Lesson 2 - Indian Dribbling and Push Passing
Mastering Skills & Team Play
•Year 8
•Hockey
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How can mastering stick rotation and precise passing give you control in competitive hockey situations?
Learning Objectives
- Demonstrate proficient Indian dribbling technique with accurate stick rotation and ball control
- Execute push passes with correct weight transfer, follow-through and body positioning
- Evaluate peer performance using accurate technical vocabulary and constructive feedback
Key Outcomes
- Students will perform Indian dribbling whilst moving, changing direction smoothly
- Students will send and receive push passes accurately over 5-10 metres with a partner
- Students will provide technical feedback to peers using correct hockey terminology
- Students will apply dribbling and passing skills effectively in competitive game situations
Equipment & Resources Required
Check stick length appropriate for student height (stick should reach hip bone when standing). Inspect for splinters or damage before lesson
Alternative: If short, students can work in pairs taking turns, though this reduces activity time
Use proper hockey balls (not street hockey balls) for realistic practice. Check inflation and surface condition
Alternative: Foam balls for students with coordination difficulties or safety concerns
Set up relay courses before lesson. Space cones 3-5 metres apart depending on skill level
Alternative: Floor spots, markers, or chalk lines on outdoor surface
Position in pairs 5 metres apart for directional dribbling practice
Alternative: Cones, markers, or marked zones with chalk/tape
Three different colours if possible for three-team rotation games
Alternative: Different coloured bands or no bibs if teams are small enough
Essential for stopping play quickly if safety concern arises
Alternative: Loud voice command, though whistle is clearer in outdoor setting
Key Vocabulary
A ball control technique where the stick rotates 180 degrees to push the ball alternately left and right, moving it across the body
A passing technique where the stick remains in contact with the ball throughout, transferring weight from back to front foot to generate power
Using the back (rounded) side of the hockey stick to control or move the ball, typically on the left side of the body
The continuation of stick movement after contact with the ball, essential for power and accuracy in passing
The technique of controlling an incoming pass by positioning body and stick to cushion the ball
The left side of a right-handed player (or right side of left-handed player), typically weaker and requiring reverse stick technique
Shifting body weight from back foot to front foot during a pass to generate power and momentum
Turning the hockey stick 180 degrees using the left hand whilst maintaining control with the right hand
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic straight dribbling technique from Lesson 1
- Loose dribbling for speed from Lesson 1
- Fundamental grip and stick control
- Understanding of personal space and spatial awareness
Current Skills
- Indian dribbling with 180-degree stick rotation
- Push passing technique with weight transfer and follow-through
- Receiving technique with soft hands and body positioning
- Applying skills under pressure in game situations
Next Steps
- Combining Indian dribbling with quick directional changes
- Hit passing for longer distances
- Tackling and defensive positioning
- Small-sided tactical game play with specific roles
Milestone Indicators
Key Teaching Points
- Indian dribbling requires LEFT hand to actively rotate stick 180 degrees whilst right hand maintains loose guiding grip - this is the fundamental technique that must be emphasised from the start
- Ball control in Indian dribbling means ball stays between feet moving laterally (left to right) not forward - common error is ball escaping ahead
- Push passing is a PUSH not a HIT - stick must maintain contact with ball throughout the motion, distinguishing it from hitting techniques learned later
- Weight transfer is the power source for push passing - back foot to front foot, not arm strength alone - demonstrate this exaggerated body movement clearly
- Follow-through determines pass accuracy - stick finishes pointing exactly where you want the ball to go, like pointing at a target
- Receiving requires soft hands and bent knees to cushion ball on contact - stiff grip causes ball to bounce away
- Side-on stance for push passing creates power and accuracy - common error is facing target square-on which reduces power and control
Common Misconceptions
- Misconception: Both hands rotate the stick equally. Correction: Only LEFT hand actively rotates, right hand stays loose as a guide. Demonstrate clearly with exaggerated hand movements.
- Misconception: Indian dribbling is just moving the ball side to side without stick rotation. Correction: The stick rotation is essential - without it you cannot push the ball effectively both directions. Show incorrect version (no rotation) vs correct version.
- Misconception: Push passing is the same as hitting the ball. Correction: Push means continuous stick-ball contact throughout; hit means brief contact/tap. Demonstrate both showing the visible difference in stick movement.
- Misconception: Power in push pass comes from swinging arms hard. Correction: Power comes from weight transfer from back foot to front foot using whole body, not just arms. Show weak arm-only pass vs powerful whole-body pass.
- Misconception: Follow-through doesn't matter as long as ball is hit. Correction: Follow-through is critical for accuracy - stick points where ball goes. Demonstrate pass with no follow-through (inaccurate) vs full follow-through (accurate).
