Core Skills Development
•Year 8
•Softball
•Store in equipment bag at side of playing area, distribute at start of activities
Alternative: Tennis balls for students needing softer option, foam balls for SEND adaptations
Check mitts for damage, ensure correct sizing for Year 8 students
Alternative: Can work without mitts initially, use hands only for catching practice
Arrange in diamond formation 15-20m apart for Year 8, secure bases to prevent slipping
Alternative: Cones, flat markers, hoops can mark base positions
Position hoops for safe bat storage during games
Alternative: Cones, chalk circles, ground markers
Mark Dangerzone game boundaries and skill practice zones
Alternative: Markers, bibs, painted lines
Distribute to identify fielders, batters, and waiting teams
Alternative: Different coloured team bands or no bibs with clear team areas
The proper method of retrieving a ground ball using correct body positioning and footwork
The strategic locations where players position themselves to defend bases and catch hit balls
Ensuring each base has a fielder ready to receive a throw to get the runner out
Getting a runner out by touching them with the ball while they're not on a base
Getting a runner out by touching the base with the ball before the runner arrives
The process of chasing down and collecting a hit or thrown ball
Strong foot is on your throwing arm side; weak foot is opposite side
Choosing the best option based on game situation, such as which base to throw to
Understanding where pupils are coming from and where they're going
Specialist vocabulary development and usage. Following verbal instructions. Giving peer feedback with clear explanations. Articulating tactical reasoning. Listening skills during demonstrations and Q&A.
Measuring distances between bases (15m). Calculating angles for optimal throwing paths. Geometry of diamond shape. Statistics: counting outs, runs, successful throws. Time measurement for game rotations. Problem-solving: if runner is X metres from base and fielder is Y metres from ball, who arrives first?
Forces: throwing motion generates force to propel ball. Friction: ball slows on ground. Biomechanics: body positioning and weight transfer for power generation. Muscular system: which muscles used in throwing? Cardiovascular system: heart rate changes during warm-up, game, cool-down. Newton's laws of motion applied to ball flight.
Equipment design: why are mitts shaped specifically for catching? Bat design: weight distribution and grip. Base design: must be visible, stable, and safe. Problem-solving: designing ideal field layout.
Directional language: forward, backwards, left, right, clockwise base running. Spatial awareness: positioning on field. Mapping: drawing overhead view of diamond and fielding positions. Distance and scale: representing playing area.
Teamwork: fielding partners must cooperate. Communication skills: calling for ball, directing teammates. Resilience: persisting when fielding is challenging. Leadership: directing fielding positions. Respect: sportsmanship and fair play. Managing emotions: staying calm under pressure. Self-confidence: trying new skills.
Position centrally where you can observe all practice pairs or game areas. During Dangerzone game, stand at corner for visibility of full field. During 3-base Softball games, circulate between all three game areas, spending approximately equal time at each. During demonstrations, ensure all students have clear sightline.
Watch for correct foot positioning during pick up (strong vs weak foot). Monitor smooth transition from fielding to throwing position. Check tactical decision-making about base selection. Listen for communication between fielding partners. Observe bat safety compliance every single time. Watch for signs of frustration or disengagement.
Intervene immediately for safety issues (bat left on ground, dangerous tagging, wild throws). Use freeze technique when you observe teaching moment applicable to whole group. Stop individual pairs to correct technique when significantly incorrect. Prompt for tactical thinking when students making repeatedly poor base decisions. Encourage quiet students to communicate. Redirect off-task behaviour promptly.
Always demonstrate in slow motion first with verbal narration, then at game speed. Use exaggerated body positioning for visibility. Show incorrect version and explain why it's wrong. Use students as demonstration partners when appropriate to model peer work. Demonstrate from multiple angles if spatial positioning is critical. Repeat demonstrations for complex skills.
Minimum 40m x 30m for three simultaneous game areas with adequate separation. Indoor sports hall or outdoor playing field suitable. Each game diamond requires 15m between bases for Year 8.
Dry, even surface free from hazards, holes, or debris. If outdoor, check for stones or glass. Indoor - check floor is not slippery and base mats are secured. No water or wet patches that could cause slips.
Stop all activity immediately if injury occurs using loud, clear STOP command. Assess injury severity. Provide appropriate first aid following school protocols. For serious injuries, send responsible student for additional adult support. Other students moved to safe area away from incident. Complete accident report form. Contact parents if necessary. Do not move student with suspected fracture or head injury.
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