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Lesson 2 - Bowling & Batting Skills

Fundamentals & Confidence

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Year 7

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Rounders

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Big Question

How can mastering fielding techniques turn defence into attack in rounders?

Learning Objectives

Develop bowling, batting and ground fielding skills with increasing accuracy and control
Develop tactical awareness whilst playing small sided games
Demonstrate leadership skills and support teammates effectively

Key Outcomes

Students will perform underarm bowling with correct grip and release technique
Students will execute one-handed and two-handed fielding techniques in game situations
Students will apply batting technique including grip, stance and backlift when striking
Students will demonstrate leadership qualities and tactical awareness in Danish Longball

Equipment & Resources Required

Tennis Balls

40 (1 per student plus spares)

30 balls placed in centre for warm-up, remaining distributed for skill practices

Alternative: Softer practice balls or foam balls for students with catching anxiety

Rounders Equipment

12 (1 per batting group)

Stored safely at edge of playing area until batting practice

Alternative: Shorter bats or plastic bats for students needing modified equipment

Cones

50 (for marking areas, lines and boundaries)

Mark Danish Longball courts (3 courts), skill practice areas and warm-up zone

Alternative: Chalk lines on playground or existing court markings

Hoops

12 (1 per group of 3)

Placed 5 metres from bowlers as bowling targets

Alternative: Cones arranged in circle or chalk circles on ground

Sun Markers

As needed for 3 Danish Longball courts

Each court approximately 20m x 10m with clear first line and end line

Alternative: Existing playground markings or cone lines

Bibs

15 (one colour for fielding teams)

Distributed before game application section

Alternative: Teams distinguish by position on court

Key Vocabulary

Bowling

Delivering the ball underarm with a smooth action towards the batter

Batting

Striking the ball with the rounders bat using controlled technique

Ground fielding

Techniques used to stop and collect balls rolling or bouncing along the ground

Backstop

The fielder positioned behind the batter to catch balls that are not hit or pass the batter

Grip

How the ball or bat is held in the hands to allow maximum control

Stance

The body position adopted when preparing to bat or field

Backlift

The backward movement of the bat before striking the ball

Leadership

Taking responsibility, communicating effectively and supporting teammates to achieve shared goals

Skill Progression Pathway

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

Prior Learning

Basic throwing and catching skills from Key Stage 2
Understanding of simple striking and fielding game rules
Experience with underarm throwing technique
Basic spatial awareness and movement skills

Current Skills

Refining underarm bowling technique with finger release
Developing one-handed and two-handed fielding methods
Building batting technique including grip, stance and backlift
Applying skills in small-sided game situations
Demonstrating leadership and tactical awareness

Next Steps

Bowling with increased accuracy and pace variation
Fielding and throwing in one continuous movement under pressure
Batting with placement and power to target specific areas
Advanced tactical play in full rounders games
Umpiring and officiating rounders matches

Milestone Indicators

Consistent finger release when bowling showing ball spin

Smooth fielding technique with throwing foot behind hands as barrier

Head remains still during batting contact

Makes appropriate stay/run decisions in Danish Longball

Communicates effectively with teammates using rounders terminology

Key Teaching Points

Bowling grip must be loose with fingers spread - ball rests on fingertips not palm, allowing finger release for control and spin
Batting head position remains still at point of contact - eyes watch ball onto bat before looking up to track flight
Fielding technique selection depends on ball speed: one-handed swoop for fast balls requiring immediate return, two-handed barrier for control when time permits
Two-handed fielding safety: throwing-side foot positioned behind hands creates secondary barrier if ball slips through
Leadership in PE encompasses multiple behaviours: communication, encouragement, tactical thinking, organising others, and demonstrating sporting behaviour
Progressive skill development: practice static skills first (stationary bowling practice) before dynamic application (game situations with pressure)
Safety is non-negotiable: head-height throwing rule strictly enforced, bats carried not swung, clear spatial organisation prevents collisions

