Lesson 2 - Passing Accuracy and Variety
Ball Control & Strategy
β’Year 7
β’Netball
β’Start Planning Better PE Lessons
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How can accurate passing under pressure help your team maintain possession and create scoring opportunities?
Learning Objectives
- To perform chest and bounce passes with accuracy in dynamic situations
- To select appropriate passes for different game scenarios
- To demonstrate quick decision-making when passing under pressure
Key Outcomes
- Students will execute chest and bounce passes with improved accuracy and technique
- Students will move effectively to create and find space after passing
- Students will apply passing skills in competitive game situations with tactical awareness
Equipment & Resources Required
Check inflation before lesson - should be firm but not rock hard. Have 2 spare balls available
Alternative: Size 4 netballs for students with smaller hands, foam balls for students with anxiety about being hit
Pre-sort into 3 different colours before lesson starts to speed up transitions
Alternative: Coloured bands or sashes if bibs unavailable
Use different coloured cones to mark different zones clearly
Alternative: Spots, markers, or chalk lines on playground
Arrange in circles with approximately 2m between each spot before students arrive
Alternative: Cones laid flat, chalk circles, or taped markers
Keep visible for timing activities
Alternative: Wall clock with second hand
For stopping activities quickly and safely
Alternative: Loud voice command, tambourine
Ensure device is charged and positioned safely for filming Squares activity
Alternative: None needed if not filming
Key Vocabulary
A two-handed pass where the ball is pushed from chest level directly to a teammate's chest
A pass where the ball bounces once on the ground approximately two-thirds of the way to your teammate
The ability to deliver the ball precisely to your intended target's chest or catching zone
Predicting where the ball or players will move next and positioning yourself accordingly
Catching or deflecting a pass intended for an opposition player
Athletic stance with knees bent, hands up at chest level, weight on balls of feet, ready to move in any direction
Moving the ball rapidly between teammates to maintain possession and create opportunities
An area on the court that is free from defenders where you can receive the ball safely
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic netball passing techniques introduced in Lesson 1
- Understanding of chest and bounce pass mechanics
- Awareness of safety when passing with balls
- Basic spatial awareness and moving into space
Current Skills
- Accurate passing under time pressure
- Selecting appropriate passes for different scenarios
- Moving immediately after passing to create space
- Anticipating movement patterns of teammates and opponents
- Quick decision-making in possession
Next Steps
- Advanced passing techniques including shoulder and overhead passes
- Footwork rules and pivoting with the ball
- Defensive strategies and marking techniques
- Positional play and court awareness in full netball games
Milestone Indicators
Key Teaching Points
- Accuracy is more important than power - encourage controlled, catchable passes reaching chest height
- Step forward with dominant foot when passing - generates power and improves accuracy
- Follow-through matters - arms extend fully toward target, thumbs point down/inward on chest pass, hands point down to bounce point on bounce pass
- Ready position is essential - knees bent, hands at chest level, on toes, expecting ball at all times
- Pass and move immediately - create space for yourself and options for teammates by moving after releasing ball
- Communication is vital - call for ball, use names, encourage teammates, provide warnings about defenders
- Scan constantly - eyes should track ball, teammates, opponents and space simultaneously - develop court awareness
- Quick decision-making under pressure - encouraging decisive passing within 3-second rule develops game-realistic skills
Common Misconceptions
- Misconception: 'Bounce passes are easier than chest passes' - Reality: Bounce passes actually require more judgement (distance calculation, bounce point) and power, though they can be useful for getting under defenders' arms
- Misconception: 'The harder you throw, the better the pass' - Reality: Accuracy and catchability are more important than power; fast, flat chest passes are effective but must be controlled
- Misconception: 'You should pass to the person nearest you' - Reality: Pass to the open person in the best position, considering defender positions and tactical advantage regardless of proximity
- Misconception: 'Defence is about standing close to attackers' - Reality: Effective defence involves reading the game, anticipating passes, positioning in passing lanes, and timing interception attempts
- Misconception: 'It doesn't matter where you stand after passing' - Reality: Immediate movement after passing creates options, prevents defenders marking you easily, and enables the pass-return option
