Lesson 2 - Scooping and Cradling Mastery
Fundamentals & Skill Integration
•Year 5
•Lacrosse
•Start Planning Better PE Lessons
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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
Check all sticks for damage before lesson begins
Alternative: Hockey sticks with modified rules
Store in central container for easy distribution
Alternative: Tennis balls or soft practice balls
Position equidistant from central hoop for Rob the Nest
Alternative: Cones arranged in circles
Bright colours for visibility, check for cracks
Alternative: Spot markers or bean bags
For team identification in games
Alternative: Coloured bands or badges
Key Vocabulary
The technique of picking up a ground ball using the lacrosse stick
The rhythmic rocking motion that keeps the ball secure in the stick's net
The proper way to hold the stick when moving with the ball
A sudden change of direction to evade an opponent while maintaining possession
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
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