1

THE ROYAL MARINES

Netball
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CONTENTS

MESSAGE FROM THE ALL ENGLAND NETBALL ASSOCIATION 3

Student Notes Teacher Notes
INTRODUCTION TO THE MODULE 3
SKILLS DEVELOPMENT SHEET 4
Prepared for The Royal Navy in Association with The All England Netball UNIT 1 THE GAME - AN OVERVIEW 5
Association and produced by Education and Youth Limited, London.
UNIT 2 BASIC SKILLS AND TACTICS 7
If there is any support you feel The Royal Navy can give regarding this
UNIT 3 TEACHING NETBALL 21
project please contact 0870 333 0423.
UNIT 4 THE STRUCTURE OF THE SPORT 24
UNIT 5 PHYSICAL CONDITIONING 29
Acknowledgements UNIT 6 SAFETY AND INJURY: PREVENTION 32
The All England Netball Association wishes to thank Mary French, UNIT 7 CURRENT ISSUES 34
Joyce Wheeler and Betty Galsworthy for their contribution to the
authoring of this book. USEFUL INFORMATION 35
Technical Editor: P Edwards M.A. USEFUL CONTACT ADDRESSES 35
RECOMMENDED READING AND OTHER MATERIAL FROM AENA 36
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Message from the All England Netball Association
Membership of the All England Netball Association (AENA) is growing
at a significant rate and today’s accent on healthy living has helped
boost the reputation of netball as an ideal way to keep fit and stay fit.
Team work is the very essence of the game in which young and old,
tall and short all have a part to play and are able to compete on
equal terms.
This action pack is an invaluable resource containing advice and
information to assist students to develop their general and technical
knowledge of netball. This could not have been produced without the
help of The Royal Navy, the publishers and in particular the authors
who have freely given their time and expertise. This pack is quite
unique within netball, although other resources are available. To
supplement knowledge further, refer to the list of publications printed
within this module or contact the Association direct.
Further details of Award Schemes available can also be obtained from
the Association. The Netball Leader’s Award, the Level One Coaching
Certificate and the Beginner Umpire Award might be particularly
relevant to students.
Finally, don’t forget that many opportunities exist locally if you would
like to take up netball on a regular basis as a coach, umpire,
administrator, scorer or player, you just have to contact the AENA.

Introduction to the Module

Module Objectives:
Students will:
• be able to apply the techniques and skills relevant to their
level of ability within the context of the game
• show an understanding of the rules of the game
• be aware of the administrative structure of the sport
• appreciate the historical background of the National
Governing Body
• understand and apply the theoretical knowledge which underpins
the game

Method
Teachers should:
• create a learning environment which will foster understanding of
the game
• introduce techniques and skills as they are required to improve
performance in the game
• create an enjoyable, safe and challenging environment
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Skills Development Sheet

The beginning stage of learning Netball is the exploratory phase, where

the player is attempting to learn the correct sequence of movements of
all the basic skills e.g. catching, throwing and footwork. A number of
errors may be made and players will need feedback to recognise and
correct these errors.
At the intermediate stage a player will be able to use most basic skills,
including attacking and defending, but not always with the correct use
in a game situation. The player will be more consistent, balanced and
mobile.
At the advanced stage the player will execute all the skills automatically
and will concentrate more on tactics.

Name of Module Netball

Basic Skills Catching, throwing, footwork, attacking defending (pages 7-18)

Game-play Skills Attack, defence, transition (pages 12-18)

Tactical Skills Decision making In attack

In defence
Double defending
Zone defending
Positional play (pages 18-20)

Training Skills Stamina, speed, strength, flexibility skills (pages 29-31)

Rules Playing, scoring, footwork, obstruction, time, officials and their function. Calls of
play, scoring system. Full rules should be obtained from AENA (page 35)
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UNIT 1
The Game - An Overview
The Game - What is netball?
A seven-a-side team game, played on a hard surface.
Equipment
2 netball posts
1 netball or size 5 football
7 bibs for the players of each team with letters giving the playing
position
How is it played? What are its features?
The ball is passed down the court, the object being to score a goal.
The court is divided into thirds.
Each of the seven players has a specific position and playing area.
Only two players may attempt to score.
The ball can be held for no more than three seconds.
Running with, or dribbling, the ball is not allowed.
Obstruction and contact are not permitted.
There is no limit to the number of substitutions that can be made
in a game.

Figure 1 - Area of play

1 2 4 5
3

Team positions, playing areas and responsibility of players

Playing positions are indicated by the wearing of place bibs.

Areas of Play Positions Positional Roles

1, 2
1, 2, 3
Goal Shooter
Goal Attack
GS
GA } Shooters/Goal Scorers

2, 3 Wing Attack WA
2, 3, 4
3, 4
Centre
Wing Defence
C
WD } Centre Court Players

3, 4, 5
4, 5
Goal Defence
Goal Keeper
GD
GK } Defenders
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Umpires
There are two umpires to control the game and ensure that there is
fair play.
Key responsibilities
Within the game, players have certain key responsibilities (see Figure 2).

Figure 2

(i)
GK, GD and WD combine to move
the ball from the goal line, through the
defending goal third, into the centre third.

(ii)
WD, C and WA combine to move the ball
across the centre third.

(iii)
WA, C and GA combine to move the ball from the
centre third, through the attacking goal third to
the goal circle.

(iv)
GA and GS combine in the goal
circle to score a goal or, if
necessary, to retrieve a mis-shot.
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UNIT 2
Basic Skills and Tactics
Netball is predominantly an Open Skill game, i.e. the player needs to
select and apply the most appropriate technique or skill to fulfil the
demands of an ever-changing game environment.
All skills could be said to involve the following components:
Cognitive skills - understanding why and how
Visual skills - monitoring the visual display
Judgmental skills - assessing what needs to be done
Physical skills - implementing the chosen action as efficiently and
effectively as possible
In order to play netball the player needs to acquire a basic vocabulary of
game skills which will allow them to create and exploit tactical
opportunities.
The Basic Skills of the Game:
• Catching
• Throwing
• Footwork
• Shooting
• Attacking
• Defending
All the techniques and skills described in this book are designed for right
handed players. For left handed players the reverse should be applied.

CATCHING
Objective: to effect a safe reception of the ball using one or both hands.
Key Features (see Figure 3)
• monitor the flight of the ball
• judge the speed and direction of the ball
• reach for the ball with full arm extension
• receive the ball with fingers widely spread and curved
• absorb the momentum of the ball by pulling it into the body as
Figure 3 possession is gained.

Reach out for the ball Watch the ball Catch the ball Absorb the momentum
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THROWING
Objective: to achieve the most safe and effective distribution of the ball to
an appropriate team member.
Basic Starting Position
Key Features
• adopt a well balanced position
• feet slightly apart - front to back
• weight on right foot which is to the rear
• ball held in two hands close to the body and just above waist height
Types of Throw
There are 2 broad categories of throw:
• one handed
• two handed

One Handed Throws

Figure 4
The starting position for all throws is as Figure 4.

Type of Throw Preparation Action Recovery

Shoulder throw Shoulders turn. Weight moves to left foot which The whole action must be
points in the direction of the continuous.
(see Figure 5) Ball taken on palm and fingers of throw.
right hand.
Throwing arm drives
Right arm taken back behind the vigorously forward.
line of the shoulders.
Right shoulder comes through. The player is ready to move
Ball at about head height. quickly into the game.
Ball is released with full arm and
finger extension.

High shoulder throw As above but the ball is taken As above. As shoulder throw.
back above head height.
(see Figure 6) Ball released ahead of the body,
above head height and with a
fully extended arm and hand.

Underarm throw The hips sink slightly. As above. As shoulder throw.

(see Figure 7) The arm is taken back below The arm swings through; the
waist level. ball is released just below waist
level.
The ball is supported by fingers,
and palm.

