Lesson 1 - Scooping and Carrying Technique
Lacrosse Skills Essentials
•Year 8
•Lacrosse
•Start Planning Better PE Lessons
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How can mastering the scoop transform your control and speed in lacrosse?
Learning Objectives
- Develop accurate scooping technique using step-squat-scoop-through method
- Carry the ball effectively using correct stick positioning and body control
- Demonstrate agility, balance, coordination and precision in dynamic lacrosse situations
Key Outcomes
- Students will scoop a stationary and moving ball with increasing confidence and accuracy
- Students will carry the ball at shoulder height whilst changing direction smoothly
- Students will evaluate peers using correct technical language and provide constructive feedback
Equipment & Resources Required
Check all sticks for damage, ensure nets are secure and pockets are not too deep or shallow
Alternative: If insufficient sticks, share between pairs and rotate activities
Place in central hoop or bag for easy distribution
Alternative: Tennis balls for students struggling with harder lacrosse balls
Use to mark boundaries, activity zones, and targets
Alternative: Spots or markers
Prepare in advance for quick distribution
Alternative: Coloured bands or team markers
Space evenly around area for Rob the Nest game
Alternative: Coned circles or marked zones
Key Vocabulary
The technique of collecting the ball from the ground using the lacrosse stick by lowering the net over or beside the ball and lifting it up
The gentle rocking motion used to keep the ball secure in the net whilst moving
Holding the stick across the body with the head near the shoulder, hands wide apart, stick close to body
The meshed pocket at the head of the lacrosse stick where the ball sits
The top part of the lacrosse stick that contains the net/pocket
The four-phase scooping technique: step beside ball with top hand foot, squat low, scoop under ball, push through and up
The ability to change direction quickly and efficiently whilst maintaining control
Maintaining stability and body control during movements and skill execution
The smooth integration of different body parts working together to perform skills accurately
Performing skills with exactness and accuracy, hitting the intended target or outcome
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic hand-eye coordination from previous stick-based activities
- Understanding of personal space and safe equipment handling
- Experience with running, dodging and changing direction in games
Current Skills
- Scooping technique with correct body positioning and stick angle
- Carrying position with stick control at shoulder height
- Cradling the ball whilst moving and changing direction
- Rolling and collecting the ball in partner and group activities
Next Steps
- Passing techniques including overarm and sidearm throws
- Catching balls thrown from different angles and speeds
- Combining scooping, carrying and passing in game situations
- Defensive positioning and intercepting passes
Milestone Indicators
Key Teaching Points
- Step-squat-scoop-through is the fundamental sequence - teach it systematically and reinforce constantly throughout the lesson
- Deep squat position is crucial for successful scooping - bottom low, stick to ground - this is the most common error to correct
- Top hand foot steps beside the ball - hand and foot coordination is key to balance and accuracy
- Stick comes from the SIDE of the ball not on top - slide alongside like a spatula under a pancake
- Carry position is non-negotiable for safety and control - stick at shoulder, across body, close to body, hands wide
- Cradling is subtle - gentle wrist rotation, not big arm swings - show close-up demonstration
- Quality technique before speed - constantly remind students that smooth is fast, rushing causes errors
- Eyes up when cradling - in games they need to see space and teammates, not stare at the ball
- Positive peer feedback culture - model the language, insist on kind and specific feedback
- Safety through stick control - heads down during scooping, carry position during movement, no swinging
- Progressive challenge - all activities have support, core, extension options to keep all students in their learning zone
Common Misconceptions
- MISCONCEPTION: You scoop by putting the net on top of the ball and lifting straight up. CORRECTION: Demonstrate side approach - slide stick alongside ball and push through it, not down on top. 'Like sliding a spatula under a pancake from the side.'
- MISCONCEPTION: You need to stay upright to scoop quickly. CORRECTION: Show comparison - upright scoop fails repeatedly, deep squat scoop succeeds consistently. 'Low and slow is actually faster because you succeed first time!'
