Lesson 3 - Landing, Pivoting and Passing
Ball Control & Strategy
•Year 7
•Netball
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How can mastering footwork rules unlock your ability to control the game?
Learning Objectives
- To demonstrate correct landing technique on different feet when receiving the ball
- To execute controlled pivots whilst maintaining balance and ball possession
- To apply footwork rules accurately in passing and receiving situations
Key Outcomes
- Students will land safely and legally when catching the ball
- Students will pivot effectively to create passing angles
- Students will understand and follow netball footwork rules in game situations
Equipment & Resources Required
Pre-inflate to correct pressure, distribute around court perimeter for easy access
Alternative: Size 4 balls for smaller hands, softer foam balls for students with grip difficulties
Two different colours for team games, ensure sizes appropriate for Year 7
Alternative: Coloured bands or sashes if bibs unavailable
Ensure spots are non-slip and securely placed on court surface
Alternative: Chalk marks, tape crosses, small cones
Use to define activity areas and boundaries clearly
Alternative: Plastic cups, bean bags as markers
Check posts are stable and nets secure before lesson
Alternative: Marked wall targets, basketball hoops at appropriate height
Charged and ready for filming footwork and shooting practice
Alternative: School cameras or video equipment
Key Vocabulary
The first foot that touches the ground when catching the ball, which must stay in contact with the ground until the ball is released
Rotating on the ball of your landing foot whilst keeping that foot in contact with the ground
An illegal movement where a player moves their landing foot before releasing the ball
A penalty awarded to the opposing team when a footwork infringement occurs
Looking directly at your intended receiver before passing to signal intent and ensure readiness
Catching the ball after a missed shot bounces off the ring or post
The continuation of arm movement after releasing the ball, pointing towards the target
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic passing and catching skills from previous lessons
- Understanding of chest pass technique
- Awareness of moving into space
- Basic court awareness and positioning
Current Skills
- Landing on one foot correctly
- Pivoting on the landing foot
- Applying footwork rules during passing sequences
- Identifying and correcting stepping violations
Next Steps
- Combining footwork with attacking movements
- Using footwork to evade defenders
- Advanced shooting techniques with correct footwork
- Full game application with positioning rules
Milestone Indicators
Key Teaching Points
- The landing foot is the first foot to touch the ground when catching the ball and must stay planted until ball is released
- Students can pivot through 360 degrees on their landing foot as long as the ball of that foot stays in contact with the ground
- If both feet land simultaneously when catching, students choose which becomes the landing foot by moving the other foot first
- Moving or dragging the landing foot before releasing the ball is called stepping and results in a free pass to the opposition
- Eye contact before passing is essential for communication and ensures receiver readiness
- Effective pivoting creates passing angles and helps evade defenders in game situations
- The 3-second possession rule requires quick decision-making and prevents stagnant play
Common Misconceptions
- Misconception: 'I can move both feet if I caught the ball standing still.' Correction: Once you move one foot, the other becomes your landing foot and must stay planted.
- Misconception: 'Pivoting means I can pick up my landing foot as long as I spin quickly.' Correction: The ball of your landing foot must stay in contact with the ground throughout the entire pivot - it should rotate on the spot like a compass point.
- Misconception: 'Stepping violations only count in real games, not practice.' Correction: Practicing correct footwork is essential - if you practice stepping violations, you'll carry those bad habits into games. Always apply the rules correctly.
- Misconception: 'I can take a small step with my landing foot if I need to reach.' Correction: Any movement of the landing foot is stepping - even a tiny drag or shuffle. The foot must stay completely planted.
- Misconception: 'If I catch the ball with both feet on the ground, I can't move at all.' Correction: You choose which foot becomes your landing foot by moving the other foot first. You have the same movement options as landing on one foot.
SEN Adaptations
ADHD
- Break activities into shorter time segments with varied tasks. Provide fidget tool during seated teaching if helpful. Use clear, concise instructions with visual supports. Offer leadership roles to channel energy positively. Allow movement breaks between sections. Give immediate, frequent positive feedback. Use visual timers to show activity duration. Position near teacher for focus support.
dyspraxia
- Use larger, softer balls for easier catching and control. Reduce speed of activities allowing extra processing time. Provide additional demonstrations and practice opportunities. Break down skills into smaller steps. Use wall markings or floor spots for spatial reference. Allow extra time for organising into groups. Pair with patient, supportive partner. Celebrate effort and small improvements. Strengthen core balance through modified pivot activities.
autism spectrum
- Provide visual schedule showing lesson structure and timing of sections. Use consistent routines for transitions between activities. Create quiet zone for sensory breaks if needed. Give advance warning of activity changes. Use clear, literal language avoiding idioms. Provide written success criteria. Limit sensory overload - consider noise levels and visual stimuli. Allow student to observe before participating if needed.
visual impairment
- Use brightly coloured netballs or balls with bells inside for auditory tracking. Provide verbal descriptions of all demonstrations with exaggerated commentary. Use tactile floor markers with different textures for spatial reference. Assign sighted buddy for shadowing and guidance. Reduce playing area size for easier navigation. Use high-contrast bibs and equipment.
hearing impairment
- Ensure student can see teacher's face during all instructions for lip-reading. Use exaggerated visual demonstrations with clear hand signals. Provide written instruction cards at carousel stations. Position student at front during teaching inputs. Use visual signals for stop/start (flags, lights). Assign buddy to tap shoulder for attention during activities. Consider vibrational signals for timing.
physical disability
- Adapt activities for seated participation - pivoting in wheelchair, passing from seated position. Use lighter, larger balls for easier gripping and catching. Reduce distances for passing activities. Allow two-handed catching and passing. Provide chair or support for balance during standing pivots. Modify footwork rules - allow wheels to move as equivalent to steps. Partner with supportive peer.
