The KING S Medium Term Plan Physical Education Netball Programme

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1 The KING S Medium Term Plan Physical Education Netball Programme Module Overarching subject challenge question Lines of Enquiry What makes an effective Netball player? Week 1: What is netball and what rules are essential for the spirit and development of the game? Week 2: How can good decision making allow us to outwit our opponents through using a variety of passes? Week 3: How can different defensive tactics be applied in order to beat the opposition? Week 4: What shooting technique allows the best chance of scoring? Week 5: How can speed, agility and quickness contribute to being successful in a game of netball? Week 6: How can the skills acquired in this learning cycle be applied to a game situation? (Controlled assessment week) Week 7: Gap teaching week

2 Progress topic statement AQA Specification 2016 (draft) performer for netball: 1. Passing and receiving (chest pass, shoulder pass, one/two handed passing). 2. Dodging single/double/sprint. 3. Marking a player. 4. Shooting (close/distance) or rebounding (attacking or defending) or marking a pass/intercepting (centre court players). 5. Footwork and movement landing on one/two feet, pivoting. Part 1 Skills (10 marks per activity) Students must demonstrate their ability to develop and apply the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills, but not in the full context of the activity. Students will be assessed holistically based on the overall performance of all of the core skills/ techniques listed for each activity, in increasingly demanding and progressive drills. Students will be assessed using the levels of response grids provided for each activity (at the end of document). Part 2 Full context (15 marks per activity) Students must demonstrate their ability to apply the core skills/techniques, specific to their position where appropriate, in the full context of the activity. Students must be assessed holistically, based on the performance of the listed skills/techniques in the full context of each activity. Students must be assessed using the levels of response grids provided for each activity. Week 1 Hypothesis: good footwork is the most important factor for a netball player Learning intentions: 1. Know and understand the basic rules of netball

3 2. Demonstrate correct footwork and pivoting technique and apply this into competitive situations Success Criteria: Badge: Recall 3 rules of netball. Bronze: Understand and identify the footwork rule. Silver: Demonstrate pivoting from landing on one/two feet. Gold: Apply this to a competitive situation. Platinum: Analyse the performance of an individual/team (WWW/BBB). Literacy focus/key words: pivot, footwork, rules Learning activities: Warm up: Student led or teacher led. Run around on the lines of the netball court. When the teacher shouts a number the pupils do the action which matches that number. 1- Jump land 2 feet 2- Touch the floor 3- Change direction 4- Sprint 5 steps. Quick feet: Pupils will work with a partner- one feeder and one worker. The feeder will feed the ball to their partner. Their partner will use quick feet to retrieve the ball. The feeder will give feedback to their partner on how they retrieve the ball and pass back. Receiving the ball and signalling: practicing movement, spacing and accurate feeding. Pupils will number themselves 1-4. They must pass in that order, driving forward to receive the ball and signal when they want it. Pupils will not be able to talk to start with so their signalling must be strong! When receiving the ball for a two handed catch spread your fingers around back and side of ball with thumbs making W shape, flex your elbows and take the ball with soft hands, so that you can cushion the ball towards body. For one handed catches, watch the pass carefully and receive the ball with an open palm and your fingers outstretched, and then secure the ball with your free hand at around chest height in front of you. Footwork: Demonstration on footwork (one-two and 2 footed). Continue to work in pairs - one feeder and one worker. Worker drives

4 onto a pass off the feeder. Lands one-two or 2 footed. Worker jogs back to start and repeats 6 times. Feeder gives feedback on footwork. Swap over roles. Same as previous drill but drives to the sides. Feedback given. Encourage pupils to use the correct terminology for netball. Pivot: Demonstration and explanation of pivot. Student to practice pivoting (with and without ball). Competition in teams/as individuals. Small-sided modified game situations. Plenary: In teams, pupils will discuss WWW/BBB in relation to the success criteria. Week 2 Hypothesis: Using a variety of passes will allow players to outwit their opponent Learning intentions: 1. To identify what passes can be used in netball. 2. To demonstrate a variety of passes (one/two handed, bounce, chest, overhead, shoulder, underarm). Success criteria: Badge: identify the different types of passes in netball. Bronze: explain why you would use a certain pass in different situations. Silver: demonstrate each pass in a controlled situation. Gold: apply decision making in a competitive situation. Platinum: create scoring opportunities by choosing the correct pass in a game situation. Literacy focus/key words: chest, bounce, shoulder, overhead and underarm. Learning activities: Student led warm up in groups: lead learners of the lesson to take this. Passing circuit: Each team will start on a station; a resource card will be available at each station to help with the teaching points of

5 that particular pass. Pupils will practice the skill before moving onto the next station and pass. Pupils will take it in turns to take on a coaching role. Modified game: pupils will play against a different team. They must make a certain amount of passes in order to win a point. Different conditions may be applied to the game e.g. only bounce passes, completing passes in a particular order (chest pass-bounce pass) etc. Plenary: Q&A about each station and skill that they have learnt today. How can this outwit your opponent? Relate to success criteria. Week 3 Hypothesis: Delaying the attacked is the best way to defend in netball Learning intentions: 1. Know and understand the different stages of defence. 2. Identify and apply the different stages of defence in a competitive situation. Success criteria: Badge: Identify the different stages of defence. Bronze: Explain when and why each stage would be applied. Silver: Apply defence into a controlled situation. Gold: Evaluate the effectiveness of each stage of defence (WWW/BBB). Platinum: Create turnovers by effectively applying each defence stage. Literacy focus/key words: marking, spatial awareness, delay, reaction time. Learning activities: Student led warm up in groups: lead learners of the lesson to take this. In teams, pupils will work through the resource cards completing the tasks. They will discover what the most effective way of defending a player at each stage of defence. Stage 1: One-to-one marking You are aiming to prevent the player from receiving the ball, and if possible to intercept the ball yourself. You should: - Stand upright between opponent and ball.

