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Lesson 2 - Understanding Rounders Roles

Skill Foundations in Rounders

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Year 4

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Rounders

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1h 9min

Big Question

How do different team roles work together to make Rounders successful?

Learning Objectives

To understand the specific roles of the fielder, bowler, batter and backstop
To develop tactical awareness in fielding and batting situations
To apply underarm bowling technique effectively in game contexts

Key Outcomes

Students will demonstrate understanding of four key Rounders positions
Students will show improved tactical decision-making in mini-games
Students will execute coordinated team play with clear role responsibilities

Equipment & Resources Required

Cones

Used for marking bases, boundaries, and activity areas

Alternative: Markers, bean bags, or other visible boundary markers

Hoops

Bowler positions and base markers

Alternative: Chalk circles, rope circles, or marked areas

Tennis Balls

One per group for activities

Alternative: Soft cricket balls, rounders balls, or foam balls

Key Vocabulary

Fielder

A player who retrieves the ball from the field and returns it to the bowler or a post

Bowler

The player who delivers the ball to the batter using an underarm action

Batter

The player who hits or catches the ball and attempts to score rounders by running

Backstop

The player who stands behind the batter to retrieve missed balls

Underarm bowling

A straight-arm throwing technique used to deliver the ball in Rounders

Stumping

Getting a batter out by touching a post with the ball before the batter reaches it

Skill Progression Pathway

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

Prior Learning

Basic throwing and catching skills
Understanding of team games concepts
Awareness of personal and general space

Current Skills

Role-specific positioning and movement
Underarm bowling technique
Basic tactical decision making
Team cooperation and communication

Next Steps

Advanced Rounders rules and scoring
Complex fielding strategies
Batting technique development
Full game application

Milestone Indicators

Students can explain each role without prompting

Smooth transitions between batting and fielding

Evidence of tactical thinking in game situations

Effective team communication during play

Key Teaching Points

Emphasise the four distinct roles and their specific responsibilities in Rounders
Ensure proper underarm bowling technique with straight arm and opposite foot stepping
Develop tactical awareness in both batting and fielding situations
Foster effective team communication and cooperation between different roles
Reinforce safety in all throwing, catching, and running activities
Encourage inclusive participation with appropriate differentiation for all abilities
Build understanding of getting-out rules and scoring systems progressively

Common Misconceptions

Thinking the backstop is on the batting team rather than fielding team
Confusing overarm and underarm throwing techniques and when to use each
Believing that batters must throw the ball even if they miss the catch
Not understanding that fielders should throw rather than run the ball back to save time
Thinking that stumping means physically touching the runner rather than the post
Assuming all roles have equal opportunities to score points rather than understanding team roles

SEN Adaptations

ADHD

Break activities into shorter segments, provide frequent movement breaks, use clear, concise instructions, offer leadership roles to maintain engagement

dyspraxia

Use larger, softer balls for easier handling, allow extra practice time for skills, break down complex movements into smaller steps, provide additional demonstrations

autism spectrum

Provide clear visual schedule of lesson activities, establish quiet zones for breaks, use consistent language and routines, offer advance notice of changes

visual impairment

Use brightly coloured balls and equipment, provide verbal descriptions of all actions, assign sighted buddy for guidance, use tactile markers for positions

hearing impairment

Use clear visual demonstrations, establish hand signals for common instructions, ensure face-to-face communication, provide written role cards

physical disability

Adapt throwing distances according to ability, allow seated participation where appropriate, modify running to walking, provide larger catching equipment

Cross-Curricular Links

Maths

Measuring distances between bases, counting scores and team statistics, calculating time intervals, understanding angles in throwing

Science

Forces and motion in throwing and catching, gravity effects on ball trajectory, physical exercise effects on body systems

Geography

Spatial awareness and positioning, understanding of cardinal directions for field placement, mapping game areas

PSHE

Teamwork and cooperation, leadership skills development, resilience when facing challenges, fair play and respect for others

Teacher Guidance

Positioning

Move between groups to provide individual feedback, position at corner for maximum visibility during games

Observation Focus

Watch for role understanding, teamwork cooperation, safe technique execution, tactical decision-making development

Intervention Points

Step in if unsafe techniques observed, provide additional support for role confusion, encourage positive team dynamics

Demonstration Notes

Demonstrate: Clear role positions with exaggerated movements, show contrast between correct and incorrect techniques, use students as positive examples

Verbal Cues

•'Straight arm for bowling!'
•'Work together, fielding team!'
•'Watch the backstop position!'
•'Tactical thinking, batters!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m clear space with defined boundaries for multiple group activities

Surface Check

Level, dry surface free from obstacles, holes, or slippery areas

Equipment Safety

Safety Checks

•Tennis balls checked for damage and appropriate inflation
•Cones stable and free from sharp edges or cracks
•Hoops in good condition without sharp edges

Risk Management

Key Risks

•Collisions during running and ball activities
•Ball strikes to head or body
•Slips and falls during direction changes
•Overexertion during continuous activity

Risk Mitigation

•Clear boundaries established for all activities
•Adequate spacing between groups maintained
•Controlled throwing speeds emphasised
•Progressive introduction of game elements
•Regular rest periods built into lesson structure

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups simultaneously
•Monitor high-activity areas during games
•Watch for signs of fatigue or overexertion
•Ensure safe techniques for stumping and catching

Emergency Procedures

Stop signal understood by all, immediate assessment of any injury, appropriate first aid response, clear evacuation routes identified