🥎

Lesson 1 - Catching & Fielding Basics

Core Skills Development

•

Year 8

•

Softball

•

1h 3min

Big Question

How can mastering the fundamentals of catching and fielding transform you into a confident softball player?

Learning Objectives

To develop the knowledge and understanding of the basic fundamentals of softball including catching, fielding, and batting grip
To be able to perform different types of catches (fly balls and ground balls) under control using correct technique
To understand the laws governing catching and fielding in softball and apply them in game situations

Key Outcomes

Students will confidently use a mitt to catch high and low balls with correct technique
Students will demonstrate understanding of softball fielding positions and basic game rules
Students will apply catching and fielding skills in competitive game situations with improved decision-making

Equipment & Resources Required

Softball Equipment

7 for demonstrations and game

Distributed at start of skill development, sized appropriately for students - check fit before use

Alternative: Tennis rackets, cricket gloves, or bare hands for basic catching if mitts unavailable

Softballs

15 (1 per pair plus extras)

Check balls are in good condition with no splits or excessive wear

Alternative: Tennis balls, foam balls, or rounders balls - tennis balls recommended for beginners

Bases

8 (4 per game setup)

Secure to ground or use weighted bases to prevent slipping - arrange in diamond shape approximately 15-18 metres apart

Alternative: Cones, hoops, mats, or markers to designate base positions

Cones

Use to mark compass points in warm-up, drill areas, and game boundaries

Alternative: Spots, hoops, or chalk lines for boundaries

Hoops

6 for mitt goals game

Lay flat on ground approximately 2 metres apart to create goal areas

Alternative: Cones to create goals, or lines marked on ground

Bibs

15 (one colour for team identification)

Two different colours for game teams - ensure clean and appropriate sizes available

Alternative: None - essential for game organisation

Whiteboards

Use to illustrate diamond layout, positions, and key teaching points

Alternative: Printed diagrams or verbal explanations with demonstrations

Key Vocabulary

Fly ball

A ball that is hit or thrown high into the air

Ground ball

A ball that rolls or bounces along the ground towards a fielder

Mitt

A padded leather glove worn by softball players to catch the ball

Ready position

Athletic stance with knees bent, weight on balls of feet, hands ready, eyes focused

Base

One of four markers positioned at corners of the softball diamond that runners must touch

Fielding

The act of catching or stopping the ball to prevent runners advancing or scoring

Communication

Calling for the ball or directing teammates using clear verbal and visual signals

Agility

The ability to move quickly and change direction with control

Hand-eye coordination

The ability to coordinate visual information with hand movements to catch or strike objects

Skill Progression Pathway

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

Prior Learning

Basic throwing and catching skills from Key Stage 2
Understanding of personal space and spatial awareness
Experience with hand-eye coordination activities
Basic understanding of teamwork and communication in sport

Current Skills

Using a softball mitt correctly for catching
Distinguishing between fly balls and ground balls
Adopting ready position for fielding
Basic batting grip and stance
Understanding softball game structure and rules

Next Steps

Developing throwing accuracy and power
Advanced fielding techniques including diving catches
Batting technique and making contact with pitched balls
Tactical positioning and base running
Understanding innings structure and scoring

Milestone Indicators

Consistently catches 8 out of 10 throws with mitt

Can demonstrate correct ready position without prompting

Communicates effectively with teammates during game play

Shows improvement in reaction time to different ball trajectories

Applies correct safety procedures throughout the lesson

Key Teaching Points

Safety is paramount throughout lesson - establish and enforce strict bat handling rules, maintain awareness of thrown/batted balls, ensure adequate spacing between students and activity zones at all times
Two-handed catching is non-negotiable for beginners - mitt catches, free hand immediately secures. This reduces drops and prevents finger injuries from ball impact on single hand
Ready position is foundation of all fielding - athletic stance with knees bent, weight on balls of feet, hands ready, eyes focused. Return to ready position between every play
Different catching techniques for different situations - chest level (standard catch), fly balls (basket above head), ground balls (low with mitt to ground and body behind as barrier)
Communication prevents collisions and builds teamwork - teach and require loud 'MINE!' calls when claiming catches, directional calls to help teammates position
Resilience and growth mindset essential - normalize mistakes as learning opportunities, praise effort and recovery not just success, model positive language about errors
Progression from static to dynamic, simple to complex - master basic catches before game pressure, understand grip before swinging, walk before running bases

