Stick Mastery & Game Basics
•Year 7
•Lacrosse
•Check all sticks have secure netting and no broken parts before distribution
Alternative: If insufficient sticks, students can share and rotate activities
Distribute around perimeter of working area for quick access
Alternative: Tennis balls for students with coordination difficulties or visual impairments (brighter colour)
Use for boundaries, activity stations, and skill development zones
Alternative: Spots, domes, or markers
Check tails are securely attached but release easily for safety
Alternative: Bands or scarves tucked into waistbands
Space evenly for Rob the Nest activity
Alternative: Marked circles with cones or chalk
The technique of picking up a ball from the ground using the lacrosse stick by sliding the head under the ball
The rocking motion used to keep the ball secure in the stick's pocket whilst moving
The proper way to hold and transport the stick with the head near shoulder level and stick across the body
The netted area of the lacrosse stick head where the ball sits
The specific method or way of performing a skill correctly and efficiently
Maintaining stability and control of your body position during movement
The ability to use different parts of the body together smoothly and efficiently
Performing movements with exactness and accuracy
Understanding where pupils are coming from and where they're going
Using technical vocabulary correctly when providing peer feedback (oracy). Following complex multi-step instructions (listening). Explaining techniques to partners (speaking). Using evaluative language when assessing performance (language).
Counting successful scoops and creating personal targets (numeracy). Measuring distances for relay activities and cone placement (measurement). Estimating and timing activities (time). Calculating team scores in Rob the Nest (addition). Understanding angles of approach when scooping rolling balls (geometry).
Understanding forces when scooping - pushing through ball creates upward force (forces). Friction between ball and ground affects rolling speed (forces and motion). Muscles used during squatting - quadriceps, gluteals (human body). Heart rate increasing during activity and decreasing during cool-down (circulatory system). Balance and centre of gravity during low squat position (physics).
Spatial awareness and understanding personal space (space). Navigating around defined areas and boundaries (map skills). Understanding directions and positions - beside, behind, across, through (positional language).
Teamwork and cooperation during partner and group activities (relationships). Resilience and persistence when techniques are challenging (wellbeing). Setting personal goals for improvement (personal development). Showing respect and sportsmanship during competitive games (relationships). Managing emotions during competition - staying positive when losing (wellbeing).
During demonstrations: central position where all students can see clearly. During individual practice: perimeter position (corner or edge) for full class visibility. During partner/group work: active circulation between pairs/groups. During games: central elevated position if possible to observe all groups simultaneously.
Watch for: correct hand grip width (shoulder-width apart not narrow), adequate squat depth (knees at 90 degrees, low centre of gravity), stick head reaching ground level during scoop, smooth sweeping motion not stabbing, stick head maintained at shoulder height during carry, spatial awareness and collision avoidance, safe stick handling throughout, engagement and effort from all students, students struggling who need additional support.
Intervene when: technique is unsafe (stick swinging at head height), poor technique is being repeatedly practiced (reinforcing errors), students using hands instead of stick to pick up balls, collisions occurring or near-misses, equipment is faulty or broken, students are off-task or disengaged, conflict arises between students, signs of distress or injury, rules are being ignored in games.
Always demonstrate in slow motion first showing each phase distinctly, then normal speed showing fluency. Use exaggerated movements for visibility (deeper squat, wider hand position, higher stick position than necessary). Verbalise what you're doing while demonstrating. Show common errors then correct technique for contrast. Demonstrate from multiple angles so all students see clearly. Select confident students to demonstrate when they show good technique. Use demonstrations throughout lesson not just at start. Demonstrate safe practices every time (stick carrying, equipment collection, spacing).
Large indoor hall (minimum 20m x 30m) or outdoor tarmac/playground area. Clear of obstacles, walls padded if indoors. Adequate space for 30 students to spread minimum 2 metres apart during individual practice. Additional space for relay and game activities requiring running. Clear boundaries marked with cones.
Before lesson: Check surface is dry, even and free from debris, stones or hazards. Indoor: ensure floor is non-slip and clean. Outdoor: check for puddles, uneven ground, or loose gravel. Ensure no trip hazards such as protruding equipment or unmarked level changes.
In case of injury: Use FREEZE command to stop all activity immediately. Assess injured student while maintaining supervision of class (position class where you can see them while attending to injury). Administer appropriate first aid. Send reliable student for additional adult support if needed. Complete accident report as per school policy. For serious injury: Call for emergency services, maintain care of injured student, ensure rest of class is safely supervised.
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