Lesson 4 - Fielding Skills and Decision Making
Foundations & Skills
•Year 7
•Striking & Fielding
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How can effective fielding techniques and communication transform a team's defensive performance?
Learning Objectives
- Students can identify and demonstrate core fielding skills including overarm and underarm throwing
- Students understand the importance of accurate fielding and can apply decision-making in game situations
- Students can communicate effectively as a fielding team to anticipate and respond to the ball
Key Outcomes
- All students will demonstrate basic overarm and underarm throwing techniques with appropriate stance
- Most students will execute accurate throws to target areas in practice and game situations
- Some students will make advanced tactical decisions about fielding positions and throw selection during competitive play
Equipment & Resources Required
Store in bags at activity stations, distribute evenly for Empty the Yard game
Alternative: Foam balls, softballs, bean bags for students with grip difficulties
Available for skill development stations
Alternative: Softer practice balls for students with catching anxiety
Available for students needing larger striking surface
Alternative: Cricket bats, small paddles
Mark boundaries for Empty the Yard, bases for games, safety zones
Alternative: Marker spots, chalk lines
Set up diamond formations for game application - 15-20m between bases
Alternative: Cones as base markers, floor spots
For modified batting during game application if needed
Alternative: Traffic cones with tennis balls balanced on top
Key Vocabulary
The act of retrieving and returning the ball to prevent runs or dismiss batters in striking and fielding games
A throwing technique where the arm moves over the shoulder, used for long-distance, powerful throws
A throwing technique where the arm swings below shoulder height, used for short, accurate throws
Athletic stance with knees bent, weight forward on balls of feet, hands ready, eyes on the ball
Verbal and non-verbal signals between fielders to coordinate positioning and ball retrieval
A throw that reaches the intended target area at catchable height and speed
The specific base or position to which a fielder aims their throw to prevent runs or make dismissals
The process of choosing the most effective fielding action based on game situation, ball position, and runner location
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic throwing and catching techniques from Key Stage 2
- Understanding of personal space and movement in games
- Experience with cooperative team activities
- Previous lessons on batting and striking techniques
Current Skills
- Core fielding techniques - overarm and underarm throwing
- Ready position and anticipation skills
- Team communication during fielding
- Decision-making about throw selection and target bases
- Spatial awareness in fielding contexts
Next Steps
- Advanced fielding positions and specialist roles
- Long barrier technique and ground fielding
- Relay throwing and backing up
- Full game application with batting and fielding integration
- Tactical team strategies for field placement
Milestone Indicators
Key Teaching Points
- Side-on stance is critical for powerful overarm throws - shoulder points at target, not chest
- Opposite foot steps forward when throwing (right arm = left foot forward) for weight transfer and power
- Follow through completes the throw and improves accuracy - arm finishes pointing at target
- Ready position must be automatic - knees bent, weight on balls of feet, hands ready, eyes alert
- Underarm throws are faster but shorter range - perfect for quick returns and close-range accuracy
- Communication prevents collisions and improves team efficiency - call 'Mine!', use names, direct teammates
- Decision-making about throw type depends on distance and urgency - overarm for distance, underarm for speed
Common Misconceptions
- MISCONCEPTION: 'Throwing hard is the same as throwing accurately.' CORRECTION: 'Accuracy comes from technique and controlled power, not maximum force. Demonstrate accurate throw at 70% power vs. wild throw at 100% power.'
- MISCONCEPTION: 'Ready position is just standing still waiting for the ball.' CORRECTION: 'Ready position is an active, dynamic stance - you're coiled and ready to explode into action. Show difference between passive standing and active ready position.'
- MISCONCEPTION: 'Overarm throws are always better than underarm.' CORRECTION: 'Each throw type has specific purposes. Use game scenarios to show when underarm is superior - close range, quick release situations.'
- MISCONCEPTION: 'The ball does all the work in throwing.' CORRECTION: 'Your whole body contributes - feet for stability, legs for power, core for rotation, arm for direction. Demonstrate throwing with only arm vs. full body engagement.'
- MISCONCEPTION: 'Fielding is less important than batting in striking and fielding games.' CORRECTION: 'Elite teams win through exceptional fielding - it prevents runs and creates dismissal opportunities. Show statistics or examples from professional cricket/rounders where fielding changed the game.'
SEN Adaptations
ADHD
- Short activity bursts with clear start/end points (e.g. 60 second Empty the Yard rounds). Very clear boundaries marked visually. Frequent feedback and praise for on-task behaviour. Movement breaks built into lesson structure. Active roles throughout - no long periods of standing idle. Visual and verbal instructions together. Buddy system for focus support.
dyspraxia
- Use larger, lighter balls for easier catching and throwing. Break skills into smaller steps with extra practice time. Provide visual cues for throwing technique (footprints for where to step). Slower-paced practice without time pressure initially. Verbal rehearsal of movements before attempting. Celebrate effort and improvement over comparison to others. Allow extra thinking time for decision-making in games.
autism spectrum
- Provide visual schedule showing lesson structure and timings. Clear, predictable routines throughout lesson. Quiet zone available if sensory overload occurs. Use social stories before competitive games to prepare for emotions. Reduce number of participants in immediate activity area if large groups overwhelming. Provide specific roles with clear expectations. Warning before loud noises (whistle).
visual impairment
- Use brightly coloured balls (yellow, orange) for better visibility. Provide verbal descriptions of all demonstrations. Use audible balls (bells inside) for tracking. Buddy system with sighted partner for spatial orientation. Reduce playing area size for easier navigation. Provide tactile markers for base positions.
hearing impairment
- Ensure student can see teacher's face during all instructions (lip reading). Use visual demonstrations extensively. Written instructions on whiteboard for reference. Hand signals for key commands (start, stop, positions). Buddy system for relaying verbal information. Reduce background noise where possible during instruction phases.
physical disability
- Wheelchair users can participate in fielding roles with adapted throwing (seated position provides stability). Use lighter balls or bean bags for easier handling. Reduce throwing distances to achievable range. Provide alternative to running (wheeling around bases or having runner). Modified 'out' rules to ensure success. Use ramps or tees for batting assistance if needed.
