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Lesson 4 - Attacking Partnerships

Foundational Skills

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Year 7

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Hockey

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Big Question

How can creative partnership play unlock defensive systems in hockey?

Learning Objectives

Develop attacking skills through effective partnership play
Demonstrate creative attacking moves using passing and dribbling combinations
Make effective decisions about when to pass, dribble or shoot in attacking situations

Key Outcomes

Students will work effectively with a partner to create attacking opportunities
Students will keep the ball close, move at pace with head up, and make intelligent decisions
Students will demonstrate creativity in attack through varied passing and dribbling techniques

Equipment & Resources Required

Hockey sticks

1 per student (30)

Check all sticks for damage before lesson, ensure correct height (hip to waist height)

Alternative: Quick sticks, unihoc sticks for beginners or SEND students

Hockey balls

1 per student + 10 spares (40 total)

Distribute balls around perimeter of playing area for quick access

Alternative: Soft foam balls for safety, tennis balls for beginners, weighted balls for advanced students

Coloured Bibs

3 sets of different colours (10 per colour)

Organise by colour before lesson: one colour for 'death eaters', two different colours for 'Harry, Ron, Hermione', remaining for team games

Alternative: Coloured bands, team jerseys

Cones

60 small cones/spots

Use to mark grid boundaries, practice areas, and pitch zones. Pre-set main grids before students arrive

Alternative: Marker spots, dome cones

Small Goal

6 small goals

Position at ends of Battleships grids, ensure stable and safe positioning

Alternative: Cone goals (2 cones 1.5m apart), bench goals, floor targets

Stopwatch

For timing Battleships 10-second rounds

Alternative: Smartphone timer, whistle for time signals

Key Vocabulary

Partnership play

Working effectively with a teammate through communication, positioning and coordinated movements to create attacking opportunities

Indian dribbling

Moving the ball from left to right across the body using both sides of the stick in a fluid zigzag motion

Reverse stick

Using the back of the stick (non-hitting side) to control or move the ball, typically when the ball is on your left side

Creative play

Using imagination, skill and deception to beat opponents through unexpected movements, disguised passes or changes of direction

Decision making

Choosing the right option at the right time based on reading the game situation, defender position and partner availability

Using width

Spreading out across the playing area to stretch the defence and create gaps to exploit

Jockeying

A defensive technique where the defender moves backwards while staying between the attacker and goal, waiting for the right moment to tackle

Communication

Talking to teammates to coordinate play, call for passes, or direct movement using clear, concise verbal and non-verbal signals

Skill Progression Pathway

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

Prior Learning

Basic dribbling techniques (straight, loose and Indian dribbling)
Fundamental passing and receiving skills
Understanding of attacking and defending roles
Basic spatial awareness and movement patterns

Current Skills

Advanced dribbling including reverse stick technique
Partnership play and communication in attacking situations
Decision making under pressure from defenders
Creative attacking movements to beat opponents
Using width and pace to stretch defensive systems

Next Steps

3v2 and 4v3 attacking scenarios with numerical advantage
Small-sided game tactics and team attacking patterns
Positional play and role-specific attacking movements
Transition from defence to attack at speed

Milestone Indicators

Students consistently make eye contact with partners before passing

Students can execute reverse stick under pressure

Students demonstrate at least two different ways to beat a defender

Students communicate verbally during attacking plays

Students can explain their decision-making process after an attacking phase

Key Teaching Points

Ball control fundamentals: Keep the ball close enough that you could stamp on it at any moment - this allows quick reactions and direction changes
Indian dribble technique: Smooth stick rotation from left to right across body, keeping ball within half-metre width, rhythm is key: 'left-right-left-right'
Reverse stick positioning: Left hand stays at top, right hand rotates stick 180 degrees, use back of stick when ball is on left side of body
Partnership communication: Constant verbal communication ('Name!', 'Pass!', 'Man on!') combined with non-verbal signals creates effective coordination
Using width in attack: Spreading out (3-4 metres apart) forces defender to make difficult choices about who to mark, creating exploitable gaps
Attacking with pace: Moving decisively at speed doesn't give defenders time to set up, but pace must be controlled enough to maintain ball contact
Decision-making principles: Base decisions on defender position, partner availability, and distance to goal - no single right answer but choices should be justified
Defensive jockeying: Low athletic stance, small backward steps, staying goal-side, patience to wait for right moment rather than desperate lunging
Head up awareness: Practice skill until it becomes automatic enough to lift eyes and scan surroundings between touches - 'trust your stick'
Competitive sportsmanship: Excellence in competition includes respecting opponents, accepting results gracefully, and celebrating both individual and team achievements

