Lesson 3 - One-Handed Ball Pick-Up
Cricket Skill Progression
•Year 2
•Striking & Fielding
•Start Planning Better PE Lessons
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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
Distributed around activity areas
Alternative: Soft play balls, bean bags for nervous students
Various colours for different activity zones
Alternative: Chalk crosses, rope circles
Create clear 1-metre lines for creases
Alternative: Rope lines, painted lines if permanent
Check all equipment for damage before use
Alternative: Table tennis bats, foam bats for safety
Adjust height to waist level for Year 2 students
Alternative: Upturned cones, static balls on markers
Key Vocabulary
Collecting a ball using only one hand, keeping the palm facing towards the target
Throwing the ball with an underhand motion, releasing from below shoulder height
Returning the ball from very low position without standing up first
The hand you don't usually write with - your weaker hand
The line that marks the safe area for batsmen - like a home base
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
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)