GRADES K-2
About NHL STREET
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 K–2
Lesson Focus/Skill SHAPE Standard
Lesson 1: Hockey Ready Safety, spatial awareness, and stick control
Lesson 2: Stickhandle Tap-Tap Stickhandling (stationary and moving)
2.2.1 Recognizes personal space and where to move in general space.
3.2.7 Makes safe choices with physical education equipment.
1.2.14 Demonstrates striking with a longhandled implement in a variety of nondynamic practice tasks.
Content and Language Objectives
By the end of the lesson, I will be able to …
Move safely in general space with my hockey stick and respect others’ personal space.
Describe how to move safely in general space and justify why it’s important to make safe choices with equipment.
By the end of the lesson, I will be able to …
Use both sides of my stick to keep control of the ball/puck while moving.
Describe what it looks and feels like to control the ball/puck with both sides of my stick.
Progressions/Notes
Introduces hockeyready position, safe equipment use, and spatial awareness through movement games. Foundation for all future lessons.
Lesson 3: Aim and Shoot
(This lesson on learning how to shoot is placed before the lesson learning how to pass in order to align with the 3-5 lesson on shooting so that the gym setup can remain the same for K-5.)
Shooting at targets 1.2.14 Demonstrates striking with a long-handled implement in a variety of nondynamic practice tasks.
By the end of the lesson, I will be able to …
Aim and shoot the ball/puck toward a target using soft, controlled contact with my hockey stick.
Sequence the steps for aiming and shooting at a target.
Develops control using forehand/ backhand; focuses on soft taps and ball/ puck close.
Forehand shots into goals or floor targets. Focus on control, follow-through, and safety (blade below knees).
Lesson 4: Passing with Friends Passing and receiving 4.2.7 Recognizes movement strengths and the need for practice for individual improvement.
Lesson 5: Hockey Challenges Applying skills in modified games and encouraging others 3.2.2 Demonstrates ability to encourage others.
By the end of the lesson, I will be able to …
Pass and receive the ball/puck using soft, controlled taps with my hockey stick.
Explain how practicing helps me improve my skills.
By the end of the lesson, I will be able to …
Demonstrate the ability to encourage others during physical activities.
Describe and justify the benefits of encouraging others during physical activities.
Introduces force, direction, and accuracy; builds partner communication; transitions to shortdistance movement passes.
Combines learned skills (stickhandling, passing, shooting) at various stations. Includes standardsbased social skills focus on encouraging others during physical activities.
Lesson 1: Hockey Ready
NATIONAL STANDARD(S) AND GRADE-SPAN LEARNING INDICATOR(S):
Standard 2: Applies knowledge related to movement and fitness concepts.
• 2.2.1 Recognizes personal space and where to move in general space.
Standard 3: Develops social skills through movement.
• 3.2.7 Makes safe choices with physical education
OBJECTIVES:
By the end of the lesson, I will be able to…
1. Move safely in general space with my hockey stick and respect others’ personal space.
2. Describe how to move safely in general space and justify why it’s important to make safe choices with equipment.
ASSESSMENT DESCRIPTION:
GRADE LEVEL: K–2
MATERIALS NEEDED:
Pool noodles and hockey sticks for each student, ~12 cones, ~24 poly spots
SETUP AND ENTRY ROUTINE:
Before students enter, place a class set of pool noodles in one area of the gym and hockey sticks in another so the teacher can easily distribute them during the lesson. Ensure there’s ample open space between students for safe movement.
Activity One Assessment: Assessment: Collect data on students moving safely in general space with their hockey stick and respecting others’ personal space.
Activity Two Assessment: Collect data on students moving safely in general space with their hockey stick and respecting others’ personal space, as well as on their verbal responses when describing safe behaviors.
Closure/Turn & Talk Assessment: Collect data on students’ verbal responses when describing safe behaviors.
Data Tracker and Rubric
Entry Routine
Explain that today’s lesson will help students learn how to move safely with equipment in general space.
Teacher Prompt
` “Today we’re starting by showing that we can move safely in general space. When I call your name, enter the gym and find personal space that isn’t touching any cones or dots. When the music begins, you’ll move using the locomotor skill I call out — walking, jogging, sliding, skipping — all while keeping your eyes up and respecting each other’s personal space. When the music stops, freeze in the hockey-ready position: feet apart, knees bent, eyes up, and quiet bodies. Who can remind me what we do when the music stops?”
Ideal Student Responses
` “We freeze in the hockey ready position, we keep our eyes up and wait for your directions, we are at a voice level zero.”
The teacher gradually releases students into the gym, reminding them to find personal space and freeze.
Intro Activity: Hockey Ready Positions (~8 minutes)
While the music plays, students move through open space using the locomotor (or animal) movement named by the teacher (walk, jog, skip, slide, etc.).
When the teacher pauses the music, students freeze with their feet apart, knees bent, eyes up in the “hockeyready” position.
The teacher calls out a new movement, and when the music resumes, students continue moving through general space while being mindful of others and staying on their feet.
After about three minutes, the teacher lets students know that if they can complete three more perfect starts and stops in a row, the class will move on to the next activity.
Teacher Feedback
` “Nice work freezing with your feet apart, knees bent, eyes up, in personal space, and at a voice level zero.”
Purpose
Helps students focus on body position, balance, and stopping under control before adding sticks. The requirement to complete three perfect starts and stops in a row reinforces their ability to follow expectations for starting and stopping.
