PRACTICAL COACHING TOOLS. Lesson Plans

Transcription

1 PRACTICAL COACHING TOOLS Lesson Plans 1

2 TABLE OF CONTENTS LESSON 1: READY POSITION AND CRADLING... 4 SKILL INTRODUCTION:... 4 Learning Activities & Error Corrections:... 5 LESSON 2: GROUND BALLS PICKING UP THE BALL... 7 SKILL INTRODUCTION:... 7 Learning Activities & Error Corrections:... 7 LESSON 3: CATCHING... 9 SKILL INTRODUCTION:... 9 Learning Activities:... 9 Error Corrections: LESSON 4: PASSING SKILL INTRODUCTION: Learning Activities: Error Corrections: LESSON 5: SHOOTING SKILL INTRODUCTION: Learning Activities: Error Corrections: LESSON 6: CUTTING SKILL INTRODUCTION: Learning Activities: Error Corrections: LESSON 7: DODGING SKILL INTRODUCTION: Learning Activities: Error Corrections: LESSON 8: DEFENSIVE MARKING SKILL INTRODUCTION: Learning Activities: Error Corrections: LESSON 9: FACE OFF SKILL INTRODUCTION: Learning Activities: Error Corrections: LESSON 10: CLEARS SKILL INTRODUCTION: Learning Activities: Error Corrections:... 26

3 LESSON 11: RIDE SKILL INTRODUCTION: Learning Activities: Error Corrections: LESSON 12: EXTRA MAN OFFENSE (EMO) SKILL INTRODUCTION: Learning Activities: Error Corrections: LESSON 13: MAN-DOWN DEFENSE (MDD) SKILL INTRODUCTION: Learning Activities: Error Corrections: APPENDIX 1 PLAYER SKILL POSITION DIAGRAMS Fig. # 1. PLAYER POSITIONS ON THE FIELD & SKILLS Fig. # 2. Individual Skills Fig. # 3. Offensive Side of a Team: Fig. # 4 Defensive Side of a Team Fig. # 5 Ready Position: Fig. # 6 Two Handed Cradle Fig. # 7 One Handed Cradle: Fig. # 8 Catching the Ball Fig. # 9 Scooping a Ground Ball

4 LESSON 1: READY POSITION AND CRADELING SKILL OBJECTIVE: To learn how to maintain control of the ball while moving. LEARNING OUTCOME: To utilize a proper grip in order to maintain control of the ball while in motion. PRE-CLASS ACTIVITY: Students are to experiment with how many ways they can balance and hold the stick while moving around the field or gym. Students should get comfortable using their left hand, right hand, and one hand or using two hands. SKILL INTRODUCTION: THE READY POSITION: Thumbs and Fingers: The handle rests in the pads of the fingers placed along the shaft. Holding the stick this way helps keep the hands soft and the wrists flexible. See Appendix 1 Figure # 5 Position of the Stick: 1. The top hand is placed below the throat of the stick, about 1/3 of the way down the shaft. 2. The bottom hand is placed toward the butt end. (Hand spacing depends upon the size of the person.) 3. The top hand indicates whether the player is right or left-handed. Allow players to experiment to determine which hand feels more comfortable. 4. The arm of the top hand is bent at the elbow. 5. The head of the stick is positioned slightly in front of the shoulder and at eye level. THE CRADLE MOTION: 1. Refer to the various part of a stick, but, shaft, throat, and head. 2. Utilize a natural grip when holding the stick. 4

5 a) TOP HAND hold the stick in a manner which the student finds the most comfortable. The V formed by the thumb and the index finger is placed near the throat of the stick. b) LOWER HAND grasps the handle oat the butt end with the palm facing down. The lower forearm is held parallel to the ground at waist level. The stick is held in a vertical (ready position) in front of the body. 3. There are two types of cradling that may be utilized to cradle the ball. 4. TWO HANDED CRADLE: a) Hands are apart, upper hand near the throat, the other at the bottom. b) Stick in the ready position. c) The top hand creates the motion. And the lower arm is close to the body. See Appendix 1 Figure # 6 5. ONE HAND CRADLE: a) The top hand is near the throat with the thumb pointed up. b) The other hand is released from the stick, extended in front of the body with the V palm pointed towards the ground. c) The stick is in a vertical position with the ball at shoulder level protected from the opponent by the body and the head. See Appendix 1 Figure # 7 Learning Activities & Error Corrections: 1. SIT AND CRADLE While cradling, students change positions from standing, to kneeling, to sitting and then back to standing. 2. CRADLE AND RUN a) Students start to cradle using the one handgrip. Have students check each other s grip. b) While cradling, students change positions from standing, to kneeing, to sitting and then back to standing. c) Have students practice cradling with one hand while moving from stop to go and while changing direction on the whistle. d) OPTION: Have students upon hearing the whistle change from a one to a two handed cradle and back again several times. This should be done while running. ERROR OBSERVATIONS CAUSE CORRECTION CRADLE: 1. Head of the stick moving in the direction opposite to that of the butt. Upper hand is not synchronized with the lower hand. Keep the stick vertical while cradling. 5

