Lesson 5 - Shooting from Left and Right
Lacrosse Skills Essentials
•Year 8
•Lacrosse
•Start Planning Better PE Lessons
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How can mastering ambidextrous shooting give you a tactical advantage in lacrosse?
Learning Objectives
- Develop accurate shooting technique from both left and right sides of the goal
- Apply agility, balance, coordination and precision in shooting under pressure
- Evaluate peers' techniques using correct technical lacrosse terminology
Key Outcomes
- Students will demonstrate competent shooting technique from both left and right approaches
- Students will show improved accuracy when shooting under time and defensive pressure
- Students will provide constructive peer feedback using technical vocabulary such as stance, grip, follow-through, and footwork
Equipment & Resources Required
Check pocket depth and condition before lesson, distributed at lesson start
Alternative: Ensure mix of left and right-handed sticks if available
Store in equipment bag, distribute to activity stations
Alternative: Softer training balls for less confident students
Position securely with appropriate spacing for activities
Alternative: Cones positioned 1.8m apart to mark goal width
Mark goal crease circles (2.5m radius) around each goal
Alternative: Rope or spot markers for goal creases
Use for boundaries, goal markers, and drill stations
Alternative: Spot markers or line markers
Prepared for 6-team small-sided games
Alternative: Team identification bands
Key Vocabulary
Propelling the ball towards goal with the intention of scoring
The positioning of feet, body and stick in preparation for shooting
How hands are positioned on the lacrosse stick for optimal control and power
The continuation of shooting motion after ball release, determining accuracy and power
A deceptive movement designed to mislead the defender about your intended direction
Defensive footwork maintaining position between attacker and goal whilst moving backwards
The circular area around the goal where only the goalkeeper may enter
The boundary line behind each goal; crossing it after a missed shot determines possession
Having more attacking players than defenders in a particular area or overall
Rhythmic rocking motion of the stick to keep the ball secure in the pocket whilst moving
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic cradling technique whilst moving
- Fundamental passing and catching skills
- Understanding of safe stick handling
- Basic lacrosse game rules and structure
Current Skills
- Shooting technique from both left and right approaches
- Dodging and feinting to create shooting space
- Shooting under time pressure and defensive challenges
- Behind-goal shooting and angle awareness
- Evaluating technique using technical vocabulary
Next Steps
- Advanced shooting techniques including bounce shots and high-to-low shots
- Team offensive plays and set pieces
- Transition play from defence to attack
- Full-sided competitive lacrosse matches
Milestone Indicators
Key Teaching Points
- Ambidextrous shooting is essential in lacrosse - defenders will force you to both sides, so equal ability from left and right approaches creates tactical unpredictability and more scoring opportunities
- Shooting power comes from the kinetic chain: legs drive upward through core rotation into arm extension and follow-through, not just arm strength alone
- Follow-through determines accuracy more than initial aim - stick head must point directly at intended target after ball release with full arm extension
- Effective feinting requires commitment and sell - half-hearted fakes don't deceive defenders, use exaggerated shoulder drops, head movement, and explosive change of pace
- Behind-goal possession is unique to lacrosse and creates valuable scoring angles - practice shooting from behind approaching both left and right sides is game-essential
- Back line possession rule rewards hustle and effort - always sprint to cross the back line first after missed shots to regain possession for your team
- Peer assessment using technical vocabulary develops both cognitive understanding and communication skills - be specific with terms like stance, grip, balance, follow-through rather than vague 'good' or 'bad'
Common Misconceptions
- MISCONCEPTION: Shooting is all about arm strength. CORRECTION: Power comes from legs pushing through core into arms - demonstrate full kinetic chain, emphasise leg drive and weight transfer from back to front foot.
- MISCONCEPTION: You aim with your eyes before shooting. CORRECTION: While eyes identify target, accuracy comes from follow-through - your stick head pointing at target after release determines where ball goes, demonstrate shots with exaggerated follow-through.
- MISCONCEPTION: Behind the goal is out of bounds like other sports. CORRECTION: Lacrosse uniquely allows behind-goal possession creating scoring opportunities - explain this tactical advantage and demonstrate shooting from behind angles.
- MISCONCEPTION: Good peer feedback is just saying 'that was good' or 'nice shot'. CORRECTION: Effective feedback uses specific technical vocabulary and identifies precise technique elements - model detailed feedback: 'Your stance showed excellent knee bend and your follow-through pointed right at the target, it would be even better if...'
- MISCONCEPTION: Feinting is just moving side to side quickly. CORRECTION: Effective feinting requires selling the fake direction with entire body (shoulder drop, weight shift, head movement) then explosive acceleration opposite direction - demonstrate unconvincing vs convincing feints.
- MISCONCEPTION: When playing with numerical advantage (6v4), just bunch around the ball. CORRECTION: Extra players are wasted if bunched - spread out using width and depth to stretch defence creating gaps, demonstrate spacing diagrams.
- MISCONCEPTION: Your stronger side is good enough for games. CORRECTION: Defenders will identify and force you to weaker side - developing both sides equally prevents defenders from exploiting weakness, show game footage or explain tactical scouting.
