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Lesson 6 - Long and Short Barriers in Fielding

Skill Progression & Tactics

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Year 5

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Rounders

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1h 10min

Big Question

How can we become more reliable fielders by mastering different barrier techniques?

Learning Objectives

To develop correct technique for long and short barrier fielding
To apply barrier techniques effectively in game situations
To understand when to select appropriate barrier technique

Key Outcomes

Students will demonstrate accurate long and short barrier technique
Students will show improved ball collection in fielding scenarios
Students will make tactical decisions about barrier selection

Equipment & Resources Required

Cones

Used for base marking, goals, and pitch boundaries

Alternative: Marker discs, bean bags for base marking

Rounders Equipment

Check for damage, ensure appropriate sizes available

Alternative: Cricket bats, tennis rackets for easier hitting

Tennis Balls

Ensure balls are in good condition and suitable for outdoor use

Alternative: Rounders balls, foam balls for safety

Clues Document

1 per pair

Have available for reference during activities

Alternative: Visual aids, demonstration cards

Key Vocabulary

Long barrier

A fielding technique where the fielder gets low with one knee touching the heel of the opposite foot to create a barrier

Short barrier

A fielding technique using hands with one foot placed behind as a backstop

Track the ball

Moving your feet and body to stay in line with the path of the ball

Backstop

The fielder positioned behind the batter to collect missed balls

Rounder

A complete circuit of all four bases, scoring one point

Skill Progression Pathway

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

Prior Learning

Basic ball handling and catching skills
Understanding of ready position in fielding
Experience with simple throwing and rolling

Current Skills

Long barrier technique with knee-to-heel seal
Short barrier with foot backstop
Ball tracking and movement skills

Next Steps

Advanced fielding positions and communication
Quick release and accurate throwing after collection
Reading the game and anticipating ball direction

Milestone Indicators

Consistent barrier technique under pressure

Appropriate technique selection without prompting

Confident ball collection from various angles

Key Teaching Points

Body must get behind the ball before attempting collection
Long barrier requires complete seal between knee and heel
Short barrier needs foot directly behind hands as safety net
Track the ball with feet first, then select appropriate technique
Two-handed collection is safer and more reliable than one-handed attempts
Communication between fielders prevents collisions and confusion
Practice makes permanent - emphasise correct technique from the start

Common Misconceptions

Thinking one-handed collection is faster - emphasise two-handed reliability
Believing you can collect without moving feet - stress tracking importance
Assuming all balls can be collected the same way - teach technique selection
Thinking barriers are only for ground balls - show adaptation for bouncing balls
Believing speed is more important than technique - emphasise accuracy first

SEN Adaptations

ADHD

Shorter activity bursts, clear movement boundaries, regular positive feedback and movement breaks

dyspraxia

Larger equipment options, simplified movement patterns, extra practice time with support

autism spectrum

Clear routine established, visual schedule of activities, quiet zones available during breaks

visual impairment

Use brightly coloured balls, clear verbal cues for ball direction, buddy system for guidance

hearing impairment

Visual demonstrations emphasised, hand signals for game instructions, written rule cards available

physical disability

Seated barrier practice possible, modified distances, larger targets and equipment

Cross-Curricular Links

Maths

Measuring distances for pitch setup, counting scores and statistics, understanding angles of ball travel

Science

Forces and motion in ball movement, friction on different surfaces, body mechanics in fielding positions

Geography

Understanding of spatial relationships, directions and positioning on the field

PSHE

Teamwork and cooperation, resilience when making mistakes, leadership roles in teams

Teacher Guidance

Positioning

Move between pairs/groups during skill practice, central position during demonstrations

Observation Focus

Watch for correct barrier technique, movement patterns, and safety awareness

Intervention Points

Step in when technique breaks down or safety concerns arise

Demonstration Notes

Use clear, exaggerated movements for barrier techniques, demonstrate both correct and incorrect positions for contrast

Verbal Cues

•'Track the ball with your feet!'
•'Get low for the long barrier!'
•'Two hands, foot behind!'
•'Move to the ball, don't wait!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 40m for full activities, clear of obstacles

Surface Check

Even surface suitable for running and diving movements

Equipment Safety

Safety Checks

•Check rounders bats for cracks or splinters
•Ensure tennis balls are in good condition
•Verify cones have no sharp edges or damage

Risk Management

Key Risks

•Collisions during games
•Ball strikes to face or body
•Slips and falls during fielding movements

Risk Mitigation

•Clear boundaries and safe distances between activities
•Emphasis on controlled throwing and rolling
•Progressive skill building from static to dynamic
•Proper warm-up and cool-down protocols

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all activities
•Monitor high-activity game areas closely
•Watch for fatigue affecting technique

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact school medical support if needed