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Lesson 2 - Batting Technique and Game Rules

Foundations & Skills

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Year 7

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Striking & Fielding

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59 min

Big Question

How can mastering the correct batting stance and technique help you score more points and win games?

Learning Objectives

Understand and apply the basic rules for batting in striking and fielding games
Understand the rules for getting opposition players 'OUT' and how to avoid obstructing the batter
Develop consistent striking technique using appropriate equipment

Key Outcomes

Students will demonstrate correct batting stance and make regular contact with the ball
Students will explain key rules around batting, getting out, and obstruction
Students will apply striking skills in competitive game situations with strategic decision-making

Equipment & Resources Required

Tennis Balls

12-15 (class set)

Store in basket near bowling areas, ensure balls are in good condition without excessive wear

Alternative: Foam balls, soft play balls for students requiring additional safety or confidence support

Rounders Equipment

12-15 (class set)

Slightly harder than tennis balls, used for students demonstrating good control

Alternative: Tennis balls for lighter option, foam rounders balls for less confident students

Tennis Rackets

7 available

Offer as lower-ability (LA) option for students developing coordination, larger striking surface provides success

Alternative: Short-handled rackets, badminton rackets for modified grip

Cones

40-50 in various colours

Use to mark boundaries, scoring zones, diamond edges, and running targets at varying distances

Alternative: Markers, dome cones, flat spots

Posts

4 sets (16 posts total for 4 diamonds)

Securely position to form clear diamond shapes, ensure stable and won't tip during contact

Alternative: Cones, hoops, mats to mark base positions

Tees

4-6 available

Use for students requiring static ball option to develop striking technique before progressing to moving balls

Alternative: Cones with ball balanced on top, rolled up mats

Bibs

30 in multiple colours

Clearly distinguish teams during game application phases

Alternative: Coloured bands, team identifiers

Key Vocabulary

Batting stance

The ready position a batter adopts before striking the ball, with feet shoulder-width apart, knees slightly bent, bat raised and eyes on the bowler

Diamond

The playing area defined by the four posts (bases) forming a diamond shape where the ball should be struck into

Posts

The four bases that batters must run to in order to score points, arranged in a diamond formation

Obstruct

When a batter deliberately blocks or interferes with a fielder attempting to make a play, resulting in the batter being 'OUT'

OUT

When a batter is eliminated from their batting turn according to the rules (caught, stumped, run out, or obstruction)

Pendulum action

A smooth, swinging bowling motion where the arm moves backward then forward like a pendulum, releasing the ball underarm

Strike

To hit the ball with the bat using controlled technique, aiming to send it into the playing diamond

Contact

The moment when the bat successfully connects with the ball, requiring timing, coordination and focus

Backstop

The fielder positioned behind the batter to catch missed balls and prevent runners leaving the batting square early

Skill Progression Pathway

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

Prior Learning

Basic hand-eye coordination skills from primary PE
Understanding of simple game rules and turn-taking
Experience with underarm throwing from previous units
Basic spatial awareness and movement in games

Current Skills

Correct batting stance and grip techniques
Striking a moving ball with control and direction
Understanding and applying batting and fielding rules
Strategic decision-making about when and where to run
Pendulum bowling action for accuracy

Next Steps

Advanced striking techniques for power and placement
Complex fielding strategies and team positioning
Competitive rounders with full rules and tactics
Leadership roles including umpiring and coaching peers

Milestone Indicators

Consistent contact with bowled balls (70%+ success rate)

Striking ball inside diamond boundaries regularly

Applying rules correctly without teacher intervention

Making strategic choices about scoring opportunities

Demonstrating sportsmanship and fair play consistently

Key Teaching Points

Batting stance is foundation of success: Feet shoulder-width apart, knees bent, side-on to bowler, hands together with dominant hand on top, bat raised to shoulder height, eyes focused on bowler. Check and reinforce these elements repeatedly.
Pendulum bowling action ensures legal and accurate deliveries: Straight arm swings back then forward like pendulum, opposite foot steps forward during forward swing, release at hip height creates trajectory above knee and below head.
Step-swing-follow batting sequence creates power and control: Front foot steps forward as bat begins downward swing (weight transfer adds power), swing bat down and through meeting ball in front of body (downward contact creates bounce into play), follow through toward target direction (improves accuracy and power).
Equipment choice should match ability for success and challenge: Hand striking develops timing and tracking with guaranteed contact, tennis racket provides larger surface for developing coordination, official rounders bat is appropriate challenge for students with good hand-eye coordination. Encourage progression when ready.
Strategic decision-making is crucial skill: In small-sided game, choose cone distance based on strike quality (risk vs reward). In rounders, decide when to run through vs stop at posts based on ball position and fielding speed. These decisions improve with experience.
Four ways to be OUT must be clearly understood: 1) CAUGHT - ball caught before bouncing, 2) STUMPED - backstop has ball while batter still in square, 3) RUN OUT - fielder touches post with ball before runner arrives, 4) OBSTRUCTION - batter deliberately blocks fielder's play. Explain and demonstrate each clearly.
Communication transforms fielding effectiveness: Calling which ball you're collecting prevents confusion and collisions, backing each other up creates second chances, shouting STOP signals prevents unsafe continued running. Model and encourage loud, clear communication constantly.