6 2. Ball is falling out of the stick. Lower had is not moving. Gripping the stick to lightly. Instruct the student to move the lower arm. Relax wrist and arms. SEE APPENDIX 1 Player Skills and Positions - page 27. Coach s Personal Notes: 6

7 LESSON 2: GROUND BALLS PICKING UP THE BALL SKILL OBJECTIVE: To gain possession and control of a ground ball. LEARNING OUTCOME: To utilize the correct stick and body position to pick up a ground ball. PRE-CLASS ACTIVITY: Students are to experiment with how many ways they can balance and hold the stick while moving around the field or gym. Students should get comfortable using their left hand, right hand, and one hand or using two hands. SKILL INTRODUCTION: SCOOPING: 1. With both hands on the stick have students us the proper grip. 2. Position the instep of the front foot (same as the upper hand on the stick) beside the ball. 3. The back foot is place comfortably behind. 4. Bend both knees so the body is low to the ground. 5. The head and shoulders should be positioned over the top of the ball. 6. The stick is held almost parallel to the ground with the top hand near the throat of the stick. 7. The bottom hand is held low to the ground with the stick head squarely behind the ball. 8. With an eye on the ball, place the stick to scoop under the ball, and bring the stick to the ready position. 9. Begin cradling immediately to keep the ball in the pocket. 10. When running to pick up a ground ball, speed should be maintained from start to finish. Learning Activities & Error Corrections: 1. LIMBO SCOOP: Break the players into groups of three. One student holds their stick in limbo style at shoulder level while the next student goes underneath the stick to scoop up a stationary ball. Each student practices the scoop five times with the height of the limbo stick lowered each time. Have the students watch to see if their fellow students are bending their knees when scooping up the ball 2. SCOOP SHUTTLE: Students line up in two lines facing each other with about four students per line. One ball is given to the student standing at the front of the two lines. This student rolls the ball toward the first student in the opposite line. The player 7

8 receiving the ball, picks up the ball, cradles and then rolls the ball to the next student in the opposite line. After rolling the ball, the student heads to the end of the opposite line. 3. SCOOP SHUTTLE POKER: Same as the above except after the student completes the shuttle, they receive a playing card. The first team to acquire a predetermined poker hand wins. ERROR OBSERVATIONS CAUSE CORRECTION 1. Player misses the ball. Taking eyes off the ball. Focus upon the ball. 2. Stick is jammed into the ground 3. Ball is being pushed in front of the stick. 4. Player reaching for the ball. 5. Ball rolling out of the stick after entering it. Not bending at the knees. Bottom hand is too high. a) Not scooping under the ball. b) Butt end of the stick is too high. Improper foot position. Incomplete pick up. Keep stick parallel to the ground as pick up is made. Bend the knees and the lower bottom hand. a) Knuckles on both hands should touch the ground during the pick up attempt. b) Instruct students that scooping the ball is like a shoveling action. Place lead foot beside the ball. Scoop and return to the ready position. Begin cradling. Coach s Personal Notes: 8

9 LESSON 3: CATCHING SKILL OBJECTIVE: To have students gain control of an airborne ball in a controlled manner while stationary or in motion. LEARNING OUTCOME: The stick must be placed in a ready position for the student to receive and maintain control of a ball. PRE-CLASS ACTIVITY: PARTNER TOSS: Place several types of ball on the ground. Students partner up and have them throw and catch the various balls with one hand. After several misses and a variety of balls, as the students to explain how they caught the ball. SKILL INTRODUCTION: 1. Start at the ready position with the stick extended slightly forward of the body. 2. Present a target to the passer (stick face must be facing the passer). 3. The top hand moves to the throat and extent the top arm close to the body. 4. Watch the incoming ball into the head of the stick, moving the stick into the path of the ball. 5. Cushion the incoming ball by allowing the arms to absorb the impact. 6. Start the cradle after the ball enters the pocket, not before catching the ball. See Appendix # 1 Figure # 8 Learning Activities: ADVANCED PARTNER TOSS: 1. With a partner, students stand three to five meters apart. 2. One player tosses the ball with his hand to his partner who catches the ball with the stick. The ball is then returned to the passer. 3. Repeat # 1 and 2, but increase the challenge by varying the throw between high and low or to the left or right of the receiver. 4. Also vary the distance as well for steps # 1 3. CATCHING ON THE MOVE: 1. In pairs, side by side, the passer remains stationary. 2. The partner runs five to ten meters away, turns and moves towards the passer to catch a tossed ball. 3. The partner will move to the left or right with the stick extended in front to receive a tossed pass. The ball should be tossed at different heights and different positions. LACROSSE 500: 1. Divide class into groups of five. 9

