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Lesson 3 - Marking and Defensive Pressure

Tactical Awareness & Skills

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Year 8

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Netball

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Big Question

How can effective marking transform a team's defensive performance?

Learning Objectives

Understand who they should be marking including contact and obstruction rules
Know how to mark effectively using shadowing and anticipation techniques
Improve passing quality and accuracy under defensive pressure

Key Outcomes

Students will demonstrate effective marking techniques by maintaining close proximity to their opponent
Students will apply contact and obstruction rules correctly during competitive play
Students will execute accurate passes whilst being pressured by defenders

Equipment & Resources Required

Netball

11 (1 per 2-3 students)

Check inflation levels, distribute around court perimeter for easy access

Alternative: Size 4 netballs for smaller hands, foam balls for students with catching difficulties

Bibs

30 (2 sets of different colours, 15 each)

Pre-sorted into teams before lesson, stored in accessible location

Alternative: Coloured bands, pinnies, or team sashes

Throw Down Markers

20-30

Used for positioning, spacing, and game area boundaries

Alternative: Spots, poly spots, or chalk marks on outdoor courts

Posts

2-4 (depending on court availability)

Check stability and height settings (3.05m for regulation)

Alternative: Portable netball posts, basketball hoops with modified height

Cones

Mark court boundaries, drill areas, and square zones for modified games

Alternative: Tall cones for visibility, different colours for different zones

Score Sheets

30 (1 per student)

Pre-printed with Head/Hands/Heart assessment framework, clipboards available

Alternative: Digital assessment on tablets, laminated sheets with dry-wipe markers

Whistles

1-2

Attached to lanyard for teacher, spare available for student officials

Alternative: Air horn for outdoor use, voice commands for small groups

Stopwatch

1-2

Used for timed activities and game segments

Alternative: Phone timer, visible countdown clock

Key Vocabulary

Marking

Staying close to an opponent to prevent them receiving the ball or making an effective play

Shadowing

Following an opponent's movements closely to restrict their space and options

Contact

When a player makes physical contact with an opponent that interferes with their play

Obstruction

Defending closer than 0.9 metres (3 feet) from the player with the ball

Free Pass

Awarded for minor infringements; opposition must stand out of play

Penalty Pass

Awarded for contact or obstruction in open play; taken where infringement occurred

Penalty Shot

Awarded for contact or obstruction in the goal circle; shooter may shoot or pass

Interception

Gaining possession of the ball by catching or deflecting an opponent's pass

Turnover

When possession changes from one team to the other

Goalside

Positioning yourself between your opponent and the goal you are defending

Skill Progression Pathway

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

Prior Learning

Basic netball passes (chest, bounce, shoulder)
Understanding of footwork rules
Awareness of court positions and basic movement patterns
Introduction to defensive positioning

Current Skills

Effective player marking techniques
Understanding and application of contact and obstruction rules
Passing under defensive pressure
Transitioning between marking player and marking ball
Interception timing and technique

Next Steps

Advanced defensive strategies and zone marking
Creating and exploiting space in attack
Complex game scenarios with multiple defenders
Tournament play with officiating responsibilities

Milestone Indicators

Maintains defensive position within arm's length of opponent for 80% of possession

Successfully intercepts or deflects 2-3 passes per game

Completes 7/10 passes when under defensive pressure

Demonstrates understanding of 1 metre distance rule consistently

Key Teaching Points

There are two distinct types of marking in netball: marking the player (when they don't have the ball) requires close proximity within arm's length, while marking the ball (when opponent has possession) requires exactly 1 metre distance with hands up to pressure
Effective shadowing in marking involves staying goalside, watching opponent's hips not feet, maintaining athletic stance, and anticipating movement to prevent easy ball receipt
Contact and obstruction are distinct violations: contact is physical interference with opponent, obstruction is defending closer than 0.9 metres when opponent has ball. Both result in penalty passes or penalty shots depending on location
Passing quality under pressure improves through quick decision-making, variety of pass types, strong follow-through technique, and using teammates' movement to create passing lanes
Defensive positioning should prioritise goalside positioning (between opponent and goal), maintain visual contact with both player and ball, and involve constant communication with defensive teammates
Transition speed between marking player and marking ball must be automatic - defenders should step back to 1 metre instantly when opponent receives ball, then close distance immediately when ball is released
Successful interceptions come from good positioning and anticipation rather than reaching or lunging which often causes contact violations. Read the pass trajectory and time movement to ball path.

