Lesson 2 - Marking and Defending
Defence To Team Play
•Year 6
•Netball
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How can effective marking techniques help us win possession and create scoring opportunities?
Learning Objectives
- Develop the skill of marking the ball at the correct 1-metre distance
- Understand and apply the 1-metre rule in game situations
- Use marking skills strategically to defend and win possession
Key Outcomes
- Students will demonstrate correct marking technique with appropriate distance
- Students will apply the 1-metre rule consistently in game contexts
- Students will use marking skills to effectively defend in team situations
Equipment & Resources Required
Stored in equipment bag, distributed at start of lesson
Alternative: Size 4 footballs or basketballs if netballs unavailable
Used to mark 1-metre distances and court boundaries
Alternative: Bean bags or chalk marks for distance marking
Two different colours for team games
Alternative: Different coloured tops or arm bands
For demonstrating correct 1-metre distance
Alternative: Metre rulers or pre-measured rope
Key Vocabulary
Positioning yourself close to an opponent to defend against their actions
The rule that defenders must keep their feet at least 1 metre from the attacker's feet
A foul when a defender gets too close or impedes an attacker's movement
The penalty awarded for minor infringements like obstruction
The player trying to prevent the attacking team from scoring
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic netball passes (chest and shoulder pass)
- Understanding of attack and defence roles
- Simple movement and positioning skills
Current Skills
- Marking the ball at 1-metre distance
- Maintaining balance while defending
- Applying the 1-metre rule in games
Next Steps
- Advanced defensive strategies and systems
- Intercepting passes and reading the game
- Complex team defensive formations
Milestone Indicators
Key Teaching Points
- Maintain exactly 1-metre distance between feet and opponent's feet at all times
- Lean forward to pressure the ball while keeping feet in correct position
- Use non-marking hand for balance and stability when leaning
- Communicate clearly with teammates about who marks ball vs players
- Apply marking pressure consistently but fairly without overaggressive contact
- Transition quickly to marking position when team loses possession
- Focus on following the ball movement while maintaining legal distance
Common Misconceptions
- Thinking the 1-metre rule applies to hands/body rather than feet - clarify it's feet position that matters
- Believing aggressive contact is good defending - emphasise technique over aggression
- Assuming all defenders should mark the ball - teach selective marking strategy
- Thinking marking means standing still - show dynamic movement within rules
- Believing fouls are always deliberate - teach how to avoid accidental obstruction
SEN Adaptations
ADHD
- Shorter activity segments, clear and immediate feedback, defined boundaries, regular movement and variety in activities
dyspraxia
- Break down marking technique into smaller steps, provide extra practice time, use larger equipment, reduce complexity of movements
autism spectrum
- Provide clear routine structure, use visual schedules, offer quiet observation space if needed, maintain consistent rules
visual impairment
- Use bright coloured equipment, provide verbal descriptions of distances and positions, assign sighted buddy for guidance
hearing impairment
- Use clear visual demonstrations, hand signals for distance, written instruction cards, ensure student can see teacher clearly
physical disability
- Modify marking to seated position if needed, use lighter equipment, adjust distances and space requirements as appropriate
Cross-Curricular Links
Maths
Measuring distances (1 metre), estimating spaces, counting successful defensive actions, calculating team scores
Science
Forces and balance when leaning, reaction time in defensive situations, physics of movement and positioning
Geography
Spatial awareness, mapping court positions, understanding directions and positioning on court
PSHE
Teamwork and cooperation, resilience when defending, managing emotions under pressure, fair play and respect
Teacher Guidance
Positioning
Move around the court for optimal visibility, positioning at corners during games for full court view
Observation Focus
Watch for correct 1-metre distance, balance during marking, application of technique under pressure
Intervention Points
Step in when students are too aggressive, when obstruction fouls occur, or when students need technique reminders
Demonstration Notes
Demonstrate: Exaggerate correct and incorrect positions for clarity, use measuring tools to make distances visual, show balance techniques clearly
Verbal Cues
- •'Feet back, lean forward!'
- •'One metre distance!'
- •'Balance and control!'
- •'Mark the ball, not the player!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m court area, clear of obstacles and with appropriate boundaries
Surface Check
Non-slip surface checked for hazards, appropriate for netball activities
Equipment Safety
Safety Checks
- •Netballs properly inflated and in good condition
- •Cones have no sharp edges and are stable
- •Measuring equipment safely stored when not in use
Risk Management
Key Risks
- •Collisions during marking practice
- •Loss of balance when leaning forward
- •Contact during defensive pressure
Risk Mitigation
- •Clear boundaries and adequate spacing between groups
- •Progressive skill building from static to dynamic
- •Emphasis on controlled movement and technique
- •Regular reminders about safe defensive play
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Monitor intensity levels during competitive games
- •Watch for overaggressive defensive play
Emergency Procedures
Stop activity immediately for any injury, assess appropriately, provide first aid as needed, inform relevant staff