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Lesson 2 - Throwing and Catching Techniques

Softball Basics

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Year 7

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Softball

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1h 5min

Big Question

How can mastering different throwing techniques give your team a competitive advantage in softball?

Learning Objectives

To perform both underarm and overarm throws with correct technique
To understand when to use underarm throws (close distances) versus overarm throws (long distances) in game situations
To develop catching skills using softball mitts at varying heights and distances
To apply throwing and catching skills in modified game scenarios

Key Outcomes

Students will demonstrate both underarm and overarm throwing techniques with increasing accuracy
Students will select appropriate throwing techniques based on distance and game context
Students will successfully catch balls at different heights using correct mitt positioning
Students will apply throwing and catching skills in competitive game situations

Equipment & Resources Required

Small Balls

1 per pair (15 total for class of 30)

Distributed in equipment bags at station areas, ensure proper inflation and condition

Alternative: Tennis balls for students with grip concerns, foam balls for SEND adaptations

Softball Equipment

2-3 for final game application

Check for wear and tear, ensure proper sizing, demonstrate how to wear correctly

Alternative: Smaller mitts for students with smaller hands, or catching with two hands without mitt for beginners

Bases

8 bases (4 per diamond for 2 diamonds)

Set up two softball diamonds approximately 18 metres base to base

Alternative: Cones or markers if bases unavailable

Hoops

15-20 for target practice

Placed at varying distances (5m, 10m, 15m) for differentiated throwing practice

Alternative: Cones, markers, or chalk circles on ground

Cones

25 for boundaries and markers

Mark out endzones, practice areas, and safety zones

Alternative: Any visible markers

Bibs

15 (half the class)

For team identification in game scenarios

Alternative: Bands or different coloured shirts

Key Vocabulary

Underarm throw

A throwing technique where the ball is released below shoulder height with an underhand motion, used for short, accurate passes

Overarm throw

A throwing technique where the ball is released above shoulder height with an overhand motion, used for long-distance throws

Hand-eye coordination

The ability to coordinate visual information with hand movements to catch or throw accurately

Base running

Moving from one base to another in softball, typically after hitting the ball or as part of offensive strategy

Diamond

The square-shaped playing field in softball, with bases at each corner forming a diamond shape

Fielders

The defensive players positioned around the diamond to catch balls and get runners out

Mitt

The padded glove worn by softball players to catch the ball safely and effectively

Control

The ability to direct the ball accurately to a specific target or teammate

Accuracy

The precision with which a throw reaches its intended target

Follow-through

The continuation of throwing motion after releasing the ball, essential for accuracy and power

Skill Progression Pathway

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

Prior Learning

Basic hand-eye coordination from primary PE
Experience with throwing and catching in various sports
Understanding of basic game rules and fair play
Introduction to softball equipment and basic rules from Lesson 1

Current Skills

Underarm throwing technique for close-range passes
Overarm throwing technique for long-distance throws
Mitt positioning and catching at various heights
Decision-making about appropriate throwing technique
Application of skills in modified game scenarios

Next Steps

Batting technique and hand-eye coordination
Fielding positions and tactical awareness
Full game play with advanced rules
Base running strategy and timing

Milestone Indicators

Consistent follow-through on throws

Ability to hit a target from 10 metres with overarm throw

Confident catching without flinching

Quick decision-making between throw types in games

Key Teaching Points

Underarm throws are for short distances and accuracy - use pendulum motion, release at hip height, follow through pointing at target
Overarm throws are for long distances and power - start side-on, step with opposite foot, rotate hips, bring arm over the top, follow through across body
Thumbs together for high catches (above chest), pinkies together for low catches (below chest) - this prevents the ball escaping through the mitt
Always watch the ball all the way into your mitt - track it with your eyes, don't look away at the last moment
Communication is essential in softball - call 'Mine!' when catching, call teammate's name before throwing, encourage constantly
Step toward your target when throwing - this transfers weight and adds power and accuracy to your throw
Follow-through is not optional - it's essential for accuracy and indicates correct technique; your arm should finish pointing where you want the ball to go
In games, choose your throw based on distance and urgency - close and accurate needs underarm, long distance needs overarm
Create a pocket with your mitt by opening and closing it - the ball lands in the pocket then you close it like a clamshell to secure
Base running runs anticlockwise: home to first to second to third back to home - always touch the inside corner of each base
Teamwork wins games more than individual skill - spread out, communicate, support each other, and make smart tactical decisions together

