Lesson 2 - Passing and Moving Towards a Goal
Skills To Strategy
•Year 6
•Netball
•Start Planning Better PE Lessons
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How can we use passing and movement to create scoring opportunities as a team?
Learning Objectives
- To develop accurate passing under pressure whilst moving strategically
- To create and utilise space effectively when attacking towards a goal
- To apply netball rules consistently during competitive gameplay
Key Outcomes
- Students will demonstrate controlled passing and receiving under defensive pressure
- Students will show tactical awareness by creating space and moving purposefully towards goals
- Students will apply footwork and other netball rules consistently during game situations
Equipment & Resources Required
Inflate to correct pressure, check for damage before lesson
Alternative: Size 4 footballs, basketballs for practice
Two different colours, 7-8 per team for clear identification
Alternative: Coloured cones to identify teams
Mark court boundaries, distances, and scoring lines clearly
Alternative: Markers, chalk lines on court
Key Vocabulary
The netball rule preventing players from lifting and replacing their landing foot
Rotating around your landing foot to change direction whilst maintaining possession
A two-handed pass thrown from chest height to partner's chest height
A one-handed pass thrown from shoulder height for longer distances
Moving to an area where there are fewer defenders to receive passes easily
Athletic stance with knees bent, weight on balls of feet, ready to move quickly
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic chest pass technique from stationary positions
- Understanding of ready position and basic footwork
- Experience with simple catching and throwing activities
Current Skills
- Passing accurately whilst moving towards targets
- Creating space through purposeful movement patterns
- Applying netball rules including footwork and pivoting
Next Steps
- Shooting techniques and goal attack strategies
- Defensive positioning and intercepting passes
- Advanced game tactics and team formations
Milestone Indicators
Key Teaching Points
- Emphasise the one-two landing technique to avoid footwork violations consistently
- Connect all passing practice to game-like situations with pressure and movement
- Build tactical awareness by constantly asking 'where is the space?' during activities
- Use positive coaching language that focuses on what students CAN do rather than mistakes
- Ensure every student experiences success by differentiating challenges appropriately
- Link physical skills to cognitive understanding through regular questioning and explanation
- Celebrate examples of good sportsmanship and team play as much as technical skill
Common Misconceptions
- Students often think they can lift and replace any foot, not understanding the landing foot concept
- Many believe faster passing is always better, rather than accurate passing under control
- Some think all players should follow the ball rather than creating space in different areas
- Confusion between different passing techniques and when to use chest pass versus shoulder pass
- Misunderstanding that pivot means spinning around rather than rotating on one fixed foot
SEN Adaptations
ADHD
- Shorter activity bursts with regular changes, clear boundaries and expectations, frequent positive feedback and movement breaks
dyspraxia
- Use larger equipment initially, break down complex movements into smaller steps, provide extra practice time for pivoting
autism spectrum
- Provide clear routine structure, visual activity cards, quiet zones available if needed, consistent rules application
visual impairment
- Use brightly coloured balls and bibs, provide verbal descriptions of demonstrations, use audio signals for timing
hearing impairment
- Use clear visual demonstrations, hand signals for timing and instructions, written rule reminders on display
physical disability
- Adapt distances for wheelchair users, allow seated passing variations, modify pivot technique as needed
Cross-Curricular Links
Maths
Counting passes accurately, measuring distances between players, calculating scores and timing challenges
Science
Understanding forces in passing (push/pull), momentum in movement, balance and centre of gravity in pivoting
Geography
Spatial awareness and positioning, understanding directions and movement patterns across court areas
PSHE
Teamwork and cooperation, resilience when facing challenges, respecting rules and opponents, building confidence
Teacher Guidance
Positioning
Position at corner of activity area for visibility of all groups, move between groups during practice
Observation Focus
Watch for technique development, rule application, safety compliance, and inclusive participation
Intervention Points
["Step in if students struggling with pivoting technique", "Intervene immediately if safety rules are not followed", "Provide additional support for students not engaging with group activities"]
Demonstration Notes
Use exaggerated movements to show techniques clearly, involve confident students in demonstrations, show both correct and incorrect examples for comparison
Verbal Cues
- •'Land one-two, pivot on landing foot!'
- •'Find space away from defenders!'
- •'Chest to chest on those passes!'
- •'Signal clearly when you want the ball!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum one third of netball court (15m x 10m) for groups, full court ideal for games
Surface Check
Indoor court preferred, outdoor courts must be dry and free from debris or hazards
Equipment Safety
Safety Checks
- •Check netballs are properly inflated and have no splits or rough surfaces
- •Ensure team bibs are appropriate size and not torn
- •Cones positioned safely to mark boundaries without creating trip hazards
Risk Management
Key Risks
- •Collisions between players during dynamic movements
- •Ball strikes to face or body from close-range passes
- •Ankle injuries from poor landing technique
- •Fatigue-related loss of technique and coordination
Risk Mitigation
- •Clear boundaries established for each activity area
- •Adequate spacing between groups during all activities
- •Progressive skill building from stationary to dynamic
- •Emphasis on controlled landings and proper pivoting technique
- •Regular monitoring for signs of fatigue
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all working groups
- •Monitor high-activity areas during games closely
- •Watch for compliance with safety rules during competitive activities
- •Be particularly vigilant during transitions between activities
Emergency Procedures
Stop activity immediately if injury occurs, assess severity, apply appropriate first aid or seek additional support as needed