netball unit plan

Unit Plan Template

Unit Name: Netball Year Level: 8

VELS Level Unit Outcomes for Students Movement & Physical Activity – Combine

motor skills, strategic thinking and tactical knowledge to improve individual and team performance.

1. Demonstrate understanding of the role of each position in a game situation. (Garnham, 2007)

2. Demonstrate offensive and defensive tactical skills. (Garnham, 2007)

Movement & Physical Activity – Proficiently perform complex movements and manipulative skills.

1. Demonstrate proficiency in passing, catching, footwork, defending and goal shooting in game situations. (Garnham, 2007)

Interpersonal Development – Students accept responsibility as a team member & support other team members to share information, explore the ideas of others and work cooperatively to achieve a shared purpose.

1. Take on the responsibility of a different role each week (eg. Coach, captain, equipment organiser, etc.) in order to gain knowledge of the different roles within the game of Netball.

2. Explore and try ideas of classmates when searching for various game plans and strategies.

Thinking Processes – Apply creative thinking strategies to explore possibilities and generate multiple options, problem definitions and solutions.

1. Display the use of problem solving to discover multiple ways in which to use offensive and defensive strategies.

Content Instructional StrategiesPassing – chest pass, 1 handed pass, bounce, lob.

Peer Teaching/Direct Instruction

Catching – stationary and on the move. Peer Teaching /Direct InstructionFootwork – pivoting, run to stop Direct InstructionOffensive strategies – moving into space, passing to free players.

Guided Discovery/Direct Instruction

Defensive strategies – stay with your man, defending centre pass.

Guided Discovery/Direct Instruction

Goal shooting – defended and undefended shooting.

Peer Teaching/Direct Instruction

Goal defence – lean in, 3 feet rule, jump and landing.

Peer teaching/Direct Instruction

Position responsibilities – theory and games situation.

Direct Instruction/Cooperative Learning

(Garnham, 2007)

Resources - facilities Resources - equipment Netball courts (indoor or outdoor) Classroom for theory lesson

Netballs Colour bands Video (television) White board and marker Acromats (gymnastics mats) Netball bibs Whistle

Safety Requirements No contact (netball rules) to avoid collisions and injury Make sure equipment is out of the way to prevent accident and possible injury Make use of whistle to stop all activity. Make sure students know that the whistle means they have to

stop If using outdoor netball courts, bring sun cream to lesson and make sure all students have a hat

(especially in summer) Students should have appropriate clothing and footwear to minimise the risk of injury

Theory Game analysis Watch ¼ of netball game, each student assigned a position to watch and analyse Crossword Brainstorming roles of different positions in a netball game and the rules and infringements Test See lesson plan attached

Assessment Small test in class conducted during theory class Test duration 25minutes Students will be tested on:

o Positions on the courto Different skills and when they are usedo Basic rules of the game

See test attached Each answer is worth 1 mark and is out of 27marks

Practical Lesson Plan

Pre-service Teacher: Kristy Charles & Samantha Becker Venue Netball courts

Date _________ Lesson # 1 of 5 Year Level: 8 Lesson Duration: 100minutes # Students: 20-25

Lesson Topic: Passing and Catching Unit Topic: Netball Teaching Strategy: Peer Teaching and Direct Instruction

VELS Specific Lesson Outcomes for the students

Proficiently perform complex movements and manipulative skills.

Demonstrate proficiency in passing and catching in drill and game situations

Combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance.

Demonstrate understanding of the role of each position in a game situation

Equipment 15 Netballs2 lots of different colour bands

Personal Teaching Goals Get students actively involved in the class by giving them task cards and allowing them to give their classmates feedback on the skills they have

learned Use whistle to stop all activity Try to give all students individual feedback at some stage throughout the class

Post Lesson Reflection of Teaching_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Time Activity/Content Organisation Equipment Safety Considerations Cues / Questions00-10

10-30

Warm up- 2 laps jogging around netball

court- Christmas tree activity:

Jog on diagonal, side-step or straight

2 lines starting at one end of court either side of goal post

1st 2 people go, once they reach the outside of the court, next pair can go

Stop at other end of court- Stretches as a group: -

especially hamstrings, quadriceps, calves, ankles, shoulders.

