Defensive Tactics Progression
•Year 5
•Hockey
•Check stick height is appropriate - should reach student's hip bone
Alternative: Foam hockey sticks for beginners, tennis rackets for basic skills
Ensure balls are suitable for surface - softer balls for hard courts
Alternative: Tennis balls, foam balls for safety
Use bright colours for clear visibility of zones and boundaries
Alternative: Markers, chalk lines, rope
Different colour for marking defenders to aid understanding
Alternative: Coloured bands, team shirts
Goals should be proportionate to pitch size - larger for this lesson
Alternative: Cones, benches, wall markings
Staying close to an opponent to prevent them from receiving or playing the ball effectively
Gaining possession of the ball by blocking or catching a pass intended for an opponent
Following an opponent's movements closely to mirror their actions and block their path
The area closest to your own goal where defending is most critical
Where a player places themselves on the field in relation to opponents, teammates, and the goal
Understanding where pupils are coming from and where they're going
Estimating distances for effective marking, calculating angles for defensive positioning, measuring zones and pitch dimensions, timing activities and rotations
Understanding forces and motion in defensive positioning, body systems during physical activity, physics of ball movement and interception
Spatial awareness and positioning, directions and movement patterns, mapping defensive areas and zones
Teamwork and cooperation in defensive situations, resilience when facing attacking challenges, leadership in organising defence, fair play and sportsmanship
Move between groups during activities, position at corner of area during games for maximum visibility, stay mobile to provide immediate feedback
Watch for correct marking distance and positioning, monitor student understanding of roles, observe skill progression throughout lesson
Step in immediately for safety concerns, provide quick coaching points during natural breaks, intervene when students show confusion about roles or rules
Use clear, exaggerated movements for visibility, demonstrate both correct and incorrect techniques for comparison, use students as positive examples when appropriate
Minimum 30m x 20m for multiple small-sided games, clear of obstacles and hazards
Even, dry surface suitable for running with hockey sticks, check for debris or unsafe areas
Stop signal established and practiced, first aid kit accessible, clear emergency contact procedures, designated adult to remain with any injured student
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