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Lesson 8 - Student-Led Gameplay and Assessment

Tactical Awareness & Skills

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Year 8

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Netball

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57 min

Big Question

How can you demonstrate mastery of netball by leading, umpiring, and performing under pressure?

Learning Objectives

Demonstrate comprehensive understanding of netball through student-led umpiring and gameplay
Apply all skills learned throughout the unit in competitive situations with independence
Assess knowledge and skills in authentic game contexts whilst taking on leadership roles

Key Outcomes

Students will confidently lead warm-ups demonstrating netball-specific movements
Students will accurately umpire games applying all rules learned throughout the unit
Students will perform all netball skills with consistency in competitive match situations
Students will provide constructive coaching feedback to peers on technique and tactics

Equipment & Resources Required

Netball

1 per 2-3 students (minimum 10)

Placed in equipment bag at side of each court, properly inflated to regulation pressure

Alternative: Size 4 netballs for smaller hands if needed

Team bibs

2 sets of 7 in contrasting colours per court

Organised by colour in separate bags, students collect and return independently

Alternative: Coloured bands or sashes if insufficient bibs

Throw Down Markers

14 per court (for thirds and circles)

Used to mark court lines clearly if playing on unmarked surfaces

Alternative: Chalk lines, cones, or existing court markings if available

Posts

2 per court (regulation height 3.05m)

Securely positioned at each end of court, stability checked before play

Alternative: Adjustable posts or targets if regulation posts unavailable

Cones

25 (various colours)

Used for warm-up boundaries, channel markers, and spatial organisation

Alternative: Markers, spots, or throw down lines

Score Sheets

1 per court per game

Clipboards with assessment matrices attached, pens/pencils provided

Alternative: Digital assessment on tablets if available

Whistles

1 per court (2-3 total)

Distributed to umpiring students at start of each game rotation

Alternative: Verbal calls if whistles unavailable (less effective)

Stopwatch

1 per court

Umpire or scorer manages timing for quarters

Alternative: Teacher's phone or visible clock for timing

Key Vocabulary

Assessment

The process of evaluating performance against success criteria to identify strengths and areas for development

Tournament

A competitive format where multiple teams play matches with overall standings or knock-out progression

Umpiring

Officiating a netball match by enforcing rules, making decisions on infringements, and controlling gameplay

Sportsmanship

Displaying fair play, respect for opponents and officials, and positive behaviour regardless of result

Leadership

Taking responsibility for guiding, organising, and motivating others to achieve shared goals

Independence

Demonstrating the ability to organise and execute tasks without constant teacher direction

Game Analysis

Observing gameplay to identify strengths, weaknesses, and tactical opportunities

Skill Application

Successfully using learned techniques in realistic, pressured game situations

Unit Reflection

Thinking back over all learning from the unit to recognise progress and set future goals

Achievement

Successfully accomplishing a goal or reaching a standard through effort and practice

Skill Progression Pathway

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

Prior Learning

All fundamental netball passes (chest, bounce, shoulder, overhead)
Court positions and movement rules for all seven positions
Footwork rules including pivoting and landing
Basic defensive techniques including marking and intercepting
Shooting technique and circle play
Rules regarding contact, obstruction, and offside play
Team tactics for attacking and defending

Current Skills

Leading physical preparation independently and confidently
Umpiring games accurately applying comprehensive rule knowledge
Coaching peers using technical language and demonstrations
Performing all skills consistently under competitive pressure
Making tactical decisions quickly in game situations
Demonstrating leadership, communication and analytical skills

Next Steps

Advanced tactical systems in netball competition
Specialist position development and mastery
Tournament play with increased complexity and pressure
Sports leadership qualifications and mentoring younger students
Analysis of elite netball performance and tactics

Milestone Indicators

Students lead warm-ups with minimal teacher intervention

Umpiring decisions are accurate and confident with correct signals

Skills are performed consistently even under match pressure

Students provide specific, actionable coaching feedback to peers

Tactical understanding evident in court positioning and decision-making

Key Teaching Points

Emphasise student independence and leadership throughout - this is their lesson to demonstrate learning
Support student umpires without undermining their authority - let them make decisions and learn from mistakes
Celebrate full range of achievements: Head (knowledge, tactics), Hands (skills), Heart (sportsmanship, leadership)
Maintain high expectations while recognising individual starting points and growth journeys
Use assessment framework consistently observing across all three domains throughout lesson
Create positive, supportive atmosphere where all students feel their contributions are valued
Balance competition with emphasis on personal improvement and collective achievement as a class
Recognise that final lesson is emotional - celebrate success while maintaining professional learning focus
Ensure safety remains priority even with high student independence - supervise actively
Model the sportsmanship, respect, and enthusiasm you expect from students
Use specific praise highlighting exactly what was excellent and why it matters
Make learning visible by highlighting exemplary practice and connecting to unit teaching points
Manage time carefully ensuring all sections completed including meaningful reflection
Differentiate continuously through observation, support, and challenge matching individual needs

