Lesson 1 - Catching and Quick Movement
Team Play Striking Skills
•Year 1
•Striking & Fielding
•Start Planning Better PE Lessons
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How can we work together to catch balls and move quickly to score points?
Learning Objectives
- Perform quick runs between markers with control and coordination
- Work as a team to send and receive balls accurately
- Send and receive the ball strategically to score points in game situations
Key Outcomes
- Students will demonstrate catching skills with balls from short throws
- Students will show quick footwork when moving between markers
- Students will work cooperatively in pairs to achieve game objectives
Equipment & Resources Required
Keep extras available for lost or dropped balls
Alternative: Bean bags, foam balls, playground balls
Spread around area in clusters by colour for warm-up
Alternative: Coloured markers, hoops, spots
Create clear 2m x 2m batting areas
Alternative: Chalk lines, rope, tape
Position 10-15 metres apart for running
Alternative: Hoops, mats, painted lines
Key Vocabulary
Using hands to safely stop and hold a ball that is thrown to you
The person trying to catch or collect the ball to stop runs being scored
The person throwing or hitting the ball and running between bases
Touching the ball onto a marker or cone to complete a fielding task
A safe area or marker that runners try to reach
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic throwing and catching with large balls
- Running in straight lines with control
- Following simple game rules
Current Skills
- Catching balls from short throws while moving
- Quick directional changes when running
- Basic tactical awareness in simple games
Next Steps
- Catching balls from longer distances
- Throwing with greater accuracy and power
- More complex team strategies in invasion games
Milestone Indicators
Key Teaching Points
- Always demonstrate correct catching technique with cupped hands and proper finger positioning
- Emphasise controlled throwing - accuracy over power at this age
- Safety first - maintain awareness of space and others during all running activities
- Encourage positive partner communication and cooperation throughout
- Build confidence through progressive skill development from static to dynamic catching
- Use games to apply skills in fun, meaningful contexts that motivate learning
- Celebrate effort and improvement rather than just end results
Common Misconceptions
- That catching is only about hand position - students need to understand whole-body involvement including footwork
- That throwing hard equals throwing well - emphasise accuracy and appropriate force for the situation
- That games are just for fun - help students understand how games develop and test their skills
- That making mistakes means failing - promote growth mindset and learning from errors
- That only the 'sporty' children can succeed - ensure all students experience success through appropriate differentiation
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and expectations, use physical activity as focus tool, offer leadership roles to maintain engagement
dyspraxia
- Use larger equipment, reduce speed of activities initially, provide extra demonstration and practice time, break skills into smaller components
autism spectrum
- Provide clear visual schedule of activities, offer quiet spaces if needed, use consistent routines and language, prepare for transitions between activities
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of activities, pair with sighted partner for support, use audio cues for cone colours
hearing impairment
- Use visual demonstrations and hand signals, provide written instructions, ensure clear sight lines to teacher, use partner for communication support
physical disability
- Modify throwing distances, allow seated catching and throwing, adapt running to wheelchair movement, provide larger balls for easier handling
Cross-Curricular Links
English
Following verbal instructions, communicating with partners, describing tactics and strategies, using specific vocabulary like 'stumping' and 'fielding'
Maths
Counting runs scored during games, measuring distances for base running, timing activities and comparing scores
Science
Understanding forces in throwing and catching, discussing how muscles work during exercise, observing heart rate changes during activity
PSHE
Working cooperatively with partners, showing good sportsmanship, building confidence through skill development, celebrating personal achievements
Teacher Guidance
Positioning
Position centrally during group activities to see all students. Move around pairs during practice to provide individual feedback. Stand at corner of game areas to monitor multiple games simultaneously.
Observation Focus
Watch for correct catching technique, safe running patterns, and positive cooperation. Look for students needing extra support or challenge.
Intervention Points
Step in immediately if unsafe play observed. Intervene if students struggling with basic skills. Address negative behaviour or poor sportsmanship immediately.
Demonstration Notes
Always demonstrate skills slowly first, then at normal speed. Use students as positive examples when appropriate. Show common mistakes and how to correct them.
Verbal Cues
- •'Soft hands for catching!'
- •'Quick feet, controlled running!'
- •'Watch the ball all the way!'
- •'Great teamwork!'
- •'Safe play everyone!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m clear area, with additional space for multiple game zones during final activity
Surface Check
Dry, even surface free from holes or debris. Suitable for running and directional changes.
Equipment Safety
Safety Checks
- •Check tennis balls are in good condition with no cracks
- •Ensure cones are stable and won't tip easily when touched
- •Verify no sharp edges on any equipment
- •Keep spare balls available for hygiene if balls go off-area
Risk Management
Key Risks
- •Collisions during quick directional changes in warm-up
- •Ball strikes to face or body during catching practice
- •Falls when running between bases during games
- •Overexertion during competitive games
Risk Mitigation
- •Establish clear boundaries and movement patterns
- •Emphasise controlled throws and appropriate force
- •Teach and reinforce safe catching technique
- •Monitor competitive behaviour and intervene if unsafe
- •Ensure adequate rest and hydration breaks
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during warm-up activities
- •Move between pairs during skill practice for individual guidance
- •Central position during games to monitor all areas simultaneously
Emergency Procedures
Stop all activity immediately with raised hand signal. Assess any injuries and provide appropriate first aid. Have assistant supervise other students if individual attention needed.