Lesson 3 - Push Passing and Ball Control
From Control to Team Play
•Year 4
•Hockey
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How can I use different parts of my stick to control and pass the ball accurately to help my team succeed?
Learning Objectives
- To develop accurate push passing technique using the flat side of the stick
- To improve ball control skills when receiving passes from different angles
- To apply passing and control skills effectively in game situations
Key Outcomes
- Students will demonstrate improved push passing accuracy through target practice
- Students will show better ball control with cushioned first touches
- Students will apply skills successfully in competitive game scenarios
Equipment & Resources Required
Check stick length appropriate for each student
Alternative: Foam sticks for beginners, left-handed sticks available
Ensure balls are suitable for surface being used
Alternative: Tennis balls for indoor use, foam balls for safety
Different colours for different activities
Alternative: Markers, bean bags
Space hoops around central area
Alternative: Marked circles on ground
Key Vocabulary
A passing technique where the stick pushes the ball along the ground using the flat side
Stopping and managing the ball when it comes to you, cushioning its movement
Absorbing the ball's energy with a soft touch to bring it under control
A specific area or object you aim to pass the ball towards
Continuing the stick movement after making contact with the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic stick holding and dribbling techniques
- Understanding of personal space and safety with sticks
- Simple ball control with hockey stick
Current Skills
- Push passing technique with accuracy
- Ball control and cushioning skills
- Application of skills in game contexts
Next Steps
- Passing under pressure from defenders
- Quick passing combinations in small games
- Tactical awareness in team play
Milestone Indicators
Key Teaching Points
- Push pass technique: side-on stance, stick stays with ball, follow through to target
- Ball control: soft hands, cushion the ball, get low for better control
- Safety first: stick always below waist height, awareness of others around
- Progressive challenge: master technique before adding pressure or speed
- Game application: use skills learned in practice within competitive situations
- Self-assessment: honest reflection helps improvement and goal-setting
- Teamwork: support others and communicate effectively during activities
Common Misconceptions
- Thinking hitting the ball hard makes better passes - actually control and accuracy matter more
- Believing you need to watch the ball constantly - head up awareness is crucial for game play
- Assuming game success means not following safety rules - safety enables better performance
- Thinking only naturally skilled students can improve - everyone can develop with practice and effort
- Believing competition means being mean to others - best competition includes supporting teammates
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries and expectations, regular movement breaks, immediate feedback
dyspraxia
- Extra practice time, larger equipment, simplified movement patterns, step-by-step verbal instructions
autism spectrum
- Clear routines and structure, visual timetable of activities, quiet spaces available if needed, consistent verbal cues
visual impairment
- Use brightly coloured balls and cones, provide verbal descriptions of demonstrations, use audio cues for direction changes
hearing impairment
- Use visual signals and demonstrations, provide written instruction cards, ensure face-to-face communication
physical disability
- Adapted equipment available (shorter sticks, larger balls), modified distances and targets, seated versions where appropriate
Cross-Curricular Links
Maths
Counting passes in sequence activities, measuring distances for passing, angles of approach to targets
Science
Forces in pushing the ball, friction between stick and ball, momentum and control
Geography
Directional awareness (clockwise/anti-clockwise), spatial understanding, mapping movement patterns
PSHE
Teamwork and cooperation, resilience when skills don't work first time, fair play and honesty in games
Teacher Guidance
Positioning
Move around perimeter to observe all students, position centrally for demonstrations
Observation Focus
Watch for technique development, safety compliance, and engagement levels
Intervention Points
Step in when safety compromised, technique breaking down, or students struggling significantly
Demonstration Notes
Use clear, slow demonstrations with key points highlighted, involve skilled students as models
Verbal Cues
- •'Stick low, push through!'
- •'Soft hands for control!'
- •'Side-on to target!'
- •'Follow through to your target!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m outdoor space, larger for game activities
Surface Check
Even surface free from holes, not slippery, suitable for hockey
Equipment Safety
Safety Checks
- •Check hockey sticks for splinters or damage
- •Ensure balls appropriate for surface and weather
- •Verify hoops and cones have no sharp edges
Risk Management
Key Risks
- •Stick contact with other students
- •Ball strikes to head or body
- •Collisions during competitive activities
- •Slips on wet or uneven surfaces
Risk Mitigation
- •Enforce stick below waist height rule consistently
- •Maintain adequate spacing between activities
- •Clear rules about one runner at a time in games
- •Progressive skill building before competitive elements
Supervision & Emergency Procedures
Supervision Points
- •Position to see all students during activities
- •Monitor competitive games for safety breaches
- •Watch for fatigue affecting technique and safety
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, seek additional help if needed