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Lesson 1 - Ball Control & Dribbling

Mastering Skills & Team Play

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Year 8

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Hockey

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1h 5min

Big Question

How can you maintain control of the ball under pressure while moving at speed and reading the game around you?

Learning Objectives

Develop the ability to control the ball effectively under pressure in game situations
Demonstrate safe dribbling techniques with head up to maintain spatial awareness
Apply agility, balance, coordination and precision in dynamic hockey activities

Key Outcomes

Students will be able to execute both straight and loose dribbling techniques with increasing confidence
Students will demonstrate the ability to change direction quickly while maintaining ball control
Students will evaluate peer performance using correct technical terminology
Students will apply dribbling skills effectively in competitive game scenarios

Equipment & Resources Required

Hockey sticks

1 per student (30)

Distributed at start of lesson, check all sticks are appropriate size for students (should reach hip height)

Alternative: Quick Sticks for mixed ability groups or beginners

Hockey balls

1 per student + 6 spares

Place in central basket, check balls are not damaged or cracked before use

Alternative: Foam balls for students with coordination difficulties, tennis balls for indoor use

Cones

40-50 cones

Set up grids, gates (pairs of cones 2m apart), and boundary markers before lesson

Alternative: Markers, domes, or chalk marks for boundaries

Hoops

4-5 hoops

Required for 'Rob the Nest' activity, placed at corners of grid with one central hoop

Alternative: Marked circles on ground, small mats

Bibs

4 different colours (7 per colour)

Used for team differentiation in 'Rob the Nest' game

Alternative: Coloured bands, team markers

Key Vocabulary

Straight dribbling

A technique where the ball maintains constant contact with the stick, allowing maximum control and protection from opponents

Loose dribble

A faster dribbling technique where the ball is tapped forward intermittently while sprinting, used when space is available

Ball control

The ability to manipulate and guide the ball effectively using the hockey stick while maintaining awareness

Agility

The ability to move quickly and change direction efficiently while maintaining balance and control

Precision

Accuracy and exactness in movement and ball manipulation

Backlift

The upward movement of the stick before striking or pushing the ball

Quick Sticks

Modified hockey sticks designed for beginners, with a flat surface on both sides

Skill Progression Pathway

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

Prior Learning

Basic understanding of hockey stick grip
Fundamental ball control with stationary practice
Awareness of personal space and safe movement
Experience with following rules in team activities

Current Skills

Straight dribbling technique with consistent ball contact
Loose dribbling with intermittent tapping forward
Head-up dribbling while maintaining spatial awareness
Quick direction changes while maintaining ball control
Evaluating peer performance using technical language

Next Steps

Passing techniques under pressure
Receiving and controlling passes from different angles
Combining dribbling with passing in game situations
Tactical positioning and reading the game
Advanced ball manipulation skills

Milestone Indicators

Consistent ball contact maintained during straight dribbling

Head remains up for at least 80% of dribbling time

Smooth direction changes without losing ball control

Appropriate use of technical vocabulary when assessing peers

Strategic selection between straight and loose dribbling based on situation

Key Teaching Points

Safety is paramount: sticks must remain below waist height at all times except during ball balance activity - monitor continuously
Correct grip establishes foundation: left hand top, right hand below, lower right hand for more control - check grip in first 2 minutes
Head-up dribbling is essential skill: develops spatial awareness and game application - reinforce throughout lesson with 'Head up!' cues
Differentiate between straight dribble (constant contact) and loose dribble (tap and sprint) - teach explicitly with clear demonstration
Use technical vocabulary consistently and require students to use it in peer feedback - builds cognitive understanding
Create competitive but safe environments: Rob the Nest and King of the Ring provide pressure to apply skills authentically
Build resilience through game design: being knocked out leads to comeback challenges not elimination - normalizes setbacks and persistence
Integrate Head, Hands, Heart assessment continuously: observe cognitive understanding, physical execution, and social-emotional learning throughout
Provide specific, descriptive feedback constantly: 'Great head-up dribbling with quick direction changes' not 'Well done'
Use peer assessment to develop evaluative skills: structured observation and feedback with technical language builds metacognition
Differentiate naturally within activities: space, equipment, pace, rules, challenge level - all adaptable in the moment without labelling students

