Unit 8: Physical Activities and Sports
Chapter 21: Invasion/Territory Games
This chapter provides the basic rules, skills, and tactics required to play a variety of
invasion and territory games. Sample lesson plans are provided for most of the sports
described in this chapter.
Field Hockey
This unit introduces students to the game of field hockey, and demonstrates the use of
various skills that are transferable from other activities.
Strands
Physical Activity—Active Living
Class Time
75 minutes
Suggested Reading
• Pages 336–337 of the Healthy Active Living textbook
Field Hockey: Lesson 1
Description
The primary focus of this lesson is to introduce students to using the basic grip, moving
quickly with their sticks, and carrying skills (e.g., dribbling and ball control).
Expectations
Grade 9
• PAV.01X: Demonstrate personal competence in applying movement skills and
principles
Grade 10
• PAV.01: Demonstrate personal competence in applying movement skills and
principles
Suggested Reading
• Pages 354–355 of the Healthy Active Living textbook
Suggested Worksheets
• BLM 8.18: Missions Warm-Up
• Exercise 8.1, “Phases of a Skill” in the Student Activity Handbook (pg. 102 Gr. 9 &
pg. 110 Gr. 10)
Facilities and Equipment
Teacher:
• Pylons
• Pinnies
• Playing facility (indoor or outdoor)
• Field hockey balls and sticks
Student:
• Proper attire
• Pens/pencils
• Student Activity Handbooks
Suggested Lesson Breakdown
Remind students how they will be evaluated for this unit.
Warm-up/Fitness Blast (15 min.)
Have students perform BLM 8.18: Missions Warm-Up.
Skills (20 min.)
Emphasize that while field hockey may be different from most sports, game strategies
and positioning are similar to soccer. The main difference from other invasion/territory
sports is that you are not allowed to use your body to protect the ball. This puts the
emphasis on developing skills to control the ball.
Introduce students to the basic grip (there are only right-handed sticks in field hockey):
• Lay the stick on the ground in front of you so that it runs across the body with the top
of the stick to the left and the flat side of the stick turned down. Stand with feet apart
and the left foot slightly forward.
• Bend at the knees to take a “shake hands” grip with the left hand on the top of the
stick—the V formed by the thumb and first finger points down the back (round side)
of the stick. The left hand must be on the top of the stick.
• Close the right hand around the stick about 15–20 cm below the left.
• The knees are flexed and the head up, the stick is angled to the ground.
• All fingers should be wrapped around the stick.
A) Dribbling Activity:
Introduce students to the various ways to carry the ball: dribble on stick, tap dribble,
Indian dribble.
Following the drills, ask the students the following questions: What are some differences
and similarities of stick-handling in field hockey versus ice hockey? What did you find
challenging? What do you need to improve on?
B) Carry:
Introduce students to the carry (stick dribble or tap dribble) using the transferable and
sport specific skills in the chart below:
Transferable Skills
Sport-Specific Skills
Preparation:
Preparation:
• strong base of support
• use basic field hockey grip
• back of left hand faces upward
• head up looking for an offensive
advantage
• left elbow away from body
• stick angled to the ground
Execution:
Execution:
• keep object under control (close to body) • push ball along, keeping ball in contact
with the stick
• move object toward goal trying to create
an offensive opportunity
• keep ball in front of body
Note: in field hockey, players cannot use
their body to protect the ball.
C) Reverse Stick:
Introduce students to the reverse stick using the transferable and sport-specific skills in
the chart below:
Transferable Skills
Preparation:
• strong base of support
• head up looking for an offensive
advantage
Execution:
• object under control (close to body)
Sport-Specific Skills
Preparation:
• basic grip
• ball at stick in front of feet
• stick in contact with right side of ball
Execution:
• left forearm rotates to move head of stick
over ball to contact ball on left side
• keep right hand loose—acts as support
• move ball back and forth
D) Speed Dribble Shuttle:
Set up two pylons at a distance of 23 metres. In groups of three or four, the first player
speed dribbles the ball to the pylon, stops the dribble at the pylon, leaves the ball at the
pylon, and sprints back to the start. The next player sprints to the pylon and speed
dribbles the ball back to the start, stops the dribble, and leaves the ball for the next player
in turn to repeat the process. Signal to mark the completion of the drill.
