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Lesson 1 - Catching and Fielding Fundamentals

Softball Basics

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Year 7

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Softball

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1h 3min

Big Question

How can we use our body position and hand-eye coordination to control different types of catches in softball?

Learning Objectives

To develop knowledge and understanding of the basic fundamentals of softball
To perform different types of catches (fly balls and ground balls) with control and accuracy
To understand and apply the laws governing catching and fielding in softball

Key Outcomes

Students will demonstrate correct catching technique using mitts for both high and low balls
Students will explain key safety rules and basic game laws in softball
Students will apply fielding skills in small-sided and full game situations
Students will show improvement in hand-eye coordination through progressive fielding drills

Equipment & Resources Required

Small Balls

15-20 (1 per pair plus extras)

Store in equipment bag at side of area, distribute at start of fielding drills

Alternative: Tennis balls for beginners who struggle with weight; foam balls for SEND students

Softball Equipment

4-6 (for demonstration and game)

Check for correct sizing - mitts should fit snugly; check for damage before use

Alternative: If insufficient mitts, use bare hands with softer balls or rotate mitt usage

Bases

4 sets (16 bases total for multiple game areas)

Set up diamond with 15-18 metre distances between bases (adjust for space and ability)

Alternative: Cones, hoops, or marked spots on ground

Cones

25 for boundaries and markers

Use bright colours for visibility; mark safe zones and game boundaries clearly

Alternative: Hoops, spots, or natural boundaries

Hoops

15 (for mitt goals game)

Place 2 metres apart for goals in pairs activity

Alternative: Cones positioned as goals or marked lines

Bibs

15 (for team identification)

Two contrasting colours for game situations

Alternative: Teams vs skins or use existing PE kit colours

Whistles

For stopping activity quickly and starting games

Alternative: Verbal commands or hand signals

Key Vocabulary

Fly ball

A ball hit or thrown high in the air that travels in an arc

Ground ball

A ball that travels along or bounces on the ground towards the fielder

Mitt

A padded glove worn by fielders to catch the softball safely and securely

Ready position

Athletic stance with knees bent, weight on balls of feet, hands in front ready to react

Fielding

The act of catching, stopping or retrieving the ball in the playing area

Base running

Running from one base to another after hitting the ball or when forced to advance

Alligator catch

Ground ball fielding technique where top hand (mitt) and bottom hand close together like alligator jaws

Agility

The ability to move and change direction quickly with control and balance

Hand-eye coordination

The ability to track moving objects with your eyes and respond with hand movements

Communication

Calling for the ball or directing teammates verbally during play

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic throwing and catching skills from KS2
Understanding of spatial awareness and moving in different directions
Experience of working cooperatively in pairs and small groups
Basic understanding of rules and fair play in games

Current Skills

Catching with a mitt at different heights
Fielding ground balls with correct technique
Understanding ready position and body positioning
Applying catching skills in game contexts
Basic batting grip and stance
Understanding softball-specific rules and safety

Next Steps

Developing accuracy and power in throwing
Advanced batting techniques and hitting placement
Understanding base running strategies
Tactical positioning in different fielding roles
Game strategy and team communication

Milestone Indicators

Consistently catches balls thrown within 2 metres with correct mitt positioning

Demonstrates ready position with knees bent and weight forward

Stops ground balls using 'alligator' catching technique 70% of the time

Communicates with teammates during game situations

Shows understanding of when to use fly ball vs ground ball catching technique

Key Teaching Points

Safety is paramount - establish and enforce bat safety zones absolutely before any batting occurs
Master ready position (knees bent, weight forward, hands ready) as foundation for all fielding skills
Teach clear distinction between high catches (thumbs together) and low catches (pinkies together) using waist as dividing line
Alligator technique for ground balls - mitt on ground creating barrier, bare hand closes over like jaws
Two-hand catching always - mitt catches, bare hand secures the ball immediately
Watch the ball all the way from thrower/pitcher to catch point - constant visual tracking essential
Progressive challenge - static to dynamic, easy to difficult, practice to game application maintaining success and confidence
Positive, encouraging atmosphere - mistakes are learning opportunities, celebrate effort and improvement
Communication is key - calling for ball prevents collisions and builds teamwork
Link skills explicitly to game context - 'You'll use this alligator catch when fielding ground balls in our game'
Differentiation is essential - provide options for all ability levels ensuring everyone can succeed and be challenged
Use peer and self-assessment developing metacognition and coaching skills

