1

HockeyTHE ROYAL MARINES

2

CONTENTS

While all the contents are copyright, permission is given to photocopyand distribute any extract for educational purposes only.

Prepared for The Royal Navy in association with the English HockeyAssociation and produced by Education and Youth Limited, London.

If there is any support you feel The Royal Navy can give regarding thisproject please contact 0870 333 0423.

Acknowledgements

These notes were compiled by Carl Ward – the former AEWHADirector of Coaching with the assistance of:Mike Hamilton, former HA Director of CoachingJean Macheath, the former Chairman of the Southern CountiesWomen’s Hockey Association Coaching Sub-CommitteePam Parker, former Chairman of the AEWHA Umpiring CommitteeSandra Wickham, former Head of Girls Games, Taunton School,SomersetJohn Brewer and Jackie Davis, FA Human Performance Centre,Lilleshall NSCStephen Barlow, now EHA Competitions and Events Manager (formerHA Competitions Secretary)Daphne Chin, the former AEWHA Coaching SecretaryP Edwards M.A., Technical EditorUpdating of these notes was undertaken by:Simon Fairhall, EHA Youth Development ManagerJane Nockolds, EHA Umpiring Development ManagerSandra Wickham, former Head of Girls Games, Taunton School,Somerset

Student Notes Teacher Notes

KEY TO THE DIAGRAMS

X

X•

ATTACKING PLAYER

DEFENDING PLAYER

CONE OR MARKER

MARKER FLAGS

ATTACKING PLAYER WITH BALL

(ALSO ILLUSTRATED AS A•)

PASS OR PATH OF BALL

PATH OF PLAYER MOVING WITH BALL

PATH OF PLAYER WITHOUT THE BALL

SHOT AT GOAL

POINT OF TACKLE

POSITION OF STICK

GOALKEEPER

UMPIREU

GK

MESSAGE FROM THE ENGLAND HOCKEY ASSOCIATION 3

INTRODUCTION TO THE MODULE 3

SKILLS DEVELOPMENT SHEET 4

UNIT 1 INTRODUCTION TO HOCKEY 5

UNIT 2 TECHNIQUES AND SKILLS 7

UNIT 3 SYSTEMS AND FORMATIONS 28

UNIT 4 UMPIRING AND OFFICIATING IN HOCKEY 30

UNIT 5 SAFETY IN HOCKEY 32

UNIT 6 PHYSICAL CONDITIONING 33

UNIT 7 MENTAL PREPARATION 34

UNIT 8 HISTORICAL BACKGROUND 35

UNIT 9 STRUCTURE OF THE MAIN COMPETITIONS IN ENGLAND 37

UNIT 10 CURRENT ISSUES 39

UNIT 11 AWARD SCHEMES 40

USEFUL ADDRESS AND READING LIST AND REFERENCES 41

3Message From the England Hockey Association

The EHA are dedicated to the development of hockey in schools, and assuch are delighted to be involved in a project aimed at supporting theefforts of teachers in preparing students for public examinations inphysical education.

By its very nature the module can only provide the broadest guidelines,but, where relevant, reference is made to more extensive materials.

It is important to note that the approach to teaching hockey adopted bythe association is contextual, ie with the game as the focal point. Theemphasis is placed on understanding the importance of applyingtechniques and skills within the game and not acquiring them as endsin themselves.

Introduction to the Module

Module Objectives:

Students will be able:

– to demonstrate the ability to apply the techniques and skills relevantto their level or performance within the context of the game.

– to show an understanding of, and ability to play and officiate withinthe rules of the game (hockey).

– to be aware of the structure and function of sport nationally andinternationally.

– to understand and apply the theoretical knowledge which underpinsthe game.

Method:

Teachers should:

– create a learning environment to assist the students to understandhockey by adopting a “games based” approach.

– introduce the techniques and skills as they are required to improvegame performance.

– create an atmosphere which is enjoyable, stimulating andchallenging.

4

Name of Module Hockey

Basic Skills Control of ball, running with ball, dribble, dodge, pass, receive, create andconvert opportunities (page 6)

Game-play Skills Attack: Control of ball, dribbling, dodging, passing, receiving,creating and converting goal scoring opportunities.

Defence: Marking, delaying, channelling or closing downopponents; intercept, tackling and preventing or delayingshooting opportunities or effective goalkeeping (pages 8-27).

Tactical Skills In Attack: Possession, speed, support, penetration, organisation,width and mobility (page 28 onwards).

In Defence: Depth, delay, balance, concentration, organisation,security and speed.

Systems of play: Free hits, penalty corners, restarts and set piece play, hitin from side line.

Training Skills Endurance, strength, flexibility, speed, mental preparation (page 33).

Rules Starting play. How a goal is scored. Restarting play after a score. Penalties forbreaking a rule. Preservation of fair play (page 30).

The beginning stage of learning Hockey is the exploratory phase, wherethe player is attempting to learn the correct sequence of movements ofall the basic skills e.g. dribbling, passing, dodging. A number of errorsmay be made and players will need feedback to recognise and correctthese errors.

During the intermediate stage the basic skills will be performed moreconsistently, timing and anticipation will improve, although skills maybreak down under pressure in a game situation.

At the advanced stage all basic skills are automatic and a player willconcentrate on more advanced and detailed aspects of the skills andtactics required in the game e.g. taking penalty corners.

Skills Development Sheet

5UNIT 1

Introduction to Hockey

Hockey, so called because of the hook of the stick with which it isplayed, is of considerable antiquity and like many other sports can traceits origins to early civilizations.

Hockey today is a truly international sport, having Olympic recognition.It is a game which is played in over 80 countries involving all thecontinents of the world.

Modern hockey, played on artificial turf pitches, is a fast, excitinginvasion game requiring high levels of skill, tactical awareness andmental and physical fitness. As such it is ideally suited for the physicaleducation curriculum. It can be played indoors or outdoors and isplayed equally well by both sexes. The development of Mini Hockeymeans that players can start the basic skills at a very early age.

Providing common-sense rules are observed, hockey is a very safesport and the basic skills and drills may be practised with minimumsupervision either individually or in small groups.

The recent successes of hockey are a direct result of a well organiseddevelopment structure which allows staff and students to move intoand progress in playing, coaching, umpiring and officiating through aseries of tests and awards.

While it is essential that students are proficient in the basic techniquesand skills necessary to play the game it is vital that all teaching takesplace in such a way that links between skills and the game arereinforced. Therefore, teaching in context i.e. in such a way that a playernot only knows what he/she is expected to do, but understands why he/she is doing it, is the recommended method.

Understanding HockeyTo aid understanding hockey may be sub-divided into the following fiveunits:

1. Phases of the Game

Expressed very simply these are:

• Attacking

• Defending

2. Styles of Play

Each phase demands an individual style of play, for example:

• Attacking phase – fluid, expansive and creative

• Defending phase – disciplined, organised and secure

3. Principles of Play

The two phases also dictate the principles of play:Attack:possessionspeedsupportpenetrationorganisationwidth and mobility

Defence:depthdelaybalanceconcentrationorganisationsecurity and speed

64. Zonal Priorities

In terms of where on the field to apply the above there are optimumareas:

•

•

Figure 1.1

Attacking Zone

Speed, penetration, creativity

Build Up or Consolidation Zone

Possession, control, deception,construction

Defending Zone

Discipline, safety, organisation,speed

To perform effectively in the full game players must have anunderstanding of the objectives, style and principles of play required ofthem during the different phases of the game and in different areas ofthe pitch.

5. The Skills of the Game

Most importantly, effective team play is dependent upon individualplayers applying the appropriate techniques and skills in the gamesituation. These may be summarized as:

In Attack

• Control of and composure on the ball

• Ability to run with the ball

• Ability to dribble and dodge

• Ability to pass

• Ability to receive a pass

• Ability to create and convert goal-scoring opportunities

In Defence

• Ability to mark

• Ability to delay, channel and close down opponents

• Ability to intercept and tackle

• Ability to prevent and deny shooting/goalscoring opportunities

• Effective goalkeeping

Successful hockey is a blend of the above performed in a cohesivemanner by a team working as a unit.

7

Figure 2.1

UNIT 2Techniques and Skills

In a work of this size the objective is not to provide comprehensivecoverage of every facet of the game, but to provide the essentialguidance for teaching the game to GCSE level or equivalent.

For those requiring greater detail, further information may be found inthe recommended reading at the end of the book.

The approach adopted in this book is not of working on individual skillsand techniques in isolation, but of presenting them in such a way thatthey link into meaningful units within the context of the game. As withall skill teaching, the work should be adapted to suit the age and stageof the learner.

In the game of hockey there are three basic factors which underpin theskills of the game:

The Grip

Footwork

Vision

The Grip

Mastery of the grip (see Figure 2.1) is an important element in theacquisition of the skills of the game, and it should be introduced early inthe learning process:

• hold the stick with the left hand at the top

• the thumb and forefinger form a V down the back. This shouldensure that the hitting (flat) surface faces the ground

• the right hand is a third to half way down the shaft

• the left hand controls the rotational movement of the stick

• the right hand provides support and additional control

Footwork

Efficient footwork will increase a player’s control and mobility, and willenable him/her to create time and space when under pressure.

Vision

An overview of what is happening on the pitch is essential when incontrol of the ball. Vision and ball position are closely linked:

• ball in front and slightly to the right with the upper body inclinedforwards = GOOD VISION

• ball too close to the feet with the body over the ball = REDUCEDVISION

N.B. In close control clear vision and maximum awareness are keyfactors.

Attacking Play

Notes for Guidance

In the early stages of learning wherever possible players should have aball each. All techniques and skills should be developed logically,increasing in both difficulty and pressure to simulate the gamesituation. However, developments must always be introduced graduallyand with care, and only when the students are ready to move on.

There are three key aspects to attacking play:

Control of the ball tight controlrunning with the balldribble and dodgefeint or dodge

Passing the ball the Hitthe Pushthe Reverse Stick Pushthe Slapthe Flick

Receiving the ball stationaryon the moveopen stickreverse stick

N.B. It is vital that when held in both the open and reverse stickpositions the grip must feel COMFORTABLE.

8Control of the ball

Control and composure areessential when attempting toretain possession of the ball inthe game.

