Lesson 8 - Base Running for Points
Striking Fundamentals
•Year 1
•Striking & Fielding
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How can I run smartly around bases to score the most points before the ball gets back?
Learning Objectives
- To be able to run around bases to score points
- To understand the concept of working as a team when fielding
- To develop basic striking and kicking skills in game situations
Key Outcomes
- Students will demonstrate running around bases in the correct direction
- Students will show understanding of when to stop running based on ball position
- Students will work cooperatively as fielders to retrieve the ball quickly
Equipment & Resources Required
One per group for throwing activities
Alternative: Small playground balls, tennis balls
Four per group to create base squares
Alternative: Markers, hoops as bases
One per group, placed in centre of square
Alternative: Buckets, marked circles on ground
Child-sized, lightweight rackets
Alternative: Short tennis rackets, padder tennis bats
One per group for striking activities
Alternative: Foam balls, larger playground balls
Key Vocabulary
The corners of the square that players run around to score points
Players who collect the ball and try to get it back to stop the runner
The player who kicks or strikes the ball and runs around the bases
A player who hits the ball with a racket
The player who bounces the ball to the batter
Working together to achieve a goal
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can kick a stationary ball
- Students can catch a large ball with two hands
- Students can run in different directions avoiding obstacles
Current Skills
- Running around bases in sequence
- Striking a bounced ball with a racket
- Working as a team to field the ball
Next Steps
- Strategic batting placement
- Advanced fielding positions
- Understanding of rounders rules
Milestone Indicators
Key Teaching Points
- Always run around the outside of bases, never through the middle
- Fielders work as a team - nearest person gets ball, others position for return
- Strike or kick the ball away from fielders, not towards them
- Stop running immediately when ball reaches target (hoop/bowler)
- Safe equipment handling - drop rackets safely, controlled throwing
- Count scores out loud to track success
- Cooperation and communication make fielding teams successful
Common Misconceptions
- Thinking you can run through the centre of bases (must go around outside)
- All fielders should run to collect the ball (only nearest should collect)
- The harder you hit/kick, the better (control and placement matter more)
- Individual effort is more important than teamwork (cooperation wins games)
- The game ends when you're tired (specific stopping rules apply)
SEN Adaptations
ADHD
- Shorter activity bursts, clear visible boundaries, regular positive feedback and refocusing
dyspraxia
- Larger equipment for easier handling, extra practice time, simplified instructions broken into steps
autism spectrum
- Clear visual schedule of activities, quiet zones available, consistent routines in game rules
visual impairment
- Use bright coloured balls, verbal cues for direction, buddy system with sighted partner, tactile markers on bases
hearing impairment
- Visual demonstrations and signals, written instructions on display, sign language support if available
physical disability
- Adapted equipment (larger balls, shorter rackets), modified distances, seated versions where appropriate
Cross-Curricular Links
Maths
Counting cones/points scored, measuring distances between bases, understanding of sequence and patterns
Science
Forces in striking and throwing, trajectory and direction of ball movement, energy transfer from bat to ball
Geography
Directional language (clockwise around bases), spatial awareness and positioning
PSHE
Teamwork and cooperation, taking turns fairly, dealing with winning and losing, encouraging others
Teacher Guidance
Positioning
Move between groups to observe and provide feedback, position for visibility of all activities
Observation Focus
Watch for correct base running direction, safe equipment use, and effective teamwork
Intervention Points
["Step in if students not following safety rules", "Support groups struggling with cooperation", "Adjust activity difficulty if students finding it too easy/hard"]
Demonstration Notes
Use clear, exaggerated movements for visibility, involve students in demonstrations, repeat key safety points regularly
Verbal Cues
- •'Outside the bases!'
- •'Work together fielders!'
- •'Drop the racket safely!'
- •'Watch the ball!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m area, clear of obstacles and boundaries marked
Surface Check
Flat, dry surface free from hazards, suitable for running and striking
Equipment Safety
Safety Checks
- •Check rackets for cracks or splinters
- •Ensure balls are appropriately inflated
- •Cones placed securely with no sharp edges
- •Hoops in good condition without cracks
Risk Management
Key Risks
- •Collisions between students during running
- •Ball strikes to head or body
- •Tripping over equipment
- •Racket contact with other students
Risk Mitigation
- •Clear boundaries and running paths established
- •Adequate spacing between groups (minimum 8m)
- •Emphasis on safe racket handling and dropping
- •Controlled throwing/bowling speeds
- •Clear stop signals when ball reaches target
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Monitor racket handling closely
- •Watch for appropriate force in striking/throwing
- •Ensure rotation happens safely
Emergency Procedures
Stop all activity immediately, assess any injury, apply appropriate first aid, seek additional support if needed