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Lesson 8 - Unit Assessment and Tournament Play

Ball Control & Strategy

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Year 7

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Netball

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Big Question

How can we demonstrate our netball journey from complete beginners to confident players?

Learning Objectives

Play a recognised version of netball with student-led umpiring and gameplay
Demonstrate effective use of whole court space and quality play
Apply all skills learned in competitive game situations with tactical awareness

Key Outcomes

Students will successfully participate in full-court netball games demonstrating mastery of skills learned throughout the unit
Students will accurately umpire games and demonstrate leadership and fair play
Students will reflect on their learning journey and set meaningful targets for future development

Equipment & Resources Required

Netball

9 (1 per game plus spares)

Check inflation and place one at each court ready for games

Alternative: Size 4 netballs for smaller hands

Bibs

60 (two sets of 7 positions for multiple games)

Organised by position (GS, GA, WA, C, WD, GD, GK) for quick distribution

Alternative: Coloured bands or markers

Posts

4 (2 per full court)

Securely positioned at regulation height (3.05m)

Alternative: Basketball hoops at appropriate height

Throw Down Markers

2 sets for full court markings

Place to clearly define court boundaries and thirds

Alternative: Cones to mark thirds and circles

Cones

12-18 for channel markers

Divide courts into three vertical channels

Alternative: Spot markers or throw down lines

Score Sheets

1 per student plus teacher copies

Printed on clipboards with pens attached

Alternative: Digital assessment on tablets

Whistles

1 per game (minimum 2)

Available for student umpires

Alternative: Hand signals only for quieter environment

Stopwatch

2-3

For timing game quarters and warm-up sections

Alternative: Phone timers or visible clock

Key Vocabulary

Tournament

A series of games where teams compete against each other, often with a winner determined at the end

Assessment

The process of evaluating and measuring performance against set criteria

Reflection

Thinking carefully about your learning journey, what went well and what could be improved

10 and 2

Advanced positioning technique for WA and C - moving to the '10 o'clock and 2 o'clock' positions to create passing angles

Top and Side

Alternative positioning strategy where attackers position at the top and sides of the circle to create space

Umpiring

Officiating a game by enforcing rules, making decisions and ensuring fair play

Court Channels

Dividing the court into three vertical sections (left, centre, right) to encourage width in play

Target Setting

Identifying specific, achievable goals for future improvement

Skill Progression Pathway

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

Prior Learning

Basic passing techniques (chest, bounce, shoulder pass)
Footwork rules and pivoting
Court positions and movement patterns
Dodging and marking techniques
Shooting technique and positioning
Basic rules and regulations of netball
Team play and communication skills

Current Skills

Applying all skills in competitive full-court game situations
Umpiring games with confidence and accuracy
Leading warm-ups and demonstrating leadership
Using tactical awareness to exploit court space
Self and peer assessment of performance

Next Steps

Advanced tactical play and set plays
Specialist position development
Tournament preparation and competition
Coaching and mentoring younger students
Analysis of elite netball performance

Milestone Indicators

Students can play a full game with minimal teacher intervention

Students demonstrate understanding of all court positions

Students can identify and correct errors in their own and others' play

Students show significant improvement from lesson 1 baseline

Key Teaching Points

This is a celebration of learning, not a stressful test - create positive, supportive atmosphere throughout
Assessment should be holistic across Head, Hands, Heart - not just technical skills but also cognitive understanding and social-emotional development
Allow student autonomy and leadership wherever possible - they should drive the warm-up, games, umpiring, and reflection
Compare students to their own baseline from lesson 1, not to each other - celebrate individual progress and improvement
Use the three-court tournament structure to maximise activity time and provide varied assessment opportunities across playing, umpiring, and coaching roles
Systematic observation is crucial - rotate attention between courts and use assessment matrix to record specific evidence against criteria
Reflection and target-setting are as important as physical performance - ensure adequate time for students to process their learning journey and plan next steps