E) Tap Dribble Shuttle:
Similar to Speed Dribble Shuttle, but instead, use a tap dribble to move the ball.
F) Indian Dribble Stickwork:
Students start in a stationary position with feet shoulder-width apart with the ball 30 cm
in front of their feet and in line with the right foot. Using the basic grip (strong stick side)
and with the stick touching the ball, draw the ball to the left. Using the strong stick side
and the reverse stick, dribble the ball from the right foot to the left foot continuously. As
skill improves, try to keep the ball in constant contact with the stick and move the ball
through a wider arc. Signal to mark the completion of the drill.
G) Zigzag Dribble:
Set up five pylons in a row 1 metre apart from each other. Using the strong stick side and
the reverse stick, dribble the ball in a zigzag formation or drawing the ball right and left
around the pylons. Repeat five times.
Games (30 min.)
A) Dribble Keep Away:
Each student has a ball and a stick and finds a space on the field. The object is to use the
various carrying skills learned above and keep away from other players, finding open
space, and changing direction and speed. Signal to mark the completion of the game.
B) Hotbox Game:
On the field, create several hotboxes in a row, 5 m by 5 m, marked by pylons. Divide the
class into teams of three and place two teams in each hotbox. The object of the game is to
allow the students to practise their carrying skills and experiment with sending skills,
which will be taught in the next lesson. The end lines of the hotboxes are the goal lines.
To score a goal, a player must dribble the ball with control across the end line. Rotate
teams of three to allow round-robin tournament format.
Cool-down (10 min.)
Students jog around the perimeter of the field dribbling the ball using the various carrying
techniques. While stretching, discuss the transferable skills of carrying in field hockey
compared with other sports, and some basic rules covered in the lesson (e.g., no feet, use
only the flat side of the stick, no offside).
Teaching Tips
• Provide encouragement, including feedback on level of skills, areas of improvement,
and strategies and skills, for both individuals and class as a whole
For Next Class
• Remind students to fill in their activity journal in their Student Activity Handbook
(i.e., Fitness Blast details, daily game participation, etc.)
• Students will complete Exercise 8.1, “Phases of a Skill” in their Student Activity
Handbooks with one of the skills they have learned in this lesson
Assessment and Evaluation
• Identify weaker and stronger students in terms of participation, skills, and safety
• Use Exercise 8.1, “Phases of a Skill” worksheet to assess students’ knowledge of
skills used in field hockey
Field Hockey: Lesson 2
Description
The primary focus of this lesson is to teach students sending and receiving skills (e.g.,
push pass, drive, and trapping the ball), and review ball control and dribbling techniques.
Expectations
Grade 9
• PAV.02X: Demonstrate understanding of the importance of movement principles in
performing isolated or combined movement skills (e.g., manipulation, locomotion,
and stability)
Grade 10
• PA1.01: Demonstrate the use and combination of motor skills in a variety of physical
activities (e.g., moving towards the ability to perform skills on their own)
Suggested Reading
• Page 356 in the Healthy Active Living textbook
Facilities and Equipment
Teacher:
• Pylons
• Pinnies
• Playing facility (indoor or outdoor)
• Field hockey balls and sticks
Student:
• Proper gym attire
• Pens/pencils
• Student Activity Handbooks
• Completed Exercise 8.1, “Phases of a Skill” worksheet
Suggested Lesson Breakdown
Remind students how they will be evaluated in this unit.
Warm-up/Fitness Blast (15 min.)
As students rotate in pairs through the following field hockey circuit, remind them to
perform drills with these key elements in mind:
• Maintain balance and control
• Move on balls of feet using short quick steps
• Proper stick grip
• Feet and shoulders face forward
• Feet shoulder-width apart
With a larger class students may need to work in groups of four, or set up more stations:
Station 1: One Ball Shuffle
On the field, set up two pylons a distance of 3 metres apart. Divide the students into pairs
and have them stand at one pylon facing the other pylon, which has a field hockey ball
beside it. The first player runs to the pylon that has the ball, picks up the ball, and sprints
back to the start. The second player picks up the ball and sprints to the other pylon, leaves
the ball there, and sprints back. The pair repeats the drill, always using an explosive
sprint to pick up and return the ball to the original cone. Complete the repetition 5–10
times.
