Lesson 2 - Running Between the Wickets
Role-Specific Skills
•Year 4
•Cricket
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How can we work as a batting partnership to score runs safely and effectively?
Learning Objectives
- To anticipate when to run to score singles in cricket
- To work effectively with a partner to score runs between wickets
- To develop techniques to avoid being run out when running between wickets
Key Outcomes
- Students will demonstrate decision-making skills when choosing to run or wait
- Students will show effective communication with batting partners
- Students will execute safe running techniques between wickets
Equipment & Resources Required
Distributed at batting stations around the activity area
Alternative: Tennis rackets, rounders bats
6 balls per group station
Alternative: Soft cricket balls, foam balls for safety
Used for wickets, creases, and boundary markers
Alternative: Markers, witches hats
2 sets per group of 6 students
Alternative: Cones, skittles, posts
For setting correct pitch distances (15-20 metres)
Alternative: Pre-measured rope
Key Vocabulary
The line marked on the ground that batters must reach to be safe when running
When a batter is dismissed because the wickets are broken before they reach the crease
Scoring one run by running from one end of the pitch to the other
Placing bat or foot securely behind the crease line to be safe
Verbal communication between batting partners about whether to run
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of cricket batting stance and grip
- Knowledge of cricket field positions and basic rules
- Experience hitting a stationary ball from a cone
Current Skills
- Decision-making for when to attempt runs
- Communication between batting partners
- Running technique between wickets
- Understanding of run out rules and crease positioning
Next Steps
- Batting against moving bowled balls
- Advanced running strategies including calling for twos
- Field placement and tactical bowling
Milestone Indicators
Key Teaching Points
- The striking batter always makes the decision to run or wait
- Communication must be immediate, clear and loud enough for partner to hear
- Watch where the ball goes before making any running decision
- Grounding technique requires bat or foot to touch ground behind the crease
- Running between wickets requires commitment - run through, don't slow down near crease
- Fielders must hit the wickets with the ball to achieve a run out
- Good partnerships involve constant communication and mutual support
Common Misconceptions
- Thinking the non-striking batter can make running decisions - correct this by emphasising striker's responsibility
- Believing that reaching the crease line is sufficient - demonstrate that grounding behind the line is essential
- Assuming any fielder contact with wickets constitutes a run out - clarify that ball must hit wickets
- Thinking communication is only needed when running - emphasise that 'WAIT' calls are equally important
- Believing that slowing down near the crease is safer - explain that commitment to running through is more effective
SEN Adaptations
ADHD
- Shorter activity bursts, clear physical boundaries, regular positive feedback and encouragement
dyspraxia
- Larger, softer equipment, reduced complexity in initial stages, extra practice time for techniques
autism spectrum
- Clear routines and structure, visual schedule of activities, quiet reflection zones available
visual impairment
- Use brightly coloured cones for creases, verbal descriptions of field positions, buddy system for guidance
hearing impairment
- Visual signals for running decisions, hand signals for communication, written instruction cards
physical disability
- Seated batting options, modified running distances, adapted equipment for easier grip
Cross-Curricular Links
English
Clear verbal communication, following and giving instructions, descriptive vocabulary
Maths
Counting runs scored, measuring pitch distances, calculating team totals and averages
Science
Forces and motion in ball travel, friction affecting running surfaces, reaction times
Geography
Understanding field positions and spatial awareness, directions and movement patterns
PSHE
Teamwork and communication skills, resilience when facing challenges, fair play values
Teacher Guidance
Positioning
Central position allowing view of all groups, move between stations during skill development
Observation Focus
Watch for correct grounding technique, clear communication, and safe running practices
Intervention Points
Step in if students struggling with decision-making or if safety concerns arise
Demonstration Notes
Use exaggerated movements for key techniques - grounding, calling, and ready positions
Verbal Cues
- •'Watch the ball placement!'
- •'Ground that bat safely!'
- •'Clear calling - YES or WAIT!'
- •'Run through the crease!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 40m area, clear of obstacles, multiple pitch areas possible
Surface Check
Flat, dry surface suitable for running, free from holes or debris
Equipment Safety
Safety Checks
- •Cricket bats checked for damage and appropriate size
- •Soft tennis balls used to minimise injury risk
- •Wickets securely positioned and stable
Risk Management
Key Risks
- •Collisions between runners and fielders
- •Ball strikes during fielding activities
- •Trips and falls while running at speed
- •Bat strikes during swing actions
Risk Mitigation
- •Clear running lanes established with adequate space
- •Soft balls used throughout to reduce impact injuries
- •Progressive skill building from static to dynamic activities
- •Clear safety boundaries and activity zones marked
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all active groups simultaneously
- •Monitor high-activity areas during running between wickets
- •Check student understanding of safety rules before activities begin
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, apply appropriate first aid, contact school office if needed