Lesson 6 - Ball Retrieval and Fielding
Striking Fundamentals
•Year 1
•Striking & Fielding
•Start Planning Better PE Lessons
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How can we become expert ball collectors who help our team win?
Learning Objectives
- To retrieve a ball using correct technique and positioning
- To understand the role of fielding in striking and fielding games
- To track and stop moving balls consistently
Key Outcomes
- Students will demonstrate correct body positioning when retrieving balls
- Students will explain why quick ball retrieval helps their team
- Students will track moving balls and position themselves effectively
Equipment & Resources Required
Pre-distributed around activity area in containers
Alternative: Bean bags, soft play balls for easier handling
Stored safely at batting stations
Alternative: Paddle bats, foam paddles for safer batting
Used to mark bases and activity boundaries
Alternative: Markers, hoops for area boundaries
Available for differentiation support
Alternative: Beach balls for students needing larger targets
Key Vocabulary
Collecting and returning the ball quickly to stop the other team from scoring
Standing with knees bent, weight forward, ready to move in any direction
Following the ball with your eyes as it moves through the air
Getting the ball and bringing it back quickly
Picking up or catching the ball safely with both hands
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic catching skills with large balls
- Understanding of personal space and movement
- Simple throwing and rolling techniques
Current Skills
- Ball tracking and positioning
- Two-handed collection technique
- Ready position for fielding
Next Steps
- Advanced fielding positions and communication
- Quick return techniques to teammates
- Understanding of game tactics and strategy
Milestone Indicators
Key Teaching Points
- Always emphasise tracking the ball with eyes throughout its flight path
- Ready position is crucial - knees bent, weight forward, balanced and ready to move
- Two-handed collection is safer and more reliable than one-handed attempts
- Getting behind the ball gives best chance of successful collection
- Quick return to teammates is more effective than running with the ball
- Fielding is a team skill that helps everyone succeed together
- Practice builds confidence - celebrate improvements and effort over perfection
Common Misconceptions
- Students thinking they must catch every ball in the air - teach that ground collection is often easier and just as effective
- Believing faster is always better - emphasise controlled movement and technique over speed
- Thinking fielding is just about individual skill - highlight teamwork and communication aspects
- Assuming ready position is just standing still - show how it prepares body for quick movement in any direction
- Believing only 'sporty' children can be good fielders - demonstrate how practice and technique matter more than natural ability
SEN Adaptations
ADHD
- Frequent activity changes built in, clear physical boundaries marked, regular movement breaks, specific individual targets and praise
dyspraxia
- Larger playground balls for easier handling, reduced activity complexity, extra practice time, step-by-step skill breakdowns with visual cards
autism spectrum
- Clear visual timetable of lesson activities, quiet practice space available, consistent routines and predictable structure, sensory break options
visual impairment
- Use bright yellow tennis balls, verbal descriptions of ball location, tactile boundaries with rope or cones, buddy system for guidance
hearing impairment
- Visual demonstrations of all skills, clear hand signals for commands, written instruction cards available, ensure face-to-face communication
physical disability
- Seated fielding options, modified throwing distances, larger/lighter balls as needed, adapted racket grips, wheelchair-accessible positioning
Cross-Curricular Links
English
Following complex instructions, using descriptive language for technique, communication during team activities
Maths
Counting successful catches, measuring throwing distances, timing activities, keeping simple scores in games
Science
Forces and motion in ball flight, balance and stability in ready position, reaction time in catching
Geography
Directional language (forward, backward, left, right), spatial positioning, area and boundary concepts
PSHE
Cooperation and teamwork, resilience when skills are challenging, celebrating others' successes, turn-taking and fairness
Teacher Guidance
Positioning
Central position during whole-class activities, circulate during pair/group work to monitor and support
Observation Focus
Ball tracking technique, two-handed collection, ready position adoption, cooperative work quality
Intervention Points
Step in when students struggling with basic catches, unsafe practices observed, or negative interactions occurring
Demonstration Notes
Always demonstrate skills clearly before practice, use students as positive examples, show both correct technique and common mistakes for comparison
Verbal Cues
- •'Eyes on the ball!'
- •'Two hands ready!'
- •'Get behind the ball!'
- •'Ready position - knees bent!'
- •'Quick return to your teammate!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large, clear activity area minimum 20m x 30m with defined boundaries
Surface Check
Even, dry surface free from holes, debris, or slippery areas
Equipment Safety
Safety Checks
- •Tennis balls checked for damage - no splits or hard areas
- •Rackets inspected for loose strings or broken handles
- •Cones stable and visible with no sharp edges
Risk Management
Key Risks
- •Ball strikes to face or body during throwing activities
- •Collisions during running and chasing activities
- •Slips and falls during quick direction changes
- •Racket contact during batting activities
Risk Mitigation
- •Clear boundaries and adequate spacing enforced throughout
- •Progressive skill building from static to dynamic activities
- •Controlled throwing heights and distances appropriate to age
- •Safe batting technique with underarm bowling only
- •Partner awareness and communication emphasised
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during all activities
- •Active monitoring during partner and group work
- •Intervention at first sign of unsafe practices
- •Clear stoppage signals established and practiced
Emergency Procedures
Stop activity immediately, assess situation, appropriate first aid response, incident recording as per school policy