Lesson 4 - Marking and Defensive Pressure
Ball Control & Strategy
•Year 7
•Netball
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How can I defend effectively without breaking the rules?
Learning Objectives
- Consolidate understanding of marking rules including contact and obstruction
- Apply effective marking strategies in game situations
- Improve passing quality under defensive pressure
Key Outcomes
- Students will demonstrate legal marking techniques in practice and game situations
- Students will execute accurate passes whilst under defensive pressure
- Students will understand when to mark the player versus mark the ball
Equipment & Resources Required
Check inflation, distribute around perimeter before lesson
Alternative: Size 4 netballs for less confident students, rugby balls for grip variation
Pre-sorted into team sets for quick distribution
Alternative: Bands or sashes if bibs unavailable
Used to mark 0.9m distance and practice zones
Alternative: Cones, chalk marks on outdoor surface
Check stability and height (3.05m) before use
Alternative: Basketball hoops, target zones on wall
Mark court thirds, boundaries, and practice areas
Alternative: Markers, throw down spots
Clipboards and pencils available for peer assessment
Alternative: Digital assessment on tablets, peer observation cards
Sanitised between users
Alternative: Voice commands, hand signals
Used to teach and check legal marking distance
Alternative: Pre-marked 0.9m strings, arm-length guides
Key Vocabulary
Defending a player closely to restrict their movement and passing options
Defending closer than 0.9m (3 feet) from the player with the ball, or blocking their throwing action
Physically touching an opponent in a way that interferes with their play
Sanction awarded for contact or obstruction in the goal circle, where offending player stands beside thrower who may shoot
Sanction awarded for contact or obstruction outside the goal circle, where offending player stands beside thrower
Staying close to an opponent, mirroring their movements to restrict their options
Legally gaining possession by catching or deflecting an opponent's pass
When possession changes from one team to the other
Breaking a rule such as contact, obstruction, footwork, or offside
Using your body position to legally prevent an opponent from moving into space
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic passing techniques (chest, bounce, shoulder)
- Understanding of footwork rule
- Introduction to marking concept and 3-foot distance rule
- Basic court positions and movement patterns
Current Skills
- Legal marking technique maintaining 0.9m distance
- Switching between marking player and marking ball
- Passing under pressure whilst being marked
- Understanding contact and obstruction rules with consequences
Next Steps
- Advanced interception techniques and reading the game
- Defensive unit play and communication
- Zone defence strategies
- Fast break defence and recovery
Milestone Indicators
Key Teaching Points
- Legal marking distance is arm's length (0.9m/3 feet) from player with ball - consistently reinforce this throughout lesson
- Mark the player when they don't have the ball, mark the ball (switch focus) immediately after turnover
- Shadowing technique: stay close, mirror movements, eyes on player not ball, feet moving constantly
- Contact and obstruction have different consequences: free pass outside circle, penalty pass (with shooting option) inside circle
- Quality passing under pressure requires good technique: step, extend, flick, follow through - pressure is not excuse for poor form
- Transition speed is crucial: immediate spin and locate ball after turnover determines defensive effectiveness
- Interception requires anticipation not reaction: read eyes, body shape, passing patterns - then position legally to intercept
Common Misconceptions
- Misconception: 'If I'm not touching them, I can stand as close as I want.' Correction: Legal marking requires minimum 0.9m when opponent has ball - demonstrate with arm's length measure, enforce consistently with free/penalty passes.
- Misconception: 'I should always try to intercept every pass.' Correction: Sometimes containing and pressuring is smarter than risking interception that could cause violation or being beaten - teach when to intercept vs when to contain.
- Misconception: 'Contact and obstruction are the same thing.' Correction: Contact is physical touching that interferes with play. Obstruction is being too close to ball carrier (under 0.9m) or blocking throwing action. Both are violations but different rules.
- Misconception: 'I should chase the ball wherever it goes.' Correction: Mark your assigned player consistently - ball-chasing leaves players unmarked and creates defensive gaps. Trust teammates to mark their players.
- Misconception: 'Penalty pass and free pass are the same.' Correction: Penalty pass is only in goal circle and allows shooting option - much more costly! Free pass is elsewhere and no shooting allowed. Know the difference!
