Lesson 4 - Receiving and Trapping Skills
Foundation Skills & Tactics
•Year 6
•Hockey
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How can we control the ball more effectively when it arrives at different speeds and angles?
Learning Objectives
- To demonstrate effective forehand receiving technique with control under pressure
- To apply trapping skills consistently in dynamic game situations
- To select appropriate receiving techniques based on game context
Key Outcomes
- Students will receive and trap the ball with increased control under pressure
- Students will demonstrate tactical awareness in choosing appropriate receiving techniques
- Students will work effectively as part of a team using give and go tactics
Equipment & Resources Required
Check appropriate length - stick should reach students' hip when standing upright
Alternative: Plastic hockey sticks for beginners
Tennis balls safer for beginners and provide good bounce for trapping practice
Alternative: Foam balls, plastic hockey balls
Used for area boundaries and positioning markers
Alternative: Markers, spots, bibs
For team identification in games
Alternative: Bibs, different coloured t-shirts
Key Vocabulary
Stopping and controlling the ball using the forehand side of the hockey stick
Using the stick as a barrier low to the ground to stop the ball
Passing to a teammate then immediately moving to receive the ball back
Method of restarting play where two players tap sticks alternately before competing for the ball
Reading the pass and moving to stop the ball reaching the intended target
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic hockey grip and dribbling skills
- Simple push pass technique
- Basic movement patterns and spatial awareness
Current Skills
- Forehand receiving technique
- Ball trapping with stick as barrier
- Give and go passing combinations
- Tactical decision making under pressure
Next Steps
- Advanced receiving techniques (backhand)
- Receiving on the move at pace
- Complex tactical combinations
- Competitive game situations
Milestone Indicators
Key Teaching Points
- Left hand away from body for correct forehand receiving grip
- Stick positioned vertically with thumb pointing down for effective barrier
- Move feet to get in line with the ball rather than reaching
- Use stick low to ground as barrier for trapping technique
- Cushion ball impact by giving backwards with stick on contact
- Pass into space ahead of moving partner in give and go combinations
- Apply receiving skills consistently under competitive pressure
Common Misconceptions
- Both hands close together reduces control - need left hand away for leverage
- Hard stick contact will control ball better - soft cushioning prevents bouncing
- Can reach for ball with stick - feet must move to get in line
- Trapping is just stopping the ball - requires active cushioning technique
- Passing to feet is safest - passing to space creates better attacking opportunities
SEN Adaptations
ADHD
- Shorter activity segments with clear transitions, regular movement breaks, specific roles in games, positive reinforcement system
dyspraxia
- Larger balls for easier tracking, simplified receiving technique initially, extra practice time, step-by-step instruction cards
autism spectrum
- Clear visual routine chart, quiet zones available during games, consistent language and structure, advance warning of transitions
visual impairment
- Use bright coloured balls, verbal descriptions of all demonstrations, buddy system for positioning, clear verbal cues for ball location
hearing impairment
- Visual demonstrations of all techniques, hand signals for key commands, written instruction cards, peer support for instructions
physical disability
- Seated version using hands to receive ball, modified equipment with larger balls, adapted distances for throwing/receiving
Cross-Curricular Links
Maths
Counting passes in games, measuring 2m zones, calculating success rates in give and go practice
Science
Forces and cushioning in trapping technique, friction between stick and ball, angles of ball travel
Geography
Directions and spatial positioning on field, mapping movement patterns in Kings and Queens
PSHE
Teamwork and cooperation, resilience when learning new skills, fair play and respect for rules
Teacher Guidance
Positioning
Move around the class during practice, position at corner of game area for maximum visibility during Kings and Queens
Observation Focus
Watch for correct grip and receiving technique, monitor ball control consistency, check tactical decision making in games
Intervention Points
Step in if receiving technique deteriorating, if game becomes too physical, if students struggling with rules
Demonstration Notes
Demonstrate receiving technique slowly and clearly, exaggerate key positions, use students as examples of good technique
Verbal Cues
- •'Left hand away from body!'
- •'Stick low to ground!'
- •'Move your feet to the ball!'
- •'Cushion the impact!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m outdoor area or large sports hall, clear of obstacles
Surface Check
Even surface free from holes, wet areas, or debris that could cause slips
Equipment Safety
Safety Checks
- •Check hockey sticks for splinters or damage before use
- •Ensure tennis balls are in good condition without splits
- •Verify cones have no sharp edges or cracks
Risk Management
Key Risks
- •Stick contact between students during close play
- •Slips and falls during dynamic movement
- •Ball strikes from uncontrolled passes
- •Collisions during Kings and Queens game
Risk Mitigation
- •Clear rules about no tackling, interception only
- •Adequate spacing between pairs during practice
- •Progressive skill building from static to dynamic
- •Clear boundaries and 2m zones marked
- •Teacher positioned for maximum supervision
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during games
- •Move between pairs during skill practice
- •Monitor stick control and appropriate contact
- •Watch for fatigue affecting technique
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact school procedures if required