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Lesson 5 - Stopping the Ball with Long Barrier

Fielding Mastery

•

Year 3

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Rounders

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45 min

Big Question

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

Tennis Balls

8-10 balls

Distributed to batting areas and spare balls around field perimeter

Alternative: Soft play balls, foam balls for safety

Cones

16 cones (4 per group)

Set in diamond formation 15 metres apart for each group

Alternative: Hoops, flat markers, or chalk circles

Bibs

15-20 bibs

Half class in one colour for easy team identification

Alternative: Different coloured t-shirts, arm bands

Key Vocabulary

Long Barrier

A fielding technique where legs and body form a barrier behind hands to stop ground balls

Fielding

The team without the bat trying to stop the batting team from scoring

Overarm Throw

Throwing technique with arm going over the shoulder for power and accuracy

Base Runner

A player who has hit the ball and is running around the bases to score

Stumping

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

Stops 8 out of 10 ground balls using long barrier

Throws reach intended target 7 out of 10 times

Makes quick decisions about where to throw

Communicates effectively with teammates during play

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