Invasion games
Through this resource unit from the Sport Studies collection, learn about sports skills and strategies for invasion games through netball.
About this resource
This planning and teaching resource unit (years 5–8) is part of the Sport Studies collection, which is one of the key areas of learning in health and physical education. It contains ideas to plan for teaching, learning, and assessment, with related resources and activities, to meet the identified learning needs of ākonga. See the resource carousel below for more.
Invasion games
Invasion games are games in which the aim is to invade an opponent’s territory and score a goal or point. These are typically fast-paced games that need teamwork in order to control the ball, keep possession, move into a scoring position, and prevent the opposition from scoring. Teams share the same playing area as they attempt to both score and prevent the other team from scoring.
Sports studies collection
This resource is part of the Sports studies collection. Visit Understanding sports studies to explore background information and view resources in this collection.
Te reo Māori and Tikanga Māori Tapu Ae
Games of this nature offer an opportunity to use te reo Māori and appreciate tikanga Māori. For te reo Māori to thrive, all New Zealanders are encouraged to use it and include Māori cultural practices. In these game contexts we can use te reo Māori, such as karawhiua (pass), for calling and moving just as we do when asking children to sit - taki noho/e noho, stand - taki tu/e tu, or listen - whakarongo. Te reo Māori is an intrinsic part of takaro.
Context
Learning about strategies and tactics for invasion games through sport.
Children learn these skills when playing meaningful games in context. Learning should always be situated in real games, which enable children to develop their ability to adapt to real situations. Research shows that skills taught in isolation do not necessarily transfer.
Unit aim
To be a competent and enthusiastic participant in netball/invasion games.
General overview
In this unit ākonga develop skills and strategies for playing invasion games. This involves a series of practical activities and problem solving situations. Ākonga then apply these skills in a mini netball tournament using the sports education model. Ākonga self-assess their level of skill for netball pre- and post-tournament and describe ways to improve their skill level.
Teachers should provide a range of game experiences that:
- Develop game skills such as the ability to read the situation, to support fellow players, to work as a team, and to create and adapt solutions.
- Develop movement skills that enhance game-playing ability, such as kicking, jumping, throwing, catching, passing, and dodging - teach these through a game context rather than in isolation.
- Provide variety of practice that requires children to skillfully adapt to different contexts.
Key area(s) of learning
Sport studies and physical activity.
Underlying concepts
This unit will enable ākonga to develop a positive and responsible attitude that includes valuing themselves and others (attitudes and values) and develop personal skills to take action to improve their personal wellbeing and that of their environment (health promotion).
AO |
Learning Outcome |
Learning experiences |
Assessment opportunities |
|---|---|---|---|
3B2 and 3B1 |
Ākonga will demonstrate skills of footwork, passing, catching, shooting and defending for netball.
Ākonga will demonstrate an understanding of basic offensive and defensive game strategies of netball. Ākonga will participate in decision-making related to solving tactical problems of invasion games. |
Piggy in the middle 3 v 1 tag game 3 v 3 invasion game 4 v 4 modified netball and variations. Teachers pose structural and tactical problems in order to encourage ākonga learning of skills, and tactics for netball games (eg. adjust size and ability of teams, modify rules and equipment, modify positions, and set restrictions and limitations). |
Ākonga reflect on and verbalise what offensive and defensive strategies they found helpful, and what particular skills they might need to develop. Ākonga in pairs or as a team, exchange understandings and try each other's solutions to offensive and defensive strategies. Ākonga in pairs or as a team devise and practice new tactical solutions to offensive and defensive problems. |
3B4 |
Ākonga will demonstrate taking responsibility for setting their own skill learning goals, and working towards reaching them. |
Ākonga self-assess skills for invasion games, including physical, tactical, social and emotional skills. Ākonga set goals to improve skills for games. Ākonga rank their perseverance to achieve these goals. |
Ākonga complete self assessment record Netball invasion - ākonga resource (see below). |
Possible teaching approaches
- The sport education model - The sport education model has several distinctive characteristics.
Possible lesson sequence
See Materials that come with this resource to download Netball invasion - Learning sequence (.doc).
Ākonga resources
See Materials that come with this resource to download Netball invasion - Student worksheet (.doc).
See also:
Heading
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