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Lesson 1 - Throwing and Catching Fundamentals

Individual Skills to Team Strategy

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Year 8

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Rounders

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Big Question

How can precise throwing and catching skills give your team a competitive advantage in striking and fielding games?

Learning Objectives

Develop and refine overarm and underarm throwing techniques with accuracy and consistency
Demonstrate effective catching technique using correct hand positioning and body movement
Apply tactical awareness and decision-making skills in small-sided game situations

Key Outcomes

Students will execute controlled throws with appropriate power and accuracy to a moving target
Students will consistently catch a ball using the 'W' hand position and cushioning technique
Students will make tactical decisions about when to run, stay, or throw in Danish Long Ball
Students will demonstrate leadership and communication skills when working with partners and in teams

Equipment & Resources Required

Tennis Balls

15 (1 per pair)

Store in mesh bag, distribute at start of skill development section

Alternative: Soft foam balls for students with catching anxiety, reaction balls for advanced challenge

Cones

30 for marking three Danish Long Ball courts

Set up three 20m x 10m courts before lesson, mark first line at 5m, in-zone from 5m-20m

Alternative: Marker spots, chalk lines on playground

Bibs

15 (for identifying fielding teams)

One set per court, distributed when forming teams

Alternative: Different coloured bands, students remove jumpers

Stopwatch

For timing 45-second catching challenge and game innings

Alternative: Smartphone timer, visible clock

Sun Markers

1 portable whiteboard

For explaining Danish Long Ball rules and scoring visually

Alternative: Clipboard with paper, demonstrate on ground with cones

Key Vocabulary

Overarm throw

A throwing technique where the arm moves over the shoulder, generating power and distance

Underarm throw

A throwing technique where the arm swings below the waist, providing accuracy for short distances

W hand position

Hand positioning for catching where thumbs and forefingers create a 'W' shape to form a secure target

Cushioning

Absorbing the impact of the ball by giving with the hands and bringing it into the body

Tactical awareness

Understanding game situations and making smart decisions about positioning, timing, and strategy

Lateral movement

Moving sideways with balanced footwork whilst maintaining readiness to catch

In-zone

The designated area where thrown balls must land to be valid in Danish Long Ball

Skill Progression Pathway

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

Prior Learning

Basic hand-eye coordination from Key Stage 2 games
Understanding of simple striking and fielding game principles
Experience working cooperatively with partners
Fundamental movement patterns including running, jumping, and stopping

Current Skills

Overarm and underarm throwing technique with correct grip and release
Dynamic catching with movement and correct hand positioning
Tactical decision-making in game contexts
Communication and leadership within small teams

Next Steps

Batting technique and timing in rounders
Advanced fielding positions and team strategies
Long-distance throwing accuracy under pressure
Complex game tactics including defensive formations

Milestone Indicators

Consistent catches (8/10) with moving partner

Accurate throws landing in target zones 70% of the time

Making appropriate tactical decisions about risk vs reward in games

Providing constructive feedback to partners about technique

Key Teaching Points

Correct ball grip is fundamental: two fingers resting on top of ball, thumb and third finger supporting underneath for control
Overarm throwing requires side-on stance, high elbow, stepping with opposite foot, and follow-through toward target
Underarm throwing uses square-on stance, pendulum arm swing, and smooth release at waist height for accuracy
W hand position for catching creates large, soft target - thumbs together, fingers spread upward
Cushioning technique essential: bring hands toward chest as ball arrives to absorb impact and secure catch
Always watch the ball right into your hands - don't look away before catching
Catch balls in line with your nose for best balance and control - strongest catching position
Tactical decision-making in Danish Long Ball: assess risk vs reward based on score, lives remaining, and fielder positions
Fielding teamwork: pass the ball to teammates to get closer to runner rather than long-distance throws
Movement for catching: use feet to move whole body to ball, don't just reach with arms - maintain balance
Resilience and growth mindset: drops and mistakes are learning opportunities, reset positively and improve
Safety is paramount: all throws in Danish Long Ball must be below head height - non-negotiable rule

Common Misconceptions

Misconception: 'Throwing harder is better.' Reality: Accuracy and technique are more important than power. Controlled throws with good technique are more effective in game situations.
Misconception: 'I should grip the ball in my palm.' Reality: Fingers on top of the ball provide better control. Palm grip reduces accuracy and power.
Misconception: 'Catching is just about hands.' Reality: Whole body positioning, especially footwork and balance, is crucial. Moving feet to get ball in line with nose improves success dramatically.
Misconception: 'In Danish Long Ball, I should always try to run back for 5 points.' Reality: Tactical decision depends on game situation. Sometimes taking the safe 1 point is smarter than risking being out.
Misconception: 'Fielders should all chase the ball.' Reality: Spreading out and passing the ball to get closer to runners is much more effective teamwork.
Misconception: 'If I drop the ball, I'm bad at catching.' Reality: Drops are part of learning. Even professional sports players drop occasionally. Focus on technique improvement and resilience.
Misconception: 'Overarm and underarm throws are the same, just different arm positions.' Reality: They have different purposes - overarm for distance and power, underarm for short-distance accuracy. Stance and mechanics differ significantly.