SEN Adaptations
ADHD
- Frequent activity changes built into lesson structure maintain engagement. Provide clear short instructions repeated as needed. Use visual cues and demonstrations extensively. Allow movement breaks during discussions if needed. Position near teacher during instruction for proximity support. Provide specific focused roles during activities: 'You are the shooter, your job is...'. Use immediate feedback and frequent praise for on-task behaviour. Simplify success criteria to one focus at a time.
dyspraxia
- Break down shooting technique into smaller incremental steps practiced separately. Use larger balls initially if coordination challenging. Reduce shooting distance significantly (10m instead of 20m). Allow more practice time on stationary shooting before adding movement. Provide hand-over-hand guidance for grip and stance if needed. Simplify dodging to basic one-direction movement. Reduce game complexity - smaller teams or modified rules. Provide consistent positive encouragement focusing on effort and improvement not outcome.
autism spectrum
- Provide visual schedule showing lesson structure and timings. Give advance notice of transitions between activities. Reduce sensory overload by allowing student to step back from noisy game situations if needed. Provide clear explicit rules with visual rule cards. Establish consistent routines for equipment collection and return. Allow use of noise-reducing headphones if needed during chaotic game periods. Provide social scripts for peer assessment: 'Your stance was..., your follow-through could...'. Offer quiet zone option if overwhelmed.
visual impairment
- Use brightly coloured balls and bibs with high contrast. Provide verbal descriptions of demonstrations with clear directional language (left, right, forward, back). Assign sighted buddy to support with spatial awareness and positioning. Use sound cues or bells in balls if available. Reduce playing area size for easier navigation. Provide tactile demonstrations of stick grip and shooting stance.
hearing impairment
- Ensure student can see teacher's face during all verbal instructions. Use visual demonstrations extensively and repeat if needed. Provide written rule cards for game modifications. Use clear hand signals for stop/start, fouls, and possession changes during games. Assign buddy to relay instructions if needed. Position student at front during demonstrations for clear sight lines. Use visual timer for 3-second possession rule instead of verbal count.
physical disability
- Modify shooting distance based on individual ability and strength. Allow seated shooting practice for wheelchair users or those with lower limb impairments. Use lighter balls or larger pockets if hand strength limited. Provide alternative to running behind goal - shoot from stationary position at various angles instead. In games, allow extra possession time or remove time limit entirely. Modify dodging requirement - can shoot without feinting if mobility restricted. Ensure playing area accessible and free from obstacles for wheelchair users.
Cross-Curricular Links
English
Technical vocabulary development and precise use of terminology, verbal communication of feedback during peer assessment, listening skills during demonstrations and rule explanations, speaking clearly when explaining tactics to teammates, using persuasive language during team discussions
Maths
Counting passes and possession time (3-second rule), tracking personal shooting statistics (goals from 10 attempts, calculating accuracy percentages), measuring distances for shooting practice (15m, 20m markers), understanding angles of approach for behind-goal shooting, calculating numerical advantage ratios (6v4), geometry of playing areas and goal crease circles (2.5m radius)
Science
Forces involved in shooting - power generation from ground through kinetic chain, projectile motion and trajectory of ball flight, friction between ball and stick pocket during cradling, cardiovascular and respiratory responses to sustained exercise during games, muscle groups used in shooting and cradling actions, energy transfer from player through stick to ball
Geography
Spatial awareness and use of playing area, mapping movement patterns during games, directions and positioning (left/right approaches, behind goal, opponent's half), understanding boundaries (back line, halfway line, goal crease), tactical use of space and width in numerical advantage scenarios
PSHE
Teamwork and cooperation during pair and small group activities, resilience when facing defensive pressure and unsuccessful shooting attempts, providing constructive feedback during peer assessment, receiving criticism positively and making improvements, communication skills in team huddles and game play, sporting values including fair play and respect for opponents, self-assessment and honest self-evaluation, managing competitive emotions appropriately, celebrating others' success genuinely, leadership opportunities during team tactics discussions
Teacher Guidance
Positioning
Position centrally during multi-station activities to maintain visual contact with all groups. During games, stand between two courts at midpoint for optimal observation of both. During demonstrations, position side-on to goal so students see body mechanics clearly. During peer assessment activities, circulate actively listening to feedback quality and providing coaching on technical vocabulary usage. During safety-critical activities like active defence shooting, position close enough for immediate intervention if play becomes too physical.
Observation Focus
PRIMARY: Shooting technique quality - stance, grip, follow-through from both left and right approaches. SECONDARY: Ball control during cradling and direction changes. TACTICAL: Use of space and numerical advantage/disadvantage in games. SOCIAL: Peer feedback quality, technical vocabulary usage, sporting values and encouragement. SAFETY: Stick control, spatial awareness, adherence to no-contact rules, signs of frustration or fatigue.
