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Lesson 7 - Court Positioning & Passing

Tactical Awareness & Skills

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Year 8

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Netball

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Big Question

How can intelligent use of space and passing direction transform your team's attacking play?

Learning Objectives

Understand how to use the whole court to create space and improve quality of play
Learn and apply the order of play down the court (GK > GD > WD > C > WA > GA > GS)
Apply straight and square passing concepts in competitive game situations

Key Outcomes

Students will demonstrate strategic court positioning using all three channels effectively
Students will execute passing sequences following positional order with tactical awareness
Students will show leadership skills through independent warm-ups, refereeing and coaching peers

Equipment & Resources Required

Netball

1 per 4 students (minimum 8)

Check inflation to regulation pressure, distribute around court perimeter

Alternative: Size 4 balls for students with smaller hands

Bibs

14 in two colours for teams, plus 7 in third colour for position identification

Sort by colour and size, have extras available for quick changes

Alternative: Coloured bands or sashes if bibs unavailable

Posts

2 (one at each end of court)

Check stability and height (3.05m regulation), ensure safety padding if available

Alternative: Basketball hoops set at 3.05m if netball posts unavailable

Sun Markers

12 cones or flat markers to divide court into three channels

Place at thirds of court width on both sidelines and at each third line

Alternative: Chalk lines, rope, or spot markers

Throw Down Markers

20-30 for positioning and drill set-ups

Have readily accessible for quick activity transitions

Alternative: Cones, spot markers, bean bags

Cones

16 for court boundaries and drill areas

Use bright colours, ensure no sharp edges

Alternative: Any visible markers

Score Sheets

1 per student plus teacher copies

Attach to clipboards for ease of use, have pens readily available

Alternative: Digital assessment on tablets if available

Whistles

4-6 for student umpiring

Clean whistles after each use, demonstrate hygienic usage

Alternative: Hand signals only if whistles unavailable

Key Vocabulary

Court positioning

The strategic placement of players across the court to maximise space and passing options

Order of play

The ideal sequence of positions to move the ball from defence to attack: GK > GD > WD > C > WA > GA > GS

Straight pass

A pass made forward or backward in the direction of attacking or defending

Square pass

A pass made horizontally across the court perpendicular to the sidelines

Channel

One of three vertical sections dividing the court width used to encourage wide play

Space utilisation

The effective use of available court area to create passing opportunities and avoid congestion

Semi circle

The shooting area marked by a 4.9m radius from the goal post where only GA and GS can shoot

Leadership

Taking responsibility for organising, motivating and guiding teammates or groups

Officiating

Acting as umpire to enforce rules, make decisions and manage the flow of the game

Tactical awareness

Understanding game situations and making intelligent decisions to gain advantage

Skill Progression Pathway

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

Prior Learning

Basic passing techniques (chest, bounce, shoulder pass)
Understanding of netball positions and their court areas
Fundamental movement skills: dodging, driving, stopping
Basic footwork rules and contact rules

Current Skills

Strategic court positioning using width and depth
Tactical passing decisions (straight vs square)
Sequential play progression through positions
Leadership through student-led activities and officiating

Next Steps

Advanced attacking strategies and set plays
Defensive systems and zone marking
Creating and exploiting numerical advantages
Tournament play with full officiating responsibilities

Milestone Indicators

Consistently using all three court channels to advance play

Making passing decisions based on court positioning rather than just proximity

Communicating positional movements before they happen

Independently identifying and solving spatial problems during games

Key Teaching Points

Straight passes advance play towards the goal (forward or backward along court length), while square passes create width by moving the ball across court channels
Order of play (GK > GD > WD > C > WA > GA > GS) provides a tactical structure for progressing from defence to attack using each position's court permissions
The three-channel system forces teams to use full court width preventing congestion and creating space for quality passing opportunities
One pass maximum per channel rule encourages square passes to change channels before straight passes can advance play
Effective court positioning means spreading across width and depth, not bunching in centre areas
Leadership develops through student-led activities, umpiring responsibilities, and peer coaching with appropriate teacher support
Tactical awareness means making decisions based on court positioning, space availability, and optimal passing sequences, not just convenience