Station 2: Five-Pylon Run
Set up a station in a star formation. Place five pylons approximately 3 metres apart in the
shape of five dots on the side of dice. Students use the basic grip and carry the field
hockey stick midway down the shaft. The first player starts at the centre pylon and then
sprints to touch the top of the right pylon with the stick. The rest of the sequence is as
follows: bottom right pylon, top left pylon, bottom left pylon, always returning to the
centre pylon before sprinting to the next pylon. Have players repeat the sequence to see
how many touches they can do in 30 seconds.
Station 3: Whistle Shuffle
Students stand facing you using the right hand to carry their field hockey sticks. Point in
one of four directions indicating movement in either a side shuffle to the left, a side
shuffle to the right, a sprint forward, or a back-pedal movement. Indicate change of
movement with a whistle. Repeat for 30 seconds. To make this a ball control and
dribbling drill, add a ball to dribble in each direction.
Station 4: W Runs
Set up five pylons approximately 3 metres apart in a “W” formation. Have students use
their right hand to carry the stick. Players follow the “W” formation changing their speed
and using quick feet to change direction. The first player starts at the first (top) pylon and
back pedals to the second pylon and immediately sprints forward diagonally to the third
pylon. He or she then changes gears and back pedals to the fourth pylon, and then sprints
diagonally forward to the last pylon. Repeat the sequence 3–5 times.
Station 5: Quick Feet Ladder
Place 5–8 field hockey sticks in a ladder formation approximately 2 metres apart. Using
quick feet, students take turns shuffling over the ladder formation. Repeat for 30 seconds.
Station 6: Box Exercise
Using four pylons set up two boxes, 3 m by 3 m. The first player starts with the ball on
the outside of the box. The challenge is to keep the stick on the ball as he or she attempts
to move the ball and his or her feet to the inside of the box and back out to a different
side from which he or she entered. Players complete the ball movement across 10 sides of
the box and then switch. Rotation can be repeated several times.
(Adapted from Field Hockey: Steps to Success, Anders: Human Kinetics; 1999)
Skills (20 min.)
A) Sending Activity:
Introduce students to the push pass using the transferable and sport-specific skills in the
following chart:
Transferable Skills
Sport-Specific Skills
Preparation:
Preparation:
• wide base of support (feet shoulder-width • stand sideways to the ball, ball midway
apart, knees slightly bent)
between and in front of feet, ball on stick,
eyes on ball
• left shoulder points to target
Execution:
Execution:
• apply force in direction of target, transfer • transfer weight from right foot (back) to
weight from back to front
left foot (front) as ball is pushed forward
• release object at the point where it will hit • during weight transfer, lower body close
target
to ground, left knee almost touching the
ground
Follow-through
Follow-Through
• follow-through in direction of target,
• follow-through by using the wrists to turn
maintain balance, ready for next movement stick over; stick finishes by pointing where
the ball is to go, and eyes follow the path of
the ball
• for safety, stick stays pointing to the
ground where the ball is to go
B) Push/Pass Assessment:
Emphasize that the push/pass is used for shorter distances, for quick execution (element
of surprise), and when accuracy is important. The push/pass can be done either stationary
or moving. Working in pairs, have students experiment with passing the ball back and
forth over a short distance while you assess the level of skill.
C) Receiving Activity:
Introduce students to how to receive a field hockey pass using the transferable and sportspecific skills in the following chart:
Transferable Skills
Sport-Specific Skills
Preparation:
Preparation:
• strong base of support
• player’s body and stick (basic grip)
directly behind the path of the ball; move
• provide a target for sending
• focus eyes on path of object until received feet constantly to be sure you are in best
position before ball arrives
• bend knees to get body low, reach out in
front with the stick (left foot forward), have
stick at a 45 degree angle to the ground
• watch the ball all the way as it moves to
Execution:
• reach out to meet the object
• receive the object with appropriate
instrument (hands, feet, glove, etc.)
Follow-Through
• re-establish strong base of support
• quickly put object in position to perform
next movement (carry)
the stick
Execution:
• right hand “gives” slightly to cushion the
reception
In pairs, students stand about 10 metres apart while one pushes and the other receives,
then reverse. Emphasize reaching for the ball as it arrives and bringing it back on the
stick, then pushing it forward again; the movement is not a hit.
