🏒

Lesson 5 - Positional Play & Formation

Foundational Skills

•

Year 7

•

Hockey

•

Big Question

How can we use intelligent positioning and width to break down defensive systems in hockey?

Learning Objectives

Play in a formation and develop skills in different positions
Evaluate peer performance using correct technical hockey language
Develop spatial awareness and use wings to stretch play effectively

Key Outcomes

Students will understand different playing positions and their tactical roles
Students will demonstrate improved spatial awareness through effective wing play
Students will provide constructive technical feedback using appropriate terminology
Students will adapt their play to numerical advantages and disadvantages

Equipment & Resources Required

Hockey sticks (right-handed) or quick sticks

1 per student (30)

Check all sticks are in good condition with no cracks or splinters. Right-handed sticks only for consistency. Arrange in stick racks at pitch side

Alternative: Unihoc sticks for indoor use, quick sticks for beginners

Hockey balls

7 balls minimum

If using quick sticks, use softer balls to reduce injury risk. Have spare balls around pitch perimeter

Alternative: Foam balls for less experienced groups, tennis balls for indoor use

Coloured Bibs

30 (multiple colours for teams and goalkeepers)

6 teams of different colours needed for rotation. Separate goalkeeper bibs (bright colour)

Alternative: Different coloured cones for team identification if bibs limited

Cones

40-50 cones

Use to mark wing channels (1.5m wide), pitch boundaries, goals and team zones. Bright colours for visibility

Alternative: Marker discs, painted lines

Goals

4-6 goals

Secure goals firmly to prevent tipping. Position goals at least 2m from walls/fences

Alternative: Cone goals (2m wide), target areas marked with cones

Shin Pads

30 pairs (1 per student)

Mandatory for hockey. Check correct fit - should cover shin from ankle to below knee

Alternative: Foam padding if shin pads unavailable

Gum Shield

30 (1 per student)

Strongly recommended for quick sticks. Students should bring own for hygiene. Have spare disposable ones available

Alternative: Mouthguards - individual fitted or boil-and-bite type

PE Equipment

Sets for 4-6 goalkeepers

Helmets mandatory for goalkeepers. Check equipment fits properly and is in good condition

Alternative: Basic: helmet and leg guards minimum. Full kit if available

Stopwatch

For timing rotations and game periods

Alternative: Smartphone timer, watch with timer function

Sun Markers

1 set

For showing formations and tactics during briefings

Alternative: Clipboard with formation diagrams, tablet with drawing app

Key Vocabulary

Formation

An organised team structure showing where players should position themselves on the pitch

Wing play

Using the wide areas of the pitch to stretch the opposition defence and create space centrally

Spatial awareness

Understanding where space is on the pitch, where teammates and opponents are positioned, and how to use this information tactically

Numerical advantage

Having more players than the opposition in a particular area or overall, creating attacking opportunities

Numerical disadvantage

Having fewer players than the opposition, requiring compact defending and tactical discipline

Crossing

Passing the ball from a wide position into the central attacking area for teammates to score

Technical language

Correct terminology used to describe hockey skills, tactics and techniques

Tactical awareness

Understanding team strategy, recognising game situations and making intelligent decisions

Channel

A marked area of the pitch, particularly the wing channels which are wide corridors down each side

Positional discipline

Maintaining your designated position and role within the team formation

Skill Progression Pathway

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

Prior Learning

Basic dribbling and ball control with hockey stick
Push pass technique and receiving skills
Understanding of basic hockey rules and safety
Experience playing small-sided hockey games
Basic awareness of attacking and defending concepts

Current Skills

Playing in organised formations with specific positions
Using width and wing play to stretch defences
Crossing from wide areas into central zones
Adapting play based on numerical situations
Using technical vocabulary to analyse performance

Next Steps

Advanced tactical formations (4-3-3, 4-4-2 etc.)
Positional rotations and fluid formations
Set piece tactics (penalty corners, free hits)
Advanced combination play and team strategies
Competitive match play with officiating responsibilities

