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Lesson 5 - Long Barrier and Strategic Fielding

Individual Skills to Team Strategy

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Year 8

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Rounders

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Big Question

How can effective fielding techniques turn defence into attack?

Learning Objectives

Understand the long barrier technique, its purpose and how to perform it correctly
Apply strategic fielding positions based on batter strengths
Demonstrate effective backing up techniques to prevent boundary runs

Key Outcomes

Students will execute the long barrier technique with correct body positioning
Students will work collaboratively to implement tactical fielding strategies
Students will analyse and adapt fielding positions during gameplay

Equipment & Resources Required

Tennis Balls

12-16 (2 per group initially, more for progressions)

Place in equipment bags at each practice station

Alternative: Foam balls, soft touch balls for students with anxiety about hard balls

Rounders Equipment

7 bats of varying sizes

Keep separate from tennis balls to avoid confusion

Alternative: Incrediball or softer rounders balls for mixed ability groups

Tennis Rackets

2-3 for differentiation

Available for students requiring additional support with striking

Alternative: Larger striking surface alternative for students with coordination difficulties

Cones

24-30 cones in various colours

Use different colours to mark boundaries, scoring zones, and team areas

Alternative: Markers, spots, or chalk lines if cones unavailable

Rounders Posts and Bases

4 bases per pitch (2 pitches for tournament)

Secure posts firmly, ensure no trip hazards, check stability before play

Alternative: Cones or mats can mark base positions if posts unavailable

Marking tees (optional)

7 tees

Use to mark specific fielding positions or practice zones

Alternative: Ground markers or cones can be used instead

Bibs

30 in 6 different colours

Sort into team sets before lesson to speed up distribution

Alternative: Team identification through positioning if bibs unavailable

Stopwatch

2 (one per pitch)

Needed for timed innings during tournament play

Alternative: Mobile phone timer, large visible countdown clock

Key Vocabulary

Long barrier

A fielding technique where the fielder positions their body sideways with one leg extended along the ground to create a barrier that stops rolling balls

Backing up

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

Strategic fielding

Positioning fielders based on the batter's strengths, weaknesses and hitting tendencies

Tactical awareness

Understanding the game situation and making smart decisions about where to throw, when to run, and how to position

No ball

An illegal delivery in rounders that results in a penalty, allowing the batter to advance

Communication

Clear verbal and non-verbal signals between teammates to coordinate fielding efforts

Rounder

A complete run around all four bases, scoring one full point for the batting team

Half rounder

A partial score of 0.5 points, awarded in specific situations such as hitting the ball and reaching second base

Skill Progression Pathway

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

Prior Learning

Basic catching and throwing techniques from previous lessons
Understanding of rounders rules and scoring system
Experience with fielding positions and basic gameplay
Awareness of underarm and overarm throwing techniques

Current Skills

Long barrier technique with correct body alignment
Strategic positioning based on batter analysis
Backing up as a defensive support system
Quick decision-making between barrier and other fielding methods

Next Steps

Advanced fielding combinations and relay throws
Complex tactical play including setting fielding traps
Tournament play with officiating responsibilities
Leadership of team defensive strategies

Milestone Indicators

Consistently stops ground balls without fumbling

Automatically positions body side-on with leg extended

Anticipates where backing up is needed before the play

Recognises batter tendencies and adjusts position accordingly

Key Teaching Points

Long barrier technique has four key components that must all be present: 1) Get low (bent knees, lowered centre of gravity), 2) Knee down (one knee firmly on ground), 3) Leg extends (opposite leg fully straight along ground creating barrier), 4) Hands ready (positioned in front to collect ball, fingers spread). Miss any component and the technique becomes ineffective.
The purpose of the long barrier is creating a body wall that guarantees the ball won't pass even if hands miss - it's a safety-first technique for crucial defensive situations when preventing runs is essential, not used for every ground ball.
Backing up is not optional - it's essential defensive support. Every post should have a backing fielder 3-4 metres behind. Every primary fielder should know someone is backing them. This creates a defensive system rather than individual fielding.
Strategic fielding means actively observing batters and adapting positions based on their tendencies. After 2-3 hits, patterns emerge. Elite fielders anticipate, don't just react. Captains must lead this tactical thinking.
Communication between fielders is THE difference between good and great fielding teams. Clear calls ('Mine!', 'Yours!', 'I'm backing!', 'Where shall I throw?') prevent collisions, ensure coverage, and create team cohesion.
Technique must be maintained under pressure and fatigue. In practice it's easy; in the final innings when tired and behind on points, quality technique is what separates success from failure. Emphasise 'stay with your technique' constantly.
Year 8 students can handle complex tactical thinking - treat them as developing tactical athletes not just participants. Use proper terminology, expect strategic thinking, demand high standards, and they will rise to meet them.