- Misconception: Receiving is passive - just put stick down and let ball hit it. Correction: Receiving is active cushioning - soft hands absorb impact with slight backward movement like catching. Show stiff vs soft hands receiving.
SEN Adaptations
ADHD
- Short, varied activities maintain engagement - avoid long explanations. Clear, simple instructions one step at a time. Proximity and gentle reminders to maintain focus. Provide frequent specific positive feedback to reinforce on-task behaviour. Leadership roles channel energy productively. Use movement breaks strategically. Visual boundaries clearly marked with cones/lines. Competitive elements motivate but monitor for over-excitement. Allow fidget tools during instruction time if helpful. Position near teacher during explanations to minimise distraction.
dyspraxia
- Larger, softer balls easier to control initially - progress to standard when ready. Reduce complexity - master static before mobile Indian dribbling. Extra practice time - don't rush progression. Break down skills into smaller micro-steps with clear success criteria for each. Demonstrate multiple times - repetition aids motor planning. Provide hand-over-hand physical guidance if helpful. Reduce distances for passing practice. Praise effort and small improvements enthusiastically. Use visual cues and footprint markers for positioning. Peer buddy for encouragement and pacing. Avoid time pressure which increases coordination difficulties.
autism spectrum
- Provide visual schedule showing lesson structure and timings to reduce anxiety about unknown. Clear, explicit rules for each activity written/displayed visually. Consistent routines for lesson start and end. Reduce sensory overload - quieter voice, avoid whistle if distressing (use visual signal instead). Provide quiet zone option if overwhelmed. Use special interest as motivator if possible. Warn before transitions - '2 minutes until we change activity'. Pair with understanding peer buddy. Allow movement breaks if needed. Be explicit about expectations - nothing implied.
visual impairment
- Use brightly coloured balls and cones for maximum contrast against playing surface. Provide verbal descriptions during all demonstrations - detailed talk-through of movements. Buddy system with sighted peer for navigation and spatial awareness support. Use auditory signals (whistle, voice) consistently for instructions. Allow closer passing distances and slower pace. Ensure adequate lighting if indoors. Consider larger balls for easier tracking.
hearing impairment
- Ensure student can see teacher's face during all instructions for lip-reading opportunity. Use visual demonstrations for every instruction - show don't just tell. Provide written instruction cards with key points and diagrams. Hand signals for common instructions (stop, start, well done). Position student at front during whole-class teaching. Buddy system with hearing peer who can relay instructions if missed. Check understanding individually before activities begin. Minimise background noise where possible.
physical disability
- Seated hockey version for wheelchair users or those who cannot stand - same skills from seated position with adapted court size. Shorter, lighter sticks if standard too heavy or long. Larger, softer balls for easier control if grip strength limited. Reduce court dimensions and distances for easier reach. Allow extra time for movements and transitions. Peer support for equipment collection and setup. Modify game rules - extra touches allowed, unlimited time on ball. Celebrate effort and improvement over absolute performance.
Cross-Curricular Links
English
Technical vocabulary acquisition and usage - Indian dribbling, push pass, reverse stick, follow-through. Verbal communication - clear instructions to teammates, articulating feedback. Listening skills - following multi-step instructions, responding to coaching. Peer assessment develops evaluative language and constructive criticism skills. Explaining tactics requires clear sequencing and cause-effect language.
Maths
Measuring distances for passing practice (5m, 10m - using metres and estimating). Counting successful passes and calculating success rates (e.g. 15 successful passes out of 20 attempts = 75%). Angles of passing - understanding acute angles create better passing lanes. Geometry of playing area - rectangles, perimeters, area calculations for court sizes. Statistics - recording game scores, comparing team performances using numerical data.
Science
Forces and motion - friction between ball and surface affects speed, force required in push pass determines distance travelled. Body systems during exercise - cardiovascular system (elevated heart rate), respiratory system (increased breathing rate), muscular system (muscle contractions, energy use). Newton's laws - object in motion stays in motion (ball rolling), equal and opposite reactions (push pass force). Biomechanics of weight transfer - leverage and power generation.
Geography
Spatial awareness and orientation - understanding positioning on court, mapping movement patterns. Directions and compass points - moving north/south/east/west if teaching directional language. Creating bird's eye view diagrams of playing areas and tactical setups. Understanding scale when setting up courts from dimensions given.
PSHE
Teamwork and cooperation - working together towards common goal in Beat the Back Line. Communication skills - calling for ball, tactical discussions, peer feedback. Resilience and growth mindset - persisting when Indian dribbling difficult, learning from mistakes. Managing emotions - dealing with competition outcomes positively. Leadership opportunities in team discussions and peer coaching. Respect and sportsmanship - celebrating others' success, fair play.