Passing/catching drills - Task cards with the teaching points of the chest pass, 1-handed pass, bounce pass, lob and catch.- Class split into 4 groups of 5-6 students.- 1 student from each group is designated as leader to use the task cards and give feedback to fellow students.- Leader changes each time activity changes.- Teacher demonstrates each activity and gives teaching points before class splits upstudents practice activities in a zig-zag pattern.- Whistle = activity changeover

Christmas tree activity:

Stretches in a big circle as a group:

4 groups of 5-6 students throwing in a zig-zag pattern

None

4 Netballs

- Make sure students are spaced out when jogging around courts, if overtaking go around on the outside

- Everyone must run the same way around the court

- Use names when throwing the ball to someone so that they are ready to catch ball

- When whistle blows balls must go between feet and all activity stops

- Space groups out so that there is no interference

- Overtake on outside- Run clockwise around

court- Tell students that it is

important to stretch the specified muscle groups as they will be frequently used in netball

***See task cards attached for teaching points of each activity- Remind leaders to keep

giving feedback- Use call out names when

throwing the ball to them

30-40

40-55

Partner passes- 1 ball between each pair- Person with the ball cannot

step- Person without the ball must

run forward to receive the pass

- Continue up and back of the netball court

- Try each of the passes previously learnt1. Chest pass2. 1-handed pass (both

hands)3. Bounce pass4. Lob

- Ultimately have 2 netball courts, otherwise pairs will have to take turns

Star Pass1. 5-point pass- Groups of 5- Start with 1 ball and throw in the direction of a star- Add in more balls to make more complex (max of 5 balls)- One person within star is responsible for adding extra balls in- Students should call out names of those they are throwing to

OR…

- 1 ball each pair- Run up and down netball

court

- Groups of 5- Throw ball in direction of star

PTO for 6 star diagram

11 Netballs

As many netballs as people (can use basketballs if not enough netballs)

- Each pair should be spaced out enough to avoid collisions. If not enough space, pairs will have to take turns

- No extra equipment should be lying around for students to trip on

- When whistle blows, students stop and ball goes on the ground

- use names so that people know when a ball is coming towards them

- passing in one direction- make sure unused balls

are still and behind the feet of the person feeding the balls in

- Stop when have the ball- Don’t throw ball until

partner is in front of you- Teaching points for each

type of throw when they are performing it

- start with one ball- throw in the direction of

star- be aware of balls coming

at you constantly when maximum number of balls are involved

- students to call out names

- add balls in when comfortable and settled with the present number of balls

- balls added one at a time

55-65

65-80

2. 6 point pass- If not everyone can participate in groups of 5- Same as 5-point star except make 2 separate groups of 3- only the people within each group of 3 throw to each other- add balls in as in 5-point pass

In and Out- Group needs the same

number of people standing on inside of circle as on the outside of the circle

- Ball goes from inside person to outside person

- Ball travels in one direction (clockwise)

- Can add balls until there are as many balls as people

Pass vs. Sprint- 2 even teams- 1 team in middle of court are

the passes- Each person must take turns

in standing in the middle of the circle and passing a ball around to each of their team members. The ball must go back to the centre person each time

- Meanwhile, the running team is lined up on court sideline

- They must take in turns of

- 2 separate groups of 3 in the star

- Split class in half for 2 separate games

- Same number of people in and out

- 2 even teams

As many netballs as people

1 Netball

- ball thrown in same direction all the time to reduce risk of being hit with balls

- use names so that people know when a ball is coming to them

- have 1 designated person to add the extra balls into the activity, the balls should be placed behind them and not rolling around

- Make sure all equipment is out of the way, only 1 netball is needed for this activity

(Davis, 1999)

- ball must be thrown in the same direction at all time

- ball goes from outside to inside to outside etc.

- add balls in (can have as many balls as there are people

- call out names

- One runner at a time- Each person must have a

turn in the middle of the passers team

- Use short, fast passes- Passing team yells stop

when finished

80-95

95-100

running around the passing team

- When each of the passes have had their turn in the middle they must yell ‘STOP’

- Runners score a point for each of the runs they made back to the start position

