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Lesson 1 - Scooping and Carrying

Stick Mastery & Game Basics

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Year 7

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Lacrosse

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Big Question

How can mastering the scoop and carry transform your lacrosse game?

Learning Objectives

Develop the ability to scoop a ball from the ground using correct technique
Demonstrate safe and effective ball carrying using proper stick positioning
Show agility, balance, coordination and precision in lacrosse movements

Key Outcomes

Students will successfully scoop a stationary and rolling ball using appropriate technique
Students will carry the ball with the stick in the correct position whilst moving
Students will evaluate peers using technical lacrosse vocabulary

Equipment & Resources Required

Lacrosse sticks

1 per student (30)

Check all sticks have secure netting and no broken parts before distribution

Alternative: If insufficient sticks, students can share and rotate activities

Lacrosse Balls

1 per student (30)

Distribute around perimeter of working area for quick access

Alternative: Tennis balls for students with coordination difficulties or visual impairments (brighter colour)

Cones

55 (various sizes)

Use for boundaries, activity stations, and skill development zones

Alternative: Spots, domes, or markers

Bibs

8-10

Check tails are securely attached but release easily for safety

Alternative: Bands or scarves tucked into waistbands

Hoops

5.5 large hoops

Space evenly for Rob the Nest activity

Alternative: Marked circles with cones or chalk

Key Vocabulary

Scoop

The technique of picking up a ball from the ground using the lacrosse stick by sliding the head under the ball

Cradle

The rocking motion used to keep the ball secure in the stick's pocket whilst moving

Carry position

The proper way to hold and transport the stick with the head near shoulder level and stick across the body

Pocket

The netted area of the lacrosse stick head where the ball sits

Technique

The specific method or way of performing a skill correctly and efficiently

Balance

Maintaining stability and control of your body position during movement

Coordination

The ability to use different parts of the body together smoothly and efficiently

Precision

Performing movements with exactness and accuracy

Skill Progression Pathway

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

Prior Learning

Basic hand-eye coordination from previous ball games
Understanding of personal space and movement awareness
Experience following multi-step instructions

Current Skills

Scooping technique with correct body positioning
Proper grip and stick handling fundamentals
Carrying position with stick control
Basic cradling motion

Next Steps

Passing techniques (rolling and air passes)
Catching balls from different heights and speeds
Applying scooping and carrying in competitive game situations
Developing dodging skills whilst maintaining possession

Milestone Indicators

Student can scoop a rolling ball 4 out of 5 attempts

Stick head remains near shoulder during movement

Smooth transition from scoop to carry position

Can identify technique points when observing others

Key Teaching Points

Hand positioning is crucial: hands must be shoulder-width apart on the stick for control and power - this is the foundation of all lacrosse stick skills
The scoop is all about getting LOW: emphasise deep squat with knees bent at 90 degrees, bottom down, getting body weight over the ball - height is the most common error
Stick head must reach the ground: the stick head should be touching or within 1-2cm of the ground surface to slide under the ball effectively
Step beside the ball: the foot on the same side as the top hand should step right next to the ball (within 10-15cm) before squatting to scoop
Scoop THROUGH the ball: use a sweeping motion pushing through and under the ball, not a stabbing or stopping motion - continuous movement brings ball into pocket
Carry position protects possession: stick head at shoulder height keeps the ball away from opponents and maintains control - emphasise this throughout
Eyes up during movement: students must look where they're going, not down at their stick or ball, to maintain spatial awareness and avoid collisions
Technique before speed: constantly reinforce that controlled, correct technique is more important than rushing - quality over speed especially in early learning

Common Misconceptions

Misconception: 'I need to stab down at the ball to scoop it.' Correction: 'Scooping is a smooth sweeping motion - slide your stick head along the ground and scoop UNDER and THROUGH the ball, like you're scooping ice cream.'
Misconception: 'My hands can be anywhere on the stick.' Correction: 'Hand position is crucial! Hands must be wide apart - about shoulder-width. Narrow hands give you no control or power.'
Misconception: 'I can scoop while standing upright.' Correction: 'You must SQUAT low - bend those knees deeply and get your body over the ball. Standing tall makes scooping nearly impossible.'
Misconception: 'It's okay to pick the ball up with my hands if the scoop doesn't work.' Correction: 'In lacrosse, we must use the stick for everything except the goalkeeper. If your scoop fails, try again with your stick - that's how you improve!'
Misconception: 'The stick can be at any height when carrying.' Correction: 'Stick head must stay at shoulder height. If it drops to your waist, opponents can easily knock the ball out. High stick = protected ball.'
Misconception: 'Cradling means shaking the stick violently.' Correction: 'Cradling is a gentle, controlled rocking motion using your wrists. Smooth and rhythmic, not wild and jerky - the ball should stay secure in the pocket.'
Misconception: 'Going faster means I'm better.' Correction: 'Speed without control means you'll lose the ball. Master the technique slowly first, then gradually increase speed while maintaining quality. Controlled skill beats wild speed every time.'