Bounce The backward preparation is The arm extends fully As shoulder throw.
smaller than for other throws. downward; the ball is propelled
(see Figure 8) to the ground.
The hand supporting the ball
moves to the rear and behind
the ball.
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Figure 5 Shoulder Throw Figure 6 High Shoulder Throw

Figure 7 Underarm Throw Figure 8 Bounce Pass

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Two Handed Throws

Type of Throw Preparation Action Recovery

From Chest Level (see Figure 9) The ball held in two hands, The player steps forward onto As before.
fingers and thumbs spread. left foot.
The ball is brought in close to The step is in the direction of the
the chest. throw.
The wrist rotates so that the The elbows extend, and wrists
fingers point backwards. extend strongly to release the
ball, leaving the palms facing
outward.
The ball is released at chest
height.

Figure 9 Chest Throw

From Overhead (see Figure 10) As above, but the ball is lifted The player steps onto the The right foot moves through
above head height with arm leading/left foot. and the player is ready for the
extension. next action.
The back arches slightly. The elbows and wrists extend
forward as the back straightens.
The ball is supported with
cupped palms and spread The ball is released by a strong
fingers. push from the fingers above
head height and in front of the
body.
The flight is parallel to the
ground.

Figure 10 Overhead Throw

Bounce Pass (see Figure 11) The ball is held in two hands, The player steps into the throw The arms move down and back.
spread around the ball at about onto the leading/left leg.
waist height. The rear/right leg moves
The arms, wrists and fingers through and the player
extend thrusting the ball down to continues in play.
the ground.
NB With both one and two
handed bounce passes the
ball should be aimed to
strike the ground behind the
feet of the defender (see
Figure 11a).

Figure 11 Bounce Pass Figure 11a

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Where When & Which? After a simultaneous landing, the
Figure 12 player may choose which foot to
Decision making in throwing is use as the first landing foot.
guided by the three ‘W’s
(see Figure 12): Which? Balance
WHERE There are two ways of achieving
balance from a fast run:
WHEN
Jump just before receiving the
WHICH ball, and then thrust one foot
WHERE towards the ground to act as a
brake. It is this first foot that
Throw the ball in the direction in should bring the body into a
which the player is moving and balanced position and the second
into the space ahead so that she/ foot only assists the process of
he will catch it with fully extended control.
arms.
Thrust the landing foot very hard
WHEN into the ground as the ball is
Throw only when the receiver’s caught, and use the second foot
final movement to get free is clear. to make a series of very quick and
very small steps forward, to act as
WHICH a brake until the forward
Which pass to use will depend on: momentum of the run is
controlled. This second foot is
• space between thrower and Where? then brought back to the landing
receiver foot to regain the good balance
required for throwing.
• position of receiver’s
opponent
SHOOTING
• position of thrower’s
opponent Skilful shooting requires a
mastery of different techniques
based on two fundamental
FOOTWORK AND BALANCE
qualities: balance and judgment of
Objective: to arrest the forward distance. A variety of techniques
motion of the body can be developed from the
within the rules of the fundamental technique of the
game. standing shot.
The footwork rule is one of the Balance in shooting is comprised
unique features of the game of of:
netball. The rule permits a player
• foot placement
to:
• weight distribution
land on one foot and then
ground the other foot • control of the ball
(see Figure 13 pg 11)
When? The Feet
OR
Being balanced before making a
land on both feet shot is vitally important. The
simultaneously. player may adopt any of the
following:
Having caught the ball, a player
landing on one foot may: • feet close together, side by
side, weight evenly distributed
Pivot on that foot to face a
new direction. A pivot is a • one foot in front of the other,
turning on the ball of the first weight evenly distributed
grounded foot while taking
small steps with the other • one foot in front of the other,
foot. weight mainly over either
front or back foot.
Step with the other foot as
many times as the player The Body
wishes. The body should be balanced,
Step with the other foot and with the centre of gravity above
lift the landing foot, but the the feet, until the ball is released.
player must pass or shoot
before regrounding this foot.
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PHASES OF PLAY
There are 3 phases of play:
• Attack
• Defence
• Transition
Each phase has its own specialist
skills which should be applied as
appropriate in order to gain
maximum technical advantage.
ATTACKING SKILLS
These allow the player to get free
from opponents in the best place
and at the best time to contribute
to an attacking move.
There are two main situations in
which a player may need to throw
off the attentions of a defender:
• the defender marks the
Figure 13 attacker with the objective of
intercepting the thrown ball;
the player is facing the ball
The Hand • the wrist and fingers NB The shot should be
with their back to the
provide a final flick continuous, with absolute
• the wrist and fingers flick the opponent; the player is
towards the goal concentration on the goal ring.
ball into the goal between the opponent and the
• the ball should travel Rebounding ball
• palm upturned upwards, in a high arc
Repossession of an unsuccessful • the defender marks the
• fingers spread behind the ball before dropping vertically
shot is important. attacker and is positioned
through the ring.
• base of fingers and thumb between the opponent and the
The Moving Shot The shooter who is not taking the goal; the objective is not to
supporting the ball shot should attempt to gain a intercept the ball, but to delay
Successful shooting requires • the player lands obeying position under the post from the forward progress of the
accurate judgment of: the footwork rule where they have maximum attacker
opportunity to gain possession of
• distance • the player must be balanced the ball.
and have control of the ball
• direction The shooting player should be
• the player steps towards alive to every opportunity to gain
• force the goal repossession for another attempt.
Successful shooting requires • the ball is released high
accurate aiming at the right spot. above the head
This is generally considered to be:
• just above and beyond the
front rim of the goal ring
There are two types of shot:
• the Static/Standing Shot
• the Moving Shot
The Standing Shot (see Figure 14)
• the ball is held above the
head balanced on the
shooting hand
• the second hand supports
at the side
• slightly bend at the knees
and elbow – this will lower
the ball over the head
• the knees straighten and the
movement is transferred
through the body, the ball Figure 14
being released from as high
a point as possible
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The attacking skills consist of:
• speed of running
• changes of speed and/or
direction
• feints and deceptions
• stops and restarts
1 Sudden Sprint Start (see
Figure 15)
• be alert
• feet apart in front to back
stance
• knees bent
• push vigorously off the rear
foot
• sprint to the side of opponent
which gives maximum space
in which to move and receive
a pass
Figure 15
2 Sprint/stop (see Figure 16)
• start as above
• when sufficient momentum
achieved, stop suddenly
• recoil back in the direction
from which player came,
leaving opponent running on
To check forward momentum:
• make a long last stride to
break the momentum
• “grip” the ground with the
landing foot
• push back with this foot
• bring the body upright
3 Change of Direction (See
Figure 17)
• sprint in one direction
• turn suddenly by pivoting
on balls of feet and
Figure 16
turning hips and
shoulders quickly
• sprint in a different
direction

Figure 17
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4 Change of Speed (see Figure
18)
Vary the use of speed:
slow ➙ fast
fast ➙ slow ➙ fast
NB The final speed must
always be a sprint.
5 Dodge and Sprint (Feint) (see
Figure 19)
• feet slightly apart (side to
side)
• knees bent
• weight evenly balanced on
balls of feet
• use shoulders and head
and shift weight to feint in
direction A
Change of Speed Figure 18
• push from foot on that side
(A)
• sprint to side (B)
NB In the feint the less the player
commits their weight in the
direction of the feint (A) the
quicker and more efficiently
they can move in their chosen
direction (B).
6 Holding a Space
The attacking player should:
• use small steps to keep the
opponent away from the
space in which the attacker
wishes to receive the ball
• move after the ball has been
released into the space being
held to receive the ball. (A)

(B)

Figure 19 Change of Speed

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Decision-making in attack is Figure 20 When?
guided by the three W’s:
(i) When – make the final
WHICH sprint as soon as the
WHEN thrower is ready to throw.
WHERE
WHICH?
Will depend on:
• the position and skill of the
defending player
• the space available
WHEN?
• make the final move when the
thrower is ready to throw (see
Figure 20)
WHERE?
• move away from a crowd and
into a space
• do not move too far from the (ii) Move away from a crowd towards a space.
thrower
• move towards your own goal
either obliquely or directly
• move to a position which
creates as near as possible a
right angle between flight of
ball and moving attacker
(See Figure 21)

(iii) Move not too far away from the

thrower and towards own goal
either directly or obliquely.

