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Lesson 4 - Hand Hitting and Target Accuracy

Striking & Fielding Fundamentals

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Year 1

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Striking & Fielding

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45 min

Big Question

How can we use our hands like a bat to send balls exactly where we want them to go?

Learning Objectives

Attempt to hit an object with the hand using correct technique
Self-feed and hit the ball to a partner or target
Describe the movements needed to hit successfully

Key Outcomes

Students will be able to self-feed a ball and hit it using their hand
Students will demonstrate side-on stance and follow-through when hitting
Students will accurately send balls towards targets and partners

Equipment & Resources Required

Small Foam Balls

1 per student (30)

Store in equipment baskets around activity areas

Alternative: Bean bags, tennis balls, or soft playground balls

Large Soft Balls

15-20 for warm-up game

Split equally between two halves of playing area

Alternative: Soft play balls or foam dodgeballs

Dish Cones

15 for support activities

Set up in clusters with different point values

Alternative: Plastic bottles, hoops, or chalk targets

Markers

1 set (rope, cones, or court lines)

Clear middle line dividing playing area in half

Alternative: Chalk line, tape, or existing hall markings

Score Sheets

1 per group (8 sheets)

Clipboards with simple tally charts

Alternative: Mini whiteboards or mental scoring

Key Vocabulary

Self-feed

Throwing the ball up gently with one hand so you can hit it with the other

Side-on stance

Standing with your side facing the target, not facing forward

Follow-through

Continuing your hitting movement after making contact with the ball

Target

The specific place you want the ball to go

Contact

The moment when your hand touches the ball

Skill Progression Pathway

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

Prior Learning

Basic ball handling and throwing skills
Understanding of personal space and boundaries
Simple catching and rolling movements

Current Skills

Self-feeding technique with non-dominant hand
Side-on hitting stance and body position
Hand-eye coordination for hitting moving objects

Next Steps

Using simple bats and paddles for hitting
Playing modified striking and fielding games
Developing more complex hitting patterns

Milestone Indicators

Consistent self-feeding without dropping

Making contact with ball 7 out of 10 attempts

Hitting ball in intended direction 5 out of 10 times

Key Teaching Points

Side-on stance is fundamental to accurate hitting - emphasise throughout lesson
Self-feeding height should be around waist level for optimal hitting
Follow-through direction determines where ball travels - aim towards target
Gentle technique gives more control than power hitting
Hand-eye coordination develops through practice - celebrate attempts not just success
Partner work requires communication and consideration
Personal challenges build confidence and individual skill development

Common Misconceptions

Children think facing forward gives better aim (side-on actually provides better accuracy)
Belief that hitting harder makes hitting easier (gentle control is more effective)
Assumption that dominant hand should be used for everything (non-dominant hand feeding improves coordination)
Idea that targets should always be the furthest away (success at appropriate distance builds confidence)
Misconception that ball must be hit high to travel far (controlled low hitting often more accurate)

SEN Adaptations

ADHD

Frequent activity changes, clear boundaries and expectations, movement breaks built in, positive behaviour reinforcement

dyspraxia

Larger equipment for easier success, simplified movement patterns, additional practice time, step-by-step instruction cards

autism spectrum

Clear visual schedule of activities, quiet practice space available, consistent routines, advance warning of transitions

visual impairment

Use brightly coloured balls, provide verbal descriptions of demonstrations, buddy system for partner work, tactile markers for boundaries

hearing impairment

Visual demonstrations with clear gestures, written instruction cards, visual signals for game starts/stops, peer support

physical disability

Seated hitting variations, adapted equipment like larger balls, modified targets at appropriate heights, alternative scoring methods

Cross-Curricular Links

English

Following instructions, using descriptive vocabulary, communication with partners

Maths

Counting balls and scores, understanding different point values, measuring distances, basic addition

Science

Forces and motion when hitting balls, trajectory and angles, cause and effect relationships

PSHE

Cooperation and teamwork, perseverance with challenges, celebrating others' success, managing disappointment

Teacher Guidance

Positioning

Move around perimeter to observe all children, central position for demonstrations, near struggling children for support

Observation Focus

Watch for correct side-on stance, appropriate self-feeding height, safe hitting direction, partner cooperation

Intervention Points

Step in if children hitting too hard, provide technique reminders, support struggling pairs, manage equipment safety

Demonstration Notes

Always demonstrate technique slowly first, then at normal speed, use children as positive examples, repeat key demonstrations as needed

Verbal Cues

•'Side-on like a tennis player!'
•'Gentle toss, watch the ball!'
•'Follow through to your target!'
•'Soft touches for control!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, additional areas for target practice

Surface Check

Non-slip surface, clear of any obstacles or hazards

Equipment Safety

Safety Checks

•All balls are soft foam and age-appropriate
•Cones have no sharp edges or points
•Equipment regularly checked for wear and damage

Risk Management

Key Risks

•Ball strikes to face or body
•Collisions during partner work
•Slips during dynamic movements

Risk Mitigation

•Clear boundaries established for all activities
•Adequate spacing maintained between children
•Soft equipment only for hitting practice
•Clear stop signals and freeze commands

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during partner work
•Monitor hitting direction and control
•Watch for frustration and provide support

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid or support, reassure other children