⚾

Lesson 3 - Tactical Awareness and Game Play

Fundamentals & Confidence

•

Year 7

•

Rounders

•

56 min

Big Question

How can understanding tactical positioning and decision-making help your team win?

Learning Objectives

Develop tactical awareness whilst playing small-sided rounders games
Link fielding and batting skills to perform effective sequences of movement
Demonstrate leadership skills and understanding of rounders rules

Key Outcomes

Students will apply tactical decision-making in game situations
Students will demonstrate accurate catching and throwing under pressure
Students will show understanding of rounders rules and their strategic implications
Students will lead small groups and communicate effectively during game play

Equipment & Resources Required

Tennis Balls

15 (1 per 2 students for practices, extras for game)

Distributed in equipment bags at practice stations, keep extras on sideline

Alternative: Incredi-balls, softballs, or foam rounders balls for students needing softer options

Rounders Equipment

8 (1 per 4 students during practices, 2 per game)

Check for cracks or splinters before use, have range of sizes available

Alternative: Tennis rackets, cricket bats, or foam paddles for students with grip challenges

Bases

16 (4 bases per pitch, 2 pitches minimum)

Set up regulation diamond shape: 12 metres between posts for Year 7

Alternative: Large cones, markers, or hoops placed on ground

Markers Cones

20-30 for boundaries, practice zones, and backward area

Clearly mark batting square, bowling square, backward area, and field boundaries

Alternative: Chalk lines, painted lines, or rope boundaries

Bibs

30 (two different colours for teams)

Pre-sorted into two sets for quick team allocation

Alternative: Coloured armbands or team identification system

Clipboards

2 (one per pitch)

Assign student scorers with clear scoring rules sheet

Alternative: Whiteboard, paper score sheets, or digital scoring app

First Aid Kit

1 immediately accessible

Position at edge of play area, check contents before lesson

Alternative: N/A - mandatory

Key Vocabulary

Tactical awareness

The ability to read the game, anticipate play, and make smart decisions about positioning and actions

Backstop

The fielder positioned behind the batter to stop balls that pass the batter and to receive throws from fielders

No ball

An illegal delivery in rounders (ball above head or below knee, bounces before reaching batter, or bowler's foot outside square)

Rounder

The main unit of scoring in rounders, earned by hitting the ball and reaching fourth base before the ball is returned

Obstruction

When a fielder blocks a runner's path or interferes with their progress around the bases (penalty: half rounder)

Backward hit

When the ball is hit behind the batting line into the backward area (special rules apply)

Hitting areas

The zones where batters typically strike the ball based on their dominant hand and batting technique

Soft hands

Catching technique where hands give slightly on contact to cushion the ball and prevent bouncing out

Quick release

The ability to catch and immediately throw to a target without unnecessary delay

Skill Progression Pathway

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

Prior Learning

Basic catching technique with two hands
Underarm and overarm throwing action
Striking a stationary or slowly moving ball
Understanding of basic rounders equipment and pitch layout

Current Skills

Catching while moving forwards and backwards
Quick decision-making about ball ownership in groups
Backstop positioning and rapid release to first base
Tactical batting to specific field areas
Application of rounders rules in game situations

Next Steps

Advanced fielding strategies for different game situations
Batting placement and shot selection under pressure
Team captaincy and tactical game management
Tournament play with officiating responsibilities

Milestone Indicators

Consistently catches balls while moving at speed

Communicates loudly and clearly to claim catches

Demonstrates sideways-on backstop position automatically

Makes strategic decisions about field positioning

Explains rule applications with confidence

Key Teaching Points

Tactical awareness means making smart decisions based on what you see: Where are the gaps in the field? Is the batter right or left-handed? Should I run or stay safe on this base? This thinking separates good players from great players.
Communication is non-negotiable in rounders. LOUD, clear calling prevents collisions and dropped catches. If you think the ball is yours, SHOUT your name early. If a teammate calls, back away and support them. Silent teams make mistakes.
Sideways-on backstop position is the most important technical skill for Year 7 rounders. Left shoulder points to first base BEFORE the ball is bowled, so when you catch it you're already lined up for a quick release overarm throw. This positioning saves crucial time getting batters out.
Soft hands technique for catching: your hands are cushions, not cricket bats. Let the ball come to you, give slightly on contact, and bring it smoothly into your chest. Rigid hands mean the ball bounces out every time.
Placement beats power in tactical batting. Swinging as hard as you can usually means poor contact and easy catches. Instead, watch the ball onto the bat, use controlled swing, and direct it to gaps in the field. Smart batters score more rounders than power hitters.
Leadership isn't about being loudest or bossiest - it's about organising your team, encouraging when things go wrong, and making everyone feel included and valued. Great leaders make their whole team better, not just themselves.
Rounders rules exist for safety and fairness. Understanding the rules deeply means you can use them strategically: knowing when the two-no-ball rule will give you a free half rounder, understanding backward hit rules lets you take calculated risks, recognising obstruction protects runners.

