Lesson 3 - Striking with Accuracy
Accuracy & Sending Skills
•Year 1
•Target Games
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we use our body and equipment to strike a ball accurately at targets?
Learning Objectives
- To strike a ball at a target using different equipment with increasing accuracy
- To understand and apply the correct sideways position when striking
- To develop hand-eye coordination through targeted striking activities
Key Outcomes
- Students will strike balls at targets using tennis rackets, unihoc sticks or cricket bats
- Students will demonstrate a sideways stance and keep their head still when striking
- Students will apply basic striking skills competently in game situations
Equipment & Resources Required
Distribute around activity areas, keep spares nearby
Alternative: Bean bags, sponge balls, foam balls
Check for damage, age-appropriate sizes
Alternative: Badminton rackets, table tennis bats
Appropriate height for Year 1 students
Alternative: Hockey sticks (plastic), pool noodles
Lightweight options for young children
Alternative: Plastic cricket bats, shortened wooden bats
Bright colours for visibility, stable base
Alternative: Markers, spots, bean bags
Adjustable height tees preferred
Alternative: Upturned cones, marker spots
Medium size hoops for target areas
Alternative: Rope circles, drawn circles with chalk
Bright colours for easy collection
Alternative: Small balls, juggling balls
Key Vocabulary
To hit the ball with equipment like a racket, stick or bat
Something we aim at, like cones or goals
Standing with your side facing the target, not front-on
Hitting exactly where we want to aim
Continuing the striking movement after hitting the ball
The movement backwards before striking the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and catching skills
- Simple rolling and throwing movements
- Following instructions and working with equipment
Current Skills
- Striking with equipment (rackets, sticks, bats)
- Aiming and targeting skills
- Sideways body positioning for striking
Next Steps
- Striking moving balls
- Advanced accuracy techniques
- Tactical awareness in striking games
Milestone Indicators
Key Teaching Points
- Sideways stance is crucial for accurate striking - shoulder points at target
- Head must remain still throughout the entire striking motion
- Eye contact with ball from setup through to contact point
- Smooth backswing and follow-through create better accuracy than rushed movements
- Controlled force is more important than power for target games
- Equipment grip should be relaxed like shaking hands
- Practice and repetition build accuracy and confidence
Common Misconceptions
- Students often face forward instead of sideways - correct immediately with clear demonstration
- Many rush the striking action - emphasise slow, controlled movements
- Children may try to hit too hard - explain that accuracy comes from technique, not force
- Some students look away just before contact - practice keeping eyes on ball throughout
- Forgetting to follow through - show how this affects ball direction and accuracy
SEN Adaptations
ADHD
- Break activities into shorter segments, provide regular movement breaks, use clear visual boundaries for activities
dyspraxia
- Use larger, lighter equipment, provide extra practice time, break technique into smaller steps, offer hand-over-hand support
autism spectrum
- Provide clear visual sequence cards for striking technique, offer quiet space for breaks, maintain consistent routines
visual impairment
- Use brightly coloured equipment and balls, provide verbal descriptions of target positions, use textured balls for better grip awareness
hearing impairment
- Use visual signals and demonstrations, write key technique points on board, ensure facing student when speaking
physical disability
- Adapt equipment size and weight, allow seated striking positions, modify target distances and heights as needed
Cross-Curricular Links
Maths
Counting successful strikes, measuring distances to targets, understanding angles for accurate striking
Science
Forces and motion when striking balls, understanding how angle affects ball direction
Geography
Directional language (left, right, forwards, backwards) when aiming at targets
PSHE
Teamwork and cooperation, dealing with success and failure, encouraging others
Teacher Guidance
Positioning
Move between activity stations to provide feedback and ensure safety, maintain overview of whole class
Observation Focus
Watch for correct sideways stance, head stillness during striking, improvement in accuracy over attempts
Intervention Points
Step in if striking becomes too forceful, when students forget safety rules, or if technique significantly deteriorates
Demonstration Notes
Always demonstrate technique in slow motion first, exaggerate key points like sideways stance, use positive examples from students when possible
Verbal Cues
- •'Sideways stance!'
- •'Keep your head still like a statue!'
- •'Eye on the ball!'
- •'Smooth swing and follow through!'
- •'Gentle strikes only!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor area minimum 30m x 20m, clear of obstacles
Surface Check
Non-slip surface, even ground free from holes or hazards
Equipment Safety
Safety Checks
- •Check all striking equipment for damage before use
- •Ensure balls are properly inflated and not split
- •Verify cones are stable and not sharp
- •Confirm tees are appropriate height and stable
Risk Management
Key Risks
- •Being hit by balls during activities
- •Collision with equipment or other students
- •Overexertion during active games
- •Equipment malfunction causing injury
Risk Mitigation
- •Clear boundaries established for all activities
- •Only soft balls used throughout lesson
- •Adequate spacing maintained between students and activities
- •Controlled striking force emphasised repeatedly
- •Adult supervision at all striking activities
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all activities simultaneously
- •Monitor striking force remains gentle and controlled
- •Watch for students showing signs of fatigue
- •Ensure equipment sharing is safe and fair
Emergency Procedures
Stop all activity immediately, assess injury, provide first aid as needed, contact school nurse if required