- Teams swap roles

½ court Netball- 2 even teams (colour bands)- Use ½ of netball court- No stepping with the ball- If ball is dropped there is an

automatic turnover- Each time there is a turnover

the ball must go over the centre line of the netball court

- Score a goal when it goes through hoop

- Only 1 person from each team allowed in goal circle at any time

Closure- Pack up all equipment

Designate students for different things

- Go over teaching points of the different throws and the catch

- ½ court, 2 even teams

- Students gather in a semi- circle around teacher

1 Netball2 different coloured sashes

None

- Have subs so that there aren’t too many people on the court at once

- Use names

- People that aren’t packing up equipment should sit down in the semi-circle to wait for teacher

(Ford, n.d)

- No stepping with the ball- Ball must pass over the

half court line after each turn over

- Move into space- Defend person with the

ball- No contact- 1 person from each team

in goal circle

- Choose 2-3 people to put equipment away

- Go over the teaching points from the task cards

TASK CARDS

Teaching Points Netball Passes and Catches

1. Chest Pass- hold ball with 2 hands at chest height- spread fingers around the ball with thumbs behind, almost touching- keep elbows close to side- ‘flick’ ball forward with finger tips

2. One handed Shoulder pass- hold ball at shoulder height - fingers well spread- hip and shoulder rotation as ball is thrown- step onto the opposite foot- front foot should step to the direction of the pass- follow through with throwing arm- pass should be directed to the throwing arm of the catcher

3. Lob Throw- hold ball above and behind head- move ball slowly forward, moving their arm to their full extension- release the ball at this point with a wrist and finger ‘flick’ – the ball should move in a high arc, and at a reasonable speed

4. Bounce- position ball at either at chest height (for 2-handed) or hip height (for one handed pass)- direct the ball to the ground at a distance which allows a good catching position to be taken

- bend the knees and step forward as the ball is released

5. Catching- watch the ball all the way into the hands- reach out to meet the ball, fingers spread and thumbs behind the ball- give with the hands slightly and pull ball firmly towards their body

(Davis, 1999)


Pre-service Teacher: Kristy Charles & Samantha Becker Venue: Netball Courts

Date _________ Lesson # 2 of 5 Year Level: 8 Lesson Duration: 100 minutes # Students: 20-25

Lesson Topic: Footwork (run to stop and pivoting Unit Topic: Netball Teaching Strategy: Direct Instruction



Demonstrate proficiency in footwork, passing and catching in game situations.

Students accept responsibility as a team member & support other team members to share information, explore the ideas of others and work cooperatively to achieve a shared purpose.

Explore and try the ideas of classmates when searching for strategies.

Equipment NetballsColour bands (2 colours)Acromats (2)

Personal Teaching Goals Students to understand that you cannot step in Netball and what classifies as stepping To make good use of whistle for stopping activities Complete a number of activities so students can use their skills in a range of situations


Time Activity/Content Organisation Equipment Safety Considerations Cues / Questions00-10

10-15

15-25

Warm Up- Students run up and down

court, when whistle blows run on spot, when told keep going. (Can change the locomotor activity).

- Stretches as a group: - especially hamstrings, quadriceps, calves, ankles, shoulders.

Explain Basic Rules- Tell students of basic rules involved in the game of Netball

No stepping with ball Must be 3 feet away to

defend someone No contact Cannot bounce ball Different positions

- Explain and demonstrate: Pivot Having a grounded

foot

Run-to-stop activity- 2 groups, 1 group goes

first, then other group- Line up along end of court- Run up court when told- When whistle blows

everyone stops and pivots on one foot before continuing up court

Running activity- Students lined up along end of

court

Stretches- Students arranged in a circle

so they can see teacher

- Teacher in front of class explaining and demonstrating- Class in semi-circle

- 2 lines along end of netball court, one line goes first

None(whistle for teacher)

1 Netball for demonstration

None

- Make sure enough space between students when running (may need to go across 2 courts

- Students sitting down so they cannot go anywhere they aren’t supposed to

- Teacher has enough space to demonstrate without hitting students

- Make sure there is enough space between each student to avoid collisions when pivoting

- Stop and run on spot when whistle blows

- Keep running when told

- 1st foot to touch ground after catching ball must remain on ground until the ball has been passed

- Can turn around in a circle with the one foot on the ground the whole time

- Make sure the 1st foot that touches the ground doesn’t leave the ground during the pivot