D) Drills:
Have students complete the following drills to practise sending and receiving skills:
Rapid Partner Pass: Position two pylons to represent a goal 2 metres apart. In pairs,
players stand facing each other 5 metres apart on either side of the goal. Players attempt
to pass a ball back and forth as rapidly as possible through the cones using the forehand
push/pass. Emphasize that the ball is to be received on the forehand side.
Shuttle Push Pass: In groups of four, set up two players 5 metres apart from the other
two players. Player 1 passes the ball using the forehand push/pass to the opposite side and
sprints to follow his or her pass, joining the end of the line. Player 2 now passes the ball
to the opposite side and follows his or her pass to join other line. The players attempt to
pass the ball as quickly and accurately as they can until you signal to stop.
E) Drive Activity:
Introduce students to hitting the ball with a drive using the transferable and sport-specific
skills in the following chart:
Transferable Skills
Sport-Specific Skills
Preparation:
Preparation:
• wide base of support (feet shoulder-width • basic grip, right hand slides to top of the
apart, knees slightly bent)
stick as the stick is swung straight back; for
safety, the stick stays pointing to the
• left shoulder points to target
ground, do not let it come above waist
• keep body behind and to the left of the
ball
Execution:
Execution
• apply force in direction of target, transfer • as the stick is brought through, step
weight from back to front
forward on the left foot to the ball, transfer
• release object at the point where it will hit weight forward to left foot, left shoulder
pointing in the direction the ball is to be
target
hit, head over ball, no wrist action
Follow-Through
Follow-Through
• follow-through in direction of target
• maintain balance, ready for next
movement
• stick follows through in the direction the
ball is to go; for safety, do not let stick
come above the waist, and stick should stay
pointing toward the ground
Players work in pairs, facing each other about 15 metres apart, and practise driving and
receiving. Players should try to increase the speed with which they receive the ball and
drive it back. Ask players to combine the carry and the drive.
Ask students what challenges they experienced (e.g., tripping over the ball, less accuracy,
loss of power due to taking a “hitch step”). Ask students what solutions they can suggest
(e.g., keep the ball moving and slightly ahead, be sure that left shoulder points to where
ball is to go). To correct hitch step, players need to focus on which foot their weight
transfer is on when they drive—more power hitting off the left foot, the last step on the
left should be cross-step behind the left.
Games (30 min.)
Run a field hockey game modified with 3-on-3 or 4-on-4 with only dribbling and
push/pass; then add drives with a larger playing area.
Cool-down (10 min.)
Individually, students send the ball around the perimeter of the field using the push/pass
and the drive. They follow their own pass or drive and continue around the field. Lead
stretching of the sport-specific muscle groups used in field hockey. Review rules and
safety precautions covered in the lesson (e.g., safety equipment, obstruction, stick height
on drive).
Teaching Tips
• Provide encouragement, including feedback on skills and positive behaviour
For Next Class
• Remind students to fill in their activity journal in their Student Activity Handbook
(i.e., Fitness Blast details, daily game participation, etc.)
Assessment and Evaluation
• Assess the students’ personal competence in applying movement skills and
principles used in a field hockey sending and receiving skills.
Field Hockey: Lesson 3
Description
In this lesson, students review sending and receiving, with movement introduced.
Students are introduced to defensive and offensive strategies (e.g., tacking and shooting,
creating and using space, blocking and controlling space).
Expectations
Grade 9
• PA2.03X: Explain appropriate strategies or tactics that enhance performance in
specific situations and conditions (e.g., passing versus dribbling a basketball against
a defender, shifting gears in cycling to adjust to changing conditions)
Grade 10
• PA2.03: Explain appropriate strategies or tactics that enhance performance in
specific situations and conditions (e.g., tipping rather than spiking against an
effective blocker in volleyball, hitting the ball to one side of the fairway to
compensate for cross-wind conditions in golf)
Suggested Reading
• Page 357 in the Healthy Active Living textbook
Suggested Worksheets
• BLM 8.8: Field Hockey Strategies and Tactics Worksheet
Facilities and Equipment
Teacher:
• Pylons
• Pinnies
• Playing facility (indoor or outdoor)
• Field hockey balls and sticks
Student:
• Proper gym attire
• Pens/pencils
• Student Activity Handbooks
Suggested Lesson Breakdown
Remind students how they will be evaluated in this unit.
