Running the Bases

Overview

Unit: Rounders Skills Development (Lesson 4 of 8)
Duration: 35 minutes
Class Size: 25 students
Year Group: Year 8 (ages 12-13)
National Curriculum Link:

PE Programme of Study – Key Stage 3 (Years 7-9)
Physical Education – Activity focus: Invasion and striking/fielding games
Develop competence to excel in a broad range of physical activities, understand how to improve fitness and lead healthy lifestyles.
Apply running, throwing, catching, striking, and fielding skills with control and accuracy.
Use tactics, strategies, and compositional ideas to overcome opponents in direct competition through team and individual games.

Learning Objectives

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

Demonstrate effective sprinting techniques for base running improving acceleration and speed over short distances.
Perform safe and controlled sliding actions to reach bases effectively, minimising injury risk.
Make quick strategic decisions based on the game context while running bases.
Apply taught skills within rounders base-running drills and mini games.

Success Criteria

Students will:

Show correct sprint start and running posture.
Demonstrate correct technique for sliding safely.
Identify when to run and when to hold position during gameplay.
Successfully complete base running drills with improved confidence and speed.

Equipment

Rounders bats and balls
Bases (cones or flat bases to mark each base)
Stopwatch/timer
Whistle
Markers/pylons for drill layout
First aid kit

Warm-Up (5 minutes)

Activity: Dynamic Movement Series

Jogging laps around the rounders pitch (1-2 mins) to increase heart rate
Dynamic stretches focusing on legs and hips: high knees, butt kicks, side lunges, ankle flicks
Sprint drills: 3 x 20m sprints at 70-80% max effort emphasising arm drive and quick feet
Purpose: Prepare muscles and nervous system for explosive movements while reinforcing sprint form.

Introduction (5 minutes)

Brief discussion on the importance of running bases quickly and smartly to score runs in rounders.
Introduce key base-running skills: sprinting efficiently, sliding safely, and making strategic decisions.
Show a demonstration video or teacher-led example of proper sprinting and sliding technique.
Highlight safety notes on sliding (feet first, bending knees slightly, protect head and arms).

Main Activities (20 minutes)

1. Sprinting Technique Drill (7 minutes)

Setup: Mark 4 bases spaced like a diamond (~15m apart).
Activity: Students run base to base focusing on:
- Quick starts and acceleration phase.
- Using arms to drive forward.
- Maintaining a good running posture (head up, chest forward).
Challenge: Use a stopwatch and time runs to encourage improvement.
Assessment: Peer and teacher observation on technique and speed.

2. Sliding Practice (7 minutes)

Explain/Model: Proper sliding technique and safety instructions (feet first, roll to reduce impact).
Setup: Place a soft mat or safe surface at one base to slide into.
Activity: Students take turns sprinting and sliding into the base
Focus: Controlled sliding, body positioning, and safe landing
Pair work: Partners give feedback on form and confidence.

3. Decision-Making Base Running Drill (6 minutes)

Setup: Small-sided rounders game scenario with 5 players as fielders and 5 as runners rotating.
Activity: When the ball is ‘hit’, runners must decide whether to run to the next base or return based on fielders’ actions.
Objective: Develop speed and tactical awareness in a semi-realistic context.
Teacher role: Guide decision making through questioning, e.g. "Should you run now? Why or why not?"

Plenary / Cool Down (5 minutes)

Group Discussion: Reflect on the skills practiced today.
Ask students:
- What did you find easiest/hardest about running the bases?
- How can sliding be done safely in a real game?
- What decisions are important to make when running bases?
Cool down: Gentle jogging followed by static stretches focussing on legs and lower back.

Assessment and Feedback

Formative assessment: Teacher observation during drills using a checklist focused on sprint technique, sliding form, and decision making.
Peer feedback: Structured ‘two stars and a wish’ approach with partners during sliding practice.
Verbal feedback highlighting positive improvements and clear pointers for development.

Differentiation

For lower ability: Reduce running distance between bases; use walking runs and focus on technique first.
For higher ability: Challenge with timed runs, encourage faster acceleration and more aggressive sliding.
Add complexity in decision-making drills (e.g., fielding pressure, multiple runners).

National Curriculum Links Summary

Develop competence in techniques: running, sliding safely (striking/fielding games focus)
Apply tactics and strategies effectively in game situations (decision-making drill)
Understand safety and control when performing physical activity
Work collaboratively and give constructive feedback (peer assessment)

Notes for Teachers

Emphasise safety during sliding; consider mats or safe surfaces on harder grounds.
Use timers to motivate and give students personal goals or targets.
Make use of peer feedback to develop communication skills and team cohesion.
Consider video feedback if tech available to help students self-correct sprint technique.

This lesson is designed to build running base skills in a progressively challenging environment while integrating physical, cognitive, and social aspects aligned with the National Curriculum for PE in England.

Teaching Instructions