3

Net/Wall
Games
Net/wall game skills
Net/wall games are games in which players send an object (e.g., ball, shuttle) over a net or against a wall so that it lands in an area that an opponent is defending.
The aim is to make it difficult for the opponent to return the object or force them into a mistake.

Net/wall game skills What this is What it looks like – Success criteria

Flight reception It is tracking an object in flight • Players track the ball or shuttlecock with the eyes while moving in under it, reaching to make contact in front of
and moving into position to the eyes.
receive and return a ball or • Players place the object (ball or shuttlecock) in the best place on the court to try to beat the opposition.
shuttle in flight.
• Players time the length of the shot to arrive with the fastest delivery, spin, or best position on the court.
It varies depending on the
• Players use different kinds of shots in different attacking and defending situations to change the amount of time
game, but essentially means
their opponents have to react to different shots
reading the flight path
of the object and moving • On the full, players strike or volley on the full, moving into line, side on, or under the object and, when possible,
appropriately into position to move forward to receive the ball or shuttle.
receive it. • In overhead striking, the players aim to be side on and to the back of the object so that they can make contact at
the highest point. They rotate their hips and shoulders, strike, and follow through in line with the return flight
path of the ball or shuttle.
• In bounce ball games (tennis, padder-tennis squash, etc.), players are back and to the side of the bounce, positioned
side-on to move forward during the shot to make contact at the top or near top of its bounce.
Court positioning It is setting up in position to • Players anticipate the return shot and are in the best position to play the next shot.
receive the ball to be in the best • Individual players move back to the T or centre between shots so that they can best cover the court. This involves
position to cover any return. side or backward side-stepping while watching the ball and the opposition.
• They will be moving back to the centre of the court or playing area.
• Team players read the play and move to the best position to execute their role as an attacker or defender.
• Players move constantly. They try to work out where the other team will place the ball.
• All players are on their toes, ready to speed up, while reading the play and anticipating the opposition’s most
likely return.

3. Net/Wall Games 85
 Net/wall game skills What this is What it looks like – Success criteria

Ball or shuttle It is placing shots into open • The players make the opponent/s move from side to side or short to long.
placement spaces on the court or playing • They place the ball or shuttlecock into the opponent’s court (within the boundaries) so that they are unable to
area, away from the opponents return it to score.
so that they are unable to
• They attack the net to place the ball or shuttle on angles that are hard to return.
return it.
• Players control the pace, spin, and direction of play, i.e., being on attack not defence.
Building an attack It is setting up moves for a • Players build up shots to move an opponent into a court position that they are able to attack with a winning shot.
Defending an attack winning shot. • They move an opponent short, long, or side to side on the court and/or keep them out to one side while building
It is trying to find the the opportunity to hit a winner to the open court.
opponent’s weakness to exploit. • They use the entire court to place shots in the open spaces, away from the opponent.
It is transitioning from defence • At the same time, players anticipate where the opponent/s will return the ball or shuttlecock.
to attack.
• Players vary their choice of shots (volley, lob, clear, ground stroke), the speed, the distance, and the height of the
It is thinking strategically to ball or shuttlecock and use spin and faking to gain an attacking advantage.
win the rally.
• They use a recovery position to return to the T or the centre of the court.

Net/wall games Page

3.1 Continuous Rally 88

The aim in this short-tennis game is to see if children can keep a continuous rally going. The players use short-tennis rackets, padder-tennis bats, and slower bouncing
balls to develop all of the Net/Wall skills required for these types of games.
Flight reception
3.2 Bounce Ball 90
This is a simplified game like volleyball, involving throwing and catching over a net. It encourages challenge by choice, allowing players to choose which level of the
game to play to develop their net/wall game skills.
Challenge by choice
3.3 Bench Ball 92
Players work as a team to get themselves from their area to a bench (or line) behind the opposing team’s baseline by throwing balls from their zone to catchers on the
bench. Adapt the game to make it inclusive for all children.
Strategy and tactics

86 MoveWell – Supporting children’s learning and enjoyment of movement

3.4 Live 94
In this game, the players start by playing cooperatively. When the rally breaks down, the game goes “live” and changes to being competitive. The switch from cooperation
to competition makes it enjoyable and challenging for children.
Building an attack
3.5 Bombardment 96
The aim of this game is for players to hit a Swiss ball out of the playing area to win a point. Players work together to apply a combined bombarding force on the Swiss ball
to outdo the force of the other team.
Collective effort and teamwork
3.6 Staircase Badminton 98
This is a badminton game with a difference. Winning points forces the opposition to go progressively down the staircase of positions. These are first standing, then on
their knees, then on their seat, and then on their back to play a shot.
Shuttle placement

