Netball Skills Progression

Overview

This three-lesson sequence develops Year 3–4 students’ netball skills from safe movement and passing to defending and a modified game. Each 30-minute lesson is designed for 16 students, with small-sided activities, clear roles and progressive challenges so all learners can participate successfully.

Lesson One: Moving and Passing

Learning intentions

• We are learning to pass and receive accurately.
• We are learning to move into space.
• We are learning to use controlled footwork and avoid contact.
• We are learning to encourage teammates.

Success criteria

• I can show my hands as a target and watch the ball.
• I can land and stop safely without stepping.
• I can pass to a teammate’s space or hands.
• I can move to space after passing.

Curriculum links

• Accurate passing and receiving over short and longer distances depend on correct technique and body positioning.
• Avoiding contact and using controlled footwork helps players stay within the rules of the game.
• Students develop movement skills, cooperation and safe participation through invasion games.

Lesson structure (30 minutes)

1. 0–5 min · Warm-up: Traffic lights. The teacher uses the visual instruction step cards as movement prompts and calls “green” for jogging, “amber” for side-stepping and “red” for a balanced stop; students move safely in the space, keeping their eyes up and avoiding contact.

2. 5–9 min · Demonstrate passing. The teacher models a chest pass, showing two hands, elbows bent, step towards the receiver and follow-through; students practise the shape without a ball, then repeat with a partner.

3. 9–17 min · Partner passing challenge. The teacher places students in pairs with one ball and gradually increases the distance; students complete ten controlled passes, then move one step further back if they can pass and receive successfully.

4. 17–24 min · Pass and move. The teacher organises four groups of four in small squares and reminds students to pass, move to a new cone and show their hands; students pass around the square, calling the receiver’s name before passing.

5. 24–28 min · Keep-away game. The teacher adds one passive defender to each group and reinforces no contact, pivoting and passing into space; students keep possession for five passes, rotating the defender after each attempt.

6. 28–30 min · Reflect and cool down. Students walk, stretch and share one passing cue with a partner before completing the reflection prompts exit-ticket slips with one sentence or drawing.

Resources

• Netballs or soft balls, one per pair
• Cones
• Bibs or coloured bands
• Four small playing areas
• Whistle
• Visual instruction step cards
• Reflection prompts exit-ticket slips

Assessment

• Observe whether students use two hands, step towards the target and watch the ball.
• During keep-away, check for controlled footwork, safe spacing and movement after passing.
• Review exit slips to identify a passing skill to revisit.

Differentiation

• Use larger, softer balls, shorter distances and stationary receivers for students needing support.
• Allow students to trap the ball briefly before passing, then remove this help when ready.
• Challenge confident students to pass with their non-dominant side, use longer distances or complete five passes while moving.
• Pair EAL learners with supportive partners and use the visual cards to reinforce actions without relying only on verbal instructions.

Lesson Two: Finding Space and Defending

Learning intentions

• We are learning to move into space to receive a pass.
• We are learning to mark an opponent safely.
• We are learning to use body positioning when defending.
• We are learning to make quick, fair decisions.

Success criteria

• I can move away from a defender and show a clear target.
• I can stay between my player and the ball.
• I can defend with space between bodies and no contact.
• I can pass or move quickly after receiving.

Curriculum links

• Accurate passing and receiving depend on correct technique and body positioning.
• Different body positions can be used for first-stage marking and defence.
• Students apply movement strategies, cooperation and fair play in an invasion-game context.

Lesson structure (30 minutes)

1. 0–5 min · Warm-up: Shadow movement. In pairs, one student leads jogging, side-stepping and stopping while the other mirrors without touching; students swap roles after 30 seconds, maintaining safe space.

2. 5–9 min · Defensive demonstration. The teacher models a side-on defensive stance: knees bent, eyes on the player and ball, arms comfortably positioned and one arm’s length away; students practise moving in this stance around a cone.

3. 9–16 min · Gate passing. The teacher creates four cone gates and places one defender near each gate; attackers try to lead through a gate to receive a pass while defenders block the route without contact, then students rotate roles.

4. 16–23 min · Three-person attack and defence. In groups of three, two attackers pass while one defender marks; students score one point for a successful pass to a moving player, rotating after each attempt.

5. 23–28 min · Small-sided game. The teacher runs four-versus-four games in two areas, using a rule that players may hold the ball for three seconds and must pass after stopping; students practise moving, marking and calling for the ball.

6. 28–30 min · Review. Students walk and stretch, then tell a partner one safe defending action and complete the reflection prompts exit-ticket slips.

Resources

• Netballs or soft balls
• Cones
• Bibs
• Two small courts
• Whistle
• Visual instruction step cards
• Reflection prompts exit-ticket slips

Assessment

• Watch for defenders staying one arm’s length away and keeping eyes on both player and ball.
• Ask students, “Where could you move to receive?” and “How can you defend without contact?”
• Note whether students pass within three seconds and move after passing.

Differentiation

• Begin with passive defenders or wider gates for students who need confidence.
• Give developing players a defined leading zone and allow a bounce pass if appropriate.
• Challenge advanced players to use a change of direction, fake lead or interception while remaining safe.
• Use clear demonstrations, gesture cues and mixed-ability groups; offer a walking option for students who need reduced intensity.

Lesson Three: Applying Skills in a Modified Game

Learning intentions

• We are learning to apply passing, receiving, footwork and defence in a game.
• We are learning to make safe choices under pressure.
• We are learning to communicate and support our team.
• We are learning to follow simplified netball rules.

Success criteria

• I can stop and pivot without stepping.
• I can pass to a teammate in space.
• I can defend without contact.
• I can communicate positively and follow the rules.

Curriculum links

• Controlled footwork and avoiding contact help players stay within the rules.
• Accurate passing and receiving rely on body positioning and technique.
• Students use movement skills, decision-making, cooperation and fair play in invasion games.

Lesson structure (30 minutes)

1. 0–5 min · Warm-up: Ball skills circuit. The teacher sets four stations—jog and stop, chest pass, pivot and shadow defence—and uses the visual instruction step cards to show each task; students rotate every 45 seconds.

2. 5–9 min · Game rules recap. The teacher demonstrates three simplified rules: three seconds with the ball, no running while holding it, and no contact; students practise stopping, pivoting and passing on a signal.

3. 9–15 min · Team strategy practice. In four groups of four, students practise getting open, passing and defending in a marked area; the teacher pauses play to ask, “Where is the safe space?” and “Who can support the ball carrier?”

4. 15–26 min · Modified netball games. The teacher runs two four-versus-four games, rotating teams every three minutes; students score by completing five passes or passing to a player in the end zone, with all players changing roles each round.

5. 26–28 min · Fair-play replay. Each team names one positive action they observed, then replays one short round focusing on that behaviour.

6. 28–30 min · Cool down and exit check. Students walk, stretch and complete the reflection prompts exit-ticket slips, naming one skill they can use in their next game.

Resources

• Netballs or soft balls
• Cones
• Bibs
• Two small courts or end zones
• Whistle
• Visual instruction step cards
• Reflection prompts exit-ticket slips

Assessment

• Use a simple checklist for passing accuracy, receiving, footwork, safe defence and communication.
• Pause games to question students about space, support and rule choices.
• Use exit slips to identify students ready for a larger game or needing further skill practice.

Differentiation

• Reduce defensive pressure, enlarge end zones or allow a bounce pass for students needing support.
• Give students rotating roles such as passer, receiver, defender and encourager so every learner contributes.
• Challenge confident players to complete a set play, intercept safely or use a longer pass.
• Provide visual rule reminders, repeated demonstrations and rest or walking options where required.