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Lesson 8 - Base Running for Points

Striking Fundamentals

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Year 1

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Striking & Fielding

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Big Question

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

Balls

One per group for throwing activities

Alternative: Small playground balls, tennis balls

Cones

Four per group to create base squares

Alternative: Markers, hoops as bases

Hoops

One per group, placed in centre of square

Alternative: Buckets, marked circles on ground

Tennis Rackets

Child-sized, lightweight rackets

Alternative: Short tennis rackets, padder tennis bats

Tennis Balls

One per group for striking activities

Alternative: Foam balls, larger playground balls

Key Vocabulary

Bases

The corners of the square that players run around to score points

Fielders

Players who collect the ball and try to get it back to stop the runner

Batter

The player who kicks or strikes the ball and runs around the bases

Striker

A player who hits the ball with a racket

Bowler

The player who bounces the ball to the batter

Teamwork

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

Consistently runs around outside of bases

Strikes ball with control and direction

Communicates with teammates when fielding

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