Individual Skills to Team Strategy
•Year 8
•Rounders
•Stored in bucket at bowling square, spares at boundary
Alternative: Tennis balls for students needing softer option
Available for differentiation during assessment activities
Alternative: Foam balls for SEND students requiring additional support
Available for lower ability students during assessment
Alternative: Larger headed rackets for easier contact
Used for pitch boundaries, safety zones, and warm-up areas
Alternative: Markers, domes, or painted lines
Optional support for students struggling with bowled deliveries
Alternative: Cones with ball balanced on top
Clipboards and pencils available at each pitch
Alternative: Tablets/devices with digital assessment forms
Distributed to identify tournament teams clearly
Alternative: Coloured bands or team identifiers
One per pitch for timed innings during tournament
Alternative: Mobile phone timer or visible clock
The process of evaluating your own performance against specific criteria to identify strengths and areas for development
Decisions made during play to gain advantage, such as where to throw the ball or when to run
Pre-planned approaches agreed by the team, such as field positioning or batting order
An illegal delivery that doesn't reach the batter correctly, giving the batter a free hit
A high, arcing bowling delivery designed to disrupt the batter's timing
A full score achieved by hitting the ball and running around all four posts before the ball is returned
A powerful, fast throw made with the arm coming over the shoulder, used for long distances
A controlled, accurate throw made below shoulder height, used for short, precise passes
Calling to teammates to coordinate fielding, claiming catches, and directing play
Understanding where pupils are coming from and where they're going
Speaking and listening - verbal communication during strategy discussions and games. Descriptive language in peer assessment - writing specific observations. Following and giving complex instructions. Presenting ideas to team during tactical planning. Debate and reasoning - justifying tactical choices. Vocabulary development - technical terminology specific to rounders. Written self-reflection on assessment sheets demonstrating explanatory writing skills.
Scoring calculations (rounders and half-rounders). Angles of trajectory for different throw types. Distance measurement for pitch setup (12 metres between posts). Time calculations (5-minute innings). Statistics - recording match scores, batting averages, fielding success rates. Geometry of field positioning - optimal angles and distances. Patterns and sequences in scoring runs. Problem-solving - tactical decisions based on numerical scenarios (e.g., 'We're 3 rounders behind with 2 minutes left - what's our strategy?').
Forces - different forces applied during underarm, overarm, and donkey drop throws. Trajectory and gravity affecting ball flight. Friction between bat and ball, foot and ground. Levers - bat as lever system. Body systems during exercise - cardiovascular response to tournament play, respiratory changes, muscular fatigue. Energy transfer from player to bat to ball. Newton's laws demonstrated through ball motion and catching (action-reaction).
Spatial awareness - understanding position on field relative to posts, bases, boundaries. Directional language - placing fielders using positional vocabulary. Mapping - creating overhead diagrams of field setups. Movement patterns - tracking and predicting ball and player trajectories across space. Distance and scale - regulation pitch dimensions and relative positioning.
Teamwork and collaboration in competitive contexts. Resilience and managing disappointment when losing or making mistakes. Self-assessment and honest self-evaluation. Setting personal targets for improvement. Communication skills - clarity, volume, positive language. Leadership through captain and coaching roles. Respecting rules and authority (umpire decisions). Sportsmanship and fair play. Inclusion and supporting teammates of all abilities. Managing emotions under competitive pressure.
Position yourself where you can see all students and activities. During concurrent tournament matches, stand centrally between pitches. During isolated practice stations, circulate but spend most time observing batting station (highest risk). During whole-class instruction, ensure all can see and hear you. During final championship match, position as umpire at location with best view of both batting and fielding action (typically side-on to batting square).
HEAD domain: Listen during team strategy discussions for tactical reasoning. Watch field positioning and whether it adjusts for different batters. Note decision-making about throw selection. HANDS domain: Watch for correct technique during isolated practice - footwork, arm mechanics, body position. During games, note consistency of skill execution under pressure. HEART domain: Listen for communication volume, clarity, and positivity. Watch for encouragement of teammates, resilience after mistakes, sportsmanship in victory and defeat.
Intervene immediately for safety concerns - dangerous bowling, batters swinging without checking, collisions about to occur. Pause for teachable moments when exceptional play demonstrates learning (use freeze technique). Step in if students struggling with self-assessment - provide prompts and examples. Interrupt if negative team dynamics developing - redirect to positive communication. Intervene if tactical discussions dominated by one voice - facilitate inclusion. Manage time to ensure all activities completed within lesson duration.
Use students as demonstrators whenever possible - builds their confidence and provides peer models. Demonstrate in slow motion first, then full speed for complex skills. Use exaggeration to highlight key technical points (e.g., huge step towards target). Demonstrate common mistakes then correct technique to show contrast. During games, narrate excellent play as live demonstration. Use freeze-frame technique during activities to highlight learning moments. Ensure all students can see demonstrations - arrange in arc facing demonstration. Keep demonstrations brief and focused - long demos reduce activity time.
Minimum 40m x 30m outdoor space for two concurrent pitches, or 30m x 30m for single pitch with rotation. Indoor sports hall minimum 25m x 20m if outdoor unavailable. Clear run-off space of 5 metres beyond all boundaries. Adequate distance from walls, fences, and other hazards.
Playing surface must be even, dry, and free from holes, stones, or debris. Check for trip hazards before lesson. If outdoor, assess for wet or slippery conditions - postpone or move indoors if surface unsafe. Indoor surface should be non-slip and clean. Mark any unavoidable hazards with cones.
Emergency stop signal: Three sharp whistle blasts - all play stops immediately and students freeze. Teacher quickly assesses situation. For injuries: Stop play, assess severity, provide appropriate first aid, send for first aider/medical support if needed, complete accident report form. For dangerous behaviour: Stop activity immediately, address behaviour calmly but firmly, remove student from activity if necessary for safety. Emergency contact and first aid kit location known by teacher.
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.