Introduce Equipment and Safety Routines (~7 minutes)
The teacher communicates the content and language objectives in student friendly language.
Teacher Prompt
` “Today you are going to be able to show me that you can move safely in the gym while holding a hockey stick. You will also be able to describe to me what it looks like to move safely with a hockey stick and tell me why it’s important that we do so.”
The teacher demonstrates how to hold a hockey stick: blade down, favorite hand in the middle, other hand at the top (give students opportunities to experiment with favorite hand on top and other hand in the middle)
Provide students with an opportunity to identify unsafe behaviors by modeling what not to do: lifting or swinging the stick above the knees
Turn & Talk (~2 minutes)
Give students five seconds to turn and face a partner. Ensure that all students have a partner before giving students one minute to answer the following question: “Why do you think it is important that we keep our stick blade on the floor?”
Ideal Student Responses
` “So we don’t hit or hurt anyone. So we stay in control. So that we can play safe.”
Purpose
Turns the safety routine into a language-rich discussion while reinforcing self-awareness, and safety.
Activity #1: Find the Open Space (~10 minutes)
ACTIVITY
The teacher models expectations for freezing with a hockey stick/pool noodle. When the music stops, students place their stick/pool noodle on the gym floor, take one step backward, and are at a voice level zero.
The teacher hands out pool noodles and communicates to students that if they are observed moving safely, with the bottom of the pool noodle touching the floor, and freeze according to expectations, they will get to replace it with a hockey stick.
When the music starts, students move in general space throughout the gym.
When the music stops, students freeze as directed. The teacher highlights two to three examples of on-task behavior and awards those students hockey sticks instead of pool noodles.
Assessment
Collect data on students moving safely in general space with their hockey stick and respecting others’ personal space.
Purpose
Provides students with opportunities to move safely in general space and make safe choices with equipment.
DIAGRAM/SETUP
EQUIPMENT AND SETUP:
Spread 12–15 poly spots and 10–12 cones around the gym to help define general space and create natural movement pathways.
Place pool noodles in a designated area near the teacher for distribution at the start of the activity.
Hockey sticks remain stacked or lined up along one wall, ready to be earned once students demonstrate safe movement.
Use music for start/stop cues.
DIFFERENTIATION
MODIFICATIONS:
For students who need additional support, reduce the amount of space they move through by directing them to remain in a smaller, clearly marked zone.
Provide visual reminders (e.g., pointing to your own “stick stays low” demonstration) for students who need extra processing time.
EXTENSIONS:
The teacher can scatter cones or dots throughout the gym, encouraging students to avoid not just their peers, but also the other objects.
Add simple prompts during movement (e.g., “move quietly,” “move like a slow animal,” “move like a fast animal but safely”) to develop awareness and control.
Activity #2: Hockey Ready Relays (~10 minutes)
ACTIVITY
Organize students into groups of two or three.
Each cone marks a start line for one pair (or trio) of students.
One stick or noodle per pair of students. The stick is handed off after each turn.
One student begins at the start cone in a hockey-ready position with the stick blade touching the floor.
When the music starts, the first student travels forward while keeping the stick on the ground and eyes up.
When they reach the turnaround cone, they freeze in the hockey-ready position, then return through the same path.
Once back at the start line, they hand the stick off to their partner, who immediately takes a turn.
The partner watches carefully, ready to describe what their teammate did well or how they showed control.
The teacher walks up and down the lines where 1-2 students wait per cone, checking for students’ understanding and providing feedback.
Teacher Feedback to Students (during play)
` “Great job keeping your stick low!
` Keep your eyes up to avoid bumping into objects.”
Teacher Prompts/Questions (during play)
` Describe how you move safely with your hockey stick when the path gets tricky.
` Describe the safe behaviors you notice your partner demonstrating.
Ideal Student Responses
` “I can slow down. I can watch where I’m going. I notice my partner moving under control. I notice my partner keeping her eyes up.”
At the conclusion of the activity, gradually release students to return their hockey sticks and sit on their home base spots.
DIAGRAM/SETUP
EQUIPMENT AND SETUP:
Place cones along the sideline, each pair of cones about 3-4 feet apart so you can run 12-14 mini-stations side by side.
DIFFERENTIATION
MODIFICATIONS:
Allow students who need extra support to travel at a slower, teacher-directed pace or use a shorter lane.
Provide simplified visual cues (e.g., pointing to knees bent, stick low) for students who benefit from concrete reminders.
EXTENSIONS:
Add obstacles (poly spots, cones) to selected lanes to increase challenge after checking for understanding and safety.
Offer “challenge lanes” where students must change direction once or twice before reaching the turnaround cone.
Encourage advanced students to verbalize one safe choice they made after each turn before handing off the stick. (continued)
Hockey Ready Relays (continued)
DIAGRAM/SETUP
DIFFERENTIATION
Purpose
Provides an exciting way for students to demonstrate safety, spatial awareness, and control while keeping engagement high and transitions smooth. Peer observation gives students additional opportunities to describe the safe behaviors they see.
Assessment
Collect data on students moving safely in general space with their hockey stick and respecting others’ personal space, as well as on their verbal responses when describing safe behaviors.
