Shooting Fundamentals

Overview

Students develop core hockey shooting skills with a focus on wrist shots and slap shots. They apply movement concepts (effort, space, time, objects and people) to improve accuracy and power, then evaluate how effective their shots are in game-like situations.

Learning intentions

• Students will investigate how changing effort, space and timing affects shooting accuracy and control.
• Students will perform wrist shots and slap shots with safer technique and consistent follow-through.
• Students will work with a partner or small group to test different shooting approaches and refine them using agreed criteria.

Success criteria

• I can set up to shoot using a stable stance, correct stick grip and safe body positioning.
• I can explain and demonstrate how effort (force/speed) and space (angle/distance) affect where the ball goes.
• I can shoot the ball towards a target area with better accuracy during drills.
• I can make a prediction about which option will be most effective, test it, and refine my technique.

Curriculum links

• AC9HP6M03: investigate how movement concepts related to effort, space, time, objects and people can be applied to improve movement outcomes.
• AC9HP6M07: predict and test the effectiveness of applying different skills and strategies in a range of movement situations.
• AC9HP6M01: adapt and modify movement skills across a variety of situations (transitioning from controlling the ball to shooting).
• AC9HP6M09: participate positively in groups and teams by contributing, encouraging others, and negotiating roles responsibly.

Lesson structure (40 minutes)

1. 0–4 min · Safety check and warm-up pulses. Teacher reminds students about safe stick handling, space awareness and ball retrieval; students complete a quick jog and dynamic stretches while moving their stick in controlled directions.

2. 4–12 min · Hook: “What makes it on-target?” Teacher sets up two targets at different positions and demos one wrist shot and one slap shot, asking: “Which changes most—effort, timing or space—and how do you know?”; students do a think-pair-share then prepare for shooting.

3. 12–18 min · Direct teach: technique snapshots. Teacher teaches and models key cues for both shots:

• Wrist shot: approach control, stick close to the ball, quick wrist action, follow-through towards the target.
• Slap shot: bigger backswing, firm plant/stance, contact through the ball with controlled power, low stick angle and safe follow-through. Students practise shadow swings (no ball) first, then with stationary balls to feel the movement patterns.

4. 18–26 min · Drill 1: Wrist shot accuracy (space + timing). Teacher explains the drill: from a set shooting spot, students receive a pass (or tap) and take one wrist shot at a small target; they rotate through stations every 2 minutes. Students aim for accuracy in 3 attempts, adjusting timing (when they strike after receiving) and space (where their approach places them).

5. 26–34 min · Drill 2: Slap shot power with accuracy (effort + control). Teacher demonstrates how to change effort while keeping control: “If you overshoot, reduce swing size or slow approach; if you fall short, add controlled force.” Students complete 3 attempts at a wider target zone while working in pairs: Shooter shoots, Coach gives one cue, then swap roles.

6. 34–38 min · Game application: mini “shooting lanes”. Teacher sets two simple shooting lanes with defenders standing still as “space blockers” and explains scoring: 1 point for hitting the zone, 2 points for hitting the inside target. Students use their best shot choice (wrist or slap) based on what worked earlier, taking turns while supporting peers with encouragement and respectful communication.

7. 38–40 min · Exit ticket: predict–test–refine. Teacher asks students to record quickly: “One thing I changed (effort/space/time) and what happened to my shot.” Students hand in responses and briefly share one improvement with their group.

Resources

• Hockey sticks (one per student) and safe gloves/eyeguards if available
• Hockey balls (enough for stations)
• Cones for shooting spots, lanes, and target zones
• Flat marker tape or chalk for inside/outer target areas
• Bibs/vests for teams and partners
• Printed or board-based “Coach cue” cards (one cue only)
• Whistle and boundary markers
• Measuring tape (optional) to set consistent distances

Assessment

• Teacher observation checklist during drills: stable stance, safe stick contact, follow-through, and whether shots land in the target zone.
• Peer coaching feedback: Coach gives one specific cue and checks it against the target result.
• Exit ticket: identifies what variable they changed (effort, space, time) and links it to the outcome (more accurate/less accurate, stronger/weaker).

Differentiation

• Support: provide a smaller target, shorten distance, and allow one extra practice strike before scoring.
• Support (scaffold): sentence starters for peer coaching: “Try…”, “Next time adjust…”, “I noticed…”.
• Extension: increase distance, narrow the inside target, or require a planned decision: “Choose wrist or slap and justify why using effort/space/time.”
• SEN/EAL: assign clear roles (Shooter, Coach, Feeder) with visual cue cards; use gestures for technique steps and keep instructions to short phrases.