South African Hockey Association

Sports Leaders Hockey Manual

The South African Hockey Association, in conjunction with the Koninklijke Nederlandse Hockey Bond
(KNHB) has developed the Sports Leadership Manual to help facilitate the coaching of young beginner and
intermediate hockey players between the ages of 6 and 11 years old.

The course is designed to introduce hockey to, and develop primary school and grass root coaches. Young
players between the ages of 12 and 18 are also encouraged to participate in the course and become involved
in coaching and development of the game at an early age. The course is four hours in duration and provides
information on coaching concepts, basic skills, skill acquisition and game development from 1 vs. 1
through to 8 vs. 8.

Coaches will receive input with regards to:

 Development characteristics of players as they move through the age groups

 Information on designing and developing training sessions
 Creating a safe and fair playing environment
 Skill and game development plan for players in the age groups 6 – 11 years old

The SAHA express their sincere thanks to Koninklijke Nederlandse Hockey Bond (KNHB) and the Dutch
Government: (Department of Health, Welfare & Sport) for their support of the development of the manuals
and the SAHA coaching accreditation schemes.

Special thanks are extended to Frank Dikmoet, Gabrielle van Doorn, Gary Dolley, Thom Terwee and Jenny
King for their input into the coaching manual.

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 Contents

Part 1: Coaching Concepts and Roles Pg

1. Player Development Characteristics and Training Tips 3
2. Design and Implementation of Progressive Coaching Sessions 5
3. Design and Presenting Training Sessions that Create Safe and Fair Sporting Environment 8
4. Skill Development Plan – Specific to Age Groups 9
 Mini Hockey plan 9
5. Designing Progressive Hockey Programs within an Age Group 11
 Step 1: 6 year olds (0:1 and 1:1) 11
 Step 2: 7 year olds (3:3) 13
 Step 3: 8 year olds ( 6:6) 15
 Step 4: 9 – 10 year olds (8:8) 19

Part 2: Basic Skills

1. Moving with the ball 26
2. Passing Skills 30
3. Stopping and Receiving Skills 34
4. Elimination Skills 40
5. Defending Skills 45
6. Goal Scoring Skills 48

Part 3: Training Drills

1. Legend 54
2. Skill Training Exercises - Beginner Players 55
3. Skill Training Exercises - Intermediate Players 61

Part 4:
1. Hockey Jargon 65

Part 5:
1. Reference List 68

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COACHING CONCEPTS AND ROLES

1. Player Development Characteristics and Training Tips

The following is a description of important characteristics of the age groups concerned. This is the
general characteristic and it may deviate from person to person.
Below are the training tips and points of interest for the different age groups.

Development Level 1 (8 – 9 years)

Age Characteristics:
 There is one big movement compulsion
 Lack of coordination limits development of movement techniques
 Large difference between players in their dexterity (handling) of the stick and ball
 Children think very concrete in black/white
 They will be playful and spontaneous
 Learn from successful experiences and observing
 Very individualised

Training Tips:
 Spend lots of time on basic techniques
 Encourage lots of ball contact and variations
 Everything must be done in movement
 Pay special attention to coordination
 Exercises must be in game forms
 Play in restricted space
 Offer tactical principles
 Encourage players to learn rules whilst playing
 Change groups to encourage them to play with different people
 Simple teamwork
 Use their imagination to teach a skill
 Give rewards and compliments

Development level 2 (10 - 11 years)

Age Characteristics:
 Exhibit more control over movement
 This is the ideal age for learning skills
 They process information through the use of their senses (Observing and trying)
 Exhibit short attention span on tasks
 Successful experience more aimed at team game perception

Training Tips:
 To refine and extend the technique (Increase the difficulty of the drills)
 Create lots of movement and keep players active
 Increase learning tempo to as high as possible
 Tactical learning opportunities must be created
 Rotate players’ positions when playing games
 Include many game forms and teamwork
 Increase the number of match situations
 Provide variations

