SECOND GRADE – FLOOR HOCKEY

STRENGTH, CARDIOVASCULAR & STRETCHING REVIEW: Part 1/2 – Set out 12 stations of fitness cards, alternating strength and cardiovascular. Turn on some music and have the student work in groups of 2 or 3 at a station rotating around doing the workout. When they have completed the workout, turn the cards around and stretch by going through the circuit doing the stretch stations. This activity will take about 20 minutes. Encourage your class to try to move the whole time, even if they don’t go fast! Part 3 – Play a running/moving game that your students really like!

REVIEW HOCKEY DRIBBLING: Part 1 – Play another game that uses strength exercises. Part 2 – Review the points of dribbling that were covered in kindergarten and first grade using a hockey puck. In order to see where you are going and also see the other people playing, what should you look at as you are traveling around moving the puck with your hockey stick? (The puck and where you are going.) If you want the puck to stay close to you, how should you hit it? With a hard or soft motion? (Soft) With big strong hits or short taps? (Short Taps) If you want control of both the bottom and the top of the stick, how should your hands be holding the stick? (One hand on the top, and the other about halfway down the stick.) For the best control, which hand should be holding the top of the stick and which one is holding the middle part of the stick? (Strong hand in the middle and Weak hand on the top) Which hand gives the force to the puck? (The strong hand, the one holding closer to the blade.) Once your students are able to travel safely while moving the puck you can move onto part three. Part 3 – Play a game with dribbling. There are many games in the book that only work on dribbling. Be sure not to play games that incorporate the other skills of the game since you haven’t introduced them yet. It is ok to use a game that you played in Kindergarten or first grade, but it would be fun to do something different! Remind the class about the high stick rule; “If you are traveling with your stick off the ground, that is called high stick. If I catch you, I will you’re your stick and you will have to go into the penalty box for 1 minute.” As you walk around the students as they travel, be sure to enforce that rule. This will lay great groundwork for the future when they are playing games. When you say stop, the students should place their stick on the floor.

REVIEW HITTING TO A TARGET: Part 1 – Play another game that uses strength exercises. Part 2 – Review Hitting the puck to the wall or target. [AT] “When I say go, get a target, stick and a puck. Find an own space to place your target, and take a few steps away to practice hitting your puck to the target with your hockey stick.” Guided discovery questions, or commands that lead them through the basic steps of hitting to a target. 1. What do you look at as you are hitting the puck to your target? (First locate your target, and then watch the puck as you hit it with your stick.) 2. As you hit the puck with the blade of your hockey stick, what should the blade be pointing at so that you will be able to hit the target? (The target) Which had provides the force when you hit the puck to the target? (The strong hand, the one in the middle of the handle.) Which hand controls the direction of the blade? (The weak hand, or the top hand.) What can your weak leg and foot do to help guide the puck to the target? (Step toward the target as you push the puck forward.) Part 3 – Play some games or do some activities that use dribbling and hitting to a target. These should all be individual activities. (No partner work) Continue to use the high stick rule during any activity that uses hockey sticks.

SHOOTING: Part 1 – Play another game that uses strength exercises. Part 2 – Teach the concepts of shooting. All the points are the same as hitting to a target. Discuss how to get force when hitting, and still keep the stick low to avoid a violation. Review the rule regarding high stick, and introduce the rule about not entering the goalie box. Enforce the penalty by having violators sit out for 1 min. Part 3 – set up some stations or play a game that allows the students to work on dribbling and shooting. There should be no goalies at this time. Be sure that your game does not include any other skills that have not been introduced up to this point.

PASSING: Part 1 – Play another game that uses strength exercises. Part 2 – Begin with passing to a stationary partner. Introduce Guided discovery questions that relate to passing, or commands that will guide them through the skill of passing. Again, the skill of passing is very similar to shooting and hitting to a target. Review those points with the class, and then relate passing to the game. When you are trying to pass you want your partner to be able to gain control of the puck from your pass, where in relation to them do you want the puck to go so that they can easily gain control? To them, on their stick side) When you shoot the puck, you are trying to hit it past the goalie so you are using a lot of force. Do you want to use that same force when you pass? (No) why not? (You want your partner to be able to stop or control the puck; you must hit it with enough force to reach them but not so hard that they cannot control the puck.) Part 3 – Find activities or drills that practice passing.

PASSING TO A MOVING TARGET: Part 1 – Play a game that uses dribbling, passing and shooting. Part 2 – Begin with a discussion regarding the fact that during a game your partner will very rarely be standing still waiting for your pass. How do you know where to pass, as the partner is moving? Guided discover sequence; “When I say go, your partner is going to begin moving, you must pass the puck to your partner so that they can receive it as they are moving.” When you pass to your partner while they are moving, where in relation to their path of travel do you want to aim the puck? (Ahead of them, in the direction they are moving.) How far ahead of them do you want to pass the puck? (So that as they are moving, they will meet the puck and be able to dribble or pass it easily.) What happens if you pass it too far ahead? (They will have to sprint to reach it, and if there is another player around, your partner will not get the puck, the opponent will!) Discuss how there are 6 people on a team and only one puck. This means any time you lose control of the puck; you are at risk for the other team to steal it away from you. Part 3 – Play a game of monkey in the middle, using passing and dribbling. Introduce the rule regarding no contact when you are trying to steal the puck.

LARGE PARACHUTE PLAY: Part 1 – Remember the strength theme! Continue to do activities that will help strengthen muscles! Use the parachute to work on strength. Part 2/3 – Review parachute basics and safety with your class. There are various ways and activities that you can use to begin parachute activities. There is a video that you can watch to see basic activities and get an idea for set up. Any activities that ask the students to move ON the parachute should only be done in the grass or in the gym. DO NOT allow the students to move on top of the parachute while it is on the black top. Also NEVER carry or lift students on the parachute. There is music available with a narrator on the Rhythm and Moves, Movement CD #3. Begin talking about safety and how to handle the parachute. The Parachute Play skills introduce a couple skills per session. You can review some of the skills that you did with kindergarten and first grade.

SMALL PARACHUTE PLAY: Part 1 – Do more strength work. Part 2/3 – Using the small parachutes and place your students in groups of 5 or 6, do some of the activities that can be done with small parachute. This is a wonderful opportunity to do some small group cooperation things. I.E. how many times can your group throw the ball up into the air and catch it, without letting it drop on the ground? Can you play catch, using the parachute with another group? There are many ideas that are still waiting to be found!