NHL STREET is designed to give the best of what sports can offer — having fun, staying active, making friends, learning teamwork, and creating life-long memories.
Through simple, game-based activities, students develop coordination and build social skills while experiencing the excitement of hockey in a format that works in any school environment.
The NHL STREET School Curriculum is designed to be inclusive and accessible, allowing students of all abilities and backgrounds to participate.
SHAPE America National Physical Education Standards
SHAPE America’s National Physical Education Standards define what a student should know and be able to do as result of a highly effective physical education program. The standards serve as an important framework to address the holistic development of students and ensure consistency and quality in physical education programs nationwide. States and local school districts across the country use the National Physical Education Standards to develop or revise existing standards, frameworks and curricula.
The National Physical Education Standards are utilized as the essential framework and guidance document within the NHL STREET School Curriculum.
Learn more about the SHAPE America National Physical Education Standards at shapeamerica.org/standards/pe.
References: SHAPE America. (2024). National Physical Education Standards. Champaign, IL. Human Kinetics.
Introduction to the NHL STREET School Curriculum
The NHL STREET School Curriculum was developed to provide physical education teachers with an exciting and fun, structured, standards-based approach to teaching hockey skills in a way that promotes inclusion, safety, and fun for all students. The lessons are designed to help students develop control, coordination, teamwork, and confidence through accessible hockey activities that require minimal equipment and setup.
This curriculum is organized into multiple lessons for each grade band, from primary through middle school. Each lesson follows a consistent format that includes a warm-up or introductory activity, skill development, application through small-sided play or challenges, and a closing reflection. The structure allows teachers to easily adapt lessons to their class size, available space, and daily schedule while maintaining clear learning goals aligned to SHAPE America’s National Standards and Grade-Level Outcomes.
Every lesson incorporates both Content and Language Objectives (CLOs) to support student learning. The content objective identifies the specific skill or concept students will demonstrate, while the language objective highlights how students will articulate their learning. Together, these objectives help students make sense of what they are learning and why it matters, encouraging them to express their understanding both physically and verbally.
The curriculum also integrates opportunities for learning aligned to Standards-Based Social Skills (SBSS) within each lesson. Students are encouraged to practice teamwork, cooperation, and encouragement during activities and reflections. These experiences promote empathy, respect, and sportsmanship, which are skills that extend beyond the gym and contribute to a positive learning environment.
In addition to promoting skill development, safety, and social skills, the curriculum emphasizes teacher flexibility and ease of implementation. Equipment and setup are consistent across lessons so that teachers can transition efficiently between activities and grade levels. Each lesson includes suggestions for differentiation and assessment, allowing teachers to adjust instruction to meet the needs of every student and to document progress toward physical education standards.
By combining purposeful structure with opportunities for reflection, communication, and cooperation, the NHL STREET School Curriculum helps teachers deliver standards-based, developmentally appropriate hockey instruction that supports the whole child. The sections that follow provide additional insight into the use of Content and Language Objectives, the integration of standards-based social skills, equipment needed, and approaches to assessment within this curriculum.
How to Use This Curriculum
This curriculum is designed to support physical education teachers in delivering developmentally appropriate, standards-based instruction that connects skill development, social-emotional learning, and student reflection. Each unit includes a sequence of lessons that build from foundational movement concepts toward applied performance in small-group or modified game settings.
Every lesson follows a consistent structure that supports ease of implementation and alignment across grade levels:
• Setup and Entry Routine: establishes safety, expectations, and transitions.
• Intro Activity: engages students immediately in movement while reviewing or previewing key concepts.
• Skill Introduction and Activities: combines direct instruction, exploration, and practice through individual, partner, and small-group challenges.
• Closure and Reflection: guides students in using language to explain, justify, or describe what they learned.
• Assessment Notes: provide teachers with opportunities to collect observational data on both physical skills and language use.
Teachers are encouraged to adapt activities to fit class size, available equipment, and instructional time while maintaining the lesson’s instructional focus and learning objectives. Each lesson emphasizes both movement outcomes (what students can physically do) and language outcomes (how students explain their learning). Over time, this dual focus helps students become more reflective and self-directed learners in physical education.
Why Content and Language Objectives Are a Part of This Curriculum
Each lesson in this curriculum includes both a content objective and a language objective. These objectives clarify what students are learning and how they can demonstrate their progress and understanding in different ways. In physical education, this approach connects movement and cognitive rigor, reminding teachers and students alike that every activity has a clear, standards-based purpose beyond participation.
There are two primary reasons to include language objectives alongside content objectives in daily lessons. First, they give students additional ways to demonstrate learning beyond physical performance. Some students will demonstrate progress through movement, while others may articulate their understanding verbally. This creates multiple pathways for success and helps teachers differentiate instruction to support every learner.
Second, aligning both content and language objectives with national standards reinforces the rigor and credibility of physical education. It helps distinguish PE as a discipline focused on learning outcomes rather than an extension of recess or unstructured play. This distinction strengthens how the subject is viewed and ensures students develop both physical and cognitive skills that support lifelong health and wellness.
Using CLOs provides structure for instruction and helps teachers connect physical practice with understanding. A short, student-friendly objective such as “I can move safely with my hockey stick and justify why it’s important to make safe choices with equipment” or “I can describe how I control the ball when I change directions” clarifies expectations and builds language skills. When students can talk about what they’re learning, they begin to internalize how and why they’re improving.
Teachers using this curriculum are encouraged to experiment with CLOs as part of daily instruction. Begin by reading the objectives aloud, referencing them during activities, and revisiting them during closure. These small moments of discussion and reflection strengthen student understanding of standards-based concepts and elevate the overall learning experience in a high-quality physical education program.
Turn & Talk Structure
Turn & Talks are used throughout this curriculum to give every student a structured opportunity to think, speak, and listen to their peers. A Turn & Talk allows students to practice the language connected to the lesson’s content and language objective, reflect on skill cues, and articulate their learning.
During a Turn & Talk, all students get a chance to share ideas and hear someone else’s perspective. This routine also promotes equitable participation and supports the communication skills needed for success in PE and beyond.
To keep the structure consistent across lessons, each Turn & Talk follows the same simple routine:
1. Find a partner:
Before asking the question, the teacher ensures all students have a partner. This prevents lost time and ensures everyone has the ability to share their thoughts with a partner.
2. Pose the question:
The teacher poses a short, standards-aligned prompt connected to the lesson’s objectives.
3. Think first:
Students get a brief moment of quiet think time before speaking.
4. Share and listen:
One partner speaks while the other actively listens, then they switch roles. This ensures both students have time to contribute.
5. Return to the whole group:
After partners share, the teacher highlights a few student ideas. Sometimes a cold call or a quick share-out reinforces accountability and helps students stay engaged in future Turn & Talks.
While students are talking to their partner, the teacher circulates and listens to a few conversations. This allows for feedback and a chance to gather assessment data on how well students can articulate their learning.
Turn & Talks are intentionally included in each lesson because they support deeper understanding, reinforce standards-based instruction, and give all students opportunities to use language to articulate their learning.
Standards-Based Social Skills in This Curriculum
Standards-Based Social Skills (SBSS) are a vital part of physical education because they directly support students’ ability to work together, regulate emotions, and contribute to a positive learning environment. The SHAPE/NHL Hockey Curriculum embeds SBSS as an intentional and teachable component rather than treating it as an add-on to physical activity. When students learn to communicate respectfully, cooperate with teammates, and encourage others, they build the same foundational skills that support success across all areas of school and life.
Each unit in this curriculum includes at least one lesson where SBSS are the primary focus and assessment target. For example, in the final lesson of the K–2 hockey unit, students are asked to
demonstrate how they encourage and support others during gameplay. This approach ensures that SBSS skills like empathy, self-awareness, and relationship building are practiced, observed, and reflected upon, just like physical skills.
Even outside of these dedicated lessons, SBSS are woven throughout instruction. Partner activities, cooperative challenges, and turn-and-talk discussions create opportunities for students to listen to one another, celebrate effort, and respond constructively when mistakes occur. Teachers are encouraged to highlight and model these moments, helping students connect how positive interactions contribute to safety, learning, and enjoyment in physical education.
Integrating standards-based social skills into physical education strengthens both individual growth and class culture. It allows teachers to educate the “whole child” by combining physical competence with social awareness, communication, and responsible decision-making. Through intentional reflection and practice, students develop habits of empathy, encouragement, and respect that extend beyond the gym and into other real-world contexts.
