Unit Plan Template
Unit Name: Netball Year Level: 8
VELS Level
• Movement & Physical Activity – Combine
motor skills, strategic thinking and tactical
knowledge to improve individual and team
performance.
• Movement & Physical Activity –
Proficiently perform complex movements
and manipulative skills.
• 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.
• Thinking Processes – Apply creative
thinking strategies to explore possibilities
and generate multiple options, problem
definitions and solutions.
Content
Passing – chest pass, 1 handed pass, bounce,
lob.
Catching – stationary and on the move.
Footwork – pivoting, run to stop
Offensive strategies – moving into space,
passing to free players.
Defensive strategies – stay with your man,
defending centre pass.
Goal shooting – defended and undefended
shooting.
Goal defence – lean in, 3 feet rule, jump and
landing.
Position responsibilities – theory and games
situation.
Resources - facilities
• Netball courts (indoor or outdoor)
• Classroom for theory lesson
Unit Outcomes for Students
1. Demonstrate understanding of the role of
each position in a game situation.
(Garnham, 2007)
2. Demonstrate offensive and defensive
tactical skills. (Garnham, 2007)
1. Demonstrate proficiency in passing,
catching, footwork, defending and goal
shooting in game situations.
(Garnham, 2007)
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.
1. Display the use of problem solving to
discover multiple ways in which to use
offensive and defensive strategies.
Instructional Strategies
Peer Teaching/Direct Instruction
Peer Teaching /Direct Instruction
Direct Instruction
Guided Discovery/Direct Instruction
Guided Discovery/Direct Instruction
Peer Teaching/Direct Instruction
Peer teaching/Direct Instruction
Direct Instruction/Cooperative Learning
(Garnham, 2007)
Resources - equipment
• 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 court
o Different skills and when they are used
o 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 Demonstrate proficiency in passing and catching in drill and game situations
manipulative skills.

Combine motor skills, strategic thinking and Demonstrate understanding of the role of each position in a game situation
tactical knowledge to improve individual and
team performance.

Equipment
15 Netballs
2 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
00-10 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.
Organisation
Christmas tree activity:
Stretches in a big circle as a
group:
Equipment Safety Considerations Cues / Questions
None - Make sure students are - Overtake on outside
spaced out when jogging - Run clockwise around
around courts, if court
overtaking go around on - Tell students that it is
the outside important to stretch the
- Everyone must run the specified muscle groups
same way around the as they will be frequently
court used in netball

10-30 ***See task cards attached

Passing/catching drills 4 groups of 5-6 students
4 Netballs - Use names when for teaching points of each
- Task cards with the teaching throwing in a zig-zag pattern
throwing the ball to activity
points of the chest pass, 1- someone so that they are - Remind leaders to keep
handed pass, bounce pass, lob ready to catch ball giving feedback
and catch. - When whistle blows balls - Use call out names when
- Class split into 4 groups of 5-6 must go between feet and throwing the ball to them
students. all activity stops
- 1 student from each group is - Space groups out so that
designated as leader to use the there is no interference
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 up
students practice activities in a
zig-zag pattern.
30-40 - Whistle = activity changeover
Partner passes - 1 ball each pair 11 Netballs - Each pair should be - Stop when have the ball
- 1 ball between each pair - Run up and down netball spaced out enough to - Don’t throw ball until
- Person with the ball cannot court avoid collisions. If not partner is in front of you
step enough space, pairs will - Teaching points for each
- Person without the ball must have to take turns type of throw when they
run forward to receive the - No extra equipment are performing it
pass should be lying around for
- Continue up and back of the students to trip on
netball court - When whistle blows,
- Try each of the passes students stop and ball
previously learnt goes on the ground
1. Chest pass
2. 1-handed pass (both
hands)
3. Bounce pass
4. Lob
- Ultimately have 2 netball
courts, otherwise pairs will
have to take turns

