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Lesson 6 - Officiating and Tournament Play

Mastering Skills & Team Play

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Year 8

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Hockey

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Big Question

How can effective officiating and self-reflection enhance competitive sport and develop leadership skills?

Learning Objectives

Demonstrate respect for game rules and peer referee decisions in competitive situations
Officiate hockey games with confidence, applying rules consistently and making clear decisions
Apply hockey skills effectively in tournament play whilst evaluating personal and team performance

Key Outcomes

Students will successfully officiate at least one full game, making decisive rule-based decisions
Students will participate in multiple tournament games demonstrating skill application and tactical awareness
Students will engage in structured reflection identifying strengths and areas for improvement in performance and officiating

Equipment & Resources Required

Hockey sticks

1 per student (30)

Check all sticks for splinters, cracks or damage before distribution. Different lengths available for students of varying heights

Alternative: Unihoc sticks (lighter, safer for indoor use)

Hockey balls

7 (2-3 per pitch plus spares)

Quick Sticks balls recommended for safety - firmer outdoor balls only if students experienced and wearing protection

Alternative: Softer foam balls for Quick Sticks, lighter balls for indoor hockey

Cones

20 per pitch (for boundaries and goals)

Use contrasting colours for pitch boundaries vs. goal markers. Set up two pitches approximately 20m x 15m each

Alternative: Marker domes, tall cones for goal posts

Bibs

30 (5 different colours for 5 teams)

Ensure each team has matching colour for clear identification. Have spares in case of size issues

Alternative: Coloured bands, team armbands

Shin Pads

30 (1 pair per student - if using Quick Sticks)

Mandatory if using harder balls. Various sizes needed. Check fit inside socks

Alternative: Football shin pads acceptable

Gum Shield

30 (1 per student - if using Quick Sticks)

Students should bring own moulded gum shields. Have spare generic ones for those who forget

Alternative: None - essential safety equipment

Whistles

5 (1 per team for officiating rotation)

Attach lanyards for easy wearing. Sanitise between users or use individual whistles

Alternative: Voice commands only if whistles unavailable

Clipboards

2 (1 per pitch)

For referees to track scores and record match results throughout tournament

Alternative: Whiteboard for recording scores

Key Vocabulary

Officiating

The act of serving as a referee or umpire, enforcing rules and making decisions during a game

Referee

An official who watches a game closely to enforce rules and make judgements on play

Free hit

A restart awarded to a team when the opposition commits a foul, taken from where the infringement occurred

Tournament

A series of games played between multiple teams with each team competing against others

Tactics

Planned strategies and approaches used by a team to achieve success in a game

Reflection

Thinking carefully about performance to identify what went well and what could be improved

Decisive

Making clear, confident decisions quickly without hesitation

Push pass

A controlled passing technique where the stick stays in contact with the ball and remains low to the ground

Skill Progression Pathway

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

Prior Learning

Competent push passing and receiving with control
Understanding of basic hockey rules and safety requirements
Experience playing small-sided hockey games
Ability to dribble using different techniques (straight, loose, Indian)
Understanding of spatial awareness and positioning in games

Current Skills

Officiating games using whistle and voice commands
Making instant decisions on rule infringements
Applying skills under tournament pressure
Leading structured team reflections and tactical discussions
Evaluating performance using technical language

Next Steps

Officiating larger format games with more complex rules
Developing advanced tactical awareness in competitive contexts
Taking on coaching or leadership roles in PE and beyond
Participating in inter-school hockey competitions
Understanding community sport pathways and club hockey

Milestone Indicators

Confident use of whistle and clear verbal commands when officiating

Ability to explain rule decisions clearly to questioning players

Maintaining composure when making unpopular but correct decisions

Leading teammates through constructive performance analysis

Demonstrating sportsmanship when both winning and losing

Key Teaching Points

Officiating develops leadership, confidence, and decision-making skills transferable beyond PE - emphasise this value throughout
Model and insist on respect for referee decisions even when players disagree - fundamental life skill about authority and rules
Structured reflection is crucial for learning - guide teams to be specific and constructive in analysis, not vague or negative
Balance competition with sportsmanship - winning matters but HOW you compete matters more for character development
Push passing technique safety is non-negotiable - sticks must stay below knee height at all times to prevent dangerous play
Community sport links increase lifetime participation - enthusiastically promote local hockey opportunities with specific actionable information
Assessment across Head/Hands/Heart provides holistic view of student development beyond just physical skills

