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Lesson 4 - Defensive Marking Skills

Tactical Awareness & Skills

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Year 8

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Netball

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1h 2min

Big Question

How can intelligent defensive positioning and communication transform your team's ability to win possession?

Learning Objectives

Consolidate understanding of effective marking techniques and apply them consistently in game situations
Apply contact and obstruction rules accurately and understand their tactical implications
Develop defensive strategies through communication and positional awareness

Key Outcomes

Students will demonstrate effective marking techniques including shadowing, intercepting and defensive positioning
Students will apply netball rules correctly during gameplay and umpiring, particularly contact and obstruction
Students will communicate defensively and work as a cohesive defensive unit

Equipment & Resources Required

Netball

11 (1 per 3 students plus extras)

Pre-inflated to correct pressure, distributed around court perimeter for easy access

Alternative: Size 4 netballs for smaller hands, foam balls for SEND adaptations

Bibs

30 (two sets of 15 in different colours)

Organised in two piles by colour for quick team distribution

Alternative: Coloured bands or sashes if bibs unavailable

Throw Down Markers

20-30

Used to mark drill areas, boundaries, and 0.9m distance markers

Alternative: Cones, floor spots, or chalk marks on outdoor surface

Posts

2-4 (depending on space available)

Securely positioned at regulation height (3.05m), checked for stability before lesson

Alternative: Basketball hoops, adjustable height posts, or wall targets

Cones

20-25

Used for warm-up areas, drill zones, and game boundaries

Alternative: Markers, chalk lines, or rope to create boundaries

Score Sheets

30 (1 per student)

Pre-printed with assessment criteria, clipboards available for teacher use

Alternative: Digital assessment via tablets, peer assessment cards

Sticks

2-3

Used to demonstrate legal defending distance during instruction

Alternative: Metre ruler, marked cones, or pre-measured string

Whistles

4-6 (for student umpires)

Sanitised and distributed to student umpires during game application phase

Alternative: Hand signals only if whistles unavailable

Key Vocabulary

Defensive positioning

Placing your body between your opponent and their goal to reduce passing options

Anticipation

Reading the game to predict where the ball will go before it is passed

Body positioning

Using your body legally to create defensive pressure without making contact

Obstruction

Standing closer than 0.9m (3 feet) to an opponent with the ball or attempting to intercept

Contact

Any illegal physical touching of an opponent that interferes with their play

Marking the player

Staying close to your assigned opponent to limit their movement and passing options

Marking the ball

Positioning yourself to defend against passes and potential interceptions

Interception

Legally catching or deflecting a pass intended for an opponent

Communication

Verbal and non-verbal signals used to coordinate defensive efforts as a team

Umpiring

Officiating the game by enforcing rules and making fair decisions

Skill Progression Pathway

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

Prior Learning

Basic understanding of netball court positions and movement rules
Fundamental passing techniques (chest, shoulder, bounce)
Introduction to marking and defensive stance from Lesson 3
Basic knowledge of footwork and contact rules

Current Skills

Consolidating effective marking techniques in dynamic situations
Applying defensive strategies including switching between marking player and ball
Understanding and applying contact and obstruction rules consistently
Developing anticipation and reading the game defensively

Next Steps

Advanced defensive systems and team rotations
Circle defending and shooting defence strategies
Full tactical game play with offensive and defensive transitions
Tournament play applying all skills learned

Milestone Indicators

Student maintains close marking distance (within 0.9m) consistently

Student successfully intercepts passes without committing contact violations

Student communicates defensive instructions to teammates

Student can umpire and make accurate rule decisions

Key Teaching Points

Legal defensive distance is 0.9 metres (approximately one large step) when opponent has possession - use measuring reference frequently
Effective marking requires side-on body position to maintain vision of both the player and the ball simultaneously
Defenders must switch focus from marking the player to marking the ball's trajectory the moment it is released
Communication is essential in team defence - calling player assignments, warning of threats, and encouraging teammates
Anticipation is developed by reading the ball carrier's body language, eyes, and positioning rather than just reacting to passes
Contact and obstruction rules exist to create fair play - understanding them makes you a better defender who wins possession legally
Quality defensive work is about consistent effort, positioning and teamwork, not just individual spectacular interceptions

Common Misconceptions

Misconception: 'Good defending means always trying to intercept every pass.' Reality: Good defending means staying with your player and only attempting interceptions when success is likely without leaving your player free.
Misconception: 'I can get closer if I don't have my arms up.' Reality: The 0.9m rule applies regardless of arm position - distance is measured from any part of the defender's body to the player with the ball.
Misconception: 'Umpires are trying to catch you out with penalties.' Reality: Umpires enforce rules to ensure fair play and safety - understanding rules helps you play better within them.
Misconception: 'If I just touch them lightly it's not contact.' Reality: Any contact that affects the opponent's play is a violation - even light touches can be called if they interfere.
Misconception: 'The best defenders chase the ball around the court.' Reality: The best defenders stay disciplined marking their assigned player and trust teammates to mark theirs, creating an organised defensive unit.
Misconception: 'Defending is just about being fast and athletic.' Reality: Intelligent positioning, anticipation, and communication are more important than pure speed - smart defenders outthink opponents.

