top sportsability introducing hockey information for...

TOPSportsabilityIntroducingHockey

2 TOP Sportsability

Information for tutors

Introduction

The rules of hockey are very similar to the rules of football except that players must use sticks instead of their feet to play the ball. The only player on the fi eld who is allowed to use their feet and hands as well as their stick is the goalkeeper.

The current version was developed in 19th century England but ball and stick team games have been recorded as far back as Ancient Egypt.

The TOP Sportsability online resource was developed with the co-operation of England Hockey.

TOP Sportsability Introducing Hockey

At the end of this unit participants will have an understanding of:

• a brief background to hockey

• the basic concept and rules of hockey

• some goalball-based games that can help young people to develop basic skills and understanding of hockey

• methods of adapting and modifying the game to facilitate the participation of young people who have a range of abilities.

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Introduction (continued)

Hockey can be adapted for any ability - particularly indoor versions. For example, powerchair hockey, developed in the 1970s, is played by severely-impaired players using electric powerchairs using sticks or specially adapted pushers attached to their chairs.

Zone hockey, rules of which are included in this resource, is another indoor version that enables standing and mobility-impaired players to participate together.

Video clip

Show the TOP Sportsability Hockey Introduction as a quick way to introduce the session.

Activities

See Tutor’s checklist for organisation and equipment/space requirements. Note that workshop activities utilise the TOP Sportsability table tennis resource cards.

The Hockey activities consist of two elements:

• games derived from the Quicksticks programme • adapted hockey games.


Tip: use video clips to introduce each activity if the practical and theory venue are the same.

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Activities (continued)

Tutors can focus on the element most relevant to their setting; however, all the hockey games have been modifi ed for inclusion in TOP Sportsability.

Bench hockey

Bench hockey is a fun way to start the session. This game enables players of all abilities to participate together. Moving with the ball is not required and players can begin to develop basic stick and manipulative skills without trying to dribble the ball at the same time.

Recruit group members to help set up the game. Chairs and benches are required (the benches keep the ball in the channel). The game can be played without benches – players use their feet to prevent the ball from going under the chairs (no kicking though!).

Game summary


• Lay two benches on their sides, facing each other, about 1m apart, creating channel in between.

• Create goals, using marker discs or cones, at either end of the channel.

• Bench hockey works best in teams of three to six.

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Game summary (continued)

Ask participants to comment on:

• usability of the game

• ways in which it can be changed to: - facilitate scoring - speed up or slow down the game.

The STEP options on the card can suggest some modifi cations.

Islands

Islands can be used to get the group moving.

Players respond to the number called by the session leader to get into groups of that number; they do this by dribbling a ball with their hockey stick to the nearest circle where they try to form a group of the correct number.


• Players on the same side all shoot the same way.

• Players should change position after every three to fi ve scores (for example, move up one place; end player goes to the opposite end).

• Frequent scores in this fast-moving game motivate the players to keep going.

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Game summary

Run the game for a short time and then begin to ask the participants to think about how inclusive it is. What changes would they need to make to the game to ensure that is was accessible to the widest possible range of abilities?


• Mark out some ‘islands’ (circles marked in chalk or with markers) around the playing area; there should be enough room in each circle for two to fi ve players.

• Everyone starts with fi ve points; players keep score as the game goes on.

• Players dribble the ball around the area between the circles until the person leading the game calls a number.

• If number 4 is called, players dribble onto an island and make a group of four. If an island has a group, players need to keep dribbling to fi nd another island with fewer than four players on it.

• Players who cannot fi nd an island lose a point; players who get on an island score a point!

• The fi rst player(s) to get to 10 points wins the game and play can start again.

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Islands (continued)

For example:

• Will everyone see or hear the instructions? If not, what how could this be done differently?

• How can people who move differently (e.g. slower, faster) be included or challenged?

If necessary, check with the STEP suggestions on the reverse of the card for more ideas.

Eggs

Eggs has been modifi ed from the Quicksticks game ‘Eggs in the Nest’.

Divide the participants into two or more groups and ask them to set up ‘Eggs’ game and start playing. Distribute copies of the ‘Eggs’ activity card if this helps (or show it on the screen if the practical and theory venue are the same).