Warm-up/Fitness Blast (15 min.)
Divide the class into two groups. Group A carries the ball around the outside of the field.
Group B works at one of the five stations set up on the inside of the field (choose five
from Lesson 2 Fitness Blast). After each minute, reverse the groups. By the end of the
Fitness Blast, students will have completed five minutes of carrying/dribbling around the
outside of the field and five minutes at the stations (one minute per station).
Skills (20 min.)
A) Push/Pass and the Drive on the Move Drill:
Students line up about 15 metres in front of a target (two markers 4 m apart) with a
marker about 7 metres before the target. One at a time, players dribble the ball toward the
target and when they reach the marker they shoot for the target. Players follow their ball
and dribble it away from the target and back around to the back of their line. Set up
several stations to maximize practice opportunity.
B) Partner Passing:
Students start by standing beside their partner (about 4 metres apart) on the sideline
facing the far sideline. One player has the ball. If there is not enough room, split into a
first and second row of pairs. Players move across the field completing at least five
push/passes between them, following the rule that both players must always keep their
feet going in that direction (i.e., they cannot turn around to get the ball). This further
emphasizes the rule of obstruction (not allowed to protect the ball with the body). Once
they get across the field, players turn around to go back but do not switch sides, so that
they each practise passing and receiving on the right and left. Repeat using the drive
(keep sticks below waist).
Following the drill, ask the students what challenges they experienced and what strategies
they used. Share possible challenges and solutions.
C) Reverse Receiving Activity:
In pairs, have students set up a rectangle area approximately 2 m by 5 m and mark it with
pylons. Player A stands with his or her right shoulder facing his or her partner 5 metres
away on the outside of the opposite square. Player A attempts to receive a forehand
push/pass from his or her partner using the reverse stick. After receiving the ball, player
A pulls and controls the ball to the forehand side by moving the ball 2 metres to the right,
and then uses the forehand pass to send the ball to player B. Player A sprints back to the
opposite pylon to receive a forehand push/pass on his or her reverse stick again. Now,
player B uses his or her reverse stick to receive the pass, draws it to the right, and then
sends it back to player A. The ball is always passed on the outside on the square.
(Adapted from Field Hockey: Steps to Success, Anders: Human Kinetics; 1999.)
D) Shooting Activity:
In groups of three, students line up along the mid-line of the field, facing the goal. Each
group has a ball and advances toward the goal together, passing the ball to each member
of the group at least once before finally taking a shot. Introduce the “weave or grapevine”
used in soccer to encourage moving to open space. The shot on net may be a push/pass or
drive on the move.
E) Tackling Activity:
Introduce students to tackling skills using the transferable and sport-specific skills in the
following chart:
Transferable Skills
Sport-Specific Skills
Preparation:
Preparation:
• tackler assumes low body position,
• feet and body must be square to
weight on balls of feet
oncoming opponent; rule: cannot tackle
from the side
• head of stick on ground, rest of stick at a
low angle
Execution:
Execution
• timing—make contact with ball when it is • trap the ball with the stick, do not swing
off opponent’s stick
at it; rule: cannot contact opponent’s stick
• quickly get possession and accelerate
away; rule: cannot turn body to protect the
ball
Games (30 min.)
Have the students play 1-on-1, 2-on-1, and 3-on-2, emphasizing offensive and defensive
strategies.
Cool-down (10 min.)
In pairs, students jog and pass the ball around the perimeter of the field, followed by a
group stretch. Review offence/defence strategies.
Teaching Tips
• Identify the varying skill levels of students using observation
For Next Class
• Remind students to fill in their activity journal in their Student Activity Handbook
(i.e., Fitness Blast details, daily game participation, etc.)
• Have students complete BLM 8.8: Field Hockey Strategies and Tactics Worksheet
Assessment and Evaluation
• Use BLM 8.8: Field Hockey Strategies and Tactics Worksheet to assess students’
knowledge of rules and safety in field hockey
Field Hockey: Lesson 4
Description
The primary focus of this lesson is to introduce students to the basic dodging skill, basic
positional play, and game rules and strategies. Students participate in game play with the
focus on finding open space to receive a pass, and proper checking on defence.
