Unit Plan 23 (Grade 8 PE): Lacrosse — Possession & Tactical Small-Sided Games

Focus: Use lacrosse-style small-sided games to develop stick skills, possession under pressure, offensive cutting and support, and safe defensive marking. Emphasize tactical decision-making (when to pass, cut, or hold), spatial awareness, and modeling safety and rules while playing at game speed.

Grade Level: 8

Subject Area: Physical Education (Team Sports • Invasion Games • Tactical Games)

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

I. Introduction

Students explore lacrosse-style invasion games focused on keeping possession, moving into space, and defending safely. Through progressive stick-skill work (scooping, cradling, passing, catching) and 3v3/4v4 small-sided games, they practice maintaining control under pressure and reading when teammates are open for a pass. On defense, students learn to mark without contact, protect space, and transition quickly on turnovers while modeling PE rules and safety expectations for equipment and movement.

Essential Questions

• How can we keep possession of the ball under pressure while still looking for good scoring chances?
• What does effective spacing, cutting, and support look like in lacrosse-style small-sided games?
• How can defenders mark, contain, and help without unsafe contact or fouling?
• What does it mean to model rules, procedures, and safety and to lead inclusive teamwork in a fast-paced stick game?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform basic lacrosse stick skills (scoop, cradle, pass, catch) while moving, with control and awareness of space.
2. Use off-ball movement (cuts, fakes, changes of speed and direction) to get open and support teammates.
3. Apply tactical spacing in 3v3/4v4 games, recognizing when to spread, fill space, or cut to the ball.
4. Demonstrate safe defensive marking, staying between opponent and goal, denying passing lanes, and transitioning quickly on turnovers.
5. Consistently follow and model safety rules and equipment procedures, acting as a positive example for peers.
6. Show leadership and inclusive teamwork by organizing groups, encouraging less-confident players, and helping the group communicate and adjust tactics.

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:S2.8b – Using Pathways, Levels, Tempo & Deception Strategically Intentionally select and vary pathways, levels, speed, and feints to create offensive opportunities and disrupt opponents’ strategies.
  • Example: A student changes pace, uses a hesitation move, and then sharply cuts diagonally to receive a pass behind a defender.
• 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.
• PE:S4.8b – Leadership, Teamwork & Inclusive Participation Demonstrate leadership and teamwork by organizing groups, facilitating fair play, encouraging peers, and ensuring all students are included and respected.
  • Example: When captaining a team, a student balances teams, assigns roles, listens to ideas, encourages quieter students to participate, and promotes positive communication.

Success Criteria — Student Language

• I can scoop, cradle, pass, and catch with a stick while moving, keeping the ball under control and protecting it from defenders.
• I can use cuts, fakes, and changes of speed to get open and help my teammates keep possession.
• I can space out, move into open lanes, and avoid crowding the ball in 3v3/4v4 lacrosse-style games.
• I can defend by staying between my player and the goal, denying passes, and transitioning quickly when we win or lose the ball, all without unsafe contact.
• I can follow and model safety rules for sticks and boundaries and help my team communicate and include everyone.