Passing Focus

Overview

In this third lesson of the “Hockey Skills and Strategy” unit, students practise forehand and backhand passes and focus on receiving the puck with control. They apply movement concepts (space, time, effort) during partner drills to improve accuracy and possession.

Learning intentions

• Students will practise passing the puck using forehand and backhand techniques with accuracy.
• Students will receive the puck effectively, controlling its speed and direction.
• Students will identify how space, time, and effort affect the quality of passing and receiving.
• Students will work with a partner using agreed roles and respectful communication.

Success criteria

• I can pass forehand and backhand to a partner using a stable stance and a controlled follow-through.
• I can receive the puck so it stays under control (not bouncing away), ready for my next action.
• I can move to get into a better position (using space) before and during the pass.
• I can explain (or demonstrate) one change I made to improve accuracy and control.

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 (e.g., different pass types and receiving demands).
• AC9HP6M09: Participate positively in groups and teams by contributing to group activities, encouraging others and negotiating roles and responsibilities.
• AC9HP6M07: Predict and test effectiveness of applying different skills and strategies in movement situations (e.g., pass strength/angle and receiving technique).

Lesson structure (40 minutes)

1. 0–5 min · Starter: Skill check and safety. Teacher revises safety (space between partners, stick and puck control) and shows a quick demonstration of forehand vs backhand pass and a controlled receive. Students perform 1-minute “shadow drills” (stick movement without pucks), then practise 10 controlled taps to a target line.

2. 5–12 min · Direct teach: Receiving cues. Teacher models the key receiving ideas: eyes on puck, “meet the puck” with the stick, and use a small change in effort to control speed; emphasise timing (receive early enough to move again). Students pair up for a “receive only” drill: one partner rolls the puck gently, the receiver stops it cleanly and resets in a ready stance.

3. 12–20 min · Drill 1: Partner forehand passing. Teacher sets up two lanes with cones marking starting spots; explains: correct stance, short backswing, follow-through, and receiving into a stable position. Students complete 6–8 forehand passes each: partner A passes, partner B receives, then roles swap. Teacher circulates using a simple checklist (accuracy to partner zone, control on receive).

4. 20–30 min · Drill 2: Backhand passing + “effort test”. Teacher demonstrates how backhand passing changes the angle and requires a slightly different effort and body rotation; prompts students to predict what will happen if they pass “harder” vs “softer”. Students run 2 rounds: Round 1 targets a nearer receiving zone (more gentle), Round 2 targets the farther zone (slightly more effort). After each round, partners discuss one adjustment using the sentence starter: “We changed ___ so the pass was more accurate because ___.”

5. 30–37 min · Mini-game: Passing for possession (space & time). Teacher introduces a small-sided “keep possession” challenge in a marked area: partners pass and move to receive again; defenders are not used—focus is on spacing and timing, not tackling. Students play 3 x 2-minute games rotating who starts with possession. Rule focus: each team must complete 4 consecutive successful passes before changing direction or attempting a longer pass to a new cone.

6. 37–40 min · Closure: Reflect and exit ticket. Teacher gathers students and asks: “What movement concept helped most today—space, time, effort, or people?” Students complete a quick exit ticket (on scrap paper): one improvement they made to their pass or receive, and one cue they will use next time.

Resources

• Hockey sticks (one per student) and matching gloves/helmets if available
• Pucks (or flat training discs) in sufficient quantity for pairs
• Cones to mark lanes, receiving zones, and mini-game boundaries
• Personal bibs/markers for teams (optional)
• Marker tape or chalk for “ready stance” and target lines
• A teacher checklist clipboard (accuracy and control indicators)
• Stopwatches or a timer visible to students

Assessment

• Teacher observation during drills: checks for passing accuracy (landing in receiving zone) and receiving control (puck stopped and ready).
• Partner feedback: students use agreed sentence starters to identify one specific improvement.
• Exit ticket: short response on what they changed and why it improved accuracy/control.

Differentiation

• Support: Provide visual cue cards (forehand/backhand steps; receiving cues) and allow extra practice in the “receive only” stage for students needing consolidation.
• Support: Use smaller receiving zones or shorter passing distances for students who struggle with accuracy; gradually increase distance as control improves.
• Extension: Challenge advanced students to vary timing (e.g., pass immediately after receiving vs after a one-step reposition) or to attempt a “quick receive-to-pass” in one continuous action.
• SEN/EAL considerations: Offer sentence starters for feedback discussions, and pair students with clear role cards (Passer/Receiver) to reduce uncertainty and increase participation.

Curriculum alignment notes (for the teaching team)

• Emphasise movement concepts explicitly: how effort changes puck speed, how space affects passing angles, and how time affects receiving success.
• Maintain positive group participation: students should encourage partners and negotiate roles during swaps.