Common Misconceptions

Misconception: 'Indian dribble should be wide to beat defenders.' Reality: Indian dribble should be tight and controlled - width comes from body position and partner spacing, not dribbling amplitude. Wide dribbling loses control.
Misconception: 'Always pass to your partner in 2v1 situations.' Reality: Decision depends on defender position and partner availability. Sometimes dribbling past defender is better choice. Develop decision-making, not rigid rules.
Misconception: 'Reverse stick is only for advanced players.' Reality: Reverse stick is essential for all levels when ball is on left side. It feels awkward initially but is fundamental skill, not advanced trick.
Misconception: 'Moving at pace means sprinting as fast as possible.' Reality: Pace means purposeful, controlled speed that maintains ball control. Sprinting without control loses possession. Speed must match skill level.
Misconception: 'The attacker who gets to the ball first in Battleships always wins.' Reality: Getting to ball first provides advantage but doesn't guarantee success. Good defending, smart decisions and skill execution still matter. Speed is one factor, not the only factor.
Misconception: 'Looking down at the ball shows good concentration.' Reality: Looking down constantly prevents seeing teammates, opponents, and space. Players must learn to 'feel' the ball with stick while scanning environment visually.
Misconception: 'Good defenders always tackle aggressively and quickly.' Reality: Best defenders show patience, jockeying to force attackers into poor positions before choosing the right moment to challenge. Desperate lunging is poor defending.
Misconception: 'Partnership play means doing everything together.' Reality: Effective partnership involves creating space by separating, communicating constantly, and making complementary movements - sometimes together, sometimes apart strategically.

SEN Adaptations

ADHD

Structure lesson with short, varied activities (no single activity longer than 8-10 minutes). Provide very clear, simple boundaries marked visually. Give frequent positive feedback and recognition for on-task behaviour. Offer movement breaks if needed (quick jog, jumping jacks). Use high-interest, fast-paced activities like Battleships to maintain engagement. Provide leadership roles (equipment manager, demonstration assistant) for positive focus. Clear, consistent expectations with visual reminders. Allow fidget tool during instruction time if helpful.

dyspraxia

Use larger, softer balls that move more slowly (foam balls). Increase spacing between cones in dribbling courses for more room for error. Reduce complexity of skills - master straight dribble before introducing Indian dribble. Allow extra practice time before adding pressure or competition. Pair with patient, encouraging partner. Use bright visual markers for courses and boundaries. Break down skills into smaller steps with more repetition. Celebrate effort and improvement rather than perfect execution. Consider adapted stick with better grip or lighter weight.

autism spectrum

Provide visual schedule showing lesson structure and timings before starting. Use clear, consistent routines for transitions between activities. Offer visual countdown timers for timed activities. Create quiet zone option if overstimulation occurs. Give advance warning before loud whistle signals. Provide concrete, specific instructions rather than open-ended. Allow processing time after instructions before starting. Pair with understanding, patient partner. Reduce unpredictability in games by explaining possible scenarios beforehand.

visual impairment

Use brightly coloured balls and bibs for maximum contrast. Provide verbal descriptions of all demonstrations and setups. Assign sighted buddy for spatial guidance during activities. Use audible balls (with bells inside) if available. Reduce playing area size for easier spatial management. Provide tactile boundary markers (rope along edges). Increase verbal communication requirements so student can track others by sound.

hearing impairment

Ensure student can see teacher's face for lip-reading during all instructions. Use visual demonstrations extensively - show don't just tell. Provide written/pictorial instructions on cards for complex activities. Use clear hand signals for start/stop rather than whistle only. Assign buddy to tap shoulder when whistle blown. Position student where they can see teacher and peers clearly. Use visual number cards for Battleships number calling.

physical disability

Offer wheelchair-friendly modified hockey using lighter equipment and wider goals. Allow seated dribbling practice with adapted rules. Reduce playing area size and distance requirements. Provide additional time for skill execution. Permit use of two hands on stick if one-handed grip not possible. Modify competitive games to non-contact versions. Assign supportive partner for adapted paired work. Consider role adaptations: scorekeeper, referee, number caller for full inclusion.

Cross-Curricular Links

English

Vocabulary development of technical hockey terms. Verbal communication for partnership coordination. Listening skills following complex multi-step instructions. Expressing tactical decisions and explaining reasoning during self-assessment. Peer coaching requiring clear explanations.

Maths

Counting points in Battleships scoring system (addition of 1 point + 3 points). Measuring distances for practice area setup using metres. Spatial geometry understanding through figure-8 patterns and grid layouts. Timing 10-second rounds developing time estimation skills. Angles of movement and passing trajectories.

Science

Forces and motion during ball control (force application affects ball speed and direction). Friction between stick and ball, and ball and surface. Cardiovascular system response to exercise observable through heart rate changes. Muscular system engagement during sprinting and directional changes. Physics of ball movement and momentum.

Geography

Directional language and spatial awareness (left, right, forward, behind). Mapping movement patterns around grid spaces. Understanding of boundaries and zones. Positional awareness using landmarks (goals, cones, teammates). Scale understanding in setting up practice areas.