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At training sessions for the younger player there are a number of aspects that will
need attention from the coach:

 Carry the responsibility to develop and educate players

 Ensure safety of the players
 Stimulate independency
 Encourage a great group environment
 Create an enjoyable coaching environment
 Systematically develop the players performance through the different age groups
 Develop the knowledge of the rules of hockey
 Develop respect within the group
 Stimulate sportsmanship with regard to team mates, opponents, officials and coaches
 Organise social activities
 Care for hospitality towards parents
 Maintain contact with coaching development officers and local coaching coordinators
 Expand your own knowledge through self development by using coaching aids and the internet

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2. Design and Implementation of Progressive Coaching Sessions

Planning Training Sessions

Decide what you want to teach and achieve (your GOAL).

To design a coaching session for players look at the following aspects:

Technical: To what extent have the players master the basic techniques?

Tactical: What will extend the players’ insight into the individual or team tactic when in
possession or without the ball?

Physical: What is the basic physical condition of the player?

And, what type of conditioning is necessary to perform in a match?

Motivation: Goals, ideals, feelings, interest, fears (fear of failure), and personal character play a
role in the individual motivation of each player. A person that wants to compete at
the top level of his sport has a different motivation to the person that does sport for
a recreational reason.

Once you have determined the level of the players in your training group, it is important that the
training program is effective for the particular group. You must ensure that all players in your
group obtain the desired level within the set time frame. It can happen that you work in several
groups at several different levels. With younger age groups the difference in training groups are
considerable. To reach the maximum learning effectively with each child, the training must be
challenging (not too difficult and not too easy) for every child.

It is important that the coach evaluates his own starting situation:

 Do you have experience in running training sessions?

 Do you have the ability to show the right way of executing a certain skill?
 Do you have hockey knowledge?
 Are you motivated and creative?
 Do you have humour and respect for the players?

You also need the following abilities:

 Organisational skills
 Ability to improvise
 Enthusiasm
 Ability to be optimistic

As the coach you must take into account a few factors:

 Size and composition of the group

 Level of boys/girls group and individual skill level
 Atmosphere in the group
 Objectives and goals of the group
 The weather: (when it is cold the children must move continuously.)
 Playing area (Full field or ½ field or ¼ field)
 Available coaching material and facilities
 Number of training sessions per week
 Time and duration of training sessions

Your main aim is that the children learn and improve their skills and knowledge of the game;
hence it is important that you plan every training session in advance.

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Composition of the Training Session

To achieve the aim of a training session each training session must comprise the following three
components:

1. The Warm-up

During the warm-up, coach must create an optimum learning environment, necessary to
achieve the goal of the training session.

There is only a short time available for the warm-up. For this reason it is recommended that
you use simple drills that require a very short explanation and that everyone can perform.

2. The Core
In this section attention is given to acquiring and practising specific technical skills, as well as
learning and practising tactical situations.

The choice of activities in this part of training is determined by the objectives, which were
formulated prior to the training session.
When the objective is aimed at technique, the core will include one or more phases. In most
cases two phases of the learning process will be covered.

Phase 1: Skill Acquisition and Practising

 Develop technique through experience
 Practise, experience and refining the techniques
 Learn and experience tactical principles
 Practise (automate) tactical situation, individually and as a group

Phase 2: Application (game) Part of the Training

 Technical and tactical aspects
 Conditional and mental aspects

Finally, the core part is always in the form of a game or adapted game. The training must end
in a climax.

3. The Cool-down
The cool-down of the training must slow down the intensity, gradually decreasing the
intensity to rest level.

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Training Principles
The organisation of the training will partly determine the success of it. Simple organisation is the
best, concentrating on safety and enjoyment.

At training it is important that the explanation is complete, concise and clear. Include
demonstrations and give the players the opportunity to do the movement on their own.

