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PEShare.co.uk Shared Resource PEShare.co.uk Shared Resource Presentation Transcript

  • Netball Schemes of Learning Autumn/Winter Term KS3 Y7
  • Netball Y7 (Revised Summer 2007) Subject: Physical Education Year Group: 7 Term: Autumn/Winter General Overview: 7 v 7 game played with a size 4 ball at Y7 & 8, size 5 at year 9. Aim of the game is to pass the ball through the opposition net to score a point. Games are usually 4 quarters of 15 mins. Netball is a non-contact sport. It is understood that prior to netball at Y7, pupils have played High 5’s in most feeder primary’s and have a foundational level of skill. Positions in the netball team is an important lesson as pupils will not be used to 7 physically active players at once. In this unit pupils will learn footwork, passing, positions, spacing/moving into, and the 3 ft rule. Vocabulary: Where the unit fits in: Assessment: Defence, attack, positions. Assessment for Learning: Bounce, chest, shoulder pass. 1 unit of secondary school. Most st WILF/WALT in every lesson. Footwork, spacing, driving, marking pupils have at least a basic Success/criteria used to determine knowledge of netball through plenary content. playing High 5’s in primary school. Formally assessed in all four areas during lesson 7: K&U, S&A, A&D, E&I.
  • Resources: Safety/Risk Assessment Curriculum Links: • Correct footwear/hair tied PSHE: citizenship/fair play/solving • Netball DvD back/No Jewellery. disputes. • Task Cards (lesson 2 & 6) • Netball courts free from litter, Literacy: Extending foreign objects, no excess water vocabulary/problem solving from rain. Numeracy: Estimating distance View slide
  • Lesson 1: Intro to the game/ Footwork Learning Outcomes/Success criteria WALT: Obj1: To know the basic, foundational rules of netball (Footwork, distance, non-contact) WILF: Obj2: To perform footwork effectively in a game situation. 1: To be able to answer simple Intro: Watch Netball DvD and ask pupils to consider 3 basic rules that are present in questions showing basic K&U of how the game. Identify basic rules to class (see opposite) and why footwork should be performed correctly. W/U – Cardio Vascular, Skill Related jumping/landing activity + whole class stretches. 2: A simplistic demonstration of Pupils should begin to learn basic muscle groups Gastrocnemius, Hamstrings, footwork being performed correctly in a Quadriceps, triceps, biceps. game situation. Dev: Partner work, 1: hold ball in air, 2: Jump to collect ball and land using correct technique. (Tip: When land 1st foot call first name, when 2nd foot lands call surname) Basic Rules: • Cannot move with the ball. Dev 2: Progress to receiving ball from a high pass and add correct ‘footwork’. • Non-Contact • Defender must be 3 ft away from Game: Using 1/3 of court play simple 3 v 2. 3’s have to get ball to end of court/scoring attacker when marking. area without using footwork or points are not collected. Best of 5 then change over. • Score by passing the ball through the net. (1 point) To avoid difficulty with changing group numbers, have all children in groups of 3. 1 pupil from the defending team (G&T pupil) can then opt out and become ‘umpire’ identifying footwork. They can then join in when they are in attack. Plenary: Q&A session plus a tally of points from each team: winner identified and perhaps a celebratory tunnel to the changing rooms. (Competitive element established) View slide
  • Lesson 2: Passing Learning Outcomes/Success criteria WALT: Obj1: To understand the need to prepare properly for games. WILF: Obj2: To be able to choose and perform at least 2 different passes in a game situation 1: A general understanding on why we Obj3: To know the correct technique to perform at least 1 pass. warm up. 2: A technically correct demonstration W/U: Cardiovascular + Skill Related (on footwork preferably) + Stretches on at least 1 pass. Pupils should be questioned on why a warm up is important. 3: To be able to answer simple • To avoid injury questions on the techniques for passing. • To improve performance Chest: • To prepare the body for activity both physically and mentally. • Elbows tucked in • ‘W’ made with thumbs behind ball. Dev: Minimum passes to be taught chest, shoulder, bounce. • Step forward into pass. Set up circuit style of activity with a drill for each pass. Demonstrate and then get pupils • Release with straight arms at chest to take part in drills. Pupils should be active on each activity for approx 5 minutes + 1 height. introduction minute to re-read task card/coaching points card (see pack for resources). Shoulder: - Possibility of introducing competitive element for more able. (i.e. how many passes can • Ball held in finger tips of one hand. you do without dropping it. • Stand side on, weight on back foot. Dev 2: Combine passes: In 2’s, 1 feeder, 1 performer. Shoulder pass- run in to receive • Transfer weight to front foot while chest pass- return ball- bounce pass –return - run back to receive shoulder pass. extending arm. • Release ball high and in an arched Game: trajectory. 3 v 3 in a 3rd of court. 1 point scored for every 4 consecutive passes made. Ball must be Bounce: kept inside lines, all players have to have touched the ball before points can be • ‘W’ with thumbs behind ball. awarded. • Push into ground from waist height. • Extend arms. Plenary: Q&A – HOMEWORK: Research positions in a netball team.
