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Lesson 4 - Hitting Direction & Rotation

Core Skills Development

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Year 8

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Softball

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Big Question

How can I control where the ball goes when I hit it?

Learning Objectives

To understand and develop knowledge of the correct methods of hitting the ball and coordinating body rotation
To perform the correct techniques of hitting, body rotation, backing up and retrieving the ball
To understand and apply techniques for hitting the ball in different directions with control

Key Outcomes

Students will demonstrate improved batting stance and grip technique
Students will successfully hit the ball in intended directions using body positioning
Students will apply directional hitting skills in competitive game situations

Equipment & Resources Required

Softball Equipment

1 per group of 4 (8 bats for class of 32)

Check bats for damage, ensure appropriate size for Year 8 students

Alternative: Rounders bats, plastic cricket bats for lower ability groups

Softballs

2 per group of 4 (16 balls minimum)

Ensure balls are regulation softball size and properly inflated

Alternative: Tennis balls for beginners, larger soft balls for SEND students

Tees

1 per group of 4 (8 tees)

Adjust tee height to waist level for each batter

Alternative: Cones with pool noodles, traffic cones with ball balanced on top

Bases

4 per game setup (12-16 total)

Set up diamond formation with approximately 15-20m between bases

Alternative: Cones, mats, hoops as base markers

Hoops

25 mixed

Use to mark target zones, safety boundaries, and practice stations

Alternative: Chalk lines, rope boundaries

Mitts

1 per student ideally (32), minimum 1 per group (8)

Check mitts are appropriate size and in good condition

Alternative: Bare hands for experienced students, larger gloves for beginners

Markers

2 cones per group for target gates (16 cones)

Place 2m apart to create hitting targets at varying distances

Alternative: Coloured spots, hoops laid on ground

Key Vocabulary

Batting stance

The position a batter takes before swinging, with feet shoulder-width apart, knees slightly bent, and body side-on to the pitcher

Grip technique

How the hands hold the bat - dominant hand on top, hands together, fingers wrapped around handle

Backswing

The preparatory backward movement of the bat before swinging forward to hit the ball

Follow through

The continuation of the swing after making contact with the ball, completing the full rotation

Body rotation

The turning of the hips and torso through the swing to generate power and control direction

Directional hitting

The technique of controlling where the ball travels by adjusting stance, timing, and contact point

Target hitting

Aiming to hit the ball through or towards specific areas or markers on the field

Tee work

Practising batting technique using a stationary ball on a tee stand

Skill Progression Pathway

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

Prior Learning

Basic understanding of softball rules and gameplay
Experience with catching and throwing techniques
Familiarity with fielding positions and responsibilities

Current Skills

Correct batting grip and stance
Body rotation mechanics for powerful hitting
Directional control through stance adjustment
Reading pitched ball trajectory

Next Steps

Advanced hitting techniques including bunting
Hitting against faster pitching speeds
Tactical batting decisions based on game situations
Running and base advancement strategies

Milestone Indicators

Consistent contact with pitched balls (80%+ success rate)

Ability to direct ball left, centre, and right on demand

Smooth follow-through with complete body rotation

Quick transition between batting and fielding roles

Key Teaching Points

Correct grip is foundation: dominant hand on top, hands together with no gap, firm but relaxed hold
Side-on stance with feet shoulder-width apart and knees bent creates power base
Backswing loads power like a coiled spring - controlled preparation before explosive action
Power sequence: hips rotate first, then shoulders, then arms extend - don't swing with arms alone
Eye contact with ball from pitcher's release through to contact point is crucial
Follow-through direction determines where ball travels - where belly button points, ball goes
Contact point timing affects direction: earlier contact = right field, later = left field (for right-handed batter)
Safety calls before every swing are non-negotiable - establish and enforce strictly
Directional hitting requires both stance adjustment AND follow-through control working together
Maintain technique under pressure - when it gets competitive, fundamentals matter even more

