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Netball Teaching Strategies & Analysis

This document provides an analysis of netball as a sport to be taught in a lab school setting. Key points: - Netball will be played on a reduced court with small groups to maximize participation and learning. Modified rules will promote inclusion and success. - Fundamental skills of passing, catching, shooting, and reading the game will be developed. Tactics like supporting teammates and positioning for defense are also important to the game. - Various drills and modified games will be used to focus on skills and introduce rules gradually, making the game accessible while retaining its strategic elements. Communication, resilience, and fair play will also be emphasized.

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0% found this document useful (0 votes)
190 views8 pages

Netball Teaching Strategies & Analysis

This document provides an analysis of netball as a sport to be taught in a lab school setting. Key points: - Netball will be played on a reduced court with small groups to maximize participation and learning. Modified rules will promote inclusion and success. - Fundamental skills of passing, catching, shooting, and reading the game will be developed. Tactics like supporting teammates and positioning for defense are also important to the game. - Various drills and modified games will be used to focus on skills and introduce rules gradually, making the game accessible while retaining its strategic elements. Communication, resilience, and fair play will also be emphasized.

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A2: Activity Analysis and Implications for Teaching and Learning Zak Pretlove

Lab School Sport – NETBALL

Analysis of Netball

Netball is a court invasion game which I will be teaching in Lab School 2 at Holy Family Catholic School. The
game will be played on a reduced court size in small groups to maximize active learning time and maximum
individual participation. There will be no contact, shaped practices and simplified games (among other
modifications) to promote inclusion, engagement and success.

The aim of netball is to attack and score by passing and moving the ball down-court into the attacking goal
circle to shoot and score a goal through the hoop. Players cannot run with the ball but can pass in any
direction to a team member. In a proper game, players in different positions are limited to which third of
the court they are allowed to run into. Along with these movement and positional restriction rules, the
primary rules are no contact between players, obstruction (defenders must be 1 metre from person in
possession), 3-second hold (player must pass before 3 seconds elapse) and stepping (players must leave
foot grounded and pivot to change direction). When these rules are applied in a game, novice learners will
demonstrate game sense.

The essential technical abilities a novice learner must develop are throwing, catching and shooting – when
these techniques are applied in a game, learners must scan the field and read the play in order to move
into space, provide attacking options, make and receive passes and score in by getting it to a player in the
goal circle to shoot and score. Passing and receiving are made more difficult because of defenders trying to
block, intercept and put pressure on the ball-carrier to force turnovers. Reading the play and using game
sense is essential in netball as novices will learn how to position themselves in attack and defence, with or
without the ball (i.e. knowing when to move in to space behind defenders to penetrate or moving to
intercept the ball). Tactical principles of play such as supporting with width and depth can help attacking
forays while zonal positioning, 1v1 defence or getting goal-side of attackers can result in turnovers and
ultimately less scoring.

Communication (verbal and non-verbal) is key for attackers looking for passing options and vital for
defenders to set up in order to stop scoring and regain possession of the ball. Learners will need to
demonstrate resilience in order to overcome challenges presented by the game and improve personal and
team performance to achieve success. All players must take responsibility for fair play because rules are
structured to make games fun and inclusive and players should strive to have excellent sportsmanship
qualities (Launder & Piltz 2013).

Significant Elements of Skilled Performance

Element of Skilled Performance Justification (why choose these elements of SP?)


Technical Ability Fundamental elements need to be developed, providing a
platform for more in-depth play practice
Game Senses (rules, tactics and strategy) Game sense can be grasped quickly leading to success and
ultimately better engagement
Resilience Important to learn from mistakes and be encouraged to
persist to improve personal performance
Fair Play Fundamental value of sport to realise how rules and
etiquette make games more enjoyable
Key Learning Experiences

Learning Experiences Justification (why choose these learning experiences?)


Endzone Games Can be used to introduce primary rules and assess basic
throwing and catching abilities while providing a chance to
develop game sense-tactics and score more easily without
the extra technical shooting aspect
Shaped / Simplified Games Inclusive and success-orientated, designed to enhance an
aspect(s) of skilled play, or a very closely aligned version of
the actual game of netball (using a full or simplified court,
less numbers on team etc.)
Partner Target / Challenges Develop technical ability by eliminating other factors and
primarily focusing on technique (adding in challenges such
as movement and shooting to align it more with the actual
game); can also help with not stepping and using the
grounded foot to pivot
Weighted Number Games Develops game sense by adding in game-related principles
of attack and defence; i.e. 3v1 keep away can be
progressed to 3v2, with further game-related progressions
such as 3v1v1v1 (3 attackers moving the ball down court
with 1 defender confronting them in each third
Go for Goal Games Similar to weighted number games however adding in the
scoring element shooting for goal
GLOs May be used as a warm up activity to add variety and keep
motivation and engagement high

Implications for Teaching and Learning Netball

Game Sense – Rules

Key rules to apply in first shaped / simplified game (which will be an endzone game)