- Whistle means stop and pivot

25-35

35-50

50-70

Pivot and Pass- 2 groups- Each group forms 2 lines- Front person from 1 line

runs out to receive ball from person at the front of the other line

- After receiving the ball they pivot and throw to the next person in their line

- Repeat

Time Leads- 2 groups- Each group spaced down

length of court- End person starts with the

ball- Next person runs out to

receive pass- Receiver then pivots and

throws to the next person who has run out to receive the pass

- Come back down the court, once finished

- Do this 3 times

Mat Ball- 2 even teams- 1 goalie each team, this

person stands on a mat at each end of the netball court

- If goalie catches ball on full, their team scores a point and ball goes back to centre

2 lines each group

- 2 separate lines down the court

- Each team begins on their own side of the court

- Goalies start on mats at opposite end

PTO for diagram

1 Netball each group

1 Netball each group

Colour bands1 Netball2 Acromats

- make sure students are clear on rules and instructions to avoid collisions

- Groups have enough room between them

- Make sure students are clear on rules

- Whistle means stop

- Make sure students understand rules

- No one else allowed on mats

- Whistle means ball and all activity stops

- Teacher to umpire

- Balance before throwing back

- Try to get activity flowing and continuous

- Time your leads- Land on outside foot- Pivot on this foot- Throw a little in front of

receiver so they move to it

(Davis, 1999)

- Run out before person with the ball pivots

- Quick powerful passes- Balance before throwing- Make activity quick and

continuous

(Davis, 1999)

- No stepping- Move into space- Remember to pivot

70- 90

90- 100

- Teams begin on their own side of the court

- When pass is dropped there is an automatic turnover

- No stepping with the ball- 3 second rule- No contact

The Gauntlet- 2 people separate from

rest of group who are defenders

- Defenders can move from side to side and want to tag the person who has the ball

- The pair must get from through the defenders, they can’t run with the ball

- When finished, ball air join defenders and the next 2 try to get through

Closure- designate people to pack

up equipment- go over the class- what we will be doing next

lesson

- Group of defenders and 2 attackers

- Teacher in front of class in a semi-circle

1 Netball

None

- Make sure students understand rules to avoid collision

- Whistle means stop and listen

- Students not putting equipment away should be sitting down

- All equipment must be packed away

- No stepping with the ball- Defenders to move side

to side only- If attackers get through or

are tagged they go to start of line and the last pair becomes attackers

- 2-3 students to pack up all equipment

- Teaching points of pivot- Next lesson: offensive

and defensive strategies


Pre-service Teacher: Kristy Charles & Samantha Becker Venue: Netball Courts

Date _________ Lesson # 3 of 5 Year Level: 8 Lesson Duration: 100 minutes # Students: 20-25

Lesson Topic: Offensive and Defensive Strategies Unit Topic: Netball Teaching Strategy: Guided Discovery/Direct Instruction


Apply creative thinking strategies to explore possibilities and generate multiple options, problem definitions and solutions

Display the use of problem solving to discover multiple ways in which to use offensive and defensive strategies


Take on the responsibility of a different role in order to gain knowledge of the different aspects within the game of netball

Explore and try the ideas of classmates when searching for various game plans and strategies

Combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance.

Demonstrate offensive and defensive tactical skills

Equipment NetballsWhistle2 lots of Netball bibs

Personal Teaching Goals Keep class organised and under control at all times by being well prepared and catering for the needs of all the students Allow students to keep themselves organised when participating in the SEPEP program Keep students active at all times. If not physically active, they can be thinking about different strategies they have used or that they could be using

Post Lesson Reflection of Teaching_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Time Activity/Content Organisation Equipment Safety Considerations Cues / Questions

00-10

10-15

Warm- up- 2 laps around netball court

(jogging)- Suicide runs up netball court (1

skipping, 1 jogging)- Stretches as a group: -

especially hamstrings, quadriceps, calves, ankles, shoulders.

Explain Offence and Defence within Netball- ½ team is offence- ½ team is defence- Centre position does a bit of

both- Offensive players try to keep

the ball in their possession Accurate passes to own

players Use different play situations

- Defensive players are responsible for regaining the ball from the opposite team 3 feet rule Intercepts

- Students will be exploring different strategies and tactics

PTO…

- Suicide runs: students line up along end of court Up to 1/3 line and back Up to 2/3 line and back Full court and back

- Stretches in a circle so can see teacher

Students sit in front of teacher in a semi-circle to listen

None

None

- Everyone run the same way around netball courts

- If need to overtake do it around the outside

- Students are spaced out enough so not running into each other

- Students are looking up and not at their feet so that they can see where the are running

- Whistle means stop

- Students sitting down so all can see and hear, to ensure no confusion during activities

- When running around courts, overtake on the outside and everyone runs the same way

- Run to 1/3 line first, then all the way back to start, then 2/3, then full, then 2/3, then 1/3.

