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Lesson 3 - Jab Tackling and Shielding

Foundational Skills

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Year 7

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Hockey

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Big Question

How can you use your body and stick position to protect possession and win the ball back safely?

Learning Objectives

Perform a jab tackle safely and with correct timing
Shield the ball effectively from defenders using body position
Apply different hockey skills tactically in game situations

Key Outcomes

Students will demonstrate safe jab tackle technique with appropriate timing
Students will use shielding to maintain possession under pressure
Students will make tactical decisions about when to pass, dribble or shield

Equipment & Resources Required

Hockey sticks

1 per student (30)

Check sticks for damage before lesson, ensure appropriate height for students

Alternative: Quick sticks for beginners, foam sticks for SEND students

Hockey balls

1 per student + 6 spares

Inflate correctly, check for cracks or damage

Alternative: Soft foam balls for less confident students, tennis balls for skill practice

Coloured Bibs

15 (3 sets of 5 different colours)

Use to identify sharks, defenders, and team members

Alternative: Coloured bands, pinnies

Cones

40-50 mixed sizes

Use tall cones for boundaries, flat markers for individual stations

Alternative: Markers, spots, rope for boundaries

Small Goal

Position securely, ensure stable base

Alternative: Cone goals (2 cones 2m apart), bench goals, marked areas on wall

Whistles

Clear, sharp whistle for stopping play quickly

Alternative: Voice commands, visual signals

Key Vocabulary

Jab tackle

A defensive technique where the left foot steps forward and the stick jabs forward with the left hand to dislodge the ball from an opponent

Shielding

Protecting the ball from a defender by positioning your body between the ball and the opponent whilst maintaining control

Intercept

Gaining possession by reading a pass and moving to collect the ball before the intended receiver

Tactical awareness

Understanding when to use different skills based on the game situation and opponent positions

Zone defending

Staying in a designated area of the pitch to provide defensive coverage and prevent opponents advancing

Game pressure

The challenge of performing skills accurately and making good decisions when opponents are applying defensive pressure

Timing

Choosing the precise moment to execute a skill, particularly important for tackling when ball runs away from opponent's stick

Skill Progression Pathway

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

Prior Learning

Basic dribbling with control using both sides of stick
Push passing technique with accuracy
Understanding of possession and space in hockey

Current Skills

Jab tackle technique with safety focus
Shielding ball using body position
Timing defensive movements
Applying skills under game pressure

Next Steps

Block tackling technique
Advanced shielding in 1v1 situations
Defensive positioning and marking
Transitioning from defence to attack

Milestone Indicators

Can identify correct moment to jab tackle (when ball runs away from opponent's stick)

Maintains low body position when shielding

Makes quick decisions under pressure

Shows improvement in defensive awareness

Key Teaching Points

Jab tackle technique: LEFT foot forward, LEFT hand extends stick, jab at BALL not stick/body, timing when ball runs away from opponent's stick control
Shielding: Body low and side-on to defender, ball on far side of body away from opponent, stick protecting ball, maintain control while shielding
Safety is paramount: Sticks below waist at ALL times, controlled movements, intercept ball not tackle player, respect space of others
Tactical awareness: When to pass (teammate in space), when to dribble (space ahead), when to shield (defender close), read the game situation
Communication: Call names before passing, encourage teammates, tactical discussions, verbal cues during games
Timing: Jab tackle requires perfect timing when ball loose, passing timing to lead receiver, shooting when opportunity appears
Progressive challenge: Master technique in practice before applying under game pressure, build from simple to complex situations

