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Lesson 6 - Game Play and Competition

Lacrosse Skills Essentials

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Year 8

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Lacrosse

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Big Question

How can you demonstrate sporting values whilst making tactical contributions in competitive lacrosse?

Learning Objectives

Make effective contributions in both attacking and defending phases of competitive play
Demonstrate agility, balance, coordination and precision in game situations
Evaluate peer performance using correct technical language and constructive feedback

Key Outcomes

Students will apply lacrosse skills effectively in competitive game situations
Students will demonstrate all six sporting values throughout competition
Students will use technical language accurately when discussing tactics and performance

Equipment & Resources Required

Lacrosse sticks

1 per student (30)

Checked before lesson for broken strings or damaged heads

Alternative: Tennis rackets with modified rules for schools without lacrosse equipment

Lacrosse Balls

7 balls for 30 students

Have spares ready at side of pitch

Alternative: Foam balls or tennis balls for students requiring softer equipment

Goals

4 goals (for 2 pitches)

Positioned at ends of pitches with 5m crease marked with cones

Alternative: Cones placed 2m apart to mark goal width

Bibs

15 bibs in contrasting colours per pitch

Organised into team sets before lesson

Alternative: Use existing team colours or markers

Cones

20-30 cones

Mark pitch boundaries, centre lines, and goal creases

Alternative: Chalk lines on playground surface

Whistles

2-3 whistles

One for teacher, extras for student officials

Alternative: Voice commands if whistles unavailable

Stopwatch

1-2 stopwatches or phones

For timing 7-minute games and transition periods

Alternative: Use phone timer or visible clock

Pencils

1 per pitch

For student officials to record scores

Alternative: Whiteboard or student memory

Key Vocabulary

Attacking

Offensive phase of play when team has possession and attempts to score

Defending

Defensive phase of play when team attempts to regain possession and prevent scoring

Contribution

Positive actions that help the team in both attacking and defending situations

Possession

Having control of the ball, limited to 4 seconds in Pop Lacrosse

Out of Bounds

When the ball crosses the boundary line of the playing area

Goal Crease

The 5m space in front of goal where only attacking players being defended may enter

Centre Pass

Method of starting play from the centre line with one foot on the line

Simultaneous Foul

When two players commit fouls at exactly the same time

Sporting Values

Passion, self-belief, respect, honesty, determination and teamwork demonstrated in sport

Tactical

Relating to the strategic plans and decisions made to gain advantage in the game

Competition

Organised series of games where teams play against each other

Officiating

Acting as referee to ensure rules are followed and game is fair

Skill Progression Pathway

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

Prior Learning

Individual lacrosse techniques: catching, throwing, cradling, scooping
Basic Pop Lacrosse rules and gameplay
Positional awareness and spatial understanding
Introduction to tactical concepts in attack and defence

Current Skills

Application of all skills in competitive game situations
Tactical decision-making under pressure
Demonstrating sporting values in competition
Evaluating performance using technical language

Next Steps

Advanced tactical systems and formations
Leadership and coaching roles
Competitive inter-school lacrosse
Specialist positional play and responsibilities

Milestone Indicators

Students consistently apply 4-second possession rule without prompting

Tactical discussions between teammates show understanding of attacking and defending principles

Sporting values are evident even in highly competitive moments

Technical language is used accurately when evaluating performance

Key Teaching Points

This culminating lesson emphasises sporting values as much as lacrosse skills - character development is central to PE
Tournament format creates authentic competitive context for skill application whilst maintaining inclusive participation
The 4-second possession rule is fundamental to Pop Lacrosse safety and flow - enforce consistently throughout all games
Effective contribution means both attacking AND defending - assess balanced participation across phases of play
Team huddles between games are vital learning moments - tactical reflection and adjustment demonstrate cognitive development
Officiating develops rule understanding, communication skills, and leadership - ensure all students experience this role
All six sporting values (passion, self-belief, respect, honesty, determination, teamwork) should be explicitly modelled, recognised, and celebrated