Common Misconceptions

Misconception: 'You catch with one hand to look cool' - Reality: Two-handed catching is safer, more secure, and used by professionals for most situations. One-handed catching only appropriate for advanced players in specific scenarios
Misconception: 'You stand still and wait for the ball to come to you' - Reality: Fielders actively move to the ball, position their body, and adjust mitt to meet the ball's trajectory
Misconception: 'Ground balls are easier than fly balls' - Reality: Both require different but equally important techniques. Ground balls need low position and body behind mitt, fly balls need tracking and positioning underneath
Misconception: 'The strongest thrower is the best player' - Reality: Softball success requires hand-eye coordination, tactical thinking, teamwork, and consistency more than pure throwing power
Misconception: 'If you drop the ball you're bad at softball' - Reality: Professional softball players drop balls too. What matters is resilience, learning from mistakes, and improving technique over time
Misconception: 'Batting is just about swinging hard' - Reality: Batting requires proper stance, balanced weight distribution, watching the ball all the way, and controlled swing with good timing. Power without technique rarely succeeds

SEN Adaptations

ADHD

Structure lesson with short, varied activities maintaining novelty and engagement. Provide very clear, concise instructions with visual cues and demonstrations. Allow movement breaks between activities naturally built into lesson structure. Use students in demonstration roles providing active participation rather than passive listening. Implement immediate positive feedback for on-task behaviour and effort. Position student near teacher for proximity support and easy redirection. Reduce auditory distractions during instructions. Provide clear boundaries physically marked with cones. Break complex skills into smaller steps with success at each stage. Utilise competitive elements to harness high energy positively. Allow fidget tools during instruction time if helpful for focus.

dyspraxia

Use larger, softer equipment easier to catch and control (larger balls, bigger mitts). Reduce speed and distance of throws allowing more processing time for motor planning. Break skills into smaller component movements teaching step-by-step before combining. Provide additional practice time and repetition for motor skill acquisition. Allow alternative recording methods for self-assessment (verbal rather than written). Position in lower-demand fielding areas where success more likely. Pair with patient, supportive partner who throws accurately. Provide verbal cues for sequencing movements ('step, swing, follow through'). Celebrate effort and improvement over absolute skill level. Consider alternative equipment like velcro catchers or larger bats with bigger hitting surface.

autism spectrum

Provide visual schedule of lesson sections with approximate timings to reduce anxiety about unknown. Establish clear routines and consistent language for transitions. Offer quiet zone or sensory break area if overwhelmed by noise or activity levels. Pre-teach lesson content if possible allowing processing time before social demands of participation. Use concrete visual aids rather than abstract explanations. Provide clear, literal instructions avoiding idioms or implied meanings. Allow for preferences in partnership choices if social anxiety present. Warn before loud noises like whistle. Celebrate sensory-friendly achievements - effort and participation over competitive outcomes. Provide choice where possible to increase sense of control. Use special interests to explain concepts if applicable.

visual impairment

Use bright yellow or orange softballs with high visibility against playing surface. Provide verbal descriptions of all demonstrations with exaggerated auditory cues when throwing ball ('Here it comes!'). Implement buddy system with sighted partner for spatial orientation and safety. Use bells inside softballs to create auditory tracking for severely impaired students. Position student close to demonstrations for any remaining vision to be utilised. Provide tactile guidance for correct bat grip and stance. Reduce distance for catching activities to increase success rates. Use high-contrast markers for bases and boundaries.

hearing impairment

Ensure student positioned where they can see teacher's face for lip reading during all instructions. Use visual demonstrations extensively - show don't just tell. Implement visual signals for key commands: whistle for stop shown simultaneously with raised hand, hand signals for 'ready', 'go', 'good'. Provide written instructions or visual task cards with diagrams for complex activities. Utilise buddy system ensuring partner understands to gain attention before speaking. Pre-teach key vocabulary with written and visual support. Position Teaching Assistant to provide sign language interpretation if appropriate. Ensure good lighting on teacher's face avoiding backlighting that obscures lip reading.

