Lesson 2 - Track and Return
Striking & Fielding Fundamentals
•Year 1
•Striking & Fielding
•Start Planning Better PE Lessons
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How can we become ball detectives and always catch the moving ball?
Learning Objectives
- Students will develop tracking skills to collect a moving ball from along the ground
- Students will demonstrate accuracy when returning a ball back to base/zone using rolls and throws
- Students will understand the strategy of overtaking the ball when retrieving
Key Outcomes
- All students will track and attempt to collect slow-moving balls
- Most students will successfully return balls using underarm throwing technique
- Some students will consistently overtake the ball when tracking and demonstrate tactical awareness
Equipment & Resources Required
Distribute around area perimeter for easy collection
Alternative: Bean bags, foam balls for students with catching difficulties
Mark channels 3 metres wide, 10 metres long
Alternative: Marker spots, playground chalk lines
For identifying teams in group activities
Alternative: Team captains wear different coloured tops
Key Vocabulary
Following the path of the ball with your eyes and body movement
Moving faster than the ball to get in front of it and stop it
Getting in the way of the ball to stop it reaching its target
Collecting and bringing back a ball that has been hit or thrown away
The starting point or safe area where you return the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling from Lesson 1
- Understanding of underarm throwing technique
- Awareness of personal space and movement
Current Skills
- Tracking moving balls effectively
- Ball retrieval using overtaking strategy
- Accurate returning to base/target
Next Steps
- Catching balls at different heights
- Running to field balls in game situations
- Team tactical awareness in batting and fielding
Milestone Indicators
Key Teaching Points
- Overtaking the ball is more effective than chasing behind it
- Always use two hands to collect balls safely and securely
- Track the ball with your eyes from the moment it's released
- Communication with partners improves success and safety
- Controlled movement is better than maximum speed
- Spatial awareness prevents collisions and creates opportunities
- Practice leads to improvement - celebrate all efforts
Common Misconceptions
- Students think running faster always means better performance - emphasise control over speed
- Many believe chasing the ball is the only way - demonstrate overtaking advantages clearly
- Some students think one-handed collection is acceptable - consistently reinforce two-handed technique
- Students may think harder rolling makes them better - explain accuracy and control are more important
- Students might believe they can't improve quickly - highlight progress and effort over natural ability
SEN Adaptations
ADHD
- Break activities into shorter segments, provide regular movement breaks, use clear boundaries and expectations
dyspraxia
- Allow extra practice time, use verbal cues for movement patterns, provide larger targets and equipment
autism spectrum
- Provide clear structure and routine, offer quiet zones if overwhelmed, use visual schedule for activities
visual impairment
- Use brightly coloured balls, provide verbal descriptions of ball location, assign sighted buddy for safety
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, ensure student can see teacher's face
physical disability
- Adapt to seated or modified standing positions, use larger/lighter balls, reduce movement distances
Cross-Curricular Links
Maths
Estimating ball speed and distance, counting successful attempts, measuring channel distances
Science
Understanding forces and motion, friction affecting ball movement, reaction time concepts
Geography
Directional language (forwards, backwards, left, right), spatial awareness and mapping movement
PSHE
Teamwork and cooperation, managing frustration, celebrating others' success, communication skills
Teacher Guidance
Positioning
Stand centrally to observe all groups, move around to provide individual feedback during activities
Observation Focus
Watch for correct tracking technique, safe spatial awareness, and positive group cooperation
Intervention Points
["Step in if students are chasing rather than overtaking consistently", "Intervene if any unsafe speeds or movements observed", "Support groups struggling with rotation or cooperation"]
Demonstration Notes
Use exaggerated movements to show key techniques, demonstrate common mistakes for correction, involve students in demonstrations where appropriate
Verbal Cues
- •'Eyes on the ball!'
- •'Get ahead of it!'
- •'Two hands ready!'
- •'Smooth and controlled!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 25m x 20m flat area, clear of obstacles and hazards
Surface Check
Dry, non-slip surface free from holes, debris, or wet patches
Equipment Safety
Safety Checks
- •Check balls are properly inflated and undamaged
- •Ensure cones have no sharp edges or cracks
- •Verify adequate ball storage when not in use
Risk Management
Key Risks
- •Collisions between students during ball chasing
- •Slips and falls when changing direction quickly
- •Ball strikes to head or body during activities
Risk Mitigation
- •Clear channel boundaries to separate groups
- •Emphasis on controlled movement rather than maximum speed
- •Regular reminders about spatial awareness
- •Progressive skill building from simple to complex
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all channel activities simultaneously
- •Move around area to provide close monitoring of technique
- •Watch for signs of fatigue or frustration affecting safety
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid, contact office if required