3.7 Kick It 100

A fun game that involves kicking the ball over the net, like playing tennis with the feet. There are easy progressions so that children can choose a successful form of the
game that challenges them.
Risk

3.8 Attackers and Defenders 102

In this tennis-like game, children learn how to play both as an attacker at the net and a defender from the baseline. It is a fast-paced game that allows children plenty of
turns at playing both at the net and from the baseline.
Flight reception

3.9 Around the World 104

The aim of this game is to keep the rally going across the net while running between the ends of the court. Around the World helps children learn to move and play
shots.
Court positioning

3.10 Around the Planets 106

This game is played by throwing a ball (the rocket) from earth to bounce off the sun, which is drawn on a wall (or thrown over a net) for their partner to catch and take to
a planet. The planets are arranged increasingly further from the sun.
Decision making and thinking skills

3. Net/Wall Games 87
 3.1 Continuous Rally
LEARNING FOCUS

The focus is on reading the flight of the ball

and moving into the right position to play it.
This is one of the most important skills in
rally-type games.
The aim in this short-tennis game is to see if children can keep a continuous rally going. Continuous Rally helps children learn to:
The players use short tennis racquets, padder-tennis bats, and slower bouncing balls to • track the ball with their eyes
• position themselves side on, and move
develop all of the net/wall skills required for these types of games.
forward during the shot to make contact with
the ball at the top or near top of its bounce.

SET UP & PLAY

Set up:
• Use a padder-tennis court area.
• Nets or stacked benches to divide the court.
• 4–6 players per court (four on the court at
any one time).
• Use slower bouncing short-tennis or half-
pressure tennis balls to provide more time
for children to read the flight.

Play:
• Start the game by hitting the ball over the
net.
• Players try to continue the rally for as long
as possible to see how many hits they can
EQUIPMENT achieve.

Racquets (4) Small balls (2) Bench or net per group

88 MoveWell – Supporting children’s learning and enjoyment of movement

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
CLINIC
Flight reception
Flight reception is the ability to track
the path of an incoming ball, move into
a position to receive it, and hit it at the
optimum moment to return it over the net.
It is one of the most important aspects of
net/wall games.
The advantage of games is that
Step One: Step Two: Step Three: they randomise flight path and are
If children have trouble getting into position Use short tennis racquets or padder-tennis Groups of 5 build up to 2 v 2 continuous more effective than drills to teach
– i.e., reading the flight, have them practice bats with shorter levers and soft balls or rally. flight reception.
catching the ball one-handed with their slower bouncing tennis balls. Have lots of Have a feeder at the net with bucket of balls. Children need opportunities to learn to
hitting hand. Throw it back over the net until games going in pairs. move to the ball and read the bounce.
they get used to reading the flight. Re- In general:
introduce the rally. 1. Children should move forward to strike
the ball rather than having to move
backwards to play a shot.
2. Strike the ball in a side-on position and
LEARNING QUESTIONS REFLECTION
contact the ball in front of the eyes.
3. Know the difference between, and
• Where is the best place to move to hit the ball? After the activity, can the children:
when to play, attacking and defending
• When is the best time to take your racquet back? • read the flight of the ball? shots. Such decisions often depend
• How can you direct the ball to where you want it to go? • demonstrate how to move on the court to successfully strike the on knowing where the opposition is
• What is the reason that you sometimes miss the ball? ball? standing.
• Are you running forwards or having to move backwards to hit the • begin to successfully return the ball from different positions? 4. Move efficiently around the court to be
ball? in the best position to take the shot.
This may involve hitting the ball on the
• Do you ever move sideways to the ball?
full at the net, at the top of the bounce
• How do you know when the ball is at the top of the bounce?
from further back on the court.
• How do you decide which shot to play?

3. Net/Wall Games 89
 3.2 Bounce Ball
LEARNING FOCUS

The focus is on keeping the ball alive, while

developing net-game skills (e.g., ball placement,
court movement, flight reception, etc). Different
game levels encourage challenge by choice
This is a simplified game like volleyball, involving throwing and catching over a net. It (see Concept Clinic). Children select the
most challenging and enjoyable form of the
encourages challenge by choice, allowing players to choose which level of the game to play to progressions to develop their net-game skills.
develop their net/wall game skills.

SET UP & PLAY

Set up:
• Use large soft balls that bounce well.
• Teams of six a side.
• Use a court area with a net.