Control of the Ball 1 – DevelopingClose Control

Objective: to develop control ofstick and ball, linked to agility,balance and awareness.

Developmental Stages

Using a specified area, forexample 23m area of the pitch(see Figure 2.2) develop the skillin the following stages:

1. Students move freely in thearea propelling and stoppingthe ball in a controlledmanner.

2. As above, but after stoppingthe ball move it backwards orsideways before acceleratingforwards again.

3. As above, but after pullingball sideways or backwardslift it forwards gently over animaginary barrier (e.g.opponent’s stick) trap it onthe ground with the stickbefore accelerating forwardinto space.

Figure 2.2

4. Reduce space and time. Forexample, use half the 23marea, or alternatively the areawithin the shooting circle.

5. Introduce the opposition andcompetition.

Repeat Tasks 1, 2 and 3 but thistime allow each player to tackleor dispossess the others aroundhim/her.

6. Repeat the above, but askplayers to avoid beingdispossessed for 30 secs,then 40 secs, then oneminute.

Teacher Checklist

While the students are working itis important for the teacher toobserve, analyse, correct,reinforce and provide thefeedback necessary for learning.

It is not possible to provide allthe observation points which arerelevant to this work, but staffshould develop an observationchecklist which should cover thekey areas. For example:

• the grip

• the use of the correct side ofthe stick

• the relationship betweenstick and ball

• the use of the feet

• the relationship between feetand body position

• the relationship between thebody and the stick

• timing

• awareness and vision

• use of space

• relationship with theopposition

• relationship with other teammembers

In the context of this work theabove will be used as generalguidelines for staff to apply whenobserving and assessingperformance.

For more specific teaching pointsreference should be made tovarious texts listed at the end ofthe book.

Control of the Ball 2 – Runningwith the Ball

The modern game demands thatgood hockey players are alsogood athletes who are able to runefficiently and well.

As with other techniques thisrequires practice and shouldinclude running backwards,sideways and forwards and varyfrom jogging through striding tosprinting.

Running with the ballencompasses a number oftechniques and requires the

player to carry or propel the ballwith the stick but without anyexaggerated or complexmovement of stick and ball.

Running with the Ball

Objective: to develop the ability torun at speed with the ball undercontrol, and to scan play in orderto select the next move or option.

Basic Technique

• hold the body as near uprightas possible

• hold the stick with the lefthand at the top and righthand a third of the way downthe shaft

• stick and ball out in front andslightly to the right of thebody

• good balanced footwork

• scan ahead to read thepattern of play

Players must learn to recognizewhen they should pass and whenthey should run with the ball.Both skills require close control.

Developmental Stages

Using an area as described inFigure 2.3

Figure 2.3

1. Run forward at speed fromline A to line B keeping theball under tight control andtrying to look at the lineahead as often as possible.

•

X

X

X

XX

XX

X

X

X

X

X

A B

9

X

X

X

X

X

X

X

X

“Up” “Down”

“Left” “Right”

Figure 2.4

Teacher Checklist

Stick gripcontrolcorrect face

Body correct postureappropriate use of footwork

Ball relationship to body and stickwhile running at speed

Vision ability to look up and scan playing area

Reactions speed of response to signal

3. Run forward in a curvingpathway using the open stickonly to control andmanoeuvre the ball. (SeeFigure 2.5)

Figure 2.5

4. Introduce cones to createpressure of time and space.(See Figure 2.6)

Figure 2.6

2. Repeat Task 1 but this timethe player with the ball isrequired to look for andindicate (vocally) where his/her partner’s stick is beingheld. As shown in Figure 2.4

N.B. Initially the player with theball should be required to spotno more than three signs over a23m distance.

10Control of the Ball 3 – Dribblingand Dodging

Dribbling is a logical extension ofcontrolling and running with theball. A player should dribble to:

• draw and beat a defender tocreate an extra player

• draw a defender out ofposition and release acolleague into that space

• penetrate the opposingdefence

• create a better position tomake a pass, shot or escapethe attention of an opponent

• get himself/herself and his/her team out of difficult anddangerous situations indefence

The Indian Dribble

This is the basis of all stick work,and mastery allows the player todevelop more complex skills.

Technique

• the ball is tapped or draggedfrom left to right

• the hands and wrists roll

• the left hand controlstwisting and rotation

• the right hand generates thepulling and pushing actionand provides control andstability

Young players should learn thisskill while stationary, and oncethis is mastered move on towalking, jogging and running atspeed. (See Figure 2.7)

Figure 2.7

11

X XFigure 2.10a Figure 2.10b

Repeat exercise to the right

Figure 2.8

3. Move forward – walking,jogging, running – pulling theball left and right but wide ofthe line of the feet andshoulders. This activity canbe performed with markercones laid out. (See Figure2.9)

4. Using a barrier of cones as inFigure 2.10a, move forwardusing the Indian dribble. Atthe barrier drag the ball wideto the left before dribblingforward again. Repeat to theright as in Figure 2.10b. Theabove may be developed by:

• increasing the number ofcones

• varying the placing of cones

• replacing cones with passivedefenders

• replacing passive with activedefenders

It is important that the drag ofthe ball is outside the body line,and the player has to reach forthe ball on both sides of the bodybefore dribbling forward again.

2. Move forward – walking, jogging thenrunning – moving the ball left and rightwithin the line of the shoulders.

Dribbling and Dodging

Objective: To develop the player’s ability to move the ballsmoothly and continuously from open to reverse stick andback with control and speed.

Developmental Stages

1. Stand with feet shoulder-width apartStart with ball in front of the right footPull the ball across to the left footStop it with the reverse stickPull it back to the right foot. (See Figure 2.8)

Figure 2.9

12

Figure 2.11

Figure 2.12

Teacher Checklist

Stage 1Grip check use of left hand

is the right hand providing support?

Ball are stick and ball in close contact?is it drawn equal distance to left and right?

Stick check the use of the full face of the stick

Stage 2as above, but check ball always under control

Stage 3Ball is it moved consistently wide of the feet?

is control maintained?is momentum maintained by having the ball in thecorrect position?does the position of the ball enhance overallvision?

Body is the movement equally smooth and controlledon both sides of the body?

Stage 4Rhythm and timing does the side step and transference of weight

coincide with the drag left?is the rhythm and control of the basic dribblemaintained on the wide drag?is the speed of the forward movement maintainedafter the wide drag left?

Footwork is the correct foot used to help the player changedirection?

Stickwork is the drag at right angles to the path of travel?is the wide drag left performed at the rightdistance away from the barrier?

N.B. There is a further variation of the dribble, viz. the Reverse SideDribble. In this only, the LEFT hand is used to control the stick and theball is pushed ahead intermittently. (See Figure 2.11)

13

Figure 2.13

A

B

N.B. The essential elements are:

• control, composure and confidence

• commitment and deception (feint, dummy or dodge)

• rapid change of direction and speed

• timing of movements

• good balance

• knowing what’s ahead (scanning)

• sound dribbling skills.

• transference of weight

Although a considerable amount of time should be devoted to acquiringthe techniques and skills required for beating an opponent in one-to-one situations it must be stressed that “the best way to beat anopponent is by passing the ball around or past that person”.

All progressions must be monitored and adjusted as necessary toachieve the desired outcome: a well balanced, skillful team.

Passing the Ball

Passing is often described as the “building block of team play”, andmany coaches agree that “if you can’t pass you can’t play”.

A pass involves two players – the passer and the receiver. It alsoincludes a number of other elements which influence and affect theoutcome. The most important element is for the passer and receiver tobe in harmony. It is therefore imperative for players to learn to pass andreceive the ball early in their playing careers so that they can recognizeand exploit the options open to them in the game.

There is an ABC of passing:

A – the player must be AWARE of the positioning of his/her teammates and opponents

B – the player must be BALANCED

C – the player must have CONTROL of the ball.

Additionally, knowing:

WHEN to pass or WHEN to hold = READING THE GAME

There are five major passes used in the modern game:

• the Hit

• the Push Pass

• the Reverse Stick Pass

• the Slap

• the Flick

Developmental Stages

1. Use the layout as illustrated in Figure 2.13

• Player B stands between two cones 5m apart

• Player A dribbles towards B

• As A approaches tackling distance, B places stick to right or leftbetween self and cone

• A dribbles towards stick and at last-minute changes direction,dragging the ball on the other side of B, and on through the spacebetween B and cone.

Repeat five times and reverse roles.

2. Widen the gate and allow player B to tackle (B is now an activedefender).

The attacker (player A) must decide on the way in which he/she is goingto draw, commit and eliminate the defender.

Teacher Checklist

Outcome – is the defender forced to move to cover the intendedpath of the attacker?

Awareness – does the dribbler look for the stick signal?

Timing – is the timing of the change of direction correct?

– does the dribbler accelerate past the defender afterbeating the opponent?

– is the timing and choice of evasion skill correct?

Footwork – does the change of direction eliminate the defender?

Decision – does the attacker (A) dribble at the defender (B)Making decisively?

– does the attacker accelerate into the space left by thedefender if he/she is not drawn across to cover thegap?

Ball – have the ball and body been correctly positioned inControl relation to the defender before and after the dodge?

If the attacker’s technique and skills are not good enough to allowthem to exploit the right option, identify which component of theskill needs improving and return to previous practices.

Control of the Ball 4 – Feint orDodge

Feinting or Dodging

Objective: to use a last-minutechange of direction to make theopponent commit him/herself tocovering the wrong move.

Basic technique. This is acombination of co-ordinatingbody, stick and ball. (See Figure2.12)

14The Six Basic Passes

Figure 2.14 Grip for the hit

Pass Grip Footwork Action Where to use

Hit Both hands together at thetop of the stick

Player steps into actionon the left foot

Left leg and shoulderpoint into the shot. Bodyupright, knees slightlyflexed. Sweeping actionof stick around the body,hips to come through.

