Catching Skills Development

Overview

Lesson 3 of 5 focuses on fielding by catching a small ball in flight using the correct ready position and body stance. Students practise two-handed and one-handed catching through short, fun games and small-group challenges, then use simple peer feedback to improve their technique.

Learning intentions

• WALT catch a small ball using a ready position (feet shoulder-width apart, hands open).
• WALT catch with two hands for balls coming towards the body.
• WALT catch with one hand when the ball is placed slightly to the side and in range.
• WALT use body positioning to control the catch safely (hands to the ball, eyes watching, balanced stance).
• WALT give and receive specific feedback about hand position and stance.

Success criteria

• I can get into the correct ready position before the ball arrives.
• I can use my hands to meet the ball and catch with two hands when appropriate.
• I can use one hand to catch safely when the ball is in my reach.
• I can stay balanced and keep my eyes on the ball.

Curriculum links

• Physical Education (Striking and fielding: T ball): catching a ball in flight and fielding—being ready to catch, stopping the ball, and using correct body positioning.
• Physical Education skills progression: fielding includes ready stance, catching, and safe control of the ball.
• Health and wellbeing: participating actively and safely in physical activities, following instructions, and using feedback to improve.

Lesson structure (60 minutes)

1. 0–5 min · Welcome & safety. Teacher sets clear boundaries for play and reminds students to keep space between throwers and catchers, with “ready, eyes, catch” language. Students warm up mentally: they repeat the cue “ready position, watch the ball, catch.”

2. 5–12 min · Ready position check (micro-teach). Teacher demonstrates the ready position: feet shoulder-width apart, knees soft, hands open in front, eyes on the throw, balanced body. Students practise in pairs: one student gently rolls/tosses at chest height; the other gets ready first, then catches with two hands.

3. 12–20 min · Two-handed catching: “Catch the Ball”. Teacher sets up a grid with lines 3–4 metres apart; explains rule: the catcher must be ready before the toss, and the throw should be gentle and catchable. Students play: students in lines toss to the opposite line; after each catch they return to the back of the line, focusing on hands to the ball and steady stance.

4. 20–30 min · One-handed catching: “Side Targets”. Teacher shows one-handed option: hands open, lead hand facing the ball, elbow bent, catch in front of the body (not behind). Students in small groups of four: they take turns tossing to a “side zone” target; catchers practise one-handed catches only when the ball is placed within that zone.

5. 30–38 min · Small group challenge: “Switch & Catch”. Teacher divides students into groups of 5–6 and explains challenge: thrower calls “two” or “one” before each toss; catcher must catch using the called method and remain balanced. Students rotate roles (thrower, catcher, feeder/collector, coach). Coach gives one piece of feedback using sentence starters: “I saw… (hand position/stance), next time try…”

6. 38–48 min · Game play: “Round Robin Fielding”. Teacher demonstrates the flow: fielders move to get ready, catch the incoming ball, and then quickly return it to the thrower while staying safe and controlled. Students play round robin: each team alternates between throwing and fielding; fielders earn points for successful catches (no extra punishment for misses—focus is on safe practice and technique).

7. 48–55 min · Feedback focus & technique freeze. Teacher stops play for 30–60 seconds to highlight two common improvements:

• hands meet the ball (not catching with elbows/shoulders)
• ready stance is balanced (feet planted, knees soft) Students watch, then do “technique freeze reps” in place: 3 quick ready-to-catch cycles with gentle tosses.

8. 55–60 min · Cool-down & exit check. Teacher leads a calm stretch and asks one question: “Which cue helps you the most—ready position, eyes on the ball, or hands to the ball?” Students complete a quick verbal check with the teacher (or a thumbs response): “two-handed catch”, “one-handed catch”, or “I need more practise” and put the hand symbol on a class chart.

Resources

• Soft balls appropriate for Year 3 catching (small, light balls)
• Cones or markers for grids and side zones
• Bibs/markers to sort teams and roles
• Laminated cue cards for “ready position, eyes, hands”
• Small whiteboard or chart paper for feedback starters
• Timer or music for rotation transitions

Assessment

• Teacher formative observation during activities: correct ready position before release, eyes on ball, hands placement, balanced stance on landing.
• Peer/coach feedback check: students use a specific feedback starter (“I saw… next time…”) once per rotation.
• Exit check: thumbs or verbal response indicating which catching method and cue they feel confident with.

Differentiation

• Support: offer a “closer distance” starting point and slower toss height; allow catching with two hands initially before switching to one-handed attempts.
• Support for confidence: reduce speed, use underarm throws only, and pair less confident catchers with a patient thrower.
• Extension: increase distance slightly, or vary the ball placement within the side zone, requiring quicker ready positioning.
• EAL/SEN: provide cue cards with simple words and visuals (Ready = feet apart, Eyes = look at ball, Hands = meet ball). Use consistent turn-taking and modelling of feedback sentences.