Common Misconceptions

Misconception: 'Only the best players have succeeded in this unit.' Correction: Success is measured against individual starting points - improvement and effort matter more than absolute ability. Highlight diverse achievements across Head/Hands/Heart domains showing multiple pathways to success.
Misconception: 'Umpiring decisions must be perfect.' Correction: Umpires are learning too - we expect good effort and reasonable accuracy, not perfection. Support student umpires and teach that mistakes are part of learning process. Even elite umpires occasionally make errors.
Misconception: 'Winning the game is what matters most.' Correction: While competition is valuable, the real measures of success are: skill application, rule understanding, teamwork, sportsmanship, and personal improvement. You can 'lose' the game but succeed in demonstrating excellent netball.
Misconception: 'Coaching is just pointing out mistakes.' Correction: Good coaching starts with strengths, provides specific technical feedback using correct terminology, and offers clear suggestions for improvement in positive, encouraging language.
Misconception: 'Contact fouls are always deliberate or aggressive.' Correction: Most contact in netball games is accidental due to timing or spatial awareness, not intentional. Umpires call the infringement regardless of intent, but players shouldn't take offence - it's part of the game.
Misconception: 'If you can't play well, you can't coach or umpire effectively.' Correction: Understanding the sport and being able to analyse performance are different skills from physical execution. Some students may excel as umpires or coaches even if physical skills are developing - all roles are valuable.
Misconception: 'The cool-down and reflection are less important than the active parts.' Correction: Cool-down is essential for physical recovery and injury prevention. Reflection is where we consolidate learning and recognise growth - it's as important as the activity itself for development.

SEN Adaptations

ADHD

Short activity bursts with frequent changes maintaining engagement (lesson structure supports this). Clear, simple instructions broken into steps - one thing at a time. High-activity lesson structure utilising energy positively. Frequent positive feedback and reinforcement for on-task behaviour. Movement breaks built in through rotations. Clear boundaries and expectations consistently enforced. Visual timers showing activity durations providing time awareness. Leadership roles (umpiring, coaching) providing responsibility and focus. Minimise waiting time with active roles throughout. Fidget tools or movement opportunities during stretching and reflection if needed. Proximity support from teacher when attention wandering.

dyspraxia

Extended warm-up with focus on coordination and body awareness. Larger, softer netballs easier to catch and control. Simplified footwork expectations with extra teaching and practice time. Reduced court size and distances for passing. Static practices before adding movement complexity. Breaking skills into smaller steps with repeated practice. Visual and verbal cues for sequencing movements. Allow extra time for processing instructions and organising movement. Buddy support providing encouragement and modelling. Focus on effort and improvement over absolute performance. Positions with less complexity (static positions, reduced movement demands). Coach or scorer roles utilising strengths in understanding rather than physical execution. Adapted equipment: bibs with easy fastenings, appropriate footwear with good support.

autism spectrum

Clear visual schedule showing lesson structure and timings reducing uncertainty. Consistent routines for warm-up, rotations, and transitions providing predictability. Advance warning of transitions: '2 minutes until we change activity'. Quiet zone or calm space available if sensory overload occurs. Visual cue cards showing expected behaviours and activity instructions. Reduced sensory input options: quieter whistle, less crowded space, smaller group. Clear, concrete instructions avoiding ambiguous language. Buddy system with understanding peer for social support. Choice within structure: option of roles (playing, umpiring, scoring) allowing some control. Positive reinforcement for participation and effort using specific praise. Preparation time before lesson if possible reviewing what will happen.

visual impairment

Use brightly coloured bibs with high contrast between teams. Provide bright yellow or orange netballs (higher visibility than standard white). Buddy system pairing visually impaired student with sighted peer for guidance. Verbal cues throughout games: 'Ball coming to you!', 'Space on your left!'. Reduce court size and playing area to smaller distances. Allow tactile exploration of court markings and boundaries before play. Umpire provides clear verbal commentary on decisions not just whistle signals. Peer support during activities with verbal guidance for spatial orientation.

hearing impairment

Visual demonstrations of all skills and activities (show don't just tell). Use hand signals and visual cues for game management (coloured cards for decisions, hand signals for instructions). Written instructions on whiteboard or cards showing activity structure and expectations. Ensure student can see teacher/umpire face for lip-reading opportunities. Buddy system with hearing peer who can communicate instructions. Modified umpiring using visual signals and cards instead of whistle if student is umpire. Position student where they have clear visual field of teacher and activity. Reduce background noise where possible for hearing aid users. Use video demonstration if available showing techniques clearly.

