Lesson 5 - Positional Play & Formations
Mastering Skills & Team Play
•Year 8
•Hockey
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How can you use positioning and formation to create attacking opportunities and defensive strength?
Learning Objectives
- Demonstrate effective play in different positions within a hockey formation
- Develop spatial awareness and use of wing channels to stretch opposition defence
- Evaluate team performance and provide constructive feedback using technical language
Key Outcomes
- Students will play effectively in multiple positions within a team formation
- Students will use wing play to create scoring opportunities
- Students will analyse tactical decisions in numerical advantage and disadvantage situations
- Students will communicate using accurate technical hockey vocabulary
Equipment & Resources Required
Check sticks are correct height (waist level) and in good condition with no splinters or cracks
Alternative: Unihoc sticks for indoor or safer variation
Distribute around pitch perimeter for easy access
Alternative: Foam balls or softer Quick Sticks balls for safer play
Use to mark goals (2m wide), wing channels (1.5m from touchline), and pitch boundaries
Alternative: Marker discs or chalk lines
Place at one end of area, 4-5 hoops as 'nests' and 4-5 as team collection points
Alternative: Coned areas or marked zones
Prepare sets for 6 teams in advance to speed up transitions
Alternative: Coloured bands or team identifiers
Check all students wear them correctly under socks before game play
Alternative: None - essential safety equipment
Students should bring their own fitted gum shields; have spare generic ones available
Alternative: None - essential safety equipment
For demonstrating formations and tactical discussions
Alternative: Clipboard with paper, or ground markings
Key Vocabulary
The arrangement and positioning of players on the pitch to create attacking and defensive structure
Using the wide areas of the pitch to stretch the opposition defence and create space
Designated wide areas on the pitch (approximately 1.5m from touchline) where attacking players have protected space
Understanding where you and other players are positioned relative to the ball, goals, and boundaries
When your team has more players than the opposition in a particular area or overall (e.g., 6v4)
When your team has fewer players than the opposition, requiring compact defensive organisation
A pass from a wide position (wing) into the central area in front of goal
A restart in hockey awarded for rule infringements, taken by pushing or hitting the ball while stationary
A pass where the stick remains in contact with the ball and ground, pushing the ball along the surface
Where a player stands on the pitch relative to teammates, opponents, and the ball to be most effective
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic dribbling and ball control with hockey stick
- Push pass technique and receiving
- Understanding of basic hockey rules and safety
- Experience playing small-sided games
Current Skills
- Playing effectively in different positional roles
- Using width and wing channels strategically
- Adapting tactics based on numerical situations
- Evaluating performance using technical vocabulary
Next Steps
- Complex team formations and systems of play
- Advanced set-piece strategies
- Tournament play with rotating positions
- Coaching and leadership roles
Milestone Indicators
Key Teaching Points
- Wing play stretches opposition defence and creates central space - emphasise the tactical purpose not just the technique
- Spatial awareness means constantly scanning - head up, checking positions of ball, teammates, opponents, and space
- Numerical advantage should result in more passing options and overloads - teams must spread out to utilise extra players effectively
- When defending with fewer players, stay compact and communicate - cover space together rather than individual marking
- Technical vocabulary is crucial for analysing and improving performance - model and reinforce correct terminology throughout
- Versatility in positions helps understand the whole game - encourage growth mindset when trying uncomfortable new roles
- Formation provides structure but must be fluid - players adapt positions based on where the ball is
Common Misconceptions
- Misconception: 'Wing channels are just for wing players.' - Correction: Any player can use the wing channels, and teams should rotate players through wide positions to create unpredictable attacks.
- Misconception: 'With 6v4 advantage we should just all attack.' - Correction: Even with numerical advantage, teams need defensive cover; usually keep 1-2 players back to prevent counter-attacks.
- Misconception: 'Formation means players stay in their zones no matter what.' - Correction: Formations provide a starting structure but players must move and adapt based on game flow; fluid movement is key.
- Misconception: 'Technical language is too complicated - just use normal words.' - Correction: Technical language allows precise communication about tactics; once learned, it's actually clearer than vague terms.
- Misconception: 'I'm a striker so I don't need to defend.' - Correction: In hockey, all players have both attacking and defending responsibilities regardless of position; it's a fluid game.
- Misconception: 'Crossing from the wing means just hitting it hard into the middle.' - Correction: Effective crosses require looking up, identifying teammates' positions, and placing the ball accurately to them.
- Misconception: 'The team with more players always wins.' - Correction: Numerical advantage only matters if utilised tactically; good organisation and communication can help outnumbered teams defend successfully.
