Lesson 5 - Supporting Teammates
Tactical Awareness
•Year 5
•Hockey
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How can smart movement without the ball make our team attack more effective?
Learning Objectives
- To understand when and where to move to support a teammate
- To apply passing and receiving skills under pressure
- To make tactical decisions about positioning in attacking play
Key Outcomes
- Students will demonstrate movement into space to create passing options
- Students will execute passes and receives with control under defensive pressure
- Students will explain the importance of off-ball movement in team play
Equipment & Resources Required
Check stick height - should reach hip bone when standing upright
Alternative: Unihoc sticks for indoor use
Bright colours preferred for visibility
Alternative: Hockey balls for advanced groups, foam balls for beginners
Mix of colours for different activity zones
Alternative: Markers, bibs as markers
Ensure contrast between team colours
Alternative: Coloured cones to indicate teams
Key Vocabulary
Moving to help a teammate by offering a passing option
An area on the pitch where there are no defenders
When a defender stops or catches a pass intended for an attacker
Not being closely watched or followed by a defender
Moving when you don't have the ball to create opportunities
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic hockey grip and ball control
- Push pass technique
- Simple receiving skills
- Understanding of attacking and defending roles
Current Skills
- Moving without the ball to create space
- Reading defenders' positions
- Timing runs to receive passes
- Decision-making under pressure
Next Steps
- Creating overloads in attacking play
- Advanced passing combinations
- Switching play to find space
- Counter-attacking strategies
Milestone Indicators
Key Teaching Points
- Movement without the ball is as important as movement with it
- Create space by moving away from defenders, not towards them
- Time your runs to coincide with when teammate is ready to pass
- Communication helps teammates know where you are
- Spread out to give multiple passing options
- Pass first, then move - don't stand still after passing
- Look for unmarked teammates in good positions
Common Misconceptions
- Thinking you can only help when you have the ball - correct by emphasising off-ball movement
- Moving towards defenders makes it easier to receive - show how moving to space is more effective
- Standing still after passing is acceptable - demonstrate immediate movement after passing
- Communication isn't necessary if you're not the ball carrier - show how calling helps teammates
- Moving anywhere is helpful - teach purposeful movement to specific spaces
SEN Adaptations
ADHD
- Use shorter activity bursts, provide clear boundaries, give specific roles and responsibilities, offer movement breaks
dyspraxia
- Use larger, slower balls, reduce complexity of movements, provide extra practice time, break skills into smaller steps
autism spectrum
- Provide clear structure and routine, use visual schedules, offer quiet zones, prepare for rule changes in advance
visual impairment
- Use bright coloured balls and equipment, provide verbal descriptions of space and positioning, assign sighted buddy for guidance
hearing impairment
- Use visual signals and demonstrations, provide written instruction cards, ensure student can see teacher's face when speaking
physical disability
- Adapt to seated play where possible, use lighter equipment, modify playing area size, allow throwing instead of hitting
Cross-Curricular Links
English
Communication skills, explaining tactics to others, following and giving instructions
Maths
Measuring distances for playing areas, counting passes accurately, calculating scores and statistics
Science
Forces in passing (push/pull), friction between stick and ball, angles of movement and passing
Geography
Spatial awareness, understanding directions and positioning, mapping movement patterns
PSHE
Teamwork and cooperation, supporting others, managing emotions during competition
Teacher Guidance
Positioning
Move around perimeter to observe all groups, position at corners for maximum visibility during games
Observation Focus
Watch for off-ball movement, passing accuracy, spatial awareness, and safe stick handling
Intervention Points
Step in if students not moving to support, poor communication, or unsafe stick work
Demonstration Notes
Use clear, exaggerated movements when showing techniques. Involve students in demonstrations where safe.
Verbal Cues
- •'Find the space!'
- •'Move to help your teammate!'
- •'Stick down!'
- •'Pass and move!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 15m clear area per group of 8, with 3m buffer zones
Surface Check
Flat, dry surface free from holes, debris or standing water
Equipment Safety
Safety Checks
- •Check all hockey sticks for damage, splinters or sharp edges
- •Ensure sticks are appropriate height (hip bone level)
- •Tennis balls are preferable to hockey balls for safety
- •Cones positioned to avoid tripping hazards
Risk Management
Key Risks
- •Stick contact with other players
- •Collisions during fast-paced activities
- •Trips over equipment or uneven surfaces
- •Ball strikes to head or body
Risk Mitigation
- •Enforce strict stick height rules (waist maximum)
- •Establish clear boundaries and movement patterns
- •Use tennis balls instead of hockey balls
- •Teach safe falling techniques
- •Maintain adequate spacing between activities
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups simultaneously
- •Monitor stick handling continuously
- •Watch for fatigue affecting safety
- •Be ready to stop activity if unsafe practices emerge
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, contact school office if serious injury