Ask the class- What do offensive players

try to achieve?- What do defensive

players try to achieve?

15-20

20-30

30-40

Shadowing- Groups of 3 (attacker, thrower,

defender)- Defender stands so they can

see both players- Thrower should pass ball to

attacker at varying intervals- Defender tries to intercept ball- Swap positions when whistle

blows

2 vs. 1 keepings off- Groups of 3 (attacker, defender, thrower)- Groups are each designated to a small space- Attacker continually works to take passes from thrower- Defender works at positioning and intercepting- Swap positions when whistle blows

Line Work- Players line up in a line of

attackers and a thrower in front and 1 defender separate

- Defender should shadow first player from the line

- First attacker runs out to receive throwers pass

- The next attacker then runs out on the other side to receive

- Groups of 3- Defender in between

thrower and catcher

- Same groups as before

- First attacker runs out of line to receive the throwers pass

- Defender shadows this player

1 Netball per group of 3

1 Netball per group of 3

1 Netball for each group

- Groups spaced out and given an area that they have to complete the activity within

- Whistle means stop activity and balls down

- groups are given their own space to avoid collisions

- Whistle means stop all activity and listen

- Make sure students understand rules and instructions to avoid collisions and confusion

- Whistle means stop all activity and listen

- What were the attackers doing to make sure they got the ball? Keep moving Quickly run out in

front to receive pass Eye contact with

thrower- What were the defenders

doing to make sure they got the ball? Watching ball and

player Getting in front Following the player

(Davis, 1999)

- Defender – positioning and intercepting

- Attacker – takes passes from thrower

- Ask questions as above- Was anything done

differently to the last activity?

- Which position is harder?- Which position are you

more successful with?

- Get activity flowing, as soon as one attacker catches ball the other should be running out for a lead

- Defender sticks to the one attacker, doesn’t move on to next one as well

(Davis, 1999)

40-45

45-90

90-100

pass from first attacker- This player then returns ball to

thrower- Players rotate positions until

everyone has had a turn at each

Discuss Strategies and Tactics- Ask lots of open ended

questions- Which strategies worked well?- What did you do differently to

get the ball in each role?

SEPEP Netball Game- 3 teams (7 players plus subs)- 3 15minute games- Team that isn’t playing are

given jobs Umpires 2 coaches (1 each team) Equipment Time keeper Scorers

- Play Netball game with real Netball rules and positions Games only go for 10-15

minutes, then rotate

Closure- Pack up- What differences were there

when playing an actual game?- Strategies used?

- Next attacker receives pass from the first before passing back to the thrower

- Teacher in front and students in a semi-circle

- 2 teams on, one team off- Netball positions on court

- Teacher in front, students in a semi-circle

None

-1 Netball-Whistle-2 lots of bibs

None

- Students sitting down and all equipment out of the way

- 3rd team sits down on sidelines, well out of the way

- Rules must be clear- Teacher umpires as well

as student to ensure rules are being followed and to pull up any unacceptable behaviour

- Use names to make people aware ball is coming to them

- Students all sitting down- Only 2-3 students

designated to pack up equipment

- All students should be able to see and hear teacher (ask them)

- Ask the open ended questions in order for students to tell what they learned to do in order to be successful

- 3 games- 3 teams- 3rd team is given jobs to

do- No stepping- No contact- 3 feet- Cannot play ball- Cannot throw over a third- Can only go into your

areas position

- 2-3 students to pack up- Open ended questions so

that students have to think about their answers


Pre Service Teacher: Kristy Charles and Samantha Becker Venue: Netball Courts

Date _________ Lesson: 4 of 5 Year Level: 8 Lesson Duration: 100 minutes # Students: 20-25

Lesson Topic: Goal Shooting and Defending Unit Topic: Netball Teaching Strategy: Peer Teaching/Direct Instruction



By the end of the lesson students should be able to demonstrate the skills involved in goal shooting and defending in a game situation.

By the end of the lesson students will have attempted to shoot for goal defended/undefended.

