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Lesson 2 - Ball Collection Skills

Strategic Throwing & Fielding

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Year 7

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Danish Longball

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1h 3min

Big Question

How can effective communication and precise ball collection skills give your team a tactical advantage in Danish Longball?

Learning Objectives

Demonstrate effective ball collection techniques using one or two hands as appropriate
Communicate clearly and listen actively during team activities
Apply ball handling skills in game situations with tactical awareness

Key Outcomes

Students will successfully collect moving balls using appropriate technique for the situation
Students will demonstrate clear communication and active listening in team contexts
Students will apply learned skills effectively in Danish Longball game situations

Equipment & Resources Required

Softballs

15-20 (1 per 2 students plus spares)

Distributed in equipment bags at each activity station

Alternative: Tennis balls, foam balls, bean bags for safety

Cones

40-50

Set up court boundaries and target areas before lesson

Alternative: Spot markers, chalk lines on ground

Targets

6-8 targets

Positioned at shoulder height on available wall space

Alternative: Chalk circles on wall, buckets as ground targets

Sun Markers

20-30 spots

Used for standing positions and target markers

Alternative: Small cones, chalk marks

Team bibs

15-20 in 3-4 different colours

Sorted by colour in accessible container

Alternative: Coloured bands, different coloured equipment

Key Vocabulary

Ball collection

The technique of gathering a moving ball using appropriate hand positioning and body movement

Swooping

The running movement to collect a ball, involving lowering the body while maintaining forward momentum

Quick release

Immediately throwing or passing the ball after collection to maintain game flow

Tactical communication

Clear, specific instructions given to teammates to coordinate game strategy

Active listening

Fully concentrating on what teammates are saying and responding appropriately

Fielding positions

Strategic placement of team members to maximise defensive coverage

Skill Progression Pathway

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

Prior Learning

Basic catching and throwing techniques
Understanding of simple game rules
Ability to work in pairs and small groups

Current Skills

One and two-handed ball collection on the move
Effective communication and active listening
Basic Danish Longball tactics and positioning

Next Steps

Advanced fielding techniques and quick release
Complex tactical communication and leadership
Game analysis and strategic planning

Milestone Indicators

Consistent ball collection without fumbling

Clear, concise communication under pressure

Successful tactical execution in game situations

Key Teaching Points

Ball collection requires early preparation - get body position set before ball arrives
Communication must be specific and timely - 'over here' is less useful than 'pass to the left'
Tactical positioning in Danish Longball requires covering escape routes, not just the throwing area
Progressive skill development from static to dynamic situations builds confidence and competence
Peer assessment works best when criteria are specific and observable
Safety in throwing games requires consistent reinforcement of height and force guidelines
Leadership skills develop through structured opportunities like team captaincy roles

Common Misconceptions

Students think ball collection is just about speed - emphasise technique and control first
Many believe shouting louder makes communication more effective - teach clarity over volume
Assumption that throwing harder is always better - demonstrate accuracy and tactical placement
Misconception that fielding is just about individual skills - emphasise team coordination
Belief that advanced students don't need to practise basics - reinforce fundamentals consistently
Think that game tactics are too complex for this age - break down into simple, actionable concepts

SEN Adaptations

ADHD

Break activities into shorter segments with clear transitions, provide additional movement opportunities, offer specific roles to maintain focus

dyspraxia

Use larger equipment for easier handling, allow extra practice time for coordination skills, provide step-by-step breakdowns of complex movements

autism spectrum

Provide clear visual schedules for lesson structure, establish quiet zones for breaks if needed, use consistent routines for equipment distribution

visual impairment

Use brightly coloured balls with good contrast, provide clear verbal descriptions of court layout, implement buddy system for guidance during activities

hearing impairment

Use visual demonstrations extensively, establish clear hand signals for game communication, provide written instruction cards for reference

physical disability

Modify collection techniques for seated participation, use larger/softer balls for easier handling, adjust throwing distances appropriately

Cross-Curricular Links

English

Technical vocabulary development, clear communication skills, giving and receiving constructive feedback

Maths

Calculating angles for optimal throwing trajectories, measuring court distances and boundaries, statistical analysis of successful collection rates

Science

Forces and motion in ball throwing and collection, friction and surface interaction, energy transfer in impact situations

Geography

Spatial awareness and positioning, understanding of area coverage and strategic positioning, directional language and compass points

PSHE

Teamwork and cooperation skills, leadership development through captaincy roles, resilience when dealing with challenging situations

Teacher Guidance

Positioning

Central position allowing supervision of all activity areas, move between groups during practice phases

Observation Focus

Watch for correct ball collection technique, quality of communication, safe throwing practices, tactical awareness

Intervention Points

Step in immediately for safety concerns, provide technique corrections when skill breaks down, support students struggling with communication

Demonstration Notes

Use student demonstrations to highlight good technique, show contrasts between correct and incorrect methods, emphasise safety in all demonstrations

Verbal Cues

•'Attack the ball!' for decisive movement
•'Get down early!' for collection technique
•'Communicate!' to encourage team talk
•'Below chest!' for safe throwing

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m for multiple Danish Longball courts, clear run-off areas around each court

Surface Check

Dry, even surface free from holes, debris or slippery areas that could cause falls

Equipment Safety

Safety Checks

•Check all balls are appropriately inflated and in good condition
•Ensure cones are stable and have no sharp edges or cracks
•Verify wall targets are securely fixed and at appropriate height

Risk Management

Key Risks

•Ball strikes to head/face from throwing activities
•Collisions between runners and fielders during game play
•Slips and falls during rapid direction changes
•Overexertion during continuous game activity

Risk Mitigation

•Establish clear throwing guidelines - below chest height only
•Maintain adequate spacing between courts and activity areas
•Emphasise controlled contact for tagging - no aggressive tackling
•Progressive skill building from static to dynamic situations
•Regular hydration breaks during extended game play

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all courts simultaneously
•Move between groups during activities to monitor technique and safety
•Pay particular attention to throwing force and target areas during games
•Monitor student fatigue levels throughout lesson

Emergency Procedures

Stop all activity immediately on safety signal, assess situation, provide appropriate first aid support, contact emergency services if required