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Lesson 1 - Throwing and Catching Fundamentals

Fundamentals & Confidence

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Year 7

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Rounders

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Big Question

How can mastering throwing and catching techniques transform your performance in striking and fielding games?

Learning Objectives

Develop accurate overarm and underarm throwing techniques with correct grip and body positioning
Demonstrate effective catching technique with soft hands and appropriate body movement
Apply throwing and catching skills tactically in a small-sided game situation

Key Outcomes

Students will perform consistent underarm and overarm throws with accurate targeting
Students will catch moving balls using correct hand positioning and footwork
Students will make tactical decisions about when to throw, where to position, and how to work as a team in Danish Longball

Equipment & Resources Required

Tennis Balls

1 per 2 students (minimum 15)

Stored in equipment bag at side of area, distributed at start of skill development section

Alternative: Soft foam balls, beach balls for students with grip difficulties or fear of hard balls

Cones

30-40 for marking boundaries and court lines

3 Danish Longball courts marked out before lesson: each court 20m x 10m with clear zones

Alternative: Marker spots, chalk lines (outdoor), floor tape (indoor)

Sun Markers

Each court needs: start line, first line (5m), in-zone boundary, end line (20m)

Alternative: Painted lines, rope laid on ground, bibs to mark zones

Coloured Bibs

15 (one colour for fielding teams)

Fielding teams wear bibs for clear identification during game application

Alternative: Bands, or designate one team as 'bibs off'

Key Vocabulary

Overarm throw

A throwing technique where the arm moves over the shoulder, generating power for distance

Underarm throw

A controlled throwing technique where the arm swings below the waist, used for accuracy at shorter distances

Grip

How the ball is held: two fingers resting on top, thumb and third finger supporting the sides

W target

Hand position for catching where thumbs touch and fingers spread to form a 'W' shape

Soft hands

Relaxed hands that cushion the ball on contact by giving slightly, absorbing impact

Lateral movement

Moving sideways to intercept a ball, maintaining balance and ready position

Tactical awareness

Understanding where to position, when to throw, and how to work with teammates to achieve game objectives

Follow-through

Continuing the throwing motion after release, with arm finishing across the body for control and power

Skill Progression Pathway

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

Prior Learning

Basic hand-eye coordination from KS2 games
Experience of simple throwing and catching activities
Understanding of basic game rules and taking turns
Awareness of personal space and safe movement

Current Skills

Correct grip for throwing with fingers spread over the ball
Overarm throwing technique with step and follow-through
Underarm throwing for accuracy and control
Catching with 'W' hand position and soft hands
Moving laterally to intercept balls
Tactical awareness in fielding positions

Next Steps

Applying skills to full rounders gameplay
Long-distance accurate throwing
Catching under pressure with opponents
Advanced tactical positioning and communication
Batting techniques and game strategy

Milestone Indicators

Consistent catches in sequences without drops

Throws reach partner without bouncing (when intended)

Quick recovery and repositioning after catching

Verbal communication with teammates during games

Recognition of when to throw quickly vs. hold the ball

Key Teaching Points

Correct grip is foundation of all good throws - two fingers on top of ball forming triangle with thumb and third finger on sides, ball held in fingers not palm
Overarm throwing requires side-on stance, opposite foot stepping forward, arm over shoulder (not sidearm), follow-through across body to opposite hip
Underarm throwing uses square-on stance, pendulum arm swing, release at hip height, opposite foot steps forward for accuracy
Catching technique uses W hand position (thumbs together, fingers spread), soft hands that cushion ball towards chest, eyes tracking ball all the way in
Athletic ready position (knees bent, weight on balls of feet, hands prepared) enables quick movement in any direction for catching moving balls
Lateral movement uses side steps not crossover steps to maintain balance while moving to intercept balls
Tactical awareness in Danish Longball includes fielding positioning spread throughout in-zone, decision-making about staying vs. running back based on risk assessment, and communication with teammates

