Lesson 5 - Fielding Skills
Foundations to Champions
•Year 6
•Rounders
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How can I choose the right fielding technique to help my team stop the opposition from scoring?
Learning Objectives
- To develop a variety of fielding techniques including two-handed pick up, retrieve and throw, and deep catching
- To select and apply appropriate fielding techniques based on game situations
- To demonstrate effective fielding in competitive rounders gameplay
Key Outcomes
- Students will demonstrate competent use of three different fielding techniques
- Students will make tactical decisions about fielding positions and techniques
- Students will apply fielding skills effectively in a mini rounders game
Equipment & Resources Required
Use to mark out rounders pitches, bases, and bowling squares
Alternative: Markers, spots, or chalk lines for boundaries
Store safely in designated area when not in use
Alternative: Tennis rackets for easier batting option
Check condition before use, replace worn balls
Alternative: Foam balls for safety, cricket balls for advanced students
Laminated sheets for outdoor use
Alternative: Visual prompt cards or demonstration videos
Key Vocabulary
Fielding technique where both hands work together to scoop up a rolling ball
Fielding technique used when chasing a ball that has gone past you
Catching technique for high balls using thumbs together and tracking
Fielding position behind the batter to collect missed balls
When a fielder touches the base with the ball before a running batter reaches it
Positioning your body in line with the direction of the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic overarm throwing technique
- Understanding of rounders basic rules
- Experience with ball tracking and catching
Current Skills
- Two-handed pick up and throw technique
- Retrieve and throw with body positioning
- Deep catching with proper hand positioning
- Tactical awareness in fielding positions
Next Steps
- Advanced fielding tactics and communication
- Fielding under pressure in competitive situations
- Leadership and coaching of fielding techniques
Milestone Indicators
Key Teaching Points
- Cup hands with little fingers touching for two-handed pickup technique
- Same foot as throwing hand goes next to ball for retrieve and throw
- Thumbs together forming triangle window for deep catching
- Move feet to get body behind or under the ball - don't reach
- Quick, accurate return to bowler stops batters advancing bases
- Start fielding positions further back - it's easier to move forward than backwards
- Communicate with teammates about who is taking each ball
Common Misconceptions
- Thinking that staying still and reaching for balls is more effective than moving feet to get into position
- Believing that throwing harder is always better than throwing accurately to the right person
- Assuming that standing close to the batter gives better fielding opportunities
- Thinking that one fielding technique works for all situations rather than selecting appropriate technique
- Believing that individual fielding skill is more important than team communication and positioning
SEN Adaptations
ADHD
- Shorter activity bursts with more frequent changes, clear boundaries and expectations, regular positive feedback and movement breaks
dyspraxia
- Break down techniques into smaller steps, use larger equipment initially, allow extra practice time and patience
autism spectrum
- Clear structured routines for each activity, visual schedule of lesson sections, quiet zone available if needed
visual impairment
- Use brightly coloured balls, provide verbal descriptions of all demonstrations, pair with sighted buddy for support
hearing impairment
- Use visual demonstrations and hand signals, written instruction cards, ensure student can see teacher's face for lip reading
physical disability
- Seated fielding positions, modified throwing distances, use of larger or lighter balls as appropriate
Cross-Curricular Links
Maths
Calculating distances between bases, measuring throwing accuracy, timing activities and counting in team challenges
Science
Forces in throwing, trajectory of balls, balance and body positioning, reaction times and coordination
Geography
Spatial awareness and positioning, mapping field positions, understanding angles and directions
PSHE
Teamwork and cooperation, fair play and sportsmanship, resilience when learning new skills, leadership in team situations
Teacher Guidance
Positioning
Move between groups during skills practice, central position during games to observe all students
Observation Focus
Technique quality, tactical understanding, safety awareness, inclusion of all students
Intervention Points
Step in when technique is unsafe, provide additional support for struggling students, enhance challenge for advanced learners
Demonstration Notes
Use slow-motion demonstrations for technique clarity, involve confident students in demonstrations, relate all techniques to game situations
Verbal Cues
- •'Cup your hands!'
- •'Get your body behind the ball!'
- •'Quick return to the bowler!'
- •'Move your feet to the ball!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 40m for multiple rounders pitches, clear overhead space for high ball practice
Surface Check
Even, dry surface free from holes or obstacles that could cause trips
Equipment Safety
Safety Checks
- •Check tennis balls for damage before use
- •Ensure rounders bats are not cracked or splintered
- •Cones placed securely without sharp edges exposed
Risk Management
Key Risks
- •Ball strikes during throwing and catching activities
- •Collisions between students during fielding or running
- •Trips or falls when chasing balls
- •Overexertion during intense fielding activities
Risk Mitigation
- •Clear boundaries and safe distances between groups
- •Controlled throwing activities with appropriate spacing
- •Progressive skill building from static to dynamic activities
- •Regular checking of student understanding and technique
Supervision & Emergency Procedures
Supervision Points
- •Position to oversee all fielding activities simultaneously
- •Monitor high-energy game activities closely
- •Check on students who may be struggling with techniques
Emergency Procedures
Stop activity immediately on 'STOP' command, assess any injuries, provide appropriate first aid, contact school procedures if needed