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Lesson 5 - Turning with the Ball

Progressive Skills & Game Tactics

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Year 4

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Hockey

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Big Question

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

Hockey sticks

1 per student (30)

Check all sticks are appropriate height (waist level when standing upright)

Alternative: Uni-hocs or floor hockey sticks for indoor use

Hockey balls

1 per group of 3-4 (8-10 balls total)

Ensure balls are not too hard for age group

Alternative: Tennis balls for beginners, foam balls for indoor use

Dish Cones

30 (15 red, 15 blue)

Space cones randomly across area, ensuring clear pathways

Alternative: Coloured markers or bean bags

Sun Markers

12 for game boundaries

Mark clear boundaries for game area

Alternative: Cones or painted lines

Hoops

6-8 for differentiation

Available for students needing wider turning circles

Alternative: Chalk circles or rope circles

Key Vocabulary

Turning

Changing direction whilst maintaining control of the ball

Receive

To collect and control a pass from a teammate

Control

Keeping the ball close and manageable on your stick

Dominant side

The side of your body you find easier to turn towards

Space

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

Consistent ball control during turns

Smooth receive-and-turn movements

Strategic use of turning in games

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