Core Skills Development
•Year 8
•Softball
•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
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
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
Use to mark compass points in warm-up, drill areas, and game boundaries
Alternative: Spots, hoops, or chalk lines for boundaries
Lay flat on ground approximately 2 metres apart to create goal areas
Alternative: Cones to create goals, or lines marked on ground
Two different colours for game teams - ensure clean and appropriate sizes available
Alternative: None - essential for game organisation
Use to illustrate diamond layout, positions, and key teaching points
Alternative: Printed diagrams or verbal explanations with demonstrations
A ball that is hit or thrown high into the air
A ball that rolls or bounces along the ground towards a fielder
A padded leather glove worn by softball players to catch the ball
Athletic stance with knees bent, weight on balls of feet, hands ready, eyes focused
One of four markers positioned at corners of the softball diamond that runners must touch
The act of catching or stopping the ball to prevent runners advancing or scoring
Calling for the ball or directing teammates using clear verbal and visual signals
The ability to move quickly and change direction with control
The ability to coordinate visual information with hand movements to catch or strike objects
Understanding where pupils are coming from and where they're going
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
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
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
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
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
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
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.
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.
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.
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.
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.
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.
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.
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