physical disability

Wheelchair netball adaptations: modified court size, adjusted height posts if available, allow two pushes before passing rule. Seated netball variation for students who cannot stand for extended periods. Modified positions based on mobility (e.g., static shooter role, reduced court area to cover). Lighter ball or alternative ball type if grip strength limited. Extended passing distance allowances or reduced throwing distances as needed. Support worker or peer assistant for physical support if required. Adapted umpiring role focusing on rule knowledge without physical movement demands. Coaching and scoring roles providing full participation without physical barriers. Modified equipment (larger balls, grips, adapted goal posts) if available.

Cross-Curricular Links

English

Communication skills: clear verbal instructions during coaching, calling for ball during games. Listening skills when receiving coaching feedback or umpiring instructions. Vocabulary development using technical netball terminology accurately. Giving structured feedback following framework (strengths, development areas, specific examples). Articulating reflections on learning journey with evidence and examples. Persuasive language encouraging and motivating teammates. Non-verbal communication through body language, gestures, and signals.

Maths

Scoring and statistics tracking (addition, recording data on score sheets). Angles and trajectories of passes (acute, right, obtuse angles in passing patterns). Spatial geometry understanding court dimensions and positioning (thirds, rectangles, circles). Time management calculating game quarters and rotations. Data analysis comparing performance statistics across rotations if recorded (shot success rate percentages, pass completion rates).

Science

Forces in netball: applying force through passes, gravity affecting ball trajectory, friction between shoes and surface for grip. Levers in the body during passing and shooting (fulcrum, load, effort). Energy systems during high-intensity games (aerobic and anaerobic respiration). Musculoskeletal system: muscles and bones working together for movement, joints as pivot points. Heart rate changes during warm-up, activity, and cool-down phases. Effects of exercise on body systems (cardiovascular, respiratory, temperature regulation).

Geography

Spatial awareness navigating court spaces and understanding positioning. Direction and orientation (forward, back, left, right, diagonal movements). Mapping concepts with court markings showing thirds, circles, and positions. Scale and proportion understanding court dimensions and distances. Environmental awareness adapting play to different playing surfaces and conditions.

PSHE

Teamwork and cooperation essential for successful netball performance. Communication skills developed through playing and coaching. Leadership opportunities through warm-up leading, umpiring, coaching roles. Resilience when facing challenges, losing games, or making mistakes. Managing emotions in competitive situations (excitement, frustration, disappointment). Respect for others including opponents, umpires, teammates with differing abilities. Fair play and integrity demonstrated through honest umpiring and sportsmanship. Goal-setting for personal development and future participation. Self-confidence building through skill mastery and leadership roles. Healthy active lifestyles and regular physical activity benefits.

Teacher Guidance

Positioning

Primary position: Central location with clear sightlines to all four courts during game play section. Circulate regularly between courts for closer observation and support. During skill development activities, circulate among groups providing feedback and ensuring safety. During warm-up, position at side/front to observe student-led activity while being available for support. Avoid being stationary in one location - active supervision through movement.

Observation Focus

HEAD domain: Watch for tactical decision-making (passing choices, court positioning, creating space). Listen to coaching feedback quality and technical language use. Observe umpiring accuracy and confidence. Note problem-solving in game situations. HANDS domain: Focus on passing technique (hand position, weight transfer, follow-through), footwork legality (landing, pivoting), catching mechanics, shooting form, defensive positioning. HEART domain: Monitor communication between teammates, sportsmanship during competition, leadership behaviours, resilience when challenged, respect for umpires and opponents, inclusive behaviours.

Intervention Points

Intervene immediately for: dangerous play or contact, serious rule misunderstandings affecting safety, disputes escalating to conflict, equipment or environmental hazards. Prompt during activity for: technique errors requiring correction, tactical suggestions to develop play, encouragement when frustration evident, redirection when off-task. Allow independence for: normal game flow and umpiring decisions, peer problem-solving, tactical choices even if suboptimal, minor errors students can self-correct. Balance support with independence - this lesson emphasises student leadership.

Demonstration Notes

Limited teacher demonstration in this lesson emphasising student independence and leadership. Demonstrate: Umpiring signals and positioning if needed (whistle use, hand signals, movement patterns). Demonstrate: Coaching feedback delivery modelling specific, constructive language. Demonstrate: Excellent sportsmanship through own behaviour - respectful, enthusiastic, fair. Use student demonstrations throughout: 'Stop! Everyone watch [Name] - see that perfect footwork? That's the standard!' Highlight exemplary practice making learning visible through peers not teacher.