Teacher Guidance
Positioning
Position centrally during whole-class instruction and demonstrations for maximum visibility. During scattered practice, circulate actively whilst maintaining overview of full area - avoid getting absorbed in one pair/group. During games, position at corner or side where multiple courts visible simultaneously. Always face majority of class. If teaching assistant available, coordinate positioning to cover different zones.
Observation Focus
Watch for: correct technique execution (stick rotation, weight transfer, follow-through); ball control and accuracy; spatial awareness and safe movement; application of skills in game situations; peer interaction quality; signs of frustration or disengagement; safety compliance particularly stick handling. Use scanning technique - continuously sweep eyes across area rather than focusing too long on individuals.
Intervention Points
Intervene when: safety rules breached; technique errors becoming habitual (correct early); students off-task or disengaged; game becoming unbalanced or unfair; equipment not being used properly; negative peer interactions; signs of overexertion or distress. Balance individual interventions with whole-class stops for common issues affecting many students.
Demonstration Notes
Always demonstrate skills yourself before students attempt - demonstrates competence and provides clear visual model. Use exaggerated slow-motion first to show detail, then normal speed to show fluency. Demonstrate common mistakes deliberately then correct version to highlight differences. Use competent students for peer demonstrations to motivate others - select variety of students not always the same stars. Talk through demonstrations using technical vocabulary. Position demonstrators so whole class can see clearly. Repeat demonstrations as needed - visual learners benefit from multiple viewings.
Verbal Cues
- •'Soft touches - keep the ball close like a pet on a lead'
- •'Left hand rotates, right hand guides'
- •'Push not hit - stick stays married to the ball'
- •'Weight transfers back to front - power from your legs'
- •'Follow through pointing at your target'
- •'Soft hands - catch it like an egg'
- •'Freeze!' - immediate stop command
- •'Find space - create passing angles'
- •'Talk to your teammates - communication!'
- •'Head up - see the game around you'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 40m for full class of 30. Hard surface suitable for hockey (sports hall, playground, or astroturf). Indoor sports hall ideal for Year 8 to prevent weather cancellations. Adequate run-off space around playing area (minimum 2m clearance from walls/obstacles).
Surface Check
Inspect surface before lesson for: water/wet patches (slip hazard), debris or stones, uneven areas or cracks, line markings clearly visible. If outdoor, check for ice in cold weather. Surface must be suitable for hockey - no soft grass.
Equipment Safety
Safety Checks
- •Inspect all hockey sticks before use: no splinters, cracks or sharp edges; appropriate length for student height (stick to hip bone); grips secure and not worn through
- •Check hockey balls: proper hockey balls not damaged or cracked; firm but not rock-hard; appropriate for surface type; adequate supply including spares
- •Cones have no sharp points or damage that could injure if collided with
- •Bibs are clean and in good condition with no ripped sections that could catch
- •Equipment stored safely when not in use - balls in bag/container not rolling loose
Risk Management
Key Risks
- •Stick strikes - contact between stick and student (head, body, hands) during swinging motions or stick rotation
- •Ball strikes - fast-moving balls hitting students particularly at head/face level
- •Collisions between students during dynamic activities especially in games
- •Trips and falls over equipment, balls, or other students
- •Slips on smooth indoor surface particularly during direction changes
- •Strains or pulls from insufficient warm-up or poor technique
- •Overexertion in competitive games leading to exhaustion
Risk Mitigation
- •Establish and enforce strict stick safety rules: horizontal carry or vertical with head down; no stick above waist height during activities; controlled stick rotation in personal space only; no stick tackles permitted
- •Maintain adequate spacing: minimum 2m during static practice; 3-4m during mobile activities; clearly marked playing areas in games to prevent overlap
- •Teach and reinforce proper technique progressively: static before mobile; walking before running; practice before games
- •Keep all passes and shots on ground level - no lifted balls
- •Adequate warm-up to prepare muscles and joints for activity
- •Clear stop signal (whistle) that students respond to immediately
- •Groups sizes appropriate to space available preventing overcrowding
- •Teacher positioned for maximum visibility of all activity at all times
Supervision & Emergency Procedures
Supervision Points
- •Position centrally during scattered practice to see all students
- •Circulate actively during partner/small group work but maintain overview
- •During games position to see multiple courts - prioritise high-risk areas
- •Watch for students not following safety rules - intervene immediately
- •Monitor intensity and fatigue - pause if students becoming over-exerted
- •Be especially vigilant during transitions when movement creates collision risk
- •Identify students struggling with control who may create inadvertent danger
Emergency Procedures
STOP signal (whistle blast) immediately pauses all activity. Assess situation: minor injury = first aid on site, continue lesson; significant injury = send reliable student for additional adult support, secure rest of class sitting safely, administer first aid; serious injury = send for designated first aider and emergency services if needed, remain with injured student, another adult secures class. All injuries recorded in school accident book. Parents informed of any injuries. Return to play only when safe and appropriate.