Common Misconceptions

Misconception: 'You have to run immediately when you hit the ball.' Correction: No! You can stay at first, second, or third base safely and wait for the next batter to hit, then run further. Strategic base running means assessing risk and reward.
Misconception: 'Backstop should face the bowler to see the ball coming.' Correction: Sideways-on position is faster! Yes, you see the ball slightly differently, but you save a full second by not having to turn your body to throw to first base. That second is the difference between out and safe.
Misconception: 'The harder you swing the bat, the further the ball goes.' Correction: Control and timing matter more than power. Year 7 students often swing so hard they miss completely or make poor contact. Controlled swing with good bat-ball connection produces better results.
Misconception: 'If two people call for the ball, both should try to catch it.' Correction: Collision disaster! The first clear call wins - that person catches while the other backs away. If simultaneous calls, the fielder in better position should catch while other supports by backing up in case of drop.
Misconception: 'You need to be naturally athletic and coordinated to be good at rounders.' Correction: Rounders requires thinking skills as much as physical skills. A tactical player who positions well, communicates brilliantly, and makes smart decisions can be more valuable than a highly athletic player who doesn't think strategically.
Misconception: 'Winning is the most important thing in PE.' Correction: Learning, improvement, effort, and sportsmanship are equally important. A team that loses but demonstrates excellent skills, tactics, and teamwork has achieved more than a team that wins with poor behaviour and lack of development.

SEN Adaptations

ADHD

Short, varied activities maintaining engagement (no single activity over 5-7 minutes). Clear, concrete boundaries using visible markers. Frequent positive reinforcement for on-task behaviour. Provide active roles minimising waiting/standing time. Allow movement breaks if needed. Use visual and auditory signals together for instructions. Give responsibilities such as equipment manager or score keeper to maintain focus. Position near teacher during instructions for redirection if needed. Set individual targets and monitor progress frequently. Provide immediate feedback rather than delayed. Consider alternative seating during plenary if sitting in circle challenging - allow standing or movement as needed.

dyspraxia

Use larger, softer balls that are easier to catch and control. Slow down bowling pace for batting success. Provide additional practice time for skill development before game application. Break down complex movements into smaller steps with demonstration of each. Reduce distance expectations for throwing. Use lighter bats with grip tape for better control. Permit catching with body assist (trap against chest) rather than hands only. Reduce visual complexity by practicing in smaller groups initially. Provide consistent encouragement and celebrate small improvements. Allow extra time for base running. Consider alternative position requiring less fine motor skill (e.g., deep fielder rather than backstop).

autism spectrum

Provide visual schedule showing lesson structure and timings. Minimise unexpected changes to routine or activity order. Create clearly marked zones with cones or lines for spatial clarity. Offer quiet zone at edge of play area if sensory overload occurs. Use visual rule cards with pictures showing key rules. Provide warning before loud noises (whistle) if sensitive. Allow additional processing time for instructions - repeat and check understanding individually. Structured roles with clear expectations (you are 2nd base fielder, stay in this area, when ball comes near you...). Buddy support from understanding peer. Celebrate specific achievements using agreed-upon reinforcement system. Reduce unpredictability in practices by using consistent routines.

visual impairment

Use brightly coloured balls (yellow or orange) with high contrast against playing surface. Provide tactile markers for bases using textured mats or raised edges. Buddy system with sighted guide runner for base running. Verbal cues from teacher describing ball location and trajectory. Auditory ball (ball with bell inside) for practice activities. Reduce playing area size for easier spatial orientation. Ensure adequate lighting if indoors. Position student in outfield areas with less ball traffic initially.

hearing impairment

Use clear visual demonstrations with exaggerated movements for all instructions. Provide written rule summary sheet with diagrams. Establish visual signal system: thumbs up for good play, hand raised for stop, pointing for directional instructions. Ensure student can see teacher's face for lip-reading during instructions. Buddy system for ensuring instructions understood. Use brightly coloured flags or cards to signal no balls, outs, etc. Position hearing-impaired student where they can see maximum number of teammates for visual communication. Teach basic British Sign Language signs for rounders vocabulary to whole class promoting inclusion.

physical disability

Wheelchair user adaptations: allow batting from seated position, designate wheelchair pusher to assist base running, modify base distances to shorter lengths (8 metres). Allow use of larger, lighter bat or shortened bat handle for better control. Permit striking from tee rather than pitched ball. Reduce field size and number of bases (3-base diamond instead of 4). Allow alternative throwing techniques: underarm only, two-handed throws, shorter distances. Seated catching and fielding positions. Provide specialist equipment if available: chute ball ramp for batting, oversized foam balls. Ensure full inclusion by adapting rules to enable genuine participation not just token involvement.