10 2. Place students in a field of play. 3. One student throws a ball into the air for the other students to catch. 4. The fielding student attempt ot catch the ball before it hits the ground. SCORING: Ball caught in the air = 100 points 1 Bounce = 75 2 Bounce = 50 3 Bounce = 25 4 Bounce = 0 LACROSSE GOLF- CONCLUDING ACTIVITY Equipment: One ball per team, and one stick per player, targets for holes (chairs or hoops). 1. Build a course for play based upon the size of the teaching space. If outside, create longer distances o the various holes with an appropriate par. If inside, create smaller distances. 2. Divide the class into teams of two and create foursomes for play. 3. The objective is to hit the target while completing the hole in as few strokes as possible. 4. Player A teas off by passing to B who is in position towards the target. 5. If the pass is completed, A moves closer to the hole, with B then passing to A. 6. On any incomplete pass, the ball is returned to the passer for another attempt. 7. Players leap frog until one player shoots at the target, alternating until successfully hitting the target. 8. Each pass (shot) counts as one stroke. As in golf, The team score Eagles, Birdies, Pars an Bogeys. Notes: 1. Have foursomes start the course at a tee. 2. Vary lengths of the holes, the numbers of holes, and the size of the targets. 3. A PAR three course works well for ease of scoring. Error Corrections: ERROR OBSERVATIONS CAUSE CORRECTION 1. Ball bounces out of the pocket. Player is stabbing at the ball. Absorb the impact of the ball with the arms. 2. Ball does not enter the stick cleanly. a) Stick face is not square to the passer. b) Poor control of the head of the stick. c) Not watching the ball. a) Ensure face is turned square to the passer. b) Place top hand near the throat of the stick to coordinate the hand and the eyes. c) Focus on the ball. 3. Ball falls out of stick after being Not controlling the ball after a catch Return to the ready position and begin cradling. 10

11 Coach s Personal Notes: 11

12 LESSON 4: PASSING SKILL OBJECTIVE: To have students transfer the ball to another player in an airborne manner. LEARNING OUTCOME: To utilize the proper stick control and throwing motion to transfer the ball. PRE-CLASS ACTIVITY: QUICK PASS: Have the students throw the ball using lines on the field or on gym wall or points on the wall as targets. Students should count the number of times that they hit the garget within a set period of time. SKILL INTRODUCTION: 1. Shoulder and foot movements are similar to throwing a baseball or football. 2. Raise the stick head behind the shoulder with the butt end pointed at the target. 3. With the leg opposite to the top hand, step towards the target and transfer body weight from the back foot to the front foot. 4. Push and guide the stick with the top hand while pulling the stick with the bottom hand. 5. Snap the wrists in the throwing motion to increase power. 6. Finish the throwing motion by having the head of the stick pointing toward the target. Learning Activities: ONE HAND PASS: 1. With a partner, have students stand three to five meters apart. 2. The passer holds the stick with only one hand near the throat of the stick. 3. The passer must use the proper throwing technique, ensuring to snap the wrist to pass the ball to the partner. The passer must finish the pass with the head of the stick pointed at the partner. STATIONARY PASSING: 1. With a partner, have students stand five to seven meters apart. 2. Have partners pass the ball between themselves. 3. Increase the distance between the students of the placement of the stick as students develop confidence. MOVING TARGET: 1. Place students into two lines facing each other. 2. The student at the front of the line passes the ball to the student who is mowing toward him from the opposite line. 12

13 3. After passing the ball, the student heads to the end of the opposite line. ULTIMATE LACROSSE - CONCLUDING ACTIVITY: 1. Divide the students into two teams and set up football like end zones. 2. The objective is to complete a pass across the opponents goal line. 3. Players may not run with the ball. 4. The first player to cover a loose ball with their stick gains possession. 5. No stick checking is allowed. 6. Players should play a shadow defense from no more that one-meter away. 7. Once a team has been scored upon, they take possession at their goal line. 8. Other rules that may be employed, add a second ball of allow student to run with the ball for a maximum of five seconds. Etc. Error Corrections: ERROR OBSERVATIONS CAUSE CORRECTION 1. Pass not reaching the Not following through with Ensure the stick head is target. the stick. pointed at the target. 2. Ball rolls out of stick before the pass is made. Coach s Personal Notes: Reaching too far back prior to the forward motion. Ensure the head of stick is pointed slightly upward at all times. 13

