Passing and Receiving

Overview

Lesson 2 of 7 in the unit Floor Hockey Skills and Strategy. Students develop accurate forehand passes, soft receptions and communication while stationary and moving, then apply these skills in a small-sided keep-away game.

Learning intentions

Students will:

• Perform a controlled forehand pass to a partner’s stick.
• Receive the ball softly and keep it close.
• Move into a useful support position after passing.
• Communicate clearly using voice and visual signals.
• Apply passing and receiving skills safely during a game.

Success criteria

• I can pass along the floor with control and accuracy.
• I can prepare my stick early and receive the ball softly.
• I can look up, communicate and move after passing.
• I can support a teammate by creating a safe passing option.

Curriculum links

• Official provincial and national curriculum alignment could not be verified for this lesson.
• Broad Canadian physical education themes: movement skill development, game understanding, cooperation and responsible participation.
• The lesson addresses the teacher-identified Saskatchewan Grade 7 focus on skill execution and cooperation without reproducing or claiming an official outcome.

Lesson structure (45 minutes)

1. 0–5 minutes – Warm-up and safety

Organise 27 students into nine groups of three. Students move safely around the marked area with a stick, completing walking or jogging patterns, gentle stick taps and stationary ball control. On a signal, students stop with the ball still, stick blade flat and eyes up.

Review safety expectations: sticks remain below the waist, students keep space between groups, balls stay on the floor, and play stops immediately on the whistle. Briefly revisit the ready position: knees bent, hands apart, blade open and eyes scanning.

2. 5–13 minutes – Demonstration and guided practice

Demonstrate a forehand pass: face the target, place the ball slightly ahead of the body, sweep rather than hit, point the blade toward the target and finish low. Show a soft reception by cushioning the ball backward slightly on contact rather than allowing it to bounce away.

Demonstrate the sequence “pass, communicate, move.” After passing, the player moves to an open angle to support the receiver. Ask: “Where should you look before passing?” and “How can your teammate know you are ready?” Students practise the movement without balls, then complete several short stationary passes.

3. 13–21 minutes – Partner passing gates

In each triad, two students pass through a small gate made with cones while the third collects stray balls and gives feedback. Rotate roles every two minutes. Begin with short distances, then increase the distance only when passes remain controlled.

Partners use the cues: “ready,” “soft hands,” “eyes up” and “move.” The receiver should present the stick as a target, cushion the ball and return it accurately through the gate. The collecting student checks that the ball stays on the floor and encourages safe technique.

4. 21–35 minutes – Moving support triads

Set up several lanes or small grids. In each triad, one player starts with the ball, one provides a forward support option and one provides a side support option. The ball carrier passes to either teammate, then immediately moves to a new open position. The receiving player controls the ball before passing again.

Progress from walking to light jogging. Require at least two completed passes before the triad reaches the end of the lane or changes direction. Rotate roles frequently so all students practise passing, receiving and supporting. Pause briefly to highlight effective spacing, early preparation and communication.

5. 35–42 minutes – Three-versus-one keep-away

Use small grids, with one triad in each grid. Three attackers keep possession from one defender. The defender applies controlled pressure and attempts to intercept, not check or lift a stick. Attackers score one point for four consecutive controlled passes.

After an interception or out-of-bounds ball, the player responsible becomes the defender. Encourage players to spread out, look before receiving and move immediately after passing. Stop play once to ask: “What makes a pass easier for a teammate to receive?”

6. 42–45 minutes – Cool-down and reflection

Students return equipment, walk slowly and complete light stretches for legs, shoulders and forearms. Gather students for a brief reflection: “What helped you receive with control?” and “How did communication or movement create a passing option?”

Students show a thumb signal: up for confident, sideways for developing or down for needing more practice. Preview the next lesson: applying passing and receiving in more purposeful attacking play.

Resources

• Floor-hockey sticks, one per student where possible
• One low-friction ball per triad, plus spare balls
• Cones for gates, lanes and playing grids
• Coloured bibs or bands for defenders
• Whistle and timer
• Clearly marked boundaries
• First-aid kit and water access
• Equipment storage area

Assessment

• Observe forehand technique, checking for a low controlled sweep, accurate direction and safe stick use.
• During triad practice, listen for communication and watch whether students move into support after passing.
• In the keep-away game, assess control, decision-making, spacing and cooperation. Use reflection responses to identify students needing additional practice.

Differentiation

• Support: shorten passing distances, enlarge gates, allow walking rather than jogging and use a larger or slower ball if available. Pair developing students with patient, supportive teammates.
• Support: give concise cues—“face target,” “soft hands,” “look up,” “pass and move”—and demonstrate each step again for students who need visual reinforcement.
• EAL/SEN: teach and display the key gestures for ready, pass, stop and move; use consistent demonstrations, peer modelling and predictable role rotations.
• Extension: narrow the gates, increase movement speed, require the receiver to scan before the pass arrives or limit attackers to two touches in keep-away.