Adaptation and Progression

Skill training must have variation and be adapted to encourage progressive learning throughout

ADAPT By using these four principles an exercise can be made easier or more
difficult.
DIRECTION Changing direction will increase the difficulty of the skill. Start doing the
skill in a straight line and then add direction changes once the skill has been
mastered.
AREA/ DISTANCE Keep distance between players so that they can master the skills and as the
players progress, move the players closer together so that the area is smaller
and the skill more difficult to control.
PRESSURE Practise the skills around beacons and as the players progress add an
opponent.
TEMPO Start slowly then built up momentum of the skill.

Evaluation is important when monitoring long term progress. There must always be space for
initiative, improvisation and adaptation during training.

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 EXAMPLE OF A TRAINING SESSION PLANNING FORM

Training Aim:_________________ Group:_________________ Number of Players:______

Training Period:_______________ Training Duration:_______

Training Session Material Organisational Explanation Evaluation

Aspects

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3. Design and Presenting Training Sessions that Create a Safe and
Fair Sporting Environment

Injuries can occur in two groups:

1. Internal, personal factors:

 Existing Injury
 Lack of fitness
 Short concentration span
 Physical make up
 Use of medication (allergies)

2. External, environmental factors:

 Sporting Equipment (hockey stick and ball)
 Facilities (Fields)
 Make sure that the children are appropriately dressed for the activity: shin pads, gum
guards, track suit / warm clothes, appropriate footwear. Pay special attention to the
goalkeepers.
 Weather Conditions
 Carry out a warm-up and cool-down routine before and after every session. The warm-
up raises the body temperature, stretches connective tissue and prepares the players for
the task at hand. The cool-down assists with: recovery by reducing stiffness, calming
down of emotions, injury prevention and gives the players an opportunity to reflect on the
session.

The Key word is ‘SAFETY’. Most injuries that occur are because of external factors. Having
effective precautionary measures in place is key to a safe playing environment.

Training and safety

Safety aspects that can play a role at training sessions are:

 Have an effective warm-up
 Paying attention to technique. If the technique is correct and controlled it will prevent
balls from travelling all over the field. Too practise the correct technique, begin with
smaller groups which are more controllable.
 Make sure that every child can do the movement/skill before you proceed to the next step
of the movement/skill. (Break it down into smaller steps as this is easier for children to
understand)
 Excellent organisation can prevent unnecessary injuries. Give every child enough space
and time to practise the skill.

Matches and Safety

The following is important to ensure safety during matches:

 Do an appropriate warm-up
 Play strictly according to the rules
 Emphasise that enjoyment, participation and fun is more important than winning a match.

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 4. Skill Development Plan – Specific to Age Groups

Central Theme: The players will learn how to handle the stick and ball so that they can play
safely, cleverly and in a fun environment.

A child learns new movements and techniques systematically and progressively. A specific
training plan is needed to help their development. This training plan joins in with the
characteristics of the different age groups and it also teaches children to play and develop together.

Mini Hockey Plan

Basic Skills of Hockey

1st year: Age 6
0: 1

1: 1

3: 3 2nd year: Age 7

6:6 3rd year: Age 8

6:6 or 8:8 4th year: Age 9 - 10

8: 8 or 11 :11 5th year: Age 11 - 12

On basis of the above diagram and considering the age characteristics of each group, the following
game development program is recommended.

The plan has the following structure:

 6 year old: 0:1 and 1:1 hockey
 7 year old: 3:3 hockey
 8 to 10 year olds: 6:6 and 8:8 hockey
 Older children: 11:11 hockey

In the mini hockey plan training has been defined up to and including eleven-a-side hockey. Training has
been adapted to the development stages of the children, both in technical, tactical and in the social respect.