Cross-Curricular Links
English
Following complex multi-step instructions. Using technical vocabulary accurately. Providing constructive peer feedback. Explaining techniques and rules to others. Listening skills during teaching inputs.
Maths
Angles during pivoting - 90°, 180°, 270°, 360° rotations. Measuring distances between lines and players. Counting consecutive passes. Time management with 3-second rule. Spatial geometry with court positioning and passing angles.
Science
Forces during landing and pivoting - friction between foot and surface. Balance and centre of gravity during one-foot stance. Cardiovascular response to exercise - heart rate elevation during warm-up and games. Muscular system - which muscles work during pivoting and jumping. Newton's Laws - force application during passing.
Geography
Directions and spatial awareness on court - understanding relative positions. Mapping movement patterns during activities. Using directional language - forward, backward, left, right, clockwise rotation.
PSHE
Teamwork during paired and group activities. Resilience when learning challenging new skills. Managing emotions when mistakes occur. Peer support and encouragement. Respecting rules and decisions. Fair play and sportsmanship values. Building confidence through skill mastery.
Teacher Guidance
Positioning
Position at court edge for maximum visibility during warm-up. Move to centre for teaching demonstrations where all students can see. Circulate actively during practice activities providing real-time feedback. Station yourself between carousel areas during rotations for oversight of all three stations.
Observation Focus
Watch for landing foot staying planted during all catching activities. Observe balance during pivots - students should maintain control throughout 360° rotation. Check for correct ball handling position. Monitor spacing and movement off the ball. Assess tactical decision-making during game application. Note students demonstrating excellent technique for modelling to class.
Intervention Points
Intervene immediately if students dragging or hopping on landing foot - stop and demonstrate correct technique. Step in if footwork violations not being self-policed during games. Pause activity if safety concerns arise. Provide individual coaching for students struggling with balance during pivots. Challenge advanced students with progressions if core activity too easy. Redirect off-task behaviour promptly.
Demonstration Notes
Always demonstrate from side angle so footwork is clearly visible to students. Use exaggerated movements for emphasis - particularly landing foot staying planted and pivot rotation. Demonstrate incorrect technique followed by correct technique for comparison. Invite confident students to demonstrate excellent technique for peer modelling. Use slow-motion demonstrations when introducing new skills, then normal speed. Repeat demonstrations multiple times from different angles for whole class visibility.
Verbal Cues
- •'Plant that landing foot!'
- •'Pivot like a compass point!'
- •'Catch, land, pivot, pass!'
- •'Eyes up, find your target!'
- •'Move to new space after passing!'
- •'Soft landings like a cat!'
- •'Hold your balance!'
- •'Three seconds maximum!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full netball court (30m x 15m) or equivalent hard surface space. Minimum ceiling height 4m for shooting practice. Clear perimeter of at least 2m around playing area.
Surface Check
Indoor sports hall or outdoor netball court - dry, clean, even surface free from debris, water, or obstacles. Check for loose floor spots before use. No protruding equipment or hazards around court edges.
Equipment Safety
Safety Checks
- •Netballs correctly inflated to appropriate pressure - not over or under-inflated
- •Bibs checked for tears or sharp edges, appropriate sizes for Year 7 students
- •Floor spots are non-slip type and securely placed - check before each activity
- •Cones with no sharp edges or cracks, stable when placed
- •Netball posts inspected before lesson - stable base, secure nets, no loose parts
- •Tablets/filming devices used responsibly with secure grip, away from active play areas
Risk Management
Key Risks
- •Collisions between students during Pacman warm-up at line intersections
- •Slips and falls during running, pivoting, and direction changes
- •Ball strikes to face/head during passing activities
- •Ankle/knee strain from landing poorly or pivoting on planted foot
- •Muscle strains from inadequate warm-up or overexertion
- •Collisions between shooter and rebounder under post
- •Trips over equipment left on court surface
- •Overexertion in less fit students during sustained activity
Risk Mitigation
- •Clear boundaries established with cones for all activities
- •Adequate spacing between students maintained - minimum 2m during individual practice
- •Progressive skill building from static to dynamic to game application
- •Emphasis on controlled speed and quality over rushing
- •Thorough warm-up including dynamic movements and joint mobilisation
- •Teaching correct landing technique with bent knees to absorb impact
- •Clear role definition at shooting station - shooter vs rebounder positions
- •Equipment check before lesson and packed away immediately after use
- •Regular breaks and water access throughout lesson
- •Differentiation allows all students to work at appropriate level
Supervision & Emergency Procedures
Supervision Points
- •Position at court perimeter during Pacman for visibility of all students
- •Circulate between carousel stations providing presence and oversight at each
- •Focus observation on footwork technique during pivoting to prevent poor mechanics causing injury
- •Monitor high-activity areas particularly shooting station for collisions
- •Watch for signs of fatigue or overexertion especially during game application
- •Maintain awareness of whole class even when providing individual feedback
Emergency Procedures
Stop all activity immediately using whistle and STOP command. Assess situation - if injury, provide appropriate first aid or summon qualified first aider. Move other students to safe area away from incident. Complete accident report form following school procedures. Contact relevant staff (SLT, office, parents) as per school policy.