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Lesson 6 - Assessment & Tournament Play

Foundations & Skills

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Year 7

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Striking & Fielding

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Big Question

How can reflecting on your performance help you become a better player and teammate?

Learning Objectives

Students can accurately self-assess their performance against specific learning criteria
Students explore and apply game tactics and team strategies in competitive situations
Students demonstrate their developed striking and fielding skills in tournament play

Key Outcomes

All students will participate in self-assessment using the assessment matrix
Most students will apply tactical thinking to fielding positions and batting strategies
Some students will demonstrate mastery across multiple skills and lead tactical discussions

Equipment & Resources Required

Tennis Balls

12-15

Store in bucket near bowling areas, suitable for faster-paced games

Alternative: Foam balls for students needing softer projectiles

Rounders Equipment

8-10

Larger and softer than tennis balls, good for students developing catching skills

Alternative: Soft-touch rounders balls for increased safety

Tennis Rackets

6-8

For lower ability students or those needing larger striking surface

Alternative: Paddle bats or short-handled rackets

Cones

40-50

Mark out playing areas, bases, and boundaries for 2-4 simultaneous games

Alternative: Markers or spots

Posts

16 (4 per pitch)

Set up in diamond formation, approximately 12-15m between bases

Alternative: Cones or hoops can mark base positions

Tees

4-6

Available for students who need static ball positioning

Alternative: Cones with pool noodles for improvised tees

Score Sheets

30 (1 per student)

Include criteria from all previous lessons in the unit

Alternative: Digital version on tablets if available

Pencils

For completing self-assessment sheets

Alternative: Clipboards with attached pens

Stopwatch

2-4

For timing innings during tournament rounds

Alternative: Mobile phone timers, digital display timer

Key Vocabulary

Self-assessment

Evaluating your own performance against specific criteria to identify strengths and areas for improvement

Game tactics

Specific plans or methods used during play to gain an advantage over opponents

Team strategies

Overall approaches agreed by the whole team to achieve success in the game

Assessment criteria

Specific standards or benchmarks used to measure performance and progress

Conditioned games

Modified games with specific rules or constraints designed to develop particular skills

Good balls

Balls bowled within the agreed striking zone that the batter can reasonably attempt to hit

Tournament

A competition involving multiple teams playing against each other, often with timed rounds

Reflection

Thinking carefully about your learning, what worked well, and what could be improved

Skill Progression Pathway

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

Prior Learning

Developed striking techniques with various implements (bats, rackets)
Practised fielding skills including catching, throwing and stopping
Experienced conditioned games applying striking and fielding skills
Understand basic rules and scoring systems for indoor striking games
Familiar with assessment criteria from previous lessons in the unit

Current Skills

Self-assessment against specific performance criteria
Application of tactical thinking in competitive situations
Strategic positioning and team coordination
Performance under tournament pressure
Reflection on learning journey throughout the unit

Next Steps

Transfer tactical understanding to outdoor striking and fielding sports
Develop advanced batting techniques for different ball types
Refine fielding positions for specific game situations
Lead tactical discussions and coach peers
Apply self-assessment skills across other sports and activities

Milestone Indicators

Can independently complete assessment matrix with accuracy

Demonstrates clear tactical thinking when positioning fielders

Shows improvement from lesson 1 baseline assessment

Communicates strategies clearly to teammates

Maintains consistent technique under competitive pressure

Key Teaching Points

This is a summative lesson - focus is on assessment, application, and celebration of learning throughout the unit
Self-assessment is a valuable skill - encourage honest, evidence-based reflection rather than perfectionism or false modesty
Tournament structure should maximise participation - timed innings ensure everyone bats, all field actively
Tactical thinking is as important as physical skills - prompt teams to think strategically about fielding positions and batting order
Assessment uses Head, Hands, Heart framework - evaluate cognitive understanding, physical skills, and social-emotional attributes
Competitive element is motivating but fair play and sportsmanship must remain paramount - intervene immediately if compromised
Teacher assessment during conditioned practice stations provides evidence alongside self and peer assessment for robust summative judgement
Final reflection and celebration of progress creates positive closure to unit and motivates future engagement with PE

