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Lesson 2 - Long Corner Tactics

Attacking & Defensive Mastery

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Year 6

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Hockey

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Big Question

How can we use long corners as strategic opportunities to create goal-scoring chances in hockey?

Learning Objectives

Devise and perform effective warm-up activities that focus on ball movement over short distances
Execute long corner routines as part of a coordinated team strategy
Analyse and suggest improvements to enhance the effectiveness of long corner plays

Key Outcomes

Students will create and lead dynamic warm-up activities with clear objectives
Students will demonstrate understanding of long corner rules and positioning strategies
Students will evaluate team performance and identify tactical improvements

Equipment & Resources Required

Hockey sticks

1 per student (30)

Check all sticks for damage before lesson, ensure appropriate sizes

Alternative: Foam sticks for safety, or unihoc sticks

Hockey balls

2 per group of 4 (15 total)

Distribute around court perimeter for easy access

Alternative: Foam balls or tennis balls for safety progression

Dish Cones

40-50

Set up multiple court boundaries and corner markers

Alternative: Flat markers or chalk lines for boundaries

Goals

6-8 portable goals

Position goals to create multiple playing areas

Alternative: Cone goals or wall targets

Bibs

15 (half class)

Prepare for quick team identification during games

Alternative: Different coloured cones to identify teams

Key Vocabulary

Long Corner

A restart awarded when the defending team unintentionally hits the ball over their own backline

The D

The semi-circular shooting area in front of the goal where shots can be taken

Backline

The goal line that runs along the width of the pitch behind each goal

Free Pass

A restart given to the non-offending team when a rule is broken

Back Stick

An illegal contact where the ball touches the rounded back of the hockey stick

Skill Progression Pathway

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

Prior Learning

Basic stick handling and ball control skills
Understanding of hockey safety rules and equipment use
Experience with simple passing and receiving techniques
Knowledge of basic hockey positions and court boundaries

Current Skills

Strategic positioning for long corner situations
Team coordination and communication during set plays
Quick decision-making under pressure
Tactical awareness and game analysis skills

Next Steps

Advanced corner variations and deceptive plays
Defensive strategies for preventing corner success
Integration of long corners into full game scenarios
Leadership roles in directing team tactics

Milestone Indicators

Students can explain the difference between long and short corners

Teams execute long corners with coordinated movement

Students demonstrate tactical thinking in their positioning choices

Players show improved decision-making speed during game situations

Key Teaching Points

Long corners are awarded when defending team unintentionally hits ball over own backline
Ball cannot go directly into the D from a long corner - must touch another player first
Corner taker should scan for best passing option before taking the corner
Attacking players must create movement and space to receive the ball effectively
Defensive players should mark opponents rather than ball-watching
Quick decision-making and communication are essential for successful long corner execution
Tactical awareness involves reading the game situation and adapting strategy accordingly

Common Misconceptions

Thinking long corners can be shot directly into the D - explain the passing rule clearly
Believing long corners are the same as short corners - demonstrate the key differences
Assuming attackers should run straight to goal - teach about creating angles and space
Players thinking they must always attempt to score from corners - sometimes retention is better
Confusion about when corners are awarded - practice identifying intentional vs unintentional contact

SEN Adaptations

ADHD

Use shorter activity bursts with clear transitions, provide specific roles and responsibilities, offer immediate feedback and encouragement

dyspraxia

Use larger equipment and slower-paced activities initially, provide extra practice time, break down complex movements into smaller steps

autism spectrum

Provide clear structure and routine, use visual tactical cards, allow quiet spaces for sensory breaks if needed

visual impairment

Use brightly coloured balls and larger goals, provide verbal descriptions of tactical movements, assign sighted partners for spatial guidance

hearing impairment

Use clear visual demonstrations and hand signals, provide written tactical instructions, ensure face-to-face communication

physical disability

Adapt stick length and weight as needed, modify court size and goal heights, allow seated play or alternative equipment

Cross-Curricular Links

English

Technical vocabulary development, clear communication of tactics and strategies, listening skills during instruction and peer feedback

Maths

Calculating angles for optimal corner passes, measuring distances for tactical positioning, using geometry concepts in field positioning

Science

Understanding forces and momentum in ball movement, analysing speed and direction changes, exploring friction between stick and ball

Geography

Spatial awareness and field positioning, understanding directional movement and navigation around court areas

PSHE

Teamwork and communication skills, conflict resolution during competitive situations, leadership development and emotional regulation

Teacher Guidance

Positioning

Position at corner of court for maximum visibility during games, move actively between groups during practice phases

Observation Focus

Watch for tactical understanding application, skill execution under pressure, and positive team communication

Intervention Points

Step in if safety rules are violated, when teams need tactical guidance, or to highlight excellent examples for peer learning

Demonstration Notes

Use clear, exaggerated movements during tactical demonstrations, involve students in demonstrations when possible, repeat key demonstrations if needed for understanding

Verbal Cues

•'Scan for your best option!' during corner-taking practice
•'Keep moving to lose your marker!' for attacking players
•'Mark your player, not the ball!' for defensive situations
•'Communicate with your team!' throughout all activities

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m per playing group, with 3m clear zones between different game areas

Surface Check

Dry, even surface free from debris, check for any holes or uneven areas that could cause trips

Equipment Safety

Safety Checks

•All hockey sticks checked for cracks, splinters or loose tape before lesson
•Balls inspected for damage that could cause unpredictable bounces
•Goals properly anchored and positioned to avoid tip-over risk
•Corner flags and cones positioned to be visible but not create tripping hazards

Risk Management

Key Risks

•Stick contact between players during close tactical situations
•Ball strikes to face or body during passing practice
•Collisions during fast-paced game situations
•Slips and falls during quick direction changes

Risk Mitigation

•Clear rules about stick height - no lifting above knee level
•Adequate spacing maintained between different practice groups
•Progressive skill building from static to dynamic situations
•Regular reminders about safe stick control and spatial awareness
•Appropriate group sizes to avoid overcrowding in tactical areas

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight lines of all active groups during simultaneous activities
•Move actively between groups during practice and game phases
•Monitor closely during competitive game situations for rule compliance
•Pay particular attention to stick control during tactical demonstrations

Emergency Procedures

Stop all activity immediately with clear whistle signal, assess any injury with appropriate first aid, establish safe space around any incident, contact emergency services if required