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Lesson 6 - Tournament Play and Officiating

Foundational Skills

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Year 7

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Hockey

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Big Question

How can we demonstrate leadership, fair play and respect through both playing and officiating competitive games?

Learning Objectives

Apply hockey skills effectively in competitive game contexts
Demonstrate leadership and fair play through officiating
Respect the rules of the game and decisions made by peers
Develop understanding of tournament structures and sportsmanship

Key Outcomes

Students will successfully participate in a mini hockey tournament, applying previously learned skills
Students will officiate games fairly and confidently, making decisive decisions
Students will demonstrate respect for rules, peers and the spirit of competition
Students will reflect on performance and identify areas for improvement

Equipment & Resources Required

Hockey sticks (right-handed) or quick sticks

1 per student (30)

Check all sticks for damage before use, ensure appropriate size for Year 7 students

Alternative: Unihoc sticks for indoor adaptation, foam sticks for beginners

Hockey balls

6-8 balls

Use softer balls if students not wearing full protective equipment

Alternative: Foam balls for safety, street hockey balls for hard surfaces

Coloured Bibs

5 sets of 6 (30 total in 5 colours)

Assign one colour per team for easy identification throughout tournament

Alternative: Coloured bands or pinnies

Goals

4 goals (2 per pitch)

Position securely, ensure no sharp edges or hazards

Alternative: Cones for goal posts (2m wide), bench turned on side

Shin Pads

1 per student (30)

Check all students wearing correctly under socks before games begin

Alternative: None - essential safety equipment

Gum Shield

1 per student (30) if using quick sticks

Ensure students store hygienically when not in use

Alternative: None - recommended safety equipment for stick sports

Whistles

2 (one per pitch)

Sanitize between users, teach proper whistle technique

Alternative: None - essential for officiating

Clipboards

2 sets

Prepare score sheets with team names and fixture list in advance

Alternative: Whiteboard, paper and pencils

Cones

22 cones

Mark clear boundaries, centre lines and 5-yard zones for free hits

Alternative: Spot markers, chalk lines

Key Vocabulary

Officiating

Controlling and managing a game as referee, making decisions on rule applications and maintaining fair play

Fair play

Playing and officiating with honesty, respect and integrity, following the spirit as well as the letter of the rules

Decision making

Making quick, accurate judgements as referee about rule infringements, free hits and game restarts

Tournament

Competitive event with multiple games where teams play against each other, often with league tables or knockout formats

Sportsmanship

Showing respect for opponents, teammates and officials, demonstrating grace in both victory and defeat

Leadership

Taking responsibility and guiding others, making decisions that benefit the team and upholding standards of fair play

Free hit

Restart of play awarded after an infringement, taken from where the offence occurred with opponents 5 yards away

Tactics

Strategic decisions made during games about positioning, passing patterns and team formation to gain advantage

Skill Progression Pathway

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

Prior Learning

Push passing and receiving techniques
Dribbling with close control in different patterns
Basic positional play and defensive marking
Understanding of fundamental hockey rules
Experience with small-sided games

Current Skills

Applying skills under competitive pressure
Making tactical decisions during gameplay
Understanding and applying rules as an official
Demonstrating leadership and communication
Managing emotions in competitive situations

Next Steps

Advanced tactical formations and strategies
Specialised positional roles and responsibilities
Complex officiating scenarios and conflict resolution
Tournament preparation and performance analysis
Developing coaching and mentoring skills

Milestone Indicators

Students can maintain skill quality under pressure

Students make confident, decisive officiating decisions

Students demonstrate consistent respect for rules and peers

Students can articulate tactical understanding

Students show resilience when facing challenges

Key Teaching Points

Emphasise equal importance of playing AND officiating - both are valuable skills and both require excellence
Model and insist upon respect for peer referees' decisions - this is non-negotiable and crucial life skill
Maintain high energy and enthusiasm throughout 60-minute lesson - your energy directly impacts student engagement
Balance competitive intensity with safety and sportsmanship - winning matters but not at expense of values
Provide specific, genuine feedback rather than generic praise - students need to know exactly what they did well
Celebrate diverse achievements - officiating, sportsmanship, improvement, leadership, not just winning or high skill
Use tournament format to assess unit learning - can students apply skills under pressure in authentic contexts?

