Lesson 5 - Fielding Techniques: Two-Handed
Foundation Skills & Team Play
•Year 3
•Rounders
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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
Used for goals, boundaries, and rounders bases - distribute around activity areas
Alternative: Markers, bean bags, or small hoops for boundaries
One central hoop for bowler position, others for bases in mini rounders
Alternative: Chalk circles or rope circles laid flat
One ball per pair for skills practice, extras for tag game
Alternative: Soft play balls or bean bags for nervous students
For differentiation - easier to track and field for support group
Alternative: Large soft ball or foam ball
Key Vocabulary
Fielding technique where both hands scoop up a rolling ball while moving towards it
Fielding technique using body as a barrier with foot placed behind hands to stop balls
Player whose job is to stop the ball and prevent batters from scoring
Throwing technique with arm coming over the shoulder for power and accuracy
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
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