Milestone Indicators

Maintains positional discipline for majority of game

Recognises when to use width without prompting

Uses at least 5 technical terms accurately in discussions

Adapts playing style when switching positions

Provides specific, actionable feedback to peers

Key Teaching Points

Stick safety is paramount - constant monitoring and reinforcement of low stick carry and push passes only
Spatial awareness is the foundation of positional play - consistently prompt students to scan and find space
Wing play creates width which stretches defences - this tactical concept should be reinforced throughout
Different positions have different responsibilities - help students understand their role within team structure
Technical vocabulary should be modelled by teacher and expected from students in all discussions
Numerical advantage must be exploited intelligently - having extra players only helps if used tactically
Communication is essential for effective positional play - constant encouragement to talk to teammates
Formations are dynamic not static - students should maintain shape while moving and adapting to game flow
Crossing from wing channels requires timing - both the cross and the run to receive must be coordinated
Defensive organisation when outnumbered requires compactness, communication and delaying tactics
Every position is equally valuable - celebrate defensive work and tactical play as much as goals
Adaptability across positions develops complete players - rotation is for learning not punishment

Common Misconceptions

Misconception: 'Defenders should stay still and guard the goal.' Reality: Defenders must be active, pressing, and starting attacks - modern hockey is dynamic. Correction: Show video clips or demonstrate active defending, highlighting when to press and when to hold position.
Misconception: 'Using the wings means just standing at the edge.' Reality: Wing play involves running into channels at the right time, crossing accurately, and then moving central. Correction: Demonstrate timing of wing runs and explain the full cycle - receive wide, cross inside, join attack centrally.
Misconception: 'The team with more players will always win.' Reality: Numerical advantage only works if used intelligently - poor organisation wastes the extra player. Correction: Show examples of where 6v4 attacking team failed due to poor spacing or decision-making. Discuss HOW to use extra players.
Misconception: 'Formation means everyone stays in their exact spot.' Reality: Formations provide structure but require fluid movement within that structure. Correction: Explain positional discipline (maintaining overall shape) vs rigid positioning (staying rooted to one spot). Demonstrate how to maintain formation while moving.
Misconception: 'Technical language is just fancy words teachers like.' Reality: Technical language allows precise communication and deeper tactical understanding. Correction: Show how saying 'create width' is faster and clearer than 'spread out to the sides to make the defence cover more space'. Precision improves performance.
Misconception: 'Crossing is just hitting the ball across the pitch.' Reality: Effective crossing requires timing, accuracy, weight of pass, and communication with receivers. Correction: Demonstrate poor crosses vs good crosses, highlighting: timing (when teammates are ready), accuracy (into danger zone not to goalkeeper), and communication (calling).
Misconception: 'If we lose when defending 4v6, we failed.' Reality: The learning is in HOW you defend, not whether you win - organisation and resilience are the goals. Correction: Celebrate successful defensive actions - interceptions, clearances, forced turnovers - even if team concedes goals. Emphasise process over outcome.

SEN Adaptations

ADHD

Short, varied activities maintaining engagement - lesson structure supports this. Clear boundaries and rules - visual and verbal. Regular movement breaks - high activity level helps. Immediate feedback - frequent positive reinforcement. Specific roles - clear position with defined tasks. Use of whistle/signals for attention. Break complex instructions into steps. Allow fidget tools during seated briefings if helpful. Channel energy into active roles - dragon, winger. Celebrate focus and effort explicitly.

dyspraxia

Larger, softer balls easier to control. Additional practice time for skills - stay behind or early arrival option. Break down skills into smaller steps with extra demonstration. Reduce complexity - simplify formations and positions initially. Extra time to process instructions. Use visual demonstrations alongside verbal. Coloured bibs/markers to identify own team clearly. Partner support during activities. Celebrate improvement and effort over outcome. Modified equipment - lighter, shorter sticks. Slower-paced activities initially, building up gradually.

autism spectrum

Consistent routine - same structure each lesson. Visual schedule showing lesson stages. Clear, concrete rules written down. Reduce sensory overload - allow breaks in quieter area if overwhelmed. Defined roles and responsibilities - clarity about position and expectations. Warning before transitions - '2 minutes until we change activity'. Social stories about teamwork and competition. Quiet zone available if needed. Concrete language - avoid idioms and abstract concepts. Positive reinforcement for engagement and cooperation.