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The objective of the mini hockey is to create an environment that is:

 Pleasant
 Safe
 Dynamic
 Adapted to the development level of the specific group
 Inclusive and promotes learning together about hockey
 Progressing the game step by step to eleven-a-side hockey

Mini Hockey gains its value from the fact that smaller fields are used, with fewer players. The players are
involved more intensively in the game and it enhances the enjoyment of the players. The game is also
played with adapted rules.

The mini hockey plan consists of 5 steps as it develops through the age groups:

Step 1: 1:1
Step 2: 3:3
Step 3: 6:6
Step 4: 8:8
Step 5: 11:11

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5. Designing Progressive Hockey Programs within an Age Group

Step 1: (1:0 and 1:1) – 6 Year Olds

In step 1 attention is given to:

 Elementary techniques, aimed at the safe handling of the stick and ball, so that 1:1 situations can
be mastered without injury or danger.
 Elementary, individual tactic include:
- Receiving techniques
- Keeping possession
- 1vs.1 attack and defence

TECHNICAL EMPHASIS TACTICAL CONCEPTS

Grip:
Two adult fist apart (Double V grip)

Moving with the Ball  Have the ball in a position so that you can
Dribble with the ball see the surroundings and the ball (Vision)
 In straight line  Keep the stick on the ball when
 Dribble from a stationary position approached by a defender
 Dodges will be done in front of  Dribble into open space
still/moving obstacles  Accelerate when you are in the space

Elimination Skills:  Keep the stick on the ball when

Dodges approached by a defender
 Dribble with the ball close to the stick  Dribble into open space
 1 vs. 1 situations  Accelerate when you are in the space

Defending Skills:  Keep a low stick and body position

Tackling  Stronger when both hands are on the stick
 Get the ball back when in a favourable
tackling position
 The player that lifts the stick first will lose
the ball
Competition to get the Ball:
 1 vs. 1
 Run towards a ball that is lying still

Combination Play:  Look first to see if your team mate is in a

Passing and Receiving ready position to receive
 Dribbling and passing to a stationary  Show the ball carrier that you want/can
person over a short distance receive the ball
Scoring:  First look up and then shoot at goal
To Score a Goal
 focus on the goal box
 From a stationary ball
 Dribble with the ball, slow down and
shoot
 Receive a pass and shoot

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Goalkeeping:  First take a good position with regards to
 To run/move with leg guards the ball
 Stop the ball with two legs  Kick/clear the ball away to the side of the
 Kicking stationary ball circle

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Step 2: (3:3) – 7 Year Olds
In step 2, attention is given to the introduction of teamwork. Teamwork will develop with the training
of 3:3 on a small field.
Step 1 and 2 are called the SECURITY PHASE. The aim of this phase is to train the children how to
handle the stick and ball in a safe way in a group of six players.

TECHNICAL EMPHASIS TACTICAL CONCEPTS

Stick Ability:
 To move the ball from side to side  Ball control
 To move the ball forwards/backwards  Hand speed
Moving with the Ball  Good vision
 Change of direction
 Variation of speed  To dribble to the left is easier that to
dribble to the right
 To dribble left/right sideways
 Look and react to other players by
 To dribble forward/backwards
slowing down or accelerating
Approach a Ball: (Receive)
 1 vs. 1
 Rolling or stationary ball
 Assess distance and speed
 Continuation action: to pass or dodge
 Assessment of opponent and team-mate
 Moving 1vs. 1 (1:1)
positioning

Combination Play: (Pass and Receive)

Combine with 2 players: 2:0
 Stationary /Moving Ball
 To pass left is easier
 Change pace of pass
 Look (track) at the ball until it touches
 Short/long distance
the stick
 Receiving from left/right
 Receiving from the left is easier
Scoring:
 From individual actions
 From combinations (Receiving and
shooting)

Goalkeeping:
 To move with the leg guards on, and  Stationary stance when saving the ball
change direction
 Stop ball with two legs
 Kicking of a stationary ball

Match Emphasis:
 Match 3:3 Formation 1-2

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3 vs. 3 (1/8 Field)
What does the field look like?

