Lesson 2 - Bowling Accuracy & Fielding
Leadership in Rounders
•Year 6
•Rounders
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How can we use different fielding techniques strategically to gain advantage in rounders?
Learning Objectives
- To develop accurate bowling at consistent height
- To master ground fielding techniques and select appropriate methods
- To demonstrate leadership skills in team situations
Key Outcomes
- Students will bowl accurately with consistent height and technique
- Students will demonstrate effective ground fielding using appropriate techniques
- Students will show leadership qualities when managing team tactics
Equipment & Resources Required
Distributed around activity areas, some in reserve
Alternative: Tennis balls, soft training balls
Set up in 3 rows of 2 for warm-up activity
Alternative: Markers, small hoops
Used as bowling targets, easily portable
Alternative: Large cones, target circles
Mark Danish Longball courts clearly
Alternative: Boundary cones, rope
Key Vocabulary
The ability to consistently deliver the ball to the target area at the correct height
Techniques used to collect balls that travel along or bounce on the ground
The preparation phase where the bat is raised behind the body before striking
Taking responsibility for guiding and motivating team members
A smooth, uninterrupted sequence of movements
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic underarm bowling technique
- Simple catching with two hands
- Understanding of basic rounders rules
Current Skills
- Accurate bowling at consistent height
- Ground fielding technique selection
- Leadership in team situations
Next Steps
- Advanced bowling tactics and placement
- Complex fielding strategies
- Captain role responsibilities
Milestone Indicators
Key Teaching Points
- Use nearest hand for ball pickup to develop ambidextrous fielding skills
- Maintain loose bowling grip allowing ball to roll off fingertips smoothly
- Create smooth continuum from fielding pickup through to accurate throw
- Position throwing arm foot as second barrier when advanced fielding
- Demonstrate leadership through clear communication and tactical decision-making
- Apply appropriate fielding technique based on ball speed and direction
- Maintain safety awareness especially regarding throwing height and bat handling
Common Misconceptions
- Students often think harder throwing is always better - emphasise accuracy over power
- Many assume one fielding technique works for all situations - teach technique selection
- Leadership misconception that loudest voice means best captain - emphasise supportive communication
- Batting misconception that bigger swing equals better hit - focus on controlled technique
- Safety misconception that 'accidents happen' - emphasise prevention through proper technique
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries and expectations, regular movement breaks built in
dyspraxia
- Break down complex movements into smaller steps, extra practice time, larger equipment for easier handling
autism spectrum
- Clear structure with visual schedule, quiet zones available, predictable routines and expectations
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of court layout, buddy system for navigation
hearing impairment
- Use visual signals and demonstrations, written instruction cards, clear visual court markers
physical disability
- Modify throwing distances and techniques, provide seated fielding options, adapted equipment as needed
Cross-Curricular Links
Maths
Calculating scores and statistics, measuring distances for court setup, angles of throwing and batting
Science
Forces in throwing and batting, trajectory and momentum in ball flight, biomechanics of movement
Geography
Spatial awareness and positioning, map reading skills for tactical positioning, coordinates for court layout
PSHE
Leadership development, teamwork and cooperation, resilience in competitive situations, communication skills
Teacher Guidance
Positioning
Move between the three game courts to observe all students, position centrally during skill development phases
Observation Focus
Watch for correct technique application, leadership behaviour development, and tactical understanding growth
Intervention Points
Step in when safety concerns arise, when students need technique guidance, or when leadership opportunities need highlighting
Demonstration Notes
Use slow-motion demonstrations for complex skills, exaggerate key teaching points for clarity, involve students in demonstrations when appropriate
Verbal Cues
- •'Use the hand nearest to the ball!'
- •'Smooth continuum from pickup to throw!'
- •'Captain, what's your team strategy?'
- •'Remember - below head height only!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor space minimum 40m x 30m for three Danish Longball courts
Surface Check
Dry, even surface free from hazards, suitable for running and ball games
Equipment Safety
Safety Checks
- •Check bats for splinters or damage before use
- •Ensure balls are appropriate hardness for age group
- •Inspect cones for sharp edges or damage
Risk Management
Key Risks
- •Ball strikes to head area
- •Collisions between students during running
- •Bat handling during movement phases
- •Slips and falls on playing surface
Risk Mitigation
- •Clear boundaries established for all activities
- •Throwing height restrictions enforced (below head)
- •Safe bat carrying technique demonstrated and monitored
- •Adequate spacing between courts and activities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all three courts
- •Monitor bat handling throughout running phases
- •Watch for inappropriate throwing height in games
- •Ensure students follow safety protocols consistently
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid or seek medical assistance as required