Foundational Skills
•Year 7
•Hockey
•Check all sticks for damage before lesson, ensure correct height (hip to waist height)
Alternative: Quick sticks, unihoc sticks for beginners or SEND students
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
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
Use to mark grid boundaries, practice areas, and pitch zones. Pre-set main grids before students arrive
Alternative: Marker spots, dome cones
Position at ends of Battleships grids, ensure stable and safe positioning
Alternative: Cone goals (2 cones 1.5m apart), bench goals, floor targets
For timing Battleships 10-second rounds
Alternative: Smartphone timer, whistle for time signals
Working effectively with a teammate through communication, positioning and coordinated movements to create attacking opportunities
Moving the ball from left to right across the body using both sides of the stick in a fluid zigzag motion
Using the back of the stick (non-hitting side) to control or move the ball, typically when the ball is on your left side
Using imagination, skill and deception to beat opponents through unexpected movements, disguised passes or changes of direction
Choosing the right option at the right time based on reading the game situation, defender position and partner availability
Spreading out across the playing area to stretch the defence and create gaps to exploit
A defensive technique where the defender moves backwards while staying between the attacker and goal, waiting for the right moment to tackle
Talking to teammates to coordinate play, call for passes, or direct movement using clear, concise verbal and non-verbal signals
Understanding where pupils are coming from and where they're going
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.
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.
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.
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.
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.
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.
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).
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).
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).
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.
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.
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.
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