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Lesson 3 - Ground Ball Skills

Ball Skills Foundations

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Year 3

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Lacrosse

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45 min

Big Question

How can mastering ground ball collection help our team create more scoring opportunities?

Learning Objectives

To develop the 3 'S' technique (Step, Squat, Scoop) for collecting ground balls
To understand basic attacking principles: Shoot, Pass, Run
To apply ground ball skills in small-sided game situations

Key Outcomes

Students will demonstrate the 3 'S' technique with improved accuracy
Students will make appropriate decisions when in possession of the ball
Students will work effectively as part of a team to create scoring opportunities

Equipment & Resources Required

Lacrosse sticks

1 per student (30)

Check stick heads are secure and appropriate size for Year 3 students

Alternative: Hockey sticks with modified technique for schools without lacrosse sticks

Lacrosse Balls

At least 15 (ideally 1 per 2 students)

Have extra balls ready as some will go out of play frequently

Alternative: Tennis balls or soft practice balls for safety

Cones

20-25

Use to mark team areas, goals, and boundaries clearly

Alternative: Bean bags or markers

Goals

4-6 small goals

Position goals to create multiple small-sided game areas

Alternative: Cone goals or wall targets marked with tape

Bibs

2 sets of different colours (15 each)

Ensure clear team identification for mini-games

Alternative: Coloured bands or team markers

Key Vocabulary

Ground ball

A ball that is on the ground and needs to be scooped up to be brought back into play

3 'S' technique

Step, Squat, Scoop - the three-stage method for collecting ground balls effectively

Crease

The semi-circular area in front of the goal where special rules apply

Attacking sequence

The decision-making process: 1) Can I shoot? 2) Can I pass? 3) Run with the ball

Skill Progression Pathway

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

Prior Learning

Basic stick handling and ball control
Understanding of lacrosse goal scoring
Basic throwing and catching skills

Current Skills

Ground ball collection using 3 'S' technique
Decision making in attacking situations
Team play and positional awareness

Next Steps

Ground ball collection under defensive pressure
More complex attacking patterns and strategies
Introduction to basic defensive positioning

Milestone Indicators

Consistent ground ball pickup without fumbling

Quick decision making in 1v1 situations

Effective team communication during attacks

Key Teaching Points

The 3 'S' technique must be practiced in sequence: Step next to ball with dominant-hand foot, Squat low with stick parallel to ground, Scoop through and up
Decision-making hierarchy is crucial: always consider Shoot first, then Pass, then Run - in that order
Ground balls require getting the stick head UNDER the ball, not just pushing it along the surface
Safety is paramount - no stick checking, no physical contact, controlled movements during practice
Game application should reinforce technique under pressure while maintaining focus on decision-making principles

Common Misconceptions

Students think pushing the ball along the ground counts as scooping - emphasise the lifting motion required
Many believe they should always run with the ball rather than looking for shooting or passing opportunities first
Some students assume they need to rush the technique - emphasise controlled, deliberate movements for better success
Misconception that the squat position is just bending over - stress the importance of actual leg squatting
Belief that ground ball collection is about speed rather than technique - prioritise proper form over rushing

SEN Adaptations

ADHD

Short activity bursts with clear start/stop signals, regular movement breaks, specific roles and responsibilities, immediate positive feedback

dyspraxia

Larger, slower-moving balls, extended practice time for each technique stage, simplified instruction sequences, celebration of small improvements

autism spectrum

Clear visual schedule of lesson activities, quiet zones available, consistent routine for skill practice, advance warning of transitions

visual impairment

Use brightly coloured balls, verbal descriptions of technique, buddy system for positioning guidance, clear verbal cues for whistle signals

hearing impairment

Visual hand signals for whistle commands, written instruction cards, demonstration emphasis, vibrating timer for sequence timing

physical disability

Seated or modified squatting positions, adapted stick lengths, larger target areas, buddy assistance for ball collection

Cross-Curricular Links

English

Using technical vocabulary correctly, describing passages of play, listening skills during instruction

Maths

Estimating distances in metres for ball rolling and running, counting passes in games, measuring angles for shooting lanes

Science

Understanding forces in scooping motion, balance and stability during squatting, momentum in ball collection

PSHE

Teamwork and cooperation during games, resilience when learning new skills, leadership and encouraging others

Teacher Guidance

Positioning

Central location during skill practice for visibility of all teams, circulate between mini-games for coaching and safety monitoring

Observation Focus

Watch for correct 3 'S' technique execution, safe stick handling, appropriate decision-making in games

Intervention Points

Step in immediately for unsafe stick use, provide individual coaching during technique practice, guide decision-making during games

Demonstration Notes

Use exaggerated movements for visibility, demonstrate both correct technique and common mistakes, involve confident students in demonstrations

Verbal Cues

•'Get that stick low and under the ball!'
•'Think before you move - Shoot, Pass, or Run?'
•'Excellent scooping technique!'
•'Remember to squat, don't just bend over!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m for skill development, additional space for multiple mini-games

Surface Check

Dry, even surface free from holes or debris that could cause trips or affect ball roll

Equipment Safety

Safety Checks

•Check lacrosse sticks for secure heads and appropriate length for Year 3 students
•Verify balls are appropriate size and not overly hard for age group
•Ensure cones are soft and have no sharp edges

Risk Management

Key Risks

•Stick contact between students during ground ball collection
•Collisions during running phases and mini-games
•Trips and falls during squat position practice
•Ball strikes from poor stick control

Risk Mitigation

•Clear spacing requirements between teams and individuals
•Explicit no-contact rules for stick use
•Controlled practice of squat position before dynamic activities
•Progressive skill building from static to dynamic situations

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups during skill practice
•Monitor mini-games for safe play and rule adherence
•Watch for students struggling with balance during squat practice

Emergency Procedures

Stop activity immediately for any stick contact or collision, assess for injury, provide appropriate first aid and support