14 LESSON 5: SHOOTING SKILL OBJECTIVE: To direct the ball toward the goal to score a point. LEARNING OUTCOME: To student will be able to shoot the ball at the goal using the proper throwing motion while utilizing additional velocity and accuracy. PRE-CLASS ACTIVITY: FIRING SQUAD: 1. Teams line up on the opposite side of a target ( a cone with a ball placed on top of it). 2. Players take turns shooting at the cone (teams alternate taking shots). 3. The team that knocks the ball off the cone the most times wins. SKILL INTRODUCTION: 1. Shooting is an extension of passing. It is a skill requiring precision, force and timing. 2. The top hand is brought about half way down the shaft toward the butt of the stick. 3. The leg opposite to the top hand steps toward the target, transferring weight to the front leg during the shooting motion. 4. Thrust the face of the stick forward and follow through towards the target. Learning Activities: STATIONARY SHOOTING: 1. Shoot balls at designated targets using overhand shots. Cones with balls on them make excellent targets. SCOOP AND SHOOT: 1. All students should have a ball except for the first person in each line. 2. The second student rolls the ball toward the goal. 3. The first person then runs to the ball, scoops it up and shoots at the goal. 4. The shooter recovers the ball and goes to the back of the line. 5. The next person goes when the target area is clear. PASS AND SHOOT: 1. Students should be organized into two lines of six to eight players. 2. Divide each line into two groups. 3. Group A faces the goal while group B moves between group A and the goal. 4. A passes to B then runs toward the goal to receive a return pass. Upon catching the pass a shot is taken at the goal. 14

15 5. A moves to line B and B moves to the opposite line. SCRAMBLE CONCLUDING ACTIVITIES: 1. Divide students into two teams and establish goal lines. 2. Place a goal or target at each end of the field (place a chair in the net to act as a goaltender). 3. Players may not run with the ball. 4. The first player to cover the ball gains possession. 5. A shadow defense should be used, no more that one-meter away from a check. 6. Players must complete three passes before a shot can be taken. 7. Players cannot hang onto the ball for longer than 5 seconds. 8. No stick or body contact is allowed. 9. Players may not shoot through a defender, they must have a clear shot at the net. 10. Team with the most points wins. Error Corrections: ERROR OBSERVATIONS CAUSE CORRECTION 1. Lack of power on shot. Poor weight transfer. Take an aggressive step towards the target. 2. Inaccurate shot. Improper follow through with the stick. Ensure the head of stick is pointed at the target. Coach s Personal Notes: 15

16 LESSON 6: CUTTING SKILL OBJECTIVE: To get free of a defender by using misdirection and movement to open spaces. LEARNING OUTCOME: Using proper footwork and body motion, the student will be able to elude a defender by executing a cut maneuver. PRE-CLASS ACTIVITY: PIVOT: 1. Have all students move continuously within a designated area. 2. Whenever students meet a fellow student, they must plant their foot and pivot. 3. Once they pivot they must change directions until meeting another student. SKILL INTRODUCTION: 1. As the student moves toward a defender, they should drive them in a direction opposite to which they wish to go. 2. Plant the lead foot (opposite to the desired direction) and accelerate to open space. 3. The stick must be held in the ready position to be prepared for catching, passing or shooting. Learning Activities: L CUT AT A CONE: 1. Divide students into two lines of three or four. 2. Place a cone ten meters from the line. 3. The student at the front of the line runs towards the cone and perform an L cut. 4. Once the cut has been performed, they must provide a target to receive a pass. 5. The student in the opposing line makes a pass to the student has just made the cut. V CUT AT A CONE: 1. This drill is executed the same as the L cut except the cutter moves back toward the passer. CONTINUOUS GIVE AND GO: 1. Give and go means the student making the pass quickly makes a cut to open space to receive a return pass. 2. Divide the class into four lines. 3. Each student in Line A and Line B has a ball. 16