Common Misconceptions

MISCONCEPTION: 'The only important part is playing - refereeing is boring.' CORRECTION: Emphasise that officiating develops leadership, decision-making, rule understanding and is a legitimate sporting pathway. Make refereeing roles valued and important throughout.
MISCONCEPTION: 'If I argue with the referee, they might change their decision.' CORRECTION: Clearly establish that referee decisions are final and arguing is disrespectful. Model accepting decisions gracefully and insist all students do same.
MISCONCEPTION: 'Skills that worked in practice will automatically work in games.' CORRECTION: Explicitly teach that applying skills under competitive pressure is different - requires mental strength, decision-making under fatigue, adapting to opposition.
MISCONCEPTION: 'Winning the tournament is what matters most.' CORRECTION: Reframe success to include skill development, teamwork, officiating quality, sportsmanship - these matter equally or more than results.
MISCONCEPTION: 'Push passing is the same as hitting the ball hard.' CORRECTION: Continually reinforce distinction - push pass has hands apart, controlled follow-through, blade stays low. Hitting involves stick raise and is not permitted in this format.
MISCONCEPTION: 'All contact with the ball using feet must stop play.' CORRECTION: Clarify crucial distinction between accidental (play continues) and deliberate (free hit awarded) feet contact. Demonstrate examples clearly.
MISCONCEPTION: 'As referee, I should avoid making decisions because I might be wrong.' CORRECTION: Teach that decisive decision-making is more important than perfect accuracy - referees must be confident even if occasionally incorrect.

SEN Adaptations

ADHD

Keep activity changes frequent - tournament format with short games suits this well; provide very clear boundaries - visual pitch markings essential; give specific roles and responsibilities rather than unstructured time; use active supervision - frequent check-ins, feedback, redirections; allow brief movement breaks if needed between games; harness competitive energy positively; use referee role strategically - highly engaging and requires focused attention; provide fidget tool if standing waiting causing difficulty; celebrate and channel high energy levels as asset during fast-paced tournament; break instructions into small chunks rather than long explanations.

dyspraxia

Allow additional practice time with equipment before tournament begins; provide larger, lighter ball for easier control; reduce pitch size to decrease coordination demands; allow extra thinking time for tactical decisions - don't rush; pair with supportive teammate who will include and encourage; focus on effort and improvement rather than absolute skill level; provide clear, repeated demonstrations of techniques; allow student to observe one game round before participating if coordination anxiety present; consider goalkeeper position where movements more contained; celebrate decision-making and officiating skills where motor coordination less crucial; provide verbal cues as reminders ('hands apart on stick', 'small touches').

autism spectrum

Provide visual schedule showing lesson structure and timing of activities; warn in advance about transitions ('in 2 minutes we'll stop and change activity'); designate calm zone where student can retreat briefly if overwhelmed by noise/activity; provide clear, concrete rules rather than abstract concepts; use consistent language and signals throughout; allow student to have familiar peer buddy for support; consider noise-cancelling headphones during loud parts if sensory issues present; offer specific role (e.g., 'you are a defender') rather than free-flowing position; provide praise and feedback in specific terms ('you made 5 accurate passes') rather than vague ('good job').

visual impairment

Use brightly coloured bibs for high contrast team identification; use audible ball (ball with bell inside) if available; assign sighted peer buddy for guidance during games; provide detailed verbal descriptions during demonstrations and rule explanations; allow visually impaired student to be positioned closer to action when refereeing or have co-referee who can describe play; use high-contrast cones to mark pitch boundaries clearly; ensure good lighting conditions for outdoor play.

hearing impairment

Ensure student can see your face clearly during all instructions (face them directly, good lighting, no obstructions); use visual demonstrations for all activities - show don't just tell; provide written rule sheets or visual rule cards with diagrams; use hand signals for key referee decisions that student can learn to recognise; assign communication buddy who can use agreed signs or gestures; ensure student positioned where they can see activity clearly when refereeing; use visual scorecards for recording results; consider vibrating device or visual signal (raised flag) instead of whistle if student is refereeing.