To make long passesShooting at goalFree hitsCornersHit-ins

Push Hands apart As above As above but bodycrouched and knees bent

As above but mainly tomake short, accuratepasses

ReversePush

Hands slightly apart. Toeof the stick turned down

Body weight transferredfrom left to right foot

The ball is released closeto the right foot

Played square or behindsquare over shortdistances

Slap Hands apart As for hit or push Sweeping actionTransfer weight into theshot from right to left foot

To play long powerfulpenetrating passes andquick shots at goal

Flick Hands apart As for hit or push As above. Knees bent atstart of action

To pass over anopponent’s stick or pronegoalkeeperPenalty strokes

A longer distance flick isused to get behinddefence, or to get out ofdeep defence

The Hit

The hit is used for passing theball quickly over long distance,for shooting at goal and whentaking free hits, corners or hit-insfrom the side line.

The grip used for hitting isdifferent from that used forpushing, slapping or flicking. It isthe only time when both handsare brought together at the top ofthe stick. (See Figure 2.14)

Note how the player steps intothe stroke with his left leg andshoulder pointing in the directionof the hit.

15The Push

This is the most commonly usedpass, which while it lacks speed,is effective in terms of accuracy.(See Figure 2.15)

The grip for the push – seeFigure 2.1 on page 7.

Figure 2.15

The Reverse Push

Most effective when passingfrom left to right over a shortdistance, and frequently playedsquare or behind square. (SeeFigure 2.16)

Figure 2.16

The Slap

Similar to and used almost asoften as the push. Thetechniques involved are similar,but while the push is mosteffective over short distances theslap can be used to make long,powerful, penetrative passes.(See Figure 2.17)

Figure 2.17

Note how the ball is releasedclose to the right foot andthat the power for the pass isgenerated by the right hand.The grip for the reverse stickpush clearly shows theposition of the hands on thestick.

Note the distance of the stick from the ball at the start of the movementand, once again, how power is added to the pass by transferring thebody weight from the right to the left leg.

16The Flick

This can also be seen as anextension of the push. It is usedto lift the ball into the air, eitheras a long overhead pass or ashort pass – or shot at goal overan opponent’s stick or pronegoalkeeper.

The grip and body position issimilar to those used for thepush, although the ball is oftenpositioned well in front of the leftfoot. (See Figure 2.18)

Bending of the knees at the startof the action, and thenstraightening them helps give theball lift.

Figure 2.18

Receiving the Ball

In any team game in which passing is involved it is essential for playersto be able to receive and gain the instant control of the ball which willcreate extra time.

Receiving

• the stick face used will depend upon:

where the ball is received

what action is to follow

• on receiving the ball a player may:

stop the ball dead

bring the ball under control to pass, dribble, or shoot

• a player may receive the ball while:

stationary

on the move

Whichever of the above is the case it is vital that this skill is performedin the minimum time.

Figures 2.20 to 2.23 illustrate clearly the different aspects of receivingthe ball.

The grip on the stick on impact is important – relaxed grip will helpcushion the ball and bring it under control for the next action.

17

Figure 2.20

Figure 2.22

Using an upright stick to receive theball on the reverse stick side.

Figure 2.23

Using a flat reverse stick to receive the ball. Whether receiving with an upright or flat stickyou will notice that the grip on the stick is similar. The ball is received in line with, or closeto, the left foot, and the stick face is angled towards the ground in order to trap the ball.

Figure 2.21

Receiving with an upright stick (see Figure 2.20) or a flat stick (seeFigure 2.21). In both instances note that the grip is similar. Theball is received in line with, or close to, the right foot, and the stickface is angled towards the ground in order to trap the ball.

18Integrated Team Skills

Acquisition of the above skills isvital for effective performance inthe game. However, in teachingthe fundamentals of hockey,emphasis should be placed ondeveloping these skills in anintegrated way. This involvesteaching not only how the skillshould be performed but when,where and why it should be usedand how it can be linked withother moves and skills.

The presentation of the skills ofthe game by this method is vitalfor the development of thestudents’ understanding andappreciation of the full game.

Where possible, the skills shouldbe practised in game-likesituations with the degree ofdifficulty being graduallyincreased until practice is atmatch pace.

To do this the teacher will needto:

• reduce the time in which theskill is performed.

• reduce or increase the spacein which the skill isperformed

• introduce and increase thenumber of opponents

This is illustrated in Figure 2.24below.

A•B

An example of how to shift from isolated to integrated is shownbelow.

Figure 2.25 illustrates the traditional Isolated practice

Figure 2.25

An example of how this might be developed in an integrated wayis illustrated below. (See Figure 2.26)

AB

C

•Figure 2.26

The above illustrates a triangular formation where the ball ispassed, received and passed on again as it might be in the game.

Developmental Stages

1.Using Figure 2.27 as the basic formation develop the skill asfollows:

Figure 2.27

• A passes to B who receives and control the ball• B controls ball on the open stick side• passes to player C who repeats the exercise

Work first clockwise and then anti-clockwise

•AB

C

2. The following variations canchange the nature of thepractice significantlyrequiring the players toperform different skills butstill in an integrated fashion.

Moving the ball clockwise playerscan be asked to:

• receive the ball using reversestick only

• pass with the open stick

• receive on the open stick sideand pass using the reversestick

3. Change the distance betweenplayers

• suggest using the hit, slap orflick pass

• vary the methods of receivingand controlling the ball

4. Time stress can be added

• use two balls or

• play one touch to control anda second to move it on

5. Opposition stress can beimposed

• introduce a passive opponent

• introduce a semi-activeopponent who can interceptpasses but not tackle theplayers in the grid

Time

Single ball practice

Multiple ball practice

Increase ball speed

Reduce no. of touches

Increase no. of repetitions

Stressors

Space

Increase distance betweenplayers

Reduce grid size

Increase no. of obstacles

Vary grids and obstacles

Opponents

Passive opposition

Semi-passive opposition

Active opposition

Conditioned/small team game

Full game

Figure 2.24

19• Player A moving before the

ball is passed to B, who thenpasses to C

A

B

C

•• Player B moving to receive

the ball from A, and thenpassing to C

AB

C

•

• All players moving beforeand as the ball is passedfrom A to B and then to C

AB

C

•

Introduce obstacles/opposition

3. The sequence is nowrepeated with Player B beingrequired to move to the openor reverse stick side of theopponent/obstacle and thenpassing to C

A

B

C

•• Introduce an opponent and

repeat with opponent who ispassive, but slowly becomesmore active

• Use variations in whichplayers A, B and C moveseparately and/or together tocreate game-like situations

Further Developments

Players A and C pass andreceive the ball moving into avariety of positions. Player Bcan receive and give the ballto left or right. B has tocollect the ball, keep it undercontrol, and give the nextplayer an effective pass

* Definition – An effective passis one which allows thereceiver to do somethinguseful with his/her first touch

Teaching Points

Integrated practice requires eachplayer to have a turn at the focalpoint in the practice (position Bin the sequence) e.g. player Bhas ten turns and then changesplaces with player C. After tenturns player C changes withplayer A and so on.

Remember it is the player at thefocal point who is receiving theintensive practice.

The ideal is six to twelve balls foreach group but if only one or twoballs are available, insist that theball is returned to the player atpoint A to start each sequencecorrectly.

Once players get used to therequirements of these integrated

practices they will assist andmake positive contributions tothe observation and correctionprocess within each task.

The teacher can vary the distancebetween A, B and C dependingon:• the ability of the players• speed of progress• the technique required

(e.g. passing – using push,hit, flick, etc. or receiving –using open or reverse stick)

The above is only an introductionto the integrated approach.Further details of more advancedwork may be found in the textscited at the end of this book.

Further Progressions

Sequences related to attackingplay

The practice can be developed tomake it more game like with:

1. Player B receives from A onthe rightControls the ball beforepassing to C

A

B

C

•The above can simulate:

• inside right receiving a passfrom a right half and passingto the right wing

• inside left receiving from acentre half and passing to thecentre forward

• a centre half receiving from aright back and passing to theinside right.

2. The sequence can berepeated with the followingvariations:

• Player C moving to receivethe pass from B

A

B

C

•

20Shooting and Goalscoring

All players enjoy scoring goals.The skill of goal scoring is likeany other. It is a combination ofphysical skill and speed ofdecision making.

Objectives

• to develop an effectiveshooting technique

• to develop an understandingof how to create and convertgoalscoring opportunities

Good strikers not only know howto shoot but also when andwhere to shoot.

Remember

• a player not in the bestscoring position should layoff the ball to a better placedteam mate

• all shots at goal should be ontarget

• if saved the rebounds canlead to secondary strikeopportunities

• follow up shots on goalGoalscoring opportunities do notalways occur in ideal positionsand teachers should stress theimportance of:• concentration• sound technical ability• taking advantage of half-

chances• chasing “lost causes”• getting on the end of crosses• picking up deflections• collecting passes that arrive

at different heights andangles

• making a shot on goal in theminimum of time and space

Top goalscorers have the desire,determination, courage andcommitment to have a go.

Developmental Stages

1. Work as illustrated inFigure 2.28.

• the player must collect a balltwo metres from the top ofthe circle

• dribble it through gate one atthe top of the circle andshoot

• on completing the first shotreturn to the starting gate

• collect another ball, dribbleto gate two and repeat theskill

•

•••• • • •••• • •

Figure 2.28

•

A (feeder)

B

•••• • • •••• • •

Figure 2.29

4. Introduce targets in the goal(See Figure 2.30). Conesplaced one metre from thegoal posts to form targets forthe striker to shoot at.

5. Introduce a goalkeeper whoeither stays on the line oradvances, depending on thecondition imposed. (SeeFigure 2.31)

• continue until a shot is madefrom gate six

Repeat sequence as requiredusing a hit, push, slap or flick.

Teacher Checklist

• is the ball under control asthe circle is entered?

• is the player’s approach workand preparation correct?

• is the ball correctlypositioned when the shot ismade?

• is the shot made as soon asthe ball enters the circle?

• is the correct techniqueused?

• does the player look andselect target beforeshooting?

2. Work as in Figure 2.29.

• A feeds the ball to B whocollects it just outside thecircle opposite gate one

• B dribbles into the circlethrough gate one and shoots

• after shooting, B returnsoutside the circle oppositegate two

• A passes again to B whocollects the ball movesthrough gate two and shoots

• B continues until all gateshave been negotiated

3. Add the condition of “twotouch” on player B

• first touch to receive andmanoeuvre

• second touch to score

1m 2m 1m

Figure 2.30 Figure 2.31

21Teacher Checklist

As before, but additionally check:

• the quality of the feeder’spass – does it assist thereceiver?

