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Lesson 4 - Team Roles and Game Application

Fundamentals & Confidence

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Year 7

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Rounders

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1h 1min

Big Question

How can understanding different team roles and adapting tactics lead to better game performance?

Learning Objectives

Play a full game in a small group whilst taking on different roles within the team
Vary tactics whilst playing a small-sided game
Evaluate and improve your own performance and the performance of others

Key Outcomes

Students will successfully perform at least three different team roles during game play
Students will demonstrate tactical awareness by adapting their approach during games
Students will provide constructive feedback to improve team performance

Equipment & Resources Required

Tennis Balls

12-15 (1 per pair, plus extras)

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

Rounders Equipment

8-10 (1 per small game)

Placed safely at each batting square, checked for damage before use

Alternative: Tennis rackets, cricket bats, or plastic bats for adapted versions

Bases

8 (4 per game)

Set up in diamond formation: 12 metres between each base for Year 7

Alternative: Cones, markers, hoops laid flat

Sun Markers

1 set

Mark two game areas with clear boundaries and forward/backward hit zones

Alternative: Spot markers, chalk lines (outdoor), line tape (indoor)

Bibs

30 (two colours)

One colour per team for easy identification during games

Alternative: Coloured bands, team identifying markers

Key Vocabulary

Team roles

The specific positions and responsibilities each player has in rounders, such as bowler, backstop, fielders, and batter

Tactics

The strategic decisions and plans used to outplay the opposition, such as field positioning or batting approach

Evaluation

Assessing performance by identifying strengths and areas for improvement using specific criteria

Backing up

Positioning yourself 10 yards behind a teammate to collect the ball if they miss it or it goes past them

Innings

A team's turn at batting, which ends when all batters are out or have had their turn

Fielding positions

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

First bounce

Returning the ball on its first contact with the ground after being fielded, maximising speed of return

Backstop

The player positioned behind the batter to stop balls that get past and prevent extra runs

Skill Progression Pathway

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

Prior Learning

Basic batting technique and striking a moving ball
Basic throwing and catching skills
Understanding of rounders scoring system
Knowledge of basic fielding positions

Current Skills

Retrieving and throwing on the first bounce
Backing up teammates during fielding
Taking on different team roles effectively
Applying tactical awareness in game situations
Evaluating performance using specific criteria

Next Steps

Advanced fielding strategies and positioning
Complex tactical decision-making under pressure
Leading and coaching peers during competitive play
Developing match analysis skills

Milestone Indicators

Students consistently position themselves correctly for their role

Students communicate effectively with teammates about tactics

Students can identify specific technical improvements needed

Students demonstrate leadership by encouraging and directing teammates

Key Teaching Points

Position the ball at your outside foot when fielding - this allows efficient body turn and throw
Backing up is about anticipation and movement - get in line with the throw, don't stand static
Communication prevents collisions and missed opportunities - call 'mine!', 'backing up!', 'to 2nd!'
Tactical decision-making in rounders: Is it worth risking another base or should you secure the points you have?
Every team role is important - bowler controls pace, backstop prevents extra runs, fielders create pressure, batters score points
First bounce throwing is faster than rolling but more accurate than direct long throws - it's the optimal return method
Leadership in rounders means organising teammates, encouraging effort, and making collective decisions about tactics

Common Misconceptions

Misconception: 'The best players should stay in the best positions.' Reality: Rotating positions develops well-rounded players and reveals hidden strengths. Correction: Say: 'Every position requires different skills. You might discover you're brilliant at a role you've never tried!'
Misconception: 'First bounce means catching the ball on its first bounce.' Reality: First bounce means THROWING so the ball bounces once before reaching target. Correction: Demonstrate the difference clearly, showing the fielder creates the bounce with their throw.
Misconception: 'Backing up means standing behind someone.' Reality: Backing up means actively positioning yourself in line with throws to collect if missed. Correction: Say: 'Your feet should be moving constantly, reading where the throw is going.'
Misconception: 'Getting out loses points so don't take risks.' Reality: While -2 points for getting out, calculated risks are part of good tactics - sometimes the risk is worth taking. Correction: Discuss risk/reward decision-making.
Misconception: 'Rounders is just about batting.' Reality: Fielding wins games - preventing runs is as important as scoring them. Correction: Celebrate excellent fielding plays equal to good batting.
Misconception: 'Tactics can't change during a game.' Reality: Good teams adapt constantly based on opponents' strengths/weaknesses. Correction: Model mid-game tactical adjustments and explain reasoning.