Three-a-side Hockey
Children from 7 years old can play in the 3 against 3 game situation. Players should be encouraged to
play in a competition as soon as they can handle a stick and ball safely.

Playing Field
The dimensions of the field for three a side hockey is 23 by 23 meters. It is the area between the
baseline and the 23 meter line or the 23 meter line and the half way line of a normal hockey field.
The playing direction is therefore the width of the normal field. A smooth surface is recommended.

Goal Box
The goal boxes are made out of beacons. Every team has two goal boxes. The width of each goal box
is 2 meters. The goal boxes are placed 4 meters from the sideline.

5-Meter line
For practical reasons, a 5-meter line is used instead of circles.

The Ball
A normal hockey ball is used.

Teams
A team consists of maximum of three field players. There is no goalkeeper. Substitutions are allowed.
The substitution rule gives the coach the opportunity to give every player the chance to play and it
gives a player the time to rest if necessary.

Match Duration and Leagues

The duration of a match is 2 x 15 minutes with a half time of 5 minutes. It is a good idea to have two
games going at the same time. Team 1 of school/club A will play against Team 1 of school/club B and
team 2 of A will play against team 2 of B. After this game you can change the teams. You will have
team 1A play against 2B and 2A will play against 1B. This will give every player the chance to play
and have fun!

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Step 3: (6:6) – 8 year olds
Once players have progressed through steps 1 and 2 they are ready for step 3. Six-a-side is played on a ¼
of a field, between the 23-meter line and the center line.
In the six a side phase special attention must be given to the following skills:
 Teamwork in a larger area
 Hitting and pushing of a stationary ball
 Passing techniques
 Individual techniques and tactical teamwork on the field.

TECHNICAL EMPHASIS TACTICAL CONCEPTS

Stick Ability:
 To move the ball from side to side  Keep close stick contact with to the
 To move the ball forwards/backwards ball
 To move the ball left and right  Left: Turning hand
 Make letter shapes with the stick and ball  Right: Support Hand
 Make figure shapes with the stick and ball

Moving with the Ball

 Change of direction  Running without the ball is quicker than
 Vary speed – Accelerate/slow down dribbling with the ball
 To accelerate left/right sideways  Assessment of opponent and team-mate
 To accelerate forward/backwards positioning
 Turn out  Keep close stick and ball contact, step
 From dribble dodge to right/left: sideways (dodge) and then straighten your
On signal run
Other players  Eye–hand-stick coordination; overview
Defenders regarding the ball, the field and the players

Elimination Skills
 1= Approach defender with speed
 2= Carry out dodging action
 3= As soon as beyond, accelerate
 4= When the defender catches up with the
ball carrier: cut him off

Combination Play: (Pass and Receive)

 To combine: 2:0 and 2:1
 Emphasis on accuracy
 The accuracy of the pass is more
 Progress from bunt to hitting
important than the speed of the delivery
 Passing the ball to the right
 Look up before passing the ball
 Passing the ball left and receive it on the
(Awareness of team mate)
front stick
 Be ready to receive the ball
 Receiving the ball and keep dribbling
 Passing diagonally right in front of the
receiver. Receiving of the ball is in front
and slightly to the right of the body
 Passing diagonally left at the feet of the
receiving player. Receiving of the ball
will be behind and slightly to the right of
the receiver
 The defender is weak off his left foot
 Positional Play 3:1 - Two options to either
side
 Positional Play 4:2 - Two options to the
sides and one option in depth

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 Scoring:
 From individual actions  From a 3 – 1 situation
 From passing combinations  From a 3 – 3 situation
 Diagonal hit from left of circle  Decision making
 Diagonal hit from right of circle

Goalkeeping
 To run/move with leg guards  Goalkeeper makes the goal smaller by
 Stop ball with two legs moving off the goal line
 Kicking a stationary ball
 Defending a short corner
 Kick moving ball away to the sides

Match Emphasis:
 Playing option of teams: 3-3; 4-4; 5-5 or Match 6:6 emphasis on:
6-6  Task sharing in the Formation K-2-3 and
K-2-1-2
 Attacking actions concerning the strikers
 To get connection between the front and
back lines
 Encourage the use of the width of the
field
 When in attack: continue and possibly
score
 When in defence play to get the ball back

Six-a-side hockey can be played in two different system variations:

It can be played in 2 lines (figure 1a) or 3 lines (figure 1b). Both systems encourage width and depth across
the field.

