Batting Control

Overview

In this 7th lesson of “Object Control Adventures”, students practise basic striking with a bat and ball, focusing on precision (where the ball goes) and control (bat–ball contact). This builds from earlier lessons where students explored safe space, holding equipment, and basic striking attempts.

Learning intentions

• Students will learn and practise how to grip, swing, and make contact with a bat and ball safely.
• Students will respond to preferred and non-preferred actions by choosing “try again” after receiving support (without giving up).
• Students will attend to a peer’s actions or sounds during a short partner activity and use that to improve their own striking.
• Students will respond as their body parts move and are named (e.g., “arm”, “hand”, “bat”, “step”) while practising the strike.

Success criteria

• I can stand safely and hold the bat correctly.
• I can make contact with the ball and keep the bat swing controlled.
• I can try to strike the ball towards a target (a gate/spot) instead of anywhere.
• I can listen to feedback and have another go.

Curriculum links

• Health Education: VC2HPFAP04 — students respond to preferred and non-preferred actions or objects during practice.
• Health Education: VC2HPFAP03 — students attend to a peer’s actions or sounds during activities.
• Health Education: VC2HPFAP02 — students respond as body parts move and are named during routines/processes.
• HPE skill focus (foundation-level): participating in structured, active practice and following safety rules for equipment use.

Lesson structure (50 minutes)

1. 0–6 min · Retrieval + warm-up “Simon Pega (Bat)” Teacher sets a clear indoor/outdoor boundary, shows bat safety (still, two hands, swing space). Teacher leads movement cues: “hand”, “arm”, “step”, “bat still… swing!” Students copy actions in short bursts, then take 1–2 “strike” movements with no ball. Quick check: students freeze on a signal and show “bat down” posture.

2. 6–10 min · Goals + safety pact Teacher says WALT and models each cue. WALT: “We are learning to strike the ball with control and aim for a target.” Teacher shows 3 success criteria with visuals (or gestures). Students repeat: “I can… (grip, controlled contact, target aim)” and do a quick safety rehearsal: bat on the floor, look at ball, swing through, stop when teacher says “Parar”.

3. 10–20 min · Learning (I Do–We Do): Batting basics stations I Do (2–3 min): Teacher demonstrates:

• “Grip”: two hands, bat held by the handle
• “Stance”: feet apart, knees soft, body turned sideways
• “Step–Swing–Follow”: step with front foot, swing forward, finish with bat up
• “Aim”: eyes on the ball, small swing to control direction We Do (7–8 min): Guided practice with teacher-led cues and counts (e.g., 3 strikes each).
• Station A: Tee/soft ball on a mat/gentle toss line (high success)
• Station B: Target gates (coloured hoops or cones) 1–2 metres away Teacher circulates, asking: “Where are your eyes?” “Bat swing controlled or big?” Students answer by pointing/gesturing.

4. 20–35 min · Consolidation (game-based): “Target Run” Teacher explains, models rules, and runs groups of 4–5 with minimal downtime.

• Setup: Students in lines behind a “ready” marker. Each turn: strike a soft ball through a gate/onto a spot, then move to the “retrieve” area for the next ball.
• Scoring: 1 point for reaching the gate/spot, 0 for miss (keep it simple). Differentiation in-game:
• Support: closer distance, larger gate (wider hoop), slower rolling ball or standing tee
• Challenge: further distance, smaller gate, or “two targets” (choose left/right colour cue) Teacher roams with quick reteach moments (“Stop—hands together—small swing—step”). For targeted learners, teacher offers a choice: “Do you want easy gate or big gate?” to support responding to non-preferred tasks.

5. 35–45 min · You Do (partner skill checks): “Peer Listen & Try” In pairs, one strikes while the other watches and gives a simple cue using a card/gesture. Teacher pre-teaches peer cue options (show on laminated cards):

• “Eyes on the ball” (point to eyes)
• “Small swing” (short arm swing)
• “Step first” (tap front foot) Goal: students attend to a peer’s actions/sounds (e.g., “Did it make a clear tap?”) and then try again. Teacher checks: partner is giving feedback kindly and safely; striker takes one improvement step per turn.

6. 45–50 min · Show Me What You Know + quick reflection Students play a 60–90 second mini-round: each student gets 2 strikes to hit the target. After: quick partner talk (or teacher prompt): “What worked? What will you try next?” Students indicate with thumbs up or a gesture for “controlled” vs “not yet”.

Resources

• Soft foam balls or rubber balls (easy to strike)
• Lightweight bats (safety-approved, child size)
• Cones/markers for boundaries, ready line, retrieve zone
• Coloured hoops or gate targets (different sizes)
• Floor mats or tee bases (optional)
• Laminated peer cue cards (eyes/step/small swing)
• Bibs/spot markers for group roles
• Visual WALT/success criteria cards
• First-aid kit nearby (standard school practice)

Assessment

• Teacher observation checklist during stations/games: bat grip, safety freeze, and controlled swing.
• Formative checks via questioning: “What are your eyes doing?” “Did you try again after feedback?”
• Show Me What You Know: quick tally of target hits (2 attempts) plus one student-chosen “next try” statement/gesture.

Differentiation

• Support: reduced distance, larger target gates, slower rolling ball; teacher hand-over-hand only if required for safe grip; extra modelling before turns.
• Scaffolds: “Step–Swing–Finish” verbal cues with gestures; cue cards for partners; allow 1 extra practice strike at the easier station.
• Extension (advanced learners): smaller gates, further distance, alternate targets (left/right colour call), attempt a “quiet bat tap” (controlled contact without big swings).
• Inclusion & wellbeing: clear turn-taking, predictable routines, positive feedback (“You improved your aim”), and option to choose the gate size to reduce non-preferred challenge anxiety.
• Safety: no bat when not in the striking zone; stop signal (“Parar”) practised daily; students retrieve only after “retrieve” instruction.

Spanish (CLIL) to use naturally

• “Bate / bat” (pronounce similarly), “bola / ball”, “mirar la pelota / eyes on the ball”, “paso / step”, “pequeño / small”, “objetivo / target”, “parar / stop”.