Field Hockey Lessons – KIN 303
Dr. Cummiskey
Hyperlinks to:
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Name: Matthew Cummiskey
Unit: Field Hockey
Lesson Topic: Dribbling (control, reverse, breakaway)
Lesson #: 1
PDE or NASPE Standard(s) (1.2 WCU Unit Standards) (Help):
§ 10.4.9A - Analyze and engage in physical activities that are developmentally/ individually appropriate and support achievement of personal fitness and activity goals.
§ 10.5.9C. - Identify and apply practice strategies for skill improvement.
*Essential Content (Help):
Objective (1.1 WCU Unit Integration of Learning Outcomes) (Help):
§ Students will be able to properly execute the following types of field hockey dribbles: control, reverse, and breakaway
Safety (Help):
§ Sticks must remain below the waist
§ When changing directions, be cautious of other learners who may have their head down
Equipment Needed (1.8 WCU Unit Materials/Equipment) (Help):
§ 30 field hockey sticks
§ 30 field hockey balls
§ 30 pinnies
§ 8 hoops
§ 1 die
Technology (if applicable) (1.9 WCU Unit Materials/Equipment) (Help):
§ NA
Critical Elements (Help):
§ Grip/Stance: 1) non-dominant hand near top of stick, 2) dominant hand near midline of stick, 3) athletic/crouched position, 4) head up as much as possible
§ Control Dribble: 1) push ball with face of stick, 2) maintain contact throughout, 3) position ball to side, in front of body, 4) low body posture
§ Reverse: 1) tap ball back and forth 2) roll stick over 3) position ball to side, in front of body, 4) low body posture
§ Breakaway: 1) tap ball forward periodically, 2) sprint forward, 3) position ball to side, in front of body, 4) slightly more upright posture
*Assessment (1.7 WCU Unit Formative/Summative Assessment of Students P-12) (Help):
Warm-Up (Help): In This Corner – Students dribble in the general space while the teacher counts out loud to 20. At 20, students go to one corner identified as 1, 2, 3 or 4. The teacher tosses a die in the air and if the die lands on a corner 1-4, that corner performs a teacher designated exercise (lunges, sit ups, push ups, jumping jacks, etc). If the die lands on 5 or 6, every corner performs the designated exercise. Repeat the process 3 or 4 times.
Anticipatory Set (Help):
§ Raise your hand if that was your first time dribbling a field hockey ball.
§ What did you think?
Content Development (1.4 WCU Unit Procedures), Part 1 Time Allotted: 10
Managerial Task (Help): Freeze followed by huddle with all equipment on ground. As students sit, instruct them to form four teams. Teams should sit around pile of like-colored pinnies and put them on. During previous activity, two hoops are placed near the middle and six hoops are arranged near the boundary equidistant from each other. In the center hoops, place at least one field hockey ball for every student.
Informing Task (Help): First demonstrate how to grip a field hockey stick and execute a control dribble. Activity 4 Corners - The goal of the task is to collect as many field hockey balls into your team’s hoop as possible. Participants may take them from any other team’s hoop or the center hoop. If taking from another team’s hoop, no defense may be applied. All participants except one may leave team’s home hoop (adjust for size of class). On go, students may begin.
Extending Task (Help): Allow students to take field hockey balls from other players as well as the hoops. On signal, ask them to look up to promote surveying the field.
Accommodation Task (1.5) (Help): Include fleece balls that only designated students may dribble with instead of traditional field hockey ones. Allow use of a floor hockey stick instead of a field hockey one.
Content Development, Part 2 (Optional) (Help) Time Allotted: 5
Managerial Task (Help): Freeze, ask students to collect the balls and hoops. As they sit in the huddle, each person should have one field hockey ball and stick, extras put in the bag. Give the teacher the hoops and put pinnies in the bag. .
Informing Task (Help): Demonstrate why and how to execute a reverse dribble. Practice Activity – on go, students will stand up, spread apart and practice moving the ball back and forth via a rollover stationary dribble demonstrating critical elements listed above.
Extending Task (Help): Students will reverse dribble in general space, may go faster than a walk if desired.
