Lesson 4 - Base Running and Decision Making
Foundation Skills & Team Play
•Year 3
•Rounders
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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
Set up as bases in diamond formation, 7-10m apart
Alternative: Markers, hoops, or markers
One per group for bowler's position
Alternative: Chalk circles, rope circles
One per group, check for damage before use
Alternative: Rounders balls, soft balls
Key Vocabulary
A marker (cone) that runners must touch or pass around
A complete circuit around all four bases, scoring one point
Getting a batter out by touching the ball to the base they're running to
The fielder who stands behind the batter to collect missed balls
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
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