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Lesson 1 - Catching and Quick Movement

Team Play Striking Skills

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Year 1

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Striking & Fielding

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58 min

Big Question

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

Tennis Balls

1 per pair (15)

Keep extras available for lost or dropped balls

Alternative: Bean bags, foam balls, playground balls

Coloured Cones

25 (various colours)

Spread around area in clusters by colour for warm-up

Alternative: Coloured markers, hoops, spots

Sun Markers

4 cones per game area

Create clear 2m x 2m batting areas

Alternative: Chalk lines, rope, tape

Markers

2 per game

Position 10-15 metres apart for running

Alternative: Hoops, mats, painted lines

Key Vocabulary

Catching

Using hands to safely stop and hold a ball that is thrown to you

Fielder

The person trying to catch or collect the ball to stop runs being scored

Batter

The person throwing or hitting the ball and running between bases

Stumping

Touching the ball onto a marker or cone to complete a fielding task

Base

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

Catches 7 out of 10 balls from short throws

Can change direction quickly without losing balance

Understands basic role as fielder or batter

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.