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Lesson 5 - Tactical Positioning & Formations

Team Strategy & Skills Integration

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Year 6

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Hockey

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Big Question

How can we use tactical positioning and communication to gain advantages in hockey matches?

Learning Objectives

Develop skills in playing different tactical positions effectively
Use effective communication to support teammates during gameplay
Apply knowledge of formation play and positional awareness

Key Outcomes

Students will demonstrate competence in multiple playing positions
Students will communicate effectively with teammates using appropriate hockey terminology
Students will evaluate others' performance using correct technical language

Equipment & Resources Required

Hockey sticks

1 per student (30)

Check all sticks for damage before use, ensure appropriate size for students

Alternative: Quick sticks for younger or less experienced students

Hockey balls

15-20

Use softer balls to reduce impact risk, especially for indoor play

Alternative: Tennis balls for skill development, foam balls for beginners

Cones

20-30

Use to mark gates, boundaries, and wing channels

Alternative: Marker spots or poly spots

Goals

6-8

Set up multiple small goals for practice games

Alternative: Cones as goal posts, benches as targets

Bibs

30 (5 different colours)

Ensure clear team identification for tactical play

Alternative: Coloured cones to identify teams

Shin Pads

30 pairs

Mandatory for competitive gameplay, check for proper fit

Alternative: Thick socks as basic protection

Gum Shield

Recommended for full-contact hockey play

Alternative: Soft mouthguards

Key Vocabulary

Formation

The arrangement of players on the pitch in specific positions

Wing play

Attacking down the sides of the pitch to stretch the defence

Numerical advantage

Having more players than the opposition in a particular area

Overlap

Running beyond a teammate who has the ball to create a passing option

Underlap

Running inside and behind a teammate to provide a passing option

Compact defence

Defensive positioning with small gaps between players

Skill Progression Pathway

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

Prior Learning

Basic hockey stick handling and ball control
Understanding of fundamental hockey rules and safety
Experience in simple passing and receiving techniques
Knowledge of basic positional play concepts

Current Skills

Tactical positioning in formation play
Communication during competitive gameplay
Evaluation skills using technical vocabulary
Understanding numerical advantage scenarios

Next Steps

Advanced tactical systems and set plays
Leadership roles in competitive situations
Complex formation changes during gameplay
Coaching and mentoring other students

Milestone Indicators

Student can move fluidly between different tactical positions

Communication enhances team performance measurably

Evaluations demonstrate sophisticated understanding of tactics

Student can adapt strategy based on numerical situations

Key Teaching Points

Wing play creates width and stretches defensive lines to create attacking opportunities
Effective communication using technical language enhances team performance significantly
Numerical advantages must be exploited through movement and positioning, not just possession
Compact defending with small gaps between players reduces attacking opportunities
Different positions require different skills but players should be flexible and adaptable
Evaluation of others' performance requires understanding of technical concepts and appropriate language
Formation play is about movement and support, not rigid position holding

Common Misconceptions

Thinking formation means players must stay in fixed positions - correct by showing fluid movement within tactical structure
Believing only fast players can use wing positions effectively - demonstrate various approaches to wing play
Assuming numerical advantage guarantees success - show importance of tactical awareness and movement
Wing players must always stay wide - explain when to come inside and support central play
Technical language is too difficult for Year 6 - build vocabulary gradually with clear explanations
Defending with fewer players is impossible - demonstrate compact defending and communication strategies
Evaluation means only pointing out mistakes - teach positive analysis and improvement suggestions

SEN Adaptations

ADHD

Include regular movement breaks, provide clear and concise instructions, use visual reminders for rules, offer leadership roles to maintain engagement

dyspraxia

Allow extra time for skill development, provide step-by-step movement breakdowns, use larger equipment for easier handling, focus on personal improvement rather than comparison

autism spectrum

Provide clear structure and routine warnings before activity changes, use visual schedules for lesson progression, offer quiet observation spaces when needed, clear role definitions

visual impairment

Use brightly coloured balls and equipment, provide clear verbal descriptions of tactical movements, assign sighted buddy for support, use additional audio cues for positioning

hearing impairment

Use clear visual demonstrations, employ hand signals for tactical instructions, ensure visual contact before giving instructions, provide written tactical diagrams

physical disability

Modify playing area size for wheelchair users, adapt stick length and weight as needed, allow sitting/wheelchair positions for some activities, adjust numerical advantages

Cross-Curricular Links

English

Technical vocabulary development, communication skills, evaluation and analysis language, descriptive language for performance

Maths

Calculating angles for passing, measuring distances for formations, counting numerical advantages, timing of movements and game duration

Science

Forces and motion in ball movement, lever principles in stick use, physics of trajectory in passing, energy transfer concepts

Geography

Spatial awareness and mapping of pitch areas, directional language and orientation, understanding of scale in playing areas

PSHE

Teamwork and cooperation skills, leadership development, resilience building through challenges, respect for opponents and officials

Teacher Guidance

Positioning

Move around perimeter of playing areas to observe all students, position centrally during demonstrations for maximum visibility

Observation Focus

Watch for tactical understanding application, communication effectiveness, positioning accuracy, and safety compliance throughout

Intervention Points

Step in when students struggle with tactical concepts, when safety rules are not followed, or when games become unbalanced

Demonstration Notes

Use students as positive examples whenever possible, pause games to highlight good tactical play, exaggerate movements during explanations for clarity

Verbal Cues

•'Use the width!'
•'Communicate with your team!'
•'Find the space!'
•'Support your teammate!'
•'Think about your position!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full hockey pitch (minimum 40m x 25m) with clear boundaries and adequate run-off areas

Surface Check

Even grass or artificial surface free from holes, debris, and water accumulation

Equipment Safety

Safety Checks

•All hockey sticks checked for cracks, splinters, or damage before use
•Balls appropriate firmness for age group - softer balls for beginners
•Goals stable and properly secured to prevent tipping
•Bibs clean and in good condition for clear team identification

Risk Management

Key Risks

•Stick contact during competitive play
•Ball strikes to head or body
•Collisions during game situations
•Slips and falls on grass surface
•Overexertion during extended game play

Risk Mitigation

•Mandatory shin pads for all competitive gameplay
•Recommended gum shields for full-contact hockey
•Clear rules about stick height and safe play
•Adequate spacing between playing areas
•Regular hydration breaks during extended activity
•Progressive skill building before competitive games

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all playing areas
•Monitor stick handling technique and safety compliance
•Watch for signs of fatigue or overexertion
•Ensure fair play and adherence to safety rules

Emergency Procedures

Stop play immediately for any safety concerns, assess situation, provide appropriate first aid if qualified, contact emergency services if required, and ensure other students are supervised safely