40-55
Star Pass As many - use names so that people - start with one ball
- Groups of 5
1. 5-point pass netballs as know when a ball is - throw in the direction of
- Throw ball in direction of star
- Groups of 5 people coming towards them star
- Start with 1 ball and throw in (can use - passing in one direction - be aware of balls coming
the direction of a star basketballs - make sure unused balls at you constantly when
- Add in more balls to make if not are still and behind the maximum number of balls
more complex (max of 5 enough feet of the person feeding are involved
balls) netballs) the balls in - students to call out
- One person within star is names
responsible for adding extra - add balls in when
balls in comfortable and settled
- Students should call out names with the present number
of those they are throwing to of balls
- balls added one at a time

PTO for 6 star diagram

OR…

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
55-65
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
65-80
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
- 2 separate groups of 3 in the
star
- Split class in half for 2 As many - ball thrown in same
netballs as direction all the time to
separate games
people reduce risk of being hit
- Same number of people in
with balls
and out
- 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
- 2 even teams 1 Netball - 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
 - They must take in turns of
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 (Ford, n.d)
- Teams swap roles

80-95
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
95-
100 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 Netball - Have subs so that there - No stepping with the ball
2 different aren’t too many people - Ball must pass over the
coloured on the court at once half court line after each
sashes - Use names turn over
- Move into space
- Defend person with the
ball
- No contact
- 1 person from each team
in goal circle
None - People that aren’t packing - Choose 2-3 people to put
up equipment should sit equipment away
down in the semi-circle to - Go over the teaching
wait for teacher 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)
Practical Lesson Plan

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

VELS Specific Lesson Outcomes for the students

Proficiently perform complex movements and Demonstrate proficiency in footwork, passing and catching in game situations.
manipulative skills.

Students accept responsibility as a team Explore and try the ideas of classmates when searching for strategies.
member & support other team members to
share information, explore the ideas of others
and work cooperatively to achieve a shared
purpose.

Equipment
Netballs
Colour 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

Post Lesson Reflection of Teaching

___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
Time Activity/Content
00-10 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.
10-15 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
15-25
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
Organisation
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
Equipment Safety Considerations Cues / Questions
None - Make sure enough - Stop and run on spot
(whistle for space between students when whistle blows
teacher) when running (may need - Keep running when told
to go across 2 courts
1 Netball for - Students sitting down so - 1st foot to touch ground
demonstration they cannot go after catching ball must
anywhere they aren’t remain on ground until the
supposed to ball has been passed
- Teacher has enough - Can turn around in a
space to demonstrate circle with the one foot on
without hitting students the ground the whole time
None - Make sure there is - Make sure the 1st foot that
enough space between
touches the ground
each student to avoid
doesn’t leave the ground
collisions when pivoting during the pivot
- Whistle means stop and
pivot
25-35
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
35-50
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
2 lines each group
- 2 separate lines down the
court
1 Netball - make sure students are
each group clear on rules and - Balance before throwing
instructions to avoid back
collisions - 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)
1 Netball - Groups have enough
each group room between them - Run out before person
- Make sure students are with the ball pivots
clear on rules - Quick powerful passes
- Whistle means stop - Balance before throwing
- Make activity quick and
continuous
(Davis, 1999)

50-70 - Make sure students

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
- Each team begins on their own Colour bands understand rules - No stepping
side of the court 1 Netball - No one else allowed on - Move into space
- Goalies start on mats at 2 Acromats mats - Remember to pivot
opposite end - Whistle means ball and
all activity stops
- Teacher to umpire
PTO for diagram
 centre
- 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

70- 90 - Group of defenders and 2 1 Netball - Make sure students

The Gauntlet attackers understand rules to - No stepping with the ball
- 2 people separate from avoid collision - Defenders to move side
rest of group who are - Whistle means stop and to side only
defenders listen - If attackers get through or
- Defenders can move from are tagged they go to
side to side and want to start of line and the last
tag the person who has pair becomes attackers
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

90- - Teacher in front of class in a None - Students not putting

100 Closure semi-circle equipment away should - 2-3 students to pack up
- designate people to pack be sitting down all equipment
up equipment - All equipment must be - Teaching points of pivot
- go over the class packed away - Next lesson: offensive
- what we will be doing next and defensive strategies
lesson
Practical Lesson Plan

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

VELS Specific Lesson Outcomes for the students

Apply creative thinking strategies to explore Display the use of problem solving to discover multiple ways in which to use offensive and defensive
possibilities and generate multiple options, strategies
problem definitions and solutions

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.
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 Demonstrate offensive and defensive tactical skills
tactical knowledge to improve individual and
team performance.