Common Misconceptions

Misconception: Ball should be held in palm of hand. Correction: Ball rests on fingers with daylight visible between ball and palm - this creates control and allows wrist snap for power.
Misconception: Face target square-on for all types of throws. Correction: Overarm throws require side-on stance to generate hip rotation power; only underarm throws use square-on stance.
Misconception: Throw with arm only, keeping body static. Correction: Step forward with opposite foot during throw - this transfers body weight into throw creating accuracy and power.
Misconception: Catch ball wherever it arrives - reach out with hands to side of body. Correction: Move your whole body to get behind the ball, catching it in line with your nose at chest height for maximum control.
Misconception: Rigid hands are stronger for catching. Correction: 'Soft hands' that give slightly on contact absorb the ball's force and prevent it bouncing out - rigid 'hard hands' cause drops.
Misconception: In Danish Longball, fielders can run while holding the ball. Correction: Fielders must plant feet once they have the ball - can only run when not in possession to retrieve or support.
Misconception: Throwing harder (faster) is always better. Correction: Accuracy and appropriate power for distance is more important than maximum power - controlled throws reach target more reliably.

SEN Adaptations

ADHD

Short, focused activities with frequent changes maintain engagement (lesson structure supports this). Clear boundaries marked visibly with cones - concrete visual limits help with spatial awareness. Regular feedback and praise - specific and immediate ('brilliant catch right there!'). Movement breaks built into lesson structure. Allow fidgeting with ball during instruction times (holding ball provides sensory input). Position near teacher during instructions for focus support. Clearly defined roles in games prevents confusion. Countdown timers visible for timed challenges provide concrete time awareness. Reduce waiting time - ensure student is actively engaged throughout with minimal queuing.

dyspraxia

Larger, softer balls easier to catch and control (use foam or beach balls initially). Reduced complexity - focus on underarm throwing only if overarm too challenging initially. Extra practice time with adult or peer support before joining whole-class activities. Break down skills into smaller steps with additional time on each step. Seated catching practice initially to remove balance element before progressing to standing. Reduced distances between partners (3 metres instead of 5). Modified game role - static positions in Danish Longball rather than running. Visual demonstrations repeated multiple times. Verbal cues for body positioning ('turn your shoulder', 'step forward'). Celebrate effort and small improvements, not just outcomes.

autism spectrum

Clear, predictable lesson routine established and followed consistently. Visual schedule showing lesson sections displayed if possible (warm-up → skills → game → cool-down). Clear, concrete instructions avoiding ambiguous language. Reduced sensory overload - allow student to work in quieter area slightly away from main group if multiple games too overwhelming. Provide advance warning of transitions between activities ('in 2 minutes we will...'). Quiet zone available if student becomes overwhelmed - designated calm area with adult support. Buddy system with understanding, patient partner. Allow use of personal sensory tools if needed (ear defenders, fidget tools when not actively participating).

visual impairment

Use bright yellow or orange tennis balls for higher visibility contrast against ground/sky. Provide verbal cues continuously - 'ball coming now', 'it's to your left'. Buddy system with sighted partner who provides guidance without doing task for them. Audible balls (bells inside) available as alternative. Reduce throwing distances to 3-4 metres for easier tracking. Teacher or support assistant provides physical guidance for correct throwing and catching positions if appropriate and acceptable to student.

hearing impairment

Ensure student can see teacher's face during all instructions for lip-reading. Use visual demonstrations extensively alongside verbal instructions. Hand signals established for key instructions (stop, go, good, try again). Written instructions or visual prompt cards provided for complex activities like Danish Longball rules. Buddy system with hearing partner who can relay important instructions. Position student at front of group during demonstrations. Check understanding through demonstration ('show me') rather than verbal response.

physical disability

Seated versions of throwing and catching if standing/mobility challenging - sit on chair or floor, partner adjusts distance accordingly. Modified equipment - larger, lighter balls for students with grip or strength difficulties. Adapted distances - reduce throwing distance to 2-3 metres. Modified Danish Longball role - student can be designated as score keeper, umpire, or 'bonus thrower' with adapted rules (wheelchair users throw from stationary position, slower runners given head start or shorter distance to travel). Adult support for mobility around playing area if needed. Adapted success criteria focused on personal progress not comparison to others.

