Lesson 3 - Fielding Positions & Interception
Team Play Striking Skills
•Year 1
•Striking & Fielding
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How can we work together as fielders to stop the ball and prevent runs?
Learning Objectives
- Identify where batters are hitting the ball and position ourselves strategically
- Work cooperatively to intercept balls as a fielding team
- Experiment with different fielding positions to stop scoring opportunities
Key Outcomes
- Students will demonstrate strategic positioning based on ball direction
- Students will show improved communication and teamwork in fielding situations
- Students will adapt their body position for effective ball interception
Equipment & Resources Required
Distributed to batting areas, extras available for continuous play
Alternative: Tennis balls, foam balls
Mark batting areas, running markers, and bonus scoring zones
Alternative: Spots, hoops for boundaries
Size-appropriate equipment for Year 1 students
Alternative: Hands for rolling, small rackets
Distinguish fielders from batters in game situations
Alternative: Different coloured equipment
Key Vocabulary
A player whose job is to stop the ball and prevent runs being scored
To catch or stop the ball before it reaches its intended target
Where you choose to stand on the field to be most effective
Talking to teammates to organise who gets which ball
Standing with knees bent, on toes, arms out, watching the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball rolling and catching from Unit 1
- Understanding of taking turns and simple rules
- Ability to work in small groups cooperatively
Current Skills
- Strategic positioning based on ball observation
- Intercepting moving balls in game situations
- Communicating with teammates during active play
Next Steps
- More complex fielding formations and tactics
- Introduction to specific fielding roles and positions
- Advanced batting techniques and game variations
Milestone Indicators
Key Teaching Points
- Ready position is fundamental - knees bent, arms out, watching ball constantly
- Communication between fielders prevents confusion and missed opportunities
- Strategic positioning based on observation is more effective than random placement
- Fielding requires both individual skill and team cooperation
- Experimentation with positions leads to tactical understanding
- Success in fielding comes from preparation and positioning, not just reactions
- Inclusive teamwork ensures everyone contributes to fielding success
Common Misconceptions
- Thinking fielders should all stand close together rather than spread out strategically
- Believing fast reactions are more important than good positioning and preparation
- Assuming communication is not important because 'good players should know what to do'
- Expecting to intercept every ball immediately without practice and experimentation
- Thinking fielding is individual rather than a team responsibility
SEN Adaptations
ADHD
- Frequent position changes to maintain engagement, clear visual markers for positions, regular positive feedback
dyspraxia
- Extra practice time for ready position, simplified positioning concepts, peer mentoring
autism spectrum
- Clear visual boundaries for game areas, predictable rotation system, quiet zone available for breaks
visual impairment
- Use brightly coloured balls, provide verbal descriptions of fielding positions, buddy system with sighted partner
hearing impairment
- Clear visual demonstrations of positions, hand signals for communication, written strategy cards
physical disability
- Seated fielding positions, modified equipment, adapted distances, peer support for movement
Cross-Curricular Links
Maths
Counting runs scored, measuring distances for game areas, comparing fielding position effectiveness
Science
Understanding forces when intercepting balls, body movement and balance in ready position
Geography
Spatial awareness and positioning, understanding directions and area coverage
PSHE
Teamwork and cooperation, communication skills, resilience when fielding is challenging
Teacher Guidance
Positioning
Position centrally to observe all game areas, move to support groups needing guidance
Observation Focus
Watch for strategic positioning development, communication between students, application of ready position
Intervention Points
Step in if unsafe play develops, guide strategy discussions without giving solutions, support inclusive participation
Demonstration Notes
Demonstrate: Exaggerate ready position for visibility, show ball tracking with head movement, model positive communication
Verbal Cues
- •'Watch where the ball is going!'
- •'Get in the ready position!'
- •'Communicate with your teammates!'
- •'Try a different position!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m clear area for multiple game zones
Surface Check
Level, dry surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Use soft balls appropriate for Year 1 age group
- •Check all cones and markers have no sharp edges
- •Ensure batting equipment is size-appropriate and safe
Risk Management
Key Risks
- •Collisions between students in game areas
- •Balls hitting students not paying attention
- •Tripping over equipment or markers
- •Competitive intensity leading to unsafe play
Risk Mitigation
- •Clear boundaries established between game areas
- •Adequate spacing between all participants
- •Use of soft balls and appropriate equipment
- •Regular safety reminders during activities
- •Teacher positioned for maximum supervision
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all game areas simultaneously
- •Monitor competitive intensity remains appropriate
- •Watch for safe equipment handling
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or seek additional support