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Lesson 3 - Bowling Technique and Batting Rules

Individual Skills to Team Strategy

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Year 8

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Rounders

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Big Question

What makes a bowling delivery both legal and tactically effective in rounders?

Learning Objectives

Identify and demonstrate the criteria for a 'good ball' in rounders bowling
Apply batting rules including maintaining position in the batting box and correct running order
Develop underarm bowling accuracy and consistency through targeted practice

Key Outcomes

Students will demonstrate legal bowling technique with consistent accuracy
Students will explain and follow batting regulations during game situations
Students will assess their own and peers' bowling performance against success criteria

Equipment & Resources Required

Tennis Balls

15-20

Distribute to bowling practice stations during skill development phase

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

Rounders Equipment

10-12

Use for game application phase once technique is established

Alternative: Softer rounders balls or incrediball for SEND students

Cricket Wickets

Space wickets 15m apart for warm-up activity

Alternative: Cones arranged in wicket formation

Cones

40-50

Mark bowling boxes, batting boxes, target zones and boundaries

Alternative: Markers, flat spots, or chalk lines

Hoops

12-15

Suspend at appropriate height for bowling targets or place as ground markers

Alternative: Chalk circles, rope circles, or marked target zones

Rounders Posts and Bases

1 set (4 bases plus bowling base)

Set up regulation diamond for game application phase

Alternative: Cones, large markers, or chalked squares for each base

Tees

4-6

Available for students requiring additional support during game phases

Alternative: Traffic cones with tennis ball placed on top

Bibs

30 (2 colours)

Differentiate teams during warm-up and game application

Alternative: Different coloured teams or numbered bands

Whistles

Essential for stopping play and signalling transitions

Alternative: Visual signal cards for hearing impaired students

Clipboards

6-8

Distribute for peer assessment during skill development

Alternative: Tablets with digital assessment forms

Key Vocabulary

Good ball

A legal delivery that passes between the batter's knee and head, over the batting area, and bowled underarm with a smooth action

No ball

An illegal delivery that is too high, too low, too wide, or delivered with incorrect technique (overarm or jerky action)

Half rounder

A penalty awarded to the batting team when the bowler delivers two consecutive no balls, allowing the batter to advance

Bowling box

The designated square area 2.5m from the batting base where the bowler must deliver from

Batting box

The 2m square area where the batter must stand to receive the ball; stepping outside results in being out

Donkey drop

A tactical high-arcing delivery that drops steeply into the batting area, designed to disrupt timing

Underarm

A bowling action where the arm swings below shoulder height in a smooth, pendulum motion

Batting order

The sequence in which batters take their turn; overtaking a teammate results in being out

Skill Progression Pathway

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

Prior Learning

Basic underarm throwing technique from Year 7
Understanding of rounders positions and basic rules
Experience with fielding and catching from previous lessons
Awareness of batting box and base running from Lesson 1 and 2

Current Skills

Legal bowling technique with correct arm action
Accuracy in delivering to the batting area
Understanding of 'good ball' vs 'no ball' regulations
Application of batting box rules and running order
Tactical bowling variations including the donkey drop

Next Steps

Advanced bowling tactics including pace variation
Fielding positioning in response to different batters
Full game application with umpiring responsibilities
Tournament play with complete rule application

Milestone Indicators

Consistently delivers 7 out of 10 balls legally

Can explain all 'no ball' criteria without prompting

Demonstrates smooth, controlled underarm action

Adapts bowling tactics based on batter strengths

Key Teaching Points

Legal bowling requires four elements: underarm delivery, smooth pendulum action, knee-to-head height, over batting area - emphasise these consistently
Two consecutive no balls results in half rounder penalty - this rule makes accuracy crucial and creates tactical pressure
Smooth arm action like a pendulum: no jerky movements, no bent elbow - demonstrate this side-on so students see the motion clearly
Release point at hip height determines trajectory - too early goes high, too late goes low
Batters must maintain one foot in batting box when making contact - this prevents dangerous positioning and maintains fair play
Running order must be maintained - overtaking results in being out - explain this prevents unfair advantage and chaos on bases
Progressive distance development: master 7m before moving to 9m, master 9m before attempting 11m regulation distance

