Lesson 2 - Throwing and Catching Techniques
Softball Basics
•Year 7
•Softball
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
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
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
Set up two softball diamonds approximately 18 metres base to base
Alternative: Cones or markers if bases unavailable
Placed at varying distances (5m, 10m, 15m) for differentiated throwing practice
Alternative: Cones, markers, or chalk circles on ground
Mark out endzones, practice areas, and safety zones
Alternative: Any visible markers
For team identification in game scenarios
Alternative: Bands or different coloured shirts
Key Vocabulary
A throwing technique where the ball is released below shoulder height with an underhand motion, used for short, accurate passes
A throwing technique where the ball is released above shoulder height with an overhand motion, used for long-distance throws
The ability to coordinate visual information with hand movements to catch or throw accurately
Moving from one base to another in softball, typically after hitting the ball or as part of offensive strategy
The square-shaped playing field in softball, with bases at each corner forming a diamond shape
The defensive players positioned around the diamond to catch balls and get runners out
The padded glove worn by softball players to catch the ball safely and effectively
The ability to direct the ball accurately to a specific target or teammate
The precision with which a throw reaches its intended target
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
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.