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Lesson 2 - Scooping and Cradling Mastery

Fundamentals & Skill Integration

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Year 5

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Lacrosse

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45 min

Big Question

How can we keep possession of the ball while moving at speed in lacrosse?

Learning Objectives

Develop consistent ball scooping technique with proper body positioning
Master the cradling motion to maintain ball possession while moving
Apply evaluation skills using correct technical vocabulary

Key Outcomes

Students will scoop balls consistently using proper stick positioning
Students will cradle effectively while moving at different speeds
Students will evaluate peers' performance using accurate lacrosse terminology

Equipment & Resources Required

Lacrosse sticks

1 per student (30)

Check all sticks for damage before lesson begins

Alternative: Hockey sticks with modified rules

Lacrosse Balls

40 (extras for lost balls)

Store in central container for easy distribution

Alternative: Tennis balls or soft practice balls

Hoops

6 (4 team hoops + 1 central + 1 spare)

Position equidistant from central hoop for Rob the Nest

Alternative: Cones arranged in circles

Cones

20 for boundaries and markers

Bright colours for visibility, check for cracks

Alternative: Spot markers or bean bags

Coloured Bibs

12 (3 each of 4 colours)

For team identification in games

Alternative: Coloured bands or badges

Key Vocabulary

Scooping

The technique of picking up a ground ball using the lacrosse stick

Cradling

The rhythmic rocking motion that keeps the ball secure in the stick's net

Carry position

The proper way to hold the stick when moving with the ball

Dodge

A sudden change of direction to evade an opponent while maintaining possession

Stick head

The top part of the lacrosse stick containing the net/pocket

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic stick handling from previous lesson
Understanding of lacrosse field positions
Experience with simple ball games

Current Skills

Consistent scooping technique
Controlled cradling motion
Movement with ball possession

Next Steps

Passing and receiving skills
Advanced dodging techniques
Small-sided game applications

Milestone Indicators

Maintains ball possession for 10+ seconds while moving

Successfully scoops 8/10 ground balls

Uses technical vocabulary accurately in peer assessment

Key Teaching Points

Cradling motion originates from top hand only, bottom hand provides stability
Rhythm should be smooth and controlled - shoulder to chin and back
Ball security is more important than speed when learning technique
Spatial awareness crucial during pressure activities and games
Technical vocabulary must be used accurately in peer assessment
Progressive challenge helps maintain engagement and skill development
Safety through controlled movement and proper spacing at all times

Common Misconceptions

Using both hands to rock stick instead of top hand control - demonstrate correct single-hand motion
Thinking faster cradling is better - emphasise smooth rhythm over speed
Forgetting to cradle when concentrating on movement - practice integration gradually
Believing cradling is only for running - show it's needed for all movement
Using general feedback instead of technical terms - model specific vocabulary use

SEN Adaptations

ADHD

Shorter activity segments with clear transitions, regular movement breaks, specific focus tasks

dyspraxia

Simplified movement patterns initially, extra practice time, verbal rehearsal of movements before attempting

autism spectrum

Clear routine structure, visual schedule for lesson sections, quiet practice space available if needed

visual impairment

Use bright coloured balls, provide verbal descriptions of demonstrations, buddy system for spatial navigation

hearing impairment

Clear visual demonstrations with gestures, written instruction cards, hand signals for directions

physical disability

Modified stick grip options, seated cradling variations, adapted ball size and weight

Cross-Curricular Links

Maths

Counting successful cradles per minute, timing activities, measuring distances in compass point game

Science

Forces and motion in cradling action, centripetal force keeping ball in net, momentum and acceleration concepts

Geography

Compass points and directions, spatial awareness and navigation, understanding of relative positions

PSHE

Giving constructive feedback to peers, building confidence through skill development, resilience when facing challenges

Teacher Guidance

Positioning

Move around perimeter for visibility of all students, central position for demonstrations

Observation Focus

Watch for stick control, spacing maintenance, and technique development

Intervention Points

Step in if students struggling with cradling rhythm or safety concerns arise

Demonstration Notes

Demonstrate: Exaggerate cradling motion for visibility, show common mistakes to avoid, model excellent spatial awareness

Verbal Cues

•'Shoulder to chin!'
•'Keep it smooth!'
•'Watch your spacing!'
•'Ball in the sweet spot!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m hard surface area, clear of obstacles and hazards

Surface Check

Dry, even surface free from holes, debris, or slippery areas

Equipment Safety

Safety Checks

•Check all lacrosse sticks for cracks or loose heads before use
•Ensure balls are appropriate firmness - not too hard
•Verify all boundary markers are stable and visible

Risk Management

Key Risks

•Stick contact with other students
•Collisions during crossing activities
•Ball strikes to face or body
•Trips over equipment or other students

Risk Mitigation

•Clear spacing rules enforced throughout lesson
•Progressive skill building from stationary to moving
•Strict stick handling protocols - no raising above shoulder
•Clear sight lines maintained in all activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during crossing games
•Monitor high-activity areas closely
•Circulate during partner work to ensure safety
•Maintain clear escape routes in bounded activities

Emergency Procedures

Stop activity immediately on safety concern, assess situation, provide appropriate first aid support, record any incidents