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Lesson 4 - Reverse Stick Dribbling and Control

Foundation Skills Development

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Year 3

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Hockey

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Big Question

How can mastering both open stick and reverse stick dribbling help you become unpredictable and successful in hockey?

Learning Objectives

To develop dribbling using the reverse stick technique (Indian dribble)
To understand when and why to use reverse stick dribbling in game situations
To combine open stick and reverse stick dribbling for effective ball control

Key Outcomes

Students will perform reverse stick dribbling with increasing control and confidence
Students will demonstrate understanding of when to use different dribbling techniques
Students will apply reverse stick skills effectively in small-sided games

Equipment & Resources Required

Hockey sticks

1 per student (30)

Check stick length is appropriate - should reach hip bone when standing upright

Alternative: Foam hockey sticks for younger students, shortened sticks for better control

Tennis Balls

1 per 2 students (15)

Tennis balls are softer and slower than hockey balls, ideal for skill development

Alternative: Foam balls, plastic hockey balls, bean bags for beginners

Cones

Use bright colours for visibility, ensure cones are stable and safe

Alternative: Dome markers, chalk marks, rope markers

Bibs

15 (for team identification)

Needed for 2v2 games and team activities

Alternative: Different coloured cones to identify teams

Key Vocabulary

Reverse stick

Turning the hockey stick over by crossing hands to play the ball on the left side

Indian dribble

Alternating between open stick and reverse stick to move the ball from side to side

Open stick

The normal grip position with the stick face pointing forward

Ball control

Keeping the ball close to your stick and moving it with purpose

Outwit

To use skill and clever movement to get past an opponent

Skill Progression Pathway

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

Prior Learning

Basic hockey stick grip and stance
Open stick dribbling with control
Simple ball stopping and starting
Understanding of personal space and safety

Current Skills

Reverse stick grip and hand positioning
Pulling the ball side to side using reverse stick
Combining open and reverse stick in continuous dribbling
Using reverse stick tactically in game situations

Next Steps

Advanced Indian dribbling at speed
Reverse stick passing techniques
Tactical awareness in competitive situations
Integration with other hockey skills

Milestone Indicators

Smooth hand crossover when changing to reverse stick

Maintaining ball contact throughout the movement

Making purposeful decisions about when to use reverse stick

Demonstrating confidence in small-sided games

Key Teaching Points

Reverse stick requires crossing hands over - right hand over left for right-handed players
Maintain stick-ball contact throughout the pulling movement for best control
Use reverse stick tactically to change direction and outwit opponents, not just for fun
Weight transfer from foot to foot helps maintain balance during Indian dribbling
Keep stick height below waist at all times for safety of self and others
Practice slowly first to build confidence, then increase speed while maintaining technique
Reverse stick is most useful when under pressure or need to change direction quickly

Common Misconceptions

Thinking reverse stick is just turning the stick around - emphasise the hand crossover element
Believing hitting the ball is better than pulling - stress the pulling motion for control
Assuming reverse stick should be used all the time - teach tactical decision making
Thinking speed is more important than control - emphasise technique first, speed second
Believing only advanced players can do reverse stick - encourage all students to attempt with appropriate support

SEN Adaptations

ADHD

Break activities into shorter segments, provide frequent positive feedback, allow movement breaks, use high-energy activities to channel focus positively

dyspraxia

Use larger, slower-moving balls, provide extra practice time for grip changes, break down movements into smaller steps, offer additional demonstrations

autism spectrum

Provide clear visual schedule of lesson structure, establish quiet zones for breaks if needed, use consistent language and routines, warning before competitive elements

visual impairment

Use brightly coloured tennis balls for better visibility, provide verbal descriptions of all demonstrations, use tactile guidance for stick grip, create clear audio cues for direction changes

hearing impairment

Use visual demonstrations extensively, provide written instruction cards, use hand signals for common instructions, ensure good visual contact during teaching

physical disability

Seated version using shorter sticks and modified ball control, adapted distances for cone courses, larger playing areas, alternative grip methods if needed

Cross-Curricular Links

Maths

Counting passes in 2v2 games, measuring 8m x 8m playing areas, angles of movement around cones, timing and sequencing in relay activities

Science

Understanding of forces when pulling the ball, friction between stick and ball, balance and centre of gravity during weight transfer

Geography

Directional language (left, right, around), spatial awareness, mapping routes around cones, understanding of area and boundaries

PSHE

Teamwork and cooperation in pairs, resilience when learning difficult skills, respect for opponents in competitive activities, communication and leadership

Teacher Guidance

Positioning

Position at corner of activity area for maximum visibility, move closer during demonstrations and skill instruction

Observation Focus

Watch for correct reverse stick grip, safe stick height, tactical application in games, and positive interactions

Intervention Points

Step in immediately if safety issues arise, provide individual support for struggling students, mediate any conflicts during competitive activities

Demonstration Notes

Demonstrate: Always show reverse stick grip change slowly and clearly. Use exaggerated movements for visibility. Include common mistakes in demonstrations to highlight correct technique.

Verbal Cues

•'Cross your hands over like this!'
•'Keep that stick touching the ball!'
•'Use reverse stick to escape!'
•'Head up, see the space!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large sports hall or playground area minimum 30m x 20m for full class activities, clear of obstacles

Surface Check

Dry, even surface free from hazards, suitable for running and stick work

Equipment Safety

Safety Checks

•Check hockey sticks for cracks or splinters before use
•Ensure tennis balls are in good condition
•Verify cones are stable and have no sharp edges
•Confirm stick length is appropriate for each student

Risk Management

Key Risks

•Stick contact with other students during practice
•Slips and falls during dynamic movement
•Ball strikes to body or face
•Collisions during competitive activities

Risk Mitigation

•Maintain strict stick height rule (below waist at all times)
•Ensure adequate spacing between students during individual practice
•Use soft tennis balls instead of hard hockey balls
•Implement one-defender rule in small games to reduce contact
•Clear boundaries and playing areas to prevent collisions

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all activities
•Monitor high-activity areas during competitive games
•Maintain proximity during 1v1 and 2v2 activities
•Watch for frustration levels during skill development

Emergency Procedures

Stop activity immediately if incident occurs, assess situation, provide appropriate first aid support, ensure other students remain safe and engaged