physical disability

Adapt activities to wheelchair-accessible versions: seated catching from stationary position, rolling ball from seated position for fielding. Reduce distances for throwing and catching to accommodate range of motion limitations. Provide larger, softer balls easier to catch with reduced hand strength or coordination. Allow use of scoops or velcro catching equipment if mitt too challenging. Modify batting to seated position using batting tee for stability. Assign fielding positions requiring less movement (designated catcher area). Ensure playing surface accessible for mobility aids. Provide additional adult support for positioning and safety. Celebrate adapted achievements equally to standard performance.

Cross-Curricular Links

English

Following multi-step instructions during complex activities; using technical vocabulary accurately (fly ball, ground ball, mitt, fielding, base); communication skills through clear verbal calls during fielding; listening attentively to teacher explanations and peer discussions; articulating reflections on learning during plenary; descriptive language when explaining techniques to partners

Maths

Counting and recording scores during game play; measuring distances between bases using metres; understanding angles and trajectories of thrown and batted balls; calculating success rates (catches made vs attempted); timing activities in seconds and minutes; using geometry of diamond shape and position coordinates; analysing statistics - batting averages, fielding percentages

Science

Forces acting on ball during throw, catch, and bat contact (pushing, pulling, impact); friction between ball and ground during ground balls; air resistance affecting fly ball trajectories; levers in batting swing (bat as lever, arms as fulcrum); human body systems during exercise (cardiovascular, respiratory, muscular); reaction times and nervous system responding to visual stimulus; energy transfer from kinetic energy of moving ball to potential energy when caught

Computing

Analysing game footage if videoing lesson for self-assessment; understanding algorithms through sequential steps in skill development; data handling when recording assessment observations; if using technology: apps for scoring, timing activities, or recording technique for comparison

Geography

Compass directions used during warm-up game (North, South, East, West); spatial awareness and mapping positions on softball diamond; understanding of personal and general space; orientation and navigation when running bases; scale and distance concepts when setting up playing area

PSHE

Teamwork and cooperation during pair work and game play; resilience and growth mindset when dealing with dropped catches or mistakes; managing emotions in competitive situations; communication skills - clarity, encouragement, assertiveness when calling for ball; respect for others through sportsmanship and fair play; personal safety awareness with equipment handling; goal-setting for personal improvement; celebrating others' successes

Teacher Guidance

Positioning

Throughout lesson, position yourself where you can see all students simultaneously. During skill drills, circulate between pairs/groups whilst maintaining overview of entire space. During game, stand near pitcher's mound providing clear view of all bases, fielders, and safety zones. Use corners or elevated positions where possible for maximum visibility. Move dynamically to provide close feedback whilst never losing sight of full class.

Observation Focus

Watch for: technical execution of catching using two hands and correct mitt positioning; safe bat handling and adherence to all safety protocols; ready position adoption and maintenance; communication between students during team activities; resilience and positive attitude when errors occur; tactical decision-making during game play; levels of engagement and enjoyment throughout lesson; any signs of discomfort, injury, or students opting out.

Intervention Points

Intervene immediately if: any unsafe behaviour with bats or balls occurs; collision risk between students appears imminent; a student shows signs of distress or injury; negative behaviour or poor sportsmanship displayed; activity chaos rather than productive challenge; inadequate understanding preventing progress; any safeguarding concerns arise. Pause activity, address issue clearly, reset expectations, and resume when safe and appropriate.

Demonstration Notes

Demonstrate all skills from multiple angles - front view, side view, and from students' receiving perspective. Use exaggerated movements that are clearly visible from distance. Slow down complex movements for clarity then show full speed. Utilise confident students to model excellent technique, creating peer role models. Show incorrect techniques briefly followed immediately by correct version to highlight difference. Use think-aloud technique during tactical decisions: 'I'm going to throw to first base because that's the closest out.' Repeat demonstrations as needed throughout lesson for students joining late or needing reminders.

