Lesson 5 - Defending & Counter-Attack
Individual To Team Play
•Year 5
•Hockey
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How can we defend effectively as a team and quickly transition to create attacking opportunities?
Learning Objectives
- To refine defending skills including marking, tackling and blocking
- To develop understanding of transition from defence to attack
- To apply defending tactics during games to prevent attacking opportunities
Key Outcomes
- Students will demonstrate effective man-to-man marking and team defending
- Students will show understanding of counter-attack principles
- Students will transition fluidly between attacking and defending roles
Equipment & Resources Required
Check all sticks for damage before use
Alternative: Unihoc sticks, tennis rackets for basic skills
Use appropriate balls for surface and skill level
Alternative: Tennis balls, foam balls for safety
Ensure goals are stable and safe
Alternative: Cones or markers for goal posts
Clearly distinguish teams
Alternative: Different coloured tops or bands
Mark pitch boundaries and channels clearly
Alternative: Markers or lines
Key Vocabulary
A defensive strategy where each defender is assigned to mark a specific attacker
A quick attacking move following the regaining of possession from the opposition
Staying close to an opponent to prevent them receiving or controlling the ball effectively
The change from defending to attacking or vice versa when possession changes
Applying immediate defensive challenge to the player with the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic hockey stick handling and ball control
- Understanding of passing and receiving
- Knowledge of attacking principles
Current Skills
- Man-to-man marking techniques
- Team defending strategies
- Quick transition from defence to attack
Next Steps
- Advanced defending tactics and systems
- Complex game strategies
- Tournament play and advanced officiating
Milestone Indicators
Key Teaching Points
- Man-to-man marking requires goal-side positioning and appropriate distance
- Team defending needs one player pressuring ball, one covering space
- Quick transition from defence to attack creates scoring opportunities
- Communication is essential for effective team defending
- Controlled pressure is more effective than rushing in
- Counter-attacks should be immediate and forward-thinking
- Fair officiating develops leadership and respect for rules
Common Misconceptions
- Thinking that good defending means always trying to win the ball - sometimes containing is better
- Believing that the nearest defender should always go to the ball - covering space is equally important
- Assuming that winning the ball means the defending is complete - transition to attack is crucial
- Thinking that marking means staying very close - appropriate distance allows for reaction time
- Believing that defending is only about individual skills - team coordination is essential
SEN Adaptations
ADHD
- Short activity bursts with regular changes, clear boundaries and rules, frequent positive feedback, movement breaks
dyspraxia
- Slower movement speeds initially, larger equipment, simplified instructions, extra practice time for skill development
autism spectrum
- Clear structure and routine, visual schedule of activities, quiet zones available, predictable game formats
visual impairment
- Use brightly coloured balls and equipment, verbal cues for positioning, buddy system for guidance, audio signals for game events
hearing impairment
- Visual signals and hand gestures, written instructions available, use of visual demonstration, clear sightlines to teacher
physical disability
- Modified rules allowing more touches, shorter distances, seated versions where appropriate, adapted equipment if needed
Cross-Curricular Links
Science
Forces in tackling and blocking, momentum in counter-attacks, physics of ball movement, reaction times in defending
Geography
Spatial awareness and positioning, understanding of zones and territories, mapping movement patterns
PSHE
Teamwork and cooperation in defence, leadership in officiating, respect for rules and opponents, communication skills
Teacher Guidance
Positioning
Position to see all students during activities, move around groups during skill practices, maintain central view during games
Observation Focus
Watch for correct marking technique, communication between defenders, safe stick handling, appropriate challenge levels
Intervention Points
Step in when defending principles are forgotten, when unsafe play develops, when students need tactical guidance
Demonstration Notes
Use students as examples when possible, demonstrate key positions clearly, show both correct and incorrect examples for comparison
Verbal Cues
- •'Mark your player!'
- •'Communication defenders!'
- •'Counter-attack now!'
- •'Goal-side position!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear space for main game, additional areas for skill practices
Surface Check
Level surface free from holes, debris or wet areas that could cause slipping
Equipment Safety
Safety Checks
- •Check all hockey sticks for cracks, splinters or loose parts
- •Ensure balls are appropriate weight and not damaged
- •Goals must be stable and properly assembled
- •Bibs clean and in good condition
Risk Management
Key Risks
- •Stick contact with other players
- •Ball striking players at speed
- •Collisions during fast-paced games
- •Trips and falls during quick direction changes
Risk Mitigation
- •Emphasise stick safety - keep low and controlled at all times
- •Clear rules about no contact play
- •Adequate spacing between practice areas and games
- •Progressive skill building before full game application
- •Proper warm-up to prepare muscles and joints
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups during skill practices
- •Move around during games to monitor contact levels
- •Have clear sight lines to all activities
- •Be prepared to intervene quickly if unsafe play develops
Emergency Procedures
Stop play immediately for any injury, assess severity, apply first aid if trained, seek additional support for serious injuries