Lesson 1 - Stick Control and Ball Dribbling
Controlled Competition Techniques
•Year 3
•Hockey
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How can I use a hockey stick to move a ball precisely where I want it to go?
Learning Objectives
- Develop basic stick grip and control techniques
- Practice ball dribbling with increasing confidence and control
- Demonstrate safe hockey techniques whilst maintaining spatial awareness
Key Outcomes
- All students will be able to hold a hockey stick correctly and attempt ball control
- Most students will be able to dribble a ball confidently using the flat side of the stick
- Some students will demonstrate precise ball control whilst moving around obstacles
Equipment & Resources Required
Check all sticks are appropriate length (reaching mid-thigh when standing upright)
Alternative: Foam hockey sticks for beginners, uni-hoc sticks as backup
Use standard white hockey balls, check for cracks or damage
Alternative: Tennis balls for easier control, foam balls for nervous students
Various sizes - large cones for boundaries, small cones for weaving
Alternative: Markers, spots, or bean bags
Large enough for multiple balls, positioned around activity area
Alternative: Marked circles with chalk, rope circles
Bright colours for visibility, non-slip if possible
Alternative: Paper plates, chalk circles, laminated circles
Bright colours to distinguish dragons from runners
Alternative: Coloured bands, different coloured tops
Key Vocabulary
Moving the ball along the ground using controlled pushes with the flat side of the hockey stick
The smooth, flat surface of the hockey stick blade used for all ball contact
Stopping the ball by placing the flat side of the stick on top of it against the ground
How you hold the hockey stick - left hand at top, right hand lower down the handle
Stance over the ball with stick creating a bridge shape, flat side facing the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic spatial awareness and movement patterns
- Understanding of team games and following instructions
- Experience with ball games using hands or feet
Current Skills
- Correct hockey stick grip and handling
- Basic ball control using flat stick surface
- Stopping and starting ball movement on command
- Simple dribbling techniques
Next Steps
- Passing techniques to teammates
- Receiving balls from different angles
- Simple tactical awareness in small games
- Introduction to shooting techniques
Milestone Indicators
Key Teaching Points
- Left hand at top of stick, right hand lower - this grip never changes
- Only the flat side of the stick ever touches the ball - rounded side is forbidden
- Ball stays on the right side of the body at all times during dribbling
- Small, controlled pushes keep the ball close - maximum 1 metre away from stick
- Eyes focused on the ball during all dribbling activities
- Knees bent and low body position for better control and balance
- Safety first - sticks must stay low, never above waist height during activities
Common Misconceptions
- Students think they can use the rounded side of the stick - emphasise flat side only rule
- Many believe they need to hit the ball hard - teach controlled pushes instead
- Confusion about which hand goes where on stick - practice grip repeatedly
- Thinking they can switch the ball to their left side - reinforce right side only
- Belief that faster dribbling equals better control - emphasise control over speed
- Assumption that hockey is similar to football - highlight key differences in technique
SEN Adaptations
ADHD
- Shorter activity bursts with regular praise, clear boundaries marked, fidget tools available during reflection time
dyspraxia
- Larger balls for easier target, extra practice time for grip, simplified movement patterns, additional verbal cues
autism spectrum
- Clear visual schedule of lesson structure, quiet practice area available, consistent routines and language
visual impairment
- Use bright orange balls for contrast, provide verbal descriptions of all demonstrations, buddy system with sighted partner
hearing impairment
- Use visual signals for stop/start commands, demonstrate all instructions clearly, written instruction cards available
physical disability
- Shorter sticks or adapted grips available, seated versions of skills, modified distances for activities
Cross-Curricular Links
Maths
Counting balls collected in teams, measuring distances for relay races, angles when moving around cones
Science
Forces and motion when pushing ball with stick, friction between ball and surface, balance and stability
Geography
Directional language - left, right, around, through, spatial awareness and mapping movement
PSHE
Teamwork and cooperation, resilience when facing challenges, fair play and honesty in competition
Teacher Guidance
Positioning
Move constantly around activity area to observe all students, position at corner of area for maximum visibility during demonstrations
Observation Focus
Watch for correct stick grip, ball control, spatial awareness, and adherence to safety rules
Intervention Points
Step in when students struggling with grip, losing control of ball, or showing unsafe stick handling
Demonstration Notes
Use exaggerated movements for visibility, demonstrate incorrect technique followed by correct technique, involve confident students in demonstrations
Verbal Cues
- •'Soft touches, keep it close!'
- •'Flat side faces the ball!'
- •'Bend those knees!'
- •'Stick behind the ball!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m hard surface area, preferably playground or sports hall
Surface Check
Dry, even surface free from water, leaves, or other slip hazards
Equipment Safety
Safety Checks
- •Check all hockey sticks for cracks or splinters
- •Ensure stick length appropriate for each student (mid-thigh height)
- •Verify balls are in good condition without cracks
- •Confirm cones are stable and not damaged
Risk Management
Key Risks
- •Stick contact between students
- •Trips and falls during running activities
- •Ball strikes to other students
- •Collisions during relay races
Risk Mitigation
- •Maintain minimum 2m spacing during individual skills
- •Emphasise keeping sticks low at all times
- •Clear boundaries established for all activities
- •Staggered starts in relay races to prevent bunching
Supervision & Emergency Procedures
Supervision Points
- •Position to observe maximum number of students
- •Monitor stick height and technique constantly
- •Watch for fatigue that might compromise safety
- •Intervene immediately if unsafe behaviour observed
Emergency Procedures
Stop activity immediately on safety concerns, assess situation, provide appropriate first aid or seek additional support as needed