- Misconception: 'Good defence means being aggressive and physical.' Correction: Best defence is intelligent positioning, anticipation, and legal shadowing - physical contact results in penalties not success.
SEN Adaptations
ADHD
- Short varied activities maintaining engagement (lesson structured with multiple sections). Clear boundaries and rules consistently enforced providing structure. Regular movement opportunities built throughout. Specific roles and responsibilities in games (mark player 3) providing focus. Frequent positive feedback for on-task behaviour. Allow fidget or movement breaks if needed. Positioning near teacher for frequent check-ins and redirection. Use of whistle and clear signals captures attention for transitions.
dyspraxia
- Larger softer netballs easier to catch and control. Reduce distance for passing practice initially building gradually. More time for skill practice before game application. Break skills down into smaller steps with demonstration. Verbal cues for sequencing (step, push, follow through). Reduce game complexity - simpler rules initially. Partner support during activities. Allow extra practice of motor sequences. Celebrate effort and improvement over performance. Visual guides for body positioning during passes and marking.
autism spectrum
- Clear visual schedule of lesson structure displayed and referenced. Predictable routines with explicit explanation of any changes. Clear boundaries marked visually (cones, lines) providing structure. Reduced sensory input option - quieter space for warm-up if main area overwhelming. Simplified language for complex rule explanations. Visual rule reminders (posters showing marking distance). Provide warning before transitions ('in 2 minutes we change activity'). Quiet zone available if student becomes overwhelmed.
visual impairment
- Use brightly coloured netballs with high contrast to background. Bright coloured bibs for clear team distinction. Verbal descriptions of court layout and boundaries with tactile markers (rope boundaries students can feel). Buddy system with sighted partner for spatial orientation. Clear verbal cues for all instructions ('mark the player', 'ball coming'). Reduce playing area size so less distance to track.
hearing impairment
- Visual demonstrations crucial - all rules shown not just explained. Use visual signals for starts/stops (flag or hand signals not just whistle). Ensure student can see teacher's face for any verbal instructions (lip reading). Written instructions on whiteboard or cards. Buddy system for communicating rule changes during games. Position student where they can see teacher and most of court action.
physical disability
- Wheelchair netball adaptations - modified rules for pivoting, adjusted marking distance, lower goals or larger target zones. Seated versions of activities for those unable to stand. Reduce court size and playing area for limited mobility. Allow extra touches or time on ball. Modified passing using lighter balls or larger softer balls. Adapted roles - could be umpire, scorer, or coach if unable to participate physically. Ensure full inclusion in discussions and cognitive elements.
Cross-Curricular Links
English
Specialist vocabulary development (marking, obstruction, penalty pass, etc.), verbal communication during games, following and explaining complex rule-based instructions, articulating tactical concepts during plenary discussions
Maths
Measuring and understanding distance (0.9m/3 feet rule for marking), geometry of court spaces and angles of movement, counting and scoring in game situations, data collection through assessment matrices, percentages when analysing performance (successful passes vs unsuccessful)
Science
Cardiovascular system - heart rate changes during warm-up, activity, and cool-down, muscular system - specific muscles used in netball movements, forces and motion - trajectory of passes, friction and grip, reaction time and stimulus response in defending and intercepting
Geography
Spatial awareness and positioning on court, understanding court thirds and zones, movement patterns and directional language (goal side, baseline, centre), mapping attacking and defensive strategies
PSHE
Teamwork and cooperation in 3v3 games, communication skills for effective defensive organisation, resilience when facing setbacks or violations called, respect for rules and officials developing integrity, fair play and sportsmanship, managing emotions in competitive situations
Teacher Guidance
Positioning
Position centrally during whole-class instructions with clear sightlines to all students. During activities, circulate actively between groups/games ensuring no blind spots. In game application phase, position at court edges allowing observation of multiple games simultaneously. Avoid static positioning - movement allows intervention and coaching throughout space.
Observation Focus
Primary focus: legal marking distance maintained (arm's length when marking ball carrier). Secondary focus: passing accuracy under pressure, transition speed after turnovers, communication within teams. Watch for: violation patterns indicating lack of understanding requiring reteaching, students struggling who need differentiation, students demonstrating mastery ready for extension.