Common Misconceptions

MISCONCEPTION: 'Baseball and rounders batting are the same - horizontal swing is correct.' REALITY: Rounders requires downward swing meeting ball in front of body creating bounce into playing area. Baseball horizontal swing causes fly balls that go out of play. CORRECTION: Demonstrate both styles contrasting outcomes, emphasise 'down and through' verbal cue, use visual of hitting TOP of ball to create downward bounce.
MISCONCEPTION: 'Harder swing always better - power is most important.' REALITY: Control and timing more important than power especially while learning. Controlled swing creates consistent contact; wild power swing causes misses. CORRECTION: Emphasise contact success rate over distance initially, celebrate controlled strikes, show how accuracy develops before adding power.
MISCONCEPTION: 'If I'm OUT, I've failed or done something wrong.' REALITY: Being OUT is normal part of game and happens to everyone including professionals. Good fielding gets batters OUT - it's not failure. CORRECTION: Normalize being OUT, praise good fielding when it causes OUT, emphasise learning opportunities, celebrate effort over outcome.
MISCONCEPTION: 'Obstruction is the same as accidentally bumping into someone.' REALITY: Obstruction requires DELIBERATE blocking or interference. Accidental contact during genuine attempt to run direct path to post is not obstruction. CORRECTION: Demonstrate difference clearly - show direct running path with incidental contact vs deliberately stepping into fielder's throwing line or blocking their movement, explain umpire judges intention.
MISCONCEPTION: 'Only the batter and bowler are important - fielding is boring.' REALITY: Fielding is equally important and strategic. Good fielding prevents runs and gets batters OUT. Games are won by fielding teams as much as batting teams. CORRECTION: Celebrate excellent fielding plays enthusiastically, explain fielding positions and their purposes, show professional rounders clips highlighting spectacular fielding, make fielding roles active and engaging.
MISCONCEPTION: 'I must use the official rounders bat to be good at the sport.' REALITY: Using appropriate equipment for YOUR current ability is smart, not weak. Hand striking or tennis racket helps develop skills that transfer to bat later. CORRECTION: Normalize equipment differentiation, show progression pathway (hand → racket → bat), celebrate students who choose appropriate challenge showing self-awareness, explain that professional athletes use modified equipment when learning new skills.
MISCONCEPTION: 'The furthest cone or running all posts always scores more points.' REALITY: Only if you successfully reach and return! Close cone/post guarantees points if strike was weak. Risk vs reward thinking is strategic. CORRECTION: Show examples where choosing close cone scores points vs far cone attempt that gets you OUT scores zero, discuss when risk is worth taking (strong strike, slow fielding) vs when guaranteed points better (weak contact, alert fielders), celebrate smart strategic choices regardless of point value.

SEN Adaptations

ADHD

Short activity intervals with frequent changes (5-7 minute maximum) to maintain focus and engagement. Clear, concise instructions in manageable chunks (1-2 steps at a time not 5-step sequences). Immediate feedback and reinforcement for positive behaviours and good technique. Active roles continuously - no long waiting times (small groups of 4 mean batting turn comes round quickly). Movement breaks built into structure. Clear visual and auditory signals for transitions. Positioning near teacher for redirect prompts when attention waning. Fidget tools available during cool-down sitting time. Jobs/responsibilities during games (equipment manager, scorekeeper, demonstrator) channel energy productively. Positive behaviour focus - catch them being good. Clear consequences for safety rules discussed in advance. Kinesthetic learning emphasised - learning through doing rather than listening to long explanations.

