Lesson 5 - Turning with the Ball
Progressive Skills & Game Tactics
•Year 4
•Hockey
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How can we use turning skills to create space and maintain possession in hockey?
Learning Objectives
- To develop the ability to turn with the ball whilst maintaining control
- To receive the ball and turn effectively to create space
- To apply turning skills in competitive game situations
Key Outcomes
- Students will be able to turn with the ball using different techniques
- Students will demonstrate control when receiving and turning
- Students will use turning skills strategically in game play
Equipment & Resources Required
Check all sticks are appropriate height (waist level when standing upright)
Alternative: Uni-hocs or floor hockey sticks for indoor use
Ensure balls are not too hard for age group
Alternative: Tennis balls for beginners, foam balls for indoor use
Space cones randomly across area, ensuring clear pathways
Alternative: Coloured markers or bean bags
Mark clear boundaries for game area
Alternative: Cones or painted lines
Available for students needing wider turning circles
Alternative: Chalk circles or rope circles
Key Vocabulary
Changing direction whilst maintaining control of the ball
To collect and control a pass from a teammate
Keeping the ball close and manageable on your stick
The side of your body you find easier to turn towards
Open area on the field where you can move freely
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic dribbling with stick and ball
- Simple push passing techniques
- Understanding of personal space and movement
Current Skills
- Turning with the ball whilst maintaining control
- Receiving and turning in one movement
- Using turns to create space and possession
Next Steps
- Advanced turning techniques under pressure
- Combination skills linking turns with other techniques
- Tactical application in complex game situations
Milestone Indicators
Key Teaching Points
- Ball must stay close to stick head during all turning movements
- Head up position allows awareness of space and other players
- Complete body turns are more effective than just moving the stick
- Receive and turn can be combined into one smooth movement
- Turning creates space and opportunities in game situations
- Practice on both sides develops complete hockey skills
- Safety awareness is essential when using sticks and balls
Common Misconceptions
- Thinking the ball can be far from the stick during turns - emphasise close control
- Believing looking down helps control - stress the importance of head up position
- Assuming speed is more important than control - prioritise technique first
- Thinking only the stick needs to turn - emphasise whole body movement
- Believing you only need to turn on your strong side - encourage both sides
- Assuming turning is only for avoiding players - explain creative opportunities
- Thinking hockey is too difficult - build confidence through progressive practice
SEN Adaptations
ADHD
- Break activities into shorter segments, provide regular movement breaks, use clear boundaries and expectations
dyspraxia
- Use larger equipment, reduce complexity of movements initially, provide extra practice time, offer step-by-step guidance
autism spectrum
- Provide clear routines and structure, use visual schedules, offer quiet zones for breaks, give advance warning of changes
visual impairment
- Use brightly coloured equipment, provide verbal descriptions of demonstrations, use audio cues for direction changes, buddy system for guidance
hearing impairment
- Use visual demonstrations and hand signals, provide written instruction cards, ensure clear sight lines to teacher
physical disability
- Adapt stick height and weight, use larger/softer balls, modify turning distances, provide seated options where appropriate
Cross-Curricular Links
Maths
Estimation of distances between cones, counting rotations and touches, angles of turning movements, calculating game scores
Science
Forces involved in ball control, friction between stick and ball, momentum during turning movements, body systems during exercise
Geography
Directional language (left/right orbit), spatial awareness, mapping movement patterns around the playing area
PSHE
Teamwork and cooperation, dealing with challenges and mistakes, showing respect and fairness, setting personal goals
Teacher Guidance
Positioning
Move around the area to observe from different angles, positioning for maximum visibility during demonstrations
Observation Focus
Watch for correct technique, safety awareness, positive attitude, and skill progression throughout lesson
Intervention Points
Step in when students struggling with technique, safety concerns arise, or group dynamics need support
Demonstration Notes
Use clear, slow demonstrations emphasising key teaching points. Repeat demonstrations as needed and use student examples to reinforce learning
Verbal Cues
- •'Ball close to stick head!'
- •'Head up, eyes forward!'
- •'Turn your whole body!'
- •'Receive and turn in one movement!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 40m x 30m for games, additional space for warm-up activities with cone placement
Surface Check
Dry, even surface free from hazards, check for any holes or uneven areas
Equipment Safety
Safety Checks
- •Check all hockey sticks for damage or splintering
- •Ensure balls are appropriate weight and not too hard
- •Cones securely placed and visible
- •No loose equipment in playing area
Risk Management
Key Risks
- •Stick contact between players
- •Ball strikes to body/head
- •Trips and falls during turning movements
- •Collisions during game play
Risk Mitigation
- •Establish and enforce no-contact rule
- •Maintain adequate spacing between activities
- •Progress skills gradually from simple to complex
- •Clear communication of boundaries and rules
- •Constant supervision and intervention when needed
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Move around area to observe different angles
- •Watch for fatigue or frustration levels
- •Monitor group dynamics and inclusion
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid or support, contact emergency services if required