Common Misconceptions

Misconception: 'Throwing harder is always better.' Reality: Control and accuracy are more important than power - a slower, accurate throw beats a fast, wild throw every time.
Misconception: 'You use the same throwing technique for all distances.' Reality: Different distances require different techniques - underarm for close, overarm for far - choosing the right one is a tactical skill.
Misconception: 'Catching is just about putting your mitt in the right place.' Reality: Catching requires correct mitt positioning (thumbs vs pinkies), tracking the ball with eyes, moving feet to get into position, and securing the ball with two hands.
Misconception: 'Follow-through doesn't matter after the ball leaves your hand.' Reality: Follow-through is essential for accuracy, indicates correct technique, and prevents injury - you should always follow through pointing at your target.
Misconception: 'You don't need to communicate in PE because everyone can see what's happening.' Reality: Communication prevents collisions, clarifies who's catching, encourages teammates, and is essential for successful teamwork in softball.
Misconception: 'Softball is just about individual catching and throwing skills.' Reality: Softball is a team sport requiring tactical awareness, positioning, decision-making, and cooperation - individual skills are only valuable when applied in team contexts.
Misconception: 'The mitt does all the work in catching.' Reality: The mitt is a tool, but successful catching requires correct body positioning, hand-eye coordination, anticipation, and two-handed securing technique.

SEN Adaptations

ADHD

Keep activities short and varied (hence station rotations); provide frequent movement breaks naturally built into lesson; use visual and verbal cues together; give specific, achievable targets ('5 good catches'); allow fidgeting during seated times; provide clear boundaries with visual markers; use student's name before giving instructions; offer choice where possible ('Would you like to start at Station 1 or 2?'); immediate, specific feedback

dyspraxia

Use larger, lighter equipment initially; break skills into smaller micro-steps with additional practice time; allow more distance-marking cues (visual guides for where to stand); reduce speed of throws from partners; provide hand-over-hand guidance for mitt positioning; allow more time to process instructions; repeat demonstrations multiple times; pair with patient partner; celebrate effort over outcome; use rhythm and counting to aid sequencing ('1-step, 2-throw, 3-follow through')

autism spectrum

Provide visual schedule of lesson sections at start; use consistent language and signals throughout; offer quiet zone if sensory overload occurs; give advance warning of transitions ('In 2 minutes we're moving to stations'); reduce team sizes if large groups are overwhelming; allow fidget tool during seated reflection; provide clear, concrete rules for games written down; celebrate small successes frequently; predictable structure following same routine each lesson

visual impairment

Use brightly coloured or larger balls for easier tracking; provide verbal cues for ball location ('ball coming to your left at chest height'); allow closer starting distances for throwing and catching; use tactile markers for bases (textured mats); buddy system with sighted partner who can guide verbally without physical assistance; allow use of audible balls if available

hearing impairment

Use clear visual demonstrations with exaggerated movements; provide written instruction cards for activities; establish visual signals for start/stop (flag, light, hand signal); ensure student can see teacher's face for lip-reading during instructions; buddy system with hearing partner who can relay verbal information through agreed signs; position at front during demonstrations

physical disability

Seated throwing and catching from wheelchair or chair - same techniques apply; reduce throwing distances to match capability; use lightweight foam balls if grip or strength is limited; allow two-handed throwing if one-handed is not possible; modify base running to wheeling or walking with mobility aid; create alternative roles (scorer, coach) if physical participation is very limited; adapt games to include static positions

Cross-Curricular Links

English

Using specific vocabulary accurately (underarm, overarm, mitt, diamond, fielder), giving clear verbal instructions to teammates, listening and responding to coaching, explaining techniques to peers, articulating tactical decisions during reflection

Maths

Calculating distances between bases (18 metres), measuring throwing accuracy using percentages (successful throws out of 10), understanding angles of trajectory for different throw types, timing activities and comparing speeds, counting and recording statistics (catches, throws, runs)

Science

Forces acting on the ball during throwing (push, gravity, air resistance), energy transfer from body to ball, trajectory and parabolic motion, muscles used in throwing and catching (skeletal and muscular systems), effects of exercise on heart rate and breathing rate, importance of warm-up and cool-down for muscle function