6 - Stay close to opponent, at an angle so you can see the player and the ball. - Maintain a narrow base and shift your weight from one foot to another. - Use quick steps to maintain your marking position. - Turn your head quickly if player moves out of vision. Stage 2: Marking the pass You are aiming to narrow down the passing options of the player. You should: - Be 0.9m from the throwers landing foot. - Stand on a narrow base with knees flexed. - Watch preparation of pass. - Have hands ready to intercept the ball. - If you are attempting to block the ball, hands should be raised and covering the ball. Stage 3: Delaying the player You are aiming to delay the movement of your opponent and prevent them from receiving another pass by denying them space. You should: - Face your opponent. - Have a small base with weight evenly over both feet. - Stay between opponent and the space they wish to move into. - Use a reverse pivot to return to one-to-one marking. Applying defence into a small-sided game: The aim is to score by receiving the ball in a marked out area. Each team must pass 3 times before scoring. Different conditions can be applied to the game situation. Particular focus on breaking down the attackers play by using the three stages of defence. Week 4 Plenary: reflection of what has been learnt in todays lesson. Hypothesis: Good co-ordination will increase the chances of scoring. Learning intentions: 1. Identify the correct shooting technique and demonstrate the ability to react to the rebound. Success criteria: Badge: identify what positions are allowed to shoot. Bronze: explain the correct shooting technique. Silver: demonstrate the correct shooting technique in a controlled situation.

7 Gold: evaluate the shooting technique of a team mate (WWW/BBB). Platinum: create scoring opportunities by winning rebounds. Literacy focus/key words: co-ordination, rebound, GA, GS. Learning activities: Student led warm up in groups: lead learners of the lesson to take this. Shooting: Pupils will discover how to do the correct shooting technique and work through the increasingly difficult tasks. Pupils will practice shooting under pressure as they must try to score more points than the other team! 1v1-2v2: pupils will play against another team in the attacking third of the court. The aim is to score in the hoop, only certain players from each team will be allowed in the attacking circle. Modified game situation: pupils will play a half game situation (depending on area available). A team will score by shooting in the netball hoop. Different conditions may be applied to the game: - Minimum amount of passes - Different scoring zones - Increased time limit on the ball Week 5 Plenary: reflection of what has been learnt in todays lesson. Hypothesis: Speed, agility and quickness are key to being successful in netball Learning intentions: 1. Identify the importance of speed and agility in netball in order to get free from an opponent and receive the ball in space. Success criteria: Badge: identify 2 ways of getting free from an opponent. Bronze: explain the importance of receiving the ball in space. Silver: demonstrate two different types of dodges. Gold: apply dodges into a game situation. Platinum: create scoring opportunities by getting free from an opponent.

8 Literacy focus/key words: speed, agility, dodges. Learning activities: Student led warm up in groups: lead learners of the lesson to take this. Students will learn and apply the following principles into competitive situations. 1. Feint dodge. Why do we need to be able to dodge in a game? When should this be used? How can it be used effectively? 2. Passing into space/creating space. What is the importance of creating space in a game situation? 3. Outwitting an opponent in the circle (attack). A feeder will stand to one side of the attacking circle. An attacker and defender will stand in front of the circle. The attacker has to try and get free and receive the ball in the circle and then shoot. Circles will be marked out using targets for two groups. Groups will swap over to work in the actual circle markings. Full game: pupils will play a full game. More rules will be introduced during the game. This will be coached in order to address and misunderstandings. Pupils will try different positions in order to get an understanding of where their strengths are in netball e.g. attack or defence. Different conditions may be applied to the game if necessary. Plenary: reflection of what has been learnt in todays lesson. Week 6 Week 7 CONTROLLED ASSESSMENT: Students will be given a range of controlled activities to complete in line with the AQA specification and controlled assessment guidance. Their skills and ability will then be assessed in small-sided game situations. Assessment will be based on their current practical target grade (Badge, Bronze, Silver, Gold, and Platinum). This week will be for gap reinforcement. The lesson will be determined from the assessment outcome. The lesson will cover any areas of weakness. Extended Learning Students are encouraged to attend extra-curricular clubs in order to improve health and fitness. Students can improve fitness through regular exercise and activities. Students can increase knowledge and understanding of components of fitness and knowledge of netball by joining the school team or a local club.

9 AQA Specification (2016 draft) Part 1 Skills (10 marks) Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full netball match (7 versus 7). Students can choose to shoot or rebound or mark a pass/intercept to suit their preferred position. Level Mark Description The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy. The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy. Level Mark Description The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy. The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decisionmaking may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy. 0 0 Nothing worthy of credit.

10 Part 2 Full context (15 marks) Students should perform in a fully competitive netball match (7 versus 7), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer. Level Mark Description The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves. The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves. The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves. The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves. The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance

11 of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves. 0 0 Nothing worthy of credit.

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