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Lesson 2 - Refining Passing Techniques

Advanced Skills Integration

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Year 4

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Hockey

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Big Question

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

Hockey sticks

1 per student (30)

Check all sticks for damage before lesson

Alternative: Wooden hockey sticks if plastic unavailable

Hockey balls

15-20 balls

Keep spare balls around playing area perimeter

Alternative: Tennis balls for safety with younger students

Cones

20-30 cones

Use for marking boundaries and target areas

Alternative: Marker spots or bean bags

Bibs

15 bibs (different colours)

For distinguishing teams in activities

Alternative: Coloured bands or team markers

Key Vocabulary

Short pass

A pass over a short distance (1-3 metres) for maintaining close possession

Long pass

A pass over a longer distance (5+ metres) to switch play or find space

Ball control

Receiving and stopping the ball smoothly with the hockey stick

Possession

When your team has control of the ball

Creating space

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

Consistent ball control during receiving

80% pass completion rate in practices

Clear communication during team activities

Appropriate pass selection in game situations

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