Close Control Dribbles

Overview

This is lesson 2 of 6 in the “Hockey Skills and Strategy” unit. Students build on their basic hockey handling from lesson 1 by investigating how changing movement concepts (effort, space, time, and objects) helps improve dribbling control and speed while keeping the puck close.

Learning intentions

Students will:

• practise dribbling techniques using consistent control and safe, efficient body positioning
• explore how space and time affect how closely they keep the puck to their stick
• apply dribbling strategies in short game-like challenges
• work positively with a partner by sharing roles and giving specific feedback

Success criteria

Students can:

• dribble with the puck staying close to the stick blade with controlled touches
• adjust speed and effort to move around obstacles without losing control
• use head-up (checking options) at key moments while dribbling
• communicate respectfully with a partner and apply one feedback point to improve

Curriculum links

• AC9HP6M03: investigate how movement concepts related to effort, space, time, objects and people can be applied to improve movement outcomes
• AC9HP6M01: adapt and modify movement skills across a variety of situations
• AC9HP6M09: participate positively in groups and teams by contributing to group activities, encouraging others and negotiating roles and responsibilities

Lesson structure (40 minutes)

1. 0–5 min · Warm-up & safety check. Teacher reviews safe spacing, stick control, and puck retrieval rules, then demonstrates a “close control” dribble using small stick movements. Students complete a short travelling warm-up while dribbling in lanes, keeping heads up for teacher cues.

2. 5–10 min · Movement concept mini-teach (close to puck). Teacher prompts: “How can we change effort and speed but still keep the puck close?” Demonstrates two contrasts: large pushes vs small controlled touches. Students practise two rounds: Round A uses small touches (close control), Round B increases speed slightly (effort) while keeping touch size controlled.

3. 10–18 min · Drill 1: Slalom close control. Teacher sets a slalom course and models where the stick should guide the puck (staying aligned with the body). Students dribble through cones using small touches; after each run they record (verbally or on clipboard) whether the puck stayed close most of the way or not yet.

4. 18–26 min · Drill 2: Timing gates (space & time). Teacher places “gates” (spaced at two different distances) and explains that shorter space and controlled timing help keep the puck close. Students dribble through timed gates: one set is “control speed” (slower, smaller touches), the other is “faster but controlled” (slightly quicker steps). Partner counts successful gates and gives one targeted cue (e.g., “keep touches smaller near corners”).

5. 26–34 min · Drill 3: Keep-it-close to a target. Teacher demonstrates approaching a moving or fixed target with a controlled stop/start so the puck remains near the blade. Students work in pairs: one dribbles to a target line or box, the partner calls “start” and “stop” signals; students try to keep the puck within a stick-length of control during turns and stopping.

6. 34–39 min · Small-sided challenge: Dribble & create space. Teacher sets a 3v3 or 2v2 style area (depending on equipment) with neutral space “lanes” to force choices. Students dribble to reach a scoring zone by maintaining close control while moving around a defender; they must pause briefly (1–2 seconds) after reaching the zone to show control before trying again.

7. 39–40 min · Quick reflection & exit check. Teacher asks: “Which change helped most—space, time, or effort—and how do you know?” Students complete a quick exit response: circle one—close touches, better timing, or head-up checking—then share one improvement goal for lesson 3.

Resources

• Hockey sticks (one per student) and pucks
• Cone markers for slalom and lanes
• Coloured bibs or tags for partner roles
• Personal clipboards or quick record cards (optional)
• Stopwatches or a phone timer for teacher timing
• Boundary markers (ropes/markers) for safe playing space
• Replacement pucks (spares) and a “puck gather” station
• Demonstration puck/stick (teacher set)

Assessment

• Teacher observation checklist during drills: puck closeness, control during turns, safe stick handling
• Partner feedback check: students give at least one specific cue and one effort improvement attempt
• Exit reflection: identifies one strategy related to effort/space/time and names a specific way they will practise next lesson

Differentiation

• Support: provide a “touch target” (e.g., puck must stay within a marked stick-length) and sentence starters for partner feedback (“Try smaller touches when…”).
• Support: reduce cone spacing or number of gates for students needing more control time.
• Extension: increase cone spacing, reduce time allowances, or add a “head-up every 3 touches” challenge.
• EAL/SEN: use visual demonstrations, keep instructions to 1–2 key points per drill, and offer non-verbal cues (hand signals for start/stop).