🏒

Lesson 5 - Supporting Teammates

Tactical Awareness

•

Year 5

•

Hockey

•

Big Question

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

Hockey sticks

1 per student (30)

Check stick height - should reach hip bone when standing upright

Alternative: Unihoc sticks for indoor use

Tennis Balls

Bright colours preferred for visibility

Alternative: Hockey balls for advanced groups, foam balls for beginners

Cones

Mix of colours for different activity zones

Alternative: Markers, bibs as markers

Team bibs

15 (two colours)

Ensure contrast between team colours

Alternative: Coloured cones to indicate teams

Key Vocabulary

Support

Moving to help a teammate by offering a passing option

Space

An area on the pitch where there are no defenders

Intercept

When a defender stops or catches a pass intended for an attacker

Unmarked

Not being closely watched or followed by a defender

Off-ball movement

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

Consistently moves to unmarked positions

Times movement to coincide with teammate's readiness to pass

Recognises when to hold position vs when to move

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