Lesson 4 - Striking with Accuracy and Force
Accuracy & Sending Skills
•Year 1
•Target Games
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How can I strike a ball with the right amount of force to hit my target accurately?
Learning Objectives
- To strike a ball at a target with some degree of force and accuracy
- To strike into spaces effectively during games
- To demonstrate turn-taking and equipment sharing
Key Outcomes
- Students will be able to strike a ball towards a target using appropriate force
- Students will show improved accuracy when striking into open spaces
- Students will demonstrate good sportsmanship through turn-taking and sharing
Equipment & Resources Required
Check for damage, appropriate size for Year 1
Alternative: Unihoc sticks, cricket bats, table tennis bats
Ensure balls are not too bouncy for indoor use
Alternative: Foam balls, bean bags for safety
Use bright colours for visibility
Alternative: Bean bags, markers, chalk lines
Adjustable height for different students
Alternative: Upturned cones, static ball placement
For identification in games
Alternative: Bands, different coloured tops
Key Vocabulary
To hit a ball with a bat, racket or stick using controlled force
The object or area you are aiming to hit with the ball
How hard or soft you hit the ball
How close your ball gets to the target you aimed for
Doing two or more movements one after the other smoothly
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills
- Understanding of simple game rules
- Awareness of personal space
Current Skills
- Striking with force and accuracy
- Target awareness and spatial judgement
- Linking movement skills in sequences
Next Steps
- Advanced striking techniques
- Tactical awareness in target games
- Complex skill combinations
Milestone Indicators
Key Teaching Points
- Emphasise safety with soft, controlled striking throughout
- Focus on accuracy over power - hitting the target is more important than hitting hard
- Use positive reinforcement to encourage effort and improvement
- Demonstrate proper grip and stance clearly before each activity
- Connect skills to real sports to increase engagement and understanding
- Encourage self-assessment and reflection to develop independent learners
- Promote cooperation and fair play through turn-taking and team activities
Common Misconceptions
- Harder hitting always means better striking - teach that control and accuracy are more important
- Only one 'correct' way to hold equipment - show that grip may vary slightly between individuals
- Games are just for fun with no learning - explain how each game develops specific skills
- Self-assessment means being harsh on yourself - model positive, realistic self-evaluation
- Turn-taking slows down activities - demonstrate how it ensures everyone gets equal practice time
SEN Adaptations
ADHD
- Frequent activity changes, clear movement boundaries, additional adult support, fidget tools available during instruction time
dyspraxia
- Larger, lighter equipment, simplified movement patterns, additional practice time, step-by-step instruction cards
autism spectrum
- Clear routine structure, visual schedule of activities, quiet break area available, consistent verbal cues and praise
visual impairment
- Use brightly coloured balls and equipment, verbal descriptions of all activities, sound-making balls available, buddy system for guidance
hearing impairment
- Visual demonstrations of all instructions, sign language support if available, written instruction cards, visual signals for game start/stop
physical disability
- Seated striking activities, modified implements with larger grips, shorter distances, alternative scoring methods
Cross-Curricular Links
Maths
Counting successful strikes and goals, measuring distances between cones, understanding angles of striking
Science
Forces and motion when striking balls, cause and effect relationships, understanding trajectory
Geography
Directional language, spatial awareness, mapping movement around playing area
PSHE
Turn-taking and fairness, team cooperation, celebrating others' success, managing emotions when losing
Teacher Guidance
Positioning
Central position during demonstrations, peripheral during activities to observe all groups
Observation Focus
Watch for proper technique, safe behaviour, engagement levels, and cooperative play
Intervention Points
Step in immediately for safety concerns, technique corrections, or behaviour management
Demonstration Notes
Use exaggerated movements for visibility, involve confident students in demonstrations, emphasise safety aspects clearly
Verbal Cues
- •'Eye on the ball!'
- •'Gentle strikes only!'
- •'Take your time to aim!'
- •'Well done for taking turns!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear area, or school hall with adequate ceiling height
Surface Check
Non-slip surface, free from obstacles, appropriate for running activities
Equipment Safety
Safety Checks
- •Check all striking implements for damage before use
- •Ensure soft balls only - no hard cricket balls
- •Batting tees stable and appropriate height
- •Cones in good condition with no sharp edges
Risk Management
Key Risks
- •Collision between students during games
- •Being struck by ball or implement
- •Trips and falls during running activities
- •Overexertion during energetic games
Risk Mitigation
- •Clear boundaries and safe zones established
- •Adequate spacing between activity areas
- •Soft equipment only for Year 1 safety
- •Gentle striking technique emphasised throughout
- •Regular water breaks and rest periods
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all activity areas
- •Move constantly during activities to monitor technique
- •Particular attention during striking activities
- •Quick intervention for unsafe behaviour
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid, contact school office if needed