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Lesson 7 - Court Space and Strategic Passing

Ball Control & Strategy

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Year 7

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Netball

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Big Question

How can intelligent use of court space transform a team's attacking play?

Learning Objectives

Understand how to use the whole court width and depth to create space for better quality play
Learn and apply the order of play down the court (GK > GD > WD > C > WA > GA > GS)
Apply straight and square passing concepts with tactical awareness
Develop student-led umpiring and coaching skills through peer leadership

Key Outcomes

Students will demonstrate effective use of court width through strategic passing
Students will execute the correct order of play and explain its tactical importance
Students will successfully lead warm-ups, umpire games, and provide coaching feedback to peers

Equipment & Resources Required

Netball

11 (1 per 3 students minimum)

Distributed around court perimeter for easy access during drills

Alternative: Size 4 balls for students with smaller hands

Bibs

Two sets of 7 (14 total) in contrasting colours

Pre-sorted into position sets (GK, GD, WD, C, WA, GA, GS) in different colours

Alternative: Coloured bands or sashes if bibs unavailable

Throw Down Markers

21 (7 per channel to mark positions)

Placed to indicate optimal positioning within each channel

Alternative: Chalk marks, tape marks, or small cones

Posts

2 regulation height (3.05m)

Securely positioned at each end, checked for stability before lesson

Alternative: Adjustable posts set to 2.75m for accessibility

Cones

22 for channel markers and boundaries

Create three equal vertical channels down court length

Alternative: Markers, domes, or painted lines

Score Sheets

1 per student (30)

Printed with Head/Hands/Heart rubric, clipboards for observers

Alternative: Digital assessment on tablets if available

Sun Markers

6 long lines (2 per side to create 3 channels)

Divide court into three equal vertical sections from goal to goal

Alternative: Rope lines, tape, or chalk if outdoor court

Whistles

4-6 for student umpires

Cleaned and ready for student umpires to use during games

Alternative: Hand claps or verbal signals if whistles unavailable

Cards

4-6 laminated reference cards

Visual reference for student umpires showing key hand signals

Alternative: Printed sheets in plastic wallets

Key Vocabulary

Straight pass

A pass made directly towards your own team's goal, moving the ball forward down the court

Square pass

A pass made across the court at a right angle, parallel to the goal line, used to create width

Court positioning

The strategic placement of players across the court to maximise space and passing options

Channels

Three vertical sections of the court used to ensure teams use the full width available

Order of play

The sequential progression of the ball through positions: GK > GD > WD > C > WA > GA > GS

Space utilisation

Using all available court area effectively to spread out defenders and create passing lanes

Semi-circle

The shooting area marked by a semi-circular line where only Goal Shooter and Goal Attack can score

Communication

Verbal and non-verbal signals used to indicate position, intent, and tactical decisions to teammates

Umpiring

Officiating the game by applying rules fairly, making decisions, and signalling to players

Coaching

Providing constructive feedback and tactical guidance to help teammates improve performance

Skill Progression Pathway

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

Prior Learning

Basic netball passing techniques (chest, bounce, shoulder)
Understanding of court positions and basic movement rules
Fundamental dodging and driving movements
Basic defensive positioning and intercepting attempts

Current Skills

Strategic use of whole court space for team advantage
Understanding and executing order of play sequences
Tactical application of straight vs square passing
Three-channel court utilisation system
Leadership skills through umpiring and peer coaching

Next Steps

Advanced game strategies combining all tactical elements
Tournament play with full student-led officiating
Creating complex attacking patterns and set plays
Advanced semi-circle work and shooting under pressure

Milestone Indicators

Consistent use of court width without teacher prompting

Vocal communication about positioning during live play

Accurate umpiring decisions with clear signals

Team successfully executing 10-pass sequences before shooting

Key Teaching Points

Order of play (GK > GD > WD > C > WA > GA > GS) creates possession security through controlled sequential passing reducing interception risk
Three-channel system forces use of full court width: maximum one straight pass per channel before must pass square to exit channel
Square passes create width and spread defenders; straight passes advance toward goal - both are essential and complementary
Court positioning is dynamic not static: constantly scan for space and move to empty areas before ball arrives
Communication is critical: call position names when passing, call 'straight' or 'square' when receiving, vocal coaching during play
Student leadership develops through warm-up leading, umpiring, and coaching: these roles build confidence and deepen understanding
Effective coaching feedback is specific, constructive, and positive: tell people what TO do rather than what NOT to do

Common Misconceptions

MISCONCEPTION: 'Long passes are always better because they're faster.' CORRECTION: Long passes give defenders more reaction time to intercept and are less accurate. Short sequential passes maintain possession better.
MISCONCEPTION: 'Square passes don't help us score because they don't go toward the goal.' CORRECTION: Square passes create width, spread defenders, and open up straight passing lanes that were previously blocked.
MISCONCEPTION: 'Only the Goal Shooter and Goal Attack need to think about positioning.' CORRECTION: Every position affects team spacing. If defenders bunch together, attackers have less passing options throughout the court.
MISCONCEPTION: 'The channel system slows us down.' CORRECTION: The channel system initially feels restrictive but actually creates better attacking opportunities by ensuring team width and preventing defensive clustering.
MISCONCEPTION: 'Umpiring and coaching are less important than playing.' CORRECTION: These roles develop tactical understanding, leadership, and communication skills that directly improve playing performance when students return to court.

