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Lesson 5 - Long Barrier Technique

Foundations & Skills

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Year 7

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Striking & Fielding

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Big Question

How can intelligent fielding positioning and technique turn defence into attack?

Learning Objectives

Understand the long barrier technique, its purpose and how to perform it safely and effectively
Apply tactical awareness when fielding, including backing up and strategic positioning
Demonstrate decision-making skills in competitive gameplay situations

Key Outcomes

Students will be able to execute the long barrier technique with correct body positioning
Students will understand and apply backing up principles during game situations
Students will make effective tactical decisions about fielding positions based on batter strengths

Equipment & Resources Required

Tennis Balls

12-15

Stored in equipment bags at edge of playing area, easily accessible for skill development activities

Alternative: Foam balls, softer practice balls for students lacking confidence

Rounders Equipment

8-10

Used for game application phase, kept separate from warm-up balls

Alternative: Softer rounders-style balls or tennis balls for less experienced students

Tennis Rackets

4-6 for less able students

Larger hitting surface makes striking easier for developing students

Alternative: Short-handled rackets, foam paddles for better control

Mats

8-10

Range of bat lengths to suit different student heights and abilities

Alternative: Various sizes - shorter bats for less confident strikers

Cones

Used to mark court boundaries, fielding positions, and target areas

Alternative: Floor markers, dome cones

Posts

4 sets (16 bases total)

One set per court for 4-team tournament setup

Alternative: Cones, floor spots, poly spots

T-Stands

2-4

For students who struggle with timing moving balls

Alternative: Cones at varying heights, peer bowling

Stopwatch

One per court to manage timed innings during tournament

Alternative: Mobile phone timers, visible countdown clock

Sun Markers

For demonstrating fielding positions and tactical strategies

Alternative: Flip chart, pre-printed diagrams

Bibs

4 sets of different colours (7 per colour)

To distinguish teams during tournament play

Alternative: Coloured wristbands, team cards

Key Vocabulary

Long barrier

A fielding technique where the fielder creates a barrier with their body positioned sideways, one knee down, to stop a ground ball safely

Backing up

Positioning yourself behind a teammate to stop the ball if they miss it, providing defensive support

Tactical awareness

Understanding the game situation and making intelligent decisions about positioning and actions

Fielding positions

Strategic locations where fielders stand to maximise coverage and prevent scoring

Strategy

A planned approach to achieve success, such as positioning fielders based on a batter's strengths

Tournament

A series of competitive games where multiple teams compete against each other

Timed innings

Each batting team has a fixed time period to score as many points as possible

Rolling

Moving the ball along the ground towards a target or teammate

Bouncing

Throwing the ball so it bounces once before reaching the target, making it harder to strike

Skill Progression Pathway

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

Prior Learning

Basic striking skills with bat and ball
Understanding of indoor striking game rules and scoring
Ability to catch and throw accurately
Basic spatial awareness and team positioning

Current Skills

Long barrier fielding technique
Backing up as a fielding strategy
Tactical positioning based on batter analysis
Decision-making between rolling, bouncing, and barrier techniques

Next Steps

Advanced fielding strategies in competitive tournament play
Communication and leadership in fielding teams
Integration of all striking and fielding skills in full game contexts
Umpiring and officiating skills

Milestone Indicators

Consistent use of correct body shape in long barrier (side-on, knee down, hands creating barrier)

Automatic backing up behaviour without prompting

Visible tactical discussions and position changes between innings

Successful prevention of scoring opportunities through intelligent fielding

Key Teaching Points

Long barrier is a safety technique - hands collect the ball but the body is the backup barrier if hands miss. This prevents balls getting past and reduces scoring opportunities for opponents.
Correct barrier body position is non-negotiable for safety and effectiveness: side-on orientation, inside knee down (knee closest to ball), outside leg fully extended creating seal, hands forward in scoop shape.
Backing up is tactical insurance - position 2-3 metres behind primary fielder to collect balls that evade first attempt. Essential in team defence, prevents runs, builds team trust.
Tactical positioning is dynamic not static - fielders should analyse where batters hit (left/right/short/deep) and adjust positions accordingly during innings. This is strategic thinking in action.
Decision-making about technique selection: rolling balls on ground = ideal for long barrier. Bouncing or aerial balls = stand and catch. Teach students to read ball trajectory and choose technique.
Communication is essential for successful fielding - verbal calls ('Mine!', 'Yours!', 'Backing up!') prevent collisions, clarify responsibilities, improve team coordination and success rates.
Quality technique maintained under pressure demonstrates mastery - expect students to use correct barrier form even in fast-paced competitive games, not abandoning technique when pressured.

