Lesson 2 - Netball Rules & Passing
Tactical Awareness & Skills
•Year 8
•Netball
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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
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
Pre-sorted into two sets for quick distribution during game activities
Alternative: Coloured bands or pinnies if bibs unavailable
Used to mark individual spaces during warm-up and skill stations
Alternative: Cones, chalk marks on ground
Posts securely positioned at ends of half court area, check padding is secure
Alternative: Hoops on stands, basketball hoops at lower height
Used to mark thirds on court and boundaries for small-sided games
Alternative: Markers, throw down lines
On clipboards, distributed during peer assessment activities
Alternative: Digital assessment on tablets, laminated reusable sheets
Pre-printed with simplified rules, available for lower ability groups
Alternative: Visual rule cards, laminated reference sheets
One for teacher, two for student umpires during game play
Alternative: Voice commands, hand signals
Used to demonstrate obstruction distance visually
Alternative: Metre sticks, pre-marked string
Key Vocabulary
Defending closer than 0.9 metres (3 feet) to an opponent with the ball, or interfering with an opponent's throwing or shooting action
A free pass awarded when contact or obstruction occurs outside the shooting circle, taken where the infringement occurred
A free shot awarded when contact or obstruction occurs within the shooting circle, taken from the penalty line or where the infringement occurred
The pass used to start the game and restart play after each goal, taken from the centre circle
Method used to restart play when simultaneous infringements occur or possession is unclear, with two opposing players standing 0.9m apart
A pass taken from outside the sideline where the ball went out, with one foot up to but not on the line
A pass taken by the defending team when the ball goes over their back line, taken anywhere within the goal third
The ability to release a pass at the precise moment when your teammate is ready to receive it and in space
Turning on the landing foot while keeping it grounded, used to create passing angles and protect the ball
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
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.