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Lesson 6 - Tournament Play Basics

Fundamentals & Confidence

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Year 7

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Rounders

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Big Question

How can you maintain consistent performance under competitive pressure?

Learning Objectives

Demonstrate consistency in throwing and catching skills during game situations
Develop comprehensive game understanding through tactical decision-making
Play a full game competently whilst taking on different team roles
Apply and vary tactical approaches during competitive play

Key Outcomes

Students will execute accurate throws and catches consistently under pressure
Students will make appropriate tactical decisions based on game situations
Students will competently fulfil multiple fielding roles during tournament play
Students will adapt their strategy based on opponent strengths and weaknesses

Equipment & Resources Required

Tennis Balls

12-15 balls

Distribute balls at bowling positions and keep spares at boundaries for quick retrieval

Alternative: Softballs, foam rounders balls for less confident students

Rounders Equipment

7 bats (1 per pitch plus spares)

Place at batting squares, check for damage before use

Alternative: Cricket bats, tennis rackets, or hands only for modified rules

Bases

16 bases (4 per pitch for 2 pitches, plus spares)

Set diamond formation: home to 1st base 12m, between bases 12m, ensure secure positioning

Alternative: Cones, marker spots, hoops laid flat

Tag Belts

1 per student (30)

Pre-distributed around warm-up area perimeter for quick collection

Alternative: Coloured bands, stuck-on tags, or tag rugby belts

Sun Markers

20-30 marker cones

Mark pitch boundaries, bowling squares (7m from batter), waiting areas, and safe zones

Alternative: Chalk lines (outdoor), line marking tape (indoor)

Coloured Bibs

15 bibs in two colours

Organise in team sets before tournament for quick distribution

Alternative: Team bands, coloured tags

Pencils

4 sets (1 per team)

Pre-prepared with team names and innings structure

Alternative: Clipboards with paper, whiteboard markers and mini boards

Stopwatch

2 (1 per pitch)

For managing tournament game time limits

Alternative: Phone timers, visible clock

Key Vocabulary

Consistency

Performing skills accurately and reliably every time, even under pressure

Game understanding

Knowing when and how to apply skills tactically within the flow of a match

Tournament

A competitive format where teams play multiple games to determine overall rankings

Fielding strategy

The planned positioning and coordination of fielders to prevent runs and create outs

Ground fielding

Technique for collecting a rolling ball cleanly and quickly from the ground

Appropriate base

The best base to throw to based on batter position and likelihood of making an out

Back-up fielder

A player positioned behind the target base ready to collect overthrows or missed catches

Deep fielding

Starting position far from bases to cover powerful hits, then moving forward as needed

Skill Progression Pathway

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

Prior Learning

Basic throwing and catching techniques with stationary targets
Understanding of fundamental rounders rules and scoring
Experience of bowling and batting in controlled practices
Knowledge of base positions and basic fielding roles
Previous participation in small-sided rounders games

Current Skills

Maintaining technical consistency under competitive pressure
Making rapid tactical decisions during live game play
Coordinating with teammates for effective fielding strategies
Adapting performance based on game situations and opponents
Demonstrating leadership and supporting team members

Next Steps

Advanced tournament strategies including field positioning optimization
Developing specialist roles (power batting, fast bowling, strategic captain)
Analysing match statistics to inform tactical improvements
Umpiring and officiating matches independently
Creating and implementing team game plans for competitive fixtures

Milestone Indicators

Consistently accurate throws to bases under time pressure

Appropriate base selection decisions in 80%+ of fielding situations

Smooth transitions between different fielding roles

Positive communication and encouragement to teammates

Visible application of tactical adjustments during play

Key Teaching Points

Consistency is the hallmark of skill mastery - technical performance must be maintained even under competitive pressure and fatigue
Game understanding requires decision-making practice in realistic situations - students need authentic contexts to develop tactical thinking
Communication is essential in fielding sports - verbal calls prevent confusion and coordinate team efforts effectively
Backing up throws is a sophisticated skill demonstrating game understanding and teamwork - it must be explicitly taught and practiced
Deep fielding positions are tactical - they prevent easy runs and allow fielders to read the play before committing
Self-assessment develops metacognition - students who can accurately evaluate their performance learn faster and take ownership of improvement
Sporting behaviour is as important as skill development - accepting decisions, encouraging teammates, and respecting opponents are life skills