Where? Figure 21

Move to a position where, as nearly

as possible, a right angle is made
between the flight of the ball and the
moving attacker.
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DEFENDING SKILLS
At some stage in the game all
players must defend. In defence a
player may:
• attempt to prevent their
opponent from receiving
a pass
• attempt to intercept the
pass or shot
• attempt to block a pass
or shot
• attempt to delay the
movement of a player
without the ball
• attempt to gain possession
from an unsuccessful shot ‘Covering’ position

Objective 1: to prevent the Figure 22 Close marking the player Figure 23 Intercepting a pass
opponent receiving a
pass.
Method:
• keep between opponent and
ball, close but not touching.
• turn head sideways so that
both opponent and ball can
be seen.
• keep the weight on the balls
of the feet.
• use small quick steps to
maintain the “covering”
position (see Figure 22).
• be ready to turn the body
quickly to change direction. i) ii)
Objective 2: to attempt to
intercept the pass Figure 24 Defending the throw and shot (i) + (ii) + (iii)
and so prevent the
opponent receiving • watch the thrower ’s arm
the ball. action, and just before the ball
is released jump upwards or
Method: sideways according to the
• from the covering position, flight of the ball, stretching the
use small quick steps to arms to intercept the ball. The
prepare for an extended leap arm movements must be very
to intercept the ball. quick (see Figure 24).
• use the footwork techniques Objective 4: to attempt to block a
to control the subsequent throw or shot from
landing (see Figure 23). being made.
Objective 3: to attempt to Method:
intercept a throw or • stand facing the thrower 0.9m
shot after the ball has away from the first landed
been received. foot with the feet slightly apart
Method: and the knees slightly bent.
• stand facing the thrower 0.9m • hold the arms so that the
away from the first landed hands cover the ball.
foot with the feet slightly apart Objective 5: to attempt to delay
and the knees slightly bent. the movement of an
• hold the arms ready to opponent without
anticipate the direction of the ball. iii)
the throw or shot.
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Method:
• keep between your opponent
and the space into which they
wish to move (see Figure 26).
• take small quick steps,
keeping the body weight on
the balls of the feet, so that
the defending player is ready
to move in any direction.
Objective 6: to attempt to gain
possession of the ball
from an unsuccessful
shot.
Method:
• reposition in preparation to
leap and attempt to gain
possession of the rebound, or
• deflect the ball to a team
mate.
• if marking the non-shooting
attacker, cover them to
prevent a pass being made.
• be ready to jump to gain
possession of an
unsuccessful shot.
Good defence is a combination of Figure 26 Marking the space
hard work, persistence, good
judgment and team work. Netball is a game of speed and There is not space within this
anticipation. The rules which module to describe all of the
In all areas of the court the key cover time and space, plus the above, and therefore the toss up is
features are: territorial limitations, mean that used as an example.
• close marking turnovers can occur suddenly at
any point on the court. What is a toss up? Where two
• positioning to intercept a players gain simultaneous
throw or shot The team which can respond the possession, or an umpire cannot
quickest, getting all members give an unequivocal decision.
• attempting to block focussed and reacting as a unit,
opposition movement into has the greatest potential for Any player may be involved in a
areas of tactical advantage success. toss up, so all members should
practise this in training .
• always backing up other
players SET PIECES Toss Up (see Figure 27) Figure 27
TRANSITION The major set pieces in netball
This is the phase where a team are:
changes tactical role. In netball • Toss up
this may occur:
• Throw in
• at the start or re-start of play
• Penalty pass
• after a set piece
• Penalty shot
• after a break in an attacking or
defensive move • Centre pass

Speed of transition depends on: Any player may be involved in any

one of these (excluding shots
• accuracy of player anticipation which are the domain of shooters
• speed of player response only).

• court surface Successful set pieces depend on:

• environmental stress (heat/ • speed of reaction

cold/noise) • speed of response
• fatigue • understanding of the rules
• team understanding • well drilled team plans
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The Stance Staff should structure tactical
situations to illustrate the different
• face opponent and own goal types of decision making
• stand at a distance indicated situations, and should point out
by the umpire the cues on which speedy
decision making is based.
• adopt a comfortable base, Effective questioning, in addition
either feet parallel or in front/ to observation, should test
back stance knowledge and understanding of
• weight evenly balanced and this vital aspect of the game.
over balls of feet Tactical defence play in netball has
• knees flexed two further aspects which should
be introduced as and when staff
• arms straight and in line with judge students to be ready.
the body
Double Defending
• hands relaxed but with fingers
stretched ready to snatch the Objective: Two defenders mark
ball (see Figure 28) one attacker.

The Action Method

• concentrate on the ball Both players:

• as the whistle is blown, sweep • restrict the attack’s space

arms upward and forward • attempt to intercept passes
with hands reaching to snatch
the ball • put additional pressure on the
attacker
• pull the ball towards the body
It is used to “take out” a dominant
• twist trunk away from player:
opponent
– in the shooting circle
• continue quickly into play by
either: – at a centre pass
The Toss Up Figure 28
– making a pass/shot – at a goal line throw in
All tactics depend on decision WHEN should I move?
– if unsuccessful, attempting making, with the 3 key decisions
to intercept pass/shot being: Remember
Give (pass) accurately.

}
How (skills) Thrower,
TACTICS Where (space) receiver or Go and support, possibly by
Netball is a relatively simple game When (timing) opponent taking another pass.
in tactical terms. The difference The same three apply in attack THINK before you ACT.
between the average, good and and defence.
very good is often not a case of Variety is difficult to handle; keep
advanced tactical plans, but higher Remember: Keep tactics simple; them guessing.
levels of physical and mental the more complex they are the
easier it is to make mistakes. In Defence
ability, excellent techniques and
skills, and sheer physical fitness. The Basic Principles of Tactics Objectives: to stop the attack
scoring;
Because of the rule structure of In Attack
the game, netball is a game of to gain possession of
precise tactics, but it should never Objective: to move the ball the ball.
be forgotten that skills are the rapidly into the
vocabulary on which these tactics attacking circle so that Method:
are based. a goal may be scored • be ready to defend at ANY
Tactics should be practised and Method: TIME
understood by all players (on the • concentrate
• concentrate on play
court, and on the subs bench) but
tactics must allow for flexibility, • anticipate how, when and • anticipate
giving players the opportunity to where to attack • react
use them creatively and with flair.
Decision making Decision making
Greater flexibility of tactical play
may be used by players who have HOW do I lose my opponent? HOW do I make things difficult for
acquired more advanced skills. WHERE are my team mates and the opposition?
Remember: The predictable is their likely opponents? WHAT is the opposition most
easy to read – the innovative takes WHICH space is available? likely to do?
time to understand and counter.
 19
Zone Defending
Objective: for each player to take
responsibility for a GK
specific area of the
court, and to defend GD
this in terms of both
ball and player. WD
Key Feature:
C
• accurate timing
BALL •
• team discipline
• absolute concentration
a
• thinking and working as a
UNIT
Zone defence is usually GK
preplanned, going into effect at a
given stage or cue.
Figures 29 a – c illustrate clearly
GD
the possible positions of WD C
defenders zoning an attacking
circle, and the methods open to
the attacking players to counter
these.
BALL •
Figure 29c illustrates possible
ways for the attacking team to b
feed the circle. When a zone
defence is applied the ball could
be intercepted by:
Feed 1 - C GD 6 4 2
2 - C GD GK
5 3
3 - C WD GD
4 - WD C GD GK
1
5 - WD GD
6 - WD GD
• BALL
Which defending player goes for
the interception will depend upon c
the type of throw selection made
by the attacker. • Ball
The tactic of zone defending Flight of the ball
should not be introduced before Path of players
players have a basic under-
standing of space marking, Area to be defended
intercepting and team work.

Figure 29
 20
Tactics
Positional Play
While all players should have a general vocabulary of game skills, there
are specific skills and tasks needed for each playing position.