Intervention Points
Intervene immediately if: stick contact occurs between students, over-competitive behaviour emerges, no-contact rules are violated, students entering goal crease, dangerous shooting toward other groups, signs of frustration leading to poor sporting values, incorrect technique being reinforced through practice, students off-task or lacking engagement, fatigue affecting safety. Praise and highlight when: excellent shooting technique demonstrated, effective feinting and dodging observed, high-quality technical feedback given, sporting values exemplified, tactical awareness shown in games, resilience displayed after unsuccessful attempts.
Demonstration Notes
ALL demonstrations must be clear, exaggerated, and visible to all students. Demonstrate skills in slow motion first, then game speed. Show both correct technique and common errors for comparison. Use student demonstrations when possible to show peer success and build confidence. For shooting technique, demonstrate side-on (body mechanics visible) and front-on (follow-through visible). During behind-goal shooting, demonstrate both left and right approaches. For feinting, exaggerate shoulder drop and direction change to make deceptive element clear. During game rules explanation, physically demonstrate each rule with student assistance. When highlighting excellent practice, stop whole class briefly to show exemplary technique, then resume quickly to maintain engagement.
Verbal Cues
- •'Soft hands, quick feet!' - during cradling and dodging
- •'Set your feet before you shoot!' - for balanced shooting
- •'Follow through to your target!' - for shooting accuracy
- •'Sell the fake!' - during feinting practice
- •'Sprint to that back line!' - after missed shots in games
- •'Three seconds - move the ball!' - during game possession
- •'Spread out, use your space!' - for team of 6 in games
- •'Communicate defenders!' - for team of 4 defensive organisation
- •'Use your technical words!' - during peer assessment
- •'Both sides - challenge yourself!' - when students favouring dominant side
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 60m x 40m outdoor playing area or large sports hall for full lesson setup with multiple stations and two 6v4 game courts. Clear zones required behind goals for behind-goal shooting practice (minimum 5m). Adequate spacing between shooting stations (minimum 15m) to prevent ball interference and stick contact between groups.
Surface Check
Even grass or artificial surface free from holes, debris, or water pooling. If using sports hall, ensure floor is dry and not slippery. Check for protruding sprinkler heads or drainage covers on grass fields. Remove any stones, sticks, or litter from playing area before lesson begins.
Equipment Safety
Safety Checks
- •Inspect all lacrosse sticks before distribution: check for cracked shafts, broken pocket strings, loose heads, or sharp edges
- •Ensure stick pockets are legal depth (ball should be visible when held horizontally)
- •Check lacrosse balls are regulation firmness - not over-hardened or cracked
- •Verify goals are stable and secured, cannot tip over during play or when balls strike them
- •Ensure goal crease markings are non-slip (chalk or flat rope markers, not raised cones that could be tripped on)
- •Check all cones are in good condition without sharp cracks or broken edges
- •Store spare equipment away from playing area to prevent trip hazards
Risk Management
Key Risks
- •Ball strikes to head, face, or body from shots or deflections
- •Stick contact to other students during shooting, cradling, or defensive movements
- •Collisions between students during games or running drills
- •Trips and falls during direction changes, dodging, or behind-goal runs
- •Overexertion or dehydration during continuous game play in warm conditions
- •Eye injuries from stick heads or balls during close play
- •Finger injuries from catching fast passes or shots
Risk Mitigation
- •Establish and enforce strict no-contact rules - no body checking or stick checking allowed
- •Require stick heads remain below shoulder height except during controlled shooting
- •Clear shooting lanes established and monitored - no students in direct ball path
- •Adequate spacing between activity stations prevents overlapping play areas
- •Progressive skill building from stationary to moving to defended scenarios reduces injury risk
- •Modified game rules (3-second possession, no crease entry, non-contact) reduce collision risk
- •Regular hydration breaks built into rotation periods during games
- •Clear communication protocols - 'STOP' command means immediate freeze
- •Teacher positioning allows observation of all activity areas for rapid intervention
- •Appropriate warm-up and cool-down reduces muscle strain risk
- •Students with glasses encouraged to wear sports glasses or goggles if available
- •Behind-goal practice area clearly marked and separated from other activities
Supervision & Emergency Procedures
Supervision Points
- •Position centrally when managing multiple stations to maintain sight lines to all groups
- •During games, position between two courts to monitor both simultaneously
- •Actively circulate during practice sections providing proximity supervision
- •Monitor high-activity areas especially during active defence drills for over-competitive behaviour
- •Watch for signs of fatigue that could lead to poor technique and increased injury risk
- •Ensure clear sight lines maintained - no blind spots created by equipment placement
- •Position near less confident students during first attempts at new skills for immediate support
- •Scan for students displaying frustration that might lead to unsafe stick use
Emergency Procedures
Immediate STOP command and freeze all activity if injury occurs. Assess injured student calmly and provide appropriate first aid or summon additional support depending on injury severity. Other students remain seated in safe area under instruction while incident is managed. Accident report completed following school protocols. Ice packs available for impact injuries. First aid kit accessible at courtside. Emergency contact for site first aider or medical support known and available. For head injuries, follow concussion protocols - student sits out, parent contacted, medical assessment required before return to activity.