Common Misconceptions

Misconception: 'Throwing harder always means throwing more accurately.' Reality: Controlled technique with proper step and follow-through creates accuracy; excessive force often reduces control. Teach students to prioritise accuracy over power initially.
Misconception: 'The nearest base is always the best target for a throw.' Reality: Most appropriate base depends on batter position and likelihood of making an out. Sometimes throwing to a further base prevents runs even if you don't make the out at the nearer base. Teach decision-making based on game situation.
Misconception: 'Fielders should stand ON their bases ready to receive throws.' Reality: Fielders should be NEAR bases but positioned slightly behind them, moving onto the base as they receive the ball. This provides better range for catching slightly inaccurate throws and allows movement toward the ball.
Misconception: 'Only the person fielding the ball has a job to do.' Reality: Every fielder has responsibility - some are backing up throws, others are covering bases, others are preparing for next play. Teach that all fielders are active every play.
Misconception: 'Deep fielding means standing far away doing nothing.' Reality: Deep fielding is an active tactical choice allowing time to read where ball is hit, then sprinting forward decisively to field or cover base. Teach purposeful deep positioning with explosive movement forward.
Misconception: 'Tournament play is only about winning.' Reality: While competition is important, tournament play develops consistency, resilience, teamwork, and sporting behaviour - these broader learning outcomes are the true purpose. Celebrate process and attitude alongside results.

SEN Adaptations

ADHD

Provide high activity levels with minimal waiting time - this lesson structure suits ADHD needs. Give frequent, specific feedback to maintain focus and engagement. Break activities into shorter segments with clear end points. Provide opportunities for movement and energy release throughout. Position near teacher during instructions for focus support. Use visual and verbal instructions together. Establish clear boundaries and rules with consistent enforcement. Provide specific role and responsibility during tournament - gives clear focus. Allow brief movement breaks if needed between high-concentration activities. Use enthusiastic delivery and praise to maintain engagement. Minimise long verbal explanations - keep instructions concise and demonstrate. Tournament competition often highly motivating for students with ADHD. Provide fidget tool or ball to hold during any waiting periods if helpful.

dyspraxia

Use larger, softer equipment (foam balls, lightweight bats) for easier control. Provide additional practice time with skills before competitive application. Break down complex movements into smaller steps with demonstrations of each step. Use verbal cues during skill execution: 'Step, throw' to support motor planning. Reduce speed of activities initially - allow more time for skill execution. Position in less demanding fielding roles (third base, positions with fewer catches). Provide visual markers for body positioning (cone to step toward when throwing). Reduce distance requirements - shorter throwing distances, closer bases. Pair with supportive partner who provides encouragement. Focus on participation and effort over technical perfection. Use alternative striking equipment if bat control very difficult (larger bat, tennis racket). Allow ground roll instead of throw if overarm throwing significantly difficult. Recognise effort and celebrate improvements enthusiastically.

autism spectrum

Provide visual schedule showing clear lesson structure and timings. Give advance notice of transitions: '2 minutes until we change activities.' Minimise sensory overload - be aware of noise levels during busy tournament play, allow brief breaks to quiet area if needed. Establish clear, consistent routines for rotations and equipment collection. Provide specific role within team with clear expectations rather than general 'play well.' Use visual demonstration and clear concrete language avoiding idioms or ambiguous phrases. Allow practice time before competitive element begins. Provide social story about tournament play expectations if needed. Pair with understanding partner or buddy. Recognise that some students may find competitive atmosphere stressful - permit participation at comfort level. Provide advance warning of loud whistle or signals. Celebrate specific achievements clearly: 'You threw accurately to first base' rather than generic praise.

visual impairment

Use brightly coloured balls (yellow or orange) with high contrast against playing surface. Provide verbal descriptions of field layout and player positions. Use audible balls with bells inside if available. Assign buddy partner to provide verbal cues about ball location and incoming throws. Position student in lower-movement fielding position (e.g., third base). Reduce playing area size. Provide additional orientation time with pitch layout before lesson. Use clear verbal communication constantly: 'Ball coming to you now!' Teacher provides additional verbal feedback about performance since visual self-monitoring limited.

hearing impairment

Use visual demonstrations extensively - demonstrate every activity before starting. Provide written instruction cards with key points for activities. Establish clear visual signals for stop/start (raised hand, flag). Position student where they can clearly see teacher and umpire signals. Assign buddy to tap shoulder to alert to important instructions. Use hand signals during tournament play for umpire decisions (clear out, safe, rounder signals). Ensure face-to-face communication when giving individual feedback so student can lip-read. Consider use of microphone system if student uses hearing aids. Written scorecard allows full participation in scoring role.

physical disability

Modify equipment: lighter bat, larger softer ball, batting tee instead of pitched bowling. Reduce pitch dimensions - bases closer together (6-8m instead of 12m). Allow use of wheelchair if applicable - push counts as running, teammates can assist. Permit hitting from seated or supported position if standing difficult. Allow extra time for running between bases or designate runner partner. Position in lower-demand fielding role (third base, or rotate through backstop with support). Provide chair/stool at fielding position if standing for extended periods difficult. Permit rolling ball instead of throwing if arm function limited. Consider table-top or indoor adapted version if outdoor game too demanding. Focus on tactical understanding and decision-making where physical execution limited.