Common Misconceptions

MISCONCEPTION: 'Any underarm throw is a legal bowl.' CORRECTION: 'It must have a smooth, pendulum action - jerky movements or bent elbows make it illegal. Show them the difference between a smooth swing and a jerky throw.'
MISCONCEPTION: 'The ball just needs to be low to be legal.' CORRECTION: 'It has a specific zone - between the batter's knee and head when it passes them. Too low (below knee) is a no ball just like too high.'
MISCONCEPTION: 'The donkey drop is a different rule/illegal because it's so high.' CORRECTION: 'The donkey drop is legal as long as it passes the batter in the knee-head zone. The arc can be high in flight, but where it passes the batter determines legality.'
MISCONCEPTION: 'I can step out of the batting box after I've hit/thrown the ball.' CORRECTION: 'You must have at least one foot in the box AT THE MOMENT of contact or throwing. Demonstrate the footwork clearly.'
MISCONCEPTION: 'Overtaking is only wrong if you both reach the base together.' CORRECTION: 'Any overtaking at any point on the running route means you're out. The batting order must stay consistent throughout.'
MISCONCEPTION: 'Bowling fast is more important than bowling accurately.' CORRECTION: 'Accuracy is far more important. Two inaccurate fast bowls means half rounder to the opposition. Controlled, accurate bowling wins games.'
MISCONCEPTION: 'Once I get better, I should always bowl from the furthest distance.' CORRECTION: 'Choose distance that lets you bowl accurately 7+ times out of 10. It's better to bowl accurately from 9m than inaccurately from 11m.'

SEN Adaptations

ADHD

Short, focused activity bursts with regular role rotations; clear, visible boundaries marked with cones; minimise waiting time - keep all students active; provide specific roles and responsibilities; use visual timers for activity durations; frequent positive reinforcement for on-task behaviour; allow brief movement breaks if needed; position near teacher during instructions; use student's name before instructions to gain attention; celebrate effort and improvement with immediate feedback

dyspraxia

Begin with larger, lighter balls (beach balls or foam balls) to build confidence; significantly reduce bowling distances starting at 3-4m; break down bowling action into small sequential steps with practice of each part; use visual step-by-step guides; allow extra practice time at skill stations; reduce complexity of games - simpler rules and smaller teams; provide demonstrations repeatedly; celebrate small improvements; consider hand-over-hand support from TA for technique development; allow seated bowling if balance is challenged

autism spectrum

Provide visual schedule showing lesson structure and timings; clear, consistent routines for activity transitions; quiet zone available if sensory overload occurs; warning before whistle use (loud noise sensitivity); simplify instructions to key points only; use visual cue cards showing bowling technique steps; reduce group sizes for students who find social situations challenging; provide predictability: 'we will do X, then Y, then Z'; celebrate success with specific praise not general; allow use of fidget tools during waiting times

visual impairment

Use brightly coloured balls (yellow or orange) with high contrast against background; provide verbal descriptions of demonstrations with specific spatial language; use audible balls (bells inside) for bowling practice; buddy system with sighted partner for game application; tactile markers for batting box boundaries (rope or textured cones); reduce bowling distances and use larger target zones; provide clear verbal cues for ball location during fielding

hearing impairment

Ensure student positioned to see teacher's face for lip-reading during instructions; use visual demonstration extensively with exaggerated movements; provide written instructions/visual cue cards showing bowling technique breakdown; use visual signals (hand raises, flags) instead of whistle for stop/start; teach British Sign Language signs for key vocabulary to whole class; buddy system for ensuring instructions are understood; position yourself in good lighting for visibility

physical disability

Wheelchair users can participate in adapted bowling from seated position - adjust target heights accordingly; use ramps or chutes for students with limited arm mobility; reduce bowling distances significantly (3-5m); lighter balls (foam or beach balls) for students with reduced strength; modify batting by allowing use of tees or balloon balls; adapted running: wheelchair users navigate course or use designated 'caller' to run for them; fielding roles adapted to catching only from static positions

Cross-Curricular Links

English

Key vocabulary acquisition and usage; verbal communication during gameplay; giving and receiving instructions; explaining rules and concepts to peers; articulating self-assessment and reflection

Maths

Calculating scores using self-devised scoring systems; measuring distances for bowling stations (7m, 9m, 11m); tracking statistics (accuracy rates, successful bowls out of 10); understanding fractions in context of 'half rounders'; angles of ball trajectory and release

Science

Understanding forces in action: projectile motion of bowled balls; effect of release angle on trajectory; friction between ball and surface during rolling; body systems during exercise: cardiovascular response to warm-up and game intensity; muscle groups used in bowling action (core, shoulder, arm)