Play:
• One team throws the ball over the net.
• The other team attempts to catch the ball
and has up to three passes on their side to
pass it back over the net.
• The aim is to play the ball in a way that the
opposition cannot return it.
• Initially, play by allowing one bounce
between catches.
EQUIPMENT • After each point, rotate players around the
court area so they play different positions.

Large soft ball (1 per group) Volleyball (1 per group) Nets or benches per group

90 MoveWell – Supporting children’s learning and enjoyment of movement

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.


CONCEPT

 CLINIC

Challenge by choice

 
Challenge by choice is a teaching strategy
that allows players to choose their level
 
of participation and practice difficulty.
Initially developed by Project Adventure,
it aims to empower children and foster
increased engagement by creating a safe
environment in which participants feel
Step One: Step Two: Step Three: confident and comfortable about choosing
to be involved.
Throw the ball over the net to start the Introduce hitting the ball rather than Players choose if they want to let it bounce
game. Play the game with a low net height. catching it. The ball can be returned over or play it on the full. This is an opportunity The concept works by encouraging
The ball can be caught on the full or after the net on the first shot, or the team can use to explore different ways of hitting the ball, children to choose the most appropriate
the bounce and passed around the team up up to three shots to return it over the net. including those methods used in volleyball, participation for themselves without peer
to three times before returning it. The ball must still bounce before it is hit or such as off their forearms (dig shot) or pressure or teacher or coach direction. In
returned over the net. Highlight to children fingertips (set shot). its pure form, challenge by choice allows
how the height of the flight changes the time participants to choose whether or not to
they have to move and play the ball. participate in an activity. Offering choice
has the effect that children enjoy their
participation more, and it also allows the
LEARNING QUESTIONS REFLECTION teacher or coach to work with groups of
children at different ability levels.
• How did you choose the version of the game that you found to be After the activity, can the children: Strategies for teaching through challenge
the most suitable for you? by choice include:
• understand the three different versions of the game?
• Did you try different versions of the game? Why or why not? • Provide options based on difficulty and
• choose the version of the game that they are finding the most
allow children to choose where they
• Can you think of any changes we should make to these games? challenging and enjoyable? (Challenge by choice)
start and how they progress through
• What strategies did you use in this game? • demonstrate the game skills of flight reception, court movement,
the options.
• What did you do to improve your ability to move from catching to and ball placement in a version of Bounce Ball?
• Discuss the effect of choice on their
hitting in the games?
involvement and the effect of peer
pressure on individuals.

3. Net/Wall Games 91
 3.3 Bench Ball
LEARNING FOCUS

This team game is often played as an invasion

game, which allows a focus on strategic play
and finding ways to win. However, in this
version it also allows a focus on many of the
Players work as a team to get themselves from their area to a bench (or line) behind the net/wall skills. Specifically, it allows a focus
on the game skills of ball placement, court
opposing team’s baseline by throwing balls from their zone to catchers on the bench. positioning, and flight reception.
Adapt the game to make it inclusive for all children.

SET UP & PLAY

Set up:
• Two teams of any size.
• Mark out a court area to suit learners.
Divide the area into halves. Teams occupy a
half each.
• Place benches along the baseline.
• Use 3–4 soft large balls per side.
• 1–3 players start on the bench.

Play:
• The aim is to throw a ball on the full to your
player on the bench. If it is caught, the court
player joins the bench and becomes an extra
bench player.
EQUIPMENT • Players can move with the ball and must
3.3 Bench Ball throw to their bench from inside their zone.
• The other team can try to intercept a ball
heading towards the bench behind them.
• The team that gets all their team on the
bench first wins.

Large soft dodge balls (10) Hoops (4) Cones or markers Benches (4)