Equipment
Netballs
Whistle
2 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 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.
- 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
None - Everyone run the same - When running around
way around netball courts courts, overtake on the
- If need to overtake do it outside and everyone
around the outside runs the same way
- Students are spaced out - Run to 1/3 line first, then
enough so not running all the way back to start,
into each other then 2/3, then full, then
- Students are looking up 2/3, then 1/3.
and not at their feet so
that they can see where
the are running
- Whistle means stop

10-15 Explain Offence and Defence within Students sit in front of teacher None - Students sitting down so Ask the class
Netball in a semi-circle to listen all can see and hear, to - What do offensive players
- ½ team is offence ensure no confusion try to achieve?
- ½ team is defence during activities - What do defensive
- Centre position does a bit of players try to achieve?
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…
15-20
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
20-30
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
30-40
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
- 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 - Groups spaced out and - What were the attackers
per group given an area that they doing to make sure they
of 3 have to complete the got the ball?
activity within  Keep moving
- Whistle means stop  Quickly run out in
activity and balls down 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)
1 Netball - groups are given their
- Defender – positioning
per group own space to avoid
and intercepting
of 3 collisions
- Attacker – takes passes
- Whistle means stop all
from thrower
activity and listen
- Ask questions as above
- Was anything done
differently to the last
activity?
- Which position is harder?
- Which position are you
more successful with?
1 Netball - Make sure students
- Get activity flowing, as
for each understand rules and
soon as one attacker
group instructions to avoid
catches ball the other
collisions and confusion
should be running out for
- Whistle means stop all
a lead
activity and listen
- Defender sticks to the
one attacker, doesn’t
move on to next one as
well
 on the other side to receive
pass from first attacker
- This player then returns ball to
thrower
- Players rotate positions until
everyone has had a turn at
each
40-45
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?
45-90
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
90-
100
Closure
- Pack up
- What differences were there
when playing an actual game?
- 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 - Students sitting down and
all equipment out of the
way
- 3rd team sits down on
-1 Netball
sidelines, well out of the
-Whistle
way
-2 lots of - Rules must be clear
bibs - 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
None - Only 2-3 students
designated to pack up
equipment
(Davis, 1999)
- 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
 - Strategies used?

Practical Lesson Plan

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

VELS Specific Lesson Outcomes for the students

Proficiently perform complex movements and • By the end of the lesson students should be able to demonstrate the skills involved in goal shooting
manipulative skills. 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 Considerations

00 Warm up - Jog around full court
- 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.

04 Working in pairs complete - Full court spread all the way - 12 netballs - Ensure people are watching where the are
- 10 right hand straight passes running to avoid collisions.
- 10 left hand straight passes - Spread out the class.
- 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)

0.10 Shooting demo by teacher then by - Around ring students observing - 1 netball
volunteer student.

0.13 Peer teach shooting, imaginary ring - Students spread out across court, taking in turns - 12 netballs
(pick a point on the wall) practice shooting. Partner gives feedback then swap
In pairs practice shooting, partner roles.
give feedback if they are meeting the
criteria. Hand out task cards so skill
points can be checked off.

0.17 Around the world - Class in half around two semi circles (2 separate
- Class split in half, one half around games). - 2 netballs
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
and you missed.
- Last person out wins.

0.22 Two third court circuit

- Players line up behind baseline - 4 cones
- 1st player performs a 2ft jump over - 1 netball
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).

0.26 Once everybody has ran through. - Have 2 drills one at each goal circle.
Same drill however introduce a - Swap roles. - 4 cones
defender. - 1 netball

0.30 Goal circle drill

- 4 throwers outside goal ring with 1 - 2 netballs.
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).

0.35 End zone ball

- 2 designated goalies/defenders
- No ring players have to pass ball to - 1 netball
 their goalie in the end zone without - 4 cones
being intercepted/defended by
defenders.
- Netball rules apply (no contact)
- Winning team has the most catches
by their goalie.
Ford (2007).

