Lesson 5 - Striking a Ball with Control
Striking Fundamentals
•Year 1
•Striking & Fielding
•Start Planning Better PE Lessons
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How can we use our bodies and equipment to strike a ball accurately and safely?
Learning Objectives
- To develop different methods of striking a ball using hands and simple equipment
- To understand the importance of watching the ball when striking
- To demonstrate control when striking a ball in different directions
Key Outcomes
- Students will be able to strike a ball using various hand positions and basic equipment
- Students will demonstrate improved hand-eye coordination through controlled striking
- Students will show understanding of basic striking techniques and safety
Equipment & Resources Required
Used for boundaries and target markers throughout activities
Alternative: Markers, bean bags, or chalk marks
Distributed around area perimeter for easy collection
Alternative: Size 4 footballs or similar large balls
Softer option for partner work and striking practice
Alternative: Tennis balls or bean bags for controlled practice
Check all rackets for damage before lesson begins
Alternative: Junior rackets, rounders bats, or padder bats
Key Vocabulary
To hit the ball with your hand or a piece of equipment
Keeping your hand strong and steady, not floppy
Standing with your side facing the person throwing or the direction you want to hit
Continuing the movement after you hit the ball
Throwing the ball with your hand coming from underneath
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills from previous lessons
- Understanding of personal space and movement
- Experience with catching and throwing
Current Skills
- Hand striking techniques with firm, controlled movements
- Basic racket grip and striking position
- Understanding of ball trajectory and timing
Next Steps
- Striking moving balls with increased accuracy
- Advanced batting techniques in game situations
- Tactical decision-making in striking and fielding games
Milestone Indicators
Key Teaching Points
- Firm hand position with fingers pointing downward is crucial for control
- Side-on stance provides better power and accuracy for striking
- Watching the ball continuously from release to contact point
- Progressive development from stationary to moving ball striking
- Safety through controlled movements and proper equipment handling
- Tactical awareness of striking away from fielders in game situations
- Positive encouragement builds confidence in developing striking skills
Common Misconceptions
- Students think harder strikes are always better - teach control first, power later
- Standing square-on feels natural but side-on gives better results
- Looking at the equipment instead of the ball reduces success rate
- Floppy hands feel easier but firm hands provide much better control
- Rushing to use equipment before mastering hand techniques limits progress
SEN Adaptations
ADHD
- Break activities into shorter segments, provide regular movement breaks, clear boundaries and expectations
dyspraxia
- Use larger equipment for easier handling, break down movements into smaller steps, allow extra practice time
autism spectrum
- Provide clear routine structure, visual timetable of activities, quiet space available if overwhelmed
visual impairment
- Use bright coloured balls, provide verbal descriptions of demonstrations, implement buddy system for guidance
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, written instruction cards if needed
physical disability
- Adapt striking to seated position, use larger lightweight rackets, modify distances as needed
Cross-Curricular Links
Maths
Counting points scored, measuring distances between cones, understanding angles for striking direction
Science
Forces applied when striking, ball trajectory and gravity effects, cause and effect in ball movement
Geography
Directional language (forwards, backwards, sideways), spatial awareness concepts, mapping movement patterns
PSHE
Turn-taking and fair play, supporting teammates, managing disappointment when missing strikes
Teacher Guidance
Positioning
Position at corner or edge of activity area for clear view of all students, move between groups during game phase
Observation Focus
Watch for correct hand positions, safe racket handling, fair play during games, and progressive skill development
Intervention Points
Step in if unsafe racket use observed, when students struggling with basic concepts, or if game rules not being followed
Demonstration Notes
Use exaggerated movements to show correct techniques clearly, demonstrate common mistakes to help students avoid them, involve confident students in demonstrations
Verbal Cues
- •'Firm hands, fingers down!'
- •'Watch the ball all the way!'
- •'Side-on stance for power!'
- •'Strike away from the fielders!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m, clear of obstacles, suitable for running and striking activities
Surface Check
Dry, even surface free from hazards, suitable for ball bouncing and running
Equipment Safety
Safety Checks
- •Check tennis rackets for cracks or damaged strings before use
- •Ensure balls are correctly inflated - not too hard or too soft
- •Cones positioned safely with no sharp edges or damage
Risk Management
Key Risks
- •Ball strikes to face or body from poorly controlled striking
- •Racket contact between students during partner work
- •Collisions during running between cones in game
- •Slips and falls during backward/sideways movement
Risk Mitigation
- •Clear boundaries established and maintained throughout
- •Adequate spacing between all activities and groups
- •Progressive skill building from stationary to moving balls
- •Constant supervision during racket use
- •Emphasis on controlled movements rather than power
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups during games
- •Monitor racket handling closely during partner work
- •Watch for fatigue that might affect coordination and safety
Emergency Procedures
Stop all activity immediately, assess injury severity, provide appropriate first aid, contact school first aider if needed