  • Lesson 3: Intro to Positions Learning Outcomes/Success criteria WALT: Obj1: To understand the different roles of attack and defence. WILF: Obj2: To be able to choose positions for their team carefully matching skills to position. Obj3: To demonstrate a knowledge of roles through correct positional play. 1: For pupils to position themselves on court in the area they will be playing W/U: Cardio Vascular+ SR+ Stretches. most. Pupils should be learning muscle groups. 2: For players to give themselves/team the positions most suitable to their Dev: Discuss roles of attack and defence within a ‘war’ scenario. What is the job of individual skills. each? Attacker: To invade the oppositions goal. Defenders to protect their own goal. 3: For pupils to be able to answers What happens of they don’t do their job properly? - The opposition win. Must stick to questions on why they were restricted role that’s been given, to remind us of our role we get given bibs. to a certain area of the court. Intro positions: GK, GD, WD, C, WA, GA, GS. A – Attack, D – Defence NB: At this point specific positional areas W – Wing, G – Goal, C – Centre, S – Shooter. do not need to be covered. The idea is (Q&A what they think the letters might stand for and what positions are attack/defence) to get the attackers near the oppositions goal and the defenders staying back and Give 7 people bibs, tell them what way they are shooting and ask them to stand on the defending their goal. piece of court where they feel they will be playing most. Rest of class to assist in this process. Discuss reasons for our answers. Attack: GS, GA, WA, C Defence: GK, GD, WD Game: 7 v 7, pupil to choose their own positions based on skills within the team. Show pupils were to start and remind them of the area they should be staying in most due to their role given. Plenary: Q&A session on positions of play.
  • Lesson 4: Spacing Learning Outcomes/Success criteria WALT: WILF: Obj1: Use space to increase opportunities for attack. Obj2: To evaluate our teams performance and improve it. 1: To know that in order to attack space must be gained. W/U: Cardiovascular + SR + Stretches. 2: Will show in a game situation the (Good to do some kind of space invaders type warm up activity) practicality of driving into space for the ball. Dev: Using idea of a ‘war’ from lesson 3 ask pupils when is the easiest time to attack the oppositions territory? When there is no-one there/when there is space. Simple 2 v 1 drive into space, receive drill. Dev 2: 3 v 2 on ½ court game, aim to advanced ball into an end zone. If intercepted or loss of possession game restarts. Best of 3 then swap over. Game (Channels) : 7 v 7 using attack and defence positions from lesson 3. Court is split vertically into 3 sections (channels) with cones. Normal game of netball is played but pupils cannot receive a pass from the channel from which the ball was sent. If spare pupils, they should act as a coach. Are the team using the space? Plenary: Q&A regarding the importance of space within a game situation in order to gain territory.
