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Lesson 3 - Intercepting with One Hand

Role-Specific Skills

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Year 4

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Cricket

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Big Question

How can we become skilful fielders who can stop the ball and prevent runs?

Learning Objectives

To develop the technique of intercepting a moving ball with one hand
To apply intercepting skills in game situations to stop runs
To work collaboratively as a team in fielding positions

Key Outcomes

Students will demonstrate correct one-handed intercepting technique
Students will make tactical decisions about when and how to intercept in games
Students will communicate effectively with teammates during fielding

Equipment & Resources Required

Tennis Balls

1 per student (30)

Distributed around playing area perimeter for easy access

Alternative: Foam balls, bean bags for students with grip difficulties

Cones

12 (4 sets of 3 for triangle formations)

Set up in triangles 10m apart for intercepting activities

Alternative: Markers, hoops, or chalk circles

Cricket Stumps

8 (4 bases plus batting area)

Positioned for fielding game with clear base markers

Alternative: Cones, marker posts, or drawn circles

Cricket Equipment

4 (one per batting team)

Size 5 or 6 bats appropriate for Year 4 students

Alternative: Tennis rackets, foam bats for lighter hitting

Key Vocabulary

Intercept

To stop or catch a ball that is moving between two points

Lead foot

The foot closest to the ball when fielding, which steps towards the ball first

Backing up

Positioning behind a teammate to collect the ball if they miss it

Trajectory

The path that the ball travels through the air or along the ground

Field placement

The strategic positioning of fielders around the cricket pitch

Skill Progression Pathway

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

Prior Learning

Basic catching with two hands
Understanding of cricket fielding roles
Experience with rolling and bouncing balls

Current Skills

One-handed ball interception technique
Decision-making in fielding situations
Team communication during fielding

Next Steps

Throwing accuracy after intercepting
Advanced fielding positions and strategies
Quick release techniques for run-outs

Milestone Indicators

Consistently intercepts slow-moving balls with one hand

Shows good body positioning and balance

Communicates effectively with fielding partner

Key Teaching Points

Watch the ball closely - track it from release to interception
Lead foot forward - same side foot as intercepting hand
Hand position crucial - fingers down, palm facing ground
Communication is key - call 'Mine!' or 'Yours!' early and clearly
Backing up prevents missed balls - always support your teammate
Stay balanced throughout the movement to control the ball
Practice with both hands to become a complete fielder

Common Misconceptions

Students think they must catch every ball rather than just stop it - emphasise control over catching
Using the wrong foot to step forward - reinforce same side foot as intercepting hand
Believing faster is always better - emphasise control and technique over speed
Thinking communication isn't important - show how it prevents collisions and improves success
Assuming backing up means doing nothing - explain it's an active supporting role

SEN Adaptations

ADHD

Shorter activity bursts with clear transitions, specific roles and responsibilities, regular movement and active participation

dyspraxia

Larger equipment for easier handling, simplified movement patterns, extra practice time with teacher support

autism spectrum

Clear routines and predictable activity structure, visual schedules showing lesson progression, quiet zones available for breaks

visual impairment

Use bright coloured balls and verbal descriptions of ball position, provide guided practice with adult support, use tactile markers for boundaries

hearing impairment

Visual demonstrations with clear hand signals, written instructions available, buddy system for communication support

physical disability

Seated intercepting practice where appropriate, use larger or lighter balls, modify distances and allow two-handed technique if needed

Cross-Curricular Links

English

Vocabulary development (intercept, trajectory, backing up), clear communication during games

Maths

Measuring 10-metre distances for triangles, counting runs scored, timing activity durations, calculating team scores

Science

Forces when intercepting moving balls, friction between ball and ground, trajectory and speed of rolling balls

Geography

Spatial awareness and positioning, understanding directions and angles, mapping fielding positions

PSHE

Teamwork and communication, supporting others through backing up, fair play and sportsmanship

Teacher Guidance

Positioning

Move around the playing area to observe all groups, position at corners during games for full field visibility

Observation Focus

Watch for correct intercepting technique, effective communication between students, safe play during competitive activities

Intervention Points

Step in if students struggling with technique, unsafe play developing, or frustration with non-dominant hand activities

Demonstration Notes

Demonstrate: Use exaggerated movements for visibility, involve students in demonstrations, show common mistakes as well as correct technique

Verbal Cues

•'Watch the ball!'
•'Lead foot steps forward!'
•'Call it early - Mine or Yours!'
•'Stay low and balanced!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 40m outdoor area or large sports hall, clear of obstacles

Surface Check

Dry, level surface free from holes, stones, or hazards that could cause trips

Equipment Safety

Safety Checks

•Check tennis balls are not split or damaged
•Ensure cones have no sharp edges or cracks
•Verify cricket bats are appropriate size and weight for Year 4
•Check stumps or markers are stable and positioned safely

Risk Management

Key Risks

•Collisions during competitive intercepting activities
•Trips or falls when running to field balls
•Ball strikes to face or body during game play
•Overexertion in hot weather conditions

Risk Mitigation

•Clear boundaries established for all activities
•Adequate spacing between groups (minimum 5 metres)
•Progressive skill building from static to dynamic practice
•Emphasis on communication to prevent collisions
•Regular water breaks in warm weather

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups during activities
•Monitor high-activity areas like triangle formations closely
•Watch for signs of fatigue or overheating
•Ensure competitive activities remain safe and controlled

Emergency Procedures

Stop activity immediately, assess injury/situation, apply appropriate first aid, contact school office if medical attention needed