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Lesson 5 - Fielding Techniques: Two-Handed

Foundation Skills & Team Play

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Year 3

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Rounders

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1h 1min

Big Question

How can fielders become the heroes who stop batters from scoring rounders?

Learning Objectives

To master the two-handed pick up technique for moving balls
To develop the short barrier technique for stopping balls effectively
To apply fielding skills strategically in game situations

Key Outcomes

Students will demonstrate accurate two-handed pick up with correct body positioning
Students will execute short barrier technique with foot placement behind hands
Students will select appropriate fielding technique based on ball trajectory and game situation

Equipment & Resources Required

Cones

Used for goals, boundaries, and rounders bases - distribute around activity areas

Alternative: Markers, bean bags, or small hoops for boundaries

Hoops

One central hoop for bowler position, others for bases in mini rounders

Alternative: Chalk circles or rope circles laid flat

Tennis Balls

One ball per pair for skills practice, extras for tag game

Alternative: Soft play balls or bean bags for nervous students

Balls

For differentiation - easier to track and field for support group

Alternative: Large soft ball or foam ball

Key Vocabulary

Two-handed pick up

Fielding technique where both hands scoop up a rolling ball while moving towards it

Short barrier

Fielding technique using body as a barrier with foot placed behind hands to stop balls

Fielder

Player whose job is to stop the ball and prevent batters from scoring

Overarm throw

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

Tracking

Watching and following the ball's path to position yourself correctly

Skill Progression Pathway

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

Prior Learning

Basic overarm throwing technique
Two-handed catching of stationary balls
Understanding of rounders basic rules

Current Skills

Two-handed pick up from ground level
Short barrier fielding technique
Selecting appropriate fielding method

Next Steps

One-handed pick up for balls to the side
Diving stops and advanced barriers
Quick release throws after fielding

Milestone Indicators

Consistent foot positioning behind the ball

Smooth transition from fielding to throwing

Strategic thinking about fielding positions

Key Teaching Points

Always move your feet to get behind the ball's path before attempting to field
Two-handed pick up is best when ball is coming towards you with time to move
Short barrier creates a secure wall with foot behind hands as backup
Watch the ball all the way into your hands or barrier to ensure control
Quick transition from fielding to accurate overarm throwing prevents batters scoring
Choose fielding technique based on ball speed, direction, and available time
Communication and positioning are crucial for effective team fielding

Common Misconceptions

Thinking you must stay in one spot instead of moving to the ball
Using the same fielding technique regardless of ball trajectory
Focusing only on stopping the ball without planning the throw back
Believing fielding is less important than batting in rounders success
Assuming good fielders are born naturally rather than developed through practice

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular movement breaks, use clear boundaries and visual cues, give immediate positive feedback for focus

dyspraxia

Use larger, slower-moving balls, simplify movement patterns, provide extra practice time, focus on one technique at a time

autism spectrum

Provide clear structure and routine, use visual schedules for activity sequence, offer quiet spaces if overwhelmed, maintain consistent rules and expectations

visual impairment

Use brightly coloured balls for better visibility, provide verbal descriptions of demonstrations, implement buddy system for guidance, use tactile markers for pitch boundaries

hearing impairment

Ensure clear visual demonstrations, use hand signals for instructions, provide written instruction cards, position teacher for lip reading visibility

physical disability

Adapt fielding positions for wheelchair users, modify distances and target sizes, provide seated versions of activities, use lighter or larger balls as needed

Cross-Curricular Links

Maths

Measuring distances for fielding positions, counting practice repetitions, calculating scores in mini rounders games, understanding angles of ball trajectory

Science

Forces involved in throwing and ball movement, friction between ball and ground, body mechanics during fielding movements, reaction time and coordination

Geography

Directional awareness and spatial positioning, understanding of area and boundaries, mapping movement patterns around bases

PSHE

Teamwork and cooperation during pair and group work, resilience when learning new skills, leadership during demonstrations and game play

Teacher Guidance

Positioning

Move constantly between groups during practice, stand at corners during demonstrations for maximum visibility, position near less confident students during game play

Observation Focus

Watch for correct foot positioning behind ball, appropriate technique selection for ball trajectory, safe movement and spatial awareness during activities

Intervention Points

Step in if students struggling with technique basics, mediate any disputes during mini rounders, provide additional support for students lacking confidence

Demonstration Notes

Always demonstrate at half speed first, then full speed, use student volunteers for peer demonstration, emphasise key teaching points with exaggerated movements

Verbal Cues

•'Feet behind the ball!' for positioning
•'Cup your hands!' for two-handed pick up
•'Make a wall!' for short barrier
•'Track the ball with your eyes!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m outdoor space or large sports hall, clear of obstacles and hazards

Surface Check

Level, dry surface free from holes, debris, or slippery areas that could cause falls

Equipment Safety

Safety Checks

•Tennis balls checked for damage or excessive wear
•Cones stable and visible with no sharp edges or cracks
•Hoops flat on ground and secure to prevent tripping

Risk Management

Key Risks

•Collisions between students during movement activities
•Slips and falls when moving quickly to field balls
•Ball strikes to head or body during throwing practice
•Overexertion during continuous activity periods

Risk Mitigation

•Clear boundaries and pathways established between working groups
•Progressive skill building from static to dynamic activities
•Emphasis on controlled movement rather than maximum speed
•Regular hydration breaks and monitoring for fatigue
•Teaching 'ball' call when balls go towards other groups

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups during activities
•Move between groups during skill practice for close observation
•Monitor for good technique to prevent injury from poor form
•Watch for signs of fatigue or overexertion in students

Emergency Procedures

Stop activity immediately with clear signal, assess situation, provide appropriate first aid or seek assistance, ensure other students remain safe and calm