NETBALL RESOURCE FOLDER
Secondary Education Sport Supervision
Table of Contents
Warm-up and Cool Down Activities ............................................................................................. 3 Warm-up: Static Stretching ........................................................................................................... 3 Warm-up: Dynamic Stretching ...................................................................................................... 3 Warm-up: Movement .................................................................................................................... 4 Individual Technical Skills ............................................................................................................ 5 Footwork ....................................................................................................................................... 5 Catching ....................................................................................................................................... 5 Passing ......................................................................................................................................... 5 Shooting ....................................................................................................................................... 7 Individual/Team Tactical Skills ..................................................................................................... 8 Attacking ....................................................................................................................................... 8 Defending ..................................................................................................................................... 8 Centre Pass Strategies ................................................................................................................. 9 Technical and Tactical Drills ....................................................................................................... 10 Rules for Refereeing .................................................................................................................... 15
CURTIN Rebecca
2
Secondary Education Sport Supervision
Warm-up and Cool down activities Static stretching (warm-up; cool down) Calves – long/short
Quadriceps
Hamstrings
Hip flexors
Triceps/shoulders
Chest
Dynamic stretching (warm-up only) Lunge walks o Forwards: Keeping trunk upright, take a large step forwards and drop body down between legs. Alternate between legs. o Sideways: Start from standing position. Step one leg sideways, bending knee to 90 degrees. Straighten knee sliding trailing leg across. Repeat in both directions. Prone calf cycles o Hands on ground in a prone position (face down). Legs behind with hips raised. Push one heel back towards ground while other foot raises slightly on tip toes. Alternate smoothly. Butt flicks o Standing tall, kick one heel up to butt bending at knee joint. Alternate legs continuously. Back to back passes o In pairs, with one ball per pair. Standing back to back, players pass the ball to each other: overhead > waist pass > ankle pass > repeat.
CURTIN Rebecca
3
Secondary Education Sport Supervision
Knee Tag 2 players working together without a ball in a 1mx1m. Standing opposite each other, players move on the balls of their feet while trying to the other player’s knees, without letting them touch their own. Change it: how many touches in 1 minute; change grid size
Running clock Players form a circle, with a cone in the middle. All players running fast feet on the spot. Each player takes a turn to quickly run to the middle cone, pushing off then back to another player in the circle giving a hand slap. Repeat until all players have run to middle. Circling Partners Set up two lines of paired cones, 3m apart. Divide players into pairs, one at the start of each line on cones. Players stay on their toes and keep centre of gravity low by bending hips and knees. Players run as a pair to the first set of cones. Players shuffle sideways by 90 degrees to meet in the middle, and shuffle an entire circle around one other and then run to the next cone in the opposite line. Repeat for each pair of cones. Zone running Set up a 10mx10m four-zone grid. Each zone has different footwork: two feet jump, one foot hop, small steps, leap Players continuously move about the whole area, changing footwork as required, and avoiding body contact with other players. CI: adjust grid size; one player acts as tagger, with tagged players becoming taggers Goal circle ball tag Use goal circle(s) of the netball court as zone. Divide players into two teams, attacking team (BLUE) and free team (RED). All players must stay in the goal circle zone. Attacking team must pass ball quickly to other attacking players with the aim of tagging a player from the free team with the ball. Free team players move to avoid tag. Ball cannot be thrown at free players. Players must not step with the ball. Attacking and defending teams switch roles once a person is tagged. CI: 2+ balls to increase difficulty/moving CURTIN Rebecca
4
Secondary Education Sport Supervision
Individual Technical Skills Skill
Teaching Points
Teaching Cues
Footwork Landing
Land with feet approximately shoulder width apart to give a firm support base When landing with one foot, quickly bring other foot down to evenly spread body weight over two feet Body should be upright when landing Bend knees, hips and ankles slightly on impact. Players should be able to land on both feet together, or on their left foot or right foot, balance and then pass effectively to a teammate.