Common Misconceptions

Misconception: 'The long barrier is just for catching ground balls.' Correction: The long barrier is primarily a safety backup - your hands catch the ball, but if you miss, your body barrier prevents it passing through. It's defensive insurance, not the primary catching method.
Misconception: 'I should face the ball front-on to see it better.' Correction: Side-on position is essential because it creates the longest barrier with your body and leg. Front-on leaves gaps either side that balls can pass through. Your peripheral vision can still track the ball while side-on.
Misconception: 'Either knee can go down, it doesn't matter.' Correction: The inside knee (knee closest to the ball) must go down. This positions your body to create the barrier on the ball's path. Wrong knee creates a gap the ball can escape through.
Misconception: 'Backing up means standing anywhere behind my teammate.' Correction: Backing up is strategic positioning - 2-3 metres directly behind the primary fielder, ready to move in any direction. Too close and you can't react; too far and ball gets past both of you. Distance and alignment matter.
Misconception: 'I should always use the long barrier for every ball.' Correction: Long barrier is specifically for rolling balls on the ground. Bouncing balls and high balls require you to stand and catch. Read the ball's trajectory and choose the appropriate technique - this is skilled decision-making.
Misconception: 'Fielders should spread evenly across the whole space all the time.' Correction: Tactical fielders position based on where balls are likely to go. Analyse batter patterns (do they hit left? right? short? deep?) and position your team accordingly. Smart fielding is adaptive not random.

SEN Adaptations

ADHD

Short, focused activity blocks with frequent changes maintain engagement (lesson structure supports this). Clear, simple instructions repeated and checked for understanding. Physical activity throughout keeps fidgeting/restlessness channeled productively. Provide specific roles and responsibilities in games ('You are first base fielder'). Use visual timers for timed innings making abstract time concrete. Offer movement breaks if needed. Position near teacher during instruction for focus support. Use of whistle/signals for clear start/stop rather than lengthy verbal instructions. Immediate, specific feedback: 'Perfect barrier position right there!' Channel energy into positive leadership roles (demonstrator, equipment manager).

dyspraxia

Break down barrier technique into very small, sequential steps practiced separately before combining. Use physical guidance (hand-over-hand) to teach body positions initially. Larger, slower balls easier to track and coordinate with. Reduce speed of activities allowing more processing time. Simplify game rules and reduce number of simultaneous demands. Use verbal self-talk prompts ('shuffle, turn, drop, extend') to sequence movements. Allow extra practice time before adding competitive pressure. Celebrate effort and improvement over absolute performance. Consider vision/perception support - some students with dyspraxia benefit from coloured overlays or reduced visual clutter. Peer buddy can model movements for copying. Position in less pressured fielding areas initially (e.g., deep fielder rather than close catching position).

autism spectrum

Provide visual schedule showing lesson structure and timings, display prominently and refer to throughout. Clear, predictable routines for each lesson phase. Use consistent language and signals for transitions. Provide advance warning of changes ('In 2 minutes we will stop and change activity'). Offer quiet space option if overstimulation occurs (sensory overload from noise/movement). Use visual checklists for barrier technique steps. Clearly defined boundaries and rules, consistently enforced. Allow use of ear defenders if noise levels distressing. Pair with understanding, patient peer. Celebrate small successes, provide specific positive feedback ('Great knee position in your barrier!') rather than general praise.

