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Lesson 3 - Fielding Skills & Application

Technical Mastery & Analysis

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Year 8

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Cricket

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1h 13min

Big Question

How can mastering different fielding techniques give your team the competitive edge in cricket?

Learning Objectives

Understand the physiological reasons for warming up and demonstrate sport-specific preparation techniques
Describe and demonstrate multiple fielding techniques with correct body positioning and timing
Apply fielding techniques strategically in game situations, selecting the most appropriate method for different scenarios

Key Outcomes

Students will explain the science behind warming up and lead effective cricket-specific warm-up activities
Students will execute long barrier, short barrier, and various catching techniques with consistent accuracy
Students will demonstrate tactical awareness by choosing and applying appropriate fielding techniques during game play

Equipment & Resources Required

Cricket Equipment

6-8

Store safely at side of playing area when not in use

Alternative: Rounders bats, tennis rackets for modified games

Tennis Balls

15-20

Ensure sufficient balls to avoid waiting time

Alternative: Windball or soft cricket balls for safety

Windball Cricket Ball

10-15

Progress from tennis balls to windballs as confidence builds

Alternative: Foam balls for less confident students

Stumps

4 sets

Use plastic stumps for safety in small-sided games

Alternative: Cones or markers if stumps unavailable

Cones

20-30

Mark clear boundaries and activity areas

Alternative: Markers or chalk lines for boundaries

Hoops

10-15

Create targets and goals for activities

Alternative: Chalk circles or rope circles

iPads

4-6

Ensure devices are protected and students know ICT rules

Alternative: Video camera or smartphone for technique analysis

Key Vocabulary

Long Barrier

A fielding technique where the fielder gets their whole body behind the ball, creating a long barrier with their leg to prevent the ball passing

Short Barrier

A quick fielding technique for balls coming directly at the fielder, using hands and forearms to create a barrier

Cushioning

The technique of 'giving' with the hands when catching to absorb the ball's energy and prevent drops

Target Making

Creating a clear visual target for the thrower by positioning hands and body correctly

Hand-Eye Coordination

The ability to coordinate visual input with hand movements to successfully catch or field a ball

Physiological Adaptation

The body's response to warming up including increased blood flow, muscle temperature, and flexibility

Skill Progression Pathway

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

Prior Learning

Basic ball handling skills from Year 7
Understanding of team games and cooperation
Familiarity with cricket equipment and basic rules
Experience with throwing and catching in other sports

Current Skills

Cricket-specific fielding techniques (long/short barrier)
Advanced catching methods for different ball trajectories
Tactical application of fielding skills in game situations
Understanding of exercise physiology and warming up

Next Steps

Advanced fielding positions and roles
Wicket-keeping techniques and specialist skills
Game tactics and field placement strategies
Integration with batting and bowling skills

Milestone Indicators

Confident demonstration of all core fielding techniques

Consistent catching success rate above 80%

Quick decision-making in selecting appropriate fielding method

Effective communication and encouragement of teammates

Key Teaching Points

Watch the ball all the way to your hands - this is fundamental to all cricket fielding
Body position is crucial - side-on for long barrier, square-on for short barrier
Cushioning technique prevents drops - hands 'give' with the ball on contact
Communication is vital - call for catches, encourage teammates, share tactical ideas
Practice makes permanent - repeat correct technique until it becomes automatic
Positive attitude under pressure - mistakes are learning opportunities, not failures
Safety first - controlled throwing speeds and awareness of others at all times

Common Misconceptions

Misconception: 'I need to catch the ball hard to secure it' - Truth: Cushioning and 'giving' with hands is more effective
Misconception: 'Long barrier is just putting your knee down' - Truth: Side-on body position and hand readiness are equally important
Misconception: 'Warming up is just running around' - Truth: Sport-specific movements and understanding of physiology are key
Misconception: 'If I drop one catch, I'm bad at cricket' - Truth: Even professional cricketers drop catches, learning from mistakes matters most
Misconception: 'Short barrier is easier than long barrier' - Truth: Both require different skills and practice, suited to different situations

SEN Adaptations

ADHD

Shorter activity bursts with quick changes, clear physical boundaries, immediate positive feedback, movement breaks between discussions

dyspraxia

Larger equipment initially, extra practice time, simplified instructions, focus on dominant hand initially before bilateral skills

autism spectrum

Clear routine structure, visual timetable of activities, quiet space available if overwhelmed, consistent partner pairings

visual impairment

Use brightly coloured balls, partner with sighted student, verbal descriptions of demonstrations, audio cues for ball location

hearing impairment

Clear visual demonstrations, written instruction cards, hand signals for communication, ensure student can see teacher's face

physical disability

Seated catching practice, use of larger/softer balls, modified distances, alternative barrier techniques using available body parts

Cross-Curricular Links

English

Technical vocabulary development, clear communication during games, following and giving instructions

Science

Exercise physiology - muscle warming, blood flow, elasticity; Forces and motion in ball flight and catching

ICT

Using iPads for technique analysis, recording and reviewing performance footage

Mathematics

Measuring distances for activities, calculating success rates, angles of throwing and fielding positions

PSHE

Teamwork and cooperation, dealing with pressure and competition, supporting others and building confidence

Teacher Guidance

Positioning

Move around perimeter to observe all groups, central position during demonstrations and discussions

Observation Focus

Watch for correct technique development, positive peer interactions, safety awareness, and inclusion of all students

Intervention Points

Step in immediately for safety concerns, poor technique that could become habitual, or exclusion of students

Demonstration Notes

Use student demonstrations wherever possible, exaggerate key points for visibility, break down complex skills into steps, always emphasise safety

Verbal Cues

•'Watch the ball all the way to your hands!'
•'Side-on for long barrier, hands together for short barrier!'
•'Cushion that catch like you're holding an egg!'
•'Great technique under pressure - that's real cricket skill!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 40m x 30m outdoor area or large sports hall with clear boundaries

Surface Check

Level, dry surface free from holes, debris, or slippery patches that could cause slips

Equipment Safety

Safety Checks

•Check all balls are in good condition without splits or damage
•Ensure cones have no sharp edges and are securely positioned
•Verify stumps are stable and plastic versions used for safety
•Confirm iPads are in protective cases and handled carefully

Risk Management

Key Risks

•Ball strikes to face or body during throwing activities
•Collisions between students during game activities
•Slips and falls during dynamic movement and stretching
•Overexertion during competitive game phases

Risk Mitigation

•Clear spacing requirements between pairs and groups maintained
•Progressive skill building from slow to fast ball speeds
•Emphasis on controlled throwing and safe ball speeds
•Regular safety reminders during activities
•Immediate stop signals established and practiced

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all activities and students
•Monitor game intensity and intervene if becoming unsafe
•Watch for students showing signs of fatigue or frustration
•Ensure less confident students are supported and included

Emergency Procedures

Immediate stop signal, assessment of injury, appropriate first aid, removal from activity if needed, contact with office if serious