Closure: Reflection and Turn & Talk (~5 minutes)
With equipment returned and students on their homebase spots:
Turn & Talk (2–3 min)
` “Describe to your partner one way you moved safely with a hockey stick today. What speed did you travel? Where did you point the hockey stick? Where were your eyes?”
[Call on 2-3 students to share aloud.]
Ideal Student Responses
` “I moved under control. I kept the stick down. I kept my eyes up.”
Assessment
Collect data on students’ verbal responses when describing safe behaviors.
Lesson 2: Stickhandle Tap-Tap
NATIONAL STANDARD(S) AND GRADE-SPAN LEARNING INDICATOR(S):
Standard 1: Develops a variety of motor skills.
• 1.2.14 Demonstrates striking with a long-handled implement in a variety of non-dynamic practice tasks.
OBJECTIVES:
By the end of the lesson, I will be able to…
1. Use both sides of my stick to keep control of the ball while moving.
2. Describe what it looks and feels like to control the ball/puck with both sides of my stick.
ASSESSMENT DESCRIPTION:
GRADE LEVEL: K–2
MATERIALS NEEDED:
One hockey stick and soft ball (foam or yarn) per student, ~12 cones, ~24 poly spots
SETUP AND ENTRY ROUTINE:
Before students enter, spread out hockey sticks and balls in general space on the gym floor.
Activity One Assessment: Collect data on students’ ability to maintain control during movement and respond to challenges using stickhandling cues. Observe the using soft taps, keeping the ball close and under control, and moving under control.
Activity Two Assessment: Collect data (using the lesson two tracker) on students’ ability to stickhandle under control, using soft taps, keeping the ball close and under control, using both sides of the stick, and describe what helps them stay in control of the ball.
Closure/Turn & Talk Assessment: Assessment: Collect data on students’ verbal responses when describing how to control a hockey ball by stickhandling.
Data Tracker and Rubric
Entry Routine
Explain that in today’s lesson, students will be learning how to use both sides of their hockey stick to keep control of the ball.
Teacher Prompt
` “Today you’re going to explore how to keep control of your ball with your hockey stick. When you enter the gym, pick up a hockey stick and practice tapping a ball with both sides of your stick. You’ll have time to explore, and when our exploration time is up, you’ll describe to a partner how you kept control of your ball. Remember our safety rules from yesterday’s lesson: the stick blade stays on the floor, eyes up, move under control, respect others’ space, and freeze in the hockey-ready position. Who can remind me what we do when the music stops?”
Student Responses
` “We freeze, put the hockey stick on the floor, take a step back, voice level zero, eyes on you.”
The teacher gradually releases students in small groups to pick up a stick and a ball and begin exploring how to keep control of the hockey ball.
Intro Activity: Hockey Ready Positions (~8 minutes)
Play music as students explore freely for three minutes.
During exploration, the teacher circulates, observing and giving quick feedback on both safety and stickhandling cues:
Teacher Feedback
` “I like how you kept your stick low … I notice you are keeping control with soft taps.”
After three minutes, pause the music and give a challenge:
Teacher Prompt
` “If we can do three perfect starts and stops in a row with our stick on the floor, eyes up, and voice level zero, we’ll move on to the next part of the lesson.”
Once students have demonstrated that they can freeze three times in a row on the signal, prompt students to place their hockey sticks on the far baseline and sit in their homebase spots on the opposite side of the gym.
Purpose
Provides opportunities for exploration, creativity, and inquiry while reinforcing safety routines and control. Exploratory time builds readiness for formal skill instruction through discovery-based learning.
Skill Introduction: Stationary Control (~7 minutes)
The teacher communicates the content and language objectives in student friendly language.
Teacher Prompt
` “Today you are going to be able to show me that you can use both sides of the hockey stick to keep control of your ball. You will also be able to describe to me what it looks and feels like to use both sides of your stick to keep control of the ball.”
Gather students in homebase spots for debrief and instruction.
Turn & Talk (~2 minutes)
Give students five seconds to turn and face a partner. Ensure that all students have a partner before giving students one minute to answer the following prompt: “Describe to your partner what helped you keep control of your ball.”
Ideal Student Responses
` “When I kept control of the ball it looked/felt/sounded like … soft taps, keeping the ball close, moving slowly.”
Review the “hockey-ready” position.
Demonstrate forehand and backhand touches slowly while keeping the ball close to the stick.
Teacher Prompt
` “Which side of your stick do you use to tap the ball? What happens if you hit the ball too hard?”
Purpose
Introduces soft-touch control and provides students with an opportunity to describe the skill cues in simple, student-friendly terms.
Activity #1: Stickhandle and Freeze Challenges (~10 minutes)
ACTIVITY DIAGRAM/SETUP
When the music starts, students move freely throughout general space, stickhandling their ball using soft, controlled taps.
When the music stops, students freeze in the hockeyready position with their stick blade on the floor, eyes up, and the ball completely stopped.
Each time the class freezes successfully, the teacher calls out and briefly models a new stickhandling challenge before restarting the music.
If the class completes three perfect freezes in a row, they unlock a “bonus round” challenge chosen by the teacher.
Teacher Challenge Bank: Stickhandling Prompts
During each round, the teacher can increase complexity and re-engage students by calling out one of the following challenges.
Each prompt reinforces control, coordination, and spatial awareness while maintaining safety expectations.
` “Make as many little taps as you can in 30 seconds without moving your feet!”
