Hockey

Hockey Adaptations

There are many forms of hockey across the world from the traditional field hockey to ice hockey and all the steps in between. The adaptations here may be taken across all the forms of hockey to ensure safety and create an inclusive environment.

Like all information on this website it is important to understand that these are just possible adaptations and for further information please contact your advisory teacher or Andrew Whisson (PE teacher at the SA School for Vision Impaired).

Potential Rule Changes

Communication is key in all sport adaptations and hockey is no different. Enforcing that all students or athletes playing the game communicate their position allows athletes with vision impairment to feel confident on the field. This can be done by enforcing all athletes to communicate "Voi" when intending to take possession of the ball, either as an offender or defender. The failure to do so results in a penalty shot or loss of possession of the ball (or puck) from this point on the field (or ice). In enforcing this rule, we are able to ensure that an athlete with a vision impairment can have confidence in where their peers are and not have the ball (or puck) taken from their stick when dribbling.

Reducing the number of players in each game or drill also acts to reduce the confusion, clutter and any reserved reactions from athletes or students with vision impairment. Rather than playing 1 full field game with 10 players and 1 goalkeeper on each team, half the size of the playing area and reduce the teams to 5 players and 1 goalkeeper on each team similar to floorball, ice hockey or roller hockey.

Enforcing that the hockey sticks are not allowed to be lifted above waist height is vital to ensure that all students are confident in playing and the possibilities of injury are severely decreased for all students or athletes.

For some students and some forms of hockey completely outlawing the lifted ball or puck may also drastically reduce the risk of injury, whilst simultaneously forcing the game to remain on a 2-D plane. This 2-D plane is far easier to track balls with confidence as with lower or no vision students do not have to consider height whilst also watching or listening to speed, direction and proximity of the ball or puck.

Similarly, by enforcing both teams must make at least one pass before a shot can be taken will give defenders the opportunity to track the ball or puck before a shot is taken.

Equipment

Depending on the individual students the equipment will differ greatly. For all students, however, the choice of ball is an important first step to ensure an inclusive unit or lesson. Depending on the vision of the individual student it may be important to include an audible ball, or a ball of high contrast to the environment being played in (see PE adaptations pages). Wiffles balls are used in mainstream floorball and by simply pressing bells into them they can become audible and easily tracked by athletes or students. Younger students or athletes may need the ball size increased and the use of a small chime bell can allow for greater success with the skills being taught, not only for the student with vision impairment but for other students with less prior experience or lower spatial awareness.

Similarly, by increasing the head or blade size it is possible to increase the student's chance of success, below are some images that demonstrate the difference between a roller hockey stick and a field hockey stick against the same ball. By moving away from the field hockey sticks towards roller hockey sticks or floorball sticks it is possible to increase the size of the head or blade without losing the feel for the sport being introduced and played.

For schools and classes that are less confident and worried about possible injury it is possible to play with soft foam polo hockey sticks found in most of the sports equipment companies. Students should be encouraged to lower these foam sticks to increase the surface area of the equipment and their chances to succeed, however, it also reduces the chance for injury and so students will have the confidence to do so.

Image shows a traditional wooden field hockey stick in front of a yellow wiffle ball.

The image above shows a typical field hockey stick with a wiffle ball. The field hockey stick has a small "blade", whilst the wiffle ball is also relatively small.

Image shows a red roller hockey stick in front of a yellow wiffle ball.

The image above shows a typical roller hockey stick with a wiffle ball. The roller hockey stick has a much larger blade than the field hockey stick and would allow for much easier control of the wiffle ball.

Image shows a traditional wooden field hockey stick in front of a larger yellow chime ball.

The image above shows a typical field hockey stick with a small chime ball. The field hockey stick has a small "blade", however, the small chime ball is significantly larger.

Image shows a red roller hockey stick in front of a larger yellow chime ball.

The image above shows a typical roller hockey stick with a small chime ball. The roller hockey stick has a much larger blade than the field hockey stick whilst the chime ball is significantly larger than the wiffle ball.

