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Lesson 5 - Striking a Ball with Control

Striking Fundamentals

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Year 1

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Striking & Fielding

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Big Question

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

Cones

Used for boundaries and target markers throughout activities

Alternative: Markers, bean bags, or chalk marks

Balls

30 (1 per student)

Distributed around area perimeter for easy collection

Alternative: Size 4 footballs or similar large balls

Softballs

Softer option for partner work and striking practice

Alternative: Tennis balls or bean bags for controlled practice

Tennis Rackets

15 (1 between 2)

Check all rackets for damage before lesson begins

Alternative: Junior rackets, rounders bats, or padder bats

Key Vocabulary

Strike

To hit the ball with your hand or a piece of equipment

Firm hand

Keeping your hand strong and steady, not floppy

Side on

Standing with your side facing the person throwing or the direction you want to hit

Follow through

Continuing the movement after you hit the ball

Underarm throw

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

Consistent contact with stationary balls

Improved timing when striking moving balls

Beginning to direct strikes towards spaces

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