Assessment Guidance
Teachers should aim to collect multiple data points for each student across the entire unit, rather than attempting to assess every student every day. The goal is to build a well-rounded picture of student progress over time.
During each lesson, focus on observing approximately 10-12 students, recording both physical demonstrations and language evidence from discussions or Turn & Talks. Over the course of the five lessons, strive to have at least two to three documented observations per student.
For students who are not yet meeting grade-level expectations, revisit their scores later in the week or during station activities in Lesson Five to gather additional evidence of growth.
NHL STREET School Curriculum Data Tracker and Rubrics (K-8)
Equipment Overview
Lessons in this curriculum are designed to be flexible and accessible across a wide range of school settings. Each unit lists the recommended equipment for the full lesson sequence, along with suggestions for safe and appropriate substitutions. For example, foam balls or yarn balls can replace pucks, and pool noodles can serve as introductory hockey sticks for younger learners.
The K-5 portion of this curriculum is designed with the reality of elementary PE schedules in mind. Many teachers serve students in grades K–5 with only a few minutes between classes, which makes major equipment changes impractical. Each lesson intentionally strives to maintain a consistent gym setup so teachers can transition smoothly from one grade band to the next with minimal adjustments. While the skill focus and rigor increase from K–2 to 3–5, the core equipment arrangements remain similar. This approach allows teachers to maximize instructional time and create a predictable, safe learning environment for students across all grade levels.
NHL STREET Unit Plan, Grades 6–8
Lesson Focus/Skill SHAPE Standard Content and Language Objectives Progressions/Notes
Lesson 1: Skill Analysis — Stickhandling, Passing, Shooting Self-assessment of stick handling, passing, and shooting.
Lesson 2: Creating Space on Offense Modified smallsided gameplay with emphasis on creating space and offensive strategies
2.8.18 Analyzes skill performance by identifying critical elements.
4.8.6 Sets goals to participate in physical activities based on examining individual ability.
1.8.18 Demonstrates multiple techniques to create open space during a variety of practice tasks and small-sided games (offense).
2.8.2 Demonstrates knowledge of offensive tactics to create space with movement in invasion games.
By the end of the lesson, I will be able to …
Analyze my performance in stickhandling, passing, and shooting.
Explain the key elements that support successful performance of each skill.
By the end of the lesson, I will be able to…
Use movement and passing to help create open space on offense.
Explain how my movement or passing choice helped my team keep possession.
Hockey Skill Analysis Reflection Worksheet (students carry these from station to station)
Self-Assessment
Rubric (posted in the gym/at each station)
Applies offensive strategies. Players practice creating space, and making quick transitions.
Lesson 3: Defensive Positioning and Denying Space
Modified smallsided gameplay with emphasis on closing space and defensive strategies
Lesson 4: Shooting to Score and Peer Feedback Accurate shooting in different situations, giving and receiving specific, skillbased feedback to improve shooting performance.
2.8.6 Demonstrates knowledge of defensive positioning tactics in striking and fielding games.
By the end of the lesson, I will be able to…
Demonstrate basic defensive positioning tactics to reduce space and limit offensive options.
Describe how my defensive positioning helped disrupt passes or deny space.
1.8.17 Demonstrates a shot on goal with and without an implement in a variety of practice tasks and smallsided games.
3.8.4 Implements and provides constructive feedback to and from others when prompted and supported by the teacher.
By the end of the lesson, I will be able to…
Demonstrate accurate shooting toward a variety of targets during practice tasks and small-sided games.
Provide constructive feedback to a teammate about their shooting technique and explain how the feedback helped improve performance.
(continued)
NHL STREET Unit Plan, Grades 6–8 (continued)
Lesson Focus/Skill SHAPE Standard
Lesson 5: Modified Games and Emotional/ Behavioral SelfManagement
Lesson 6: Modified Games and Respecting Etiquette
Modified games (tournament option) and managing ones emotions and behaviors.
Modified games (tournament option) and respects the importance of etiquette.
4.8.8 Utilizes a variety of techniques to manage one’s emotions and behaviors in a physical activity setting.
3.8.9 Applies and respects the importance of etiquette in a physical activity setting.
Content and Language Objectives
By the end of the lesson, I will be able to…
Apply self-management strategies to regulate emotions and behaviors during small-sided games.
Describe a strategy I can use to manage my emotions and explain why it is effective during game play.
By the end of the lesson, I will be able to…
Apply appropriate etiquette during small-sided games by showing respect for teammates, opponents, rules, and equipment.
Describe an example of good etiquette during game play and explain why it is important.
NATIONAL STANDARD(S) AND GRADE-SPAN LEARNING INDICATOR(S):
Standard 2: Applies knowledge related to movement and fitness concepts.
• 2.8.18 Analyzes skill performance by identifying critical elements.
Standard 4: Develops personal skills, identifies personal benefits of movement, and chooses to engage in physical activity.
• 4.8.6 Sets goals to participate in physical activities based on examining individual ability.
OBJECTIVES:
By the end of the lesson, I will be able to…
1. Analyze my performance in stickhandling, passing, and shooting.
2. Explain the key elements that support successful performance of each skill.
GRADE LEVEL: 6–8
MATERIALS NEEDED:
Hockey sticks and balls for each student
18–24 cones for pathways and boundaries 12–16 cones for passing
6–8 targets for shooting (nets, cones, wall squares, hoops)
Hockey Skill Analysis Reflection Worksheet (students carry these from station to station)
Self-Assessment Rubric (posted in the gym/at each station)
Clipboards / pencils
SETUP AND ENTRY ROUTINE:
Divide the gym into three exploratory skill zones:
Stickhandling Exploration Zone
Lanes, zig-zags, open areas for free dribbling
Passing Challenge Zone
Multiple cone pairs spaced throughout half of the gym
Shooting Accuracy Zone
A variety of targets (different sizes/ distances)
ASSESSMENT DESCRIPTION:
Activity 1-3 Assessment: The teacher reviews written reflections/self-assessments for evidence of accurate analysis and description of skill cues.
Closure/Exit Ticket (#4 on Hockey Skill Analysis Reflection):
Choose one skill: stickhandling, passing, or shooting. Which one do you want to focus on throughout this unit? What will improvement look like? What support do you need in order to make progress?
Self-Assessment Rubric (posted in the gym/at each station)
Data Tracker and Rubric
Entry Routine
Teacher greets students at the door and introduces safety expectations clearly:
Teacher Prompt
` “Welcome! Today is the first day of our hockey unit. Before we explore, let’s remember: stick blades stay on the floor, eyes up, and we always move under control. Today is your chance to explore stickhandling, passing, and shooting to see what you already know and what you want to improve on throughout the unit. We’re going to start by getting a hockey stick and a ball and moving safely through the gym while you keep control of your ball. When you hear the music stop, freeze in a hockey ready position.”
Students pick up one stick and one ball as they enter the gym, then find personal space.
The teacher prompts students to move throughout general space, dribbling freely with control. When the music stops (or the teacher gives the freeze signal), students freeze in the hockey ready position.
Encourage students to experiment (speed, direction changes, ball control).
Teacher Prompts
` “Try moving fast… now slow. Which one helps you keep the ball close?”
` “Experiment with changing direction. What helps the ball stay with you?”
Purpose
Begins the inquiry process by having students notice what helps a skill feel successful, setting up self-analysis later in the lesson.
Skill Introduction / CLO Communication (~5 minutes)
Students gather quickly in their home base spots after returning equipment.
The teacher communicates the content and language objectives in student friendly language.
Teacher Prompt
` “Today is an exploration day. You’re going to explore stickhandling, passing, and shooting and your goal is to analyze your own performance. That means paying attention to the key elements and skill cues that support successful performance of each skill. At each station, you’ll write down a few key elements that you think helped you be successful. By the end, you’ll be able to explain what physical cues helped you the most.”
The teacher briefly demos each skill, but without giving away all the answers:
` Stickhandling: “What do you notice here?”
` Passing: “What makes this pass travel where I want it to go?”
` Shooting: “What do you think helps with accuracy?”
Turn & Talk (~2 minutes)
` “Pick one of the three skills and tell your partner what you think is the most important element to making that skill successful and why?”