Common Misconceptions

Misconception: Self-assessment means giving yourself high scores. Correction: Self-assessment is honest reflection using specific evidence. It's about identifying real strengths AND areas to develop. A lower rating isn't failure - it shows what to practice next.
Misconception: Tactics don't matter in striking games, just hit hard. Correction: Strategic fielding placement based on batter tendencies is crucial. Hitting into gaps scores more runs than wild hitting. Batting order should be strategic, not random.
Misconception: Good balls must be easy to hit. Correction: Good balls are fair - within striking zone - but can still be challenging. Batters should attempt all good balls even if difficult.
Misconception: The team that wins is the best in every way. Correction: Tournament results depend on many factors. A team might show excellent sportsmanship, improvement, and effort but not win. These are equally valuable achievements.
Misconception: Assessment is about being perfect. Correction: Assessment measures progress from your starting point. Mastering level means you're excellent for Year 7, not professional standard. Emerging isn't bad - it means you're at the beginning of learning.
Misconception: Peer assessment should point out what people did wrong. Correction: Peer assessment in this lesson is celebratory - recognise what your peer did brilliantly. Constructive criticism comes from teacher, peer role is encouragement.

SEN Adaptations

ADHD

Short, focused activities with regular changes maintain engagement. Clear boundaries and expectations restated frequently. Regular positive feedback for on-task behaviour. Physical activity outlets (tournament games) channel energy positively. Movement breaks built into lesson structure. Allow fidgeting during seated assessment time. Simple, one-step instructions rather than multi-part directions. Visual timers for timed activities. Responsibility roles during games (official, scorer) provide focus.

dyspraxia

Larger, softer equipment easier to control - foam balls, larger bats. Reduced complexity of skills - break down into smaller steps. Extra practice time at conditioned stations before tournament pressure. Tee for batting removes timing element. Slower-paced games initially. Reduced base distances. Visual markers for fielding positions to reduce spatial demands. Paired with patient, supportive peer. Celebrate effort and improvement over absolute performance. Teacher/TA modelling and physical guidance for techniques.

autism spectrum

Clear, structured routine for lesson - visual schedule displayed showing lesson sections. Advance warning of transitions between activities. Quiet zone available if sensory overload occurs. Clear, concrete rules for tournament - written or visual display. Reduce unpredictability by explaining what will happen in tournament. Allow use of fidget tools during seated reflection time. Buddy system with understanding peer. Teacher check-ins at regular intervals. Allow alternative to tournament if overwhelming - individual challenge against own scores.

visual impairment

Use brightly coloured balls - fluorescent yellow or orange for maximum visibility. Verbal cues for all instructions, no reliance on visual demonstrations alone. Buddy system with sighted partner to guide positioning. Audible balls (bells inside) if available. Reduce playing area size to decrease distance for visual tracking. Teacher/TA provides audio commentary during games to help follow action.

hearing impairment

Visual demonstrations of all skills essential - show don't just tell. Use hand signals for game instructions - establish clear signals for out, safe, good ball, etc. Written instructions on display board for assessment tasks. Ensure student can see teacher's face when speaking (lip reading). Buddy system for relaying instructions. Vibrating timer or visual timer for innings rather than whistle alone.

physical disability

Adapted equipment available - lighter bats, larger balls, tees for static batting. Reduce base distances or allow walking between bases. Wheelchair users can participate fully - adapted rules for base running (touch bases with hands, designated runner for fast sections). Seated fielding positions allocated strategically. Modified batting position - seated or supported. Allow extra time for movements. Peer support for equipment collection.

Cross-Curricular Links

English

Communication skills during team discussions - articulating tactics clearly. Vocabulary development - specific PE terminology. Written self-assessment develops reflective writing skills. Peer feedback requires constructive comment writing. Listening skills during instructions and discussions.

Maths

Scoring systems require addition and subtraction. Comparing scores between teams uses inequality concepts. Timing innings develops understanding of time measurement. Calculating batting averages (hits/balls faced) introduces percentages and ratios. Spatial awareness of fielding positions involves understanding angles and distance.

Science

Forces involved in striking ball - action and reaction. Friction between ball and floor affecting speed. Body systems during exercise - cardiovascular response to tournament activity. Muscles used in batting, throwing, and fielding. Energy transfer from batter to ball. Trajectory and flight path of thrown/hit balls involves gravity and air resistance.