Accommodation Task (1.5) (Help): Provide half cones if desired so student can see visually see the distance to move the ball back and forth. Lay a stick on either side of the student to stop the ball if it gets loose.
Content Development, Part 3 (Optional) (Create additional parts as necessary) Time Allotted: 5
Managerial Task (Help): As students return to the huddle, have them get a partner, as always equipment is on the floor in front of them. Bring a stack of 15 half cones to meeting place. After explanation, each group of two will get a half cone, place it along the south wall of the gym, and stand behind the half cone waiting for the go signal.
Informing Task (Help): Students are going to execute a basic two-person relay. One partner will speed dribble to the north boundary line and back. When the first partner returns, the second will go. The student not engaged in the relay will practice the reverse stationary dribble.
Extending Task (Help): Reverse stick while going around half cone or reverse breakaway dribble on the way back
Accommodation Task (1.5) (Help): Allow student to go at own speed, move the half cone closer or allow turning around at desired location; may use any of previous accommodations.
Content Development, Part 4 (Optional) (Create additional parts as necessary) Time Allotted: 10
Managerial Task (Help): Freeze, huddle. Bring in half cones and form a stack. Place equipment out front.
Informing Task (Help): Stick in the Mud - On go, students will dribble inside the borders of the basketball court. Four students wear red pinnies (color may vary), their task is to tap the field hockey ball of other students (they are not dribbling). If tapped, that person freezes, and stands in a straddle position with ball and stick over head. Any other person may save them by dribbling through their feet. Change the taggers periodically.
Extending Task (Help): Require students to use one of the three dribbling styles, if tagged have them dribble around the exterior or a half cone course before returning.
Accommodation Task (1.5) (Help): Designate student with accommodations as tagger or medic, allow use of a peer buddy who will stay with him or her
Lesson Closure (1.6 WCU Unit Closure) (Help):
Students remain standing to stretch during closure
§ What were the three dribbling styles taught today?
§ Which one did you find most challenging and why?
§ What are your initial impressions of field hockey?
*Reflection (2.1, 2.2 WCU Unit Reflection on Planning and Instruction) (Help):
Department of Kinesiology - Physical Education Lesson Plan Template
Name: Matthew Cummiskey
Unit: Field Hockey
Lesson Topic: Passing (push, flick) and receiving
Lesson #: 2
PDE or NASPE Standard(s) (1.2 WCU Unit Standards) (Help):
§ 10.4.9A - Analyze and engage in physical activities that are developmentally/ individually appropriate and support achievement of personal fitness and activity goals.
§ 10.5.9C. - Identify and apply practice strategies for skill improvement.
*Essential Content (Help):
Objective (1.1 WCU Unit Integration of Learning Outcomes) (Help):
§ Student will be able to execute proper technique when passing (push, flick) and receiving (front and reverse)
Safety (Help):
§ Do not attempt to flick the ball higher than 18 inches off the ground
§ Sticks below waist high at all times
Equipment Needed (1.8 WCU Unit Materials/Equipment) (Help):
§ 30 field hockey sticks
§ 30 field hockey balls
§ 30 half cones
Technology (if applicable) (1.9 WCU Unit Materials/Equipment) (Help):
§ NA
Critical Elements (Help):
Pass
§ Push pass – 1) ball starts in middle of sideways stance, 2) step to target transferring weight, 3) gradually accelerate ball keeping stick in contact whole time, 4) point head to target
§ Reverse push pass – 1) ball starts in middle of sideways stance, 2) stick is reversed with toe down, 3) step to target transferring weight, 4) gradually accelerate ball keeping stick in contact whole time, 5) point to target
Receive (depends on amount of pressure and intent)
§ Vertical (higher pressure, more mobile): 1) stick at approximately a 45 degree angle, 2) low posture with lower grip on shaft, 3) receive ball off toe of lead foot, 4) absorb force quickly or tape (may direct to desired location)
§ Horizontal (low pressure, more secure): 1) stick lays nearly parallel to ground, 2) rotate stick forward 30 degrees, 3) place fingers of dominant hand behind stick, 4) absorb force quickly
§ Reverse receiving – same cues but on reverse side
*Assessment (1.7 WCU Unit Formative/Summative Assessment of Students P-12) (Help):
Warm-Up (Help): Same setup as content development part 1 except that students pass the ball back and forth while walking and then while jogging.
