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33 Softball Canada 704 - 2197 Riverside Drive, Ottawa, Ontario, Canada K1H 7X3 [tel] 613.523.3386 [fax] 613.523.5761 [email] [email protected] [web] www.softball.ca
FOR AGES 9 TO 10LEVELLEVEL
Milk is delicious, nutritious and helps young bodies and minds grow strong... a vital
component in developing skill, fun and fair play.
Learn to
play!
1
section 1
PARMALAT LEARN TO PLAY
1
WHY PARMALAT LEARN TO PLAY (PLTP)?
The PARMALAT LEARN TO PLAY PROGRAM is a revolutionary way of introducing the sport
of Softball to children. Activities are included which foster the involvement of ALL players, including
players with high and low skill levels. The child will experience excitement, enjoyment and success.
Activities and lead-up games are patterned after informal playground games that promise an hour of
FUN and LOTS OF ACTION. Participants will go home at the end of the night happy and tired,
while improving their fitness level.
Research has shown that out of a possible 20 reasons for youth participation in sport, the top four are:
To have FUN
To stay in shape
To get exercise
To improve skills
Children ranked “challenge of competition” as #10 and “to win” as #12 clearly indicating that
competition should not be the focus of programs for young children.
The PARMALAT LEARN TO PLAY PROGRAM replaces the old game of T-Ball and promises an
hour of FUN, games and activity....set up to develop the players’ individual softball skills and build self-
confidence. The following chart compares the characteristics of the game of T-Ball (which is currently used
to introduce children to softball) and the PARMALAT LEARN TO PLAY PROGRAM:
T-Ball Characteristics: Vs. PARMALAT LEARN TO PLAY
Characteristics:
Competition is the emphasis FUN is the emphasis
Low number of repetitions of skills High number of repetitions of skills
Less skilled players receive little Progressions to suit the skill level
opportunity to improve of the player
More aggressive/skilled players Drills that offer a high success rate
dominate game for every child
Players are standing in the field leading Action packed lesson plans leading to
to boredom and low activity high activity for players
Volunteer coaches are given no direction Volunteer coaches are given prepared
or resources lesson plans with easy to follow instructions
and progressions for teaching basic skills
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1
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introduction to PARMALAT LEARN TO PLAY
PARMALAT LEARN TO PLAY
The PARMALAT LEARN TO PLAY PROGRAM provides 5–10 year olds with maximum
opportunity to practice the progressions necessary to successfully take part in the (adult) game of
Softball with a reasonable amount of skill.
Traditionally, at the 5–10 year old level, coaches are Moms and Dads with little or no coaching experience.
This program is designed to make it easy to implement for the volunteer coach. It includes prepared
lesson plans, easy to follow instructions, a letter to give to parents about the program, progressions for
teaching basic skills, and lead up games designed to simulate the real game of Softball.
The PARMALAT LEARN TO PLAY PROGRAM is designed to be a young person’s introduction
to the sport of Softball. The emphasis is on FUN, ACTION, and a POSITIVE ATMOSPHERE,
with a gradual introduction to non-stressful competition. The kids will have FUN, and they will want to come
back for more!
WHAT’S IN THIS MANUAL
The following is a review of the content of this manual and what the purpose is for each section of
the manual:
INTRODUCTION
Why PARMALAT LEARN TO PLAY? (p. 1)
◗ explains the philosophy of the PARMALAT LEARN TO PLAY PROGRAM
◗ outlines the differences between T-Ball and the PARMALAT LEARN TO PLAY
PROGRAM
What’s in the Manual (p. 2)
◗ outlines the content of the manual and how it’s organized
CHILD DEVELOPMENT (p. 5)
Introduction (p. 5)
◗ explains how children learn and develop
Characteristics of Children (p. 6)
◗ outlines the characteristics of children and suggests ways to incorporate these characteristics
into the planning of children’s activities
3
section 1
PARMALAT LEARN TO PLAY
Age Appropriate Skills by Age (p. 9)
◗ outlines what skills should be emphasized at each age group
NOTES TO COACHES
Introduction (p. 11)
◗ explains how the PARMALAT LEARN TO PLAY PROGRAM is organized
Program Design (p. 13)
◗ explains how the program is designed (length of season, length of a session, number of players,
number of helpers, facilities, the lesson plans and how to end the season)
◗ this will be different in each level
Tips for Coaches (p. 19)
◗ provides tips to the coach on how to have a successful season
Ideas for Establishing Positive Behavoir (p. 20)
◗ describes ideas for behaviour expectations that a Coach may wish to employ throughout
the season
Group Selection (p. 20)
◗ provides ideas for forming groups of players
Organizational Signals (p. 21)
◗ provides hand signals that will assist the Coach in quickly organizing their players
during a session
Equipment List (p. 22)
◗ provides a list of all required equipment needed to run the PARMALAT LEARN TO
PLAY PROGRAM
◗ much of the equipment can be hand made (i.e. batting T’s; carpet bases; sticks with a hanging
ball; cut off broom handles for bats, tennis balls cut in half for markers, etc.)
◗ using a softer type ball (i.e. safety balls) is extremely important to give the players confidence
when performing the skills in the lesson plans (i.e. catching fly balls)
◗ whiffle balls are the only other equipment that might have to be purchased that wouldn’t
normally be part of a team’s equipment
Letter to Parents (p. 23)
◗ provides an overview of the PARMALAT LEARN TO PLAY PROGRAM for parents
that can be handed out to parents at a Parent Meeting or at the first session
1
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introduction to PARMALAT LEARN TO PLAY
PARMALAT LEARN TO PLAY
LESSON PLANS (p. 25)
◗ an index of all the activities that are included in the manual is provided before Lesson 1
◗ provides 18 lesson plans to take a Coach through a Softball Season
EXTRA LEAD UP GAMES (p. 67)
◗ provides additional games to be used as Lead Up Games in the Lesson Plans
BASIC SKILLS CHECKLISTS (p. 79)
◗ provides a checklist of the key teaching points for all the Softball skills taught in the
PARMALAT LEARN TO PLAY PROGRAM
◗ can be used as quick reference to ensure coaches are covering the key points of each skill or a
report card for the player
SOFTBALL SKILLS (p. 87)
◗ provides the Coach with key teaching cues for all Softball skills and progressions to
aid instruction
END OF SEASON (p. 107)
◗ provides ideas for ways to wrap up the Softball season
5
section 2
PARMALAT LEARN TO PLAY
CHILD DEVELOPMENT
INTRODUCTION
It is very important for coaches to be aware of the developmental characteristics of children of different
ages. Young children do not have the same capabilities as older children, consequently practices have to be
modified for different age groups. Methods that work with older children may not be the best for younger
children. Young children need to participate in activities and progressions where they experience success,
not frustration. They enjoy learning new skills and playing lead-up games. Hundreds of repetitions are
necessary to develop the skills to play a full game of Softball and these will be obtained through the games
approach of the PARMALAT LEARN TO PLAY PROGRAM.
Program goals at younger age levels should include learning the basic skills of Softball and developing
positive feelings towards the game, including the desire to improve skills and continue playing. The game
of Softball involves many of the basic movement skills that are found in other sports – throwing,
catching, running, striking. These are the building blocks that children will need to participate in many
physical activities, hopefully for a lifetime. Thus, it is valuable for all children to develop proficiency in
these basic skills no matter what sport they eventually specialize in.
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child development
PARMALAT LEARN TO PLAY
CHARACTERISTICS OF YOUNG CHILDREN
Short attention span:
·
short practices
·
variety of activities
·
short explanations
Like a lot of action:
·
maximum activity in small groups
·
maximum use of equipment
·
ACTION more important than perfection
Mature at different rates:
·
practice at own skill level
·
checklist to assess readiness so skills can be introduced at the appropriate time
Low ability to work in complex situations:
·
introduce complex activities gradually
·
keep competition simple with a low number of players
Low level of fine motor co-ordination:
·
use of modified equipment (softer balls)
·
parent helpers allow for individual work
·
skill learning takes place in practice situations
·
recognize proper skills are only used in competition once it is fully assimilated
Low ability to track objects, especially if moving in an arc:
·
provide maximum repetitions for practice
·
simple games in smaller areas
·
use of softer, lighter balls which travel more slowly
·
yellow balls if possible – they are easier to track
Egocentric:
·
priority is FUN – playing simple drills/games
·
need everybody wins, nobody loses situations
·
simple games which require low level of teamwork
High desire to please coaches/parents:
·
criticism or praise results in them being crushed or elated
7
section 2
PARMALAT LEARN TO PLAY
Low ability to assess competence. Like chameleons, attitudes of
coach/parents have tremendous effect on how player feels:
·
if coach emphasizes or rewards effort, player will be satisfied
Low ability to think abstractly, think ahead, anticipate, cope with stress:
·
play games with simple rules, low level competition
Limited ability to make decisions (even to protect self from injury):
·
simple activities, requiring limited skills using modified equipment
READINESS MODEL
Every child who enters the sport of Softball has the right to choose to eventually strive for excellence
or to participate recreationally. To ensure that players can make the best choice for them later in life,
the Coach must provide the opportunities and experiences to form a solid base of the fundamental
skills of the game of Softball. The comprehensive hierarchy of skills listed here should help coaches
and administrators appreciate the complexity of the sport and the number of skills required to play it
well. It should be clear that it is necessary to introduce the skills of Softball and competition with a
gradual progression.
PREREQUISITE SKILLS
The following list of skills should be developed in Level 3 as well as through the childrens’ school and
home activities:
·
basic body movement skills·
spacial awareness (high-medium-low)
·
hand-eye co-ordination·
group interaction
·
time awareness·
listening skills
·
quickness·
quick response to directions
·
body awareness·
aerobic fitness through play
·
ability to mimic skills
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child development
PARMALAT LEARN TO PLAY
SPECIFIC SPORT SKILLS
HIERARCHY OF SKILLS
The skills included here are intended to be taught over a period of time from entry into Softball until
Midget. Suggestions for the age level to be taught are included, but coaches will have to be flexible
depending on the ability level of the players involved.
LTP PARMALAT LEARN TO PLAY (under 10)
M Mite (under 10)
S Squirt (under 12)
PW Pee Wee (under 14)
B Bantam (under 16)
Mi Midget (under 19)
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section 2
PARMALAT LEARN TO PLAY
2
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child development
PARMALAT LEARN TO PLAY
section 3
PARMALAT LEARN TO PLAY11
NOTES TO COACHES
INTRODUCTION
This section contains many useful resources/suggestions for the Coach of the PARMALAT LEARN TO
PLAY PROGRAM to utilize during the course of a Softball season. The PARMALAT LEARN TO
PLAY PROGRAM design is outlined for a typical Softball season. Tips for Coaches are provided for
the Coach to keep in mind for the entire season. Sample behaviour expectations are described that a Coach
may wish to implement for their team. Suggestions on how to organize players into groups is provided.
As well, organizational signals are included to assist in communicating what the Coach wishes the players
to do. A list is provided that outlines all the required equipment for the PARMALAT LEARN TO
PLAY PROGRAM for the entire season. And finally, a sample letter is provided that the Coach may
wish to give to the parents of the players describing the program and what it involves. Armed with these
resources, the Coach is sure to have a successful Softball season!!
The players at this level will be more capable of handling formal practices and structured games,
although major modifications will still be necessary to accommodate their skill level. The emphasis
of the program will still have to be on skill development rather than competition, in order to
prepare them more effectively for competition at the Under 12 age category (called Squirt in most
Provinces/Territories). The complex individual skills involved in softball, as well as complex team
situations dictate that much time must be spent at the entry level of the game to develop solid
fundamental skills. Ideal children’s programs, which are conducive to skill development, provide
more practice time than competition time. The 30 minute Pre-Game skill development time in
this level does NOT come close to providing ideal practice time. However, including it adds more
than is in most traditional children’s softball programs which consist largely of competitions and
few, if any opportunities to get enough repetitions to learn the necessary skills. The ideas in the
Lesson Plans can be used for additional practice time.
Even though children at this age are ready for more advanced activities than the other two (2)
levels of the program, they still have many of the characteristics of children listed in Section 2
Child Development - Characteristics of Young Children, which must be considered. They still like
a lot of action and should be spending much of their time in free play rather than in extensive
organized programs. In his study of children’s sports, Coakly (1980) noted that the primary
characteristics of sandlot games, which children devise themselves are:
1. extensive action usually resulting in very high scores
2. close scores
3. high degree of personal involvement
3 notes to coaches
PARMALAT LEARN TO PLAY12
Programs designed for children must try to emulate the characteristics of games children would
devise themselves. Priorities should still be on making activities FUN, POSITIVE, and EXCITING.
Modifications to the adult game will still be required.
Emphasis MUST be on correct fundamental skill development at this critical stage instead of
competition. If it is not, players often develop bad habits in order to cope with the game situation.
This reinforcement of incorrect skills has a negative impact on future skill development. Habits
are hard to break. Real skill learning takes place at practice, not during competition. The proper
skill will only be used in competition once the skill has been fully assimilated. Too much emphasis
on competition also results in dropout, either from boredom or embarrassment by those players
with few skills. Given time and proper instruction these same players will develop their skills so
they can enjoy playing a recreational game of softball or could even develop into elite players.
Most important of all, good experiences discourage drop out.
Children at this age are active and restless and can only handle so much information at one time.
They won’t respond to practices in which there is too much talking, instruction where they are
standing around, or too much repetitious activity. A variety of learning games and drills are
necessary to keep the participants active and to maintain enthusiasm. Softball skills are complex
and must be broken down to simpler progressions to match the capabilities of the players. It is not
enough that coaches know the game or that they can play it themselves. What they need to
know is how to “teach” the skills. Some of the best coaches, at this level, are not those who
have mastered the game themselves, but those who are willing to learn how to teach, and who
can relate to children. The teaching of skills should be sequenced so that simpler skills are
learned before more difficult skills. In order to develop a well rounded athlete, the coach not
only needs to teach the skills of the game but also needs to provide a positive and FUN
atmosphere. This will ensure that the players are experiencing success and building high levels
of self-esteem and self-worth.
Parents are the strongest influence on a child’s life. The coach needs to encourage communication
and gain the support of the parents. This can be accomplished by organizing a pre-season parent
meeting to gain support for the PARMALAT LEARN TO PLAY Program and explaining both the
coach’s philosophy and the PARMALAT LEARN TO PLAY Philosophy.
section 3
PARMALAT LEARN TO PLAY13
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PROGRAM DESIGN – LEVEL 3 (9-10 YEAR OLDS)
Note: The following points are guidelines only. Please feel free to modify these guidelines or to develop
your own as dictated by the needs of your Association. In particular, in the Scrimmage Modifications
section, one will find different sets of modifications. The first set of modification is the suggested
model that works best to increase the player’s skill level. Softball Canada hopes that these
examples will help your community make the best choice for your situation or help you to create
your own modifications.
LENGTH OF A SEASON
◗ Typically the Softball season for 9-10 year olds is two months (May and June) with 2 sessions
a week.
LENGTH OF A SESSION
◗ 1 and 1/2 Hour (maximum) per session (30 minutes using the lesson plans and 1 hour of
a scrimmage)
NUMBER OF PLAYERS
◗ No more than 12 players on each team. It is recommended to have 10 players or less.
NUMER OF ADULT HELPERS
◗ 6 adult helpers (parents or family members) are required for each session.
◗ Should have one adult for every two players.
◗ It is not necessary that helpers be technically knowledgeable, as the coach will ask the helpers
to watch for the execution of simple, specific skills (i.e. open the hips when throwing).
FACILITIES
◗ While the use of a Softball diamond is suggested, an open field can also be used.
◗ The number of diamonds used will depend on the resources of the Association and the number of
participants registered.
LESSON PLANS
◗ The coach is provided with 18 lesson plans to take them through a typical Softball season (i.e.
a nine week season with 2 sessions per week).
◗ Each lesson plan involves activities that will teach the players the basic skills of Softball.
◗ Coaches are offered suggestions on how to modify an activity to suit the players’ ability level.
3 notes to coaches
PARMALAT LEARN TO PLAY14
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8
◗ The coach has great flexibility in following or changing the lesson plans to ensure the most
FUN and ACTIVITY for their players.
◗ The Lesson Plans are designed so that both teams do the Warm Up at the same time (one group
in the infield and one group in the outfield).
◗ The next portion of the session has 25 minutes of activities, which is performed in the outfield
and the infield.
◗ The groups switch half way through these activities so that each has had a chance to practice in
the outfield and infield. The session is designed this way because some of the activities require
either the backstop or grounders in the infield to be done effectively.
◗ All players are introduced to the skill of pitching. Players should be encouraged, but NOT forced,
to pitch in game situations. The player must feel they are ready to pitch in a game situation.
◗ The total time (including Warm Up is 30 minutes) for this portion of the session.
◗ The teams would then scrimmage against each other for the next hour.