Goal Shooter Goal Attack

• shoot accurately from all areas of the circle • as goal shooter
• receive the ball facing the goal • feed the shooter accurately or
sympathetically
• variety and timing are vital
• work harmoniously with the centre court
• jump high both to catch a pass and to
players
retrieve a mis-shot
• work efficiently with GA
• defend when necessary

Wing Attack Centre Wing Defence

• feed the circle accurately • link attack and defence • defend and initiate moves from
interception
• land facing the goal • distribute accurate centre passes
• make opponent’s task more difficult by
• make your last move as near the circle as • direct but do not dominate the game denying them prime attacking space
possible to increase accuracy of pass
• work with WA to cover the attacking • interchange with both GD, C and WA
• allow GD and WD freedom in their circle
attacking areas • work with C to cover the defending circle

Goal Defence Goal Keeper

• concentrate 100% • as goal defence
• vary method of defence • close marking and movement in a small area
• keep ball and opponent in full vision • utilise good upward spring
• position intelligently in circle
• initiate attack play quickly and efficiently
• interchange with GK on attack and defence
• intercept from static and moving positions
• cover shots and rebounds
 21
UNIT 3
Teaching Netball
It is the teacher’s task to give each player a range of fundamental
skills which can be used confidently and consistently, the player
choosing the correct skill at the correct time in the correct place. The
team will be as strong as the basic ability of each player.
Figure 30 illustrates a simple plan towards learning a skill:

Information: verbal, Thought, observation, Result

demo film, video etc. recall experience,
(Wet lesson) memory, decision-making

Performance

Observed correction Assessment by player

by teacher

Feedback
Positive reinforcement, praise

Usable teaching
Modification
points
Figure 30

Initially, take each of the skills and work through the activities using
the following progression.
The player should be taught:

(i) (working individually) to (vi) to use the skill with a (viii) small-sided games using
familiarise themselves with degree of opposition, e.g. 2 equal numbers
the activity without too v 1, pressurising different
much instruction on parts of the skill. (ix) full-sided games
techniques Students need to practise skills
To pressurise different
(ii) the technique of the skill in parts of the skill at: not only to increase physical
isolation performance, but also to
(a) the receiving end increase their knowledge of the
(iii) to use the skill in a moving skill and its application to the
situation (b) the throwing end game.
(iv) to use the skill in a variety (c) at both (a) and (b) The examples illustrate the key
of ways, e.g. right or left (vii) small-sided games which elements of the basic skills of
side, one or two hands initially start unequal to catching, throwing, shooting.
(v) to use the skill with a practise a specific skill,
partner e.g. 2 v 1, 3 v 2 etc.
 22

(b)

e.g. (a) (c)

THINGS TO KNOW THINGS TO ENCOURAGE

CATCHING Reach towards ball, fingers Jump to receive ball.

spread.
Take ball early.
Relaxed, cupped hands.
“Snatch” ball into body and
Fully extended arms. away from opponent.
Give as ball reaches hands. Watch ball into hands.
Early stages: body behind line of Catch and throw in one smooth,
ball. efficient action.
Later stages: ball taken at side of Accurate footwork aids balance
body. and stability in catching.

THROWING Correct footwork aids balance Balanced stance prior to throw.

and stability
Use both hands in throw, one for
Sideways stance in initial power and one for balance, or
throwing actions two for power.
Hands behind ball. Make reception and distribution
one smooth flowing action.
Transfer weight into throw from
back to front foot. Use fingers to control and direct
the pass.
Front foot pointing in the
direction of the throw.

SHOOTING Shooting is a modified throw. Receive the ball as close to post

as possible.
Elbow under ball.
Accurate footwork helps reduce
Slight flexion and extension of the time taken to initiate shot.
knees.
Stability important when
Arms extend simultaneously shooting.
with legs.
Shooting is a whole body action.
Hands and fingers extend to
ring. Focus on the ring as soon as ball
caught.
Aim to far side of ring.
Follow through with fully
Start with two hands on ball extended arms.
where possible.
Go for rebound as soon as ball
Starting with the ball high helps released.
to avoid covering defence.
 23
Lesson Planning In threes in a square formation.
In threes in a square formation:
The following is included as a (i) C throws the ball to B who
sample lesson. The time spent runs to the empty corner of
A C
on each section will depend on the square; B pivots and
personal circumstances. throws the ball to A who has
moved into the corner
However, it is recommended vacated by B, and so on.
that each lesson has the
following components: (ii) As 3 but players confined by
line, and catcher must
(1) Clear statement of objectives receive the ball close to line
(2) Warm-up but not over it. B i) a)

(3) Teaching points Timing

(4) Teaching activities Conditioning of Activities:
A C
(5) Conditioning of the activities (i) The receiver must wait until
the thrower has pivoted and
(6) Application of the game is balanced, ready to throw.
situation
(ii) The thrower must throw the
(7) Warm down ball at the right time so that
Sample Lesson the catcher receives the ball
at speed and within the
The skills of landing, pivoting bounds of the square. B i) b)
and passing have been taught
previously, in isolation. NB Progression of this activity in
a subsequent lesson: change the
Objective 1: The students should square into a rectangle which
understand footwork will alter the timing of the C
in relation to thrower and catcher, i.e:
landing, pivoting
and passing. (i) the thrower (A) must initiate
the movement and the
Warm Up: With a ball running receiver (B) delays their
freely, toss the ball movement.
into the air, catch
and land, and pivot (ii) the receiver (A) must initiate
to face another the movement and the
thrower (B) must delay the A B ii)
direction.
throw.
Teaching points:
Application and Game
(i) By landing with shoulders as
level as possible and with 3 v 3 in a third of the court.
bent hips, knees and ankles, Normal footwork and
the force of landing is A
obstruction rules apply.
cushioned safely.
Aim of the game – to score more
(ii) As the player is pivoting, points than the opponents.
they should pull the ball to
themselves and position it Players must receive the ball B
ready to throw. moving towards a line, and a
point is scored when a pivot is
Shuttle Pivot – four or more used correctly within the playing
players area. A
1. B throws to A who catches, If a player receives the ball
lands, pivots and throws to outside the playing area, a
C. C passes to B who pivots throw-in is given to the other
and throws to D etc. team. B
2. Repeat as above but moving Warm Down
to receive on the opposite
side. Jogging in a third of the court,
stopping and gently stretching. Note
:

Indicates path of ball

Indicates path of player

 24
UNIT 4
The Structure of the Sport
Historical Background (see ‘How It All Began’ on page 26)
Netball was invented in the USA in 1891. It was first played in England
in 1895 as a result of a visit by Dr Toles, an American, to Madam
Osterberg’s Physical Training College, known as Dartford College of
Physical Education. It began as basketball, became net ball in 1897
and by 1944 the name netball was adopted in England.
Netball soon spread throughout the Commonwealth. In New Zealand
and Australia it was known as seven-a-side basketball but the rules
were very similar. The first international match was played between
Australia and New Zealand in 1938. It was not until 1949 that England
played and won its first international matches against Scotland and
Wales.
In 1960, the inaugural meeting of the Federation of Women’s
Basketball and Netball Associations was held in Ceylon, now known as
Sri Lanka. Since that date, netball has spread to nearly fifty countries,
of which forty-two are current members of the International Federation
of Netball Associations, which was renamed in 1975.
In 1989 UK and Ireland representatives, which traditionally meet
annually to discuss events and developments, agreed to form the
Federation of European Netball Associations. The motivation for this
came from a desire to develop netball in Europe and beyond the
Commonwealth and ex-Commonwealth countries.
This has been difficult but Malta and Gibraltar have joined UK and
Ireland to expand the work of FENA. Netball was delighted to be
represented at the Commonwealth Games in 1994 as a demonstration
sport and even more thrilled to actually take part in Kuala Lumpur in
1998 where England won the Bronze Medal behind Australia and
New Zealand.
The Rules of Netball
1. The official rules of Netball are produced by the International
Federation of Netball Associations. Each country with membership
of IFNA is obliged to play to these rules and each country is also
entitled to propose, and to vote on, amendments.
2. The IFNA holds a Council Meeting every two years. Each member
country is entitled to two votes and may send a maximum of two
delegates. Normally it is every eight years that rule changes are
considered but there was a deviation from this in 1997. When
the IFNA Council Meeting is held at the same time as a World
Championship the agenda is very full, and in order to relieve this
pressure, it was decided to consider further rule changes in 1997.
Rules will be updated every four years.
3. The Rules are outlined in full within the Rule Book available from
AENA, and staff are advised that a current copy of the Rules of the
Game are an essential for teaching this Module (or indeed for
teaching the game at any level).
 25
The Structure of the National Governing Body (see Figure 31)
The structure of netball may differ from country to country depending
on number of players and geographical spread, but the structure of
the All England Netball Association (AENA) is a fairly typical example,
and it has much in common with many other national voluntary sports
associations.
For administrative purposes, the AENA is divided into ten regions and
sub-divided into fifty-seven counties.
The business of the AENA is managed by the Management Committee
which meets four times a year.
Members of the Management Committee are Directors of the limited
company AENA Ltd. They are as follows:
Chairman
Vice Chairman
Treasurer
Chairman of the Coaching Committee
Chairman of the Umpiring Committee
Chairman of the Selection Committee
Chairman of the Match and Tournament Committee
Chairman of the Schools Committee
An individual elected by the members
The Chief Executive (Company Secretary – non voting)
All except the Chief Executive are elected by the members, the clubs,
at the AGM.
The Management Committee acts in accordance with the policy
formulated by the National Council. The Management Committee
members are also members of the National Council, which meets
three times a year.
The ten regions each have a representative on the National Council
and the President and Vice President of the Association may also
attend in a non-voting capacity.

The Structure

ALL ENGLAND NETBALL

ASSOCIATION LTD

10 REGIONS

57 COUNTY ASSOCIATIONS

3,600 CLUBS

57,000 REGISTERED
PARTICIPANTS
Figure 31
 26
How It All Began
All England Netball Association
1891 Game invented in USA and called Basket Ball. First match
recorded in America in 1900.
1895 Visit of Dr Toles, an American, to Madam Osterberg’s P.T.
college (now Dartford College). Basket Ball was taught with
the use of waste baskets for goals.
1897 Game played out of doors on grass. Now called Net Ball, a
larger ball was used with rings and nets instead of baskets.
The court was divided into three parts.
1900 250 copies of the first set of rules, revised by the Physical
Education Association.
1926 An inaugural meeting in London formed the All England Net
Ball Association.
1932 First Inter County Tournament was held, with Essex being
the first county champions.
1933 First edition of the magazine Net Ball was published, price
3d.
1935 Name was changed to All England Women’s Association for
Net Ball and other Hand Ball games.
1937 Game was represented at a Wembley Festival of Youth, in
the presence of King George VI.
1939 Middlesex, the county champions, represented England
versus Scotland at Glasgow Exhibition.
1944 Association now known as the All England Netball
Association.
1945 North-West region won the first inter-territorial tournament
in Bristol.
1949 England won the first international matches against
Scotland and Wales (both scores 25-3).
1951 Silver Jubilee was celebrated. Netball was demonstrated at
Festival of Britain Exhibition.
1956 First England touring team visited Rhodesia and South
Africa. Visit of Australian touring team.
1957 England won their match against The Rest at the Empire
Pool, Wembley. First international rules conference with
nine countries attending.
1959 South Africa toured England, winning 18 out of 25
matches, but losing all 3 test matches.
1960 Inaugural meeting in Ceylon of International Federation of
Women’s Basketball and Netball Associations. International
code of rules adopted. Positional code of rules adopted.
Positional names changed and matches lengthened to sixty
minutes.
1961 Jamaica visited England. 25 coaches attended a national
conference to launch coaching scheme.
1962 England visited the West Indies, winning all their matches.
Grant aid was received for a national coaching scheme.
1963 1st World Tournament held at Eastbourne and won by
Australia. England were third behind New Zealand.
1964 National headquarters were acquired in London with a full
time staff.
1966 Harbourne club won the first National Clubs Tournament.
12 England coaches, who were also players, visited South
Africa and won all their matches.
1967 England finished fourth in 2nd World Tournament in
Australia which was won by New Zealand. Introduction of a
National College Tournament.
1969 Tour of the West Indies by England, winning all matches.
Introduction of a National Schools’ Tournament.
 27
1970 British Student team visited Bahamas and Jamaica. New 1988 England U21s achieved second place in the first World
Zealand and Jamaican teams toured England. Formation of Youth Cup held in Australia. New Zealand tour England. A
English Schools Netball Association. new English Counties League launched.
1971 3rd World Tournament in Jamaica. Australia won with 1989 World Games in Karlsruhe with England finishing third
England in third place. behind New Zealand and Australia. National Youth
Development Programme launched.
1972 England Under 21 team toured Jamaica. Scotland Under 21
team beat England U21 team for the first time. 1990 England Seniors toured Australia in June, and Australia
returns the visit in November. England hosted the
1973 England players demonstrated Netball in Stuttgart at the Canadians and sent an U21 team to Barbados. English
German Festival of Sport. England team toured South Schools sent their first tour squad to Australia.
Africa, despite strong opposition by some West Indies
countries. 1991 8th World Championships in Australia. England retained
4th place behind the host nation. Canada and West Indies
1974 Visit of a New Zealand touring team to England, winning all toured England; England went to New Zealand. Netball
three test matches. England team visited Dublin for the first Leader’s Award launched.
time.
1992 National players visited the Basque Country to demonstrate
1975 11 countries competed in 4th World Tournament in New Netball. New Zealand toured England. The Committee
Zealand. Australia won the tournament, with England the structure of the AENA is streamlined to increase efficiency.
runners up. A new National Clubs League is launched.
1976 Celebrations for the Golden Jubilee were held throughout 1993 England tour in Jamaica, winning the Test Series. England
the country. Canada and Trinidad and Tobago teams visited U18/U21 squad participate in a promotional tour to
England. Sweden. The 3rd World Games took place in Holland, with
1977 East Region received the Trinidad & Tobago trophy for England coming 4th. Trinidad and Tobago tour England.
winning the reintroduced Regional Tournament. England England win the Test Series outright. Kendra Slawinski,
won the first British Isles Tournament for the Marion Wall England Captain, wins her 100th cap, and goes onto beat
trophy. former England Captain Jillean Hipsey’s place in the
Guiness Book of Records (128 caps). First Step Netball,
1978 England team toured Trinidad & Tobago. Tour by Australia a mini-game for Primary School children was launched.
who won all their matches.
1994 AENA merge with the English Schools Netball Association.
1979 5th World Tournament in Trinidad with 19 countries South Africa tour in England for the first time in 21 years.
competing. England came fourth behind triple champions Retaining a clean slate over the 5 Test Matches – PPP
New Zealand, Australia and Trinidad & Tobago. Sponsored the Test Series.
New Zealand toured England, winning all matches.
1995 Series of ‘Road Shows’ took place around the country
1981 England toured New Zealand, Australia and Singapore. allowing the England Squad to have match practice in the
England Under 23s toured Jamaica. Barbados visited build up to the World Championship. England Tour New
England. Zealand for the Milo Series, losing all 3 Tests. England
1982 New Zealand toured England and Wales, winning all hosted the 9th World Championship in Birmingham with a
matches. record number of 27 countries participating. England U21s
tour the West Indies playing 9 matches at four different
1983 6th World Tournament in Singapore. England maintained islands – all matches were won. A Skills Award for Primary
fourth place with Australia as world champions. School Children was launched in September along with
1984 Jamaica toured England winning the Wembley test and updated Shooting Award.
losing the Aston Villa test. The National League started. 1996 New Mini Game – ‘High Five Netball’ launched. Jamaica
1985 World games held in London, New Zealand beating world tour England.
champions Australia into second place, and Jamaica 1997 England tour South Africa and Nambia. Australian Institute
beating England into fourth place. of Sport tour England for a Test Series. New Zealand tour
1986 The Association employed a PR Company to raise the England. Pat Taylor MBE, past President and life Member
profile of the game. Australia toured, winning the test of AENA sadly dies.
series. 1998 Netball is included in the Commonwealth Games for the
1987 7th World Tournament in Glasgow with 17 countries first time. England win the Bronze Medal. West Indies tour
competing. England retained fourth place behind New England winning the Series 2-1. England U19 undertake a 7
Zealand, World Champions Australia and Trinidad & match Caribbean tour, losing only 1 match. England U17
Tobago. England tour New Zealand; the West Indies tour New Zealand winning 14 of 17 matches played. New
representative team toured England. Zealander, Waimarama Taumaunu, is appointed National
Performance Director. England Young Supporters Club
launched.
 28
Competitive Structure Region
Schools Each of the 10 AENA regions selects under 21 and senior teams to
represent them in the inter-regional tournament, a one-day event held
Many schools select netball teams at various age levels from 7-19, in May.
and friendly matches are arranged between neighbouring schools. In
some areas, competition has developed into inter-school leagues and The regional teams often play other matches during the season
tournaments. This structured competition between schools is against other regions, England squads or touring teams. These are
organised by the Schools Committee of AENA and its county and well promoted and act as fund raisers to support the activities of the
regional committees. Schools affiliate to the All England Netball region.
Association to take advantage of these and other benefits offered.
National and International Representation
AENA organises a National Schools Tournament for under 14, under
16 and under 19 school teams each year. Area, county and regional As part of the AENA Performance Plan, the procedure for selecting
rounds are held to identify the top two teams in each age group from England players has been reviewed. Current and potential England
each region to progress to the national finals held in March. players are ‘observed’ in match play, by National Selectors at the
following events:
AENA also organises an annual Inter-County Tournament for under
16 and under 19 teams selected to represent their county. • English Counties League
• National Clubs League
For the talented players there is always the chance that they will also
be good enough to represent England at under 16 or under 18 levels. • National Youth Championship & Area Rounds
The best under 16 players from each region are invited to attend • Inter County Tournament
England trials held each December and a squad of ten is selected for • National Schools Finals
matches in February. The England under 18 trials are organised by the • U18 and U16 County Championship (Alex Barlass)
AENA and the first stage is open to any talented player of this age
group whether they are in school or working. • Regional Championship

