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Lesson 4 - Attacking Skills & Teamwork

Mastering Skills & Team Play

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Year 8

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Hockey

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Big Question

How can creative partnership play help us break down defensive systems in hockey?

Learning Objectives

Develop attacking skills through creative partnership work
Demonstrate agility, balance, coordination and precision in hockey-specific movements
Evaluate peers' work using correct technical language and provide constructive feedback

Key Outcomes

Students will successfully execute attacking combinations with a partner to beat defenders
Students will demonstrate precise ball control through varied dribbling techniques
Students will make tactical decisions about when to pass, dribble or shoot in game situations

Equipment & Resources Required

Hockey sticks

1 per student (30)

Check all sticks for damage before lesson, ensure correct sizing for students

Alternative: Unihoc sticks for beginners, left-handed sticks available

Hockey balls

1 per student (30)

Inspect for cracks, have spares available for replacements

Alternative: Foam balls for less confident students, indoor balls if on hard surface

Cones

60 (for skill courses and area marking)

Pre-set grids before lesson: 3x 20m x 15m areas for Battleships, pairs need 6-10 cones each

Alternative: Spots, poly dots, corner flags for goals

Bibs

12-15 in multiple colours

3-4 one colour (Death Eaters), 3 different colours (Harry/Ron/Hermione), 6 teams for Battleships

Alternative: Coloured bands, pinnies

Small Goal

6 (for Battleships game)

Position at ends of each grid, secure if outdoor with wind

Alternative: Cone goals (2 cones 2m apart), bench goals

Stopwatch

1 (teacher)

For 10-second Battleships timing

Alternative: Phone timer, visible countdown clock

Key Vocabulary

Indian Dribble

Moving the ball side to side in front of the body using both sides of the stick alternately

Reverse Stick

Using the back of the hockey stick blade to control or hit the ball on your left side

Jockeying

Defensive technique of moving backwards while facing the attacker to delay and guide them

Intercepting

Reading the game to position yourself to win the ball during an opponent's pass

Creative Play

Using unpredictable movements, feints and variations to outsmart defenders

Partnership Work

Two players working together using communication, movement and passing to achieve an objective

Precision Control

Maintaining exact ball placement and speed through technical skill execution

Figure of 8

Dribbling pattern that creates an '8' shape around two markers to practice turning

Skill Progression Pathway

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

Prior Learning

Basic hockey stick grip and ball control
Fundamental passing techniques (push pass)
Understanding of spatial awareness in game situations
Basic defensive positioning and tackling

Current Skills

Advanced dribbling techniques (straight, loose, Indian, reverse stick)
Creative attacking partnership play
Decision-making under defensive pressure
Precision control through tight spaces

Next Steps

Complex team attacking patterns involving 3+ players
Advanced set plays and tactical formations
Counter-attacking strategies at speed
Tournament play with applied tactics

Milestone Indicators

Student can consistently beat a defender using partnership play

Ball control remains precise even when moving at match pace

Tactical vocabulary is used accurately when evaluating performance

Creative solutions emerge naturally during game situations

Key Teaching Points

Ball control fundamentals: Stick grip (left hand top, right hand halfway), ball on right side of body, small controlled touches keep ball within stick-length at all times
Indian dribble technique: Rhythmic side-to-side ball movement in front of body using alternate stick faces, stick maintains contact creating rolling sound, essential for tight turns and close control
Reverse stick application: Wrist rotation (not arm) to show back of stick blade, used when ball is on left side, critical skill for 360-degree ball control
Attacking partnership principles: Communication (verbal calls and eye contact), support positioning (create passing angles), decision-making (when to pass vs dribble based on defensive pressure)
Defensive jockeying technique: Low stance with knees bent, small backward steps while facing attacker, stick angled to block passing lanes, patience to wait for tackle opportunity rather than diving in
Head-up awareness: Develop 'feel' for ball through touch, scan environment every 2-3 seconds, balance between ball watching and spatial awareness is key to game-speed play
Creative attacking: Use deception (dummy passes, body feints, eye movement), vary pace and direction unpredictably, exploit space created by partner's movement