Common Misconceptions

MISCONCEPTION: 'Loose dribble is better than straight dribble' - CORRECTION: Each technique has appropriate contexts. Straight dribble for control when opponents near, loose dribble for speed in open space. Teach decision-making.
MISCONCEPTION: 'The ball never touches the ground in hockey' - CORRECTION: Ball is on ground throughout dribbling, stick guides it along surface. Not airborne like juggling in football.
MISCONCEPTION: 'You can use both sides of hockey stick' - CORRECTION: Only flat face of stick used to contact ball (in Quick Sticks, flat face still primary). Rounded side not used.
MISCONCEPTION: 'Hands should be together on stick' - CORRECTION: Hands separated with left at top, right below for control. Sliding hands together reduces control significantly.
MISCONCEPTION: 'Looking at ball is necessary for control' - CORRECTION: Develop 'feel' for ball through practice so head can be up. Elite players have head up 80%+ of time.
MISCONCEPTION: 'In King of the Ring, hit balls hard to get them out' - CORRECTION: Push with minimal backlift for safety. Hitting hard is dangerous and unnecessary.
MISCONCEPTION: 'Peer feedback is about being nice' - CORRECTION: Peer feedback is about being specific, honest, and constructive using technical language. 'Nice' is too vague.
MISCONCEPTION: 'Cool-down is wasted time' - CORRECTION: Cool-down prevents injury, reduces muscle soreness, and provides essential reflection time. Non-negotiable.
MISCONCEPTION: 'Self-assessment should always be thumbs up' - CORRECTION: Honest self-assessment identifies learning needs. Thumbs level or down shows maturity and self-awareness.
MISCONCEPTION: 'Winners are the only successful students' - CORRECTION: Success includes effort, improvement, resilience, sportsmanship, and learning. Many forms of achievement in PE.

SEN Adaptations

ADHD

Short activity bursts with clear end points (2-3 minute activities). Frequent transitions maintain engagement. Clear visual boundaries. Regular specific feedback and praise. Movement built into all sections (no long stationary periods). Use of timers to create urgency and focus. Opportunities for leadership roles. Clear, simple instructions with one step at a time. Proximity support from teacher.

anxiety

Clear explanation of what will happen in lesson (no surprises). Option to observe first before participating. Buddy system with trusted friend. Praise for effort not just outcome. Option to participate at own pace. Reduce pressure in competitive games (can play Europa League from start if preferred). Teacher check-ins ('Are you okay? What support do you need?'). Normalize mistakes as part of learning.

dyspraxia

Larger, lighter equipment (foam balls, shorter sticks). Reduced complexity of skills - master one before adding another. Extra practice time with each skill. Slower pace in competitive games. Visual guides for hand positions and techniques. Break skills into smaller steps. Buddy support for demonstrations. Success criteria adjusted to individual starting point. Celebrate small improvements prominently.

autism spectrum

Clear visual schedule of lesson structure displayed. Consistent routines each lesson. Visual demonstration before verbal instruction. Quiet zone available if overwhelmed. Advance warning of transitions ('in 2 minutes we're moving to...'). Consistent language and instructions. Reduce sensory overload - quieter start, build intensity gradually. Social stories about expectations and behaviours. Offer choice within activities where possible.

visual impairment

Use brightly coloured or high-visibility balls (yellow or orange). Verbal cues constantly throughout activities ('ball coming from your right'). Buddy system with sighted partner who provides verbal guidance. Reduce grid size so boundaries easier to locate through tactile exploration. Use audible markers (bells on cones). Increase size of gates for success. Teacher uses student's name before giving individual instruction so they know it's for them.

hearing impairment

Ensure student can see teacher's face during all instructions (lip-reading). Use visual demonstrations extensively - show don't just tell. Written instruction cards with pictures for reference. Hand signals for common instructions (thumbs up = good, stop hand = freeze, pointing = direction). Buddy system with hearing partner who can alert to whistle stops. Position near front during instruction times. Use visual timers for timed activities.

physical disability

Wheelchair users: adapt games to seated position, may need larger/lighter ball, wider gates, support for stick if grip difficulties. Reduced grid size. Seated version of King of the Ring at walking pace. Students with coordination difficulties: foam balls easier to control, larger equipment, reduced speed of activities, extended practice time, simplified rules. Students with low muscle tone: lighter sticks, frequent breaks, modified distances.

general send strategies

Know your students - read SEN records before lesson. Communicate with SENCO and learning support staff. Differentiate tasks naturally without drawing attention. Provide success for all - adjust expectations individually. Use peer support strategically. Celebrate diversity of achievement. Provide choice where possible. Regular check-ins. Build relationships and trust. Liaise with parents about adaptations. Review and adjust approaches based on what works.

Cross-Curricular Links

English

Verbal communication of instructions and feedback, use of technical vocabulary, listening skills during demonstrations and peer feedback, articulating explanations of techniques, developing evaluative language, speaking clearly to teammates

Maths

Counting points/gates in competitive activities, measuring distances for equipment setup, timing activities in seconds/minutes, angles of movement and direction changes, spatial reasoning in grid activities, data handling of scores across teams

Science

Understanding forces when pushing ball with stick, friction between ball and surface affecting control, body systems during exercise (cardiovascular and respiratory), muscle groups used (quadriceps, calves, core), warm-up and cool-down physiological effects, reaction times in competitive games

Geography

Directions and compass points in movement (North, South, East, West), spatial awareness of position in grid, mapping movement patterns, understanding boundaries and zones, relative positioning to others

PSHE

Teamwork and collaboration in Rob the Nest and King of the Ring, managing emotions in competitive situations, resilience when repeatedly knocked out, self-awareness through self-assessment, respecting others in peer feedback, sportsmanship in winning and losing, healthy lifestyles through physical activity

Teacher Guidance

Positioning

Begin at centre of grid for demonstrations and instructions where all students can see and hear. During activities, move to edge/corners for maximum visibility of all students. In competitive games, move around perimeter continuously to monitor all areas. Priority: always position to see stick heights and safety concerns.

