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Lesson 1 - Sending and Receiving Skills

Tactical Awareness & Skills

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Year 8

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Netball

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Big Question

Can you send and receive a netball in different ways to maintain possession under pressure?

Learning Objectives

Develop accurate bounce pass and chest pass techniques with correct hand positioning and follow-through
Apply tactical awareness to create and use space effectively when attacking and defending
Demonstrate cooperative skills and communication when working with others in game situations

Key Outcomes

Students will perform bounce passes and chest passes with improved technique and accuracy
Students will demonstrate tactical decision-making by moving into space and timing passes appropriately
Students will work effectively with partners and in small groups, showing understanding of roles in attack and defence

Equipment & Resources Required

Netball

1 per pair (15 balls for class of 30)

Pre-inflated to correct pressure, distributed around activity area perimeter for easy collection

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

Bibs (different colours)

15 (half class set) plus extras

Two different colours available, stored in accessible location for quick distribution

Alternative: Coloured bands or sashes

Cones

30-40 markers

Used to mark activity zones and boundaries, distributed before lesson for efficient setup

Alternative: Chalk marks on playground, existing court lines

Dodgeball

3 (one per game zone)

Used for game application activity to ensure safety when tagging

Alternative: Lightweight rubber balls, deflated netballs

Digital Cameras

Positioned to capture game application activity, charged and with sufficient storage space

Alternative: Smartphone with video capability, tripod for stable recording

Whistles

For teacher use to start, stop and manage activities safely

Alternative: Voice commands, hand signals

Key Vocabulary

Bounce pass

A pass where the ball is thrown to bounce approximately two-thirds of the way to the receiver, reaching them at waist height

Chest pass

A direct pass thrown from chest height with both hands, aimed at the receiver's chest area

Follow through

The continuation of arm movement after releasing the ball, with fingers pointing towards the target

Pivot

Keeping one foot grounded whilst rotating on the ball of that foot to change direction or create space

Space

An area on court that is free from defenders, allowing safer passing and receiving opportunities

Signalling

Using hand movements and body language to communicate where and when you want to receive the ball

Defender

The player attempting to prevent the opposition from passing, receiving or scoring

Attacker

The player in possession of the ball or supporting team-mates to create scoring opportunities

Cushioning

Absorbing the impact of the ball by allowing hands and arms to give slightly on contact

Target

The clear hand signal or body position that tells your team-mate where to aim their pass

Skill Progression Pathway

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

Prior Learning

Basic ball handling skills from Key Stage 2
Understanding of personal space and movement
Experience of working in pairs and small groups
Basic throwing and catching skills

Current Skills

Bounce pass technique with correct hand positioning and follow-through
Chest pass technique with appropriate power and accuracy
Receiving skills with correct hand positioning and cushioning
Moving into space after passing and signalling for the ball
Understanding of attacking and defending principles

Next Steps

Shoulder pass and overhead pass techniques
Footwork rules and pivot technique
Positional play and court awareness
Defending techniques including marking and intercepting
Small-sided game play with positional roles

Milestone Indicators

Consistent accuracy in passing over 3-5 metres

Fluid movement patterns showing anticipation of play

Clear communication through hand signals and body language

Quick decision-making between pass types based on situation

Effective collaboration in game-based activities

Key Teaching Points

Hands form W-shape behind ball with thumbs close together and fingers spread wide for both bounce and chest passes
Elbows stay wide (not tucked in) during passing preparation to generate power and ensure correct trajectory
Step forward with either foot during pass to transfer weight and generate power from legs
Follow through completely with arms extending fully and fingers pointing to target (chest) or bounce point
Ball should bounce approximately two-thirds of distance to receiver in bounce passes, arriving at waist height
Receivers prepare hands differently for each pass type: palms down at waist for bounce pass, palms forward at chest for chest pass
Cushion the catch by allowing hands and arms to give slightly on ball contact, drawing ball toward body
After passing, immediately move into space creating passing opportunities for team-mates
Use clear hand signals to communicate where and when you want to receive the ball - no shouting which alerts defenders
Select pass type tactically based on situation: bounce pass when defenders blocking high, chest pass for speed and directness

