Lesson 4 - Hand Hitting and Target Accuracy
Striking & Fielding Fundamentals
•Year 1
•Striking & Fielding
•Start Planning Better PE Lessons
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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
Store in equipment baskets around activity areas
Alternative: Bean bags, tennis balls, or soft playground balls
Split equally between two halves of playing area
Alternative: Soft play balls or foam dodgeballs
Set up in clusters with different point values
Alternative: Plastic bottles, hoops, or chalk targets
Clear middle line dividing playing area in half
Alternative: Chalk line, tape, or existing hall markings
Clipboards with simple tally charts
Alternative: Mini whiteboards or mental scoring
Key Vocabulary
Throwing the ball up gently with one hand so you can hit it with the other
Standing with your side facing the target, not facing forward
Continuing your hitting movement after making contact with the ball
The specific place you want the ball to go
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
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