visual impairment

Use bright, high-contrast coloured balls (yellow or orange) against contrasting floor colour. Provide verbal cues describing spatial setup and ball location ('ball rolling toward your right side'). Allow tactile exploration of barrier position with teacher or peer guidance. Reduce playing area size for easier navigation. Use sound-making balls (bells inside) if available. Buddy system with sighted partner providing verbal guidance during games. Clear verbal descriptions of game action: 'Ball struck, rolling toward third base.'

hearing impairment

Ensure student positioned to see teacher's face during all demonstrations and instructions (lip reading access). Use exaggerated visual demonstrations and hand signals for key instructions (thumbs up = good technique, pointing = direction to move). Provide printed instruction cards or visual diagrams for game rules and barrier technique steps. Visual start/stop signals (coloured flags, hand signals) instead of whistle. Buddy system with hearing peer who can tap shoulder for attention and point to important information. Face student directly when speaking, speak clearly without shouting.

physical disability

Adapt long barrier for wheelchair users - position chair side-on, extend arm creating barrier instead of leg. For students with limited mobility, assign static fielding positions (base positions) rather than chasing balls. Use larger, slower balls requiring less rapid movement. Reduce distances between bases for running/wheeling. Allow seated version of batting using adapted equipment (larger bat, T-stand). Peer support for equipment collection and setup. For students unable to kneel, teach standing barrier alternative (low squat position, hands low). Celebrate effort and participation not performance outcomes.

Cross-Curricular Links

English

Speaking and listening - tactical discussions, explaining techniques to partners, responding to questions during reflection, using sports-specific vocabulary correctly. Technical vocabulary - learning and using terms like 'long barrier,' 'backing up,' 'tactical awareness,' 'fielding positions.' Instructional language - following multi-step instructions for techniques and game rules, giving instructions to teammates during play. Peer teaching - explaining and demonstrating skills to others, developing clear explanatory communication.

Maths

Measurement - distances between bases, calculating optimal fielding positions using estimation of distance. Geometry - understanding angles of throws, trajectory of balls, spatial positioning creating coverage zones. Statistics - tracking scores, runs, comparing team performance, calculating success rates of techniques. Time - managing timed innings (4 minutes), understanding duration and countdown, calculating remaining time for tactical decisions.

Science

Forces - understanding force applied to ball when rolling/bouncing, friction between ball and floor, gravity's effect on ball trajectory. Motion - analysing speed and direction of balls, velocity required to reach bases before runners. Body systems - recognising cardiovascular response to exercise (heart rate increase during games, decrease during cool-down), muscle contraction during barrier position and throwing. Levers - understanding body as lever system during throwing actions.

Geography

Spatial awareness - positioning on courts, understanding relative positions (behind, beside, between), mental mapping of fielding positions. Directions - using directional language (forward, back, left, right, diagonally), understanding positioning relative to boundaries and bases. Scale - understanding indoor space as scaled-down version of outdoor pitches, proportional base distances.

PSHE

Teamwork and cooperation - working collaboratively in fielding teams, supporting teammates through backing up, respecting others' abilities and contributions. Communication - verbal calls during games, tactical discussions, expressing ideas about positioning, active listening to teammates and teacher. Resilience and growth mindset - persisting with difficult techniques, learning from mistakes, accepting that skills develop through practice. Emotional regulation - managing competitive feelings, dealing with winning/losing positively, maintaining sportsmanship. Leadership - opportunities to direct teammates, make tactical decisions, demonstrate skills to peers.

Teacher Guidance

Positioning

During whole-class instruction (warm-up, skill introduction, cool-down): position centrally where all students can see and hear clearly. During skill development and game application: circulate actively between groups/courts, spending equal time with each, maintaining sight lines to all areas. Position yourself to see maximum number of students simultaneously. Stand with back to walls/edges rather than centre to maintain full court visibility.

Observation Focus

Technique quality: monitor long barrier execution for correct body position, knee placement, extended leg, hand position. Safety: watch for controlled movements, safe spacing, appropriate ball speeds, fatigue levels. Engagement: identify students who are off-task, struggling, or dominating activities. Tactics: observe decision-making about when to use barrier, positioning choices, backing up implementation. Social interactions: monitor communication, teamwork, sportsmanship, inclusion of all students.