Common Misconceptions

Misconception: 'The harder I throw, the better the pass.' Reality: Control and accuracy are more important than power; receivers cannot catch passes that are too hard and balls become difficult to control. Teach appropriate power for distance.
Misconception: 'Bounce passes should bounce right in front of the receiver.' Reality: Ball should bounce approximately two-thirds of the distance across to arrive at receiver's waist height with optimal catchable trajectory.
Misconception: 'I catch all passes the same way.' Reality: Different passes require different receiving positions - bounce passes need palms down at waist height while chest passes need palms forward at chest height.
Misconception: 'After I pass, I wait to see what happens.' Reality: In netball, you pass and immediately move into space to create new passing options, not stand and watch.
Misconception: 'I should call out to let my team-mate know where I am.' Reality: Shouting alerts defenders to your position making their job easier; use silent hand signals for communication instead.
Misconception: 'Follow-through doesn't matter once the ball has left my hands.' Reality: Follow-through ensures full power transfer, improves accuracy, and protects joints from injury by decelerating gradually.
Misconception: 'Chest passes are always better than bounce passes.' Reality: Each pass type has tactical advantages depending on situation - bounce passes can go under defenders' arms, chest passes are faster and more direct.

SEN Adaptations

ADHD

Short, varied activities maintaining engagement and focus (lesson already structured this way); clear, concise instructions with repetition and checking for understanding; regular movement breaks (inherent in PE lesson); defined boundaries creating structure; immediate, frequent positive feedback for on-task behaviour; leadership roles providing responsibility and focus; allow brief break if self-regulation needed; visual and physical demonstrations maintaining attention better than verbal-only

dyspraxia

Larger, lighter balls for easier coordination; reduced complexity in movement patterns breaking skills into smaller steps; extra practice time on each skill before progressing; simplified sequences (reduce 5,4,3,2,1 to 3,2,1); slower demonstration pace; buddy support from coordinated peer; verbal cues talking through movements; reduce distance between partners for greater success; celebrate effort over outcome reducing performance anxiety

autism spectrum

Provide visual schedule showing lesson sequence reducing anxiety about unknown activities; clear, predictable routines with warnings before transitions; quiet zone available if sensory overload occurs; reduce number of partners/groups to work with minimising social demands; explicit teaching of expected social behaviours during partner work; visual cue cards showing technique and rules; structured peer interactions with scripted communication prompts; allow use of fidget tools during instruction time if helpful

visual impairment

Use brightly coloured balls with high contrast to background; provide verbal descriptions of demonstrations with detailed narration; buddy system pairing with sighted peer; use auditory balls (bells inside) for tracking; establish clear verbal boundaries rather than relying on visual markers; reduce activity space to smaller area for easier spatial management; allow tactile exploration of correct hand positions on ball

hearing impairment

Ensure visual demonstrations from multiple angles allowing clear view; use exaggerated visual gestures and hand signals; provide written instruction cards for complex activities; position student where they can see teacher's face for lip-reading; buddy system pairing with hearing peer who can relay instructions; use visual timer for timed activities instead of verbal countdown; amplify whistle sound or use visual signal (flag, light)

physical disability

Seated netball variation allowing wheelchair users or those unable to stand to participate fully; modified equipment including larger, lighter balls for easier handling; adapted distances between partners reduced for range limitations; allow rolling passes instead of thrown passes if arm strength limited; permit additional steps or no footwork restrictions if balance affected; provide alternative roles such as coaching, peer assessment, or scorekeeping ensuring inclusion

Cross-Curricular Links

English

Technical vocabulary development (bounce pass, chest pass, cushioning, follow-through, pivot, space, signalling); verbal communication during activities; listening skills following multi-step instructions; providing verbal peer feedback using specific descriptive language; explaining tactics and techniques to others

Maths

Counting passes during '30-second challenge' activities developing numeracy; estimating and measuring distances (two-thirds bounce point) applying fractions and spatial measurement; calculating angles for diagonal passes introducing geometry concepts; timing activities using seconds building time concepts

Science

Understanding forces applied during passing (push force, gravity affecting ball flight); friction between hands and ball surface for grip; trajectory of ball flight introducing concepts of parabolic motion; energy transfer from body through ball; cardiovascular and respiratory responses to exercise exploring body systems

Geography

Directional language (diagonal, straight, across, opposite) building spatial vocabulary; mapping movement patterns across space introducing coordinate concepts; understanding of boundaries and zones as territorial concepts; spatial awareness and navigation skills

PSHE

Teamwork and cooperation throughout paired and group activities; communication skills through partner work and peer assessment; resilience when facing challenging activities like two-ball passing variation; managing competitive feelings during game application; fair play and sportsmanship in tag game; self-assessment building metacognitive awareness; giving and receiving constructive feedback developing emotional intelligence

