Lesson 4 - Passing and Receiving on the Move
Controlled Competition Techniques
•Year 3
•Hockey
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can I control the ball when it's moving and I'm moving?
Learning Objectives
- To develop push passing technique with control and accuracy
- To receive passes while moving using correct body positioning
- To demonstrate agility, balance, coordination and precision in game situations
Key Outcomes
- Students will execute push passes using correct grip and body position
- Students will successfully receive passes on the run maintaining ball control
- Students will apply passing skills effectively in competitive game situations
Equipment & Resources Required
Check all sticks for damage, ensure appropriate length
Alternative: Wooden sticks if gum shields available
Distribute around practice areas
Alternative: Tennis balls for skill development
Various colours for different stations
Alternative: Markers or chalk lines
Used as targets and collection areas
Alternative: Marked circles with chalk
Key Vocabulary
A controlled pass using a pushing motion with the stick blade staying in contact with the ball
A more powerful pass using a short backswing with the stick parallel to the ground
The initial contact with the ball when receiving a pass
The flat surface of the hockey stick used for all ball contact
Moving into space to receive a pass from a teammate
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic stick grip and dribbling skills
- Static push passing to stationary targets
- Basic rules of hockey including stick use
Current Skills
- Dynamic passing to moving targets
- Receiving passes on the move
- Using slap passes for distance
Next Steps
- Tactical passing in small-sided games
- Passing under defensive pressure
- Creating passing opportunities in attack
Milestone Indicators
Key Teaching Points
- Push pass: hands apart, blade stays in contact with ball, weight transfer forward
- Slap pass: short backswing, stick parallel to ground, controlled follow-through
- Receiving: stick ready early, soft hands, first touch keeps ball close
- Game play: quick decision making, use appropriate pass for distance and situation
- Safety: stick stays low, only flat side used, respect others' space
- Teamwork: communication, support movement, encourage teammates
- Assessment: honest self-reflection, connect performance to lesson objectives
Common Misconceptions
- More power always means better pass - emphasise accuracy and control first
- Stick can be used on both sides - reinforce flat side only rule consistently
- First touch doesn't matter if you get the ball - stress importance of ball control
- Winning is everything - balance competition with skill development and fair play
- Mistakes are bad - promote growth mindset and learning from errors
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and expectations, use positive reinforcement frequently
dyspraxia
- Allow extra time for skill development, use larger equipment, reduce complexity of multi-step instructions
autism spectrum
- Provide clear structure and routine, offer quiet zones for breaks, use visual schedules for activity transitions
visual impairment
- Use brightly coloured balls and cones, provide verbal descriptions of all demonstrations, buddy system for guidance
hearing impairment
- Use visual signals and demonstrations, written instructions on cards, ensure face-to-face communication
physical disability
- Modify distances and speeds, allow seated participation where appropriate, use adapted equipment if available
Cross-Curricular Links
Maths
Counting passes in activities, measuring distances for game areas, calculating success rates in circuit challenges
Science
Understanding forces in ball striking, friction effects on different surfaces, body systems responding to exercise
Geography
Spatial awareness and positioning, mapping movement patterns, understanding directions and angles
PSHE
Teamwork skills, resilience when facing challenges, managing emotions in competitive situations, celebrating others' success
Teacher Guidance
Positioning
Circulate constantly, position to observe maximum number of students, stand where you can see all activity areas
Observation Focus
Watch for correct technique application, safety compliance, engagement levels, and skill progression
Intervention Points
Step in when safety compromised, technique needs correction, or students need encouragement and motivation
Demonstration Notes
Always demonstrate at reduced speed first, exaggerate key teaching points, use students as positive examples when appropriate
Verbal Cues
- •'Stick low, ball close!'
- •'Soft hands for receiving!'
- •'Look up, find space!'
- •'Short backswing, stay low!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 40m area, clear of obstacles and hazards
Surface Check
Even, dry surface free from holes, debris, or slippery areas
Equipment Safety
Safety Checks
- •Check all hockey sticks for cracks or sharp edges
- •Ensure balls are in good condition and proper size
- •Verify cones are stable and visible
Risk Management
Key Risks
- •Stick contact between players
- •Ball strikes to body/head
- •Collisions during game play
- •Slips and falls on turns
Risk Mitigation
- •Emphasise stick stays low and only flat side used
- •Clear spacing rules during all activities
- •Progressive introduction of contact elements
- •Proper warm-up to prevent muscle injuries
Supervision & Emergency Procedures
Supervision Points
- •Position to see all activity areas simultaneously
- •Pay special attention during transition periods
- •Monitor fatigue levels and adjust intensity accordingly
Emergency Procedures
Stop activity immediately on whistle, assess situation, apply appropriate first aid, contact emergency services if required