Common Misconceptions

Misconception: 'Jab tackle means swinging my stick hard at the ball' - Correction: It's a controlled, timed JAB forward when ball is loose, not a swing
Misconception: 'Shielding means stopping and standing still' - Correction: Shielding is active - keep moving while keeping body between ball and defender
Misconception: 'I use my right foot for jab tackle because I'm right-handed' - Correction: ALL jab tackles use LEFT foot forward regardless of handedness due to stick design
Misconception: 'Tackling means getting the ball by any means' - Correction: Tackling must be SAFE and controlled - no hitting, no body contact, timing is essential
Misconception: 'The best player should keep the ball and try to score alone' - Correction: Hockey is a team sport - passing and teamwork are more effective than individual play
Misconception: 'Defenders should rush forward to get the ball quickly' - Correction: Defenders need to position intelligently, anticipate passes, and time challenges - not just rush in

SEN Adaptations

ADHD

Short activity bursts with frequent changes (lesson already structured this way). Clear, concise instructions - one at a time. Visual reminders of rules posted. Regular positive feedback for on-task behaviour. Allow movement breaks between activities. Use high-energy activities to channel energy. Clear start and stop signals. Proximity and redirection as needed. Assign active roles (equipment monitor, caller in Battleships).

dyspraxia

Larger, softer equipment easier to control. Break skills down into smaller steps. Extra practice time for coordination activities. Reduce speed initially then progress. Simplified movement patterns. Visual and verbal cues combined. Buddy support for complex activities. Celebrate effort and improvement not perfection. Allow extra time for equipment handling. Focus on one skill element at a time.

autism spectrum

Provide visual schedule of lesson sections at start. Clear routines for transitions between activities. Quiet zone available if sensory overload. Advance warning of changes. Consistent language and signals. Reduce unpredictability where possible. Allow processing time after instructions. Social stories about teamwork and competition. Clearly defined boundaries and rules.

visual impairment

Use brightly coloured balls and cones with high contrast. Provide verbal descriptions of all demonstrations. Assign sighted buddy for guidance. Use audible balls or bells attached to equipment. Reduce playing area size. Provide tactile demonstration of jab tackle technique. Clear verbal cues throughout activities.

hearing impairment

Visual demonstrations essential - exaggerate movements. Use visual signals for start/stop (flag, hand signals). Provide written/pictorial instructions. Ensure student can see your face when speaking (lip reading). Assign buddy to tap shoulder when instructions given. Use vibrating timer instead of whistle. Position at front for clear line of sight.

physical disability

Modify jab tackle to seated version using upper body rotation. Use lighter equipment - foam sticks, soft balls. Reduce court sizes and distances. Provide chair or support for balance activities. Adapted stick grips if needed. Allow wheelchair users to 'shield' using chair position. One-handed techniques where appropriate. Focus on tactical understanding if physical execution limited.

Cross-Curricular Links

English

Oracy skills during tactical discussions and reflection. Listening to instructions and demonstrations. Using technical vocabulary correctly. Explaining tactics to teammates. Giving and receiving feedback using clear language. Following multi-step verbal instructions.

Maths

Counting points and scores in competitive games. Measuring distances for court setup. Angles of passing - acute vs obtuse passes. Timing in seconds for Battleships. Dividing class into equal groups calculating team sizes. Spatial awareness of grid dimensions.

Science

Cardiovascular response to exercise - heart rate increasing during games. Muscular systems engaged in running, striking and tackling. Forces applied when passing ball - push force. Friction between ball and surface affecting control. Energy expenditure during high-intensity activities. Recovery during cool-down - body systems returning to baseline.

Design & Technology

Problem-solving when tactics not working in games. Evaluating what worked and what didn't. Adapting and improving strategies based on evaluation. Understanding cause and effect in tactical decisions. Iterative improvement process in Run the Gauntlet discussions.

Geography

Spatial awareness and positioning on court grids. Directions - forward, backward, left, right during movements. Zones and boundaries representing areas and regions. Creating mental maps of playing areas. Orienteering skills when navigating through zones in Run the Gauntlet.

PSHE

Teamwork and cooperation in all game activities. Resilience when skills don't work first time. Managing competitive emotions in Battleships. Leadership during tactical discussions. Communication skills throughout lesson. Respect for opponents and teammates. Honesty in self-assessment. Celebrating others' achievements.

