Lesson 5 - Two-Handed Fielding Skills
Foundational Skills Development
•Year 3
•Cricket
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How can we become brilliant fielders who help our team win cricket matches?
Learning Objectives
- To be able to field a ball using a two-handed pick up technique
- To be able to field a ball using a short barrier technique
- To develop tracking and positioning skills for effective fielding
Key Outcomes
- Students will demonstrate correct two-handed pick up technique with accuracy
- Students will use the short barrier method to stop rolling balls effectively
- Students will show improved ball tracking and positioning skills in game situations
Equipment & Resources Required
Used for goals, boundaries, and positional markers
Alternative: Markers, bean bags, chalk lines for boundaries
One per batting pair, stored safely when not in use
Alternative: Tennis rackets, rounders bats, hockey sticks
Set up at appropriate distances for games
Alternative: Cones in triangle formation, bottles, skittles
Softer than cricket balls for safety, easier to handle
Alternative: Soft cricket balls, foam balls, bean bags
Key Vocabulary
A fielding technique where both hands work together to collect a moving ball
A fielding method using foot as backup barrier with hands collecting the ball
Following the ball's path with your eyes and moving body to stay in line
A player whose job is to stop the ball and prevent the batting team from scoring
Throwing technique with arm going over shoulder for distance and accuracy
The three wooden stumps that batters must protect in cricket
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic catching and throwing skills
- Understanding of ball movement and direction
- Simple two-handed collection of stationary objects
Current Skills
- Two-handed pick up technique for moving balls
- Short barrier method for stopping rolling balls
- Ball tracking and body positioning
- Overarm throwing accuracy
Next Steps
- Advanced fielding positions and strategies
- One-handed fielding techniques
- Throwing to specific targets under pressure
- Wicket keeping skills
Milestone Indicators
Key Teaching Points
- Ball tracking is fundamental - eyes must follow ball throughout its movement
- Body positioning behind ball provides best collection opportunity and safety
- Two techniques serve different purposes - pick up for moving towards, barrier for blocking
- Teamwork in fielding creates multiple chances to prevent scoring
- Gentle progression from practice to game application builds confidence
- Fair play and sportsmanship are as important as technique development
- Individual technique preferences are valid and should be encouraged
Common Misconceptions
- Thinking faster ball collection always means better - controlled technique is more effective than rushing
- Believing one fielding technique works for all situations - different scenarios need different approaches
- Assuming fielding is less important than batting - good fielding wins cricket games
- Thinking you must catch every ball perfectly - positioning and backup systems are crucial
- Believing throwing harder means more accurate - controlled technique produces better results
SEN Adaptations
ADHD
- Shorter activity bursts, clear movement boundaries, regular position changes, immediate feedback and praise
dyspraxia
- Slower ball speeds, larger equipment, extra practice time, step-by-step technique breakdown
autism spectrum
- Clear routines and structure, visual schedules for activity sequence, quiet areas available, predictable turn-taking
visual impairment
- Use bright coloured balls and equipment, provide verbal descriptions of all movements, use buddy system for positioning
hearing impairment
- Use clear visual demonstrations, hand signals for communication, written instruction cards for technique points
physical disability
- Seated fielding positions, modified throwing distances, larger targets, adapted equipment as needed
Cross-Curricular Links
Maths
Measuring distances (7m, 15m), counting turns and scores, understanding angles of movement and ball direction
Science
Forces and motion in ball throwing, friction effects on rolling balls, body mechanics in fielding movements
Geography
Spatial awareness, understanding direction and positioning, mapping movement patterns around field
PSHE
Teamwork and communication, resilience when making mistakes, fair play and sportsmanship values
Teacher Guidance
Positioning
Stand at corner of area for visibility of all groups, move between activities to provide individual support
Observation Focus
Watch for correct technique execution, appropriate ball tracking, safe movement patterns, and positive teamwork
Intervention Points
Step in if techniques are unsafe, students not tracking ball properly, or game intensity becomes inappropriate
Demonstration Notes
Demonstrate: Exaggerate key technique points for visibility, use slow motion for complex movements, involve students in demonstrations when appropriate
Verbal Cues
- •'Eyes on the ball!'
- •'Move your feet to the ball!'
- •'Little fingers together!'
- •'Foot behind the ball!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 40m area clear of obstacles, suitable for running and ball throwing
Surface Check
Dry, even surface free from holes, debris, or slippery areas that could cause falls
Equipment Safety
Safety Checks
- •Tennis balls checked for damage - no splits or hard areas
- •Cones have no sharp edges or cracks
- •Cricket wickets stable and properly assembled
- •Bats appropriate size and weight for Year 3 students
Risk Management
Key Risks
- •Collisions between running students during games
- •Ball strikes from throwing or rolling activities
- •Trips and falls during rapid movement to collect balls
- •Equipment hazards from scattered cones or bats
Risk Mitigation
- •Clear boundaries and adequate spacing between activity areas
- •Controlled ball speed - gentle rolling only
- •Progressive skill building from static to dynamic activities
- •Proper equipment storage when not in active use
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all activity areas
- •Monitor spacing during partner work and games
- •Watch for students attempting unsafe techniques or speeds
- •Ensure fair play and appropriate challenge levels
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid support, and contact school medical personnel if needed