Unit Plan 10 (Grade 8 PE): Floor Hockey — Offensive & Defensive Systems

Focus: Use 4v4/5v5 floor hockey to develop offensive shapes (triangle/diamond), team defense strategies (zone vs man), and quick transitions, emphasizing passing to support, defending lanes, and knowing when to pressure vs contain.

Grade Level: 8

Subject Area: Physical Education (Invasion Games • Stick Skills • Team Tactics)

Total Unit Duration: 5 sessions (one week), 45–55 minutes per session

I. Introduction

Students move beyond basic floor hockey skills into offensive and defensive systems that mirror real team play. Through stick-handling around cones, passing through moving gates, and 4v4/5v5 games, they practice using triangle/diamond shapes to stay spread out and create passing options. On defense, students learn to guard passing lanes, choose between man-to-man and zone coverage, and manage pressure vs contain decisions to prevent breakaways. Throughout the unit, they also model safety rules and procedures with sticks, staying in control while playing at high intensity.

Essential Questions

• How can offensive shapes (triangle, diamond) make it easier to support teammates and create high-percentage passing and shooting opportunities?
• What does it look like to defend passing lanes, and how do we decide when to pressure the puck vs when to contain?
• How can zone and man-to-man defenses help us protect key scoring areas and stop fast breaks in floor hockey?
• How do safe stick use, rule-following, and quick transitions from offense to defense (and back) affect the quality and safety of our games?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Control the puck/ball with stick-handling around obstacles and strike passes and shots with appropriate force, angle, and placement.
2. Combine locomotor movement, stick skills, and body positioning in continuous play, moving into space, receiving passes, and shooting under pressure.
3. Use triangle/diamond offensive shapes and support positions to maintain possession and create good scoring chances.
4. Apply defensive strategies (marking players, guarding lanes, choosing zone vs man) and adjust pressure vs contain based on puck location and numbers.
5. Read game situations to adjust effort, force, and timing of passes, shots, and defensive closes, especially in transition moments.
6. Model safety, rules, and procedures for the class by keeping sticks low, avoiding body contact, and responding quickly to signals and boundaries.

Standards Alignment — 8th Grade (SHAPE America-based custom)

• PE:S1.8e – Striking with Implements for Tactical Placement & Power Strike stationary and moving objects with paddles, rackets, bats, or sticks to send them with purposeful placement, speed, and spin, based on tactical choices.
  • Example: In badminton or pickleball, a student alternates between clears, drops, and smashes to move an opponent around the court and set up winning shots.
• PE:S1.8f – Integrating Complex Skill Combinations in Continuous Play Combine locomotor, manipulative, and stability skills in complex, continuous sequences during game play, maintaining form and control throughout.
  • Example: In a game, a student dribbles, executes a crossover, passes to a teammate, cuts to space, receives a return pass, and takes a balanced, accurate shot—all under defensive pressure.
• PE:S2.8a – Advanced Spatial Awareness & Tactical Positioning Consistently use spatial awareness to adjust positioning relative to teammates, opponents, and scoring areas, both in offense and defense, in real time.
  • Example: In 5v5 or 6v6 games, students recognize when to spread wide, cut to gaps, rotate defensively, or drop into support positions without prompting.
• PE:S2.8c – Adjusting Effort, Force, Angle & Timing Based on Game Demands Adjust effort level, force, angle, and timing of skills (passes, shots, serves, runs) after interpreting distance, defensive pressure, and risk/benefit of different options.
  • Example: In a net game, a student chooses a soft angled shot when the opponent is deep and a powerful deep shot when the opponent is crowding the net.
• PE:S2.8d – Selecting & Applying Offensive Strategies Effectively Identify and apply offensive strategies (spreading the field, using screens, give-and-go, overlaps, switching fields, setting picks) to create high-percentage scoring chances.
  • Example: In basketball or handball, students run a set play (screen-and-roll or backdoor cut), read the defense, and make a smart choice between shooting or passing.
• PE:S2.8e – Executing Defensive Strategies & Transitions Smoothly Apply defensive concepts (marking, denying passing lanes, help defense, hedging, recovery, and transition defense) fluidly as the game flow changes.
  • Example: After a turnover, students quickly communicate, pick up players or zones, stop fast breaks, and then shift back into half-court or set defense.
• PE:S4.8a – Modeling Rules, Procedures & Safety for the Group Consistently follow and model classroom rules, procedures, and safety expectations, often acting as a positive example for peers.
  • Example: A student proactively checks boundaries and equipment for safety, reminds classmates about safe conduct, and responds promptly to signals without being told.

Success Criteria — Student Language

• I can control the puck/ball with my stick and pass or shoot with the right force and angle for the situation.
• I can help my team use a triangle or diamond shape on offense so we always have passing options and support.
• I can defend passing lanes, decide when to pressure the puck and when to contain and protect space.
• I can help my team play zone or man defense, communicate, and transition quickly when possession changes.
• I can show and remind others about floor hockey safety rules, including keeping sticks low, no body checking, and stopping on the whistle.