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Lesson 3 - Fielding Tactics & Decisions

Softball Basics

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Year 7

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Softball

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1h 4min

Big Question

How can making smart fielding decisions turn defence into attack?

Learning Objectives

To perform the basic pick-up technique when fielding with correct body positioning
To understand and apply tactical decisions about which base to throw to
To demonstrate knowledge of essential fielding positions and their roles on a softball pitch

Key Outcomes

Students will be able to execute short and long throw retrievals with correct technique
Students will make appropriate tactical decisions when fielding in game situations
Students will understand the roles and responsibilities of key fielding positions

Equipment & Resources Required

Small Balls

1 per pair (15 total for class of 30)

Store in bucket at activity area, check for proper inflation and condition before use

Alternative: Tennis balls for students with grip concerns, softer safety balls for SEND students

Softball Equipment

1 per student (30 total, or share in pairs)

Designated bat area away from fielding practice zones, inspect for damage

Alternative: Rounders bats, plastic bats for modified games

Bases

4 bases per game diamond (12 total for 3 games)

Set up regulation diamond layout: 18m between bases for Year 7

Alternative: Cones, flat markers, hoops as base markers

Cones

30 cones for marking practice zones and boundaries

Use to create clear practice channels and safety zones between pairs

Alternative: Hoops, markers, bibs on ground

Hoops

15 hoops for target practice

Place at bases as throwing targets during skill development

Alternative: Chalk circles, cone gates, marked zones

Bibs

15 bibs in two colours for game application

Distinguish teams clearly during small-sided games

Alternative: Team bands, coloured tops

Sun Markers

1 set for tactical discussions

Use to draw fielding positions and explain tactical scenarios

Alternative: Ground diagrams with chalk, verbal explanations with demonstrations

Key Vocabulary

Pick-up

The technique used to collect the ball from the ground whilst fielding

Strong foot

The foot on the same side as your throwing arm (right foot for right-handers)

Weak foot

The foot opposite to your throwing arm (left foot for right-handers)

Inside line of ball

Running on the side of the ball closest to your throwing target

Fielding positions

Specific locations on the softball pitch where players defend (e.g., pitcher, shortstop, outfield)

Tactical decision

A strategic choice made during play based on the game situation (e.g., which base to throw to)

Base throwing

Throwing the ball to a specific base to get a runner out or prevent advancement

Feeder

The person who throws or rolls the ball to create a fielding opportunity for practice

Chasing and retrieving

Moving quickly to collect a ball that is rolling or bouncing away

Throwing position

The body stance used to throw accurately: side-on, arm back, weight transferred forward

Skill Progression Pathway

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

Prior Learning

Basic throwing and catching techniques from Lesson 1
Understanding of softball bases and basic rules from Lesson 2
Awareness of safety when working with bats and balls
Basic spatial awareness and movement skills

Current Skills

Short throw pick-up technique with correct footwork
Long throw pick-up technique with weight transfer
Tactical decision making for base selection
Understanding of fielding positions and their strategic importance
Application of fielding skills in game situations

Next Steps

Advanced fielding techniques including diving and sliding
Double play execution and team fielding strategies
Backing up bases and covering positions
Reading batters and anticipating hit direction
Full game play with rotation through all positions

Milestone Indicators

Student can retrieve ball without fumbling in dynamic situations

Student consistently uses correct footwork for short and long throws

Student makes appropriate base selection 70% of the time

Student can explain why they made specific tactical decisions

Student demonstrates confidence in different fielding positions

Key Teaching Points

Short throw pick-up: run inside line of ball, strong foot lands beside ball, weight rocks back, head over front knee, back foot trails, quick transfer to throwing hand
Long throw pick-up: sprint to ball, weak foot forward alongside ball, seat back maintaining balance, pick with mitt, push hard off weak foot generating power, transfer ball mid-motion, explosive throw
Tactical decision-making: identify lead runner, throw to base ahead of them to prevent advancement, communicate decision to teammates, consider distance and time available
Fielding positions: each position has specific area to cover and tactical responsibilities, spacing prevents gaps, communication between positions essential
Mitt technique: pocket faces upward, mitt flat on ground, let ball roll into pocket don't stab at it, immediate transfer to throwing hand
Communication: call which base you're throwing to, call 'I've got it!' to prevent collisions, encourage teammates especially after errors
Body position: low centre of gravity for balance and quick reactions, ready position on balls of feet, eyes tracking ball constantly