Common Misconceptions

Misconception: 'I can catch better without a mitt' - Truth: Mitts protect hands and provide larger catching surface; success requires practice with mitt
Misconception: 'Power in batting comes from arm strength' - Truth: Hip rotation and weight transfer generate power; arms guide the bat
Misconception: 'Fielders should stand close to see the ball better' - Truth: Spread out positioning covers more ground and prevents collisions
Misconception: 'I should reach for the ball with my arms' - Truth: Move feet to get body behind ball; arms extend from good body position
Misconception: 'Catching is just about hands' - Truth: Whole body position (ready position, balance, eye tracking) enables successful catching
Misconception: 'Being out is bad/failing' - Truth: Outs are normal part of game; focus on effort and technique not just outcomes
Misconception: 'Running fast is all that matters in base running' - Truth: Smart decisions about when to run or stay are equally important

SEN Adaptations

ADHD

Keep activities short with frequent changes maintaining engagement. Provide clear, simple instructions with demonstration. Use energetic warm-up channeling energy positively. Offer regular positive reinforcement and specific praise. Allow movement breaks as needed. Assign specific roles and responsibilities maintaining focus. Use timer showing time remaining for activities. Position near teacher for redirection if needed. Minimise waiting time with constant activity flow.

dyspraxia

Use larger, softer equipment easier to catch and control. Reduce speed and complexity initially building confidence. Break skills into smaller steps with extra practice time. Provide hand-over-hand guidance for complex movements (bat grip, catching). Use visual markers for positioning and spatial awareness. Reduce distance and eliminate time pressure. Pair with patient partner who throws gently and predictably. Celebrate effort over outcome focusing on personal improvement.

autism spectrum

Provide visual schedule showing lesson sequence before starting. Use consistent routines and clear, structured transitions. Offer noise-reducing headphones if whistle or game noise overwhelming. Allow sensory breaks if needed in designated quiet zone. Use clear, literal language avoiding idioms. Provide advance warning before changes or transitions ('In 2 minutes we will...'). Assign consistent partner who understands needs. Offer choice where possible (fielding position preference).

visual impairment

Use brightly coloured or bells-inside balls for auditory tracking. Provide verbal descriptions of all demonstrations with tactile guidance for bat grip and mitt positioning. Use high-contrast coloured cones/bases for visibility. Assign sighted peer buddy for navigation and support. Reduce playing area size for easier spatial management. Describe game situations verbally in detail.

hearing impairment

Ensure student can see teacher's face clearly for lip-reading during instructions. Use visual demonstrations extensively with exaggerated movements. Provide written/pictorial rule cards and visual schedules. Use hand signals for common commands (stop, go, well done). Position near teacher for instructions. Ensure eye contact before giving individual instructions. Pair with patient, supportive peer who can reinforce instructions.

physical disability

Adapt batting to seated position using tee or softer ball. Allow fielding from seated or supported standing position. Use larger, lighter equipment (bigger mitts, foam balls) for easier handling. Reduce distances for throwing and running significantly. Provide mobility aid access throughout activity. Assign bases accessible by wheelchair or allow alternative base-reaching method. Adjust rules so physical limitations don't prevent participation or success.

Cross-Curricular Links

English

Following verbal instructions and rules. Using technical vocabulary correctly in context. Communicating effectively with teammates during games. Explaining techniques and tactics to peers. Listening actively during demonstrations and instructions.

Maths

Counting and recording runs scored in games. Measuring distances between bases using estimation and pacing. Calculating angles of ball trajectory and positioning. Understanding diamond shape geometry and base positions. Collecting and presenting statistics on catch success rates.

Science

Understanding forces - throwing force, gravity on fly balls, friction stopping ground balls. Learning about body systems - heart rate increase during activity, breathing rate changes. Exploring levers - bat as lever creating force. Investigating reaction times and hand-eye coordination. Understanding muscle groups used in throwing and catching.

Geography

Using directional language - compass directions in warm-up game. Understanding spatial awareness and positioning on field. Mapping diamond layout with scale. Using positional vocabulary - north, south, east, west, near, far.