Clubs At these events, there are AENA Selectors/Scouts present. This is part
of the new scheme recently introduced to enhance the process of
Many players of school age and those beyond it play netball for clubs. selection into National Squads. These personnel have been trained in
Clubs affiliate to the All England Netball Association Ltd through the using their skills to collect evidence of player’s performance. This
appropriate County Association. information is used to help identify potential players at all ages.
The AENA encourages clubs to provide for players of a wide range Players are then invited to attend further training opportunities during
of age and ability. Match play is usually within local leagues in the the summer and early autumn. Players are also identified to attend:
daytime, evening or weekends. The leagues are organised by League • Area Selection opportunities for Young England - U19 and U17
or County Committees. • Open Squad Selection - during October/November
In addition, the AENA annually arranges a National Clubs League, a Excellence
National Clubs Knockout tournament which culminates in a final and
Plate Competition, and more and more clubs are now travelling The development of excellence is provided for through the structure of
overseas to enter international club competitions, combining the tour selection, competition and progression available for every level of
with a holiday. stability from club to international standard.
Very few netball clubs own their own facilities. Most use local
authority sports centres and school courts.
Structure
Moves are increasingly being made to focus netball on specific local
venues and thus create netball centres. This will assist young players
to move through from school to club netball.
County
The better club players progress to represent their county, and the
majority of the fifty-seven counties in England play in the English
Counties League. This consists of seven national divisions. Although
this structured competition is only for the county first teams, friendly
competition is often arranged alongside these fixtures for under 18,
under 21 and second senior teams, and a merit table of results in
these sections is collated.
The county under 21 and senior teams also enjoy the traditional
annual Inter County Tournament which, although competitive, is a
festival of netball and friendship for over 1000 participants and for
spectators.
 29
UNIT 5 2. Anaerobic energy.
Physical Conditioning This is the energy used for movement which is sudden and
intensive so the short sharp bursts of the game of netball would
Editor’s Note: It is not within the remit of this module to cover either depend heavily on this supply. This system enables a quick start
the physiological aspects of fitness or the principles of training in any without Oxygen, which lasts for only a few seconds, or it enables
detail. Rather, staff are referred to the AENA Netball Coaching Manual, short sharp bursts of movement without Oxygen for a slightly
where these aspects are covered in the detail necessary for teaching to longer period. Unfortunately a bi-product of this energy system
GCSE level or equivalent. is the production of the waste product lactic acid which quickly
Physical Conditioning: A Definition interferes with the contraction of the muscle and makes it
feel tired.
Players will perform the skills of netball much more easily and with
greater success if their bodies are in the correct physical condition.
They need to be able to run, jump, twist and change direction, throw GLUCOSE USABLE LACTIC ACID
and catch and be able to keep going for quite a long time without ENERGY
getting undue fatigue. Players practise the skills of the game but ATP WATER
sometimes they neglect the fitness requirements of the body. Fitness
conditioning is a means to an end; the end product is the tuning up of Explosive activities lasting 6-30 secs will quickly use up the supply.
the body so that the player is capable of competing and maintaining a
high level of performance for the duration of a match. The store can be replenished and used again after rest periods when
Oxygen is taken into the lungs and lactic acid begins to be removed.
Components of Fitness The Aerobic system is vital in the quick replenishing of this stored
energy.
Playing netball involves having:
Because of the nature of the game of netball, the movements tend to
Endurance - the ability to keep going for the whole game
be short, sharp and high in intensity, followed by short rest periods.
Strength - arm and leg strength will enable the player to jump Research has shown that movements tend to be of no more than ten
and power higher, throw further and move more explosively seconds duration, the majority of them being less than four seconds.
These movements are normally followed by short rest periods which
Speed - the ability to move suddenly to intercept or to get free allow for the replenishing of the energy store.
from an opponent
Different positions within the game will make different demands on
Flexibilty - the ability to twist and turn, to cope with off-balance aerobic and anaerobic needs, but most will favour anaerobic energy.
landings, and to stretch the joints and muscles to their Therefore the implications for a training programme is that short
limits without causing injury. bursts of high intensity activity followed by short rests must form a
All are highly trainable components of fitness. major part of the programme, but it must be remembered that the
quick replenishment depends on an efficient Oxygen supply to the
Energy systems within the body. body; this means an efficient aerobic system. This will involve training
Energy is necessary in order to produce movement. This energy is with constant activity in order to develop the lungs and the heart.
stored within the muscles as a high energy substance called ATP Continuous running or skipping activities aimed at raising the pulse
(Adenosine Triphosphate). When this is broken down within the cells rate must also figure highly in any training programme.
the chemical reaction provides the energy necessary for the muscle to Planning a Training Programme
contract and produce movement. The ATP supply needs to be
constantly replenished. There are two main energy systems Before starting to make a detailed schedule for player training, it is
responsible for this. essential to have the following details:
1. Aerobic energy. 1. A knowledge of the fitness components: endurance, strength
and power, speed, flexibility.
This is the system used for the movements which are continuous
and need stamina and staying power. This energy system needs 2. A knowledge of the different types of training:
Oxygen which is delivered to the muscles via the lungs, the heart Steady runs
and the blood vessels. There it reacts with food fuels in the form
of sugars (glucose) to produce usable energy, ATP. The waste Fartlek runs
products Carbon Dioxide and water are removed from the body via
Interval runs
the blood vessels, the heart and the lungs.
Shuttle runs
GLUCOSE USABLE CARBON DIOXIDE Circuits
ENERGY
OXYGEN ATP WATER Suppleness and flexibility exercises
3. A knowledge of the particular needs of each playing position.
Provided enough Oxygen is supplied through efficient breathing
4. A knowledge of the individual to be trained.
then an abundant source of energy is available.
 30
The Training Year Warm Up and Warm Down
There are three accepted training phases throughout the year: Warm up:
1. Out of Season Why?
This is a time when most athletes recognise the need to maintain 1. prevents injuries; it stimulates circulation of the blood to the
physical conditioning. It is a good time for aerobic type training muscles; the circulation thickens the cartilages in the major joints;
when there is more time to give to longer distance running. It is the muscles get warmer and become more elastic.
also a good time to work to build up strength. Playing a different
type of sport is also a good way to keep up the base of fitness so 2. improves performance:
that tuning up for the season at a later stage does not become too a) pulse rate needs to be above 120; gentle exercise will raise it
difficult.
b) body becomes more efficient as a machine if it warms up
2. Pre-season slowly.
The intensity of the aerobic training is increased and anaerobic 3. is a psychological preparation: a time for the players to begin to
conditioning begins to take a higher profile. think about the game, to pull together as a team and mentally to
Strength and aerobic conditioning during the out of season period rehearse skills and tactics.
should make the transition towards total match fitness much When?
easier.
Students should know themselves and know how long they need
3. In-Season efficiently to prepare the body for activity. Allow sufficient time.
During this period, skills and tactics begin to take high priority but How?
the physical conditioning should not be neglected. Fitness can
soon be lost; therefore it is important to maintain some fitness 1. Gentle jogging - footwork
work in order to keep the body in peak condition. 2. Suppleness - stretching
Figure 32 illustrates clearly the components of fitness and types of 3. Steady build up to sprinting and explosive work
training during the different phases of the year.
4. Ball handling and skill rehearsal; running and passing routines
Monitoring Fitness
5. Build up to half court game if it is a warm up for a match
A simple method of monitoring fitness is to take notice of what is
happening to the heartbeat. With exercise, the muscles require more Warm down:
oxygen and therefore the breathing changes and the heart beats faster At the end of the session or match it is equally important to warm
in order to pump the blood carrying the oxygen to the muscles and to down. The body will be hot and will need time to come back to
remove waste products. A resting heart rate (pulse) is normally normal. Gentle jogging followed by slow stretching will help in this
between 70 and 80. In a fitter person it will be lower. In order to get process. A shower should follow.
any training effect, the pulse must be raised at least 60%; a trained
athlete will be aiming for an 85% raising of the pulse rate. A fitter If this procedure is followed, there will be less likelihood of injuries.
person will return to normal faster than an unfit person. Pay particular attention during your warm up to likely injury areas: the
ankles, legs, back and arms. Make sure students are wearing good
What to Do supporting shoes appropriate for the surface that they are playing on.
Students - Should find their pulses. This can be found at the wrist. They should remove any jewellery and keep nails short. In this way
Place three fingers in a line in the hollow at the wrist on the thumb they are less likely to cause injury to themselves and others. Make
side. sure that the surface is good and that balls are not left rolling around
where players may trip over them.
a) take the resting pulse rate
b) take the pulse rate after hard exercise
c) take the pulse rate after 1 minutes’ rest
after 2 minutes’ rest
after 3 minutes’ rest
Take note of how long it takes to return to normal. As a player gets
fitter, the recovery period will reduce.
This is a test of cardio-respiratory fitness.
Test Speed
Players run two thirds of the court and return; repeat five times
(roughly 100m), which is timed.
Repeat the test regularly at intervals, noting improvements.
 31
FITNESS
GENERAL FITNESS