• can the receiver (B) gainpossession and control fromany angle?

• does B look before shooting?

• does the striker check thegoalkeeper’s movementsprior to shooting?

• does the player react to thegoalkeeper’s action?

Defence Play

Attackers and defenders havedifferent objectives within thegame:

Attackers – keep possession aslong as possible

Defenders – prevent thishappening and regain possessionin order to initiate an attack

The three vital skills used indefensive play are:

• intercepting

• tackling

• marking

The main purposes for whichthese three are used are:

• intercepting badly-timed andmisdirected passes

• attempting to dispossess anattacking player who is still inpossession of the ball

• to exert maximum pressureon the attackers

Intercepting

Requires:

• accurate reading of the game

• anticipation of opponents’moves

• accurate and tenaciousmarking

Advantages:

• intercepting does away withthe need to tackle

• intercepting can result inclean, good qualitypossession

• provides a launch pad forquick effective counter-attacks

Failed interception requires:

speedy repositioning in orderto:

• channel

• shadow

• close down the attacker todispossess with a tackle

Tackling

Key Objective:

• regain possession of the ball

N.B. It may sometimes benecessary for a tackle to be usedto put the ball out of play in orderto allow the defending team toreorganise.

All players must be able toexecute all types of tackle

There are three main tackles:

• jab tackle

• open stick tackle

• reverse stick tackle

The main points to rememberwhen tackling are:

• watch the ball and not thestick or body of the player inpossession

• time the tackle correctly –don’t dive-in.

• recognize when to tackle

• know which tackle to use

• channel the attacking playeronto his/her reverse-stickside

Important factors in tackling

• good balanced footwork

• sharp reflexes

• tenacity

The Jab Tackle

Technique:

• the stick is held in the lefthand and lunged at the balllike the head of a strikingsnake – see Figure 2.32

• the right hand is sometimesused to provide support inthe preparatory stage

• emphasis should be put onquick action

The Jab Tackle

Note the balanced position of thedefence and the way in which thestick is used to jab at anddispossess the attacker.

The Open-Stick Tackle

Probably the most commonlyused tackle in the game whichcan be performed while standingstill or on the move. It is alsopossible to make this tackle closeto or well away from the feet.(See Figure 2.33)

Technique:

• the left foot leads the action

• the right foot provides thepivotal support required tochange direction if the firstattempt fails

Standing still:

• the stick is used as a barrier(block tackle)

On the move:

• the stick is more upright butis still held firm

• it is important for thedefenders to positionthemselves goalside and tothe right of the attackerbefore attempting the tackle.

Figure 2.32

Figure 2.33

The Open-Stick (block) Tackle

The defender adopts a strong,well-balanced position as he/shemakes his tackle on the attacker.

22The Reverse-Stick Tackle

The rules of hockey forbidcontact with an opponent’s bodyor stick when making a tackle soit is essential for the defender toget into a position which allowsthe tackle to be made level withor in front of his/her own body.(See Figure 2.34)

Technique:

• the relationship betweendefender and attacker meansthat this tackle is usuallymade one handed, althoughoccasionally it may bepossible to use two hands

• the further away from thebody that the tackle is made,the flatter the stick must beto the ground

• tackles with flat sticks aremore effective when playingon artificial surfaces orindoors

Practices for Defending

Developmental Stages

1. Using the layout described inFigure 2.35

A attempts to dribble over theline defended by B.

B must move to defend the lineby tackling and dispossessing A.

Figure 2.34 The reverse-stick tackle.

3. A must receive andcontrol a pass from C,and attack the linedefended by player Bon:

• open-stick side only.(See Figure 2.37a)

• reverse-stick side only.(See Figure 2.37b)

4. To simulate differentgame situationsalternating position ofdefender (player B) inrelation to A.(See Figs 2.38a and2.38b)

2. Use both open and reverse-stick tackles. (See Figure2.36)

A

B

•Figure 2.36

Do not make the practice toocompetitive in the early stages,and initially structure the practicein favour of the defender.

•C

B

A A

B

C• Figure 2.37bFigure 2.37a

•C

B

A A

B

C• Figure 2.38bFigure 2.38a

Teacher Checklist

• does player B watch the ball?• is the head of the stick kept near to the ground?• is the face of the stick inclined to trap and hold the ball?• does the player align body and stick correctly to make the tackle?• does player B get control of the ball or merely knock it away?• is the stick held firmly in the hands?• does the stick present a firm barrier to resist the speed of the

attacker?• is the timing of the tackle accurate?• is the tackle made level with or in front of body?

A

B

•Figure 2.35

23

Figure 2.40

Figure 2.39

Marking

Marking forms the basis for alldefensive play. The primary aimsof marking are:

• to discourage passes to aparticular player

• if a pass is made, to interceptit

• to force an error bydistracting the player on theball

• to tackle the player ifpossession is gained

• to maintain contact withopponents and ball

• to maintain a position on aline between their opponentand their own goal

The Three Main Methods ofMarking

• man-to-man marking

• zonal marking

• a combination of both

Man-to-Man Marking

The basic concept is that whenthe opposition have the ball eachplayer from the defending teammarks an assigned opponent.

Technique:

Defending players must:

• keep near to their opponent

• make it as difficult aspossible for their opponentsto receive a pass

• keep between theiropponents and the goal

• adopt a position where theycan see the opponent and theball

Zonal Marking

Technique:

• the defending players form azone as soon as possessionis lost

• this is formed goal side ofthe ball

• each defender takesresponsibility for anyopponent who comes intotheir zone of defence

• the zone concentrates andtightens marking in the areaof greatest danger

• ensure that cover is providedaround the zone should theball be switched from onezone to another

N.B. When this happensdefenders must adjust andconcentrate their attention on thenew area of activity.

Combination Marking Systems

The most effective markingsystems are ones which utilize acombination of zonal and man-to-man systems.

This style relies on tight man-to-man marking of all oppositionplayers immediately around theball with the cover defenceemploying zonal marking.

Goalkeeping

The goalkeeper’s role in the teamis to protect the goal and keep itsafe.

Technique:

• all actions should start froma position of balancedreadiness. (See Figure 2.39)

• low shots directed straight atthe goalkeeper should bestopped with the pads. (SeeFigure 2.40)

• keeping the legs together willpresent a wider barrier

• by bending the knees slightlythe impact of the shot shouldbe absorbed

• the rebound, once controlled,should then be cleared byusing the stick or by kicking

• the ball should be pushed orkicked towards the side lines,never back to the middle ofthe circle

24The Save Clear Method (SeeFigure 2.41)

In this method the ball is kickedwith right or left foot to drive it tosafety.

Technique:

• the head should be over theball

• the kick is made with thebody weight being propelledthrough the ball

• the ball should be kickedalong the ground

N.B. To avoid a penalty try toensure that the ball is kept low

Figure 2.41

Saving With the Hands

This occurs mainly when the ballis in the air.

• the hand is used to cushionand control the shot

• the ball must not be held

• as the ball falls to the groundit must be cleared in acontrolled fashion using stickor pads

Diving Saves

• made to left or right as insoccer goalkeeping

• the appropriate hand isbrought over and across toplay the ball. (See Figure2.42)

• Attention should be paid tothe use of the stick ingoalkeeping. Further detailsof goalkeeping techniquemay be found in the textscited at the end of the book

Diving Saves

Goalkeepers are encouraged to stay on their feet as much aspossible. Coaching goalkeepers in diving techiques should only beundertaken following appropriate training. Further details ongoalkeeping techniques may be found in the information cited atthe end of this book.

Figure 2.42

25

Figure 2.44

Corners

Opportunities to take longcorners quickly are rareand as such thedefending team will havetime to reorganizethemselves. Figure 2.44illustrates the crucialareas to try and exploit.

Goalkeeping Equipment (SeeFigure 2.43)

Perhaps the greatest changesand advances in recent yearshave been applied to goalkeepingequipment. Today’s gamerequires the goalkeeper to wear alarge range of protectiveequipment:

• ice hockey style helmet andstrong visor

• throat protector

• chest pad

• shoulder pads

• elbow pads

• gloves

• abdominal protector

• genital protector or box

• padded shorts and thighprotectors

• lightweight leg-guards

• knee pads

• lightweight kickers

• boots or other suitablefootwear

Restarts and Set Piece Play

Every game of hockey contains alarge number of stoppages.Restarts and set plays are anessential and integral part of thegame and, as such should beunderstood, rehearsed andperfected in order to getmaximum advantage from them.

The most common situationsfrom which restarts and set playsoccur are:

• free-hits

• hit-ins from the side-line.

• corners

• penalty corners

Free Hits In order to get themost advantage from a free hit,the team in possession shouldattempt to:

• take it as quickly as possible

• put into effect well-rehearsed, effective free-hitroutines

The objective underlying everyfree-hit situation should beunderstood by every teammember. They are:

• don’t speculate, calculate –especially in defensive zones

• get the ball going forwardnear or into the danger areasin and around the oppositioncircle

• keep possession

Hit-Ins from the Side Line

The same principles andobjectives apply to thesesituations.

•

Figure 2.43

Figure 2.44

26When defending against a cornerit is important to position playersin areas that prevent theopposition from exploiting thedanger areas.

Figure 2.45 (a)

The defending players must alsobe prepared to counter anyvariations, such as the ‘short’pass, that the attacking teammight try to use.

Figure 2.45 (b)

•

RHRB

GK

CHIR

RW

IL

LB

LH

•X

••RB

GK

CHIL

LW

RHRH

IRIR

LHLHLBLB X

XRH

IR

LHLB

Penalty Corners

This aspect of hockey is uniquein that the rules of the gameplace restrictions on both theattacking and defending sides.These must be taken intoconsideration when executingattacking moves or defendingagainst them.

1. Attacking at penalty corners

Attacking at penalty corners is amatter of good team-work,involving individual brilliance andcollective effort. In preparing tobe successful at penalty cornersit is important to consider theoptions available:

a) The first option is to have adirect shot on goal

b) If this is not possible, it maybe necessary to move theball into another area of thecircle from which a shot maybe made

c) The attacking team alwayshave the advantage at penaltycorners as the defendingteam can only try to anti-cipate what is going tohappen, making it difficult totake account of everypossibility

To retain this advantage, theattacking team should have attheir disposal a series of set-piece variations to employaccording to the situation. Themore simple and direct these arethe more likely they are tosucceed.