` “Stickhandle in a small circle around your spot!”
` “Keep your eyes up while you move!”
` “Switch directions every time I clap!”
` “Move slow like a turtle, then quick like a rabbit!”
` “Tap your ball to make a square!”
` “Move your ball in the shape of the letter _____.”
` “Move your ball in the shape of the number _____.”
EQUIPMENT AND SETUP:
One hockey stick and ball per student, pen gym space clear of obstacles, music for start/stop cues.
MODIFICATIONS:
Provide students with larger foam balls for easier control.
EXTENSIONS:
Invite students to create their own challenge to share with the class.
Stickhandle and Freeze Challenges (continued) ACTIVITY
Teacher Prompts/Questions (to individual students during play)
` “Show me how you make soft taps.”
` “What helps you keep your ball from rolling away?”
Ideal Student Responses
` “I use soft taps.”
` “I move under control.”
` “I use both sides to stay in control.”
Teacher Feedback (during play)
` “Great job using soft taps to keep your ball close.”
` “I like how you move under control and keep your ball close”
Purpose
Provides an active, high-engagement opportunity to practice stickhandling control, reinforces start/stop routines from Lesson 1, and introduces variability through challenges.
Assessment
Collect data on students’ ability to maintain control during movement and respond to challenges using stickhandling cues. Observe the using soft taps, keeping the ball close and under control, and moving under control.
DIAGRAM/SETUP
DIFFERENTIATION
Activity #2: Control and Move Stations (~10 minutes)
ACTIVITY
Left Side of the Gym General Space Practice
Students can stick handle stationary or moving at their own speed in general space, with no obstacles, practicing soft, controlled touches using both sides of their stick.
Right Side of the Gym Moving Through Obstacles
Students move through general space, stickhandling around cones and poly spots, keeping the ball close and under control.
Encourage small, gentle touches while alternating forehand and backhand stick taps.
Note: Students may self-select which half of the gym to begin in. The teacher can pause the activity after a few minutes to have students switch sides, or allow them to move back and forth between stations independently during activity time.
Teacher Feedback (during play)
` “Great job keeping your ball close by using soft taps!”
` “I love how you’re switching between your forehand and backhand.”
` “Keep your eyes up to see the cones and your friends.”
Teacher Prompts/Questions (to individual students during play)
` “Show me how you make soft taps.”
` “What helps you keep your ball from rolling away?”
Ideal Student Responses
` “I use my backhand to turn.”
` “Soft taps help me keep it close.”
DIAGRAM/SETUP
EQUIPMENT AND SETUP:
One hockey stick and ball per student, ~20-30 cones/spots to create obstacles/ paths, half of the gym designated for general space practice with no obstacles; the other half for traveling through obstacles.
DIFFERENTIATION
EXTENSION:
Create tighter cone paths or use other objects as obstacles for students ready for more challenges.
(continued)
Control and Move Stations (continued) ACTIVITY
Purpose
Provides extended, differentiated practice for students to demonstrate stickhandling control in stationary, moving conditions, with or without obstacles. Allows the teacher to observe, assess, and reinforce key skill cues in authentic settings.
Assessment
Collect data (using the lesson two tracker) on students’ ability to stickhandle under control, using soft taps, keeping the ball close and under control, using both sides of the stick, and describe what helps them stay in control of the ball.
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 the ways that you controlled the ball with your hockey stick today.” and/or
` “If you found it challenging to keep control of the ball, what do you think you can do next time to improve?”
Ideal Student Responses
` “I had to move slowly, I tapped softly with both sides of the stick.”
` “I can do soft taps slower, while standing still, or just walking before I try to move faster.”
Assessment
Collect data on students’ verbal responses when describing how to control a hockey ball by stickhandling.
Lesson 3: Aiming and Shooting
NATIONAL STANDARD(S) AND GRADE-SPAN LEARNING INDICATOR(S):
Standard 1: Develops a variety of motor skills.
• 1.2.14 Demonstrates striking with a long-handled implement in a variety of non-dynamic practice tasks.
OBJECTIVES:
By the end of the lesson, I will be able to…
1. Aim and shoot the ball toward a target using soft, controlled contact with my hockey stick.
2. Sequence the steps for aiming and shooting at a target.
GRADE LEVEL: K–2
MATERIALS NEEDED:
One hockey stick per student, a mix of small and large soft balls, ~24 poly spots, 12-14 targets (cones, hoops, buckets, floor tape squares, walls, or goals), music for start/ stop cues.
SETUP AND ENTRY ROUTINE:
Before students enter, setup a variety of targets (one for every pair of students) of different sizes around the gym. Each target should be safely spaced with clear paths between them. Place sticks and balls in general space near the targets.
At the door, review safety expectations with students: stick blades stay on the floor, eyes up, move under control, freeze when the music stops, voice level zero.
ASSESSMENT DESCRIPTION:
Activity One Assessment: Collect data on students’ ability to aim and shoot toward a target using soft, controlled contact. Look for physical cues such as eyes on the target, controlled step-and-push, and a low follow-through.
Activity Two Assessment: Observe students’ ability to move safely in general space while choosing and aiming at various targets. Record evidence of accurate, controlled shooting (eyes on target, step-and-push, follow-through) and their ability to verbally sequence the cues to shooting.
Closure/Turn & Talk Assessment: Use the Lesson 4 tracker to record data on students’ ability to sequence the steps to shooting, name which they did well at, and which they want to continue to practice.