Common Misconceptions

MISCONCEPTION: 'I must always be looking at the ball to control it.' CORRECTION: Develop touch awareness so you can scan for space, teammates and defenders. Practice with brief head-up moments, gradually increasing frequency.
MISCONCEPTION: 'Faster dribbling is always better.' CORRECTION: Speed must match control ability. Loose dribble for space, tight Indian dribble for congested areas. Match pace to situation.
MISCONCEPTION: 'The reverse stick is just for advanced players.' CORRECTION: Reverse stick is fundamental to hockey - you cannot control balls on your left effectively without it. Start learning it early even if initially challenging.
MISCONCEPTION: 'In 2v1 attacking, both players should try to score.' CORRECTION: One player often needs to draw the defender away (decoy run) while the other attacks the space created. Partnership means roles, not both chasing glory.
MISCONCEPTION: 'Good defending means always tackling.' CORRECTION: Jockeying and delaying the attacker is often smarter than rushing to tackle. Force them wide, reduce options, wait for mistake or passing interception opportunity.
MISCONCEPTION: 'If I pass, I can't score.' CORRECTION: Passing creates better scoring opportunities. The player who receives your pass in space has a better chance than you trying to beat multiple defenders alone.

SEN Adaptations

ADHD

Short, varied activities maintain engagement (lesson structure already supports this); clear boundaries and expectations; frequent positive feedback; movement breaks built in; allow leadership roles (game caller) for channeling energy positively; hands-on demonstrations; minimal waiting time through effective organisation; use of timers makes expectations clear

dyspraxia

Break skills into smaller component parts; allow extended practice time; use larger, softer balls initially; reduce complexity (fewer cones, simpler patterns); provide verbal rehearsal of movement patterns before execution; partner support and encouragement; focus on personal improvement not comparison; colour-coded equipment for easier processing; simplified Figure of 8 pattern (fewer changes of direction)

autism spectrum

Provide visual schedule showing lesson structure and timings; clear, consistent routines for equipment collection and activity transitions; quiet zone available if overwhelmed by noise/activity; warn in advance of changes or loud signals; visual demonstration cards showing skills; consistent language and instructions; option to observe before participating; reduce unpredictability by explaining Battleships number calling system clearly

visual impairment

Use brightly coloured balls and cones for maximum contrast; provide verbal descriptions of all demonstrations; use bright bibs for role identification; buddy system with sighted partner for spatial orientation; audible balls (with bells) if appropriate; reduce playing area size for easier navigation; teacher uses clear verbal cues for all instructions

hearing impairment

Ensure student can see teacher's face during all instructions (lip reading); use visual demonstrations extensively; hand signals for key instructions (stop, go, well done); written success criteria displayed visibly; partner provides additional support and clarification; position near front during demonstrations; vibrating timer for Battleships instead of verbal calls

physical disability

Adapted sticks (lighter weight, different grip sizes); modified rules (e.g., can push ball with hands if grip impossible); seated hockey variations; reduced playing area size; allow additional time for skill execution; modified goals (larger or lower); partner support during activities; focus on achievable aspects of skills rather than full technique

Cross-Curricular Links

English

Technical vocabulary development; verbal communication during partnership activities; giving clear instructions as game caller; peer feedback using structured sentence starters (WWW/EBI); articulating self-assessment

Maths

Angles of movement and passing lanes in attacking play; estimating distances between cones; calculating scores in Battleships; timing (10 seconds); counting successful attempts through cones; percentages (success rates in 2v1 situations)

Science

Forces - power in hitting/passing, friction between stick and ball; Newton's laws of motion demonstrated in ball movement; body systems during exercise (cardiovascular and respiratory response to high-intensity activity); reaction time during Battleships competitive starts

Geography

Spatial awareness and directional language; mapping movement patterns (e.g., Figure of 8); understanding playing area boundaries and dimensions; positional concepts (attacking/defending ends)

PSHE

Teamwork and cooperation in partnership work; resilience when unsuccessful in 2v1; emotional regulation during competitive games; giving and receiving constructive feedback; growth mindset - learning from mistakes; leadership opportunities as game callers

Teacher Guidance

Positioning

Warm-up: Corner position for diagonal visibility. Skill stations: Circulate continuously between pairs. 2v1 drills: Rotate between groups every 60 seconds. Battleships: Central position equidistant from all 3 grids. Cool-down: Centre of circle for visibility and voice projection.

