Tier Level 3-5 Length 5/6 weeks

Transcription

1 Year Group:8 Netball Tier Level 3-5 Length 5/6 weeks Outwitting an opponent Unit description To understand the principles of attacking play. To have the opportunities to plan and perform more complex attacking skills and tactics. To continue to develop passing, receiving, shooting and outwitting an opponent. Learning objectives Level or Grade Learning outcomes To experience more complex attacking skills. To adapt and refine skills and apply them to a game. To plan and evaluate attacking skills and tactics. Level 3-5 To pass with more accuracy and power. To have an understanding of court space and the ability to select the appropriate skills and tactics eg Centre passes. To be able to perform more complex attacking skills including the feint dodge and the basic link. To be able to evaluate performance, suggesting ways to improve. Prior knowledge It is helpful if the pupils have Played a variety of conditioned netball games Worked independently in small groups Used basic netball skills and applied netball rules Some knowledge of tactics and team organization in netball. Key words Bounce pass Shoulder pass Attack Shooting Feint dodge Basic Link Chest pass Defence Tactics/game play space opponent Pivot Marking Possession Footwork Drive

2 What comes next connections to other topics and units Defending skills and tactics

3 Phase 1 Overview of this phase How will the pupils learn? e.g. tasks/activities, starters, plenaries How will the learning emerge? e.g. key questions, assessment points How will this be adjusted? e.g. support/extension Resources Recap passing and moving Recap footwork Rules for footwork. Lesson 1 Warm-up to include running and jumping and quick feet activities to develop balance and co-ordination. Ball handling skills including a recap of footwork What are the key points for correct footwork in netball? All lessons start with netball related warm-up and re-cap work of previous lesson. Make learning as active as possible Smaller equipment size 4 netballs Recap rules for centre pass. Areas of responsibility/role of each player. Recap sprint dodge and introduce feint dodge Static and moving practices to recap and develop passing Recap court markings. Smallsided games in one third of the court. Encourage possession. Recap the sprint dodge. Introduce the Feint dodge. Full game. Ares of responsibility revised. Focus on strong passes and moving. What are the main teaching points for the chest pass and the shoulder pass? When would you use each pass? What rules need to be applied to the small game? What makes an effective sprint dodge? What are the strengths of your team? Give 2 areas that could be developed further? Give opportunities to plan tactics Research rules on internet Tasks set to cater for levels of ability. Work at slower or quicker pace. Number of touches Distance from target Size of practice area

4 Lesson 2 Size of target Use of players as officials and coaches Intro to the bounce pass Recap shooting Feeding a bounce pass into the circle. Develop to include shooting Full game Warm-up to include running and jumping and quick feet activities to develop balance, co-ordination and ball handling skills. Recap passing and moving Introduce the bounce pass. Initially static practice, then include movement. Recap shooting. Develop to link a bounce pass and a shot at goal. When might you use a bounce pass in the game? What are the main teaching points for shooting in netball? Explain the effectiveness of the bounce pass in the game. Support: Some groups may need to spend more time in small-sided games. Conditioned full game. Lesson 3 Introduction to the basic link Pupils to work in pairs to warm themselves up. Each pupil to take a lead role. What needs to be included in a warm-up? Skills work related to dodging

5 Passing game in a 4. Players to pass the ball in sequence. Passing game with opposition. Sequential passing. Basic link activity down the court Full conditioned game using the basic link What is the benefit of the sequential passing in the small-sided game? Evaluation of the effectiveness of the basic link in the game? What were the benefits? What was a weakness of this tactic? Support: Pair pupils in the game to ensure success. Centre passes Lesson 4 Pupil led warm-up in groups of 4. Passing and moving drills Planning activities working on the centre pass. In groups of 4/5. Pupils to plan and perform 3/4 different centre passes. Without and with opposition? What are rules for the centre pass? Evaluation of pupil centre passes Extension: More able will be able to compose more centre passes and a longer chain of passing. Full game with planned centre passes

6 Role of the WA and C around the circle. Using the WA and C to create space in the circle. Lesson 5 Warm-up to include running and jumping and quick feet activities to develop balance, co-ordination and ball handling skills Recap shooting Team shooting competition Practices around the circle to develop passing & shooting. 3v1 (GS WA C GK) Pupils to plan passing patterns to create space within the circle for the shooter. Full game. What is the correct technique for shooting? What are the roles of the C and WA? Which court areas are they responsible for? What were their strengths in the game? What particular skills are needed to be an effective C or WA? Extension: Will be able to play a 3v2/3v3 passing game around the circle. Evaluation of performance Use of assessment levels Lesson 6 Pupil led warm-up Pupil led ball skills work Passing and shooting drills Full game rotating positions throughout team. What are the strengths of your team? Give 2 areas that could be developed further? Self-evaluation. Strengths and weaknesses. Extension: More able will be to organise the team and plan centre passes.

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8 Phase 2 Overview of this phase How will the pupils learn? e.g. tasks/activities, starters, plenaries How will the learning emerge? e.g. key questions, assessment points How will this be adjusted? e.g. support/extension Resources

9 Phase 3 Overview of this phase How will the pupils learn? e.g. tasks/activities, starters, plenaries How will the learning emerge? e.g. key questions, assessment points How will this be adjusted? e.g. support/extension Resources