SEN Adaptations

ADHD

Shorter activity bursts with frequent changes (already built into lesson), clear visual boundaries using cones for each activity zone, regular specific positive feedback to maintain focus, prominent role assignments (umpire, captain) to create responsibility, allow movement breaks if needed, simplified rule focus - one rule at a time

dyspraxia

Larger lighter balls for easier handling, extra practice time on catching and passing technique, reduce speed requirements in drills, simplified footwork patterns, visual footwork templates on floor, paired with patient supportive partner, celebrate effort over outcome, allow additional thinking time for spatial positioning

autism spectrum

Clear visual schedule showing lesson structure and timings, advance warning of transitions between activities, quiet zone available if overstimulation occurs, consistent routines for each lesson section, reduced team size for less social complexity, clear unambiguous instructions avoiding figurative language

visual impairment

Use brightly coloured bibs with high contrast between teams, larger size 5 netballs or textured balls, audio cues from teacher describing play, buddy system pairing with sighted partner, verbal descriptions of spatial setup before each activity, tactile markers for court boundaries

hearing impairment

Visual demonstrations with exaggerated movements, written instruction cards for complex activities, use visual hand signals alongside whistle (flags or arms), ensure student can see teacher's face for lip-reading during instructions, buddy interpreter if available, visual timer for activity durations

physical disability

Wheelchair netball adaptations - modified rules for mobility, seated defending positions, alternative passing methods if arm mobility limited, reduced court size for wheelchair access, modified goals at accessible height, peer support for equipment collection

Cross-Curricular Links

English

Developing subject-specific vocabulary and terminology, articulating feedback clearly and constructively, listening skills during instructions and peer feedback, explaining rules and principles to others during umpiring

Maths

Measuring and estimating 0.9 metre legal distance, calculating interception angles and trajectories, counting consecutive passes and maintaining score, understanding spatial geometry in court positioning

Science

Understanding forces in passing and interception, body systems response to cardiovascular exercise (heart rate, breathing rate), biomechanics of defensive stance and jumping for interceptions, reaction time and anticipation

Geography

Spatial awareness and positioning on court, understanding zones and areas, directional language and movement, reading space and creating/denying passing lanes

PSHE

Teamwork and cooperation in defensive units, resilience when learning challenging techniques, managing competitive emotions during games, respecting authority figures (umpires), accepting decisions and setbacks positively, leadership through communication

Teacher Guidance

Positioning

Position at court perimeter corner for maximum visibility of all students during drills. Move to central side-line position during game phases to monitor multiple games simultaneously. Circulate during paired and group work to listen to discussions and provide targeted feedback.

Observation Focus

Primary focus: defensive marking distance and body positioning. Secondary focus: rule application particularly contact and obstruction. Tertiary focus: communication and teamwork. Watch for students who consistently demonstrate good technique for recognition, and those struggling for intervention.

Intervention Points

Intervene immediately if: unsafe contact occurs, rule violations becoming habitual, student umpires making consistently incorrect decisions, any students being excluded or struggling significantly. Pause activity using whistle and brief freeze-frame teaching moment to correct whole-group issues.

Demonstration Notes

Use student volunteers for demonstrations whenever possible to maintain engagement. Exaggerate key points visually - body positioning, distance, movements. Provide both correct technique and common mistakes for contrast. Keep demonstrations brief (30-45 seconds maximum) to maintain activity time. Position demonstrations where all students can see clearly.

Verbal Cues

•'Stay close but legal!'
•'Watch the player not the ball!'
•'Talk to your teammates!'
•'Step back - that's too close!'
•'Brilliant anticipation!'
•'Soft hands - quick release!'
•'Remember your player assignment!'
•'Umpire, confident decision!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full netball court (30.5m x 15.25m) or equivalent space with clear markings. Minimum 2 metre clearance around court perimeter. For multiple game areas, minimum 3 metre separation between courts.

Surface Check

Indoor sports hall with non-slip surface or outdoor tarmac/artificial surface. Must be dry, even, and completely free from debris, stones, or trip hazards. Check for any wet patches before lesson starts.

Equipment Safety

Safety Checks

•Netballs inflated to correct pressure (0.5-0.55 bar) - not over-inflated
•Goal posts checked for stability and secure base before any shooting activities
•Cones and markers have no sharp edges or cracks
•Whistles sanitized before distribution to student umpires
•All equipment stored safely at court perimeter when not in use

Risk Management

Key Risks

•Collisions between students during dynamic movement and game play
•Contact violations becoming physical and causing injury
•Ball strikes to face or head during defensive interception attempts
•Trips and falls on court surface during quick directional changes
•Finger injuries from poor catching technique or rapid passing
•Overexertion in high-intensity possession games and full court play

Risk Mitigation

•Clear boundaries established and reinforced for all activities
•Adequate spacing between activity groups and game areas
•Progressive skill building from 1v1 to 3v3 to 4v4 to full court
•Emphasis on legal defensive technique to prevent dangerous contact
•Controlled intensity in warm-up phase to prevent muscle injury
•Mandatory cool-down with specific stretching and recovery
•Students reminded to keep heads up and aware of surroundings
•Teacher positioned for maximum visibility of all game areas

Supervision & Emergency Procedures

Supervision Points

•Position to see all groups during drills - central court location
•Monitor high-activity areas during game application phase
•Pay particular attention to defensive contact in games - intervene early
•Watch for signs of fatigue affecting technique and safety
•Ensure student umpires are making safe decisions
•Scan for any students showing signs of distress or injury

Emergency Procedures

Immediate whistle stop if dangerous play observed. Assess any injury appropriately - minor injuries managed with first aid, significant injuries require trained first aider and completion of accident report. Emergency contact details for all students held in register. Nearest telephone point and first aid kit location identified before lesson. If outdoor, lesson stopped immediately in adverse weather (heavy rain, lightning, extreme heat).