- MISCONCEPTION: Cradling means swinging the stick side to side with big arm movements. CORRECTION: Show gentle wrist rotation close-up. 'Your wrists do the work, not your arms. Tiny movements keep the ball safe.'
- MISCONCEPTION: In lacrosse you carry the stick vertically like a flag. CORRECTION: Demonstrate unsafe vertical carry versus safe diagonal carry across body. 'Diagonal and close keeps you safe and in control.'
- MISCONCEPTION: The harder you roll the ball to your partner, the better. CORRECTION: Show dropped scoops from hard rolls versus successful scoops from gentle rolls. 'Help your partner succeed - gentle, accurate rolls.'
- MISCONCEPTION: Looking at the ball while cradling is essential. CORRECTION: Demonstrate cradling while looking up and around. 'Feel the ball in your net, see the space around you - eyes up!'
- MISCONCEPTION: Either hand can be on top of the stick - it doesn't matter. CORRECTION: Explain consistency and control. 'Choose your strong hand on top and keep it there - builds your muscle memory and control.'
SEN Adaptations
ADHD
- Short, varied activities maintaining engagement (lesson already structured this way), clear, concise instructions one step at a time, regular physical activity breaks built in (lesson is continuous movement), clear boundaries and expectations restated frequently, positive reinforcement frequently and immediately, allow leadership roles in activities, visual and kinesthetic learning opportunities throughout, option to be active helper demonstrating for others
dyspraxia
- Extended time for skill practice, larger equipment initially (bigger net pocket, larger balls), reduced complexity (one-step scooping before full sequence), visual markers for foot placement during step-squat-scoop, hand-over-hand guidance from teacher or partner, reduced speed of activities initially, extra practice of motor patterns, breaking down movements into smaller components, praise effort and improvement over absolute performance, opportunities for repeated practice of same skill
autism spectrum
- Clear visual schedule of lesson sections shown at start, consistent routine for each section, advance warning of transitions ('In 2 minutes we will...'), quiet zone available if sensory overload occurs, clear boundaries marked visibly, predictable partner pairings, visual demonstration paired with every verbal instruction, minimise background noise where possible, offer alternative to competitive elements if causing anxiety (personal target achievement instead)
visual impairment
- Use brightly coloured balls (yellow or orange high-vis), clear verbal descriptions of all demonstrations with exaggerated commentary, buddy system with sighted partner providing verbal guidance, textured cones or markers for spatial reference, reduce complexity of movement patterns initially (straight lines before figure-8), teacher provides hand-over-hand guidance for scooping technique if appropriate
hearing impairment
- Visual demonstrations with exaggerated movements, written instructions on whiteboard or cards for each activity, hand signals for stop/start/good work established at lesson start, position student where they can see teacher's face for lip reading, buddy system for relaying verbal instructions, visual timer for timed activities, use of visual feedback (thumbs up, demonstration of correct technique) rather than verbal only
physical disability
- Adapted/lighter lacrosse sticks if needed, seated scooping practice from wheelchair with ball placement at appropriate height, larger/softer balls (foam lacrosse balls or larger practice balls), reduced movement area, focus on upper body stick control and technique rather than running elements, partner assistance for ball collection, modified relay roles (can pass ball to next person rather than running), ensure all playing areas are wheelchair accessible
Cross-Curricular Links
English
Technical vocabulary development and accurate usage, verbal communication during peer assessment, listening skills when receiving feedback, articulating reflections on learning, following complex verbal instructions
Maths
Measuring distances for relay courses (metres), counting successful scoops and tunnels (data handling), timing activities (seconds/minutes), calculating team scores, geometry of movement patterns (figure-8), angles of stick during scooping
Science
Forces during scooping - lifting the ball against gravity, friction between stick and ground, muscles working during squatting (quadriceps, hamstrings, gluteals), cardiovascular system during warm-up (heart rate increasing), energy transfer from potential to kinetic as ball is scooped
Geography
