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Lesson 6 - Ball Retrieval and Fielding

Striking Fundamentals

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Year 1

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Striking & Fielding

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48 min

Big Question

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

Tennis Balls

1 per student (30)

Pre-distributed around activity area in containers

Alternative: Bean bags, soft play balls for easier handling

Tennis Rackets

Stored safely at batting stations

Alternative: Paddle bats, foam paddles for safer batting

Cones

Used to mark bases and activity boundaries

Alternative: Markers, hoops for area boundaries

Balls

Available for differentiation support

Alternative: Beach balls for students needing larger targets

Key Vocabulary

Fielding

Collecting and returning the ball quickly to stop the other team from scoring

Ready position

Standing with knees bent, weight forward, ready to move in any direction

Track

Following the ball with your eyes as it moves through the air

Retrieve

Getting the ball and bringing it back quickly

Collection

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

Moves confidently towards moving balls

Demonstrates consistent ready position

Shows understanding of fielding role in games

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