Game Rules & Refereeing

Overview

Unit: Netball Skills and Strategy (Lesson 5 of 6)
Duration: 50 minutes
Class Size: 25 students
Age Group: Year 7 (11-12 years)
Curriculum Reference: National Curriculum for England - Physical Education (Key Stage 3)
Focus: Understanding official netball rules and practicing refereeing skills through active gameplay

---

National Curriculum Links

• Pupils should be taught to:

  • Develop competence to excel in a broad range of physical activities (NC PE KS3)
  • Learn rules, strategies and conventions of netball to apply in performance and understanding (National Curriculum for PE - Principles of Activity and Performance)
  • Take part in competitive sports and activities, being aware of fairness and respect for rules (NC KS3)

• Key Competences:

  • Tactical awareness and strategic thinking through gameplay
  • Communication and leadership in officiating roles
  • Decision making under pressure
  • Collaboration and peer assessment

---

Learning Objectives

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

1. Explain at least 5 key official netball rules (e.g., footwork, obstruction, contact, centre pass, scoring).
2. Demonstrate basic refereeing skills such as signalling and decision-making during controlled game scenarios.
3. Participate confidently in mini games applying refereeing and gameplay understanding.

---

Success Criteria

• Students can accurately verbalise the rules when prompted.
• Students confidently apply refereeing signals and calls during games.
• Students show fair play and respect in officiating roles.
• Differentiated support enables all students to remain engaged and succeed.

---

Resources

• Netball court or marked playground area
• Netballs (5-7)
• Rule cards (simplified vs standard) for differentiation
• Whistles (3)
• Referee signals posters displayed visibly
• Stopwatch or timer
• Whiteboard and marker

---

Differentiation

Group	Strategies
Lower ability	Provide laminated simplified rule cards; paired refereeing roles with a confident peer; smaller game zones for easier control.
Average ability	Use standard rule cards; rotate refereeing and playing roles; scaffolded questioning during rule explanation.
Higher ability	Create a peer quiz on netball rules; lead referee discussions; mentor lower ability referees.

---

Lesson Breakdown

1. Starter (5 minutes)

• Activity: Quick Fire Rule Recall
  • Teacher calls out gameplay situations (e.g., “What happens if a player steps out of their area?”)
  • Students shout out or show thumbs up/down to answers.
• Purpose: Activate prior knowledge from previous lessons and engage students.

2. Direct Instruction (8 minutes)

• Teacher explains 5 key official netball rules focusing on:
  • Footwork (no stepping when holding the ball)
  • Obstruction (minimum 1 metre distance)
  • Contact (no physical contact allowed)
  • Centre pass rules
  • Scoring and goal circle entry
• Use visual aids (posters, diagrams).
• Refer to rule cards, explaining how to use them during gameplay.

3. Refereeing Skills Introduction (7 minutes)

• Teacher models basic referee signals: whistle blow, ‘footwork’ signal, ‘obstruction’ signal, ‘contact’ call, and restarting play.
• Students mirror signals in pairs.
• Emphasise clear communication, positioning, and fairness.

4. Game-Based Activity (20 minutes)

• Controlled Mini Netball Games:
  • Split class into 5 groups of 5 players. Each game lasts approx. 4 minutes.
  • Assign one student in each group as referee, rotating every game.
  • Referees use whistles and signals, consulting rule cards if needed.
• Teacher circulates, supports referees and players, giving timely feedback.
• Encourage reflection on calls made and how rules were applied in real time.

5. Peer Quiz Creation Extension (5 minutes)

• Advanced pairs or groups create 3-5 question quizzes on netball rules.
• These can be shared at the start of next lesson or as an independent task.

6. Plenary & Assessment (5 minutes)

• Whole class discussion: “What are the most important rules to remember?”
• Self and peer assessment: use traffic light cards (red, amber, green) for confidence in rules and refereeing.
• Exit ticket: One new rule understood and one refereeing skill learned, written on whiteboard or individual cards.

---

Assessment

• Formative: Teacher observations of student refereeing skills and rule knowledge during games.
• Summative: Plenary exit ticket responses.
• Peer feedback on refereeing decisions.
• Quiz questions created by advanced learners provide evidence of deeper understanding.

---

Additional Notes

• Maintain a positive, encouraging environment where mistakes in refereeing are learning opportunities.
• Use whistle only when necessary to keep flow of play.
• Encourage students to respect the referee’s decisions as part of fair play.

---

This lesson plan ensures alignment with the National Curriculum, encourages inclusive participation, and promotes active learning through engaging game-based tasks and peer teaching opportunities.