Common Misconceptions

MISCONCEPTION: 'You should always stay as close as possible to your opponent.' CORRECTION: Distance depends on whether opponent has ball or not. Close when marking player, exactly 1 metre when marking ball. Staying too close when they have the ball is obstruction.
MISCONCEPTION: 'Contact is any time you touch another player.' CORRECTION: Incidental contact that doesn't affect play is acceptable. Contact violation is when physical touch interferes with opponent's movement or ability to play the ball.
MISCONCEPTION: 'Good defending means always trying to intercept the pass.' CORRECTION: While interceptions are valuable, primary defensive role is preventing opponent receiving ball through tight marking. Attempting interceptions from poor position often leaves opponents unmarked.
MISCONCEPTION: 'You can defend with your arms in any position as long as you're 1 metre away.' CORRECTION: While 1 metre distance is required, defender should have arms up to obstruct vision and create pressure. Arms down is passive defending that doesn't affect attacker's choices.
MISCONCEPTION: 'If you're faster than your opponent you don't need to mark them tightly.' CORRECTION: Good attackers create space through movement not just speed. Even if you're faster, losing marking position by standing off allows them easy ball receipt. Speed helps you recover but doesn't replace tight marking.
MISCONCEPTION: 'Bounce passes can't be intercepted so they're always the best choice under pressure.' CORRECTION: Every pass type can be intercepted. Bounce passes are slower than chest passes, giving defenders more time to react. Best pass depends on defender positioning and distance to teammate.
MISCONCEPTION: 'Once the attacker catches the ball, there's nothing the defender can do except wait.' CORRECTION: Marking the ball with hands up, maintaining 1 metre distance, and pressuring creates hesitation and can force errors, rushed passes, or violations like held ball or stepping.

SEN Adaptations

ADHD

Keep activities short with frequent changes preventing boredom and maintaining focus. Clear, simple instructions given one at a time. Use of student's name before giving instructions to gain attention. Active roles throughout - minimise waiting time. Provide immediate feedback and frequent praise for on-task behaviour. Allow brief movement breaks if needed. Use visual and physical demonstrations alongside verbal. Position near teacher for prompts and refocusing. Channel energy into active leadership roles like demonstrating or officiating.

dyspraxia

Use larger, softer balls initially for easier catching and control. Reduce complexity of movements - break down skills into smaller steps. Allow extra practice time for skill acquisition. Provide physical prompts or hand-over-hand guidance if appropriate. Reduce speed requirements initially - focus on technique over pace. Smaller playing areas reduce navigational demands. Written or pictorial reminders of technique points. Celebrate effort over outcome. Buddy support for spatial organisation. Use of visual markers for positioning and distance guidance.

general send

Flexible grouping allowing student to work with supportive peers. Adult support deployed where available to provide individual encouragement and task breakdown. Differentiated success criteria focusing on individual progress not comparison to others. Alternative equipment available (different sized/weighted balls, adapted goals). Adapted rules allowing for individual needs without highlighting differences. Positive reinforcement and celebration of all achievements. Regular check-ins on understanding and confidence. Opportunities to demonstrate skills in preferred format. Inclusive language and culture throughout lesson.

autism spectrum

Provide visual schedule of lesson structure at start - show sequence of activities. Consistent routine with predictable format reduces anxiety. Clear, concrete instructions avoiding abstract language. Quiet zone available if sensory overload occurs. Reduce unpredictability by explaining transitions in advance. Use timer to show how long activities will last. Minimise sudden loud noises where possible. Allow student to observe before participating if needed. Provide social scripts for appropriate responses during competitive play.