17 4. The first student in Line A and B passes to the first student in Line C and D respectively, then makes a cut at the cone before receiving a return pass. 5. After receiving the return pass, the student joins the opposite line. GIVE AND GO MINI GAME: CONCLUDING ACTIVITY; 1. Divide the field into three grids. 2. Organize students into teams of five. 3. Place goals or targets at opposite ends of each playing area. 4. Do not use goaltenders. Place a chair or large garbage can in the goal area or tie a piney to the goal. 5. Students who cover the ball with their stick are awarded possession of a loose ball. 6. Before scoring a goal, the offensive team must execute a successful give and go using a cut. Error Corrections: ERROR OBSERVATIONS CAUSE CORRECTION 1. Player misses the ball. Taking eyes off the ball. Focus upon the ball. 2. Student is unable to elude the defender. 3. The defender is able to easily react to a cut. Student follows a wide path around the defender. Student starts cut too far from the defender. Student should cut at a sharp angle rather than a wide arc. Instruct the student to cut when a stick length away from the defender. Coach s Personal Notes: 17

18 LESSON 7: DODGING SKILL OBJECTIVE: An offensive player usually the ball carrier eludes a defender. LEARNING OUTCOME: Using the proper footwork and body motion, students will be able to elude a defender using a dodge. PRE-CLASS ACTIVITY: PIVOT: 1. Have all students move continuously within a designated area. 2. Whenever students meet a fellow student, they must plant their foot and pivot. 3. Once they pivot they must change directions until meeting another student. SKILL INTRODUCTION: FACE DODGE: 1. Move toward the defender keeping the stick protected from possible checks. 2. At a stick length from the defender, fake to the direction opposite to where you wish to go. 3. Plant the lead foot (in the direction of the fake) and accelerate in the opposite direction toward open space. 4. Bring the stick to the ready position. ROLL DODGE: 1. Preliminary Movement: Move toward the defender using a one-hand cradle to protect the ball. 2. Preparation Movement: At a stick length from the defender, prepare to dodge. Fake with the body to the direction to where you wish to go. 3. Force Producing Movement: Plant pivot foot on opposite side of desired direction. 4. Critical Instant: Pivot of lead foot with back to defender and roll body past defender. 5. Follow-Through keep moving. Learning Activities: SLALOM: 1. Divide the class into groups of five with each student having a ball. 2. Place students in straight lines about five meters between each player. 3. The student at the end of the line cradles through the line performing a Face Dodge past each person. 4. When the student has moved to the front of the line and taken up a position, the next student moves through the line. 5. Repeat the same drill using the Roll Dodge. 18

19 GIVE AND GO MINI MNI GAME: CONCLUDING ACTIVITY: 1. Divide the field into three grids. 2. Organize students into teams of five. 3. Place goals or targets at opposite ends of each playing area. 4. Do not use goaltenders. Place a chair or large garbage can in the goal area or tie a piney to the goal. 5. Student covers the ball with their stick is awarded possession of a loose ball. 6. Before scoring a goal, the offensive team must execute a successful give and go using a dodge. Error Corrections: ERROR OBSERVATIONS CAUSE CORRECTION 1. Player misses the ball. Taking eyes off the ball. Focus upon the ball. 2. Student is unable to elude the defender. 3. The defender is able to easily react to a dodge. Student follows a wide path around the defender. Student starts dodge too far from the defender. Student should dodge at a sharp angle rather than a wide arc. Instruct the student to dodge when a stick length away from the defender. Coach s Personal Notes: 19

20 LESSON 8: DEFENSIVE MARKING SKILL OBJECTIVE: To defend against a player and gain an offensive advantage on the field. LEARNING OUTCOME: Students will use proper footwork and body position to mark an opponent. PRE-CLASS ACTIVITY: THE SHADOW: The shadow attempts to stay within an arms length of his partner. The partner with the ball must attempt to elude his shadow. This activity must occur within a designated area to provide boundaries. This activity should not be conducted with sticks or balls. Students should be instructed about the best technique to being a shadow : 1) Knees should be flexed. 2) Stay on the balls of their feet. 3) Keep eyes on opponent s chest SKILL INTRODUCTION: 1. The defender positions his body between the opponent and the goal. 2. The defender will have his back to the goal and be positioned about a stick about a stick length apart. 3. Maintain the proper defensive stance (flexed knees, weight on the balls of the feet, eyes on opponent s chest). 4. Keep the stick in a ready position to block or intercept a pass. Learning Activities: SHADOW: 1. Same as the introduction activity, but add sticks and balls. INTERCEPT: 1. Lay out a ten by ten meter grid. 2. Place three students per grid (passer, defender, receiver). 3. The defender marks the receiver trying to prevent a completed pass. 4. The passer will only pass the ball if the receiver is clear of the marking player. 5. One point is scored if a pass is completed. 6. Rotate positions after five points are scored. GIVE AND GO MINI GAME CONCLUDING ACTIVITY: 1. Divide the field into three grids. 2. Organize students into teams of five. 3. Pace goals or targets at opposite ends of each playing area. 20