Students accept responsibility as team members & support other team members to share information, explore ideas of others and work cooperatively to achieve a shared purpose.

During the SEPEP program take on responsibility of designated role such as captain, umpire etc. and share information with team members to enable the games to run smoothly.

Demonstrate an understanding of the goal defensive rules/skills such as lean in, 3 feet rule, contact, jump and landing and share this knowledge with team mates to help improve the whole teams performance.

Equipment - 4 cones- 12 netballs

Personal Teaching Goals- During SEPEP try not to interfere unless I have to, let students take on responsibility.- Perform appropriate demonstrations and try to make drills simple and not confusing.

Post Lesson Reflection of Teaching____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Time Activity/Content Organisation Equipment Safety Considerations00

04

0.10

0.13

0.17

Warm up- Students jog around outside of the court in a line. -Person at the front of the line performs an action everybody else follows once the whistle is blown person at the end of the line runs to the front and continues.

Working in pairs complete- 10 right hand straight passes- 10 left hand straight passes- 10 two handed straight passes- 10 passes with each player making a lead- 10 stationary lob passes- 10 lob passes with each player making a lead.Davis (1999)

Shooting demo by teacher then by volunteer student.

Peer teach shooting, imaginary ring (pick a point on the wall)In pairs practice shooting, partner give feedback if they are meeting the criteria. Hand out task cards so skill points can be checked off.

Around the world- Class split in half, one half around each semi circle.- Students can take 2 steps inside semi circle.- 1st play one round no outs, 2nd round out if the person after you gets it in

- Jog around full court

- Full court spread all the way

- Around ring students observing

- Students spread out across court, taking in turns practice shooting. Partner gives feedback then swap roles.

- Class in half around two semi circles (2 separate games).

- 12 netballs

- 1 netball

- 12 netballs

- 2 netballs

- Ensure people are watching where the are running to avoid collisions.- Spread out the class.

0.22

0.26

0.30

0.35

and you missed.- Last person out wins.

Two third court circuit- Players line up behind baseline- 1st player performs a 2ft jump over each of the cones then sprints to the 3rd line.- Player sprints back to the circle to receive a pass from the thrower.- Player gets ball and takes 2 large steps into the ring, steady & shoot a goal.- Player then rebounds the shot and takes the place of the thrower.Davis (1999).

Once everybody has ran through. Same drill however introduce a defender.

Goal circle drill- 4 throwers outside goal ring with 1 ball. 2 players in goal ring one forward one back.- They should remain on opposite sides of the circle.- Ball can be passed freely between the throwers/attackers. Except attackers may not pass to each other.- Attackers are attempting to shoot goals.- Also have 2 defenders.

(Davis,1999).

End zone ball- 2 designated goalies/defenders- No ring players have to pass ball to their goalie in the end zone without being intercepted/defended by defenders.

- Have 2 drills one at each goal circle.- Swap roles.

- 4 cones- 1 netball

- 4 cones- 1 netball

- 2 netballs.

- 1 netball- 4 cones

0.42

0.50

0.95

- Netball rules apply (no contact)- Winning team has the most catches by their goalie.

Ford (2007).

Half court netball- Designate 2 goal shooters from each team.- Anyone can defend however max no. of 2 defenders in goal ring.

SEPEP-Program- 3 teams- 3, 15min games- 1 team sits out at a time; they have their 2 umpires, scorer, equipment, timekeeper, coaches etc.

Stop game - Pack up- Students change- Dismiss

- Full court- 3, 15 min games 7and ½ min halves- Teams alternate like a round robin.

- 1 netball

- 1 netball- 2 whistles- Stop watch


Pre service Teacher: Kristy Charles and Samantha Becker Venue: Netball Courts

Date _________ Lesson 5 of 5 Year Level: 8 Lesson Duration: 100 minutes # Students: 20-25

Lesson Topic: Position Responsibility Unit Topic: Netball Teaching Strategy: Direct Instruction/Cooperative learning


Apply creative thinking strategies to explore possibilities and generate multiple options, problem definitions and solutions.

Demonstrate the use of problem solving to discover multiple ways in which defensive and offensive strategies can be used.

Students accept responsibility as team members & support other team members to share information, explore ideas of others and work cooperatively to achieve a shared purpose.

During the SEPEP program take on responsibility of designated role such as captain, umpire etc. and share information with team members to enable the games to run smoothly.