PSHE

Developing teamwork and cooperation in pairs and team games. Building resilience when learning challenging new skills. Showing respect for opponents and officials. Managing emotions during competitive situations. Setting personal goals for improvement. Celebrating own and others' achievements.

Teacher Guidance

Positioning

Stand at corner or edge of activity area with back to boundaries ensuring clear sight lines to all students. During games, position between two diamonds centrally. Move to pitch at each diamond in rotation but maintain scanning of whole area.

Observation Focus

Watch for: correct technique application (mitt positioning, ready position, catching mechanics), safety compliance (spacing, bat handling), engagement levels (all students active and participating), peer interactions (supportive communication, fair play), signs of struggle (frustration, disengagement) requiring intervention.

Intervention Points

Step in immediately if: safety rules violated, equipment misused, students at risk of injury, bullying or negative interactions occur, rules misunderstood causing confusion, individuals disengaging or excluded, technique so poor it's unsafe or preventing progress. Use positive approach: demonstrate correct method rather than just correcting error.

Demonstration Notes

Demonstrate all skills clearly from multiple angles before students practice. Use slow-motion breakdowns for complex skills like batting. Exaggerate key elements (knee bend, hand positions) for visual clarity. Use competent students as demonstration models to show peer capability. Demonstrate common mistakes then correct version to show contrast. Demonstrate with enthusiasm conveying that PE is fun and energizing.

Verbal Cues

•'Soft touches, gentle throws!' - during early catching drills
•'Eyes on the ball!' - whenever catching or batting
•'Ready position!' - to prompt correct fielding stance
•'Get low!' - for ground ball fielding
•'Thumbs together!' or 'Pinkies together!' - catching hand position reminders
•'Check your safety zone!' - before any bat swings
•'Communicate!' - to encourage calling for ball
•'Keep going, you've got this!' - encouragement during challenges

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor space or sports hall minimum 30m x 40m to accommodate two softball diamonds with adequate separation (10m+) and safety zones around each batting area (5m minimum). Clear boundaries marked.

Surface Check

Dry, level playing surface free from holes, debris, stones, or trip hazards. Check bases are secure and flat. Ensure no water puddles or slippery patches. Indoor: non-slip hall surface in good condition.

Equipment Safety

Safety Checks

•Inspect all bats before use - check for cracks, splinters, loose grips, or damage
•Ensure softballs are regulation size and appropriate softness for age group
•Check mitts fit students correctly - not too large causing poor control or too small causing injury
•Bases must be flat, secure markers not raised trip hazards
•Cones/hoops in good condition with no sharp edges or cracks
•Equipment stored safely away from active playing area when not in use

Risk Management

Key Risks

•Impact injuries from bats - swinging bat hitting another student
•Ball strikes - being hit by thrown or batted balls
•Collisions between runners and fielders at bases
•Slips and falls during running activities particularly on bases
•Hand and finger injuries from catching without mitt or incorrect technique
•Muscle strains from inadequate warm-up or overstretching

Risk Mitigation

•Strict enforcement of 5 metre safety zones around all batters - absolute rule
•Teacher as pitcher eliminates erratic batting and maintains control
•Progressive skill building from static to dynamic activities
•Clear boundaries and designated activity areas prevent interference between groups
•Compulsory mitt wearing during all catching activities
•Adequate spacing between pairs and groups during drills (minimum 4-5 metres)
•Constant teacher supervision with strategic positioning for maximum visibility
•Clear stop signals established and practiced (whistle plus raised hand)
•Bats only handled by designated batter, put down immediately after use
•Ground rules for runner/fielder interactions - runners avoid contact, fielders give way if collision imminent

Supervision & Emergency Procedures

Supervision Points

•Position between two game diamonds for visibility of both games simultaneously
•Circulate during drills to check technique and intervene before unsafe practices develop
•Maintain awareness of all students especially during transition periods
•Position with back to sun/glare for clear sight lines
•Watch periphery for students disengaging or creating unsafe situations away from main activity
•During batting practice, position behind pitcher's area with clear view of batter and surroundings
•Monitor fatigue levels especially in hot weather - provide water breaks as needed

Emergency Procedures

Whistle blow and 'STOP, FREEZE' command - all students stop immediately. Assess situation. For minor injuries: first aid from kit available at area edge. For significant injuries: designated first aider called, other students moved to safe distance, injured student not moved unless necessary. Emergency contact details accessible. Accident recorded in school system following protocols.