Computing

Recording scores could use spreadsheet software. Video analysis of technique if technology available. Digital assessment matrices using tablets or online forms. Graphing performance data across the unit to visualise progress.

PSHE

Teamwork and cooperation in competitive situations. Resilience when making mistakes or team losing. Managing emotions - frustration, excitement, disappointment. Leadership opportunities for captains and team members. Self-awareness through honest self-assessment. Empathy when providing peer feedback. Fair play and sporting values. Setting personal goals and identifying next steps.

Teacher Guidance

Positioning

Central position between two tournament pitches during games for maximum visibility. Move actively between games, don't remain static. Position at stations during conditioned practice for close observation and assessment. During final game, position for optimal viewing, moving around pitch to see different angles.

Observation Focus

Head domain: Watch for tactical decisions, fielding positioning, strategic discussions, rule understanding. Hands domain: Observe batting technique, fielding form, throwing accuracy and technique. Heart domain: Listen for communication, note encouraging behaviour, observe reactions to outs and mistakes, assess teamwork quality.

Intervention Points

Intervene immediately for safety concerns - dangerous play, risky base running, potential collisions. Step in to correct persistent technique errors that could lead to injury or bad habits. Manage any conflict or poor sportsmanship immediately and firmly. Prompt tactical thinking if teams not using strategies discussed. Encourage quieter students to contribute to team discussions.

Demonstration Notes

Demonstrate skills at conditioned practice stations - show perfect technique slowly, then full speed. Use student demonstrators during tournament to show excellent technique observed - builds their confidence and provides peer models. During final reflection, demonstrate how to complete assessment matrix thoughtfully with specific examples. Model positive sporting behaviour throughout - your reactions to competition set the tone for students.

Verbal Cues

•'Watch the ball onto the bat!'
•'Get your body behind that ball!'
•'Point your arm where you want the ball to go!'
•'Communicate with your teammates!'
•'Great sportsmanship - well done!'
•'Remember your ready position - knees bent!'
•'Strategic thinking - where should that fielder be?'
•'Support your teammate - encourage them!'
•'Reflect on what worked well there.'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full sports hall required for two simultaneous tournament pitches plus spectator areas. Minimum 30m x 20m. Clear of obstacles and hazards. Adequate run-off space beyond boundaries.

Surface Check

Indoor sports hall floor - dry, clean, non-slip surface. Check for any wet patches or debris before lesson. No equipment left in playing areas. Boundary cones secure and visible.

Equipment Safety

Safety Checks

•All bats checked for damage, no splinters or cracks, handles secure
•Balls inflated correctly - not over or under inflated
•Cones and bases stable, no sharp edges
•Posts secure if used, positioned safely
•No damaged equipment used - remove and replace

Risk Management

Key Risks

•Collisions during base running - multiple students moving at speed
•Ball strikes to fielders, bowlers, or spectators
•Slips and falls during rapid direction changes
•Bat strikes - accidental contact with other students
•Overexertion during competitive tournament play
•Emotional responses to competitive situations - frustration, conflict

Risk Mitigation

•Clear base running paths established and enforced - no cutting across diamond
•No sliding into bases on indoor surface - tag outs only
•Fielders maintain safe distance from batter - minimum 3m
•Batters drop bat in designated area, don't throw
•Backstop positioned to retrieve missed balls safely
•Adequate spacing between two tournament pitches to prevent interference
•Regular hydration breaks, monitor for overexertion
•Teacher actively supervising both games, intervening when necessary
•Clear expectations for sporting behaviour, immediate response to poor conduct
•Stop play immediately if any safety concerns arise

Supervision & Emergency Procedures

Supervision Points

•Position centrally to observe both tournament pitches
•Circulate between games regularly, don't focus on only one
•Maintain overview of whole hall including non-playing students
•Watch for risky base running - intervene immediately
•Monitor competitive intensity - manage emotions and behaviour
•Ensure officials (umpires, scorers) positioned safely
•Check on students with known medical conditions or injuries during activity

Emergency Procedures

Stop signal established (whistle + raised hand). All students freeze immediately on signal. Assess situation - minor injury managed at side, serious injury full first aid protocol. First aid kit accessible. Emergency services contact available. Another adult notified if serious incident. Incident recorded following school procedures.