Lesson 5 - Tactical Positioning & Formations
Team Strategy & Skills Integration
•Year 6
•Hockey
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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
Check all sticks for damage before use, ensure appropriate size for students
Alternative: Quick sticks for younger or less experienced students
Use softer balls to reduce impact risk, especially for indoor play
Alternative: Tennis balls for skill development, foam balls for beginners
Use to mark gates, boundaries, and wing channels
Alternative: Marker spots or poly spots
Set up multiple small goals for practice games
Alternative: Cones as goal posts, benches as targets
Ensure clear team identification for tactical play
Alternative: Coloured cones to identify teams
Mandatory for competitive gameplay, check for proper fit
Alternative: Thick socks as basic protection
Recommended for full-contact hockey play
Alternative: Soft mouthguards
Key Vocabulary
The arrangement of players on the pitch in specific positions
Attacking down the sides of the pitch to stretch the defence
Having more players than the opposition in a particular area
Running beyond a teammate who has the ball to create a passing option
Running inside and behind a teammate to provide a passing option
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
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