SOFTBALLS
◗ Softball Canada strongly recommends the use of the Worth Reduced Injury Factor (RIF) softballs
for the PARMALAT LEARN TO PLAY PROGRAM.
◗ Fear of being hit by a hard ball is a deterrent for children learning softball skills so a softer ball
will increase the child's confidence when engaging in the activities of the program. The Worth RIF
softballs come in a variety of hardness as well as sizes to meet the needs of your association.
◗ As the child's skills improve, a harder softball can be introduced.
SCRIMMAGE MODIFICATIONS
◗ All competition should be organized with the maximum opportunity for success. Playing the
adult version of the game sets the players up for more failures than successes. The complexity
of the game and skills make it very difficult for young players to perform with consistency.
SAMPLE #1
Note: Softball Canada strongly recommends Sample #1.
◗ Emphasis on individual achievement. The younger is player, the more
sensitive they are to stressful situations. Incentive awards for individual achievement
goals, in the form of learning skills (skills checklist in manual) should be provided
rather than team standings. Travel to out of town competitions (unless necessary to
get another team to play against, as may be the case in small communities) should be
discouraged, as that would add additional importance and stress to the competition
which would be better left to the Squirt Division. It would also support the philosophy
section 3
PARMALAT LEARN TO PLAY15
that there be a gradual progression in the activity and competition experiences which in
the long term will encourage longer participation in softball. Eliminating league standings
and playoffs encourages coaches to stay focused on their main goal, which is the teaching of
fundamental skills.
◗ No elimination tournaments. Elimination tournaments produce more losers
than winners. They encourage coaches to violate the Fair Play Principles by playing
their best players more and not providing an opportunity for all players to play a
variety of positions. Round robin tournaments, with no declared winner, are much
healthier for children. If awards are given they should be “team” skill awards (i.e.
fastest team around the bases; most accurate team awards, etc.).
◗ Playing Time - All players are given equal playing time and an opportunity to fully
develop by playing all positions.
◗ Time limit - No inning to start after a specific time. 7:45, if start time 6:15. That
would limit the total time 1 1/2 to 2 hours, which is the maximum time young players
should be involved in an activity. The time limit combined with the varied activities
in the Pre-Game Warm Up attempts to accommodate shorter attention spans and the
tendency for youth softball games to continue well past the interest stage.
◗ Walks - No walks. Since the early stages of learning proper technique rarely results
in the ability to throw strikes consistently, NO WALKS will be issued. If a pitcher gets
3 balls on a batter, an adult (from the batting team) will come in to pitch until the
ball is either hit or the batter strikes out. This will eliminate pitchers reverting to
improper technique to throw strikes, and fewer giving up in frustration or embarrassment.
Since there will be no advantage to a coach telling the batters to wait for a walk it will
encourage more aggressive hitting, resulting in improved hitting ability, confidence and
more action defensively. The increased action, defensively, will also result in improved
defensive skills.
• Adult pitcher should use windmill arm action so batters get used to seeing it and
should attempt to pitch at the speed similar to the pitcher who is pitching so batters
learn how to hit that speed.
• Strike count resumed where pitcher left off.
◗ Maximum Number of Runs - A maximum of 6 runs per inning/ 4 outs for the
losing team if they get more than 12 runs down after a complete inning. They revert
back to 3 outs if the losing team gets within 12 runs again. This is an attempt to keep
the scores a bit closer in case one team is too dominant. The 6 run per inning rule also
helps keeps innings from getting too long.
3 notes to coaches
PARMALAT LEARN TO PLAY16
◗ Number of Outfielder - 4 outfielders. The field is much too large for 3 young players
to cover and this modification puts one more player into the action and off the bench.
◗ Batting - All players bat. This level has the traditional 1,2,3 out innings. Although
only 10 players are playing defence all of them are in the batting order.
◗ Substitutions - Coaches are allowed unlimited substitution.
◗ Pitching - Pitchers are only allowed to pitch 9 outs per game before a pitching
change is made. This will encourage a coach to develop a number of pitchers and avoid
burning out an early achiever.
◗ Coaches - Coaches allowed on diamond during the game to help direct play and
provide an opportunity for feedback to be immediate and private.
◗ Strike Zone - Larger strike zone. A wider home plate is used (19" instead of 17")
and the umpire is instructed to call a slightly larger vertical zone (shoulders to bottom
of knees). This will help keep the adult pitcher out of the game a bit more as well as
encourage more aggressive hitting. Parents should be informed of this change.
◗ Distances - between bases - 45': pitching - 30'; diagonal H to 2B - 63’8"
◗ Infield Fly Rule - This rule does not apply.
◗ Stealing - Players may steal a base after the ball crosses the plate, except for Home.
Players can not score on a pass ball or wild pitch.
◗ Overthrows - Runners will only receive 1 base on an overthrow, even if the ball is
in fair territory (i.e. A runner advancing to 2B at the time of an overthrow into CF can
only go to 3B, not all the way Home).
◗ Third Strike - The batter will be called out on a dropped 3rd strike.
◗ Thrown Bat - A player will receive one warning for throwing their bat. The next
incident will result in the batter being called out.
SAMPLE #2
◗ Pitching - Pitchers can only pitch 3 innings or 9 outs per game. Each pitcher on the
defensive team who delivered a pitch during an at bat that results in an out will be
charged with an out.
◗ Stealing - Players may steal a base when the ball crosses home plate. No stealing of
home is allowed.
◗ Infield Fly Rule - The Infield fly rule does not apply.
◗ Dropped Third Strike - The batter is out on dropped third strikes.
section 3
PARMALAT LEARN TO PLAY17
◗ Number of Players - Only 9 players are allowed on the field at one time.
◗ Substitutions - Unlimited substitution is allowed.
◗ Batting - All players bat in the order as listed on the line-up card. If a player comes
late, their name is added to the bottom of the batting order.
◗ Maximum Number of Runs - There will be a maximum of 7 runs per inning.
◗ Softballs - Worth’s Reduced Injury Factor (RIF) Level 1 11" synthetic softball must
be used exclusively. This softball can be purchased at most sports store.
◗ Coaches - Coaches are not allowed on the field during play.
SAMPLE #3
With the adoption of Level 3 PARMALAT LEARN TO PLAY into the Mite division, it will
be a transition to adopt all there this program has to offer. The PARMALAT LEARN TO
PLAY Program will create more fun for the players and develop better ball players in
years to come. A few of the rules have been revised to improve the season. Please read
the manuals and pre-plan all activities to best utilize your time. “Fair Play” is in
effective. This means “ALL” players receive equal playing time. Please make note of
the following modifications and have a great season.
◗ Softballs - All games and practices will use the “soft core” ball for the first month
of the season to give the players a chance to gain confidence in their ability to execute
the skills of the game. The second half of the season will use the regular softball.
◗ Adult Helpers - All teams must encourage as many parents as possible to help
during pre-scrimmage lessons.
◗ Playing Time - All players will be given the opportunity to play each position
during the games!
◗ Maximum Runs - There will be a maximum of 5 runs allowed per inning. If a team
gets down by more than 10 runs after a complete inning, that team will now be
permitted 4 outs. If the team gets back to within 10 runs, they will revert back to 3
outs in the next inning. This will help speed up the game in hopes of getting more
innings in.
◗ Time Limit - All games including the lesson plans prior to the game will not exceed
2 hours. No new inning will start after 8:15pm!
◗ Number of Outfielders - There will be 4 outfielders used at all times. Two
coaches will be allowed on the field during the game for the first half of the season to
help direct the play.
3 notes to coaches
PARMALAT LEARN TO PLAY18
9
◗ Pitchers & Catchers - Pitchers and catchers will be allowed to play 1
inning maximum per game. This will allow more players to get a chance to
play in these positions.
◗ Overthrows - Only one base will be awarded on an overthrow! (Note: A ball being
thrown from the catcher to the pitcher is considered a dead ball.)
◗ Stealing - There will be no stealing of home. All players must be hit home from
3rd base.
◗ Strike Zone - The width of home plate is increased from 17 to 19 inches to increase
the size of the strike zone. (Note: Parents should be advised by the coaches that a
larger strike zone is being used.)
◗ Zero Tolerance - Parents should be advised that there will be a “ZERO” tolerance
policy enforced by the umpires. An unruly fan may be asked to leave the ball
diamonds. Please help to enforce this, as we need our young umpires.
◗ Dropped Third Strike - If a catcher drops the ball on a third strike, the ball
is dead.
◗ Line Up Card - All players must be listed on the line-up card and no changes or
alterations are allowed unless agreeable with both coaches.
◗ Batting - All players will bat. If for any reason a player must leave the game and
cannot return, the batting order skips to the next player and is not considered an out.
◗ Substitutions - Players can be substituted in and out at any time without affecting
the batting order.
◗ Walks - There will be “NO” walks allowed. However, players hit by a pitch will be
awarded first base.
END OF SEASON
◗ It is strongly recommended that the Association organize a “FUN Day” at the end of the
season for the participants of the PARMALAT LEARN TO PLAY PROGRAM. (Note:
Some Associations will also start the season off with a “FUN Day”.)
section 3
PARMALAT LEARN TO PLAY19
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TIPS FOR COACHES
If you are using the program for the first time, ask for assistance from your Minor
Softball Association or Provincial/Territorial Softball Association. They may be able to
provide you with a trained person to review the lesson plans and skill progressions,
should you require it.
Explain to the players what is appropriate and inappropriate behaviour and the consequences
of such. This will set the tone for the season.
Be sure to review the skills section and the specific skills you will be covering in your
lesson plan prior to leaving for the diamond.
Coaches should arrive early to set up the diamond and be ready to start on time. This
sets a good example for the players.
Players should be instructed to arrive early to the session. This will help develop a habit
for the players to arrive early in future years to practices and games to allow for a proper
Warm Up to be ready to go at the stated time. Perhaps show them some Warm up
activities and stretches they can do on their own. Then have them throw to each other
before the session begins.
Attempt to stay within the prescribed times for the activities in the Lesson Plans.
Because of the players’ short attention spans, there is a need for change and variety, even
if they have not mastered the particular skill. Expectations for correct techniques should
be low with this age group.
Be flexible in implementing the Lesson Plans by adding or subtracting any activities
listed in this manual. Use the players’ favorite activities more often to ensure they are
having FUN but don’t over use them.
Ensure you stay on time by keeping instructions brief. Players must be kept ACTIVE.
Be flexible with the time spent on pitching. Pitching is a very complicated skill that may
take a while for the players to understand. However, you may be surprised at how quickly
your players will learn this skill. Be creative with the pitching activities (i.e. use targets
on the backstop, stepping (striding) on a marked line, etc). If the players are confused
switching back and forth from underhand (pitching) to overhand throwing, wait until
later in the season to introduce pitching. This way overhand throwing will be well
established. Remember the emphasis of the PARMALAT LEARN TO PLAY program
is the players having FUN!
Many of the activities can include some kind of competition (i.e. see who can make the
most consecutive catches). You decide when the players are ready and responsive to be
introduced to a competitive situation.
If your team is given additional practice times, the Lesson Plans and Lead Up Games in
this manual are a good resource to help you plan your practice session.
Promote the “philosophy” of PARMALAT LEARN TO PLAY to the parents as
some may be skeptical at first. It will help to refer to the activities as legitimately
playing Softball and to avoid the phrase “we just practice”.
Maintain a FUN atmosphere. The activities provide the opportunity for FUN to occur.
Be enthusiastic, encouraging, and organized and the season will be successful.
3 notes to coaches
PARMALAT LEARN TO PLAY20
IDEAS FOR ESTABLISHING POSITIVE BEHAVIOUR
The Coach should develop a list of behaviour expectations for the players. These behaviour expectations
must be established at the start of the season and communicated clearly to the players and parents. The
coach must monitor the players’ behaviours and follow through on any consequences decided upon at the
beginning of the season.
Possible behaviour expectations that a Coach may wish to establish are:
◗ After the coach’s explanation, wait for the “GO” signal from the coach before starting any
activity. An idea to encourage children to listen more carefully is to vary the word that means
“GO” (i.e. don’t start until the coach says “DYNAMITE”, “BARNEY”, “AWESOME”).
◗ Use the word “FREEZE” for stop. Expect players to stop immediately. If you get in the habit
of repeating the stop signal 3 or 4 times, the players will also accept that as standard.
◗ Establish rules for setting up and putting away the equipment. This can teach children
responsibility. Insist that the players PLACE equipment and not throw it when putting it away.
◗ To avoid players playing with the ball while the coach is talking establish a routing for when the
coach is talking (i.e. place the ball on the ground between feet or in hand behind back, etc.)
◗ Never swing a bat without checking behind to see if someone is there.
◗ Never walk up behind someone holding a bat without letting them know you are there.
GROUP SELECTION
◗ Always avoid assigning captians to pick a team, as was often done in the past and which could
do irreparable damage to the self-esteem of the child chosen last.
◗ Children can not be allowed to hurt the feelings of others in the group selection process. This can
be emphasized by letting the players know it is NOT acceptable to say no to a teammate who
wants them to be a partner.
◗ Number players 1-12 at the beginning of the year. This will make it easy to assign groups by
calling out their number when the coach wants to assign groups.
◗ To get even numbered groups start by selecting a partner, then each pair joins with another pair
to get 4, or with 2 other pairs to get 6.
◗ To select 2 teams, have the players choose a partner (without telling them you are choosing
teams). Have one partner stand on 1 line and the other partner on another line. You automatically
have 2 teams selected.
section 3
PARMALAT LEARN TO PLAY21
ORGANIZATIONAL SIGNALS
The use of hand signals can be used to make your practices run more smoothly and efficiently. If used
consistently, the players will learn to react quickly, with less confusion and it will be easier for the coach
to maintain control. Start by using both verbal and hand signals. Eventually only hand signals will be
required once the players’ attention is gained.
Form a Line: Run quickly to form a
line in front of the Coach. Stand evenly
spaced shoulder to shoulder.
Listening Circle: Run quickly to
stand in a group in front of the Coach to
listen to the coach’s instructions.
Groups: Quickly form a group with
the number of people indicated by the Coach.
Files: Quickly form a single file line
with one player behind the other.
Quiet/Listening: Immediately stop
what you are doing, hold a hand in the air
and listen to the Coach.
3 notes to coaches
PARMALAT LEARN TO PLAY22
EQUIPMENT REQUIRED
At this level, it is likely teams will each have their own equipment rather than getting it from a
central storage area like in Level 1 and 2. The proper equipment is a necessary ingredient in order
to make the practices both active enough and varied. It is expected that for some of the activities
(i.e. hitting where more equipment is required) that the two (2) teams will share equipment.
3 Whiffle balls
1 Dozen safety balls (i.e. indoor softballs)
4 Batting T’s (home made T’s work well. Traffic pylons may also
be used.)
6 Carpet Home plates
2 Sets of bases (carpet bases will do for 1 set)
12 Bats (preferred for maximum repetitions. Minimum requirement for
each team is 1 bat for every 2 players on the team.)
1 Set of catcher’s equipment
6 Markers (i.e. pylons, pucks, old tennis balls cut in half)
6 Sticks with hanging attachment on the end (whiffle ball, shoelace,
rope, rubber tubing). Old cut off hockey sticks or broomsticks
work well.
2 Targets (approximately 3' x 3')
4 Helmets
section 3
PARMALAT LEARN TO PLAY23
LETTER TO PARENTS
Welcome to the PARMALAT LEARN TO PLAY – Level 3 softball program. It is a FUN,
ACTION PACKED introduction to the game of Softball. We will be playing a version close to the
adult game of Softball. However, there will be modifications in order to address the needs and characteristics
of young players.
Level 3 consists of 30 minutes of games and activities to enhance the skills of the players followed by a
an hour game. The first part of the evening allows maximum opportunity for repetitions and improvement.
The second part of the evening introduces the concept of competition.
The PARMALAT LEARN TO PLAY program is designed to address the common characteristics of
children. These include:
Love of FUN
Love of Action
Need for approval & praise
Short attention span
Different maturing rates
Low ability to think abstractly
Low ability to anticipate
Low ability to do complex tasks
Low ability to cope with stress
Low level of fine motor skills
Low ability to make decisions quickly
The success of the PARMALAT LEARN TO PLAY program will depend on your help and support. In
each session we will require at least 6 parents or adults to help run activities and provide feedback to
ensure a 1:2 adult to child ratio. You are welcome to help every session, but we will be SCHEDULING every
family at least once. If you can’t make your scheduled time, please arrange a replacement. It is NOT
necessary to be knowledgeable about Softball. All you need is a SMILE and ENTHUSIASM.
Softball is an ACTIVE game, played in the dirt, where players are likely to get dirty. Please ensure your
child is wearing OLD pants and T-Shirts to each session. Players should also bring their own WATER
BOTTLE with them.
Here’s to a FUN and POSITIVE season!
