Lesson 8 - Unit Assessment and Tournament Play
Ball Control & Strategy
•Year 7
•Netball
•Start Planning Better PE Lessons
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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
Check inflation and place one at each court ready for games
Alternative: Size 4 netballs for smaller hands
Organised by position (GS, GA, WA, C, WD, GD, GK) for quick distribution
Alternative: Coloured bands or markers
Securely positioned at regulation height (3.05m)
Alternative: Basketball hoops at appropriate height
Place to clearly define court boundaries and thirds
Alternative: Cones to mark thirds and circles
Divide courts into three vertical channels
Alternative: Spot markers or throw down lines
Printed on clipboards with pens attached
Alternative: Digital assessment on tablets
Available for student umpires
Alternative: Hand signals only for quieter environment
For timing game quarters and warm-up sections
Alternative: Phone timers or visible clock
Key Vocabulary
A series of games where teams compete against each other, often with a winner determined at the end
The process of evaluating and measuring performance against set criteria
Thinking carefully about your learning journey, what went well and what could be improved
Advanced positioning technique for WA and C - moving to the '10 o'clock and 2 o'clock' positions to create passing angles
Alternative positioning strategy where attackers position at the top and sides of the circle to create space
Officiating a game by enforcing rules, making decisions and ensuring fair play
Dividing the court into three vertical sections (left, centre, right) to encourage width in play
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
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