Anticipatory Set (Help):
§ What skills did you need to employ to be successful in the first activity?
§ How successful were you?
Content Development (1.4 WCU Unit Procedures), Part 1 Time Allotted: 10
Managerial Task (Help): Set up six courts in the gym before class begins and spread out field hockey sticks and balls for easy access. Students sit in groups of 4 for huddle. Students get equipment on way to first informing task.
Informing Task (Help): 3 v 1 game of five passes. Three offensive players attempt five consecutive passes to earn three points. The defender attempts to gain possession by stealing the ball and executing one reverse dribble. The offensive player who last touched the ball before the turnover becomes the defender. If the ball goes out of bounds, determine who was primarily at fault. Every series of 5 passes earns the offensive players 1 point.
Extending Task (Help): Offensive players must use reverse passes only, reduce the size of the playing area, or change the point values.
Accommodation Task (1.5) (Help): Stipulate that passes from selected individuals cannot be stolen; create a buffer zone of 3-5 yards as needed
Content Development, Part 2 (Optional) (Help) Time Allotted: 10
Managerial Task (Help): Huddle in groups of two, one ball between them, one stick per person, and three half cones. Extra balls are placed in bag.
Informing Task (Help): Demonstrate execution of skills outlined above. Next do Partner Passing - Students set up two half cones approximately 10 yards apart and practice passing and receiving back and forth. All passes should be going east-west direction in gym. Order: 1) front push pass/front vertical receive, 2) reverse push pass/reverse vertical receive, 3) flick pass/front vertical receive, 4) push pass/horizontal front receive, 5) reverse pass/reverse horizontal receive
Extending Task (Help): Move third half cone to make a triangle. Students move around the triangle while executing push passes and vertical receives. Change direction so students must execute reverse pass and reverse receive. Require that the passer state how many fingers the target is holding up prior to passing.
Accommodation Task (1.5) (Help): Allow distance to be reduced, place tape on stick where hands should be placed, make passes in general space while moving instead of going around triangle of half cones.
Content Development, Part 3 (Optional) (Create additional parts as necessary) Time Allotted: 10
Managerial Task (Help): Students leave the balls where they are in the gym, pick up half cones, form four teams, and gather for huddle. Sticks placed in front of them. Divide long playing area into four equal zones (form long rectangle with courts instead of square)
Informing Task (Help): Clean room – objective is to use a push pass the field hockey ball past the other teams baseline. Each team stays in its quadrant but the “a” teams work together as do the “b” teams. Players play both offense and defense. Teams a1 and b2 may push pass to score from their quadrant or communicate with a team member in front of the team (a2 or b1) and pass to them. After 3 minutes rotate. Players may not execute a drive or push push as hard as they can. Demo acceptable push passes. Keep track of how many balls pass the baseline. Minus points for teams that push pass to hard or high stick.
As warranted, add balls to play. Careful not to put too many balls in play.
Extending Task (Help): Students may only use reverse pass and receive
Accommodation Task (1.5) (Help): May strike a ball that is still moving and may use basic passing and receiving skills if not proficient yet.
Lesson Closure (1.6 WCU Unit Closure) (Help):
§ Besides the cues, what helped you perform the day’s skills correctly?
§ Contrast when to use a vertical v. horizontal receive
*Reflection (2.1, 2.2 WCU Unit Reflection on Planning and Instruction) (Help):
Department of Kinesiology - Physical Education Lesson Plan Template
Name: Matthew Cummiskey
Unit: Field Hockey
Lesson Topic: Maintaining possession under pressure, one on one offensive
Lesson #: 3
PDE or NASPE Standard(s) (1.2 WCU Unit Standards) (Help):
§ 10.5.9F. - Describe and apply game strategies to complex games and physical activities: offensive strategies, defensive strategies, time management
§ 10.4.9A - Analyze and engage in physical activities that are developmentally/ individually appropriate and support achievement of personal fitness and activity goals.
*Essential Content (Help):