Cross-Curricular Links

English

Oracy: giving clear instructions to teammates, explaining tactics and rules, using persuasive language to motivate team. Vocabulary development: learning and using subject-specific terminology (rounder, backstop, obstruction, tactical awareness). Listening skills: following multi-step instructions, responding to verbal cues during game play. Debating: discussing rule interpretations and tactical decisions with reasoning and evidence.

Maths

Scoring and addition: calculating rounders and half rounders to determine team totals. Measurement: understanding distances (12 metres between bases, 7 metres bowling distance) and using estimation skills. Angles: understanding trajectory of throws and bat angles to direct ball left or right. Time: managing game duration, calculating innings length. Statistics: tracking individual and team performance data such as batting averages, catches made, successful throws. Problem-solving: tactical calculations about risk vs reward when deciding whether to run or stay on base.

Science

Forces: understanding how force applied to bat affects ball distance and direction, friction between ball and ground affecting roll. Motion: analysing throwing trajectory as parabolic curve, projectile motion of batted ball. Body systems: cardiovascular system response to exercise (elevated heart rate, increased breathing), muscular system (muscle contraction during throwing and batting). Energy: transformation of chemical energy (food) to kinetic energy (movement), fatigue as energy depletion. Health: understanding benefits of physical activity for overall health and wellbeing.

Computing

Data collection: recording performance statistics in structured formats. Analysis: identifying patterns in hitting areas, fielding success rates, scoring trends. Algorithms: understanding decision-making sequences (IF batter is right-handed THEN position fielders left, ELSE position right). Digital tools: using tablets to record game footage for performance analysis, scoring apps for real-time statistics.

Geography

Spatial awareness: understanding field positions relative to diamond layout, using directional language (forward, backward, left field, right field). Mapping: creating overhead view diagrams of rounders pitch showing positions. Directions: using compass directions to describe field areas (north field, southeast position).

PSHE

Teamwork: working collaboratively toward shared goals, understanding individual roles within team structure. Leadership: taking responsibility for organising and directing others, making decisions under pressure. Resilience: coping with mistakes or setbacks during game play, maintaining effort when team is behind. Emotional regulation: managing competitive feelings, frustration, and excitement appropriately. Fair play and integrity: understanding importance of rules, honest self-officiating, respect for opponents. Communication: expressing ideas clearly, active listening to teammates, constructive feedback. Self-awareness: realistic self-assessment of abilities, identifying areas for personal development.

Teacher Guidance

Positioning

Primary position: centrally located between two rounders pitches with clear sightlines to both batting areas (highest risk zones). Move dynamically to provide closer observation when needed: position near pitch where lower-ability students or new batters playing, or where behaviour management needed. During skill development phase, circulate between groups providing feedback and coaching points. Never turn back to active batting area. During plenary, central position facing full class in circle formation.

Observation Focus

HEAD domain: watch for tactical decision-making evident in field repositioning, batting placement attempts, base running choices. Note students explaining rules to others or predicting play. HANDS domain: assess catching technique (hand shape, cushioning), throwing accuracy and power, batting control, bowling consistency. Look for technical proficiency and skill application under pressure. HEART domain: listen for communication volume and clarity, observe encouragement after mistakes, identify leadership behaviours (organising, directing, motivating), monitor sportsmanship (accepting decisions, respecting opponents). Track approximately 8-10 focus students per lesson for detailed assessment notes.

Intervention Points

Intervene immediately for: safety violations (fielders too close to batter, unsafe tagging, collision risks), serious rule misunderstandings preventing fair play, negative behaviours (poor sportsmanship, put-downs, exclusion of students), visible signs of distress or injury. Pause activity temporarily for: widespread confusion about rules or activity instructions, teaching moments where whole class can benefit from observation, significant tactical/technical points that will improve all students' performance. Use freeze technique: 'Everyone FREEZE!' - allows immediate attention and specific coaching without stopping entire lesson flow. Provide individual coaching during ongoing activities where possible rather than stopping everyone.

Demonstration Notes

Use student volunteers whenever possible to demonstrate skills - builds confidence and provides peer modelling. Select volunteers who demonstrate correct technique for positive modelling, but occasionally show common errors (in exaggerated, obvious way) followed by correction to highlight what NOT to do. For complex skills like sideways backstop position, demonstrate multiple times from different angles so all students can see clearly. Use slow-motion demonstration for batting and throwing techniques to highlight key body positions. Provide running commentary during demonstrations: 'Watch how my feet are positioned... see how my hands form a W-shape... notice my eyes never leave the ball.' Demonstrate incorrect versions followed by correct versions to provide contrast. Always link demonstrations to game situations: 'This is exactly what you'll do when a ball comes toward you in the game.'