SEN Adaptations

ADHD

Keep instructions short and clear with one step at a time. Provide frequent movement opportunities throughout (already built in). Offer specific, immediate feedback on positive behaviours. Use engaging, fast-paced activities (already structured this way). Assign specific roles with clear responsibilities to maintain focus.

dyspraxia

Use larger equipment for easier manipulation (bigger balls, lighter bats). Break down skills into smaller steps with additional practice time. Provide visual demonstrations repeatedly. Reduce complexity initially (catch and throw before adding movement). Give advance warning of movement requirements. Offer patient, encouraging feedback focusing on effort.

autism spectrum

Provide visual schedule showing lesson structure. Give advance warning of transitions ('2 minutes until we change activity'). Offer choice of roles if particular position causes anxiety. Create 'time-out' zone if overstimulation occurs. Use consistent language and routines. Provide written rules reference card.

visual impairment

Use brightly coloured balls and bases for contrast. Provide verbal descriptions of field setup and positions. Assign sighted guide/buddy to stay close during games. Use audible ball (bell inside) if available. Reduce playing area size for easier navigation.

hearing impairment

Use visual signals for start/stop (flag or hand signal). Provide written instructions on whiteboard for game rules. Assign buddy to tap shoulder when communication needed. Ensure face-to-face communication so lip-reading possible. Use exaggerated demonstrations.

physical disability

Modify batting - use larger, lighter bat or allow hitting off tee. Shorten running distances or allow walking between bases. Provide seated fielding position (seated backstop can work effectively). Allow extra time for retrieving and throwing. Use larger, softer ball for easier catching.

Cross-Curricular Links

English

Communication skills - giving clear instructions and feedback. Listening skills during team discussions. Using subject-specific vocabulary accurately. Evaluating performance using descriptive language.

Maths

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.

Science

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.

Geography

Spatial awareness and positioning on the field. Understanding directions (forward/backward hit zones). Mapping movement patterns around bases.

PSHE

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.

Teacher Guidance

Positioning

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.

Observation Focus

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.

Intervention Points

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.

Demonstration Notes

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.

Verbal Cues

•'Outside foot!' - reminder for ball positioning during fielding
•'Backing up!' - prompt fielders to support teammates
•'Call it!' - encourage communication about who's taking the ball
•'Make the decision!' - prompt batters to commit to running or staying
•'Well read!' - praise anticipation and tactical awareness
•'Great communication!' - reinforce effective team talk

Safety Considerations

Space & Surface Requirements

Space Requirements

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.

Surface Check

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.

Equipment Safety

Safety Checks

•Rounders bats checked for cracks or splinters before use
•Bats placed safely on ground when not in use, never left standing or swung carelessly
•Tennis balls checked for appropriate inflation and condition
•Bases/posts stable and positioned securely with no sharp edges
•Cones intact with no broken pieces

Risk Management

Key Risks

•Being struck by bat during batting - requires clear space around batter
•Being hit by thrown or struck ball - requires awareness and ready position
•Collisions between runners and fielders - requires clear communication
•Trips and falls during running - requires clear running lanes
•Overexertion in hot weather - requires hydration breaks

Risk Mitigation

•Clear boundaries and exclusion zones established around batting area
•Only one student batting at a time with all others at safe distance
•Batters instructed never to throw bat after hitting
•Fielders adopt ready position with eyes on batter
•Clear communication expected and modelled ('mine!', 'backing up!')
•Adequate spacing between two games to prevent ball interference
•Progressive skill building before full game application
•Running in designated lanes towards bases
•Water break opportunities built into lesson structure
•Activity modified if weather conditions too hot

Supervision & Emergency Procedures

Supervision Points

•Position centrally between two games for maximum visibility
•Circulate between games ensuring equal supervision time
•Monitor batting area particularly closely - highest risk zone
•Watch for signs of fatigue or overexertion
•Listen for communication quality - silence may indicate lack of awareness
•Ensure rotation happens smoothly without confusion or rushing

Emergency Procedures

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.