Data Tracker and Rubric
Entry Routine
[Greet students at the door and preview the lesson:]
Teacher Prompts
` “Today we’re going to learn how to aim and shoot the ball toward a target using soft, controlled contact with the hockey stick. You’ll also practice putting the steps for shooting in order.”
` “When I call your names, you and your partner will enter the gym together. Pick up one stick each and one ball to share, then find a safe space to begin. When the music starts, you and your partner will move through the gym while passing the ball back and forth under control. Keep your eyes up, move safely, and stay close to your partner. When the music stops, freeze in your hockey-ready position with the ball under control. When the music begins again, continue moving and passing. Show me your best passes, teamwork, and safe movement.”
Intro Activity: Exploratory Shooting Practice (~7 minutes)
Each student has a hockey stick and ball in general space.
The teacher reminds students of key safety expectations and how to properly hold their hockey stick: stick blade stays on the floor, eyes up, move under control, favorite hand on top of the stick, other hand in the middle (or whatever feels most comfortable to the student).
Directions
Play music as students move around the gym, stickhandling their ball with soft taps.
When the music stops, students freeze in the hockey-ready position with the ball under control.
When the teacher says “shoot”, students perform a soft shot, gently pushing the ball with the flat blade toward the nearest cone.
When the teacher turns the music back on, students retrieve their ball and continue stickhandling in general space.
After several rounds or a set number of perfect freezes, prompt students to place their stick and ball on the floor and transition to their home-base spots.
Teacher Feedback
` “Nice job keeping your stick low.”
` “I like how your pass stayed on the floor and under control.”
` “Thank you for freezing in the ready position at a voice-level zero.”
Purpose
Reinforces control from the previous lesson while introducing shooting in a safe, exploratory way.
Skill Introduction: Aiming and Shooting (~7 minutes)
[Students are in homebase spots.]
Teacher Prompt
` “Today you’re going to be able to demonstrate how you aim and shoot the ball toward a target using controlled contact with my hockey stick. You’ll also be able to put the cues to shooting in order by telling me what comes first, second, next, and last.”
Teacher Demonstration
Model a wrist shot toward a target and narrate the cues:
` “First I look at the target. Then, I point the blade of my stick at the target. Next, I pull my stick back. Lastly, I tap the ball toward the target.”
Demonstrate hitting both a near target and a farther one, showing how small differences in force change accuracy.
Turn & Talk (~2 minutes)
` “Think about our last lesson when we practiced controlling the ball with soft taps. How will using soft, controlled taps help you when you’re trying to shoot at a target?”
Ideal Student Responses
` “Controlled taps help me aim better so the ball goes where I want it to.”
` “If I use soft taps, I’ll be in control of the ball before I shoot.”
Purpose
Connects prior knowledge of stickhandling to the new skill of shooting.
Activity #1: Stationary Shooting Stations (~10 minutes)
ACTIVITY
Each student takes turns shooting their ball at the target at their station and retrieves their ball safely.
After a set time (ex: two minutes), the teacher gives the signal to pause and then rotate clockwise to a new station.
Focus on the same shooting cues: eyes on the target, step and push, follow through low, and keep the stick on the floor.
Teacher Prompts/Questions (to individual students during play)
` “Show me what it looks like to use the flat part of your stick to shoot?”
` “Show me how you step and push.”
` “What step do you do first … second … next … and last?”
Ideal Student Responses
` “First I look at the target.”
` “Second I put the ball on the blade of my stick.”
` “Next I pull my stick back and last I tap the ball toward the target.”
Teacher Feedback (during play)
` “Nice job keeping your stick low as follow through on your shot.”
` “I like how you kept your eyes on the target.”
` “Great job stepping and pushing.”
DIAGRAM/SETUP DIFFERENTIATION
EQUIPMENT AND SETUP:
Setup 12-14 target stations around the gym; a mix of hockey nets, cones, taped squares, or hula hoop goals … be creative.
2-4 students per station each with their own hockey stick and ball.
Place two poly spots at each station: one five and one ten feet away from the target.
Students should be encouraged to start at the closer spot, but can challenge themselves by moving back to the further spot.
MODIFICATIONS:
Allow students who need additional support to stay at the closer poly spot for the entire activity and focus only on using the flat part of the stick with a soft stepand-push motion.
Provide a larger target (e.g., wider taped square or larger cone goal) for students who are still developing accuracy.
Give simplified cues such as “Eyes on the target” or “Slow and gentle push” for students who benefit from one-step directions.
EXTENSIONS:
Challenge advanced students to hit smaller targets or aim from a greater distance.
Stationary Shooting Stations (continued)
ACTIVITY
Purpose
Provides repeated, safe practice of shooting while reinforcing the correct order of the cues.
Assessment
Collect data on students’ ability to aim and shoot toward a target with eyes on the target, blade cupping the ball, step and push from heel to toe, and following through where you want the ball to go.
DIAGRAM/SETUP DIFFERENTIATION
Activity #2: Free Shooting Exploration (~10 minutes)
ACTIVITY
When the music starts, students move safely through general space, choosing a target to shoot at.
They take one controlled shot, retrieve their ball safely, and move to a different target.
The teacher circulates throughout the gym, checking for understanding and providing feedback.
When the music stops, students freeze in the hockey-ready position with their ball under control.