3 notes to coaches
PARMALAT LEARN TO PLAY24
NOTES:
25
section 4
INTRODUCTION
This section contains lesson plans that are designed to make it easy for coaches who have little or no
experience coaching children to run an exciting and effective Softball program for young children. Even
experienced coaches will appreciate these well thought out lesson plans and incorporate many of the
drills into their practice plans.
A set of 18 lesson plans has been designed to assist you in running a bi-weekly 9 week program. The plans
have been designed as a resource. You can use the plans verbatim or as a rough guide. They are adaptable
to your skills as a coach and the abilities of your athletes. The extent to which you choose to use the plans
will depend on your softball coaching experience and your level of comfort in teaching children.
You have been given 18 lesson plans, but you will realize that some activities may work better than
others. We encourage you to be creative – combine some of the plans, create your own name for
activities or create your own plan based on the activities that you feel are most effective. Even have the
players choose the activity as it’s all about their enjoyment.
All lesson plans do require some advance preparation. The following check list will prepare you to run a
successful session:
·
Review the upcoming Lesson Plan prior to the session.
·
Become comfortable with how to set up and run each activity (visualize).
·
Review the skills of the session.
·
Consult the Softball Skills section to review how to teach the skill.
·
Review the Notes to Coaches section of the manual.
·
Practice the skill at home (in front of a mirror) to be sure you are comfortable teaching it.
·
Check to ensure that you have all the necessary equipment for the activities in the upcoming
lesson plan.
·
Arrive at the diamond 15 minutes early to ensure the field is safe and discuss the role each
coach or adult helper will play during the session. You may also want to use this time to
orientate adult helpers (parents/older siblings).
DURING THE SEASON
There will be two (2) teams on the diamond at once (evenly divide your total number of players by two).
One team is placed in the outfield and the other team is placed in the infield. Each team will perform the
warm-up activity separately for 5 minutes. Then each team will perform the listed activities for the
designated time in their designated areas. The two (2) teams will then switch positions (infield group
moves to outfield and vice versa) and performs the activities listed for that area. The teams will then
play a scrimmage game for 1 hour.
LESSON PLANS
26
lesson plans4
WARM UP GAMES LESSON PAGE
Behind Enemy Lines 14 55
Blob Tag 1 27
Bronco Tag 6,17 38,62
Defend 16 59
Dumping Ground 8 42
Gotcha 18 65
Grab the Bacon 12 50
Fitness Challenge 10 46
Hook on Tag 4 34
Pip, Squeak and Wilbur 11 48
Poison Ball 7 40
Reaction 3 32
Rotten Eggs 9 44
Shark in the Tank 2 30
Take it Back 5 36
Up-N-At-Em 15 57
THROWING/CATCHING GAMES LESSON PAGE
Around the Horn 5,15 37,58
Ball of Fire 2 30
Battle Ball 12 50
Beat the Ball 5 37
Boom-A-Rang 10 46
Bull’s Eye 11 48
Change of Direction 9 45
Getting to Know You 1 27
Goal Ball 3 32
Hot Potato 4,17 35,63
Hot Stuff 14 55
Jack Rabbit 14 56
Lead Me 4 35
Leonardo 18 65
Partner Throws 15 58
Planet Pass 8 43
Sky Ball 3 33
Spell Your Name 7 41
Super Scooper 6 38
LIST OF ACTIVITIES
Sure Hand Luke 13 52
Throw-Em-Out 16 59
Triple Ripple 17 63
HITTING GAMES LESSON PAGE
Home Run Derby 5 36
Hitting Stations 7,9,17 40,44,62
Monster Bash 1 28
Pepper 13 53
Queen/King 15 57
Slugger 2 31
Smoke ‘Em 11 49
BASERUNNING GAMES LESSON PAGE
Beat Lizzie 12 51
Beep Beep 13 52
Cut the Corner 8 42
Hot Box 16 60
Jam and Dive 6 39
Kill the Mosquito 4 34
Slip-N-Slide 10 47
LEAD UP GAMES LESSON PAGE
Berserk extra 69
Blastball extra 72
Bucket Ball extra 74
Crazy Ball extra 71
Dizzy Izzy extra 70
Double Play Excitement extra 68
Far Base extra 74
Field 3 extra 67
500 extra 67
Freeze the Runner extra 68
Help extra 71
Minnie Ball extra 75
Road Runner extra 75
Scrub extra 76
Semi Circle Softball extra 77
Skip Ball extra 70
Ten Minute Softball extra 77
Twenty one extra 72
Whack-O extra 69
27
section 4
LESSON 1 1WARM UP
BLOB TAG (5 min)
SKILLS running, dodging, agility, co-operation
ORGANIZATION mark out boundaries of playing area desired. One player is chosen to be the
chaser (beginning Blob) and the rest scatter.
ACTIVITY ◗ on “Go” the Blob chases, trying to tag others
◗ tagged players join hands with Blob
◗ when Blob becomes 3 only the outside players can tag
◗ when Blob becomes 4 split to make 2 Mini-Blobs
ARM CIRCLES AND HIP THRUSTS (5 min)
SKILLS arm/hip action of windmill pitch
ACTIVITY ◗ review co-ordination drill from skill section – no ball (p. 99)
◗ teach windmill arm action and hip action – no ball (p. 101)
TEAM IN THE INFIELD
GETTING TO KNOW YOU (5 min)
SKILLS catching, throwing, getting to know teammates
EQUIPMENT 1 ball for every 4 players
ORGANIZATION 3 groups of 4, with each group positioned in a square formation. Distance
apart will be according to ability.
ACTIVITY ◗ as players throw the ball to a teammate in their square, they call out
their own name
◗ on second or third round, they call their own name and the name of the
player who is to receive the ball
◗ change 2 people in groups at a time, so they get to know players in
other groups as well
28
lesson plans4
THROWING/CATCHING
THROWING PROGRESSIONS (5 min)
SKILLS throwing, catching, co-operation
EQUIPMENT 1 ball for every 2 players
ORGANIZATION Players line up across from a partner an appropriate distance apart with
one adult assigned to every pair.
ACTIVITY ◗ coach teaches progressions for learning proper throwing mechanics
(keep it short) as outlined in skills section (p. 88)
◗ players start with no ball then progress to throwing a ball to partner
◗ this activity can be made FUN by seeing how many throws they can
catch consecutively or out of 10, or only moving 1 foot, or moving
no feet
TEAM IN OUTFIELD
HITTING PROGRESSIONS -
STRIDE AND HIP ACTION (5 min)
SKILLS stride and hip action of a good compact swing
EQUIPMENT 1 bat per player
ACTIVITY ◗ teach stride and hip action as in skills section (p. 93)
◗ focus only on these 2 actions, as they are critical to a good swing.
They will be unable to handle too much information at once
MONSTER BASH - HITTING (5 min)
SKILLS emphasis on stride and hip rotation
EQUIPMENT 6 “shoelace sticks”, 6 bases, 1 bat for every player (minimum 1 bat for
every 2 players)
ORGANIZATION 1 adult for every 2 players. Each group will find a safe area to place their
base and swing.
ACTIVITY ◗ the adult will hold the end of the shoelace (pretend it is a monster or
something else appropriate) IN FRONT of the base at various heights
29
section 4
◗ alternate players every 5-10 swings. Other player can be taking
practice swings
◗ the reason for the base is so that players learn to position themselves
properly at the base. The person holding the stick must position it IN
FRONT of the base at the proper contact point. If positioned over the
top of the base, the player will develop a slow sweeping swing.
SCRIMMAGE
MODIFIED SOFTBALL GAME (1 hour)
◗ see scrimmage modifications (p. 14)
30
lesson plans4
LESSON 2 2WARM UP
SHARK IN THE TANK (5 min)
SKILLS running, dodging, body awareness, co-operation, agility
ORGANIZATION 2 or 3 players are the “Sharks”, the rest are the “Fish”. Mark off a
playing area to be the “tank”.
ACTIVITY ◗ fish must stay in the tank
◗ 3 “Sharks” are timed to see how long it takes them to catch all the
fish. When they do, choose 3 new “Sharks”
GRIP AND STATIC PITCHING (5 min)
SKILLS proper grip on the ball, release point on side of leg
ACTIVITY ◗ review proper grip on ball (p. 102)
◗ review arm circle and hip thrust from previous lesson (p. 101)
◗ teach and practice static pitching drill without ball (skills section p. 102)
TEAM IN INFIELD
BALL OF FIRE (10 min)
SKILLS catching, touching base, throwing
EQUIPMENT 4 bases
ORGANIZATION 2 groups of 6. Place bases a distance apart according to ability (30' - 60').
Players line up in columns behind a base - 3 behind each base.
ACTIVITY ◗ player receiving the ball steps in front of the base to receive the ball,
catches it, tags the base with one foot, then throws the ball to the
opposite base, then goes to end of line
◗ process is repeated until each player has desired repetitions
31
section 4
VARIATION ◗ a progression would be to have the players straddle the base instead
and pretend to put a tag on a runner.
TEAM IN OUTFIELD
SLUGGER (10 min)
SKILLS hitting, fielding
EQUIPMENT 4 bats, 4 balls, 4 carpet Home plates
ORGANIZATION 4 groups of 3, with an adult with each group.
ACTIVITY ◗ adult pitches to the 3 players in their group
◗ batters hit the ball out to 2 fielders
◗ fielders get 2 points for a fly ball and 1 point for a grounder
◗ emphasize stride and hip action in the batter’s swing
SCRIMMAGE
MODIFIED SOFTBALL GAME (1 hour)
◗ see scrimmage modifications (p. 14)
32
lesson plans4
3 3LESSON
WARM UP
REACTION (5 min)
SKILLS agility, quickness, running
ORGANIZATION mark out 2 lines 50' - 60' apart
ACTIVITY ◗ players start on the line. On “Go”, they react and run to the other line
VARIATION ◗ vary the body positions at the start (i.e. all 4’s, facing opposite
direction, butt on ground, head touching ground, prone, supine, feet in
opposite direction)
STATIC PITCHING AND HIP PITCHING (10 min)
SKILLS release point on side of leg and wrist snap of ball off side of leg from
stride position
ACTIVITY ◗ review static pitching drill with ball (in skills section p.102)
◗ teach and practice hip pitching drill without ball (in skills section p.103)
TEAM IN INFIELD
GOAL BALL (7 min)
SKILLS proper use of glove and fielding grounders
EQUIPMENT 1 ball for every 2 players, markers
ORGANIZATION mark off a “goal” area for each player opposite a partner. The distance
depends on skill level (up to 10' wide).
ACTIVITY ◗ teach proper technique for picking up ground balls
◗ each player tries to score a goal by throwing a grounder by their
partner through the marked goal posts
◗ score a point for each goal
◗ switch partners occasionally
33
section 4
TEAM IN OUTFIELD
SKY BALL (7 min)
SKILLS proper use of glove and positioning when catching fly balls
EQUIPMENT 1 ball and glove for each player
ORGANIZATION 1 adult for every 2 players
ACTIVITY ◗ coach will demonstrate progressions as in skills section (p. 89)
◗ players will then practice catching high tosses from an adult
Self-competition can be included by:
1) Seeing if they can catch a higher one each time.
2) How many consecutive catches can they make?
3) How far can they move to get underneath to make the catch?
SCRIMMAGE
MODIFIED SOFTBALL GAME (1 hour)
◗ see scrimmage modifications (p. 14)
34
lesson plans4
LESSON 4 4
XXX
XXX
XXX
XXX
marker
WARM UP
HOOK ON TAG (5 min)
SKILLS quickness, running, dodging, fair play
ORGANIZATION mark out playing area. 1 player selected to be the runner. 1 player selected
to be the chaser. All others find a partner, link elbows and find a space.
ACTIVITY ◗ on “GO”everyone runs, with the chaser trying to tag the runner
◗ if the runner links elbows with a pair, then the outside member of that
pair becomes the runner
◗ if the chaser tags the runner they exchange roles. Change chaser
periodically if the runner is not caught
TEAM IN INFIELD
HIP - STRIDE ACTION (5 min)
SKILLS wrist snap off side of leg from stride position, taking stride
ACTIVITY ◗ practice static pitching drill – with ball (p. 102)
◗ practice hip pitching with ball (from skills section p. 103)
◗ teach stride action without BALL (from skills section p. 104)
KILL THE MOSQUITO (7 min)
SKILLS rounding 1B
EQUIPMENT 4 bases
ORGANIZATION put bases down in proper locations on diamond, with 3 players at each one.
Pretend there is a mosquito on the INSIDE corner of each base.
ACTIVITY ◗ one player at each base takes a swing at an imaginary ball, drops the
bat, runs as fast as possible to the next base, stepping on the
“Mosquito” as they round it
35
section 4
◗ they then wait their turn at the base they just rounded
◗ remind players it will be easier to step on the “Mosquito” if they run a
little to the outside of the base line as they approach the base. It
would be helpful to put some markers down for them to go around as
shown in the diagram
TEAM IN OUTFIELD
LEAD ME (7 min)
SKILLS catching and throwing while moving
EQUIPMENT 1 ball for every 2 players
ORGANIZATION partners stand, parallel, facing same direction approximately 20’ apart.
Next set of partners is ready to go as soon as 1st set is out of the way. 2
lines can be going at once.
ACTIVITY ◗ partners lead each other with a throw so they both have to be moving
while throwing and catching
HOT POTATO (5 min)
SKILLS relaying ball from one player to another, catching, throwing
EQUIPMENT 1 ball for every 3 players
ORGANIZATION 4 teams of 3 lined up as shown.
ACTIVITY ◗ in groups of 3, the ball is relayed from 1 to 2 to 3 and back.
◗ go slowly at first to concentrate on proper turn in center
◗ rotate players in all 3 positions, so each gets experience as a relay
player in the center.
◗ in relay position, emphasize making a quick turn (in skills section p. 98)
◗ it can be made into a relay competition if skill level is high enough
SCRIMMAGE
MODIFIED SOFTBALL GAME (1 hour)
◗ see scrimmage modifications (p. 14)
36
lesson plans4
5 5LESSONWARM UP
TAKE IT BACK (5 min)
SKILLS agility, quickness, teamwork
EQUIPMENT 20-25 balls and/or other small objects, 4 markers
ORGANIZATION 4 teams of 3. One team at each of the 4 markers, which are placed in a
diamond formation (bases could be used instead of markers). Objects are
placed in center where pitcher’s location would be.
ACTIVITY ◗ on “GO”, one player at a time from each team runs out and picks up 1
of the objects and returns
◗ after tagging the returning player’s hand, the next player leaves
◗ play continues until all objects are gone
◗ the team with the most objects wins
TEAM IN INFIELD
HIP - STRIDE ACTION (5 min)
SKILLS wrist snap off side of leg from stride position, taking stride
ACTIVITY ◗ practice static pitching drill – with ball (p. 102)
◗ practice hip pitching with ball (from skills section p. 103)
◗ teach stride action without BALL (from skills section p. 104)
HOME RUN DERBY (10 min)
SKILLS hitting
EQUIPMENT 4 bats, 4 balls
ORGANIZATION 4 groups of 3. Each group has a batter, 2 retrievers, at least 1 adult
leader. Mark off a designated “home run” distance according to skill level
of group. Try to make the skill level of each group as even as possible.
ACTIVITY ◗ one player in each group bats (off a T, adult pitch or soft toss)
◗ score 1 point every time the ball is hit over designated home run line
◗ any other hit is counted as an out
◗ rotate after 3 outs or 5 home runs (whichever comes first)
37
section 4
TEAM IN OUTFIELD
BEAT THE BALL (5 min)
SKILLS running, throwing, catching
EQUIPMENT 2 balls
ORGANIZATION 2 games are going on at the same time. 6 players are involved in each
game. 5 players form a circle large enough for them to be able to throw
the ball around to each other. The 6th player is a runner starting beside
the player with the ball
ACTIVITY ◗ on “Go” the ball is thrown around the circle, while the runner races
around the outside trying to beat the ball back to the start
◗ give one point to the runner for every player she passes before the ball
gets back to the start point (max. 5 points)
AROUND THE HORN (5 min)
SKILLS throwing, catching
EQUIPMENT 2 balls, 8 bases, 2 helmets
ORGANIZATION bases are set up to make 2 diamonds. One diamond is on the inside of the
other diamond. Form 2 teams of 6 with 1 team on each diamond. The
throwing team will use the inside diamond. The running team will use the
outside diamond. The throwing team will set up players in all the infield
positions except pitcher. One runner starts at Home Plate.
ACTIVITY ◗ objective is for the runner to run around the bases before the ball can
be thrown “Around the Horn” (C to SS, SS to 1B, 1B to 3B, 3B to 2B
and 2B back to C)
◗ if the runner wins the race, a point is given to the runner
◗ if the competition is not close, increase the number of times the ball goes
“Around the Horn” or count the total bases touched by the runners.
Rotate the throwing players so each throws from all positions.