21 4. Do not use goaltenders. Place a chair or large garbage container in the goal area or tie a piney to the goal. 5. Students who cover the ball with their stick are awarded possession of a loose ball. 6. Before scoring a goal, the offensive team mist execute a successful give and go using a cut or dodge. Error Corrections: ERROR OBSERVATIONS CAUSE CORRECTION 1. Offensive player easily deceives the marker. Defender is watching player s eyes. Student should keep eyes on the offensive player s chest. 2. Marker is off balance. Defender holds body upright and is flat footed. Student should flex knees and stay on balls of feet. Coach s Personal Notes: 21

22 LESSON 9: FACE OFF SKILL OBJECTIVE: To gain possession of the ball to start play. LEARNING OUTCOMES: 1. Students will use a proper grip, body position and motion to gain control of the ball. 2. Students will learn the circumstance under which draws are utilized during a game. SKILL INTRODUCTION: SETTING UP THE FACE OFF: 1. A face off must be taken right handed (right hand near the throat of the stick). 2. The feet must be to the left of the head of the stick. 3. Both hands must be in contact with the ground. 4. Each player must crouch down on his own side of the centerline facing the opponent s goal. The face of the stick should be open to his own goal. 5. The head sof each stick must match up. 6. The ball is placed on the ground between the heads of the sticks. BODY POSITION: 1. Students should be in a crouched position with legs shoulder width apart. 2. Maintain a low center of gravity. 3. Place weight forward by resting on the hands. 4. Wrists should be coiled back in preparation to snap the stick forward. THE DRAW: 1. On the whistle, drive with the legs and snap the wrists forward to clamp the head of stick over the ball. 2. Pull the ball toward the body and pick up the ball (or direct it toward a teammate. Learning Activities: SOLO: 1. With a partner, have each student practice the proper face off body position. 2. Once everyone has found the proper position, blow the whistle. 3. One student should clamp down on the ball, then draw it toward himself. 4. Alternate the drill between partners. HEAD TO HEAD: 1. At the whistle, have partners practice a real face off to see who wins. 2. The winner is the one who is able to draw the ball behind him. 22

23 HEAD TO HEAD CHALLENGE: 1. Students enter into a challenge ladder. 2. Winners challenge winners until a class champion is crowned. THREE ON THREE BATTLE CONCLUDING ACTIVITY: 1. Divide the class into units of three (one face off person with two wingman per team). 2. On the whistle, face off men clam and attempt to draw the ball out with the head of their sticks. 3. Teams that cover the ball first are awarded a point. 4. Rotate students into each of the positions. DOGHOUSE: 1. Create a scoring area with cones in each end zone. The area size may vary. 2. To score a point, students must pass the ball to a teammate located within the scoring area. Only one player is allowed inside at a time. 3. Face offs are used after a point has been scored. 4. The first person to trap a ball with the head of their stick is awarded possession. 5. The ball carrier may only carry the ball for five seconds. 6. Students must focus on suing their marking skills and should remain one stick length away from their opponent. Error Corrections: ERROR OBSERVATIONS CAUSE CORRECTION No power in clamp. Poor weight distribution or lack of coil in wrist. Student must get up on toes while in the crouch and rest weight on their hands. Coach s Personal Notes: 23

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25 LESSON 10: CLEARS SKILL OBJECTIVE: To advance the ball from the defensive half of the field to the offensive half of the field. LEARNING OUTCOMES: 1) Students will be able to use set positions and a clearing strategy to advance the ball from the defensive half to the offensive half of the field. 2) Students will understand the circumstances under which clears are used during a game. PRE-CLASS ACTIVITY: KEEP AWAY ( 3 VS 2 OR 4 VS 3): 1. Use cones to build a grid area ten by ten meters. 2. The team with the extra player passes the ball around until the short handed team gains possession. 3. Rotate student until they have all been on the short handed team. 4. Instruct students that they must move into the passing lanes to be successful. SKILL INTRODUCTION: 1. Clears are employed when a change of possession in the defensive end has occurred. 2. An effective clear is controlled, patient, deliberate, and reacts to the defense. 3. Players move to predetermined positions in a formation ( a clear normally involves seven players, defensemen, midfielders and the goaltender. 4. Use extra player to create a two on one situation. 5. Once the defender has committed, use a pass to an open man or a give and go to move the ball over half field. Learning Activities: CLEAR WITH NO RESISTANCE: 1. Set up a clearing team in a strong side formation. 2. Point out that one player is simulating the goaltender s role, but will not actually be playing in the goal area. 3. Have the goaltender start with the ball and pass to the player on the left (weak side). After receiving the pass, he throws it back to the goaltender who then passes the ball to the right (strong side) player. The ball carrier should run up the field to draw other defenders then make a quick pass. 4. Students at the center line should react to the situation, either by breaking long or cutting back towards the ball carrier. 5. Have students walk through the activity first emphasizing the pattern. 6. Alternate students at the various positions. SEVEN VS SIX RIDE AND CLEAR TAG: 25

