Lesson 5 - Agility Skills in Hockey
Tactical Skills Foundations
•Year 3
•Hockey
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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
Distributed around area perimeter before lesson
Alternative: Pool noodles or short sticks for beginners
Stored in central basket for easy access
Alternative: Tennis balls or foam balls for safety
Different colours for different activities
Alternative: Spots or small obstacles
Set up at opposite ends of playing areas
Alternative: Cone goals or bench goals
Two different colours for team identification
Alternative: Different coloured bands
Key Vocabulary
The ability to change direction quickly and efficiently while maintaining control
The foot you push off from when changing direction
Bending knees and staying low to the ground for better balance and quicker movement
Changing direction in response to what others are doing
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
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