The Starting line-up:

GK-2-3 GK-2-1-2

Left striker Center Striker Right Striker Left striker Right Striker

Midfielder
Left defender Right Defender
Left defender Right Defender

Goalkeeper Goalkeeper

Figure 1a Figure 1b

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Tactical strategy will be determined by the team in possession of the ball. Players will need to learn how to
react tactically as the ball possession changes from one team to the other.

Players need to be given the opportunity to rotate through all positions to become aware of the tactical
requirements of attackers and defenders. It is important that the tactical principles of defending and
attacking must be learned in the six a side game format. This will enhance understanding of the eleven-a-
side tactics.

These two options of playing always insure that there is cover defence from the non-ball side defenders.
When in ball possession the left and right strikers provide the attacking width. When the team does not
have ball possession the strikers will back off so that they are behind the ball giving defensive width.

Two examples of K-2-3

Figure 2 – Attacking options. Figure 3 – Defending options.

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6 vs. 6 (1/4 Field)
What does the field look like?

Six-a-side Hockey
This format is suitable for boys and girls between the ages of 8 - 9. This game encourages adaptation
to changing game circumstances as the game changes from attack to defence.

Playing Field
The dimensions for the field are a quarter of a normal hockey field. Usually the part of the field
between the 23-meter line and the half way line is used but a second option is to set out a field using
the dimensions 23 x 55 meters.

The playing surface can be:

 Artificial Field
 Grass
 Hardened surface
Try and use the field with the smoothest surface.

Goal Box
The goal boxes are made out of beacons, every team has one goal box. They are placed on the back
line in the middle. The width is 3.66 meters (the width of a normal goal box). A backboard can be
placed at the back of the goals to serve as a motivator when they hear the sound of the goal being
scored.

10-Meter line
From a practical point of view, a 10-meter line is used instead of a circle.

The Ball
A normal hockey ball is used.

Teams
A team consists of a maximum of five field players and one goalkeeper. Substitutions are allowed.
The substitution rule gives the coach the opportunity to give every player the chance to play as well as
allowing time to rest. It is vital that the goalkeeper has the correct equipment (helmet, leg guards, chest
pad and kickers). Substitution can also give the coach the chance to deal with a small injury.

Match Duration
The duration of the match is 2 x 25 minutes with a half time of 5 minutes. Time must be allowed at the
end of the game to give feedback to the players.

The Toss
The captains will toss: The winner of the toss can choose the ball or the direction that they want to
play first.

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Step 4: (8:8) 9 - 10 Year Olds
This step will take place over a period of two years (Phase 1 and Phase 2).

The eight a side hockey has arisen as an intermediate phase between six-a-side and eleven-a-side hockey,
and has been related to the development stage of the child. In practise it appears, those children between the
ages of 10 and 11 do not need to play eleven-a-side hockey because:

 They do not have the strength to hit the ball over a long distance
 They have no insight in the necessary tactical load and cooperation in a large group on a larger field

Phase 1
TECHNICAL EMPHASIS TACTICAL CONCEPTS

Stick Ability:
 To move the ball from left to right
 To move the ball from front to back
 Move the ball with increasing tempo

Dribbling with the Ball:

