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Lesson 2 - Bowling, Batting & Fielding Skills

Individual Skills to Team Strategy

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Year 8

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Rounders

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Big Question

How can mastering fielding techniques transform you from a reactive to a proactive player?

Learning Objectives

Develop bowling, batting and ground fielding skills with increasing accuracy and control
Develop tactical awareness whilst playing a small-sided game
Link skills to perform actions and sequences of movement effectively

Key Outcomes

Students will demonstrate improved bowling technique with consistent underarm delivery
Students will show competent ground fielding skills including one-handed pick-up and overarm throws
Students will apply batting skills in a game situation with appropriate tactical awareness
Students will demonstrate leadership skills during team activities

Equipment & Resources Required

Tennis Balls

15 (one per pair for warm-up, extras for skills)

Place in central 'chest' area for warm-up, then distribute for paired activities

Alternative: Foam balls, soft play balls for students needing safer options

Rounders Equipment

10 (one per batting group)

Distribute to groups during skills development

Alternative: Tennis balls can be used if rounders balls unavailable

Cones

40+ (for boundaries, targets, and court markings)

Use to mark Danish Longball court lines, bowling targets, and activity zones

Alternative: Marker spots, plastic bottles, or line markers

Hoops

5 (for bowling target practice)

Position 5 metres from bowlers, held by partners or placed on ground

Alternative: Chalk circles, cone gates, or marked zones on ground

Bibs

15 (for team identification in games)

Distribute to distinguish fielding and batting teams

Alternative: Different coloured bands or team identifiers

Key Vocabulary

Underarm bowling

A smooth pendulum action where the ball is released below shoulder height with fingers pointing towards the target

Batting stance

The balanced ready position with feet shoulder-width apart, knees slightly bent, and bat held ready for the strike

Backlift

The preparation phase where the bat is lifted behind the body before striking forward

Ground fielding

Techniques used to collect balls rolling or bouncing along the ground efficiently

One-handed swoop

A dynamic fielding technique where the player runs in and collects the ball with one hand in a continuous flowing motion

Barrier technique

Fielding method where the non-throwing foot creates a second barrier behind the hands when collecting the ball

Overarm throw

A powerful throwing technique with the arm coming over the shoulder to generate speed and distance

Backstop

The fielding position directly behind the batter who catches bowled balls and prevents them from travelling too far

Skill Progression Pathway

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

Prior Learning

Basic throwing and catching skills from Key Stage 2
Understanding of striking and fielding game concepts
Experience with underarm throwing techniques
Awareness of spatial positioning in games

Current Skills

Refined underarm bowling technique with finger release
One-handed swoop fielding for quick ball retrieval
Barrier fielding technique with foot positioning
Batting stance, grip and backlift fundamentals
Tactical decision-making in game situations

Next Steps

Advanced bowling variations including pace and trajectory changes
Diving and sliding fielding techniques
Batting placement and power development
Complex game strategies and team formations
Officiating and umpiring skills

Milestone Indicators

Consistent bowling accuracy hitting target 7 out of 10 attempts

Fielding and returning ball within 2 seconds of contact

Striking ball beyond first line in 6 out of 10 attempts

Making successful tactical decisions in game situations

Demonstrating visible leadership through communication and encouragement

Key Teaching Points

Loose grip with ball resting on fingers (not palm) enables smooth release and accuracy in bowling
Stepping with opposite foot to throwing arm creates balanced, powerful delivery in bowling and throwing
Head must remain completely still during batting - eyes track ball to contact point for successful strikes
One-handed swoop technique for slow rolling balls enables quick collection and immediate throw transition
Barrier fielding technique with back foot behind hands provides safety net and positions body for powerful overarm throw
Bat safety is non-negotiable: must be carried securely at all times, never thrown or dropped, carried away from body
Leadership in PE is demonstrated through multiple behaviours: communication, encouragement, organisation, tactical thinking, modelling fair play

Common Misconceptions

Misconception: 'Gripping the ball tightly gives more control.' Reality: Loose grip with fingertip release provides accuracy and smooth delivery. Correction: Demonstrate ball 'sitting' on fingers, practice releasing from fingertips in air before throwing.
Misconception: 'Stepping with same foot as throwing arm feels natural so must be correct.' Reality: Opposite foot forward creates proper weight transfer and balance. Correction: Practice stepping pattern without ball, then add throw once footwork established.
Misconception: 'Looking up while swinging bat shows confidence.' Reality: Head movement causes loss of ball tracking and contact. Correction: Practice self-feeding with emphasis only on head stillness, hitting comes after head control mastered.
Misconception: 'Two hands are always better for fielding.' Reality: One-handed swoop for slow balls enables faster collection and continuous motion to throw. Correction: Demonstrate time difference between two-handed stop-then-throw vs. one-handed swoop-and-throw flow.
Misconception: 'Running back immediately is brave/clever to score 5 points.' Reality: Tactical decision depends on ball position, fielder positioning, running speed - sometimes staying is smarter. Correction: Analyse game situations discussing when each choice is appropriate based on probability of success.
Misconception: 'Leadership means being loudest or most skilled player.' Reality: Leadership includes quiet encouragement, organisation, tactical input, modelling fair play - many forms. Correction: Highlight variety of leadership examples throughout lesson showing different valuable contributions.
Misconception: 'Throwing harder always better regardless of accuracy.' Reality: Controlled accurate throws more effective than wild powerful throws in game situations. Correction: Set accuracy challenges showing controlled throwers more successful than powerful inaccurate throwers.

