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Lesson 3 - Defensive Skills & Marking

Tactics & Leadership

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Year 6

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Netball

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Big Question

How can we work as a team to regain possession and defend effectively in netball?

Learning Objectives

To consolidate understanding that defending starts immediately when possession is lost
To apply effective marking techniques in various game situations
To understand and apply the rules governing defending in netball

Key Outcomes

Students will demonstrate effective marking of players with and without the ball
Students will successfully transition from attack to defence when possession changes
Students will apply pressure to force attackers into errors and regain possession

Equipment & Resources Required

Netball

1 per 3 students (10 balls)

Distributed around court perimeters

Alternative: Size 4 balls for easier handling

Posts

2 posts (or cones as targets)

Positioned at regulation height where possible

Alternative: Hoops, targets, or wall markings

Coloured Bibs

15 (5 each of 3 colours)

Pre-sorted into team sets

Alternative: Different coloured bands or markers

Markers Cones

12-16 cones

Mark court boundaries and thirds clearly

Alternative: Chalk lines, masking tape

Whistles

3 whistles

For student officials and teacher

Alternative: Voice commands, hand signals

Key Vocabulary

Marking

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

Transition

The moment when possession changes from one team to another

Defensive pressure

Making it difficult for attackers by closing down space and time

Intercept

Gaining possession by catching or deflecting an opponent's pass

Four-second rule

Netball rule where a player 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 netball passing techniques
Understanding of ball possession
Basic court awareness and movement
Introduction to defensive positioning

Current Skills

Man-to-man marking techniques
Applying defensive pressure effectively
Quick transition from attack to defence
Team defending strategies

Next Steps

Advanced intercepting techniques
Zone defending strategies
Complex game tactics and positioning
Leadership in defensive organisation

Milestone Indicators

Students mark effectively without fouling

Quick recognition of possession change

Sustained defensive pressure throughout games

Effective communication during defence

Key Teaching Points

Defending begins immediately when possession is lost - no delay
Maintain 0.9 metre distance when marking player with ball
Apply increasing pressure using 4-second count rhythm
Mark with side-on stance for better mobility and reaction
Communication between defenders is essential for team success
Quick transition from attacking to defensive mindset
Every attacker should be marked when team is defending

Common Misconceptions

Students think they only defend when the teacher tells them - correct by emphasising automatic transition
Believing closer marking is always better - teach legal distance requirements
Thinking defending is only about getting the ball back - explain prevention and pressure aspects
Assuming all defenders should mark the player with the ball - teach individual marking responsibilities
Misconception that marking means physical contact - emphasise legal, positioned defending

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear, simple instructions, use movement and variety to maintain engagement

dyspraxia

Slower progression through skills, additional demonstrations, partner support for complex movements, extra practice time

autism spectrum

Provide clear structure and routine, visual schedule of lesson activities, quiet area available if needed for regulation

visual impairment

Use brightly coloured balls and bibs, provide clear verbal descriptions of all demonstrations, pair with sighted buddy for activities

hearing impairment

Use visual signals and demonstrations, written instruction cards, ensure student can see teacher's face when speaking

physical disability

Modify marking to seated or supported position, adapt rules for wheelchair users, ensure equal participation opportunities

Cross-Curricular Links

English

Communication skills through coaching and officiating, following and giving instructions clearly

Maths

Measuring 0.9 metre distances, counting to 4 seconds, calculating team scores and pass completion rates

Science

Understanding forces in defensive pressure, reaction times in transition, physics of ball trajectory and interception

PSHE

Teamwork and communication, resilience when defending under pressure, respect for rules and officials

Teacher Guidance

Positioning

Move around court perimeter for best visibility, position to see all groups during activities

Observation Focus

Watch for correct marking distance, transition from attack to defence, application of pressure techniques

Intervention Points

Step in if students too close/making contact, if rules not being followed, if students struggling with concepts

Demonstration Notes

Use student volunteers for demonstrations, exaggerate key teaching points for visibility, show both correct and incorrect examples

Verbal Cues

•'Mark immediately when we lose possession!'
•'0.9 metres - arms ready!'
•'Count the pressure - 1-netball, 2-netball!'
•'Switch your mindset - we're defenders now!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full netball court or 30m x 15m area minimum, clear of obstacles

Surface Check

Dry, even surface free from hazards, appropriate grip for movement

Equipment Safety

Safety Checks

•Netballs properly inflated and in good condition
•Netball posts secure and safe height
•Cones and markers have no sharp edges or damage

Risk Management

Key Risks

•Collisions during marking activities
•Falls during quick direction changes
•Ball strikes during passes and attempts

Risk Mitigation

•Clear boundaries and adequate spacing between groups
•Emphasis on legal marking distance (0.9m) to prevent contact
•Progressive skill building from static to dynamic activities
•Clear rules about appropriate physical contact

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all activities
•Monitor marking distance and contact levels closely
•Be alert during transition periods between activities

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support, ensure other students are safe