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Lesson 5 - Receive and Turn into Space

Lacrosse Skills & Tactics

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Year 4

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Lacrosse

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Big Question

How can we use space effectively to maintain possession and create scoring opportunities in lacrosse?

Learning Objectives

To receive the ball and turn effectively into available space
To change direction and speed whilst running with the ball under control
To apply receiving and turning skills in small-sided game situations

Key Outcomes

Students will consistently receive the ball and identify available space before turning
Students will demonstrate controlled changes of direction and speed whilst carrying the ball
Students will make appropriate decisions about when to shoot, pass, or run with the ball in game situations

Equipment & Resources Required

Lacrosse sticks

1 per student (30)

Check stick heads are secure and no loose strings

Alternative: Hockey sticks or tennis rackets for modified version

Lacrosse Balls

15-20 balls

Use softer balls for younger or less experienced students

Alternative: Tennis balls or soft lacrosse balls for safety

Coloured Cones

30-40 cones in different colours

Use different colours for different stations and lines

Alternative: Markers, bibs, or natural landmarks

Goals

4-6 goals

Ensure goals are stable and appropriate height

Alternative: Cones 2 metres apart, wall targets, or painted markings

Coloured Bibs

15 bibs in 2-3 colours

Clear colour distinction for team identification

Alternative: Different coloured t-shirts or arm bands

Key Vocabulary

Receive

To catch and control the ball using the lacrosse stick

Turn into space

To change direction towards an area free from opponents after receiving the ball

Crease

The semi-circular area around the goal where only the goalkeeper can enter

Spatial awareness

Understanding where you are in relation to teammates, opponents, and available space

Dodge

A movement to evade or get past a defender whilst maintaining ball control

Skill Progression Pathway

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

Prior Learning

Basic stick handling and ball control
Understanding of lacrosse playing area and goals
Experience with passing and catching in stationary positions

Current Skills

Receiving the ball whilst moving
Turning into space with the ball
Changing direction and speed during play
Making tactical decisions in game situations

Next Steps

Receiving under defensive pressure
Advanced turning techniques (pivot turns, roll dodges)
Creating space through off-the-ball movement

Milestone Indicators

Confident ball reception whilst moving

Quick spatial awareness and decision-making

Controlled changes of pace and direction

Key Teaching Points

Spatial awareness is crucial - teach students to check space before receiving the ball
Soft hands technique for receiving prevents ball bouncing off the stick
The sequence is always: Look (for space) - Receive (with control) - Turn (into space)
In games, emphasise the three options: shoot, pass, or run with the ball
Safety is paramount - no stick contact and controlled movement at all times
Progressive skill building from static to dynamic to game application
Positive reinforcement builds confidence for skill development under pressure

Common Misconceptions

Students think they must always pass back to where the ball came from - teach them to turn into space instead
Belief that faster movement always means better performance - emphasise control over speed
Misconception that physical contact with sticks is part of lacrosse - reinforce non-contact rules
Thinking spatial awareness is only about looking around - teach that it includes anticipation and planning ahead
Assumption that receiving is just catching - emphasise the importance of body positioning and preparation for the turn

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular movement breaks, clear and simple instructions, immediate positive feedback for good focus

dyspraxia

Use larger, softer equipment, break down skills into smaller steps, provide additional practice time, focus on gross motor movements before fine motor control

autism spectrum

Provide clear, structured routines for each activity, visual timetable of lesson progression, quiet space available if needed, advance notice of transitions

visual impairment

Use bright coloured balls and equipment, provide verbal descriptions of spatial layout, buddy system for guidance, tactile markers for boundaries

hearing impairment

Use visual signals alongside verbal instructions, written instruction cards available, clear visual demonstrations, ensure face-to-face communication

physical disability

Adapt stick length and weight as needed, allow seated participation where appropriate, modify distances and targets, focus on achievable personal goals

Cross-Curricular Links

Maths

Number recognition and grouping during warm-up, measuring distances between stations, calculating scores and comparing team performance

Science

Understanding forces in ball movement, balance and momentum during turning movements, effects of exercise on heart rate and breathing

Geography

Spatial awareness and directional language, mapping movement patterns around the field, understanding of position and location

PSHE

Teamwork and cooperation, resilience when learning new skills, communication and leadership development, respect for rules and others

Teacher Guidance

Positioning

Position at edge of activity area with clear sight lines to all students, move actively between stations and games

Observation Focus

Watch for spatial awareness development, receiving technique quality, and safe stick handling throughout

Intervention Points

Step in immediately for unsafe stick use, provide technique guidance when students struggle, facilitate discussions during reflection

Demonstration Notes

Use clear, exaggerated movements for technique demonstration, involve confident students in demonstrations, repeat key teaching points frequently

Verbal Cues

•'Head on a swivel - check your space!'
•'Soft hands to receive!'
•'Turn into the space you've found!'
•'Three options - shoot, pass, or run!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 40m x 30m area for full lesson, smaller spaces possible with reduced numbers

Surface Check

Flat, even surface free from holes, debris, or hazardous materials

Equipment Safety

Safety Checks

•Check all lacrosse stick heads are securely attached
•Inspect for loose strings or damaged mesh
•Ensure balls are in good condition without cracks
•Verify cones have no sharp edges or damage

Risk Management

Key Risks

•Stick contact between players
•Ball strikes to head or body
•Collisions during dynamic movement
•Slips and falls on unsuitable surfaces

Risk Mitigation

•Strict no-stick-contact rule enforced throughout
•Use of softer lacrosse balls for younger players
•Clear boundaries and adequate spacing between activities
•Progressive skill building from static to dynamic situations
•Constant emphasis on spatial awareness and safe movement

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups during station work
•Circulate actively during practice phases
•Monitor stick handling technique continuously
•Watch for fatigue affecting safe participation

Emergency Procedures

Stop signal established (whistle + raised hand), first aid kit accessible, clear access routes for emergency services, incident reporting procedures known