Figure 2.46AB C

B

A C

•xx

D

Dxx

272. Defending penalty corners

Only four players and thegoalkeeper are allowed to defendthe penalty corner. No suchIimitation is placed on thenumbers that the attacking teamcan employ. The problem that thedefence must therefore solve ishow to deploy five players tocover all the options available tothe attack.

In general the following patternsform the basis of most defendingat penalty corners:

a) Player A runs out to put thestriker of the penalty cornerunder pressure. In so doinghis/her aim is to:

1)hurry the striker into his/her shot and possibly amistake and/or to chargedown the shot.

2) take a line that allows him/her to play the ball with theopen stick, while coveringany possibility of passes tohis/her left.

3)be prepared to slow downif it is obvious they are notgoing to get to the shot orif the ball is passed toanother striker.

4)be prepared to assist theother members of thedefence in repellingsubsequent phases of theattack.

b) Player B runs to the right ofplayer A and slightly behind.It is his/her job to:

1)cover and intercept anypasses to attackers in andaround the area to thefront and side of him/her.

2) take the additionalresponsibility of dealingwith rebounds and othersecondary phases ofdefence, whether off thegoalkeeper or any otherplayer.

c) Players C and D each haveresponsibility for the areason either side of thegoalkeeper and near to thegoal posts.

d) The goalkeeper usually takesup a position covering themiddle parts of the goal butin advance of players C andD. This position may be two,three or even as much asseven yards off the goal-line.

e) Occasionally player D isdeployed in a positionalongside and to the left ofthe goalkeeper from wherehe/she will be expected tocover any passes into an areato the left of and behindplayer A.

Rebounds or deflections offand around the goalkeeper’sleft will also be his/herresponsibility.

f) Some goalkeepers come asfar as possible off their goal-lines in order to narrow theangle of the shot and exertpressure on the striker. Twothings need to be borne inmind. Firstly, the closer tothe shot the goalkeeper is,the less time he/she has toreact to the shot. Secondly,the further off the goal linethey are, the more vulnerablethe goal is to shots fromwide positions.

Figure 2.48 The entire body can be used to smother and save shots at goal.

Figure 2.47 Players lining up todefend a penalty corner.

As with corners, the keeper isthe key defender and must at alltimes be allowed a clear sightof the ball. He/she alone isequipped to deal effectively andsafely with direct shots at goal.

The very best goalkeepers todayfeel confident enough in theirequipment and ability to usetheir entire bodies to smotherand save shots at goal (seefigure 2.48). This is anadvanced skill and should notbe attempted by the novicegoalkeeper. The importanceand value of using correctequipment and coaching,particularly with beginners andyoung players cannot be overstressed.

B

B

D

AGK

GK•

A

D

C

C

28UNIT 3

Systems and Formations

The most commonly known and used system is the 5-3-2-1 systemwhich employs five forwards, three half-backs, two full-backs and agoalkeeper. (See Figure 3.1)

System Overview:

• wing forwards and centre-forward have attacking roles but arerequired to assist in defence

• half-backs mark the opposing wings and centre-forward

• the two attacking inners form a link between the half-backs andforwards to maintain control in the mid-field and set up attacks

Other systems which may be employed are:

4-4-2-1 gives a team effective mid-field control (See Figure 3.2)

System Overview:

• inside-right plays a more attacking role alongside the other threeforwards

• inside-left drops back to assist the half-backs

• the two full-backs play as normal

4-2-4-1 combines attacking strength with defensive stability(See Figure 3.3)

• inside-right plays in a forward attacking role

• inside-left drops back to join the centre-half to control play in mid-field

• the two wing-halves drop back to play outside and alongside the fullbacks giving a ‘flat’ back four

• these four defenders employ man-to-man marking against four ofthe opposing forwards with one of the two links dropping back topick up the fifth forward

4-3-2-1-1 Is the simplest and most effective sweeper system(See Figure 3.4)

System Overview:

• the team plays an extra full-back (the sweeper) behind the two full-backs

• this means playing with only four forwards

• the defence plays with the extra player

• the sweeper covering for the full-back on the ball side of the pitch

•

•

LW CF RW

ILIR

LH CH RH

LBRB

GK

•

•

LW CF RW

IL IR

LH CH RH

LB RB

GK

Figure 3.2Figure 3.1

••

LW CF RW

IL

IRLH CH RH

LBRB

GK

Figure 3.3

•

•

LW CF RW

SW

CF

LH CH RH

LBRB

GK

(Forward)

(Half-Backs)

(Full-Backs)

(Sweeper)

Figure 3.4

3-3-3-1-1 The Europeansweeper system (See Figure3.5) •

•

LW CF RW

SW

LM CM RM

LB RB

GK

(Forward)

(Backs)

(Midfield)

(Sweeper)

CB

Figure 3.5

System Overview:

• system success depends onthe ability and fitness of thethree mid-field players whosupport the three strikers inattack

• they also provide cover andsupport as required indefence

• the sweeper is free to coverany player or pass thatpenetrates the defence aswell offering the freedom tomove forward and providethe extra player in attack.

29Principles of Play

All invasion games are playedaccording to basic principleswhich are in effect based on theprinciples of war. They areapplicable to both the attack anddefence phases of play, andbelow are applied to the sport ofhockey.

In Attack

Possession

• when the team has the ball itis vital to retain possession

• the longer possession isretained the more scoringopportunities are created

Width

• creates gaps in the defence

• gives forwards more spaceto give passes and collect theball

Support

• when a team has the ball allother players should eitherbe creating space or movinginto position to receive theball

Speed

• successful attacking play isdependent on speed ofthought and action

Penetration

Is achieved when the attackingplayers are able to take on theopposing defenders at speed andget in behind the deep defenceby:

• individual dribbling skills

• rapid passing

Mobility

• Attackers who are not inpossession of the ball shouldmove in such a way that theiropposing defenders have tocheck continually where theyare and make adjustments totheir positioning in order notto be beaten

Depth

• Allows the player with theball to retain possession bypassing back, when aforward or square pass is noton

Concentration

• close support of playersmeans that an attacking teamforms an umbrella of playersbehind the ball

• if the ball is lost, theopposition will have greatdifficulty getting out of thearea because of the coveringumbrella

In Defence

Depth

• means that the line ofdefenders should never be ina horizontal line across thepitch

• in defence allow at least onedefender to move onto theball on the open stick side ifit is passed forward

Delay

• if a defender cannot gainpossession of the ball from atackle then the next objectiveshould be to delay or slowdown the attack

• this ensures that the otherdefenders have time torecover, get goal side of theball and reform

Balance

• balance is where everypossible attacking move andpass is covered

Concentration

• is used to counter width inattack. The effect ofconcentration is to preventthe attacking team fromcreating or expanding spaceand width in attack

• it also prevents passesreaching players in forwardpositions, i.e. behind thedefence

Safety/Security

• safety and security arealways the first priority indeep defence

• safety first and keep allmoves simple and effective

Speed

• speed of recovery, thoughtand action is paramount indefence

Teacher Notes

Learning to play hockey is insome ways the same process aslearning a foreign language.

The techniques are the basicvocabulary, while the skills andtactics form the grammaticalframework around which thestructure of the game is built.

While it is possible to play andenjoy the game with a low levelof skill, the higher the level ofskill the more interesting, variedand enjoyable the gamebecomes.

The following lesson plan issuggested as a possible teachingmethod.

Lesson plan

Warm up

Introducing a skill

Teacher explains anddemonstrates skill

Students observe and then carryout practice with minimalmovement, more movement,considerable movement –

IndividuallyIn twos, threes and foursIn larger groupsBuild up to using in small-sided games, modified to suitability of players

Where game or skills break downestablish:

Reasons for breakdown – poortechnique/skill and lack ofunderstanding

Explain and teach requiredtechnique –Reinforce by isolating skillPractice and practicing as simpledrill to groom techniqueReturn to game

Recap, reinforce, encourage andcompliment (constructivecriticism)

Warm down

30

•

U • X

X

X

X

X

X

X

Figure 4.2 Penalty corner taken on near side of field

Figure 4.3 Penalty corner in colleague’s half

•

U

X

U

•XX

XX

X

X

XX

Figure 4.4 Penalty stroke position

U

X X X XX X XX X X

U•

All other playersbehind 23m line

GK

UNIT 4Umpiring and Officiating in Hockey

Outline of the Rules of Hockey

The official rules of hockey have been devised to control the game at alllevels. It is not possible to provide even an outline of the rules in a textof this size and therefore teachers are advised to ensure that they havea copy of the official “Rules of the Game of Hockey”, with guidance forplayers and umpires and advice to umpires. The Rules Book is availablefrom English Hockey.

Most of the rules of the game show one of three aspects:

• how the game is played – “Conduct of Play”,

• how injury is to be avoided

• how the speed and flow of the game can be maintained

Within these basic rules the following are covered:

• starting play

• how a goal is scored

• restarting play after a score

• penalties for breaking a rule

• preservation of fair play.

For full details please see the “Rules of the Game of Hockey”.

Positioning

Although there are no set rules dealing with positioning, all experiencedumpires agree that this is one of the most important considerations incontrolling the game.

Umpires must be in such a position to be able to judge each incident asand when it happens.

•

Path of Umpire

Positioning at Penalty Corners

•

U

•X

X

X

X

X

X

X

Figure 4.1 Penalty corner taken on far side of field

31There shall be two umpires to control the game and to administer therules. These umpires shall be the sole judges of fair and unfair playduring the game.

Each umpire shall be:

1.1 Primarily responsible for decisions in his/her own half of the field,for the whole of the game without changing ends.

1.2 Solely responsible for decisions on the hit-in for the full length ofhis/her nearer side-line.

1.3 Solely responsible fordecisions on hit-ins from theback-line, penalty corners,penalty strokes and goals inhis/her own half and free hitsin his/her own circle.

