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Lesson 2 - Netball Rules & Passing

Tactical Awareness & Skills

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Year 8

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Netball

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Big Question

How do rules shape the way we play and what strategies can we use to maintain possession under pressure?

Learning Objectives

Consolidate understanding of the four basic rules of netball and apply them consistently in game situations
Improve passing technique, accuracy and timing under pressure
Understand and apply the obstruction rule in competitive play

Key Outcomes

Students will demonstrate correct application of footwork, contact, offside and over a third rules in small-sided games
Students will execute a variety of passes with increased accuracy and appropriate timing in dynamic situations
Students will recognise and avoid obstruction, maintaining the 0.9m distance when defending

Equipment & Resources Required

Netball

15 (1 per pair plus extras)

Placed in ball bag at edge of court, distributed at start of each activity

Alternative: Size 4 netballs for students with smaller hands, foam balls for SEND support

Bibs

30 (15 of each colour)

Pre-sorted into two sets for quick distribution during game activities

Alternative: Coloured bands or pinnies if bibs unavailable

Throw Down Markers

Used to mark individual spaces during warm-up and skill stations

Alternative: Cones, chalk marks on ground

Nets

2 (for half court setup)

Posts securely positioned at ends of half court area, check padding is secure

Alternative: Hoops on stands, basketball hoops at lower height

Cones

Used to mark thirds on court and boundaries for small-sided games

Alternative: Markers, throw down lines

Score Sheets

8 (1 per group)

On clipboards, distributed during peer assessment activities

Alternative: Digital assessment on tablets, laminated reusable sheets

Rotation Diagram Handouts

10 (for differentiation groups)

Pre-printed with simplified rules, available for lower ability groups

Alternative: Visual rule cards, laminated reference sheets

Whistles

3 (teacher plus 2 student umpires)

One for teacher, two for student umpires during game play

Alternative: Voice commands, hand signals

Measuring Tapes

Used to demonstrate obstruction distance visually

Alternative: Metre sticks, pre-marked string

Key Vocabulary

Obstruction

Defending closer than 0.9 metres (3 feet) to an opponent with the ball, or interfering with an opponent's throwing or shooting action

Penalty Pass

A free pass awarded when contact or obstruction occurs outside the shooting circle, taken where the infringement occurred

Penalty Shot

A free shot awarded when contact or obstruction occurs within the shooting circle, taken from the penalty line or where the infringement occurred

Centre Pass

The pass used to start the game and restart play after each goal, taken from the centre circle

Throw Up

Method used to restart play when simultaneous infringements occur or possession is unclear, with two opposing players standing 0.9m apart

Side Line Pass

A pass taken from outside the sideline where the ball went out, with one foot up to but not on the line

Back Line Pass

A pass taken by the defending team when the ball goes over their back line, taken anywhere within the goal third

Timing

The ability to release a pass at the precise moment when your teammate is ready to receive it and in space

Pivot

Turning on the landing foot while keeping it grounded, used to create passing angles and protect the ball

Jump Stop

Landing on both feet simultaneously when catching the ball, allowing choice of pivot foot

Skill Progression Pathway

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

Prior Learning

Basic understanding of the four fundamental netball rules from Lesson 1
Introduction to different pass types (chest, bounce, shoulder, overhead)
Basic footwork techniques including jump stop and pivot
Experience with small-sided netball games

Current Skills

Consolidating rule knowledge through repeated game application
Refining passing accuracy and timing in competitive situations
Developing pivoting technique to create passing opportunities
Understanding defensive distance and obstruction

Next Steps

Advanced tactical awareness including court positioning
Developing specific positional skills (GS, GA, WA, etc.)
Complex attacking and defending strategies
Full-court game play with umpiring responsibilities

Milestone Indicators

Consistent application of footwork rule without reminders

Successful completion of 12+ accurate passes out of 15 attempts

Self-correction when rules are broken

Maintaining 0.9m defensive distance naturally

Key Teaching Points

Pivot foot must remain grounded throughout pivot movement - this is THE critical footwork point that prevents stepping violations
Obstruction distance is 0.9m (approximately one arms-length plus a bit more) - defenders must maintain this distance or penalty awarded
Pass variety should be selected based on situation: chest pass for quick direct passes, bounce pass to avoid interception, shoulder pass for distance, overhead pass for height and distance
Timing of passes is as important as accuracy - release when receiver is ready and in space, not when they're marked or unprepared
Getting free to receive passes requires movement off the ball - standing still makes you easy to defend
Footwork sequence: catch, stop within two steps (jump stop or single-step landing), then pass or pivot - exceeding two steps is stepping violation
Effective defending in netball is about positioning, anticipation and interception - not about physical contact which is penalised