SEN Adaptations

ADHD

Maintain brisk lesson pace with frequent activity changes to sustain engagement. Provide clear, concise instructions (maximum 2-3 points at a time). Use physical proximity and name to regain attention when needed. Offer leadership roles within activities (equipment manager, team captain) to channel energy positively. Allow brief movement breaks if focus waning. Set short-term achievable targets (e.g., 5 catches) rather than long activities. Position near teacher during demonstrations for focus support. Praise specific positive behaviours immediately and frequently.

dyspraxia

Use larger, softer balls (e.g., foam ball size 4 football) for easier catching and control. Reduce throwing distance to 2-3m initially, increase gradually. Allow extra practice time for skill development - start practice earlier or continue during game time if needed. Break skills into smaller steps with more repetition of each step. Provide hand-over-hand guidance for grip and throwing motion if needed. Use verbal cues to support sequencing: 'Side-on, elbow up, step, throw'. Reduce complexity of games initially - simpler rules, smaller teams. Pair with patient, supportive partner.

autism spectrum

Provide visual schedule of lesson structure at start showing warm-up → skills → game → cool-down progression. Use clear, consistent routines for each section. Offer noise-reducing headphones if whistle or group noise overwhelming. Provide quiet 'safe zone' option if sensory overload occurs. Give advance warning before transitions: 'In 2 minutes we will move to the next activity'. Use visual demonstration extensively, limit verbal instructions to key points. Allow student to opt for observer role initially if participation anxiety high, gradually encourage joining in.

visual impairment

Use bright yellow or orange high-visibility tennis balls for better contrast. Provide verbal descriptions of court layout and positions before starting. Assign sighted buddy for games to provide directional guidance. Use audible cues (e.g., bell inside ball, clapping to indicate throwing target). Reduce playing area size for easier spatial management. Teacher provides consistent verbal location cues during activities.

hearing impairment

Ensure student can see teacher's face for lip-reading during all instructions. Use visual demonstrations extensively - model all skills clearly. Provide written instructions or visual diagrams of Danish Long Ball rules and court layout on whiteboard/cards. Use clear visual signals for stop/start instead of whistle only (e.g., raised hand for stop, thumbs up for go). Assign buddy who can relay important verbal information. Position hearing-impaired student at front during gathered demonstrations.

physical disability

Adapt Stuck in Mud: wheelchair user can be chaser tagging with soft ball/bean bag throw. Modify throwing: allow seated throwing from chair if standing difficult, use two-handed chest pass instead of overarm if shoulder mobility limited. For catching: use larger, softer ball, allow catching in lap or against body. Danish Long Ball adaptation: can throw from designated spot without running, score points for successful throws into zones, fielders must retrieve and return ball to them for points. Reduce court size and distances as needed.

Cross-Curricular Links

English

Subject-specific vocabulary development (overarm, underarm, cushioning, tactical awareness, in-zone). Communication skills practiced through partner work and team discussions. Following verbal instructions develops listening comprehension. Explaining tactics to teammates uses speaking and explaining skills.

Maths

Counting successful catches during 54321 activity and 45-second challenge develops number fluency. Calculating scores in Danish Long Ball (1 point vs 5 points) reinforces addition and multiplication. Measuring and estimating distances (5m first line, 20m end line, 2-3 yards lateral movement) applies measurement concepts. Angles of throwing trajectory for accuracy applies geometric thinking.

Science

Understanding forces applied during throwing (push, pull) and impact absorption during catching relates to forces and motion. Heart rate monitoring before and after warm-up demonstrates cardiovascular system responses to exercise. Muscle use awareness during stretching connects to skeletal and muscular systems. Newton's laws of motion applied to ball flight trajectory and bouncing.

Geography

Spatial awareness during Stuck in Mud and court games applies geographical concepts of space and position. Directional language (left, right, forward, backward, lateral) used throughout lesson supports directional vocabulary. Mapping movement patterns and fielding positions relates to plan view and positioning.

