Lesson 5 - Hockey Passing & Receiving
Movement & Ball Skills Play
•Reception
•Invasion Games
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- Complete activity instructions & timing
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How can we work together to send and receive a hockey ball accurately?
Learning Objectives
- To develop push passing technique with a hockey stick
- To practise receiving and controlling a hockey ball
- To work cooperatively with partners and small groups
Key Outcomes
- Students will be able to push pass a hockey ball with control
- Students will demonstrate soft hands when receiving a ball
- Students will show good sportsmanship and cooperation
Equipment & Resources Required
Check all equipment for damage before lesson
Alternative: Large spoons, cricket bats
Ensure balls are suitable size for Reception students
Alternative: Bean bags, soft play balls
Use to mark boundaries and target areas
Alternative: Spots, markers
For team identification in games
Alternative: Coloured bands
Key Vocabulary
Sending the ball forward using a pushing action with the hockey stick
Gentle, cushioning grip when receiving the ball to maintain control
An empty area on the playing surface where you can move safely
To collect and control the ball when it comes to you
Continuing the movement after making contact with the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills
- Understanding of personal space
- Following simple instructions
Current Skills
- Push passing with hockey stick
- Receiving with soft hands
- Moving into space
Next Steps
- Passing while moving
- Tactical awareness in games
- More complex receiving skills
Milestone Indicators
Key Teaching Points
- Emphasise pushing action with no backswing for safety and control
- Develop 'soft hands' concept for receiving - cushioning like catching a bubble
- Encourage head up position during ball control and passing
- Build cooperation through partner and small group activities
- Celebrate effort and improvement over perfect technique
- Use positive language and encouragement throughout
- Connect skills to real game situations to maintain engagement
Common Misconceptions
- That hitting the ball hard makes it more accurate - emphasise control over power
- That looking at the ball constantly is necessary - encourage looking up
- That perfect technique comes immediately - celebrate small improvements
- That competition means being unkind - reinforce good sportsmanship
- That receiving is passive - show active positioning and preparation
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries, offer regular positive feedback and movement breaks
dyspraxia
- Use larger, lighter equipment, provide additional demonstration time, break skills into smaller steps
autism spectrum
- Provide clear structure and routine, offer quiet space if overwhelmed, use visual schedules for lesson sequence
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of demonstrations, ensure clear auditory cues for activities
hearing impairment
- Use visual demonstrations and hand signals, ensure student can see teacher clearly, provide written instructions if appropriate
physical disability
- Adapt grip for different hand abilities, use seated position if needed, modify distances and targets as appropriate
Cross-Curricular Links
Science
Forces and motion in pushing and receiving, understanding cause and effect in ball movement
Geography
Spatial awareness, understanding directions and positions, mapping movement around space
PSHE
Cooperation and teamwork, managing emotions during challenges, showing kindness to others
Teacher Guidance
Positioning
Central position during demonstrations, mobile during activities to observe all students
Observation Focus
Watch for correct grip, controlled passing, safe movement, and positive interactions
Intervention Points
Step in when students struggle with grip, show unsafe behaviour, or need encouragement
Demonstration Notes
Always demonstrate slowly and clearly, repeat key movements, use students as examples when appropriate
Verbal Cues
- •'Soft hands like catching a bubble!'
- •'Push, don't hit!'
- •'Keep your head up!'
- •'Well done for helping your partner!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear area, preferably marked court or playground
Surface Check
Dry, even surface free from debris and obstacles
Equipment Safety
Safety Checks
- •Check hockey sticks for cracks or splinters
- •Ensure balls are appropriate weight for Reception
- •Verify all equipment is clean and safe to use
Risk Management
Key Risks
- •Collision between students
- •Tripping over equipment
- •Hockey stick contact with other students
- •Ball impact injuries
Risk Mitigation
- •Clear spacing guidelines between students
- •Emphasis on controlled movements only
- •No lifting sticks above waist height
- •Immediate stop signal when needed
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students simultaneously
- •Active monitoring of stick handling
- •Quick intervention for unsafe behaviour
Emergency Procedures
Stop all activity immediately, assess injury, apply first aid if qualified, seek medical attention if required