Lesson 3 - Ground Ball Skills
Ball Skills Foundations
•Year 3
•Lacrosse
•Start Planning Better PE Lessons
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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
Check stick heads are secure and appropriate size for Year 3 students
Alternative: Hockey sticks with modified technique for schools without lacrosse sticks
Have extra balls ready as some will go out of play frequently
Alternative: Tennis balls or soft practice balls for safety
Use to mark team areas, goals, and boundaries clearly
Alternative: Bean bags or markers
Position goals to create multiple small-sided game areas
Alternative: Cone goals or wall targets marked with tape
Ensure clear team identification for mini-games
Alternative: Coloured bands or team markers
Key Vocabulary
A ball that is on the ground and needs to be scooped up to be brought back into play
Step, Squat, Scoop - the three-stage method for collecting ground balls effectively
The semi-circular area in front of the goal where special rules apply
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
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