Fundamentals & Confidence
•Year 7
•Rounders
•Distributed in pairs around skill development area, with extras at equipment station
Alternative: Rounders balls (softer for less confident students), foam balls for SEND adaptations
Placed safely at each batting square, checked for damage before use
Alternative: Tennis rackets, cricket bats, or plastic bats for adapted versions
Set up in diamond formation: 12 metres between each base for Year 7
Alternative: Cones, markers, hoops laid flat
Mark two game areas with clear boundaries and forward/backward hit zones
Alternative: Spot markers, chalk lines (outdoor), line tape (indoor)
One colour per team for easy identification during games
Alternative: Coloured bands, team identifying markers
The specific positions and responsibilities each player has in rounders, such as bowler, backstop, fielders, and batter
The strategic decisions and plans used to outplay the opposition, such as field positioning or batting approach
Assessing performance by identifying strengths and areas for improvement using specific criteria
Positioning yourself 10 yards behind a teammate to collect the ball if they miss it or it goes past them
A team's turn at batting, which ends when all batters are out or have had their turn
The specific areas of the field where players stand to stop the ball and get batters out, such as 1st base, 2nd base, deep field
Returning the ball on its first contact with the ground after being fielded, maximising speed of return
The player positioned behind the batter to stop balls that get past and prevent extra runs
Understanding where pupils are coming from and where they're going
Communication skills - giving clear instructions and feedback. Listening skills during team discussions. Using subject-specific vocabulary accurately. Evaluating performance using descriptive language.
Calculating scores using addition and subtraction (1 point + 2 points + 4 points - 2 points). Measuring distances between bases (12 metres). Understanding angles when throwing to bases. Recording and comparing game statistics.
Understanding forces when striking the ball (force and motion). Heart rate changes during exercise (circulatory system). Muscles used in throwing, catching and running (muscular system). Energy requirements for different intensities of activity.
Spatial awareness and positioning on the field. Understanding directions (forward/backward hit zones). Mapping movement patterns around bases.
Teamwork and cooperation skills. Leadership qualities and responsibilities. Resilience when tactics don't work or when out. Managing emotions in competitive situations. Fair play and acceptance of decisions. Supporting others' wellbeing.
During games, position centrally between the two pitches where you can see both games simultaneously. Circulate regularly, spending 2-3 minutes at each game before moving. During skill development, move around pairs/groups checking technique and providing individual coaching.
Watch for application of first bounce throwing technique in game situations, quality of backing-up positioning, communication between teammates, tactical decision-making (particularly when to run), and students taking leadership in different roles. Note any students struggling with specific roles for additional support.
Stop play briefly (30 seconds maximum) if you notice: widespread technical errors that need whole-group coaching, safety concerns developing, arguments about rules needing clarification, or excellent tactical play worth highlighting. Keep interventions brief and purposeful to maintain engagement.
Use student demonstrations wherever possible to model excellent practice - this builds confidence and shows achievable standards. When demonstrating yourself, exaggerate key technical points (e.g., show obvious outside foot positioning, overemphasise body turn towards target). Always demonstrate at performance speed first, then slow-motion with explanation.
Two separate playing areas each minimum 25m x 25m for small-sided games, plus additional space for warm-up (30m x 20m). Clear boundaries marked. Minimum 10 metres between the two game pitches.
Dry, even surface free from hazards such as holes, stones, or debris. If outdoor, check for wet grass which may cause slipping. If indoor hall, ensure floor is clean and dry.
STOP signal immediately halts all activity. Assess injured student without moving them unnecessarily. Apply appropriate first aid for minor injuries (ice for impact, pressure for bleeding). Send responsible student to get additional adult support if needed. Complete accident report form. Contact emergency services if serious injury. Rest of class moved to safe area with clear instructions if emergency occurs.
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