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Lesson 3 - Ball Path & Backstop Catch

Tactical Game Intelligence

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Year 5

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Rounders

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Big Question

How can we use our tracking skills to become reliable backstops and fielders?

Learning Objectives

To track a ball thrown or hit towards me and be ready to catch or field it
To demonstrate quick reactions as a backstop when catching mishit balls
To apply catching techniques consistently in competitive game situations

Key Outcomes

Students will accurately track the path of moving balls
Students will demonstrate proper catching position and technique
Students will show improved reactions and decision-making as backstops

Equipment & Resources Required

Rounders Equipment

15-20

Distributed around activity areas, some in central collection point

Alternative: Tennis balls, soft play balls

Balls

30 (6 per pair for 5 pairs)

3 bean bags per pair, stored in equipment bags initially

Alternative: Small soft balls, juggling bags

Sun Markers

20-25

Set up practice areas and boundaries for activities

Alternative: Spot markers, chalk lines

Hoops

6-8

Used as treasure hoops and jails in starter activity

Alternative: Marked areas with cones, buckets

Bibs

2 sets of different colours

To distinguish teams in competitive activities

Alternative: Coloured bands, team scarves

Key Vocabulary

Backstop

The fielder positioned behind the batter to catch missed or mishit balls

Tracking

Following the path of the ball with your eyes and body to predict where it will go

Flight path

The route the ball takes through the air from thrower to catcher

Ready position

Athletic stance with knees bent, hands out, weight on balls of feet

Mishit

When a batter doesn't strike the ball cleanly, often sending it in an unexpected direction

Skill Progression Pathway

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

Prior Learning

Basic throwing and catching skills
Understanding of ready position
Experience with simple ball games

Current Skills

Tracking moving balls accurately
Quick reaction catching
Backstop positioning and technique
Fielding rolling balls

Next Steps

Advanced fielding under pressure
Strategic positioning in rounders
Coordinated team fielding

Milestone Indicators

Consistent catching of thrown balls

Quick reactions to unexpected ball direction

Smooth fielding and return throwing

Key Teaching Points

Ready position is fundamental - knees bent, hands out, weight on toes
Track the ball with eyes and body from the moment it's released
Quick reactions come from being prepared and alert, not rushing
Backstops are the last line of defence and prevent extra runs
Two hands for catching safety - bring ball into chest once caught
Communication between fielders helps everyone anticipate ball movement
Practice and patience lead to improvement - celebrate small successes

Common Misconceptions

Thinking you only need to watch the ball when it's coming to you - should track from bowling
Believing speed is more important than technique - controlled movement is better
Assuming backstop role is less important than other fielding positions
Thinking you can catch with one hand reliably - two hands much safer
Expecting perfect catching immediately - improvement comes with practice

SEN Adaptations

ADHD

Break activities into shorter segments, provide fidget tools during discussion, offer leadership roles to maintain engagement

dyspraxia

Use larger equipment for easier success, break down movements into smaller steps, allow extra practice time

autism spectrum

Provide clear structure with visual schedule, offer quiet area if overwhelmed, use consistent routines for transitions

visual impairment

Use brightly coloured balls, provide verbal descriptions of ball position, assign sighted buddy for guidance during activities

hearing impairment

Use visual signals and demonstrations, written instructions on cards, ensure student can see teacher's face during explanations

physical disability

Adapt catching from seated position, use larger/lighter balls, modify distances and heights for individual capabilities

Cross-Curricular Links

Maths

Estimating angles and speed of ball flight, measuring distances for throwing practice, calculating bonus points during games

Science

Understanding forces acting on moving balls, effects of gravity on ball trajectory, reaction times and nervous system responses

Geography

Spatial awareness and positioning, understanding directions and movement patterns around playing area

PSHE

Teamwork and cooperation during group activities, building resilience when dropping catches, supporting partners to succeed

Teacher Guidance

Positioning

Move between groups during activities, position at corner of playing area during games for full visibility

Observation Focus

Watch for correct ready position, tracking technique, and safety awareness throughout

Intervention Points

Step in if students struggling with basic technique or if safety concerns arise

Demonstration Notes

Use exaggerated movements to show ready position clearly, demonstrate tracking with obvious head movement, show catching with both hands every time

Verbal Cues

•'Knees bent, hands ready!'
•'Eyes on the ball!'
•'Track it all the way!'
•'Quick reactions!'
•'Two hands for safety!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m clear outdoor space or large indoor hall

Surface Check

Even surface free from holes, wet patches, or debris that could cause slips

Equipment Safety

Safety Checks

•Check all balls are properly inflated and have no splits
•Ensure bean bags are securely sealed with no loose filling
•Verify cones have no sharp edges or cracks

Risk Management

Key Risks

•Ball impact injuries from hard throws
•Collisions between students during movement activities
•Falls when moving quickly to field balls
•Finger injuries from incorrect catching technique

Risk Mitigation

•Use appropriate soft balls for age group and space
•Establish clear boundaries and movement rules
•Teach proper catching technique with both hands
•Ensure adequate spacing between groups during activities
•Progressive skill building from static to dynamic

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during activities
•Monitor high-activity areas like batting and backstop positions
•Check partner activities for appropriate challenge level
•Ensure rotation systems are working safely

Emergency Procedures

Stop all activity immediately, assess injury, provide appropriate first aid, follow school injury reporting procedures