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Lesson 2 - Accurate Passing Techniques

Individual Skills & Tactics

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Year 9

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Floorball

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Big Question

How can mastering passing accuracy and technique transform your team's attacking potential in floorball?

Learning Objectives

To improve accuracy in passing from various distances (5m-20m)
To execute correct forehand and backhand passing techniques
To understand and apply active body position and ball positioning for effective passing

Key Outcomes

Students will demonstrate improved passing accuracy at progressive distances
Students will execute both forehand and backhand passes with correct technique
Students will apply passing skills effectively in game-like situations

Equipment & Resources Required

Sticks

1 per student (30)

Check stick length appropriate for each student - should reach between navel and chest

Alternative: Hockey sticks if floorball sticks unavailable

Game Balls

15 (1 per pair)

Ensure balls are not cracked or damaged

Alternative: Tennis balls for basic technique practice

Coloured Bibs

15 (for team identification)

Distribute to identify pairs and teams clearly

Alternative: Different coloured bands or markers

Dish Cones

20-30

Use bright colours for visibility, various sizes for different challenges

Alternative: Markers, spots, or tape marks

Goals

4-6

Position around hall perimeter for various practice stations

Alternative: Cones set up as gates, wall targets

Key Vocabulary

Active body position

A balanced, athletic stance with knees slightly bent, weight on balls of feet, ready to move or pass

Forehand pass

A pass made with the stick blade on the natural side of the body

Backhand pass

A pass made with the reverse side of the stick blade

Ball position

The optimal placement of the ball relative to the body for effective passing

Accuracy

The ability to place the ball precisely where intended

Technique

The correct method and form for executing a skill

Skill Progression Pathway

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

Prior Learning

Basic stick handling and ball control
Understanding of floorball rules and basic positions
Experience with simple passing in previous lessons

Current Skills

Accurate passing technique from various distances
Active body positioning for passing
Decision making for when and where to pass

Next Steps

Passing under pressure in competitive situations
Advanced passing techniques including aerial passes
Combination passing patterns and team tactics

Milestone Indicators

Consistent accuracy at 10m distance

Smooth transition between forehand and backhand techniques

Appropriate passing decisions in game situations

Key Teaching Points

Active body position is the foundation of all effective passing - emphasise throughout
Ball position determines passing power and accuracy - must be in front of front foot
Smooth technique beats power every time - discourage rushing or forcing
Follow through direction determines ball direction - point where you want it to go
Partner feedback develops both technical understanding and communication skills
Progressive challenges build confidence - ensure success before increasing difficulty
Game application connects skills to real floorball tactics and decision-making

Common Misconceptions

Misconception: 'Harder passes are more effective' - Correction: Controlled, accurate passes maintain possession better
Misconception: 'Backhand passes are too difficult for beginners' - Correction: With proper technique, backhand can be learned progressively
Misconception: 'Looking at the ball during passing is necessary' - Correction: Eyes should track target, not ball
Misconception: 'Distance passing requires completely different technique' - Correction: Same technique with adjusted power through follow through
Misconception: 'Partner feedback should focus on mistakes' - Correction: Positive reinforcement with specific improvement suggestions more effective

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, offer movement breaks, use positive reinforcement frequently

dyspraxia

Simplify technique into smaller components, provide additional practice time, use larger equipment, focus on one technique element at a time

autism spectrum

Provide clear structure and routine, offer quiet zones for breaks, use visual schedules for lesson progression, maintain consistent partner pairings

visual impairment

Use bright coloured balls and cones, provide verbal descriptions of demonstrations, implement buddy system for spatial awareness, use tactile markers for distances

hearing impairment

Use clear visual demonstrations, written instruction cards, hand signals for feedback, ensure face-to-face communication during instructions

physical disability

Modify stick length or weight, allow seated passing practice, adjust distances appropriately, provide alternative grip techniques

Cross-Curricular Links

Maths

Measuring distances for progressive challenges, calculating point totals, understanding angles for passing accuracy, geometry in gate positioning

Science

Forces and motion in passing technique, friction between ball and surface, physics of ball trajectory and accuracy

Design Technology

Creative problem-solving in gate design, spatial awareness for equipment arrangement, evaluation and improvement of challenge designs

PSHE

Cooperation and communication with partners, resilience when facing difficult challenges, leadership in peer coaching, honest self-assessment

Teacher Guidance

Positioning

Move constantly around the hall perimeter to observe all pairs, position at corners for maximum visibility during demonstrations

Observation Focus

Watch for correct technique execution, safe spacing, positive partner interactions, and skill progression

Intervention Points

Step in when technique is unsafe, when pairs struggle with partner feedback, or when competitive elements become counterproductive

Demonstration Notes

Use slow motion for technique breakdown, exaggerate key points for visibility, involve confident students in demonstrations, show both correct and incorrect examples for comparison

Verbal Cues

•'Keep that blade low and controlled!'
•'Remember your active body position!'
•'Aim for your partner's stick blade!'
•'Smooth follow through towards your target!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m sports hall or outdoor area with clear boundaries

Surface Check

Clean, dry, non-slip surface free from obstacles and debris

Equipment Safety

Safety Checks

•Check all sticks for cracks, splinters, or damage before use
•Ensure stick lengths appropriate for each student
•Verify balls are not cracked or overly hard
•Confirm cones are stable and visible

Risk Management

Key Risks

•Stick contact between students
•Balls causing slips or trips
•Collisions during movement activities
•Eye injuries from raised sticks or hard passes

Risk Mitigation

•Establish minimum 3m spacing between active pairs
•Clear stick handling rules - keep low and controlled
•Progressive skill building to maintain control
•Designated areas for ball retrieval

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all pairs
•Monitor stick handling technique for safety
•Watch for fatigue affecting control and safety
•Circulate to prevent unsafe competitive behaviour

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact emergency services if needed