SCRIMMAGE
MODIFIED SOFTBALL GAME (1 hour)
◗ see scrimmage modifications (p. 14)
38
lesson plans4
6 6LESSON
WARM UP
BRONCO TAG (5 min)
SKILLS running, dodging, body awareness, co-operation, agility
ORGANIZATION 1 player is the “Outlaw” and another is the “Ranch Hand” while the rest
of the players are “Partners”. One “Partner” stands behind the other
“Partner” holding onto the front “Partner’s” waist with their hands. The
two “Partners” form a pair of wild Broncos.
ACTIVITY ◗ the “Outlaw” tries to tag the “Ranch Hand”
◗ if the “Ranch Hand” can grab hold of the waist of one of the back
“Broncos”, they are safe and can’t be tagged by the “Outlaw”
◗ the player who is on the front of that threesome now becomes the
“Ranch Hand” and must run and be chased by the “Outlaw”
◗ if the “Outlaw” tags the “Ranch Hand”, the players switch roles
◗ the more the “Broncos” try to avoid the “Ranch Hand” linking on, the
more action is involved
TEAM IN INFIELD
HIP - STRIDE ACTION (5 min)
SKILLS wrist snap off side of leg from stride position, taking stride
ACTIVITY ◗ practice static pitching drill – with ball (p. 102)
◗ practice hip pitching with ball (from skills section p. 103)
◗ teach stride action without BALL (from skills section p. 104)
SUPER SCOOPER (7 min)
SKILLS fielding ground balls, throwing
EQUIPMENT 3 balls
ORGANIZATION 3 teams of 4 in shuttle relay formation
39
section 4
ACTIVITY ◗ 1st player in each line throws a grounder to teammate on other side
then goes to the end of the opposite line
◗ player receiving it throws a grounder to the next player and follows throw
to end of that line and so on until they get back to their original positions
TEAM IN OUTFIELD
JAM AND DIVE (7 min)
SKILLS rounding base and jamming to stop, diving back to base
EQUIPMENT 4 bases
ORGANIZATION 4 groups of 3 with 3 at each base. Bases set up in diamond formation.
ACTIVITY ◗ each player takes a full swing at an imaginary ball and runs to the
next base. Be sure the player uses proper rounding and jamming
technique (in skills section p.95) then dives back to their base (in skills
section p.96)
SCRIMMAGE
MODIFIED SOFTBALL GAME (1 hour)
◗ see scrimmage modifications (p. 14)
40
lesson plans4
7 7LESSON
WARM UP
POISON BALL (5 min)
SKILLS throwing accuracy, catching, quickness, running
EQUIPMENT 1 ball for every group of 6 (no gloves are required)
ORGANIZATION 2 groups of 6. 2 games going on at the same time. 4 players form a circle
with the other 2 players outside the circle without a ball.
ACTIVITY ◗ one of the 4 players in the circle has the ball
◗ the ball is thrown from player to player or across to one another
◗ the 2 players on the outside try to tag one of the 4 players while they
have the ball
◗ when the outside player is successful they change places
◗ if the ball is dropped the player who dropped it becomes the tagger and
the tagger who has been out the longest takes their place in the circle
VARIATION ◗ if tags are made too easily use only 1 player as a tagger
TEAM IN INFIELD
HITTING STATIONS (12 min)
SKILLS proper grip on bat, stride and hip rotation
EQUIPMENT 1 bat per player, 3 T’s, 3 whiffle balls on a rope, 6 carpet Home plates
ORGANIZATION 1 adult in charge of every 2 players. 3 T stations and 3 whiffle ball
stations, with 2 players at each station. Set T’s up IN FRONT of
Home plates.
ACTIVITY ◗ 6 players will practice hitting off a T
◗ 6 players practice hitting off a hanging whiffle ball which an adult can
hold in FRONT of a Home plate
◗ the partner awaiting their turn can be taking practice swings
◗ groups switch when total time allotted to the hitting stations is half over.
That will give each player an equal amount of time at both activities.
NOTE: Make sure proper batting technique is used especially hip rotation, swinging
through the ball and finishing with bat in middle of back.
41
section 4
TEAM IN OUTFIELD
SPELL YOUR NAME (12 min)
SKILLS throwing, catching
EQUIPMENT 1 ball for every 2 players
ORGANIZATION partners should be selected by ability and spaced accordingly.
ACTIVITY ◗ partners throw the ball back and forth overhand
◗ they get a letter in their name every time they make a catch
◗ when they complete their name, they move back 2 giant steps
◗ continue the process to time limit or success rate gets low
Note: Adult may have to be the thrower if skill level is not advanced enough.
VARIATION ◗ this drill can be modified to give the points to the thrower for
throwing accuracy
◗ it can be made increasingly more challenging by making the target
more difficult (i.e. only get a letter if the partner can catch it only
moving 1 foot or not moving at all).
SCRIMMAGE
MODIFIED SOFTBALL GAME (1 hour)
◗ see scrimmage modifications (p. 14)
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lesson plans4
8 8LESSON
WARM UP
DUMPING GROUND (5 min)
SKILLS running, agility, co-operation
EQUIPMENT 1 ball for each player
ORGANIZATION 4 teams of 3 located at each of the 4 bases. Each team will have 3 balls on
the ground. Stipulate a time for the game (i.e. 2 -3 minutes).
ACTIVITY ◗ on “Go”, each player runs with a ball and puts it in the other teams’
corner. They can also pick up a ball while there and put it in another
teams’ corner
◗ objective is to have the least number of balls in your team’s corner
when time is up
◗ players can remove balls from their corner and place them in the other
teams’ corner
◗ each player can only move 1 ball at a time
HIP - STRIDE ACTION (5 min)
SKILLS wrist snap off side of leg from stride position, taking stride
ACTIVITY ◗ practice static pitching drill – with ball (p. 102)
◗ practice hip pitching with ball (from skills section p. 103)
◗ teach stride action without BALL (from skills section p. 104)
TEAM IN INFIELD
CUT THE CORNER (7 min)
SKILLS rounding the bases, throwing, catching
EQUIPMENT 3 balls, 3 helmets, 6 bases
ORGANIZATION 3 groups of 4. Set up each of the groups as shown
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section 4
ACTIVITY ◗ runner runs from Home around 1B and on to 2B
◗ AFTER the runner touches 1B, A throws to B who throws to C to try to
get the ball to 2B before the runner gets there
◗ rotate players after each run
TEAM IN OUTFIELD
PLANET PASS (7 min)
SKILLS catching, throwing, quick feet
EQUIPMENT 1 ball, 4 bases, stopwatch
ORGANIZATION 3 teams of 4. 1 player from each team at each base. The 4 bases are in
diamond formation. Set the distance between the bases according to
ability of players.
ACTIVITY ◗ the ball starts at one base. On “Go”, that team throws the ball around
to their teammate at each base and back to where they started
◗ the coach times them to see how long it takes to complete
◗ each team of 4 will get a turn in succession
◗ competition is between teams or each team can try to improve their
last score
VARIATION ◗ throw in the other direction or see how many bases they can throw to
in a set time (i.e. 20 sec.)
SCRIMMAGE
MODIFIED SOFTBALL GAME (1 hour)
◗ see scrimmage modifications (p. 14)
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lesson plans4
9 9LESSON
WARM UP
ROTTEN EGGS (5 min)
SKILLS running, catching
EQUIPMENT 2 balls
ORGANIZATION make 2 groups of 6 with 1 player or coach from each group standing in the
middle with a ball while the other 5 form a circle around that player or
coach.
ACTIVITY ◗ the player in the middle throws the ball high in the air and calls out
the name of a player
◗ the player who is called runs into the circle to catch or retrieve the ball
while the rest of the players scatter
◗ when the player gets the ball and calls “Stop”, all the players must
stand still
◗ the ball is then thrown to the one FARTHEST away
◗ repeat the process as time allows
TEAM IN INFIELD
HITTING STATIONS (12 min)
SKILLS hitting off a T, hitting off soft toss, emphasis on stride and hip rotation
EQUIPMENT 4T’s, 12 balls, 12 bats, 5 whiffle balls on a rope (shoelace sticks), 12 carpet
home plates or bases
ORGANIZATION there will be 3 different stations set up for 4 players to perform the same
drill at the same time
◗ Station 1 – 4 soft toss stations
◗ Station 2 – 4 batting T stations
◗ Station 3 – 4 whiffle ball on a rope stations
1 adult at each of the soft toss stations (4), 1 adult at each of the T
stations, and 1 adult at each of the whiffle ball on a rope stations.
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section 4
ACTIVITY ◗ divide time you have left after set up into three so that players get an
equal amount of time at all 3 stations
◗ all four players rotate to a different station when the time is up
◗ emphasize stride and hip rotation
◗ make sure ball is placed IN FRONT of plate. Home plate or bases should
be used for each player so they get the proper feeling of a standing at a
plate to hit.
TEAM IN OUTFIELD
CHANGE OF DIRECTION (12 min)
SKILLS proper footwork for fielding fly balls
EQUIPMENT 6 balls
ORGANIZATION 4 groups of 3. An adult leader is with each group
ACTIVITY ◗ one player at a time faces the adult leader who has a ball ready to throw
◗ the adult holds the ball over their head with their arm extended so the
players can see it and moves their hand alternately left and right
◗ the player moves diagonally backward in the direction (L or R) as
indicated by the adult.
◗ after the player fielding the ball has made 2 or 3 direction changes, the
adult throws a long fly
◗ be sure that the player keeps their chest pointing at the adult and does
not turn their back to the ball when changing directions
SCRIMMAGE
MODIFIED SOFTBALL GAME (1 hour)
◗ see scrimmage modifications (p. 14)
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lesson plans4
10 10LESSON
WARM UP
FITNESS CHALLENGE (5 min)
SKILLS developing fitness, determination
ACTIVITY ◗ see how many activities can be completed in 5 minutes:
- 20 jumping jacks - 2 laps of bases - sprint H to 1B
- 20 hops - 10 push ups - 10 sit ups
- duck walk 10' - crab walk 10' - skip H to 1B
COMPLETE PITCH ACTION (10 min)
SKILLS windmill pitching
ACTIVITY ◗ review static pitching drill – with ball (in skills section p.102)
◗ review hip pitching – with ball (in skills section p.103)
◗ practice complete pitch action without a ball (in skills section p.105)
TEAM IN INFIELD
BOOM-A-RANG (7 min)
SKILLS throwing from positions in the infield
EQUIPMENT 2 balls, 8 bases
ORGANIZATION 2 groups of 6. Set up bases to make 2 diamonds with 6 players at each.
5 players in infield position including pitching and catching position
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section 4
ACTIVITY ◗ catcher throws a grounder to each player in succession
◗ they field it, throw to 1st base, who throws it back to C
◗ rotate positions after each sequence so all players get a chance to throw
from each position
◗ score 1 point for each successful throw and catch
◗ see how many points can be scored per sequence (max. 11)
VARIATION throw flies instead of grounders
TEAM IN OUTFIELD
SLIP-N-SLIDE (7 min)
SKILLS bent leg slide
ORGANIZATION players on a line to start. Then 3 groups of 4 with 2 adults per group.
ACTIVITY ◗ teach progressions for sliding as in skills section (p. 97)
SCRIMMAGE
MODIFIED SOFTBALL GAME (1 hour)
◗ see scrimmage modifications (p. 14)
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lesson plans4
11 11LESSONWARM UP
PIP, SQUEAK AND WILBUR (5 min)
SKILLS baserunning
EQUIPMENT 4 balls, 4 bases
ORGANIZATION 4 groups of 3, one group at each base. Bases are set up in diamond
formation. Players in each group are named PIP, SQEAK or WILBUR.
4 balls placed at pitchers plate.
ACTIVITY ◗ when the coach calls out name (PIP, SQUEAK, or WILBUR), the player
with that name runs around the bases. When (s)he touches the base
they started at, (s)he runs to the center to pick up a ball and brings it
back to the group
◗ balls are returned to the center for the next person
◗ score a point for the 1st person back to their starting base
COMPLETE PITCH ACTION (10 min)
SKILLS windmill pitching
ACTIVITY ◗ review static pitching drill – with ball (in skills section p.102)
◗ review hip pitching – with ball (in skills section p.103)
◗ practice complete pitch action without a ball (in skills section p.105)
TEAM IN INFIELD
BULL’S EYE (10 min)
SKILLS throwing accuracy, fielding
EQUIPMENT 2 targets, 12 balls
ORGANIZATION 2 groups of 6, each group in a file in front of their target, which is placed
on the backstop.
ACTIVITY ◗ an adult will throw either a fly or a grounder to the 1st person in line,
who fields it and throws at the target
◗ after the throw, the player moves to the back of the line and the next
player takes a turn
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section 4
◗ score 1 point for fielding cleanly and 1 point for hitting the target
◗ competition can be to see which team reaches 10-15 first OR which
team scores the most points in a given time limit
TEAM IN OUTFIELD
SMOKE ‘EM (10 min)
SKILLS hitting, fielding
EQUIPMENT 4 bats, 2-3 balls per group, 4 T’s if hitting off a T
ORGANIZATION 4 groups of 3 with at least one adult per group
ACTIVITY ◗ in each group an adult will pitch to one batter while the other
2 players field
◗ fielding players get 2 points for catching a fly and 1 for a ground ball
◗ offensive players get 3 points for a line drive, 2 points for a long fly
ball or hard grounder, 1 point for pop fly or easy grounder
◗ see who can get 10 points first
◗ rotate batters every 2 min., so that they all get a turn to bat
SCRIMMAGE
MODIFIED SOFTBALL GAME (1 hour)
◗ see scrimmage modifications (p. 14)
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lesson plans4
12 12
LESSONWARM UP
GRAB THE BACON (5 min)
SKILLS running, dodging, body awareness, quickness, agility
EQUIPMENT 1 ball for every 2 players
ORGANIZATION partners each start at their own baseline. A ball is placed at the mid-point
between partners.
ACTIVITY ◗ on “GO” from the coach each partner runs out, tries to grab the ball
(bacon) and get back to their baseline without being tagged by their
partner who didn’t get the bacon
◗ change partners frequently
COMPLETE PITCH ACTION (10 min)
SKILLS windmill pitching
ACTIVITY ◗ review static pitching drill – with ball (in skills section p.102)
◗ review hip pitching – with ball (in skills section p.103)
◗ practice complete pitch action with a ball (in skills section p.105)
TEAM IN INFIELD
BATTLE BALL (7 min)
SKILLS fielding ground balls
EQUIPMENT 1 ball for every 6 players
ORGANIZATION 3 players on each team. Mark two goal lines at a distance apart which is
appropriate for the players’ ability levels. Mark a center line between
between each team’s goal line. Spread the players along their goal line
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section 4
ACTIVITY ◗ one team throws grounders to the another team trying to get it past
their goal line
◗ the ball must bounce at least once before crossing the center line
◗ the player receiving the ball tries to stop it before it crosses the goal line
◗ whoever fields the ball will throw it back to the other team
◗ score 1 point for each ball that crosses the other team’s goal line
◗ if more action is required make teams of 2 instead of 3
TEAM IN OUTFIELD
BEAT LIZZIE (7 min)
SKILLS leaving a base, throwing, catching
EQUIPMENT 8 bases, 4 balls
ORGANIZATION 4 groups of 3 with each group set up as shown.
ACTIVITY ◗ player A and B stand with their foot on their respective base
◗ player B has the ball
◗ “Lizzie”, the runner, starts on a line even with but a safe distance from
the line that player A and B are on
◗ on “Go”, “Lizzie”, the runner, tries to run to the other line before
player B can throw the ball to player A who must then throw it back
to player B
◗ rotate players until they have had a turn at each position
SCRIMMAGE
MODIFIED SOFTBALL GAME (1 hour)
◗ see scrimmage modifications (p. 14)
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lesson plans4
13 13
LESSON
WARM UP
BEEP BEEP (5 min)
SKILLS rounding the bases, speed development, conditioning
EQUIPMENT 4 bases
ORGANIZATION put bases down in proper diamond location, with 3 players at each. One
player starts in front of base and extra players stand behind.
ACTIVITY ◗ on “GO”, the first player in each group runs around all the bases and
returns to tag the next player in line
◗ first team to finish gets the “BEEP BEEP” award
◗ emphasize proper rounding techniques including stepping on the
inside corner
COMPLETE PITCH ACTION - WITH BALL (5 min)
SKILLS windmill pitching
ACTIVITY ◗ review static pitching drill (in skills section p.102)
◗ review hip pitching (in skills section p.103)
◗ practice complete pitch action with a ball (in skills section p.105)
TEAM IN INFIELD
SURE HAND LUKE (10 min)
SKILLS quick hands for underhand toss, throw to 1B
EQUIPMENT 4 balls, 4 bases
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section 4
ORGANIZATION 4 groups of 3 with an adult with each group. Set up groups as shown,
making sure X1 is close enough to X2 that an underhand toss will get the
ball to X2.
