Lesson 7 - Open Stick Tackle
Foundation Skills Development
•Year 3
•Hockey
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How can we use defensive skills to prevent opponents from scoring in hockey?
Learning Objectives
- To be able to use an open stick tackle effectively
- To understand when and how to defend an opponent
- To identify successful defending moments and areas for improvement
Key Outcomes
- Students will demonstrate correct open stick tackle technique
- Students will apply defensive positioning in game situations
- Students will evaluate their defending performance and set improvement goals
Equipment & Resources Required
Check all sticks for damage before lesson
Alternative: Foam paddles, cardboard sticks for demonstration
Balls distributed around perimeter of area
Alternative: Foam balls, bean bags for safety
Goals pre-set at 3m wide, various distances
Alternative: Markers, bibs, rope for boundaries
Key Vocabulary
A defensive technique where the stick is placed low to create a barrier and block the ball
Using the stick as a barrier to stop the ball's progress
Standing between the opponent and the goal to protect scoring opportunities
Choosing the right moment to attempt to win the ball back
Low, wide position that allows quick movement in any direction
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic stick handling and ball control
- Understanding of hockey rules and safety
- Experience with running and stopping movements
Current Skills
- Open stick (block) tackle technique
- Defensive positioning and movement
- Reading the game and timing interventions
Next Steps
- Advanced tackling techniques
- Team defensive strategies
- Counter-attacking from defensive positions
Milestone Indicators
Key Teaching Points
- Wide grip on stick with hands shoulder-width apart for control and power
- Low, balanced stance with knees bent and weight on balls of feet
- Patience in timing - wait for the right moment to commit to tackle
- Creating a barrier with the stick rather than swiping at the ball
- Maintaining balance throughout the tackle attempt
- Staying in line with the attacker to protect the goal
- One defender per attacker to ensure fair play and safety
Common Misconceptions
- That tackles should be attempted as soon as the attacker approaches - correct timing involves waiting for the right moment
- That the stick should be placed down immediately when defending - mobility and positioning are crucial before committing
- That harder tackles are more effective - controlled technique is more successful than force
- That defenders should chase the ball everywhere - positional play and patience are more effective
- That all defensive situations are the same - different scenarios require adapted techniques and timing
SEN Adaptations
ADHD
- Shorter activity bursts with frequent changes, clear boundaries and expectations, regular positive feedback and movement breaks
dyspraxia
- Larger, softer equipment, reduced complexity in multi-step instructions, extra practice time and repeated demonstrations
autism spectrum
- Clear visual schedule of activities, quiet zones available for breaks, consistent routines and predictable structure
visual impairment
- Use brightly coloured balls and cones, provide verbal descriptions of demonstrations, assign sighted buddy for spatial guidance
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, written instruction cards for complex activities
physical disability
- Modified tackles from seated position, larger equipment for easier handling, adapted distances and playing areas
Cross-Curricular Links
Maths
Measuring distances for goals and playing areas, counting passes in modified games, calculating tackle success rates
Science
Understanding forces involved in stopping a moving ball, friction between ball and stick, balance and centre of gravity in defensive stance
Geography
Spatial awareness and positioning, understanding of angles and directions in defensive movement, mapping movement patterns
PSHE
Teamwork and cooperation in defensive partnerships, resilience when tackles are unsuccessful, managing competitive emotions
Teacher Guidance
Positioning
Stand at various vantage points around the teaching area to observe all groups, moving frequently between activities to provide feedback
Observation Focus
Watch for correct stick grip and stance, appropriate timing of tackles, safe play within groups, and application of taught techniques
Intervention Points
Step in if students are struggling with basic technique, if safety concerns arise, or if competitive intensity becomes inappropriate
Demonstration Notes
Demonstrate: Exaggerate all technique points for visibility, use slow motion for complex skills, involve students in demonstrations where appropriate
Verbal Cues
- •'Wide grip, low stance!'
- •'Wait for your moment!'
- •'Stay balanced and ready!'
- •'Watch the ball, not the player!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m outdoor space or large sports hall with adequate ceiling height
Surface Check
Dry, even surface free from holes, stones, or other hazards that could cause trips or falls
Equipment Safety
Safety Checks
- •Check all hockey sticks for cracks, splinters, or sharp edges before use
- •Ensure tennis balls are in good condition without cracks that could cause unpredictable bounce
- •Verify cones are stable and have no sharp or broken edges
Risk Management
Key Risks
- •Stick-to-stick contact during tackles
- •Collisions between players in confined spaces
- •Falls when lunging for tackles or losing balance
- •Ball strikes to face or body during close play
Risk Mitigation
- •Clear boundaries established for all activities with adequate spacing
- •Progressive skill building from static to dynamic situations
- •Emphasis on controlled movements and proper technique
- •One-on-one tackling rule to prevent overwhelming
- •Regular reminders about stick safety and control
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all activity areas
- •Monitor 1v1 and 2v2 games closely for fair play and safety
- •Regular circulation between groups to check technique and safety
- •Immediate intervention for any unsafe stick use or contact
Emergency Procedures
Stop activity immediately if injury occurs, assess severity, provide appropriate first aid, and ensure other students remain safely occupied