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Lesson 4 - Base Running and Decision Making

Foundation Skills & Team Play

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Year 3

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Rounders

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Big Question

How can we make smart decisions about when to run and when to stay safe at a base?

Learning Objectives

To be able to run around the outside of the bases and know when to stop
To understand basic rounders tactics and decision-making
To develop spatial awareness and risk assessment during base running

Key Outcomes

Students will demonstrate correct base running technique
Students will make tactical decisions about when to run or stop
Students will understand the basic rules of rounders and scoring

Equipment & Resources Required

Cones

Set up as bases in diamond formation, 7-10m apart

Alternative: Markers, hoops, or markers

Hoops

One per group for bowler's position

Alternative: Chalk circles, rope circles

Tennis Balls

One per group, check for damage before use

Alternative: Rounders balls, soft balls

Key Vocabulary

Base

A marker (cone) that runners must touch or pass around

Rounder

A complete circuit around all four bases, scoring one point

Stumping

Getting a batter out by touching the ball to the base they're running to

Backstop

The fielder who stands behind the batter to collect missed balls

Fielding

The team trying to prevent the batting team from scoring

Skill Progression Pathway

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

Prior Learning

Can throw and catch a ball with reasonable accuracy
Understands concept of running in a circuit
Can follow simple game rules

Current Skills

Base running technique and positioning
Decision-making under pressure
Understanding stumping and scoring

Next Steps

Batting technique and timing
Advanced fielding positions
Complex tactical decisions

Milestone Indicators

Consistently runs outside the bases

Makes appropriate stop/go decisions

Demonstrates understanding of scoring system

Key Teaching Points

Always run around the outside of the bases with cones on your left
Watch the ball position to decide when to run or stop running
Fielders can get batters out by stumping - touching ball to base ahead of runner
Score one rounder for complete circuit, half rounder for reaching base two
Batter must stop running if bowler returns ball to hoop
Good tactical decisions come from observing field positions
Teamwork and communication are essential for successful fielding

Common Misconceptions

Thinking you can run inside the bases - always emphasise outside path
Believing you must always run - teach risk assessment and stopping tactics
Confusion about stumping - ball must touch the base, not just the runner
Not understanding half-rounder scoring - clarify base two achievement
Thinking catching the bowl is optional - emphasise catch-then-throw sequence
Believing faster is always better - teach controlled, tactical running

SEN Adaptations

ADHD

Shorter activity bursts, clear physical boundaries, frequent positive feedback and refocusing

dyspraxia

Larger equipment, simplified movement patterns, extra practice time, step-by-step skill breakdown

autism spectrum

Clear visual schedule of activities, predictable routines, quiet zones for breaks if needed

visual impairment

Use brightly coloured cones and balls, clear verbal descriptions of base positions, buddy system for guidance

hearing impairment

Visual demonstrations of all techniques, hand signals for game situations, written rule reminders

physical disability

Adapted distances between bases, seated throwing and catching versions, modified scoring system

Cross-Curricular Links

Maths

Counting rounders and half-rounders, measuring distances between bases, calculating team scores

Science

Forces in throwing and catching, friction during running and turning, body movement and coordination

Geography

Directional awareness (left/right), spatial awareness of field positions, mapping movement patterns

PSHE

Teamwork and cooperation, making decisions under pressure, showing respect for opponents and rules

Teacher Guidance

Positioning

Move between groups during activities, central position during instructions, visible to all students

Observation Focus

Watch for correct base running paths, tactical decision-making, safe throwing and catching

Intervention Points

Step in if students running inside bases, unsafe throwing, or not following game rules

Demonstration Notes

Use clear, exaggerated movements for base running, show both correct and incorrect examples, involve students in demonstrations

Verbal Cues

•'Cone on your left!'
•'Watch the ball!'
•'Outside the bases!'
•'Make a decision!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or playground area, minimum 30m x 20m per group

Surface Check

Dry, even surface free from obstacles, adequate grip for running and turning

Equipment Safety

Safety Checks

•Check tennis balls for splits or damage before use
•Ensure cones are stable and visible
•Hoops flat on ground and not warped

Risk Management

Key Risks

•Collisions during base running
•Slips during tight turns around bases
•Ball strikes from poor throwing
•Overexertion during running activities

Risk Mitigation

•Clear spacing between group areas
•Controlled throwing techniques emphasised
•Progressive build-up of running intensity
•Clear rules about safe base running

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups during activities
•Monitor running technique and fatigue levels
•Watch for safe catching and throwing practices

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other students continue safely away from incident