Floorball Foundations

Overview

In this first lesson of the 5-part unit, students are introduced to floorball, basic rules, equipment, and key positions. They practise safe movement and perform simple passing in pairs using a clear grip and stance.

Learning intentions

• WALT understand how to stay safe and move effectively in a floorball space.
• WALT learn the basic rules of floorball (including scoring and avoiding contact).
• WALT practise fundamental passing skills in pairs using correct grip and stance.
• WALT describe how positions help a team using simple strategies.

Success criteria

• I can explain and follow the main safety and fairness rules in floorball.
• I can hold and control the stick correctly and keep my body balanced when passing.
• I can pass to a partner with an underhand push using the correct stance and follow-through.
• I can name at least two positions and say what they do to help the team.

Curriculum links

• Physical Education achievement expectations: demonstrate basic movement skills and apply them to game situations.
• Health and Physical Education focus: develop competence, confidence, and safe participation in physical activity.
• Key idea: work collaboratively, showing respect for others and fair play while playing games.

Lesson structure (50 minutes)

1. 0–5 min | Welcome and safety

• Quick explanation of the lesson focus: floorball basics, safe movement, and pair passing.
• Set expectations: no high sticks, controlled walking-to-running, and respectful spacing in personal “bubble” areas.

2. 5–10 min | Equipment and grip demo

• Teacher shows floorball stick, floorball ball, and basic protective rules (where needed).
• Students mirror the grip and stance: feet apart for balance, knees soft, one hand higher on the stick, eyes on the ball.

3. 10–18 min | Rules and positions mini-talk (student-friendly)

• Teach the simplest rules: keep control, move the ball by hitting/pushing it, avoid contact, and play in the direction of the ball.
• Introduce positions at an age-appropriate level: attacker (moves to receive/pass/shoot), defender (protects space and helps the ball move away), and goalkeeper (stays in the goal area and stops shots).

4. 18–26 min | Warm-up: floorball movement circuits

• Set up 4–5 stations (e.g., stick control dribble taps, side shuffles, diagonal runs, quick stops, and “low ready” position).
• Emphasise: head up, controlled speed, and stopping safely on a signal.

5. 26–38 min | Passing form in “freeze frames”

• In pairs, students practise the passing action without the ball first: stance, stick angle, and “push” motion.
• Teacher uses simple diagrams on the spot (stick flat-ish for contact, body over the ball, follow-through toward partner), then adds the ball.

6. 38–46 min | Pair passing drill: target and accuracy

• Partners stand a few steps apart and pass to a clear target spot (e.g., a cone line). Increase distance gradually if successful.
• Students aim for “controlled passes” rather than maximum power; they repeat 6–8 passes, then swap roles (receiver/pass).

7. 46–50 min | Reflect and close

• Students share one thing they did well (grip, stance, push/pass direction, or follow-through).
• Teacher previews next lesson: receiving the ball and making a pass under light pressure.

Suggested activities for Year 5 and 6

• Dribbling drills: Set up cones for students to weave through, focusing on stick control and keeping the ball close.
• Passing practice: Pair students to practice short and long passes, emphasizing accuracy and communication.
• Shooting exercises: Use targets or goals to practice shooting technique and aim.
• Small-sided games: Organize 3v3 or 4v4 games to encourage teamwork, positioning, and applying skills in game situations.

Resources

• Floorball sticks (enough for all students) and floorball balls
• Cones for safe zones, pair spacing, and targets
• Simple printed or board diagrams showing correct grip, stance, and passing direction (side view and front view)
• Bibs/marker vests for optional attacker/defender role talk
• Whistle/timer for signals during warm-up and transitions
• First aid kit and clear space boundaries (both indoors or outdoors)
• Storage area for equipment and a “waiting spot” marker for students not moving

Assessment

• Teacher observes students during station work and pair passing: grip control, balanced stance, and correct push/pass action.
• Quick oral check: students name at least two positions and describe one job for each.
• End-of-lesson reflection: one specific success and one improvement goal for the next practice.

Differentiation

• Support: shorten passing distance, provide a “starter target” close to the partner, and give extra modelling of stance before adding the ball.
• Support: use sentence starters for rules/positions (e.g., “The attacker helps by…”, “The defender helps by…”).
• Extension: increase distance, vary pass type (still basic, e.g., slightly angled passes), or add a moving receiver step while maintaining control.
• SEN/EAL: allow non-verbal demonstration to show understanding; use consistent routines, visuals (diagrams), and limited key phrases for rules.