Spatial awareness and positioning on the playing area, directions during movement (forwards, backwards, sideways), mapping movement patterns (figure-8 routes), using space efficiently
PSHE
Teamwork and collaboration during partner and group activities, resilience when learning challenging new skills, managing emotions during competitive games, respecting others' efforts and abilities, communication skills for effective feedback, leadership during group tasks, honesty in self-assessment
Teacher Guidance
Positioning
Start at front for demonstrations, move to corner/edge for activity observation providing maximum sightlines, circulate during partner work for individual feedback, central position during game applications
Observation Focus
Prioritise safety first (stick control, spacing, no collisions), then technique quality (squat depth, stick angle, cradle), then engagement and inclusion (all participating, supporting each other), then sporting values
Intervention Points
Step in immediately if safety compromised; pause activity if more than 3-4 students showing same technical error for group correction; intervene in peer feedback if becoming negative or inaccurate; manage competitive intensity if becoming unsafe or excluding students; provide extension challenges when students clearly mastering tasks
Demonstration Notes
Always demonstrate from multiple angles (front, side, back) so all students see clearly; perform in slow motion first calling out each phase, then at game speed; demonstrate common mistakes and corrections; use student demonstrators to show excellent examples during lesson; exaggerate key teaching points for visibility (deep squat, wide hand position); maintain enthusiasm and energy in delivery
Verbal Cues
- •'Stick heads down - low and safe!'
- •'Step, squat, scoop, through!'
- •'Cradle at shoulder - protect that ball!'
- •'Soft touches, controlled rolls!'
- •'Find space - eyes up!'
- •'Freeze! Listen!'
- •'Quality over speed - technique first!'
- •'Encourage your teammates - positive voices!'
- •'I'm looking for...' (specific technical point)
- •'Show me your ready position!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear space, indoor sports hall or outdoor hard surface (tennis courts, netball courts, playground)
Surface Check
Dry, even surface free from debris, cracks, or trip hazards; if outdoor, check no loose stones or wet patches
Equipment Safety
Safety Checks
- •Lacrosse sticks inspected before lesson - check for cracks in shaft, loose heads, damaged pockets with holes
- •Ensure stick heads are securely attached with no sharp edges
- •Lacrosse balls checked for splits or damage
- •Cones have no sharp edges or cracks
- •Hoops in good condition, no broken sections
Risk Management
Key Risks
- •Stick collisions during movement activities - particularly heads swinging
- •Being struck by ball - lacrosse balls are hard
- •Trips and falls during direction changes and relay races
- •Collisions between students during game activities
- •Muscle strains from inadequate warm-up or overstretching
- •Finger injuries from incorrect stick grip or ball impact
Risk Mitigation
- •Clear boundaries established and reinforced throughout lesson
- •Adequate spacing between students during individual practice (minimum 2 metres)
- •Spacing between pairs and groups clearly marked (minimum 3-4 metres)
- •Sticks kept low during scooping - no high swings enforced immediately
- •Carry position taught and enforced - stick controlled close to body
- •Thorough warm-up including dynamic movements preparing for direction changes
- •Progressive skill building from static to dynamic activities
- •Clear stop signals and instant compliance expected
- •No physical contact rules enforced during all games
- •One runner at a time rules during Rob the Nest to prevent crowding
- •Teacher positioned for maximum visibility throughout
- •Balls kept in controlled area - any stray balls collected immediately
Supervision & Emergency Procedures
Supervision Points
- •Position at edge/corner of space for maximum visibility of all students
- •During partner work, circulate to monitor technique and interactions
- •During game activities, position centrally to observe all groups
- •Monitor high-activity areas during Rob the Nest particularly around centre hoop
- •Watch for competitive intensity increasing beyond safe levels
- •Immediate intervention if unsafe practice observed
Emergency Procedures
Stop signal given immediately (whistle and raised hand); all students freeze; assess situation; provide appropriate first aid or summon trained first aider; other students moved to safe area under supervision; incident recorded according to school policy