Ideal Student Responses
` “When stickhandling, keeping the ball close helps it not to roll away.”
` “Stepping at the target makes my pass straighter.”
` “I think aiming before shooting helps accuracy.”
Students spread out into designated stickhandling zones.
Students practice stickhandling while moving at different speeds, changing directions, and keeping the ball close.
Teacher Prompts (during play)
` “What helps you keep the ball close when you speed up or slow down?”
` “Show me how you stay in control when you change directions.”
` “What do you notice about your movements when you lose or regain control?”
Ideal Student Responses
` “Tapping the ball softly and quickly with both sides of my stick helps me keep the ball close when I change speeds.”
` “When I lose control of the ball it’s usually because I was moving too fast or not looking at the obstacles.”
Teacher Feedback
` “You kept your head up before changing directions. That allows you to see defenders in a game.”
` “Your taps got softer when space tightened. That’s great control.”
After 12 minutes of activity, pause the activity and have students move to the edge of the space with their worksheet.
DIAGRAM/SETUP
EQUIPMENT AND SETUP:
Use a third of the gym as an open stickhandling exploration zone.
Place 20–25 cones or poly spots scattered throughout the space to create natural obstacles and movement pathways. Each student has:
• A hockey stick
• A ball
Their Skill Analysis
Card and pencil (kept at the perimeter)
Designate a writing wall or sideline area where students place their cards between rounds.
DIFFERENTIATION
MODIFICATIONS:
Reduce obstacles for students who need more space to maintain control.
Allow students to slow the pace or work in a defined lane for increased structure.
EXTENSIONS:
“Eyes-up only” stickhandling for short intervals
Required direction changes around specific colored cones
Encourage advanced students to create their own mini-routes and explain why they chose them.
(continued)
Stickhandling
Exploration / Skill Analysis (continued)
ACTIVITY
Students reflect on:
• What key elements helped them stay in control
• Their self-assessment level (Rookie → All-Star) with justification
(The teacher gives 2–3 minutes for writing before transitioning to the next skill station.)
Assessment
The teacher reviews written reflections/self-assessments for evidence of accurate analysis and description of skill cues.
Purpose
Builds foundational control and begins developing students’ ability to analyze what makes a skill successful, not just perform it.
DIAGRAM/SETUP
DIFFERENTIATION
Activity #2: Passing Practice / Skill Analysis (~15 minutes)
ACTIVITY
Students work in pairs at cone passing lanes of various widths.
Partners take turns passing through the cones while moving to new spaces.
Teacher Prompts (during play)
` “What helps your pass go straight to the target?”
Ideal Student Responses
` “My pass goes straight to my target when I point my stick at the target as I follow-through.”
Teacher Feedback
` “Stepping toward your partner made your pass much more accurate.”
` “Nice follow-through! The ball went exactly where you pointed your stick.”
After 12 minutes of activity, pause the activity and have students move to the edge of the space with their worksheet.
DIAGRAM/SETUP
EQUIPMENT AND SETUP:
Use another ⅓ of the gym to create 10–12 passing lanes.
Each lane includes:
• A pair of cones spaced 3–5 feet apart
• Two poly spots for partners to face each other
Students work in pairs, sharing one ball.
Place pencils and Skill Analysis Cards along the perimeter for quick access during writing breaks.
DIFFERENTIATION
MODIFICATIONS:
Widen cone pairs for students needing more success with accuracy.
Shorten the passing distance for students who need to feel more control.
EXTENSIONS:
Narrow cone pairs for challenge.
Add a “3-pass movement pattern” where students must pass, move to a new spot, and pass again.
(continued)
Passing Practice / Skill Analysis (continued)
Assessment
The teacher reviews written reflections/self-assessments for evidence of accurate analysis and description of skill cues.
Purpose
Connects controlled movement to accurate passing, builds students’ ability to identify critical cues that support successful performance, and begins developing students’ ability to analyze what makes a skill successful, not just perform it.
` “Great step-and-push. That gave you enough power to shoot the ball at the target.”
` “You kept your eyes on the target all the way through your follow-through.”
After 12 minutes of activity, pause the activity and have students move to the edge of the space with their worksheet.
Assessment
The teacher reviews written reflections/selfassessments for evidence of accurate analysis and description of skill cues.
Purpose
Shooting is practiced through repetition, students are given choice of targets, and deepen their understanding of what makes a shot successful.
Closure:
DIAGRAM/SETUP
DIFFERENTIATION
Reflection and Turn & Talk (~5 minutes)
Students return their sticks and sit on their home base spots.
Exit Ticket Assessment (#4 on Hockey Skill Analysis Reflection)
` “Choose one skill: stickhandling, passing, or shooting. Which one do you want to focus on throughout this unit? What will improvement look like? What support do you need in order to make progress?”
Hockey Skill Analysis Reflection
1. Stickhandling: What helped me stay in control? Write the key elements that made stickhandling successful today.
I would consider myself a _______________ in this skill because:
2. Passing: What helped me make an accurate pass? Write the key elements that made passing successful today.
I would consider myself a _______________ in this skill because:
3. Shooting: What helped me aim at the target? Write the key elements that made shooting successful today.
I would consider myself a _______________ in this skill because:
4. Which skill do you want to focus on throughout this unit? What will improvement look like? What support do you need in order to make progress?”
Self-Assessment Rubric
How did I perform today?
ROOKIE
I am still learning these skills and can perform them correctly only a little of the time.
STUDENT ATHLETE
I can perform these skills correctly some of the time but still lose control or accuracy often.
PROFESSIONAL
I can perform these skills correctly most of the time and show good control and accuracy.
ALL-STAR
I can perform these skills correctly almost all of the time and show strong control and accuracy. I also feel confident that I could teach these skills to others.
Self-Assessment Rubric
How did I perform today?
ROOKIE
I am still learning these skills and can perform them correctly only a little of the time.
STUDENT ATHLETE
I can perform these skills correctly some of the time but still lose control or accuracy often.
PROFESSIONAL
I can perform these skills correctly most of the time and show good control and accuracy.
ALL-STAR
I can perform these skills correctly almost all of the time and show strong control and accuracy. I also feel confident that I could teach these skills to others.
Lesson 2: Creating Space on Offense
NATIONAL STANDARD(S) AND GRADE-SPAN LEARNING INDICATOR(S):
Standard 1: Develops a variety of motor skills.
• 1.8.18 Demonstrates multiple techniques to create open space during a variety of practice tasks and small-sided games (offense).
Standard 2: Applies knowledge related to movement and fitness concepts.
• 2.8.2 Demonstrates knowledge of offensive tactics to create space with movement in invasion games
OBJECTIVES:
By the end of the lesson, I will be able to…
1. Use movement and passing to help create open space on offense.
2. Explain how my movement or passing choice helped my team keep possession.
ASSESSMENT DESCRIPTION:
GRADE LEVEL: 6–8
MATERIALS NEEDED:
Hockey sticks and balls for each student
18–24 cones
Pinnies/jerseys for each student
Music (for transitions and timing)
SETUP AND ENTRY ROUTINE:
Before students enter, spread out hockey sticks and balls in general space on the gym floor.
The teacher observes students during practice tasks and small-sided games for evidence of purposeful offensive movement (spacing, support, movement after passing).
The teacher listens to student explanations during questioning and turn-and-talks for understanding of how and why offensive tactics created space.
Data Tracker and Rubric
Entry Routine
Teacher Prompt (Hallway/Entry)
` “Today we’re building on the previously learned skills of stickhandling and passing. You’ll need those skills in this lesson, but our main focus is how you move to create space in order to help your team. As you enter, get a partner, grab a stick and one ball per pair and begin stickhandling, moving, and making short passes safely in general space. If you don’t have a partner, meet me at the middle circle and I will pair you up with someone. Remember: stick blades stay on the floor, eyes up, and move under control.”
Students enter, grab equipment, and begin controlled movement in general space.
Intro Activity: Skill Practice — Stickhandle, Pass, and Move (~8 minutes)
Description
Students move freely throughout the gym with a ball, practicing controlled stickhandling and short passes with their partner.
Teacher Feedback
` “Use light taps on both sides of the stick to keep control of the ball.”
` “Point your stick where you want your pass to go.”
` “Pass and move.”
Teacher Prompts
` “What happens if you pass and stand still?”
` “Where can you move to help your teammate right after you pass?”
