Lesson 5 - Shooting from Left and Right
Stick Mastery & Game Basics
•Year 7
•Lacrosse
•Start Planning Better PE Lessons
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How can mastering both-sided shooting transform you into an unpredictable attacking threat?
Learning Objectives
- Develop accurate shooting technique from both left and right sides
- Demonstrate agility, balance, coordination and precision in shooting movements
- Evaluate peers' shooting technique using correct technical language
- Display sporting values including fair play and encouragement during competitive activities
Key Outcomes
- Students will be able to execute shots from both dominant and non-dominant sides with improving accuracy
- Students will understand tactical advantages of being able to shoot from either side
- Students will provide constructive technical feedback to peers using appropriate lacrosse terminology
- Students will demonstrate resilience and sportsmanship in game situations with numerical advantages/disadvantages
Equipment & Resources Required
Check all stick pockets are properly strung and secure before lesson begins
Alternative: Mini lacrosse sticks for students with reduced strength or coordination difficulties
Keep spares in bag near each goal area for quick replacement
Alternative: Softer rubber balls or tennis balls for students with fear of impact
Goals should be 1.8m wide for shooting practice; use cones 1.8m apart if no goals available
Alternative: Benches turned on side, spaces between markers on walls
Mark circles approximately 2.5m radius around each goal before students arrive
Alternative: Rope circles, hula hoops, or cone circles to mark goal creases
Use different colours to mark different practice areas - helps with organisation and student independence
Alternative: Marker discs, spot markers
Prepare team sets before lesson for quick game transitions
Alternative: Coloured bands, wristbands, or team identification cards
Establish clear whistle signals at start of lesson
Alternative: Voice commands, hand signals for hearing-impaired students
Use for demonstrating tactics, recording scores, and showing technical points
Alternative: Large paper and markers, pre-prepared visual aids
Key Vocabulary
Propelling the ball from the stick pocket towards goal with power and accuracy
Body position before shooting - feet shoulder-width apart, knees slightly bent, weight balanced
Hand placement on stick - dominant hand at top, non-dominant lower down the shaft for control and power
Continuation of shooting motion after ball release, with stick pointing towards target
Deceptive movement to mislead the defender about intended direction of travel
Evasive movement to beat a defender and create space for a shot
Circular area around goal (marked with chalk) where no players except goalkeeper may enter
Boundary line behind the goal - ball going over this line results in possession restart
Method of recommencing play after ball goes out or a foul occurs
Situation where one team has more players than the opposition (e.g., 6v4)
Defensive proximity and intensity applied to an attacking player to limit their options
Defensive footwork moving backwards whilst maintaining position between attacker and goal
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic cradling technique with control
- Catching and passing with accuracy
- Understanding of dodging movements
- Awareness of spatial positioning on field
Current Skills
- Shooting technique from both left and right sides
- Shooting under progressive defensive pressure
- Behind-goal shooting and positioning
- Creating shooting opportunities through footwork
- Using technical language to evaluate performance
Next Steps
- Advanced shooting techniques including bounce shots and quick releases
- Shooting whilst moving at speed
- Reading defensive positioning to select best shooting angle
- Team shooting patterns and offensive strategies
Milestone Indicators
Key Teaching Points
- Shooting technique foundation: Athletic stance (feet shoulder-width, knees bent, balanced), proper grip (hands shoulder-width apart on stick), complete follow through (stick pointing at target) - these three points are non-negotiable for accuracy and power
- Both-sided shooting advantage: Being able to shoot from left and right makes attackers unpredictable and gives defenders more to think about - explicitly explain the tactical 'why' not just the 'how'
- Progression of pressure: Master technique without pressure first, then add time pressure, then passive defence, finally active defence - do not skip stages or overwhelm students
- Creating shooting space: Effective dodging requires convincing feints (head and shoulder movements), explosive direction changes, and quick shooting decisions - these skills work together
- Goal crease safety: Repeatedly emphasise and enforce no entry to crease circles - this is both a rules compliance and safety issue
- Peer assessment quality: Model and require specific technical language feedback - not 'good job' but 'your stance was excellent with bent knees and balanced weight' - this develops analytical thinking
- Numerical advantage/disadvantage tactics: When attacking with more players, spread wide to create space; when defending with fewer players, stay compact and protect goal area - make tactical principles explicit
Common Misconceptions
- Misconception: 'Shooting harder always means more goals' - Reality: Accuracy and placement matter more than power alone; teach controlled shooting with proper technique before adding power
- Misconception: 'I should only shoot from my strong side in games because it's more likely to score' - Reality: Being predictable makes you easier to defend; developing both sides makes you a more complete player
- Misconception: 'The follow through doesn't matter once the ball has left the stick' - Reality: Follow through determines accuracy because it shows commitment to target line; incomplete follow through correlates with missed shots
- Misconception: 'When defending I should chase the player with the ball wherever they go' - Reality: Good defending is about positioning between attacker and goal, staying balanced, and forcing them where you want them to go (weak side)
- Misconception: 'Peer assessment means finding faults and telling people what they did wrong' - Reality: Quality assessment identifies strengths AND areas for development, using specific technical language, framed constructively
- Misconception: 'If I miss lots of shots I'm failing at lacrosse' - Reality: Learning requires mistakes; improvement comes from analysing what went wrong, adjusting, and trying again - resilience and growth mindset are essential
SEN Adaptations
ADHD
- Short activity bursts with frequent changes - lesson structure supports this well. Clear boundaries marked visibly with cones for all activities. Regular specific feedback: 'Great follow through just then!' Movement breaks built into lesson structure. Active roles throughout - minimal waiting/queuing time. Visual and verbal instructions combined. Specific roles in games providing focus: 'You're the shooter - position here.' Fidget tools available if needed during seated cool-down. Positive behaviour recognition: catch them doing well frequently.
