Lesson 5 - Stopping the Ball with Long Barrier
Fielding Mastery
•Year 3
•Rounders
•Start Planning Better PE Lessons
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How can fielders use the long barrier technique to stop batters from scoring high?
Learning Objectives
- Apply the long barrier technique in game situations to prevent runs
- Demonstrate accurate underarm and overarm throwing to teammates
- Understand the roles and responsibilities of batting and fielding teams
Key Outcomes
- Students will consistently stop ground balls using long barrier technique
- Students will throw accurately to reduce batter scoring opportunities
- Students will explain the difference between batting and fielding strategies
Equipment & Resources Required
Distributed to batting areas and spare balls around field perimeter
Alternative: Soft play balls, foam balls for safety
Set in diamond formation 15 metres apart for each group
Alternative: Hoops, flat markers, or chalk circles
Half class in one colour for easy team identification
Alternative: Different coloured t-shirts, arm bands
Key Vocabulary
A fielding technique where legs and body form a barrier behind hands to stop ground balls
The team without the bat trying to stop the batting team from scoring
Throwing technique with arm going over the shoulder for power and accuracy
A player who has hit the ball and is running around the bases to score
Getting a runner out by touching the base with the ball before they arrive
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic underarm throwing technique
- Simple ball retrieval skills
- Understanding of team games structure
- Basic knowledge of batting and fielding roles
Current Skills
- Long barrier technique for stopping ground balls
- Accurate overarm throwing under time pressure
- Tactical understanding of fielding positions
- Quick decision-making in game situations
Next Steps
- Advanced fielding positions and communication
- Batting techniques and shot placement
- Complex game strategies and field placement
- Leadership roles in team sports
Milestone Indicators
Key Teaching Points
- Long barrier technique must be taught step-by-step with clear demonstrations
- Emphasise watching the ball throughout all fielding actions
- Communication between teammates is essential for successful fielding
- Balance speed and accuracy - controlled throws are better than powerful wild ones
- Create positive, supportive team environments where mistakes are learning opportunities
- Use questioning to check understanding of tactics and decision-making
- Maintain safety by controlling intensity and monitoring student behaviour
Common Misconceptions
- Students think catching is always better than using long barrier - explain backup principle
- Belief that throwing harder means throwing better - emphasise accuracy over power
- Assumption that fielding is easier than batting - highlight the skills and decisions required
- Thinking they must get the batter out every time - focus on keeping scores low
- Misconception that mistakes mean failure - promote learning from errors mindset
SEN Adaptations
ADHD
- Regular position changes, clear boundaries, frequent positive feedback, movement breaks built into activities
dyspraxia
- Larger, slower balls, extended practice time, step-by-step technique breakdowns, peer support systems
autism spectrum
- Clear visual schedule of activities, quiet spaces available, consistent routines and predictable structure
visual impairment
- Use brightly coloured balls with bells inside, verbal descriptions of field layout, buddy system for guidance
hearing impairment
- Visual hand signals for communication, written instructions on cards, ensure students can see teacher demonstrations
physical disability
- Seated fielding positions, use of ramps or modified throwing techniques, adapted distances and equipment
Cross-Curricular Links
Maths
Counting runs and scores, measuring distances between bases, calculating team totals and averages
Science
Forces and motion in ball movement, friction when ball rolls, body systems during exercise and recovery
Geography
Directional language and spatial awareness, mapping field positions and movement patterns
PSHE
Teamwork and cooperation, dealing with competition and pressure, leadership and responsibility roles
Teacher Guidance
Positioning
Central position with clear sight lines to all groups, rotate between groups during practice
Observation Focus
Long barrier technique, throwing accuracy, teamwork and communication, safety awareness
Intervention Points
Step in when technique breaks down, if students become frustrated, when safety is compromised
Demonstration Notes
Always demonstrate techniques slowly first, then at game speed. Use students to help demonstrate when appropriate. Emphasise key points through exaggerated movements.
Verbal Cues
- •'Watch the ball all the way!'
- •'Make your barrier strong!'
- •'Quick, accurate throws!'
- •'Call their name first!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 40m outdoor space or large sports hall with 4 separate game areas
Surface Check
Level, dry surface free from holes, stones or other hazards
Equipment Safety
Safety Checks
- •Check tennis balls are not too hard or damaged
- •Ensure cones have no sharp edges or cracks
- •Verify adequate equipment for all groups
Risk Management
Key Risks
- •Collisions between students running bases
- •Balls hitting students in face or body
- •Slips and falls on wet surfaces
- •Overexertion in competitive situations
Risk Mitigation
- •Clear boundaries and base paths established
- •Controlled rolling only, no hard throwing by batters
- •Adequate spacing between game areas (minimum 15m)
- •Regular breaks and rotation to prevent fatigue
- •Emphasis on controlled, accurate throws not power
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups simultaneously
- •Monitor intensity levels and competitive behaviour
- •Watch for students becoming overexcited or frustrated
- •Check throwing technique remains safe throughout
Emergency Procedures
Stop all activity immediately, assess injury severity, provide appropriate first aid, contact school emergency procedures if needed