26 1. Set p clearing and riding teams (see clearing with no resistance drill above). 2. Utilize the same rules as 4 vs 3 Ride and Clear Tag Drill (see lesson 11). 3. Emphasize the use of a two on one situation to successfully move the ball. Error Corrections: ERROR OBSERVATIONS CAUSE CORRECTION During the clear, midfielders are unable to create a two on one situation. The ball carrier is not forcing the defender to commit. Instruct students to run at the defender or keep the ball and run if no pressure is applied. Coach s Personal Notes: 26

27 LESSON 11: RIDE SKILL OBJECTIVE: To regain possession of the ball by forcing the clearing team to make an error (turnover) or by intercepting a pass. LEARNING OUTCOMES: 1. Students will use set position and a riding strategy to force errors by the clearing team. 2. Students will understand the circumstances under which rides are used during games. PRE-CLASS ACTIVITY: KEEP AWAY ( 3 VS 2 OR 4 VS 3): 1. Use cones to build a grid area ten by ten meters. 2. The team with the extra player passes the ball around until the short handed team gains possession. 3. Rotate student until they have all been on the short handed team. 4. Instruct students that they must move into the passing lanes to be successful. SKILL INTRODUCTION: 1. The ride is an important aspect of team defense and must be stressed. 2. Students must form two lines of three across the field attempting to fill the gaps of the clearing players. 3. As the clearing team moves the ball up the field, the riding team must try to force the longest passes possible. 4. As a ball carrier approaches a defender, the defender must challenge them and force a pass. Remaining defenders must react accordingly and also pressure the ball. 5. The designated attackmen will cover the defensemen. The midfielders for the riding team will cover the midfielders from the clearing team. Force the goalie out of his crease and up the field and leave the goalie (do not defend) until he reaches the restraining line. Learning Activities: RIDE: 1. With a clearing team in place, add a six player ride with their proper positions. 2. Instruct riding players at center field to mark the closest clearing player. The riding teammates closer to the net should place themselves in the gaps of the clearing team. 3. They should apply pressure when the ball carrier is within three meters of one of the riding players. 27

28 FOUR VS THREE RIDE AND CLEAR TAG: 1. Divide the field into four quarters. One game will e played in each quarter. 2. The clearing team must advance the ball past center to score a point. 3. The defending team does not have sticks and must ta a clearing player who has the ball. 4. Rotate position after a tag has been made. SEVEN VS SIX RIDE AND CLEAR TAG: 1. Set p clearing and riding teams (see clearing with no resistance drill lesson 10). 2. Utilize the same rules as 4 vs 3 Ride and Clear Tag Drill (see lesson 11). 3. Emphasize the use of a two on one situation to successfully move the ball. Error Corrections: ERROR OBSERVATIONS CAUSE CORRECTION During the ride, the system is ineffective in stopping the ball from moving over the center line. The riding unit is out of position or not applying pressure. Assign each player a specific area to cover. Ensure that all players apply pressure when the ball is close. Coach s Personal Notes: 28

29 LESSON 12: EXTRA MAN OFFENSE (EMO) SKILL OBJECTIVE: To create a scoring opportunity through positional play and ball movement in a situation of numerical advantage. LEARNING OUTCOMES: 1. Students will be able to explain the circumstances under which the extra man offense is used during the games. 2. Students will be able to create scoring opportunities using set positions, player movement and passing strategies. PRE-CLASS ACTIVITY: RAPID PASS: 1. Students set up a triangle or square eight to ten meters apart. 2. They must pass the ball as many times as possible in a controlled fashion to their partners. 3. Instructors times intervals of 15 seconds, 30 seconds, or one-minute duration. SKILL INTRODUCTION: EXTRA MAN OFFENSE (EMO): 1. Students should set up in a pre-set offensive formation. 2. Students should pass the ball quickly around the perimeter. This forces the defending players to react to cover open players who may have the opportunity to shoot the ball. 3. Passing of the ball should continue until a player has an open path to the goal or a clear shot at the net (no dangerous shots should be taken). Learning Activities: EMO UNCONTESTED: 1. Set up the EMO in an offensive zone in front of the goal. 2. Instruct the students to quickly pass the ball around the perimeter, ensuring that everyone keeps their eyes on the ball at all times. 3. Passes should be made along the perimeter in sequence. Do not skip over players in the perimeter. 4. EMO students should look for openings to shoot. 5. To create openings, they may have to reverse the direction of the ball and be creative in moving the ball to shift the defense. 6. Rotate students into the various positions. 29