ACTIVITY ◗ the leader throws a grounder to X1 who fields it, gets it out of the glove
quickly, and tosses the ball underhand to X2 who throws to X3 at 1B
◗ rotate so every player gets a chance at all 3 positions
◗ points can be scored every time a clean catch is made and if X3 can
catch the ball with their foot on the base
TEAM IN OUTFIELD
PEPPER (10 min)
SKILLS eye/hand co-ordination, teamwork, co-operation
EQUIPMENT 1 bat, 1 whiffle ball and Home plate for every 4 players
ORGANIZATION 3 groups of 4 – 1 batter and 3 fielders in each group
ACTIVITY ◗ the ball is tossed to the batter by whoever has the ball
◗ batter tries to chop it back on the ground
◗ this NOT a complete swing, but a eye/hand co-ordination drill. Batters
should start in a very open stance, with feet in pivot bunt position.
Hands start back at shoulder and bat is gripped in extreme choke
position or with split hands to make it easier to chop the ball down
with bat control (start position as shown)
◗ batter stays at base as long as she hits the ball back on the ground,
within reach of fielders
Adult
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lesson plans4
◗ batter is out if ball is swung at and missed, or hits it over the fielders head
◗ when batter is out fielders rotate
NOTE: This may have to be adjusted to the skill level of the players. eg. Batter gets 3-6 tries
to hit the ball instead of being out if the ball is missed.
SCRIMMAGE
MODIFIED SOFTBALL GAME (1 hour)
◗ see scrimmage modifications (p. 14)
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section 4
14 14LESSON
WARM UP
BEHIND ENEMY LINES (5 min)
SKILLS agility, quickness, running, co-operation
EQUIPMENT all available balls and other appropriate objects
ORGANIZATION mark out 2 lines 50’ - 60’ apart. 2 teams of 6 line up behind their own
line. Place balls and other objects in “No Man’s Land” centre area.
ACTIVITY ◗ on “Go” objective is to place as many objects as possible over the
OTHER TEAM’S line
◗ only one object at a time can be taken
◗ objects must be placed, not thrown, across the line
◗ if all the objects are gone from “No Man’s Land” they may be taken
from own end and placed in opposite end
◗ when time is called the team with the LEAST NUMBER of objects in
their end wins
COMPLETE PITCH ACTION - WITH BALL (10 min)
SKILLS windmill pitching
ACTIVITY ◗ review static pitching drill (in skills section p.102)
◗ review hip pitching (in skills section p.103)
◗ practice complete pitch action with a ball (in skills section p.105)
TEAM IN INFIELD
HOT STUFF (7 min)
SKILLS throwing, charging ground balls, quick feet
EQUIPMENT 3 balls
ORGANIZATION 3 teams of 4 in shuttle relay position.
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lesson plans4
ACTIVITY ◗ X1 throws a grounder to X3 then goes to end of opposite line behind X4
◗ X3 moves forward and fields the grounder then turns and throws to X4
◗ X3 then goes to end of opposite line
◗ X4 catches the ball and throws a grounder to X2 who repeats the sequence
◗ X4 then goes to end of opposite line
◗ player movement is always to follow throw
TEAM IN OUTFIELD
JACK RABBIT (7 min)
SKILLS running, throwing, catching
EQUIPMENT 2 balls, 8 bases, 2 helmets
ORGANIZATION Set up 2 sets of bases in diamond formation with one set of bases on the
inside of the other set. Form 2 groups. 4 players will be the “Hunters” and
2 players will be the “Rabbits”. Place 1 “Hunter” on each of the outside
bases. 1 player at a time will be the “Rabbit”. The ball starts with the
“Hunter” at Home plate.
ACTIVITY ◗ the “Rabbit” starts at Home and tries to run around their set of bases
before the “Hunters” can throw the ball around the outside bases and
back to Home
◗ score a point for the “Rabbits” if s/he makes it home before the
ball reaches Home. Score 1 point for the “Hunters” if the ball gets
there first
◗ rotate “Hunters” around the bases so all “Hunters” get a chance at
every base
◗ alternate the “Rabbits” on each throw around the bases by the “Hunters”
◗ once the “Hunters” have thrown from each base, chose 2 new “Rabbits”
◗ make sure all runners are wearing a helmet
Note: If the competition is not close, adjustments can be made by having the ball go
around twice or counting bases touched.
SCRIMMAGE
MODIFIED SOFTBALL GAME (1 hour)
◗ see scrimmage modifications (p. 14)
57
section 4
15 15
LESSON
WARM UP
UP’N AT ’EM (5 min)
SKILLS quickness, running
ORGANIZATION partners
ACTIVITY ◗ one partner (chaser) stands on the end line with hand out
◗ the other partner (runner) slaps (softly) the outreached hand and runs
in the opposite direction to get safely across the other end line without
being tagged
◗ the partner, whose hand was slapped, tries to catch the runner before
(s)he gets to the safe line
COMPLETE PITCH ACTION (5 min)
SKILLS windmill pitching
ACTIVITY ◗ review static pitching drill (in skills section p.102)
◗ review hip pitching (in skills section p.103)
◗ practice complete pitch action with a ball (in skills section p.105)
TEAM IN INFIELD
QUEEN/KING (10 min)
SKILLS eye-hand co-ordination, fungo hitting (self toss)
EQUIPMENT 6 bats, 6 balls (whiffle balls can be used if batters can’t control their hits)
ORGANIZATION partners. 1 partner is a batter and the other is a fielder who stands
an appropriate distance from the batter and a safe distance from
other partners.
ACTIVITY ◗ one partner fungo (self toss) hits the ball directly to the other partner
(either grounders or fly balls)
◗ if the batter completes a hit within 3 tries, the batter gets a letter in
“Queen/King”
◗ if the fielder catches the ball cleanly, the field gets a letter in
“Queen/King”
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lesson plans4
◗ which ever one of the partners spells “Queen/King” first is the
DIAMOND QUEEN/KING
◗ switch around the partners so both get a chance to field and fungo hit
TEAM IN OUTFIELD
AROUND THE HORN (5 min)
SKILLS throwing, catching
EQUIPMENT 2 balls, 8 bases, 2 helmets
ORGANIZATION bases are set up to make 2 diamonds. One diamond is on the inside of the
other diamond. Form 2 teams of 6 with 1 team on each diamond. The
throwing team will use the inside diamond. The running team will use the
outside diamond. The throwing team will set up players in all the infield
positions except pitcher. One runner starts at Home Plate.
ACTIVITY ◗ objective is for the runner to run around the bases before the ball can
be thrown “Around the Horn” (C to SS, SS to 1B, 1B to 3B, 3B to 2B
and 2B back to C)
◗ if the runner wins the race, a point is given to the runner
◗ if the competition is not close, increase the number of times the ball
goes “Around the Horn” or count the total bases touched by the
runners. Rotate the throwing players so each throws from all positions
PARTNER THROWS (5 min)
SKILLS throwing, catching
EQUIPMENT 1 ball for every 2 players
ORGANIZATION partners stand opposite each other at a distance commensurate with ability
ACTIVITY ◗ partners throw ball back and forth
◗ various goals can be set (i.e. how many consecutive throws and catches
without a miss; how many throws in specified time (30 sec.); throw
high balls; grounders; side to side; etc).
SCRIMMAGE
MODIFIED SOFTBALL GAME (1 hour)
◗ see scrimmage modifications (p. 14)
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section 4
LESSON 16 16WARM UP
DEFEND (5 min)
SKILLS agility, quickness, running, teamwork
EQUIPMENT balls
ORGANIZATION mark out a “safe” area at both ends of the playing area and an area to be
defended in between them. Place balls in the area to be defended (wall).
Select 3-4 players to defend the “wall”. Rest of the players are scattered in
the playing area.
ACTIVITY ◗ “defenders” try to keep the others from grabbing a ball and getting it
back to a “safe” area without being tagged
◗ if caught, they become a defender
◗ game ends when all balls are in safe area OR all players are caught and
are defenders
COMPLETE PITCH ACTION (10 min)
SKILLS windmill pitching
ACTIVITY ◗ review static pitching drill (in skills section p.102)
◗ review hip pitching (in skills section p.103)
◗ practice complete pitch action with a ball (in skills section p.105)
TEAM IN INFIELD
THROW-EM-OUT (7 min)
SKILLS fielding ground balls, throwing, catching at 1B
EQUIPMENT 1 ball for every 3 players, 4 bases
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lesson plans4
ORGANIZATION 4 groups of 3. Set up in triangular formation with one player at a base.
ACTIVITY ◗ X1 throws a grounder to X2 who fields the ball and throws to X3 who
is playing 1B
◗ X3 is practicing how to catch the ball with 1 foot on the base
◗ give players 5 tries then rotate
◗ set goals for each group (i.e. Team goal: how many out of 15 (5 each)
can be fielded and thrown accurately. Individual goal: each player keeps
track of how many grounders are picked up cleanly and/or thrown
accurately. Player on the base (X3) can keep track of how many they
caught correctly)
TEAM IN OUTFIELD
HOT BOX (7 min)
SKILLS agility, stopping and starting, run-down skills
EQUIPMENT 4 bases, 4 helmets, 4 balls
ORGANIZATION 4 groups of 3. 2 defensive players (DP) and 1 runner (R) wearing a helmet.
Defensive players stand 3'-4' in front of bases.
This formation or This formation
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section 4
ACTIVITY ◗ defensive player has a ball and tries to tag runner with ball
◗ runner tries to avoid being tagged by running away from whatever
defensive player (DP) has the ball
◗ DP’s throw the ball to their partner ahead of runner who again tries to
avoid a tag
◗ the runner will switch with the person who tagged them
◗ if a DP doesn’t make a tag after 3 or 4 switches have occurred, let
them be the runner
SCRIMMAGE
MODIFIED SOFTBALL GAME (1 hour)
◗ see scrimmage modifications (p. 14)
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lesson plans4
17 17LESSON
WARM UP
BRONCO TAG (5 min)
SKILLS running, dodging, body awareness, co-operation, agility
ORGANIZATION 1 player is the “Outlaw” and another is the “Ranch Hand” while the rest
of the players are “Partners”. One “Partner” stands behind the other
“Partner” holding onto the front “Partner’s” waist with their hands. The
two “Partners” form a pair of wild Broncos.
ACTIVITY ◗ the “Outlaw” tries to tag the “Ranch Hand”
◗ if the “Ranch Hand” can grab hold of the waist of one of the back
“Broncos”, they are safe and can’t be tagged by the “Outlaw”
◗ the player who is on the front of that threesome now becomes the
“Ranch Hand” and must run and be chased by the “Outlaw”
◗ if the “Outlaw” tags the “Ranch Hand”, the players switch roles
◗ the more the “Broncos” try to avoid the “Ranch Hand” linking on, the
more action is involved
TEAM IN INFIELD
HITTING STATIONS (12 min)
SKILLS learning to hit off self toss (fungo) and soft toss, hitting technique,
hand-eye co-ordination
EQUIPMENT 4 T’s, 12 balls, 12 bats, carpet Home plates or bases
ORGANIZATION 4 fungo stations, 4 T stations, 4 soft toss stations. 1 adult at each of the
soft toss stations (4), 1 adult at the T stations, and 1 adult at the fungo
stations. 4 players will be fungo hitting into the screen. 4 players will be
hitting into the screen off adult soft tosses. 4 will be hitting into the
screen off T’s.
ACTIVITY ◗ divide time you have available into 3 so players get an equal time at
all 3 activities
◗ all 4 players rotate to a different station when the time is up
◗ emphasize stride and hip action
◗ make sure the player stands appropriately to simulate hitting the ball IN
FRONT of the plate. Home plates should be used for each player
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section 4
TEAM IN OUTFIELD
TRIPLE RIPPLE (7 min)
SKILLS catching, throwing, relaying ball to a teammate
EQUIPMENT 1 ball for every 3 players
ORGANIZATION 4 groups of 3. Each group is at a separate station. 3 players line up on
start line (distance apart set according to ability). Place markers down
approximately every 20' to indicate next line.
START FINISH
ACTIVITY ◗ 3 players on start line throw the ball back and forth (X1 throws to X2
who throws to X3 who throws back to X2 who throws to X1).
◗ when the ball is returned to starting player (X1), they move to the
next line and repeat
◗ teams of 3 move back and forth from start to finish and back again
◗ score a point every time one of the end lines is reached
◗ see how many points can be scored in set time limit
VARIATION ◗ to make it more difficult, the players must return to start line if the
ball is dropped
◗ to make it more competitive, have 2 teams of 3 at each station.
Start one team after the other. See which team can get to the end and
back first.
HOT POTATO (5 min)
SKILLS relaying ball from one player to another, catching, throwing
EQUIPMENT 1 ball for every 3 players
ORGANIZATION 4 teams of 3 lined up as shown.
LINE 1 LINE 2 LINE 3
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lesson plans4
ACTIVITY ◗ in groups of 3, the ball is relayed from 1 to 2 to 3 and back.
◗ go slowly at first to concentrate on proper turn in center
◗ rotate players in all 3 positions, so each gets experience as a relay
player in the center.
◗ in relay position, emphasize making a quick turn (in skills section p. 98)
◗ it can be made into a relay competition if skill level is high enough
SCRIMMAGE
MODIFIED SOFTBALL GAME (1 hour)
◗ see scrimmage modifications (p. 14)
65
section 4
18 18
LESSONWARM UP
GOTCHA (5 min)
SKILLS baserunning, determination, conditioning
EQUIPMENT 4 bases
ORGANIZATION 4 groups of 3 with 3 players at each base. Set up bases in diamond
formation approximately 20'-30' apart.
ACTIVITY ◗ on “Go”, 1 player from each base starts running around the bases
◗ the objective is to run past the player ahead of you
◗ score 1 point for their group for every player they pass
◗ run for a set period of time (i.e. 15 -30 seconds)
COMPLETE PITCH ACTION (10 min)
SKILLS windmill pitching
ACTIVITY ◗ review static pitching drill (in skills section p.102)
◗ review hip pitching (in skills section p.103)
◗ practice complete pitch action with a ball (in skills section p.105)
TEAM IN INFIELD
LEONARDO (7 min)
SKILLS grounders, throwing
EQUIPMENT 1 ball for every 2 players
ORGANIZATION adult helper for every 2 players, standing an appropriate distance
from players.
ACTIVITY ◗ coach throws grounders to each player (one at a time)
◗ every time a ball is picked up cleanly and thrown back accurately the
pair gets a letter in “LEONARDO” (or any word they wish to spell)
◗ partners can compete against each other OR other teams
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lesson plans4
TEAM IN OUTFIELD
(7 min)
Allow the players to choose their favorite baserunning game.
SCRIMMAGE
MODIFIED SOFTBALL GAME (1 hour)
◗ see scrimmage modifications (p. 14)
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67PARMALAT LEARN TO PLAY
INTRODUCTION
The Lead-Up games in this section were created to give the children an opportunity to use the skills they
have learned in the lesson plans in a FUN environment. The Lead-Up games allow young children to
experience success in low competitive situations. The skills needed to be successful in a game of Softball
are very complex and take time to learn. The Lead-Up games simulate the real game and allow the
children the opportunity to develop a base of skills necessary to successfully play the game. It will take
time for the children to develop enough of a skill base to play the game of Softball successfully.
Note: There are additional activities in the Level 1 and Level 2 “PARMALAT PARMALAT
LEARN TO PLAY” manuals that would also be appropriate for Level 3.
FIELD 3
SKILLS hitting, fielding, catching, throwing
EQUIPMENT 2 bats, 2 balls, 2 sets of catcher’s equipment, 2 helmets, 2 sets of bases
ORGANIZATION 2 teams of 6: 1 batter, 1 catcher, the rest fielders. 2 separate activity
areas set up a safe distance apart. 1 adult pitcher in each area for each
group of 6. Set up bases on diamond.
ACTIVITY ◗ one batter at a time bats off an adult pitcher, with a catcher in
catching equipment
◗ when a fielder has successfully fielded 3 grounders or caught 1 fly ball,
they become the batter
◗ players rotate positions
◗ make sure all players get an opportunity to bat and catch
500
SKILLS hitting, fielding, catching, throwing
EQUIPMENT 2 bats, 4 balls
ORGANIZATION 2 groups of 6 each with their own activity area. 1 bats, while the other 5
field. The other group does the same.
ACTIVITY ◗ batter will bat off a T or adult pitcher
◗ each batter gets 10 swings or hits
◗ fielder can get points by fielding the ball
● 100 for caught fly
● 50 for one bouncer
● 25 for a grounder
EXTRA LEAD-UP GAMES
extra lead-up games5
68 PARMALAT LEARN TO PLAY
◗ objective is to reach 500 then that player gets to bat. At this level, the
batter will likely have to be changed prior to anyone getting 500 so
that they all get to bat
FREEZE THE RUNNER
SKILLS throwing, catching, baserunning, co-operation, teamwork
EQUIPMENT 1 ball, 4 bases, 4 helmets, 2 bats
ORGANIZATION 2 teams of 6: 1 team on offence and 1 team on defence.
