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Lesson 6 - Moving into Space After Passing

Foundation Skills Development

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Year 3

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Hockey

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Big Question

How can I help my team by making clever movements after I pass the ball?

Learning Objectives

To move into space after passing the ball to maintain possession
To understand the importance of positioning in attack and defence
To apply passing and moving skills in game situations

Key Outcomes

Students will demonstrate movement into space after passing
Students will show understanding of attacking and defending roles
Students will apply tactical awareness in small-sided games

Equipment & Resources Required

Hockey sticks

1 per student (30)

Check all sticks are appropriate height (hip level)

Alternative: Can use tennis rackets for younger students

Tennis Balls

15 (1 per 2 students)

Store in container for easy distribution

Alternative: Soft play balls or bean bags for beginners

Cones

Use different colours for different purposes

Alternative: Markers, spots, or other boundary markers

Team bibs

16 (2 sets of 8)

Ensure clear colour contrast between teams

Alternative: Coloured bibs or simply designate shirt colours

Key Vocabulary

Space

An empty area on the pitch where there are no opponents

Pass and move

Sending the ball to a teammate then immediately moving to a new position

Support

Positioning yourself to help the teammate with the ball

Possession

When your team has control of the ball

Bully off

The way to restart play in hockey with two players facing each other

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic hockey stick handling and control
Simple passing techniques with hockey stick
Understanding of personal space and movement

Current Skills

Moving into space after passing
Reading the game for positioning opportunities
Supporting teammates through movement

Next Steps

Advanced tactical positioning in larger games
Creating space for others through movement
Understanding complex attacking patterns

Milestone Indicators

Automatically moves after passing without prompting

Chooses appropriate spaces away from defenders

Communicates with teammates about movement

Key Teaching Points

Move into space immediately after passing the ball
Look up before passing to find your target and check for space
Choose spaces away from defenders when in possession
Support your teammates by moving to helpful positions
Control the ball before making your next pass
Keep hockey sticks below waist height at all times
Work as a team to maintain possession and create scoring opportunities

Common Misconceptions

Standing still after passing is okay - correct by emphasising immediate movement
Always pass to the closest player - teach about finding players in better positions
Moving anywhere counts as good movement - emphasise moving to useful space
Individual skill is more important than teamwork - highlight how movement helps others
Faster passing is always better - focus on controlled, accurate passing first

SEN Adaptations

ADHD

Use shorter activity bursts, provide clear boundaries, give specific roles and responsibilities, offer movement breaks

dyspraxia

Use larger, softer balls, reduce complexity of movements, provide extra practice time, break skills into smaller steps

autism spectrum

Provide clear structure and routine, use visual schedules, offer quiet zones, give advance warning of activity changes

visual impairment

Use brightly coloured balls and cones, provide verbal descriptions of space and movement, assign sighted buddy for support

hearing impairment

Use clear visual demonstrations, hand signals for instructions, written task cards, ensure student can see teacher's face

physical disability

Modify to seated hockey or use larger, lighter equipment, adjust playing area size, provide alternative scoring methods

Cross-Curricular Links

Maths

Counting passes and points, measuring distances for goals and playing areas, calculating time for activities

Science

Understanding forces in passing, effects of exercise on the body, studying movement and friction

Geography

Directional movement, spatial awareness, mapping movement patterns around the teaching area

PSHE

Teamwork and cooperation, communication skills, resilience when facing challenges, celebrating others' success

Teacher Guidance

Positioning

Position yourself where you can see all students, moving around the perimeter of activities to monitor safety and provide feedback

Observation Focus

Watch for safe stick handling, effective movement into space, and appropriate passing technique

Intervention Points

Step in if stick safety rules are broken, if students are not finding space effectively, or if games become too physical

Demonstration Notes

Use exaggerated movements to show concepts clearly, involve students in demonstrations when appropriate, and always emphasise safety

Verbal Cues

•'Pass and move!'
•'Find space away from others!'
•'Look up before you pass!'
•'Support your teammate!'
•'Stick below waist height!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m for full class activities, additional space for multiple small-sided games

Surface Check

Dry, even surface free from hazards, suitable for running and quick direction changes

Equipment Safety

Safety Checks

•Check all hockey sticks for splinters, cracks, or sharp edges
•Ensure sticks are appropriate height (hip level) for each student
•Inspect tennis balls for damage that could cause unpredictable bounces
•Verify cones have no sharp edges or cracks

Risk Management

Key Risks

•Collisions between students during movement activities
•Hockey stick injuries from improper handling or height
•Slips and falls during quick direction changes
•Ball strikes from uncontrolled passes

Risk Mitigation

•Establish clear boundaries and movement rules from the start
•Maintain adequate spacing between groups and activities
•Enforce stick safety rules (below waist height, controlled handling)
•Progressive skill building to develop control before adding pressure
•Regular safety reminders throughout the lesson

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all active areas
•Move around the teaching space to monitor all groups
•Pay particular attention during game situations for stick safety
•Monitor fatigue levels and intervene if students become reckless

Emergency Procedures

Stop all activity immediately on safety signal, assess any injuries, provide appropriate first aid, contact emergency services if required