Common Misconceptions

MISCONCEPTION: 'Long barrier and bending over to pick up the ball are basically the same.' CORRECTION: They serve different purposes. Barrier guarantees stop (safety-first), bending over is faster but ball can escape if you miss (risk-taking). Use barrier when you MUST stop the ball; quick pickup when speed matters more than certainty.
MISCONCEPTION: 'I should face forward toward the ball when doing the barrier.' CORRECTION: Body must be SIDEWAYS. The extended leg creates a wall along the ball's path. If you face forward, you're reaching across your body and the ball can pass on either side. Demonstrate both positions and show the difference.
MISCONCEPTION: 'Backing up means standing nearby watching in case my teammate needs help.' CORRECTION: Backing up means specific positioning 3-4 metres directly behind in line with the throw, staying alert and ready to react instantly. It's active defence, not spectating. You're the second line of defence assuming the ball WILL get through.
MISCONCEPTION: 'Strategic fielding is too complex for us to use in games.' CORRECTION: It's simply observation and adjustment. Watch where balls go 2-3 times, move toward that area. Year 8 students are absolutely capable of this tactical thinking - it just needs explicit teaching and practice.
MISCONCEPTION: 'Competitive tournament games are just for fun, technique doesn't matter.' CORRECTION: Game application is WHERE technique matters most! Practices develop technique; games test if you can maintain it under pressure. The best learning happens when you execute your practiced skills in authentic situations.
MISCONCEPTION: 'If I call Mine! loudly, my teammate HAS to let me take it even if I'm not in the best position.' CORRECTION: Communication needs to be smart not just loud. The fielder in the best position calls first, others respond by clearing space. If two call simultaneously, the one with easier angle takes it. It's collaborative decision-making, not whoever shouts first.',
MISCONCEPTION: 'The barrier is only for rounders
I'll never use it in other sports.' CORRECTION: The barrier technique is used in cricket
softball
baseball
and general fielding in many sports. The principle (create a body wall to guarantee stops) applies widely. You're learning a transferable skill.

SEN Adaptations

ADHD

Break activities into short chunks with clear time boundaries (timers visible help structure). Provide movement breaks between sections (this lesson structure naturally includes this). Offer choice where possible: 'Would you like to roll or field first?' to increase engagement. Use high-energy, fast-paced activities to maintain attention - this lesson's competitive elements naturally support this. Provide immediate, frequent feedback and praise for on-task behaviour and good technique. Assign specific roles and responsibilities (captain, equipment manager) to channel energy positively. Use visual and kinesthetic learning (demonstrations, active practice) more than lengthy verbal explanations. Allow fidget tools during cool-down reflection if sitting still is challenging. Seat near teacher during instruction phases for proximity support and re-direction if needed.

dyspraxia

Use larger, slower-moving balls initially (beach ball size foam ball for practice). Break barrier technique into smaller component parts, mastering each before combining. Provide additional practice time and repetition for motor learning. Use physical guidance: teacher or TA physically guiding body into correct positions. Reduce distances initially so success is achievable, building confidence before extending. Provide visual cue cards showing barrier technique in sequence. Allow use of alternative equipment: tennis racket for batting provides larger surface area. In games, position in less demanding fielding positions initially (deep field rather than post positions requiring quick reactions). Celebrate effort and improvement rather than comparing to others. Allow additional warm-up time as students with dyspraxia often need longer to prepare motor systems for coordinated activity.

autism spectrum

Provide visual schedule showing lesson structure and time for each section to reduce anxiety about unknown elements. Give advance warning before transitions: '2 minutes until we move to game play'. Create quiet zone option if sensory overload occurs during high-intensity tournament. Use clear, literal language avoiding idioms or abstract concepts. Provide written instructions to supplement verbal for students who process written information better. Allow use of ear defenders if noise levels (shouting during tournament) cause distress. Establish clear consistent routines for equipment collection and rotation. Provide social stories in advance about tournament expectations and sportspersonship if competitive situations cause anxiety. Offer leadership roles that play to strengths (scorekeeper, umpire) if physical participation overwhelming.