Common Misconceptions

MISCONCEPTION: Assessment means students perform in silence with teacher just watching. CORRECTION: Assessment can be dynamic, social, and fun - observe students in authentic game situations where they communicate, collaborate and apply skills naturally
MISCONCEPTION: All students must reach the same standard. CORRECTION: Success is individual progress from personal baseline - differentiated success criteria allow all students to achieve regardless of starting point
MISCONCEPTION: Umpiring is too complex for Year 7 students. CORRECTION: With proper preparation across the unit, Year 7s can umpire effectively - this demonstrates deep rule understanding and develops leadership skills
MISCONCEPTION: Only highly skilled students can succeed at netball. CORRECTION: Heart domain (social-emotional) and Head domain (cognitive understanding) are equally important - students can excel through leadership, encouragement, tactical awareness, or resilience even if physical skills still developing
MISCONCEPTION: Final lesson is just playing games. CORRECTION: This is a comprehensive assessment opportunity requiring careful planning, observation, recording, and reflection to complete the unit effectively
MISCONCEPTION: Reflection is just 'chatting' and wastes activity time. CORRECTION: Structured reflection consolidates learning, builds metacognitive skills, and helps students recognise and value their own progress - essential for lifelong learning and PE engagement

SEN Adaptations

ADHD

Shorter game periods with frequent rotation to maintain engagement. Clear, concise instructions with visual reminders. Active roles throughout - avoid long waiting periods. Positive reinforcement for focus and effort. Movement breaks built into structure. High-energy activities matched to attention span. Clear boundaries and expectations. Umpiring role provides structured focus

dyspraxia

Larger, softer ball option for easier catching and control. Reduce speed of play initially by modifying rules. Extra practice time for footwork patterns. Simplified positions with less complex movement requirements. Additional verbal cues for timing and spatial awareness. Buddy support for court positioning. Patient teaching of pivoting and landing technique. Allow extra thinking time for tactical decisions. Written or visual reminder cards for rules

autism spectrum

Provide clear visual schedule showing lesson structure and rotation system. Advanced warning of transitions between sections. Quiet zone available if student becomes overwhelmed. Clear, consistent rules and routines. Minimal changes to expected structure. Visual supports showing court positions and movement patterns. Option to umpire or score rather than play if game situation too overwhelming. Preparation that this is final lesson and what happens next

visual impairment

Use brightly coloured netballs (yellow or orange) for better visibility. Provide verbal commentary during demonstrations. Buddy system with sighted partner for court positioning. Consider using audible ball with beeper for severely impaired students. Umpires use loud, clear verbal calls in addition to whistle. High-contrast bibs for team identification

hearing impairment

Ensure student can see teacher and umpire at all times for visual cues. Use clear hand signals for all instructions and rule calls. Provide written tournament structure and rotation schedule. Visual timer for game length. Buddy system for communication. Pre-teach umpire hand signals. Consider vibrating timer instead of whistle for this student

physical disability

Wheelchair netball adaptations: allow ball carrying for specified distance, modify court size, allow two pushes before passing. Modified positions focusing on upper body skills. Seated version for students who cannot stand for full games. Adapted equipment such as larger, softer balls. Reduce court size or playing area. Allow additional steps for balance support if needed

Cross-Curricular Links

English

Communication skills including giving clear instructions, using specific vocabulary correctly, and providing constructive feedback. Listening skills when receiving tactical advice. Verbal reasoning when umpiring and explaining decisions. Written reflection and self-assessment completion

Maths

Scoring and tallying points during tournament games. Calculating shooting percentages (successful shots divided by attempts). Measuring court dimensions and understanding thirds as fractions of the whole court. Spatial awareness and geometry through angles of passing and positioning. Statistics from performance data

Science

Understanding forces during passing (force, direction, friction). Heart rate and breathing rate changes during exercise and recovery. Muscle groups used in netball movements. Energy systems and fatigue during sustained activity. Biomechanics of jumping, landing and pivoting safely

Geography

Spatial awareness and court positioning using directional language. Mapping movement patterns across the court. Understanding zones and areas (thirds, goal circles). Navigation through crowded spaces

