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Lesson 3 - Fielding & Ball Handling

Cricket Skills Foundation

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Year 7

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Cricket

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1h 17min

Big Question

How can we become more effective fielders to help our team win?

Learning Objectives

Understand why they need to warm up and demonstrate specific ways
Describe and demonstrate several fielding techniques including long and short barriers
Perform fielding techniques in a game situation at the correct time

Key Outcomes

Students will demonstrate effective warm-up routines for cricket
Students will execute long and short barrier techniques with proper form
Students will apply fielding skills strategically in game situations

Equipment & Resources Required

Cricket Equipment

6-8

Store safely away from activity areas when not in use

Alternative: Rounders bats, tennis rackets for modified activities

Tennis Balls

15-20

Distribute around activity areas in cones or buckets

Alternative: Softer wind balls for nervous students

Handballs

10-15

Use for differentiation and safety

Alternative: Foam balls for beginners

Stumps

6 sets

Mix of metal, wood, and plastic for different activities

Alternative: Cones or markers if stumps unavailable

Cones

20-30

Various colours for different zones and boundaries

Alternative: Markers or bibs

Hoops

10-12

For target practice and goal marking

Alternative: Chalk circles or rope circles

iPads

4-6

For video analysis and technique reference

Alternative: Clipboards with technique cards

Key Vocabulary

Long barrier

A fielding technique where the fielder gets their whole body behind the ball using knee and foot as barriers

Short barrier

A fielding technique used for faster balls where fielder stays low with hands together

Cushioning

Absorbing the impact of the ball when catching by giving with the hands

Target making

Creating a clear target for teammates to throw at

Hand-eye coordination

The ability to coordinate hand movements with visual input

Skill Progression Pathway

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

Prior Learning

Basic throwing and catching skills
Understanding of team games
Basic movement patterns

Current Skills

Cricket-specific fielding techniques
Long and short barrier methods
Game application of fielding skills

Next Steps

Advanced fielding positions
Wicket keeping skills
Match play situations

Milestone Indicators

Confident ball handling in pressure situations

Quick decision making between barrier techniques

Leadership in team fielding strategies

Key Teaching Points

Always emphasise the 'why' behind warming up to develop understanding
Focus on cushioning technique in all catching activities for safety and control
Teach decision-making between long and short barriers through questioning
Use specific observable criteria when assessing technique (e.g., 'knee down, foot behind')
Encourage peer learning and positive communication throughout
Connect all activities back to real cricket situations for relevance
Maintain focus on technique over competition to build confidence

Common Misconceptions

Students think warming up is just about getting hot rather than preparing muscles and joints for activity
Belief that faster/harder throws and catches are always better than controlled technique
Thinking that long barrier is always better than short barrier regardless of situation
Assuming that natural ability is more important than practice and technique development
Misconception that competitive success is more important than skill development and teamwork

SEN Adaptations

ADHD

Keep activities short and varied, provide clear boundaries and expectations, offer leadership roles to maintain engagement

dyspraxia

Use larger equipment for easier handling, break skills into smaller steps, provide additional practice time and support

autism spectrum

Provide clear structure and routine, offer quiet zones for breaks, use visual schedules showing lesson progression

visual impairment

Use brightly coloured balls with contrasting backgrounds, provide clear verbal descriptions of techniques, implement buddy system for guidance and safety

hearing impairment

Rely on visual demonstrations and clear hand signals, provide written instruction cards, use students as demonstration models

physical disability

Offer seated versions of barrier techniques, use larger lighter balls, modify distances and reduce physical demands as needed

Cross-Curricular Links

English

Communicating instructions clearly, listening skills during explanations, descriptive vocabulary for techniques

Maths

Measuring distances for throwing, calculating success rates, angles of ball flight and bounces, timing activities

Science

Forces acting on balls in flight, friction affecting ball movement, human body systems during exercise and warm-up

Geography

Spatial awareness and positioning, direction and movement patterns, mapping playing areas and positions

PSHE

Teamwork and cooperation, resilience when making mistakes, leadership opportunities, honest self-assessment

Teacher Guidance

Positioning

Move around perimeter of activity area for optimal view of all students, positioning at corners during games for maximum coverage

Observation Focus

Watch for correct technique execution, safe participation, and positive interaction between students

Intervention Points

Step in immediately for safety concerns, provide technique correction during practice phases, support struggling students with individual attention

Demonstration Notes

Use clear, exaggerated movements for technique demonstration. Position where all students can see. Use students as positive examples when appropriate.

Verbal Cues

•'Eyes on the ball!'
•'Cushion that catch!'
•'Side on for long barrier!'
•'Communicate with your team!'
•'Choose the right barrier!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m clear area, suitable for running and ball activities

Surface Check

Dry, level surface free from obstacles, holes, or debris

Equipment Safety

Safety Checks

•Check balls are properly inflated and not split
•Ensure cones have no sharp edges or cracks
•Stumps stored safely away from activity areas when not in use
•iPads kept in safe designated area during physical activity

Risk Management

Key Risks

•Ball strikes to head or body
•Slips and falls on wet surfaces
•Collisions between students during games
•Overexertion during activities

Risk Mitigation

•Clear boundaries and safe playing zones established
•Adequate spacing between pairs and teams
•Progressive skill building from static to dynamic
•Emphasis on controlled movements rather than speed
•Use of appropriate balls for different skill levels

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Move around groups during partner work
•Monitor high-activity areas during games
•Watch for fatigue and adjust intensity accordingly

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or call for additional support as needed