30 Error Corrections: ERROR OBSERVATIONS CAUSE CORRECTION EMO is unable to make the MDD move. Ball carrier is not a threat to score. Instruct the ball carrier to step towards the goal. This forces the defender to commit to them, then pass the ball. Coach s Personal Notes: 30

31 LESSON 13: MAN-DOWN DEFENSE (MDD) SKILL OBJECTIVE: To prevent scoring opportunities and regain possession of the ball by forcing errors in a situation of numerical disadvantage. LEARNING OUTCOMES: 1. Students will be able to explain the circumstances under which the man down defense is used during the games. 2. Students will be able to force errors and prevent scoring opportunities by using set positions, player movements. PRE-CLASS ACTIVITY: RAPID PASS: 1. Students set up a triangle or square eight to ten meters apart. 2. They must pass the ball as many times as possible in a controlled fashion to their partners. 3. Instructors times intervals of 15 seconds, 30 seconds, or one-minute duration. SKILL INTRODUCTION: MAN DOWN DEFENSE (MDD): 1. Students should set up in a pre-set defensive formation like four students in a box and one in the middle 2. It may be useful to describe the formation as the five card in a deck of cards. 3. Sticks are held high (above the shoulders) to block or intercept passes. 4. By quickly moving to open players, the MDD forces a number of passes. 5. MDD should attempt to force poor passes or shots. Learning Activities: EMO VS MDD: 1. With the EMO in position, insert five MDD students into their defensive positions. 2. MDD players must defend the various areas assigned to them in the zone defense. 3. MDD team scores a point for knocking down or intercepting and EMO team s pass. 31

32 Error Corrections: ERROR OBSERVATIONS CAUSE CORRECTION MDD is unable to force errors by the EMO. The zone they are playing is too soft, and they are unable to apply enough pressure. Instruct the MDD players to take another step towards the EMO players. By decreasing the distance between the offensive and defensive players, increased pressure is placed on upon the EMO. Coach s Personal Notes: 32

33 APPENDIX 1 PLAYER SKILL POSITION DIAGRAMS Fig. # 1. PLAYER POSITIONS ON THE FIELD & SKILLS Attack, Midfield, Defense, Goalkeeper. Attack Number of Players: Objective: Area of Field: Used as: Required skills: 3 Attack men Score goals Restricted to offensive end Primary ball handlers, passers, scorers and feeders Excellent stick skills with both hands and have quick feet to maneuver around the goal Midfield 33

34 Number of Players: Objective: Area of Field: Used as: 3 Midfielders Transitional force Entire field - offensive and defensive ends ball handlers, passers, scorers, feeders, transition the ball down the field for a scoring opportunity, and defend against opposing team's transition to goal Great speed and stamina. Strong stick skills Required skills: o o o Throwing Catching Scooping Most teams rotate multiple groups through out a game. Defense Number of Players: Objective: Area of Field: Used as: Required skills: 3 Defensemen Defend the goal Restricted to defensive end Break up other team's plays Prevent shots on goal Clear the ball to offensive units. Receive outlet passes from goalie. Agility Strong stick skills Aggressive (while under control) Quick to respond when matching up against offensive player. Goalkeeper Number of Players: Objective: Area of Field: Used as: Required skills: 1 Goalie Stop the ball from entering the goal Restricted to defensive end and positioned in the "crease" "Read" defensive situations Direct defenders and midfielders to prevent scoring attempts from opposing team. Excellent hand/eye coordination Quickness Above-average stick skills Courage and confidence All players should know their role and be realistic when considering their abilities. The decision of position is that of the coach and is based upon these attributes. 34

35 Fig. # 2. Individual Skills Fig. # 3. Offensive Side of a Team: 35

36 Fig. # 4 Defensive Side of a Team. This means that when a team is on OFFENCE the three defenders must stay on the defensive half of the field and when the team is on DEFENSE the three attack men must stay on the offensive side of the field. Remember: it is not the position that you play that determines which side of the field you must remain on but the NUMBER of players on in each side. Example: A defender could go into the Offensive Side of the field providing one of his mid-fielders stayed back in the Defensive Side An attack could move beck into the Defensive Side of the field providing one of the mid fielders stayed in the Offensive Side. 36

37 Fig. # 5 Ready Position: Fig. # 6 Two Handed Cradle Fig. # 7 One Handed Cradle: Fig. # 8 Catching the Ball. Fig. # 9 Scooping a Ground Ball. 37