Lesson 4 - Long Barrier Fielding Technique
Tactical Striking
•Year 3
•Rounders
•Start Planning Better PE Lessons
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How can we work as a team to stop every ball that comes our way?
Learning Objectives
- To consistently stop moving balls using the long barrier technique
- To collect and return moving balls effectively as part of team fielding
- To implement tactical decisions when fielding as a team unit
Key Outcomes
- Students will demonstrate correct long barrier technique to stop ground balls
- Students will work collaboratively to field balls and prevent scoring
- Students will apply tactical awareness in game situations
Equipment & Resources Required
Distribute around activity areas for quick access
Alternative: Soft rounders balls, foam balls for safety
Place in pairs 5 metres apart for partner work
Alternative: Small marker cones, chalk lines on playground
Position as central return points in game areas
Alternative: Buckets, marked circles on ground
Different colours for each team in games
Alternative: Coloured bands, team markers
Key Vocabulary
A fielding technique where one knee touches the ground to create a barrier that stops ground balls
The act of catching, stopping or collecting the ball when the batting team hits it
The player who hits or rolls the ball to try and score points
Where fielders place themselves to best stop the ball and prevent scoring
A ball that rolls along the ground rather than through the air
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic catching and throwing skills
- Understanding of simple game rules
- Basic spatial awareness and teamwork
Current Skills
- Long barrier fielding technique
- Team communication and positioning
- Tactical decision making in fielding
Next Steps
- Advanced fielding positions and roles
- Batting techniques and strike placement
- Complex game strategies and leadership
Milestone Indicators
Key Teaching Points
- Long barrier technique: knee down, no gap, body behind ball, hands ready
- Safety first: controlled movements, underarm rolling only, aware of others
- Team communication: talk to teammates, encourage others, work together
- Progressive learning: master technique before speed, build confidence gradually
- Apply learning: use technique in game situations, make tactical decisions
Common Misconceptions
- Both knees should be on ground - correct with 'one knee only like proposing!'
- Long barrier is only for slow balls - emphasise effectiveness for all ground balls
- Fielding is individual skill - stress importance of team cooperation and communication
- Speed is more important than technique - reinforce 'slow is smooth, smooth is fast'
- Only the nearest player should field - teach all players to support and backup
SEN Adaptations
ADHD
- Short activity bursts, clear boundaries marked, regular movement and feedback
dyspraxia
- Larger balls for easier handling, reduced complexity, extra practice time, adult support
autism spectrum
- Clear routine structure, visual schedule available, quiet zones if needed
visual impairment
- Use bright coloured balls and verbal cues, buddy system for guidance, clear audio instructions
hearing impairment
- Visual demonstrations and hand signals, written instruction cards, clear visual cues
physical disability
- Adapted long barrier from seated position, modified equipment distances, alternative roles
Cross-Curricular Links
Maths
Measuring distances between cones, counting successful stops, calculating team scores and timing
Science
Forces and motion in ball rolling, friction affecting ball movement, body mechanics in long barrier
Geography
Directional language, spatial awareness, mapping fielding positions and ball placement
PSHE
Teamwork and cooperation, resilience when learning new skills, managing competitive emotions
Teacher Guidance
Positioning
Move around activity areas to observe all students, position for optimal safety oversight
Observation Focus
Watch for correct long barrier technique, safe ball handling, positive team interactions
Intervention Points
Step in for safety concerns, technique correction, or behaviour management
Demonstration Notes
Emphasise technique slowly and clearly, use students as positive examples, maintain energy and enthusiasm
Verbal Cues
- •'Knee down, gap closed!'
- •'Get behind the ball!'
- •'Soft hands ready!'
- •'Team work together!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m area, indoor hall or outdoor playground suitable
Surface Check
Dry, even surface free from obstacles, adequate grip for movement
Equipment Safety
Safety Checks
- •Tennis balls in good condition without cracks
- •Cones securely placed and visible
- •Hoops stable and appropriately sized
Risk Management
Key Risks
- •Slips and falls during movement
- •Ball strikes from poor throwing
- •Collisions between students
- •Knee injuries from incorrect long barrier technique
Risk Mitigation
- •Progressive skill building from static to dynamic
- •Clear boundaries and spacing between activities
- •Emphasis on controlled movements and safe technique
- •Underarm rolling only in games
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all activity areas
- •Monitor technique development closely
- •Watch for fatigue affecting safety
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, inform school procedures