Common Misconceptions

Misconception: Use the same pick-up technique for all fielding situations. Reality: Short throw technique for nearby balls (control focused), long throw technique for distant balls (power focused).
Misconception: Always throw to the nearest base. Reality: Throw to the base ahead of the lead runner to prevent advancement, even if it's not the closest base.
Misconception: Scoop the ball up quickly. Reality: Get low, seat back, let ball roll into mitt pocket for consistent collection - rushing causes fumbles.
Misconception: Fielding positions don't matter much. Reality: Each position has critical responsibilities and spatial coverage - proper positioning makes defence effective.
Misconception: Transfer ball to throwing hand after you stand up. Reality: Transfer happens during the pick-up motion for speed - pick and throw should be one fluid movement.
Misconception: Strong foot and weak foot are about strength. Reality: Strong foot/hand is your dominant side (most people right), weak is non-dominant (most people left) - terminology not about actual weakness.

SEN Adaptations

ADHD

Short, varied activity segments maintain engagement. Clear, repeated instructions with visual reminders. Active roles that maintain involvement - avoid long waiting. Provide fidget equipment during cool-down discussion. Positive behaviour specific praise frequently. Use movement breaks strategically. Clear boundaries and expectations. One instruction at a time. Physical demonstration rather than long verbal explanations.

dyspraxia

Break skills into smaller micro-steps with additional practice time. Use larger, softer balls for easier catching. Reduce complexity initially - stationary balls before moving. More repetition of each skill before progression. Verbal cues to aid movement planning ('ready, set, throw'). Visual markers for positioning (stand on this cone). Patient, encouraging coaching. Celebrate effort and improvement. Multi-sensory teaching - say, show, guide.

autism spectrum

Provide visual schedule showing lesson structure and timings. Give advance warning of transitions between activities. Create quiet zone option if sensory overwhelm occurs. Use consistent, predictable language and routines. Reduce auditory overload - smaller game groups if needed. Clear, concrete success criteria. Buddy system with understanding peer. Praise specific behaviours not general 'good job'.

visual impairment

Use brightly coloured balls (yellow/orange) for high visibility. Provide verbal descriptions of all demonstrations with clear directional language. Use buddy system with sighted partner for positioning. Employ audible balls (bells inside) if available. Give clear verbal cues for incoming balls. Reduce playing area size for closer interactions.

hearing impairment

Ensure student can see your face during all instructions (lighting, positioning). Use visual demonstrations extensively. Provide written instruction cards with key teaching points and diagrams. Use clear hand signals for common commands (stop, go, good). Position in fielding roles where they can see plays developing. Buddy system with hearing peer who can relay urgent calls.

physical disability

Adapted fielding positions closer to action (e.g., pitcher area for wheelchair users). Modified equipment: lighter balls, shorter bases distance. Can field from seated or supported position. Allow rolling throws instead of overhead if arm function limited. Extra time for fielding attempts. Peer support for movement. Celebrate participation and decision-making as much as physical execution.

Cross-Curricular Links

English

Technical vocabulary acquisition and usage. Clear verbal communication with teammates. Explaining tactical reasoning. Giving and receiving instructions. Active listening during demonstrations and discussions.

Maths

Angles of approach and throwing trajectories. Calculating optimal throwing arcs. Measuring distances between bases. Timing sequences (seconds from field to throw). Spatial reasoning for positioning on diamond. Geometry of diamond shape and position relationships.

Science

Forces involved in throwing (push, pull, friction). Biomechanics of efficient throwing technique. Impact of body position on power generation. Physics of ball trajectory and air resistance. Energy transfer from legs through body to ball. Cardiovascular response to exercise.

