Lesson 5 - Chasing & Retrieving Skills
Teamwork Foundations
•Reception
•Striking & Fielding
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How can we make smart decisions about when to run and when to stay safe when batting?
Learning Objectives
- To develop chasing and retrieving skills with improved accuracy
- To make informed decisions about when to run and when to stay when batting
- To communicate effectively with teammates during fielding activities
Key Outcomes
- Students will chase and retrieve balls using appropriate techniques
- Students will demonstrate decision-making skills when batting
- Students will communicate clearly with teammates and show good teamwork
Equipment & Resources Required
Stored in mesh bag for easy distribution
Alternative: Foam balls, bean bags for easier catching
One colour for Harry Potter, different colour for Voldemorts
Alternative: Coloured bands or sashes
Check for damage before use
Alternative: Plastic cricket bats, tennis rackets
Set at appropriate height for Reception students
Alternative: Large cones with ball balanced on top
Use for boundaries and running markers
Alternative: Marker spots, hoops
Large enough for 2-3 students to stand in
Alternative: Chalk circles, rope circles
For drawing crease lines
Alternative: Marker spots, rope lines
Key Vocabulary
To go and get the ball and bring it back
The person hitting the ball with the bat
The people trying to get the ball when someone hits it
To shout instructions or encouragement to your teammates
Using both hands to collect a ball safely
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball rolling and catching skills from previous lessons
- Understanding of running between markers
- Basic teamwork and turn-taking
Current Skills
- Chasing and retrieving skills with appropriate hand positioning
- Decision-making when batting about running opportunities
- Communication skills during team games
Next Steps
- More complex striking and fielding games
- Advanced decision-making under pressure
- Strategic team positioning
Milestone Indicators
Key Teaching Points
- Two-handed pickup technique: step forward, get in line with ball, palms facing ball, fingers pointing down
- Decision-making when batting: consider where ball has gone, how far fielders are, whether you can make it safely
- Safe bat handling: slide over crease line, never throw or drop bat while running
- Teamwork in fielding: communicate clearly, encourage each other, work together to form lines quickly
- Positive communication: use encouraging words, help teammates understand what to do
- Spatial awareness: understand your position relative to others, move safely around shared space
- Progressive skill building: master basic retrieval before adding pressure and decision-making elements
Common Misconceptions
- "I should always run when I hit the ball" - teach that sometimes staying is the smart choice
- "One hand is always easier" - explain when two hands are safer and more effective
- "Fielding is just about being fast" - emphasise teamwork and communication over individual speed
- "If I make a mistake, I've failed" - reinforce that mistakes are part of learning and improving
- "The loudest team wins" - teach that clear, helpful communication is better than just being loud
SEN Adaptations
ADHD
- Shorter activity bursts, clear movement boundaries, regular positional changes, immediate positive feedback
dyspraxia
- Larger equipment, simplified movements, extra practice time, step-by-step instructions broken down further
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed, consistent instructions
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of setup, buddy system for navigation
hearing impairment
- Use visual signals and demonstrations, written instruction cards, ensure good sight lines for lip reading
physical disability
- Adapted equipment sizes, modified distances, seated versions of activities where appropriate
Cross-Curricular Links
English
Following instructions, using descriptive language for movement, communicating clearly with teammates
Science
Forces and motion when rolling balls, understanding speed and direction, gravity effects on ball movement
PSHE
Teamwork and cooperation, making decisions under pressure, encouraging others, dealing with success and disappointment
Teacher Guidance
Positioning
Move around perimeter to observe all groups, positioning near batting areas during striking activities
Observation Focus
Watch for correct retrieval technique, safe bat handling, and positive team communication
Intervention Points
Step in if unsafe behaviour observed, if students struggling with concepts, or if team dynamics become negative
Demonstration Notes
Always demonstrate retrieval technique clearly, showing step-by-step body positioning. Model positive communication and decision-making processes.
Verbal Cues
- •'Two hands for safety!'
- •'Think before you run!'
- •'Great teamwork!'
- •'Show me your decision-making!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor area minimum 30m x 20m with clear boundaries
Surface Check
Dry, even surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check all bats for damage - no splinters or cracks
- •Ensure balls are in good condition - not split or damaged
- •Verify hoops are stable and won't slip
- •Check chalk lines are clear and safe
Risk Management
Key Risks
- •Collision between students during chasing games
- •Bat-related injuries during striking activities
- •Slips and falls during quick direction changes
- •Ball strikes to face or body
Risk Mitigation
- •Clear boundaries and adequate spacing between activities
- •Teach and reinforce safe bat handling techniques
- •Emphasise controlled movement and awareness of others
- •Use appropriate ball sizes and ensure controlled rolling speeds
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all batting areas
- •Monitor chasing activities for safe play
- •Watch for signs of fatigue affecting safety
- •Ensure adult support for students needing additional guidance
Emergency Procedures
Stop activity immediately if injury occurs. Assess and provide appropriate first aid. Have clear access route for emergency services if needed.