Purpose
Provides opportunities to practice stickhandling and passing skills while beginning to emphasize movement, spacing, and support without formally naming tactics yet.
Skill/Concept Introduction: Creating Space (~6 minutes)
Students gather quickly in home base spots with sticks and balls placed on the floor.
Teacher Prompt
` “Today’s focus is creating space on offense. Creating space means moving in ways that make it easier for your team to keep the ball. You’re also going to be able to explain how a choice that you made to move or pass helped your team keep possession.”
Turn & Talk (~2 minutes)
` “Think about offense in hockey or another game you’ve played. What types of movement helps create space for your team?”
Ideal Student Responses
` “Moving after you pass helps because the defender has to choose who to guard.”
` “Spreading out gives the ball carrier more options.”
` “Finding open space away from defenders.”
Teacher Summary (after Turn & Talk)
` “I heard a lot of strong ideas just now. You mentioned spreading out, moving after you pass, and finding open space away from defenders. All of those are examples of creating space on offense. When you create space, you’re helping your team by giving the person with the ball or puck more options and making it harder for defenders to guard everyone at once.
` Today, as we play and practice, I want you to be intentional about how you move and when you move. Pay attention to the choices you make, especially after you pass or when space opens up, because later you’ll be explaining how one of those choices helped your team keep possession.”
Activity #1: Create Space Practice Tasks (~15 minutes)
ACTIVITY
Teacher Prompt
` “Today we’re working on creating space on offense. Different players need different levels of challenge to practice this well. You’ll choose the phase that helps you learn best right now. As you play, you can move up or down a level if you feel ready for more challenges or need more practice.”
Students play keep-away style activities:
• ~3 offensive players try to keep possession
Rules:
• No shooting
• Pass and move required
• Ball carrier has a 5-second limit
Phase Options (Posted or Verbally Reinforced)
Phase 1 — Keep-Away (No Defense)
• Best for students who want to focus on movement, spacing, and clean passing.
• Focus: pass-and-move, spreading out
• No defenders
• Emphasis on learning where to move after passing
DIAGRAM/SETUP
EQUIPMENT AND SETUP:
Create multiple small play areas using cones (about 12×12 to 15×15 yards).
Groups of 3–4 students per area.
Each group uses one ball.
All students have sticks.
COURT ORGANIZATION:
Each phase has clearly designated courts (cones and sign or verbal label).
Example:
• Courts 1–2: Phase 1
• Courts 3–4: Phase 2
• Courts 5–6: Phase 3
Students form groups of 3–4 and go directly to the court that matches their chosen phase.
MODIFICATIONS:
Larger grids
No defenders
No time limit
EXTENSIONS:
Smaller grids
Shorter time limits
*See descriptions of various phases of the activity.
(continued)
Create Space Practice Tasks (continued)
Phase 2 — Keep-Away with Shadow Defense
• Best for students ready to read pressure and still create space.
• One defender applies light pressure and back off an arms length from the person in control of the ball
• Defender does not steal the ball
• Emphasis on decision-making and timing
Phase 3 — Keep-Away with Live Defense
• Best for students ready for game-like pressure.
• One or more defenders actively attempt to intercept passes
• Emphasis on quick movement, awareness, and support
Changing Phases
Students may change phases only during rotation breaks (every 2–3 minutes).
Students must:
• Move with their group, or
• Join another group that agrees to add a player
Teacher Prompt
` “If your group feels ready for more challenges, move up to the next phase. If something feels too difficult and you’re not learning, move down to a lower phase.”
Teacher Prompts/Questions (to individual students during play)
` “Where did you move after you passed and why?”
` “How did spreading out help your teammate?”
DIAGRAM/SETUP
(continued)
Create Space Practice Tasks (continued)
Ideal Student Responses
` “After I passed, I moved to open space so my teammate had another option.”
` “Spreading out made it harder for the defender to guard all of us.”
` “I moved away from the ball to pull the defender with me and create space.”
` “We kept possession longer because we passed and didn’t stand still.”
Teacher
Feedback (during play)
` “Nice pass-and-move. That created space right away.”
` “I like how you spread out instead of crowding the ball.”
` “Good decision moving after your pass. That gave your teammate another option.”
` “You’re keeping possession by moving without the ball. That’s strong offense.”
Purpose
Allows students to practice offensive tactics in a controlled environment while refining passing and stickhandling through authentic use.
Assessment
The teacher collects data on students’ ability to apply offensive tactics by moving to open space, passing and moving intentionally, and verbally explaining how their movement or passing choice helped their team keep possession.
DIAGRAM/SETUP DIFFERENTIATION
Activity #2: Small-Sided Games — Offense in Action (~20 minutes)
ACTIVITY
Teacher Prompt
`
“In these games, everyone is working on creating space to keep possession. You’ll choose a version of the game that gives you the right amount of challenge right.”
Phase 1 — Space and Support (Light Defense)
Best for students focusing on movement, spacing, and passing.
Game Structure
• 3v3 or 4v4
• Large court
• No defenders allowed to deny end zones
• Defenders apply light pressure only
Scoring Options
• 5 consecutive passes
• OR successful pass into an end zone
Focus
• Spreading out
• Pass-and-move
• Finding open space quickly
Phase 2 — Space Under Pressure (Moderate Defense)
Best for students ready to read defenders and make quicker decisions.
Game Structure
• 3v3
• Medium-sized court
• Defenders may guard end zones
Scoring Options
• 5 consecutive passes
• OR pass into end zone
Focus
• Timing cuts
• Supporting the ball carrier
• Creating passing lanes
DIAGRAM/SETUP
EQUIPMENT AND SETUP:
COURT ORGANIZATION:
Courts are clearly labeled by phase:
• Court 1: Phase 1
• Court 2: Phase 2
• Court 3: Phase 3
*Setup additional courts as space allows to keep team sizes to 3-4 students
DIFFERENTIATION
MODIFICATIONS:
See descriptions of various phases of the activity.
(continued)
Small-Sided Games — Offense in Action (continued) ACTIVITY
Phase 3 — Space in Tight Play (Normal Defense)
Best for students ready for realistic invasion-game conditions.
Game Structure
• 3v3
• Medium-sized court
• Active defense allowed (interceptions only; no body contact)
Scoring Options
• 5 consecutive passes
• OR pass into the end zone
Focus
• Quick movement after passing
• Awareness of defenders
• Decision-making under pressure
Students form teams and report directly to the court that matches their chosen challenge level.
Rotation and Self-Adjustment Norms
Games run for 3–4 minutes.
During rotations, teams may:
• Stay at the same phase
• Move up for more challenge
• Move down to focus on learning
Teacher Prompts (during play)
` “Where did you move after passing, and why?”
` “How did your team create space when defenders closed in?”
` “What movement helped your teammate keep possession?”
DIAGRAM/SETUP
DIFFERENTIATION
(continued)
Small-Sided Games — Offense in Action (continued) ACTIVITY
Ideal Student Responses
` “After I passed, I moved out wide so my teammate had another option.”
` “We spread out so defenders couldn’t guard everyone at once.”
` “I cut into open space when my defender followed the ball.”
Teacher Feedback (During Play)
` “Nice job creating space after the pass.”
` “You recognized pressure and moved before the defender arrived.”
` “Good spacing. You gave the ball carrier multiple options.”
Purpose
Provides students with additional opportunities to apply offensive tactics for creating space in game-like situations, while allowing them to choose an appropriate level of defensive pressure that supports learning.
Assessment
The teacher collects data on students’ ability to apply offensive tactics to create space during small-sided games and clearly describe how their movement or passing choices helped their team maintain possession.
DIAGRAM/SETUP DIFFERENTIATION
Closure: Reflection and Turn & Talk (~5 minutes)
Students return equipment and sit in home base spots.
Teacher Prompt
` “Describe one movement or decision you made today that helped your team create space.”
Ideal Student Responses
` “After I passed, I moved wide so my teammate had another option.”
` “I passed quickly and cut to open space so the defender couldn’t guard both of us.”
Lesson 3: Defensive Positioning and Denying Space
NATIONAL STANDARD(S) AND GRADE-SPAN LEARNING INDICATOR(S):
Standard 2: Applies knowledge related to movement and fitness concepts.
• 2.8.6 Demonstrates knowledge of defensive positioning tactics in striking and fielding games.
