Lesson 6 - Hockey Tournament
Individual To Team Play
•Year 5
•Hockey
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How can we win a game of hockey by applying all our skills together?
Learning Objectives
- Apply refined understanding of passing, dribbling and moving to score points against another team
- Demonstrate accurate and consistent passing, dribbling, moving and shooting techniques
- Switch fluidly between attacking and defending as possession changes
Key Outcomes
- Students will successfully apply tactical knowledge in competitive game situations
- Students will demonstrate consistent technical skills under pressure
- Students will effectively officiate and manage games independently
Equipment & Resources Required
Check stick height is appropriate for each student (waist height)
Alternative: Unihoc sticks for indoor play
Have spare balls around pitch perimeter for quick retrieval
Alternative: Tennis balls for easier control, foam balls for beginners
Position goals securely, check for any damage before play
Alternative: Cones to mark goal areas if no goals available
Mark pitch boundaries, team areas and any restricted zones
Alternative: Chalk lines or existing pitch markings
One colour per team to clearly identify players
Alternative: Different coloured bands or shirts
Include space for scores, team names and match results
Alternative: Whiteboard or students' own paper
One for each pitch to manage game timing accurately
Alternative: Mobile phone timers or wall clock
Key Vocabulary
A competition involving multiple teams playing against each other in a structured format
A tournament format where every team plays against every other team once
Planned strategies and methods used to gain advantage in games
Acting as referee to ensure fair play and rule enforcement
Having control of the ball and being able to make decisions with it
The moment when possession changes from one team to another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic hockey stick control and ball manipulation
- Fundamental passing and receiving techniques
- Understanding of attacking and defending principles
- Experience with modified hockey games
Current Skills
- Applying technical skills under competitive pressure
- Tactical decision-making in game situations
- Officiating and game management skills
- Team leadership and coaching abilities
Next Steps
- Advanced tactical formations and set pieces
- Specialist positional roles in hockey
- Tournament organisation and sports leadership
- Analysis and evaluation of team performance
Milestone Indicators
Key Teaching Points
- Tournament format provides authentic context for applying all learned hockey skills
- Multiple roles (player/coach/referee) develop different aspects of understanding
- Competitive pressure tests skill consistency and tactical decision-making
- Officiating builds understanding of rules and develops leadership confidence
- Team coaching develops communication skills and tactical analysis
- Fair play and sportsmanship are as important as technical skill
- Reflection helps consolidate learning and identify areas for improvement
Common Misconceptions
- That winning is more important than skill development and fair play
- That only playing roles matter - coaching and officiating are equally valuable
- That goals can be scored from anywhere on the pitch (attacking half rule)
- That referees' decisions can be argued with or ignored
- That tournament pressure excuses poor technique or unfair play
- That only the best players should take leadership roles
SEN Adaptations
ADHD
- Frequent role changes to maintain engagement, clear boundaries and rules, positive reinforcement for good decisions
dyspraxia
- Larger goals for easier scoring, simplified tactical instructions, extra time for skill execution
autism spectrum
- Clear structure with visual tournament schedule, defined roles and responsibilities, quiet zone available for breaks
visual impairment
- Use brightly coloured balls, clear verbal commentary of play, partner system with sighted guide for movement around pitch
hearing impairment
- Visual signals for referee decisions, clear visual demonstrations of tactics, written rule reminders available
physical disability
- Modified rules allowing more time on ball, seated coaching/refereeing roles, adapted equipment as needed
Cross-Curricular Links
English
Communication skills in coaching roles, expressing tactical ideas clearly, listening to referee instructions
Maths
Tournament scoring system, calculating points totals, time management for 5-minute matches, statistics recording
Science
Understanding energy systems during sustained activity, forces in stick and ball contact, biomechanics of hockey skills
Geography
Spatial awareness on pitch, understanding of pitch dimensions and positioning, tactical formations
PSHE
Leadership skills through coaching and officiating, managing competition pressure, respecting authority and rules
Teacher Guidance
Positioning
Circulate actively between both tournament pitches for maximum visibility of all students
Observation Focus
Monitor skill application under pressure, tactical decision-making, and officiating confidence
Intervention Points
Step in if referees need support, safety concerns arise, or competitive pressure affects fair play
Demonstration Notes
Model positive celebration of all roles, support referees' decisions publicly, highlight good tactical play to reinforce learning
Verbal Cues
- •'Great passing - you created space!'
- •'Excellent refereeing - clear and fair!'
- •'Good coaching - positive feedback!'
- •'Remember attacking half rule for goals!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Two hockey pitch areas, minimum 30m x 20m each, with clear 2m boundaries between pitches
Surface Check
Dry, even surface free from debris, no standing water or ice
Equipment Safety
Safety Checks
- •All hockey sticks inspected for damage, appropriate length for each student
- •Hockey balls in good condition, goals securely positioned
- •No loose equipment left in playing areas
Risk Management
Key Risks
- •Stick contact with other students
- •Ball strikes to body/head
- •Collisions during competitive play
- •Fatigue affecting safe play
Risk Mitigation
- •Strict rules on stick height and safe contact
- •Clear boundaries between pitches to prevent interference
- •Referee authority to stop play for safety concerns
- •Regular rotation to prevent exhaustion
Supervision & Emergency Procedures
Supervision Points
- •Teacher circulates between both pitches constantly
- •Referees empowered to stop play immediately for safety
- •Coaches watch for fatigue and dangerous play
Emergency Procedures
Stop all play immediately, assess situation, appropriate first aid response, emergency contact details accessible