Lesson 3 - Fielding & Ball Handling
Cricket Skills Foundation
•Year 7
•Cricket
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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- Assessment guidance & success criteria
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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
Store safely away from activity areas when not in use
Alternative: Rounders bats, tennis rackets for modified activities
Distribute around activity areas in cones or buckets
Alternative: Softer wind balls for nervous students
Use for differentiation and safety
Alternative: Foam balls for beginners
Mix of metal, wood, and plastic for different activities
Alternative: Cones or markers if stumps unavailable
Various colours for different zones and boundaries
Alternative: Markers or bibs
For target practice and goal marking
Alternative: Chalk circles or rope circles
For video analysis and technique reference
Alternative: Clipboards with technique cards
Key Vocabulary
A fielding technique where the fielder gets their whole body behind the ball using knee and foot as barriers
A fielding technique used for faster balls where fielder stays low with hands together
Absorbing the impact of the ball when catching by giving with the hands
Creating a clear target for teammates to throw at
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
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