Lesson 2 - Choosing Where to Hit
Team Play Striking Skills
•Year 1
•Striking & Fielding
•Start Planning Better PE Lessons
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How can we outsmart fielders by choosing where to hit the ball?
Learning Objectives
- To hit balls off cones with increasing accuracy
- To make tactical decisions about where to hit the ball
- To attempt hitting with power and control
Key Outcomes
- Students will be able to hit a ball off a cone into different areas
- Students will understand why hitting away from fielders is beneficial
- Students will demonstrate running between markers to score points
Equipment & Resources Required
Placed at hitting positions with clear space around
Alternative: Small traffic cones, plastic cups
Check for damage before use
Alternative: Tennis rackets, small wooden bats, foam bats
Use soft balls only for safety when hitting towards others
Alternative: Soft play balls, bean bags
To distinguish strikers from fielders
Alternative: Bands, different coloured tops
Key Vocabulary
The player who hits the ball and runs to score points
The player who collects balls and returns them to the cone
The space where we aim to hit the ball
Points scored by running between markers after hitting
Choosing where to hit based on fielder positions
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball striking with implement
- Understanding of hitting and fielding roles
- Simple running and stopping skills
Current Skills
- Tactical hitting placement
- Decision making in game situations
- Coordinated hitting and running
Next Steps
- Hitting moving balls
- Advanced tactical positioning
- Team hitting strategies
Milestone Indicators
Key Teaching Points
- Always look at fielder positions before deciding where to hit the ball
- Strategic hitting creates better scoring opportunities than random hitting
- Teamwork between partners improves overall success in games
- Controlled hitting to targets is more effective than powerful wild swings
- Running immediately after hitting the third ball maximises scoring time
- Fielders can work together to cover more area and return balls faster
- Making tactical decisions is as important as physical skill development
Common Misconceptions
- Misconception: 'Hitting as hard as possible always scores more points' - Correct: Accurate placement often scores more than powerful wild hits
- Misconception: 'Fielders should both stand in the same area' - Correct: Spreading out covers more area and prevents easy scoring
- Misconception: 'It doesn't matter where I hit the ball' - Correct: Strategic hitting placement is key to successful scoring
- Misconception: 'I should only try to hit the hardest targets for most points' - Correct: Match target difficulty to your skill level for consistent success
- Misconception: 'Running starts when all balls are collected' - Correct: Running starts immediately after hitting the third ball
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear physical boundaries with cones, offer leadership roles during activities, use movement breaks between instruction periods
dyspraxia
- Use larger, lighter balls for easier hitting, provide additional practice time with adult support, break down hitting technique into smaller steps, use verbal counting for rhythm
autism spectrum
- Provide clear visual schedule of lesson activities, offer quiet space if needed, use consistent routines for equipment collection and partner changes, give advance warning of activity transitions
visual impairment
- Use brightly coloured balls and cones, provide verbal descriptions of target positions, use sound cues for ball location, allow closer positioning to targets
hearing impairment
- Use clear visual demonstrations, hand signals for communication, written instruction cards, ensure face-to-face communication when giving instructions
physical disability
- Provide seated hitting option with adjusted cone height, use lighter bats or modify grip, allow shorter running distances or alternative scoring methods, adapt targets to reachable heights
Cross-Curricular Links
Maths
Counting runs scored, adding points from different target zones, measuring distances to targets, comparing scores between teams
Science
Understanding forces in hitting, trajectory of balls, effect of angle on ball direction, muscles used in hitting and running
Geography
Direction and position awareness, understanding spatial relationships, using positional vocabulary (left/right/behind/in front)
PSHE
Teamwork and cooperation, supporting others, making good choices, dealing with success and disappointment in competitive situations
Teacher Guidance
Positioning
Position at corner of activity area for clear sight lines to all groups, move around during activities to provide close support
Observation Focus
Watch for tactical awareness in target selection, accuracy of hitting technique, quality of teamwork and communication
Intervention Points
Step in when safety rules are not followed, when children struggle with tactical concepts, or when partnerships are not working effectively
Demonstration Notes
Use exaggerated movements for tactical demonstrations, point clearly to target areas and fielder positions, show decision-making process out loud
Verbal Cues
- •'Look where the fielders are standing first!'
- •'Great choice of target - you spotted the gap!'
- •'Remember to run as soon as you hit that third ball!'
- •'Fielders, spread out to cover more area!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m area with additional 5m safety zones around hitting areas
Surface Check
Even, non-slip surface free from holes, debris or wet patches
Equipment Safety
Safety Checks
- •Check all bats for cracks or splinters before use
- •Ensure balls are soft sponge type only
- •Verify cones are stable and have no sharp edges
- •Confirm adequate supply of soft balls to avoid hard substitutes
Risk Management
Key Risks
- •Ball strikes from hitting practice
- •Collisions between strikers and fielders
- •Trips and falls during running
- •Equipment-related injuries from damaged bats
Risk Mitigation
- •All groups hitting in same direction to prevent cross-fire
- •Minimum 5-metre spacing between hitting groups
- •Clear boundaries for hitting, fielding and running areas
- •Soft equipment only throughout lesson
- •Clear rules about when fielders can move
- •Adult supervision positioned for maximum visibility
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all hitting areas simultaneously
- •Monitor equipment handling and bat safety
- •Watch for fatigue affecting technique and safety
- •Intervene immediately for unsafe play
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid, contact emergency services if required