visual impairment

Use brightly coloured balls and bibs with high contrast. Provide verbal descriptions of all demonstrations with step-by-step audio cues. Buddy system with sighted partner who describes positioning and movement. Use tactile markers for boundaries (textured cones or rope). Reduce court size to smaller area for easier navigation. Describe gameplay continuously so student can track ball location. Bell ball available if appropriate for netball activities.

hearing impairment

Ensure student positioned where they can see teacher's face and lips clearly. Use visual demonstrations extensively with exaggerated movements. Hand signals for key instructions agreed in advance (stop, start, good, change). Written or pictorial instruction cards available. Buddy system where partner taps shoulder to indicate whistle blown. Visual timer for timed activities. Ensure student can see teacher before giving verbal instructions. Consider vibrating device for whistle signals if available.

physical disability

Wheelchair netball adaptations - seated passing and movement rules applied. Lower goal height if shooting included. Reduce court size for less distance to cover. Provide lighter or larger balls for easier handling. Allow additional steps/pushes if mobility affected. Seated marking position acceptable with adapted distance rules. Peer support for physical setup of activities. Modified rules allowing ball placement on lap or wheelchair tray. Extended time for movements and passes.

Cross-Curricular Links

English

Communication and verbal skills when calling for passes and organising teammates. Listening skills when receiving instructions and feedback. Vocabulary development through key terminology. Peer assessment requires descriptive language and constructive feedback. Reflection involves articulating thoughts about performance.

Maths

Measuring distances (1 metre for obstruction rule), calculating angles of passing trajectories, counting consecutive passes in possession games, timing activities using seconds and minutes, spatial awareness and geometry of court positioning, statistics of successful passes vs interceptions

Science

Forces applied during passing - push force, trajectory physics. Friction between shoes and court surface affecting movement. Body systems during exercise - cardiovascular response to activity, respiratory rate changes, muscular system working. Energy transfer from player to ball. Lever systems in throwing actions.

PSHE

Teamwork and cooperation throughout all team activities. Resilience when facing defensive pressure or when losing possession. Managing emotions during competitive gameplay. Fair play and sportsmanship when accepting officiating decisions. Communication skills through verbal cues and encouragement. Leadership opportunities in group organisation and peer coaching.

Teacher Guidance

Positioning

Begin lesson at central position where all students can see and hear clearly. During warm-up Pacman activity, position at court edge or centre circle to observe all pairs simultaneously. During skills practice in groups of 3, circulate continuously between groups providing individual feedback. During 3v3 games, position on edge of multiple courts with sight lines to all games. During full gameplay, adopt referee position mobile around court following play. During cool-down and assessment, position centrally facing group.

Observation Focus

Watch for marking distance throughout lesson - is it appropriate for player vs ball situation? Monitor footwork for travelling violations. Check passing technique - proper follow-through, accuracy, variety. Observe defensive stance - athletic position with knees bent, on balls of feet. Look for goalside positioning in marking. Note communication levels between teammates. Watch for contact occurring and intervene before it escalates. Identify students struggling with concepts for additional support. Recognise excellent application for praise and modelling to others.

Intervention Points

Step in immediately if any unsafe play occurs - physical contact beyond incidental, dangerous play near posts, aggressive behaviour. Intervene if students consistently violating rules despite reminders - use as teaching opportunity. Stop activity if instructions not being followed by majority - clarify expectations. Pause games to highlight excellent practice for all to observe and learn from. Provide individual technical coaching during practice activities when errors are persistent. Separate students if conflict arises - address privately and calmly. Modify activities if too difficult or too easy for group - differentiate in real-time. Stop for water breaks if needed based on exertion levels and environmental conditions.

Demonstration Notes

Always demonstrate with confident students who can model correctly. Show technique slowly first, then at game speed. Exaggerate key points for visibility - bent knees, arms extended for distance measurement, follow-through on passes. Use contrasting examples - show correct vs incorrect to highlight difference. When demonstrating marking distances, use arm as measuring tool to show 1 metre. For passing demonstrations, show variety of passes with clear technical points each time. Use freeze technique during gameplay to highlight positioning without lengthy stoppages. Demonstrate contact and obstruction violations clearly so students understand what to avoid. Show penalty procedures properly so students understand consequences and protocols.