“head up” “eyes up” “knees bent” “balance”
Footwork Pivoting
Keep landing foot frozen. Rise on ball of foot. Turn on ball of foot. Push off with the other foot to provide direction and balance.
“frozen foot” “ball of foot” “balance” “pivot”
Catching
Eyes watching the ball Fingers spread in “W” shape, relaxed but strong Hands and arms outstretched Step into the ball Snatch the ball with strong fingers, bending arms to lessen the impact whilst pulling the ball towards body Bring the ball back to the chest for return pass Balance before throwing
“eyes up” “finger webs” “snatch” “pull it in” “balance”
Passing Chest Pass
Both hands in the shape of a W behind the ball Elbows in and relaxed (no chicken wings). Feet are hip distance apart with relaxed knees. Step into the pass and follow through with arms. Flick wrists as the ball is released to add power.
“finger webs” “no chickens” “step in” “power push” “follow” “flick”
Passing with two hands from your chest, aiming at the chest of another player. Used for short, sharp passes. CURTIN Rebecca
5
Secondary Education Sport Supervision
Skill Passing Shoulder Pass A one-handed pass made side-on. Use this pass for speed and accuracy over long distances.
Passing Bounce Pass Passing the ball to another player by bouncing it on the ground. Used over short distances and to avoid the arms of a close defender.
Teaching Points Balanced starting position. Step into pass with opposite leg to throwing arm. Hold ball at head height with elbow low. Throwing hand stretched behind the ball. Transfer weight by stepping forward to increase power. Turn body slightly as ball is released. Follow through to where the ball is to go. Faster the follow through = faster speed of ball. Flick wrist as ball is released for more power.
“opposite leg” “head height” “hand behind ball” “power push” “follow fast”
Two hands in W shape behind ball. Elbows in and relaxed Feet aligned under hips with relaxed knees (balance) Step into the pass Aim to hit the floor 2/3 of the way of the distance you want the ball to travel Follow through with arms. Flick wrists as the ball is released to add power
“web hands” “no chickens” “step in” “two thirds” “power push” “follow through” “wrist flick”
Body facing or side-on to receiver Hand/s behind and under ball rises above the head A high ball pass you use On release, throwing arm/s to lift the ball in a high moves up and towards looping arc over the receiver arms of your defending Wrist and fingers direct the player. ball in a high arc into the space ahead of the receiver Highest point of the arc should be when ball passes over defender Weight transferred from back to front foot as the step forward is made
Passing Lob Pass
CURTIN Rebecca
Teaching Cues
“drop shoulder” “power push” “follow through”
6
Secondary Education Sport Supervision
Skill Shooting Goal Shooting
CURTIN Rebecca
Teaching Points Stand upright and balance. Feet, hips, body, shoulders and elbows ‘square’ to post. Eyes on an aim point. One hand sits below the ball, fingers spread evenly. Ball sits on fingertips. Raise shooting hand above head. Other hand guides ball from the side. Bend knees and elbows at same time. Straighten body, releasing ball at full arm extension, with strong middle and index fingers directing ball to the goal. Follow through with the shooting hand.
