What netball equipment does a secondary school need for curriculum PE?

What netball equipment does a secondary school need for curriculum PE?

By: Gareth Pashley • Read time: 4 min • Published: September 2026

Quick Answer

A secondary netball lesson needs suitable balls, a marked playing area, identifiable teams and a way to practise shooting if that is the objective. Start with activities and the number of simultaneous groups, then check posts, bibs and ball condition. A competition setup is useful for formal games but is not the only way to teach movement, passing and decision-making.

In this article

Why does this matter for secondary PE teachers and PE coordinators?

A PE department may have a match set yet too few balls or shooting opportunities for a full class. Lesson formats reveal the true gap more clearly than a competition equipment list.

What equipment supports a full class?

Count netballs against the number of pairs or groups practising at once. Add bibs in contrasting colours, court markers where lines are not available and a reliable way to record or discuss team positions. Cones can mark an adapted practice area, but they do not create regulation court markings. For shooting tasks, check how many groups can access a post without a long queue. Keep a ball pump and a straightforward equipment inspection routine.

What guidance applies to secondary PE?

The DfE key stage 3 curriculum includes team games, tactics and strategies. It does not prescribe a netball shopping list. Consult England Netball for current formal rules and equipment specifications when preparing competition play. afPE resources support the school’s PE planning and safe practice; adapt netball equipment to the actual site and pupils.

How should a department plan different lesson formats?

A passing circuit may need one ball for every small group, while a full game requires fewer active balls and more attention to posts, markings and officials. Lay out a short progression: movement into space, passing under pressure, shooting and game decisions. Timetable posts across classes so one year group does not monopolise them.

How can the kit include more pupils?

Use smaller groups to increase touches and offer a manageable passing distance. A lower-demand target can support early shooting practice without claiming it is a regulation netball post. Check that any adapted ball or target suits the aim; distinguish a teaching adaptation from official match conditions.

How can one class rotate without queuing at a post?

Set up three short activities: movement and passing, defended passing, and shooting. A group practising shooting uses the available post while the other groups remain active with balls in separate marked areas. Rotate on a clear signal and keep the teaching point consistent, such as choosing space before receiving. If the shooting queue is still long, split the group or change the task rather than assuming another ball will solve it. Review how many posts can safely operate in the hall or outdoor area and whether another class needs them at the same time. Where wheel-away posts are considered, check the venue, assembly, movement, storage and manufacturer instructions first. This session plan gives the PE coordinator a more meaningful purchasing brief than a generic match checklist.

How can Davies Sport support this need?

Davies Sport offers sports and PE equipment for schools and clubs. Use its current catalogue to compare the item types discussed here against your activity, available space and storage arrangements. Check the live specification and instructions for each product before selecting it; this article does not assume that one model will fit every school. A focused order should follow a lesson plan and a check of usable stock.

What are the most useful next steps?

Write down the activity and number of simultaneous users, check current official guidance where a formal format applies, and test the choice in the actual space. Record the decision so another member of staff can repeat the setup.

What is the final takeaway?

Start with the specific lesson or session, choose equipment and organisation to support active participation, then review what worked before repeating or expanding the provision.

Frequently Asked Questions

Do all pupils need their own netball?
Usually not for team play, but extra balls can improve repeated passing and individual skill practice. Plan the highest number of simultaneous groups and check how much waiting occurs. Check that the ball size and type suit the pupils. Buying a class set without a lesson plan may create unnecessary stock.
Are bibs necessary?
Clear team identification helps pupils and teachers follow play, especially in mixed ability groups. Bibs are one practical option, but the important point is visible differentiation that works within the school’s arrangements. Check fit, laundering and storage before ordering.
Do lessons require a regulation court?
A marked space can support passing, movement and introductory games, provided its boundaries and use are planned safely. Formal competition requires the relevant official specification. State which activity is being taught rather than presenting an adapted school space as a regulation court.
How many posts should a school buy?
Calculate from the shooting drills and games that will run at once, plus the space and storage available. One post can support a small group station; several groups shooting simultaneously need more access. This is a scheduling decision before it is a purchasing decision.
Where should teachers check official rules?
Use England Netball’s current guidance for competition rules and equipment specifications. Confirm the format for the age group and event. A simplified school task can deliberately differ from formal play, but pupils should be told when a change is an adaptation.

Author

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Gareth Pashley

Sports Content Writer & Marketing Specialist

Grassroots football coach and keen sports enthusiast, passionate about developing players, building confidence, and fostering a love for the game at every level.