Competitive Game Play

National Curriculum Links

PE Key Stage 3 (Years 7-9):

• Pupils should develop competence to excel in a broad range of physical activities
• Pupils should engage in competitive sports and activities
• Pupils should understand and apply the rules and strategies of games
• Pupils should develop the ability to evaluate and improve performance

Specifically:

• Use running, jumping, throwing and catching in isolation and in combination
• Play competitive games, modified where appropriate… applying basic principles suitable for attacking and defending
• Develop an understanding of how to improve effectiveness in netball through tactics, teamwork, and strategy

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Lesson Overview

Unit: Netball Skills and Strategy
Lesson Number: 6 of 6
Duration: 50 minutes
Class Size: 25 students
Year: 7 (11-12 years)
Ability: Mixed (higher and lower ability)

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Learning Objectives

By the end of the lesson, students will be able to:

• Apply all previously learned netball skills (passing techniques, footwork, positioning) in a full competitive game.
• Demonstrate understanding and application of netball rules during match play (e.g., no stepping, footwork, offside).
• Work collaboratively and communicate effectively as a team to execute tactics.
• Reflect briefly on personal and team performance to identify strengths and areas for improvement.

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Success Criteria

Students will:

• Participate actively in a full netball game demonstrating adherence to the rules.
• Show effective teamwork through communication and strategic positioning during the game.
• Display skills such as accurate passing, correct footwork, and effective defending consistently.
• For extension, engage in peer or self-assessment explaining one way to improve.

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Resources Needed

• Full-sized netball court (or marked area suitable for 7v7 games)
• Netballs (3-5 depending on rotation)
• Bibs for team differentiation (5 sets recommended)
• Whistle and stopwatch/clock
• Whiteboard or flip chart for quick tactical reminders
• Assessment sheets for reflection (optional for extension)

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Lesson Structure

1. Starter (5 minutes) – Warm-Up with Rule Reinforcement

Activity: "Quick Fire Rule Relay"

• Students in 5 groups. Each group lines up and completes a short shuttle run while passing the ball down the line using chest passes.
• At each turn, teacher calls out a netball rule (e.g., “3 second rule”, “footwork”, “offside”) and students must verbally state or show an example of that rule before moving on.
• This energising starter refreshes both skill and rule knowledge.

Success Criteria:

• All students recall and verbalise at least 2 netball rules.

Differentiation:

• Lower ability groups can focus on simpler rules and passing accuracy.
• Higher ability students can include explanations of tactical implications of rules.

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2. Main Activity (35 minutes) – Competitive Game Play

Setup:

• Split class into 4 teams (6 players in each, 1 team has 7) to allow rotation.
• Two games played simultaneously or sequentially depending on space.

Instructions:

• Teams play a standard netball match (7 minutes per game with quick half-time tactical chat if time permits).
• Teacher acts as referee, enforcing rules and prompting correct technique.
• Encourage verbal communication and tactical awareness mid-game (e.g., calling for passes, marking opponents).

Adaptations:

• For lower ability students or smaller teams, reduce team size to 5v5 and shorten game duration to 5 minutes to maintain intensity and engagement.
• Allow rolling substitutions for rest and to keep players involved.

Success Criteria:

• Students demonstrate correct rule adherence (no stepping, correct footwork, passing from holding position).
• Effective team communication and positioning observed.

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3. Plenary (10 minutes) – Reflect and Evaluate

Activity:

• Gather students in mixed-ability small groups or pairs.

• Provide prompts to discuss:

  1. What went well in your game?
  2. Which rules were challenging to remember or apply?
  3. What could you personally or as a team improve next time?

• Higher ability students complete a short self or peer assessment sheet detailing one technical and one tactical point for improvement.

Success Criteria:

• Students articulate at least one strength and one area to improve related to gameplay or teamwork.

Differentiation:

• Support lower ability students with sentence starters (e.g., “I did well at ___ because ___”, “Next time I will try to ___”)
• Encourage higher ability students to link their reflections to specific rules or tactical decisions observed during the game.

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Differentiation Summary

Learner Type	Strategy	Outcome Focus
Lower Ability	Smaller teams, shorter games, simplified passing targets, focused rule reminders	Build confidence applying basic rules & skills
Higher Ability	Analyse performance, longer games, expanded tactical discussion	Deepen strategic understanding, self-improvement focus
Physical Needs	Allow use of modified equipment or roles (e.g., umpire, scorekeeper)	Inclusion in teamwork and understanding of rules
EAL / Additional Support	Use visual aids (rule posters), pair with supportive peers	Clear comprehension of rules and game flow

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Teacher Notes

• Emphasise positive behaviours such as sportsmanship and encouragement throughout the games.
• Use the whistle assertively to reinforce rule application and help embed them in competitive conditions.
• Capture quick notes on student performance to inform next unit planning or targeted skill work.
• Encourage peer feedback during plenary to nurture pupil voice and critical thinking.

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This lesson plan not only consolidates key netball skills and rules in a competitive, game-based environment (aligned with the National Curriculum for PE, England) but also supports a reflective learning culture — helping students grow as both players and thoughtful team members.