dyspraxia
- Larger equipment initially: bigger stick pockets for easier ball control, larger balls, bigger goal targets. Reduced complexity: break skills into smaller steps, slower demonstrations, additional practice time. Extra practice on coordination elements: simplified cradling before adding shooting, master static shooting before adding movement. Visual guides: footprint markers showing stance position, cones showing movement pathways. Peer support: patient partner for pair work. Reduce speed requirements: extended time limits, focus on technique over speed. Celebrate effort and improvement over absolute performance. Additional verbal cues throughout: 'Now grip here... now set your feet... now shoot!'
autism spectrum
- Clear visual schedule showing lesson sequence posted at start. Predictable routine with advance warning before transitions ('In 2 minutes we will move to...'). Visual aids showing technique breakdown with numbered steps. Quiet zone available if sensory overload occurs (sit out with teacher/TA support nearby). Peer buddy for social support. Clear explicit rules repeated regularly. Reduced sensory input option: play with softer balls, less crowded stations. Praise sensory-friendly: verbal positive feedback rather than loud celebrations. Allow processing time after questions.
visual impairment
- Use brightly coloured balls (yellow, orange) for higher visibility. Verbal descriptions of all demonstrations with step-by-step talk-through. Buddy system with sighted partner for spatial orientation and activity setup. Use audible goals (bells attached) so shooting target can be heard. Reduce shooting distances for confidence. Clear verbal cues for all transitions. Tactile markers (textured cones) for goal boundaries and crease circles.
hearing impairment
- Visual demonstrations with exaggerated clear technique - student positioned directly facing teacher. Written instruction cards available at stations showing activity requirements. Hand signals established for key commands (start, stop, rotate, well done). Peer buddy to tap shoulder when teacher speaks to group. Visual timer showing time remaining for activities. Ensure face visible when speaking for lip-reading. Whiteboard with activity sequence displayed throughout lesson.
physical disability
- Adapted equipment: shorter/lighter lacrosse sticks if needed, softer balls for easier catching, seated shooting positions if standing difficult. Modified rules: extended time limits (count to 6 not 4), reduced distances for shooting (10m instead of 20m), allow additional steps before shooting. Wheelchair users: adapted cradling position, focus on upper body shooting technique, peer assistance for ball retrieval. Reduced playing area size in games for easier movement. Role modifications: could be referee, scorekeeper, tactical advisor if full participation too challenging.
Cross-Curricular Links
English
Oracy skills: verbal explanations of rules, techniques, and tactics. Listening skills: following multi-step instructions for activities. Technical vocabulary development: learning and using specialist lacrosse terminology (stance, grip, follow through, feint, dodge, crease, etc.). Providing structured feedback: one strength + one area for improvement format. Asking questions for clarification. Persuasive language when encouraging teammates.
Maths
Counting successful shots and tracking accuracy percentages (e.g., 6 goals from 10 shots = 60% accuracy rate). Measuring distances for shooting practice (20m markers). Angles of shooting approach especially behind-goal shooting (acute vs obtuse angles). Time measurement during time-pressure activities (counting to four seconds). Spatial awareness and geometry in positioning during games. Data handling: recording class shooting statistics and comparing results.
