Lesson 7 - Skills Application & Assessment
Individual Skills & Tactics
•Year 9
•Floorball
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How can you combine all your floorball skills to become an effective team player and accurate self-assessor?
Learning Objectives
- Apply all fundamental floorball skills (dribbling, passing, shooting) in game situations
- Demonstrate effective peer assessment and feedback skills
- Execute tactical decisions using shooting and passing fundamentals in practice and game situations
Key Outcomes
- Students will confidently apply all learned floorball techniques in competitive game scenarios
- Students will provide constructive peer assessment using specific technical criteria
- Students will demonstrate improved game awareness and tactical decision-making
Equipment & Resources Required
Check sticks for damage, ensure appropriate length for each student
Alternative: Hockey sticks if floorball sticks unavailable
Distribute balls around court perimeter for easy access
Alternative: Tennis balls or hockey balls
Position goals at stations and game areas, ensure secure placement
Alternative: Cone goals or wall targets
Separate into team colours before lesson starts
Alternative: Different coloured cones for team identification
Use to mark station boundaries and game areas clearly
Alternative: Markers or chalk lines
Prepare peer assessment criteria sheets with clear technical points
Alternative: Digital assessment on tablets
Key Vocabulary
Evaluating a classmate's performance using specific criteria and providing constructive feedback
The basic techniques of floorball including dribbling, passing, and shooting that form the foundation of play
Applying skills under pressure in competitive scenarios with opponents and time constraints
A lifted pass technique used to get the ball over an opponent's stick or to a teammate in space
Choosing the most appropriate skill or movement based on the game situation and positioning of teammates and opponents
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic floorball stick handling and ball control
- Fundamental passing techniques using forehand and backhand
- Basic shooting technique and accuracy
- Understanding of basic floorball rules and safety
Current Skills
- Integration of all fundamental skills in game-like situations
- Peer assessment and feedback provision
- Tactical decision-making in competitive scenarios
- Advanced ball control under pressure
Next Steps
- Advanced tactical play including set pieces
- Leadership roles in team management
- Competition preparation and tournament play
- Advanced shooting techniques and power development
Milestone Indicators
Key Teaching Points
- Stick safety is paramount - below hip level at all times during all activities
- Quality technique over speed or power in all skill development activities
- Peer assessment requires specific observations and constructive feedback language
- Game application should demonstrate skills learned in previous unit lessons
- Tactical awareness develops through questioning and guided reflection during games
- Recognition and celebration of different types of achievement builds confidence
- Progressive challenge from skill practice to competitive application maintains engagement
Common Misconceptions
- Thinking that power is more important than accuracy in shooting - emphasise placement and technique first
- Believing that individual brilliance wins games - stress teamwork and tactical play
- Assuming peer assessment means just saying 'well done' - teach specific observation and feedback skills
- Thinking scoop passes should be used constantly - explain tactical timing and appropriateness
- Believing competitive games are just about winning - emphasise skill demonstration and positive behaviour
SEN Adaptations
ADHD
- Use shorter activity bursts with frequent changes, provide clear boundaries and expectations, offer leadership roles to maintain engagement
dyspraxia
- Use larger equipment where possible, provide additional practice time, break complex skills into smaller steps, offer peer support partnerships
autism spectrum
- Provide clear visual schedules for station rotations, offer quiet reflection space if needed, maintain consistent routines and expectations
visual impairment
- Use brightly coloured balls and equipment, provide clear verbal descriptions of activities, assign sighted partner for guidance and support
hearing impairment
- Use visual demonstrations extensively, provide written instruction cards, use hand signals for game management
physical disability
- Modify stick length or weight as needed, adapt shooting distances, provide seated options for certain activities
Cross-Curricular Links
English
Using specific vocabulary to describe techniques, providing constructive written and verbal feedback, developing presentation skills through peer assessment
Maths
Calculating scores and statistics from shooting challenges, measuring distances and angles for optimal passing and shooting
Science
Understanding forces and motion in ball flight, analysing body mechanics during skill execution, exploring energy transfer in shooting
PSHE
Developing leadership skills through peer coaching, building resilience through challenge activities, practicing effective communication in team situations
Teacher Guidance
Positioning
Move between stations and games for optimal observation, position near highest-activity areas during competitive play
Observation Focus
Monitor technical skill application, assess tactical decision-making, watch for positive team interactions and peer support
Intervention Points
Step in for safety concerns, provide technique correction when students are struggling, mediate team conflicts positively
Demonstration Notes
Use student demonstrations where possible to showcase good technique, demonstrate scoop passes slowly for clarity, model positive peer assessment language
Verbal Cues
- •'Stick below hips at all times!'
- •'Great technique - now try it under pressure!'
- •'Look for the pass before you receive the ball!'
- •'Brilliant coaching - keep supporting your teammate!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum sports hall 20m x 30m or larger, clear of obstacles and with appropriate ceiling height
Surface Check
Non-slip indoor surface, dry and free from hazards, appropriate markings for court boundaries
Equipment Safety
Safety Checks
- •Check all floorball sticks for damage, splinters, or broken ends
- •Ensure balls are in good condition without cracks
- •Verify goals are stable and securely positioned
- •Confirm bibs are clean and in good repair
Risk Management
Key Risks
- •Stick contact with other students during competitive play
- •Collisions during fast-paced game situations
- •Trips and falls on indoor surface
- •Ball strikes from powerful shots
Risk Mitigation
- •Strict enforcement of stick below hip level rule
- •Clear boundaries established between game areas
- •Progressive skill building before competitive application
- •Adequate spacing during individual and partner work
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during station rotations
- •Monitor stick height constantly during games
- •Observe emotional responses during competitive activities
Emergency Procedures
Stop activity immediately, assess injury appropriately, follow school first aid protocols, have emergency contacts readily available