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):

Objective (1.1 WCU Unit Integration of Learning Outcomes) (Help):

 Students will be able to maintain possession while under low to moderate pressure from a
defensive player
 Students will be able to execute the following one on one moves: pivot circle, self flick, cut the
corner, and speed to one side
 Students will be able to identify when to choose the appropriate one on one offensive move based
on the defensive circumstances

Safety (Help):
 Avoid physical contact or pushing during one on one offensive tactics
 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
 15 half cones

Technology (if applicable) (1.9 WCU Unit Materials/Equipment) (Help):

Critical Elements (Help):

 Pivot circle: 1) plant lead leg, 2) spin 315 degrees, 3) keep body between defender and ball briefly,
4) continue forward movement to gain advantage

*Assessment (1.7 WCU Unit Formative/Summative Assessment of Students P-12) (Help):

Warm-Up (Help): Knockout – Every student dribbles in general space inside the designated boundaries.
The objective is to prevent each player’s field hockey ball from being knocked outside the boundaries
while trying to do exactly that to others. If a ball is knocked out, that person must take one lap around the
playing area and re-enter where they originally exited. Players may not leave their field hockey ball
unattended while attempting to knock others out. Maximum speed is walking.

Content Development (1.4 WCU Unit Procedures), Part 1 Time Allotted: 5

Managerial Task (Help): Huddle, equipment on floor. Get a partner, one ball between the two.
Informing Task (Help): Dizzy Izzy - In partners, one student dribbles in general space, maximum speed of
walking. The other attempts to touch the field hockey ball of the offensive player. If successful, the
defensive person switches to offense. The former offensive player spins five times in a circle (don’t stick
stick against body) and then attempts to likewise touch the field hockey ball. Offensive players may not
use others players to screen the ball except in passing (3rd party obstruction) or shield the ball with their
body.

Extending Task (Help): Employ strategies suggested during the tactical awareness to maintain
possession. Periodically stop and have students demo particular skills. Gradually emphasize more
aggressive offensive moves to pass a defender instead of just maintaining possession.

Accommodation Task (1.5) (Help): Increase the number of touches before a turnover, may use other
players as a shield, limit to walking speed again.

Anticipator Set
Anticipatory Set (Help):
 What did you do when someone was trying to knock your field hockey ball out of the area?
 Did your strategies work?
o Follow up – did mention spin or cross over
 Were there any other methods you used to maintain possession

Content Development, Part 2 (Optional) (Help) Time Allotted: 12

Managerial Task (Help): Huddle, equipment on floor.

Informing Task (Help): Students will work in partners. On go, one partner will approach their partner
who is playing soft defense. Once there, they will execute of the four one-on-one moves described below.
Once to the other side, they will stop the ball and reverse to attempt another one-on-one move. Continue
until directed to stop by teacher.
1. Pivot and circle – described in cues
2. Speed – execute a crossover and move quickly past one side (careful not to obstruct)
3. Cut the Corner – Approach in manner suggesting speed move to outside then quickly
crossover back, dump to inside, move behind defender and then retrieve

Extending Task (Help): Partner can play more aggressive defense

Accommodation Task (1.5) (Help): Allow to work as a group of three, student may continue to work on
previous skill instead of moving to newer one if needed, modified stick and ball if necessary

Content Development, Part 3 (Optional) (Create additional parts as necessary) Time Allotted: 13
Managerial Task (Help): Huddle with equipment on floor. Create a 10-foot wide swatch designated by
half cones set up across entire middle of gym.

Informing Task (Help): Toll Collector – Five students are positioned in the 10 yard wide strip designated
by half cones in the middle of the gym. The remaining students are split somewhat evenly on either side
of the gym. On go, students attempt to cross from one side of the gym to the other without their field
hockey ball being tapped by the toll collector. If “tagged,” the toll collector goes free and the student
tagged replaces him or her. Students may continue back and forth throughout the activity, the only
restriction is to stagger the start so not everyone begins at the same time.
Extending Task (Help): Increase the number of toll collectors or if tagged, both persons stay in the middle
and neither go free.

Accommodation Task (1.5) (Help): Toll collector plays “soft” defense and allows more time for the
student to perform the skills.

Lesson Closure (1.6 WCU Unit Closure) (Help):

 Can anyone define obstruction?
 You learned several one on one offensive moves for passing a defender. In what circumstances is
it better to use one method than another?