SEN Adaptations

ADHD

Break activities into shorter chunks with frequent changes. Provide clear boundaries and structured zones. Use frequent positive reinforcement and specific feedback. Give active roles - ADHD students often excel in dynamic fielding positions. Allow movement breaks if needed. Use visual and verbal cues together. Keep instructions concise and check understanding. Position near teacher for gentle redirecting if attention wanders. Assign leadership or coaching roles to channel energy positively. Clear, consistent expectations and consequences for behaviour.

dyspraxia

Use larger, lighter equipment easier to manipulate and control. Reduce complexity: fewer steps in skill sequences initially. Provide extra practice time for motor planning of new movements. Break down skills into smaller components and practice each separately. Verbal cues paired with demonstrations help motor planning: 'Step, swing, hit.' Reduce speed of activities initially, gradually increasing pace. Allow static practice before dynamic application. Pair with patient supportive partner. Celebrate effort and improvement over absolute achievement. Visual markers for foot placement during bowling and batting stances.

autism spectrum

Provide visual schedule showing lesson structure at beginning. Clear, predictable routines for activity rotations. Reduce sensory overload: smaller group sizes, quieter environment if possible, reduce visual clutter. Explicit teaching of social expectations during teamwork. Allow processing time between instructions and action. Provide quiet zone option if becoming overwhelmed. Use clear concrete language avoiding idioms. Visual supports showing fielding positions and game rules. Pair with understanding supportive partner. Give advance warning of transitions between activities.

visual impairment

Use brightly coloured balls and bats with high contrast (fluorescent yellow/orange). Provide verbal descriptions of all demonstrations: 'I'm stepping forward with my left foot now.' Use sound-making balls (bells inside) for tracking. Buddy system with sighted partner for spatial guidance. Clear verbal cues for all instructions. Position VI students in less congested fielding areas. Reduce court size to minimise distances.

hearing impairment

Ensure student can see your face when giving instructions - no talking while turned away. Use clear visual demonstrations with exaggerated movements. Provide written instruction cards with key points and diagrams. Use visual signals in addition to whistle (e.g., raised arm for stop). Pair with hearing buddy who can relay urgent verbal information. Position HI students where they have clear sightline to teacher throughout lesson. Use visual timers or hand signals for timing rather than verbal countdowns.

physical disability

Adapt equipment: lighter smaller bats, larger softer balls, use of ramps or tees for batting instead of self-feeding. Modify rules: allow seated batting, shorter running distances, additional time for fielding. Provide wheelchair-accessible court layouts with appropriate surface. Allow support assistant or buddy to help with ball collection. Reduce court dimensions for reduced mobility. Permit underarm throws only if overarm not physically possible. Focus on achievable skill elements with modified success criteria.

Cross-Curricular Links

English

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.

Maths

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).

Science

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.

Geography

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.

PSHE

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.

Teacher Guidance

Positioning

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.

Observation Focus

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.

Intervention Points

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.

Demonstration Notes

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.

Verbal Cues

•'Loose grip - fingers not palm!'
•'Opposite foot steps forward!'
•'Head still - watch the ball!'
•'Swoop and throw - one smooth movement!'
•'Below head height - safety first!'
•'Communicate with your team!'
•'Carry that bat safely - no throwing!'
•'Make the smart decision - risk or safety?'
•'Encourage your teammates - leadership!'
•'Work together - where should fielders position?'

Safety Considerations

Space & Surface Requirements

Space Requirements

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.

Surface Check

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.

Equipment Safety

Safety Checks

•Check all rounders bats for damage, splinters, or cracks before use - remove damaged bats immediately
•Ensure bats are appropriate size and weight for Year 8 students - not too heavy or long
•Inspect all balls (rounders and tennis balls) for correct inflation and condition - discard damaged balls
•Check cones have no sharp edges or broken parts
•Ensure small hoops are undamaged with smooth edges
•Verify all equipment is age-appropriate and fit for purpose
•Store bats safely when not in use to prevent tripping hazards

Risk Management

Key Risks

•Collisions between students during running activities, particularly in warm-up and games
•Being struck by bat during swinging - both batter and nearby students at risk
•Being hit by ball during throwing, bowling, or batting activities
•Trips and falls during running, particularly when carrying bat
•Strains or sprains from sudden movements in fielding
•Head-height throws causing facial injuries
•Bat being thrown or dropped causing impact injuries
•Overexertion in competitive game situations

Risk Mitigation

•Clear boundaries established and reinforced throughout lesson
•Adequate spacing between groups during all activities - minimum 10m gaps for batting
•Explicit teaching and reinforcement of bat safety: carrying not throwing
•Strict enforcement of below-head-height throwing rule in games
•Progressive skill building from static to dynamic to game application
•Mandatory warm-up and cool-down to prevent muscle injuries
•Groupings organised by similar ability where appropriate to reduce skill disparity risks
•Clear stop signals (whistle and 'FREEZE' command) practiced and enforced
•Fielders positioned at safe distances during batting practice (8m minimum)
•Continuous active supervision with teacher circulation across all three courts
•Emergency procedures communicated at start of lesson

Supervision & Emergency Procedures

Supervision Points

•Position yourself to maintain visual contact with all three game courts - use corners or elevated positions
•Monitor bat handling continuously - this is highest risk element requiring constant vigilance
•Circulate actively between courts during games - don't remain static
•Pay particular attention during batting activities - position where you can intervene quickly
•Watch for signs of fatigue or overexertion - reduce intensity if needed
•Monitor competitive intensity - intervene if becoming unsafe or unsporting
•Ensure less confident students receiving appropriate support and not at risk
•Check boundaries remain clear and equipment hasn't drifted into unsafe positions

Emergency Procedures

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.