OBJECTIVES:
By the end of the lesson, I will be able to…
1. Demonstrate basic defensive positioning tactics to reduce space and limit offensive options.
2. Describe how my defensive positioning helped disrupt passes or deny space.
ASSESSMENT DESCRIPTION:
GRADE LEVEL: 6–8
MATERIALS NEEDED:
Hockey sticks and balls for each student
18–24 cones
Pinnies/jerseys for each student
Music (for transitions and timing)
SETUP AND ENTRY ROUTINE:
Before students enter, spread out hockey sticks and balls in general space on the gym floor.
Activity One Assessment: The teacher collects data on students’ ability to use defensive positioning to deny space, disrupt offensive movement with controlled poke checks, and verbally describe how their positioning impacted the attacker’s options.
Activity Two Assessment: Collect data on students abilities to apply defensive positioning during play, reduce space effectively without fouling, and describe how their positioning disrupted the offense.
Closure/Turn & Talk Assessment: Assessment: The teacher collects data on students’ ability to clearly describe how their defensive positioning helped reduce space or limit offensive options.
Data Tracker and Rubric
Entry Routine Teacher Prompt
` “Today we’re building on the stickhandling and passing skills you’ve already practiced, but our main focus is defense. Defense is about how you move to take away space and make it harder for the other team to keep the ball. As you enter, grab a stick. Some of you will start with a ball and some of you won’t. I’ll let you know which role you have once you’re inside. Remember: stick blades stay on the floor, eyes up, and always move under control.”
Intro Activity: Keep It/Get It (Defensive Focus)
Structure (mirrors Lesson 2 warm-up, reframed for defense)
About ⅔ of the students start with a ball and are designated as attackers.
Students without a ball are defenders.
All students have a hockey stick and move through general space.
Roles and Expectations
Attackers
• Stickhandle under control through general space.
• Look for open space to travel through.
• Keep the ball protected and moving.
Defenders (can wear jerseys/pinnies)
• Focus on positioning, poking the puck away.
• Stay between the ball and open space.
• Use footwork and body positioning.
• Keep sticks low and controlled.
If an attacker loses the ball, they track it down and continue to stickhandle through general space.
When the music stops (or on a freeze signal), all students freeze in a hockey-ready position with eyes up and sticks on the floor. Defenders can give their jerseys to a classmate and the activity can resume.
Teacher Feedback
` “I like how you stayed low and kept your stick on the floor.”
` “Good choice slowing down and staying in front of the stickhandler.”
Teacher Prompt
` “In this activity, we’re practicing stickhandling and defensive positioning. If you have a ball, you’re an attacker. Your job is to move into open space while keeping the ball under control. If you don’t have a ball, you’re a defender. Your job is to move your feet, stay between the ball and open space, make it harder for the attacker to move freely, and poke the ball away if you get the chance. When the music stops, everyone freezes in hockeyready with eyes up and sticks on the floor. Let’s see who can show strong positioning and smart movement.”
Purpose
Provides students with a safe, game-like opportunity to practice stickhandling and defending space.
` “Yesterday we focused on creating space on offense. Today we’re flipping the focus to defensive positioning and denying space to opponents. Defense is about reducing space and making it harder for the offense to keep the ball.”
Demo
Staying goal-side
Sliding laterally
Keeping body between player and space
Turn & Talk
` “What does good defensive positioning look like? What does a defender do with their body and feet?”
Ideal Student Responses
` “Staying between the player and where they want to go.”
` “I slide side to side so I stay in front of the player.”
` “My feet keep moving so I don’t get beat when they change direction.”
Teacher Summary
` “Strong defenders move their feet, protect space, and force the offense to make harder decisions.”
Purpose
Helps students recognize what effective defense looks like so they can use their body and feet to protect space and make it harder for opponents to keep possession.
Activity #1: Deny the Pass (Defensive Positioning Practice) (~15 minutes)
ACTIVITY
Students work in pairs, with:
• One Attacker (with ball)
• One Defender (no ball)
Each pair starts at an open space away from a cone pair.
Activity Structure
The Attacker’s goal is to stickhandle under control and travel through a cone pair to score a point.
The Defender’s goal is to deny space by staying between the attacker and the cone pair.
Rules
Attackers score one point each time they successfully stickhandle through a cone pair with control.
DIAGRAM/SETUP DIFFERENTIATION
EQUIPMENT AND SETUP:
Spread 6–9 cone pairs evenly across half of the gym.
Each cone pair represents a scoring opportunity for the attacker.
Cone pairs should be far enough apart to allow movement, decision-making, and safe play.
MODIFICATIONS:
More cone pairs.
Wider spacing between cone pairs.
The defender plays at 70% speed, focusing on positioning only.
EXTENSIONS:
Narrower cone pair spacing.
The defender is allowed to apply more pressure (still no reaching or stealing).
Attackers are required to change direction before attempting to score.
(continued)
Deny the Pass (Defensive Positioning Practice) (continued) ACTIVITY
Defenders:
• May poke the ball away using controlled stick contact.
• May not swing, lift sticks, or body check.
• Focus on positioning, footwork, and reducing space.
If the defender pokes the ball away:
• The attacker retrieves the ball and continues play.
• Play resumes immediately (no possession change).
After 60 seconds, the teacher calls “Switch!” and partners switch roles.
After two rounds, students rotate partners to experience different matchups.
Teacher
Prompts/Questions (during play)
` “How are you positioning your body to take away space?”
` “What tells you when to slow down and stay in front?”
` “Attackers, how did the defender’s position affect your decision?”
Ideal Student Responses
` “I stayed between the ball and the pair of cones so they couldn’t go through.”
` “I slid my feet instead of reaching, which helped me stay in control.”
` “When I poked the ball away, it was because I waited for the right moment.”
Teacher
Feedback (during play)
` “Great defensive positioning! You stayed goal-side and didn’t chase.”
` “Nice poke check. You waited and used your stick safely.”
` “I like how you moved your feet to deny space instead of reaching.”
DIAGRAM/SETUP DIFFERENTIATION
(continued)
Deny the Pass (Defensive Positioning Practice) (continued)
ACTIVITY
Purpose
This activity allows students to practice defensive positioning in a controlled, game-like setting by learning how to deny space, disrupt movement, and apply pressure without chasing or overcommitting.
Assessment
The teacher collects data on students’ ability to use defensive positioning to deny space, disrupt offensive movement with controlled poke checks, and verbally describe how their positioning impacted the attacker’s options.
DIAGRAM/SETUP DIFFERENTIATION
Activity #2: Small-Sided Games — Defense in Action (3v3) (~20 minutes)
ACTIVITY
Game Rules
Teams score by:
• Completing 5 consecutive passes, OR
• Passing to a teammate standing in an end zone
• No shooting
Emphasis is on defensive positioning, not steals
Defenders should:
• Protect central space
• Stay goal-side
• Communicate and slide together
Phase 1 — Light Defense
Defenders focus only on positioning (no poking but can steal passess)
Larger courts
DIAGRAM/SETUP DIFFERENTIATION
EQUIPMENT AND SETUP:
Use the full gym or remaining half.
Setup 4-5 smallsided courts for 3v3 play.
Use cone pairs or end zones instead of goals (no shooting).
Teams rotate every 3–4 minutes.
One ball per court Pinnies for teams
MODIFICATIONS/ EXTENSIONS:
See descriptions of Phase 1-3 and allow students to selfselect.
(continued)
Small-Sided Games — Defense in Action (3v3) (continued) ACTIVITY
Phase 2 — Active Defense
Defenders may poke the ball away from stickhandlers and intercept passes
Medium court size
Phase 3 — Pressure Defense
Medium court size
Defenders may poke the ball away, intercept passes, and deny passing lanes more aggressively (still no contact)
Students may self-select courts based on readiness and teacher guidance.
Teacher Prompts/Questions (during play)
` “Where are you positioning yourself when the stickhandler moves?”
` “How are you denying space?”
Ideal Student Responses
` “I stayed between the ball and the end zone.”
` “I slid with the ball carrier instead of running directly at them.”
` “I blocked the passing lane by staying in the middle.”
Teacher Feedback (during play)
` “Nice defensive patience. You forced a bad pass!”
` “That was great communication and spacing on defense.”
` “You denied the middle and made the offense go wide.”