Expectations
Grade 9
• PAV.02X: Demonstrate understanding of the importance of movement principles in
performing isolated or combined movement skills (e.g., manipulation, locomotion,
and stability)
• PA1.04X: Demonstrate improvement in their skills
Grade 10
• PA1.01: Demonstrate the use and combination of motor skills in a variety of physical
activities (e.g., moving towards the ability to perform skills on their own)
• PA1.04: Demonstrate personal skill improvement
Suggested Worksheets
• BLM 8.9: Field Hockey Rules and Guidelines
• Exercise 8.1, “Invasion/Territory Games” in the Student Activity Handbook (pg. 101
Gr. 9 & pg. 109 Gr. 10)
Facilities and Equipment
Teacher:
• Pylons
• Pinnies
• Playing facility (indoor or outdoor)
• Field hockey balls and sticks
Student:
• Proper gym attire
• Pens/pencils
• Student Activity Handbooks
• Completed BLM 8.8: Field Hockey Strategies and Tactics Worksheet
Suggested Lesson Breakdown
Remind students how they will be evaluated in this unit.
Warm-up/Fitness Blast (15 min.)
Using the entire field, divide it into four quarters marked by pylons on both sides of the
field. Students start at one end of the field near the long corner mark. They move the ball
through the first quarter using a tap dribble. In the second quarter, they change to a speed
dribble, followed by the Indian dribble for the third quarter, and a zigzag dribble in the
final quarter. When completed on one side, have students hit the ball along the end line to
the other side of the field and repeat the sequence three times.
Skills (20 min.)
A) Tackling Review:
In pairs, students line up on the end line facing the field and identify themselves as player
A and B. Player A starts to carry the ball across the field. When the distance between
them is approximately 5 metres, player B must overtake player A using a reverse stick
tackle before player A reaches midway across the field. The players switch roles and
repeat several times. To modify, change the distance when player B starts the attack.
B) Dodging Activity:
Introduce dodging, drawing the ball right or left of the opponent, as an offensive strategy.
Emphasize that dodging to the right involves using the reverse stick with you moving to
the weak side of your opponent’s stick. Dodging to the left may be easier to execute since
you are moving to the strong stick side of your opponent. Have students work through the
dodging drills in pairs:
Dodging Drill 1: Partners find a spot on the field and face each other. The player with
the ball approaches the other player who remains stationary with his or her stick in
tackle position. The approaching player executes either dodge and accelerates away.
Both players turn to face each other and repeat. Players take turns with the ball.
Dodging Drill 2: Players line up along the middle of the field, facing each other and a
sideline. One player has a ball. The player with the ball advances and tries to dodge
and keep possession until he or she reaches the sideline. The other player tries to
tackle and get possession. Once one player reaches the sideline, the players return to
the middle and start again. Players must not hit their opponent’s stick, must face to
tackle, and cannot use their body to protect the ball.
C) Basic Positional Play:
Divide the class into two groups, one at each end of the field, using nets or pylons to
mark goals. In each group, students take turns practising their skills as offence and
defence. Four forward players attack from the centre against two defenders (wearing
pinnies). Once the offence gets the ball over the 25-yard line, defenders rush from the
circle and try to get possession and carry the ball back over the 25-yard line. The rush is
complete when a violation is committed, a goal is scored (push/pass only), or defenders
are successful. Two sets of defenders take turns confronting the rush and players rotate
through the drill.
Games (30 min.)
A) Introductory Modified Game:
Rules:
• In place of penalty corners, award a free hit to the attacking team, 5 yards. back of
the circle
• Do not use a goalie
• Only use push/pass within the circle
• Recommended offence/defence for beginners: five forwards, three halves, and two
backs; each forward has one defence to check
• Teammates should stay ahead and to the side of player in possession of the ball to be
in position for a pass
• Pass before you are tackled—carry the ball if you are not being tackled
• Use diagonal passes to get around the defence
• Pass the ball out to the wings who can then cross it in front of the net to inners and
centre
• Halves are probably best to take the free hits
B) Basic Rules Field Hockey:
Discuss the following rules with the class:
1. Start of Play: The ball is placed at centre and a coin toss determines possession. All
opposing players must be 5 yards away and the person who passes the ball to start the
game may pass the ball in any direction.