dyspraxia

Allow extra practice time for coordination skill development without pressure. Provide equipment options from easiest to hardest allowing success at appropriate level (hand → large racket → small racket → bat). Break down batting action into component parts practicing each separately before combining. Visual and verbal cues together for technique ('feet apart AND demonstrate'). Reduce speed of game initially - slower bowling, more time to prepare stance. Larger, lighter balls easier to track and contact. Simplified games with fewer rules and decisions to process. Avoid elimination games causing anxiety about being 'out'. Buddy support to model and explain. Positive reinforcement for effort and small improvements. Allow rehearsal of new skills in low-pressure practice before game application. Balance support during single-leg stretches. Extra care during fast movement activities (dodgeball) to prevent falls - reduce space and number of balls. Clear marking of safe zones and boundaries to prevent spatial confusion.

autism spectrum

Clear visual schedule displayed showing lesson structure and timings for predictability. Consistent routines for equipment collection, role rotations, transitions. Visual rule cards with pictures/diagrams showing batting stance, OUT rules, game flow. Reduced sensory demands - quiet start to lesson building intensity gradually, option to wear ear defenders if hall noise overwhelming. Clear boundaries marked with bright cones for spatial clarity. Warning before loud noises (whistle, shouting). Social stories prepared in advance explaining rounders rules and expected behaviours. Designated 'calm zone' available if sensory break needed. Adult support to interpret social situations and unclear peer communication. Allow extra processing time for multi-step instructions. Choice-making opportunities within structure (which bat to use, which role to start with). Concrete, literal language avoiding idioms or sarcasm.

visual impairment

Use bright yellow or orange high-visibility balls that contrast with floor and walls. Provide verbal descriptions of spatial setups ('Diamond is 12 metres between posts, you're at the home base facing first post at 12 o'clock position'). Verbal cuing during bowling ('Ball coming now... in 3, 2, 1'). Buddy system with sighted peer for running (linked arms or guide rope). Reduce playing area size for easier spatial navigation. Auditory signals for game events (whistle for STOP, bell for runs scored). Tactile markers on posts/bases (textured cones or mats). Allow extra time to familiarize with equipment through touch. Provide one-to-one TA support for safety and orientation.

hearing impairment

Ensure student positioned where they can see teacher's face for lip-reading during instructions. Use exaggerated visual demonstrations with clear modelling. Written instruction cards or visual diagrams displayed showing game rules and batting technique. Hand signals for common commands (thumbs up = go, flat palm = stop, circular motion = rotate roles). Ensure student can see teammates' faces for communication during fielding. Buddy system where partner taps shoulder to alert to incoming balls or instructions. Visual scoreboard for points rather than verbal announcements. Use bright bibs or coloured bands for clear team identification. Reduced background noise if possible (close hall doors, minimise echoing).

physical disability

Seated or wheelchair-adapted batting position - use taller batting tee to appropriate height, larger ball for easier contact, modified bat or racket with adapted grip. Reduced running distances - personal diamond with posts closer together (5m instead of 12m), or score points without running (1 point per successful strike). Powered wheelchair users can navigate diamond using chair controls. Peer assistant to field balls if mobility prevents this. Modified roles - permanent backstop position, scorekeeper, umpire if running not possible. Lightweight equipment - foam balls, plastic bats. Alternative striking methods if gripping bat not possible (hit with open hand, use of adaptive equipment like ramp or switch-activated launcher). Ensure wheelchair access to all playing areas with smooth surface transitions.

Cross-Curricular Links

English

Speaking and listening - communicating clearly with teammates during games ('I've got ball 1!', 'Run!', 'STOP!'), explaining rules and techniques to peers, participating in whole-class discussions. Vocabulary development - learning and using technical PE terminology correctly (batting stance, pendulum action, obstruction, diamond, posts, strike), understanding command verbs (demonstrate, position, rotate). Following instructions - processing multi-step instructions for games and activities, asking clarifying questions when uncertain. Descriptive language - articulating what good technique looks and feels like, explaining strategic decisions made during play.

Maths

Scoring systems and addition - calculating points earned in Scatterball (posts touched) and rounders (accumulating team scores across innings). Geometry and spatial reasoning - understanding diamond shapes, angles of running paths, distances between posts, positioning fielders strategically using spatial concepts. Measurement - estimating distances to cones (5m, 8m, 12m, 15m), measuring diamond dimensions, comparing strike distances. Statistics - tracking success rates (e.g., 7 contacts out of 10 bats = 70%), comparing personal/team performance data. Problem-solving - risk vs reward calculations (close cone = guaranteed 1 point vs far cone = risky 4 points).

Science

Forces - understanding how force applied through bat swing affects ball distance and direction, relationship between swing speed and power, angle of strike affecting ball trajectory. Friction - how surface affects running speed and stopping ability, ball grip on different surfaces. Body systems - cardiovascular response to exercise (heart rate elevation during active games, recovery during cool-down), muscular system (which muscles used for batting, throwing, running), respiratory system (increased breathing rate, oxygen delivery to working muscles). Health - benefits of physical activity for physical health (strength, cardiovascular fitness, coordination development) and mental health (stress relief, enjoyment, social connections).

