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Lesson 1 - Straight Drive Technique

Technical Mastery Focus

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Year 3

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Cricket

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Big Question

How can we use proper batting technique to hit the ball accurately along the ground?

Learning Objectives

To develop the fundamental straight drive batting technique
To understand how fielders work together to restrict scoring
To demonstrate safe ball retrieval and throwing skills

Key Outcomes

Students will execute straight drive technique with correct grip and stance
Students will demonstrate teamwork in fielding positions
Students will show improved accuracy in ball collection and throwing

Equipment & Resources Required

Cricket Equipment

8-10 (size 4 or 5 for Year 3)

Store safely in bat stand or against wall when not in use

Alternative: Rounders bats, tennis rackets for students needing lighter equipment

Tennis Balls

12-15

Place on cones ready for batting practice

Alternative: Soft cricket balls, foam balls for beginners

Dish Cones

12-15 (for ball placement)

Position at comfortable hitting height for Year 3 students

Alternative: Plastic cones, small markers

Sun Markers

22 cones

Mark clear playing areas and scoring zones

Alternative: Rope, chalk lines, existing playground markings

Bibs

15 (for team identification)

Distribute before game activities begin

Alternative: Different coloured cones for team areas

Cones

3 sets

Position as targets for accurate throwing practice

Alternative: Large cones, skittles, plastic bottles

Key Vocabulary

Straight drive

A batting stroke that hits the ball straight back past the bowler along the ground

Fielder

A player who tries to stop the ball and prevent the batting team from scoring runs

Wicketkeeper

The fielder who stands behind the stumps, like a goalkeeper in cricket

Runs

Points scored by the batting team when they successfully reach marked areas

Base

The starting position where the batter stands to hit the ball

Skill Progression Pathway

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

Prior Learning

Basic ball handling and catching skills
Understanding of team games and cooperation
Experience with striking implements (bats, rackets)

Current Skills

Straight drive batting technique with proper grip and stance
Coordinated fielding movements and communication
Strategic thinking about ball placement and team positioning

Next Steps

Introduction to bowling techniques
More advanced batting strokes (drives to different areas)
Complex fielding formations and tactical play

Milestone Indicators

Consistent contact between bat and ball

Ball travels along ground in intended direction

Quick, coordinated fielding responses

Clear communication between team members

Key Teaching Points

Correct grip with V-shapes pointing down bat, hands together but not touching
Ball positioned slightly to hitting side for optimal contact angle
Vertical swing path creates ground-level ball travel for control
Follow through continues straight up after contact for consistency
Fielders must communicate clearly and move quickly to restrict scoring
Strategic hitting into gaps requires observation of fielding positions
Safety awareness of bat handling and clear hitting zones essential

Common Misconceptions

Ball should be hit in air rather than along ground - correct with demonstration of control benefits
Swing should be horizontal like tennis - show vertical pendulum motion instead
Power comes from bottom hand - emphasise top hand control and guidance
Fielders should all chase ball - teach positioning and calling systems
Good shots are always hard hits - focus on placement and accuracy over power

SEN Adaptations

ADHD

Shorter activity bursts, clear movement boundaries, regular positive feedback

dyspraxia

Larger equipment, simplified technique breakdown, extra practice time with support

autism spectrum

Clear routine structure, visual schedule of activities, quiet space available if needed

visual impairment

Use bright coloured balls, verbal descriptions of ball position, tactile guidance for grip

hearing impairment

Visual demonstrations, clear hand signals for communication, written instruction cards

physical disability

Lighter bats or alternative equipment, seated batting options, modified distances

Cross-Curricular Links

Maths

Counting runs scored, measuring distances to scoring zones, angles of bat swing and ball direction

Science

Forces in batting - push and pull, friction between ball and ground, trajectory and gravity

Geography

Directions and compass points for fielding positions, mapping movement around field

PSHE

Teamwork and cooperation, managing emotions when things don't go to plan, encouraging others

Teacher Guidance

Positioning

Move constantly between groups, positioning for maximum visibility of all activities

Observation Focus

Watch for correct grip and technique, safe bat handling, effective teamwork

Intervention Points

Step in immediately for safety issues, provide technique support for struggling students

Demonstration Notes

Always demonstrate technique slowly first, then at normal speed. Use exaggerated movements for visibility.

Verbal Cues

•'Grip and stance!'
•'Straight swing!'
•'Call mine!'
•'Work together!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 40m x 30m outdoor area, clear of obstacles and other activities

Surface Check

Flat, dry surface suitable for running and ball games, free from holes or hazards

Equipment Safety

Safety Checks

•Cricket bats appropriate size for Year 3 students
•Soft balls only (tennis balls) to prevent injury
•Regular equipment condition checks for damage
•Proper storage of bats when not in use

Risk Management

Key Risks

•Bat contact with other students
•Ball strikes to head or body
•Collisions during running between bases
•Slips and falls on playing surface

Risk Mitigation

•Clear hitting zones with adequate space around batter
•Constant supervision of bat handling
•Soft ball alternatives for less confident students
•Clear rules about safe distances from batter

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups
•Regular movement between practice areas
•Clear stop signals established and practiced

Emergency Procedures

Stop activity immediately, assess injury, apply appropriate first aid, contact office if serious