SEN Adaptations
ADHD
- Provide short, focused activities with clear start and end points - lesson structure supports this. Use regular movement and position changes - built into lesson. Give clear boundaries - physical markers for pitch areas. Provide regular specific feedback - 'Great spatial awareness just then!' rather than general praise. Allow leadership roles or special responsibilities during activities - empowering. Use visual timers to show activity duration. Redirect attention rather than reprimand when distracted. Build in brief movement breaks if needed between sections. Position near teacher for easier refocusing.
dyspraxia
- Use larger, softer balls for easier control - foam balls or larger hockey balls. Reduce complexity of activities initially - fewer rules, simpler formations. Allow extra practice time before joining full game - pre-teach skills. Provide additional demonstrations and break down skills into smaller steps. Use larger goals for better success rate. Reduce pitch size to decrease distance for ball travel. Assign supportive teammates who will encourage. Focus on effort and participation rather than precision initially. Provide specific position with clear, simple responsibilities. Allow extra time for getting equipment and getting organised.
autism spectrum
- Provide clear visual schedule showing lesson structure and timings - display prominently. Use consistent routines for warm-up, transitions, and cool-down. Give advance warning before transitions - '2 minutes until we change activity'. Create quiet zone available if student becomes overwhelmed by noise or activity. Provide clear, specific instructions rather than open-ended - 'Stand in this spot' rather than 'Find a space'. Use visual supports for formations and positioning. Assign consistent team or partner. Allow student to observe activity before participating if needed. Minimise sudden loud noises - give warning before whistle.
visual impairment
- Use brightly coloured balls (yellow or orange) for better visibility. Provide brightly coloured bibs with high contrast. Use verbal descriptions of all visual demonstrations - describe pitch layout, formations, and tactics verbally. Assign buddy system with sighted partner who can provide verbal cues during games. Use auditory signals (whistle, voice) rather than just visual signals. Reduce pitch size to decrease distance needed to track ball. Use textured or beeping balls if available.
hearing impairment
- Ensure student can see teacher's face clearly during all instructions - speak toward them not away. Use clear visual demonstrations for all activities - exaggerated movements. Provide written instructions or visual cards showing key rules and positions. Establish clear visual signals for stop/start/safety (raised hand, specific gesture). Assign buddy to support with communication during games. Position student where they can see teacher and whiteboard for tactical discussions. Use visual diagrams on whiteboard more extensively. Check understanding through demonstration not just verbal confirmation.
physical disability
- Adapt activity based on specific needs - seated versions of games possible using shorter sticks or modified equipment. Reduce pitch size or zone restrictions (e.g., student plays only in one area). Use lighter or larger balls for easier control. Modify rules - allow more touches, longer time in possession, closer proximity for passes. Assign supportive position that matches capability (goalkeeper may be suitable for reduced mobility). Provide additional adult support if needed for physical guidance or equipment management. Ensure wheelchair-accessible playing surface if applicable.
Cross-Curricular Links
English
Technical vocabulary development and accurate usage, evaluating and analysing performance using correct terminology, verbal communication during teamwork, following and giving complex instructions, discussion and debate about tactics, persuasive language when suggesting strategies
Maths
Numerical concepts - 6v4 advantages/disadvantages, calculating ratios of attackers to defenders, measuring pitch dimensions and wing channel widths (1.5m), timing games and rotations, analysing statistics (shots on goal, successful passes, time in possession)
Science
Forces and motion - direction of ball travel, force required for different length passes, friction affecting ball movement on different surfaces, energy transfer from stick to ball. Body systems - cardiovascular response to exercise (heart rate elevation and recovery), muscular system working during different movements, importance of warm-up and cool-down for physiological reasons
Geography
Spatial awareness and positioning on pitch, directional language (forward, backward, left, right, wide, central), mapping movement patterns, understanding zones and areas, scale and measurement of playing area
PSHE
Teamwork and cooperation toward common goals, leadership skills when organising team tactics, resilience when trying challenging new positions, managing emotions during competitive situations, respect and sportsmanship toward opponents and teammates, honest self-assessment and reflection, celebrating others' successes
Teacher Guidance
Positioning
Position yourself at the corner or side of playing area for full visibility of all students and activities. During multiple concurrent games, circulate between pitches but maintain sight lines to all areas. During explanations, ensure all students can see and hear you clearly - semi-circle formation works well. During main games, position where you can see all playing areas simultaneously.
Observation Focus
Prioritise safety throughout - watch for raised sticks, dangerous play, or collisions. Monitor positional understanding - are students positioning appropriately for their roles? Assess spatial awareness - finding space, using width, timing of movement. Observe technical skill application - ball control, passing accuracy, receiving technique. Listen for technical vocabulary during student discussions. Note tactical decision-making in game situations. Identify students who need additional support or challenge.