STAMINA STRENGTH SUPPLENESS SPEED

Aerobic work

}
Steady runs * Weight training Flexibility exercises Interval runs
Fartlek training (under supervision) plus the playing of
alternative sport Off-season
Interval runs Interval runs

Aerobic work
+
Anaerobic work

Work/recovery * Weight training Flexibility exercises Short sprints

}
Shuttle runs (under supervision) Run/rest/run
Activity routines Circuit training Reaction drills
Bounding training, Pre-season
Reaction circuit
to include hopping, training
jumping, thrusting
activities

Skill and endurance (Circuit training/ Flexibility exercises Short sprints

}
work individual/Jumping/ Suppleness exercises Ball orientated speed
Activity stamina routines thrusting/rebounding using ball work
work)
Stress and pressure Twisting and turning Pressure practices
practices Application within game exercises using ball
like situation Stress on speed
Steady runs Extension and agility in Speed of footwork
Application within game all directions practices In-season
like situations Flexibility in small spaces
‘Warm-ups’ and ‘warm-
downs’

FITNESS FOR DIFFERENT POSITIONS

SPECIFIC FITNESS

* Any weight training must be done strictly under supervision Figure 32

 32
UNIT 6
Safety and Injury: Prevention
Leg Braces – Players wearing leg braces to protect previous injury or
surgery and who are prepared to take the risk of playing, may take the
court provided the brace is covered adequately, thus presenting no
obvious hazard to other players.
Such players are advised to have personal liability insurance.
It is the umpire’s responsibility to check that the covering, usually in the
form of soft crepe bandage-type material or thick layers of sticky tape, is
secure enough to prevent any metal or hard plastic surfaces causing
injury to other players should a collision occur.
Bleeding - The AENA’s policy regarding ‘Bleeding on Court’ is as
follows:
1. the wound must be cleaned and covered
2. blood-stained clothing shall be removed and cleaned
3. the ball and court shall be cleaned if necessary
4. normal injury time and procedure shall apply
If bleeding is severe, control by direct pressure, apply a sterile
dressing, or if necessary use a finger or thumb over the point
of bleeding.
Gloves – Except for medical reasons, no form of glove may be worn when
playing netball. On production of a medical certificate, a local League,
County or Regional Committee or the AENA may allow gloves to be worn.
These players are then advised to have personal liability insurance. The
gloves must be of a plain soft leather type which is seamless or has inside
seams. Umpires still have to be satisfied that any gloves worn do not
present an obvious hazard to other players.
The AENA has an insurance scheme linked to affiliation which ensures
that every Registered Participant is covered for Civil / Products
Liability. Personal Accident Insurance Schemes can be arranged by
the AENA at beneficial rates and offered to member clubs.
The AENA also advises that teachers should arrange their own personal
liability insurance.
Court Conditions – The umpires retain a responsibility to check court
conditions. At a tournament or central venue, they should advise the local
organiser or tournament referees of any problems and thereafter the
organisers or referees make the decision about using questionable courts.
There shall be two Umpires at every match, who shall have control of
the game and give decisions.