visual impairment

Use brightly coloured balls (neon yellow/orange) for maximum contrast. Verbal descriptions of all visual demonstrations - describe formations and positioning in detail. Buddy system - pair with sighted partner for guidance. Use audible cues - teacher voice positioning helps orientation. High contrast cones for wing channel markers. Reduce pitch size for easier navigation. Allow closer positioning during demonstrations. Use tactile methods - feel the stick position, feel teammate's positioning.

hearing impairment

Visual demonstrations essential - show everything, don't just explain. Use clear hand signals for common instructions (stop, play, well done). Written instructions on whiteboard for complex rules. Face student when speaking for lip-reading. Position near teacher during briefings. Buddy system - hearing partner can relay verbal instructions. Visual whistle alternatives - use raised flag or light system for stop signals. Ensure student can see all visual cues (wing channels marked clearly).

physical disability

Wheelchair hockey adaptation - seated play, modified stick handling, potentially larger goals. Reduce pitch size for limited mobility. Modified equipment - lighter sticks, softer balls. Assign position that suits mobility (goalkeeper or zonal defender). Buddy support - partner assistance for movement. Walking pace option - allow walking instead of running. Modified rules - additional time on ball, no tackling rule applied more broadly. Celebrate different types of contribution - tactical thinking valued equally to physical skill.

Cross-Curricular Links

English

Technical vocabulary development - formation, spatial awareness, tactical awareness, numerical advantage. Verbal communication - giving instructions, providing feedback. Listening skills - following complex instructions, responding to coaching. Evaluative language - peer assessment using descriptive and analytical terms.

Maths

Spatial geometry - angles of passing, trajectories of crosses, geometric formations (triangles in positioning). Measurement - distances for wing channels (1.5m), pitch dimensions. Statistics - tracking goals scored, pass completion, save percentages. Numerical concepts - 6v4 games reinforce greater than/less than, numerical advantage calculations.

Science

Forces - power in push passes, friction between ball and surface, air resistance. Human body - cardiovascular system response to exercise (heart rate elevation and recovery), muscular system (different muscle groups for different positions), energy systems. Physics - momentum, acceleration, deceleration during gameplay.

Geography

Spatial awareness - mapping pitch areas, understanding positional zones. Directions - left/right wing, forward/backward positioning. Scale - understanding pitch dimensions relative to standard hockey pitch. Environmental awareness - outdoor vs indoor playing surfaces.

ICT

Video analysis possibilities - recording games for tactical review. Data tracking - statistics from games (goals, passes, time in possession). Digital diagrams - formations and tactics using apps/software. Research - investigating professional hockey formations and positions.

PSHE

Teamwork and cooperation - essential for positional play and formations. Resilience - especially when defending with numerical disadvantage. Leadership - organising teammates, providing feedback. Communication skills - tactical discussions, peer assessment. Self-awareness - recognising strengths in different positions. Respect and sportsmanship - competitive games with fair play. Emotional regulation - managing competitive pressure.

Teacher Guidance

Positioning

During warm-up: central position with view of all teams and dragon zone. During skill introduction: close to whiteboard/diagram with students in semi-circle maximum 5m away. During Wing Game: circulate between six games, positioning centrally to see multiple pitches. During 6v4 games: active movement between three games, never static, ensuring all games receive equal attention. During cool-down: seated or crouched at student level for more intimate, calm atmosphere.

Observation Focus

Technical: stick control, dribbling quality, passing accuracy, crossing technique. Tactical: use of width, positional discipline, spatial awareness, response to numerical situations. Safety: stick height, controlled play, protective equipment worn correctly. Engagement: participation levels, communication, teamwork. Assessment: Head (understanding), Hands (skills), Heart (attitude and teamwork).

Intervention Points

Intervene immediately: dangerous stick use, protective equipment missing/incorrect, unsafe collisions, overly aggressive play. Intervene promptly: students not understanding activity, significant skill errors being reinforced, tactical misunderstanding limiting learning, exclusion or negative interactions between students. Coach during play: positive reinforcement of good practice, tactical prompts, reminders of key teaching points. Scheduled stops: highlight excellent practice, address common errors, reinforce learning points.

Demonstration Notes

All demonstrations: exaggerate movements for clarity, use commentary as you demonstrate ('Watch as I...'). Stick control: slow motion first, then full speed. Wing play: physical demonstration more effective than verbal. Tactical concepts: use students to create scenarios rather than solo demonstration. Crossing: demonstrate both the cross and the run to receive it. Defensive shape: use cones or students to show compact formation. Always show from multiple angles if possible. Invite confident students to assist with demonstrations - more engaging and allows you to provide commentary.