Cross-Curricular Links

English

Technical vocabulary development (overarm, underarm, grip, trajectory, tactical, etc.). Following and giving instructions. Communicating effectively with partner and team using clear verbal language. Listening skills during instructions and demonstrations. Descriptive language during reflection ('I felt...', 'I noticed...').

Maths

Counting successful catches during 54321 challenge and 45-second timed activity. Calculating scores during Danish Longball (1 point vs. 5 points, cumulative team scores). Measuring distances for court setup (5m, 10m, 20m). Understanding angles of throwing trajectories. Recording and comparing data between attempts (did your score improve?).

Science

Forces acting on ball during throwing - force from arm, gravity pulling down, air resistance. Friction between ball and hands during catching. Body systems during exercise - cardiovascular system (heart rate increase), respiratory system (breathing rate increase), muscular system (muscles contracting for movement). Energy transfer from body to ball. Trajectory and parabolic motion of thrown balls.

Geography

Spatial awareness and positioning during games - understanding of space, distance, and relative positioning. Directions of movement (lateral, forward, backward). Creating mental maps of playing area and tactical positioning. Understanding boundaries and zones within playing area.

PSHE

Teamwork during paired activities and Danish Longball - working cooperatively towards shared goals. Resilience when drops occur or mistakes made during activities. Managing emotions in competitive situations - dealing with success and failure appropriately. Leadership opportunities during games - organising teammates, making decisions. Fair play and sportsmanship - respecting opponents, accepting umpire decisions. Building confidence through skill development and success.

Teacher Guidance

Positioning

During warm-up: Stand at corner of playing area for visibility of all students. During skill development: Circulate continuously between pairs, spending 20-30 seconds with each pair observing technique and providing feedback. During game application: Rotate between three courts positioned at side of court with view of both throwing line and end line. During cool-down: Position within circle as part of group for inclusive reflection.

Observation Focus

Key observation priorities throughout lesson: 1) Safety - watch for dangerous throwing (above head height, sidearm), collisions, students in distress. 2) Technique - assess grip, throwing action, catching technique, footwork against teaching points. 3) Engagement - identify students not participating fully, appearing frustrated, or dominating negatively. 4) Understanding - students following instructions, applying feedback, demonstrating rules knowledge. 5) Social behaviours - teamwork, communication, leadership, fair play.

Intervention Points

Intervene immediately if: unsafe behaviour observed (dangerous throwing, rough contact), technique significantly incorrect risking injury (sidearm throwing), rule violations compromising fairness or safety (above head height throws), students excluded or not participating, conflicts arising between students. Intervention methods: whole-group stop and re-teach if multiple students showing same error, individual correction while circulating for isolated technical errors, clear umpire decisions during games stated with explanation, private conversation with student if behavioural concern, positive redirection rather than negative criticism.

Demonstration Notes

Demonstrate all new skills before students attempt: grip shown close-up, overarm and underarm throws shown from multiple angles (side view, front view), catching technique demonstrated in slow motion then full speed, incorrect vs. correct technique contrasted clearly, Danish Longball rules demonstrated using volunteer students walking through sequence. Use student volunteers to demonstrate where appropriate: builds confidence, provides peer modelling, allows teacher to narrate and point out key features. Always demonstrate with safety considerations: throw away from group not towards them, ensure adequate space, students sitting when watching demonstrations.

