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Lesson 7 - Tactical Decision Making

Foundations to Champions

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Year 6

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Rounders

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Big Question

How can smart decision-making and tactical awareness transform you from a good player into a strategic rounders champion?

Learning Objectives

To develop decision-making skills when batting, bowling and fielding
To apply tactical awareness in different game situations
To understand when to take calculated risks versus playing safely

Key Outcomes

Students will make informed decisions about when to run and when to stay at posts
Students will demonstrate tactical awareness appropriate to their role in the game
Students will show improved game understanding through strategic choices

Equipment & Resources Required

Cones

12 cones per mini rounders pitch for boundaries and bases

Alternative: Bean bags, marker discs

Rounders Equipment

Check all bats for damage before use

Alternative: Tennis rackets for easier hitting

Tennis Balls

3 minimum

Use bright coloured balls for better visibility

Alternative: Softer foam balls for less confident students

Stopwatch

One timer per group for timed rounders

Alternative: Mobile phone timer

Key Vocabulary

Tactical awareness

The ability to read the game situation and make the best decision

Risk assessment

Weighing up whether to take a chance or play it safe

Rounder

A full point scored by hitting the ball and reaching fourth base without stopping

Half rounder

Half a point scored by reaching second base without stopping after hitting the ball

Stumped out

When a fielder touches the post with the ball before the batter reaches it

Bowling square

The area where the bowler must stand and have the ball to stop batters running

Skill Progression Pathway

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

Prior Learning

Can hit a ball with a rounders bat with some accuracy
Understands basic rounders rules and scoring
Can throw and catch a ball with reasonable control

Current Skills

Making tactical decisions under pressure
Reading game situations quickly
Applying different strategies for different game formats

Next Steps

Advanced team strategy development
Leadership roles in organising team tactics
Tournament-level strategic thinking

Milestone Indicators

Consistently makes good decisions about when to run

Demonstrates different tactics for different situations

Shows understanding of risk versus reward in decision-making

Key Teaching Points

Decision-making speed improves with practice and experience
Different game formats require different tactical approaches
Team success often requires individual sacrifices
Risk assessment is a skill that applies beyond sport
Good tactics can overcome superior physical ability
Communication is essential for effective team tactics
Tactical awareness develops through reflection and analysis

Common Misconceptions

That tactics are only important for advanced players - correct by showing how basic decisions affect success
That taking risks is always bad - explain calculated risk-taking versus reckless behaviour
That individual success is more important than team success - emphasise collective achievements
That tactics can't be learned - demonstrate how practice improves decision-making
That physical ability is more important than tactical thinking - show examples where smart play beats athleticism

SEN Adaptations

ADHD

Break tactical concepts into smaller chunks, provide movement breaks between discussions, use physical demonstrations rather than lengthy explanations

dyspraxia

Allow extra time for equipment handling, provide simpler tactical choices initially, pair with supportive teammate for decision-making practice

autism spectrum

Provide clear, consistent game routines, offer quiet reflection time if overwhelmed, use visual supports for tactical concepts

visual impairment

Use brightly coloured balls and cones, provide verbal descriptions of field positions, use buddy system for base running guidance

hearing impairment

Use clear visual signals for game starts/stops, written game rules displayed, ensure face-to-face communication for instructions

physical disability

Adapt running requirements to walking or wheelchair movement, use lighter equipment if needed, modify base distances appropriately

Cross-Curricular Links

Teacher Guidance

Positioning

Move between groups to observe tactical decision-making, position to see multiple pitches simultaneously

Observation Focus

Watch for quality of decision-making rather than just physical skills, note adaptation between game formats

Intervention Points

Step in when safety is compromised, provide tactical coaching during natural breaks, clarify rules when confusion arises

Demonstration Notes

Use students as positive examples of good decision-making, demonstrate tactical scenarios with small groups, show how the same situation might require different decisions in different game formats

Verbal Cues

•'Think before you run!'
•'What's the smart decision here?'
•'How has the game situation changed?'
•'Consider your team, not just yourself!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor area (minimum 40m x 60m) to accommodate multiple rounders pitches with adequate spacing

Surface Check

Level, dry grass or hard court surface free from holes, stones, or other hazards

Equipment Safety

Safety Checks

•Check all rounders bats for cracks or loose grips before use
•Ensure tennis balls are in good condition and properly inflated
•Verify all cones are intact with no sharp edges or damage

Risk Management

Key Risks

•Ball strikes to players not actively involved in play
•Collisions at bases during running
•Bat strikes to other students during batting
•Trips and falls during fast running between bases

Risk Mitigation

•Clear boundaries established between different pitches
•Batters must wait behind designated line when not batting
•Safe bat handling protocols - carry bats by handle, never throw
•Base running in single direction only to avoid head-on collisions

Supervision & Emergency Procedures

Supervision Points

•Position to observe multiple groups while maintaining clear view
•Monitor base areas for safe running and sliding
•Watch for overexertion during timed activities

Emergency Procedures

Stop all play immediately if injury occurs, assess situation, provide appropriate first aid support, and ensure other students remain safely away from incident