PSHE

Teamwork and collaboration during game play. Leadership skills through umpiring and warm-up leading. Resilience when facing setbacks or making mistakes. Fair play, respect and sportsmanship. Self-awareness through reflection and assessment. Goal-setting for future development. Managing emotions in competitive situations

Teacher Guidance

Positioning

Stand centrally between the three courts, slightly elevated if possible (on bench or step) to maintain visibility of all playing areas. Rotate focus systematically rather than watching one court continuously. Move to sideline position when assessing specific students in detail

Observation Focus

Prioritise observation of: 1) Safety - contact, collisions, playing surface, 2) Skill application - passing, footwork, positioning, 3) Tactical awareness - use of space, communication, decision-making, 4) Social skills - teamwork, encouragement, fair play, 5) Umpiring quality - accuracy of decisions, confidence, positioning

Intervention Points

Intervene immediately for: safety issues, serious rule violations affecting fairness, umpire requiring support with major decision, conflict between students. Avoid intervening for: minor skill errors (this is assessment not teaching), minor rule calls (let umpires manage), tactical decisions (allow student autonomy)

Demonstration Notes

Minimal demonstration during assessment games. If safety intervention required, demonstrate correct technique briefly then restart play. During setup phase, demonstrate clear whistle signals and umpire positioning. Model positive coaching from sideline for students to emulate

Verbal Cues

•'Use the width - find the channels!'
•'Communicate - call for the ball!'
•'Quick feet - create that space!'
•'Great decision making, [team name]!'
•'Umpire, trust your judgement!'
•'Brilliant pass under pressure!'
•'That's it - get into position quickly!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum space for three netball courts (approximately 30m x 50m total area). Each court regulation size 30.5m x 15.25m with additional 2m clear space around each court to prevent collisions between games

Surface Check

Indoor sports hall or outdoor hard court surface. Must be dry, even, and completely free from water, debris, or trip hazards. Check for any damaged or uneven areas before lesson. Outdoor courts must be dry - postpone to indoor space if wet

Equipment Safety

Safety Checks

•All netballs inflated to correct pressure - check before lesson
•Posts secured and stable with no movement when shooting - test before students arrive
•Cones have no sharp edges or cracks
•Bibs clean and in good condition with no trailing strings
•Whistles clean and hygienic - individual use where possible
•Court markers flat to surface with no trip hazards

Risk Management

Key Risks

•Collisions between students during fast-paced gameplay
•Ball strikes to face or body particularly during passing and shooting
•Trips and falls on court surface especially during quick directional changes
•Contact between players during marking (illegal but may occur)
•Finger injuries during catching or passing
•Ankle rolling during jumping, landing or pivoting movements
•Collisions with goalposts
•Fatigue-related injuries in less fit students during extended gameplay

Risk Mitigation

•Clear court boundaries established with adequate spacing between courts (minimum 2m)
•Reinforce rules around contact and obstruction before games begin
•Adequate warm-up completed focusing on ankles, knees, and dynamic movements
•Student umpires briefed on safety and empowered to stop play if needed
•Teacher continuously scanning all courts for safety issues
•Posts positioned safely with no protruding parts at student height
•Immediate removal of any water or spillages on court
•Regular hydration breaks, especially in warm weather
•Modified rules for less experienced students if necessary
•Progressive skill building across unit ensures students prepared for game play

Supervision & Emergency Procedures

Supervision Points

•Position centrally to maintain visual contact with all three courts simultaneously
•Rotate attention systematically between courts every 2 minutes
•Monitor high-activity areas particularly around goal circles where congestion occurs
•Watch for students showing signs of fatigue, distress or injury
•Ensure umpires positioned safely off court with good visibility
•Keep sideline students seated safely away from playing areas
•Maintain awareness of all students including those rotating between roles

Emergency Procedures

STOP protocol: 1) Stop all play immediately using loud whistle and 'STOP' command if injury occurs, 2) Assess the situation calmly and check student welfare, 3) Administer appropriate first aid following school protocols, 4) Send responsible student to fetch additional help if needed (first aider, senior staff), 5) Keep other students calm and occupied safely away from incident, 6) Complete accident report forms as per school policy, 7) Contact parents/carers if necessary