Lesson 7 - Hockey Stick Ball Control
Body Parts & Equipment Skills
•Year 1
•Sending and Receiving
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How can we use a hockey stick to control and send a ball safely and accurately?
Learning Objectives
- To be able to send and receive a ball with a hockey stick safely
- To develop basic hockey stick handling and ball control skills
- To understand and apply the correct grip and stance for hockey
Key Outcomes
- Students will demonstrate safe use of hockey equipment with proper grip and stance
- Students will successfully send a ball using a push pass technique
- Students will stop and control a ball using basic hockey stick positioning
Equipment & Resources Required
Check all sticks for damage and appropriate length for students
Alternative: Unihoc sticks, shortened hockey sticks for younger students
Balls should be evenly distributed around the playing area perimeter
Alternative: Foam balls for beginners, larger rubber balls for SEND students
Various colours to help with organisation and group identification
Alternative: Markers, bean bags, or chalk circles
Key Vocabulary
A technique to send the ball by pushing it smoothly with the hockey stick
How to hold the hockey stick correctly with both hands
Moving the ball along the ground with small touches from the hockey stick
Stopping and keeping the ball close using the hockey stick
The correct body position when holding a hockey stick
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball rolling and stopping with hands
- Simple sending and receiving skills using hands
- Understanding of personal space and safety
Current Skills
- Correct hockey stick grip with two hands
- Basic push pass technique
- Ball stopping and control with hockey stick
- Safe movement whilst dribbling
Next Steps
- More accurate passing over longer distances
- Hockey stick dribbling at speed
- Simple hockey games and tactics
- Defending and intercepting skills
Milestone Indicators
Key Teaching Points
- Hockey stick must never rise above hip height for safety
- Correct grip: right hand halfway down, left hand at top of stick
- Push pass technique: step forward with left foot, smooth pushing action
- Ball control: use soft touches to keep ball close to stick
- Safety awareness: always be aware of others when moving with equipment
- Cooperation: work effectively with partners and in small groups
- Progressive challenge: choose appropriate difficulty level for individual ability
Common Misconceptions
- Students often try to 'hit' the ball like in other sports - emphasise pushing action instead
- Many students put hands too close together on stick - regularly check and correct grip
- Some students forget safety rules when excited - constant reinforcement needed
- Students may focus only on power rather than control - emphasise accuracy over force
- Some may think hockey is only for older students - build confidence through success
SEN Adaptations
ADHD
- Short activity segments with clear start/stop signals, regular movement breaks, clear boundaries for activities, positive reinforcement frequently
dyspraxia
- Use larger balls for easier tracking, reduce complexity of movements initially, provide extra practice time, break skills into smaller steps
autism spectrum
- Clear routine explanation at start, visual schedule of activities, quiet area available if needed, prepare for activity changes with warnings
visual impairment
- Use brightly coloured balls and cones, provide clear verbal descriptions of all activities, pair with sighted buddy for support and guidance
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, written instruction cards, and ensure students can see teacher's face for lip reading
physical disability
- Provide shorter or lighter sticks if needed, allow seated position for some activities, modify distances and targets, provide additional adult support
Cross-Curricular Links
Maths
Counting points scored, measuring distances with steps, understanding of space and angles when passing
Science
Forces involved in pushing the ball, friction between ball and surface, body systems working during exercise
Geography
Directional language (left/right, forward/backward), spatial awareness and navigation around obstacles
PSHE
Teamwork and cooperation, managing emotions during challenges, celebrating others' successes, perseverance
Teacher Guidance
Positioning
Move constantly around the area to observe all students, positioning at corners for maximum visibility during games
Observation Focus
Monitor stick height, grip technique, ball control quality, and student cooperation throughout lesson
Intervention Points
Step in immediately for unsafe stick use, provide individual support for struggling students, adjust activity difficulty as needed
Demonstration Notes
Use clear, exaggerated movements when demonstrating techniques, involve confident students in demonstrations, always demonstrate safety rules explicitly
Verbal Cues
- •'Two hands on the stick!'
- •'Keep it low - hip height maximum!'
- •'Smooth pushing action!'
- •'Soft touches for control!'
- •'Eyes up to see where you're going!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m indoor or outdoor space, clear of obstacles and with appropriate surface
Surface Check
Even surface free from holes, wet patches, or debris that could cause slips or trips
Equipment Safety
Safety Checks
- •All hockey sticks checked for cracks, splinters, or loose parts before lesson
- •Tennis balls inspected for wear - replace any with visible damage
- •Cones checked for sharp edges or cracks that could cause injury
Risk Management
Key Risks
- •Stick contact between students or to body parts
- •Slips and falls during movement activities
- •Ball strikes to face or body
- •Collisions during game activities
Risk Mitigation
- •Strict enforcement of hip-height rule for sticks throughout lesson
- •Adequate spacing maintained between students during all activities
- •Clear safety instructions given before each new activity
- •Progressive skill building from static to dynamic activities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students during activities
- •Move around groups during practice to monitor technique and safety
- •Pay particular attention to stick height and control during games
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, and follow school emergency protocols