Netball Skills in Action

Overview

Students refine catching, landing and passing skills, then apply attacking and defensive strategies in modified netball games. The lesson builds from isolated technique practice to decision-making under pressure, with students adapting movement choices to solve game challenges.

Learning intentions

Students will:

refine safe catching and balanced landing technique
perform accurate shoulder, chest and bounce passes
use attacking and defensive movement to create or deny space
select and modify skills and tactics during a modified game

Success criteria

I can catch securely and land in balance without travelling.
I can choose and perform a shoulder, chest or bounce pass for the situation.
I can defend by staying goal-side, marking space and applying pressure safely.
I can communicate, make decisions and adapt my tactics during a modified game.

Curriculum links

Students recognise and use movement skills and sequences in physical activity.
Students identify and apply strategies to solve movement challenges.
Students demonstrate how strategies and actions can be transferred to solve movement challenges.
Students recognise and develop movement skills in physical activity or sport.

Lesson structure (50 minutes)

0–5 min · Brief and movement warm-up. Teacher displays the learning intention and safety cues using the opening and learning intention slides, then explains that students will work in groups of five. Students jog, change direction and complete dynamic movements in a marked area, responding to commands such as “stop”, “pivot” and “pass”.

Emphasise: eyes up, hands ready, land on two feet with knees bent, and no contact or kicking the ball.

5–12 min · Catch and land technique. Teacher demonstrates receiving a pass: move towards the ball, show target hands, watch it into the hands, absorb the catch and land under control with feet grounded. Students practise in pairs, passing gently and calling the receiver’s name before each pass.

Add a challenge after several successful attempts: the receiver starts one step away, catches while moving and lands balanced. Partners give one specific cue, such as “soft hands” or “bend your knees”.

12–22 min · Passing circuit. Teacher organises five groups of five at stations and uses the passing technique and station instruction slides to show the three passes:

chest pass for a quick, direct pass over a short distance
shoulder pass for distance or passing around a defender
bounce pass to pass safely below an opponent’s hands

Students rotate through short practices: stationary accuracy, passing while leading a moving player, and passing around a passive defender. The passer must call the type of pass before releasing it; the receiver must move into space and land legally.

22–30 min · Attacking and defending challenge. Teacher demonstrates creating space with a lead, change of direction and pivot, then demonstrates defending goal-side without contact. Students work in groups of three: one attacker, one defender and one feeder. The attacker attempts to receive the ball in a clear space; the defender denies the lead while keeping a safe distance. Rotate roles every minute.

Pause briefly to ask: “What movement helped the attacker get free?” and “Where should the defender position themselves to make the pass difficult?” Students identify and immediately trial one improvement.

30–44 min · Modified netball games. Teacher sets up five teams of five and runs two small-sided games, such as 4 v 4 with one rotating substitute or 5 v 5 in a reduced area. Use the modified-game rules and tactical prompts to explain:

possession changes after an interception, dropped ball or out-of-bounds ball
the player with the ball may pivot but cannot run
each team must complete three passes before attempting to score
award a bonus point when a team uses an appropriate pass or creates space with a clear lead
defenders must stay one arm’s length away and avoid contact

Students apply the skills, communicate and make tactical decisions. Between games, teams have one minute to identify a successful strategy and one adjustment, such as spreading wider, passing earlier or marking goal-side.

44–50 min · Cool-down and assessment. Teacher leads a slow walk, breathing exercise and stretches, then revisits the success criteria on the reflection and plenary slide. Students complete a verbal exit response to a partner: “Today I improved…”, “A pass I selected was… because…”, and “In the next game I will…”. Invite several students to share evidence from play.

Resources

Netballs, one per group where possible
Cones for boundaries and stations
Bibs or coloured bands for teams
Portable netball goals or target zones
Whistle and stopwatch
the Netball Skills in Action slide deck

Assessment

Observe catching and landing: students show hands early, watch the ball, land on two feet and maintain balance.
During the circuit and games, use questioning to check whether students can explain why they selected a chest, shoulder or bounce pass.
Formatively assess game application: accurate passing, creating space, goal-side defence, communication and adaptation after team feedback.

Differentiation

Support students with larger or softer balls, shorter passing distances, passive defenders and clearly marked target spaces. Allow a brief catch-and-settle before passing where needed.
Provide visual demonstrations and repeat key cues: “show, watch, absorb, balance”; “look, call, pass”; “goal-side, distance, pressure”.
Pair students thoughtfully and use rotating roles so every student experiences attacker, defender, feeder and observer responsibilities.
Extend confident students by requiring a give-and-go, a timed pass, a non-dominant-hand catch where safe, or a team explanation of how its strategy transferred from the three-player challenge into the game.
Students with mobility, coordination or sensory needs can use a defined safe zone, reduced movement demands, a lighter ball or an adapted role such as feeder, tactical coach or interceptor in a smaller area.

Teaching Instructions