Science
Forces in action: analysing force application during shooting - grip strength, arm extension force, follow through momentum. Trajectory science: understanding arc of ball flight based on release angle and power. Body systems: recognising increased heart rate, breathing rate, and muscle fatigue during activity. Levers in the body: arms and stick acting as levers to generate shooting power. Newton's laws: force and motion demonstrated in ball release and flight. Energy transfer from body through stick to ball.
Computing
If using video analysis: recording shooting technique on tablets and reviewing for technical points. Data collection and presentation: recording shooting accuracy scores. Algorithmic thinking: following step-by-step technique sequences (scoop, cradle, set, shoot). Logical reasoning: analysing tactical decisions in games - if-then thinking (if defender closes down right side, then dodge left).
Geography
Directional language: left, right, forward, backward, behind. Spatial awareness and field positioning. Mapping movement patterns during games (where space appears, traffic flow). Reading space and terrain (goal area as restricted zone like protected land area). Cardinal directions if outdoor field is oriented to compass points.
PSHE
Teamwork and cooperation: working effectively in pairs and small groups during shooting drills. Communication skills: providing constructive feedback using appropriate language. Resilience: persisting with challenging weak-side shooting despite difficulty. Managing emotions: dealing with missed shots, mistakes, or competitive pressure positively. Leadership: some students taking coaching roles with peers. Fair play and sporting values: respecting opponents, following rules, encouraging others. Self-awareness: honest self-assessment of strengths and areas for development. Goal-setting: identifying areas to improve for future lessons.
Teacher Guidance
Positioning
During multi-station shooting practice: Position centrally where all 6-8 stations are visible, rotate actively to each station spending 30-45 seconds providing feedback before moving to next. During demonstrations: Ensure all students have clear sight lines, position side-on when showing technique so body mechanics are visible. During game phases: If two games running simultaneously, position centrally between fields to monitor both; if single game, position at side near centre line for maximum field visibility. During cool-down: At front of gathered group for clear demonstration of stretches.
Observation Focus
Shooting technique: Watch for athletic stance (bent knees, balanced weight), proper grip (hands shoulder-width apart on stick), complete follow through (stick pointing at target). Control and safety: Monitor spacing between students and groups, watch for goal crease violations, check for any contact occurring during defence. Tactical understanding: During games, observe whether students with numerical advantage spread out and use space, whether defending teams stay compact and communicate. Sporting behaviour: Look for encouragement, fair play, positive responses to mistakes, respectful interactions. Differentiation needs: Identify students struggling or excelling for real-time adjustments.
Intervention Points
Technique breakdown: If student's shooting technique deteriorates (no follow through, poor stance), immediate individual coaching with demonstration. Safety violations: Instant stop for any contact, crease entry, or dangerous stick use - address immediately, reinforce rule, resume. Over-competitive behaviour: Pause activity, reset expectations for sporting values, consequence if needed. Student disengagement: Quickly identify cause (too difficult, too easy, social issue) and intervene with differentiation, role change, or supportive conversation. Widespread confusion: If multiple students unclear about activity requirements, stop entire class, re-demonstrate, check understanding before resuming. Equipment issues: Immediate equipment swap if damaged or unsafe items identified.
Demonstration Notes
Always demonstrate at appropriate speed first time - real game speed shows authentic application. Then show slow-motion version highlighting technical points. Use side-on positioning so body mechanics are visible to all students. For complex skills (behind-goal shooting, dodging), break down into parts: 1) starting position, 2) movement path, 3) shooting position, 4) complete sequence. Verbal commentary during demonstration reinforces key points: 'Notice I'm...' 'Watch my feet here...' 'See how my stick follows through...' Use student demonstrations throughout lesson to showcase good technique - builds confidence and gives students ownership. Exaggerate key technical points for visibility (deep knee bend, high follow through). After demonstration, always check understanding: 'Who can tell me the three technical points they saw?'
Verbal Cues
- •'Soft touches!' - when cradling needs more control
- •'Find space!' - when students bunching in games
- •'Set your feet!' - reminder for shooting stance before release
- •'Follow through - point where you want it!' - shooting accuracy reminder
- •'Stay outside the circle!' - goal crease rule enforcement
- •'Quick decision!' - when time pressure should prompt faster shooting
- •'Use your advantage!' - when team with 6 players not exploiting numbers
- •'Stay compact!' - when defending team with 4 players spreading too wide
- •'Both sides!' - reminder to practice weak side shooting
- •'Great sporting values!' - recognising positive behaviour
- •'Technical language!' - prompting peer assessment quality
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 40m x 30m outdoor space or large sports hall (minimum 35m x 25m indoor space). Multiple practice stations require adequate spacing - minimum 10m between stations to prevent ball crossover between activities. For 6v4 games, two playing areas of approximately 30m x 20m each if running simultaneously, or one area with rotation system. Clear space behind goals (minimum 3m) for back-line restart rule and behind-goal shooting practice.