Verbal Cues

•'Soft hands, cushion the ball into your chest!'
•'Ready position - knees bent, hands up!'
•'Side-on stance for overarm throwing!'
•'Watch the ball all the way into your hands!'
•'Get behind the ball - move your body, not just your hands!'
•'Spread out fielders - cover the space!'
•'Communicate! Call for the ball!'
•'Below head height - keep those throws safe!'
•'Good tactical decision to run back for 5 points!'
•'Brilliant catch - perfect W hands and soft hands together!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 40m outdoor space or large sports hall (20m x 40m minimum for indoor). Three Danish Longball courts (each 20m x 10m) with 5m spacing between courts required for game section. Adequate surrounding space beyond boundary cones to prevent collisions with walls, fences, or other hazards. Surface must be flat and even throughout.

Surface Check

Check playing surface before lesson for hazards: no holes, uneven ground, wet/slippery patches, loose gravel, or debris (glass, stones, litter). Indoor: check floor is clean, dry, and not slippery. Outdoor: check grass is not too long or muddy. If surface unsuitable, move to alternative location or modify activities.

Equipment Safety

Safety Checks

•Tennis balls checked for damage before lesson - no splits, cracks, or excessive wear that could cause injury or unpredictable bounce
•Cones checked for cracks or sharp edges - damaged cones replaced
•Bibs clean and in good condition with no tears that could cause tripping
•Spare equipment available for quick replacement if needed during lesson
•All equipment stored safely at edge of playing area when not in use to prevent trip hazards

Risk Management

Key Risks

•Ball strikes to face or head during throwing and catching activities
•Collisions between students during warm-up and game sections
•Trips and falls during running activities
•Slips on wet or uneven surface
•Overexertion during high-intensity activities leading to exhaustion or injury
•Injuries from unsafe throwing technique (shoulder strain from sidearm throwing)
•Conflicts or disputes during competitive game activities

Risk Mitigation

•Clear boundaries established and visible at all times - students understand playing area limits
•Adequate spacing between pairs during throwing and catching (minimum 4m between pairs in all directions)
•Three separate courts for Danish Longball with minimum 5m spacing prevents inter-game collisions
•Below head height rule in Danish Longball strictly enforced - multiple warnings given, violations stopped immediately
•Emphasis on watching the ball into hands during catching reduces face strikes
•Progressive skill building from static catching to moving catching builds confidence and competence
•Warm-up gradually increases intensity to prepare body for activity
•Cool-down gradually decreases intensity to prevent blood pooling and aid recovery
•Stop signal established and tested - all students freeze on whistle for safety instructions or emergency
•Teacher actively supervising with continuous movement to observe all activities
•Correct throwing technique (overarm, not sidearm) taught and enforced to prevent shoulder injuries
•Fair play and sportsmanship emphasised throughout - disputes managed calmly by teacher umpiring
•Differentiation provided so all ability levels work at appropriate challenge level - reduces injury risk from overexertion or inappropriate activities

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned for maximum visibility during all activities - changing position regularly rather than staying static
•During warm-up: position at edge of playing area with view of all students
•During paired throwing and catching: circulate continuously between pairs observing technique closely
•During Danish Longball: rotate between three courts, spending approximately equal time observing each, positioned where all throwers and runners visible
•Monitor high-activity areas more closely: end line area in Danish Longball where runners and throws converge
•Identify and monitor students with known medical conditions, previous injuries, or lower confidence more frequently
•Watch for signs of overexertion: extreme breathlessness, dizziness, clutching chest, very red or pale faces - intervene immediately if observed
•Monitor group dynamics during games for conflicts - intervene early if frustration or disputes arising

Emergency Procedures

If injury occurs: STOP activity immediately using whistle and verbal command. Assess injured student - if minor (e.g., bumped elbow), provide appropriate first aid and comfort. If more serious (e.g., twisted ankle, ball strike to face), follow school's first aid policy - send responsible student to get first aider/office staff, stay with injured student, keep them calm and still. Rest of class moved to safe area under supervision if needed. Complete accident report form after lesson as per school policy. If very serious injury (unconscious, head injury, suspected fracture), call for emergency help immediately and follow school emergency procedures.