Lesson 1 - Hit, Run, Decision Making
Striking Game Tactics
•Year 2
•Striking & Fielding
•Start Planning Better PE Lessons
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How can we score runs by making quick decisions about when to run faster?
Learning Objectives
- Work as a team to return a ball to a base effectively
- Develop individual skills to score runs by running between bases
- Recognise when to increase running pace to stay 'safe' and score more runs
Key Outcomes
- Students will demonstrate teamwork when fielding to return balls to bases
- Students will show improved decision-making about when to run quickly between bases
- Students will apply speed variation skills in a game context
Equipment & Resources Required
Various sizes for different ability levels
Alternative: Tennis balls, bean bags
To mark bases and running courses
Alternative: Bean bags, markers
Scattered around playing area for warm-up activity
Alternative: Cones in circles, marked areas
Mixed in hoops with balls for collection activity
Alternative: Small balls, foam shapes
For advanced students who want to use equipment for striking
Alternative: Plastic cricket bats, foam bats
Key Vocabulary
A safe area or target where players must return the ball or where batters can be safe
Points scored by successfully running between bases before the ball is returned
The team that is trying to get the ball and return it to a base to stop the batter scoring
The speed at which you run - can be slow, medium or fast
Throwing or dropping the ball to yourself before hitting it
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic throwing and catching skills
- Understanding of running in different directions
- Simple striking with hand or bat
Current Skills
- Hitting a ball and running between bases
- Making decisions about when to increase running pace
- Fielding as a team to return balls to bases
Next Steps
- More complex striking and fielding games
- Tactical awareness in team games
- Advanced decision-making under pressure
Milestone Indicators
Key Teaching Points
- Always connect speed changes to game situations - help students understand WHY they need to run faster
- Encourage positive decision-making rather than panic when ball is approaching base
- Use the 'gears' system consistently throughout to help students understand pace variation
- Emphasise watching the ball position while running - this is key to good decision-making
- Promote supportive coaching from students waiting their turn - builds game understanding
- Ensure all students get equal opportunities to bat regardless of ability level
- Focus on improvement and decision-making rather than just scoring runs
Common Misconceptions
- Students thinking they must always run at maximum speed rather than varying pace
- Believing that being 'out' means they have failed - emphasise learning opportunity
- Assuming that hitting the ball harder will automatically mean more runs
- Not understanding that fielders can make tactical decisions about which base to return to
- Thinking that only fast students can be successful at this activity
SEN Adaptations
ADHD
- Shorter activity segments, clear physical boundaries, regular movement breaks, immediate positive feedback
dyspraxia
- Larger equipment for easier handling, simplified movement patterns, extra practice time, step-by-step skill breakdown
autism spectrum
- Clear visual schedule of activities, defined roles and boundaries, quiet retreat area available, consistent routines
visual impairment
- Use bright coloured balls and cones, verbal cues for all movements, buddy system for guidance, audio signals for direction changes
hearing impairment
- Visual signals for gear changes, written instructions displayed, demonstration emphasis, buddy system for communication
physical disability
- Seated hitting options, modified running distances, alternative roles such as scorer or coach, adapted equipment for grip
Cross-Curricular Links
Maths
Counting runs scored, comparing totals, adding scores across multiple goes, measuring distances between bases
Science
Understanding forces in ball movement, speed and acceleration concepts, reaction time in decision-making
Geography
Directional language, spatial awareness, understanding of relative positions and distances
PSHE
Decision-making skills, teamwork and cooperation, supporting others, managing competitive emotions
Teacher Guidance
Positioning
Position between hitting area and running course for maximum visibility of all students
Observation Focus
Watch for decision-making moments, pace changes, and team cooperation during fielding
Intervention Points
Step in if students not making pace decisions, unsafe play, or loss of engagement
Demonstration Notes
Demonstrate: Always show speed changes clearly, emphasise decision moments, model positive coaching language
Verbal Cues
- •'Watch the ball position!'
- •'Speed up - beat the ball!'
- •'Great decision-making!'
- •'Work together, fielders!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m clear space, additional area for hitting practice
Surface Check
Non-slip surface, clear of obstacles and hazards
Equipment Safety
Safety Checks
- •Soft balls appropriate for indoor use
- •Bats checked for damage and appropriate size
- •Cones stable and visible
Risk Management
Key Risks
- •Collisions during running between bases
- •Ball strikes during hitting and fielding
- •Falls during rapid direction changes
Risk Mitigation
- •Clear running channels established with cones
- •Hitting direction away from other students
- •Appropriate pace progression through gears activity
- •Adequate spacing between different game areas
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of hitting area
- •Monitor running pace changes for safety
- •Watch for student fatigue during intense activities
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact school medical support if needed