Lesson 1 - Hockey Ball Control and Dribbling
Foundation Skills & Tactics
•Year 6
•Hockey
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we use both sides of the hockey stick to maintain control of the ball under pressure?
Learning Objectives
- To be able to dribble a ball with increasing control using both open stick and reverse stick techniques
- To understand and consistently apply the flat-side rule and safety regulations in hockey
- To select appropriate dribbling techniques based on game situations and pressure from opponents
Key Outcomes
- Students will demonstrate controlled dribbling using open stick and reverse stick techniques
- Students will apply the flat-side rule consistently during game situations
- Students will make tactical decisions about when to dribble versus when to pass in small-sided games
Equipment & Resources Required
Check sticks are appropriate height (hip level) and in good condition
Alternative: Uni-hoc sticks, floor hockey sticks
Tennis balls provide good control and safety for learning
Alternative: Hockey balls for advanced groups, foam balls for beginners
Various colours needed for direction games and area marking
Alternative: Dome markers, floor spots
For distinguishing teams in small-sided games
Alternative: Coloured bands, team pinnards
Key Vocabulary
Controlling the ball using the flat face of the hockey stick on the right side of the body
Turning the stick over to use the flat face on the left side of the body for ball control
Hockey rule stating players may only use the flat face of the stick, never the curved back
A technique of pulling the ball from side to side using alternating open and reverse stick faces
Using dribbling skills to beat an opponent and create space
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball control with hands from previous ball games
- Understanding of personal space and safe movement
- Experience with team games and basic tactical awareness
Current Skills
- Correct hockey stick grip and handling
- Open stick dribbling technique
- Reverse stick (Indian) dribbling
- Application of flat-side rule consistently
Next Steps
- Passing and receiving techniques
- Shooting accuracy and power
- Advanced dribbling moves and elimination skills
- Full game play with positioning
Milestone Indicators
Key Teaching Points
- Left hand controls stick rotation, right hand provides stability - this is fundamental to all hockey skills
- Flat-side rule must be consistently enforced for safety and fair play - never allow use of stick's curved back
- Hip-height rule is non-negotiable for safety - sticks must never be raised above hip level
- Ball control is more important than speed - encourage controlled practice over rushed attempts
- Indian dribble creates unpredictability - emphasise how this wrong-foots defenders in game situations
- Head up awareness is crucial - students must see space and opponents, not just watch the ball
- Progressive pressure - start with static practice, then walking, jogging, then game pressure situations
Common Misconceptions
- Many students think they can use both sides of the hockey stick - reinforce flat-side rule consistently
- Students often grip too tightly - emphasise relaxed but controlled grip, especially with right hand
- Common belief that faster is better - stress that control and technique come before speed
- Students may think hockey is just about hitting hard - emphasise skilful ball control and placement
- Misconception that dribbling is selfish - teach when to dribble vs when to pass for team success
- Some think the stick should be held like a golf club - correct with proper hockey grip positioning
SEN Adaptations
ADHD
- Shorter activity segments, frequent movement breaks, clear boundaries, regular positive feedback, fidget tools available if needed
dyspraxia
- Larger equipment for easier handling, extra practice time, simplified movement patterns, adult support for complex techniques, celebration of effort over outcome
autism spectrum
- Clear routine structure, visual schedule of lesson activities, quiet zone available, consistent rules and expectations, warning before activity changes
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of demonstrations, buddy system for guidance, tactile exploration of stick and ball
hearing impairment
- Clear visual demonstrations, written instruction cards, hand signals for directions, visual cues for game rules and safety
physical disability
- Seated hockey options, modified stick grip supports, larger/softer balls, adapted game rules for different mobility levels
Cross-Curricular Links
Maths
Measuring distances for game areas, counting touches and goals, understanding angles for stick positioning and ball direction
Science
Forces and motion in ball control, friction between stick and ball, biomechanics of grip and movement
Geography
Directional awareness and spatial orientation, mapping movement patterns around obstacles and in game areas
PSHE
Teamwork and cooperation, resilience when learning new skills, respect for rules and fair play, leadership opportunities
Teacher Guidance
Positioning
Stand at edge of activity area for maximum visibility. Move among students during skill practice. Central position during demonstrations.
Observation Focus
Watch for stick height, correct grip, ball control progression, and safe movement patterns. Monitor group dynamics in games.
Intervention Points
Step in immediately for safety issues. Provide technique support for struggling students. Manage game situations for fair play.
Demonstration Notes
Demonstrate all techniques slowly first, then at game speed. Use student helpers for demonstrations. Emphasise safety points clearly.
Verbal Cues
- •'Stick stays low - below your hips!'
- •'Left hand is the boss!'
- •'Keep that ball close!'
- •'Head up, eyes scanning!'
- •'Flat side only!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m hard surface area, clear of obstacles and with adequate run-off space
Surface Check
Non-slip surface free from water, debris, or trip hazards. Indoor hall or outdoor tarmac suitable.
Equipment Safety
Safety Checks
- •Hockey sticks checked for cracks, splinters, or sharp edges
- •Sticks appropriate height (hip level) for each student
- •Tennis balls used instead of hockey balls for safety during learning
- •Cones in good condition with no sharp or broken edges
Risk Management
Key Risks
- •Stick contact with other students
- •Ball strikes to face or body
- •Collisions during movement activities
- •Trips and falls on hard surface
Risk Mitigation
- •Strict enforcement of hip-height rule for sticks
- •Clear boundaries and adequate spacing between students
- •Progressive skill building from static to dynamic
- •Use of tennis balls rather than hard hockey balls
- •Controlled group sizes in game situations
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Move around to monitor stick height and technique
- •Close supervision during first-time stick handling
- •Active monitoring of game situations for fair play
Emergency Procedures
Stop activity immediately if unsafe behaviour observed. Assess any injuries promptly. First aid available. Clear procedures for serious incidents.