DIAGRAM/SETUP DIFFERENTIATION
(continued)
Small-Sided Games — Defense in Action (3v3) (continued) ACTIVITY
Purpose
Allows students to apply defensive positioning tactics in realistic game contexts, reinforcing how denying space and smart positioning disrupt offensive flow and create turnovers.
Assessment
Collect data on students abilities to apply defensive positioning during play, reduce space effectively without fouling, and describe how their positioning disrupted the offense.
DIAGRAM/SETUP DIFFERENTIATION
Closure: Reflection and Turn & Talk (~5 minutes)
Students return their sticks and sit on their home base spots.
Turn & Talk Prompt/Question
` “Describe one defensive positioning choice you made today that helped deny space or disrupt a pass. What did it look like?”
Ideal Student Responses
` “I stayed between the ball and the end zone so they couldn’t score.”
` “I slid my feet and blocked the passing lane instead of chasing.”
` “I forced them wide by protecting the middle.”
Assessment
The teacher collects data on students’ ability to clearly describe how their defensive positioning helped reduce space or limit offensive options.
Lesson 4: Shooting to Score and Peer Feedback
NATIONAL STANDARD(S) AND GRADE-SPAN LEARNING INDICATOR(S):
Standard 1: Develops a variety of motor skills.
• 1.8.17 Demonstrates a shot on goal with and without an implement in a variety of practice tasks and smallsided games.
Standard 3: Develops social skills through movement.
• 3.8.4 Implements and provides constructive feedback to and from others when prompted and supported by the teacher.
OBJECTIVES:
By the end of the lesson, I will be able to…
1. Demonstrate accurate shooting toward a variety of targets during practice tasks and small-sided games.
2. Provide constructive feedback to a teammate about their shooting technique and explain how the feedback helped improve performance.
Setup shooting stations on one half of the gym using a variety of targets:
• Large targets (nets, wide goals)
• Medium targets (cones, buckets)
• Smaller or elevated targets (hoops, taped wall squares)
Place 2–3 poly spots at each station to show different shooting distances.
On the other half of the gym, setup 2–3 small-sided courts for modified games using cones for boundaries and goals.
ASSESSMENT DESCRIPTION:
Activity One Assessment: The teacher collects evidence of students’ ability to adjust shooting technique and accuracy based on target type and peer feedback, along with their ability to provide meaningful feedback to their partner.
Activity Two Assessment: The teacher collects data on students demonstrating the cues for a successful shot, implementing the feedback that their partner gave them during the first activity of the lesson.
Closure/Turn & Talk Assessment: Assessment: The teacher collects data on students abilities to describe how the feedback that they received during the lesson impacted their performance.
Data Tracker and Rubric
Entry Routine
Teacher Prompt
` “Welcome! Today we’re working on shooting with accuracy and learning how to help each other improve through feedback. As you enter, grab a stick and a ball. This is your chance to explore shooting. Your goal right now isn’t to score as much as possible. As you shoot, start noticing what your body is doing when the ball goes where you want it to go. You can take light shots toward the wall or floor while you warm up, but remember: stick blades stay on the floor, eyes up, and move under control.”
Students move freely in general space, taking controlled shots toward walls or floor targets. Teacher circulates, reminding students to think about what their body is doing when they make a successful shot at a target.
Teacher Prompts
` “Pay attention to what your feet, stick, and eyes are doing.”
` “What happens when you aim before you shoot?”
` “Notice what your body does when your shot goes where you want it to go.”
Purpose
Creates an inquiry-based entry into shooting by asking students to observe, test, and begin identifying the physical cues that support accurate shooting.
The teacher communicates the content and language objectives in student friendly language.
Teacher Prompt
` “During that warm-up, you were exploring shooting. Now I want to hear from you. Think about a shot that felt successful. What did you notice about what you were doing?”
Turn & Talk (~2 minutes)
` "Describe to your partner what you think makes a successful shot. What were your eyes doing? What did your feet do right before you shot? What did your stick do after you made contact with the ball?”
Ideal Student Responses
` “I was looking at the target.”
` “I stepped toward where I was shooting.”
` “My follow-through pointed at the target.”
` “I didn’t have to swing hard. I pushed the ball.”
Teacher Synthesis
` “So based on what you noticed, accurate shooting usually includes:
` Eyes on the target
` Stepping toward where you want the ball to go
` Using a push instead of a slap
` A low follow-through pointing at the target
` Today, you’ll use these cues to give feedback and help each other improve. As you move into the stations, your job is to keep testing these cues, listening to feedback, and making adjustments.”
Purpose
Validates student observations, co-constructs shooting cues, and prepares students to apply and communicate those cues during practice and gameplay.
Activity #1: Shooting Stations with Feedback Roles (~20 min)
ACTIVITY
Teacher Prompt
` “At each station, one person shoots and one person watches. The shooter takes 3–5 shots. The observer’s job is to give one specific piece of feedback based on what they see. Then you switch roles.”
` “Your feedback should help your partner improve accuracy. Don’t just say ‘good job.’”
Students work in pairs.
Pairs rotate through shooting stations every 3–4 minutes.
One student shoots while the other observes and gives feedback, then they switch roles.
Teacher Prompts/Questions (to individual students during play)
` “What feedback did you give and why?”
` “What adjustment did you make after hearing that feedback?”
DIAGRAM/SETUP DIFFERENTIATION
EQUIPMENT AND SETUP:
Setup 6–8 shooting stations spread evenly around the gym. Each station includes:
One target (net, cone stack, taped wall square, hoop, or bucket)
Two shooting distances marked with poly spots (one closer for accuracy, one farther for challenge)
One ball per pair and one stick per student
Stations should vary in target size and height (low, medium, high) to encourage problem solving and adjustment. Leave clear lanes between stations so pairs can rotate safely and the teacher can circulate easily to observe shooting form and peer feedback.
MODIFICATIONS/ EXTENSIONS:
Larger or smaller targets
Closer or farther shooting distances
Partners decide together how to challenge themselves.
(continued)
Shooting Stations with Feedback Roles (continued)
Ideal Student Responses
` “I told my partner to step toward the target because it helps the shot go straighter and gives them more control.”
` “I told my partner to move closer so they could work on accuracy because shorter shots helped me focus on my form instead of power.”
Teacher Feedback (during play)
` “That feedback was specific and helpful.”
` “Nice adjustment after listening to your partner.”
Purpose
Provides repeated shooting practice while teaching students how to give and apply constructive feedback to improve performance.
Assessment
The teacher collects evidence of students’ ability to adjust shooting technique and accuracy based on target type and peer feedback, along with their ability to provide meaningful feedback to their partner.
DIAGRAM/SETUP
DIFFERENTIATION
Activity #2: Shooting Under Pressure (~20 minutes)
ACTIVITY
Students play 3v3 or 4v4 games.
Use goals or targets
No goalies
Rotate teams every 4–5 minutes.
Game Rules
Shots must be controlled (no slap shots).
Goals only count if the follow-through stays low and controlled
Encourage pass-and-move before shooting
Teacher Prompts/Questions (During Play)
` “What feedback from your teammate helped you score or get a better shot off?”
` “What adjustment helped you shoot more accurately during the game?”
` “What cue were you focusing on when you took that shot?”
Teacher Feedback (During Play)
` “Nice job stepping toward the target before you shot.”
` “Your follow-through stayed low and pointed at the target. That helped with accuracy.”
` “I like how you slowed down and aimed before shooting.”
Ideal Student Responses
` “My teammate told me to step toward the target, and that helped my shot go straighter.”
` “I was reminded to keep my follow-through low, so I focused on that during my next shot.”
DIAGRAM/SETUP
EQUIPMENT AND SETUP:
Use half to threequarters of the gym to setup 2–3 small-sided courts.
Each court includes:
• One goal or shooting target (net, cone target, bucket, or wall target)
• Clear boundaries marked with cones
Students play 3v3 or 4v4, depending on class size and space
One ball per court Teams rotate every 4–5 minutes to ensure multiple opponents and roles
DIFFERENTIATION
MODIFICATIONS:
Larger goals or targets
Fewer defenders applying pressure
Larger playing space
EXTENSIONS:
Smaller targets
Tighter playing space
Defender closes space more quickly
(continued)
Shooting Under Pressure (continued)
Purpose
Allows students to apply shooting skills and constructive feedback in authentic, game-like situations.
Assessment
The teacher collects data on students demonstrating the cues for a successful shot, implementing the feedback that their partner gave them during the first activity of the lesson.