92 MoveWell – Supporting children’s learning and enjoyment of movement

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
CLINIC
Strategy and tactics
Bench Ball is a very versatile game that
can be easily adapted and used in a
variety of ways. While it helps to develop
children’s abilities to catch and throw,
it is also a game with lots of strategic
possibilities. To develop ‘thinking’ players,
help children think about the different
aspects of game play. For example:
Step One: Step Two: Step Three:
The players need to be working on both
Initially pass to behind a line. If you find that weaker throwers are left Increase the number of balls.
attack and defence at the same time.
Shape: Progress to throwing to a bench, as the ‘last man standing’, allow them to Focus: Play with tennis balls or frisbees. On-attack court and bench players need
but with 2–4 hoops inside the oppositions nominate a team member to come back
to work together strategically to get all
throwing half for children who may lack from the bench to throw for them or move
players onto the bench. The court players
throwing strength. the hoops in the opposition’s half closer to
need to coordinate their play with bench
the bench.
players by making sure that their team-
mates are ready to receive the ball before
throwing it over the defender. Tactically,
LEARNING QUESTIONS REFLECTION court players could be moving or passing
to other players in the hoops for a closer
shot, and bench players could be moving
• How is this game played, and what is the aim of it? After the activity, can the children:
along the bench to make undefended
• What strategies did your team use that were effective? • devise effective net/wall strategies and employ tactics to play
space for the incoming passes.
• Are there any adaptations that could be made to the game to the game?
On-defence court players need to
make it more inclusive? • include all members of their team?
develop strategies and employ team
• What ways can you decide as a team who throws (attacks) and • identify adaptations to ensure that weaker players are not left in tactics to defend the incoming balls
who defends? the throwing area? by being in position to intercept balls
• How can the team work together to get the last court player on the • communicate the game-plays effectively? thrown to their opposition on the bench.
bench? They need to hold on to as many of the
• What different ways can you stop the ball being caught by balls as they can.
opposition bench players? Communication and teamwork between
the court players and the bench players
is vital.

3. Net/Wall Games 93
 3.4 Live
LEARNING FOCUS

The focus is on learning to return a ball, sustain a

rally and build an attack.
Focus the children’s attention on:
• getting into a rhythm of a rally and keeping it
In this game the players start by playing cooperatively. When the rally breaks down, the game
going for as long as possible
goes “live” and changes to being competitive. The switch from cooperation to competition • anticipating the return shot from their
makes it enjoyable and challenging for children. partner
• moving to cover all of the court and to think
about how to build an attack with their
partner to play a winning shot.

SET UP & PLAY

Set up:
• Use padder-tennis-sized courts, with a net.
• Have four players on the court at a time.
• Use half-pressure tennis balls.

Play:
• Begin by rallying diagonally to the opposite
player using two balls.
• Cooperate to keep the diagonal rally going
for as long as possible.
• When one rally breaks down, a player calls
“live”.
• Now the pairs compete against the other
pair to win the rally with the remaining ball.
EQUIPMENT • When a point is won, the game starts again
with the cooperating pairs rallying on the
diagonal with two balls again until a player
again calls “live”.
.

Soft tennis balls

Short racquets (4) (2 per group) Net or bench

94 MoveWell – Supporting children’s learning and enjoyment of movement

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
CLINIC
Building an attack
Building an attack is the skill of being
able to set up a series of moves to beat
your opponent with a winning shot. This
involves playing strategically to catch your
opponent out of position or with a better
passing shot. This may mean thinking
about how to set up some return shots to
Step One: Step Two: Step Three: win the rally.

Use one ball. Encourage four players to Use two balls. Increase the complexity, Play Live on a larger space, such as a tennis Building an attack is an important net/wall
develop an M or W pattern to pass the ball by introducing the concept of cooperation, court, and begin to play with tennis racquets game skill and requires children to be able
around the court, using both cross-court then playing “live” and transitioning to and tennis balls. to read the play, plan ahead, and transition
and straight shots. See how long they can competition and setting up play to win from defence to attack and vice versa. The
keep the pattern going. the point. game allows for moving both players up
to the net, both players back, and/or one
attacking the net while the other player
drops back to cover the shot.
Strategies to teach how to build an attack
include:
LEARNING QUESTIONS REFLECTION 1. Using the entire court to place shots
in the open spaces and causing
• What is the best way to keep the ball going diagonally across the After the activity, can the children: the opponent to move and create
court? • play cooperatively to keep a diagonal rally going? opportunities.
• Can you place the ball to where you want it to go? How can you do • move around the court to be in the best position to play the ball? 2. Anticipating where the opponent/s will
this? return the ball.
• transition from cooperating to competition and build an attack?
• What is the first thing you do when you hear the word “live”? 3. Varying the selection of shots (volley,
• Were you able to think ahead and build an attack? lob, clear, ground-stroke), the speed,
the distance and the height of the ball,
• Why is it important to be able to do this?
and using spin.
• Where would you play the ball if both the players were up at the net?
4. Thinking about the best place to place
• Where would you play the ball if both the players were at the back
the ball (side lines, corners, short and
of the court?
long) so that the opponents are unable
to return it.

3. Net/Wall Games 95
 3.5 Bombardment
LEARNING FOCUS

The focus of this game is on:

• Collective effort and teamwork: This
involves understanding that the combined
strength of all members of a team will have
The aim of this game is for players to hit a Swiss ball out of the playing area to win a point. the most effect in this game.
Players work together to apply a combined bombarding force on the Swiss ball to outdo the • Movement and force: Exploring the effect of
combined force and its impact on the ball’s
force of the other team. movement.
• Positive interaction: Being able to work
together and provide support and collective
strength to achieve positive outcomes and
build team cohesion.