  • Lesson 5: creating space/moving forward to receive the ball. Learning Outcomes/Success criteria WALT: WILF: Obj1: Create space to increase opportunities for attack. Obj2: Understand the principle of creating and moving forward into space. 1: Demonstrate through practice and game situations that you can create W/U: Cardiovascular – Skill Related – Stretches. space on court. (Pupils should be able to identify main muscle groups and show a stretch for each) 2: Demonstrate that you can drive forward for a ball. Dev1: Demonstrate that we can create space by initially running away from it then into 3: Be able to answer simple questions it. about why driving forward is effective. Q&A regarding why a pass is better being received by running into it than asking for an overhead pass? 6 passes then rotate feeder to attacker, attacker to defender and defender to 1 feeder. 2 Reposition after received ball in order for defender to ‘catch up’. 3 Defender is passive at this point. In 3’s work as attacker (red), defender (black) and feeder (green). Practice pulling away from space then driving FORWARD for the ball. Game: 7 v 7 game of netball full positions, implementing driving forward for the ball. Condition: No overhead passes. Lesson 6: 3ft rule/marking the pass Learning Outcomes/Success
  • Assessment Question Sheet Objective 1: To perform footwork with control in a game situation. 1) What is the footwork rule in netball? - You cannot move your feet when you have the ball. - 2) How should you land when you catch a ball in netball? - 1, 2 stick like glue (or any description that highlights that the landing foot cannot be replaced on ground.) Objective 2: To be able to choose and show at least 2 different passes in a game situation 1) What 3 things do you need to remember about a shoulder pass? - Ball held in finger tips of one hand. - Stand side on, weight on back foot. - Transfer weight to front foot while extending arm. - Release ball high so it travels in an arched shape 2) What 3 things do you need to remember when performing a chest pass? - Elbows tucked in - ‘W’ made with thumbs behind ball. - Step forward into pass. - Release with straight arms at chest height. 3) What 3 things do you need to remember when performing a bounce pass? - Stand a short distance away from player - ‘W’ with thumbs behind ball - Push into ground from waist height.
  • - Extend arms. Objective 3: Show a basic knowledge of where attacking and defending players stand during a game: 1) In what area of the court should the attackers be throughout the game? - centre and attacking 3rd. 2) In what are of the court should the defenders be throughout the game? - Centre and defending 3rd. 4) Name a position in netball: - Any from: GK, GD, WD, C, WA, GA, GS. 5) Where are they allowed to go on court? - GK – Defending 3rd only. - GD – Defending 3rd and centre 3rd . - WD – Defending 3rd and centre 3rd, but NOT the circle. - C – Everywhere apart from the 2 circles. - WA- Centre 3rd and attacking 3rd, but NOT the circle. - GA – Centre 3rd and attacking 3rd – they can also shoot. - GS – Attacking 3rd only – they can also shoot. Objective 4: Show a basic knowledge of attacking and defending roles by showing that you can perform the 3 ft rule/marking technique when in defence and creating and using space to increase opportunities when in attack. 1) What is the 3ft rule in netball?
  • - Obstruction: The nearer foot of the defender must be (3ft) feet from the landing foot of the player with the ball.
  • Chest Pass Main Shoulder Pass Main Bounce Pass Main Points: Points: Points: • Elbows tucked in • Ball held in finger • Stand a short • ‘W’ made with tips of one hand. distance away from thumbs behind ball. • Stand side on, player. • Step forward into weight on back foot. • ‘W’ with thumbs pass. • Transfer weight to behind ball. • Release with straight front foot while • Push into ground arms at chest height. extending arm. from waist height. • • Release ball high so • Extend arms. • it travels in an • • arched shape • • • •
  • Task 1: Watch the players in your team. Task 1: Watch the players in your team. Are the defending players: Are the defending players: a) Feet, 3 ft/1 meter away from the e) Feet, 3 ft/1 meter away from the landing foot of the person with the landing foot of the person with the ball? ball? b) On their tip toes? f) On their tip toes? c) Hands stretches out? g) Hands stretches out? d) Hands following the ball? h) Hands following the ball? Make sure the defenders feet are 1m away Make sure the defenders feet are 1m away BEFORE they put their hands up. BEFORE they put their hands up. Remember, distance before hands. Remember, distance before hands. Now giove your team feedback, what did Now giove your team feedback, what did they do well? Give them ONE thing to they do well? Give them ONE thing to improve on. improve on.
  • Assessment Sheet • To perform footwork with control in a game situation. • To be able to choose and show at least 2 different passes in a game situation • Show a basic knowledge of where attacking and defending players stand during a game: • Show a basic knowledge of attacking and defending roles by showing that you can perform the 3 ft rule/marking technique when in defence and creating and using space to increase opportunities when attack. PUPILS WHO ARE BELOW OR EXCEEDING EXPECTATION SHOULD BE LOCATED FIRST EVERYONE ELSE IS THEN BY DEFAULT ACHIEVING AND THEREFORE A LEVEL 4. 3 4 5