Cross-Curricular Links

English

Communication skills - clear verbal communication during game play, calling for ball, alerting teammates to positions. Oracy - discussing tactics during team huddles, explaining decisions and strategies, providing peer feedback during observer role. Following and giving instructions - understanding multi-step activity instructions, captains directing teammates. Descriptive language - articulating specific performance elements during self and peer assessment. Active listening - attending to teacher instructions, teammate calls during play, feedback from peers and observers.

Maths

Tournament scoring and statistics - addition of runs, calculating totals, comparing scores to determine winners. Measurement of distances - understanding 12-metre spacing between bases, 7-metre bowling distance. Angles and geometry - understanding diamond pitch shape, calculating angles for optimal throws. Data handling - recording scores on scorecards, analysing success rates (percentage of accurate throws, catches made). Time management - calculating innings duration, managing tournament schedule within lesson time.

Science

Forces and motion - trajectory of thrown balls affected by angle and force of throw, friction between bat and ball at contact creating direction changes. Body systems - cardiovascular system working during exercise causing increased heart rate and breathing during tournament, muscular system usage particularly quadriceps, hamstrings, shoulders, and arms. Levers - arm as third-class lever during throwing action, bat as lever during batting. Reaction time - time taken to respond to bowled ball or hit ball when fielding.

Geography

Spatial awareness and positioning - understanding field positions relative to bases and boundaries, mental mapping of pitch layout. Directions - understanding and using directional language (forward, back, left, right, diagonal) for field positioning and tactical discussions. Scale - relating measured pitch dimensions to real-world scales. Environmental awareness - outdoor lesson considering weather conditions, surface types, and their effects on play.

PSHE

Teamwork and cooperation - working together during tournament with shared goals, supporting teammates regardless of individual performance. Resilience and perseverance - continuing effort when team is losing, overcoming mistakes and refocusing on next play. Leadership - captains organising teams, making tactical decisions, supporting less confident teammates. Emotional regulation - managing competitive emotions, controlling frustration or disappointment, celebrating appropriately. Fair play and integrity - following rules, accepting umpire decisions, respecting opponents, congratulating good play by opposition. Self-awareness - honest self-assessment of performance and learning, identifying personal strengths and areas for development.

Teacher Guidance

Positioning

During warm-up, position centrally between multiple tag game areas for equal visibility. During skill development practices, circulate continuously between groups spending 30-60 seconds observing each, then moving to next. During tournament play, position between two pitches at angle allowing peripheral vision of both games simultaneously. When umpiring specific decision at one pitch, use assistant umpire or pause second pitch briefly. During cool-down, position at front for clear demonstration and sight of all students stretching.

Observation Focus

Prioritise safety observation above all - watch for collisions, dangerous bat use, errant throws toward other groups. Secondly, focus on skill consistency - are techniques from practice translating to games? Monitor decision-making quality - are students throwing to appropriate bases? Watch for communication - are fielders calling? Observe differentiation - are struggling students coping and engaged, or advanced students challenged? Note sporting behaviour constantly - acceptance of decisions, encouragement, emotional control. Identify specific examples of outstanding performance for recognition in plenary.

Intervention Points

Intervene immediately for any safety concerns or poor sporting behaviour - non-negotiable. Pause specific groups if skill technique is significantly incorrect and causing failure - quick re-demonstration and correction. Stop tournament briefly if widespread rule misunderstanding evident - clarify and restart. Intervene if students disengaged or not participating - encourage and potentially adjust role or challenge level. Pause to celebrate exceptional performance or use exemplar demonstrations during activities. Support struggling groups with targeted questioning: 'Which base should you throw to? Why?' Provide specific verbal feedback frequently: 'Excellent read of the situation!' 'Remember to get low for ground fielding!'

Demonstration Notes

Demonstrate all activities before students attempt them - use competent student volunteers where appropriate. Exaggerate key technical points for visibility: bent knees for ready position, step forward on throw for power, long barrier position with clear funnel hands. Use think-aloud technique: 'I'm looking at the batter... they're halfway to first... so I'm throwing to first base!' Demonstrate common mistakes as contrast: 'Watch what happens if I throw without stepping forward - much less power and accuracy.' Use exemplar groups during activities - pause all groups to watch excellent performance, highlight specific techniques. Demonstrate sporting behaviour explicitly through own actions and language modelling.

