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Lesson 2 - Straight Dribble and Space Movement

Progressive Skills & Game Tactics

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Year 4

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Hockey

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45 min

Big Question

How can I use the straight dribble to maintain possession and create scoring opportunities?

Learning Objectives

Control the ball when moving around players unchallenged using the straight dribble technique
Move into space at speed to receive and send the ball effectively
Use control of the ball to keep possession within a game situation

Key Outcomes

Students will demonstrate controlled ball movement using proper stick grip and positioning
Students will show tactical awareness by moving into appropriate spaces
Students will apply dribbling skills in competitive game situations

Equipment & Resources Required

Hockey sticks

1 per student (30)

Check stick length is appropriate - should reach student's hip when standing upright

Alternative: Shinty sticks or floor hockey sticks

Hockey balls

1 per student (30)

Ensure balls are in good condition with no cracks

Alternative: Tennis balls or foam balls for beginners

Coloured Cones

12-16

Use to mark pitch boundaries and dribble zone

Alternative: Markers or chalk lines

Coloured Bibs

15 (two colours)

Distribute evenly for team identification

Alternative: Different coloured tops or bands

Key Vocabulary

Straight Dribble

Moving the ball forward in a straight line whilst maintaining close control with the hockey stick

Basic Grip

The fundamental way to hold a hockey stick with hands wide apart for maximum control

Open Side

The right side of the body where the hockey stick naturally sits during play

Dribble Zone

A designated area where players must demonstrate dribbling skills before progressing

Space

Empty areas on the pitch where players can move to receive passes or advance play

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic stick holding and ball familiarisation from previous lessons
Understanding of hockey pitch boundaries and basic rules
Experience with simple passing and receiving

Current Skills

Straight dribble technique with correct hand positioning
Moving into space to receive passes
Applying dribbling skills in conditioned games

Next Steps

Advanced dribbling techniques including Indian dribble
Combination skills linking dribbling with shooting
Full game application with tactical decision making

Milestone Indicators

Consistent ball control whilst moving at moderate pace

Ability to change direction whilst maintaining possession

Understanding when to dribble versus when to pass

Key Teaching Points

Wide basic grip with hands separated and comfortable pressure
Ball positioned on open side (right side) for protection and control
Maintain stick-to-ball contact throughout dribbling movement
Head up position for spatial awareness and game vision
Controlled movement prioritised over speed until technique is secure
Understanding of when to use straight dribble in game situations
Importance of moving into space after making a pass

Common Misconceptions

Thinking faster dribbling is always better - emphasise control over speed
Believing the ball should be hit hard - teach gentle contact and pushes
Assuming dribbling is only for moving forward - show protective and positional uses
Thinking individual skills don't connect to team play - emphasise game application
Believing grip should be tight for control - teach relaxed, wide grip benefits

SEN Adaptations

ADHD

Use shorter activity segments, provide regular movement breaks, give specific roles during games, use clear visual boundaries

dyspraxia

Allow extra practice time for grip establishment, use larger/softer balls initially, provide physical guidance for technique, reduce complexity of movements

autism spectrum

Provide clear visual sequence cards for activities, establish quiet signal for attention, allow sensory breaks if needed

visual impairment

Use brightly coloured balls and equipment, provide clear verbal descriptions of setup, assign sighted buddy for initial orientation

hearing impairment

Use visual demonstrations extensively, establish clear hand signals for game commands, ensure student can see teacher at all times

physical disability

Provide seated version using shorter sticks, modify grip if needed, adjust playing area size, use lighter equipment

Cross-Curricular Links

Maths

Counting players in different zones, measuring pitch dimensions, calculating time for position rotations

Science

Understanding forces in ball movement, grip and leverage principles, body mechanics during dribbling

Geography

Spatial awareness, understanding direction and space, mapping movement patterns around pitch

PSHE

Teamwork and cooperation, resilience when learning new skills, respecting rules and fair play

Teacher Guidance

Positioning

Move around the outside of activities for optimal visibility, position near dribble zone during game for technique focus

Observation Focus

Watch for correct grip, ball control, spatial awareness, and positive interaction between students

Intervention Points

Step in if safety concerns arise, technique significantly incorrect, or students struggling with game understanding

Demonstration Notes

Demonstrate: Always show technique slowly first, then at game speed. Use students as positive examples when appropriate. Exaggerate key points for visibility.

Verbal Cues

•'Wide grip, ball on the right!'
•'Soft touches, stay in control!'
•'Head up, see the space!'
•'Protect the ball on your open side!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m clear area with 2m boundary clearance

Surface Check

Dry, even surface free from holes, debris, or slippery patches

Equipment Safety

Safety Checks

•Check hockey sticks for splinters, cracks, or loose parts
•Ensure balls are in good condition with no cracks
•Verify stick length is appropriate for each student (hip height when standing)
•Confirm bibs and cones are in good condition

Risk Management

Key Risks

•Stick-to-player contact during close play
•Ball strikes to head, body, or ankles
•Collisions between students during movement activities
•Slips and falls on inappropriate surfaces

Risk Mitigation

•Establish clear spatial awareness expectations
•Emphasise controlled movement rather than speed
•Maintain adequate spacing between students during activities
•Use appropriate balls for student ability level
•Clear communication of safety rules before activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor high-activity areas like the dribble zone
•Watch for fatigue affecting technique and safety
•Be prepared to stop activity immediately if needed

Emergency Procedures

Stop activity immediately, assess injury, apply appropriate first aid, refer to school procedures for serious incidents