Common Misconceptions

Misconception: 'The ball must pass through all seven positions in exact order every attack.' Reality: Order of play is the IDEAL sequence but game situations may require skipping positions or working backwards. It's a guide not an absolute rule.
Misconception: 'Square passes are less important than straight passes because they don't advance towards goal.' Reality: Square passes are equally vital - they create width, escape defensive pressure, and open new attacking angles. Elite netball uses both strategically.
Misconception: 'The channel system is artificial and wouldn't be used in real netball.' Reality: While marked channels are a learning tool, elite netball teams consciously use court width for exactly these tactical reasons. The principle transfers directly.
Misconception: 'Only the Centre is important because they link defence and attack.' Reality: Every position is crucial. The order of play shows interdependence - without WD positioning well, Centre has no options; without GA timing runs, GS is isolated.
Misconception: 'If I can throw far enough, I should always pass straight to the shooters quickly.' Reality: Quick direct passes are predictable and easily intercepted. Building through positions using width creates better shooting opportunities with less defensive pressure.
Misconception: 'Umpiring and coaching are easier than playing so they're less important roles.' Reality: Officiating requires deep rule knowledge, confidence, and communication skills. Coaching requires tactical understanding and leadership. These develop different but equally valuable competencies.
Misconception: 'Using space just means spreading out randomly across the court.' Reality: Strategic positioning means being available for passes in appropriate channels, maintaining optimal passing distances, and creating passing options that follow tactical principles like order of play.

SEN Adaptations

ADHD

Short, varied activities with clear time boundaries (use visible timer). Provide immediate specific feedback frequently. Channel energy into leadership roles (warm-up leader, umpire). Use movement breaks between explanations. Give one instruction at a time with clear steps. Position near teacher for focus support. Offer fidget tools during stationary listening times. Celebrate effort and improvement vocally and immediately.

dyspraxia

Use larger, softer balls for easier catching. Simplify footwork expectations initially. Provide extra practice time for skill development. Break down complex movements into smaller steps with visual demonstrations. Reduce speed requirements - allow more time to process and execute. Partner with supportive peer for modelling. Focus on strengths: tactical understanding, communication, officiating roles. Use ground markers for positioning support.

autism spectrum

Provide visual schedule showing lesson sequence with timings. Use clear, literal language avoiding idioms. Offer predictable routines with advance warning of changes. Create quiet zone option if sensory overload occurs. Allow processing time after instructions. Use visual diagrams for court positioning rather than only verbal. Provide social scripts for communication with teammates. Offer alternative to high-pressure game situations (coaching role, statistics recording).

visual impairment

Use high-contrast coloured bibs and bright yellow/orange netballs for better visibility. Pair with sighted buddy for spatial guidance. Provide verbal descriptions of court layout and positioning. Use auditory signals (whistle patterns) alongside visual demonstrations. Allow closer positioning to action for observation. Reduce court size to decrease distance variables.

hearing impairment

Ensure student can see teacher and umpires clearly for visual signals. Provide written/pictorial instruction cards for activity sequences. Use exaggerated visual demonstrations. Teach British Sign Language signs for key netball terms if appropriate. Assign hearing partner to relay whistle calls. Position teacher/umpires within clear sightline.

physical disability

Wheelchair netball adaptations: allow wheelchair movement with ball, modify travelling rules, adjust goal height if needed. Reduced mobility: smaller court area, allow seated participation from chair, modify defensive rules (no physical defending), focus on tactical understanding and officiating roles. Provide adapted equipment: lighter softer balls, larger catching targets.

social emotional mental health

Provide clear, consistent boundaries and expectations. Offer choice where possible (which group, which position). Use de-escalation strategies if frustration arises. Position away from potential conflict triggers. Provide specific praise for positive behaviours and efforts. Allow time-out option with clear return procedure. Assign buddy for emotional support. Recognise anxiety around officiating - allow observation before participation.

speech and language difficulties

Provide vocabulary sheet with pictures of key terms. Accept non-verbal communication (thumbs up, pointing) during activities. Do not pressure to call out during games - allow alternative communication methods. Provide sentence starters for reflection discussions. Partner with supportive peer who can help articulate ideas. Allow extra processing time before expecting verbal responses. Offer written reflection option instead of verbal sharing.

Cross-Curricular Links

English

Speaking and listening: clear verbal instructions during student-led warm-up, explanations of tactical concepts, officiating communication. Vocabulary development: technical terminology (order of play, channels, tactical awareness). Persuasive language: convincing teammates to adopt tactical strategies.

Maths

Geometry: angles of passing, court divisions into thirds and channels creating fractions (1/3 of court). Counting and statistics: tracking number of passes, successful channel usage percentages, scores. Spatial reasoning: calculating optimal positioning based on distances and court dimensions.

