Land, Dodge, Receive

Overview

In this 25-minute netball session, students practise landing safely after moving and dodging into space to receive a pass. The activities build from individual movement skills to a small-sided game, with an emphasis on balance, agility, communication and safe participation.

Learning intentions

• WALT land safely and under control after jumping or changing direction.
• WALT dodge to create space away from a defender.
• WALT communicate when we are ready to receive the ball.
• WALT use accurate short passes and receive with soft hands.

Success criteria

• I can land with bent knees, balanced feet and my body under control.
• I can change speed or direction to dodge into open space.
• I can call “Here!” and show my hands when I am ready for the ball.
• I can pass accurately and receive without travelling.

Curriculum links

• Dodging to get away from the opposition, linked to agility.
• Accurate passing and receiving depend on correct technique and body positioning.
• Passing and receiving chest, shoulder and bounce passes with accuracy over short distances.
• Communicating when available to receive the ball in space away from the opposition.

Lesson structure (25 minutes)

1. 0–3 min · Welcome and movement warm-up. Teacher gathers students in a safe space, explains that today’s focus is “land, dodge and receive”, and displays the success criteria poster. Students jog, skip or side-step around the marked area, stopping on a signal to practise a balanced landing: feet apart, knees bent, chest up and eyes forward. Remind students to keep an arm’s length from others and land quietly like a cat.

2. 3–7 min · Demonstrate and practise landing. Teacher demonstrates a small two-foot jump and landing, showing a safe position and an unsafe stiff-legged landing; ask students which landing would help them stay ready to move. Students practise: jump on the spot, land and freeze for three seconds, then jump forward and land balanced. Progress by calling “left”, “right” or “back”, so students land facing the named direction. Check that knees bend and students do not fall into one another.

3. 7–13 min · Foxes and rabbits dodging game. Teacher places six attackers (“rabbits”) and six defenders (“foxes”) in pairs inside a clearly marked area. On “Go”, each rabbit tries to reach a cone or safe space while the fox shadows them without touching. Students swap roles after 30 seconds. Encourage rabbits to use a quick fake, stop-start movement or change of direction, then land balanced before moving again. Defenders use light feet, look at the attacker’s middle and keep a safe distance. Add a ball to each pair if appropriate: the rabbit carries it to a cone, lands under control after a small jump, then returns.

4. 13–19 min · Dodge, call and pass. Teacher organises four groups of three: one passer, one receiver and one passive defender. The receiver starts near a cone, dodges away from the defender into space, calls “Here!” and shows two hands. The passer delivers a chest pass; the receiver catches, lands or stops under control, pivots without travelling and returns the ball. Rotate roles every minute. Begin with passive defenders, then allow defenders to intercept but not knock the ball away or make contact. Remind students to pass to the receiver’s chest and use soft hands.

5. 19–23 min · Mini-game: Three-pass space challenge. Teacher creates two small courts, each with two teams of three. Teams score one point for three successful passes, provided the receiver has moved away from the defender, communicated and landed safely. Players may not run with the ball; they may pivot on one foot. Students defend without contact, spread out, and use dodges to become available. Pause briefly if needed to ask, “Where is the safest open space?” and “How did the receiver show they were ready?”

6. 23–25 min · Cool-down and reflection. Teacher leads slow walking, shoulder rolls and gentle stretches, then revisits the success criteria poster. Students show a thumbs-up, sideways or down for one criterion and tell a partner: “I improved at…” or “Next time I will…”. Finish with a quick verbal check: “What should your knees do when you land?” and “What can you say when you are ready for the ball?”

Resources

• Six cones or floor markers
• Six netballs or soft playground balls
• Bibs or bands for defenders
• Two clearly marked small playing areas
• Whistle or agreed stop signal
• the success criteria poster
• First-aid kit and access to drinking water

Assessment

• Observe landings during the warm-up and note whether students bend their knees, keep balance and remain ready to move.
• During the three-person activity, check for a purposeful dodge, clear communication, accurate passing and receiving without travelling.
• Use student responses and the final thumbs check to identify who needs further support with landing, footwork or creating space.

Differentiation

• Support: Increase the space, use a soft or larger ball, begin with no defender, and allow students to walk before progressing to jogging. Pair students thoughtfully and model each movement slowly.
• EAL learners: Demonstrate each action and use consistent visual or spoken cues: “bend”, “freeze”, “dodge”, “call” and “catch”. Accept pointing, a wave or “Here!” as communication.
• SEN or coordination needs: Reduce movement speed, provide a clear landing spot and allow extra preparation time. A peer may act as a supportive passer or stationary defender.
• Extension: Ask confident students to use a double dodge, move into a different space after passing, or complete the mini-game using a shoulder or bounce pass when suitable.