 No contact
 No dribbling / running with the ball
 Stepping (this will be adjudicated more leniently to begin with)
 Obstruction – defender must be minimum 1 metre away from ball-carrier
 5 second hold – allows slightly more time for ball-carrier to make decisions
 Cannot take the ball out of a player’s hands
 Score by taking a catch in the endzone (for the endzone game)

These rules will form a basis to follow in different games throughout the mini unit (among others in future
progressions). They will be used initially to help learners experience individual and team success without
the pressure of shooting the ball through the small goal hoop. A progression of rules can apply in shaped
games, to increase the challenge and make learners utilize more game sense during play. Other rules that
can be added (or adjusted) as a progression into the next shaped game(s):

 Stepping, with stricter interpretation and emphasis on the landing and grounded foot for pivoting
 3 second hold
 Score by shooting a goal through the hoop
 Potentially introduce positional rules (only 1 person inside goal circle etc.)
Example: 2 v 1 Go for Goal (potentially 3 v 1)

2 v 1 Go for Goal (space to be determined)

- no contact

- obstruction

- stepping (pivot to change direction)

- 1 attacker only inside goal circle

- 1 point hit rim, 2 points for goal for attackers

- 3 points to defender for intercept

*highlight importance of lob pass

Teaching and Learning Implications (Rules)

 The best way to learn the rules is to play the game or simplified versions of it (see above).
 As there are not many complex rules in netball to get a simplified game going quickly (that looks
like the real game), most can be introduced within the first few games. Rules that can be
introduced before play are no contact, no dribbling or running with the ball, obstruction (keep
defenders 1 metre away), cannot take the ball out of players hands and the type of scoring that will
be used (catch in endzone or shoot a goal). Rules that can be introduced during play are no
stepping, ball-hold limit and the potential positions that can be used for future games.
 Freeze replay will be used to help teach rules. This can be done by stopping play to
o Point out the defender is too close to the ball-carrier
o Show that a player has made contact with the opposition player
o Show the player has exceeded the ball-hold limit
o Emphasize the stepping rule by showing a player had taken a step or pivoted on the
wrong foot
o Show how a player can pivot to move around if they are holding the ball (as they
cannot run with it)
o Emphasize how a score was made (taking a catch inside the endzone, shooting a goal)

Game Sense – Tactical Principles of Play

Netball is a court invasion game with many tactical principles to consider as an attacker or defender.

When in possession of the ball attackers should

 Maintain possession if defenders are blocking attacking options


 Advance the ball to get it in a scoring position and shoot a goal

When attackers are not in possession of the ball, they should

 Move into space behind defenders to create more attacking and scoring options
 Support the ball-carrier by providing safer options to pass to that will help the team maintain
possession
Defenders ultimately need to stop the attackers from scoring by

 Delaying the ball from being advanced


 Be on the goal-side of attackers to block space and attacking avenues
 Try and intercept (resulting in a turnover) and regain possession

The most important tactical concepts that will be focused on are

 Find space to execute technical ability at a higher standard (space = time = skilled play)
 Moving into space when the team is in possession of the ball, support with width and depth
 Scan the field and read the play to assess whether there are good attacking options or if it would be
better to take a safe option
 Delaying the ball from being advanced and blocking space, guarding opponents
 Intercept to counter-attack quickly

Focus cues for attackers and / or defenders can include:

 Eyes up, look for teammates in space


 Move into space - ‘How do we make space?’ Constant movement
 Move the ball quickly - ‘Is it easier to defend when the ball is moved fast or slow?’
 Pressure the ball-carrier
 Cut down angles, block options
 ‘Am I in a good position to shoot? Could I be in a better position?’

Teaching and Learning Implications (Tactics)

A simple progression of learning tasks can be used to develop reading the play and game sense. A simple
3v1 ‘keep away’ weighted number game can be used to allow attackers more time and space to execute
good technique and have more space to move into to receive passes. To increase the difficulty, ratios can
be changed to 4v3 or 3v2 and the shape of the playing area can be changed to focus on different tactical
elements. 3v1v1v1 moving the ball down court is a good way for attackers to be confronted in the different
thirds of the court by different defenders.

This can be progressed further by adding a scoring element by progressing to a go for goal game. Now
learners have dealt with defenders and know more about the benefits of moving into space, there needs to
be a result they want to achieve. 3v1 or 2v1 provides the opportunity for attackers to experience success
before progressing to 3v2 and making different decisions based on defenders’ movements. Progressing to
4v3 (and eventually 3v3, 4v4, or 5v5) allows the attackers to find more options but also increases the
difficulty and allows for defender to implement plans to block space or try and intercept. This is closely
aligned with the actual game so learners will see the benefits of this more clearly.

