Netball Beginnings

Overview

In this first lesson of a 5-lesson unit, students are introduced to netball and focus on teamwork, sportsmanship, and safe movement in shared invasion-game spaces. They start learning how to send and receive the ball accurately over short distances and how to communicate to receive when in space.

Learning intentions

• WALT describe what netball is and why teamwork and sportsmanship matter.
• WALT follow simple netball rules, including the idea of not travelling with the ball after receiving.
• WALT pass and receive a ball over short distances with accuracy (chest pass, shoulder pass, bounce pass).
• WALT communicate to show when we are available to receive a pass.

Success criteria

• I can pass and receive the ball safely without bumping others.
• I can try a chest pass, shoulder pass, or bounce pass and aim for a teammate’s hands.
• I can stop and keep my feet still when I receive (no travelling).
• I can call or signal “ready” / “space” so teammates know I am available.

Curriculum links

• Physical Education: Invasion games — passing and receiving chest passes, shoulder passes, and bounce passes with accuracy (first over short distances).
• Physical Education: Invasion games — passing and catching without travelling.
• Physical Education: Invasion games — communicating when available to receive the ball in space away from the opposition.
• Health and PE learning focus — working with others in possession games and demonstrating positive sportsmanship.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and mindset. Teacher greets students, introduces the unit goal (“Netball fundamentals”), and asks students to think of one sportsmanlike behaviour. Students listen and share quick examples (e.g., “cheer for others”, “help a teammate up”).

2. 5–10 min · Netball basics (mini-talk). Teacher explains netball as a team invasion game where players pass, receive, and move into space while avoiding the opposition; emphasise safety and respect. Students repeat two key rules the teacher states: “No travelling after receiving” and “Respect others.”

3. 10–20 min · Warm-up: “Captain’s Space” (movement + communication). Teacher sets up a grid with cones (one grid for the whole class or pairs of grids). Assign a “captain” in each grid who calls for passes by pointing to a player in space. Students jog within the grid, call out when they are ready, and practise quick, safe movement away from the nearest defender-style marker.

4. 20–30 min · Skill stations: Passing and receiving (short distance accuracy). Teacher splits students into 3 stations and demonstrates each pass briefly:

• Chest pass: ball to teammate at chest height, push with two hands.
• Shoulder pass: ball comes from near shoulder, straighten arms.
• Bounce pass: aim ball to bounce once before teammate catches. Students rotate every ~3 minutes, practising with a partner; they aim at a target (hands/hoop/mini-marker) and count successful passes out of 5.

5. 30–38 min · Skill coaching: “No Travelling” receiving. Teacher demonstrates how to receive, then freeze feet (or “freeze step”) before moving again; reinforces safe stopping and body control. Students practise with a partner: one passes gently, partner catches, freezes, then returns a short pass only after the freeze.

6. 38–52 min · Game play: “Pass-and-Go Netball” (possession, space, sportsmanship). Teacher runs a simplified 4v4/3v3 game with rules designed for Year 3:

• Allowed: pass to any teammate; players move but must stop when they receive.
• Not allowed: running with the ball (travelling).
• Scoring: 1 point for completing 3 consecutive passes without the ball being intercepted (or into a target area if using zones).
• Sportsmanship: after a turnover, teams high-five or give “good try” to the other team. Students play in small games, using communication (“ready”, “space”) and selecting teammates who are moving into space away from opposition.

7. 52–58 min · Cool-down: “Respect Circle”. Teacher leads a calm stretch and asks: “What helped your team keep possession?” Students share one teamwork idea and one sportsmanship behaviour they noticed.

8. 58–60 min · Exit check. Teacher asks two quick questions and listens for responses:

• “What do we do with our feet when we receive?”
• “Name one pass type we practised.” Students respond verbally or on the spot with a show-of-hands.

Resources

• Soft netball-sized ball or foam balls (enough for stations)
• Cones and markers to create grids and targets
• Scarves or bibs for defenders/teams
• Hoops or hoops-on-the-ground as catching/aim targets (optional)
• Stopwatch or timer for rotations
• Visible “No travelling” and “Ready to receive” cue cards
• First-aid kit (school standard)

Assessment

• Teacher observation checklist during stations: safe passing/receiving, accuracy attempts, and correct “freeze on receive” behaviour.
• Listening check during “Captain’s Space” and the game: do students communicate availability in simple ways?
• Exit question confirmation: students can state the “freeze/no travelling” rule and identify at least one pass type.

Differentiation

• Support: provide sentence starters (“I’m ready”, “I’ve got space”, “Freeze!”) and smaller targets for catching; allow closer distances for passing.
• Support: model correct hand position and use slower, softer throws at first; partner with a supportive student.
• Extension: for students ready to challenge, increase passing distance by 2–3 metres, add a second call (“left/right space”), or require bounce passes only for one round.
• SEN/EAL: give clear visual cues (cue cards), demonstrate with one student model, and use fewer rule changes; pair EAL learners with a partner who can model communication phrases.