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Lesson 1 - Ball Control and Close Dribbling

Tactical Skills Foundations

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Year 3

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Hockey

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45 min

Big Question

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

Hockey sticks

1 per student (30)

Check stick height reaches student's hip bone when standing upright

Alternative: Plastic hockey sticks, floor hockey sticks for indoor use

Hockey balls

1 per pair (15)

Use softer balls for safety, especially indoors

Alternative: Tennis balls, foam balls for beginners, bean bags for control practice

Cones

Use bright colours for visibility, check no sharp edges

Alternative: Spot markers, bean bags, rope lines for boundaries

Small Goal

4-6

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

Large Goals

Mark clear goal area if using wall as target

Alternative: Wall target, larger cone goal (2 metres wide)

Bibs

15 (one set)

Use for team identification during games

Alternative: Coloured bands, different coloured cones to hold

Key Vocabulary

Dribbling

Moving the ball along the ground while maintaining control using your stick

Flat side

The smooth, flat surface of the hockey stick used to control and move the ball

Close control

Keeping the ball very near to your body while moving, making it harder for opponents to take

Grip

How you hold the hockey stick with both hands positioned correctly

Gate

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

Consistent contact with flat side of stick

Ball stays within arm's reach during movement

Eyes up while dribbling, not looking down at ball

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