Common Misconceptions

MISCONCEPTION: 'Pivoting means taking steps' - CORRECTION: Pivoting is rotating on one grounded foot while the other foot moves; the pivot foot never lifts or slides
MISCONCEPTION: 'You can defend by getting close and waving arms in shooter's face' - CORRECTION: Defending closer than 0.9m is obstruction and results in penalty pass/shot
MISCONCEPTION: 'Chest pass is always the best pass' - CORRECTION: Different situations require different passes; bounce pass avoids tall defenders, shoulder pass covers distance, overhead pass goes over opponents
MISCONCEPTION: 'The footwork rule means you can't move after catching' - CORRECTION: You can take up to two steps to stop after catching, then pivot on landing foot; it's movement within the rule
MISCONCEPTION: 'If ball is dropped, count resets to zero' - CORRECTION: During passing races, count continues from where it was; the focus is on learning from errors and continuing
MISCONCEPTION: 'Rules are just restrictions that make game harder' - CORRECTION: Rules create the structure that makes netball a skilled sport requiring strategy, technique and teamwork rather than just chaotic running

SEN Adaptations

ADHD

Short activity bursts with frequent changes (lesson structure supports this). Clear, concise instructions repeated multiple times. Use of visual and physical demonstrations. High engagement through competitive elements and active participation throughout. Clearly defined boundaries and spaces. Frequent positive reinforcement for focus and effort. Assign specific roles in games (shooter, defender) to maintain focus. Movement breaks built into lesson structure naturally.

dyspraxia

Use larger, easier-to-catch balls initially (size 5 or foam balls). Reduce complexity of footwork - allow additional steps without penalty. Provide extra practice time for motor skills like pivoting. Break down skills into smaller component parts. Use visual markers for spacing and positioning. Reduce speed of activities to allow more processing time. Pair with patient, supportive partner. Focus on success through participation rather than technical perfection. Verbal cue cards for step-by-step sequences.

autism spectrum

Provide clear visual schedule showing lesson structure and timings. Use consistent routine for warm-up and cool-down. Offer quiet zone or time-out space if sensory overload occurs. Use visual rule cards showing expectations. Reduce unpredictability in game situations - start with highly structured practice before open games. Provide advance warning of transitions ('In 2 minutes we're moving to...'). Allow use of ear defenders if noise overwhelming. Consider small group or individual work if needed.

visual impairment

Use brightly coloured high-visibility netballs. Provide verbal descriptions of court layout and boundary locations. Assign sighted guide or buddy for movement around court. Use auditory signals (whistle, voice) instead of visual demonstrations. Reduce court size to increase success in locating ball and teammates. Allow closer positioning to teammates for easier location. Consider bells inside ball for auditory tracking.

hearing impairment

Use clear visual demonstrations for all instructions. Provide written handouts for Nearly Netball rules. Use visual signals instead of whistle (coloured flags, hand signals). Ensure student can see your face when giving instructions (lip reading). Position student where they can see both teacher and activity. Use peer buddy to tap shoulder for attention. Simplified visual cue cards for rules.

general adaptations

All activities have three differentiation levels built in. Nearly Netball format provides simplified alternative. Assessment focuses on personal progress not just absolute achievement. Emphasis on inclusion and teamwork throughout. Multiple ways to demonstrate success. Choice within activities where possible. Additional adult support can be deployed to specific students as needed.

physical disability

Seated netball version from wheelchair or chair - adapted rules allowing chair movement instead of running. Modified equipment: lighter ball, lower post height, or larger target. Reduce court size significantly. Allow additional steps/movements before pass required. Peer assistant to retrieve balls. Seated passing only activities focusing on upper body skills. Consider boccia-style underarm rolling instead of throwing if needed.

Cross-Curricular Links

English

Listening and following multi-step instructions. Using subject-specific vocabulary accurately (obstruction, pivot, penalty pass). Articulating reflections and explanations during plenary discussions. Non-verbal communication through hand signals and body language during games.

Maths

Counting passes accurately during races (number sense and rapid counting). Understanding angles when pivoting (geometry - 180-degree turns, 360-degree rotations). Estimating and measuring distances (0.9m for obstruction, 8m between pairs). Calculating pass success rates (12 out of 15 = 80% success rate). Understanding fractions of court space (thirds in netball court).

Science

Forces and motion - understanding that stepping into a pass creates more force and therefore more power. Trajectory of different pass types (bounce pass arc vs chest pass straight line - parabolic motion). Body systems during exercise - increased heart rate, breathing rate, muscle usage. Friction between feet and ground enabling rapid direction changes. Newton's laws applied to ball movement and stopping.