physical disability

WHEELCHAIR USERS: Adapt pitch size and layout for wheelchair access; allow wheelchair hockey stick (shorter with modified handle) if available; modify rules: perhaps allowing two-touch control or longer time with ball; assign specific zone on pitch where wheelchair user positioned (goalkeeper, defender) reducing need for whole-pitch coverage; ensure smooth, flat playing surface. MOBILITY DIFFICULTIES: Reduce pitch size for less running distance; allow walking rather than running; assign specific position (defender or goalkeeper) limiting movement requirements; provide additional rest periods between games; consider non-playing roles with high value: head referee, scorekeeper, tactical advisor.

Cross-Curricular Links

English

Verbal communication skills during team discussions and when officiating; giving and receiving constructive feedback; vocabulary development (technical hockey and officiating terminology); listening skills during instructions and peer ideas; articulating tactical analysis and reflection; persuasive language when leading or organising teams

Maths

Calculating tournament points totals and league table standings; measuring 5-yard distance for free hit retreats; timing games using seconds and minutes; analysing statistics (goals scored, passes completed, games won/lost); understanding fractions (half-time, quarters of pitch); working with coordinates for pitch positioning

Science

Understanding cardiovascular system response to exercise (heart rate, breathing rate changes during tournament); muscle function during different movements (contracting, extending); forces in hockey (friction between ball and surface, force required for different length passes); energy systems and fatigue during extended tournament play; reaction time in officiating decisions

Computing

If using digital scorecards or tablets: data entry skills, using apps for recording results; logical thinking in tactical game planning; algorithm thinking (if-then decisions in refereeing: if player uses back of stick, then award free hit); pattern recognition in identifying successful tactics

Geography

Spatial awareness on pitch; understanding directions and angles; mapping movement patterns during games; recognising positional zones (defensive third, attacking third); distance awareness for passing and positioning; understanding boundaries and territories in competitive games

PSHE

Teamwork and cooperation within teams; managing emotions during competitive situations; developing leadership skills through captaincy and officiating; resilience when facing challenges or setbacks; respect for others including opponents and officials; fair play and integrity in sport; self-awareness through honest self-assessment; conflict resolution when disagreements arise

Teacher Guidance

Positioning

Position yourself centrally between both tournament pitches where you can observe both games simultaneously. Avoid becoming engrossed in one game - maintain overview of all activity. Move along the central zone between pitches, giving you clear sightlines to both playing areas. During whole-group instruction, position centrally where all students can see and hear clearly. During team activities, circulate between teams but maintain awareness of entire class.

Observation Focus

PRIMARY SAFETY FOCUS: Monitor continuously for raised sticks (immediate intervention required), excessive physical contact, and signs of overexertion or distress. SKILL APPLICATION: Observe whether skills taught across unit being applied in tournament games - passing technique, dribbling control, positioning. OFFICIATING QUALITY: Note decision-making confidence, consistency, communication clarity, positioning of referees. SPORTSMANSHIP: Watch for respect toward referees, encouragement of teammates, grace in victory/defeat. ENGAGEMENT: Identify any students disengaging or struggling to participate effectively - may need support or modified role.

Intervention Points

IMMEDIATE INTERVENTION required for: raised sticks, dangerous play, disrespect toward referees, any safety concerns. SUPPORTIVE INTERVENTION for: referees appearing uncertain (quick encouragement/guidance but don't undermine their authority), students visibly distressed or upset, teams struggling with tactical organisation. TEACHING INTERVENTION during natural breaks: technique corrections, tactical suggestions, reinforcing positive examples observed. AVOID OVER-INTERVENING: Allow games to flow, let referees make decisions independently, let teams work through challenges before stepping in.

Demonstration Notes

WARM-UP: Exaggerate dynamic movements for clear visibility; model encouraging communication. SKILLS: Demonstrate both correct and (briefly) incorrect technique for clarity. Break down complex movements into stages. Use confident, skilled students as additional demonstrators. OFFICIATING: Demonstrate decisive whistle use, clear hand signals, confident body language of good referee. Show positioning - where to stand for best view of play. STRETCHING: Hold stretch positions with class, counting out loud. Show proper alignment and breathing. Throughout lesson, maintain high energy and enthusiasm to keep students engaged across 60-minute lesson.