2. Responsible for keeping timefor the duration of the game.

3. Responsible for keeping awritten record of goals asthey are scored.

Area of Control

Figure 4.5

Communication with Player andOther Officials• first line of communication is

a whistle• second line of communication

is signalling (see Figure 4.6)

Umpires shall blow the whistleto:• start and end each half of the

game• enforce a penalty• start and end a penalty stroke• indicate, when necessary,

that the ball has passedwholly outside the field ofplay

• signal a goal• re-start the game after a goal

has been scored• suspend the game for any

reason and re-start aftersuspension

Code of Signals for Umpires

Umpires use a number of signalsto communicate their decisionsto players, coaches, officials andspectators. Keep the signals assimple as possible.

The more important of these are:

Free hit and Directional signalIndicate the direction with onearm raised horizontally

Time Stoppedturn to the other umpire, crossboth arms at the wrists andextend above head height

Goal Scoredturn and point both armshorizontally towards the centreof the ground

Hit-in from side-lineIndicate the direction with onearm raised horizontally andpoint down with the other

CornerPoint one arm at the corner flagnearest to the point where theball crossed the back line

Penalty StrokeWith one arm point to the penaltyspot, with the other point straightup in the air

Penalty CornerPoint both arms horizontallytowards the goal

Hit-out from the back-lineExtend both arms sideways

••

UMPIRE 1

UMPIRE 2

Figure 4.6

32UNIT 5

Safety in Hockey

Remember

Prevention is better than cure

There are three main causes of injury in hockey:• poor facilities and equipment• poor teaching• poor fitnessRisks can be limited by:• use of good facilities• use of the correct equipment• developing good technique• getting fit to play hockey

Accidents will happen and in sport the likelihood is greater. Bothteachers and students should know how to treat simple injuries, and beaware of the procedures to deal with more serious injuries.

A first-aid kit should always be available.

Teachers

Should only act within the health and safety guidelines laid down bytheir school or LEA.

Players

For your own safety you should have the following:• full official uniform, including cold/wet-weather kit• well-fitting and suitable shoes• well-fitting and suitable clothing• tie-ups for socks• mouth guard• shin and ankle guards• knuckle guard/finger protectorsIn addition you should:

• tie back hair if it is long• never wear jewellery of any kind

Pitches• check playing surface for potentially dangerous objects• grass pitches must be flat, short grass and firm enough for players

to manoeuvre at speed• shale pitches must be firm with no large stones or potholes. Tape

nails must be flush with the surface• artificial surfaces of all kinds must be treated as prescribed in the

manufacturers’ recommendations• goal posts and cross bars must be in good repair• netting must be attached and without holes• backboards should be at right angles to the ground and secure• there must be no protrusions inside or outside to hold the structure

in place• flags and posts must be made of the correct materials – plastic or

wood with no splinters• side netting must be smooth and at least three metres from the side

lines• seating and stands must be at least two metres from the side lines,

and with no protrusions• goalkeeping equipment must be suitable and safe (see Unit 2)

Safety is important, and small things matter – so take care!

33UNIT 6

Physical Conditioning

Physical Conditioning

It is generally accepted that to play hockey well, players need to have areasonable level of physical fitness. The purpose of this unit is toexplain the different types of fitness and their relevance to hockey, toconsider the value of fitness testing, and to argue the case thatimproved fitness benefits the game at all levels.

What is fitness?

Fitness is very specific to the sport or activity which a person does. Forexample, the fitness required to be a 100 metre sprinter is entirelydifferent from that needed to be a marathon runner. Similarly, thefitness required to play hockey is different from that needed to playsoccer, tennis or squash. Therefore questions such as “Who are thefittest – hockey players or athletes?” really cannot be answered, as bothare fit to do the sport in which they specialise.

Hockey players have to be fit in a variety of different areas:

• good endurance

• good lower and upper body strength

• good flexibility

• good speed

Therefore, any training schedule developed for hockey players mustaddress these areas in a systematic manner, and this includes knowinga player’s level of fitness at any time during the season. This is wherethe role of fitness testing becomes important.

Fitness testing

By testing the relevant areas of a hockey player’s fitness, it becomespossible to quantify current levels of fitness, and to identify areasrequiring special attention. Training programmes can then be mademore individualised in order that, whilst developing all aspects offitness, individual areas of weakness are reduced or eliminated. Repeattesting at a later date can then be used to monitor changes in fitnessover a period of time.

Match fitness

Following a prolonged period of training, a hockey player will be betterable to:

• cope with his/her fitness programme

• be capable of recording faster times

• do more repetitions of an exercise

• increase his/her ranges of movement about a specific joint or jointcomplex

While such measures of performance are valid, this improved fitnesshas to be transferred into a match situation which may be evidenced bythe following:

1. Increased work rates

If a player shows an increased level of fitness it is likely that thisincreased level of work will be most apparent in the latter stages of agame, when high rates of tiredness normally lead to a general slowingdown.

2. Better maintenance of skill

An increase in fitness is not just about higher rates of work. With theunfit player, high levels of fatigue will soon lead to a loss of skill and co-ordination. Techniques and skills will start to break down, even when aplayer is not under pressure from an opponent. Thus the benefits of ahigh level of fitness can be seen through better maintenance of skillthroughout the whole game.

3. Faster recovery rates

A further area in which fitness is of benefit is in improving recoveryrates, not only during a game, but also after a game and in trainingwhere increased numbers of repetitions will be possible within a givenperiod of time.

It is also generally accepted that a fit player will cope with the demandsof a game much better than an unfit player, and be able to walk off thepitch after the final whistle in a much better condition. His/her recoverywill then be much quicker, which is an important factor to bear in mindin a tournament play, where a series of matches are invariably requiredon either a single day, a weekend or over a week period. In these typesof competition structures speed of recovery is vital.

Fitness Training

Fitness training can take many forms.

Examples of the types of work which might be done are:

• steady running

• sprinting

• flexibility work

• strength training

In the same way that a coach/teacher hopes to see the skills practisedin training appear in a match, so it is hoped that fitness training willresult in improved match fitness. It is difficult to imitate exactly thespecific demands of a match in fitness training, therefore the ultimate‘fine tuning’ of match fitness will only come after matches have beenplayed. Don’t expect to see fitter players simply covering more distanceduring a game – they should also be sustaining their skills andtechniques more effectively, and recovering more quickly afterwards.

The advantages of improved fitness relate to all levels of the sport andall surfaces upon which a game is played. Players have to be fit to copewith the speed of a match on an artificial surface, as well as fit enoughto cope with a heavier, more-demanding grass pitch.

Finally, as well as increasing the chances of individual and teamsuccess, a fitter player is more likely to enjoy the game and this is oneof the prime objectives for taking part.

34UNIT 7

Mental Preparation

Good sport performance is a combination of:

Physical Skills fitness, timing, balance

Technical Skills passing, receiving, controlling

Mental Skills concentration, visualization, stress control

Mental skills are often only considered in terms of the ability towithstand the pressures of competition. Many top players are oftendescribed as being “stress resistant”.

Like all other skills these mental skills can be acquired and, just asplayers practise their technical skills, so they should be introduced to,and helped with, mental preparation.

Concentration and Attention

These are two of the most important skills in mental preparation.

Concentration is the act of focusing attention – of keeping the mind onthe here and now.

Attention is said to have two components – breadth and width. Theseare expressed as:

Broad and Narrow i.e. focusing on the whole or merely part of thedisplay

Internal and External i.e. concentrating on inner feelings andsensations, or on what is happening all around.

The combination of these two aspects, which are most often used by anindividual, are known as their attention style.

The important factor of attention is trying to select and apply that whichis most appropriate in any given situation. In order to be able to do thisthe player must be made aware of both the demands of any situation,and more importantly how to focus in the most appropriate way.Reference to specific literature in the reading list will provide furtherguidance on this topic.

Anxiety

Anxiety is caused by fear or anticipation of an event which the individualperceives as being threatening. This may be a fear of failure, of lettingsomeone down or of letting down the team. There are many causes ofanxiety and part of the cure is to recognise the problem and learn tohandle it.

For the sportsperson the major problem with anxiety is that it can havevery negative effects on performance. The anxious athlete maycomplain of:

• feeling sick

• having stomach ache

• irregular heart beat

• muscular tension

• headaches

• loss of appetite

• tiredness

• irritability

Any of these may prove a distractor, affecting both training andperformance. All players experience anxiety at some time and to somedegree. Research using Olympic athletes has shown that while theywere anxious prior to their event they were able to harness their anxietyin such a way that it assisted their performance. This can be achieved inseveral ways:

• Stress Inoculation Just as a medical inoculation exposes the bodyto the virus which would cause illness, this method of learning tocope involves gradually exposing the player to stressful situations,so they ultimately become immune to the symptoms of stress.

• Developing a Ritual A much repeated activity which the playerperforms prior to every match. This might be something as simpleas always putting on the left sock first or always doing the warm upin a particular order. However simple or apparently meaningless if ithelps to focus attention and dissipate anxiety it has a value to theplayer and should not be dismissed as silly.

N.B. The down side to this is that if the ritual has to be changed forsome reason it can have a disrupting effect on performance. This issomething which could be discussed as part of a team talk or theorysession.

• Relaxation The objective here is to reduce the tension in themuscles and hence reduce the risk of injury and improve the fluidityof movement. There are many different types of relaxationtechnique which can be found by reference to the literature on thesubject.

• Breath Control Fear and tension can cause shallow, jerky breathing,but when relaxed the breathing is deep and rhythmic. The use ofbreath control to counter the effects of stress is well known, andagain reference to examples can be found in the literature.

• Visualization Is one of the most popular forms of stress controladopted in sport. Here the player produces a mental picture of askill, or of the situation which is causing the stress. By relaxing andplaying the picture over and over like an action replay, the player isable to gain greater control of both thoughts and actions.

Just like the techniques and skills of the game, mental skills can belearnt and, as such, they should become an integral part of everyplayer’s training schedule.

Greater detail of this aspect can be found in the texts cited inrecommended reading.