Intervention Points
Intervene immediately for any safety concerns - raised sticks, dangerous play, inadequate spacing. Stop play if rules repeatedly broken or tactical concepts not being applied - use teaching moment. Step in with coaching during games to reinforce learning points - but allow students to problem-solve first. Provide specific feedback to individuals and teams during natural stoppages. Intervene if any student excluded, upset, or disengaged - ensure full inclusion. Stop games periodically for tactical discussions and reflections - balance playing time with learning conversations.
Demonstration Notes
Always demonstrate new activities or skills clearly before students attempt them. Use exaggerated movements for visibility. For tactical concepts, use whiteboard diagrams combined with physical demonstrations using volunteer students. When demonstrating stretches, face same direction as students and mirror movements. Highlight excellent examples during activities by stopping briefly and drawing attention: 'Everyone watch how Emma is using the wing channel!' Use students as demonstrators frequently - empowers them and provides peer models. For complex tactics, break down demonstrations into steps and rebuild gradually.
Verbal Cues
- •'Sticks low!' - safety reminder during active play
- •'Find space!' - encouraging spatial awareness
- •'Use the width!' - tactical reminder about wing play
- •'Talk to each other!' - promoting communication
- •'Compact!' - defensive organisation cue
- •'Spread out!' - attacking shape cue
- •'Head up!' - encouraging awareness
- •'Quick decision!' - promoting speed of play
- •'Great technical language!' - reinforcing vocabulary use
- •'Show me your formation!' - checking tactical understanding
Safety Considerations
Space & Surface Requirements
Space Requirements
Full-size pitch appropriate for Year 8 (approximately 40m x 30m minimum). Additional space around perimeter (3m clear zone). Adequate spacing between multiple pitches if running concurrent games (minimum 5m separation).
Surface Check
Dry, even surface essential - check for puddles, debris, uneven ground, holes, or other trip hazards. If outdoor grass pitch, check for hidden hazards. Indoor surface must be clean and appropriate for hockey (not overly slippery).
Equipment Safety
Safety Checks
- •All hockey sticks checked before lesson for cracks, splinters, sharp edges, or damage - remove any unsafe sticks immediately
- •Sticks must be appropriate height (waist level when standing) for each student
- •All balls in good condition - correct inflation, no splits or damage
- •Cones have no sharp edges and are brightly coloured for visibility
- •Shin pads mandatory if using Quick Sticks balls - must be worn correctly under socks covering full shin
- •Gum shields mandatory if using Quick Sticks balls - properly fitted (custom or boil-and-bite)
- •Bibs in good condition with no tears that could cause entanglement
Risk Management
Key Risks
- •Stick strikes - to shins, hands, face, or other body parts
- •Ball strikes - particularly to face, head, or body
- •Collisions between players during fast-paced games
- •Trips and falls due to sticks on ground or poor surface
- •Overexertion in warm weather leading to heat-related illness
- •Sprains or strains from quick directional changes
- •Eye injuries from raised sticks or high balls
Risk Mitigation
- •Clear boundaries established and enforced - adequate run-off space
- •Push passes only rule strictly enforced - no raised sticks at any time
- •Mandatory shin pads and gum shields if using Quick Sticks reduce injury severity
- •Progressive skill building from warm-up through to full games
- •Regular safety reminders throughout lesson
- •Sticks placed safely on ground during explanations and transitions
- •Adequate spacing between playing areas prevents cross-pitch collisions
- •Clear stop signal (whistle + verbal 'STOP') that all students understand means immediate cessation
- •Free hit rule with 5-yard distance prevents crowding and stick contact
- •Goalkeeper zones to protect goalies from excessive close-range shots
- •Regular hydration breaks in warm weather
- •Appropriate work-to-rest ratios built into lesson structure
Supervision & Emergency Procedures
Supervision Points
- •Teacher positioned for maximum visibility of all playing areas - corner or side position
- •Actively scan all pitches if multiple games running simultaneously
- •Position near highest-risk activity (main game rather than warm-up)
- •Move around to different viewing angles during extended activities
- •Monitor high-activity areas where collisions more likely (goal mouths, wing channels)
- •Keep equipment area in sight to prevent unsafe equipment use
- •Watch for students showing signs of fatigue, overheating, or distress
Emergency Procedures
STOP - Immediate stop signal if serious injury. ASSESS - Check injury severity and need for first aid. SUPPORT - Provide appropriate first aid (ice for impacts, rest for sprains) or call for additional medical support if needed. Other students moved to safe area and kept calm while incident managed. Accident/injury recorded per school policy. Parents informed of any injuries requiring medical attention.