SET UP & PLAY

Set up:
• This game can be played inside or outside.
• Create two teams who stand on either side
of a court area.
• Each player has a ball if possible.
• Place a large Swiss ball in the centre of the
playing area.

Play:
• Players throw the balls at the large Swiss
ball in the centre.
• The aim is to apply sufficient force to the
Swiss ball to roll it over the opposition’s line.
EQUIPMENT • Players can retrieve the balls from the
centre, but they must return to behind their
throwing lines to launch the ball again.
• A point is scored when the ball is
successfully rolled over the opposition’s
line.
Soft dodge balls
Swiss ball (1) (1 per player)

96 MoveWell – Supporting children’s learning and enjoyment of movement

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
CLINIC
Collective effort and teamwork
Collective effort and working as a team
to generate maximum force or work
outcomes often involves the need to
combine the strengths of all members
of a team. When players work together
as a collective and provide support, their
combined strength helps them to achieve
Step One: Step Two: Step Three: their goal.

Use soft balls and a small playing area to Use volleyballs or similar and increase the Play the game with four teams, one along Games forms that require collective effort
make it easier to apply sufficient force to get playing area. Play the same game rules. each side of the playing area or court. The and teamwork help build team cohesion
the Swiss ball rolling. The ball must cross the team needs to bombard the ball across the and cooperation by encouraging children
opposition’s line to score a point. opposite line to score a point. to learn about how they can help one
another and use one another’s strengths.
Exploring the effect of combined effort
also applies to physical forces. Applying
force is an important concept for games
play and is enhanced when players
LEARNING QUESTIONS REFLECTION work together to apply more force when
required. Players need to be able to apply
• What is the aim of this game? How is it played? After the activity, can the children: force to objects, learn the effect this has
on them, and as a result, learn how to
• How effective was it when everyone fired the balls in their own • explain how they used collective strength as a team?
accelerate, apply spin, and decrease the
time? • explain why they chose the tactics they used in this game?
speed of objects in play.
• What tactics did you use to combine your team’s force? Were they effective in applying collective force? Why or why not?
• What did you learn about applying collective force and effort from • differentiate the player roles needed to be successful in this
playing this game? game?
• Did you naturally take on the role of thrower or ball retriever?
• How did the team work collectively to stop the ball from rolling
over your base line?
• Are there any changes you would make if you played this game
again?

3. Net/Wall Games 97
 3.6 Staircase Badminton
LEARNING FOCUS

The focus in this game is on shuttle

placement. It is an enjoyable game because
everyone stays in.
Focus the children’s attention on:
This is a badminton game with a difference. Winning points forces the opposition to go
• placing shots into open spaces on the
progressively down the staircase of positions. These are first standing, then on their knees, court
then on their seat, and then on their back to play a shot. • staying on their feet to move to the
shuttlecock
• supporting grounded team-mates
• including everyone.

SET UP & PLAY

Set up:
• Two teams of any size on either side of a
badminton court with a net.
• Each player has a racquet.

Play:
• One team serves the shuttlecock and begins
the rally.
• When a player misses a shot, they begin
to move down the staircase with each
subsequent miss. They go from standing, to
kneeling, to sitting, and then lying on their
back on the floor.
• If they can return a shot back over the net,
they can move back up to the next position
EQUIPMENT on the staircase.
• As more players are forced onto their backs,
other players will need to move to cover the
court to get team-mates back to their feet.

Badminton racquets Short tennis racquets Shuttlecocks (4) Net (1)

