Striking & Fielding / Excellence / Responsibility / Balance

Choices Module Game Play Overview

Game Play Category: Striking and Fielding

What Striking and Fielding Games Develop

Striking and fielding games involve and offensive team (striking) and a defensive team (fielding). The primary objective of the striking team is to hit the object into a specified open area, while the fielding team tries to catch the object or get it to a designated area. Some traditional striking and fielding games include softball, tee ball, and cricket.

Striking and fielding games teach the fundamental skills of catching, throwing, running and striking.

Transferable Skills

These being:

  • Locomotor
  • Non-locomotor
  • Manipulative skills

Many of which transfer over into other games, especially invasion games.

Locomotor skills involved in striking and fielding games include:

  • Running
  • Sliding
  • Jumping
  • Leaping.

Non-locomotor skills involve:

  • Stretching
  • Bending
  • Reaching for an object.

Manipulative skills involve players being able to:

  • Send an object either by throwing or striking
  • Receiving an object through catching and fielding
  • Being able to retain and run with an object such as a bat as in cricket.

These skills transfer over to all striking and fielding games such as cricket, softball and T-ball where students learn to strike and ball, receive (fielding and catching) and throw a ball.

Striking and fielding games also give opportunities for the development of strategies and tactics.  Many of the offensive strategies are common to many of the games. For example when on offense the striker must attempt to place the ball into areas where the defenders cannot reach quickly to maximize their opportunity to score for their team. Another example would be that the objective of every offensive player is to hit the object out of the playing field. Examples include home runs in softball, and 6 runs in cricket. Sometimes it can also be beneficial for the offensive player to sacrifice their own opportunity to advance a team mate.

When on defense players should always be able to anticipate where the ball is going to be struck. They can also strategically plan their throws to maximize the opportunities to stop the offensive player from scoring a run. Teamwork is essential in covering the area evenly as a team. A defensive player is also responsible for delivering the ball to the striker, and as such should vary the delivery to make it more difficult for the striker to make contact.

Game Play Activities

In the introduction to playing a striking and fielding game the children  play a game called “Chuck the Chicken whereby they identify some of the main concepts needed to successfully play a striking and fielding game.  These being the placement of an object in order to maximize the opportunity to score runs, and ways to prevent the “batting” team from scoring runs.

The unit then focuses on the 3 main components needed to play a striking and fielding game successfully. In Level 1 the striking focus is on playing a variety of games that develop throwing and receiving of a ball before moving onto other games that include striking a stationary ball.  The children have the choice of a variety of bats and learn some of the fundamentals of grip and swing to hit a stationary ball.  In level 2 and 3 a variety of striking and fielding games are included to further develop the skills required to play striking and fielding games in small groups to facilitate the opportunity for repetitive opportunities to practice the skills required.

The third focus of the module is a fitness focus to go with the character word “Balance”. It looks at a variety of ways for children to maintain a healthy active lifestyle and includes activities that develop aerobic fitness and muscle and bone strengthening exercises. These include a variety of games for the aerobic activities, a skipping focus for both aerobic bone and muscle strengthening plus a variety of other activities e.g. tug -o- war and games.

Choices Module Character Overview

Character Focus Words


The children are encouraged to make good choices in a variety of situations that they may face. With their friends, in sports, at home and in their learning at school. The are also encouraged to help their friends to make good choices.


Making choices in creating their own personal “Brand of Excellence” is the theme for this character word. Making excellent choices means they can be a fun person to be around. In developing a “Yes” attitude they will be well on the way to creating their own personal brand of excellence. Through an intentional focus on excellence it develops a habit of excellence that can be applied into all areas of their lives.

In Level 3 the children are encouraged to “Care More, Risk More, Dream More and Expect More” as they strive for excellence.


Developing personal responsibility by making responsibility for their choices is the key theme. Following through to do what you say you will do is an important part of developing your own personal responsibility. In levels 1 & 2 the children are encouraged to take responsibility by obeying instructions, delivering on the small things, apologizing and not blaming others and accepting consequences for their actions. In level 3 the children are taken through a process of setting values as a foundation from which they can make choices to take responsibility for their own actions.


Children are encouraged to make healthy eating choices by using the Healthy Eating Pyramid as a guide. A Healthy Exercise Pyramid is also used. Children use both an eating diary and a Leisure Time Activities weekly record to see if their choices reflect a balance in their choices. They are encouraged to make food choices from within the 3 main food groups of carbohydrates, proteins and fats. In Level 3, making healthy “Sleep Choices” is also included.