visual impairment

Use bright coloured balls (yellow or orange) for maximum contrast, provide verbal descriptions of all demonstrations with clear directional language, assign buddy partner for spatial guidance and positioning support, allow closer practice distances initially, use audible balls (bells inside) for sound tracking if available, tactile guidance for barrier positioning (teacher physically guides body into correct position), ensure playing area boundaries are clearly marked with tactile markers or rope lines

hearing impairment

Position student where they can clearly see teacher's face and demonstrations at all times, use visual demonstration extensively rather than relying on verbal explanation, provide written instruction cards with key teaching points and diagrams, establish clear visual signals for commands (thumbs up = good, flat hand = stop, pointing = direction), assign communication partner who can relay instructions through sign if student uses BSL, use visual cues for starting/stopping activities (coloured flags or lights rather than whistle), ensure student can see teammates' faces for lip reading during team discussions

physical disability

Adapt barrier technique: if kneeling not possible, use seated floor position creating barrier with legs while seated, or standing version with wide legs and hands low. Reduce distances for rolling and throwing activities. Provide lighter alternative equipment (foam balls, lighter bat alternatives). In games, modify rules to allow additional time or assistant runner if mobility affected. Ensure wheelchair users can participate: create wheelchair-accessible fielding positions, adapt barrier to hand-stop technique from chair, ensure surfaces suitable for wheelchair movement. Provide additional rest breaks if fatigue is greater. Focus on achievable elements (tactical thinking, communication) while adapting physical demands.

Cross-Curricular Links

English

Specialised vocabulary development with rounders-specific terminology, speaking and listening skills during team discussions and peer feedback, following complex verbal instructions, giving clear instructions as captain or peer coach, articulating tactical reasoning

Maths

Angles and geometry when analysing ball trajectories and optimal fielding positions, measuring distances between bases and fielders, calculating tournament scores and win percentages, timing innings and working with seconds/minutes conversion, spatial reasoning for strategic positioning, data handling through tracking scores and statistics

Science

Forces and motion: friction between ball and ground during rolls, force required for throws, trajectory angles. Human body systems: cardiovascular response during exercise (heart rate increase during tournament), muscular system work during barrier technique (quadriceps, core, arms), recovery processes during cool-down. Reaction time science: neural pathways from seeing ball to executing movement response

Geography

Spatial awareness and mapping skills when positioning fielders strategically, using directional language (left, right, deep, close), understanding bird's eye view of pitch layout, planning optimal routes between bases

PSHE

Teamwork and cooperation essential throughout lesson particularly in backing up and strategic positioning, communication skills developed through constant fielder dialogue, resilience when techniques don't succeed or team is losing, managing competitive emotions appropriately, sportspersonship and fair play under pressure, leadership skills for captains and peer coaches, self-awareness through honest self-assessment

Teacher Guidance

Positioning

During warm-up: position centrally for 360-degree view of perimeter movement. During skill introduction: elevated position if possible (standing on bench) so all pairs can see demonstrations clearly. During skill development: circulate actively between pairs but maintain overall spatial awareness. During tournament: position between two pitches, shift attention between them approximately 70% Pitch A/30% Pitch B for 3 minutes, then swap focus ensuring both receive adequate supervision. During cool-down: central position with students gathered around for stretches then circulate during individual reflection.

Observation Focus

Warm-up: Movement quality, spatial awareness, response to commands, readiness for barrier position. Skill introduction: Specific body positioning (knee, leg, hands, sideways orientation), ball tracking with eyes, securing after collection. Skill development: Decision-making speed, communication between pairs/teams, backing up positioning and awareness, technique maintenance under pressure. Game application: Technique execution in authentic situations, tactical positioning changes, communication and backing up, sportspersonship, leadership emerging. Cool-down: Recovery indicators, engagement with reflection, honesty of self-assessment.

Intervention Points

Immediate intervention required if: unsafe kneeling technique risking injury, collisions due to poor communication, bat handling becoming dangerous, competitive intensity affecting sportspersonship, any student showing distress or overexertion, technique breaking down completely requiring re-teaching, significant rules confusion affecting game flow. Delayed intervention after observation: tactical positioning suggestions, refinement of technique with individuals, encouragement for students lacking confidence, extension challenges for advanced students who have mastered core skills.