Surface Check
Dry, even surface free from hazards, holes, or standing water. Outdoor: check grass/artificial turf for hidden obstacles, uneven patches, or wet slippery areas - delay lesson if surface unsafe. Indoor: check sports hall floor is clean, dry, and clear of dust or moisture that could cause slips. Ensure goal crease circles are marked clearly and visibly on surface for safety compliance.
Equipment Safety
Safety Checks
- •Check all lacrosse stick pockets are properly strung and secure before lesson - loose pockets risk ball release during cradling/shooting
- •Inspect sticks for damage including cracks, splinters, or sharp edges - remove damaged equipment immediately
- •Check lacrosse balls are regulation firmness - over-inflated balls increase impact injury risk, under-inflated affect handling
- •Ensure all cones and markers have rounded edges and stable bases - no sharp points
- •Check goals or goal markers are stable and will not tip if hit by ball or contacted by student
- •Have extra equipment available for immediate replacement if damage occurs during lesson
- •Ensure bibs/team markers are appropriate size and will not cause tripping
Risk Management
Key Risks
- •Ball impact injuries - face, head, or body - from shooting practice or wayward passes
- •Stick contact injuries - accidental strikes to head, face, or body during active defence or games
- •Collisions between players - especially during game phases with multiple players moving dynamically
- •Trips and falls - from cones, balls on ground, or uneven surface
- •Overexertion injuries - muscle strains from shooting, sprinting, or dodging movements
- •Goal crease violations - students entering restricted circle risking collisions with goal posts or other players
- •Defensive contact escalation - over-competitive defending leading to body checking or aggressive stick use
Risk Mitigation
- •Clear boundaries established and reinforced throughout lesson - all shooting directed into designated safe areas
- •Adequate spacing between shooting stations (minimum 10m) prevents crossover incidents
- •Progressive skill building - start with static shooting, add passive defence, then active defence - develops control before pressure
- •Strict no-contact rule enforced immediately - stop play for any body or stick contact violations
- •Goal crease rule repeatedly emphasised and enforced - no entry to circles for safety and rule compliance
- •Defensive technique coaching emphasises staying balanced, on feet, using footwork not physical contact
- •Teacher positioning for maximum visibility - central location with ability to scan all stations/games
- •Active supervision during high-risk phases (active defence, games) with immediate intervention if unsafe play observed
- •Warm-up and cool-down included to prepare muscles and prevent strains
- •Rest rotation during games prevents excessive fatigue which increases injury risk
- •Clear stop signals established (whistle) for immediate cessation of activity if needed
Supervision & Emergency Procedures
Supervision Points
- •Position centrally during multi-station activities to maintain sight lines to all groups
- •Active circulation during skill practice - move station to station providing feedback and monitoring safety
- •During game phases, position to observe both fields if running simultaneously, or central to single field
- •Monitor high-activity areas closely - active defence shooting and game application phases require heightened supervision
- •Watch for defensive pressure escalating to unsafe contact - intervene immediately
- •Monitor student spacing - ensure adequate distance maintained between stations and activities
- •Observe fatigue levels - students showing excessive fatigue may have compromised technique risking injury
- •Scan for equipment issues - balls rolling into other areas, damaged equipment still in use
- •Check goal crease compliance continuously - common violation area
- •Monitor emotional temperature in competitive games - intervene if frustration appearing
Emergency Procedures
STOP signal (loud whistle, raised arm, shouted 'STOP!') - all students freeze immediately and look to teacher. Assess situation: minor (brief pause, quick intervention, resume) or major (sustained stop, first aid, possible lesson termination). For injuries: stop relevant activity or entire lesson depending on severity, assess injured student, appropriate first aid response, ensure other students safely positioned, send reliable student for additional adult assistance if needed, complete accident/incident documentation as per school policy. For equipment failure creating hazard: immediate removal of equipment, activity adjustment or pause while hazard resolved. For behavioural safety concerns: immediate stop, clear re-establishment of expectations, consequence as per school behaviour policy if needed, possible removal of individual student if persistent unsafe behaviour.