Smart Shooting Skills

Overview

Lesson 4 of 5 focuses on introducing netball shooting basics for Year 3: stance, aiming, and a safe, consistent release. Students apply these skills in short station practices and a friendly “Shoot and Score” game, building toward scoring and effective attacking in later lessons.

Learning intentions

• WALT choose a stable shooting stance and position their body towards the goal.
• WALT demonstrate a consistent underarm shooting action with good follow-through.
• WALT aim, release, and try again to improve accuracy.
• WALT work safely and respectfully in shooting stations and small games.

Success criteria

• I can stand with feet balanced and facing the goal before I shoot.
• I can use an underarm action to release the ball and keep my arm moving through.
• I can aim at a target on/near the hoop and adjust when my shot misses.
• I can practise with my group safely and encourage others.

Curriculum links

• Physical Education / Invasion games (e.g. netball/Kiwi Ferns): accurate passing and receiving over short and longer distances depends on correct technique and body positioning (building the same idea of technique/body positioning for shooting).
• Physical Education / Striking and fielding (e.g. T ball): underarm and overarm throwing to a partner or target, including stepping with the opposite foot and following through (used for shooting release and follow-through).
• Invasion games (e.g. netball/Kiwi Ferns): passing and receiving chest passes, shoulder passes, and bounce passes with accuracy (used in the set-ups for getting the ball to shooters).
• Invasion games (e.g. netball/Kiwi Ferns): attack involves attempting to score points (students practise shooting to score in games).

Lesson structure (60 minutes)

1. 0–5 min · Warm-up: move and aim. Teacher sets a warm-up with dynamic movement (jog, high knees, arm circles) and a quick “aim and freeze” where students point/face the target with safe spacing. Students follow teacher cues and practise aiming with their bodies facing the hoop.

2. 5–12 min · Direct teach: shooting stance & release. Teacher demonstrates the key points: “ready stance” (feet apart for balance, knees soft, body facing hoop), hold the ball at shooting side, then step/plant and shoot using an underarm release, finishing with follow-through towards the target. Students mirror the movements without throwing hard, focusing on stillness at the set-up and clear follow-through.

3. 12–20 min · Station 1: “Aim then shoot” close targets. Teacher places students at a close distance (within safe reach) with a hoop height appropriate to Year 3 and a visual target (e.g., hoop rim/spot on netting). Students take 5–6 shots each, calling “ready–aim–shoot”, then retrieve quickly and stand back behind the line.

4. 20–28 min · Station 2: “Release drills” with cues. Teacher uses two simple cue cards: “step and plant” and “follow-through”. Students practise 6–8 gentle shots/soft passes into a small area target (or into the hoop with a short arc), repeating until they feel the release is consistent.

5. 28–36 min · Station 3: “Feed & shoot” (short passing). Teacher sets up pairs/small groups where one student feeds a ball to a shooter (chest or shoulder pass depending on what the group knows) and the shooter attempts a set shot after receiving. Students rotate roles, aiming for accurate delivery to the shooter and then an accurate shot.

6. 36–44 min · Mini-game: Shoot and Score. Teacher explains rules: teams of 3–5 with one shooter at a time; after each shot the ball returns to the next player; point scoring is based on successful shots; defending is not contact—students only stand in their space and encourage. Students play a short round (2–3 minutes), keeping the focus on trying and respectful cheering, then rotate.

7. 44–55 min · Station 4: “Accuracy challenge” (adjust and improve). Teacher introduces a simple challenge ladder: first hit the easiest target, then move to a slightly tougher line or smaller “spot” on the hoop/net. Students choose to try the next level after a successful set, using feedback from the teacher/cue cards (“Are you facing the goal? Did you follow through?”).

8. 55–60 min · Cool-down and quick reflection. Teacher leads light stretching and asks two quick reflection prompts: “What helped your shots improve?” and “Which cue will you use next time?” Students answer with a partner then share one idea with the class.

Resources

• Netball-style balls (or similar size soft balls) suitable for Year 3
• Mini hoops or ring targets, cones for shooting lines, and wall/board targets if needed
• Bibs/markers to create teams and stations
• Cue cards: “ready stance”, “step and plant”, “follow-through”
• Practice balls for stations (enough for quick turns)
• Retrieval areas and cones to manage safe spacing
• Timer for game rounds and rotation

Assessment

• Teacher observation checklist during stations: stance facing goal, stable balance, underarm release, and follow-through.
• Target accuracy check: count successful shots out of a small set (e.g., 5 shots) to notice improvement.
• Quick exit question: “Name one cue you used today to shoot more accurately.”

Differentiation

• Support: allow closer distance and larger targets; provide sentence stems for peer feedback (“I noticed…”, “Try…”) and demonstrate first for students needing modelling.
• Support: use a “guided cue” (teacher points to cue card) before a student shoots.
• Extension: increase distance slightly or reduce target size; challenge students to alternate between two shooting spots or attempt a set number of consecutive hits.
• EAL/SEN: keep instructions to short phrases, repeat key cues, use gestures, and ensure students know rotation and where to stand safely.