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Lesson 5 - Agility Skills in Hockey

Tactical Skills Foundations

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Year 3

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Hockey

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45 min

Big Question

How can quick changes of direction help you beat opponents and defend in hockey?

Learning Objectives

To practise and develop agility skills through specific drills and activities
To identify when and why agility is needed in hockey game situations
To apply agility skills effectively in small-sided games

Key Outcomes

Students will demonstrate improved agility through controlled direction changes
Students will explain at least two game situations where agility is essential
Students will use agility skills purposefully during competitive play

Equipment & Resources Required

Hockey sticks

1 per student (30)

Distributed around area perimeter before lesson

Alternative: Pool noodles or short sticks for beginners

Hockey balls

10-15 balls

Stored in central basket for easy access

Alternative: Tennis balls or foam balls for safety

Dish Cones

Different colours for different activities

Alternative: Spots or small obstacles

Small Goal

4 goals

Set up at opposite ends of playing areas

Alternative: Cone goals or bench goals

Bibs

15 bibs

Two different colours for team identification

Alternative: Different coloured bands

Key Vocabulary

Agility

The ability to change direction quickly and efficiently while maintaining control

Anchor foot

The foot you push off from when changing direction

Low position

Bending knees and staying low to the ground for better balance and quicker movement

Reactive agility

Changing direction in response to what others are doing

Ball control

Keeping the hockey ball close to your stick while moving

Skill Progression Pathway

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

Prior Learning

Basic running and stopping skills
Fundamental hockey stick grip and ball control
Understanding of personal space and boundaries

Current Skills

Multi-directional movement at speed
Hockey-specific agility with stick control
Decision-making about when to change direction

Next Steps

Advanced agility combinations in game situations
Defensive agility and positioning
Creating space through agility movements

Milestone Indicators

Maintains balance while changing direction quickly

Keeps stick control during agility movements

Demonstrates reactive agility in response to opponents

Key Teaching Points

Maintain low, athletic body position with knees bent throughout all agility movements
Emphasise quick, small steps rather than large strides for better control and faster direction changes
Always push explosively off the anchor foot when changing direction
Keep stick in two hands and under control during all dynamic movements
Use agility purposefully in games - change direction to create space or lose defenders
Stay on balls of feet and use arms for balance during rapid movements
Make decisions quickly about when to use agility based on game situation

Common Misconceptions

Students think agility is just about running fast - emphasise control and technique over pure speed
Belief that bigger steps are faster - teach that smaller, quicker steps allow better direction changes
Thinking agility is only for attackers - show how defenders also need agility to track opponents
Assuming you should change direction constantly - teach when NOT to use agility is equally important
Misconception that stick control isn't important during agility - reinforce that hockey agility includes ball/stick control

SEN Adaptations

ADHD

Shorter activity bursts, clear physical boundaries, regular movement breaks, immediate positive feedback

dyspraxia

Larger equipment for easier handling, reduced complexity of movements, extra demonstration time, step-by-step visual guides

autism spectrum

Clear routine structure, visual schedule of activities, quiet zone available, predictable patterns and rules

visual impairment

Use bright coloured cones and balls, verbal descriptions of spatial layouts, buddy system for guidance, tactile boundary markers

hearing impairment

Clear visual demonstrations, hand signals for directions, written instruction cards, visual cues for game rules

physical disability

Seated agility variations using upper body, modified equipment like larger balls, adapted distances and timing

Cross-Curricular Links

Maths

Measuring cone distances, counting shuttle repetitions, calculating time improvements, understanding angles of direction change

Science

Forces and motion during direction changes, friction between shoes and surface, centre of gravity and balance

Geography

Directional vocabulary (north, south, east, west), spatial awareness, mapping movement patterns

PSHE

Teamwork and cooperation, resilience when learning difficult skills, managing competitive emotions

Teacher Guidance

Positioning

Circulate between groups during skills, central position during games for maximum visibility of all students

Observation Focus

Watch for agility technique (low position, quick feet), stick safety, and appropriate decision-making during games

Intervention Points

Step in if agility technique is dangerous, students are struggling with concepts, or unsafe stick use occurs

Demonstration Notes

Always demonstrate agility movements at half-speed first, then full speed. Show common mistakes and corrections clearly.

Verbal Cues

•'Stay low and ready!'
•'Quick feet, quick feet!'
•'Push off that anchor foot!'
•'Keep your stick under control!'
•'Look for space to move into!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m hall or outdoor area, clear of obstacles and hazards

Surface Check

Non-slip surface, free from water, debris or uneven areas that could cause falls

Equipment Safety

Safety Checks

•Check hockey sticks for damage, splinters or loose grips
•Ensure cones are stable and have no sharp edges
•Verify balls are properly inflated and undamaged
•Goals must be stable and safely positioned

Risk Management

Key Risks

•Stick contact during dynamic movements
•Collisions during rapid direction changes
•Slips and falls on wet or uneven surfaces
•Ball strikes during passing activities
•Overexertion during high-intensity games

Risk Mitigation

•Establish clear movement boundaries with adequate spacing
•Teach and enforce safe stick handling throughout
•Progressive skill building from static to dynamic movements
•Regular checks for surface hazards
•Clear instructions for safe equipment handling

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all activity areas
•Monitor high-activity zones during games closely
•Watch for signs of fatigue or distress
•Ensure immediate response to any incidents

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, follow school incident reporting procedures