Teacher Feedback (during play)
` “Nice job keeping your stick low as follow through on your shot.”
` “I like how you kept your eyes on the target.”
` “Great job stepping and pushing.”
Teacher Prompts/Questions (to individual students during play)
` “Show me what it looks like to (insert specific skill cue for shooting).
` “What step do you do first … second … next … and last?”
EQUIPMENT AND SETUP:
Keep all the same targets from Activity #1 (hockey nets, cones, taped squares, hoops, etc.) spread throughout the gym. Every student keeps one stick and one ball.
MODIFICATIONS:
Encourage novice students to spend more time at the larger or closer targets.
EXTENSIONS:
Challenge advanced students to hit smaller targets or aim from a greater distance.
(continued)
Free Shooting Exploration (continued)
DIAGRAM/SETUP
DIFFERENTIATION
Purpose
Allows students to explore aiming and shooting with independence and creativity while reinforcing control, accuracy, and safe movement in general space.
Assessment
Observe students’ ability to move safely in general space while choosing and aiming at various targets. Record evidence of accurate, controlled shooting (eyes on target, step-and-push, follow-through) and their ability to verbally sequence the cues to shooting.
Closure: Reflection and Turn & Talk (~5 minutes)
[Students return their sticks and sit on their home base spots.]
Turn & Talk Prompt
` “Today you practiced aiming and shooting the ball toward a target. Think about the steps to shooting today. Which step did you do best? Which step do you want to practice more?”
Whole-Group Reflection
Call on a few students to share out.
Ideal Student Responses
` “I did my best at looking at the target. I want to practice pulling my stick back more.”
Assessment
The teacher should record data on students’ verbal comparisons and their ability to use accurate vocabulary (pass, shoot, target, aim, push, control).
Lesson 4: Passing With Friends
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.
• 4.2.7 Recognizes movement strengths and the need for practice for individual improvement.
OBJECTIVES:
By the end of the lesson, I will be able to…
1. Pass and receive the ball using soft, controlled taps with my hockey stick.
2. Explain how practicing helps me improve my skills.
GRADE LEVEL: K–2
MATERIALS NEEDED:
Pool noodles and hockey sticks for each student, ~12 cones
SETUP AND ENTRY ROUTINE:
Before students enter, arrange cones in colored pairs evenly throughout general space, leaving enough room for safe movement between each. Each cone pair will serve multiple purposes throughout the lesson, from the exploratory intro activity to partner passing and the moving-whilepassing challenges. Place hockey sticks and balls in general space near the cones.
ASSESSMENT DESCRIPTION:
Activity One Assessment: Observe for controlled, accurate passes and physical demonstration of key cues, along with students’ ability to describe what helps them pass successfully through the cones to their partner.
Activity Two Assessment: Observe for controlled, accurate passes and physical demonstration of key cues, along with students’ ability to describe how they are making their passes accurate.
Closure/Turn & Talk Assessment: Use the Lesson 3 tracker to record data on students’ ability to describe what helped them make accurate, controlled passes.
Data Tracker and Rubric
Entry Routine
Teacher Prompt
` “Today we’re going to learn how to pass and receive a hockey ball using soft, controlled taps. You’ll also explain how practicing helps you improve your skills. When I call your name, enter the gym, pick up one stick and one ball, and begin stickhandling in general space. Remember our safety routines from our previous lessons: stick blade stays on the floor, eyes up, move under control. When the music stops, freeze in your hockey-ready position, voice level zero, and eyes on me. Who can remind me what we do when the music stops?”
Ideal Student Responses
` “We freeze in the hockey-ready position, put our stick on the floor, take a step back, voice level zero, and eyes on you.”
[Gradually release students in small groups to pick up a stick and ball and begin stickhandling.]
Intro Activity (~8 minutes)
[Each student has a hockey stick and ball in general space.]
[The teacher reminds students of key safety expectations: stick blade stays on the floor, eyes up, move under control.]
Directions
• Play music as students move around the gym, stickhandling their ball with soft taps.
• When the music stops, students freeze in the hockey-ready position with the ball under control.
• When the teacher says “Pass!”, students perform a soft pass, gently pushing the ball with the flat blade toward the nearest cone.
• When the teacher turns the music back on, students retrieve their ball and continue stickhandling in general space.
[After three minutes, pause the music and give a challenge:]
Teacher Prompt
` “If we can do three perfect starts and stops in a row with our stick on the floor, eyes up, and voice level zero, we’ll move on to the next part of the lesson.”
[Once students have demonstrated that they can freeze three times in a row on the signal, prompt students to place their hockey sticks and balls on the floor and transition to their home base spots.]
Teacher Feedback
` “Nice job keeping your stick low.”
` “I like how your pass stayed on the floor and under control.”
` “Thank you for freezing in the ready position at a voice level zero.”
Purpose
Reinforces control from the previous lesson while introducing the push pass in a safe, exploratory way.
Skill Introduction: Passing (~7 minutes)
The teacher communicates the content and language objectives in student friendly language.
Teacher Prompt
` “Today you are going to be able to show me that you can pass and receive a ball using soft, controlled taps with your hockey stick. You’ll also be able to explain how practicing helps you improve your skills.”
Model a short push pass to a target and describe the cues.