Intervention Points
Intervene immediately when: contact or obstruction occurs (enforce consequences consistently), unsafe play develops (aggressive pushing or reckless movement), students not understanding activity structure, groups with significantly unbalanced skill levels creating unfair/unsafe situations, violations becoming frequent indicating need to pause and reteach concept.
Demonstration Notes
Always demonstrate with students not solo - makes spatial relationships clear. When demonstrating marking, use tall and short student to show it works regardless of size. Demonstrate both incorrect (too close, contact) and correct (legal distance, shadowing) for clear contrast. Use enthusiastic, confident demonstration style to model expectation. During games, use live examples by pausing one game to highlight excellent technique for all to observe - students seeing peers succeed is powerful.
Verbal Cues
- •'Arm's length!' - remind defenders of legal distance
- •'Spin and mark!' - cue transition response to turnovers
- •'Eyes on your player!' - refocus defenders marking player not ball-chasing
- •'Quick hands, quick feet!' - encourage dynamic attacking play
- •'Step back!' - immediate cue when defender too close
- •'Mark the ball!' - when turnover occurs
- •'Freeze!' - pause activity for teaching point
- •'Play on!' - resume after stoppage
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum full court space (30m x 15m) or equivalent for multiple small-sided games. Ideally 4-5 designated half-court areas for game application. Adequate ceiling height for shooting (minimum 4m). Clear zones between playing areas to prevent collisions (minimum 2m buffer).
Surface Check
Indoor court surface checked for: wet patches from leaks or cleaning, dust or debris that could cause slips, court lines clearly visible and not peeling, no protruding objects or equipment stored at edges. If outdoor, surface must be even tarmac or artificial turf, dry conditions only, no loose stones or potholes.
Equipment Safety
Safety Checks
- •All netballs checked for correct inflation - not over-inflated (hard impacts) or under-inflated (unpredictable bounce)
- •Netball posts checked for stability - base secure, no loose parts, correct height setting locked in place
- •Cones inspected for sharp edges or cracks - replace damaged cones
- •Bibs checked for tears that could cause tripping or entanglement
- •Whistle sanitised before and after use, especially if shared with students
Risk Management
Key Risks
- •Collisions between students during dynamic shadowing and game play
- •Contact violations escalating to aggressive physical play
- •Ball strikes to head or body during passes or shooting
- •Slips and falls during direction changes and quick transitions
- •Ankle injuries from landing awkwardly after jumping for interceptions
- •Finger injuries from catching hard passes incorrectly
- •Netball post instability if bumped during game play
Risk Mitigation
- •Clear boundaries established and enforced to prevent collisions with walls or other games
- •Adequate spacing between simultaneous games (minimum 2m, ideally 3m)
- •Progressive skill building from controlled drills to game application reduces collision risk
- •Strict enforcement of contact and obstruction rules prevents aggressive play
- •Teaching proper catching technique (hands up, fingers spread, absorb impact) prevents finger injuries
- •Emphasising controlled movements and balanced positioning reduces falls
- •Daily equipment check especially netball post stability
- •Warm-up prepares muscles and joints reducing strain injuries
- •Cool-down includes stretching preventing muscle stiffness and injury
- •Teacher positioned for maximum visibility and rapid intervention if needed
Supervision & Emergency Procedures
Supervision Points
- •Teacher positioned centrally with clear sightlines to all activity areas
- •During multiple simultaneous games, circulate between courts ensuring all groups visible
- •Monitor high-activity areas particularly goal circles where physical pressure increases
- •Position near less experienced groups who may need more intervention
- •Maintain active umpiring role to prevent violations escalating to unsafe play
- •Be vigilant for signs of fatigue which increase injury risk - provide breaks if needed
Emergency Procedures
If injury occurs: STOP all activity immediately with loud whistle blast. Assess injured student - do not move if serious injury suspected. Send responsible student to alert office/first aider if required. Administer appropriate first aid within training scope. Complete accident report form. If minor injury (slight twist, bumped), student sits out to recover and is monitored. Other students supervised by waiting in calm seated position until situation resolved. Contact parent/carer if necessary. Resume lesson only when safe to do so.