Prevention of Injury: Guidelines for Staff

1. Warm-up – Umpires All players and umpires should undertake 5. Check players’:
Players some form of warm up, including stretching,
prior to strenuous activity. – finger nails All may contribute to injury
– splints; knee brace of the player, umpire or an
2. Check general fitness Do not place unnecessary demands on the – bandages opponent, e.g. at the toss-up.
players or umpires. Do not allow participation – gloves
if suffering from a heavy cold, illness or in the – clothing
early recovery phase after injury. – footwear
3. Check skill level To ensure that injury will not be caused by a 6. Check venue For telephone, first aid
of players mismatch of skill which might result in injury. facilities and local hospital.
4. Check courts:
i) outdoor – glass All these factors require
surface ‘potholes’ consideration even at an
international venue!
ii) indoor – damp patches on floor
– surrounding area obstacles
– seating
 33
Contents of a basic first aid kit
1 x 250ml antiseptic liquid
10 x antiseptic wipes
1 x 30gm antiseptic cream
2 x 15gm cotton wool
Large sterile dressing BP (with bandage)
4 x 10cm x 10cm non-adherent absorbent dressings, e.g. ‘Melolin’
1 x fabric dressing strip
1 x washable dressing strip
Packet fabric anchor dressings
1 x triangular bandage
1 x 2.5cm x 5m surgical adhesive bandage
2 x 7.5cm crepe bandages
Assorted safety pins
Scissors
Additional items: instant ice pack/reusable ice pack small towel
Replace each item used from the kit as soon as possible.
NB Staff are reminded that they should always adhere to the Local
Authority and School Health and Safety Regulations as their first step
in injury prevention and treatment.
 34
UNIT 7 Drugs
Current Issues Netball cooperates with the Sports Council in arranging regular random
drug testing for players from club to international standard. The IFNA
Netball for Men and Women complies with the regulations as laid down by the International Olympic
Netball is designed for single sex competition and because its origins Committee. Procedures are in place to deal with any player found to have
were closely linked with women’s Physical Education Colleges, it has a been taking banned substances to enhance performance.
tradition of being a game for women. The advent of mixed Physical Although competition is intense at international level and particularly at
Education lessons in schools does however mean that more boys are World Championships, perhaps the truly amateur status of netball is a
now being introduced to the game. major factor in keeping the sport ‘clean’.
Until July 1989 the constitution of the International Federation of Netball Sponsorship
Associations contained numerous references to women to the exclusion
of men. It has now been agreed that most of the references to women be Netball’s sponsors during the 1990s have included:
deleted. This has had the effect of affording men equal rights in every
• National Westminster Bank
administrative aspect of the game but not as players. The IFNA
constitution was further amended in 1991 to allow countries in • Evian Mineral Water
membership to have men players as members but netball is still a single • Morrant Sports
sex sport, i.e. men should play against men and women against • Mitre Sports
women.
• Robinson’s Barley Water
The AENA is delighted with this progress. The Association is aware that it • PPP Health Care
could have been accused of discriminatory behaviour if it did not allow
men equal membership and rights. • James Gilbert (Rugby Footballs) Ltd
• Coca-Cola
During recent years there has been a particular growth in interest from
men in Australia, New Zealand and the Pacific Islands. Men’s Associations • Nike
have been formed there and annual international matches are arranged. If Each of these sponsors has accepted an arrangement to sponsor an event
interest from men increases in England, the AENA will ensure that this or activity in return for advertising opportunities. At least 25% of all
development is contained within the AENA structure as opposed to within sponsorship funds are put towards general development of the sport and
a separate Men’s Association. a percentage is normally used to enhance the event for spectators and
Pregnancy participants. No sponsorship funds are offered as prize money. Netball is
an amateur sport in the truest sense. The only prizes for success are the
There was some debate about the Association’s ruling preventing trophies and accolades.
pregnant players from playing in national competition from the 12th week
of pregnancy, and umpires beyond the 20th week. Some individuals The AENA prefers to negotiate sponsorships stretching over periods of at
considered this an infringement of women’s rights. least three years.

It has been argued that a team which includes a pregnant player may gain Many sponsors are now using the services of public relations companies.
an unfair advantage as an opponent will inevitably modify her play to The Association has also sometimes chosen to employ public relations
ensure that no bumping occurs. Hazards exist even in a well controlled professionals for specific tasks.
game of netball. The speed of movement, sudden stops, close marking A summary of sponsorship opportunities available through netball is
and energetic jumping following a fast run means that contact, sometimes prepared annually. Netball views sponsorship as a partnership to benefit
with a considerable impact on the players concerned, could adversely both the sponsor and the sport. If a company shows interest,
affect the pregnancy. personalised proposals are prepared and benefits clearly listed.
This is primarily a moral issue and argues against the spirit of the rules
whose intention it is to make conditions equal for both teams.
The Media
The number of local newspapers published has increased significantly
over recent years and in areas fortunate to have an active voluntary
publicity officer, netball enjoys a fair amount of local club and league
coverage.
At national level it is much more difficult for women’s sport to break into
the space traditionally dominated by horse-racing and football. The
tabloids in particular appear not to be interested in netball unless there is
a controversial tale to tell. In 1988 the Daily Telegraph, which can boast a
very wide coverage of sport, broke new ground by agreeing to give space
to weekly articles on netball. The Times followed suit early in 1989 and
The Independent late in 1989. This coverage, however, hinged on the
interest of the three journalists concerned and when they moved on,
the coverage reduced and now only the Daily Telegraph remains
committed.
Television coverage of netball used to be described as irregular but in
1991 a breakthrough was evident when three international test matches
were televised nationally by the BBC within eight days. Such was the
success of the coverage that the BBC has covered international netball
each year since then. The challenge now is to try to persuade T.V. to
cover national competitions.
 35
Useful Information Netball for players aged 12-16

Award Schemes The purpose of this six-hour course is to provide teachers working with
Key Stage 3 and 4 pupils with extra resources and support to enable them
Registered participants of the AENA are eligible to enter for the following to teach within the curriculum and to improve team performance.
awards:
By the end of the course, teachers should be able to:
Umpiring
• identify and apply basic principles of play
‘C’ Award ‘A’ Award • identify the elements involved in a progressive practice and
‘B’ Award International Award have the knowledge and confidence to develop their own
Coaching • plan schemes and units of work which incorporate netball
Level 1 Coaching Certificate specific tasks
Level 2 Club Coach Award • teach and develop elements of team play
Level 3 County Coach Award • identify appropriate teaching material to support the
Coca-Cola Netball Skills Awards delivery of a GCSE netball module

First Step Netballer Bronze Star Netballer • attendance certificates are given to candidates who
Next Step Netballer Silver Star Netballer complete the course
Rising Star Netballer Gold Star Netballer
The 6 levels of this award scheme are aimed at encouraging the Useful Contact Addresses
practice and improvement of basic skills in netball. The first three
awards have been designed to suit the abilities of primary school age To obtain more information about netball courses, resources and
children while the higher levels are better suited to those with more activities please contact:
advanced skills. All awards cover footwork involving sprinting,
changing direction, jumping and landing, and ball handling using the The All England Netball Association Ltd
skills of catching, throwing and shooting. Netball House
9 Paynes Park
Shooting Star Awards Hitchin
Hertfordshire SG5 1EH
Badges are awarded depending on the number of successful shots at Telephone: 01462 442344
goal out of 20 attempts from specific areas of the shooting circle. Fax: 01462 442343
Leaders Award If you require information about how to join a club or netball activities
The Netball Leader’s Award is aimed at anyone with an interest in netball in your local area, the AENA will put you in contact with your County
who wants to help run a club or team. Secretary who will be able to help you.
The aim is to offer sufficient knowledge and confidence to organise a Kit and equipment information can also be obtained from the AENA.
group of netballers and to provide basic coaching and umpiring support Further details may be obtained from the AENA
for that group. It is also a useful first step on the AENA Awards ladder for
those who are not yet ready to take the Level 1 or ‘C’ Awards for coaching
and umpiring.
Netball for Players aged 7-11
This is a four-hour course for teachers working with Key Stage 1 and
2 pupils, and is designed to promote a positive and creative approach
to Netball.
By the end of the Course, teachers and coaches should be able to:
• plan and deliver a safe session
• identify basic Netball skills
• teach / coach basic Netball skills
• progress basic skills into a small game situation
• use resources to support sessions
• introduce relevant / appropriate rules within a session
• identify ways to provide opportunities for children to play Netball
at school and in the community
Attendance certificates are given to candidates who complete the course.
 36
Recommended reading and other material from
AENA
1. Netball Coaching Manual, H. Crouch
2. Official Netball Rules, AENA
3. Netball Skills Book, AENA
4. Knowing the Game: Netball
5. Planning a Tournament, M. Thomas, AENA
6. First Step Netball Rule Book
7. High Five Netball Rule Book
8. Beginners Umpire Booklet, AENA
9. General Information Pack, AENA
Netball Videos
Netball for Under 12s (30 minutes)
Basic Coaching Skills (33 minutes)
Skills in Advanced Play (33 minutes)
Basic Umpiring (30 minutes)
Advanced Umpiring (45 minutes)
What Makes a Netball Coach (42 minutes)
Videos featuring the 7 Performance Qualities:
Assertive Attack (30 minutes)
Dominant Defence (33 minutes)
Body Control (33 minutes)
The Performance Qualities (27 minutes)

All the above resources are available from:

All England Netball Association
Netball House
9 Paynes Park
Hitchin
Hertfordshire SG5 1EH
Tel: 01462 442344
Fax: 01462 442343