Lesson 5 - Dribbling to Beat Defenders
Foundation Skills & Tactics
•Year 4
•Hockey
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How can I use my dribbling skills to outsmart defenders and create scoring opportunities?
Learning Objectives
- To develop controlled dribbling skills to beat defenders
- To apply simple tactics to maintain possession and create scoring opportunities
- To understand and demonstrate effective attacking play
Key Outcomes
- Students will demonstrate improved ball control when dribbling under pressure
- Students will successfully use change of direction and speed to beat defenders
- Students will apply dribbling skills effectively in small-sided games
Equipment & Resources Required
Check stick height is correct for each student - should reach hip level
Alternative: Can use shorter sticks for smaller students
Tennis balls provide better control for skill development
Alternative: Foam balls for beginners, hockey balls for advanced groups
Use bright colours for clear visibility
Alternative: Markers or spots if cones unavailable
Distribute before game activities to avoid confusion
Alternative: Different coloured cones or markers
Key Vocabulary
Moving the ball with small touches while maintaining control
Dragging the ball from left to right (or right to left) to change direction
Turning your back to the defender and spinning off to either side
The player trying to stop the attacker from progressing with the ball
Method to restart play where two players touch sticks alternately before striking the ball
Increasing speed quickly after beating a defender
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic stick handling and ball control
- Understanding of hockey safety rules
- Simple passing and receiving skills
- Basic game awareness and positioning
Current Skills
- Pull technique to change direction
- Spin around technique to beat defenders
- Varying speed when approaching defenders
- 1v1 attacking situations
Next Steps
- Combining dribbling with passing decisions
- Advanced dribbling techniques under pressure
- Reading defender movements
- Team attacking strategies
Milestone Indicators
Key Teaching Points
- Master the pull technique with stick turn and acceleration
- Develop spin around technique with low body position
- Vary approach speed to confuse defenders
- Apply techniques under defensive pressure
- Transfer skills effectively to game situations
- Show resilience when techniques don't work first time
- Support teammates' learning and development
Common Misconceptions
- That speed alone will beat defenders (need technique and timing)
- That the same technique works every time (need variety)
- That mistakes mean they're not good at hockey (mistakes are part of learning)
- That dribbling is always the best option (sometimes passing is better)
- That defenders are the enemy (they help attackers improve)
SEN Adaptations
ADHD
- Break activities into shorter segments, provide regular movement breaks, clear boundaries and expectations, immediate positive feedback
dyspraxia
- Use larger, slower balls initially, extra time for skill development, break techniques into smaller steps, peer support system
autism spectrum
- Provide clear routine structure, visual schedule of activities, quiet zone available if overwhelmed, consistent verbal cues
visual impairment
- Use bright coloured balls and cones, provide clear verbal instructions for all movements, assign sighted buddy for support
hearing impairment
- Use visual demonstrations extensively, hand signals for stop/start, written instruction cards available
physical disability
- Adapt techniques for seated players, modify distances as needed, use larger/lighter equipment where appropriate
Cross-Curricular Links
Maths
Measuring distances between cones, counting successful attempts, calculating success rates, understanding angles of movement
Science
Forces and motion in stick-ball contact, friction between ball and surface, acceleration and deceleration principles
Geography
Spatial awareness and positioning, understanding of directions and movement patterns, mapping player movements
PSHE
Resilience when facing challenges, teamwork and cooperation, managing emotions during competition, respect for opponents
Teacher Guidance
Positioning
Position centrally during demonstrations, circulate between groups during practice, maintain overview during games
Observation Focus
Watch for technique quality, safety awareness, engagement levels, and skill transfer to game situations
Intervention Points
Step in if students struggling with technique, safety concerns arise, or group dynamics need support
Demonstration Notes
Use clear, exaggerated movements for technique demonstration; involve confident students in demonstrations; repeat key points multiple times
Verbal Cues
- •'Turn your stick to change direction!'
- •'Accelerate after beating the defender!'
- •'Keep the ball close to your stick!'
- •'Read the defender's movement!'
- •'Change your speed to confuse them!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m for warm-up running area, plus additional space for multiple small-group activities
Surface Check
Dry, even surface free from hazards, suitable for running and hockey stick work
Equipment Safety
Safety Checks
- •Check all hockey sticks for damage or splinters
- •Ensure tennis balls are in good condition
- •Verify cones are stable and free from sharp edges
- •Check team bands are appropriate size and not damaged
Risk Management
Key Risks
- •Stick contact during close work
- •Collisions during running warm-up
- •Trips over cones or equipment
- •Ball strikes to face or body
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing between groups maintained
- •Progressive skill building from static to dynamic
- •Constant reinforcement of stick safety rules
- •Use of tennis balls rather than hockey balls for safety
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Monitor high-activity areas during games
- •Circulate between groups during skill practice
- •Watch for fatigue or frustration that might affect safety
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, clear area if necessary