98 MoveWell – Supporting children’s learning and enjoyment of movement

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
CLINIC
Shuttle placement
Ball or shuttle placement is the strategic
action of returning shots into spaces to
move the opposition, open up options,
and place pressure on the opposition to
return the ball or shuttlecock. The key
to this skill is being able to control the
direction of the shot so that the return
Step One: Step Two: Step Three: goes where the player wants it to go.
This then enables the player to dominate
Play with one shuttlecock and progress Introduce more shuttlecocks: 2–4 Have multiple games going with smaller
the rally and play the ball or shuttlecock
only to knees and seats. Give children two depending on the size of the group. numbers per court so that players need to
into open spaces, forcing the opposition
chances to play the shot before players move Introduce playing from one’s back to one’s cover a greater court area.
to move. Being able to place the ball is
to their knees and seats. seat from their knees to their feet.
important to both playing defensive shots
and building an attack.
Placement strategies include:
1. Placing the shuttlecock or ball into
open space: the sides, cross-court,
LEARNING QUESTIONS REFLECTION back corners, or just over the net,
depending on where the opposition is.
• Why do you need to look at the shuttlecock and the opposition to After the activity, can the children: 2. Attacking the net to place the
play into space? • have sufficient control to direct their shots and hit the shuttlecock on angles that are hard to
• Which was the hardest position to hit the shuttlecock from? Why? shuttlecock over the net? return.
• Did you try to hit the shuttlecock deep to the back court or drop it • strategically place shots on the court away from their 3. Controlling the pace of play by being on
just over the net? opponents? attack not defence.
• What do the players on their feet need to do when most of the • see the importance of moving to cover the court? In some net/wall games, children can be
team are playing from their knees, seat, or back? encouraged to think strategically about
placement by modifying scoring so that
• What did you need to change about your play when the numbers
certain zones score higher than others.
in each team were reduced?

3. Net/Wall Games 99
 3.7 Kick It
LEARNING FOCUS

The focus of this game is on learning to control

the kick and direct the ball with the foot. The
advanced skill is to place the ball over the net
into space to beat the opponent.
A fun game that involves kicking the ball over the net, like playing tennis with the feet. Focus the children’s attention on:
There are easy progressions for children to choose a successful form of the game that • moving to get into a good position to kick
the ball
challenges them.
• thinking about how to create time and
support for keeping the rally going
• strategising as a team to decide if it is
more effective to set up an attack using
one, two, or three passes to return the ball
and draw the opposition out of position.

SET UP & PLAY

Set up:
• Small teams of 3–4 per side.
• Teams stand on either side of the net.

Play:
• The game is started by one player dropping
the ball onto the ground or their foot to kick
it over the net.
• The ball can be kicked on the full or after one
bounce.
• The players attempt to score a point by
returning the ball into the opposition’s court
EQUIPMENT so that they cannot return it.
• Teams have up to three kicks on their side of
the net.
• The players need to decide if they will kick
the ball back on the first, second, or third
Court area
the size of a foot touch.
badminton
Cones/markers Nets or benches Soccer or dodge balls court or smaller

100 MoveWell – Supporting children’s learning and enjoyment of movement

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
 CLINIC

Ball control
Having good control of the ball is
important in many games so that players
can maintain possession and execute
other actions effectively. In games like

soccer, good ball control begins by being
able to move into a position to receive
the ball and then bringing the ball under
Step One: Step Two: Step Three: control. As with many skills, this is as
much about players reading the play
The children use a cooperative rally to see The game becomes competitive, and Encourage players to set up their return
and moving early as it is about technical
how long they can keep it going. They have the children now score points when the using the three kicks allowed on their side of
competence.
the option of kicking the ball on the full or opposition does not return the ball. They the net. Increase the options for passing by
after one bounce between passes. should try to kick the ball into open court increasing teams to 4–6 per side and/or by To help children with ball control, focus on:
space. increasing the size of the playing area. Moving to receive the ball: This involves
anticipating where the ball is going to
land and moving into place to receive it.
This requires the body weight to be well
distributed to allow movement forwards,
LEARNING QUESTIONS REFLECTION backwards, or sideways. At the same time,
the player needs to take a quick glance
• How well were you able to kick the ball back over the net or to After the activity, can the children: at what is happening around them before
pass it to one of your team-mates? contact is made.
• keep a rally going?
• How does getting into the right court position to receive the ball Placement: This involves being able to
• move to receive the ball to kick it, or do they play the ball too
help you to be able to return the ball? cushion the ball on contact and stop
close to their body?
it from bouncing away from the body.
• Why should you be watching where the opposition moves to? • use the three shots to place the ball and build pressure on the
Effectively trapping the ball allows the
• How did your team put pressure on the other team in this game? other team, or do they kick the ball straight back?
player to execute an action with it, like
• What did you need to change about your strategy and decision • work as a team to play this game strategically and win the dribbling or passing.
making when you could use three passes on your side? rallies?

3. Net/Wall Games 101

 3.8 Attackers & Defenders
LEARNING FOCUS

The focus of this game is to teach flight

reception and court movement.
Focus on encouraging children:
• to watch and track the flight of the ball
In this tennis-like game children learn how to play both as an attacker at the net and a
and move on the court to play it in front of
defender from the baseline. It is a fast-paced game that allows children plenty of turns at them
playing both up at the net and from the baseline. • to read the speed and trajectory of the ball
and decide on the best tactical shot to
play to remain on attack or to get into an
attacking position.