SEN Adaptations

ADHD

Short, varied activities with frequent changes maintaining engagement. Clear, visible boundaries marked with bright cones. Regular movement breaks built into lesson structure. Specific roles with clear responsibilities (umpire, coach) providing focus. Positive reinforcement frequently. Option to be active in all sections rather than observing.

dyspraxia

Larger, slower-moving balls for improved tracking and catching. Simplified movement patterns - reduce pivot complexity initially. Additional demonstration and practice time for new skills. Visual floor markers showing optimal positions. Partner support during complex sequences. Celebrate effort and improvement over absolute performance.

autism spectrum

Provide visual schedule showing lesson structure and timings. Clear, consistent routines for transitions. Quiet zone available if sensory overload occurs. Advance warning of role changes. Visual prompt cards for umpire signals and coaching language. Reduced group size option for those overwhelmed by large groups.

visual impairment

Use brightly coloured or audible balls with bells inside. Provide buddy system for court navigation. Give verbal descriptions of court layout and channel positions. Use tactile markers (textured cones) to define channels. Amplify verbal communication requirements so all students calling loudly.

hearing impairment

Ensure student can see teacher/umpire at all times for visual demonstrations and signals. Provide visual umpire signal cards as reference. Use hand signals alongside verbal instructions. Buddy system for relaying verbal information. Position at front during demonstrations with clear line of sight.

physical disability

Wheelchair netball modifications - larger goals, modified court size, adapted passing heights. Seated versions of all activities for non-ambulatory students. Modified equipment (larger, softer balls). Reduced court area to decrease physical demand. Allow additional time for movements. Peer support for positioning.

Cross-Curricular Links

English

Speaking and listening - giving clear instructions when coaching, articulating tactical ideas. Following instructions - responding to umpire signals and coaching feedback. Vocabulary development - learning and using technical netball terminology accurately. Persuasive language - coaching requires convincing teammates to try different strategies.

Maths

Geometry - understanding angles in square passes (90 degrees) vs straight passes (180 degrees). Spatial reasoning - dividing court into three equal channels using measurement. Counting and tracking - order of play sequences creating number patterns. Data handling - recording assessment scores and analysing performance statistics.

Science

Forces - understanding how force application affects pass speed and accuracy. Direction of forces in straight vs square passes. Human biology - heart rate changes during warm-up, activity, and cool-down. Muscles used in netball movements. Effects of exercise on body systems.

Geography

Spatial awareness - mapping court space and position zones. Directions and orientation - understanding forward, backward, left, right in relation to court. Scale - understanding court dimensions and proportional spacing.

PSHE

Teamwork and cooperation - working effectively in groups toward shared goals. Leadership - student-led warm-ups, umpiring, and coaching developing leadership skills. Resilience - coping with mistakes and setbacks during games. Communication - clear, respectful verbal and non-verbal interaction. Fair play and respect - accepting umpire decisions and showing sportsmanship.

Teacher Guidance

Positioning

Stand at corner of court during full games for visibility of all students and both goals. Circulate actively during skill development between groups. During student-led sections, step back but remain vigilant observer.

Observation Focus

Primary focus on safety: contact between students, controlled movements, appropriate spacing. Secondary focus on learning: application of order of play, use of channels, quality of peer officiating and coaching. Tertiary focus on engagement: all students active and involved.

Intervention Points

Intervene immediately if: unsafe contact occurs, student umpires missing serious rule violations, students showing signs of overexertion or distress, negative interactions between students, practice groups not following instructions or off-task.

Demonstration Notes

Demonstrate all new concepts using student volunteers not solo demonstration - this shows realistic game application. Exaggerate key points: over-emphasise square pass direction being perpendicular. Use questioning not just telling: 'Where's the most space?' rather than 'Go there.' Model positive coaching language at all times.

Verbal Cues

•'Spread the width - use all three channels!'
•'Call the position name before you pass!'
•'Square pass available on your left!'
•'Great decision - you saw the space!'
•'Umpires, nice clear signal!'
•'Coaches, what are you observing?'
•'Find the empty channel and move there!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full netball court (30.5m x 15.25m) or appropriate scaled space for modified games. Minimum 2m clearance around court boundaries.

Surface Check

Indoor court surface dry and clean, no wet patches. Outdoor court checked for debris, stones, or standing water. Line markings clear and not slippery.

Equipment Safety

Safety Checks

•Netball posts checked for stability - bases secure and posts upright
•Balls inflated to correct pressure - not over-inflated causing hard impact
•Bibs checked for no ripped edges or loose threads causing trip hazard
•Cones placed flat on ground not creating trip hazards
•Whistles cleaned between users for hygiene

Risk Management

Key Risks

•Collisions between students during game play especially when focus on ball not surroundings
•Contact between students when defending - potential for obstruction or personal contact fouls
•Falls when pivoting, landing from jumps, or sudden direction changes
•Ball strikes to face or body from fast passes
•Overexertion in warm weather or high intensity games

Risk Mitigation

•Clear boundaries established and reinforced - students aware of court edges
•Netball contact rules explicitly taught and enforced by umpires
•Progressive skill building from controlled practice to game pressure
•Adequate spacing between multiple games/practice groups maintained
•Emphasis on controlled landings and pivoting technique during warm-up
•Regular water breaks especially during high intensity game sections
•Teacher positioned for maximum visibility of all activity areas
•Student umpires empowered to stop play if safety concerns arise

Supervision & Emergency Procedures

Supervision Points

•Position at court edge with view of full court during games
•Circulate between groups during skill development observing technique and interactions
•Monitor intensity levels watching for overexertion signs
•Observe student umpires to ensure they're enforcing safety rules
•Keep medical kit accessible at court side
•Maintain headcount awareness especially during transitions

Emergency Procedures

Stop all activity immediately with loud whistle signal. Assess situation - if injury, send responsible student to alert school office/first aider. Provide appropriate first aid. Complete accident report form. Contact parents if necessary. Do not move student if serious injury suspected.