Tip: different people can play the game differently – at the same time!

Tip: Eggs can be played with or without dribbling – encourage participants to think about ways in which they can adapt the game for specifi c abilities and settings.

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Game summary


• Form teams of four to six players; make sure there is the same number of balls.

• Place two cones about 5m from the goal; one cone directly in front of the goal and the other to one side (this set-up for each team).

• Place the hoops on the ground next to the goal; put all the balls (eggs) in one hoop and leave the other hoop empty (this is the ‘nest’).

• Players in turn take one ball from the hoop, and start from the cone placed to the side of the goal.

• Players dribble the ball to the second cone, turn towards the goal, and shoot the ball into the net.

• If it’s a scoring shot, the player puts the ball in the ‘nest’; if it’s a miss the ball goes back into the other hoop for the next player.

• Play continues until all the balls are in the nest. The fi rst team to get all their ‘eggs’ in the nest wins!

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Eggs (continued)

Using the STEP model as a guide, ask participants to consider ways in which the game can be modifi ed to promote:

• teamwork • roles for all players • challenges for different abilities.

Extension games:Skittles and Treasure chest

If time is available, divide the participants into smaller groups. Give some groups the skittles game and other the Treasure chest game. Both of these games are based on Quicksticks activities.


Tip: for example, get participants into four groups; ask one group to focus on changing the use of space to promote inclusion, another to concentrate on ways of modifying the task, a third to look at differentiating the equipment and the last to consider how the people (players) interact.

Tip: show them only the front of the card about how to set up and play the game.

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Extension games: Skittles and Treasure chest

Ask the groups to set up and run their game in a space (or take turns to play if space is limited). After a few minutes, ask them to think about how they might make changes in order to promote inclusion.

Can they: • provide different entry points into their game for different

abilities? • ensure that players of all abilities continue to develop their

hockey skills?

Select some examples of good ideas and get the relevant group to demonstrate these quickly.

Get feedback from participants about how they might refine these ideas further or whether they think they would be successful in their own settings.

Zone hockey

Spend the last part of the session looking at Zone hockey, an adapted version of indoor hockey that enables player who have different abilities (for example, fully ambulant and mobility-impaired players) to play hockey together.



Video clip

If possible, show the Zone hockey video clip as an introduction and basic explanation of the game. The clips on Equipment and Rules and Scoring System will also be useful.

Use the Zone Hockey card and recruit group members to set up the court – adapt this according to available space.

If wheelchairs or other mobility aids are available, participants can use these to play in the relevant zones. Otherwise, players can play the game in different ways within each zone. For example, players in the centre zone must only walk; players in the outer zones can run.

Discuss with the group ways in which the game can be modifi ed using STEP or ideas from their own experience.

Game summary


• Zone hockey is an indoor court game based on hockey that integrates ambulant and mobility impaired players.

• Teams can be made up of fi ve to six players or variations depending on numbers.


Game summary (continued)


• The court is divided into three longitudinal zones, with two goal area; the zones are marked using throw-down markers, with the central zone representing 50% of the space, and the two wing areas 25% each.

• The goal areas are semi-circles, the same width as the central zone measuring a minimum of 2m across by 1m high.

• Goalkeepers can be ambulant, mobility impaired or fl oor players.

• To balance the game, match players by ability within each zone; by agreement, some wheelchair users can have ambulant pushers.

• The game starts and re-starts with a pass from the centre; all opposing players must be 2m away and in their own half.

• If the ball leaves the side of the pitch it is played from the sideline where the ball crossed by a member of the team who did not hit it out.

• Agree how long play will last or to a certain number of goals.


Zone hockey (continued)

Traffic light cards can be used to check for understanding; for example, green, everything understood and happy to move on; amber, got a question or need a quick review of a certain aspect.

Links

The Links page in each sports specific section of the online resource shows direct links to national governing body of sport (NGB) websites.

These links contain:

• information about entry-level programmes, including additional games and activities

• links to competition pathways

• video clips and downloadable material in most websites.


top sportsability introducing hockey information for...

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