Common Misconceptions

Misconception: 'Gripping the ball tightly gives more control when bowling.' Reality: Loose grip with fingers spread allows finger release which creates spin and accuracy.
Misconception: 'Looking up while batting helps you see where the ball goes.' Reality: Head must remain still and eyes on ball at contact point - you can track flight after contact is made.
Misconception: 'Leadership means being the loudest or bossiest person.' Reality: Leadership includes quiet encouragement, listening to others' ideas, organising effectively, and modelling sporting behaviour.
Misconception: 'You should step forward with the same foot as your throwing arm when bowling.' Reality: Step with the OPPOSITE foot to your throwing arm for balance and power generation.
Misconception: 'One fielding technique works for all situations.' Reality: Different ball speeds and game situations require different techniques - fast balls need one-handed swoop, controlled situations allow two-handed barrier.
Misconception: 'In Danish Longball it's always best to run back immediately for 5 points.' Reality: Tactical decision-making based on field positions - sometimes staying for 1 safe point is smarter than risking getting out.

SEN Adaptations

ADHD

Short, focused activities with regular transitions to maintain engagement. Clear, concise instructions (3 steps maximum). Immediate feedback and frequent positive reinforcement. Physical movement breaks built into lesson structure. Leadership or demonstration roles to channel energy positively. Visual cues for transitions and rules. Position near teacher during instruction for focus support. Allow fidget tool if it aids concentration during reflection time.

dyspraxia

Break down skills into smaller, manageable steps with extra practice time. Larger, softer equipment for easier handling and catching success. Reduce throwing/batting distances initially. Use two-handed techniques preferentially (more stable). Provide hand-over-hand guidance for grip and technique if needed. Allow walking rather than running in games if coordination challenges present. Visual and verbal cues combined. Partner with patient, supportive peer. Celebrate effort and improvement over absolute performance.

autism spectrum

Provide visual schedule showing lesson structure and timings. Clear, consistent routines for rotations and transitions. Visual rule cards for games available for reference. Quiet zone available if sensory overwhelm occurs. Warning before loud whistle use. Clear expectations about group work and personal space. Allow processing time after instructions before starting. Pair with understanding and consistent partner. Reduce unpredictability by explaining what will happen next.

visual impairment

Use brightly coloured balls (yellow or orange) with high contrast to surface. Provide verbal descriptions of all demonstrations with clear spatial language. Buddy system with sighted partner for spatial orientation. Use audible ball (bell ball) if available. Reduce playing area size for easier tracking. Allow additional time to locate and field balls. Clear verbal warnings when ball approaching.

hearing impairment

Ensure student can see teacher's face during all instructions for lip-reading. Use visual demonstrations extensively with exaggerated movements. Provide written rule cards or visual diagrams for games. Use hand signals for start/stop/freeze commands in addition to whistle. Buddy system for relaying verbal instructions. Position student where they can see teacher and demonstrations clearly. Use visual countdown timers for rotations.

physical disability

Seated batting version where student sits on chair or wheelchair and strikes ball from tee or cone. Modify throwing distance to match capability - closer targets. Use lighter or larger balls if grip strength limited. Adapted bat - shorter, lighter or foam bat. Fielding role can focus on strategic positioning and catching rather than running. Peer assistant to retrieve balls if mobility limited. Point-scoring role or umpiring role as valid participation options.

Cross-Curricular Links

English

Speaking and listening during group discussions about leadership. Giving clear verbal instructions to teammates. Active listening when receiving coaching points from teacher or peers. Understanding and using subject-specific vocabulary (technical terms like backlift, backstop, grip). Explaining tactical decisions using connectives and reasoning language.

Maths

Scoring systems requiring addition (1 point or 5 points in Danish Longball). Calculating team totals and comparing scores. Measuring distances for skill practices (5 metres, 8 metres). Understanding angles of throw trajectories. Timing activities and calculating rotation schedules for equal practice time.

Science

Forces in action - throwing and striking create force to move ball. Understanding friction between ball and ground affecting roll speed. Body systems during exercise - heart rate elevation during warm-up and games, recovery during cool-down. Muscles used in throwing, batting and running. Trajectory and motion when ball is struck or thrown.

Geography

Spatial awareness - understanding relative positions of fielders. Directions and positioning language (left, right, forward, back). Mapping movement patterns in court space. Understanding boundaries and zones (in-zone, out of bounds, first line, end line).