Teacher Prompt
` “Eyes up, find your target. Ball close to your stick. Step and push, not slap. Heel to toe, nice and slow. Point your stick where you want it to go and when you receive a pass, do it gently, like like you are catching an egg and don’t want it to break.”
Invite Observations
` “What do you notice about how I make my pass go straight?”
` “What happens if I hit the ball too hard?”
Turn & Talk (~2 minutes)
` “Explain to your partner what you think happens when you practice something many times.”
Ideal Student Responses
` “It gets easier.” “We get better at it.” “I can remember how to do it.”
Purpose
Introduces the passing technique through modeling and provides students with an opportunity to connect practice to improving on an individual skill.
Activity #1: Stationary Passing (~10
minutes)
Pairs of students share one ball and face each other about 6–8 feet apart with a set of matching colored cones between them.
Students take turns passing the ball through the cones to their partner.
Receivers stop the ball under control, reset, and pass it back.
Teacher Prompts/Questions (during play)
` “Can you show me what it looks like to pass through the cones?”
` “How is practicing your passes helping you right now?”
Ideal Student Responses
` “Practicing my passes is helping me get better at aiming at my partner.”
` “It’s helping me because my passes are going straighter now than before.”
` “Practicing is helping me remember to use soft taps instead of hitting too hard.”
Teacher Feedback
` “Eyes looking at your target.”
` “Ball close to your stick.”
` “Step and push; don’t slap.”
` “Heel to toe, nice and slow.”
` “Point your stick where you want it to go.”
EQUIPMENT AND SETUP:
Setup 10–15 pairs of cones spaced throughout the gym to create multiple passing areas.
Cone pairs should be wide enough for beginners and placed with clear lanes between them so students can move safely.
MODIFICATIONS/ EXTENSIONS:
The teacher can narrow or widen the cones and vary students’ distance from each other to provide appropriate challenges based on skill level.
Stationary Passing (continued)
Purpose
Reinforces control, direction, and communication while promoting teamwork and accuracy.
Assessment
Observe for controlled, accurate passes and physical demonstration of key cues, along with students’ ability to describe what helps them pass successfully through the cones to their partner.
Activity #2: Passing While Moving (~10 minutes)
ACTIVITY
Directions
• Pairs keep one ball and travel around the gym to find and pass through as many pairs of cones as possible.
• Pairs must stay together, communicate, and keep their passes safe and accurate.
• Each time they complete a pass through a pair of cones, they move to a new one.
Teacher Prompts/Questions (to individual students during play)
` “Show me how you pass through the cones while moving.”
` “How is practicing your passes helping you right now?”
Ideal Student Responses
` “Practicing my passes is helping me get better at aiming at my partner.”
` “It’s helping me because my passes are going straighter now than before.”
` “Practicing is helping me remember to use soft taps instead of hitting too hard.”
EQUIPMENT AND SETUP:
Setup 10–15 pairs of cones spaced throughout the gym to create multiple passing areas. Cone pairs should be wide enough for beginners and placed with clear lanes between them so students can move safely.
MODIFICATIONS:
For students needing more support, identify 3–4 cone pairs with extra-wide spacing to make successful passing more achievable. Allow some pairs to pause their movement and pass through a cone pair while standing still before returning to moving passes.
EXTENSIONS:
Add 2–3 “challenge” cone pairs with smaller openings for students ready for increased accuracy. Encourage students to complete two consecutive accurate passes before moving to a new cone pair.
(continued)
Passing While Moving (continued) ACTIVITY
Teacher Feedback (during play):
` “Work together to find open cones.”
` “Eyes on your target.”
` “Ball close to your stick.”
` “Step and push; don’t slap.”
` “Heel to toe, nice and slow.”
` “Point your stick where you want it to go.”
Purpose
Builds cooperation, accuracy, and spatial awareness while applying passing and receiving in dynamic situations.
Assessment
Collect data on students’ ability to demonstrate controlled, accurate passes using key cues (eyes on target, step and push, stick pointed at target) and their ability to explain how practicing helps them improve.
DIAGRAM/SETUP
DIFFERENTIATION
Closure: Reflection and Turn & Talk (~5 minutes)
[Students return their sticks and sit on their home base spots.]
Turn & Talk Prompt
` “What’s something outside of PE that you can practice, and how would practicing help you get better at it?”
Ideal Student Responses
` “If I practice reading, I can learn more words.”
` “If I practice tying my shoes, I can do it faster.”
Whole Group Share
Invite a few students to share aloud.
Assessment
Record data on students’ ability to describe how practicing at something can help them improve.
Lesson 5: Hockey Challenges
NATIONAL STANDARD(S) AND GRADE-SPAN LEARNING INDICATOR(S):
Standard 3: Develops social skills through movement.
• 3.2.2 Demonstrates ability to encourage others.
OBJECTIVES:
By the end of the lesson, I will be able to…
1. Demonstrate the ability to encourage others during physical activities.
2. Describe and justify the benefits of encouraging others during physical activities.
MATERIALS NEEDED:
GRADE LEVEL: K–2
Hockey sticks for each student, soft balls, 16–20 cones, 6–8 targets (hoops, goals, or taped areas), 4–6 poly spots, other creative equipment for obstacle course, music for start/stop cues
SETUP AND ENTRY ROUTINE:
Before students enter, setup 4–5 challenge stations around the gym. Each station highlights a skill students have learned throughout the unit (stickhandling, passing, shooting) and includes at least one that emphasizes encouragement. Clearly mark each area with cones and ensure safe spacing between stations. Place sticks, balls, and any additional equipment near the appropriate areas.