Geography

Directional language - positioning fielders using compass directions (north-east corner, southern boundary), describing ball placement (hit toward the western post). Spatial awareness - understanding relative positions (closer/further, left/right/forward/back), mapping playing area layouts, visualising game spaces from aerial perspective. Scale and distance - comparing distances between posts (all equal in diamond formation), understanding proportional spacing when adapting diamond sizes for differentiation.

PSHE

Teamwork and collaboration - working together in fielding teams, supporting each other during batting turns, valuing each person's contribution regardless of ability. Resilience and perseverance - continuing to try after unsuccessful batting attempts, maintaining positive attitude when 'OUT', learning from mistakes. Emotional regulation - managing frustration when things don't go well, controlling excitement appropriately, staying calm under game pressure. Fair play and integrity - honest self-reporting when hit in dodgeball, respecting officials' decisions even when disagree, following rules even when unsupervised. Leadership - organising fielding positions, encouraging teammates, taking responsibility for team performance. Self-awareness - recognising own ability level and choosing appropriate equipment/challenges, identifying personal strengths and development areas.

Teacher Guidance

Positioning

Begin lesson centrally for whole-class instruction with clear sight lines to all students. During warm-up dodgeball, position on sideline where both teams visible. During small-sided games (groups of 4), circulate systematically between groups spending 1-2 minutes observing each, prioritising groups showing safety concerns or confusion. During full rounders games, position centrally between 2-3 diamonds able to scan all games, rotate closer to each game periodically for detailed observation and coaching. Avoid static positioning in one location - continuous movement provides better supervision and engagement.

Observation Focus

PRIMARY FOCUS: Safety - watch for unsafe bat swings, adequate spacing, appropriate equipment use, collision risks. SECONDARY FOCUS: Batting technique - consistent stance elements (feet, side-on, hands, eyes), contact success rate, strategic decisions. TERTIARY FOCUS: Rule understanding and application - correct OUT calls, legal bowling, no obstruction, fair play. ADDITIONAL FOCUS: Engagement and inclusion - all students actively participating, appropriate challenge levels, positive peer interactions, enjoyment evident. Use scanning pattern: wide scan for safety, narrow focus on individual technique, periodic checks on students requiring additional support.

Intervention Points

IMMEDIATE INTERVENTION REQUIRED: Unsafe bat swinging, dangerous throwing, collision imminent, student injury, aggressive behaviour, bullying. PROMPT INTERVENTION NEEDED: Persistent rule breaking, off-task behaviour spreading, equipment misuse, student consistently struggling or frustrated, exclusion of peers from participation. TEACHING INTERVENTIONS: Whole-class technique errors (stop activity, re-demonstrate, practice), individual technique corrections (during circulation, brief 1-1 coaching), strategic coaching (suggest alternative approaches to teams/individuals), positive reinforcement (specific praise for good technique, sportsmanship, improvement). DIFFERENTIATION INTERVENTIONS: Equipment change suggestions for struggling students, additional challenges for advanced students, role modifications for SEND students, grouping adjustments if current groups not working effectively.

Demonstration Notes

Use CLEAR demonstrations throughout: Position yourself where ALL students can see - elevated position if possible or ensure circular arrangement of students around you. Demonstrate techniques in SLOW MOTION first isolating each component, then at NORMAL SPEED showing fluent movement. Use EXAGGERATION to emphasise key points (e.g., really wide feet for stance, really straight arm for pendulum). Provide VERBAL COMMENTARY during demonstration explaining what you're doing and why. Use STUDENT DEMONSTRATORS for peer modelling - select students showing good technique or improvement, ensure you set them up for success with clear instructions. Show COMMON MISTAKES intentionally then contrast with correct technique - humour helps ('This is what it looks like when I forget to bend my knees - all wobbly! Now watch with bent knees - much better!'). MULTI-ANGLE demonstrations help different learners - show front view, side view, explain what it feels like kinesthetically.