Teaching Cues
“square on” “aim point” “hand under” “fingertips” “bend” “extend” “guide” “follow”
7
Secondary Education Sport Supervision
Individual/Team Tactical Skills Skill
Teaching Points
Teaching Cues
Attacking Leading
Feet shoulder width apart, weight evenly distributed Body upright, head and eyes up, knees and hips bent slightly Arms bent in relaxed position by side Take 3-4 powerful steps in the direction you want to go Sprint strongly to the ball, either directly forward or diagonally to the free space
“balance” “low” “quick steps” “power” “sprint”
Attacking Changing Direction
Feet shoulder width apart, weight evenly distributed Body upright, head and eyes up, knees and hips bent slightly Arms bent in relaxed position by side Take 1-2 short, quick steps in the opposite direction to where you want to go Ground the outside foot, bending knee, lowering centre of gravity Pivot on ball of grounded foot and rotate foot, knees and hips in desired direction Push off, transferring weight to inside foot Accelerate, pumping arms
“head up” “eyes up” “quick steps” “ground foot” “pivot” “push” “explode”
Defending Defending Guarding a player who may or may not have the ball. One-on-one defending techniques include defending in front (shadowing), from the side or from behind
Stand close to your opponent (or in zone if defending space). Stay on balls of feet, knees bent, for quick reaction. Have visual awareness of your opponent, the ball and other players. Follow and anticipate the movements of opponent. Control the space your opponent can go into. Be ready to move and intercept.
“tight” “balls of feet” “eyes up”
CURTIN Rebecca
8
Secondary Education Sport Supervision
Skill Defending Defending player with ball
Intercepting
Centre Pass Strategies Attacking a centre pass
CURTIN Rebecca
Teaching Points
Teaching Cues “distance” “balls of feet” “balance” “eyes up” “arms up”
Stand 0.9m from opponent’s grounded foot. Feet wide, body balanced. On balls of feet. Head and eyes up. Arms raised. Stand on favoured attacking side; defend left/right handed players on their preferred throwing side.
Head and eyes up. Balls or feet with knees bent. Apply changing direction, landing and catching skills.
“balls of feet” “eyes up” “power” “snatch”
C stands in middle of centre third. WA, GA, WD, and GD stand on/behind transverse lines (and opponents). Eye contact between GA, WA and C. Usually ball is thrown forward to WA as first option. WA drives out into the centre third for the pass. If WA and GA are shut down, look for WD or GD. Have space awareness. Apply leading skills. Time leading runs. Apply change direction skills. C is patient for best option. Receiver applies landing, catching, and pivot skills to continue play. Use signals for different strategies.
“eye contact” “lead” “free space” “options” “patience”
9
Secondary Education Sport Supervision
Technical and Tactical Drills 1. Running the Gauntlet
Groups of 6-8 students Two lines of paired cones create a playing zone (the gauntlet) Between each pair of cones is a defender. The attacker must work their way through the gauntlet, making footwork and movement decisions to pass each defender. Each defender must stay on their horizontal line. When the attacker reaches the end, they become a defender, and the first defender becomes the attacker. CI: two attackers run at the same time; with/without a ball
2. Clap Ball
Groups of 4-6, standing in a circle. One ball per group. Players pass the ball to one another (cannot pass to the player beside them). Receiver must clap before receiving the ball. If there is no clap, or the pass is dropped the cycle starts again. The cycle concludes when all players have passed/caught the ball. Rotate through pass types. CI: vary distance; set time limit.
CURTIN Rebecca
10
Secondary Education Sport Supervision
3. Criss-Cross Passing
Four players, with two balls. Both blue players start with a ball. Red players are standing inside a hoop on the ground The blue players both throw the ball to the Red players who in turn return the ball. After returning the ball the red players swap places. Red players practice catching the ball on the move, paying attention to landing, pivoting and passing the ball in return. Repeat, alternating chest passes, shoulder passes and bounce passes. Swap blue and red player positions. CI: time limit; widen running distance
4. Golden Child
2 groups: shooting team, with one ball, and running team. Zone is one third of court. Arrange cones at different points around goal circle. Arrange running course around perimeter (e.g. dodge, change directions) On START, shooting team take turns to shoot goals, and first runner starts running course. When goal is scored, call STOP. Runner stops where they are. Continue shooting, and another runner starts. Final runner can unfreeze other runners. Shooting team aims to complete all points. Running team aims to have all runners finish. CI: large target for 1+ shots; time limit; vary distances.