Observation Focus

Technical execution: Stick work (grip, control, Indian dribble, reverse stick). Tactical awareness: Decision-making (pass vs dribble), positioning (support play), communication. Safety: Stick height, tackle technique, spatial awareness, competitive intensity. Engagement: All students active and challenged, differentiation working effectively.

Intervention Points

Stop if: Unsafe stick use observed, tackle technique dangerous, inadequate spacing causing collision risk, rules misunderstood causing activity breakdown, students showing signs of distress or overexertion. Pause to: Reinforce key teaching points, share excellent examples, correct common errors affecting multiple students, adjust difficulty level if too easy/hard.

Demonstration Notes

Always demonstrate new skills slowly first, then at match speed. Use students as models whenever possible - builds confidence and peer learning. Exaggerate key technical points during demonstration (e.g., very obvious stick rotation for reverse stick). Demonstrate common mistakes deliberately, ask students to identify the error - develops critical analysis skills. During game application, pause to highlight excellent examples in real game context.

Verbal Cues

•'Stick below waist!' - safety reminder during all activities
•'Soft hands, close control!' - during dribbling practice
•'Head up! Scan the space!' - developing awareness
•'Talk to your partner!' - encouraging communication in 2v1
•'Low stance, ready position!' - coaching defensive technique
•'Behind the goal first!' - ensuring fair start in Battleships
•'Show me that skill we practiced!' - encouraging transfer to game

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum teaching area: 30m x 40m for class of 30. Can adapt for indoor sports hall (reduce grid sizes) or outdoor hockey pitch. Clear run-offs beyond boundaries essential.

Surface Check

Inspect surface before lesson for: trip hazards, wet patches (especially after rain), uneven areas, debris. Outdoor: check for standing water. Indoor: ensure floor is clean and dry. Hockey requires firm, even surface - unsuitable for very soft or muddy ground.

Equipment Safety

Safety Checks

•Hockey sticks: Check for splinters, cracks, or damaged heads before distributing - replace any damaged equipment
•Hockey balls: Inspect for cracks or deformities that could cause unpredictable bounces
•Cones: Ensure flat bases, no sharp edges or broken pieces
•Goals: If using portable goals, ensure stable and secured - check regularly during lesson
•All equipment should be appropriate size/weight for Year 8 students

Risk Management

Key Risks

•Stick contact with other students - particularly during competitive activities
•Ball strikes to body, particularly shins, ankles, hands
•Collisions between students during dynamic activities (especially Battleships)
•Tripping over sticks, balls or equipment left on ground
•Slips and falls when changing direction at speed
•Overexertion in high-intensity competitive games

Risk Mitigation

•Establish and enforce strict stick safety rules: below waist height at all times, no swinging, controlled movements only
•Clear boundaries for all activities prevent congestion and collisions
•Adequate spacing between activity areas (minimum 3m between grids)
•Progressive skill building - master control before adding speed/pressure
•Constant supervision during competitive elements - position for maximum visibility
•Brief for safe tackling technique - stick to ball contact only, no body contact
•Rotation systems prevent fatigue in high-intensity roles (defender in 2v1, continuous Battleships play)
•Appropriate warm-up reduces muscle injury risk
•Clear STOP signal established and practiced - immediate cessation on command

Supervision & Emergency Procedures

Supervision Points

•Position at corner of teaching area for diagonal view of entire space during warm-up
•Circulate actively during skill stations - check technique and spacing
•During 2v1: Rotate between groups ensuring safe tackling and adequate spacing
•Battleships: Position centrally between 3 grids for rapid intervention capability
•Monitor stick height continuously - this is most common safety breach in hockey
•Watch for signs of fatigue - intervene with rest breaks if needed
•Identify any students struggling with emotion during competition - provide support

Emergency Procedures

On injury: STOP all activity immediately using whistle. Assess injured student - do not move if serious injury suspected. Send reliable student for first aid support/senior staff. Other students sit in safe area away from incident. Minor injuries: First aid administered, student rests and monitored. Significant injuries: Follow school accident procedures, contact parents/guardians, complete accident report forms. Emergency services called if required - ensure access route is clear.