Design & Technology

Creating scoring systems requires design thinking and problem-solving; considering user-friendliness and fairness in system design; evaluating effectiveness of created systems

Geography

Spatial awareness and positioning on the rounders diamond; directional language (forward, backward, left, right field); mapping movement patterns around bases; understanding of personal space and shared space in fielding positions

PSHE

Teamwork and cooperation during group activities; communication skills in fielding and batting; resilience when accuracy is challenged; peer assessment develops constructive feedback skills; sportsmanship and fair play; respecting rules and regulations; leadership opportunities in coaching roles

Teacher Guidance

Positioning

Position yourself at the corner of activity areas for maximum visibility of all students; during bowling practice, circulate between stations providing individual coaching; during game application, stand where you can observe both batting box and bowling simultaneously; avoid static positioning - active circulation is essential

Observation Focus

Watch for: smooth underarm bowling action (no jerky movements), appropriate release point (hip height), ball trajectory entering knee-head zone, batters maintaining one foot in batting box, runners maintaining correct order without overtaking, fielding communication and strategic positioning, students demonstrating resilience when accuracy challenged

Intervention Points

Step in immediately for: dangerous throwing at close range, overarm bowling in game contexts, batting box violations, overtaking runners, students showing frustration with technique, unsafe equipment handling, signs of over-exertion. Provide real-time positive reinforcement for excellent technique, legal deliveries, tactical decisions, and supportive peer feedback

Demonstration Notes

Demonstrate: All bowling techniques from side profile first so students see arm action clearly, then front view for trajectory; exaggerate key points like smooth pendulum motion; demonstrate both correct technique and common errors for contrast; use students for demonstrations where possible to show attainable technique; break down donkey drop showing difference from standard delivery; demonstrate batting box footwork clearly showing legal vs illegal positioning

Verbal Cues

•'Smooth arm swing like a pendulum!'
•'Release at your hip!'
•'Follow through to your target!'
•'Step into your bowl for power!'
•'Knee to head height - aim for the chest!'
•'Soft hands for catching!'
•'Communicate - call mine!'
•'One foot stays in the box!'
•'Watch the running order - no overtaking!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum playing area 40m x 30m for full lesson delivery; skill practice stations require 5m spacing between lanes; warm-up activity needs 20m x 15m minimum; adequate run-off space beyond bases (3m minimum)

Surface Check

Dry, even grass or sports hall surface free from holes, debris, or standing water; check for trip hazards before lesson; if grass, ensure length allows safe bowling and running; wet conditions require modification to indoor space or alternative surface

Equipment Safety

Safety Checks

•Inspect all balls for damage - no splits or excessive wear
•Check rounders posts are secure and bases stable - no sharp edges
•Ensure cones and hoops are in good condition with no cracks
•Wickets positioned safely with adequate spacing from boundaries
•Tennis balls appropriate alternative for students building confidence or with impact anxiety

Risk Management

Key Risks

•Ball strikes to head or body from throws or bowls
•Collisions between runners and fielders during game application
•Trips and falls during running between bases
•Muscle strains from inadequate warm-up or poor technique
•Slips on wet grass if weather conditions deteriorate

Risk Mitigation

•Comprehensive dynamic warm-up targeting relevant muscle groups
•Clear boundaries and zones established before activities begin
•Students taught to call 'mine' or names to prevent fielding collisions
•Retrievers positioned safely behind targets never in front of bowling
•Progressive skill building from close distances to regulation distances
•Underarm/rolling only rule reduces ball strike impact force
•Adequate spacing between bowling practice stations (5m minimum)
•Posts positioned with clear running lanes to prevent trips
•Teacher positioned for maximum visibility during game application
•Stop signals (whistle) clearly established and practiced

Supervision & Emergency Procedures

Supervision Points

•Position yourself with visibility of all activity areas during skill practice
•During game application, circulate to monitor bowling area and base running
•Monitor high-activity areas: batting box, first base transition
•Watch for students showing signs of fatigue or over-exertion
•Identify and support students struggling with technique to prevent compensation injuries
•Ensure adult supervision ratios appropriate for class size and ability levels

Emergency Procedures

Whistle signal stops all activity immediately; assess injury severity; appropriate first aid administered by qualified first aider; serious injuries require isolation of area and emergency services contact; all injuries recorded in school accident book; students aware of emergency stop procedures