Foundations & Skills
•Year 7
•Striking & Fielding
•Distributed at bowling stations for practice activities
Alternative: Foam balls for students needing lighter equipment
Keep in equipment bag until game application phase
Alternative: Tennis balls can substitute if rounders balls unavailable
Set up at corners of playing area for warm-up activity
Alternative: Cones or posts can mark wicket positions
Use to mark boundaries, batting boxes, and activity zones
Alternative: Markers or chalk lines on indoor surface
Suspended or placed as bowling targets at appropriate height
Alternative: Chalk circles or rope circles laid on ground
Arrange in diamond formation for Scatterball game
Alternative: Cones or mats to mark base positions
Available for students requiring additional support
Alternative: Cones can hold ball for static practice
An illegal bowl that is delivered above head height, below knee height, or out of arm's reach of the batter
A legal bowl delivered smoothly underarm between knee and head height, within arm's reach of the batter
A bowl that meets all the legal requirements of rounders bowling
The action of delivering the ball underarm to the batter in rounders
An advanced bowling technique where the ball is delivered in a high arc, dropping steeply into the batting zone
A penalty score awarded to the batting team when the bowler delivers two consecutive no balls
The designated area where the batter must stand when receiving a bowl
When a runner illegally passes another runner who is ahead of them on the bases
A modified bowling technique where the ball is rolled along the ground rather than bowled through the air
A throwing or bowling technique where the arm moves in an upward arc from below waist height
Understanding where pupils are coming from and where they're going
Communication skills when explaining rules to partners and teams. Listening skills during instructions and demonstrations. Vocabulary development with technical terms (valid bowl, donkey drop, no ball, overtaking). Creating and agreeing scoring systems requires negotiation and persuasive language.
Creating scoring systems for bowling practice involves mathematical reasoning about difficulty levels and point allocation. Measuring bowling distances and base spacing requires understanding of measurement and estimation. Calculating team scores and statistics (e.g., bowling accuracy percentages: 7/10 = 70%).
Understanding forces involved in bowling - the arc of the ball involves gravity, trajectory, and momentum. Discussion of how smooth underarm action reduces strain on shoulder joint compared to overarm action. Recognition of muscle groups used in bowling action (deltoids, triceps) and importance of warm-up/cool-down for muscle care.
Spatial awareness during fielding positions - understanding coverage of area and tactical positioning. Directions and movement patterns when running bases (clockwise direction). Mapping game areas and understanding diamond formations.
Teamwork and communication during group activities and games. Fair play and sportsmanship when enforcing and following rules. Resilience when bowling technique doesn't work immediately - growth mindset approach. Inclusion awareness - understanding that rules like batting box create equal opportunities for all abilities.
Position at corner of hall during warm-up for visibility of all groups. During skill development, circulate actively between groups spending 60-90 seconds observing each. During game application, position centrally to observe multiple games, intervening when necessary for safety or rule clarification.
Priority 1: Safety - watch for collisions, inappropriate throwing, hazardous behaviour. Priority 2: Technique - monitor bowling action for legal delivery and consistent technique. Priority 3: Rules - check batting box compliance and no overtaking. Priority 4: Engagement - ensure all students actively participating.
Intervene immediately for safety concerns or flagrant rule violations. For technique errors, observe pattern before intervening - single error vs consistent mistake. Use whole-class freeze interventions for common errors affecting multiple groups. Provide individual coaching during practice rotations. Balance correction with encouragement - aim for 3:1 positive to corrective feedback ratio.
Always demonstrate techniques from side-on angle so students can see full body position. Use slow-motion demonstrations to highlight key phases of bowling action. Demonstrate both correct technique and common errors (exaggerated) so students can identify differences. Involve confident students in demonstrations to provide peer models. For verbal explanations, use simple language and chunk information into 3-point maximum instructions.
Indoor sports hall minimum 20m x 30m with clear ceiling height of 5m for high bowling arcs. Multiple game areas require minimum 3 metres separation between boundaries.
Ensure indoor floor surface is clean, dry, and free from dust or moisture that could cause slipping. Check for any court marking tape that might be lifting and create trip hazard.
STOP signal (whistle or hand raise) for immediate cessation of all activity. Assess injury severity. Minor injuries: student sits out with ice pack if needed. Significant injuries: follow school first aid procedures, call for qualified first aider, do not move student if head/neck/back injury suspected. Ensure rest of class safely supervised while dealing with incident.
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