hand signals for communication, written instruction cards available
physical disability
- Adapt movements for wheelchair users, modify distances as needed, provide seated passing alternatives
Cross-Curricular Links
Science
Understanding forces in ball flight, body systems during exercise, momentum and direction changes
Geography
Directional awareness, spatial concepts, mapping movement patterns around court
PSHE
Teamwork and cooperation, managing competition emotions, building resilience through practice
Teacher Guidance
Positioning
Move around the court perimeter to observe all groups, central position during demonstrations
Observation Focus
Watch for space creation effectiveness, passing accuracy, communication, and safety
Intervention Points
Step in if students struggling with movement patterns, safety concerns arise, or game becomes too one-sided
Demonstration Notes
Use exaggerated movements to show diagonal angles, emphasise timing of passes, model positive communication
Verbal Cues
- •'Find the gaps!'
- •'Call their name!'
- •'Pass and move!'
- •'Create space for your team!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum half netball court (15m x 8m) per group, clear overhead space
Surface Check
Even, non-slip surface free from obstacles and debris
Equipment Safety
Safety Checks
- •Check netballs are properly inflated and undamaged
- •Ensure cones have no sharp edges or cracks
- •Verify hoops are stable and won't tip over
Risk Management
Key Risks
- •Collisions during diagonal runs
- •Slips and falls during quick direction changes
- •Ball impacts from poor passes
- •Fatigue-related injuries during extended play
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing between groups during practice
- •Progressive skill building from simple to complex
- •Regular checks on student fatigue levels
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups simultaneously
- •Monitor high-activity areas during games
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately, assess injury severity, provide appropriate first aid, seek additional support if needed