Verbal Cues

•Batting stance reminders: 'Feet apart!', 'Side-on!', 'Hands together!', 'Bat up!', 'Eyes on the bowler!'
•Batting action cues: 'Step and swing!', 'Watch the ball!', 'Follow through!', 'Down and through!'
•Bowling cues: 'Pendulum arm!', 'Opposite foot steps!', 'Hip height release!', 'Above knee, below head!'
•Fielding cues: 'Spread out!', 'Communication!', 'Back each other up!', 'Quick return!'
•Running cues: 'Direct line to the post!', 'Strategic choice!', 'Run through or stop?'
•Safety cues: 'Heads up!', 'Watch for runners!', 'Safe distance!', 'Controlled swing!'
•Motivational cues: 'Great effort!', 'Better each time!', 'Love that sportsmanship!', 'Excellent decision!'
•Management cues: 'Freeze!', 'Eyes on me!', 'Listen up!', '5 seconds to your position!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full sports hall or large indoor space minimum 20m x 15m. For class of 30 students, requires space for 2-3 simultaneous rounders diamonds (each 12m x 12m) plus safe run-off areas beyond posts (minimum 2m). Ceiling height minimum 4m to accommodate struck balls. Clear walls free from protrusions or hard surfaces within playing areas.

Surface Check

Indoor sports hall with non-slip surface (e.g., sprung wooden floor or sports court surface). Check for: dry floor with no wet patches from leaks/spills, no loose floorboards or uneven sections, no debris or small objects that could cause slips, appropriate grip for running and stopping movements. Avoid highly polished surfaces that may be slippery.

Equipment Safety

Safety Checks

•Bats: Check for splinters, cracks, or loose grips before distribution. Ensure appropriate sizes available for range of student heights. Store safely when not in use to prevent trips.
•Balls: Tennis balls and rounders balls should be in good condition - no splits, excessive wear, or water damage affecting weight. Ensure correct inflation/firmness.
•Posts/bases: Must be stable and won't tip if contacted by runner. Rubber/foam posts safer than rigid poles. Securely positioned not wobbling.
•Cones: Check for cracks or sharp edges. Bright colours for visibility. Low-profile to reduce trip hazard.
•Tennis rackets: Check strings intact, handles secure, no protruding sharp elements. Appropriate grip sizes.

Risk Management

Key Risks

•COLLISION RISK: Runners colliding with fielders or other runners when multiple students moving simultaneously. Mitigation: Clear running paths, fielders aware of runners' positions, communication emphasised.
•STRUCK BY BAT: Students hit by bat during swing or follow-through. Mitigation: Minimum 3m exclusion zone behind batter, only backstop in this area, batter awareness before swinging.
•STRUCK BY BALL: Fielders or waiting students hit by struck balls. Mitigation: Fielders alert with eyes on batter, waiting students positioned well away from play, teaching appropriate ball-striking control.
•TRIPS AND FALLS: Tripping over equipment, posts, other students, or during fast running. Mitigation: Equipment stored when not in use, posts stable and visible, clear playing areas, appropriate footwear.
•OVEREXERTION: Students pushing too hard leading to muscle strains or exhaustion. Mitigation: Appropriate warm-up and cool-down, regular water breaks, monitor intensity levels.

Risk Mitigation

•Clear boundaries established for each game area using highly visible cones - students know their playing zone
•Adequate spacing between game areas (minimum 5m) prevents ball interference and collision risk between diamonds
•Progressive skill building: Hand striking → racket → bat ensures students develop control before using most challenging equipment
•Backstop positioning rules strictly enforced: 3m minimum distance, alert stance, watching batter
•Waiting batters designated safe zone away from play marked with cones or benches
•Equipment distributed and collected in organised manner preventing grabbing or unsafe behaviour
•Rules about running lines educated: Direct paths to posts, awareness of fielders, controlled speed around posts
•Stop signal established and practiced: Whistle or verbal 'STOP' requires immediate freeze for safety interventions

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned to view all game areas simultaneously - usually centrally between diamonds or rotating systematically
•Monitor high-activity areas: batting squares where bat swings occur, running channels where collisions possible
•Particular attention on students using official rounders bats (hardest equipment) ensuring controlled swings
•Watch for students showing signs of fatigue, overheating, or struggling - intervene proactively
•Circulate during games to be close enough to intervene quickly if safety issues arise
•Delegate backstop role to responsible students but maintain overwatch and support their officiating
•Position Teaching Assistant (if available) to support group requiring most help or monitoring specific risk students

Emergency Procedures

STOP procedure: Loud whistle blast or shout 'STOP' - all students freeze immediately and sit down where they are. Teacher assesses situation. For injuries: Send responsible student to alert office/first aider, administer appropriate first aid, complete accident report form, contact parents if needed. For serious injury: Call 999 if required, do not move injured student unless immediate danger, keep them calm and comfortable, disperse other students to safe area with TA/another teacher. For other emergencies (fire alarm, etc.): Follow school emergency procedures, organised exit via nearest safe route, register taken at assembly point. First aid kit and emergency contact numbers accessible in sports hall.