Verbal Cues

•'Sticks low!' - frequent reminder throughout tournament
•'Respect the referee's decision' - if any questioning of officials
•'Find space!' - tactical reminder when teams clustering
•'Support your teammate!' - encouraging movement off the ball
•'Excellent sportsmanship!' - when observed, reinforce publicly
•'Decisive whistle, ref!' - encouraging confident officiating
•'Control then pass' - if students rushing technique under pressure
•'That's quality hockey!' - celebrating good skill application

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 50m x 30m space required for two tournament pitches side-by-side (each pitch approximately 25m x 15m) with 5m buffer between pitches and adequate run-off space around perimeters. Indoor sports hall or outdoor grass/astroturf surface suitable. Additional space required at sides for team gathering areas, equipment storage and first aid station.

Surface Check

Before lesson: Inspect entire playing area for hazards - wet patches (indoors), divots or holes (outdoors), debris, or obstacles. Playing surface must be even and provide adequate grip. If outdoor grass pitch, ensure not too muddy (increases injury risk) or too dry/hard (impact injuries). Mark any unavoidable hazards clearly with cones.

Equipment Safety

Safety Checks

•Check every hockey stick before use: no cracks, splinters or sharp edges; handle grips secure; appropriate size for Year 7 students
•Inspect balls: correctly inflated/weighted, no visible damage or deformation
•Verify goals are stable and secure - cannot tip forward if leaned on
•Ensure all cones have no sharp points or broken edges
•Check shin pads: sufficient protective padding, secure straps, worn correctly under socks
•Verify gum shields clean and fitted properly if using quick sticks
•Test whistles functional; sanitize between different referee users

Risk Management

Key Risks

•Stick-related injuries: being hit by raised stick, stick colliding with another player
•Ball strikes: being hit by hard hockey ball, particularly to head or face
•Collision injuries: players running into each other during competitive games
•Slips, trips and falls: particularly during quick direction changes or when fatigued
•Overexertion: excessive fatigue during tournament format with multiple games
•Hand/finger injuries: from stick impacts or ball strikes to hands
•Lower leg injuries: if shin pads not worn or worn incorrectly

Risk Mitigation

•Mandatory protective equipment: all students must wear shin pads; gum shields required if using quick sticks
•Strict enforcement: 'sticks stay below knee height' rule throughout all activities and games
•Clear pitch boundaries: preventing over-running into walls, fences or other hazards
•Adequate spacing between two tournament pitches: preventing cross-game collisions
•Progressive intensity: warm-up and skill development before competitive tournament
•Safety briefing before tournament: reinforce low stick rule, controlled play expectations
•Active supervision: teacher positioned where both games visible; immediate intervention for unsafe play
•Built-in rest periods: teams rotate through refereeing, providing recovery time
•Clear stop signal: loud whistle or voice command that instantly stops all play if needed
•Water breaks between games: maintaining hydration and preventing overexertion

Supervision & Emergency Procedures

Supervision Points

•Position yourself centrally between both pitches where both games simultaneously visible
•Circulate between pitches but maintain overview - don't become engrossed in one game only
•Monitor for raised sticks constantly - immediate intervention required
•Watch for increasing competitiveness leading to unsafe play - intervene early
•Observe fatigue levels particularly in later tournament rounds
•Check referee positioning doesn't put them at risk of being hit by balls
•Ensure students with pre-existing conditions or injuries not overexerting
•Monitor emotional temperature - competitive pressure causing distress for any students

Emergency Procedures

STOP: Loud whistle and voice command 'STOP!' freezes all activity immediately. ASSESS: Approach injured student calmly, assess injury severity. ASSIST: Provide appropriate first aid following school protocols; send responsible student to summon additional help if needed; do not move student if serious injury suspected; maintain supervision of other students while attending to injured student. AFTERMATH: Complete accident report form; inform relevant staff and parents/carers; review incident to identify any safety procedure improvements needed.