Verbal Cues

•'Soft hands!' - reminder to cushion catches
•'Call for it!' - prompt loud communication
•'Spread out!' - tactical reminder for field spacing
•'Watch the ball!' - focus cue for catching and batting
•'Sideways on!' - backstop position reminder
•'Quick release!' - encourage rapid throwing after catch
•'Find the gap!' - tactical batting cue
•'Positive words!' - promote supportive team communication
•'Eyes up!' - prevent looking at ground while moving

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 40m for two rounders pitches with adequate safety margins. Each pitch requires 12m x 12m diamond plus minimum 5m clear space around all sides. Additional 10m between pitches to prevent ball interference. Indoor: full sports hall minimum. Outdoor: grass field or tarmac playground surface acceptable. Weather considerations: avoid wet, slippery surfaces that increase injury risk.

Surface Check

Inspect entire playing area before lesson for hazards: holes, debris, wet patches, uneven surface, protruding rocks or roots if grass. Check bases are secure and not sliding. Verify boundary markers are visible and positioned safely. If outdoor, check for animal waste and remove. Ensure adequate drainage if recent rain. Mark any unavoidable hazards clearly with cones.

Equipment Safety

Safety Checks

•Inspect all rounders bats before use: check for cracks, splinters, loose handles, or damaged grip tape
•Tennis balls must be in good condition: not split, waterlogged, or damaged
•Bases/posts must be stable and secure - not loose or able to tip causing trips
•Cones should have no sharp edges or damage that could cause cuts
•Ensure correct bat sizes available: Year 7 students need 18-20 inch bats, range of sizes for different heights
•Check bibs for torn seams or elastic that could cause injury
•Scoreboard/clipboard positioned at safe distance from play area
•First aid kit fully stocked, in date, and immediately accessible

Risk Management

Key Risks

•Ball strikes: batted or thrown ball hitting students in face, head, or body - HIGH RISK
•Bat strikes: batter accidentally hitting fielder or person retrieving equipment
•Collisions: students running for same ball without communication, base running collisions with fielders
•Slips, trips, and falls: running on wet surface, tripping over bases/equipment, falling while catching
•Overexertion: students pushing too hard beyond fitness capacity, dehydration on hot days
•Muscular injuries: strains from throwing without warm-up, pulling muscles during running
•Asthma attacks: triggered by high-intensity running especially in cold weather

Risk Mitigation

•Establish and enforce 3-metre exclusion zone around batter - no fielders inside this during striking
•Mandatory call system for catching - loud 'MINE' call to prevent collisions
•Backstop positioned safely behind batting area with clear sight of bowler, no other students in area
•Fielders maintain minimum 10-metre distance during batting practice
•Teach and reinforce safe tagging: shoulder or back only, no pushing, tripping, or pulling
•Progressive warm-up including dynamic stretches to prepare muscles
•Regular water breaks especially in warm weather - scheduled every 15 minutes if hot
•Clear start/stop signals: whistle for immediate stop if safety concern arises
•Adequate spacing between pitches and equipment setup to prevent interference
•Students with asthma keep inhalers accessible at edge of play area
•Modified rules if needed: softer balls for students with anxiety about being hit, reduced distances for lower ability
•Constant teacher supervision with positioning allowing view of both pitches simultaneously

Supervision & Emergency Procedures

Supervision Points

•Position between two pitches with sightlines to both batting areas (highest risk zones)
•Continuously scan both games, prioritising observation of batting and backstop areas
•Listen for communication quality - silent fielding teams indicate collision risk
•Monitor student fatigue levels - watch for excessive breathlessness, red faces, hands on knees
•Intervene immediately if rules violations create safety issues: fielders too close, unsafe tagging, aggressive behaviour
•Check base paths remain clear - fielders sometimes drift into running lanes causing obstruction
•Watch for deteriorating weather conditions affecting safety: rain making surface slippery, sun causing visibility issues
•Designate responsible student to alert teacher if anyone injured or needs help
•Position first aid kit within 10 metres of playing area for rapid access

Emergency Procedures

Three-whistle blast signals STOP ALL ACTIVITY IMMEDIATELY. All students freeze, balls put down safely, and face teacher for instructions. For injury: assess severity while other students sit safely supervised. Minor injuries (bumps, grazes): first aid on site, record in accident book, inform parent at collection. Moderate injuries (possible sprains, suspected fractures, significant bleeding): first aid applied, student kept still and comfortable, office contacted for support, parent contacted immediately. Serious injuries (head injury, loss of consciousness, breathing difficulties, suspected spinal injury): emergency services called immediately via office, student not moved, first aider attendance, other students moved to safe area away from incident scene with supervision, parent contacted immediately. All staff know location of nearest telephone and emergency contact procedures.