Stick Mastery & Game Basics
•Year 7
•Lacrosse
•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
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
Understanding where pupils are coming from and where they're going
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.
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.
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.
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).
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.
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.
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.
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.
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.
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?'
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.
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.
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.
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