Lesson 6 - Bowling and Wicket Keeping
Teamwork Foundations
•Reception
•Striking & Fielding
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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
Distributed around activity areas
Alternative: Soft cricket balls, foam balls
Various colours for boundaries and targets
Alternative: Markers, bean bags
Adjustable height for Reception students
Alternative: Upturned cones, static ball holders
Lightweight plastic stumps recommended
Alternative: Plastic stumps, cone wickets
For setting up 5m distances
Alternative: Pre-marked distances with cones
Key Vocabulary
Rolling or throwing the ball towards the wickets or batter
Standing behind the wickets to catch or stop balls from the bowler
Supporting a teammate by positioning behind them to stop missed balls
The line that marks the safe area for batters and bowlers
Throwing or bowling with the arm coming over the shoulder
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
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