DIAGRAM/SETUP DIFFERENTIATION
Closure: Reflection and Turn & Talk (~5 minutes)
Students return their sticks and sit on their home base spots.
Turn & Talk Prompt
` “Describe one piece of feedback you received today and how it helped improve your shot.”
Ideal Student Responses
` “My partner told me to aim lower and my shot was more accurate.”
` “The feedback helped me focus instead of just shooting harder.”
Assessment
The teacher collects data on students abilities to describe how the feedback that they received during the lesson impacted their performance.
Lesson 5: Modified Games and Emotional/Behavioral Self-Management
NATIONAL STANDARD(S) AND GRADE-SPAN LEARNING INDICATOR(S):
Standard 4: Develops personal skills, identifies personal benefits of movement, and chooses to engage in physical activity.
• 4.8.8 Utilizes a variety of techniques to manage one’s emotions and behaviors in a physical activity setting.
OBJECTIVES:
By the end of the lesson, I will be able to…
1. Apply self-management strategies to regulate emotions and behaviors during small-sided games.
2. Describe a strategy I can use to manage my emotions and explain why it is effective during game play.
ASSESSMENT DESCRIPTION:
GRADE LEVEL: 6–8
MATERIALS NEEDED:
Hockey sticks
Balls or pucks
Cones
Goals or floor lines
Pinnies
SETUP AND ENTRY ROUTINE:
Before students enter, spread out hockey sticks and balls in general space on the gym floor.
Setup multiple small-sided game courts
Activity One Assessment: Allows students to demonstrate self-management strategies during modified game play in a competitive environment.
Activity Two Assessment: Allows students to demonstrate self-management strategies during modified game play in a less competitive environment.
Closure/Turn & Talk Assessment: Students describe a self-management strategy they can use outside of PE and explain why it would be effective in managing their emotions or behaviors.
Data Tracker and Rubric
Entry Routine
Teacher Prompt
` “Today we are practicing how to stay in control of our emotions and behaviors during games, even when things don’t go our way. In games, we might miss a pass, disagree with a call, or feel frustrated or excited. The goal today is to notice how we feel and choose a strategy that helps us stay in control so we can keep playing and learning.”
Intro Activity: Partner Pass and Reset (~5 minutes)
Teacher Prompt
` “Find a partner and grab one ball. You’re going to pass back and forth while moving throughout general space. Keep your passes controlled and stay aware of the people around you. Mistakes are going to happen, and that’s okay. If a pass is missed or doesn’t go where you want it to, reset, and start again. No rushing and no blaming. Just reset and continue. The goal is smooth passing and staying in control.”
Teacher Feedback
` “Mistakes will happen. Reset and continue.”
` “Keep your passes controlled and your body under control.”
` “Notice how you respond when a pass doesn’t go as planned.”
Purpose
Prepares students for the lesson by reinforcing calm responses to mistakes and smooth transitions back into play, setting the foundation for self-management during game situations.
Skill Introduction: Self-Management in Games (~5 minutes)
Gather students in homebase spots for debrief and instruction.
Teacher Prompt
` “Today we’re working on how we manage our emotions and behaviors during games. When we play, things don’t always go our way. We might feel frustrated, excited, or disappointed. Managing our emotions means noticing how we feel and choosing a strategy that helps us stay in control so we can keep playing and learning.”
Turn & Talk (~2 minutes)
` “Turn to a partner and name one strategy you could use if you feel frustrated while learning a new skill or during a game.”
Ideal Student Responses
` “Take a deep breath.”
` “Use positive self-talk.”
` “Walk away briefly and reset.”
` “Ask for clarification instead of arguing.”
` “Accept the outcome and continue to play.”
Teacher Prompt
` “These are strategies some of you already use. Today, your goal is to choose one and use it on purpose during our games.”
Purpose
Prepares students to apply self-management strategies during physical activities by giving them ownership over identifying techniques they can use to regulate emotions and behaviors in challenging situations.
Activity #1: Modified Games (Mini-Tournament Format) (~30 minutes)
ACTIVITY
Teacher Prompt
` “Today you’ll be playing short, small-sided games in a tournament-style setup. You’ll be playing 3-on-3 or 4-on-4 games for a few minutes at a time, then rotating to a new game.
` The goal is to have fun, stay in control, and keep the game moving. We’re using the same game rules you already know. Play safely, keep your stick low, and respect everyone on the court.
` If something doesn’t go your way — a missed pass, a turnover, or a call you don’t agree with — that’s your chance to use one of the self-management strategies we talked about. Reset and keep playing.
` When you hear the signal, stop where you are, return the ball, and rotate to your next game.”
Teacher Prompts/Questions (to individual students during play)
` “What strategy are you using right now to stay in control of your emotions?”
` “What did you do after that play didn’t go your way?”
` “Which strategy helped you stay focused?”
Ideal Student Responses
` “I took a deep breath and kept playing.”
` “I told myself ‘next play.’”
` “I walked away for a second and reset.”
` “I accepted the result and moved on.”
DIAGRAM/SETUP
EQUIPMENT AND SETUP:
Setup multiple smallsided game courts
Students play 3v3 or 4v4
Games are played in short rounds (4–5 minutes)
Teams rotate courts or opponents after each round
MODIFICATIONS/ EXTENSIONS:
Modify equipment (ball size, goal size, distance)
Allow students to select the competitive hockey games or the modified, more causal games
(continued)
Modified Games (Mini-Tournament Format) (continued)
Teacher Feedback (during play)
` “I noticed you paused and reset before rejoining the game.”
` “You accepted the outcome and stayed engaged.”
` “You used a strategy to stay in control after that mistake.”
` “You kept playing respectfully even when you were frustrated.”
Purpose
Provides an authentic, game-like environment where students experience emotional challenges and intentionally apply self-management strategies.
Assessment
Allows students to apply self-management strategies in authentic, game-like situations where emotions and behaviors may be challenged.
Activity #2: Modified Games (Non-competitive Format) (~30 minutes)
ACTIVITY
Teacher Prompt
` “Today you’ll have a choice in how you play. If you’d rather play a game that is less competitive and more focused on teamwork and movement, you can choose this game.
` In this game, you’ll play 3-on-3 or 4-on-4 using the same equipment and space. Your team can score in a few different ways. You can score by completing five passes in a row, by passing the ball across the goal line, or by shooting the ball into the net.
` There’s no tournament and you don’t have to keep score. The goal is to keep the ball moving, work as a team, and stay in control of your emotions and behaviors. Just like in the other games, if something doesn’t go your way, reset and keep playing.”
DIAGRAM/SETUP DIFFERENTIATION
EQUIPMENT AND SETUP:
Setup multiple smallsided game courts
Students play 3v3 or 4v4
Games are played in short rounds (4–5 minutes)
Teams rotate courts or opponents after each round
MODIFICATIONS/ EXTENSIONS:
Modify equipment (ball size, goal size, distance)
Allow students to select the competitive hockey games or the modified, more causal games
(continued)
Modified Games (Non-competitive Format) (continued)
Teacher Prompts/Questions (to individual students during play)
` “How are you managing your emotions when your team loses possession?”
` “What strategy are you using after a missed pass?”
` “How did you reset when something didn’t go as planned?”
Teacher Feedback (during play)
` “You stayed calm and reset after that turnover.”
` “I noticed you accepted the mistake and kept playing.”
` “You used a strategy to stay focused during possession.”
` “You stayed engaged even when the play didn’t work.”
Ideal Student Responses
` “I took a breath and kept moving.”
` “I reset and tried again.”
` “I used positive self-talk.”
` “I accepted the mistake and stayed involved.”
Purpose
Provides a lower-pressure game option that still allows students to practice self-management strategies in dynamic, game-like situations.
Assessment
Allows students to demonstrate self-management strategies during modified game play in a less competitive environment.
DIAGRAM/SETUP DIFFERENTIATION
Closure: Reflection and Turn & Talk (~5 minutes)
Students return their sticks and sit on their home base spots.
Turn & Talk Prompt
` “Turn to a partner and describe one strategy you can use outside of PE class to manage your emotions or behaviors, and explain why that strategy would be effective.”
Ideal Student Responses
` “I can take a deep breath in class if I start getting frustrated, and it helps me calm down so I don’t react right away.”
