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Lesson 8 - Long and Short Barriers

Cricket Basics & Strategy

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Year 6

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Cricket

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45 min

Big Question

How can mastering different fielding barriers help us become tactical cricketers?

Learning Objectives

To develop accurate long and short barrier techniques
To apply barrier techniques effectively in game situations
To demonstrate tactical awareness when fielding

Key Outcomes

Students will execute both barrier techniques with control and confidence
Students will select appropriate barriers based on game situation
Students will communicate effectively as part of a fielding team

Equipment & Resources Required

Cones

Used for boundaries and bowling targets

Alternative: Markers, spots, or bottles

Cricket Equipment

Ensure appropriate size for Year 6 students

Alternative: Rounders bats or tennis rackets

Cricket Wickets

Stable base essential for safety

Alternative: Skittles, bottles or marker cones

Tennis Balls

Softer balls reduce injury risk

Alternative: Soft cricket balls or foam balls

Tees

For differentiation support

Alternative: Cones or makeshift stands

Key Vocabulary

Short Barrier

A fielding technique where one foot is placed behind the ball with hands in front

Long Barrier

A fielding technique where the fielder gets low with one knee touching the opposite heel

Tracking

Following the ball's path with your eyes and moving to get behind it

Body Behind Ball

Positioning yourself so the ball must pass through your body to reach the boundary

Skill Progression Pathway

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

Prior Learning

Basic ball handling and catching
Understanding of cricket positions
Simple fielding movements

Current Skills

Short barrier technique and application
Long barrier technique and application
Tactical decision-making in fielding

Next Steps

Advanced fielding under pressure
Wicket-keeping techniques
Strategic field placement

Milestone Indicators

Confident body positioning behind ball

Quick recovery and accurate returns

Effective barrier selection in games

Key Teaching Points

Track the ball with your eyes before moving your body
Get your whole body behind the ball, not just your hands
Choose short barriers for balls coming straight, long barriers for wider balls
Communication is key - call for the ball and support your teammates
Quality technique beats rushing - smooth barriers are faster than panicked ones
Use two hands to pick up the ball safely and securely
Create unbreakable barriers with your body position

Common Misconceptions

Students think barriers are only for slow balls - explain they work for all speeds
Belief that hands alone can stop all balls - emphasise body barrier backup
Assumption that running fast to the ball is better than positioning correctly
Thinking that one barrier technique works for all situations
Misconception that fielding is less important than batting in cricket

SEN Adaptations

ADHD

Frequent position changes, clear boundaries, regular positive feedback

dyspraxia

Simplified movement patterns, extra practice time, larger targets and equipment

autism spectrum

Clear routine structure, visual game rules, quiet zones if overwhelmed

visual impairment

Use bright coloured balls, verbal cues for ball direction, partner support for positioning

hearing impairment

Clear visual demonstrations, hand signals for game play, written instruction cards

physical disability

Seated barrier practice, larger equipment, modified distances and rules

Cross-Curricular Links

Science

Forces in ball rolling, friction effects, lever actions in batting

Geography

Spatial awareness, field positioning, directional movement

PSHE

Teamwork, resilience, fair play, communication skills

Teacher Guidance

Positioning

Move between groups during games, central for demonstrations

Observation Focus

Barrier technique, safety, tactical application, teamwork

Intervention Points

When safety compromised, poor technique reinforcing, or exclusion occurring

Demonstration Notes

Use exaggerated movements for clarity, show both correct and common error examples

Verbal Cues

•'Foot sideways, hands in front!'
•'Get low, make that barrier!'
•'Track the ball with your eyes!'
•'Two hands to pick up!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m for multiple game areas with clear boundaries

Surface Check

Level, dry surface free from holes or obstacles

Equipment Safety

Safety Checks

•Wickets securely based to prevent toppling
•Tennis balls checked for damage
•Bats appropriate size for Year 6 students
•Cones with no sharp edges

Risk Management

Key Risks

•Ball strikes to face or body
•Collisions between fielders
•Slips during barrier positions
•Bat contact with other students

Risk Mitigation

•Clear spacing between game areas
•Controlled bowling speeds emphasised
•Proper warm-up before low positions
•Clear rules for bat handling

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups
•Monitor bowling speeds and safety
•Watch for proper barrier technique to prevent injury

Emergency Procedures

Stop all activity immediately, assess injury, apply appropriate first aid, seek medical attention if required