- Misconception: 'Games are won by the best individual player' - Reality: Netball success depends on teamwork, communication, quick passing and spatial organisation as demonstrated in End Ball
SEN Adaptations
ADHD
- Keep activities short and varied with frequent changes; provide clear, concise instructions with maximum 3 key points at once; use active demonstrations rather than long verbal explanations; assign specific roles with clear responsibilities; offer movement breaks if needed; position near teacher for focus support; use positive specific feedback frequently; minimise waiting time in activities; allow fidget tools during explanation times; provide clear visual boundaries; set short-term achievable goals within lesson
dyspraxia
- Use larger, lighter balls reducing coordination demands; reduce speed of passing initially; allow extra practice time for skill development; break down skills into smaller steps with individual mastery before combining; reduce spatial complexity (smaller groups, clearer boundaries); provide visual demonstrations repeatedly; allow copying of skilled peer model; reduce balance demands (seated catching, stationary passing before adding movement); celebrate improvement over absolute achievement; provide verbal cues for sequencing ('step, then push')
autism spectrum
- Provide visual schedule showing lesson structure and timings; maintain consistent routines where possible; offer quiet zone or timeout space if overstimulation occurs; give advance warning of transitions between activities; use clear, literal language avoiding idioms; provide written social scripts for game interactions; allow same partner throughout if changes cause anxiety; reduce sensory input if needed (quieter environment, fewer visual distractions); provide clear rules and expectations in writing; use visual cues and timers to show activity duration
visual impairment
- Use bright coloured or textured balls that are easier to track visually; provide verbal descriptions of demonstrations with tactile guidance for hand positioning; use audible balls with bells inside if available; assign sighted peer buddy for spatial guidance; use high-contrast bibs and markers; allow closer distances for passing initially; provide verbal cues for spatial positioning ('ball coming from your right')
hearing impairment
- Ensure student positioned where they can see teacher's face for lip-reading; use exaggerated visual demonstrations; provide written instruction cards with diagrams; use clear hand signals for common instructions (stop, go, pass, good work); assign peer buddy to tap shoulder when instructions given; ensure eye contact before giving individual instructions; use visual scoring systems; minimise background noise if possible
physical disability
- Offer seated versions of activities using chairs or floor positions; allow wheelchair users to propel chair counting as 'steps'; use lighter, softer, or larger balls as appropriate; reduce distances for passing; allow additional time for movements; modify catching zone to wider area; permit two-hand catching only if one-hand difficult; provide alternative roles in games (referee, scorer, coach) if full participation not possible; celebrate effort and participation over physical achievement
Cross-Curricular Links
Maths
Counting successful catches in Make 20 activity; calculating distances for passing (3m, 5m measurements); understanding fractions (two-thirds distance for bounce passes); scoring and comparing totals in competitive games; understanding angles for passing trajectories; timing (3-second possession rule)
Science
Understanding forces applied to push ball in passes; exploring gravity's effect on ball trajectory; recognising friction between ball and surface in bounce passes; understanding body systems during exercise (cardiovascular, respiratory, muscular); learning about muscle groups used in passing (triceps, quadriceps, core); energy transfer from player to ball
English/Literacy
Following complex multi-step instructions; using key vocabulary accurately in context; articulating tactical decisions and strategies; giving and receiving constructive feedback; active listening during instructions and peer assessment; reading body language and non-verbal cues
Geography
Using directional language (forward, backward, left, right, across); understanding spatial concepts (distance, positioning, zones); mapping movement patterns in games; coordinates concept for positioning on court grid; understanding boundaries and areas
PSHE
Teamwork and collaboration in all group activities; resilience when skills challenging or mistakes made; managing emotions in competitive situations; communication skills - verbal and non-verbal; leadership opportunities organising groups and supporting peers; respect and sportsmanship toward opponents; self-awareness through self-assessment; celebrating diversity of abilities; fair play and honesty in games
Teacher Guidance
Positioning
During multi-group activities, position at corner or elevated position (if available) with sight-lines to all groups. During whole-class activities, position where visible to all students. During game application, circulate actively between games but maintain awareness of all three courts.