*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: Defensive strategy (tackling, jab and passing lanes) and offensive strategy (creating space)
Lesson #: 4

PDE or NASPE Standard(s) (1.2 WCU Unit Standards) (Help):

 10.5.9C. - Identify and apply practice strategies for skill improvement.
 10.5.9F. - Describe and apply game strategies to complex games and physical activities: offensive
strategies, defensive strategies, time management

*Essential Content (Help):

Objective (1.1 WCU Unit Integration of Learning Outcomes) (Help):

 Students will be able to identify and successfully apply defensive game strategies such as the poke
(jab) and eliminating passing lanes.
 Students will be able to identify and successfully apply offensive strategies used to create space
such as a sprint, change of direction (V or L), seal, and blind spot.

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
 15 field hockey balls
 16 half cones

Technology (if applicable) (1.9 WCU Unit Materials/Equipment) (Help):

 NA

Critical Elements (Help):

 Poke – 1) extend stick towards ball with one hand, 2) continue attempting to make offensive
player lose control of ball
 Creating space – 1) rapid sprint to create separation from defenders, 2) move in one direction then
abruptly change (often in V or L shape), 3) seal the opponent behind you (once pass is completed,
can no longer execute seal), or 4) move to opponents blind spot behind them so it becomes
difficult for defense to see both offensive player and ball.

*Assessment (1.7 WCU Unit Formative/Summative Assessment of Students P-12) (Help):

Warm-Up (Help): Catch me if you can – have students dribble in general space for a
minute then find a cone; there should be someone at each paired cone. Picture an
imaginary dividing line between each cone. On go, each person at cones dribbles
clockwise around the two cones. Their objective is to catch up to and tag the other
person also dribbling around the same two cones. The person tagged performs 10
jumping jacks and afterwards is allowed to get half way around again before play
resumes. If the whistle blows, change directions (clockwise to counterclockwise for
example). Give a rest period briefly here and there. Last round have students go backwards using the
reverse dribble.

Anticipatory Set (Help):

 How effectively were you able to move the ball from person to person?
 How effectively were you able to defend the movement?
 What would have made you better?

Content Development (1.4 WCU Unit Procedures), Part 1 Time Allotted: 10

Managerial Task (Help): Huddle, as students sit they form groups of five. Gym is divided up into four or
five teaching stations via half cones and lines depending on number of participants.

Informing Task (Help): 3 v 2 Keep Away - The objective is to maintain possession under pressure. Two
players are on one team, two on the other, and the fifth player is all-time offense. If the ball goes out of
bounds, a free hit is awarded to the team not last to touch it. The emphasis for the defense is on poking or
jabbing at the ball while eliminating passing angles.

Extending Task (Help): Pass, receive or both must be on the reverse side

Accommodation Task (1.5) (Help): Modify rules so that once a pass is received or touches the stick, it
cannot be stolen while dribbling or passing. Use consistent peer buddies.

Content Development, Part 2 (Optional) (Help) Time Allotted: 10

Managerial Task (Help): Huddle, as students sit they form a group of three with one ball between them.
Extra field hockey balls are placed in the bag. Half cones from previous activity are left in place. No
gym setup required.

Informing Task (Help): Discuss and demonstrate the critical elements of creating offensive space.
Activity: Free hit receive – One player is stationary with the ball on the sideline and attempts to enter it
via a free hit to his/her teammate. The target uses the critical elements to create space and passing lanes.
Although the target is the offensive player, whoever receives the ball, is able to control it, and passes back
to the sideline player will earn one point. After two free hits, rotate positions.

Extending Task (Help): Entry pass must be flick

Accommodation Task (1.5) (Help): Play soft defense as needed, allow use of floor hockey stick or softer
ball (floor hockey ball, tennis ball) as needed.

Content Development, Part 3 (Optional) (Create additional parts as necessary) Time Allotted: 10
Managerial Task (Help): As students sit, they reform the group of five used earlier. Extra balls are placed
in the bag. The gym is already set up into courts from part 1.

Informing Task (Help): 3 v 2 Game – One person is still all time offense. A goal is scored when a ball is
received and made stationary beyond the goal line. After a score, the scored upon team becomes the
offense. Balls that exit the playing area are reentered via a free hit (5 meters of distance required); self
passes are permitted. 4 passes are required prior to scoring.

Extending Task (Help): Increase the number of required passes. Require that a give and go be executed
(whether successful or not). All players must contact the ball prior to scoring.
Accommodation Task (1.5) (Help): Balls, once received, cannot be taken away during possession or on a
pass within 5 meters. All players must contact the ball prior to scoring.

Lesson Closure (1.6 WCU Unit Closure) (Help):

 Identify one strategy that works best and one the seems to work the least.
 What else besides the poke worked?