0.42 Half court netball

- Designate 2 goal shooters from
each team. - 1 netball
- Anyone can defend however max
no. of 2 defenders in goal ring.

0.50 SEPEP-Program
- 3 teams
- 3, 15min games - 1 netball
- 1 team sits out at a time; they have - 2 whistles
their 2 umpires, scorer, equipment, - Stop watch
timekeeper, coaches etc. - Full court
- 3, 15 min games 7and ½ min halves
- Teams alternate like a round robin.
0.95 Stop game
- Pack up
- Students change
- Dismiss
Practical Lesson Plan

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

VELS Specific Lesson Outcomes for the students

Apply creative thinking strategies to explore • Demonstrate the use of problem solving to discover multiple ways in which defensive and offensive strategies
possibilities and generate multiple options, problem can be used.
definitions and solutions.

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 Goals

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

Post Lesson Reflection of Teaching

___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________

Time Activity/Content Organisation Equipment Safety Considerations Cues / Questions

00 Warm up - Jog around full court
- Students jog around outside of - Stretches completed in middle of the court
the court in a line. with the 2 students at the front with a semi
-Person at the front of the line circle of students around them.
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.

.06 Working in groups of threes -Half court, groups of three spread out. - 10 netballs
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).

.12 1 on 1 -Half court, players line up in two lines 5m from -1 netball - Netballs from last
- 2 lines of players line up with the thrower, contest for the ball, then head to activity are out of the
one thrower around 5m in front. the back of the line. way.
- 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.
.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).
.27 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.
.32 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
- 1 netball - No contact, enforce 3
feet rule. - Focusing on the positions of
- 10 colour attackers and defenders
bands
- 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
- Bring students in the centre circle. Teacher - What is the role of this
standing up in front of them. position?
- What are some of the skills
that we have learnt that this
position entails?
- Strategies?
- Full court game. - 1 netball - No contact, all
- Use teachable moments.
-2 sets of netball equipment out the way.
- Stop game if needed, ex GA
bibs getting the ball really easily,
shooting goals really easily
What can GD do to increase
pressure? etc.
 game.
- Swap positions so students get a
chance to play a variety of
positions both attacking and
defence.
- 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.

.45 Bring students in discuss game, - Students in centre circle, Teacher in front. - What strategies were working/
briefly. 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.

.50 - Start SEPEP program 3 teams, - Full court netball game -1 netball
3 15min games. - 2 sets of bibs
- Team that sits out scores, - 2 whistles
umpires, time keeps, equipment, - Stop watch
coaches, scorer etc. each - White board
individual should have a marker etc. for
designated role students swap scorers.
every week so they get a chance
to learn about the responsibilities
for each role.

.95 - Closure, equipment pack up,

students get changed then
dismissed.
Practical Lesson Plan

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

VELS Specific Lesson Outcomes for the students

Apply creative thinking strategies to explore • Demonstrate an understanding of all the positions in netball and their responsibilities and use
possibilities and generate multiple options, creative thinking to develop solutions on the knowledge test about the role of the positions, rules
problem definitions and solutions. and infringements in the games of netball.

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.
• 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 Goals

Try 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.

Post Lesson Reflection of Teaching

___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
Time Activity/Content
00 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.
.10 - Each group presents the ideas
that they have brainstormed to the
class.
- Students discuss add any more
ideas.
.17 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.
.22 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
Organisation
- 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.
Equipment Safety Considerations Cues / Questions
- 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.
-Whiteboard - The handouts go into greater detail of
marker 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.
- TV and -Strengths/ weaknesses of players.
video player - 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
 the player completing the tasks much away).
that were discussed earlier,
strengths weaknesses etc.

.37 Discussion - Once students can no longer think of

- 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.
- Teacher at the front leading the
discussion, student sitting at tables in
their small groups.
any ideas cover the points that they
have not thought of.
- Discuss when certain rules would be
put into place.

.47 Netball crossword - Handout netball crossword, students

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

.62 Rules/infringements brainstorm - Students siting at tables in their

- Students in small groups don’t groups.
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.

.70 - Once students have

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

.75 Knowledge test - Students sitting on tables, all

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

100 Class dismissed!

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://www.netball.asn.au/