` “If I get upset at lunch or recess, I can walk away for a minute and reset instead of arguing.”
` “I can use positive self-talk during a test or assignment, like telling myself to stay focused, which helps me keep going.”
` “If I disagree with someone in the hallway or classroom, I can ask for clarification instead of getting mad, and that helps keep things calm.”
` “At home, if I feel frustrated, I can pause and take a break before responding so I don’t say something I regret.”
Assessment
Students describe a self-management strategy they can use outside of PE and explain why it would be effective in managing their emotions or behaviors.
Lesson 6: Modified Games and Respecting Etiquette
NATIONAL STANDARD(S) AND GRADE-SPAN LEARNING INDICATOR(S):
Standard 3: Develops social skills through movement.
• 3.8.9 Applies and respects the importance of etiquette in a physical activity setting.
OBJECTIVES:
By the end of the lesson, I will be able to…
1. Apply appropriate etiquette during small-sided games by showing respect for teammates, opponents, rules, and equipment.
2. Describe an example of good etiquette during game play and explain why it is important.
ASSESSMENT DESCRIPTION:
GRADE LEVEL: 6–8
MATERIALS NEEDED:
Hockey sticks
Balls or pucks
Cones
Goals or floor lines
Pinnies
SETUP AND ENTRY ROUTINE:
Before students enter, spread out hockey sticks and balls in general space on the gym floor.
Setup multiple small-sided game courts
Activity One Assessment: The teacher collects data on students demonstrating etiquette during small-sided games through respectful actions and interactions.
Activity Two Assessment: The teacher collects data on students demonstrating etiquette and respectful behaviors in a modified game setting.
Closure/Turn & Talk Assessment: The teacher collects data while listening for students to describe an example of etiquette and explain why it is important in a setting outside of PE.
Data Tracker and Rubric
Entry Routine
Teacher Prompt
` “Today we’re focusing on etiquette in games. That means showing respect through your actions, words, and how you follow the rules. As we start our warm-up, notice how you communicate and interact with your partner.”
Intro Activity: Partner Pass and Reset (~5 minutes)
Teacher Prompt
` “Find a partner and grab one ball. You’re going to pass back and forth while moving throughout general space. Keep your passes controlled and stay aware of the people around you. Mistakes are going to happen, and that’s okay. If a pass is missed or doesn’t go where you want it to, reset, and start again. No rushing and no blaming. Just reset and continue. The goal is smooth passing and staying in control.”
Teacher Feedback
` “Mistakes will happen. Reset and continue.”
` “Keep your passes controlled and your body under control.”
` “Notice how you respond when a pass doesn’t go as planned.”
Purpose
Prepares students to practice etiquette by emphasizing respectful communication, cooperation, and care for equipment during a low-pressure activity.
Skill Introduction: Etiquette in Games (~5 minutes)
Gather students in homebase spots for debrief and instruction.
Teacher Prompt
` “Today we’re focusing on etiquette during games. Etiquette is about how we treat others and the game itself. It includes how we talk to teammates, how we respond to opponents, how we handle disagreements, and how we take care of equipment and space.”
Turn & Talk (~2 minutes)
` “Turn to a partner and describe one example of good etiquette you might see during a game.”
Ideal Student Responses
` “Accepting a call without arguing.”
` “Encouraging teammates instead of blaming.”
` “Waiting your turn and sharing equipment.”
` “Respecting the rules even if you don’t like the outcome.”
Teacher Prompt
` “These are all examples of etiquette. Today, your goal is to show at least one of these behaviors on purpose during our games.”
Purpose
Prepares students to apply understanding of etiquette during physical activities by giving them ownership over identifying various components of etiquette.
Activity #1: Modified Games (Mini-Tournament Format) (~30 minutes)
ACTIVITY
Teacher Prompt
`
“Today you’ll be playing short, small-sided games in a tournament-style setup. You’ll be playing 3-on-3 or 4-on-4 games for a few minutes at a time, then rotating to a new game.
` The goal is to have fun, stay in control, and keep the game moving. We’re using the same game rules you already know. Play safely, keep your stick low, and respect everyone on the court.
` If there’s a disagreement, a close call, or a mistake during play, show good etiquette by responding calmly, respecting the rules, and continuing the game appropriately.
` When you hear the signal, stop where you are, return the ball, and rotate to your next game.”
Teacher Prompts/Questions (to individual students during play)
` “What does good etiquette look like in this situation?”
` “How are you showing respect to teammates or opponents right now?”
` “What’s a respectful way to respond when you disagree with a call?”
Ideal Student Responses
` “I accepted the call and kept playing.”
` “I encouraged my teammate after a mistake.”
` “I waited my turn and shared the equipment.”
` “I talked calmly instead of arguing.”
Teacher Feedback (during play)
` “I noticed you accepted the call and continued playing respectfully.”
` “You showed good etiquette by encouraging your teammate.”
` “You handled that disagreement calmly and respectfully.”
` “You took care of the equipment and space.”
DIAGRAM/SETUP
EQUIPMENT AND SETUP:
Setup multiple small-sided game courts
Students play 3v3 or 4v4
Games are played in short rounds (4–5 minutes)
Teams rotate courts or opponents after each round
DIFFERENTIATION
MODIFICATIONS/ EXTENSIONS:
Modify equipment (ball size, goal size, distance)
Allow students to select the competitive hockey games or the modified, more causal games
Must pass a certain number of times (e.g., three times) or pass to every player on your team before attempting to score.
(continued)
Modified Games (Mini-Tournament Format) (continued)
Purpose
Provides an authentic game environment where students apply etiquette and respectful behaviors during competitive play.
Assessment
Allows students to demonstrate appropriate etiquette during small-sided games through respectful actions and interactions.
Activity #2: Modified Games (Non-competitive Format) (~30 minutes)
Teacher Prompt
` “Today you’ll have a choice in how you play. If you’d rather play a game that is less competitive and more focused on teamwork and movement, you can choose this game.
` In this game, you’ll play 3-on-3 or 4-on-4 using the same equipment and space. Your team can score in a few different ways. You can score by completing five passes in a row, by passing the ball across the goal line, or by shooting the ball into the net.
` There’s no tournament and you don’t have to keep score. The goal is to keep the ball moving, work as a team, and stay in control of your emotions and behaviors. Just like in the other games, if something doesn’t go your way, reset and keep playing.”
Teacher Prompts/Questions (to individual students during play)
` “How are you showing etiquette when your team loses possession?”
` “What does respectful communication sound like during this game?”
` “How are you showing respect for the rules and equipment?”
EQUIPMENT AND SETUP:
Setup multiple small-sided game courts
Students play 3v3 or 4v4
Games are played in short rounds (4–5 minutes)
Teams rotate courts or opponents after each round
MODIFICATIONS/ EXTENSIONS:
Modify equipment (ball size, goal size, distance)
Allow students to select the competitive hockey games or the modified, more causal games
Must pass a certain number of times (e.g., three times) or pass to every player on your team before attempting to score.
(continued)
Modified Games (Non-competitive Format) (continued)
DIAGRAM/SETUP
DIFFERENTIATION
Teacher Feedback (during play)
` “You communicated calmly and respectfully.”
` “You followed the rules even when it was challenging.”
` “You showed etiquette by sharing space and equipment.”
Ideal Student Responses
` "I'm not making rude comments to the other team."
` "Staying calm, giving positive comments to my teammates and encouraging them if they make a mistake."
` "I'm showing respect by following the rules of the game and I'm not using the equipment in a way that it could break or hurt someone."
Purpose
Provides a lower-pressure environment where students can intentionally practice and demonstrate etiquette during game play.
Assessment
Allows students to demonstrate etiquette and respectful behavior in a modified game setting.
Closure: Reflection and Turn & Talk (~5
minutes)
Students return their sticks and sit on their home base spots.
Turn & Talk Prompt
` “Turn to a partner and describe one example of good etiquette you could use outside of PE class — for example in the classroom, hallway, lunchroom, or at home — and explain why that behavior is important.”
Ideal Student Responses
` “In the classroom, I can listen without interrupting, which shows respect and helps everyone learn.”
` “At recess, I can handle disagreements respectfully instead of arguing.”
` “At home, I can listen when someone else is talking instead of interrupting, which shows respect.”
Assessment
The teacher collects data while listening for students to describe an example of etiquette and explain why it is important in a setting outside of PE.