Design & Technology

Understanding design of netball court (why thirds? why specific circle size?) and how design influences play. Equipment design considerations - ball size, post height, bib visibility.

Geography

Spatial awareness and relative positioning on court (understanding thirds, creating triangles for passing options). Directional language (forward, backward, left, right, diagonal). Mapping movement patterns and recognising spatial relationships. Understanding boundaries and how they define playing space.

PSHE

Teamwork and cooperation - working together towards common goal during possession games. Resilience - continuing after mistakes or dropped passes. Managing emotions during competitive situations. Fair play and respect for rules and opponents. Communication skills - verbal and non-verbal. Leadership opportunities when helping teammates understand rules.

Teacher Guidance

Positioning

Position yourself centrally during whole-class instruction with clear visibility of all students. During small-sided games, circulate between courts but maintain awareness of all activity areas. Stand where you can intervene quickly if safety concerns arise. Avoid turning your back to large groups of students.

Observation Focus

Primary focus: rule application (footwork, contact, obstruction) and technical passing execution. Secondary focus: tactical awareness, spatial distribution, and communication. Continuous monitoring for safety (appropriate contact levels, controlled intensity). Use scanning technique - don't fixate on one pair/group for too long.

Intervention Points

Intervene immediately for: safety concerns, rule violations that become patterns, poor technique that risks injury, negative social interactions, students not engaging with activities. Use whistle for rule violations during games. Use voice for technique corrections during practice. Stop whole class if common error observed across multiple students.

Demonstration Notes

Always demonstrate new skills or activities before students attempt them. Use confident student volunteers for demonstrations when appropriate (builds their confidence and engagement). Demonstrate at slow speed first, then full speed. Exaggerate key points visually (e.g., bent knees, grounded pivot foot). Provide commentary during demonstration explaining what you're doing. Demonstrate both correct and incorrect technique for contrast when teaching rule application.

Verbal Cues

•During passing: 'Step and push! Follow through! Hands ready in W shape!'
•During footwork: 'Catch, stop, pass! Keep that pivot foot stuck! Jump stop - both feet together!'
•During games: 'Find space! Move to receive! Obstruction - too close! Contact! Well played!'
•Encouragement: 'Great technique! Excellent application of the rule! That's tactical awareness! Keep communicating!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Half netball court minimum (15m x 30m) for full lesson, or equivalent indoor hall space. Quarter court spaces (10m x 10m) required for small-sided games. Adequate spacing between activity areas to prevent ball interference

Surface Check

Dry, even surface free from water, debris, or obstacles. Indoor: clean sports hall floor with good grip. Outdoor: check for wet areas, loose gravel, or uneven ground before starting

Equipment Safety

Safety Checks

•Netballs properly inflated to recommended pressure (no over/under inflation)
•Check all balls for damage or defects before use
•Netball posts securely positioned and stable (not moveable during play)
•Post padding secure and intact
•Bibs clean and no torn edges that could catch
•Cones have no sharp edges or cracks

Risk Management

Key Risks

•Collisions between students during dynamic movement and game play
•Ball strikes to head, face or body
•Slips, trips and falls during rapid direction changes
•Contact injuries when defending (scratches from fingernails, collisions)
•Ankle injuries from landing awkwardly after jumps
•Overexertion or dehydration during sustained activity

Risk Mitigation

•Clear boundaries established for all activities with adequate spacing between groups
•Emphasis on rules that prevent contact (contact and obstruction rules)
•Progressive skill building from controlled practice to game situations
•Warm-up includes dynamic movements preparing joints and muscles
•Cool-down includes stretching to aid recovery
•Instruction on safe landing technique (bent knees, controlled jumps)
•Students instructed to be aware of others around them at all times
•Activity stopped immediately if unsafe behaviour observed
•Water breaks encouraged, particularly if outdoor in warm weather
•Footwear check completed before activity begins

Supervision & Emergency Procedures

Supervision Points

•Position centrally with clear sightlines to all activity areas during warm-up and skills
•During small-sided games, rotate between courts but maintain overall visibility
•Scan constantly for safe play, not just rule application
•Monitor high-activity areas (around goal posts, congested spaces)
•Position yourself where you can intervene quickly if needed
•Listen for sounds of distress or concerning interactions
•More frequent supervision checks for lower ability groups using Nearly Netball format

Emergency Procedures

If injury occurs: STOP activity immediately, assess injury severity, provide appropriate first aid (ice for impacts, rest for strains), contact first aider or emergency services if needed. For minor injuries: student to sit out and be monitored. For head injuries: follow school concussion protocol, do not allow return to activity. For arguments or conflicts: stop play, separate students, mediate calmly, reinforce sportsmanship expectations. Have first aid kit and emergency contact information accessible.