🏏

Lesson 7 - Roles in Striking & Fielding

Ball Control Basics

•

Year 2

•

Striking & Fielding

•

1h 6min

Big Question

How do different roles work together to make games fair and exciting?

Learning Objectives

To understand the distinct roles of batter, bowler and fielder in striking and fielding games
To apply throwing, catching and retrieving skills effectively in game situations
To develop simple tactical awareness and scoring systems

Key Outcomes

Students will demonstrate understanding of three key roles in striking and fielding
Students will apply ball skills with increasing accuracy and control
Students will use simple tactics and maintain accurate scoring

Equipment & Resources Required

Cones

Used for boundaries and scoring targets

Alternative: Markers, bean bags, or chalk lines

Balls

For kicking activities and easier catching

Alternative: Footballs or large bouncy balls

Tennis Balls

For throwing and catching skill development

Alternative: Foam balls or bean bags for SEND students

Key Vocabulary

Batter

The person who strikes or kicks the ball to start play

Bowler

The person who delivers the ball to the batter

Fielder

Players who collect the ball and try to stop the batter scoring

Ready Position

Balanced stance with knees bent, hands ready, watching the ball

Underarm Throw

Throwing technique with arm swinging low and releasing below shoulder height

Retrieve

To quickly collect and return the ball

Skill Progression Pathway

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

Prior Learning

Basic throwing and catching with large balls
Understanding of simple game rules
Ability to follow instructions in group activities

Current Skills

Role-specific skills for bowler, batter and fielder
Tactical awareness in game situations
Accurate scoring and record keeping

Next Steps

Complex striking and fielding games with multiple strategies
Advanced fielding positions and responsibilities
Team-based tactical decision making

Milestone Indicators

Student can explain all three roles without prompting

Accurate ball skills demonstrated under pressure

Consistent scoring maintained throughout activities

Key Teaching Points

Ensure students understand all three roles before progressing to games
Emphasise safety in all throwing and catching activities
Develop tactical awareness through questioning and reflection
Promote positive competition and fair play throughout
Adapt activities to ensure all students can participate successfully
Use clear demonstrations and verbal cues consistently
Build skills progressively from simple to complex applications

Common Misconceptions

Thinking fielders work individually rather than as a team
Believing faster/harder throws are always better than accurate ones
Assuming the batter's only job is to hit/kick the ball hard
Not understanding why quick ball return is important for fielders
Thinking roles are fixed rather than rotating in fair games

SEN Adaptations

ADHD

Short activity bursts, clear boundaries, regular movement breaks, immediate feedback

dyspraxia

Larger equipment, reduced complexity in activities, extra practice time, simplified instructions

autism spectrum

Clear structure and routines, visual timetable of activities, quiet retreat space available

visual impairment

Use brightly coloured balls, verbal descriptions of actions, buddy system for guidance

hearing impairment

Visual demonstrations, hand signals for communication, written instruction cards

physical disability

Seated throwing and catching options, modified distances, alternative scoring methods

Cross-Curricular Links

English

Following instructions, explaining roles and tactics, listening skills during discussions

Maths

Counting jumps and runs for scoring, measuring distances, understanding time concepts in game duration

Science

Understanding forces in throwing and kicking, reaction times in fielding, body movement and exercise

PSHE

Teamwork and cooperation, fair play and honesty, supporting others and positive competition

Teacher Guidance

Positioning

Position yourself where you can observe all groups, rotating between activities to provide feedback

Observation Focus

Watch for role understanding, ball skill application, and positive team dynamics

Intervention Points

Step in when students struggle with role concepts, unsafe techniques, or negative behaviour

Demonstration Notes

Use clear, exaggerated movements for skill demonstrations, involve students in demonstrating good techniques

Verbal Cues

•'Remember your ready position!'
•'Watch the ball all the way!'
•'Work together as fielders!'
•'Great tactical thinking!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m outdoor space or large sports hall

Surface Check

Even surface free from holes, debris and water hazards

Equipment Safety

Safety Checks

•Check balls are properly inflated and undamaged
•Ensure cones have no sharp edges or cracks
•Verify equipment is age-appropriate size and weight

Risk Management

Key Risks

•Collisions between students during running activities
•Ball strikes to head or body during throwing
•Slips and falls during quick directional changes
•Overexertion during continuous activity

Risk Mitigation

•Clear boundaries and running lanes established
•Teaching safe throwing and catching techniques
•Adequate spacing between activity groups
•Regular breaks and hydration opportunities
•Progressive skill building from simple to complex

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all activity areas
•Monitor throwing activities closely
•Watch for signs of fatigue or overexertion
•Ensure fair play and positive interactions

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid, contact emergency services if required