Lesson 7 - Batting, Bowling & Fielding
Striking Fundamentals
•Year 1
•Striking & Fielding
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How do we work as a team to score points and stop the other team from scoring?
Learning Objectives
- To understand the different roles of batter, bowler and fielder in striking and fielding games
- To develop throwing, catching and retrieving skills in game situations
- To learn how to score points and keep track of the score
Key Outcomes
- Students will demonstrate understanding of team roles in striking and fielding
- Students will apply basic throwing and catching skills in competitive situations
- Students will be able to count and remember their scores during games
Equipment & Resources Required
Used for boundaries, scoring zones and jumping targets
Alternative: Bean bags, markers, chalk lines
One per group of 4 students for main activities
Alternative: Large foam balls, beach balls for easier catching
One per pair for skill development activities
Alternative: Bean bags, soft balls, foam balls
Key Vocabulary
The person who kicks or strikes the ball to start the game
The person who rolls or throws the ball to start play
The players who try to collect the ball and return it quickly
Feet apart, knees bent, eyes watching, ready to move quickly
To collect the ball and bring it back as quickly as possible
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic underarm throwing technique
- Simple catching with two hands
- Understanding of taking turns and following rules
Current Skills
- Applying throwing and catching in game contexts
- Understanding team roles and responsibilities
- Counting and scoring in competitive activities
Next Steps
- More complex striking and fielding games
- Tactical decision making in game situations
- Leading and organising team activities
Milestone Indicators
Key Teaching Points
- Emphasise the different responsibilities each role has in striking and fielding games
- Focus on accuracy and control in throwing rather than power
- Encourage fielders to work as a team rather than individuals chasing the ball
- Develop counting and scoring skills as integral part of competitive activities
- Build understanding that everyone gets turns in all roles
- Celebrate improvement and effort alongside successful performance
- Connect skills learned to real sports like cricket, rounders and baseball
Common Misconceptions
- Thinking the fielders compete against each other instead of working as one team
- Believing harder/faster throwing is always better than accurate/controlled throwing
- Assuming only the batter or thrower can score points in these games
- Not understanding that the bowler is trying to help the batter succeed, not make it difficult
- Thinking that catching is just about hand position rather than footwork and positioning
- Believing that being 'out' means they failed rather than it being part of the game structure
SEN Adaptations
ADHD
- Shorter activity bursts with more changes, clear boundaries marked, regular positive feedback, movement breaks as needed
dyspraxia
- Larger, softer balls for easier handling, reduced throwing distances, extra practice time, simplified movement patterns
autism spectrum
- Clear visual schedule of activities, consistent routines, quiet space available if needed, structured role rotations
visual impairment
- Use bright coloured balls, verbal descriptions of ball location, buddy system for fielding, sound cues for ball movement
hearing impairment
- Clear visual demonstrations, hand signals for game instructions, written role cards with pictures, visual timers
physical disability
- Adapted throwing distances, seated bowling positions, rolling instead of throwing, modified scoring systems
Cross-Curricular Links
English
Following instructions, explaining rules and tactics, using sports vocabulary accurately, discussing performance
Science
Forces in throwing and catching, trajectory of balls, reaction time, effects of exercise on breathing and heart rate
PSHE
Teamwork and cooperation, dealing with winning and losing, supporting others, following rules and fair play
Teacher Guidance
Positioning
Central position during introductions, circulate during activities to give individual feedback and ensure safety
Observation Focus
Watch for correct role understanding, skill application under pressure, and positive social interactions
Intervention Points
Step in when students show confusion about roles, when safety is compromised, or when negative behaviour affects others
Demonstration Notes
Use exaggerated movements to show techniques clearly, involve students in demonstrations, always show what TO do rather than what NOT to do
Verbal Cues
- •'Eyes on the ball!'
- •'Get in your ready position!'
- •'Work together as fielders!'
- •'Quick feet to move to the ball!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m outdoor or large indoor space with clear boundaries
Surface Check
Even, dry surface free from holes, debris and obstacles
Equipment Safety
Safety Checks
- •Check all balls are properly inflated and in good condition
- •Ensure cones have no sharp edges or cracks
- •Verify adequate number of balls to avoid sharing conflicts
Risk Management
Key Risks
- •Ball strikes to head or body
- •Collisions during running and fielding
- •Trips and falls when moving quickly
- •Overexertion in energetic activities
Risk Mitigation
- •Clear boundaries established with adequate buffer zones
- •Underarm throwing only - no overarm throws
- •Controlled rolling ball introductions
- •Progressive skill building from static to dynamic
- •Regular rest periods and hydration checks
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups during activities
- •Move around constantly during skill practice
- •Pay particular attention to ball flight paths
- •Monitor energy levels and provide rest as needed
Emergency Procedures
Stop activity immediately, assess injury, apply first aid if trained, seek additional help if required, complete accident forms