Lesson 1 - Open Stick Dribbling
Foundation Skills Development
•Year 3
•Hockey
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How can we move a hockey ball with control while keeping our eyes on where we're going?
Learning Objectives
- To demonstrate the correct grip and stance for hockey stick handling
- To perform open stick dribbling with increasing control and confidence
- To apply dribbling skills in movement patterns and simple challenges
Key Outcomes
- Students will be able to hold a hockey stick correctly and maintain proper body position
- Students will demonstrate controlled ball movement using the open side of the stick
- Students will show improved spatial awareness while dribbling around obstacles
Equipment & Resources Required
Check all sticks are appropriate height (waist level when standing upright)
Alternative: Unihoc sticks, floor hockey sticks
Use tennis balls for beginners as they move slower and are easier to control
Alternative: Foam balls, plastic hockey balls
Distribute around area perimeter and create obstacle courses
Alternative: Markers, bean bags, hoops
Optional for pair work activities
Alternative: Different coloured equipment
Key Vocabulary
The flat side of the hockey stick used for dribbling and passing
Moving the ball along the ground while maintaining control with the stick
How to hold the hockey stick - right hand halfway down, left hand at top
A method of restarting play where two players tap sticks before competing for the ball
A penalty awarded when rules are broken, such as using wrong side of stick
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and movement skills
- Understanding of personal space and spatial awareness
- Experience with ball games or similar equipment handling
Current Skills
- Correct hockey stick grip and stance
- Open stick dribbling technique
- Ball control while moving
- Spatial awareness during dribbling
Next Steps
- Dribbling at increased speeds
- Passing techniques with a partner
- Basic defensive movements
- Simple game situations
Milestone Indicators
Key Teaching Points
- Correct grip: left hand at top, right hand halfway down the stick
- Open stick rule: only use the flat side of the stick, never the curved side
- Ball position: keep ball to front and right of body on the open side
- Safety first: stick must never go above hip height
- Control over speed: maintain ball contact before increasing pace
- Head up: use peripheral vision for ball while scanning for space
- Athletic stance: bend knees, stay on balls of feet for better control
Common Misconceptions
- Thinking you can use both sides of the stick - correct by demonstrating flat side rule and explaining free pass consequences
- Believing faster movement equals better play - emphasise control first, speed develops naturally
- Assuming you must watch the ball constantly - teach peripheral vision and trust in stick contact
- Thinking the grip doesn't matter - demonstrate how wrong grip affects control and power
- Believing hockey is only about hitting hard - show that control and placement are more important than power
SEN Adaptations
ADHD
- Shorter activity segments, clear and simple instructions, immediate positive feedback, movement breaks when needed
dyspraxia
- Larger balls for easier control, extra demonstration time, simplified movement patterns, focus on technique over speed
autism spectrum
- Clear structure with visual schedule, quiet zone available if overwhelmed, consistent routines, extra time for processing instructions
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of demonstrations, buddy system for navigation, tactile markers for boundaries
hearing impairment
- Use clear visual demonstrations, written or pictorial instruction cards, hand signals for directions, ensure face-to-face communication
physical disability
- Seated hockey version using shorter sticks, modified grip techniques, reduced movement area, adapted equipment as needed
Cross-Curricular Links
Maths
Counting touches per cone circuit, measuring distances for racing challenges, understanding angles and directions (clockwise/anticlockwise)
Science
Understanding forces when pushing ball, friction between ball and surface, balance and stability in athletic stance
Geography
Directional awareness (North, East, South, West), spatial navigation, understanding of relative positions
PSHE
Perseverance when learning new skills, encouraging others, following safety rules, honest self-reflection
Teacher Guidance
Positioning
Position at corner or edge of area for visibility of all students, move around during activities to provide individual feedback
Observation Focus
Watch for correct grip maintenance, appropriate stick height, controlled ball movement, and good spatial awareness
Intervention Points
Step in immediately for safety violations, provide technique reminders when students struggle, offer encouragement during challenges
Demonstration Notes
Always demonstrate with exaggerated, clear movements. Show common mistakes and corrections. Use students as positive examples when appropriate
Verbal Cues
- •'Stick down!' for height reminders
- •'Flat side only!' for technique correction
- •'Ball close!' for control reminders
- •'Head up!' for awareness prompts
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear area, preferably larger for full class
Surface Check
Flat, dry surface free from holes, debris, or other hazards
Equipment Safety
Safety Checks
- •Check all hockey sticks for damage, splinters, or sharp edges
- •Ensure tennis balls are in good condition and not split
- •Verify cones are stable and have no sharp edges
Risk Management
Key Risks
- •Stick contact with other students or body parts
- •Slips and falls during quick direction changes
- •Ball striking other students
- •Collisions during racing activities
Risk Mitigation
- •Strict enforcement of hip height rule for stick handling
- •Clear boundaries and adequate spacing between students
- •Progressive skill building from walking to jogging pace
- •Emphasis on control over speed throughout lesson
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students during activities
- •Monitor stick handling technique constantly for safety compliance
- •Watch for appropriate competitive intensity during challenges
Emergency Procedures
Stop activity immediately if unsafe behaviour observed, assess any injuries, provide appropriate first aid, modify activity if needed