 To accelerate and slow down
 At high speed 1 vs. 1 (elimination)
 To dodge to the right and left  Pass the ball past the left foot of the
 To pass left and right while moving defender (Herring Bone)
 Defender approaching from behind
 Pass the ball past the strong side ( front
stick) of the defender
 Add fakes and dummies
Combination Play: Pass and Receive  Defend with stick close to the ground
 To front stick pass to the left and right
 Reverse stick passing – backward and To Combine: 2:0
forwards  Receiving on the front stick is easier than
 Judge distance and speed of passes receiving on the reverse stick
 Over increased distances  Create and hold space to facilitate passing
 Target pushing and hitting for accuracy Positional Play 2:1 and 3:2
 Front stick receiving and then moving to  Task sharing: role of attackers and
the left and right defenders
 Receive a diagonal pass and accelerate  Vision and awareness before passing
 Reverse stick receiving  Receiving in a way that early, quick
 Receiving, accelerating and passing on passing is facilitated
the move  Stationary free hit situation

Scoring:
 From individual scoring skills  A controlled hit leads to safety and
 From combination and passing plays increased accuracy
 From free hits  Awareness of the goalkeeper’s positioning
 Task sharing: rotate attackers and
defenders

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Goalkeeping:
 Stop ball with two feet and kick-clear it to  Clearing the ball quickly gives the
the side attacking team less chance to score a
 Move towards the ball and clear it away rebound
to the side  Movement off the baseline decreases the
attackers scoring angle

Match Situations:  Task sharing – positional rotation

 Attacking and defending teamwork
 Creating space and width

Phase 2:
TECHNICAL EMPHASIS TACTICAL CONCEPTS

Stick Ability:
 To move the ball from the front stick to  To keep ball possession with increased
the reverse stick control
 To move the ball from left to the front,
back and to the right
 Increase the tempo
 Include fakes and dummies
 Flip the ball from the ground
 Flip the ball and catch it on the stick
 One handed stretch action: front stick,
backhand and the jab

Moving with the Ball: 1:1

 To the left and right  The ball carrier must carry the ball on the
 To dodge and pass including reverse stick strong stick side
skills  Accelerate once you have passed the
 Increase the tempo of elimination skills defender
 Change direction  Eliminate outside the reach of the
 Dribbling with the ball, slowing down, defender (turn away, reverse action)
turn out
 Passing past the strong and weak side of The rules for keeping the ball away from a
the defender defender:
 Tackle back on the front stick  Keep the ball moving
 Turn actively away from the defender with
a wide arc, so that the ball remains out of
defensive reach

Combination Play: Pass and Receive To Combine 2:0

 Passing backwards, forward, left and  Make a support lead after giving a good
right pass; this gives team mates a passing
 Pushing and hitting over increasing option and increases the chance to succeed
distances in attack
 Powerful and accurate hitting of a  Handling tempo must be adapted
stationary ball according to the technical abilities and
 Receiving of the ball and passing attention on dangerous play
immediately
 Playing in a triangular shape
 Passing to the right with the reverse stick
 Leading to receive

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  Running in the width and depth with and Positional Play 2:1
without rotations  Lead towards the ball to receive it
 Receiving the ball from different  Create space for yourself to move into by
directions dummying to one side and moving to the
 Passing over a flat stick (slightly raising other
the ball)
 Receiving raised balls on the front and To Combine: 3:0 and 3:1
reverse stick  Always have 2 possible passing options
 Indicate clearly where you want to receive
the ball
 Receive on the front stick side whenever
possible

Positional Play 3:2

 Play to the reverse stick side of the
defender whenever possible

Scoring:
 From individual goal scoring skills  Be aware of the position of the goalkeeper
 From a pass and combinations plays  Variation in the attacking options
 Whilst moving with the ball
 Under pressure (with a player running
back to tackle the ball carrier)
 From a lifted pass
 From a short corner situation
 From a free hit