35of the game. By this time there were seven clubs in the South East andthey were the founder members of the Hockey Association.In January 1886 a meeting was called to establish formally the HockeyAssociation, and by March of that year the rules had been agreed. Theclubs established to this date were only for men. However, women soontired of watching men play and during the 1880s more and more womenstarted to play using the men’s rules. The first women’s clubs wereMolesey, Ealing and Wimbledon and, in 1895, the first formal meeting ofthe All England Women’s Hockey Association (AEWHA) took place.The men’s and women’s games played by the same rules in the 1880s,but after that time they separated and did not unite again until the1980s.The following is a table of some of the more notable events in thehistory of the game.

UNIT 8Historical Background

Hockey has its roots back in pre-Roman times when historical evidenceshows that a rudimentary form of the game was played. A version ofthe game was banned in England during the reign of Edward III, the banwas to last for 400 years.Like so many team sports the roots of the modern game wereestablished in England in the 19th century, although there were fewrules at this time. Miroy (1986) reports that hockey was established inseveral schools (mainly public schools) by the 1830s.The first recorded club was Blackheath (1861). The game became moresettled over the next 15 years and, in 1872, the East Surrey club wasformed. In 1875 they were responsible for the formulation of the rules

HA AEWHA

1886 HA formed and the rules approved1888 Inter-county games officially recognised1890 County matches being played. First North South game played1891 Surrey and Middlesex HAs formed

1894 Women asked to be represented on HA1895 First international England vs Ireland match played at Richmond 1895 First formal meeting

First Varsity match1896 First International vs Ireland (0-2)1898 52 clubs, North and South founded

First North vs South game1899 Approximately 130 clubs affiliated to the Association 1899 AE agreed not to play for cups1900 Hockey Rules Board set 1900 England first played Wales

1901 E Thompson – a student at Bedford College – started ‘HockeyField’

1902 ‘Hockey’ published weekly 1902 England first played Scotland1906 Midland/North/South/West affiliated1907 East affiliated

Paid clerical assistant approved – limit of £101909 Oxford University and Navy refused permission to

conduct cup competitionsEdward VII, President, died

1910 ‘Hockey’ ceased to be publishedTeam went to GermanyGermany paid £50 for fares

1911 George V elected Patron1912 Scotland beat England

Association in financial difficulties‘Hockey World’ published

1914 Hockey officially discontinued during war 1914 Miss Gaskill took touring team to Australia and NZ1921 Miss Gaskill took touring team to USA

1922 Divisional Umpire Associations formed1930 1200 clubs and schools affiliated1933 First ever defeat on English soil, 2-1, by Scotland at Neston

Abbey1935 First International at Kennington Oval

1936 Jubilee of Association1939 Hockey disrupted for five years 1939 2100 clubs and schools affiliated

1945 50th Anniversary of first meeting1946 Hockey reformed 1946 Marjorie Pollard restarted ‘Hockey Field’1949 ‘Hockey World’ ceased publication1950 International Hockey Board visited by Women’s International

Hockey Rules Board. Agreed rules should move closer together

36HA AEWHA

1951 First match at Wembley45,000 spectators

1953 Full-time paid Secretary and office1955 Diamond Jubilee

First floodlit game v USA at Arsenal2100 clubs and schools affiliated1,328 took East CWHA ‘C’ umpire

1957 County Championship started1963 England first defeated at Wembley by Wales

1964 First paid secretary – office in 1965 1964 First triangular match at Crystal Palace – Middx/Surrey/Kent1968 IHB and WIHRB met – objective common code of rules

1969 First County ChampionshipEnd of ‘No trophy’ rule

1970 Club Championship started. European Championship started 1970 J. Whitehead took over ‘Hockey Field’1971 HA requested permission of FIH to host

1986 World Cup – Centenary Year1973 Boards (IHB and WHRB) met to consider common code of rules 1973 Squad system for top players. Official Coach and Manager

appointed.First U23 Home Countries

1975 FIH and IFWHA agreed common board 1975 11th IFWHA was first official World Cup1977 First U18 XI1978 Club Championship started

1979 Common Rules Book for Men and Women1980 Rules Board had first meeting. Mrs D Crisp Chairman 1980 Pat Ward took over ‘Hockey Field’

seven men and seven women1981 HM The Queen, Patron, attended Wembley

1984 Great Britain called up for Olympics in Los Angeles when 1984 1st European CupUSSR withdraw and win the Bronze Medal 1st European Cup for women – England finish in 4th place

1986 The Hockey Association organises the 6th World Cup at Willesden,North London. England win the Silver Medal losing 2-1 toAustralia in the final

1987 The AEWHA host the 2nd European Cup at Picketts Lock,North London, and win the Silver Medal losing to Holland onpenalty strokes after extra time

1988 Great Britain win the Gold Medal at the Seoul Olympics 1988 Great Britain finish in 4th place at Seoul Olympics1988 A National Hockey League comprising two divisions of 16 1989 A National Hockey League comprising 10 teams is formed,

clubs drawn from the six regional leagues is formed, sponsored by Typhoo Teasponsored by Poundstretcher

1990 England finish in 4th place at the 7th World Cup1991 England win a Bronze Medal at the European 1991 England win the Gold Medal at the 3rd European Cup in

Championships held in Paris Brussels1992 Great Britain win a Bronze Medal at Barcelona Olympics.

1994 Building work starts on National Hockey Stadium in Milton 1994 Building work starts on National Hockey Stadium in MiltonKeynes. Keynes.

1995 Discussions continue over possible new association to 1995 AEWHA Centenary Celebrations.govern men’s and women’s hockey in England.

1996 The National Hockey Stadium is opened with matches between 1996 “Tackling the Future” the national development plan forEngland and India (men) and England and France (women). hockey is produced.

1997 The English Hockey Association was formed, from the Hockey Association, the All England Women’s Hockey Association and the EnglandMixed Hockey Association.EHA receives a major grant from the World Class Performance Programme to support men’s and women’s international teams andumpires.EHA hosts the Junior World Cup for Men, and finishes 4th.

1998 Commonwealth Games include hockey for the first time, and England win bronze medals in both the men’s and women’s competitions.1999 English Hockey website www.hockeyonline.co.uk established.

Slough win the domestic treble of women’s competitions – Indoor, League and Cup.2000 EHA host the Women’s Hockey Olympic Qualifier.

37UNIT 9

Structure of the Main Competitions in England

Participating Teams

National league for leading men’s and women’s clubteams

National KO competitions for Men’s club teams

National KO competitions for Women’s club teams

National KO competitions for Men’s club teams withplayers Over-40 and Over-50

For players Over-35. County Rounds, then RegionalRounds and National Finals

For selected regional teams

For Clubs and Schools, in County Rounds, RegionalRounds and then National Finals

For selected County Men’s and Women’s teams

For Men’s and Women’s club teams

For Boys Club and School Teams (County rounds,then Regional rounds then National Finals)

For boys Clubs and Schools (Regional rounds andthen National Finals)

For the 7 winners from Boys County Championshipsin the Regions

National KO Cup for Girls Under-15 Club and SchoolTeams

For Girls School Teams (County rounds, thenRegional rounds then National Finals)

For Girls Teams from Clubs (Regional rounds thenNational Finals)

For Girls Teams from Schools (Regional rounds thenNational Finals)

For Girls Teams from Clubs (County rounds, thenRegional rounds then National Finals)

At various age groups, and for men’s, women’s,boys’ and girls’ teams from Clubs and Schools andall levels.

Competition

English Hockey League Premier Division,Divisions One & Two

EHA Cup, Trophy & Vase

EHA Cup & Plate

EHA Veterans Cup & Vintage Cup

EHA Veterans Championships

Regional Tournaments:• Girls Under-21• Girls Under-18• Girls Under-16• Boys Under-21• Boys Under-17• Boys Under-15• Boys Under-14

Mini-tournament Under-11 and Under-13boys and girls

County Championships

Indoor Clubs Championships

RAF Careers Youth Cup• Under-14• Under-16• Under-18

Under-16 and Under-18 Indoor Championship

Under-15 and Under-17 CountyChampionships

Under-15 Cup

British Aerospace Under-16 and Under-18School Championships

Under-19 Indoor Championships

Under-16 Schools Championships

Under-19 Clubs Championships

Leagues, Cups and other competitions

Organised by

EHA

EHA

EHA

EHA

EHA (and Regions andCounties)

EHA

EHA (and Regions andCounties)

EHA

EHA

EHA (and Regions andCounties)

EHA (and Regions)

EHA

EHA

EHA (and Regions andCounties)

EHA (and Regions)

EHA (and Regions)

EHA (and Counties andRegions)

Regions and Counties

38English Hockey Association

Committee Structure

Management committee

National Council

Finance Sub-Committee

Regions

Combined Services

East

Midland

North

South

West

Constitution &Regulations Committee

International TeamsCommittee

UmpiringCommittee

Youth DevelopmentCommittee

CoachingCommittee

CompetitionsCommittee

International & ExternalAffairs Committee

TechnicalCommittee

39UNIT 10

Current Issues

Drugs

The sport of hockey openly participates in the testing for drugs. Allplayers at representative levels must agree to be tested if required.

Drugs can be very harmful if not properly prescribed and administered.The effects may be long term and permanent. They can also aidperformance and thus be cheating. Participants in some sports havedied as a result of taking performance-enhancing drugs.

Drugs are divided into different categories:• stimulants (i.e. amphetamines) which increase alertness and

reduce fatigue but can affect judgment and become addictive. Sideeffects include high blood pressure (BP), strokes and insensitivityto injuries.

• narcotics analgesics (e.g. morphine, codeine). These painkillershide the effects of injury which can result in over training,exhaustion and more serious injury and become addictive.

• anabolic steroids are probably the best known of the drugs usedby sportsmen. They can stunt growth in children, result inmasculination in women (deeper voice/facial hair/inflammation ofbreast tissue), shrinking of the testicles in men and fluid retention.Overdoses can cause liver cancer and increased blood pressure.They also cause increased bulk.

• betablockers are used to control hypertension and can affectresponse time in quick reaction sports.

• diurectics are used in sports where weight reduction may berequired to meet class requirements. It is obvious that if drugs areused to eliminate fluids from the body, dehydration can become avery serious problem.

Many athletes start taking drugs without understanding theconsequences of their actions. Others are given pills to take and haveno idea what they are taking.

The Sports Councils have produced a great deal of material forparticipants in order to ensure they know the consequences of takingsuch drugs. They too co-ordinate and finance the Drug TestingProgramme throughout the country.