CURTIN Rebecca
11
Secondary Education Sport Supervision
5. Square Passing Drill
8 players stand in square formation, with one ball per group. Players lead from their cone in turn to receive and offload the pass. The ball works around the square. Players move to end of next line. CI: different pass per line; vary distance; 2+ balls simultaneously
6. Two Ball Cross Over
Set a zone of 10mx10m. 6-8 players stand in four lines at each corner point. 2 balls per group Throwers on one side, receivers on the other. Receivers lead and change direction to receive pass from thrower. Receivers return pass to thrower, the change direction to crossover and receive pass from other thrower. Receivers pivot and return pass to their own line. CI: vary passes
CURTIN Rebecca
12
Secondary Education Sport Supervision
7. Progressive Keepings Off
Set a third of court zone. 2 groups of three players Group 1 has the ball and needs to make 10 consecutive passes against 1 defender. Add a second defender and complete another 10 passes. Add a third defender and complete another 10 passes, and complete task. Rotate possession on intercepts. CI: two consecutive passes must be different passes; vary zone size
8. Centre Pass Drill
In groups of 5, players stand at points as indicated. Players work through different centre pass strategies. Groups combine to have one group act as defenders. Successful plays lead to another set-up. Rotate roles on intercepts. CI: Add floating or zoned defender(s)
CURTIN Rebecca
13
Secondary Education Sport Supervision
9. 100 Point Drill
Payers stand at points as indicated. P1 receives lob from P5, and passes to P2. P2 pivots and passes back to P3, moves to free space and receives again from P3. P2 passes to P4 who is leading. P4 pivots and passes to P5, moves to free space and receives again from P5. P4 passes to P5. P5 shoots. Players move to next spot. P5 lobs to P1 to repeat cycle. CI: vary passes; add floating defenders; time limit.
10. 3 on 3 Drill
Set a tunnel zone of 5mx10m. 3 attacking players, and 3 defensive players An attacking player simulates a line throw in to start. Attacking workers should make quick moves and drive onto the ball. Attackers pass the ball from one end to the other, varying pass types and avoiding defensive players. Rotate attacking and defending teams. CI: Make the tunnel incrementally smaller to increase the challenge, set a time limit for completion, apply game-like situation (shooting).
CURTIN Rebecca
14
Secondary Education Sport Supervision
Rules for Refereeing Official rules of netball: http://netball.com.au/get-involved/umpiring/resources/official-rules-of-netball/
CURTIN Rebecca
15
Secondary Education Sport Supervision
An Autonomy-Supportive Approach The skills and drills in this Netball Resource Folder are premised on an autonomy-supportive approach to teaching and coaching. To that end, effort has been taken to integrate elements that align with a motivational model of coaching (Mageau & Vallerand, 2003). The evaluation and selection of drills is driven by assessing the extent to which drills cater to the cultivation of autonomy, competence and relatedness, as well as the question: ‘What would the players’ perspective of this drill be?’ Furthermore, drills are constructed with a view to maximising choice while minimizing pressures. This positions the coach in the role of facilitator, an element of an autonomy-supportive approach (Reeve, 2006). It is envisaged that more controlling behaviours would be adopted for setting safety requirements, for discipline issues and, most importantly, for setting the parameters of an inclusive learning environment that endorses individual accountability. Accordingly, and keeping in mind that the SDT continuum (Ryan & Deci, 2000) conveys the message that responding to needs is not a matter of best-fit, but rather one of merging awareness, context and behaviour, teaching approaches vary throughout the drills. Inclusion is a core precept of this Resource Folder, with small groups a recurrent feature to maximise student participation and increase time-on-task (Foreman, 2011). In the same vein, the drills attempt to avoid one-sided success. This is illustrated by incorporating team/player rotations in the 100 Point drill, adding conditions such as number of passes to maximise participation in the Progressive Keepings Off drill, and using zoned areas to restrict dominant players and/or give all players a chance as in the Running the Gauntlet drill. This inclusive approach is the foundation to catering to the autonomy, competence and relatedness of all players. The use of pair, small