As a team work cooperatively to come up with various game plans to improve the team’s performance. Explain why they have chosen such strategies and how it will benefit their performance as a team.

Equipment - 10 netballs - Stop watch- 2 sets of netball bibs - White board marker- 2 whistles

Personal Teaching GoalsTo encourage students to share ideas and strategies to benefit the team and to ask appropriate questions throughout the lesson related to the lesson topic.


Time Activity/Content Organisation Equipment Safety Considerations Cues / Questions00

.06

.12

Warm up- Students jog around outside of the court in a line. -Person at the front of the line performs an action everybody else follows once the whistle is blown person at the end of the line runs to the front and continues.- 2 students run some static stretches.

Working in groups of threes complete- 20 right handed straight passes- 20 left handed straight passes- 20 chest passes- 10 long passes each with throwers half a court apart, player 1 runs towards 2 to receive a pass, pivots and passes to 3 to receive a pass.Davis (1999).

1 on 1- 2 lines of players line up with one thrower around 5m in front.- Thrower passes the ball towards the first two players. The players contest for the ball.- The player who doesn’t get the ball must step back 3 feet and defend the pass which is directed to the next player in line.- Both players then return to the end of the line and ball is passed back to the thrower.

- Jog around full court- Stretches completed in middle of the court with the 2 students at the front with a semi circle of students around them.

-Half court, groups of three spread out.

-Half court, players line up in two lines 5m from the thrower, contest for the ball, then head to the back of the line.

- 10 netballs

-1 netball - Netballs from last activity are out of the way.

.17 Attackers vs Defenders- Split class into two teams attackers and defenders give one team colour bands.- Position on court similar to netball positions indicated on the diagram. - Attacker at the end of the court starts with the ball and passes to an attacker in the goal third. The ball must be passed at least 4 times in each third before being passed to a player in the next third.- Only two from each team can be in the goal circle at the same time.- The attackers are aiming to pass the ball down the court and score a goal. If the ball goes out or is intercepted the attackers and defenders swap roles and play starts again. Davis (1999).

- 1 netball- 10 colour bands

- No contact, enforce 3 feet rule.

- Focusing on the positions of attackers and defenders- Pause play when feel the need to relate to an actual game sense- What are the attackers doing so that the defenders aren’t getting the ball? What positions would use such strategies? How can the defence stop attackers from getting the ball? Blocking, shadowing etc

.27

.32

Position responsibility discussion- Before playing a full court game briefly discuss with students the responsibility of each position. Get feedback from students, keep it short and sweet try not to loose their attention.

Full court game focusing on position responsibility defence/attack- Split class into 2 teams, let them allocate themselves positions.- Players left over score and observe and sub on throughout game.- Swap positions so students get a chance to play a variety of positions both attacking and defence.

- Bring students in the centre circle. Teacher standing up in front of them.

- Full court game. - 1 netball-2 sets of netball bibs

- No contact, all equipment out the way.

- What is the role of this position?- What are some of the skills that we have learnt that this position entails?- Strategies?

- Use teachable moments.- Stop game if needed, ex GA getting the ball really easily, shooting goals really easily What can GD do to increase pressure? etc.

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- Modify rules if needed to maximise participation/ work on skills eg, certain number of passes before shooting for goal, have at least two bounce passes.

Bring students in discuss game, briefly.

- Start SEPEP program 3 teams, 3 15min games.- Team that sits out scores, umpires, time keeps, equipment, coaches, scorer etc. each individual should have a designated role students swap every week so they get a chance to learn about the responsibilities for each role.

- Closure, equipment pack up, students get changed then dismissed.

- Students in centre circle, Teacher in front.

- Full court netball game -1 netball- 2 sets of bibs- 2 whistles- Stop watch- White board marker etc. for scorers.

- What strategies were working/ weren’t?- In your position what did you find difficult?- What strategies can we come up with as a group to improve such situations? Etc.- Encourage students to apply the strategies when playing in their teams in SEPEP.

- Encourage team talk at half time to discuss strategies, improvements, position swaps, listen to each others ideas etc.


Pre service teacher: Kristy Charles and Samantha Becker Venue: Classroom

Date _________ Lesson Theory Year Level: 8 Lesson Duration: 100 minutes

Lesson Topic: Position Responsibilities/Rules of Netball Unit Topic: Netball Teaching Strategy: Direct Instruction


Apply creative thinking strategies to explore possibilities and generate multiple options, problem definitions and solutions.

