Lesson 7 - Effective Use of Space
Foundation Skills & Tactics
•Year 6
•Hockey
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How can intelligent movement and positioning help my team dominate the game?
Learning Objectives
- To use space effectively when attacking and defending in hockey
- To select appropriate actions based on game situations and space available
- To demonstrate improved ball control under pressure while creating scoring opportunities
Key Outcomes
- Students will consistently create and use space to support team play
- Students will make tactical decisions about when to pass versus when to dribble
- Students will demonstrate advanced positional awareness during competitive games
Equipment & Resources Required
Check stick length appropriate for each student - should reach hip when standing upright
Alternative: Unihoc sticks, modified sticks for different abilities
Use tennis balls for safety - progress to hockey balls only with experienced groups
Alternative: Foam balls, hockey balls for advanced groups
Different colours for boundaries, goals, and activity markers
Alternative: Markers, spots, witches hats
Clear colour distinction between teams essential for game situations
Alternative: Bibs, different coloured tops
Each goal approximately 2m wide, positioned at corners of playing areas
Alternative: Cones, benches, marked lines
Key Vocabulary
Empty areas on the pitch where players can move to avoid defenders
Where players place themselves on the pitch to be most effective
Moving to help a teammate who has the ball by offering passing options
When defenders are close and trying to win the ball back
The moment when possession changes from one team to another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic hockey stick handling and control techniques
- Simple passing and receiving skills in static situations
- Understanding of basic hockey rules and safety procedures
- Experience with small-sided hockey games
Current Skills
- Creating and using space effectively in dynamic situations
- Making tactical decisions about passing versus dribbling
- Positioning awareness in both attacking and defending phases
- Advanced ball control under defensive pressure
Next Steps
- Team tactical formations and set plays
- Advanced stick skills including reverse stick techniques
- Transition play from defence to attack
- Tournament play with complex rule variations
Milestone Indicators
Key Teaching Points
- Space is created by movement away from defenders and towards opportunities
- Decision-making between passing and dribbling depends on available space and pressure
- Supporting teammates means positioning at helpful angles and distances
- Multiple goals create tactical opportunities that require advanced spatial thinking
- Communication about space and positioning is essential for team success
- Spatial awareness must be maintained while controlling the ball under pressure
- Advanced positioning anticipates future space needs, not just current situations
Common Misconceptions
- Space is only about empty areas - actually about useful, purposeful positioning
- Moving to space means any movement - must be purposeful movement to better positions
- Spatial awareness is only for attackers - defenders need excellent positioning too
- Finding space is individual skill - actually requires team coordination and communication
- Good space is always far from others - sometimes closer support is more valuable
- Space creation is only physical movement - includes tactical understanding and timing
SEN Adaptations
ADHD
- Shorter activity periods, clear role definitions, regular feedback and encouragement
dyspraxia
- Simplified spatial concepts, additional practice time, larger equipment for easier control
autism spectrum
- Clear visual boundaries for areas, consistent routines, quiet spaces available if needed
visual impairment
- Use bright coloured equipment, verbal descriptions of space and positioning, buddy system for guidance
hearing impairment
- Visual demonstrations of spatial concepts, hand signals for directions, written tactical instructions
physical disability
- Modified stick length or seated versions, adapted goals at appropriate height, reduced area size
Cross-Curricular Links
Maths
Measuring playing areas, calculating angles for passing, timing activities and counting passes
Science
Understanding forces in passing and stick work, body systems during exercise, physics of ball movement
Geography
Spatial awareness and mapping concepts, understanding position and direction on playing area
PSHE
Teamwork and communication, leadership roles, supporting others and building confidence
Teacher Guidance
Positioning
Move around outside of activity areas to observe all groups, position at corners during games for maximum visibility
Observation Focus
Watch for spatial awareness, decision-making quality, communication between students, and safe play
Intervention Points
Step in when spatial concepts aren't being applied, when safety is compromised, or when students need tactical guidance
Demonstration Notes
Use students to demonstrate examples, stop action to highlight good spatial decisions, exaggerate movements for clarity
Verbal Cues
- •'Find the space!'
- •'Away from defenders!'
- •'Which goal is less defended?'
- •'Support your teammate!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m for full lesson, clear of obstacles and hazards
Surface Check
Even surface free from holes, wet patches, or debris that could cause slips
Equipment Safety
Safety Checks
- •Hockey sticks appropriate length for each student
- •Tennis balls used instead of hockey balls for safety
- •Team bands clearly distinguish teams
- •Goals/markers stable and not presenting injury risk
Risk Management
Key Risks
- •Stick-to-body contact during challenges
- •Collisions during fast-paced game situations
- •Slips and falls during direction changes
- •Ball strikes to head or body
Risk Mitigation
- •Clear rules about stick height and safe play
- •Adequate spacing between groups during activities
- •Progressive skill building before full game application
- •Emphasis on controlled challenges and no body contact
Supervision & Emergency Procedures
Supervision Points
- •Position to see all groups during activities
- •Monitor defensive pressure levels
- •Watch for fatigue affecting safe play
- •Ensure rules about safe stick use are followed
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, contact school emergency procedures if needed