PSHE

Resilience building through 54321 challenge and overcoming drops addresses emotional regulation and growth mindset. Teamwork during Danish Long Ball develops cooperation and communication skills. Peer feedback activities build relationship skills and constructive communication. Sportsmanship and accepting umpiring decisions teaches respect and integrity. Self-assessment promotes self-awareness and reflective practice.

Teacher Guidance

Positioning

During Stuck in Mud: corner position for full visibility. During skill practices: circulate around outside of pairs observing from different angles. During Danish Long Ball: central position with triangular movement pattern between three courts. During cool-down: seated as part of reflection circle for inclusive atmosphere.

Observation Focus

Watch for: correct grip on ball (fingers on top not palm), side-on stance for overarm throws, W hand position for catching, cushioning motion bringing ball to chest, lateral movement using feet not just reaching, tactical decision-making in games, teamwork and communication, sportsmanship and resilience, safety compliance especially below-head-height throws.

Intervention Points

Intervene immediately for: safety violations (throwing at head height, fielders running with ball, dangerous play), persistent technique errors preventing progress (individual correction and demonstration), tactical misunderstandings limiting game flow (pause to explain), conflict or poor sportsmanship (address behaviour, reinforce expectations), students disengaged or struggling (provide targeted support or modify task).

Demonstration Notes

Always demonstrate from multiple angles so all students can see clearly. Use slow-motion first for technique breakdowns, then normal speed. Exaggerate key points (e.g., high elbow, W hands) for clarity. Use competent student volunteers for demonstrations to show it's achievable. Deliberately show 'incorrect' technique occasionally for contrast and understanding. Demonstrate with enthusiasm and positive energy to inspire students.

Verbal Cues

•For throwing: 'Side-on!', 'High elbow!', 'Step and throw!', 'Follow through!'
•For catching: 'Show me your W!', 'Watch it into your hands!', 'Cushion!', 'Soft hands!'
•For movement: 'Move your feet!', 'Stay on your toes!', 'Quick first step!'
•For tactics: 'Think smart!', 'Is it worth the risk?', 'Work together!'
•For encouragement: 'Brilliant resilience!', 'Excellent technique!', 'Great teamwork!', 'Keep going!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum three court areas each 20m x 10m for Danish Long Ball, plus additional 30m x 20m space for warm-up and skill development. Total space required approximately 40m x 30m (can use playground, sports hall, or field).

Surface Check

Check playing surface is dry, even, and free from hazards including stones, holes, wet patches, or obstacles. Mark any unavoidable hazards clearly with cones. Ensure adequate run-off space beyond court boundaries.

Equipment Safety

Safety Checks

•Check all tennis balls are in good condition - no splits or excessive wear
•Ensure cones are flat disc-type with no sharp edges or tall points
•Check bibs have no ripped edges that could cause injury
•Store spare balls away from playing area to prevent tripping hazards

Risk Management

Key Risks

•Ball strikes to head or face during Danish Long Ball throwing
•Collisions between students during running activities (Stuck in Mud, Danish Long Ball)
•Trips and falls during dynamic movement and catching activities
•Muscle strains from throwing without adequate warm-up
•Fielders running with ball and colliding with runners

Risk Mitigation

•STRICT enforcement of below-head-height throwing rule in Danish Long Ball - immediate consequences for violations
•Clear court boundaries established and students regularly reminded to maintain spatial awareness
•Adequate spacing between pairs during skill practice (minimum 3-4m) to prevent ball interference
•Comprehensive warm-up including dynamic stretching to prepare muscles for throwing
•No-running-with-ball rule for fielders prevents high-speed collisions
•Cool-down with stretching to reduce muscle soreness and injury risk post-lesson
•Progressive skill building from stationary to moving catches reduces injury from overambitious early attempts
•Teacher positioned for maximum visibility of all activities at all times

Supervision & Emergency Procedures

Supervision Points

•Position at corner during Stuck in Mud for 360-degree visibility of playing area
•Circulate actively during pair skill work to observe technique and intervene for safety
•During Danish Long Ball, position centrally between three courts with triangular movement pattern to maintain sight of all games
•Intervene immediately for any dangerous play - stop activity if necessary
•Establish and practice emergency stop signal (whistle) that all students respond to instantly

Emergency Procedures

In event of injury: STOP all activity immediately using whistle, assess injury severity, provide appropriate first aid or summon additional support, keep injured student calm and still if serious, send responsible student for additional adult help if needed, supervise remaining students safely while managing incident.