Intervention Points

Step in immediately if: safety concern arises (collision risk, dangerous throws, poor bat control), technique is consistently poor and reinforcement needed (pause activity for quick re-teach), conflict between students develops, student appears distressed or injured, activity is not working as planned (unclear instructions, wrong difficulty level). Use 'stop and reset' rather than talking over activity. Be proactive not reactive - intervene before problems escalate.

Demonstration Notes

Demonstrate: Always show new skills slowly first, then at full speed. Use student demonstrators to show successful examples and to keep other students engaged. Exaggerate key technique points for visibility (e.g., very clear side-on position, obvious knee drop). Demonstrate common mistakes as well as correct technique to highlight differences. For long barrier: show side view for body position, front view for barrier effectiveness. Provide demonstrations from multiple angles when possible. Ensure all students can see demonstration - arrange in semi-circle, check sight lines.

Verbal Cues

•'Soft touches, control the ball!'
•'Find space, spread out!'
•'Side-on position, make your barrier!'
•'Backing up - who's behind?'
•'Communicate! Call the ball!'
•'Watch the ball into your hands!'
•'Quick feet, get there fast!'
•'Adjust your positions, where are balls going?'
•'Quality technique even under pressure!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Indoor sports hall or gymnasium, minimum dimensions 20m x 15m to accommodate multiple activity areas safely. For tournament phase, ability to create 3 separate courts with minimum 2-metre spacing between courts. Clear height of minimum 4 metres to allow for safe striking and throwing. Adequate run-off space around all playing areas.

Surface Check

Dry, even, non-slip indoor surface (sports hall flooring). Check for any water spillages, debris, or damaged flooring before lesson. Ensure no protruding equipment or obstacles in playing areas. Mark any unavoidable hazards clearly with cones.

Equipment Safety

Safety Checks

•All balls checked for correct inflation and good condition (no splits or excessive wear)
•Bats inspected for damage - no cracks, splinters, or loose handles
•Cones stable and flat-bottomed to prevent tripping
•Bases secured and low-profile to minimise trip hazards
•T-stands (if used) stable and positioned safely away from traffic areas
•Tennis rackets appropriate size for age group with secure strings and no frame damage

Risk Management

Key Risks

•Collisions between students during dynamic activities and games
•Impact from thrown or struck balls
•Trips and falls during running and rapid direction changes
•Knee injuries when dropping into barrier position, particularly on hard surfaces
•Bat strikes to other students or self if poor technique or spatial awareness
•Overexertion or exhaustion during high-intensity tournament play
•Slips from sweat on floor during extended activity

Risk Mitigation

•Clear boundaries established for all activities with adequate spacing between playing areas
•Teach and reinforce safe barrier technique with controlled knee descent, consider knee pads
•Emphasise controlled, accurate throws rather than maximum power
•Establish 'STOP' signal that halts all activity immediately for safety interventions
•Ensure adequate warm-up before intense activity and cool-down after
•Monitor student fatigue levels and provide rest/water breaks as needed
•Reinforce safe bat handling - carrying low, awareness of others in vicinity
•Batting areas positioned away from walls and other students
•Soft balls (tennis balls) used rather than hard cricket or baseballs for indoor environment
•Progressive skill building from static practice to dynamic game application
•Regular reminders about spatial awareness and looking before moving
•Equipment collected and stored safely when not in use to prevent trip hazards

Supervision & Emergency Procedures

Supervision Points

•Position centrally during warm-up and skill introduction for visibility of all students
•Circulate actively during skill development and tournament phases to monitor all areas
•Particular attention to batting areas during games to prevent bat-related incidents
•Monitor students with known medical conditions or injuries for signs of distress
•Position to see all courts during tournament play while being close enough to intervene quickly
•Check in regularly with less confident students who may not voice safety concerns

Emergency Procedures

STOP signal (whistle and/or shout 'STOP') halts all activity immediately. Assess situation - if injury occurred, secure area and prevent further movement of injured student. Send reliable student for additional adult assistance if needed. Apply first aid within competence level. Complete accident report form for any injuries. Contact parents/guardians for any injuries beyond minor bumps. Ensure other students supervised safely while dealing with emergency.