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Lesson 6 - Competitive Match Play & Review

Softball Basics

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Year 7

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Softball

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Big Question

How can we use everything we've learned to compete effectively and assess our own performance?

Learning Objectives

To develop knowledge and understanding of hitting and fielding in a competitive environment
To be able to hit the ball correctly and accurately using direction
To be able to self-assess performance using the assessment matrix

Key Outcomes

Students will apply all learned softball skills in a full competitive game
Students will demonstrate tactical awareness and strategic thinking
Students will complete accurate self-assessment of their softball performance
Students will identify personal strengths and areas for improvement

Equipment & Resources Required

Softball Equipment

2-4 (1 per team plus spares)

Check for cracks or damage before use; store safely when not batting

Alternative: Rounders bats, tennis rackets for students with grip difficulties

Softballs

4-6

Ensure balls are regulation size and in good condition

Alternative: Larger foam balls for students with visual impairment or catching difficulties

Bases

8 (4 per diamond)

Positioned at regulation distances: 60 feet between bases for Year 7

Alternative: Flat markers, cones, hoops

Hoops

20-30 (boundary markers, fielding positions)

Mark foul lines, fielding positions, and safety zones

Alternative: Painted lines if permanent markings available

Mitts

12-16 (ideally 1 per fielder)

Check straps are secure; match glove size to hand size

Alternative: Bare hands for advanced students; larger gloves for support needed

Score Sheets

30 (1 per student plus spares)

Clipboards and pencils for outdoor use; keep spares dry

Alternative: Digital tablets with assessment app, laminated reusable sheets

Bibs

12 per colour (2 colours minimum)

Different colours for each team for clear identification

Alternative: Coloured bands, team markers

First Aid Kit

1 (readily accessible)

Position near playing area; check ice packs available for impacts

Alternative: N/A - mandatory

Key Vocabulary

Competitive environment

A game situation where teams are actively trying to win by outperforming the opposition

Strategy

The overall plan a team uses to win the game

Tactics

Specific actions taken during the game to gain an advantage

Self-assessment

Honestly evaluating your own performance, identifying strengths and areas to improve

Legal hit

A batted ball that lands within the field of play (not foul) and is struck correctly

Strikes and balls

Strikes are pitches in the strike zone or swings and misses; balls are pitches outside the strike zone

Diamond edge

The imaginary line connecting the bases that forms the softball diamond

Wrist roll

Rolling the wrists during the swing to direct the ball to different areas of the outfield

Game situation

The current state of play including score, runners on base, and outs

Performance evaluation

Assessing how well you performed specific skills and contributed to team success

Skill Progression Pathway

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

Prior Learning

Students can perform basic fielding and catching techniques
Students can execute different throwing techniques accurately
Students can demonstrate correct batting stance and swing
Students can pitch with basic accuracy
Students understand fundamental softball rules and positions

Current Skills

Applying all skills in a competitive game environment
Strategic thinking and team tactics
Self-assessment and performance evaluation
Advanced batting placement and directional hitting
Team leadership and communication under pressure

Next Steps

Development of advanced game strategies and set plays
Positional specialisation and role-specific skills
Tournament play and inter-school competition
Advanced pitching variations and batting techniques
Coaching and mentoring younger students

Milestone Indicators

Consistently applying correct techniques in high-pressure game situations

Making effective tactical decisions independently

Accurately self-assessing performance with specific evidence

Demonstrating leadership and encouraging teammates

Showing resilience and sportsmanship throughout competitive play

Key Teaching Points

Competitive game play is the culmination of all unit learning - ensure students understand they're applying everything they've practiced over 6 weeks
Balance winning mentality with learning focus - it's about skill application and teamwork, not just the score
Effective officiating requires consistency, fairness, and allowing the game to flow while maintaining safety
Self-assessment is a crucial skill - teach students to be honest and reflective about their performance using specific evidence
Captain and leadership roles develop decision-making, communication, and responsibility beyond physical skills
Strategic thinking (team positioning, batting order, tactical adjustments) is as important as technical skill execution
Sportsmanship in competitive situations reveals character - address poor behaviour immediately and praise excellent sportsmanship visibly