Teacher Guidance

Positioning

Position at corner or edge of activity space for maximum visibility during skill practices; central position during demonstrations; circulate actively during partner work providing feedback; move between zones during game application ensuring all areas visible; stand at door during dismissal for behaviour management

Observation Focus

Watch for: correct hand positioning (W-shape) on ball during passes; follow-through with fingers pointing to target or bounce spot; stepping forward into passes generating power; appropriate cushioning when receiving; spatial awareness and safe movement patterns; communication between partners; tactical decision-making in games; engagement and effort levels; signs of frustration or disengagement requiring intervention

Intervention Points

Step in immediately if: unsafe play observed (throws too hard, collisions imminent); technique significantly incorrect risking injury; students disengaged or off-task; conflict between students; rules being broken repeatedly; student showing signs of injury or distress; equipment malfunction; activity not producing intended learning outcomes

Demonstration Notes

Always demonstrate from multiple angles so all students can see clearly; use slow-motion demonstrations for complex techniques showing each phase separately; freeze at key positions (setup, mid-action, follow-through) for emphasis; demonstrate both correct and incorrect technique for contrast; use student volunteers to demonstrate whenever possible for peer modelling; provide verbal narration during demonstrations explaining what students should observe; repeat demonstrations 2-3 times as needed; check for understanding before releasing students to practice

Verbal Cues

•'W-shape hands!' - reminder for correct hand position on ball
•'Soft touches!' - reminder for controlled passing power
•'Follow through!' - reminder to complete passing motion
•'Find space!' - prompt for spatial awareness and movement
•'Chest to chest!' or 'Two-thirds bounce!' - reminders for pass accuracy targets
•'Cushion the catch!' - reminder for receiving technique
•'Quick feet!' - encouragement for dynamic movement
•'Eyes on the ball!' - focus reminder
•'Talk to your partner!' - encourage communication

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall or outdoor court space of 20m x 30m for class of 30 students; adequate space for warm-up activity requiring groups of three with 3-4m spacing; sufficient space to divide into three game zones of approximately 10m x 15m each

Surface Check

Dry, even, non-slip surface free from hazards; outdoor netball court or indoor sports hall ideal; check for water, debris, or obstacles before lesson; ensure lines/markings clearly visible

Equipment Safety

Safety Checks

•Netballs inflated to correct pressure (manufacturer specifications) to prevent wrist strain and ensure appropriate bounce
•Cones have no sharp edges or cracks; dome cones preferred over tall markers to prevent trip injuries
•Soft balls (foam or sponge) used for Dodge It game, NOT hard netballs which could cause injury when thrown
•Bibs in good condition without ripped seams or loose threads
•Video equipment positioned safely outside playing area to prevent trips or collisions

Risk Management

Key Risks

•Collisions between students during warm-up activity if groups too close together
•Finger injuries from poorly inflated balls or incorrect catching technique
•Trips and falls during dynamic movement activities particularly during pass-and-move exercises
•Ball strikes to face or head during game application if throwing too forcefully
•Slips on smooth indoor surfaces particularly if surface becomes sweaty
•Wrist strain from excessive passing or poor technique

Risk Mitigation

•Clear boundaries established for all activities with visible cone markers
•Adequate spacing between pairs (minimum 2m) and groups (minimum 3m) enforced throughout
•Progressive skill building from static to dynamic, simple to complex reducing injury risk from attempting too much too soon
•Emphasis on controlled, appropriate power in passes rather than maximum force
•Strict enforcement of no-travelling rule in Dodge It preventing running collisions
•Use of soft balls in tag game eliminating hard-ball impact injuries
•Gentle tag rule emphasised repeatedly during game application
•Regular reminders about spatial awareness and checking surroundings before moving
•Appropriate warm-up preparing muscles and joints for activity
•Cool-down including stretches reducing muscle soreness and injury

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students - typically at corner or edge positions offering wide sight lines
•During warm-up, position centrally to observe all trios simultaneously
•During skill practices, circulate actively between pairs providing feedback and monitoring safety
•During game application, move between three zones ensuring all areas adequately supervised
•Monitor high-activity areas where collisions more likely (zone centres during games)
•Position near students with known medical conditions or requiring additional support
•Ensure clear sight lines to all activity areas at all times

Emergency Procedures

Stop all activity immediately using whistle and clear STOP command if injury occurs; assess injury severity calmly and appropriately; provide first aid as trained or summon first aider immediately; remove injured student safely from activity area; ensure other students supervised and safe during emergency response; complete accident report as per school policy; contact parents/guardians as appropriate