Lesson 2 - Refining Passing Techniques
Advanced Skills Integration
•Year 4
•Hockey
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How can we use different types of passes to keep possession and create scoring opportunities?
Learning Objectives
- To refine short and long passing techniques in hockey
- To understand when and where to use different types of passes
- To develop teamwork and communication skills during passing sequences
Key Outcomes
- Students will demonstrate improved accuracy in both short and long passes
- Students will make tactical decisions about pass selection
- Students will work effectively as a team to maintain possession
Equipment & Resources Required
Check all sticks for damage before lesson
Alternative: Wooden hockey sticks if plastic unavailable
Keep spare balls around playing area perimeter
Alternative: Tennis balls for safety with younger students
Use for marking boundaries and target areas
Alternative: Marker spots or bean bags
For distinguishing teams in activities
Alternative: Coloured bands or team markers
Key Vocabulary
A pass over a short distance (1-3 metres) for maintaining close possession
A pass over a longer distance (5+ metres) to switch play or find space
Receiving and stopping the ball smoothly with the hockey stick
When your team has control of the ball
Moving to an area where you can receive the ball safely
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball control with hockey stick
- Simple passing to stationary targets
- Understanding of personal space
Current Skills
- Refining short passing accuracy
- Developing long passing technique
- Making tactical passing decisions
- Moving to receive passes
Next Steps
- Passing under defensive pressure
- Advanced tactical awareness
- Creating and exploiting space systematically
Milestone Indicators
Key Teaching Points
- Left hand at top of stick, right hand lower for control and power
- Look up before passing to see teammates and defenders
- Use short passes for safety, long passes to switch play
- Communication is essential for successful team passing
- Move to space after passing to create new options
- Soft hands when receiving to maintain control
- Choose pass type based on situation, not habit
Common Misconceptions
- Misconception: 'Long passes are always better because they go further' - Reality: Short passes are often safer and more accurate
- Misconception: 'I should always pass to the closest teammate' - Reality: Pass to the best positioned teammate, not necessarily the closest
- Misconception: 'Fast passes are better passes' - Reality: Accuracy and timing are more important than speed
- Misconception: 'I don't need to move after passing' - Reality: Moving creates new passing options for teammates
- Misconception: 'The defender can't stop our passes if we hit them hard enough' - Reality: Good positioning and decision-making beat power
SEN Adaptations
ADHD
- Break activities into shorter segments, provide regular movement breaks, clear and simple instructions
dyspraxia
- Use larger equipment, reduce activity complexity, provide extra practice time and demonstrations
autism spectrum
- Provide clear visual schedule of activities, offer quiet zones if overwhelmed, maintain consistent routines
visual impairment
- Use brightly coloured balls and cones, provide verbal descriptions of activities, implement buddy system for guidance
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, written activity cards with diagrams
physical disability
- Adapt activities for seated players, modify stick length as needed, adjust distances and equipment size
Cross-Curricular Links
Maths
Counting passes, measuring distances, calculating angles for passes, timing activities
Science
Forces in passing, friction between stick and ball, trajectory and momentum
Geography
Directions and spatial awareness, mapping movement patterns around playing area
PSHE
Teamwork and cooperation, resilience when losing possession, leadership during activities
Teacher Guidance
Positioning
Move around groups to observe and provide feedback, position for visibility of all activities
Observation Focus
Watch for passing accuracy, decision-making, communication and safe play
Intervention Points
Step in when unsafe play occurs, provide immediate feedback on technique, pause activities for learning points
Demonstration Notes
Use clear, exaggerated movements for technique demonstration, involve students in demonstrations when appropriate
Verbal Cues
- •'Look before you pass!'
- •'Soft hands when receiving!'
- •'Move to space after passing!'
- •'Choose your pass type wisely!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear space, additional area for multiple groups
Surface Check
Dry, level surface free from hazards, suitable for running with sticks
Equipment Safety
Safety Checks
- •Check all hockey sticks for cracks, splinters or loose parts
- •Ensure balls are in good condition and appropriate hardness
- •Verify cones have no sharp edges or damage
Risk Management
Key Risks
- •Stick contact with other students
- •Balls hitting students at speed
- •Slips and falls during direction changes
- •Collisions during game play
Risk Mitigation
- •Establish clear boundaries for all activities
- •Ensure adequate spacing between groups and individuals
- •Teach and enforce safe stick handling at all times
- •Progress skills gradually from static to dynamic
- •No tackling rule - interception only
- •Regular breaks to prevent fatigue-related accidents
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Monitor high-activity areas during games
- •Watch for unsafe stick handling or movements
- •Be alert for signs of fatigue or frustration
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid if qualified, seek additional support if needed