*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: Shooting and game play
Lesson #: 5

PDE or NASPE Standard(s) (1.2 WCU Unit Standards) (Help):

 10.5.9C. – Identify and apply practice strategies for skill improvement.
 10.5.9F. – Describe and apply game strategies to complex games and physical activities: offensive
strategies, defensive strategies, time management

*Essential Content (Help):

Objective (1.1 WCU Unit Integration of Learning Outcomes) (Help):

 Students will be able to correctly execute basic goalie strategy
 Students will be able to play a small sided game while observing all rules outlined in the unit
 Students will be able to demonstrate teamwork as evidenced by not criticizing mistakes and
making supportive comments

Safety (Help):
 Observe the 5 meter rule for restarts
 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
 20 field hockey balls
 10 tennis balls or waffle balls
 16 half cones
 30 pinnies (six of four different colors)

Technology (if applicable) (1.9 WCU Unit Materials/Equipment) (Help):

 NA

Critical Elements (Help):
 Goalie Strategy – 1) be in a ready position, 2) deflect (not grasp) the ball, 3) use kickers with low
balls
*Assessment (1.7 WCU Unit Formative/Summative Assessment of Students P-12) (Help):

Warm-Up (Help): Team Pin Knock – The gym/field is

divided into thirds. The middle third is unoccupied, 10-20+
pins are placed randomly within the boundary of the middle
area. Balls are distributed one per player with some extras.
There is one group on both lines bordering the middle area.
On go, students use a push shot to try and knock down the
cones. Ss must first dribble to the cone behind their group
and back before executing a push pass. Since there are extra
balls, no student should be standing around. Demonstrate
how hard students may execute the shot line bordering the middle area on both sides. No student may
enter the middle third except the teacher to kick out stalled balls. Time each attempt and see if students
can beat their previous time. Extension: lay field hockey sticks on the floor on the boundary of their zone
so students must use a flick shot or lift. Alternative: have students in the middle zone and the cones in the
outer two zones and teams complete to see who can knock down their sides cones first. Ss may not enter
the cone zone until everyone all the balls are exhausted.

Anticipatory Set (Help):

 What new skill(s) did you employ to try and knock down the pin (shooting)?
o After warm-up
 Jane Doe – I saw you were quite successful at goal keeping. What made you so? Discuss that not
everyone was able to demonstrate these tasks
o After goalie glory

Content Development (1.4 WCU Unit Procedures), Part 1 Time Allotted: 15

Managerial Task (Help): Huddle, equipment in front on the floor and a stack of large half cones. Students
sit in groups of 6 near a pile of like-colored pinnies; they put them on. Six goals are set up by students on
the perimeter of the gym approximately six feet wide. A goalie box (concept borrowed from soccer) is
outlined in front of each goal by the goal boundaries and two flexible domes.

Informing Task (Help): Goalie Glory – Teams of two have two minutes to score as many goals as
possible. Goalies try to permit as few goals as possible. Each goal earns the respective team one point.
Six goals are present, one for each person according to pinnie color. Shooters may not engage a goalie
who is already engaged with another shooter. Shooters may not enter the goalie box. Shooters may use
any kind of shot taught previously and must rotate to a new goal after taking one shot. Tennis or whiffle
balls are used instead of field hockey ones for safety. After two minutes, goalie responsibilities are
rotated to another pinnie color and the number of goals tallied against the departing color/team. On the go
command, the goalies for one pinnie color collect four cones (2 large, 2 small half cones) and set up their
goal as described above.

Extending Task (Help): Enlarge the goalie box, require flip shots to score. Allow to practice against a
wall without goalie.

Accommodation Task (1.5) (Help): Allow using a baseball glove, limit the type of shots, use a peer
buddy, don’t having a goalie.

Content Development, Part 2 (Optional) (Help) Time Allotted: 15

Managerial Task (Help): Huddle with equipment in front on floor. Sit in groups of three; distribute
different color pinnies to half the groups. Use the basketball half-court to form four playing areas. Use
half cones as the goal if prefabricated goals are not available at both ends of playing area.

Informing Task (Help): Students will play a 3 v 3 game of field hockey. Penalties will be self-referred
and can include obstruction, interference, dangerous play, playing with back of stick, and high stick. Free
hits restart play after a penalty. If time permits, allow groups to rotate. Out of bounds on all sides will
result in a free hit, out of bounds over the end line will be played like soccer (corner hit or goal hit).

Extending Task (Help): Add goalie, 3 passes to score

Accommodation Task (1.5) (Help): Use uneven teams or require each team member to contact the ball
prior to scoring.

Lesson Closure (1.6 WCU Unit Closure) (Help):

 What tricks to goaltending did you discover besides those we discussed?
 What were some of the violations that you called?
 In what ways have you improved and still need to improve in field hockey?

*Reflection (2.1, 2.2 WCU Unit Reflection on Planning and Instruction) (Help):