ACTIVITY ◗ offensive “batter” THROWS the ball into the playing area and runs
around the bases until “FREEZE” is shouted. “FREEZE” may have to be
shouted more than once at this age
◗ ball is fielded, then thrown so EVERY fielder catches the ball. The last
fielder to catch the ball shouts “FREEZE”
◗ score points by counting the number of bases touched. If caught
between bases, the last base touched counts
◗ after everyone has had a turn, switch defence and offence
◗ keep total bases touched for each team
◗ emphasize proper rounding of bases by using markers as in “Kill the
Mosquito” drill
VARIATION ◗ instead of throwing the ball, have the batter either hit off a batting T,
off a soft toss, or off an adult pitcher.
DOUBLE PLAY EXCITEMENT
SKILLS hitting, throwing, fielding
EQUIPMENT bat, batting T, 4 bases
ORGANIZATION 2 groups of 6. 1 team on offence and one team on defence. 6 defensive
players must include a SS, 2B and 1B.
ACTIVITY ◗ each player on the offensive team will hit the ball (off a T, soft toss, or
adult pitch depending on skill level and skills to be practiced)
◗ the player then runs as many bases as possible before the fielding team
executes a double play (i.e. If the ball is hit to the center fielder it
must first be thrown to the SS, who will throw to the 2nd baseman at
2B, who touches 2B, then relays the ball to the 1st baseman at 1B)
◗ when every player on offence has batted, the teams will switch
◗ count points for every base touched
VARIATION ◗ designate 2B initiating the double play instead of the Shortstop.
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69PARMALAT LEARN TO PLAY
WHACK-O
SKILLS hitting, fielding, running, catching
EQUIPMENT 1 bat, 1 whiffle ball or safety ball, 1 Home plate, markers
ORGANIZATION 2 teams of 6: 1 on offence and 1 on defence. Mark off playing area as
shown in diagram. Each defensive team has a catcher and the rest of the
players are fielders.
x x x
ACTIVITY ◗ batter can hit off a T or adult pitch
◗ batter hits and runs to safety area. If possible, the player returns
Home before a fielder retrieves the ball and tags them or hits them
with the ball
◗ if tagged, the batter is out. If they reach Home without being tagged
or hit, the batting team gets a run. If it is not safe to return Home,
they can remain in the safety area
◗ the batter may hit the ball in ANY direction. If the ball is missed 3
times or a hit fly ball is caught, the batter is out. They are also out if
the bat is thrown
◗ as soon as there are 3 in the safety area, the 1st runner there MUST run
Home. Others may run or stay. Runners can run only after the ball is
hit, but not on a caught fly
◗ switch offence and defence after every player has a bat
BERSERK
SKILLS hitting, fielding, catching, throwing, baserunning
EQUIPMENT 1 bat, 1 ball, 1 Home plate, 1 base, helmet, catcher gear
ORGANIZATION 2 teams of 6. A base is placed a distance from Home plate according to
ability (30' - 55'). Players not batting stand safely in dugout area or
outside corner of backstop.
ACTIVITY ◗ one batter at a time bats off a T, or adult pitcher
◗ there is NO out of bounds so the batter will run to 1B as soon as the bat
touches the ball. It is fair no matter where it is hit, even behind the batter
extra lead-up games5
70 PARMALAT LEARN TO PLAY
◗ the batter can stay at 1B until the next batter hits if (s)he can’t make
it Home
◗ batters get only 1 swing (remember there are no foul balls)
◗ fielding team plays wherever they think the ball might be hit, except
for the 1st Baseman and Catcher
*Outs can be made: ● by missed swing
● caught fly ball
● force at Home
● being tagged by fielder
◗ all players bat before switching to defence
◗ score points by counting runs at Home
SKIP BALL
SKILLS hitting, fielding, catching, throwing, skipping for quick feet development
EQUIPMENT 1 bat, 1 ball, 1 Home plate, 1 base, helmet, catcher’s equipment
ORGANIZATION 2 teams of 6: one on defence and one on offence. 1st
base placed a distance
from Home according to ability 30' - 55'.
ACTIVITY ◗ one batter at a time bats off a T or adult pitch
◗ after hitting the ball, the batter runs to 1B and SKIPS around it 5
times, then runs Home
◗ the fielding team retrieves the ball and makes 8 throws before either
running or throwing the ball Home
◗ fielding team MUST throw to all 6 players and can’t make consecutive
throws to the same player
◗ runs score if the batter touches Home before the ball gets there
◗ all 6 players bat before switching to defence
Note: The number of throws and skips can be adjusted to make the competition close.
DIZZY IZZY
SKILLS hitting, fielding, catching, throwing
EQUIPMENT 1 bat, 1 ball
ORGANIZATION 2 teams of 6: one on defence and one on offence
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71PARMALAT LEARN TO PLAY
ACTIVITY ◗ one batter at a time bats off a T or adult pitch
◗ after hitting the ball, they run around and around their OWN TEAM,
which is lined up a short, but safe distance away
◗ every lap they do around their own team, before the ball gets
back Home, scores 1 run. The count should be loud as the batter
circles teammates
◗ fielding team MUST throw to all 6 players before the ball goes Home,
either by running it or throwing it
◗ when the ball gets Home, “STOP” is yelled. The number of laps around
the team at this point will be the number of runs scored
◗ switch offence and defence when all 6 players have had a turn at bat
CRAZY BALL
SKILLS hitting, fielding, catching, throwing, running
EQUIPMENT 3 bats, 3 balls, 3 bases, 3 Home plates, 3 helmets
ORGANIZATION 3 teams of 4: 1 batter and 3 fielders. There will be 3 separate groups
doing this drill at the same time so they should be spaced a safe distance
from each other. Set up a base 30' - 55' from where the batter is standing.
ACTIVITY ◗ one batter at a time bats off a T or adult pitch
◗ after hitting, the batter tries to run to the base and back before the
fielders can get the ball to Home
◗ fielders can either retrieve the ball and run and touch Home themselves
or one can retrieve the ball while another runs to Home to receive the throw
HELP
SKILLS hitting, fielding, catching, throwing, baserunning, co-operation
EQUIPMENT 1 bat, 1 ball, 4 bases, helmet
ORGANIZATION 3 teams of 4. 2 teams are on defence and 1 team is on offence. Set up
bases in diamond formation. Defensive players take positions in a location
most likely to catch a hit ball.
extra lead-up games5
72 PARMALAT LEARN TO PLAY
ACTIVITY ◗ objective is for the fielding team to HELP the batting team collect 8
runs (which is the equivalent to each batter batting twice). If this
takes too long, then reduce to 4 runs
◗ each batter hits the ball off a T or adult pitcher. If after 3 pitches they
fail to hit, move to another batter. That player rotates to the back and
will receive another turn
◗ fielding teams make every effort to catch the ball because that will
mean they get to bat sooner. Catching the ball HELPS the runners
move.
◗ Runners move around the bases as follows:
● Catch an OUTFIELD FLY - batter gets 3 extra bases
● Catch an INFIELD FLY - batter gets 2 extra bases
● Catch a GROUNDER - batter gets 1 extra base
● BASE HIT - batter gets 1 base
◗ Runs score when a runner reaches Home
TWENTY-ONE
SKILLS hitting, fielding, catching, throwing
EQUIPMENT 1 bat, 1 ball, 4 bases
ORGANIZATION 2 groups of 6: 1 on defence and 1 on offence. Set up bases in diamond
formation. Defensive team is set up with a player close to each base and
extras at appropriate positions.
ACTIVITY ◗ batters can bat off T or adult pitcher
◗ when the ball is hit, the batter runs around the bases until put out
◗ after fielding the ball, it is thrown to a base IN FRONT of the runner
◗ ball must arrive ahead of the runner for an out
◗ sides change after every player has batted
◗ score 1 point for each base touched
◗ first team to score 21 points wins (or has most points when
time is up)
BLASTBALL
Note: BlastBall is a game with equipment that can be purchased from a retail sporting goods
store. The BlastBase is audible, emitting a loud “HONK” whenever the runner stomps on the
base. The kids love it! Additional BlastBall equipment is also available for purchase.
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73PARMALAT LEARN TO PLAY
For more information contact Home Run Sports at 204.255.7687 (local),
800.565.2025 (toll free), or visit www.homerunsports.com (see their
ad on the back inside cover of this manual).
SKILLS hitting, fielding, catching, throwing
EQUIPMENT BlastBase, Blast Tee, BlastBall (2-Pac), BlastBat, Cone, Line Marker
ORGANIZATION 2 teams of 6: one team on defence and one team on offence. However, a lower
number of players per team is also acceptable. Like a regular Softball
diamond, place a BlastBase 30-40 feet to the right of the batting T. This
establishes your fair/foul line to the right. To the left of the batting T and
perpendicular to your BlastBase, place a cone also 30-40 feet from the
batting T. This establishes your fair/foul line to the left. Now place a line
marker 10 feet directly in front of the batting T running between the imaginary
first and third base foul lines. This becomes the fair/foul line for play.
ACTIVITY ◗ The defensive players take an infield or outfield position.
◗ The Offensive team hits off the batting T. If a ball is hit inside of that line,
it is foul and should be re-teed for another try. If it goes beyond the line,
either in the air or on a roll it is considered in play and the batter runs to
the BlastBase.
◗ If the batter reaches the BlastBase (the only base used) before the defensive
team either catches the BlastBall in the air (an automatic out) or fields
it and yells “BLAST”, a run is scored. If the ball is caught or fielded
and “BLAST” is yelled before the runner gets to the BlastBase, then the
runner does not score a run.
extra lead-up games5
74 PARMALAT LEARN TO PLAY
◗ Everyone on the Offensive teams bats every inning. After every player on
the Offensive team bats, the teams switch (Offensive team becomes
Defensive team and vice versa).
◗ When the ball is fielded by the Defensive team, the player can throw the
ball back to an Adult or another player (depending on skill level) who is
positioned near Home plate (but safely away from the batting T).
VARIATION Add a 2nd
and/or a 3rd
base.
BUCKET BALL
SKILLS throwing, fielding, baserunning, co-operation, teamwork
EQUIPMENT 2 balls, 4 bases, helmet, pail or bag
ORGANIZATION 2 teams of 6: one on offence and one on defence. Defensive team has a
catcher at Home plate with the other players at appropriate locations.
Offensive team has 1 player to THROW from Home plate and others
waiting their turn from a safe distance.
ACTIVITY ◗ offensive “batter” throws out 2 balls in quick succession and runs
around the bases trying to make it Home before the fielding team gets
both balls in pail
◗ if the ball is caught the “batter” is out
◗ fielders may NOT run with the ball. It must be thrown Home. Relay
the ball if necessary
◗ remind players to make sure Catcher is looking. Adult may have to
help at Home
FAR BASE
SKILLS all Softball skills except baserunning
EQUIPMENT 1 bat, 1 ball, 1 base, catcher’s equipment, helmets, Home plate, 1 batting T
ORGANIZATION place a base at least 60 feet straight out from Home plate (i.e. where 2B
would be or further). 2 teams: one team on defence with a catcher and the
other team on offence.
ACTIVITY ◗ the members of the team at bat take turns hitting. A fair ball is any ball hit in
front of Home plate. On a fair hit, the batter runs to the far base. He may
either stay there or return Home immediately. When the next batter hits, the
first runner is not required to leave the far base. As many players as desired
may occupy the far base and may return Home in any order, or all at once
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75PARMALAT LEARN TO PLAY
◗ a runner may be put out only by being tagged with the ball. He need
not go in a straight line, but it is permissible to dodge or run
anywhere in the field to avoid being tagged. A batter is out on 2
strikes, or if a ball is caught. Three balls (if pitched) or 3 misses off
the batting T permit the batter to advance to the far base
◗ each side bats until all players have had a turn at bat, then the other
team bats. Play may go on for as many innings as the Coach wishes
PROGRESSIONS ◗ hit off a batting T
◗ Coach soft toss (Coach to the side of the hitter but infront of them)
◗ Coach pitch
MINNIE BALL
Note: Similar to “10 Minute Softball”
SKILLS all softball skills
EQUIPMENT bats, balls, catcher’s equipment, 4 bases
ORGANIZATION divide players into 3 teams of 4.
ACTIVITY ◗ 1 team at a time will be on offence, while the other 2 are on defence
◗ each team will bat for 7 min. regardless of whether they have 3 outs
(time saver)
◗ can use adult pitch or off a T. If T is used make sure it is set up IN
FRONT of the plate
◗ Team 1 on offence – Teams 2 and 3 on defence
◗ Team 2 on offence – Teams 1 and 3 on defence
◗ Team 3 on offence – Teams 1 and 2 on defence
ROADRUNNER
SKILLS hitting off a T, throwing, catching, baserunning, co-operation, teamwork
EQUIPMENT 1 ball, 4 bases, helmet, batting T
ORGANIZATION 2 teams of 6: 1 on offence (Roadrunners) and 1 on defence (Coyotes).
Coyotes have a catcher at Home plate and the others at appropriate
locations. Roadrunners have 1 player to hit the ball off a T from Home
plate and others waiting their turn from a safe distance.
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76 PARMALAT LEARN TO PLAY
ACTIVITY ◗ the Roadrunner hits the ball off the T at Home plate and runs around
the bases trying to make it Home before the Coyotes get the ball back
to the catcher at Home plate
◗ if the ball is caught, the “batter” is out
◗ fielders may NOT run with the ball – it must be thrown home
◗ the adult may have to help at Home
◗ count how many bases each Coyote touches before the ball gets Hom
SCRUB
SKILLS all softball skills
EQUIPMENT bats, balls, catcher’s equipment, 4 bases
ORGANIZATION 12 players –9 on the field –3 batting. Each position is numbered as
shown:
ACTIVITY ◗ one batter at a time bats off an adult pitcher, with a catcher in
catching equipment
◗ use regular softball rules with the following modifications:
● when a batter is put out, all players rotate one position with B
(#1) going to RF (#12), RF to CF (#11), CF to LF (#10), LF to
SS (#9), SS to 3B (#8), 3B to 2B (#7), 2B to 1B (#6), 1B to
P (#5), P to C (#4), C to on deck (#3), on deck (#3) to on
deck (#2), on deck (#2) to B
● if after the 3rd batter hits, the other 2 players are still on base,
then the lead runner comes home but no run scores.
● NO WALKS are given (3 - 6 strikes depending on skill level)
● if hitting skill level is very low, allow a maximum of 6 balls
pitched, then have player go to 1B anyway (as long as 3 balls were
swung at)
● if a fielder catches a fly ball, they exchange with the batter
● maximum 2 times at bat, if not put out, then rotate anyway
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77PARMALAT LEARN TO PLAY
SEMI-CIRCLE SOFTBALL
SKILLS throwing, catching, co-operation, teamwork
EQUIPMENT 1 ball, 4 bases, markers
ORGANIZATION 2 teams of 6: 1 team on defence and 1 team on offence.
ACTIVITY ◗ place a semi-circle of markers approximately at the edge of the infield
◗ defensive team has 1 player at Home and the rest position themselves
around the infield at approximately same distance. Both markers and
players can be adjusted according to skill level
◗ offensive team tries to throw the ball over or through the markers and
then runs through 1B
◗ player gets 1 point if ball goes through markers or 2 points if ball goes
over markers
◗ no point is awarded if the ball is caught or stopped at the markers
◗ defence throws the ball Home as quickly as possible
◗ change sides after each offensive player throws
TEN MINUTE SOFTBALL
SKILLS hitting, fielding, catching, throwing, running, hustle
EQUIPMENT 1 bat, 1 ball, 4 bases, helmets, catcher equipment
ORGANIZATION 2 teams of 6 - one on defence and 1 on offence. Defensive team has a
catcher, 1B, and players in positions where offence are likely to hit. Set up
bases on the diamond as for a regular game.
ACTIVITY ◗ one batter at a time bats off a T (or adult pitch)
◗ each team will get 10 min. each to score as many runs as possible
◗ players must hustle in order to get in the maximum number of bats
◗ score 1 point for each base touched
◗ fielding team gets an out for caught fly balls or if they put out a
runner on base as in a regular softball game
◗ after 3 outs, bases are cleared, but the team remains at bat till time
is up
Note: Adults should be stationed in the field to help direct the play. Players should be
moved around to give them a chance to play a variety of positions.
extra lead-up games5
78 PARMALAT LEARN TO PLAY
NOTES:
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INTRODUCTION
This section was created to give a list of key points for all the Softball skills taught to the children in the
PARMALAT LEARN TO PLAY program. Every skill is broken down into components. Each
component is a teaching point that the coach can use to ensure that the children are learning to do the
skills technically correct. The Coach should review these teaching cues prior to each session or as a quick
reference during the session to ensure they are providing proper instruction to the players. But remember
to keep any instruction brief so the children aren’t standing around. Another tool this checklist could be
used for is a report card for the children. Use it at the beginning and at the end of the season to show
the children how much they have improved.
