Hitting and Striking Skills

Learning Context

• Year Level: Preschool (Years 0-2 early childhood focus)
• Class size: 20 students
• Duration: 30 minutes
• Subject: Physical Education (PE)
• Curriculum Alignment: New Zealand Curriculum (NZC) - The Arts and Health and Physical Education learning areas, specifically focusing on motor skill development and movement concepts as outlined for early childhood years (Years 0-3) .

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Learning Objectives

By the end of this lesson, students will be able to:

• Develop gross motor skills by practising basic hitting and striking movements using hands and simple equipment such as foam balls and paddle bats.
• Explore spatial awareness and body control through guided movement activities.
• Follow simple instructions and demonstrate turn-taking during group games.
• Display increasing confidence and enjoyment while participating in physical activities involving striking.

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NZ Curriculum References and Competencies

• Health and Physical Education Strand: Movement Concepts and Motor Skills (Building capability in fundamental movement skills)
• Key Competencies: Managing Self (participation with safety awareness), Relating to Others (working cooperatively in groups)
• Learning Area Focus – Physical Education: Exploring movement skills in different contexts; developing fundamental movement skills, including striking and hitting.

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Lesson Structure (30 Minutes)

1. Welcome and Warm-Up (5 minutes)

• Activity: "Follow the Leader" warm-up
  • Children line up behind the teacher and copy simple movements such as marching on the spot, reaching up high, stretching arms wide, and gentle jumping.
  • Gradually include movements that mobilise arms preparing for striking (e.g., swinging arms side to side).
• Purpose: Prepare bodies for physical activity; develop listening skills; establish focus and readiness.
• Teacher Tips: Use descriptive language to name body parts and movements (e.g., "Reach your hands up to the sky like you’re about to hit a ball!") to reinforce vocabulary relevant to physical activity and body awareness.

2. Skill Introduction – Basic Hitting and Striking (8 minutes)

• Equipment: Soft foam balls, small plastic bats or paddles.
• Activity:
  • Demonstrate the basic striking action: hold the bat/paddle with both hands, swing from one side to the other, aiming to “hit” a ball placed on a tee or gently tossed.
  • Practice striking in pairs: one child holds the ball steady while the partner strikes gently.
  • Alternate roles after 2-3 strikes each.
• Teaching Points:
  • Emphasise the use of eyes to watch the ball.
  • Encourage wide arm reach and turning the body for a good swing.
• NZ Curriculum Focus: Develop coordination, fundamental movement skills, confidence in using equipment safely.

3. Game – “Strike and Score” (10 minutes)

• Setup:
  • Create a simple striking zone marked by cones.
  • Place foam balls on soft stands or arranged for easy hitting.
• Activity:
  • Children take turns striking the ball and then running to a cone and back to encourage whole-body movement.
  • Peers cheer and encourage each other, fostering a sense of team.
• Differentiation:
  • Allow closer positioning for less confident students.
  • Provide varied sized equipment to suit different skill levels.
• Competencies Developed: Managing self, participating safely, interacting positively.

4. Cool Down and Reflection (5 minutes)

• Activity:
  • Gentle arm and shoulder stretches.
  • Circle time discussion: Each child shares their favourite part and what they learned about hitting or striking today.
• Purpose: Relax muscles, consolidate learning through verbal reflection, build oral language skills relevant to physical education.
• Assessment: Teacher observes if students can describe actions and demonstrate a basic understanding of hitting skills.

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Assessment and Feedback

• Formative: Observe children’s ability to coordinate striking movements; take note of engagement and turn-taking.
• Informal verbal feedback: Provide positive, specific feedback (e.g., “Great job watching the ball before you hit it, Sarah!”)
• Self and Peer Reflection: Encourage children to share what felt easy or tricky during the activity.

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Teaching Considerations

• Scaffold novelty by demonstrating and modelling the movements slowly.
• Use encouraging language and simple terms for young learners.
• Maintain attention through active, varied activities.
• Ensure inclusive participation respecting diverse learning needs and cultural backgrounds.
• Prioritise safety with appropriate equipment and supervise closely.

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Summary

This 30-minute lesson is designed to engage preschoolers in learning hitting and striking skills in a fun, supportive environment aligned with the New Zealand Curriculum. It builds foundational motor skills, encourages cooperation, and establishes positive attitudes towards physical activity.

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This lesson plan utilises best practices in early childhood physical education and incorporates vocabulary and communication techniques drawn from the Te Mātaiaho English resources to enhance oral language alongside physical development.

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If you need further tailoring or additional resources, feel free to ask!