People with Disabilities

Increasing numbers of people with physical and learning disabilities areparticipating in sport. This is as a result of a change in society’s attitudetowards such people and, as a consequence, the provision of increasedopportunities.

The key agency concerned with sport for people with disabilities is theEnglish Federation of Disability Sport.

Sport is truly for all, and those with disabilities should not just spectate– they should have the opportunity to participate.

EHA are providing support for participation in this area with pilotschemes which have been set up to look into ways of offering peoplewith disabilities the opportunity to:

• play and compete• umpire, administer and officiate• coach

These pilot schemes will involve various categories of disabled peopleparticularly:• wheelchair users• people with learning difficulties• people with physical disabilities

This aspect of the EHA’s work is seen as being very important, both forthe participants and for attracting a new group of people into the game.

The Media

The role of the media in hockey.

More people are involved in sport through the press and broadcastingthan in any other way. It follows, therefore, that the media – press, tvand radio, are vital to the well-being and promotion of any sport.Hockey is no exception.

This involvement is vital to everyone involved:

The Sponsor – Sponsors of hockey support a number of competitionsand events because of the exposure the company receives through themedia. Sponsors will not contribute to sport if they cannot beguaranteed media exposure.

The Players – The exposure that players get through tv and the presscan make them into sporting personalities and household names. Thiscan prove to be beneficial in a variety of ways.

The Governing Bodies – The EHA, national, regional and countyassociations strive to ensure that all events and activities are sufficientlypublicised to derive maximum public interest and exposure for thesponsor. This, in turn, will lead to increases in:• public awareness• participation• sponsorship

The importance of the media to hockey should not be underestimated.It should, nevertheless, be remembered that the relationship betweenthe media and sport is a reciprocal one. Sports writers and broad-casters would not exist without sport.

Sponsorship

Definition: “Sponsorship in sport is the support of a sport, sports event,sports organisation or competitor by an outside body or person for themutual benefit of both parties”.

Sponsorship is vital to hockey. It is sought by the EHA at all levels ofthe game in an effort to introduce the game to players of all ages, withparticular emphasis on young players, to improve performance andachieve excellence.

In their quest to acquire sponsorship, it is important for the NationalGoverning Bodies of Sport to consider whether they should acceptsponsorship from products that are regarded by many people to beanti-social and even dangerous e.g. tobacco and alcohol.

Another danger is the dependence of sports on sponsorship fororganising events and activities. Sponsorship is not easy to get – itrelies upon continued international success to generate good mediacoverage.

Women in Sport

Hockey is played by both men and women and the EHA is theGoverning Body responsible for the game. There are 1,900 girls’schools and 940 women’s clubs affiliated to the AEWHA. However, itwould only be fair to say that it is the men’s game which has gained thelions share of publicity and hence public recognition.

The reasons for this are many, but some of the more obvious are:

1. Newspaper reporting – the space given to the reporting of malematches and issues far outweighs the space given to female events.

2. Social conditioning and expectation – although the rules,regulations and demands of the game are now the same for bothmen and women, attitudes about the physical differences betweenmen and women still affect sporting involvement and performanceat all levels.

40UNIT 11

Award Schemes

The Hockey Coaching Award Scheme

The awards of the governing body are constantly under review in orderthat they will keep pace with change and fulfil the needs and aspirationsof the members.

There are four levels of award, further details of which may be obtainedfrom the EHA.

Level 1 – for those who are interested to introduce the game to youngchildren.Level 2 – an award for those who wish to become more involved incoaching the game.Level 3 – those who are interested and committed to improvingperformance of both individuals and teams. An award which offerspersonal development in the field of coaching.Level 4 – those with a deep involvement in the game as player and/orcoach/coach educator, and who have kept up with current trends withinthe game.

Umpiring Awards

There are umpiring awards at many levels, but the ones with mostrelevance to this pack are:• the Preliminary Umpiring Award which is taken by many teachers

and their students• Hockey Rules OK! for junior umpires which is specifically for people

under 16.

Further details of any of the awards mentioned here may be obtainedfrom English Hockey.

Hockey Stix Awards

The hockey skills awards have been specifically designed to help younghockey players improve their skills and prepare for their future in thegame. This is done by isolating and testing the technical and physicalability of players in terms of accuracy and speed, and by providing themwith the challenge and motivation to practise and improve. The testsalso provide young players with the opportunity to check their progress,by comparing their performance against a table of standard scores.

Where can the tests be done?

Although specifically designed to meet the requirements of modernhockey played on artificial turf the Hockey Stix Awards can be carriedout on any surface, indoor or outdoor. The standards have been takenfrom tests carried out on artificial turf.

Age Groups

The scheme is for boys and girls in the following age groups:Under 10Under 12Under 14Under 16

There are many contributing factors as to why women have traditionallybeen unable to participate in sport:• responsibility for child care• household chores• lack of personal transport• lack of personal money• low levels of self-confidence

All these problems are being addressed by the EHA and the varioussporting organisations and agencies with which it works. For example,creche facilities for young children are often on offer at sports centresand other venues. Courses, for female players and coaches, are run bythe EHA.

Whilst women’s participation in sport has increased in recent years, theproportion of women in coaching and other leadership roles has notkept pace with this trend. It is vital that hockey and all other sportsencourage the development of more women coaches, officials andadministrators because:• “Sport for All” must include a significant input from women• women coaches, officials and administrators are needed as role

models for young women and girls who are, or might become,involved in sport

• women coaches, officials and administrators are more likely to haveempathy with sports, women and understand the particularproblems and issues that affect girls’ and women’s involvement.

The AEWHA works with organisations such as the Women’s SportsFoundation (WSF) and National Coaching Foundation (NCF) to addressthese issues.

41

Publications, Resource Material and References

The following have been referred to in the writing of this moduleand are available from the EHA.

Rules of the Game of Hockey

Rules of the Game of Indoor Hockey

Rules of the Game of Mini Hockey

Coaching Hockey – WhitakerUmpiring Poster (with colourful cartoon illustrations)

Hockey Stix Awards (Six Skills Tests)

Hockey Rules OK! (Poster)

Preliminary Umpiring Award

Video

Play Hockey – Slazenger Style

Other References

Sporting Body, Sporting Mind – J Syer & C Connolly

The Misuse of Drugs in Sport – Moynihan & Coe

Doping Control in Sport. Questions and Answers – The SportsCouncil

Sport, Power and Culture – John Hargreaves

Sport for All Women – The Sports CouncilWomen and Sport, Sociological Concernsand Issues, Coaching Focus – Margaret Talbot

Sporting Excellence – David HemeryTeam Spirit – John Syer

International HockeyFederation1, Avenue des Arts (Box 5)1040 BruxellesBrusselswww.fihockey.org

European Hockey Federation107 Trees RoadMount MerrionCo. DublinIreland

English Hockey AssociationThe StadiumSilbury BoulevardMilton Keynes MK9 1HA01908 54464401908 241106 (fax)www.hockeyonline.co.uk

English Hockey Network

GREATER LONDONThe 33 London BoroughsMichael ThompsonRegional Development ManagerThe Hockey Centre131 Dorchester RoadWorcester ParkSurrey KT4 8PA020 8330 3369020 8337 2761 (fax)ehardmgl@gIobalnet.co.uk

SOUTH EASTKent, Surrey, SussexHolly WoodfordRegional Development ManagerJohn Cuffs, AdministratorThe East Grinstead Sports ClubSaint Hill RoadEast GrinsteadWest Sussex RH19 4JU01342 30179301342 301794 (fax)ehardmse@globalnet.co.uk

NORTH WESTLancashire, Cheshire,Merseyside, ManchesterBen GlencrossRegional Development ManagerPeter Holcroft, AdministratorManchester MetropolitanUniversitySports & Exercise Science CentreSt AugustinesLower Chatham StreetManchester MI5 6BY0161 247 19620161 247 6864 (fax)B.Glencross@mmu.ac.uk

YORKSHIREYorkshire, East Riding, North &NE LincsNorman HughesRegional Development ManagerNaomi Jones, AdministratorWakefield CollegeThornes Park CentreThornes ParkWakefield WF2 8QZ01924 78981101924 789821 (fax)

SOUTHHampshire, Isle of Wight,Berkshire, Buckinghamshire,OxfordshireSally MundayRegional Development ManagerDawn Archer, AdministratorBisham Abbey National SportsCentreNear MarlowBucks SL7 1RT01628 89046201628 890467 (fax)ehardms@globalnet.co.uk

EAST MIDLANDSNorthants, Leicestershire,Derbyshire, Lincolnshire,NottinghamshireJulian PagliaroRegional Development ManagerMick Allard, AdministratorLoughborough UniversitySports Development CentreAshby RoadLoughboroughLeics LE11 3TU01509 22847401509 223951 (fax)p.j.pagliaro@iboro.ac.uk

EASTNorfolk, Suffolk, Cambridgeshire,Essex, Hertfordshire,BedfordshireClare MacLeodRegional Development ManagerLeisure ServicesBorough OfficesAngel HillBury St EdmundsSuffolk IP33 1XB01284 75693001284 756931 (fax)ehardme@globalnet.co.uk

WEST MIDLANDSBirmingham, Hereford &Worcester, Shropshire,Staffordshire, WarwickshireSue SuttonRegional Development ManagerJo Young, AdministratorC/O Charles Gillett Centre998 Bristol RoadEdgbastonBirmingham B29 6LE0121 415 22360121 415 2389 (fax)ehnwestmidlands@yahoo.com

SOUTH WESTCornwall, Devon, Somerset,Wiltshire, Glos, Avon, DorsetAnne BakerRegional Development ManagerJenny Mitchell, AdministratorUniversity of ExeterSt LukesHeavitree RoadExeterDevon EX1 2LU01392 26498601392 251033 (fax)ehardmsw@globaInet.co.uk

NORTHNorthumberland, Cumbria,Durham, Cleveland, Tyne & WearKath RochesterRegional Development ManagerLynne Dobison, AdministratorUniversity of DurhamThe House of SportHaworth BuildingLeazes RoadDurham DH1 1TA0191 374 74360191 374 7434 (fax)K.L.Rochester@durham.ac.uk

Useful Address and Reading List and References