Lesson 6 - Long and Short Barriers in Fielding
Skill Progression & Tactics
•Year 5
•Rounders
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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
Used for base marking, goals, and pitch boundaries
Alternative: Marker discs, bean bags for base marking
Check for damage, ensure appropriate sizes available
Alternative: Cricket bats, tennis rackets for easier hitting
Ensure balls are in good condition and suitable for outdoor use
Alternative: Rounders balls, foam balls for safety
Have available for reference during activities
Alternative: Visual aids, demonstration cards
Key Vocabulary
A fielding technique where the fielder gets low with one knee touching the heel of the opposite foot to create a barrier
A fielding technique using hands with one foot placed behind as a backstop
Moving your feet and body to stay in line with the path of the ball
The fielder positioned behind the batter to collect missed balls
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
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