Common Misconceptions

Misconception: Winning games is the only measure of success. Correction: Emphasise that demonstrating sporting values, making tactical contributions, and personal improvement are equally important outcomes.
Misconception: You can hold the ball as long as you want in your own half. Correction: 4-second rule applies everywhere on the pitch at all times - no exceptions based on location.
Misconception: Defenders can never enter the goal crease. Correction: Defenders can enter when they're a stick's length from an attacking opponent they're marking.
Misconception: Physical contact is acceptable if competing for the ball. Correction: Pop Lacrosse is non-contact - any body contact is a foul regardless of intention.
Misconception: Only the best players can demonstrate sporting values like passion or self-belief. Correction: Every student can demonstrate all six values regardless of ability level - character is separate from skill.
Misconception: Tactical discussions are only for advanced players. Correction: All students can engage in tactical thinking at their level - spreading out, supporting teammates, marking opponents are accessible tactics.
Misconception: The ball must touch the ground after going out of bounds before being collected. Correction: The nearest player can collect immediately from where it crosses the boundary line.

SEN Adaptations

ADHD

Short activity bursts suit this lesson well - 7-minute games ideal length. Clear, simple instructions repeated. Active role throughout - no long waiting periods. Physical movement meets sensory needs. Frequent feedback and recognition maintains engagement. Officiating role provides responsibility and focus. Positioning in active area of pitch. Clear boundaries for behaviour linked to sporting values. Movement breaks built into tournament structure.

dyspraxia

Larger, softer ball for easier catching and control. Additional practice time with skills before tournament. Simplified stick work - focus on two-handed control. Reduced complexity of dodges - basic direction changes only. Supportive team positioning - area with more time and space. Buddy for equipment organisation. Clear, demonstrated instructions with verbal breakdown. Positive reinforcement for attempts not just success. Consider officiating role as alternative to playing if coordination very challenging.

autism spectrum

Provide clear visual schedule of tournament structure - show rotation pattern. Quiet zone available if sensory overload occurs. Consistent team structure throughout (don't change teammates). Clear, explicit expectations for behaviour and sporting values. Advance warning of transitions between games. Predictable routine in warm-up and cool-down. Visual rule cards for reference. Option to officiate if game participation is overwhelming. Sensory considerations - allow cap/sunglasses outdoor if light sensitivity.

visual impairment

Use brightly coloured balls (neon yellow/orange) for visibility. Verbal cues from teammates essential - encourage constant communication. Buddy system with sighted partner who provides directional guidance. Tactile boundary markers if available. Reduce pitch size to decrease distance for tracking ball. Position in defensive role where ball comes to them rather than chasing. Consider audible ball (ball with bell inside) if available.

hearing impairment

Visual demonstrations of all rules and tactics - use hand signals not just verbal. Ensure student can see official's whistle and signals clearly. Buddy system for rule clarification. Written or laminated rule cards for reference. Position where they can see teacher and teammates' faces for lip reading. Vibrating timer app for 4-second possession if available. Clear visual cues for start/stop of play.

physical disability

Modify playing area size based on mobility - smaller pitch reduces running demands. Adapted stick if grip strength is issue - thicker handle or grip aids. Seated or wheelchair version possible with adapted rules. Allow additional time for movements. Modified 4-second rule extending to 6-8 seconds if needed. Supportive positioning in games - area with less running demand. Buddy support for collecting equipment and positioning. Consider adapted scoring zones closer to position.

Cross-Curricular Links

English

Verbal communication skills essential in tactical discussions and officiating. Use of technical vocabulary accurately to describe play and tactics. Constructive feedback language during team huddles. Listening skills when receiving coaching and tactical instructions. Persuasive language when motivating teammates.

Maths

Tournament structure involves mathematical thinking: calculating win records, goal differences, and standings. Time management with 7-minute games and 90-second transitions develops temporal awareness. Spatial awareness and geometry evident in pitch positioning, angles of passes, and defensive formations. Statistics and data recording through score keeping.

Science

Cardiovascular system response to sustained exercise during tournament - heart rate elevation, increased breathing, oxygen delivery. Biomechanics of throwing action - force generation, lever systems in arm movement, projectile motion of ball. Forces in play - friction, air resistance affecting ball flight, momentum in collisions. Fatigue and lactic acid build-up during repeated games.