Freeze replay can be utilized to help focus on game sense tactics by

 Pausing the play and pointing out the attacker’s positions on the court – make note on whether
they all are too close to the ball-carrier and not providing many options
 Show how the defenders are positioned and how attackers can help maintain possession by
supporting with width and depth
 Reiterate defenders to be goal-side of attackers and show them how this blocks space, creates
pressure and could result in turnovers
 Show how drawing a defender away can create space for another attacker
 Demonstrate where a lob pass may be effective
 Ask students if the person who has received the ball (just inside) the goal-circle and whether they
could be in a better (closer) position to shoot

Technical Ability

The essential techniques in netball are throwing, catching and shooting. More specifically for novices the
chest pass (with some focus on shoulder, lob and bounce pass), chest catch, and simple shooting technique
will be focused on as they can be more easily grasped. The perceptual and timing demands are not
extremely difficult as the ball is a larger object and can be caught with both hands, and the throw and
shooting technique are made relatively stationary. The movement pattern of the ball in the air is relatively
simple and usually the head and eyes are up which can make it easy to track but when exclusively
practicing technique, the distances of throws will be differentiated among learners.

Combinations of technique can include:

 Pivot and throw


 Jump, catch and throw,
 Catch and pivot
 Catch, pivot and shoot

Chest Pass:

Push ball hard and


Elbows bent and down direct at teammate

Both hands behind ball Step forward to


generate more power Flat pass
‘make a W’

Shoulder Pass:

Extend elbow

Rotate torso slightly Push ball at teammate


Arm behind head

Elbow down Step forward with


Fingers spread, wrist bent opposite foot for
more power

Catch:

Grasps hands on ball

Bring ball into chest


Eyes on ball

Bend elbows
Hands out in front Can take ball in air
‘give with the ball’
Fingers up, ‘make a W’ Jump to land on both feet to
Shooting: Flick balloptions
off fingers
open up pivoting
Ball held high Focus on goals Push ball high and into net
Balanced, stable position above head
‘eyes on target’ ‘follow through’
Balance ball on
Feet shoulder dominant hand, Bend knees Push up with knees
width apart other hand supports and elbows
Bend elbows

Teaching and Learning Implications (Technical Ability)

Individual and partner target challenges can be introduced to develop chest pass, shoulder pass, catch and
shooting. Partners can simply throw and catch to themselves or between each other, with different
challenges added. These can include:

 Each player throwing their own ball up into the air, move and catch it. This can be used to aid in
developing ‘no stepping’ and players can try and take the catch in the air and land on both feet so
they have the option to pivot on either leg. Moving up the court, they can then have a shot at goal
when in the goal circle. This can then be progressed to partners.
 Points for every catch take between the pair (can be timed, ‘try and beat your score!’)
 Take a step back for every catch taken, if dropped take a step forward; start with chest pass then as
distance increases use a shoulder pass (this can aid in differentiation so all learners will have the
opportunity to experience success and then challenge their ability)
 Pass, Pivot and Shoot – Partners work together to make and receive passes to ultimately have a
shot at goal. Points can be awarded for taking a catch in the goal circle, hitting the ring and
shooting a goal.
 2 v 1 passing games (still limited pressure)

Heavy Traffic (scattered) can be used to add communication, agility and scanning. One partner will throw to
the other who is making a lead and providing a target (calling for the ball, hand out in front - non-verbal
communication) in a space where other players will be doing the same thing. The player who passed it must
then move into another space. This introduces more movement (into space) and tactical concepts while still
having no pressure applied by defenders.
The perceptual and timing demands can be simplified by reducing the tactical demands as previously
mentioned through partner or target challenges. In games involving defenders, giving attackers the
numerical advantage eases the pressure and allows them more time to focus on technique.

Agility and Communication

Agility is an extremely important aspect of netball and can be subconsciously taught through small-sided
games. Learners will need to develop this so they can move into space away from defenders. Catching,
stopping and then changing direction (pivoting) to find passing options is also key and can be taught
through shaped play. Fast-paced, high intensity GLO’s can also aid agility development.

Communication can be developed using small-sided games with learners calling for the ball or instructing
other players where to run. Non-verbal communication can be taught by giving learners focus cues such as
holding a hand out (to the side or in the air) so players can see it as a target, or scanning the field to see the
direction another player is leading and can make a pass accordingly. Emphasis on telling learners to use
their voice and giving visual cues will be key.

Resilience and Fair Play

Learners can build resilience by learning from mistakes and building on experiences. An example of this can
be introducing the group to the netball endzone game before learning the specific technical abilities. They
may find themselves struggling initially, but after completing that learning episode and focusing on some
technique and tactical small games before returning to the first endzone game played, they will realise how
much their skills have developed and become more confident. Differentiation will be key to help learners
overcome difficulties and give them the opportunity to experience success and think ‘I can do this’.

Fair play can be reinforced by good teacher behaviour and encouragement. The rules should be reiterated,
and the learners reminded why they are in place – the no contact rule in netball is important to focus on
and learners should be aware of how this could affect another learner if this is broken. Introducing a
routine such as getting learners to Hi-5 everyone at the end of each session and offering encouragement
would be beneficial.

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