Verbal Cues

•'Stick with your player - don't let them shake you off!'
•'Step back! That's too close - give them 1 metre when they have the ball!'
•'Great transition! I saw you adjust your distance immediately!'
•'Spread out - make the court big when you're attacking!'
•'Call for the ball - let your teammates know you're free!'
•'Goalside positioning - get between your player and the goal!'
•'Quick release - don't hold the ball too long under pressure!'
•'Hands up when marking the ball - pressure them into a mistake!'
•'Well done defending - that was textbook marking!'
•'Contact! Remember to give space and avoid touching your opponent!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full netball court (30.5m x 15.25m) ideal, or half court minimum (15.25m x 15.25m). Indoor sports hall with appropriate court markings. Minimum 2 metre clear space around court boundaries to prevent collisions with walls or equipment. Multiple playing areas if running simultaneous small-sided games - minimum 2 metre separation between game zones.

Surface Check

Indoor sprung wooden floor or appropriate sports hall surface checked before lesson. Surface must be clean, dry, and free from dust, water, or debris. No loose equipment on court. Lines clearly visible and not worn away. Check for any damage, splinters, or raised areas that could cause trips. Outdoor courts must be dry with no standing water, ice, or leaves.

Equipment Safety

Safety Checks

•All netballs checked for correct inflation - not over or under-inflated to prevent hand injuries
•Netball posts checked for stability - base secure, post vertical, net attached properly without tears
•Cones inspected for cracks or sharp edges that could cause cuts
•Bibs checked for any tears or defects, appropriate sizes available
•Throw-down markers secure and flat to prevent trips
•Whistle functioning properly and hygienic (teacher's personal whistle)
•Assessment sheets and clipboards have no sharp edges or staples protruding

Risk Management

Key Risks

•Player collisions during dynamic movement and marking activities
•Contact violations leading to physical confrontation or injury
•Ball strikes to face or body during passing activities
•Slips, trips, and falls on court surface especially during direction changes
•Collisions with netball posts during gameplay near goal areas
•Ankle injuries from pivoting, landing, or direction changes
•Overexertion or fatigue in competitive gameplay
•Muscle strains from inadequate warm-up or cool-down

Risk Mitigation

•Comprehensive warm-up including dynamic movement and sport-specific preparation
•Clear boundaries established for all activities with adequate spacing between groups
•Progressive skill building - start simple, increase complexity gradually
•Strict enforcement of contact and obstruction rules throughout lesson
•Constant supervision with teacher positioned for maximum visibility
•Regular reminders about spatial awareness and looking where moving
•Appropriate work-to-rest ratios preventing overexertion
•Thorough cool-down including static stretching to prevent muscle soreness
•Clear stop signal (whistle) that all students understand and respond to immediately
•Jewellery removal policy enforced, long hair tied back, appropriate footwear required
•First aid kit accessible, teacher aware of any medical conditions affecting participation

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned at court edge or corners for visibility of all students throughout activities
•During multiple small-sided games, position centrally to observe all playing areas
•When demonstrating, ensure all students can see clearly and surrounding area is safe
•Circulate during group work to monitor technique and safety compliance
•During gameplay, position as referee with mobile observation of all players
•Monitor high-activity areas particularly near goal posts
•Watch for signs of fatigue, frustration, or unsafe behaviour - intervene immediately
•Maintain visual contact with all students - no hidden areas or blind spots
•Additional adult supervision beneficial for larger classes or mixed ability groups

Emergency Procedures

Immediate whistle blow to stop all activity if injury occurs. Assess situation calmly - if minor, provide reassurance and basic first aid. If significant injury, send responsible student to get additional adult help while maintaining supervision of rest of class. All students moved to safe area away from injured person. First aid kit accessed if needed. Incident recorded according to school policy. Parents/guardians contacted if required. For serious injuries, emergency services called immediately. All students remain under supervision until collected or dismissed appropriately. Teacher to complete accident report form.