Verbal Cues

•'Sticks low!' - frequent reminder about stick height safety
•'Use the wings!' - tactical prompt for width
•'Great spatial awareness!' - reinforcement of key concept
•'Talk to your teammates!' - encourage communication
•'Brilliant crossing!' - specific positive reinforcement
•'Stay in your position!' - remind about positional discipline
•'What's the smart decision here?' - promote tactical thinking
•'Compact defending!' - tactical cue for defending teams
•'Use your extra player!' - prompt for numerical advantage situation
•'FREEZE!' - emergency stop command for safety or teaching point

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum playing area: 3 small-sided pitches (each 25m x 15m) plus warm-up zone. Total space required approximately 60m x 30m. Indoor sports hall suitable. Outdoor astroturf or playground with marked lines. Adequate run-off space (minimum 2m) beyond goals and boundaries.

Surface Check

Even, non-slip surface essential - check for wet patches, debris, uneven areas before lesson. Outdoor: check for gravel, holes, standing water. Indoor: check for equipment left from previous lesson. Mark hazards with cones and avoid. If using grass, ensure recently mown and not waterlogged.

Equipment Safety

Safety Checks

•Hockey sticks: Check for cracks, splinters, or damage before distribution. Right-handed sticks only for consistency and safety. Appropriate length for Year 7 (typically 34-36 inches). Replace damaged sticks immediately.
•Balls: Check condition - no cracks or excessive wear. Softer balls recommended for less experienced groups. Ensure adequate ball pressure if using hollow balls.
•Goals: Securely anchored or weighted to prevent tipping. No sharp edges or protrusions. Minimum 2m from walls, fences, or obstacles. Check stability before each use.
•Cones: No sharp edges or broken pieces. Bright colours for visibility. Stable and unlikely to cause trips.
•Shin pads: Mandatory for all students. Check correct fit - should cover from ankle to below knee. Hard outer shell with foam padding inside.
•Gum shields: Strongly recommended (mandatory for quick sticks). Individual fitted or boil-and-bite type. Hygiene - students should have own, spares available.

Risk Management

Key Risks

•Ball strikes to body/head - risk of injury especially without gum shields
•Stick strikes - raised sticks can cause facial/head injuries
•Collisions between students - high-speed games increase risk
•Tripping over sticks left on ground
•Goal tipping if not properly secured
•Slips and falls especially on wet surfaces or during rapid direction changes
•Overexertion in competitive games - particularly in hot weather

Risk Mitigation

•Mandatory protective equipment: shin pads for all, gum shields strongly recommended
•Strict stick height rules: Push passes only, sticks below waist height except when receiving high balls (rare in this lesson)
•Clear boundaries marked and enforced - adequate spacing between multiple games
•Progressive intensity - warm-up before high-intensity games
•Adequate spacing between pitches (minimum 3m) to prevent cross-pitch interference
•FREEZE command established early and reinforced - immediate stop when called
•Regular breaks and hydration opportunities especially in warm weather
•Goals checked for stability and positioned away from walls/fences
•Sticks collected and stored safely when not in use - not left on ground in playing areas
•Graduated challenge - skills practiced before full game application
•Clear rules about safe play communicated before each activity and reinforced during

Supervision & Emergency Procedures

Supervision Points

•Position centrally when multiple games running to see all playing areas
•Active circulation during games - don't remain static
•Monitor stick height constantly - highest injury risk
•Watch for signs of fatigue or overexertion (flushed faces, hands on knees, reduced engagement)
•Position with back to wall/fence so all students visible
•Particular attention to goal areas where congestion and collisions more likely
•Monitor competitive intensity - intervene if becoming overly aggressive
•Check protective equipment is worn correctly throughout - students may adjust or remove shin pads

Emergency Procedures

FREEZE command for immediate stop. Assess injury severity: minor (comfort and continue), moderate (first aid and rest), serious (first aid and medical support). First aid kit accessible at pitch side. Know location of nearest first aider. Incident reporting procedures as per school policy. If serious head injury: do not move student, call for medical support immediately. Emergency contact information for all students available. Clear route for emergency service access if needed.