Cross-Curricular Links
English
Using specific sports vocabulary accurately. Giving clear verbal instructions to teammates. Listening skills during teacher instructions. Explaining tactical decisions using appropriate language. Providing constructive peer feedback.
Maths
Estimating and measuring distances between bases (12 metres). Calculating angles of throw to reach targets efficiently. Counting scores and comparing results between teams. Timing activities (60 second rounds). Using fractions to express accuracy (8 out of 10 catches = 8/10 = 80%).
Science
Understanding forces applied during throwing (push/pull). Trajectory and gravity affecting ball flight. Newton's Third Law - action/reaction in throwing. Heart rate changes during exercise. Muscle groups used in different throw types (shoulder, triceps, core).
PSHE
Teamwork and cooperation during fielding activities. Communication skills - giving clear instructions, encouraging teammates. Resilience when making errors or losing games. Leadership opportunities when organising teams. Managing emotions in competitive situations. Fair play and sportsmanship.
Teacher Guidance
Positioning
Position at the perimeter of activity areas for maximum visibility. During demonstration, ensure all students can see clearly. During games, circulate between groups while maintaining overall visibility. Stand at side of hall during Empty the Yard for full court view.
Observation Focus
Watch for: correct throwing technique (side-on stance for overarm, pendulum for underarm), ready position adoption, communication between students, safe spacing during activities, throw accuracy, decision-making in games, student engagement levels, signs of fatigue or overexertion.
Intervention Points
Intervene immediately if: unsafe throwing (head height near others), bat misuse, collisions occurring, students crossing boundaries during games, wild/uncontrolled throws, rules being broken repeatedly, any student appears injured, arguments or disputes arising, students disengaged or refusing to participate.
Demonstration Notes
Always demonstrate techniques in exaggerated slow motion first, then at full speed. Use student demonstrators for alternative angles. Break complex skills into component parts. Show common mistakes as well as correct technique ('Not this... but this'). Repeat demonstrations for different learning styles. Use verbal commentary during demonstration ('Watch my feet... now my arm... now the follow through').
Verbal Cues
- •'Side-on stance!' - to prompt correct overarm position
- •'Pendulum swing!' - to remind underarm technique
- •'Ready position!' - to activate fielding stance
- •'Call for it!' - to promote communication
- •'Step and throw!' - to emphasise weight transfer
- •'Follow through!' - to complete throwing action
- •'Freeze!' - emergency stop command
- •'Chest height!' - to guide throw accuracy
Safety Considerations
Space & Surface Requirements
Space Requirements
Full sports hall (minimum 25m x 15m) or outdoor hard court area. Multiple activity zones requiring clear separation. Adequate space for 30 students to work in small groups simultaneously without interference.
Surface Check
Indoor: Clean, dry sports hall floor free from water or debris. Check for any damage or uneven surfaces. Outdoor: Flat tarmac or astroturf surface, dry conditions only. Remove any litter or obstacles before lesson begins.
Equipment Safety
Safety Checks
- •Tennis balls - check for adequate bounce and no splits/damage
- •Rounders balls - appropriate hardness for age group, not too hard
- •Bats - check for splinters, cracks or loose grips. Ensure appropriate weight for Year 7
- •Cones - no sharp edges, stable base, bright colours for visibility
- •Bases - securely placed, not creating trip hazards when running over them
- •All equipment inspected before lesson and replaced if damaged
Risk Management
Key Risks
- •Ball strikes to head or face during throwing activities
- •Collisions between students during running or fielding
- •Trips over equipment (bases, cones, balls on floor)
- •Bat strikes if not controlled properly
- •Slips on indoor surface if wearing inappropriate footwear
- •Muscle strains from throwing without adequate warm-up
- •Overexertion in competitive activities
Risk Mitigation
- •Establish clear throwing protocols - no throwing until instruction given, controlled throwing only
- •Enforce 'Mine!' calling to prevent fielding collisions
- •Adequate spacing between activity areas (minimum 5 metres)
- •Clear boundaries marked for all games to prevent cross-activity interference
- •Progressive skill building from shadow practice to full game application
- •Comprehensive warm-up targeting throwing muscles (shoulders, arms, core)
- •Strict supervision during bat use - bats placed safely when not actively batting
- •Monitor student exertion levels, particularly during Empty the Yard - provide rest if needed
- •Enforce appropriate footwear - trainers with grip, no outdoor shoes on indoor courts
- •Clear stop signals established and practiced - whistle, raised hand, verbal 'STOP'
Supervision & Emergency Procedures
Supervision Points
- •Position at edge of hall for maximum visibility of all activity areas
- •Circulate during games to monitor safety and technique
- •Scan continuously for unsafe behaviours (wild throwing, dangerous bat use)
- •Monitor high-energy activities (Empty the Yard) especially carefully for over-exertion or dangerous play
- •Position near highest-risk activities (batting areas) when possible
- •Use teaching assistants (if available) to supervise separate game areas
Emergency Procedures
Immediate STOP command (whistle + raised hand + verbal). All students freeze. Assess situation. For minor injury (bumps, scrapes): First aider provides immediate care, student sits out if needed. For significant injury: Send responsible student to fetch additional help, administer first aid, complete accident report. Emergency contact details accessible. First aid kit location known to all staff.