Lesson 3 - Receiving and Trapping the Ball
Foundation Skills Development
•Year 3
•Hockey
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How can we use our hockey stick like a wall to stop and control the ball effectively?
Learning Objectives
- To be able to receive and trap the ball with increasing control
- To understand when and where to move into space to help the team
- To apply trapping skills in game situations with some success
Key Outcomes
- Students will demonstrate correct trapping technique with stick low to ground
- Students will move their feet to get in line with the ball before trapping
- Students will successfully trap and control the ball in practice and game situations
Equipment & Resources Required
Check all sticks for damage, ensure appropriate length for each student
Alternative: Adapted sticks for left-handed students, shorter sticks for accessibility
Use tennis balls for safety - softer than hockey balls but good for skill development
Alternative: Foam balls for less confident students, heavier balls for advanced
Use to mark playing areas, passing distances, and safety zones
Alternative: Markers, chalk lines, or rope for boundaries
Ensure clear team identification for Kings and Queens game
Alternative: Different coloured t-shirts or pinnies
Key Vocabulary
Stopping and controlling the ball using your hockey stick as a barrier
Using your stick flat on the ground to block the ball's path
Moving the stick backwards slightly when the ball hits to soften the impact
Positioning your body and stick directly behind where the ball is travelling
Method to restart play with two players facing each other, tapping sticks before competing for ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic hockey stick grip and stance
- Simple dribbling with a hockey stick
- Basic push pass technique
Current Skills
- Trapping the ball with stick as barrier
- Moving feet to get in line with ball
- Cushioning ball on contact
Next Steps
- Trapping while moving
- One-touch passing after trapping
- Advanced ball control under pressure
Milestone Indicators
Key Teaching Points
- Keep hockey stick flat on ground to create effective barrier for trapping
- Move feet to position body behind the ball's path before attempting to trap
- Use gentle cushioning motion backwards when ball contacts stick
- Look at target before passing to help teammate succeed
- Maintain controlled passing speeds for safety and success
- Apply trapping technique consistently even under game pressure
- Communicate effectively with teammates during game situations
Common Misconceptions
- Students think stick should be angled upward - emphasise completely flat position
- Believing they can trap any ball by reaching with stick - teach moving feet first
- Thinking harder passes are better - emphasise accuracy over power
- Assuming trapping is just stopping the ball - highlight importance of control after contact
- Expecting immediate success - reinforce that skill development takes practice and patience
SEN Adaptations
ADHD
- Shorter activity bursts with clear transitions, regular positive feedback, clear boundaries and expectations
dyspraxia
- Larger equipment options, simplified movements initially, extra practice time, step-by-step instruction cards
autism spectrum
- Clear routine structure, visual schedule of lesson sections, quiet space available if needed
visual impairment
- Use brightly coloured tennis balls, verbal descriptions of all demonstrations, buddy system for positioning guidance
hearing impairment
- Clear visual demonstrations, hand signals for key instructions, written rule cards available
physical disability
- Seated trapping practice, shorter sticks if needed, modified distances for comfort, alternative roles in games
Cross-Curricular Links
Maths
Measuring distances (3m, 5m spacing), counting successful passes, angles of ball movement, shape recognition in formation activities
Science
Forces in ball movement, friction between stick and ground, momentum and control, body systems during physical activity
Geography
Spatial awareness, directions and positioning, mapping movement patterns around playing area
PSHE
Teamwork and cooperation, resilience when learning new skills, fair play and sporting behaviour, supporting others
Teacher Guidance
Positioning
Move around perimeter of activities for maximum visibility, position where you can see all students
Observation Focus
Stick position during trapping attempts; Foot movement and body positioning; Ball control after successful traps; Safety awareness and controlled play
Intervention Points
["Step in if passing becomes too aggressive", "Correct technique immediately if safety concerns", "Support students who are struggling with confidence", "Manage game intensity during Kings and Queens"]
Demonstration Notes
Use exaggerated movements to show stick position clearly Demonstrate common mistakes then correct technique Show technique in slow motion for clarity Use student volunteers to demonstrate good examples
Verbal Cues
- •'Stick flat to the ground!'
- •'Move your feet to get behind the ball!'
- •'Cushion it backwards gently!'
- •'Look at your target before passing!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m outdoor area or large sports hall, clear of obstacles
Surface Check
Level playing surface, free from holes or debris, suitable for running movements
Equipment Safety
Safety Checks
- •Check all hockey sticks for splinters or damage
- •Ensure tennis balls are in good condition
- •Verify cones have no sharp edges or cracks
Risk Management
Key Risks
- •Ball strikes from hard passes
- •Collisions between students during game
- •Stick contact during close play
- •Slips during quick direction changes
Risk Mitigation
- •Use tennis balls instead of hockey balls for safety
- •Enforce no tackling rule strictly
- •Maintain adequate spacing between groups
- •Emphasise controlled passing speeds
- •Keep sticks low to ground throughout
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor game intensity to prevent over-competitive play
- •Watch for students becoming tired and losing concentration
Emergency Procedures
Stop activity immediately on teacher signal, appropriate first aid for any injuries, emergency contact information accessible