group and team work, with all students engaged, active and moving, it is possible for the teacher to circulate and ensure that significance is perceived by players and to provide non-controlling, yet informative feedback and correct technique (Deci & Ryan, 2000; Elliot & Dweck, 2013). The collaborative and inclusive environment also allows for Self-Check and Reciprocal self- and peer-assessment opportunities (Mosston, 1990). That said, the design of certain drills to include a number of players, such as the Square Passing drill, would allow for a teacher to provide one-on-one technique correction in a Practice style (Mosston, 1990) should it be in a player’s best interest. The inclusive environment also promotes AS-styled reflection on thoughts and feelings concerning techniques, skills and strategies (Mageau & Vallerand, 2003). For example, following the Running the Gauntlet drill and the Square Drill, it is possible to acknowledge players feelings regarding the different footwork and passing techniques, respectively. Lines of questioning that seek to understand, apply, analyse and evaluate the challenges and methods involved in these and other techniques and skills, not only promote students progression through different levels of thinking (Anderson & Krathwohl, 2001; Bloom, 1956), but also work to yield advice for peers in a Reciprocal style (Mosston, 1990). CURTIN Rebecca
16
Secondary Education Sport Supervision
This approach to questioning and feedback facilitates an incremental mindset (Dweck, 2006) in players. Emphasis on a variety of techniques and sequential acquisition of skills motivates players to ascertain their level of development in the different techniques and skills, and to continue to refine their techniques and skills in accordance with their own needs. The Square Passing drill is one such case where players experiment and evaluate through an iterative process. Players also have the opportunity to progress from few to several actions as part of a larger sequence. In the 100 Point drill, players contribute one action to the sequence, while other drills such as 3-on-3 allow for multiple actions. Cultivating an incremental mindset is especially important for the complex skill of shooting. Not all students will be gifted shooters, and the use of larger targets and varied shooting points in the Golden Child drill is one way of showing players that shooting skills are not a simple issue of succeed or fail, but of distances, angles and technique. This coaching approach is reinforced by the promotion of inclusion, as effort can be praised over ability, and all players can be inspired by the efforts and success of others (Dweck, 2006), ultimately developing a greater sense of autonomy. Where possible, opportunities are provided to expose players to the variety of techniques and skills involved in the game and allow for exploration, or Guided Discovery (Mosston, 1990), of the use and value of such techniques and skills. The different techniques are supported by ASappropriate rationales (Mageau & Vallerand, 2003) as to their use in the game of netball. For example, students might ask why all passes cannot be shoulder passes. Opportunity is provided to examine the mechanics of each pass in situations that vary in terms of space, movement, and number of players. The Clap Ball drill and the Two Ball Crossover drill, for example, not only teach players the various types of passes, but allow students to explore the efficacy of the pass types, as well as determine their own level of mastery. Subsequent drills then allow for decision-making by players as to how these techniques and skills might be implemented in game-like situations such as the 3-on-3 drill. There is latitude for the coaching style to be altered to allow for even greater autonomy, moving beyond the Discovery threshold (Mosston, 1990) to a student-centred learning approach. This is especially the case in the drills which allow players to engage in decision-making and strategizing to complete or win a task, such as the Centre Pass drill and 3-on-3 drill. Players can collaboratively apply knowledge and skills to devise strategies to complete the drills, in particular asking divergent questions such as: ‘How can we move the ball from point A to point B in the fastest possible way?’ or ‘How can we work together to control the movement of attackers?’. Players thus engage in dialogue and work in their own way (Chua, 2010) by analysing and evaluating different types of passes, changing direction skills, or one-on-one and zonal defending. Providing opportunity for players to engage in these higher order cognitive processes cultivates a problem-solving environment and therefore maximises creative and critical thinking – itself an important AS behaviour – by players (Mageau and Vallerand, 2003). CURTIN Rebecca