PSHE

Teamwork and cooperation during paired and group activities. Communication skills - giving clear instructions and feedback to peers. Resilience and perseverance when learning new skills. Self-assessment and honest reflection on performance. Leadership qualities - organising others, encouraging teammates, resolving disputes fairly. Fair play and sporting behaviour in competitive situations.

Teacher Guidance

Positioning

During whole-class instruction, position at front with clear sightlines to all students. During group work, circulate actively spending 1-2 minutes with each group. In game phase, position at central vantage point where all three courts visible, moving between courts to provide feedback and ensure safety. Stand with back to wall/boundary not to open space to maintain awareness of all students.

Observation Focus

Priority observations: 1) Safety - bat control, throwing height, collision risks. 2) Technique quality - bowling release from fingers, batting head position, fielding foot positioning. 3) Engagement - all students active and involved. 4) Leadership behaviours - communication, encouragement, tactical discussions. Use Head/Hands/Heart framework to structure observations systematically.

Intervention Points

Intervene immediately for: safety violations (head-height throwing, dangerous bat use), rule disputes causing conflict, students not participating, technique errors becoming ingrained. Use whole-class freeze moments for common errors. Provide individual feedback for personalized technique refinement. Pause games if necessary to reteach concepts or address widespread misunderstandings.

Demonstration Notes

Demonstrate all skills clearly with exaggerated movements for visibility. Use side-on and front views for different skills. Employ strong student demonstrators to show successful technique for peer learning - always ask permission first. Demonstrate common mistakes then correct version to highlight differences. Use freeze-frame moments in games to show tactical positioning or excellent technique to all courts. Verbal commentary during demonstrations: 'Watch my fingers as I release...' helps direct attention to key points.

Verbal Cues

•'Soft hands!' when catching
•'Fingers spread!' for bowling grip
•'Head still!' during batting
•'Throwing foot back!' for barrier fielding
•'Below head height!' for safe throwing
•'Communicate!' to encourage tactical talk
•'Freeze!' for immediate stop when needed

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 40m outdoor space or large sports hall for three Danish Longball courts plus skill practice areas. Each court 20m x 10m with 5m safety zones between courts.

Surface Check

Dry, even surface free from hazards such as stones, holes, or debris. Check for any trip hazards before lesson begins. Indoor: clean, non-slip sports hall floor. Outdoor: grass or all-weather surface in good condition.

Equipment Safety

Safety Checks

•Check all rounders bats for cracks, splinters or damage before use - remove any damaged bats
•Ensure tennis balls are in good condition without splits
•Cones have no sharp edges and are stable when placed
•Hoops checked for cracks or sharp edges
•Bats stored safely at side of area when not in use, never left on ground

Risk Management

Key Risks

•Ball strikes - particularly to head or face during batting and fielding
•Bat contact - swinging bats could hit nearby students
•Collisions - multiple students running in games and warm-up
•Trips and falls - balls on ground, rapid direction changes
•Overexertion - students pushing beyond fitness levels in game excitement

Risk Mitigation

•Clear boundaries established for all activities to prevent court crossover
•Adequate spacing between groups during skill practices (minimum 5 metres)
•Strict enforcement of head-height throwing rule - below head only
•One batter at a time in each area with fielders positioned safely to sides
•Bats carried safely never swung wildly - emphasise controlled movements
•Running routes clearly marked to separate traffic flow
•Progressive skill building from static to dynamic to game application
•Regular water breaks during game phase to prevent overheating
•Teacher positioned to oversee all areas with clear sightlines

Supervision & Emergency Procedures

Supervision Points

•Position at vantage point where all three Danish Longball courts visible
•During skill practices, circulate actively providing individual feedback and safety checks
•Monitor high-activity areas particularly batting zones in games
•Watch for students showing signs of fatigue or distress
•Ensure head-height throwing rule strictly observed - stop play immediately if violated
•Check students maintain safe distances when bats are being used

Emergency Procedures

STOP signal (whistle and raised hand) brings immediate halt to all activity. Assess situation quickly - if injury, send responsible student for first aid support while keeping others calm and occupied. For minor injuries, apply first aid and allow student to rest. For serious injuries, follow school emergency protocol. Ensure remaining students moved to safe area away from incident. Accident recorded according to school policy.