Common Misconceptions

MISCONCEPTION: Winning is the only measure of success. CORRECTION: Emphasise skill application, effort, teamwork, and improvement as primary success measures; score is secondary to performance quality.
MISCONCEPTION: Strongest athletes should always be captains. CORRECTION: Leadership requires communication, strategic thinking, and inclusivity - not just athletic ability; rotate leadership opportunities.
MISCONCEPTION: Self-assessment means rating yourself highly to look good. CORRECTION: Honest self-assessment is for learning and development; inflated ratings prevent genuine improvement; model honesty.
MISCONCEPTION: Making errors means you're bad at softball. CORRECTION: Errors are part of learning and happen even to professionals; focus on how students respond to mistakes and what they learn from them.
MISCONCEPTION: Full game means students already know everything. CORRECTION: Competitive game reveals areas still needing development; use game situations as teaching opportunities; assessment identifies next learning steps.

SEN Adaptations

ADHD

Frequent position changes to maintain engagement; active roles throughout (base coach when not batting); clear, concise instructions with visual cues; immediate feedback on performance; build in movement breaks if needed; positive reinforcement for sustained focus; reduced waiting time through smaller teams or multiple games

dyspraxia

Larger, softer equipment for easier handling; extra practice time with skills before game; break down complex movements into smaller steps; reduce speed of game if needed; allow catching with two hands/body; simplified positions with fewer quick movements required; positive reinforcement for effort; partner support during activities

autism spectrum

Clear, structured routine for game play and transitions; visual schedule showing lesson sequence; quiet zone available if overwhelmed; clear, concrete rules explained in advance; warnings before loud noises (whistle); consistent language and signals; reduce sensory overload: smaller teams, quieter environment; allow processing time for instructions

visual impairment

Use brightly coloured, larger softballs or balls with bells inside for audio feedback; verbal descriptions of field layout and player positions; buddy system with sighted peer providing directional guidance; tactile markers on bases; audible signals for start/stop (whistle, voice); reduce field size for easier navigation

hearing impairment

Visual demonstrations of all skills and instructions; written game rules provided on laminated card; hand signals for common instructions (safe, out, foul); position teaching assistant/interpreter where student can see; visual scoreboard; vibrating timer for innings; ensure student can see teacher's face for lip-reading

physical disability

Modified equipment: lighter bats, larger balls, tee for batting if needed; adapted positions: designated hitter option, seated fielding positions; reduced running distances or alternative scoring methods; allow mobility aid use on field if safe; peer assistance for base running if appropriate; focus on skills within student's capability

Cross-Curricular Links

English

Listening skills during instruction and team strategy; verbal communication during game play; written self-assessment and reflection; vocabulary development with technical terms; following written and verbal instructions accurately

Maths

Scoring runs and calculating team totals; tracking statistics (batting average, fielding percentage); understanding angles for throwing and batting; measuring distances for base running; percentages for success rates in different skills

Science

Forces involved in batting and throwing (push, pull, impact); trajectory and arc of batted and thrown balls; friction between ball and ground affecting rolling/bouncing; body systems during exercise (cardiovascular, respiratory, muscular); reaction time and reflexes

Geography

Spatial awareness on field; positional understanding relative to other players; mapping movement patterns; directional language (forward, backward, left, right); understanding zones and areas of the playing field

PSHE

Teamwork and cooperation skills; handling competitive pressure and managing emotions; resilience in facing challenges and setbacks; leadership and responsibility as captain; respect and sportsmanship; honest self-assessment and personal development; communication skills

Teacher Guidance

Positioning

Position yourself where you can see the entire field - typically near first base with view of pitcher, batter, and infield. Move strategically during play to observe different areas: watch pitcher/batter interaction, then shift to observe fielding and base running. Never turn your back on active play.