Verbal Cues

•'Two hands!' - reminder during catching to secure ball with both hands
•'Ready position!' - prompt to adopt athletic stance with knees bent
•'Watch the ball!' - encourage tracking ball all the way to mitt or bat
•'Communicate!' - remind fielders to call for catches loudly and clearly
•'Low and behind!' - ground ball fielding reminder to get low with body behind mitt
•'Freeze!' - immediate stop for safety or teaching point
•'Excellent resilience!' - praise recovery from mistakes
•'Safety first!' - reminder about careful equipment handling and spatial awareness

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum outdoor space 40m x 40m for full game diamond with adequate run-off areas, OR indoor sports hall minimum 30m x 30m for modified game. Clear, flat surface free from obstacles, holes, or debris. Adequate spacing between multiple activity zones during skill development sections.

Surface Check

Dry, even surface with good grip - grass field or sports hall floor suitable. Check for holes, divots, or uneven areas that could cause trips or ankle injuries. If outdoor, ensure no standing water or excessively muddy areas. Indoor surfaces checked for adequate grip when running and turning at speed.

Equipment Safety

Safety Checks

•Check all softballs for splits, excessive wear, or hard surfaces - replace damaged balls immediately
•Inspect mitts for secure stitching, adequate padding, and appropriate sizing for age group
•Examine bats for cracks, splinters, or loose grips - remove damaged bats from use
•Ensure bases are securely positioned or weighted to prevent sliding creating trip hazards
•Check cones and hoops have no sharp edges or broken parts
•Verify bibs are clean and appropriate sizes without excess material causing trip hazards

Risk Management

Key Risks

•Ball strikes to head, face, or body from batted or thrown balls
•Collisions between students running bases or fielding in same area
•Impact injuries from bats swung unsafely or students walking behind batters
•Slips, trips, and falls during dynamic running and direction changes
•Overexertion or heat-related illness during sustained physical activity
•Finger or hand injuries from catching hard balls without proper technique
•Muscle strains from inadequate warm-up or cool-down procedures

Risk Mitigation

•Establish and enforce clear safety zones around batting area with no students within 5 metres
•Implement strict bat safety rules: no swinging except when batting, vertical carrying, placed not thrown
•Teach and require two-handed catching to reduce hand/finger injury risk
•Ensure adequate spacing between activity zones and between students within zones
•Teacher controls all pitching to ensure appropriate speed and accuracy
•Comprehensive warm-up prepares muscles for activity, cool-down prevents injury from abrupt cessation
•Clear communication protocols established - 'MINE!' for catches prevents collisions
•Progressive skill building from static to dynamic, simple to complex reduces injury risk
•No sliding into bases until properly taught in future lessons
•Continuous supervision with teacher positioned for maximum visibility of all activity
•Emergency stop signal (whistle) established and practiced for immediate halt if needed

Supervision & Emergency Procedures

Supervision Points

•Position yourself where you can see all students during activities - use corners or elevated positions
•During game, stand near pitcher's mound with 360-degree view of diamond and all players
•Circulate actively during pair and small group work to monitor technique and interactions
•Maintain particular vigilance during bat handling and batting activities
•Monitor high-activity areas like home plate and first base where collision risk higher
•Watch for signs of overexertion: excessive breathlessness, red faces, dizziness, or distress
•Be aware of environmental factors: sun position for fly balls, wind affecting ball trajectory, temperature for hydration needs
•Position Teaching Assistants or support staff at key safety points during game play

Emergency Procedures

On injury: STOP ALL ACTIVITY immediately using whistle signal. Assess injured student calmly - for minor injuries administer basic first aid with gloves and record in accident book. For serious injuries, send responsible student to summon additional adult support/first aider immediately whilst you stay with injured student. Keep other students seated and supervised away from incident. Contact emergency services if required. Complete accident report and inform parents/carers. For medical emergencies related to existing conditions (asthma, diabetes, allergies), access student's individual care plan and medication immediately whilst summoning medical support.