Hockey Sticks, Pucks, Cones, Goals, Protective Gear (for eyes, shins, etc. - as needed)There are a variety of hockey sticks - wooden, plastic, and foam-coated. Pucks can be slow or fast-moving, soft or hard, balls can also be used. Choose the objects and equipment that allows for safety and best fits the ability levels of your students.

1. Students will show ability to track an object to their hockey stick blade.
2. Students will be able to contact the object and control the direction of the of the object.
3. Students will show understanding of basic vocabulary associated with the Hockey skills including: parts of the stick, cues for: dribbling, passing, Shooting, goal keeping and ragging.
4. Students will be aware of appropriate time to use each skill during floor hockey play.
5. Students will be able to cooperate and communicate with team members.
6. Students will demonstrate knowledge of floor hockey game rules including: Face Off, Offense, Defense, Forwards, Backs, Goal Keeper, etc.
7. Students will demonstrate competency of skills so that an enjoyable and safe game can be played.

Have students practice skills with a partner or as part of a small group prior to gameplay.Walk students through the game using a demonstration group, asking questions asthings happen during play. If available, watch a video that demonstrates game play.

Review techniques for skills - when they are used during game play. Check to see if any students have played floor hockey, ice hockey, field hockey, or rollerblade hockey in an organized manner before.

Today's activity to will be a Floor Hockey Game. Use the gym area and set up two goals for each game. Allow enough space in the playing area to give students a chance to move and stop under control. Set up an area in front of each goal as a designated goalie box - it is an area designed to protect the goalie; no one except the goalie may touch the puck inside that area. Basically there are 6 students on each side - 3 in the front (forwards), 2 backs (defenders/fullbacks) and one Goalie (the only one allowed in the goalie box).

• Following the face off (center forwards turn their blade in the direction of their goal and touch-tap three times
• touch the floor, tap opponent's blade three times). After the third tap, both can go after the puck and play begins. Teams try to pass and maneuver the puck to the opponent's side and shoot into the goal to score.
• If a goal occurs, play continues with a face-off that students re-organize so that little time is spent setting things back up. (It is best to have enough playing area for all to participate, but if not, teacher can allow a designated time for play
• clock runs continuously - before rotating games.)
• Students can hit the puck off of the wall and anticipate a rebound to themselves or to another player.
• If a violation occurs, teacher should quickly stop play and remove to an area the player that caused the infraction. (If many violations occur, stop games and have students review and practice skills properly, discuss and review rules of play, and/or set up an alternate activity where play can be broken down and observed more carefully.) Do not let an unsafe or overly aggressive situation continue.
• Teacher should recognize and point out teamwork, positive comments or peer coaching, proper use of skills
• Play can continue for time, until one team scores, or in a round-robin tournament- Teacher can work with students to designate zones for each position

1. Goalie is allowed in Goalie box, can leave the area, but cannot go past half-court
2. Backs - not allowed in Goalie box, can go up to half-court - role: defender, pass puck to forwards
3. Forwards - once puck is in play, forwards cross mid-court and must stay on opposite side in an effort to score. May not enter opponent's goalie box to touch the puck. Role: offensive player, shooter
4. Center forward option - center may also be called the "rover" and can move on either side of the court.- Small games can be organized, say 3v3 using less space and allowing more movement throughout the court.

• Observe students and watch for violations: high sticking, tripping, checking (aggressive bodily contact), etc. If too many violations occur, stop the game.
• Watch to see that students are using and applying skills appropriately during game play situation. Classmates can help to assess activity.

Review rules of play; Check for understanding; Allow time to discuss "how the game went" Was the game enjoyable? How did your team do? Did you work together? What happened when the game was over? Did the class react in a positive way, demonstrating good sportsmanship or did they brag and argue? (If the behavior was not positive, review skills, rules of play, and re-evaluate readiness for a somewhat "competitive" situation.)

• Designate areas for students to play for each position.
• No score is an option - but students should be aware of when a point is awarded and when to face-off again.
• Teacher can have a group of students record classmates efforts and observe, referee, or help with rules of play. (especially if class size is large)
• More than 6 students can play on a side - either rotate them in, or make teams slightly larger, but not too large.
• A practice area can be set up for students that are not ready to apply skills to a game-play situation.
• Use an object that best fits the comfort and ability of players (ball or puck, slow or fast-moving).
• If necessary, set up more than one game of different levels and let students choose which best fits them - Training - Recreational - Challenging.