Observation Focus

Primary focus: safety - scan for potential collisions, unsafe equipment handling, or dangerous play. Secondary focus: skill application - observe whether learned techniques are being used correctly in game situations. Tertiary focus: assessment - gather evidence for Head, Hands, Heart across multiple students.

Intervention Points

Intervene immediately for: safety issues, serious rule violations affecting fairness, technique so poor it's dangerous or completely ineffective. Do NOT intervene for: minor mistakes that are part of learning, close calls that could go either way, every imperfect technique. Allow game to flow; students learn through experience as well as correction.

Demonstration Notes

During game, use 'freeze' technique sparingly for high-impact teaching moments: 'Freeze! Everyone watch how Alex is backing up the throw to second base - that's smart softball!' Demonstrate correct technique when multiple students making same error. Model sportsmanship in your language and behaviour - students mirror the teacher's attitude.

Verbal Cues

•'Watch the ball all the way to your hands!'
•'Fielders ready! Knees bent, hands out!'
•'Look at your target before you throw!'
•'Run through first base, don't slow down!'
•'Talk to each other - call the ball!'
•'Side-on stance, bat ready!'
•'Soft hands - let the ball come to you!'
•'Back up your teammates!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 40m outdoor space or large sports hall; two softball diamonds with 60-foot base distances; clear run-off areas beyond bases; separation between multiple games if running simultaneously (minimum 20m)

Surface Check

Dry, level grass field or suitable sports hall surface; free from holes, rocks, or debris; bases secured to prevent slipping; foul lines clearly marked to prevent boundary disputes

Equipment Safety

Safety Checks

•Softball bats checked for cracks, splinters, or damage before use
•Bats appropriate length and weight for Year 7 students (typically 28-30 inches)
•Softballs in good condition, properly inflated and not split or damaged
•Bases secured flat to ground to prevent tripping
•Fielding mitts inspected for broken straps or damaged padding
•Bat storage area designated away from running areas
•Backstop or safety netting if available to prevent ball escapes

Risk Management

Key Risks

•Ball strikes to head, face, or body from batted or thrown balls
•Collisions between runners and fielders, particularly at bases
•Bat strikes if batter loses grip or bat carried unsafely
•Trips and falls while running bases or fielding
•Muscle strains from batting, throwing, or quick movements without proper warm-up
•Finger injuries from catching hard-hit balls incorrectly
•Sun exposure during outdoor play in warm weather

Risk Mitigation

•Comprehensive warm-up targeting softball-specific muscles and movements
•Clear rules enforced: backstop area clear of waiting batters, fielders outside diamond until ball hit
•Proper technique teaching for all skills, especially catching to protect fingers
•Batters instructed to place bat safely in designated area after hitting, not throw or drop
•Base running rules: run through first base, slide feet-first only if taught, no leading off
•Adequate spacing between diamonds if multiple games running
•Teacher positioned for maximum visibility and quick intervention
•Fielding mitts provided to protect hands during catching
•Progressive skill building throughout unit before full game play
•Students with glasses encouraged to wear sports straps or protective eyewear
•Modified equipment (softer balls, lighter bats) available for students with additional needs

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned where entire field is visible, typically between pitcher and first base
•Constant scanning of all areas: batting, base running, fielding zones
•Active supervision with movement around field to observe from different angles
•Immediate intervention if unsafe play observed
•Additional adult supervision recommended for Year 7 full game (teaching assistant, sports coach)
•Specific monitoring of high-risk areas: home plate, base paths, ball trajectory
•Regular reminders about safety rules throughout game

Emergency Procedures

First aid kit accessible at side-line; teacher carries whistle for immediate stop signal; any injury results in immediate play stoppage; injured student assessed following school first aid protocols; ice packs available for impacts; all injuries recorded in accident book; serious injuries result in emergency services contact and parent notification; remaining students supervised by additional adult if teacher attending to injury