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Lesson 3 - One-Handed Ball Pick-Up

Cricket Skill Progression

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Year 2

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Striking & Fielding

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45 min

Big Question

How can we become lightning-fast fielders who can pick up and return the ball with either hand?

Learning Objectives

To develop one-handed ball collection technique with both dominant and non-dominant hands
To learn quick underarm returns from low positions
To demonstrate understanding of striking and fielding game rules and boundaries

Key Outcomes

Students will be able to pick up a rolling ball one-handed using correct technique
Students will demonstrate quick underarm returns from bootlace height
Students will show awareness of game boundaries and basic striking and fielding rules

Equipment & Resources Required

Tennis Balls

15 (1 per pair plus spares)

Distributed around activity areas

Alternative: Soft play balls, bean bags for nervous students

Cones

30 (for marking positions and boundaries)

Various colours for different activity zones

Alternative: Chalk crosses, rope circles

Chalk

4 pieces for marking creases

Create clear 1-metre lines for creases

Alternative: Rope lines, painted lines if permanent

Tennis Rackets

8 (1 per group for final activity)

Check all equipment for damage before use

Alternative: Table tennis bats, foam bats for safety

Tee Stands

2 (for striking practice)

Adjust height to waist level for Year 2 students

Alternative: Upturned cones, static balls on markers

Key Vocabulary

One-handed pick-up

Collecting a ball using only one hand, keeping the palm facing towards the target

Underarm return

Throwing the ball with an underhand motion, releasing from below shoulder height

Bootlace height

Returning the ball from very low position without standing up first

Non-dominant hand

The hand you don't usually write with - your weaker hand

Crease

The line that marks the safe area for batsmen - like a home base

Making ground

Getting your bat safely behind the crease line before being run out

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
Ability to work cooperatively in pairs

Current Skills

One-handed ball collection technique
Quick underarm returns from low positions
Non-dominant hand skill development

Next Steps

Advanced fielding positions
Tactical decision making in striking games
Wicket keeping skills

Milestone Indicators

Smooth scooping motion with palm facing target

Quick release without standing up

Confident use of both hands for collection

Key Teaching Points

Use hand nearest to the ball for efficient collection - avoid reaching across the body
Maintain swooping bird-like motion with palm facing forward throughout collection
Execute quick underarm returns from low 'bootlace height' position without standing up
Develop both dominant and non-dominant hand skills for complete field coverage
Understand crease rules and safe sliding technique for batting situations
Apply tactical thinking in team fielding situations for maximum effectiveness
Demonstrate good sportsmanship and fair play throughout all competitive activities

Common Misconceptions

Always using dominant hand even when non-dominant would be more efficient - correct by demonstrating field coverage gaps
Standing up before throwing return - show how this wastes precious time in game situations
Palm facing downward during collection - demonstrate how this reduces control and accuracy
Rushing technique when under pressure - emphasise that smooth technique is faster than hurried movements
Thinking non-dominant hand practice is unnecessary - explain real game scenarios requiring both hands
Believing talent is fixed rather than developed through practice - share examples of professional player development
Focusing only on individual performance rather than team success - highlight collective achievements

SEN Adaptations

ADHD

Break activities into shorter segments with clear transitions, provide regular movement breaks, use visual and auditory cues together, offer leadership responsibilities

dyspraxia

Use larger, slower-moving balls initially, reduce complexity of movements, provide extra practice time for coordination, offer step-by-step verbal prompts

autism spectrum

Provide clear visual schedule of lesson activities, establish quiet retreat area if overstimulated, use consistent routines and signals, prepare student for activity changes

visual impairment

Use bright coloured balls with high contrast, provide clear verbal descriptions of all movements, implement buddy system for guidance, use tactile markers for positions

hearing impairment

Ensure visual demonstrations for all instructions, use clear hand signals for game rules, provide written instruction cards, position student to see teacher clearly

physical disability

Adapt to seated or supported standing positions as needed, modify throwing distances and heights, provide larger/lighter equipment options, ensure wheelchair accessible routes

Cross-Curricular Links

Maths

Counting runs and successful attempts, measuring distances between cones, understanding angles of ball travel and throwing trajectories

Science

Forces involved in throwing and catching, friction between ball and ground affecting rolling speed, understanding momentum in running and stopping

Geography

Spatial awareness and positioning, understanding directions and movement patterns, mapping field positions and strategies

PSHE

Teamwork and cooperation, managing emotions during competitive activities, showing respect for others' efforts and celebrating diversity in abilities

Teacher Guidance

Positioning

Position at corner of activity area for clear view of all groups, move strategically to support struggling students while maintaining overall supervision

Observation Focus

Watch for correct palm positioning during collection, quick low returns without standing up, safe spacing during games, positive interaction between students

Intervention Points

Step in immediately if safety compromised, provide individual support for students struggling with non-dominant hand, facilitate group discussions during reflection phases

Demonstration Notes

Model all techniques clearly before student practice, use students demonstrating good technique as positive examples, show common mistakes and corrections explicitly

Verbal Cues

•'Swoop like a bird!'
•'Palm facing forward!'
•'Low and quick return!'
•'Use the hand nearest the ball!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m outdoor space or large sports hall, clear of obstacles and hazards

Surface Check

Dry, level surface free from holes, debris, or slippery areas that could cause falls

Equipment Safety

Safety Checks

•Check all balls are properly inflated and free from damage
•Inspect bats/rackets for cracks or loose handles before use
•Ensure cones have no sharp edges or broken parts
•Verify chalk lines are clearly visible and not slippery

Risk Management

Key Risks

•Collisions between fielders and batsmen
•Slips and falls during backpedalling
•Ball strikes to head or body
•Equipment-related injuries from damaged bats

Risk Mitigation

•Clear safety zones established around each activity area
•Adequate spacing between groups to prevent interference
•Progressive skill building from static to dynamic activities
•Continuous supervision with focus on high-risk moments

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups during activities
•Monitor batting areas closely for safe technique
•Watch for fatigue leading to poor decision making
•Ensure clear communication of safety rules throughout

Emergency Procedures

Immediate stop signal for all activities, clear access routes for first aid, appropriate first aid response for common injuries (cuts, bruises, sprains)