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Lesson 6 - Bowling and Wicket Keeping

Teamwork Foundations

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Reception

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Striking & Fielding

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45 min

Big Question

How can we work together as a fielding team to stop the ball reaching the boundary?

Learning Objectives

Develop accurate bowling techniques using both underarm and overarm actions
Learn effective wicket keeping stance and positioning
Apply striking and fielding skills in team game situations

Key Outcomes

Students will bowl with improved accuracy using different actions
Students will demonstrate proper wicket keeping technique
Students will show understanding of team fielding strategies

Equipment & Resources Required

Tennis Balls

15-20

Distributed around activity areas

Alternative: Soft cricket balls, foam balls

Cones

20-25

Various colours for boundaries and targets

Alternative: Markers, bean bags

Tees

3-4

Adjustable height for Reception students

Alternative: Upturned cones, static ball holders

Cricket Stumps

6 sets

Lightweight plastic stumps recommended

Alternative: Plastic stumps, cone wickets

Measuring Tapes

For setting up 5m distances

Alternative: Pre-marked distances with cones

Key Vocabulary

Bowling

Rolling or throwing the ball towards the wickets or batter

Wicket keeping

Standing behind the wickets to catch or stop balls from the bowler

Backing up

Supporting a teammate by positioning behind them to stop missed balls

Crease

The line that marks the safe area for batters and bowlers

Overarm

Throwing or bowling with the arm coming over the shoulder

Underarm

Bowling with the arm swinging below shoulder height

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic ball handling and catching skills
Understanding of simple throwing techniques
Awareness of personal space and boundaries

Current Skills

Developing bowling accuracy with different techniques
Learning wicket keeping positioning and stance
Applying fielding skills in team contexts

Next Steps

Advanced bowling techniques with spin and pace variation
Complex fielding strategies and positioning
Leadership roles in team game situations

Milestone Indicators

Consistent accuracy when bowling at targets

Quick reaction times when wicket keeping

Effective communication during team fielding

Key Teaching Points

Emphasise communication through name calling before attempting to field balls
Focus on backing up as essential teamwork skill in all fielding situations
Develop overarm throwing technique with side-on stance and proper body mechanics
Encourage accurate bowling with focus on target hitting rather than just power
Promote fair rotation systems ensuring all students experience different roles
Build understanding of boundaries and rules through practical game experience
Connect individual skills to team success in game applications

Common Misconceptions

Thinking that backing up means standing far away rather than directly behind teammate
Believing that throwing harder is always better than throwing accurately
Assuming that calling for the ball means shouting rather than clear name identification
Thinking wicket keeping only involves catching rather than positioning and stance
Believing that fielding is individual rather than coordinated team activity

SEN Adaptations

ADHD

Use shorter activity bursts, provide clear movement boundaries, offer specific roles and responsibilities

dyspraxia

Break down movements into smaller steps, use larger equipment, provide additional practice time and support

autism spectrum

Provide clear visual schedules, allow movement breaks, create quiet zones if overwhelmed by activity

visual impairment

Use brightly coloured cones and balls, provide verbal descriptions of demonstrations, partner with sighted peer for guidance

hearing impairment

Use visual signals and demonstrations, written instructions on display boards, ensure clear sight lines for lip reading

physical disability

Modify throwing distances, provide seated alternatives, use larger or adapted equipment as needed

Cross-Curricular Links

English

Following instructions, communication skills, vocabulary development through sports terminology

Maths

Measuring 5m distances, counting throws and scores, understanding concepts of distance and accuracy

Science

Forces in throwing actions, friction and movement, understanding body mechanics in sports

Geography

Directional language, spatial awareness, mapping movement around playing areas

PSHE

Teamwork and cooperation, resilience when facing challenges, managing emotions in competitive situations

Teacher Guidance

Positioning

Move between activity areas to observe all students, position at corners for maximum visibility during games

Observation Focus

Watch for accurate technique development, effective communication, and safe movement patterns

Intervention Points

Step in when safety is compromised, technique needs correction, or team cooperation breaks down

Demonstration Notes

Use clear, exaggerated movements for technique demonstration, involve students in showing good examples

Verbal Cues

•'Call your name loudly!'
•'Back up behind your teammate!'
•'Side-on position for throwing!'
•'Work together as a team!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or outdoor area minimum 20m x 30m with clear boundaries

Surface Check

Even, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check batting tees are stable and appropriate height
•Ensure tennis balls are in good condition without cracks
•Verify cones are visible and securely positioned

Risk Management

Key Risks

•Collisions during running and fielding activities
•Trips and falls when backing up or moving quickly
•Ball strikes during throwing practice

Risk Mitigation

•Clear boundaries established for all activities
•Adequate spacing maintained between activity groups
•Progressive skill building from static to dynamic
•Emphasis on controlled movements rather than speed

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all activity areas
•Monitor high-activity areas during game applications
•Watch for students following safety instructions during transitions

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support as needed