Attacking Play & Teamwork

Overview

This is Lesson 4 of 6 in the Netball Skills and Strategy unit for Year 7. Students will develop attacking strategies and understand the importance of communication and teamwork through game-based learning. This lesson closely aligns with the National Curriculum for England (PE) requirements for Key Stage 3, focusing on physical competence, tactical awareness, and collaboration.

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National Curriculum Links

• Key Stage 3 PE:
  • Pupils should be taught to:
    • Use running, jumping, throwing, catching, and kicking skills in isolation and combination.
    • Play competitive games, modified where appropriate [netball focus].
    • Develop tactics and team skills.
    • Analyse and improve their performance.
  • Statutory requirements:
    • Pupils should be taught to apply basic principles suitable for attacking and defending.
    • Understand and demonstrate cooperation and effective communication during physical activity.

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Learning Objectives

By the end of the lesson, pupils will:

1. Demonstrate an understanding of attacking strategies in small-sided netball games.
2. Show effective communication and teamwork skills during play.
3. Apply basic passing and movement techniques within a team scenario.
4. Reflect on performances and suggest improvements for attacking play.

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Success Criteria

Students will be successful if they:

• Communicate clearly with teammates to coordinate attacking movements.
• Execute at least two different attacking strategies (e.g. lead and pass, dodge and receive).
• Work collaboratively to create scoring opportunities in small-sided games.
• Identify strengths and areas for improvement in their attacking play.

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Resources

• Netballs (8-10)
• Cones to mark playing area and shooting zones
• Bibs/coloured vests (minimum 4 colours for teams)
• Whistle and stopwatch
• Whiteboard and markers (for notes and demonstrations)

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Lesson Structure (50 minutes)

1. Starter – Dynamic Warm-Up and Quick Passing Drills (8 minutes)

• Brief warm-up involving jogging, dynamic stretches, and ball-handling skills.
• Introduce passing drills in pairs: chest pass, bounce pass, shoulder pass.
• Emphasise communication, e.g. calling player names before passing.

Rationale: Warm-up to raise heart rates and develop muscle memory for passing. Encourages communication from the outset.

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2. Introduction to Attacking Play & Teamwork (7 minutes)

• Teacher-led explanation (using whiteboard) of basic attacking strategies:
  • Lead and pass (making a run to receive the ball).
  • Dodging to lose a defender.
  • Creating space through movement.
• Discuss importance of teamwork and communication for successful attacking play.
• Show a short demonstration with selected pupils or teacher-led.

National Curriculum focus:
Understanding and applying tactics and teamwork in a modified game context.

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3. Mini Game 1 – 4v4 Modified Netball (15 minutes)

• Set-up four teams of 4, ensuring mixed-ability grouping.
• Play small-sided games (5 minutes each, two matches).
• Emphasise applying attacking techniques learned.
• Encourage communication (calling, eye contact).
• Teacher observes and gives real-time feedback, stopping play occasionally to reinforce learning points.

Differentiation:

• Lower ability: Focus on simple lead and receive passes, support to find space.
• Higher ability: Practice more advanced dodges, leading a play, and quick decision making.

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4. Skill Focus and Peer Coaching (7 minutes)

• Regroup, invite groups to discuss what attacking moves worked well and where their teamwork could improve.
• Advanced pupils lead peer coaching: demonstrate an attacking move or communication tip to their group.
• Teacher circulates to support.

Extension for advanced learners:

• Encourage them to develop a team-specific attacking strategy for next game (e.g., cutting into space at certain times).

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5. Mini Game 2 – 5v5 Netball with Team Strategy (10 minutes)

• Rearrange groups to play 5v5, incorporating roles (e.g., Goal Attack, Wing Attack).
• Challenge: Teams apply their chosen attacking strategy and work together to score.
• Teacher observes and uses questioning to promote reflection during breaks.

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6. Cool Down & Reflective Discussion (3 minutes)

• Slow jogging and stretching.
• Whole class reflection: What attacking tactics helped your team? How did communication impact your game?
• Teacher summarises key learning points and sets expectations for next lesson (Defending Play).

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Differentiation Strategies

• Mixed-ability groups to enable peer support and model behaviour.
• Use visual cues and brief demonstrations for students who benefit from seeing skills performed.
• Simplify instructions for lower-ability learners (e.g., focus on just passing and leading).
• Provide advanced pupils with leadership roles and opportunities to lead team tactics.

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Assessment

• Formative Assessment: Teacher observation checklist on:
  • Communication: Are pupils calling for the ball and signalling intentions?
  • Attacking strategy application: Do pupils use leading, dodging, and passing effectively?
  • Teamwork: Observe cooperation, support, and encouragement.
• Peer assessment & self-reflection: Use questioning after games to encourage pupils to identify what worked well and what could improve.

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Next Steps

• Lesson 5 will focus on defending strategies building upon the attacking principles learned, continuing to enhance tactical understanding and teamwork.

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Note: This lesson encourages active participation and critical thinking in a fun, game-based environment consistent with the National Curriculum’s emphasis on skills development, tactical awareness, and personal/social development through PE.