Lesson 4 - Attacking Tactics in Hockey
Advanced Competitive Tactics
•Year 6
•Hockey
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How can we create and apply attacking tactics that outwit our opponents and create scoring opportunities?
Learning Objectives
- To consolidate understanding of attacking tactics and apply them effectively in game situations
- To demonstrate refined passing, dribbling and moving skills to create scoring opportunities
- To understand and execute different roles within attacking formations
Key Outcomes
- Students will apply attacking tactics that result in successful shooting opportunities
- Students will demonstrate fluid transitions between attacking and defending as possession changes
- Students will show effective teamwork and communication during attacking phases
Equipment & Resources Required
Check sticks are appropriate height for each student
Alternative: Unihoc sticks for indoor use
Have spare balls available at sidelines
Alternative: Foam balls for beginners, tennis balls for control practice
Goals should be 1.5-2m wide for 4v4 games
Alternative: Cones 2m apart, bench turned on side
Different colours for pitch boundaries and zones
Alternative: Markers, spots
Ensure clear team identification for rotating teams
Alternative: Different coloured t-shirts
For timing game rotations and tactical discussions
Alternative: Phone timer, watch
Key Vocabulary
Planned movements and strategies used by a team to try and score goals
Moving to find areas on the pitch where you have time and room to receive the ball
When your team has control of the ball
The moment when the ball changes from one team to another
A good chance to score a goal with clear sight of the target
How players are arranged on the pitch to play effectively together
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic hockey stick grip and ball control
- Simple passing and receiving techniques
- Understanding of basic attacking and defending concepts
- Experience of small-sided hockey games
Current Skills
- Creating and applying attacking tactics as a team
- Combining passing, dribbling and moving to create shooting opportunities
- Understanding roles and responsibilities within attacking formations
- Adapting tactics based on game situations
Next Steps
- Advanced tactical variations and set plays
- Counter-attacking strategies
- Full-sided hockey with complex formations
- Tournament play with multiple tactical approaches
Milestone Indicators
Key Teaching Points
- Attacking tactics require constant communication and movement from all team members
- Successful attacks combine individual skills with excellent teamwork and timing
- Different formations work better against different types of defensive play
- Creating space is as important as having the ball - movement without the ball matters
- Effective attacking requires patience and multiple passing options, not just shooting at first opportunity
- Teams must be ready to adapt tactics quickly when original plans are blocked by opponents
- Good attacking teams create multiple shooting opportunities through sustained pressure and teamwork
Common Misconceptions
- That all players should follow the ball instead of maintaining positional discipline
- That the first attacking option is always the best - students need to learn patience and decision-making
- That only forwards are responsible for attacking - all players have attacking roles including defenders
- That tactics are too complicated for young players - with proper scaffolding, students can apply sophisticated concepts
- That individual skill is more important than teamwork - emphasise how tactics enhance individual abilities
- That there is only one 'right' way to attack - help students understand different tactical approaches work in different situations
SEN Adaptations
ADHD
- Frequent activity changes, clear and simple tactical instructions, regular movement breaks, specific role assignments to maintain focus
dyspraxia
- Simplified formations initially, extra time for tactical understanding, visual aids for positioning, celebration of tactical thinking over physical execution
autism spectrum
- Clear routine for lesson structure, visual schedule of activities, quiet space available if overwhelmed, consistent team groupings
visual impairment
- Use brightly coloured equipment, verbal descriptions of formations, buddy system for spatial awareness, audio cues for tactical changes
hearing impairment
- Visual signals for tactical changes, written formation diagrams, clear visual demonstrations, signing support where available
physical disability
- Adapted formations for wheelchair users, modified equipment including lighter sticks, reduced playing area, focus on tactical understanding rather than physical execution
Cross-Curricular Links
Maths
Angles of passing, geometry of formations, timing and measurement in games, spatial awareness and positioning
Science
Forces in ball movement, physics of momentum during attacks, understanding of movement and speed in tactical play
Geography
Spatial awareness, directions and positioning on pitch, mapping attacking routes and defending territories
PSHE
Teamwork and cooperation, leadership skills, managing emotions in competitive situations, communication and listening skills
Teacher Guidance
Positioning
Central position between two game areas for maximum visibility, move closer to games during competitive phases
Observation Focus
Watch for tactical understanding, quality of teamwork, application of skills under pressure, safety compliance
Intervention Points
Step in when tactics need clarification, safety issues arise, or teams need encouragement with tactical execution
Demonstration Notes
Use clear, exaggerated movements when showing tactics, involve students in demonstrations, emphasise key tactical concepts repeatedly
Verbal Cues
- •'Where's your support player?'
- •'Look for the wide option!'
- •'Keep your formation!'
- •'Quick passing!'
- •'Create space for teammates!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear area for two parallel 4v4 pitches, with 3m safety margin around perimeter
Surface Check
Level grass or artificial surface, free from holes, debris and wet patches that could cause slipping
Equipment Safety
Safety Checks
- •Hockey sticks checked for damage, appropriate height for each student
- •Goals securely positioned and weighted if necessary
- •Balls regularly checked for damage that could cause unpredictable bounces
Risk Management
Key Risks
- •Stick injuries from high sticks or dangerous play
- •Collisions between players during fast-paced games
- •Ball strikes to head or body during shots and passes
- •Slips and falls on changing surface conditions
Risk Mitigation
- •Clear rules about stick height - below shoulder at all times
- •Adequate spacing between game areas to prevent collisions
- •Emphasis on controlled passing rather than powerful shots
- •Regular surface checks, especially after weather changes
Supervision & Emergency Procedures
Supervision Points
- •Position to observe both game areas simultaneously
- •Monitor for dangerous stick work or overly physical play
- •Watch for signs of fatigue affecting safe play
- •Ensure injured students are assessed and supported appropriately
Emergency Procedures
Immediate stop signal for serious incidents, first aid assessment, appropriate response according to school emergency procedures