2. Resumption of Play: A “bully” is used to restart a game if there is a stoppage in play
for a reason other than a single violation (e.g., injury). The two forwards face each
other straddling the line of play (imaginary line where the ball was when play stopped)
with the flat side of their sticks toward the attacking goal. After the whistle, they
simultaneously strike the ground and then their sticks above the ball three times before
playing the ball. Any two players may take the bully.
3. Ball In and Out of Play: A ball is in play until it has passed wholly over the side or
goal lines even though the player playing the ball may be outside the playing area (i.e.,
you can dribble the ball while you are running outside the playing area).
4. The Hit-In: When the whole of the ball passes over either sideline out of play, on the
ground or in the air, it must be put in play by the stick in any direction from the point
where it crossed the line:
a) Determine which team last touched the ball before it passed over the sideline, and
give the hit-in to the other team
b) The ball may be pushed or hit
c) The ball must touch the ground in the field of play within 1 yard of the point where
it crossed the line
d) No opponent shall be within 5 yards of the hit
e) The hitter-in may only play the ball again after another player has touched it
f) If the hitter-in infringes the rules, a member of the opposing team takes the hit-in
from the same place; if any other player infringes the rules, the hit-in is repeated
5. 16-Yard Hit: When the ball is sent out of play over the goal line by a player of the
attacking team, play is restarted by a free hit from the 16-yard line by the defending
team. This hit is taken from a position 16 yards in from the end line (the top of the
circle is 16 yards) opposite the spot on the end line where the ball went out.
6. Long Corners: A long corner is awarded to the attacking team when the whole of the
ball, having last been played by the defending team, passes unintentionally out of play
behind the goal line:
a) The attacking team must take the hit
b) The ball must be hit from a point on the sideline within 5 yards of the corner flag on
the same side of the goal where the ball crossed out
c) No defending player shall stand within 5 yards of the striker when the hit is taken
d) No player may take a direct flying shot at goal from a corner hit, or from a pass or
deflection from one of his or her own side, unless the ball has been stopped first
e) The player taking the corner hit must not play the ball again until another player
touches it
f) If the hit travels less than 1 yard, an opponent must be allowed to play the ball first
7. Scoring a Goal:
a) The whole of the ball must pass over the goal line between the posts and under the
crossbar
b) The ball must be hit by, or glance off, the stick of an attacking player in the circle
8. Violations:
a) Sticks: a player must not raise any part of his or her stick dangerously above the
shoulder when playing or attempting to play the ball either at the beginning or at the
end of the stroke if other players are within striking distance (players must stay
reasonably clear of a player taking a drive)
b) Back sticks: a player must not hit the ball with the rounded side of the stick, but
may use the reverse stick to play the ball
c) Stick obstruction: a player must not strike, hit, hold, or interfere in any way with his
or her opponent’s stick
d) Dangerous hit: a player must not undercut the ball so that it rises into the air in a
dangerous manner; a raised ball on a free hit or on a pass into the circle should be
penalized if dangerous
e) Feet: a player must not kick the ball or use his or her feet to support the stick when
being tackled; unintentional contact of the ball with the foot or any part of the body
should be penalized
f) Body Contact: a player must not rip, shove, push, charge, strike at, or in any way
personally handle his or her opponent; unintentional contact may not be penalized.
g) Obstruction: a player must not obstruct another player by running between an
opponent and the ball, nor interpose him or herself or his or her stick in any way
(shoulder obstruction may occur with improper use of the reverse stick); third party
obstruction may occur when two members of one team attempt to play the ball while a
member of the opposing team is attempting to play the ball.
h) Free Hit: if the ball moves less than 1 yard, the opponents must be allowed to play
the ball before a player on the hitting team attempts another contact
9. Goalkeeper’s Privileges: The goalkeeper is privileged in the circle to:
a) Kick the ball, but not dangerously
b) Stop the ball with any part of his or her body, but must not propel it forward with
his or her hand
10. There is no offside in the game.
11. Penalty Corner: Awarded when a defender in the circle commits a foul. The free hit is
taken from a point on the end line 10 yards from the goal, by a wing who tries to hit it
to one of his or her forwards who must be outside the circle. They must completely
stop the ball before a shot is taken on goal. Four defenders must be behind the end line
and the rest of the defending team is beyond centre. Players may move once the ball is
struck.
