Lesson 1 - Open Stick Dribbling Control
Foundation Skills & Tactics
•Year 4
•Hockey
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How can we develop ball control that allows us to move confidently and safely in hockey?
Learning Objectives
- To be able to dribble a ball using an open stick with increasing control
- To demonstrate proper hockey stick handling and safety awareness
- To apply dribbling skills in varied movement patterns and directions
Key Outcomes
- Students will control the ball consistently using the open side of the stick
- Students will demonstrate correct stick grip and body positioning
- Students will navigate around obstacles while maintaining ball control
Equipment & Resources Required
Check all sticks for damage, ensure appropriate length for students
Alternative: Use shorter sticks for smaller students or unihoc sticks if available
Softer balls reduce injury risk and are easier to control
Alternative: Foam balls for indoor use, or appropriate hockey balls for outdoor
Use different colours for different activities - blue and red for directional tasks
Alternative: Markers, spots, or other visible markers
Key Vocabulary
The flat side of the hockey stick that is used to contact the ball
Moving the ball forward whilst maintaining control using the hockey stick
Only the flat side of the hockey stick may be used to play the ball
A method of restarting play where two players face each other and tap sticks before playing
Keeping the ball close and managing its movement with precision
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic spatial awareness and movement patterns
- Understanding of following instructions and safety rules
- Experience with equipment handling in other sports
Current Skills
- Correct hockey stick grip and handling
- Open stick dribbling technique
- Ball control whilst moving in different directions
- Safety awareness around equipment and others
Next Steps
- Passing the ball to a partner using push pass technique
- Receiving and controlling passes from others
- Simple game situations with defending and attacking
Milestone Indicators
Key Teaching Points
- Stick safety is paramount - never above hip height in any circumstance
- Open stick rule - only flat side of stick can contact the ball
- Correct grip - left hand at top for control, right hand halfway for stability
- Ball positioning - slightly to front and right side of body for optimal control
- Progressive skill development - walk before running, control before speed
- Spatial awareness - head up, eyes scanning for obstacles and direction
- Positive reinforcement - celebrate effort and improvement over perfection
Common Misconceptions
- Thinking both sides of the stick can be used - emphasise flat side only rule
- Believing speed is more important than control - reinforce control first principle
- Assuming hockey is dangerous - highlight safety measures and controlled environment
- Thinking dribbling is just hitting the ball - emphasise maintaining contact and guidance
- Believing you need to be strong - focus on technique and timing over power
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and structure, use movement breaks and varied activities
dyspraxia
- Use larger, softer balls for easier control, reduce complexity of movements, provide extra practice time and encouragement
autism spectrum
- Provide clear, consistent routines and instructions, use visual schedules showing lesson progression, allow quiet space if overwhelmed
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of all demonstrations, pair with sighted buddy for guidance
hearing impairment
- Use clear visual demonstrations and hand signals, provide written instruction cards, ensure student can see teacher's face during instructions
physical disability
- Adapt stick length and ball type as needed, allow seated play where appropriate, modify distances and activity requirements
Cross-Curricular Links
Maths
Understanding clockwise and anticlockwise directions, measuring distances for relay races, counting touches and successful passes
Science
Forces and motion - how the stick applies force to move the ball, friction between ball and ground affecting control
Geography
Directional awareness using compass points (North, East, South, West), spatial navigation and map-reading skills
PSHE
Teamwork and cooperation in partner activities, resilience when learning new skills, respect for equipment and others' safety
Teacher Guidance
Positioning
Move around perimeter of activity area to maintain visual contact with all students, positioning near areas of highest activity
Observation Focus
Primary focus on stick safety and height, secondary focus on ball control development and spatial awareness
Intervention Points
Intervene immediately for stick safety violations, provide technique feedback during natural breaks in activity
Demonstration Notes
Always demonstrate from position where all students can see clearly, use exaggerated movements to show correct technique, involve students in demonstrations when appropriate
Verbal Cues
- •'Stick stays low, like a metal detector!'
- •'Flat side only - wrong side gives the ball away!'
- •'Ball close, head up, knees bent!'
- •'Control first, then add speed!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m outdoor area or large gymnasium with clear boundaries
Surface Check
Dry, level surface free from holes, debris, or other hazards that could cause trips or falls
Equipment Safety
Safety Checks
- •Check all hockey sticks for cracks, splinters, or damaged handles before use
- •Ensure tennis balls are in good condition and appropriate for activity level
- •Verify all cones are stable and free from sharp edges or cracks
Risk Management
Key Risks
- •Stick-related injuries from incorrect handling or lifting above hip height
- •Collisions between students during movement activities
- •Slips and falls on wet or uneven surfaces
- •Eye injuries from balls or stick contact
Risk Mitigation
- •Enforce strict rule about stick height never exceeding hip level
- •Establish clear boundaries and ensure adequate spacing between students
- •Progress activities gradually from static to dynamic movement
- •Provide clear safety instructions before each new activity
- •Use softer tennis balls instead of hard hockey balls for safety
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students during activities
- •Monitor stick handling technique continuously throughout lesson
- •Pay particular attention during competitive activities when control may deteriorate
- •Ensure immediate intervention for any unsafe behaviour
Emergency Procedures
Stop activity immediately if incident occurs, assess situation, provide appropriate first aid if trained, seek additional support if needed