Geography

Spatial awareness and mapping of softball diamond layout, understanding directions (e.g., outfield vs infield positioning), using directional language (forward, backward, left, right), mapping movement patterns around the diamond, understanding scale when measuring field dimensions

PSHE

Teamwork and cooperation in game situations, communication skills (verbal calls, encouraging teammates), resilience and perseverance when skills are challenging, sportsmanship and fair play, managing emotions during competitive games, peer assessment and giving constructive feedback, self-assessment and identifying personal areas for improvement, inclusion and supporting peers of all abilities

Teacher Guidance

Positioning

Position yourself at the corner of the playing area during games for full visibility of all students. During skill stations, circulate actively spending approximately 1 minute at each station. During demonstrations, ensure all students can see you clearly - use central position with students in semi-circle.

Observation Focus

Watch for: correct throwing technique (step, follow-through), appropriate throw selection for distance, mitt positioning (thumbs vs pinkies), communication between students, safe practices, engagement levels, and students struggling or excelling who need differentiation.

Intervention Points

Intervene immediately for: unsafe practices (wild throwing, bat mishandling, collisions), rule violations during games that affect safety, students showing frustration or disengagement, technique breakdown that could lead to injury, students being excluded or not participating, any signs of overexertion or distress.

Demonstration Notes

Always demonstrate new skills in slow motion first, then at full speed. Break down complex skills (like overarm throw) into 3-4 clear stages. Use confident students to demonstrate examples during lesson, not just teacher. Exaggerate key teaching points visually - e.g., very obvious step forward, extended follow-through pointing at target. Demonstrate both correct technique and common mistakes (What not to do) for contrast.

Verbal Cues

•'Catch, step, throw!' - for throw sequencing
•'Thumbs together, up high!' - for high catches
•'Pinkies together, get low!' - for low catches
•'Eyes on the ball!' - for catching focus
•'Point where you throw!' - for follow-through
•'Call it! Mine!' - for communication
•'Side-on, step, snap!' - for overarm throwing

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum outdoor space of 40m x 30m for two softball diamonds plus station work areas, or large sports hall. Clear of obstacles, with safe run-off areas beyond bases.

Surface Check

Dry, even surface free from hazards (stones, holes, wet patches). Check bases are secured and won't slide. Ensure cones are soft and flexible, not rigid plastic that could cause injury.

Equipment Safety

Safety Checks

•Check all softball balls are properly inflated and without damage
•Inspect mitts for wear, tears, or broken stitching before distribution
•Ensure bats have no cracks or splinters - remove damaged equipment
•Verify bases are secured to ground (weighted or anchored)
•Check cones are soft and visible - replace damaged ones

Risk Management

Key Risks

•Ball strikes to head or body during throwing practice
•Collisions between students during base running or game play
•Tripping over bases or equipment
•Muscle strains from throwing without adequate warm-up
•Bat-related injuries if not handled safely
•Overstretching during cool-down

Risk Mitigation

•Establish clear throwing lanes with adequate spacing (minimum 5m between pairs)
•Teach and enforce 'look before you throw' rule - always check target is ready
•Emphasise running through first base to avoid collision with fielders
•Comprehensive warm-up focusing on throwing muscles (shoulders, arms)
•Strict bat handling protocol: only batter touches bat, placed safely down after hitting
•Demonstrate correct stretching technique and monitor for overstretching
•Ensure all students understand 'stop' signal and respond immediately
•Position games to avoid overlapping throwing zones

Supervision & Emergency Procedures

Supervision Points

•Position at side of playing area for maximum visibility during games
•Actively circulate during station work to monitor technique and safety
•Watch high-activity areas like batting zone more closely
•Monitor fatigue levels - tired students more prone to poor technique and injury
•Keep first aid kit accessible and visible throughout lesson
•Ensure clear sightlines - don't allow students to gather in ways that block teacher's view

Emergency Procedures

If injury occurs: STOP all activity immediately using whistle/voice command. Assess injured student - do not move if serious injury suspected. Send responsible student to alert office/call for first aider if needed. Other students sit quietly in designated safe area. Administer appropriate first aid. Complete accident report form. Contact parents if required. Do not resume activity until area is safe and all students are settled.