Individual Skills to Team Strategy
•Year 8
•Rounders
•Place in central 'chest' area for warm-up, then distribute for paired activities
Alternative: Foam balls, soft play balls for students needing safer options
Distribute to groups during skills development
Alternative: Tennis balls can be used if rounders balls unavailable
Use to mark Danish Longball court lines, bowling targets, and activity zones
Alternative: Marker spots, plastic bottles, or line markers
Position 5 metres from bowlers, held by partners or placed on ground
Alternative: Chalk circles, cone gates, or marked zones on ground
Distribute to distinguish fielding and batting teams
Alternative: Different coloured bands or team identifiers
A smooth pendulum action where the ball is released below shoulder height with fingers pointing towards the target
The balanced ready position with feet shoulder-width apart, knees slightly bent, and bat held ready for the strike
The preparation phase where the bat is lifted behind the body before striking forward
Techniques used to collect balls rolling or bouncing along the ground efficiently
A dynamic fielding technique where the player runs in and collects the ball with one hand in a continuous flowing motion
Fielding method where the non-throwing foot creates a second barrier behind the hands when collecting the ball
A powerful throwing technique with the arm coming over the shoulder to generate speed and distance
The fielding position directly behind the batter who catches bowled balls and prevents them from travelling too far
Understanding where pupils are coming from and where they're going
Following multi-step instructions during skill practices. Using specific technical vocabulary correctly (underarm bowling, backlift, barrier technique). Explaining tactical decisions to teammates using clear language. Listening skills during teacher instructions and peer feedback. Verbal communication for leadership: giving encouragement, organising team.
Counting passes and catches during drills. Measuring distances between fielding positions (5m, 8m, etc.). Calculating scores in Danish Longball (1 point vs. 5 points). Angles of throwing and striking - trajectory understanding. Spatial geometry of court zones and boundaries. Statistics: tracking successful bowls out of 10 attempts (fractions, percentages).
Forces: how force applied to ball affects distance travelled. Friction between ball and ground during rolling. Trajectory and gravity affecting ball flight. Aerodynamics of ball when struck. Body systems: cardiovascular response during game (elevated heart rate, increased breathing). Muscle groups used during throwing, batting, fielding. Physics of momentum during running and stopping.
Directions and spatial awareness: positioning fielders relative to batter and bases. Mapping movement patterns around Danish Longball court. Cardinal directions when describing fielding positions. Scale when planning court sizes. Spatial planning of multiple courts within available playing area.
Teamwork and cooperation during pair and group activities. Managing emotions when failing to catch or strike ball successfully. Resilience and perseverance when skills are challenging. Leadership skills - taking responsibility for team organisation. Communication skills - giving clear instructions to teammates. Conflict resolution during competitive games. Fair play and sporting behaviour. Respecting officials' decisions. Building confidence through skill mastery.
Position yourself strategically to observe maximum number of students. During skill development in groups, circulate actively providing individual feedback. During game phase with three courts, position at corner or central elevated position allowing sight of all courts, circulating between them regularly. Never turn your back on batting activities. Stand where students can easily hear your instructions.
Prioritise safety observation: bat handling, throwing below head height, appropriate spacing. Then observe technical skill execution: bowling stepping pattern, batting head stillness, fielding techniques. Monitor tactical awareness: decision-making in games. Assess leadership behaviours: communication, encouragement, organisation. Watch for differentiation needs: students struggling or under-challenged.
Intervene immediately for: unsafe bat handling, head-height throws, reckless behaviour, rule violations causing danger, any conflict between students. Pause activity for: widespread technical errors needing reteaching, confusion about rules or patterns, need for motivational boost or refocusing. Provide individual coaching when: student showing persistent technical error, student needs confidence building, exemplar performance worth highlighting to others.
Demonstrate all new skills clearly before students attempt. Use slow motion for complex skills (barrier fielding, batting technique) then show at full speed. Use confident students as demonstrators when appropriate - builds their confidence and provides peer models. Exaggerate key teaching points during demonstration (e.g., very obvious opposite foot step in bowling). Demonstrate common mistakes then correct version to highlight differences. Repeat demonstrations as needed - not all students learn from single viewing. For game rules, walk through with demonstration group while others watch, then check understanding with questions.
Three separate Danish Longball courts each measuring minimum 15m wide x 35m long. Additional 5m safety margin between courts. Total area required: minimum 30m x 50m outdoor space or large sports hall. Courts must be clearly marked with visible boundaries.
Playing surface must be dry, even, and free from hazards including: stones, glass, holes, wet patches, debris, or obstacles. For outdoor play: grass should be mown and checked for hidden hazards. For indoor play: hall floor must be clean, non-slip, and appropriate for striking and fielding activities.
Immediate STOP signal (whistle blown continuously) - all students FREEZE on the spot. Assess situation quickly. For minor injuries: appropriate first aid delivered on-site with other students moved to safe distance. For serious injuries: send responsible student to get additional staff/first aider immediately, stay with injured student, other students moved to safe supervised area. All injuries recorded according to school policy. Ensure first aid kit accessible before lesson begins.
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