PSHE

Teamwork and cooperation in defensive play. Communication skills through fielding decisions. Resilience when making errors. Managing emotions under pressure. Supporting others and positive encouragement. Leadership through captaincy and position calls. Fair play and sporting behaviour.

Teacher Guidance

Positioning

During demonstrations: central position where all students have clear sight lines. During skill practice: circulate actively between pairs providing individual feedback. During games: continuously move between three diamonds to monitor all play, position at angles where you can see multiple games and technique clearly. During cool-down: central position for circle discussions.

Observation Focus

Watch for: correct footwork (strong vs weak foot), body position during pick-up (seat back, head over knee), smooth transfer from mitt to throwing hand, appropriate tactical decisions about base selection, communication between fielders, sporting behaviour, signs of fatigue or struggle, engagement levels throughout.

Intervention Points

Step in immediately if: safety concern arises, technique breakdown becoming habitual, students showing frustration or disengagement, tactical confusion preventing game flow, behavioural issues affecting learning. Use 'freeze' technique for whole-class teaching moments when you spot key learning opportunities.

Demonstration Notes

Always demonstrate slowly first, then at match speed. Use think-aloud strategy to verbalize decision-making. Show both correct technique and common errors (labelled clearly). Use students to demonstrate good examples when spotted. Mirror students' position when demonstrating so they can copy directly. Break complex skills into chunks - don't overwhelm with too much information at once.

Verbal Cues

•'Inside line!' - reminder to approach ball from correct side
•'Strong foot beside!' - for short throw technique
•'Weak foot forward!' - for long throw technique
•'Seat back, head over!' - body position reminder
•'Transfer and throw!' - smooth sequence reminder
•'Which base?' - prompting tactical thinking
•'Talk to each other!' - encouraging communication
•'Ready position!' - alertness reminder for fielders

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 40m x 60m outdoor space for three small-sided games with adequate safety margins. Can adapt to large sports hall if weather prevents outdoor play. Clear run-offs beyond bases (3m minimum).

Surface Check

Inspect playing surface for holes, uneven ground, debris, or wet patches that could cause slips. Ensure bases are secured and won't slide. Check outfield is free from hazards.

Equipment Safety

Safety Checks

•Softball balls checked for proper inflation and no splits or damage
•Bats inspected for cracks, splinters or loose grips - remove any damaged equipment
•Mitts checked for torn webbing, broken stitching, or sharp edges
•Bases secured properly - not creating trip hazard when running
•Cones have no sharp edges and are visible
•All equipment age-appropriate for Year 7 students

Risk Management

Key Risks

•Balls striking students - particularly head/face injuries
•Bat-related injuries from swinging near others
•Collisions between fielders chasing balls
•Collisions between runners and fielders at bases
•Trips and falls while running or fielding
•Overexertion in warm conditions
•Repetitive strain from throwing

Risk Mitigation

•Clear boundaries established and communicated for all playing areas
•Adequate spacing between game diamonds (15m minimum)
•Bats must be grounded when not actively batting
•Designated waiting areas keep non-active students safe
•Teach and enforce proper running technique and awareness of others
•Progressive skill building prevents overload
•Emphasise calling for balls to prevent collisions ('I've got it!')
•Monitor throwing volume - rest arms if fatigue evident
•Ensure adequate hydration breaks in warm weather
•Softer balls available for students with concerns
•No diving or sliding unless specifically taught with safety protocols

Supervision & Emergency Procedures

Supervision Points

•Position to see multiple diamonds during game play
•Active circulation during skill practices to monitor technique and safety
•Heightened awareness during batting - this is highest risk moment
•Watch for fatigue signs (reduced coordination, slower reactions)
•Monitor student behaviour for unsafe actions
•Ensure equipment used as intended
•Check students are spatially aware of others

Emergency Procedures

Stop signal (whistle or 'FREEZE!') that all students know means immediate stop. Minor injuries: assess, provide appropriate first aid, refer to trained first aider if needed. Serious injuries: stop all activity, send reliable student for first aider/emergency services, attend to injured student, keep others calm and supervised. Incident recorded as per school policy.