If safety is a concern it is possible to replace the hockey sticks with foam polo sticks as shown below. While this will reduce the surface area of the head or blade it will remove the fear of contact or injury from an uncontrolled swing and will encourage students to get involved without fear. By then using the larger chime ball it is still possible to create control and confidence in skills such as dribbling, passing or shooting.

The photo shows a blue foam polo stick being used to dribble a yellow wiffle ball.

Foam polo stick with wiffle ball

The photo shows a blue foam polo stick being used to dribble a yellow chime ball.

Foam polo stick with chime ball

This can be extended further by encouraging and teaching students to lower their foam polo stick to increase the surface area of the polo stick hitting the ball. This is a common technique in hockey and in field hockey is known as the sweep pass. As shown below the surface area hitting the ball increases from 10cm to 23cm, allowing the student to have a much greater chance or success.

The photo shows a polo stick being held vertically and touching the yellow chime ball.

When held upright the polo stick has a surface area of 10cm which is less than the size of the chime ball.

The photo shows a polo stick being held at a 45 degree angle to increase the surface area touching the yellow chime ball.

During a sweep pass the polo stick has a surface area of 23cm significantly larger than the size of the chime ball.

Audible markers for the goals are also useful, this allows athletes to orientate themselves while playing. An audible marker in hockey can be simple buzzers (see below) or a volunteer, coach or teacher behind the goal clapping or tapping the goal with a relay baton or tapping the relay batons together.

A buzzer or beeper allows the teacher/coach to walk away from the goals to support the play and is a constant audible orientation tool for the student or athlete with vision impairment. The downside is the buzzer or beeper does not move as the athlete does to always give the centre of the goal and unless the correct beep or buzz is produced, it can bounce off of hard surfaces or not give a clear positional reference.

Clapping or using batons allows the sound to rotate around the goal to give the correct shooting angle to the athlete or student as they move laterally on field. Simultaneously the coach, teacher or volunteer behind the goal can give short instructions like "shoot now" or "top left" so the student has more confidence in their attack. This method also allows the parameters of the goals to be tapped to give a clear representation of where the ball can be shot to attack the goal. This method does, however, take personnel to work and in many cases this is not possible all the time.

Depending on the number of students with a vision impairment in the game or drill it may be only necessary to audibly mark one goal, as it may just create unnecessary distraction having both goals marked if not required.

Hands clapping as an audible marker

Image shows two batons, one red and one yellow, tapping together

Batons tapping as an audible marker

The photo shows a black pouch with a grey buzzer attached to a red and black wire travelling into the pouch and then travelling out the top to a battery snap with a batter attached.

A simple buzzer can be used as an audible marker

The image shows a coach tapping a baton on the frame of a soccer goal.

Relay baton used to tap the side of the goals

Relay baton used to tap the top of the goals

Considering the field marking is also important and the use of high contrast cones or drop lines are important as the generic grass marking or court markings may not be accessible or visible to all athletes (see PE adaptations pages). If possible even the introduction of tactile lines can help to provide a tactile indication of location, position, orientation and the court boundaries (see PE adaptations pages).

The image shows 5 cones sitting on grass. One white, one yellow, one red, one blue and one green. This high lights the importance of colour contrast to the grass.

Selecting the correct colour of cone to ensure high contrast to the environment and surface is important.

The image shows four yellow drop down lines on a dark surface, two straight and two corner lines.

Use of drop down lines can be a simple and effective way to ensure the field lines are marked clearly with a tactile element.

Image shows a hand touching a black tactile line taped to a wooden gym floor.

Tactile lines are useful to support students or athletes orientate themselves on court.

How can all students be involved?

By ensuring the adaptations above, the lesson, unit or training will automatically become more inclusive and encourage all students or athletes to be involved. However, further rule changes could also encourage inclusive practice. The could be as simple as all students must touch the ball before a goal can be scored. This forces all students to turn to their team members or peers and support their involvement in the game. Reduce or remove the time that the athlete or students with a vision impairment spends in goal as a keeper, not only is it very difficult to trap or effectively stop a fast moving shot it may also reduce their opportunity to be involved in the game at all.

More information

For more information contact your advisory teacher or Andrew Whisson (PE Teacher at the SA School for Vision Impaired) for more information.