Lesson 5 - Chasing and Striking on the Move
Cricket Skill Progression
•Year 2
•Striking & Fielding
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How can we use movement to improve our striking and fielding skills in games?
Learning Objectives
- To chase a ball and throw it back accurately using correct technique
- To strike a ball off a tee whilst moving forward with control
- To communicate effectively with teammates during fielding activities
Key Outcomes
- Students will demonstrate accurate throwing after chasing a ball
- Students will show improved striking technique when moving towards the ball
- Students will communicate clearly with teammates during game situations
Equipment & Resources Required
Distributed on cones around activity area
Alternative: Foam balls, bean bags for throwing practice
Used as ball stands and position markers
Alternative: Plastic bottles, markers
Appropriate size for Year 2 students
Alternative: Wooden bats, tennis rackets, foam bats
Positioned at both ends of game areas
Alternative: Cones, skittles, chalked targets
For identifying different roles in activities
Alternative: Bands, different coloured tops
Key Vocabulary
To run after and catch up with a moving ball
Throwing technique where arm goes over shoulder in high arc
A stand that holds the ball steady for striking
Supporting a teammate by being ready to collect the ball if they miss
When fielders get the ball to the stumps before the batsman reaches safety
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic throwing and catching skills
- Understanding of simple game rules
- Basic striking from static position
Current Skills
- Throwing accurately after movement
- Striking whilst in motion
- Team communication in fielding
Next Steps
- Bowling and batting in modified games
- Advanced fielding positions
- Strategic game play
Milestone Indicators
Key Teaching Points
- Ball pickup using outside foot for quick turning and efficient movement
- Forward step when striking creates momentum and better contact with ball
- Clear communication by calling name prevents collisions and improves teamwork
- Backing up teammates provides security and reduces pressure in fielding
- Head position steady when striking ensures better ball contact and control
- Overarm throwing provides greater accuracy and distance than underarm
- Team encouragement builds confidence and creates positive learning environment
Common Misconceptions
- Students think picking up ball with both hands is faster - demonstrate one-handed pickup speed advantage
- Belief that striking harder is always better - emphasise control and timing over power
- Assumption that shouting is the same as good communication - teach clear, specific calling
- Thinking backing up means being far away - show close support positioning
- Misconception that running fast guarantees success - emphasise technique over speed
SEN Adaptations
ADHD
- Shorter activity periods, clear boundaries and expectations, regular movement breaks built into activities
dyspraxia
- Larger equipment initially, reduced complexity in movements, extra practice time and encouragement
autism spectrum
- Clear, structured routines, visual schedule of activities, quiet space available if overwhelmed
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of field positions, buddy system for safety
hearing impairment
- Visual signals for game starts/stops, clear visual demonstrations, written or pictorial instructions
physical disability
- Adapted striking positions, modified throwing distances, alternative roles such as scoring or coaching
Cross-Curricular Links
Maths
Measuring distances for game setup, counting scores and statistics, understanding angles for striking and throwing
Science
Forces and motion in ball throwing, balance and momentum when moving and striking, understanding trajectory
Geography
Directions and positioning in field placement, spatial awareness and mapping movement patterns
PSHE
Teamwork and cooperation, managing emotions during competitive activities, leadership and encouraging others
Teacher Guidance
Positioning
Central position during warm-up, move between pairs during skill practice, rotate between groups during games
Observation Focus
Technique development, safety awareness, communication quality, inclusion of all students
Intervention Points
Step in if unsafe practice, provide individual technique support, mediate any conflicts during games
Demonstration Notes
Use confident students to model good technique, show both correct and incorrect examples for comparison, emphasise key teaching points visually
Verbal Cues
- •'Outside foot pickup!'
- •'Step towards the ball!'
- •'Call your name!'
- •'Back each other up!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor area minimum 30m x 40m for multiple groups
Surface Check
Even, non-slip surface free from hazards, suitable for running and ball games
Equipment Safety
Safety Checks
- •Check bats for damage, appropriate size for students
- •Ensure balls are not too hard for age group
- •Cones have no sharp edges or damage
Risk Management
Key Risks
- •Collisions between students when chasing balls
- •Being struck by ball or bat during games
- •Slips and falls when changing direction quickly
Risk Mitigation
- •Clear boundaries and designated areas for each activity
- •Adequate spacing between groups and activities
- •Progressive skill building before game application
- •Clear rules about bat handling and ball awareness
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups during games
- •Monitor technique to prevent injury
- •Watch for fatigue and provide rest as needed
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, apply appropriate first aid or seek help