Common Misconceptions

MISCONCEPTION: Refereeing is a punishment or less important than playing. CORRECTION: 'Officiating is a crucial skill requiring confidence, knowledge and leadership - it's as important as playing and develops different valuable abilities.'
MISCONCEPTION: You must be certain to make a referee decision. CORRECTION: 'Referees make the best decision they can with what they see, then commit to it confidently - even professional refs sometimes get it wrong but decisiveness matters.'
MISCONCEPTION: Arguing with referees will change their decision. CORRECTION: 'Once a referee decides, that's final - arguing wastes time and shows poor sportsmanship. If you disagree, accept it and play on with respect.'
MISCONCEPTION: Hockey skills in practice will automatically transfer to games. CORRECTION: 'Applying skills under game pressure is different - you need game experience and reflection to bridge practice to performance.'
MISCONCEPTION: Tournament success is only about winning. CORRECTION: 'Success in tournaments includes skill application, tactical improvement, teamwork, sportsmanship and officiating quality - winning is just one measure.'
MISCONCEPTION: Community hockey clubs are only for talented players. CORRECTION: 'Local clubs welcome ALL abilities from complete beginners to experienced players - they have teams and training for everyone who wants to participate.'
MISCONCEPTION: Cool-down stretching is optional or unimportant. CORRECTION: 'Cool-down helps your muscles recover, prevents soreness, and is important injury prevention - professional athletes always cool down properly.'

SEN Adaptations

ADHD

Short sharp activities with frequent changes maintaining engagement. Clear boundaries and movement zones reducing overwhelm. Regular specific feedback and praise for on-task behaviour. Assign active roles - officiating provides focus and responsibility. Use movement breaks between games channelling energy appropriately. Provide fidget tools during seated reflection times. Visual cues for key rules rather than lengthy verbal explanations. Position near teacher during instructions for focus support.

dyspraxia

Use larger softer balls easier to control. Reduce game complexity - smaller teams, simplified rules. Allow extra practice time on skills before tournament. Provide visual demonstrations of all movements. Reduce speed of game play allowing more processing time. Assign less pressured positions or roles. Use bright court markers for clear visual boundaries. Pair with patient supportive teammate. Focus on effort and improvement rather than absolute performance. Extended time for stretches if coordination challenging.

autism spectrum

Provide visual schedule showing lesson structure and tournament rotation clearly displayed. Pre-teach lesson format and expectations in prior session if possible. Designate quiet zone available if sensory overload occurs. Use consistent predictable routines for transitions. Provide clear concrete rules on visual cards. Limit unexpected changes to plans. Assign familiar trusted peer as partner or teammate. Allow alternative officiating role (scoring/timekeeping) if refereeing too stressful. Use visual timer showing time remaining in games.

visual impairment

Use brightly coloured high-visibility balls (yellow or orange). Provide verbal descriptions of pitch layout and boundaries. Assign sighted buddy for guidance during games. Use audible balls (bells inside) if available. Referee uses loud clear verbal commands alongside whistle. Reduce pitch size for easier spatial management. Position VI student in defensive zone reducing movement demands.

hearing impairment

Ensure HI student can see referee at all times for visual signals. Use exaggerated clear hand signals for all referee decisions. Provide written rule cards as visual reference. Assign buddy to tap shoulder when whistle blown. Use visual timers for game durations. Teacher faces student when giving instructions ensuring lip-reading possible. Consider vibrating alert system for whistles if available.

physical disability

Adapt pitch size and game format (smaller area, fewer players). Use lighter weight sticks or shorter sticks for easier control. Allow seated play position for wheelchair users (seated hockey format). Modify rules: allow two-touch or catching ball for those with coordination difficulties. Provide scoring opportunities from static positions. Enable referee role from sideline without movement if needed. Use softer larger balls for easier control.

Cross-Curricular Links

English

Developing technical vocabulary and using it accurately in reflections and evaluations. Articulating tactical ideas and suggestions clearly during team discussions. Listening skills when receiving referee instructions or team feedback. Persuasive language when leading reflections or suggesting tactical changes.

Maths

Scoring and recording tournament results developing addition and data recording skills. Understanding pitch dimensions and distances (20m x 15m, 5-yard rule). Time management calculating game durations and rotations. Statistics if tracking passes, goals, or tackles during games. Understanding fractions when dividing teams or reflecting on percentage of successful skills.

Science

Understanding cardiovascular system response to exercise - heart rate increase during tournament, decrease during cool-down. Muscle groups used in hockey - quadriceps, hamstrings, calves - linked to stretching in cool-down. Forces applied when striking ball - push force in controlled passes. Friction between stick and ball, ball and surface affecting control.

Citizenship

Understanding rules and why they matter in creating fair systems. Democratic decision-making during team tactical discussions. Rights and responsibilities of different roles (player vs referee). Community engagement through local sport club links.

Geography

Spatial awareness understanding positions on pitch and tactical spacing. Directions and movement patterns during games. Mapping out strategies and player movements during reflections.

PSHE

Leadership and responsibility through officiating duties. Teamwork and cooperation in competitive contexts. Respect for authority (referees) even when disagreeing with decisions. Managing emotions in competitive situations - resilience after losing, grace in winning. Conflict resolution managing disputes constructively. Understanding community engagement through local hockey club pathways. Fair play and integrity making honest refereeing decisions.

