Netball Skills and Games

Overview

This three-lesson sequence introduces Year 3 beginners to netball through playful, low-pressure activities. Students progressively learn safe movement, controlled footwork, passing, receiving, finding space, dodging and simple defending before applying these skills in a modified game.

Learning intentions

• WALT move safely and confidently in a netball space.
• WALT pass, receive and communicate with a teammate.
• WALT use controlled footwork, dodge and move into space.
• WALT begin to intercept and defend without contact.
• WALT apply these skills in a modified game.

Success criteria

• I can stop safely and keep my feet controlled when I have the ball.
• I can show my hands, call for the ball and pass to a teammate.
• I can move into open space or dodge away from an opponent.
• I can defend without contact and try to intercept at the right time.
• I can follow the rules and encourage others.

Curriculum links

• Attack involves attempting to score points.
• Communicating when available to receive the ball in space away from the opposition.
• Dodging to get away from the opposition.
• Avoiding contact and using controlled footwork to stay within the rules.
• Demonstrating timing to intercept by moving quickly and reaching out at the right time.

Lesson structure (Lesson 1 — 30 minutes)

1. 0–5 min · Warm-up game. Teacher sets out a safe playing area and explains “Traffic Lights”: green means jog, amber means side-step, red means stop in a balanced landing position. Students move, change direction and freeze without bumping, then practise landing with soft knees.

2. 5–9 min · Ball and safety introduction. Teacher demonstrates holding the ball, pivoting on one foot, and the rule “no grabbing, pushing or running with the ball”; students copy the movements with a partner and practise pivoting both ways.

3. 9–17 min · Passing pairs. Teacher models chest passes, bounce passes and showing hands, using the visual instruction step cards as reminders. Students work in eight pairs, beginning close together and taking one step back after five accurate passes.

4. 17–24 min · Gate passing. Teacher places cones as gates and challenges pairs to pass through as many gates as possible in two minutes. Students move to a new gate after each successful pass, calling the receiver’s name before passing.

5. 24–28 min · Numbers game. Teacher calls a number; that pair becomes attackers and tries to complete three passes while another pair shadows them without taking the ball. Students practise moving, passing and defending safely.

6. 28–30 min · Plenary. Teacher asks, “What helps a teammate receive the ball?” Students demonstrate showing hands and calling, then give a thumbs-up, sideways or down to show confidence.

Lesson structure (Lesson 2 — 30 minutes)

1. 0–5 min · Warm-up game. Teacher revisits Traffic Lights, adding “blue” for a quick dodge left or right and “yellow” for a controlled jump-and-land. Students respond to calls while keeping their eyes up and space around them.

2. 5–9 min · Find the space. Teacher shows how to move away from a defender, stop in open space and call “Here!” Students work in groups of three, with one passer, one receiver and one passive defender; roles rotate every minute.

3. 9–16 min · Keep-away circles. Teacher creates four groups of four and explains that the outside players pass around a middle defender. Students make three successful passes, then the defender changes; attackers spread out and move after passing.

4. 16–23 min · Dodge and receive. Teacher demonstrates a fake one way, push off and quick change of direction, while reminding students to avoid contact. Students work in pairs: one defender, one attacker; the attacker dodges to a cone, calls and receives a pass, then swaps roles.

5. 23–28 min · End-zone challenge. Teacher marks a scoring zone at each end. Teams of four score by completing four passes and receiving in the end zone; students may not run with the ball and defenders stay an arm’s length away.

6. 28–30 min · Plenary. Teacher asks students to name one way to get free. Students show the movement to a partner and complete the sentence, “I can find space by…”

Lesson structure (Lesson 3 — 30 minutes)

1. 0–5 min · Warm-up relay. Teacher organises four teams and demonstrates a relay using a chest pass, a pivot and a dodge around a cone. Students complete the course safely, encouraging the next player rather than racing into others.

2. 5–9 min · Defending and intercepting. Teacher demonstrates staying between the attacker and target, watching the ball, moving quickly and reaching only when the ball is travelling. Students practise shadowing in pairs, then attempt gentle interceptions with a soft ball.

3. 9–14 min · Three-player intercept game. Teacher sets up groups of three: passer, receiver and defender. Students try to pass across the defender; the defender earns a point for a clean interception and swaps roles after each attempt.

4. 14–26 min · Modified netball. Teacher creates two courts of eight, with four attackers and four defenders on each court. Students play short games: no running with the ball, three seconds to pass, no contact, defenders stay an arm’s length away, and a point is scored when the ball is caught in the end zone. Pause once to praise communication and reset safe play.

5. 26–28 min · Skill replay. Teacher challenges each team to score using three passes, a dodge and a clear call before the end-zone catch. Students apply the challenge during a final two-minute game.

6. 28–30 min · Reflection and assessment. Teacher asks students to identify one attacking and one defending action. Students finish with the traffic-light check-in cards, choosing green, amber or red for their confidence in passing, finding space and defending.

Resources

• Netballs or soft playground balls, one per pair or group
• Cones or markers
• Two bib colours
• Two small goals, hoops or marked end zones
• Whistle and stopwatch
• Safe, clearly marked playing area
• the visual instruction step cards
• the traffic-light check-in cards

Assessment

• Observe whether students stop safely, pivot without travelling, pass accurately and receive with hands ready.
• During games, check for calling, moving into space, controlled footwork, non-contact defending and appropriately timed interception attempts.
• Use the final traffic-light check-in to identify students needing further support; ask selected students to demonstrate one successful skill.

Differentiation

• Support beginners with softer or smaller balls, shorter passing distances, larger gates and passive defenders. Allow students to practise with a trusted partner before joining a game.
• Use the visual instruction step cards and demonstrate each task before students begin. Pair students carefully and give clear roles: passer, receiver, defender and encourager.
• For EAL learners, use gestures and repeated phrases such as “show hands”, “call”, “pivot”, “find space” and “no contact”.
• Extend confident students by requiring a pass after a dodge, encouraging quicker decisions, or awarding an extra point for a well-timed interception. Ensure all challenges remain safe and non-contact.