12. Free Hits: Awarded when a foul is committed, the free hit takes place on the spot
where the violation occurred. If the hit is to be taken by the defender within his or her
16-yard area, he or she may bring it to the 16-yard line to a point parallel with the
sideline to where the violation occurred. All defenders must be 5 yards away, and
within the 25-yard area all players must be 5 yards away.
13. Penalty Stroke: Awarded for an intentional or severe violation by defenders within
the circle in a play involving shots on net.
Cool-down (10 min.)
Have students pass with a partner while moving across the field and back, followed by a
stretch. Discuss with students how to improve the challenge/fun of the game.
Teaching Tips
• Provide encouragement, including feedback on level of skills, areas of improvement,
and strategies and skills, for both individuals and class as a whole
For Next Class
• Remind students to fill in their activity journal in their Student Activity Handbook
(i.e., Fitness Blast details, daily game participation, etc.)
• Have students complete BLM 8.9: Field Hockey Rules and Guidelines
• Students will complete Exercise 8.1, “Invasion/Territory Games” in their Student
Activity Handbooks with the strategies they have learned in this lesson
Assessment and Evaluation
• Use BLM 8.9: Field Hockey Rules and Guidelines to assess students’ knowledge of
the rules in field hockey
• Use Exercise 8.1, “Invasion/Territory Games” worksheet to assess students’
knowledge of strategies and tactics used in field hockey
Field Hockey: Lesson 5
Description
The primary focus of this lesson is controlled scrimmages, mini games, and rating student
progress.
Expectations
Grade 9
• PA2.03X: Explain appropriate strategies or tactics that enhance performance in
specific situations and conditions (e.g., passing versus dribbling a basketball against
a defender, shifting gears in cycling to adjust to changing conditions)
• PA1.04X: Demonstrate improvement in their skills
Grade 10
• PA2.03: Explain appropriate strategies or tactics that enhance performance in
specific situations and conditions (e.g., tipping rather than spiking against an
effective blocker in volleyball, hitting the ball to one side of the fairway to
compensate for cross-wind conditions in golf)
• PA1.04: Demonstrate personal skill improvement
Facilities and Equipment
Teacher:
• Pylons
• Pinnies
• Playing facility (indoor or outdoor)
• Field hockey balls and sticks
Student:
• Proper gym attire
• Pens/pencils
• Student Activity Handbooks
• Completed BLM 8.9: Field Hockey Rules and Guidelines
• Completed Exercise 8.1, “Invasion/Territory Games” worksheet
Suggested Lesson Breakdown
Remind students how they will be evaluated in this unit.
Warm-up/Fitness Blast (15 min.)
Using the entire field, divide it into four quarters marked by pylons on both sides of the
field. Students start at one end of the field near the long corner mark. They move the ball
through the first quarter using a tap dribble. In the second quarter, they change to a speed
dribble followed by the Indian dribble for the third quarter, and a zigzag dribble in the
final quarter. When completed on one side, have students hit the ball along the end line to
the other side of the field and repeat the sequence three times.
Skills (20 min.)
In pairs, have students review the following skills:
• Stationary push/passes and drives (to partner or through markers)
• Partner passing across the field
• Game rules, positions, and strategies
Games (30 min.)
Provide students with an opportunity to play a controlled scrimmage (switch positions of
players: offence/defence, middle of field/sides of field) or smaller mini games. Provide an
opportunity for students to play modified games in smaller groups. Rotate teams so
students have a variety of playing experiences.
Cool-down (10 min.)
Have students return equipment and lead a group stretch.
Teaching Tips
• Identify varying skill levels of the class and identify the positive attitudes and those
students who support their classmates
For Next Class
• Remind students to fill in their activity journal in their Student Activity Handbook
(i.e., Fitness Blast details, daily game participation, etc.)
Assessment and Evaluation
• Provide encouragement, including feedback on level of skills, areas of improvement,
and strategies and skills, for both individuals and the class as a whole