Demonstrate an understanding of all the positions in netball and their responsibilities and use creative thinking to develop solutions on the knowledge test about the role of the positions, rules and infringements in the games of netball.


In this lesson students will share information and explore each others ideas when working in small groups and as a whole class to come up with ideas, strategies and knowledge to complete the set tasks.

Equipment - Television and video player - Crossword- Whiteboard marker- Handouts from netball Australia

Personal Teaching GoalsTry to make the class as interesting as possible by keeping students engaged and to keep prompting students for ideas don’t just hand them the answers.


Time Activity/Content Organisation Equipment Safety Considerations Cues / Questions00

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Position responsibility brainstorm- Students split into seven groups each group gets assigned a position.- Students brainstorm as many roles, responsibilities, tactics that position may use that they can think of. They must also state where that position is allowed to move on the court.

- Each group presents the ideas that they have brainstormed to the class.- Students discuss add any more ideas.

Pass around handouts from netball Australia on position responsibility discuss as a class the tasks of each position covering the points that were not stated by the students.

Game analysis- Students in the same groups as before still assigned to their certain position watch a quarter of a netball game and jot down points on how that position is playing, is the player completing the tasks that were discussed earlier, strengths weaknesses etc.

- Teacher at the front students in small groups sitting at their tables.

- One or two representatives from each group come to the front of the class and share their group’s ideas.- Teacher scribes on whiteboard.

- Students sitting at table’s teacher at the front of class.

- TV and video at the front of the class, students sitting at tables in their small groups.

-Whiteboard marker

- TV and video player

- Help students by giving them some ideas like, what is this positions opponent? Are they defending/attacking? What other positions does this position work closely with? Etc.

- Prompt other students to add more ideas.

- The handouts go into greater detail of the roles of each position, just cover points missed by students.

- To make it easier for students encourage each person in the group to look for different things for example; one member watch if they are sticking on their opponent, other watch who they are working closely with, other could observe the types of passes eg long, short, chest bounce etc.

-Strengths/ weaknesses of players.- Were they breaking into open space?- What would happen if this position changed their tactic to this? Etc.- Prompt students by saying words like contact, 3 feet, stepping (don’t give too much away).

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Discussion- Each group states what they observed watching their position.- As a class comment on performance of each player were they meeting requirements of position, any strengths weaknesses observed of the team in general.

Netball crossword

Rules/infringements brainstorm- Students in small groups don’t have to be same groups from previous task brainstorm as many rules, infringements and penalties they can think of.

- Each group shares with the class the ideas they have brainstormed; students add any ideas they can think of.

- Once students have brainstormed all of their ideas pass around hand out from netball Australia covering all the rules so they can keep it.

Knowledge test- Short knowledge test for students to demonstrate their understanding of the content covered in class.

Class dismissed!

- Teacher at the front leading the discussion, student sitting at tables in their small groups.

- Handout netball crossword, students can work individually or in groups if they wish.- 1st person/group to finish gets a prize (small chocolate).

- Students siting at tables in their groups.

- Students sitting on tables, all handouts away.

- Once students can no longer think of any ideas cover the points that they have not thought of.

- Discuss when certain rules would be put into place.

Assessment Task

(Blackall, 1992)

Reference List

Blackall, B. (1992). Australian Physical Education. South Melbourne: Macmillan

Education.

Davis, D. (1999). Sport Education Coaching Manual. South Yarra: Macmillan

Education.

Ford, G. (n.d). Minor Games. Ballarat: Sanza Teaching Agency.

Garnham, J. (2007). VELS Unit Design and Outcomes. Retrieved March 29,

2007, from http://velorum.ballarat.edu.au/~jgarnham/td661%20pe%20

curriculum/Lectures/

Netball Australia. (2007). Playing Positions. Retrieved May 1st, 2007 from

http://www.netball.asn.au/

Netball Australia. (2007). Basic Rules of Netball. Retrieved May 1st, 2007 from




http://velorum.ballarat.edu.au/~jgarnham/td661%20pe%20%20curriculum/Lectures/

http://velorum.ballarat.edu.au/~jgarnham/td661%20pe%20%20curriculum/Lectures/

netball unit plan

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