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Lesson 3 - Striking with Accuracy

Accuracy & Sending Skills

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Year 1

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Target Games

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45 min

Big Question

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

Softballs

30-40 (various sizes)

Distribute around activity areas, keep spares nearby

Alternative: Bean bags, sponge balls, foam balls

Tennis Rackets

15-20

Check for damage, age-appropriate sizes

Alternative: Badminton rackets, table tennis bats

Unihoc Sticks

15-20

Appropriate height for Year 1 students

Alternative: Hockey sticks (plastic), pool noodles

Cricket Equipment

10-15 (size 1-2)

Lightweight options for young children

Alternative: Plastic cricket bats, shortened wooden bats

Cones

40-50

Bright colours for visibility, stable base

Alternative: Markers, spots, bean bags

Tees

10-15

Adjustable height tees preferred

Alternative: Upturned cones, marker spots

Hoops

10-15

Medium size hoops for target areas

Alternative: Rope circles, drawn circles with chalk

Balls

20-30

Bright colours for easy collection

Alternative: Small balls, juggling balls

Key Vocabulary

Strike

To hit the ball with equipment like a racket, stick or bat

Target

Something we aim at, like cones or goals

Sideways position

Standing with your side facing the target, not front-on

Accuracy

Hitting exactly where we want to aim

Follow through

Continuing the striking movement after hitting the ball

Backswing

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

Consistent contact between equipment and ball

Improved accuracy over 3 attempts

Independent demonstration of correct stance

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