Demonstration Notes

Always demonstrate new skills slowly first showing each component clearly, then at full speed showing fluid motion. Use exaggeration to emphasise key teaching points (e.g., very bent knees, very straight extended leg). Demonstrate both correct technique AND common mistakes, asking students to identify the difference. Use confident, competent students to demonstrate during lesson once technique is established - this builds their confidence and provides peer modelling. For barrier technique, demonstrate from multiple angles so students see side view (body position), front view (leg extension), and above view if possible (overall setup). Demonstrate barrier progressively: static first, then with slow ball, then with movement adjustment, then at game speed. For tactical positioning, use mini whiteboard or cones to show field setup and movements visually supporting verbal explanation.

Verbal Cues

•'Soft hands!' - reminds fielders to cushion ball not stab
•'Get LOW!' - cue for dropping centre of gravity before barrier
•'Who's got it?' - prompts communication between fielders
•'Where's your backing?' - reminds about support positioning
•'MINE!' - demonstrate calling clearly for ball
•'Watch the ball!' - refocus visual tracking
•'Side on!' - remind barrier should be sideways not front-facing
•'Leg straight!' - cue for full leg extension in barrier
•'Think tactically!' - prompt strategic positioning based on batter
•'Stay with your technique!' - maintain quality under pressure or fatigue

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 40m clear space for full lesson, two rounders pitches can be accommodated in sports hall or outdoor area with adequate run-off space beyond all bases (3-4m clearance), minimum 10m separation between pitches to prevent ball interference and collision risk

Surface Check

Indoor: Clean, dry sports hall floor free from moisture, dust or debris that could cause slipping, especially important for kneeling during barriers. Outdoor: Even grass or artificial surface, check for holes, uneven ground, standing water, or hidden obstacles before lesson. Surface must be suitable for kneeling without sharp stones or hard ground causing injury

Equipment Safety

Safety Checks

•All balls inflated correctly - tennis balls firm, rounders balls at regulation pressure, no damaged or split balls in use
•Bats checked for splinters, cracks or damage before distribution - remove any damaged equipment
•Rounders posts secured firmly in ground or weighted bases stable and won't tip during play
•Cones checked for sharp edges or cracks - replace damaged cones
•Equipment bags positioned well away from playing areas to prevent trip hazards
•Appropriate ball choice for ability and confidence - softer alternatives available

Risk Management

Key Risks

•Knee injuries from improper barrier technique or hard/unstable surfaces when kneeling
•Collisions between fielders when multiple players move for same ball without communication
•Ball strikes to head or body from throws or hit balls, particularly at post positions
•Trips and falls during rapid directional changes or when running bases
•Bat handling injuries if students swing carelessly or don't control bat when not batting
•Overexertion in competitive tournament situations, particularly for students with lower fitness
•Collisions with walls or obstacles if playing areas not clearly bounded or run-off insufficient

Risk Mitigation

•Teach barrier technique progressively from static to dynamic, emphasise controlled dropping not falling onto knee
•Consider providing knee pads or foam mats for students with joint sensitivities during practice phase
•Establish and enforce calling rules: 'Mine!' means others clear the area, practice this explicitly
•Require backing up positions at posts to provide second fielder preventing need for multiple fielders in danger zone
•Enforce strict bat safety rules: only batter holds bat, safe handover protocols when rotating, bats placed safely when not in use
•Establish clear boundaries with visual markers, ensure all students understand run-off areas
•Build intensity gradually through warm-up, monitor for fatigue signs, allow water breaks as needed
•Maintain maximum visibility by positioning strategically and moving between pitches during games
•Brief students explicitly on safety expectations before each lesson phase
•Emergency stop signal established and practiced (e.g., whistle blast means immediate freeze)

Supervision & Emergency Procedures

Supervision Points

•Position at perimeter during warm-up for 360-degree visibility of all students
•During skill development, circulate between pairs but maintain overall view of space
•During tournament, position between two pitches enabling monitoring of both simultaneously
•Pay particular attention to batting areas and post positions where collision/strike risk is highest
•Monitor competitive intensity and intervene if becoming unsafe or unsporting
•Watch for fatigue indicators: reduced technique quality, loss of concentration, slower reactions
•Ensure waiting teams are positioned safely away from playing areas
•Scan continuously for equipment that has rolled into playing areas creating trip hazards

Emergency Procedures

Immediate stop of all activity using whistle or loud STOP command if injury occurs. Assess injured student calmly without moving them initially. Send responsible student to alert staff or call for first aider if needed. Other students moved to safe area away from incident, supervised by additional adult if available or given clear calm instructions to sit in designated area. Basic first aid administered following school protocols (ice for knocks, pressure for bleeding, recovery position if needed). Complete accident report form following incident. Parents contacted if injury requires medical attention. Never leave class unsupervised during emergency response.