Observation Focus

Primary focus: Safety - stick heights below waist. Secondary focus: Ball control technique - contact consistency, head-up frequency, appropriate technique selection. Tertiary focus: Social learning - teamwork, communication, sportsmanship, resilience. Quarternary focus: Understanding - use of vocabulary, strategic thinking, decision-making.

Intervention Points

IMMEDIATE intervention required for: raised sticks, aggressive behaviour, unsafe play, bullying or exclusion, signs of injury or distress. QUICK intervention for: poor technique becoming habitual, students not participating, confusion about instructions, equipment issues. GENTLE intervention for: off-task behaviour, minor technique adjustments, encouragement needs.

Demonstration Notes

Demonstrate: All new skills slowly first, then at full speed. Exaggerate key teaching points for visibility (hand positions, head-up, stick angle). Use confident students for demonstrations when appropriate - builds confidence and provides peer modelling. Always demonstrate incorrect technique briefly ('This is wrong') followed immediately by correct technique ('This is right') for clear comparison. For complex skills (loose dribbling), demonstrate side-by-side with simpler skill (straight dribbling) for direct comparison.

Verbal Cues

•'Head up!' - reminder for spatial awareness
•'Soft touches!' - for ball control
•'Find space!' - for positioning
•'Low sticks!' - critical safety reminder
•'Keep moving!' - in King of the Ring
•'Great control!' - positive reinforcement
•'Use your technical words!' - during peer feedback
•'Straight or loose?' - prompting decision-making

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 30m for main activities, clear of obstacles. Additional 15m x 15m for Europa League game if running simultaneously. Indoor sports hall or outdoor hard court surface required.

Surface Check

Dry, even surface free from water, debris, loose stones, or uneven areas. Check for cracks or holes that could cause trips. If outdoor, confirm no ice or frost present. Indoor floor should be clean and dry with no slippery patches.

Equipment Safety

Safety Checks

•Check all hockey sticks for damage - no cracks, splinters, or sharp edges
•Ensure sticks are appropriate size for students (hip height when standing)
•Hockey balls must be in good condition - no cracks or deformities
•Cones have no sharp edges or damage
•Hoops in good condition with no cracks
•Bibs clean and appropriate sizes
•First aid kit accessible and stocked
•Whistle functioning for immediate stop signals

Risk Management

Key Risks

•Stick strikes to body or head if raised above waist height (HIGH RISK)
•Collisions between students during fast-paced activities (MEDIUM RISK)
•Ball strikes to face, body, or legs (MEDIUM RISK)
•Slips, trips and falls on surface (MEDIUM RISK)
•Overexertion leading to exhaustion or injury (LOW RISK)
•Muscle strains without proper warm-up (LOW RISK)
•Aggressive behaviour in competitive games (MEDIUM RISK)

Risk Mitigation

•CRITICAL: Continuous monitoring of stick height - sticks must remain below waist at all times except during ball balance exercise
•Immediate whistle stop if any raised sticks observed
•Clear boundaries established and visible throughout lesson
•Adequate spacing between students (minimum 2m during dribbling)
•Progressive skill building from static to dynamic activities
•Regular safety reminders throughout lesson
•Appropriate warm-up and cool-down to prevent muscle injuries
•Clear game rules established before competitive activities
•Quick intervention for any aggressive behaviour
•Students reminded to keep head up for spatial awareness
•Teaching minimal backlift technique for safety when knocking balls
•Supervision of high-intensity game areas (King of the Ring, Rob the Nest)
•Water breaks provided as needed
•Option to sit out if fatigued or unwell

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned on edge of grid for maximum visibility of all students
•Continuous scanning for raised sticks - priority safety concern
•Monitor central areas during Rob the Nest for overcrowding
•Watch for exhaustion - red faces, hands on knees, struggling to continue
•Position to see both Champions League and Europa League simultaneously
•Teaching assistant if available should monitor game with higher student numbers
•Regular 360-degree scans to check all students
•Listen for sounds indicating distress or conflict
•Position in different locations throughout lesson for varied sight lines

Emergency Procedures

If injury occurs: STOP activity immediately with whistle. Assess injury severity. For minor injuries (stumble, minor bump): appropriate first aid and student can continue or rest as needed. For moderate injuries (ball strike to face, collision, twisted ankle): first aid provided, student sits out with ice/support, parents informed after lesson. For serious injuries (head injury, suspected fracture, unconscious): DO NOT MOVE student, send for senior staff and first aider immediately, call emergency services if required, keep student calm and still, clear other students away from incident, document incident fully. Emergency contact numbers available in staff area.