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Lesson 2 - Choosing Where to Hit

Team Play Striking Skills

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Year 1

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Striking & Fielding

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45 min

Big Question

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

Dish Cones

4 per pair (60)

Placed at hitting positions with clear space around

Alternative: Small traffic cones, plastic cups

Cricket Equipment

1 per pair (15)

Check for damage before use

Alternative: Tennis rackets, small wooden bats, foam bats

Soft Dodgeballs

3 per pair (45)

Use soft balls only for safety when hitting towards others

Alternative: Soft play balls, bean bags

Coloured Bibs

15 (one colour)

To distinguish strikers from fielders

Alternative: Bands, different coloured tops

Key Vocabulary

Striker

The player who hits the ball and runs to score points

Fielder

The player who collects balls and returns them to the cone

Target area

The space where we aim to hit the ball

Runs

Points scored by running between markers after hitting

Tactical 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

Consistently hits ball off cone

Shows awareness of fielder positions

Runs immediately after hitting third ball

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