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Lesson 6 - Ball Retrieval and Fielding Skills

Ball Control Basics

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Year 2

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Striking & Fielding

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1h 10min

Big Question

How can fielders work as a team to stop runs and create exciting games?

Learning Objectives

To develop ball retrieval skills with increasing accuracy and speed
To understand the role of a fielder in striking and fielding games
To apply fielding techniques in game-like situations

Key Outcomes

Students will demonstrate improved ball tracking and stopping techniques
Students will explain the importance of quick ball retrieval in team games
Students will show better positioning and readiness as fielders

Equipment & Resources Required

Cones

Spread around activity area for boundaries and targets

Alternative: Markers, bean bags, or chalk marks

Tennis Balls

30 (1 per student)

Store in container at edge of area for easy collection

Alternative: Foam balls, bean bags for students with catching difficulties

Tennis Rackets

Check all rackets are appropriate size and in good condition

Alternative: Foam bats, table tennis bats, or hands for hitting

Balls

5 (optional)

Use for differentiation - larger balls easier to track and catch

Alternative: Larger foam balls for students needing easier tracking

Key Vocabulary

Fielding

The action of catching, stopping or picking up the ball after it has been hit

Ready position

Standing with knees bent, weight forward, hands ready to catch

Tracking

Following the path of the ball with your eyes from bat to fielder

Retrieval

Getting the ball back as quickly as possible

Two-handed catch

Using both hands together to secure the ball safely

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic ball handling skills from previous units
Understanding of ready position
Experience with tracking moving objects

Current Skills

Ball retrieval techniques
Fielding positioning and movement
Quick return skills

Next Steps

Advanced fielding positions
Tactical fielding in games
Communication between fielders

Milestone Indicators

Consistent ball stopping with two hands

Quick movement to get behind the ball

Understanding of fielding role in team context

Key Teaching Points

Always use two hands when collecting balls for better control and safety
Ready position with knees bent allows for quick movement in any direction
Getting behind the ball before collection ensures more successful retrieval
Throwing the ball back is much faster than running with it
Tracking the ball with eyes from hit to collection is essential for good fielding
Good fielding prevents runs and can win games for the team
Communication between fielders helps everyone know their role

Common Misconceptions

Thinking fielders just need to catch the ball - emphasise speed of return is equally important
Believing one-handed catches are better - teach that two hands provide more control and consistency
Assuming running with the ball is as fast as throwing - demonstrate the time difference clearly
Thinking fielding is less important than batting - show how good fielding can determine game outcomes
Believing ready position is just standing still - explain how it prepares body for quick movement in any direction

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular movement breaks, use clear visual and verbal cues

dyspraxia

Use larger equipment for easier handling, reduce complexity of multi-step activities, allow extra practice time

autism spectrum

Provide clear structure and routine, use visual schedule of activities, offer quiet space if needed for regulation

visual impairment

Use brightly coloured or textured balls, provide verbal descriptions of ball flight, assign sighted buddy for activities

hearing impairment

Use visual signals and demonstrations, ensure student can see teacher clearly, provide written activity cards

physical disability

Adapt to seated position for ball handling, use larger softer balls, modify distances and targets as needed

Cross-Curricular Links

Maths

Counting catches and throws, timing activities, scoring and keeping track of points

Science

Forces and motion - understanding how balls bounce and move, gravity effects on thrown balls

Geography

Spatial awareness, understanding directions and positioning relative to other players

PSHE

Teamwork and cooperation, dealing with competition positively, encouraging others and showing good sportsmanship

Teacher Guidance

Positioning

Move around groups during activities, position at corner during warm-up for maximum visibility of all students

Observation Focus

Watch for correct two-handed catching technique, appropriate ready position, and safe equipment handling

Intervention Points

Step in if students showing poor technique that could lead to injury, or if competitive elements become too intense

Demonstration Notes

Use exaggerated movements to show ready position, demonstrate ball tracking by pointing to eyes then following imaginary ball path

Verbal Cues

•'Two hands like a crocodile mouth!'
•'Get behind the ball!'
•'Ready position - knees bent!'
•'Eyes on the ball!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m indoor hall or outdoor area with clear boundaries

Surface Check

Non-slip surface free from water, debris or obstacles that could cause trips

Equipment Safety

Safety Checks

•Tennis balls checked for damage and appropriate bounce
•Rackets inspected for cracks or loose strings
•Cones positioned safely away from activity zones

Risk Management

Key Risks

•Collisions between students during chasing activities
•Ball strikes to head or body from batting activities
•Trips and falls during running and sudden direction changes

Risk Mitigation

•Clear spacing between groups during batting activities
•Emphasis on controlled movements rather than maximum speed
•Progressive skill building from static to dynamic activities
•Clear rules about safe equipment handling

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all batting groups simultaneously
•Move around groups to provide close supervision of racket activities
•Maintain awareness of student energy levels and emotional responses

Emergency Procedures

Stop all activity immediately, assess injury, provide appropriate first aid, send for additional help if required