Teacher Guidance

Positioning

Stand at corner or edge of playing area where you can see all groups/courts simultaneously. During demonstration, position centrally with students in semi-circle. When circulating, follow figure-8 pattern to observe all areas regularly. Never turn your back to the class for extended periods.

Observation Focus

Primary focus: stick height and jab tackle safety. Secondary focus: technique quality of jab tackle (left foot, timing), shielding body position, passing accuracy. Tertiary focus: tactical awareness, communication, teamwork. Use the 'Look for:' points provided in each activity step to guide your observations.

Intervention Points

Intervene immediately for safety violations (stick above waist, dangerous tackling). Intervene quickly for technique errors that could become ingrained (wrong foot in jab tackle, poor shielding position). Intervene supportively when students frustrated or struggling. Allow productive struggle when students problem-solving tactics. Celebrate excellent technique and sportsmanship publicly.

Demonstration Notes

Always demonstrate in slow motion first, then normal speed, then slow motion again for all new skills. Use clear verbal commentary during demonstrations explaining what you're doing. Position students so all can see from appropriate angle (side-on for jab tackle). Use competent student demonstrators when appropriate with clear safety guidelines. Exaggerate key teaching points visually (e.g., very obvious left foot step). Demonstrate both correct technique and common mistakes for comparison.

Verbal Cues

•'Sticks down!' - Immediate response to sticks above waist
•'LEFT foot, LEFT hand!' - Reminder for jab tackle technique
•'Shield it!' - Prompt when students under defensive pressure
•'TIME!' - Awareness of timing in jab tackle execution
•'Spread wide!' - Tactical prompt when students bunching
•'Support!' - Reminder to move off ball and create passing options
•'Brilliant timing!' - Positive reinforcement of good technique
•'Show me ready position!' - Check for attentiveness and understanding

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 40m for full class activities. Multiple grids and courts needed simultaneously requiring large space. Indoor sports hall or outdoor hockey pitch suitable.

Surface Check

Dry, even surface essential for safety with hockey balls and sticks. Check for holes, debris, wet patches. Artificial turf or hard court ideal. Grass must be short and even.

Equipment Safety

Safety Checks

•Check all hockey sticks for cracks, splinters or damage before lesson
•Ensure sticks appropriate height for students (waist to hip height)
•All sticks must be right-handed for this age group - check orientation
•Hockey balls correctly inflated and undamaged - no cracks
•Goals secured with stable bases - cannot tip over
•Cones checked for sharp edges or damage
•Bibs clean and in good condition without rips

Risk Management

Key Risks

•Stick strikes to body or head if raised above waist
•Ball strikes causing bruising or injury
•Collisions between students running at speed
•Trips over sticks left on ground
•Aggressive tackling leading to falls or contact injuries
•Fatigue leading to reduced control and increased accidents

Risk Mitigation

•Clear 'sticks below waist' rule enforced throughout with zero tolerance
•Adequate spacing between courts and activities (minimum 3-4m)
•Jab tackle taught with strong safety emphasis - ball not body/stick
•Intercept only rule in Run the Gauntlet prevents aggressive tackling
•10-second time limit in Battleships prevents over-exertion
•Regular hydration breaks built into transitions
•Progressive skill building ensuring students ready before game application
•Clear boundaries marked preventing collisions with walls or obstacles

Supervision & Emergency Procedures

Supervision Points

•Position at edge of activity with visibility of all students and courts
•Circulate during longer activities monitoring technique and safety
•Particularly monitor Sharks activity for safe jab tackle technique
•Watch Battleships closely for sprint collision risks
•Listen for language of instructions ensuring clarity on safety rules
•Scan continuously for sticks raised above waist height
•Monitor students showing signs of fatigue and reduce intensity if needed

Emergency Procedures

Whistle stops all play immediately. All students freeze on whistle. Assess situation and provide appropriate first aid or support. Trained first aider contacted if needed. Incident recorded following school policy. Parents informed of any injuries. Lesson modified or stopped if safety cannot be maintained.