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Lesson 4 - Tactical Fielding and Team Strategy

Advanced Strategies & Team Play

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Year 5

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Cricket

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Big Question

How can bowlers and fielders work together as a team to outwit batters and prevent runs being scored?

Learning Objectives

To combine fielding skills and create tactical approaches to prevent batters scoring runs
To understand and apply different fielding positions based on batter behaviour and game situation
To develop umpiring and scoring skills with confidence and accuracy

Key Outcomes

Students will demonstrate tactical thinking by positioning fielders strategically
Students will show improved teamwork between bowlers and fielders to restrict scoring
Students will confidently umpire matches and keep accurate scores

Equipment & Resources Required

Cricket Equipment

1 per pair (15)

Check bats are appropriate size for Year 5 students

Alternative: Rounders bats, tennis rackets for lighter option

Cricket balls

1 per team of 8 (4-5 balls)

Use softer balls for safety, check condition before use

Alternative: Tennis balls, incrediball for safety

Cricket Stumps

2 sets (6 stumps total)

Ensure stumps are stable and at appropriate height

Alternative: Cones, skittles, or chalked targets on wall

Score Sheets

1 per team

Prepare simple scoring formats suitable for Year 5

Alternative: Simple tally charts, whiteboard and pen

Sun Markers

8-12 cones

Create clear boundaries appropriate for space available

Alternative: Rope, chalk lines, or existing playground markings

Cards

1 per playing area

Display clearly visible reference for students acting as umpires

Alternative: Hand-drawn charts, laminated reference cards

Key Vocabulary

Tactical fielding

Positioning fielders in specific places to prevent the batter from scoring or to increase chances of getting them out

Umpire signals

Hand signals used by the umpire to communicate decisions like out, wide, no-ball, four and six

Over

A set of six bowls delivered by one bowler from one end of the pitch

Wicket keeper

The fielder who stands behind the wickets to collect the ball and attempt run-outs and stumpings

Field placement

The strategic positioning of fielders around the playing area to best support the bowler

Skill Progression Pathway

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

Prior Learning

Basic bowling action and accuracy from previous units
Fundamental fielding skills including catching and throwing
Understanding of basic cricket rules and scoring
Experience of working in small teams during games

Current Skills

Tactical positioning of fielders based on batter behaviour
Collaborative planning between bowlers and fielders
Advanced umpiring including signal recognition and decision making
Team leadership and communication during competitive play

Next Steps

Development of more complex match strategies
Advanced bowling variations and field placings
Leadership roles in organising and running tournaments
Peer coaching and performance analysis skills

Milestone Indicators

Students discuss tactics before each over and make adjustments

Clear communication between bowler and wicket keeper about field placement

Accurate umpiring decisions made with confidence

Teams showing improved performance through tactical changes

Key Teaching Points

Tactical fielding involves the whole team working together with a clear plan
Good tactics are based on observation and evidence, not guesswork
Communication between bowler, wicket keeper, and fielders is essential for success
Teams should adapt their tactics based on what they observe during the game
Fair play and accurate umpiring are as important as tactical success
Every team member has a valuable role to play in tactical cricket
The best tactics are simple enough for everyone to understand and execute consistently

Common Misconceptions

Thinking tactics are too complicated for primary students - tactics can be simple and effective
Believing only the captain should make tactical decisions - good teams involve everyone in planning
Assuming tactics never change during a game - the best teams adapt based on what they observe
Thinking individual skills are more important than team strategy - cricket success requires both
Believing umpiring is less important than playing - fair umpiring is essential for good games
Assuming all fielding positions work for every batter - tactics should be tailored to opponents
Thinking bowling variations are separate from fielding tactics - they should work together

SEN Adaptations

ADHD

Shorter tactical planning sessions with clear focus, regular role changes to maintain engagement, clear visual boundaries, positive reinforcement for sustained attention

dyspraxia

Larger, softer equipment for better handling, simplified movement patterns, extra practice time for skill development, focus on tactical thinking strengths

autism spectrum

Clear structure for tactical planning time, visual supports for field positions, predictable routine for role rotations, quiet area available if needed

visual impairment

Use bright coloured balls and equipment, provide clear verbal descriptions of tactical positions, assign buddy for field placement, use audio signals for game events

hearing impairment

Visual umpire signals with clear demonstrations, written tactical instructions, visual cue cards for positions, ensure face-to-face communication during tactical discussions

physical disability

Adapted bowling distances and techniques, seated fielding positions where appropriate, modified scoring roles, ensure full inclusion in tactical planning

Cross-Curricular Links

English

Tactical communication, descriptive language for match reports, reading and understanding scorecards, presenting tactical arguments

Maths

Scoring systems, statistical analysis of batting averages, geometry of field placement angles, probability of successful tactics

Science

Forces in bowling and batting, trajectory and angles of ball flight, reaction times in fielding, biomechanics of bowling action

Geography

Spatial awareness and positioning, understanding of angles and directions, mapping field placements, coordinates for fielder positions

PSHE

Leadership skills, teamwork and cooperation, fair play and integrity, conflict resolution, building confidence through responsibility

Teacher Guidance

Positioning

Circulate between teams during tactical planning, position centrally during demonstrations, move to best vantage point for assessment during games

Observation Focus

Watch for tactical thinking application, communication quality, fair play in umpiring, and individual skill development within team context

Intervention Points

Step in if tactics become too complex for students to execute, provide support for umpiring decisions, assist with scoring difficulties, encourage teams struggling with tactical application

Demonstration Notes

Use student examples to highlight good tactical thinking, demonstrate umpire signals clearly and repeatedly, show how tactical discussions should involve whole team, model positive communication between bowlers and fielders

Verbal Cues

•'Great tactical thinking - now execute it consistently!'
•'Umpires, be confident in your decisions!'
•'Remember, tactics work when the whole team understands the plan!'
•'Keep communicating - cricket is a team conversation!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m per playing group, clear boundaries marked, adequate space between games

Surface Check

Even, dry surface free from obstacles, appropriate for running and quick direction changes

Equipment Safety

Safety Checks

•Check cricket bats for cracks or loose handles before use
•Verify balls are appropriate softness for Year 5 students
•Ensure wickets are stable and positioned safely
•Confirm scorecards and writing materials are available and functional

Risk Management

Key Risks

•Ball strikes to head or body during batting and fielding
•Collisions between students running for catches or runs
•Trips and falls during quick fielding movements
•Bat accidents during batting or when carrying equipment

Risk Mitigation

•Use appropriate soft balls for age group and skill level
•Establish clear boundaries and running areas to prevent collisions
•Teach proper bat handling and storage procedures
•Ensure adequate spacing between playing groups
•Position umpires and scorers in safe areas away from play
•Progressive skill building from simple to complex activities

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all playing areas simultaneously
•Monitor high-activity areas around batting and wicket keeping
•Ensure umpires are positioned safely and making appropriate decisions
•Check equipment regularly throughout lesson for any damage

Emergency Procedures

Stop all play immediately, assess situation, provide appropriate first aid if needed, ensure other students remain calm and secure