17
Secondary Education Sport Supervision
In addition to the above, various change-it (CI) strategies are included to make the drills easier or harder in order to cater to a range of student abilities and needs. Alterations are incorporated to the playing area size in a number of drills, to increase or decrease the challenge. Importantly, decisions about when and how far to adjust the conditions can be made by the players themselves in accordance with AS behaviour (Mageau & Vallerand, 2003). For example, in the Criss Cross Passing drill, students can choose when, and to what extent they might widen the running distance, and when they might alter the type of passing. There is also substantial scope to set and adjust time limits in a number of drills, and this should be done, where possible, by players once understanding of the drill has been established. For example, players can set time goals for completion of the 100 Point drill. The drills also feature variations to the number of players, from pair work, to small groups, and mismatched numbers on attacking and defensive drills such as 3 v 1, 3 v 2, 3 v3 in the Progressive Keepings Off drill. Allowances can also be made to include targets instead of goals for drills involving goal shooting; this can minimize the emphasis on goal shooting success and allow all students to improve accuracy skills – skill players can apply to other areas of the game. In sum, assiduous selection of drills provides for the adoption of autonomy-supportive behaviours in an effort to promote the autonomy, competence and relatedness of all players. By seeking from the outset to acknowledge the players’ frame of reference (Black & Deci, 2000), the natural progression is to then adopt core elements of inclusion, dialogue, choice, and effective questioning and feedback in order to cultivate a positive learning environment that promotes internalization of behaviours and attitudes (Conroy and Coatsworth, 2007) and facilitates more selfdetermined forms of motivation in students (Deci, Spiegal, Ryan, Koestner, & Kauffman, 1982; Reeve, 2006). Consequently, this Netball Resource Folder aims to deliver a beneficial and enjoyable programme for all students.
CURTIN Rebecca
18
Secondary Education Sport Supervision References Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman. Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self - determination theory perspective. Science Education, 84(740-756). Chua, L. L. (2010). Differences between Autonomy-Supportive and Controlling Behaviours. Singapore: Motivation in Educational Research Laboratory, NIE. Conroy, D. E., & Coatsworth, J. D. (2007). Assessing Autonomy-Supportive Coaching Strategies in Youth Sport. Psychology of Sport and Exercise, 8(5), 671–684. Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the selfdetermination of behavior. Psychological Inquiry, 11, 227-268. Deci, E. L., Spiegal, N. H., Ryan, R. M., Koestner, R., & Kauffman, M. (1982). Effects of performance standards on teaching styles: Behavior of controlling teachers. Journal of Educational Psychology, 74(6), 852-859. Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House. Elliot, A. J., & Dweck, C. S. (2013). Handbook of Competence and Motivation. New York: Guilford Publications. Foreman, P. (2011). Inclusion in Action. South Melbourne: Cengage. International Federation of Netball Associations. (2008). IFNA Coaching Manual. Manchester: IFNA. Mageau, G. A., & Vallerand, R. J. (2003). The coach–athlete relationship: a motivational model. Journal of Sports Sciences, 21(11), 883-904. Mosston, M., & Ashworth, S. (1990). The Spectrum of Teaching Styles: from command to discovery. New York: Longman. Netball Australia. (2012). Coaching a netball team: secondary level. Melbourne: Author. Netball Australia. (2007). Netball Companion Book. Bruce, ACT: Australian Sports Commission. Netball Australia. (2012). Official Rules of Netball. Melbourne: Author. Retrieved from http://netball.com.au/get-involved/umpiring/resources/official-rules-of-netball/ Netball Smart. (2013). Netball Smart for Coaches: Coaching Booklet. Auckland: Netball New Zealand. Retrieved from http://www.mynetball.co.nz/images/netballsmart/downloads/netballsmart_coaching_booklet.pdf Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal, 106(3), 225-236. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. CURTIN Rebecca
19