Observation Focus
Watch for: passing technique (arm extension, stepping, follow-through), receiving technique (W-hands, giving with ball), spatial awareness and movement off ball, communication within groups, rule compliance (no running, 3-second possession), safety compliance (safe distances, no contact), differentiation - students struggling or excelling requiring intervention.
Intervention Points
Step in immediately if: safety rules broken (contact, dangerous play), students becoming frustrated or disengaged, activity too easy or too hard requiring modification, conflicts between students, equipment issues, students not understanding instructions needing re-teaching, opportunities to highlight excellent examples for all to learn from.
Demonstration Notes
Use variety of demonstration methods: teacher-led for initial technique teaching (exaggerate key points for visibility), student-led once concept understood (builds confidence and validates learning), paired demonstration showing both roles (passer and receiver), deliberate mistake demonstrations (show incorrect then correct to highlight difference). Always narrate during demonstrations explaining what to observe. Position demonstrations where all students can see clearly. Repeat demonstrations multiple times as needed - expect to show 2-3 times minimum.
Verbal Cues
- β’'Soft touches!' to encourage controlled passing power
- β’'Find space!' to prompt movement after passing
- β’'Step and push!' to cue chest pass technique
- β’'Two-thirds distance!' to remind bounce pass aiming point
- β’'Ready position!' to prompt athletic stance
- β’'Eyes up!' to encourage scanning and spatial awareness
- β’'Quick release!' to speed up decision-making
- β’'Call for it!' to prompt communication
- β’'One step only!' to reinforce rule in games
- β’'Where's the space?' to develop tactical thinking
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor sports hall or outdoor netball/tennis court area. Minimum 30m x 20m to accommodate three simultaneous groups with adequate separation. Clear boundaries marked for all activities.
Surface Check
Dry, even, non-slip surface essential. Check for any wet patches, debris, or hazards before lesson. If outdoors, ensure no standing water, ice, or loose gravel. If surface questionable, move indoors or modify activities.
Equipment Safety
Safety Checks
- β’Check all netballs are correctly inflated - firm but not rock-hard
- β’Inspect balls for damage - no splits, cracks or excessive wear
- β’Ensure cones and spots are in good condition with no sharp edges or cracks
- β’Verify bibs are clean and in good repair with no ripped seams that could tear further
- β’If filming, secure device safely away from active playing areas
Risk Management
Key Risks
- β’Collisions between students during running activities (warm-up, Catch the Pig)
- β’Balls striking students in face or body unexpectedly
- β’Slips, trips and falls on sports surface particularly during rapid direction changes
- β’Muscle strains from inadequate warm-up or over-stretching
- β’Contact between students during game situations
- β’Students running backwards or with heads turned colliding with equipment or others
Risk Mitigation
- β’Clear boundaries established for all activities with adequate separation between groups (minimum 3-5m)
- β’Progressive warm-up ensuring muscles prepared for dynamic activity
- β’Constant supervision with teacher positioning for maximum visibility of all groups
- β’Strict enforcement of no-running-with-ball rule reducing collision risk
- β’No-contact rule in games enforced immediately and consistently
- β’Teaching students to call 'Stop!' if ball rolling into their space to prevent trips
- β’Adequate spacing in all formations (circles, squares, lines) preventing crowding
- β’Clear stop signals (whistle, verbal) that all students respond to immediately
- β’Age-appropriate equipment - correct ball size and weight for Year 7
- β’Controlled progression from simple to complex reducing overwhelming situations
Supervision & Emergency Procedures
Supervision Points
- β’Position in corner or side location with sight-lines to all three groups during multi-group activities
- β’Circulate constantly during activities to be close to all groups regularly
- β’Monitor high-activity areas like End Ball end zones where collisions more likely
- β’Watch for students not following safety rules - intervene immediately
- β’Be aware of students with medical conditions (asthma, diabetes, etc.) who may need monitoring
- β’Listen as well as watch - unusual sounds may indicate issues
- β’Position near potential conflict areas during competitive games
Emergency Procedures
Use whistle for immediate stop if safety issue arises. Assess situation quickly - if injury, stop all activity and provide appropriate first aid following school protocols. Send responsible student for additional help if needed (another teacher, first aider, office). Keep other students calm, seated and supervised. Complete accident forms as per school policy. For minor issues, move injured student to side and continue supervising others while providing support.