SEN Adaptations

ADHD

Keep activities short and varied (maximum 3-4 minutes before change). Provide frequent specific feedback and praise. Clear, concise instructions with maximum 3 steps at a time. Allow movement breaks between activities. Position near teacher during instructions for focus support. Use their name before giving individual instructions. Provide fidget-friendly waiting times (gentle jogging on spot). Set short-term achievable targets. High energy activities earlier in lesson.

dyspraxia

Break down scooping technique into smaller steps practiced separately. Use larger equipment initially (bigger ball, shorter stick). Provide more practice time for each skill. Reduce speed requirements - walking pace acceptable throughout. Minimise complexity - one technique at a time, not alternatives simultaneously. Use multi-sensory teaching - verbal, visual and physical guidance. Allow over-learning (more repetitions) before progression. Partner with patient supportive peer. Celebrate small incremental improvements. Provide proprioceptive activities in warm-up for body awareness.

autism spectrum

Provide visual schedule showing lesson structure and timings. Use consistent verbal cues repeated identically each time. Minimise sensory overload - reduce background noise if possible, allow sensory breaks if needed. Clearly defined personal space marked with spot or hoop. Prepare for transitions with countdown warnings ('2 minutes until we change activity'). Allow same partner throughout if changes cause anxiety. Provide quiet zone option if overwhelmed. Use concrete language avoiding idioms. Demonstrate multiple times if needed.

visual impairment

Use brightly coloured balls (yellow or orange) for high visibility. Provide verbal descriptions of all demonstrations with detailed spatial language. Partner with sighted peer for guided practice. Use tactile markers (textured cones) for boundaries. Reduce working area size for easier navigation. Provide additional physical guidance for hand positioning on stick. Allow closer proximity to demonstrations.

hearing impairment

Ensure student can see teacher's face clearly for lip-reading during all instructions. Use visual demonstrations extensively with exaggerated movements. Provide written/pictorial instruction cards showing technique phases. Use visual signals for stop/start/change (flags, lights, hand signals) not just verbal commands. Partner with peer who can use basic sign language or clear gestures. Position at front during demonstrations. Check understanding with thumbs up/down.

physical disability

Modify scooping to seated position if needed - ball rolled directly to student to scoop from chair. Reduce stick length if standard size is unmanageable. Use larger, lighter balls if lacrosse balls too heavy or hard. Allow use of two hands on stick in closer grip if needed for control. Reduce distances significantly in all activities. Provide additional rest breaks. Allow walking pace throughout. Consider buddy support for equipment collection. Adapt relay to wheelchair-accessible format.

Cross-Curricular Links

English

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).

Maths

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).

Science

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).

Geography

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).

PSHE

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).

Teacher Guidance

Positioning

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.

Observation Focus

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.

Intervention Points

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.

Demonstration Notes

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).

Verbal Cues

•'Hands WIDE apart on your stick!'
•'Get LOW - really bend those knees!'
•'Stick to the GROUND!'
•'SCOOP through the ball, don't stab at it!'
•'Stick head HIGH by your shoulder!'
•'Soft hands, gentle cradle!'
•'Eyes UP, not down at your stick!'
•'Find SPACE - spread out!'
•'Control your stick - no swinging!'
•'Step beside the ball before you scoop!'

Safety Considerations

Space & Surface Requirements

Space Requirements

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.

Surface Check

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.

Equipment Safety

Safety Checks

•Check all lacrosse sticks before lesson: netting secure with no tears or loose strings that could catch fingers
•Inspect stick handles for splinters, cracks or sharp edges
•Ensure balls are in good condition (not cracked or damaged)
•Verify cones have no sharp edges and are appropriate height (low profile to prevent trips)
•Check hoops are stable and undamaged
•Tails securely attached but designed to release under pressure

Risk Management

Key Risks

•Stick collisions - sticks swinging and hitting other students
•Ball strikes - lacrosse balls are hard and can cause injury if thrown or hit wildly
•Collisions between students during dynamic activities particularly Cat and Mouse and Rob the Nest
•Trips and falls during running activities or over equipment (cones, hoops, sticks on ground)
•Overexertion or fatigue particularly in competitive relay and game activities
•Finger injuries from catching fingers in stick netting

Risk Mitigation

•Establish clear 'FREEZE' command at lesson start - all students must stop immediately when called
•Teach and reinforce safe stick carrying: head controlled, close to body, no swinging
•Ensure minimum 2-metre spacing during individual practice activities
•Demonstrate safe techniques before student practice every time
•Monitor central area in Rob the Nest for collision risk - enforce one person scooping at a time if needed
•Progressive skill building - stationary before moving, walking before running, individual before competitive
•Clear boundaries for all activities to contain movement and prevent collisions with walls or other groups
•Regular water breaks if needed, monitor for signs of overexertion
•Adequate rest between high-intensity activities
•Appropriate student-to-teacher ratio for supervision (maximum 30:1)
•Emergency procedures in place and known to teacher

Supervision & Emergency Procedures

Supervision Points

•Position yourself at corner or edge of space to see all students simultaneously during individual practice
•Circulate actively during partner and group work to monitor technique and safety
•During games and relays, position centrally to observe all groups
•Maintain visual contact with all students at all times
•Monitor high-activity areas particularly central hoop in Rob the Nest
•Watch for students who appear fatigued, unwell or struggling
•Listen for equipment issues (breaking sticks, etc.) and address immediately

Emergency Procedures

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.