Lesson 1 - Ball Control and Close Dribbling
Tactical Skills Foundations
•Year 3
•Hockey
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How can we keep the ball close to us while moving towards our target?
Learning Objectives
- Recognise key features of a hockey stick, including correct grip technique
- Control and move the ball using the flat side of the stick with close dribbling
- Apply dribbling skills in game situations to maintain possession
Key Outcomes
- Students will demonstrate proper hockey stick grip and ball contact
- Students will move the ball with control using close dribbling technique
- Students will choose appropriate moments to dribble in game situations
Equipment & Resources Required
Check stick height reaches student's hip bone when standing upright
Alternative: Plastic hockey sticks, floor hockey sticks for indoor use
Use softer balls for safety, especially indoors
Alternative: Tennis balls, foam balls for beginners, bean bags for control practice
Use bright colours for visibility, check no sharp edges
Alternative: Spot markers, bean bags, rope lines for boundaries
Goals should be 1 metre wide, 0.5 metres high for Year 3
Alternative: Cone goals (2 cones 1 metre apart), chalk lines, rope between posts
Mark clear goal area if using wall as target
Alternative: Wall target, larger cone goal (2 metres wide)
Use for team identification during games
Alternative: Coloured bands, different coloured cones to hold
Key Vocabulary
Moving the ball along the ground while maintaining control using your stick
The smooth, flat surface of the hockey stick used to control and move the ball
Keeping the ball very near to your body while moving, making it harder for opponents to take
How you hold the hockey stick with both hands positioned correctly
Two cones placed apart to create a target to pass or dribble through
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of games with equipment
- Simple ball skills using hands
- Following simple game rules and taking turns
Current Skills
- Proper hockey stick grip using both hands
- Close ball control using flat side of stick
- Dribbling with direction changes and speed variation
Next Steps
- Passing skills with accuracy to teammates
- Shooting techniques for goal scoring
- Defensive skills and tackling
Milestone Indicators
Key Teaching Points
- Correct two-handed grip with left hand at top, right hand halfway down stick
- Always use flat side of stick for ball contact - emphasise this consistently
- Close control means ball stays within arm's reach during movement
- Keep eyes up when dribbling to see where you're going and spot opportunities
- Small, gentle pushes work better than big hits for maintaining control
- Practice changing direction by turning your whole body with the ball
- Choose to dribble when you can't pass or when you can beat a defender
Common Misconceptions
- Using the rounded back of stick instead of flat side - constantly reinforce flat side only
- Hitting ball too hard and chasing it - emphasise gentle pushes and control
- Looking down at ball constantly - encourage head up with trust in feel
- Gripping stick incorrectly with hands too close together - check and correct grip regularly
- Thinking dribbling is always the best option - teach when to pass vs when to dribble
SEN Adaptations
ADHD
- Shorter activity segments, clear physical boundaries, regular movement breaks, specific praise for focus
dyspraxia
- Larger equipment, additional practice time, break down skills into smaller steps, patient repetition
autism spectrum
- Clear visual routine cards, quiet rest area available, predictable activity structure, warning before transitions
visual impairment
- Use bright coloured balls and cones, provide verbal descriptions of space layout, buddy system for guidance
hearing impairment
- Use clear visual demonstrations, hand signals for start/stop, written instruction cards available
physical disability
- Seated hockey version possible, adapted grip techniques, modified equipment size, reduced area for movement
Cross-Curricular Links
Maths
Counting successful passes through gates, measuring distances for cone courses, angles for direction changes
Science
Forces and motion when pushing ball, friction between ball and surface, balance and stability
Geography
Directions and spatial awareness, mapping movement patterns around playing area
PSHE
Teamwork and cooperation, resilience when learning new skills, managing emotions during games
Teacher Guidance
Positioning
Stand at corner of area for visibility of all students, move around during activities to provide individual feedback
Observation Focus
Watch for correct grip, flat side use, close ball control, and safe movement around others
Intervention Points
Step in immediately if unsafe stick use observed, provide extra support for students struggling with coordination
Demonstration Notes
Always demonstrate using exaggerated movements for clarity, show incorrect technique briefly then correct technique, use students as positive examples when appropriate
Verbal Cues
- •'Flat side only!'
- •'Keep it close!'
- •'Soft touches!'
- •'Eyes up!'
- •'Bend your knees!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m outdoor area or large indoor hall, clear of obstacles
Surface Check
Dry, even surface free from holes, rocks, or slippery patches
Equipment Safety
Safety Checks
- •Check hockey sticks are appropriate height (hip bone level)
- •Ensure sticks have no cracks or sharp edges
- •Use soft balls indoors, check standard balls are not damaged
- •Cones positioned with no sharp edges pointing up
Risk Management
Key Risks
- •Stick collisions between students
- •Ball strikes to body/face
- •Slips and falls during direction changes
- •Overexertion during game activities
Risk Mitigation
- •Establish clear movement boundaries and students understand them
- •Teach safe stick carrying technique - blade down always
- •Adequate spacing maintained during all activities (2m minimum)
- •Progressive skill building from stationary to moving practice
- •Clear signals for stop and start activities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor high-activity areas during games especially
- •Watch for students showing signs of fatigue
- •Be aware of students who may struggle with coordination
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid if needed, contact school office if serious injury