Geography

Spatial awareness essential for tactical positioning on pitch. Understanding of directions and movement patterns - offensive spreading out, defensive compacting. Mental mapping of pitch space and teammate positions. Origins of lacrosse - Native American history and cultural geography.

PSHE

Sporting values directly address personal development: self-belief builds confidence, determination develops resilience, honesty promotes integrity, respect teaches empathy, teamwork develops collaboration, passion encourages engagement. Managing emotions in competitive situations - dealing with winning/losing, frustration, pressure. Leadership development through captaincy and officiating roles. Conflict resolution during disagreements. Social skills in forming teams and working with various peers.

Teacher Guidance

Positioning

Position between two pitches at angle allowing visibility of both playing areas simultaneously. Move strategically to provide live coaching feedback but maintain overall supervision. During rule review, position centrally with pitch layout visible behind you for spatial reference.

Observation Focus

Primary focus on sporting values - this is culminating lesson emphasising character. Secondary focus on tactical contributions in attack and defence. Note specific examples of excellent sporting values for recognition in plenary. Observe for Head (tactical understanding), Hands (skill application), Heart (sporting values) framework throughout.

Intervention Points

Intervene immediately for: safety concerns, poor sportsmanship, rule misunderstandings by officials, exclusion or negative team dynamics. Provide live coaching during games but allow students to solve tactical problems themselves. Support officials if they're losing control but don't undermine their authority. Balance between allowing competitive flow and maintaining standards.

Demonstration Notes

Demonstrate enthusiastic support for all teams equally. Model respectful language when disagreeing with officials' decisions. Show passion for lacrosse to inspire continued participation. Use specific recognition rather than generic praise. During rule review, use student volunteers for demonstrations to maintain engagement and check understanding.

Verbal Cues

•'Four seconds! Pass it!'
•'Find space! Spread out!'
•'Communication! Call for the ball!'
•'Mark up! Who's your player?'
•'Brilliant sporting values there!'
•'Respect! Let's restart properly.'
•'Determination! Keep going!'
•'Support your teammate!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Two pitches each minimum 20m x 30m, with 5m clearance between pitches and around perimeter. Indoor sports hall or outdoor field suitable. Clear of walls, posts, and obstacles.

Surface Check

Dry, even surface free from hazards, holes, or debris. If outdoor, check for wet grass creating slip risk. If indoor, check floor is clean and not slippery.

Equipment Safety

Safety Checks

•All lacrosse sticks inspected before lesson for damage - no broken strings, cracked heads, or splintered shafts
•Balls inflated correctly and not damaged or split
•Cones have no sharp edges or cracks
•Goals stable and secure, not able to tip over
•Bibs clean and in good condition without tears that could catch

Risk Management

Key Risks

•Stick collisions - particularly during contested possessions
•Being struck by ball - head/face primary concern
•Collisions between players during dynamic play
•Trips and falls on surface
•Overexertion and fatigue in competitive environment
•Dangerous shooting - ball at head height or excessive force close range

Risk Mitigation

•Clear boundaries established and students understand playing area limits
•5m clearance between pitches prevents cross-over incidents
•Pop Lacrosse rules specifically designed for safety (no body contact, stick restrictions)
•Dangerous shooting rule enforced strictly - any head-height or excessive force penalised
•Goal crease rule prevents crowding and dangerous shooting situations
•4-second possession rule keeps play moving and reduces contested situations
•Progressive fatigue monitored - water breaks mandatory between games
•Officials trained to stop play immediately if safety concern
•Teacher positioned for visibility of both pitches throughout tournament
•Warm-up prepares muscles and cardiovascular system for intensity

Supervision & Emergency Procedures

Supervision Points

•Position between two pitches for maximum visibility of all students
•Particular attention to goal areas where shooting creates higher risk
•Monitor for fatigue-related technique decline or injuries
•Observe officials managing games safely and intervene if needed
•Watch for sporting values breakdowns that could escalate to unsafe situations
•Scan continuously, not focusing on one game exclusively

Emergency Procedures

Whistle signal for immediate stop of all play if injury occurs. Students trained to freeze on emergency whistle. First aid kit accessible at side of playing area. First aider identified before lesson starts. Serious injury protocol: secure scene, assess casualty, send for help, provide appropriate first aid, complete accident report.