ASSESSMENT DESCRIPTION:
Assessment: While this lesson’s primary focus is assessing students’ ability to encourage others during physical activity, the station format also provides valuable opportunities to capture additional data on students’ physical skill performance. Teachers are encouraged to collect or update evidence for any previously taught hockey skills (e.g., stickhandling, passing, shooting, and spatial awareness) as observed during the challenge stations.
Data Tracker and Rubric
Entry Routine
[Explain that in today’s lesson, students will be learning how to encourage others while engaging in activities that emphasize the hockey skills they have learned throughout the unit.]
Teacher Prompt
` “Today is our Hockey Challenge Day! You’ll get to show everything you’ve learned throughout our unit: stickhandling, passing, shooting, and most importantly, encouraging others. When I call your name, enter the gym and sit on your home base spot.”
[Gradually release small groups of students into the gym to sit on their home base spots.]
Note: In order to maximize time spent at stations, there is no intro activity for this lesson.
Intro Discussion and Turn & Talk (~8 minutes)
The teacher communicates the content and language objectives in student friendly language.
Teacher Prompt
` “Today is our Hockey Challenge Day! You’ll get to show everything you’ve learned throughout our unit: stickhandling, passing, shooting, and, most importantly, encouraging others. Great hockey players don’t just play well themselves; they encourage their teammates to play their best, too. Today, we’re going to focus on what it looks and sounds like to encourage each other, and why encouraging each other is an important thing to do. ”
Turn & Talk (~2 minutes)
` “What does it look or sound like when you encourage someone in PE?”
Ideal Student Responses
` “I can say, ‘Nice job!’ when my friend tries their best.”
` “I can tell my partner, ‘You can do it!’ if they feel nervous.”
` “I can clap or smile for someone when they make a good pass or shot.”
Purpose
To teach students that encouraging others helps everyone enjoy physical activity.
Activity: Hockey Challenge Stations (~25 minutes)
ACTIVITY
Rotate students through 4-5 stations every 4-5 minutes. On the signal, students have ten seconds to tidy up their station and leave the equipment as they found it before moving to the next station.
Station #1 — Stickhandle and Move
• Students move through a cone path, controlling the ball with soft taps while keeping their eyes up.
• Encouragement Prompt: “Tell a friend something they did well while stickhandling.”
Station #2 — Partner Passing
• Pairs pass through two cones, counting how many successful passes they can make.
• Encouragement Prompt: “Encourage your partner when they make a great pass.”
DIAGRAM/SETUP
EQUIPMENT AND SETUP:
See descriptions of stations in the Activity column on the left.
DIFFERENTIATION
MODIFICATIONS/ EXTENSIONS:
Refer to modifications and extensions from previous lessons that are appropriate for each of the stations.
(continued)
DIAGRAM/SETUP
Station #3 — Aim and Shoot
• Students aim at large and small targets, adjusting distance or target size for challenge.
• Encouragement Prompt: “Cheer for your partner when they hit the target!”
Stations #4 and #5 — Obstacle Course Relay
• Create two large obstacle courses that use half of the gym each.
• Use cones, poly spots, and goals to mark the following sequence:
` Stickhandling Section: A short cone weave for stickhandling control
` Shooting Finish: A large target (goal, bucket, or hoop) at the end for students to aim and shoot toward
` Passing Zone: Students retrieve their ball, stickhandle back toward their partner, pass it to the next person in line, and give a quick encouraging comment to the next player before they begin
• Students line up in small groups (2-3 per lane) so everyone gets multiple turns.
• Students in line encourage their peers who are engaged in the obstacle course.
• Encouragement Prompt: “Say something encouraging to your teammate after you pass them the ball.”
[As students engage in station activities, circulate around the gym checking for how students are encouraging each other and what it feels like to be encouraged.]
Teacher Prompt
` “How did you encourage your partner or teammates during this activity?”
` “How did you feel when your friend encouraged you?”
DIFFERENTIATION
(continued)
Hockey Challenge Stations (continued) ACTIVITY
Ideal Student Responses
` “I encouraged my partner by saying ‘Nice try!’ when they missed the target.”
` “I encouraged my teammate by clapping when they made a good pass.”
` “When I got encouraged I felt happy when my partner said ‘Good job!’”
` “It made me want to keep trying when my friend cheered for me.”
Teacher Feedback (during stations)
Along with providing feedback on the various skills that students are demonstrating, provide feedback on students’ encouragement of others.
Purpose
Provides students with opportunities to demonstrate physical skills in active stations while emphasizing encouraging others.
Assessment
While this lesson’s primary focus is assessing students’ ability to encourage others during physical activity, the station format also provides valuable opportunities to capture additional data on students’ physical skill performance. Teachers can collect or update evidence for previously taught hockey skills (stickhandling, passing, shooting, spatial awareness) as observed during the challenge stations.
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 way you encouraged someone today. Why is it important to encourage others during physical activities?”
Ideal Student Responses
` “I told my partner good job when they made a pass.”
` “I cheered for my friend when they scored a goal.”
` “When we help others, they feel happy and want to keep trying.”
Assessment
Collect data on students’ verbal reflections and ability to describe or justify the benefits of encouraging others.