Teacher Guidance

Positioning

During warm-up: Central position to observe all five teams simultaneously. During skill development: Move between groups providing feedback but maintain overview of whole class. During tournament: Position centrally between two pitches allowing peripheral vision of both games, constantly scanning. Move closer to individual games only for specific teaching points then return to central overview position.

Observation Focus

HANDS: Watch for technique quality - low sticks, controlled passes, effective receiving, appropriate dribbling methods. HEAD: Observe tactical decisions - spacing, support play, positioning, tactical adjustments between games. HEART: Monitor sportsmanship, respect for referees, teammate encouragement, resilience after setbacks. OFFICIATING: Note decisiveness, confidence, fairness, and communication quality of student referees.

Intervention Points

Intervene immediately if: unsafe play (high sticks, dangerous tackles), disputes escalating, referee being disrespected, poor sportsmanship, obvious pain/injury, games becoming too one-sided causing disengagement. Intervene selectively for: excellent examples to highlight, teaching moments about tactics or technique, time warnings for game management. Avoid over-intervention that disrupts flow or undermines student referees.

Demonstration Notes

Demonstrate: Officiating technique including confident whistle, clear hand signals, and authoritative communication. Show both good and poor examples of referee positioning and decision-making. Demonstrate each rule scenario clearly during briefing (push pass, raised stick, deliberate feet, free hit procedure). Model reflection language during team discussions. Use students as demonstrators where possible, building their confidence and ownership.

Verbal Cues

•'Sticks low!' - reminder during games
•'Find space!' - tactical prompt for static players
•'Support your teammate!' - encouraging positioning
•'Talk to each other!' - prompting communication
•'The referee has decided - we respect that' - managing disputes
•'Brilliant sportsmanship!' - reinforcing positive behaviour
•'30 seconds remaining!' - time management
•'Show me your improvement from the reflection!' - accountability

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum space: Two pitches 20m x 15m each with 5m separation = approximately 800m² total. Indoor hall or outdoor hard court/grass pitch suitable. Adequate run-off space beyond boundaries (2m minimum). Clear of obstacles, walls, and equipment.

Surface Check

Indoor: Clean, dry, non-slip hall floor free from dust or moisture. Outdoor: Even grass or hard court surface checked for holes, debris, or standing water. Mark any unavoidable hazards with cones. Ensure adequate grip in all weather conditions.

Equipment Safety

Safety Checks

•Inspect all hockey sticks before use - no splinters, cracks, splits or loose joints
•Check stick heads are securely attached with no sharp edges
•Ensure balls are appropriate type (softer balls for Quick Sticks, harder only with protection)
•Confirm shin pads have no broken parts and fit securely inside socks
•Check gum shields are clean and students use their own (hygiene)
•Verify cones have no sharp edges or broken parts
•Test whistles function clearly and sanitise between users
•Remove any damaged equipment from use immediately

Risk Management

Key Risks

•Stick strikes to body, legs or head from raised sticks or swinging
•Ball strikes causing bruising particularly to shins, ankles and hands
•Collision between players when competing for ball
•Trips and falls when running at speed or turning quickly
•Overexertion in competitive tournament context
•Disputes escalating during competitive games

Risk Mitigation

•Enforce strict 'sticks stay low' rule - push passes only, no hitting
•Mandatory shin pads and gum shields if using harder Quick Sticks balls
•Clear pitch boundaries established preventing collisions with walls or equipment
•Adequate spacing between two pitches preventing ball crossover
•Strict enforcement of rules by referees reducing dangerous play
•Teacher supervision of both pitches simultaneously from central position
•Progressive skill building earlier in unit preparing for tournament intensity
•Regular hydration breaks if needed, monitoring for overexertion
•Teacher intervention in any game showing dangerous or overly physical play
•Clear behaviour expectations emphasising controlled competition and sportsmanship

Supervision & Emergency Procedures

Supervision Points

•Position centrally to maintain peripheral vision of both pitches throughout
•Scan both games constantly, not focusing only on ball/action
•Monitor high-risk moments: goal-mouth scrambles, tackles, fast breaks
•Watch for fatigue affecting technique and safety as tournament progresses
•Support student referees but position to see whole space yourself
•Keep emergency exit routes clear at all times
•Maintain awareness of individuals with medical conditions (asthma, diabetes, etc.)
•Be prepared to stop all activity immediately if safety concern arises

Emergency Procedures

STOP: Blow whistle loudly, raise hand, call 'EVERYONE STOP!' ASSESS: Quickly determine nature and severity of injury or incident. Minor injury: Move student to side, apply first aid, resume games if appropriate. Significant injury: Keep student still, send reliable student for first aid trained staff/emergency services, stay with injured student, supervise remainder of class calmly. Complete accident report form for all injuries. Contact parents for anything beyond very minor bumps.