SET UP & PLAY

Set up:
• Three players, each with a racquet position:
one attacker at the net, a defender on the
baseline, and a feeder at the side at midcourt.
• The feeder has a bucket of balls.
• Use low nets as court dividers.
• The aim is to get to be the attacker.

Play:
• The feeder throws the ball to the defender’s
forehand.
• The attacker tries to volley it back.
• Whoever wins the rally either remains as the
attacker or becomes the attacker and the two
EQUIPMENT 3.8 ATTACKERS & DEFENDERS players swap positions.
• Players stay on attack as long as they keep
winning.
• When the bucket of balls is empty, collect
them and rotate the feeder in as the attacker.
• Start another round of the game.
1 bucket of low-pressure
Short tennis racquets (3) tennis balls Net or bench (1 per group)

102 MoveWell – Supporting children’s learning and enjoyment of movement

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
CLINIC
Flight reception
Flight reception is the process of tracking
the flight of a ball, interpreting its speed
and path, and moving into position to
receive it while deciding on an appropriate
tactical response.
All three aspects need to be practised
together in games that require visually
Step One: Step Two: Step Three: tracking and responding to moving objects.
Begin with one attacker and one defender on A more advanced version of the game is Introduce the option of two attackers and Flight reception can be further supported
a small court area. Use short tennis racquets to play it on a full tennis court with one two defenders and keep one feeder on a when children are encouraged to:
and low-pressure balls. Then introduce two attacker, one defender, and one feeder on full tennis court. Change around when the 1. Watch and read the flight of the ball.
attackers and two defenders into the short- each court. bucket of balls has been played. Factors like speed, angle, line of flight,
tennis version on the smaller court area. and object weight will all influence
Change around when the bucket of balls has the momentum, time of arrival, and
been played. rebound action of the ball. Provide lots
of variation so children can practise
this aspect of perception.
LEARNING QUESTIONS REFLECTION 2. Move to be in line with the incoming
ball. This involves both predicting when
• How do you track the flight of the ball and at the same time move After the activity, can the children: and where the ball will fall and moving
into position to return it? • track the ball while moving into position? to intercept the trajectory. Discourage
• How do you read the spin, speed, line, and/or bounce of the ball? reaching and emphasise moving the
• move forward at the net and play the ball in front of their body?
feet to get into position early.
• What is the tactical role of the attacker in this game? • explain the best position to place the ball on the court to try to
3. Explore the best position to provide
• How do you decide what shot to play as the attacker? beat the defender?
stability to the action being played.
• Why should you contact the ball in front of your body? • explain the difference between being on attack and defence in
In tennis, position the body behind
• Where is the best place for the defender to place shots in this this game?
the ball so that contact is made while
game? • read the play and move into the best position to execute their moving forward rather than back.
• Which version of this game do you find the most enjoyable and role as an attacker or a defender?
successful? Why is that?

3. Net/Wall Games 103

 3.9 Around the World
LEARNING FOCUS

The focus is on court positioning and moving to

the ball.
Focus the learning on:
• being in the best position early to receive
The aim of this game is to keep the rally going across the net while running between the ends
and return the ball, that is, taking up a
of the court. Around the World helps children learn to move and play shots. preparatory position at the centre-back
court
• reading the flight of the ball and moving
forward or to the side to receive it
• moving to the ball and not waiting for it to
come to them
• ensuring that it is safe to run around the
outside of the court area.

SET UP & PLAY

Set up:
• Use a small court area, divided by a net or
bench
• Groups of 8 players.
• 4 at each end with a racquet.
• Begin with short tennis racquets and slower
balls.

Play:
• The focus in this game is on cooperation to
keep the rally going.
• A player hits the ball over the net to a player
EQUIPMENT
at the other end and runs anticlockwise to
that end to join the other team.
• Players should aim to hit the ball where it
can be received and returned easily.