Science

Forces and motion: trajectory of ball during different pass types, force required for different passing distances. Human biology: cardiovascular response to exercise, muscle groups used in netball movements, importance of warm-up and cool-down for physiology.

Geography

Spatial awareness: understanding court as spatial environment with zones and channels. Positioning: using directional language (forward, lateral, diagonal). Mapping: mental mapping of player positions and movement patterns across court space.

PSHE

Teamwork and cooperation: working towards shared goals, supporting teammates. Leadership: taking responsibility through umpiring and coaching roles. Resilience: responding positively to challenges and mistakes. Communication: clear verbal and non-verbal communication with teammates and as officials. Fair play and integrity: honest officiating and sporting behaviour.

Teacher Guidance

Positioning

Position at corner of court or elevated position providing sightlines to all activity areas. During games, circulate dynamically between courts but never turn back on any group. Use peripheral vision constantly.

Observation Focus

Watch for: tactical application of channels and order of play, quality of passing technique under pressure, spatial awareness and court positioning, leadership and communication skills, umpiring confidence and accuracy, safety compliance particularly contact rules.

Intervention Points

Intervene when: safety compromised (contact, dangerous play, collision risk), tactical concepts being completely ignored (bunching in centre, no width), umpires struggling with confidence and need support, significant skill breakdown needing reteaching, motivational support needed for disengaged students.

Demonstration Notes

Use students for demonstrations whenever possible to maintain lesson pace and model peer learning. When demonstrating tactical concepts, use whole-class freeze frames - stop game and position players to show ideal spacing. Use contrast demonstrations - show poor channel use then excellent use. Keep demonstrations brief (30 seconds maximum) and immediately return to activity.

Verbal Cues

•'Spread wide - use all three channels!' when observing bunching
•'Think order of play!' when passing sequence breaks down randomly
•'Square pass to change channels!' when team stuck in one channel
•'Confident umpiring - loud voice, clear signal!' to support officials
•'Excellent tactical awareness - you used all three channels that sequence!' to reinforce success
•'Where's your next pass before you receive?' to promote anticipation

Safety Considerations

Space & Surface Requirements

Space Requirements

Full netball court minimum (30.5m x 15.25m) or equivalent safe playing area. For multiple games, ensure minimum 5m clearance between courts and 2m from walls/boundaries.

Surface Check

Indoor court or outdoor hardcourt surface must be dry, level, and free from debris, water, or loose stones. Check for protruding nails or surface damage before activity.

Equipment Safety

Safety Checks

•Check netballs are inflated to correct pressure (firm but with slight give) to prevent finger injuries
•Inspect netball posts for stability - should not wobble when touched
•Ensure goal post padding is in place if available
•Channel markers must be flat spots or low cones (under 15cm) to prevent tripping
•Bibs checked for tears that could cause strangulation risk
•Whistles cleaned between users for hygiene

Risk Management

Key Risks

•Collisions between players during dynamic movement and games
•Ball strikes to face or body during passing and catching
•Ankle injuries from pivoting, landing from jumps, or stepping awkwardly
•Contact injuries when defending (pushing, blocking, holding)
•Overexertion in high-intensity game situations
•Collisions with goal posts particularly in shooting areas

Risk Mitigation

•Emphasise spatial awareness throughout - check surroundings before moving
•Teach and reinforce correct landing technique (on balls of feet, knees bent)
•Strict enforcement of no-contact rules, particularly during student officiating
•Progressive intensity build-up through warm-up preventing muscle strains
•Clear court boundaries established and reinforced
•Adequate spacing between practice groups and games
•Monitor fatigue levels and provide rest/water breaks as needed
•Goal post exclusion zones marked - no running directly at posts

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all playing areas simultaneously
•During games, circulate between courts focusing on high-risk areas (shooting circles, centre court congestion)
•Pay particular attention when students are officiating - they may miss safety issues
•Monitor individual students with known conditions (asthma, joint issues, etc.)
•Listen for aggressive verbal exchanges that might precede physical incidents
•Watch for signs of overexertion: excessive breathlessness, pale/red faces, distress

Emergency Procedures

If injury occurs: Stop play immediately, assess situation, administer appropriate first aid following school policy, send responsible student for additional help if needed. Minor injuries (light contact, trips): brief pause, check, continue. Moderate injuries (sprains, heavy contact): stop game, first aid, ice/elevation if available, inform parents. Serious injuries (head impact, severe sprains, unconsciousness): stop all activity, emergency first aid, call emergency services if appropriate, inform senior staff immediately.