Verbal Cues

•'Use the width - spread across all three channels!'
•'Quick release - pass and move immediately!'
•'Coaches, give specific feedback with technical language!'
•'Umpires, confident voice and clear signals!'
•'Drive hard then change pace - sell the movement!'
•'Look for the pass before you receive it - heads up!'
•'Footwork! Watch those landings and pivots!'
•'Create space - don't bunch together!'
•'Communication! Call for the ball!'
•'That's excellent sportsmanship - well done!'
•'Remember your coaching feedback - apply it now!'
•'Show me everything you've learned in 8 weeks!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 15m per netball court to allow regulation court markings plus minimum 2m clear safety zone around perimeter. For four simultaneous courts, require full sports hall or multiple outdoor courts with adequate separation (minimum 2 metres between court boundaries) to prevent ball or player crossover between games.

Surface Check

Indoor: Clean, dry, non-slip sports hall floor free from moisture, dust, or debris. Check for any damaged floorboards or uneven surfaces. Outdoor: Even tarmac or artificial surface checked for standing water, moss, loose gravel, or cracks. Surface must provide adequate grip and be free from trip hazards. Court line markings should be visible but not raised creating trip risk.

Equipment Safety

Safety Checks

•Netball posts secured and stable - perform shake test before activity begins
•Post padding in place if available to prevent impact injuries
•Netballs properly inflated to regulation pressure (not over or under-inflated)
•Bibs checked for tears or damage that could cause tripping on trailing fabric
•Cones and throw-down markers positioned flat and secure, not creating trip hazards
•Whistles cleaned/sanitized between users following hygiene protocols
•Score sheets and clipboards stored safely at sidelines not in playing area
•All equipment stored appropriately when not in use preventing trip hazards

Risk Management

Key Risks

•Collisions between students when multiple games running simultaneously - requires adequate spacing and awareness
•Contact during gameplay (pushing, elbowing, obstruction) - requires umpire vigilance and rule enforcement
•Falls from jumping, landing, or loss of balance - requires proper footwear and surface conditions
•Ball impact injuries (face, head, body) - requires awareness and passing control
•Ankle or knee injuries from pivoting, jumping, sudden direction changes - requires proper warm-up and technique
•Overexertion or fatigue in high-intensity lesson - requires monitoring and rest periods
•Post impact if student runs into stationary post - requires awareness and safe play area
•Finger injuries from ball catching/impact - requires proper catching technique and appropriately inflated balls

Risk Mitigation

•Comprehensive warm-up including pulse-raising and dynamic stretching prepares body for activity
•Progressive skill building throughout unit ensures students prepared for game intensity
•Clear boundaries established and enforced between multiple courts
•Umpires empowered to stop play immediately if safety concerns arise
•Rules enforced consistently particularly regarding contact and dangerous play
•Proper catching and passing technique taught and reinforced throughout unit
•Landing and footwork technique emphasised reducing injury risk from poor technique
•Adequate rest and rotation periods built into lesson structure
•Students instructed to look ahead when moving, aware of posts and boundaries
•Teacher maintains comprehensive oversight of all courts with ability to intervene
•Emergency stop signal established (teacher whistle or raised hand) for immediate cessation
•Appropriate footwear required (trainers with good grip and ankle support, no slip-on shoes)
•Students with medical conditions (asthma, diabetes, joint problems) identified and monitored

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned centrally with sightlines to all four courts during games
•Regular circulation between courts maintaining active supervision
•Particular attention to defensive play monitoring contact levels
•Watch for fatigue signs: reduced coordination, laboured breathing, loss of concentration
•Monitor court boundary awareness ensuring students not drifting into adjacent courts
•Observe post areas during goal circle play ensuring awareness and safe distances
•Support student umpires but allow them authority - only intervene for serious safety concerns
•Ensure equipment managed safely during transitions and rotations
•Monitor emotional states watching for frustration, over-excitement, or disengagement affecting safety
•Check all students accounted for and engaged throughout lesson

Emergency Procedures

In event of injury or incident: 1) Immediate stop of all activity using emergency signal (whistle blast or raised hand and loud 'STOP!'). 2) All students freeze and move safely to designated assembly area away from incident. 3) Teacher attends to injured student, assesses situation, administers appropriate first aid. 4) Send responsible student to summon additional help if needed (office, first aider, emergency services). 5) Do not move injured student unless immediate danger (move only if qualified and necessary). 6) Keep injured student calm and comfortable, monitor condition. 7) Complete accident/incident documentation following school policy. 8) Contact parents/guardians as appropriate. 9) Resume activity only when safe to do so and students emotionally ready. All staff must know location of first aid kit, emergency phone, and emergency procedures.