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Lesson 3 - Bowling Response & Kicking

Striking Game Tactics

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Year 2

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Striking & Fielding

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45 min

Big Question

How can we outwit bowlers and fielders by making smart decisions about where to kick the ball?

Learning Objectives

To outwit bowlers by kicking the ball in different directions based on how it is bowled
To use both feet effectively when kicking the ball
To make tactical decisions about ball placement based on fielder positions

Key Outcomes

Students will demonstrate the ability to adapt their kicking technique to different types of bowling
Students will show improved decision-making when placing the ball tactically
Students will use both feet with increasing confidence and control

Equipment & Resources Required

Tennis Balls

1 per student (30)

Distributed around activity areas

Alternative: Soft foam balls, bean bags

Coloured Cones

30 (15 pairs of matching colours)

Pairs spread around area at varying distances

Alternative: Coloured markers, spot markers

Sun Markers

16 (4 per diamond)

Set up 4 diamond shapes for games

Alternative: Cones, spot markers

Key Vocabulary

Outwit

To use clever thinking to beat or trick an opponent

Bowling

Rolling or throwing the ball towards the kicker

Tactical

Making smart decisions to gain an advantage

Dominant foot

The foot you feel most comfortable and accurate using

Fielder

A player positioned to catch or collect the ball

Skill Progression Pathway

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

Prior Learning

Basic kicking technique using inside of foot
Understanding of simple striking and fielding games
Ability to work cooperatively in pairs

Current Skills

Adapting kicking technique to different bowling styles
Making tactical decisions about ball placement
Using both feet effectively for kicking

Next Steps

Applying tactical kicking in full game situations
Developing consistent accuracy with both feet
Understanding advanced fielding positions and tactics

Milestone Indicators

Student can identify appropriate kicking direction before ball arrives

Student demonstrates smooth transition between feet during activities

Student explains their tactical thinking when questioned

Key Teaching Points

Tactical decision-making is more important than powerful kicking
Looking at fielder positions before kicking is essential for success
Both feet can be developed with practice and provide tactical advantages
Different foot surfaces create different ball directions and can outwit opponents
Ready position enables quick, controlled responses to varied bowling
Communication and cooperation enhance learning in partner activities
Adaptation and problem-solving are key skills in striking and fielding games

Common Misconceptions

That harder kicks are always better - correct by emphasising accuracy and placement
That only the dominant foot should be used - correct by demonstrating advantages of both feet
That the same kicking strategy works in all situations - correct by showing need for adaptation
That fielders can't be outwitted - correct by demonstrating successful tactical placement
That ready position is unnecessary - correct by showing improved reaction times
That bowling style doesn't affect kicking response - correct by practising with varied bowling

SEN Adaptations

ADHD

Shorter activity bursts with clear transitions, regular movement breaks, clear boundaries and rules, immediate positive feedback, specific roles and responsibilities

dyspraxia

Larger equipment for easier handling, reduced complexity in early stages, extra practice time, simplified instruction steps, peer support partnerships

autism spectrum

Clear routines and structure, visual schedule of lesson sections, quiet zones available, predictable partner pairings, extra processing time

visual impairment

Use bright coloured balls and cones, provide verbal descriptions of fielder positions, buddy system for spatial awareness, use bell balls for audio cues

hearing impairment

Use visual demonstrations extensively, hand signals for game rules, written instruction cards, ensure face-to-face communication for instructions

physical disability

Seated kicking variations, shorter distances, adapted balls (larger/softer), allow rolling instead of kicking, modified diamond size

Cross-Curricular Links

Maths

Geometry - angles and directions for tactical kicking, measurement of distances between cones and fielders, data handling - recording successful vs unsuccessful tactical attempts

Science

Forces - understanding how different foot surfaces create different ball trajectories, friction between ball and surface affecting roll distance, reaction time and decision-making processes

Geography

Spatial awareness and positioning, understanding of relative positions and directions, mapping movements around the playing area

PSHE

Decision-making skills, working cooperatively with partners, showing resilience when learning new skills, demonstrating good sportsmanship in competitive situations

Teacher Guidance

Positioning

Circulate around pairs during practice to provide individual feedback, position at corner of diamond games for maximum visibility of all players

Observation Focus

Watch for tactical decision-making, proper technique application, safe play, and positive interaction between students

Intervention Points

Step in if students struggling with tactical concepts, provide technique corrections, manage any unsafe play or conflicts

Demonstration Notes

Use clear, exaggerated movements for foot surface demonstrations, emphasise the decision-making process visually, show positioning relative to fielders

Verbal Cues

•'Look first, then kick!'
•'Find the gap!'
•'Use both feet!'
•'Think tactically!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 40m area, clear of obstacles, suitable for multiple diamonds and pair work

Surface Check

Dry, even surface free from hazards, suitable for kicking activities

Equipment Safety

Safety Checks

•Check soft balls are in good condition with no splits
•Ensure cones have no sharp edges or cracks
•Verify adequate number of balls to prevent disputes

Risk Management

Key Risks

•Ball collisions between pairs
•Slips during quick direction changes
•Contact during game play
•Overexertion during activities

Risk Mitigation

•Clear boundaries established between pair practice areas
•Use of soft balls only to reduce impact injury
•Gradual build-up of intensity throughout lesson
•Clear rules about controlled movement and spacing

Supervision & Emergency Procedures

Supervision Points

•Position to observe multiple pairs during skill practice
•Monitor diamond games for safe play and adherence to rules
•Watch for signs of fatigue during extended activities

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or call for assistance as needed