Verbal Cues

•'Soft hands for catching - let the ball come to you!'
•'Step and throw - power comes from your whole body!'
•'Read the batter - where are they? Which base?'
•'Communication! Let your teammates know!'
•'Stay deep until the ball is hit, then attack forward!'
•'Long barrier - one knee down, hands forming funnel!'
•'Back up every throw - always support your teammates!'
•'Play hard, play fair - this is what sport is all about!'
•'3 seconds - collect, decide, release!'
•'Excellent sporting behaviour - that's the standard!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor playing area minimum 60m x 40m to accommodate two rounders pitches with safe spacing. Indoor sports hall acceptable if minimum dimensions met (each pitch needs approximately 25m x 25m plus 10m spacing between pitches). Clear run-off areas beyond bases minimum 3m. Adequate boundary spacing from walls, fences, or other hazards minimum 5m.

Surface Check

Playing surface must be checked before lesson for: even, level ground free from potholes or significant undulations; no trip hazards such as loose stones, debris, or equipment; dry surface if possible - wet grass creates slip hazards particularly during running and direction changes; no standing water or muddy areas; appropriate footwear for surface type (trainers with good grip for grass, non-marking soles for indoor courts).

Equipment Safety

Safety Checks

•Check all rounders bats before use for cracks, splits, or loose grips - remove damaged bats immediately
•Inspect balls for proper inflation and condition - no splits or hard seams exposed
•Verify all bases/posts are securely positioned and won't slide during play - use weighted bases or secure with ground stakes if windy
•Ensure tag belts have functioning velcro and are in good condition
•Check marker cones have no sharp edges or cracks - use bright colours for visibility
•Inspect any protective equipment if used (helmets, gloves) for damage
•Store all spare equipment safely at boundaries away from playing areas

Risk Management

Key Risks

•Collision between students running between bases and fielders moving to catch or throw
•Being struck by bat during swing - particularly backstops and nearby fielders
•Being struck by thrown ball - particularly when multiple balls in use during practices
•Slips and falls during rapid running, direction changes, or fielding ground balls
•Overexertion or fatigue particularly in warm weather or with less fit students
•Disputes or aggressive behaviour arising from competitive tournament atmosphere
•Muscle strains or pulls if insufficient warm-up or when stretching during cool-down

Risk Mitigation

•Clear communication protocols established: fielders call 'BALL!' when fielding to alert others
•Backstops positioned safely 2m behind batters with awareness of swing radius
•Only batter at plate permitted to hold bat - all others place bats in designated area
•Establish clear running lanes between bases to separate runners from fielders where possible
•Deep fielding positions create greater distance reducing collision risk
•Adequate spacing between practice stations (minimum 5m) during skill development
•Teacher positioned to oversee all playing areas with rapid intervention capability
•Clear stop signal (whistle) established and understood by all students
•Progressive skill building throughout lesson - basic to complex, controlled to pressured
•Water breaks permitted particularly in warm weather - bottles at boundary
•Emphasis on sporting behaviour and emotional control throughout competitive elements
•Appropriate warm-up and cool-down to prevent muscle injuries
•Modified equipment available for less confident students (softer balls, lighter bats)

Supervision & Emergency Procedures

Supervision Points

•Teacher primarily positioned between two tournament pitches with rotating attention to both
•During skill development, circulate constantly between practice stations
•Position for maximum visibility - avoid blind spots behind groups
•During tournament, umpire from side angle with view of multiple bases simultaneously
•Monitor high-activity areas: batting area, base running lanes, fielders moving rapidly from deep positions
•Watch for signs of fatigue, frustration, or developing conflicts - intervene proactively
•Assign responsible sports leader or Year 11 helper as second umpire to support supervision
•Ensure clear sight lines maintained - students not congregating blocking teacher view
•During transitions, supervise equipment handling to prevent unsafe use

Emergency Procedures

Immediate STOP signal (loud whistle blast) if any safety concern observed. All play ceases immediately. Assess situation: minor injury (first aid administered on-site with student seated safely away from play), significant injury (follow school emergency procedures, send responsible student for additional adult support or first aider, do not move injured student unless essential, keep other students calm and supervised away from injured student). First aid kit must be accessible at playing area. Know location of nearest phone for emergency calls. Be aware of students with relevant medical conditions (asthma, diabetes, heart conditions) and location of required medications. Have at least one other adult aware of your location when teaching outside if possible. Follow school accident reporting procedures for all injuries.