The Coach may wish to shrink, photocopy and laminate the following checklists for easy reference of the
teaching points for all skills during a lesson.
BASIC SKILLS CHECKLISTS
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NOTES:
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SOFTBALL SKILLS
INTRODUCTION
This section was created to show coaches how to teach each skill correctly. The skills are broken down
into small components, so that it is easier to teach and correct skills. All skills are taught in
progressions so that the coach & children do not get overwhelmed in a lot of detail. The skills should be
taught in progressions with emphasis on correct technique, not outcome.
CATCHING
GLOVE ORIENTATION DRILLS
The teaching cues should be emphasized throughout the lessons in all catching drills so that the
proper catching techniques become automatic.
TEACHING CUES
◗ ball above the waist – fingers up or thumbs together
◗ ball below the waist – fingers down or thumbs apart
◗ like moving glove around a CLOCK FACE to catch ball up, down, to sides, always with the
palm facing the thrower
◗ keep glove hand BEHIND the ball
◗ have throwing hand ready to help out and be close by so player is ready to throw
◗ reach toward the ball and let glove give on contact with the ball (soft hands)
◗ give a target with glove to thrower
TEACHING PROGRESSION
1. Start with NO ball to practice moving glove around the clock face.
2. Each player has their own ball to do a self-toss into the air to develop a comfortable feeling
for the glove and hand-eye co-ordination.
3. Coach or adult throws ball softly and directly at player so they only have to move their
glove to catch.
4. Coach or adult throws the ball a bit to the left or right so player has to move feet
slightly to catch.
5. When players throwing and catching skills have developed, they can play catch with each
other. Until that point, they will spend a lot of time chasing the ball after they miss it.
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1
2
3
THROWING
THROWING PROGRESSION
Feedback on mechanics should be given at every opportunity as long as it doesn’t interfere too
much with the FUN the players are having.
TEACHING CUES
◗ grip ball across the seams with fingers (however many fingers to give best control).
◗ elbow as high as shoulder and at 90-degree angle on take back
◗ stride foot and glove point at target (left for right handers)
◗ hips open (to right for right handers) when arm is back and up and close to target as the arm
comes over top
◗ glove hand comes down and back (like a piston) in opposition to the throwing arm as the
throwing arm moves forward
◗ weight moves from back foot to stride foot as throwing action starts
◗ wrist should be underneath the ball as the arm comes forward to release the ball to produce
a reverse spin on the ball
◗ on follow through, the body should continue rotating until the throwing shoulder is pointing
at the target – throwing hand continues down to or past the opposite hip, palm down
TEACHING PROGRESSION
NO BALL
Put stride foot (glove side) into stride position
with other foot angled slightly open to make
it easier to open up the hips.
Have players stand in “scarecrow” position.
Point glove hand at target and open hips up
to throwing side.
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1
5
4
6
2
3
Practice arm and hip action (open and close the door with hips) with NO step (the stride
foot is already in place).
Arm action is down, around, back and up and over. This is similar to a swimming action
except the throwing arm leads with the elbow in order to get under the ball and throw
directly over the top to produce an accurate over the top throw.
hips open; arm moves hips close-throwing arm
down and up over top-glove arm down
Complete the throwing action with no ball. Practice taking step as hips open, glove
hand points to target and throwing arm moves down, around, back and up into
throwing position.
WITH BALL
Practice proper grip on the ball.
Still with stride foot forward (no moving step), practice hip and arm action by tossing a ball
back and forth to a partner (or coach if skill level is very low).
Start with feet parallel, about shoulder width apart, and take a step at the target as hips are
opening and arm is going back into throwing position. Throw the ball back and forth trying
to produce correct mechanics.
FIELDING FLY BALLS
FLY BALL PROGRESSION
The teaching cues should be emphasized throughout the lessons in all catching drills so that the
proper fielding of fly balls becomes automatic.
TEACHING CUES
◗ ready position: feet shoulder width apart, weight evenly distributed, knees slightly bent,
hands slightly above waist
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◗ get under the ball quickly, then wait for it if there is time rather than moving at the
last second
◗ try to catch ball above the head and out in front with fingers up, if possible, rather than down
by the waist or knees with fingers down
◗ run with arms bent, not extended
◗ have throwing hand ready to help out and be close by so player is ready to throw
◗ reach toward the ball and let the glove give on contact with ball (soft hands). Pretend the
ball is an uncooked egg you don’t want to break when it hits your hands. Always use a
crossover step when moving back to catch a ball. NEVER backpedal!
TEACHING PROGRESSION
1. Start with NO ball to practice moving feet quickly to get underneath the ball. The coach
can point in the direction the ball is going and players can pretend the ball is thrown. Move
to get underneath and use proper “soft hand” motion to make pretend catch.
Formation:
x x x x
x x x
x x x x
C
2. Each player has their own ball to do a self toss into the air to practice fielding the ball above
the head with soft hands and moving feet to get underneath. Start with NO GLOVE to get
them using 2 hands comfortably and progress to using a glove.
3. Coach or adult throws ball up into the air with slight arc but directly to the player.
Formation: x x x x x x
C C C
4. Coach or adult throws ball with increasingly higher arc, but still directly to player.
5. Coach or adult throws the ball a bit to left or right so player has to move feet to get
underneath.
6. Coach or adult throws the ball high in air but a bit behind to the left or right of the player
so they have to drop back with crossover step to get underneath.
7. When players throwing and catching skills have developed, they can throw the ball high in
the air to each other. Until that point, they will spend a lot of time chasing the ball.
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FIELDING GROUND BALLS
GROUND BALL PROGRESSION
The teaching cues should be emphasized throughout the lessons in all fielding drills so that the
proper fielding of grounders becomes automatic.
TEACHING CUES
READY POSITION:
◗ butt low, weight on balls of feet, hands low and open, feet spread, elbows between but
in front of knee (not locked in). Cue word: MONKEY
FIELDING THE BALL:
◗ get body in front of ball so there is no reach to either side of the body to get the glove
on the ball
◗ stay low with knees bent to get glove on ball rather than just bending at the waist
◗ glove side foot is slightly ahead when picking up the ball to help keep body balanced
as the glove and throwing hand reach in front of the body to field the ball
◗ hands are well out in front of body (NOT back between the legs), and just touching the ground
◗ make sure the glove is open with fingers down
◗ reach toward the ball and let the glove give on contact with the ball (soft hands). As you
absorb the ball back into the body, you should bring it up into the throwing position.
◗ trap the ball in the glove with the throwing hand
◗ watch the ball all the way into the glove
◗ step toward the target with the stride foot to throw
TEACHING PROGRESSION
1. Demonstrate proper technique.
2. STATIONARY BALL – place a number of balls on the ground in various locations so
that players have to move around the area practicing getting the ball in FRONT of the
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center of their body. The ball is not picked up. Glove side foot should be
slightly ahead in order to get the body low, balanced, with glove in front of body,
not between the legs.
3. NO BALL
◗ The coach leads and talks the group through the proper movement and has the group mimic
the proper technique.
“Ready” - check positioning
“Suck it up” - check footwork and soft hands, etc.
“Step and Throw” - check bringing arm back up into throwing position, stepping
and throwing.
◗ Next practice shuffle step from side to side to get center of body in front of ball.
Formation: x x x x
x x x
C
4. NO GLOVE – partners – ROLL (not bounce) the ball back and forth to practice getting
in front of the ball and using proper foot and hand movement to pick it up.
Formation: x x x x
x x x x
5. GLOVE – partners – ROLL (not bounce) the ball back and forth to practice using the glove
to field the ball correctly.
6. Field and throw: In order to combine fielding and throwing in one smooth continuous
motion, it will be necessary for one partner to roll 5 consecutive grounders while the other
fields and throws it back in the air (as if throwing to 1B). Alternate after every 5 throws.
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HITTING
HITTING PROGRESSION
The teaching cues should be emphasized throughout the lessons in all hitting station drills so that
proper stride and hip action becomes automatic.
TEACHING CUES
Although there are many aspects to being a successful hitter, at this age, it is important to
develop only the key components.
◗ Grip: Hold the bat with the MIDDLE knuckles lined up to give maximum flexibility in the
wrists. This grip puts the wrist of the top hand facing up and wrist of the bottom hand facing
down on contact with the ball.
◗ Stance: Relaxed, with FRONT ARM BENT at approx. 90 degree angle with hands by back
shoulder but slightly away from the body. Front shoulder slightly DOWN.
◗ Stride: SHORT (2 - 3 inches), foot CLOSED (front toe remains pointing at 1B for right-
handed batter, does NOT open up toward the pitcher).
◗ Hip Rotation: Hips start facing the plate and FINISH FACING THE PITCHER. If belly
button was a flashlight, the flashlight would move from shining on 1B (right handed batters)
to shining on the pitcher as the swing was completed. A key observation for coach to make is
to see if the BACK HEEL IS FACING THE SKY on the completion of the swing. Hip rotation
should also be on a vertical axis with the shoulders staying back over the center of gravity, not
lunging forward over the front foot.
This Not This Not This
HIP ROTATION IS A KEY COMPONENT TO THE SWING AND COACHES SHOULD MAKE EVERY
EFFORT TO MAKE SURE PLAYERS ARE USING THEIR HIPS AND NOT JUST THEIR ARMS WHEN
THEY SWING.
◗ Arm Action: Hands are taken to the ball first with the bat head following to make contact
IN FRONT OF THE PLATE. Wrists snap on contact with the back wrist facing up as if
hammering a nail into the wall facing sideways. Contact in front of the plate is of vital
importance to a correct swing and can be assured and practiced without much teaching if the
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coach makes sure that the batting T is ALWAYS SET UP IN FRONT OF THE PLATE and not
sitting on top of the plate. When practicing off a coach soft toss, it is also crucial that the
ball be tossed IN FRONT OF THE PLATE and not back toward the stomach of the player
trying to hit it.
◗ Follow Through: The wrists roll AFTER making contact with the ball. This can be
assured by just telling the batter to finish with the bat IN THE CENTER OF THEIR BACK on
the completion of the swing. This will also ensure that they are swinging THROUGH the ball
and not getting in the habit of stopping their bat on contact.
TEACHING PROGRESSION
1. Every player has a bat, standing a safe distance from one another.
Remind players of 2 things they MUST ALWAYS REMEMBER FOR SAFETY:
I. NEVER SWING A BAT WITHOUT CHECKING BEHIND TO SEE IF
SOMEONE IS THERE.
II. NEVER WALK UP BEHIND SOMEONE HOLDING A BAT WITHOUT
LETTING THEM KNOW YOU ARE THERE.
2. Demonstrate correct swing with emphasis on short closed stride and hip rotation. Point to
the players to watch for these 2 key elements so they get a correct picture of what they are
to do.
3. NO BAT – (bat is set on ground beside them for this part) Practice taking short, closed
stride and immediately “Slamming the door” with the hips as soon as the stride foot
touches the ground.
4. Show and practice proper grip with MIDDLE knuckles lined up.
5. Complete swing: Practice taking complete swing by imagining there is a ball out in front
of the plate. Have the players keep their eyes on the plate THROUGHOUT THE SWING. This
will help them keep their head and eyes on the ball.
Emphasize: Proper stride and hip rotation and finishing with
the bat in middle of their back.
IF YOU CAN GET YOUR PLAYERS TO MASTER THESE 3 COMPONENTS OF THE SWING BY THE END OF
THE YEAR, YOU WILL HAVE MADE A MAJOR CONTRIBUTION TO THEIR SUCCESS LATER ON.
REMINDER: ALWAYS PLACE THE HITTING T IN FRONT OF THE PLATE WHEN PRACTICING.
ALWAYS SOFT TOSS IN FRONT OF THE PLATE. TRY TO GET PLAYERS TO SELF TOSS IN FRONT
OF THE PLATE WHEN LEARNING TO FUNGO HIT. This process can be helped by ALWAYS USING
A PLATE when practicing hitting.
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BASERUNNING
RUNNING THROUGH 1B
The teaching cues should be emphasized throughout the lessons in all baserunning drills so that
proper techniques become automatic.
TEACHING CUES
Proper running techniques to develop speed:
◗ high knees in front
◗ foot to bum on back kick
◗ drive with arms in straight line (not swinging arms across body)
◗ arms are kept at 90-degree angle when they swing to the front
◗ lean forward when getting out of box to help drive body forward
◗ run full speed through 1B, turn right and return directly to 1B, with NO motion to
go to 2B
TEACHING PROGRESSION
1. Start with no bat. Take a full swing at a pretend ball without a bat. Then run as fast as
possible through 1B.
2. Use a bat, but NO BALL. Take a swing, drop the bat, then run. This will help players learn
not to throw the bat after the swing.
ROUNDING THE BASE
TEACHING CUES
◗ loop slightly outside the baseline on approach to base
◗ step on the INSIDE CORNER of the bag with whatever foot is in sequence at that point
◗ lean and turn as the base is touched to help get a sharper turn on the corner
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TEACHING PROGRESSION
1. Walk the players through the proper rounding of the base first, so they learn to make the
little loop outside the baseline.
2. Place marker just outside the baseline so players learn to go to the outside before approaching
the base.
3. Remove the markers but place a coach just outside the baseline on the other side of the base
so that players are forced to cut in front to emphasize cutting a sharp corner. This will also
force them to loop first because they won’t be able to cut the corner sharp enough unless
they do.
ROUND AND JAM
Round and jam should be used on hits which go through the infield. If the player can proceed to
2nd, they do so. If not, they must “jam” and get ready to get back to 1st when the throw comes
into the infield or continue to 2nd if ball is missed when thrown back into the infield.
TEACHING CUES
◗ jam a body length away from the base
◗ keep body low and feet wide
◗ hands out, ready to go either direction
ROUND – JAM – DIVE BACK
Situation is the same as in a “Round and Jam”. They have to know how to dive back to the base
they just rounded in case the throw goes to that base to pick them off.
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TEACHING CUES
All teaching cues from round and jam plus:
◗ dive back with body facing away from incoming throw usually from the infield
◗ reach with one hand (right hand if ball is coming from the infield) for the base to turn the
body away from the ball
◗ turn face away from the direction of the incoming throw
◗ keep hips low and slide on front of thighs
LEAVING THE BASE
TEACHING CUES
◗ start in front of the base with one foot on the base and the other out in front as in a
racing start
◗ push AGAINST the base
◗ keep body low to start and gradually rise to proper running position
◗ EXPLODE from the base
SLIDING
TEACHING CUES
◗ arms up over head
◗ chin tucked
◗ bent leg has side of foot on the ground and in crook of knee
◗ toe of extended leg pointed to the sky
◗ slide taken on buttocks, not side of hip and leg
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TEACHING PROGRESSION
1. Get someone to demonstrate proper technique or at least get someone to lay down and show
the final position.
2. Players start on ground in the following
position:
3. Next, they lift their hands and tuck leg (either
leg is OK but left is preferred, for future
advanced sliding, if they are comfortable that
way). Do this a few times so they get the
feeling of tucking their leg under and raising
their hands.
4. Stand in a line: each player takes a walking
step, and practices throwing hands in the air,
throwing hip outward, tucking leg, and TUCKING
CHIN (look at your toes). Remain in upright
position. This is important to give them the
feeling of tucking their chin so they don’t snap
their head back onto the ground when they start
doing the slide on the ground.
5. Put player in between 2 adults who will be holding their hands. Walk forward. On “hit it”,
the player goes into a bent leg slide with the adults help. Progress to a slow jog doing the
same thing.
6. When players are confident, let them go “solo”.
RELAY TURN
TEACHING CUES
◗ reminder of all proper throwing cues
◗ make the quickest turn when rotating which is to turn to the GLOVE side
◗ always give a glove target at shoulder height when receiving a throw
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TEACHING PROGRESSION
1. Demonstrate proper technique.
2. Practice movement with NO BALL, with players in a line pretending to receive a ball
thrown by the Coach then turning to make throw behind them.
3. Make groups of 3 positioned as shown. A pretends to throw to B, who mimics a catch and
makes a proper relay turn, then pretends to throw to C.
4. Rotate all 3 players through center position.
5. Use a ball in the drill. Start slowly at first, making sure center player is turning in correct
direction for a quick throw.
6. If time permits and players are able, this can progress into a relay competition between
teams of 3.
PITCHING PROGRESSION
CO-ORDINATION DRILL
TEACHING CUES
◗ relaxed arm, slight bend in elbow
◗ palm faces backward and snaps forward as arm passes leg
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◗ pretend to let go of ball as arm brushes past leg
◗ co-ordinate opening and closing of hips with dropping of arm
◗ front leg straightens as arm reaches contact point
◗ shoulders stay BACK over top of the hips
TEACHING PROGRESSION
1. Demonstrate proper technique.
2. Start with glove side foot in stride position (a long walking step directly ahead of the other
foot). Pivot foot is directly behind stride foot but toed slightly outward. Put pitching arm
back into pendulum position with palm facing backwards, in relaxed position (elbow NOT locked).