PSHE

Teamwork and collaboration in partnership attacking play. Resilience when facing challenges or being beaten by defenders. Managing competitive emotions during Battleships. Sportsmanship when winning and losing. Leadership through number caller role and peer coaching. Communication skills development through verbal cues and non-verbal signals. Growth mindset when learning difficult new skills like reverse stick.

Teacher Guidance

Positioning

During warm-up: Stand at corner of grid for visibility of all students and quick intervention access. During skill development: Circulate actively between pairs, spending 20-30 seconds with each group for specific feedback. During 2v1 practice: Position centrally between practice areas to supervise all groups. During Battleships: Stand where all three grids visible, rotate focus between them every 30 seconds. During cool-down: Walk with students initially, then central position for stretching demonstration.

Observation Focus

Watch for: stick safety (height and swing), ball control quality (distance from stick, smoothness), spatial awareness (use of width and space), communication (verbal and non-verbal between partners), decision-making (appropriateness of choices to pass/dribble/shoot), defensive positioning (jockeying technique), competitive sportsmanship, and engagement levels (all students active and challenged appropriately).

Intervention Points

Intervene immediately if: unsafe stick work observed, dangerous tackling or body contact, bullying or poor sportsmanship, student showing signs of distress or overexertion, equipment failure or hazard developing, activity too easy or too difficult for group (modify), student disengaged or confused (provide individual support), excellent practice observed (stop and highlight for peer learning).

Demonstration Notes

Demonstrate all skills clearly before student practice: use exaggeration for key points (large stick rotation for Indian dribble), show slow-motion first then full-speed, demonstrate both correct technique AND common mistakes, use students for peer demonstration whenever possible to build confidence and provide varied models, freeze action at decision points to highlight tactical thinking, narrate your thinking during demonstrations ('I see my partner in space, so I choose to pass'), show that struggle and improvement are normal (model learning, not perfection).

Verbal Cues

•'Sticks low! Safety first!'
•'Ball close, head up!'
•'Communicate! Talk to your partner!'
•'Use the width! Spread out!'
•'Make a decision - commit!'
•'Brilliant partnership play [Name] and [Name]!'
•'Freeze! Watch this excellent technique!'
•'Reset - try again with what you just learned!'
•'Show me pace! Attack with purpose!'
•'Defenders - patience, wait for your moment!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 30m clear space for warm-up grid. Additional space for 4-5 practice areas (15m x 10m each) and 3 game grids (15m x 10m each). Indoor sports hall or outdoor hard surface area suitable. Minimum 2m clearance around all active areas.

Surface Check

Dry, even surface free from hazards, debris, or obstacles. Check for wet patches if outdoor. Ensure no trip hazards from equipment bags or clothing items. Verify adequate grip for quick directional changes and sprinting.

Equipment Safety

Safety Checks

•All hockey sticks checked before lesson for cracks, splinters, or damage to shaft or head
•Verify all sticks are right-handed as specified for consistency and safety
•Hockey balls inflated correctly and not damaged or cracked
•Cones free from sharp edges or cracks that could cause cuts
•Small goals stable and securely positioned, not able to tip over during impact
•Bibs clean and in good condition without rips that could cause entanglement

Risk Management

Key Risks

•Stick contact injuries - sticks swinging too high during play
•Collisions between students during high-intensity activities like Battleships
•Ball strikes to body, particularly face and head during competitive play
•Slips and falls during quick directional changes in dribbling
•Overexertion during extended competitive games
•Ankle injuries from awkward stepping during rapid movements

Risk Mitigation

•Clear stick safety rule established from start: sticks below waist height at all times
•Adequate spacing between practice areas and groups (minimum 2m) to prevent inter-group collisions
•Progressive skill building from controlled practice to competitive application
•10-second time limits in Battleships prevent overexertion and excessive competitive pressure
•Clear boundaries established and enforced in all activities
•Warm-up includes dynamic movements to prepare muscles for explosive actions
•Cool-down includes appropriate stretching to prevent muscle soreness and injury
•Teacher positioning allows visibility of all groups simultaneously
•Clear stop signals (whistle) that students respond to immediately

Supervision & Emergency Procedures

Supervision Points

•Position centrally during warm-up to observe all students for safe stick handling
•Circulate actively during skill development to monitor technique and intervene before unsafe practice develops
•During 2v1 and Battleships, position where all active areas are visible simultaneously
•Monitor competitive intensity - intervene if aggression or dangerous play emerges
•Watch for signs of fatigue that could lead to reduced control and injury risk
•Ensure rotation systems are functioning so no students over-exert
•Supervise equipment collection and return to prevent rushing and collisions
•Monitor high-activity areas like ball races for collision potential

Emergency Procedures

Whistle blown for immediate stop. All students freeze and put sticks safely on ground. Assess situation - if injury, send responsible student to alert first aider/office while teacher provides appropriate first aid and comfort. Other students move to safe area away from incident. Minor injuries (small bumps, light contact) managed with brief pause, check, and resume. More serious injuries follow school emergency procedures. Accident recorded in school system. Parents informed of any injuries requiring attention.