Goalkeeping
 Moving off the goal line  Advancing off the goal line to decrease the
 Stop ball and kick it to the side scoring angle
 Work the ball away with the stick  Force the attacker to the side of the circle
 Take part in the following games: 5-4; to decrease the chance of scoring
6-5; 7-5 etc.  Organisation of the defence

Penalty Corners:
 Good push out
 Attacking principles
 Defending principles
 Hitter

Match Situations:
Match 4:4
 Emphases on playing wide (one goal/two
goals)

Match 8:8
 Formation: K-3-1-3
 When running with the ball attack the
space
 Keep attacking pressure when taking free
hits – Play the ball forward
 Cooperation between the defending and
attacking triangle

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Eight-a-side hockey is played on half a field. The K-1-3-3 is the preferred formation (Fig 4) and consists of
three different lines of players:
 A first line of three players consists of three strikers: left striker, center striker and right striker;
 A second row of four defensive players: left defender, central defender, right defender and a free
defender;
 A goalkeeper.

An adaptation that can be made is to play the free defender in front of the central defender (Fig 5). Thus the
formation changes from K-1-3-3 to K-3-1-3.

Figure 4. Figure 5.

When in ball possession, the ball side defender’s role is to make connections with the striker line, while the
players on the non ball side (help side) must drop and provide cover defence.

The K-3-1-3 will highlight the functioning of the central defender and the free defender. When the team
does not have ball possession the free defender will help the midfield disrupt the attack of the opposition.
The central defender has to fill the middle of the field to help with the defending.

When the team does have possession of the ball, the free defender links up with the first line (strikers) and
supports them with attacking combinations.

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 Figure 6 Figure 7

An important task of the free defender when they don’t have possession is to give backup cover to the
remaining defenders.

Another variation is the K-1-3-3 (Fig 6). This formation is played with a goalkeeper, the free defender
(Sweeper), three defenders and three attackers. The free defender gives cover to the defenders.

Teaching them to stretch the field in the width, will create space in the depth of the field. The attacking and
defending penalty corners will add new elements to the match.

The field is small and the tactical task load and variations are simple, hence the children will always be
involved in the game and will be involved in the game with and without the ball. All players must get the
chance to play in all the different positions which will increase their knowledge of the game.

The progression from the six to the eight-a-side hockey ensures that they progressively learn the technical
and tactical side of hockey. They also learn how to function as a team and thus the foundations are laid for
the much more difficult eleven a side game.

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 Important Characteristics of a Training Session

The players in this category require sound technical feedback. This is the most important age group for
personal development and it is at this stage that the foundation is laid for a possible career in hockey.

Technique:
 The motor learning capacity of the player improves fast, so technical skills are learned thoroughly and
rapidly
 Players will advance from basic skills to being able to execute them in a more advanced environment
 This stage of development is the perfect phase to learn technical skills
 The foundation is laid for the hockey specific technique control
 Basic techniques are initially performed at a relatively high tempo, and then attention must be turned to
refinement and advancement of the technique

Tactic:
 These children think very rationally and work with concrete instructions
 Observation is the basis for information processing and this aspect aids the motor learning process
 Understanding tactical aspects of the game is important
 All players must learn how to play different positions in the starting line up

Learning Condition:
 Coaching sessions must place emphasis on progression of skill
 Attention must be placed on making the exercises more difficult to enhance agility and coordination aspects

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1.1 8 vs. 8 (1/2Field)
What does the field look like?

What are the game rules?

Eight a side Hockey

The game rules of six and eight-a-side hockey are the same

Playing Field
The dimensions for the field are half a normal hockey field. Use the part of the field between the
baseline and the half way line.

Goal Box
Every team has one goal box (normal goal boxes). If there are no goal boxes available beacons can be
used as a substitute.

The Goal Area

The goal area is a circle ahead of the goal box.

Teams
A team consists of a maximum of seven field players and one goalkeeper. Substitutions are
encouraged.

Match Duration
The duration of the match will be 2 x 30 minutes with a half time of 5 minutes.

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