3. Let arm fall in relaxed manner palm facing back
so that the arm brushes past
the side of the leg on the way past.
4. Once a relaxed drop of the arm is consistent, concentrate on opening up the hips (belly button
faces to right for right-handers) when the arm is up and back, and closing the hips (bellybutton
faces catcher)when the arm passes the side of leg.
5. Once the co-ordination is consistent, make sure the front leg (stride leg) straightens as the
arm falls downward. Also make sure shoulders are kept back over the hips so the young
pitcher doesn’t get in the habit of bending at the waist on the release.
hips open hips close
◗ both arms drop
◗ may come up on back toe to help push
hips closed
◗ shoulders over hips
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ARM CIRCLES AND HIP THRUSTS
TEACHING CUES
◗ arm starts straightforward and moves past the ear on its way around
◗ arm circles go straight out in front and straight down behind
◗ glove hand moves forward with throwing arm until throwing arm starts the move backward
◗ glove hand moves downward at the same time as the throwing arm starts to move downward
(they move in coordination with each other)
◗ arm circles are fast and large as possible, but RELAXED
◗ arm circles are co-ordinated with the opening and closing of the hips. Hips open when arm
is at top of circle and close as it comes downward past the leg
◗ arm (somewhere between elbow and wrist) MUST brush past the side of the leg
◗ arm follows past the release point (at side of leg) in RELAXED action toward the target
TEACHING PROGRESSION
1. Stand with glove side leg in stride position as in CO-ORDINATION DRILL from Lesson 1.
2. Make large-relaxed arm circles straight out in front and down behind, making
sure to watch for elbow being loose (but not bent over head) and for arm staying close to
the ear.
this not this or not this
3. Once arm circles are correct, focus on using the glove hand in co-ordination with the arm
circle. Both move out together and down together.
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4. Once the arm circle and glove hand are co-ordinated, focus on opening and closing the hips
in co-ordination with the arm circle. Open hips at top of arm circle and close at bottom as
arm passes the hip.
hips open hips close
GRIP
TEACHING CUES
◗ grip with 3 fingers across seams (same as for the overhand throw)
◗ grip as loosely as possible but still maintain control of the ball
◗ grip in fingers (not palm) if hand is large enough
TEACHING PROGRESSION
1. Demonstrate grip.
2. Make sure all players get the proper grip on the ball.
3. Practice getting grip on the ball in glove without looking.
STATIC PITCHING
TEACHING CUES
◗ complete large RELAXED arm circles. Make sure arm is close to ear
◗ release ball at side of leg
1
2
3
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◗ arm brushes past side of leg on release. Should work toward hearing a “whooshing” sound
◗ use glove hand in co-ordination with throwing arm
◗ follow through to target with the throwing arm after the release
◗ KEEP SHOULDERS BACK OVER TOP HIPS ON RELEASE
◗ hips should face target on release. Correct immediately any tendency to throw the throwing
side hip backward on release
◗ legs are straight on release (FINISH TALL)
◗ WHIP or FLING the ball - do not aim the ball
TEACHING PROGRESSION
1. Stand with feet PARALLEL, shoulder width apart. Feet REMAIN STILL throughout this drill.
Isolate the whipping action of the arm to find the release spot at the side of the leg. Learn
to keep shoulder back on the release.
2. Practice the arm and whipping action with NO BALL.
3. Practice whipping the ball to coach a short distance away. Make sure to give feedback on
the coaching cues listed above.
feet remain parallel throughout action arm follows ball after release
HIP PITCHING
TEACHING CUES
◗ feet must be in stride position (same as in co-ordination drill). Feet MUST be directly in front
of one another. Toes angled slightly to pitching arm side
◗ complete large RELAXED arm circles. Make sure arm is close to ear
◗ release ball at side of leg
◗ arm brushes past side of leg on release. Should work toward hearing a “whooshing” sound
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1 2 3
◗ use glove hand in co-ordination with throwing arm
◗ follow through to target with the throwing arm after the release
◗ KEEP SHOULDERS BACK OVER TOP HIPS ON RELEASE
◗ hips open when arm is at top of circle and close as it comes down to brush past the side of the leg
◗ hips should face target on release. Correct immediately any tendency to throw the throwing
side hip backward on release
◗ come up on back toe as hips come forward and ball is released. This will allow the hips to close
all the way
◗ front leg is straight on release (FINISH TALL)
◗ WHIP or FLING the ball. Do not aim the ball
TEACHING CUES
1. Stand with feet in STRIDE POSITION. Front foot REMAINS STILL throughout this drill. It
is to isolate the whipping action of the arm, to find the release spot at the side of the leg,
and to learn to keep shoulders back on the release. The back foot will come up on the toe as
the hips move forward to allow the ball to be released at the side of the leg.
2. Practice the arm whipping action and hips opening and closing with NO BALL.
3. Practice whipping the ball to a coach a short distance away. Make sure to give feedback on
the coaching cues listed above.
STRIDE ACTION
TEACHING CUES
◗ stand on pitcher’s plate with pivot foot (right for right handers) slightly ahead of the left
(left toe is across from right heel) and about shoulder width apart
4
feet in Stride Position
throughout action
hips open hips close, arm follows
ball after release
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catcher catcher
◗ turn pivot toe slightly outward just prior to push off to enable hips to open easier
◗ push forward off pivot foot
◗ stride STRAIGHT at catcher with left foot in an extended walking step
◗ stride should be EXPLOSIVE
◗ springing off pivot foot will help explosion
◗ back foot (right for righties) should drag on the outside of the big toe
TEACHING PROGRESSION
1. Draw a pitching plate for each player in the dirt.
2. Draw a line in the dirt perpendicular to the pitching plate toward the catcher.
catcher
3. Teach proper footwork on pitching plate and have player practice getting on plate with feet
in correct position.
catcher
4. Practice stepping out EXPLOSIVELY and dragging back foot.
COMPLETE PITCH ACTION – NO BALL
TEACHING CUES
◗ stand on pitching plate WITH HANDS APART. PRETEND THERE’S A BALL IN YOUR GLOVE
◗ stand on pitcher’s plate with pivot foot (right for right handers) slightly ahead of the left
(left toe is across from right heel) and about shoulder width apart
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◗ turn pivot toe slightly outward just prior to push off to enable hips to open easier
◗ push forward off pivot foot
◗ stride STRAIGHT at catcher with left foot in an extended walking step
◗ stride should be EXPLOSIVE
◗ springing off pivot foot will help explosion
◗ back foot (right for righties) should drag on the outside of the big toe
◗ as push starts with pivot foot and stride foot starts forward, BOTH hands move forward so
that glove hand can be used in co-ordination with pitching side
◗ all cues from hip pitching apply here as well
◗ follow through with leg is to get the pivot foot, after dragging, to finish up beside (slightly
farther than shoulder width apart) the stride foot
TEACHING PROGRESSION
1. Review stride with no arm action as in stride from previous lesson using pitching plate and
line drawn in the dirt.
2. Incorporate arm action with stride action (NO BALL).
3. Do a “Mechanics Check” on each of the key components as players are practicing this
complete pitching action. Players can only concentrate on ONE thing at a time so ask them
to FOCUS on one key point at a time and provide FEEDBACK on only one thing at a time.
Checkpoints: ◗ arm circles - relaxed, large, close to head
◗ use of glove arm
◗ stride straight at target
◗ front leg straight on release
◗ shoulders back over top hips, not bent at waist.
◗ release point off side of leg
◗ hips closed to catcher on release
◗ follow through with arm following ball after release
◗ follow through with pivot foot up beside stride foot
COMPLETE PITCH ACTION – WITH BALL
All cues and teaching progression are the same as with no ball, except that now, a ball is used.
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END OF SEASON
INTRODUCTION
Tournaments which declare “winners” are not recommended for children under 10 years old.
Team achievement tests, where players are tested as a “team”, can be used in conjunction with
an end of the year round robin tournament or as an “Achievement Day”, which includes a
variety of activities and treats.
Team achievement tests and awards are a positive alternative for the following reasons:
◗ Emphasis is put on the importance of developing skills rather than “winning” games.
◗ More players experience success, which develops self-esteem.
◗ Team concept and development is encouraged.
◗ Equal opportunity for contribution so each player feels a valued part of the team.
◗ Encourages coaches to develop skills of all players because awards depend on abilities
of every player - not selected players.
◗ Achievement tests can also be used by individual teams for motivation and to
measure improvements.
ORGANIZATION OF ACHIEVEMENT TESTS
◗ Stations could be set up so teams can participate between games at round robin
tournaments.
◗ If the “Achievement Day” approach is used, the number of stations will have to equal the
number of teams, so they can rotate through the stations. Some stations may include
activities from the Lesson Plans (ie: Shark in the Tank; Hot Potato).
◗ Awards are always based on team totals. Each player on each team must
be given an equal number of repetitions. Since teams may not have the
same number of players team average is used for awards.
◗ Number of repetitions depends on the total time allotted for the achievement tests.
If rotating stations are set up, consideration should be given to try to equalize time at
each station.
◗ Second and third place awards can also be considered, with participation awards to the
other teams.
◗ Team scores should be given to teams so players/coaches see improvements if they are
done more than once.
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SUGGESTED ACHIEVEMENT TESTS
TIMED HOME TO FIRST (equipment – stopwatch, Home plate, 1st base)
Each player is timed as they run H to 1B using a track start with front foot starting at edge of
Home plate on the 1B side. Total the times, divide by number of players to get an average. Team
with the lowest average wins this award.
ROUNDING BASES – TIMED (equipment – stopwatch, home plate, 1st and 2nd bases)
Same as timed Home to First test, except now the players round 1B and run to 2B. A bonus point
is given for each player who steps on the inside corner when rounding 1B. Consideration
could be given to awarding bonus points for a slide at 2B.
THROWING ACCURACY (equipment – target, balls)
Put a large target up with 3 target areas. Designate a line which players have to stay behind
when throwing. Distance doesn’t matter as long as it is equal for all players on each team.
(probably 20'-40') Total points, divide by number on team to get average. The team with the
highest average gets award.
THROWING VELOCITY (equipment – radar gun (if available), balls, target)
Each player’s throwing speed is recorded. Total speeds, divide by number of players for average.
Team with highest average gets throwing velocity award.
THROWING DISTANCE (equipment – markers, balls)
Mark 3 lines at progressively further distances from a throwing line which players have to stay
behind when throwing. Distances will depend on level of participants. All players should be able
to throw over the 1st line to experience success. The 3rd line should be challenging enough so
only the players with the strongest throws can make it over.
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Each player, standing behind the throwing line, throws as far as they can over the lines. Points
are awarded as follows: throw over 1st line - 1 point; throw over 2nd line - 2 points; throw over
3rd line - 3 points. Total points, divide by number of players for average. Team with highest
score wins award.
DISTANCE HITTING (equipment - batting T, balls, bat)
Mark 3 lines, at progressively further distances from a start line, where a batting T is placed.
Score the same as in the throwing distance test.
BALL OF FIRE (equipment – stopwatch, balls, gloves)
Mark lines 20'-50' apart (depending on ability level), with 1/2 of team lined up in a file behind
each line. Ball starts with first player in one line. On “Go”, the ball is thrown back and forth
until all players have thrown. Players go to end of their own line after completing throw.
Start watch on “Go” and stop when catch is made on last throw. Team with lowest time wins
Ball of Fire award.
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REFERENCES
Capher Basic Skills Series, Fastball Type Games, Calgary Board of Education. Curriculum Action
Project. 1976-1983
Capher Basic Skills Series, K-3 Games.
Gleeson, Geof, The Growing Child in Competitive Sport, Hodder and Stoughton, London
Graham, George, et al. Children Moving- A Teachers Guide to Developing a Successful Physical
Education Program, Mayfield Publishing Co., Mountain View, Cal., 1987.
Hobart Division of Recreation, Education Department and Tasmania State Schools Sports Council
(1983). A Child Is Not a Little Adult - Modified Approaches to Sport for Australian Children,
Published and printed by Education Department, Tasmania, Australia.
Landy, Maxwell and Joanne, Ready to Use Physical Education Activities, Parker Publishing Co.,
West Nyack, NY.
Margeneau, Eric A., Ph. D., Sports Without Pressure. Gardner Press. Inc., New York.
Malina, Robert, Young Athletes - Biological, Psychological and Educational Perspectives, Human
Kinetics Books, Champaign, Illinois.
Martens, Rainer, et al, Coaching Young Athletes, Human Kinetics Publishers Inc., Champaign, Illinois.
Moore, Annette C., The Game Finder - A Leader’s Guide to Great Activities, Venture Publishing,
Inc., State College, PA., 1992.
Morris, G.S.Don;Stiehl, Jim, Changing Kids’ Games, Human Kinetics Books, Champaign, Illinois. 1989.
Ontario Softball Council, Softball- A Manual for Coaches, Ministry of Culture and Recreation.
Rice, Wayne;Yaconelli, Mike. Play It, Zondervan Publishing House, Grand Rapids, Mich. 1986.
Snellenberg, Joseph, Adapt, Adopt, and Improve - Theme Games for K-6, BC Intramural Recreation
Assoc., Simon Fraser University, Burnaby. B.C.
Spink, Kevin S., Ph. D., Give Your Kids a Sporting Chance, A Parents Guide, Summerhill Press, Toronto.
Turner, Lowell F. and Susan, Physical Education Teachers Activities Program, Parker Publishing
Co., West Nyack, NY, 1989.
Weiss, Maureen R. and Gould, Daniel - editors, Sport For Children And Youth, The 1984 Olympic
Congress Proceedings. Vol. 10, Human Kinetics Publishers, Inc. Champaign, Illinois.
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PROVINCIAL/TERRITORIAL OFFICES
BRITISH COLUMBIA
Softball B.C.
P.O. Box 45570
Sunnyside Mall
Surrey, BC V4A 9N3
(B) (604) 531-0044
(F) (604) 531-8831
www.softball.bc.ca
ALBERTA
Softball Alberta
9860 – 33 Avenue
Edmonton, AB T6N 1C6
(B) (780) 461-7735
(F) (780) 461-7757
www.softball.ab.ca
SASKATCHEWAN
Softball Saskatchewan
2205 Victoria Avenue
Regina, SK S4P 0S4
(B) (306) 780-9235
(F) (306) 780-9483
www.softball.sk.ca
MANITOBA
Softball Manitoba
306 - 200 Main Street
Winnipeg, MB R3C 4M2
(B) (204) 925-5673
(F) (204) 925-5703
www.softball.mb.ca
YUKON
Softball Yukon
28 Evergreen Crescent
Whitehorse, YK Y1A 4X1
(B) (867) 667-4487
(F) (867) 667-4237
www.softballyukon.com
NORTHWEST TERRITORIES
Softball NWT
Box 11089
Yellowknife, NT X1A 3X7
(B) (867) 669-8333
(F) (867) 669-8327
www.nwtsoftball.com
ONTARIO
Softball Ontario
1185 Eglinton Ave. East
North York, ON M3C 3C6
(B) (416) 426-7150
(F) (416) 426-7368
www.softballontario.ca
Slo-Pitch Ontario
184 Scott Street, Unit 7B
P.O. Box 20057
Grantham Postal Outlet
St. Catharines, ON L2M 7W7
(B) (905) 646-7773
(F) (905) 646-8431
www.slopitch.org
Provincial Women’s
Softball Association
(PWSA)
www.ontariopwsa.com
Ontario Amateur Softball
Association (OASA)
www.oasa.ca
Ontario Rural Softball
Association (ORSA)
see Softball Ontario
www.softballontario.ca
QUÉBEC
Softball Québec
4545, avenue Pierre de Coubertin
C.P. 1000, Succ. M
Montréal, QC H1V 3R2
(B) (514) 252-3061
(F) (514) 252-3134
www.softballquebec.com
NEW BRUNSWICK
Softball New Brunswick
4242 Water Street
Miramichi, NB E1N 4L2
(R) (506) 773-5343
(Summer) (506) 773-3507
(F) (506) 773-5630
www.sport.nb.ca/softball
NOVA SCOTIA
Softball Nova Scotia
4th
Floor
5516 Spring Garden Road
Halifax, NS B3J 1G6
(B) (902) 425-5454, ext. 313
(F) (902) 425-5606
PRINCE EDWARD ISLAND
Softball PEI
P.O. Box 6406
Cornwall, PE C0A 1H0
(B) (902) 569-4747
(R) (902) 566-2684
(F) (902) 569-3366
NEWFOUNDLAND &
LABRADOR
Softball Newfoundland
& Labrador
P.O. Box 21165
St. John’s, NL A1A 5B2
(B) (709) 576-7231/7049 (B)
(F) (709) 576-7081 (F)
www.softball.nf.ca
NUNAVUT
Sport Nunavut
P.O. Box 440
Baker Lake, NU X0C 0A0
(B) (867) 793-3306
(F) (867) 793-3321
(Toll Free) 1-888-765-5506