Short tennis racquets

(1 for each player) Low-pressure tennis balls

104 MoveWell – Supporting children’s learning and enjoyment of movement

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
CLINIC
Court positioning
Court positioning involves understanding
where to stand to enable quick coverage
of all the court. In tennis-based games,
this is typically the middle of the back
court. This position allows players to move
forwards to attack the net or sideways to
cover the lines. Moving forward to play the
Step One: Step Two: Step Three: ball is the most important aspect of court
positioning.
Begin with a throwing version of the game. Players use a small court and net area to Using 3 courts in a row and all players.
Children throw a ball over the net for the next play the game using short tennis racquets or Now the players move to the next court to Court positioning requires players to learn
player to catch and throw it back, trying to padder-tennis bats and low-pressure balls. play their next shot instead of running to to move in all directions, moving early, and
keep the rally going for as long as possible Reduce the number of players to 6. the other end. When they reach the third being balanced to play a shot. Players also
using throwing and catching. court, they run around to the other side and need to anticipate where the shot will land
continue to move across the three courts on and how best to play it, which involves
that side. watching the flight of the ball and the
movement of the opposition.
The aspects to emphasise when teaching
LEARNING QUESTIONS REFLECTION children about course positioning include:
1. Moving to the centre of the back court
• Where is the best position to head for when you enter the court? After the activity, can the children: 2. Watching the rally and reading the
Why is this? • watch the rally and anticipate when to enter the game? flight of the ball
• Where are four places you can move to easily from this position? • move to the back-court centre position and move forward from 3. Anticipating the opposition’s most
(i.e., front court – left or right, or back court – left or right) that position to keep the rally going? likely return
• What is the best way to move around the court? • anticipate the opposition’s most likely return? 4. Being on their toes, balanced and ready
• How many shots could your group achieve in your best rally? • use side- or back-stepping to move into position ready to move to move early to play the ball
forward to the ball? 5. Moving at speed when necessary to be
• read the flight of the ball and play the ball side-on and in front of in a balanced stance to play the shot.
them?
• work cooperatively as a group to keep a rally going?

3. Net/Wall Games 105

 3.10 Around the Planets
LEARNING FOCUS

The focus is on developing decision making

in younger children so they become thinking
players.
Focus on:
This game is played by throwing a ball (the rocket) from Earth to bounce off the Sun, which • strategising about where to throw to and
is drawn on a wall (or thrown over a net) for their partner to catch and take to a planet. The where to move to
• throwing and catching
planets are arranged increasingly further from the Sun.
• flight reception (tracking and moving to the
flight of the ball)
• enjoyment.

SET UP & PLAY

Set up:
• Play in pairs using a large soft ball as the
‘rocket’.
• Use chalk, tape, or hoops to mark the
position of Earth on the ground, the Sun on
a wall, and the planets in hoops or circles
on the ground in order away from the wall
(Mercury, Venus, Mars, Jupiter, Saturn,
Uranus, and Neptune).
Play:
• One player stands on Earth (in the hoop) and
throws a large ball (the rocket) at the Sun
(the large circle) marked on the wall.
• Their partner tries to catch the rocket after
EQUIPMENT one bounce and run it into the closest hoop
3.10 Around the Planets
(Mercury).
• Next turn, they catch the ball off the bounce
and try to run it to Venus slightly further
away. Repeat in subsequent turns trying to


 




 
get the rocket to Neptune.

• Players swap over.
Chalk or hoops (8) Dodge ball (1) Net or bench (1 per group)


106 MoveWell – Supporting children’s learning and enjoyment of movement

 PROGRESSIONS Using the following progressions, think about simplifying, shaping, focusing, and enhancing.
CONCEPT
CLINIC
Decision making and thinking skills

 






Games that give children choices or
require movements to different court
positions require them to decide what and
where they need to move to. Early decision
making can help them achieve success
and improve their game-playing ability.
Thinking while playing and moving is
Step One: Step Two: Step Three: common in most games. Reading the
Begin playing the game and encouraging Add a time constraint by having the thrower Vary the game by allowing the thrower to current situation and thinking ahead so
children to explore tactics for throwing and count to five after they throw the ball. The move to help the catcher beat the time that they know what to expect and what to
catching the ball. Add variation by using other player must then catch the ball and constraint. Usually this involves them do is important to success.
different-sized balls (rockets) that cause place it on a planet. Note that this will get moving to a planet and having the catcher Young children need lots of different
different types of bounces. progressively harder since the planets are throw them the ball after it is caught. games that develop decision-making skills
spaced further away from the Sun. However, there may also be other ways they that require them to:
can collaborate and succeed. 1. Read the situation and think ahead.
2. Help team-mates by communicating
options or directing their attention.
LEARNING QUESTIONS REFLECTION
3. Accept the challenge of deciding while
they are playing.
• What did you like/ not like about playing Around the Planets? After the activity, can the children:
4. Trial different options to find optimum
• How difficult was it to learn the game and land your rocket on • Understand the game and decide when and where to run to?
results and learn from their mistakes.
different planets? • Throw the ball to bounce into the different circles marked as the
• What did you have to think about when deciding where you had to planets?
run to? • Direct the ball onto the wall?
• Were you able to land the rocket onto all of the planets? • Did they learn anything about the solar system and the planets?
• How were you able to help your partner decide where to run to?

3. Net/Wall Games 107