Common Misconceptions

Misconception: 'Hitting hard is more important than hitting accurately.' Correction: Control and placement beat pure power - smart batters hit to gaps, not just hard. Demonstrate how a well-placed hit advances players more than a hard hit to a fielder.
Misconception: 'You aim the bat to direct the ball.' Correction: Your stance position and body rotation direct the ball, not your arm aim. The bat follows your body rotation naturally.
Misconception: 'Keep your arms straight throughout the swing.' Correction: Arms extend during swing but have natural bend, especially during backswing. Locked arms reduce power and control.
Misconception: 'Watch where you want the ball to go during your swing.' Correction: Keep eyes on the ball at all times, not looking up to see where it's going. Ball direction is controlled by setup and body rotation, not where you look during swing.
Misconception: 'Step away from the pitch if it looks difficult.' Correction: Step toward the pitch (toward pitcher) to generate power and maintain balance. Stepping away weakens swing significantly.
Misconception: 'Only your arms need to be warmed up for batting.' Correction: Batting uses whole body - hips, core, legs, shoulders, arms all need warming up to prevent injury and maximise power.
Misconception: 'If I miss the ball, I'm just not good at softball.' Correction: Even professional players miss sometimes! Hitting a moving ball is genuinely difficult and requires lots of practice. Focus on improvement, not perfection.

SEN Adaptations

ADHD

Short activity segments with clear time boundaries; high activity levels maintained throughout; immediate, frequent feedback and praise; clear, concrete goals for each activity; movement opportunities throughout; leadership roles to channel energy positively; countdown timers visible for transitions; reduced verbal instructions, more demonstration.

dyspraxia

Extended time for skill practice; break skills into smaller steps; larger, softer balls easier to hit; simplified grip with grip markers on bat; tee work extended before progressing to pitched ball; reduced complexity of activities; practice in smaller, less busy spaces to reduce sensory overload; regular check-ins and encouragement; celebrate small progressions.

autism spectrum

Clear, structured routines with visual schedule showing lesson phases; predictable practice stations with clear time limits; quiet zone available if sensory overload; consistent language and instructions; warnings before transitions ('2 minutes until we switch'); reduced group sizes if social demands overwhelming; choice of equipment colour/type where possible for comfort; clear success criteria visible throughout.

visual impairment

Use brightly coloured high-contrast balls (yellow/orange); audible balls with bells inside; tactile markers on bat for grip positioning; verbal descriptions of all demonstrations with clear directional language; buddy system with sighted partner for fielding; reduce field size for easier spatial orientation; use rope/tactile boundaries.

general strategies

Flexible groupings allowing students to work with supportive peers; multiple means of demonstrating learning (verbal explanation, physical demonstration, written, visual); choice in equipment where appropriate; additional adult support targeted where needed; pre-teaching key vocabulary to SEND students before lesson; simplified rules and expectations; emphasis on personal progress rather than peer comparison; consistent positive reinforcement.

hearing impairment

Visual demonstrations with exaggerated movements; written instructions on cards/whiteboard; hand signals for 'ready', 'stop', 'good', 'try again'; ensure student can see teacher's face for lip-reading; buddy system for communication support; visual scoreboards; visual rather than audible safety calls.

physical disability

Lighter, shorter bats for reduced strength/mobility; seated batting option from chair/wheelchair; tee adjusted to appropriate height for seated position; larger target zones; reduced distances for pitching and fielding; alternative grip if hand mobility limited; allow use of one hand if needed; softer, larger balls for easier grip; alternative roles (umpire, scorekeeper) ensuring full inclusion.

Cross-Curricular Links

English

Following complex instructions; using technical vocabulary accurately; explaining techniques to others; giving constructive feedback to peers; active listening during demonstrations

Maths

Angles of bat swing and ball trajectory; estimating distances to targets; calculating success percentages and game scores; understanding angles of body rotation (degrees); geometry of diamond field layout; statistics tracking batting averages

Science

Forces in batting - force generation through body mechanics, Newton's laws applied to ball motion; energy transfer from bat to ball; friction and air resistance affecting ball flight; biomechanics of human movement; levers and fulcrums in batting action (bat as lever, hands as fulcrum)

Geography

Spatial awareness and directional language (left, right, centre, forward); mapping field positions; understanding of personal and general space; coordinates in field positioning

PSHE

Teamwork and cooperation in group activities; resilience when facing challenges; managing competition emotions; respect and sportsmanship; honest self-assessment and growth mindset; supporting and encouraging peers; leadership opportunities

Teacher Guidance

Positioning

During demonstrations: central position where all students have clear sightline. During practice: periphery position rotating between groups, maximum visibility of all activity. During games: central position between two diamonds allowing oversight of both simultaneously.

Observation Focus

Priority 1: Safety - constant scanning for unsafe bat handling, appropriate spacing, proper technique to prevent injury. Priority 2: Technique - grip, stance, backswing, contact, follow-through, checking these remain consistent throughout lesson. Priority 3: Engagement - ensuring all students active and involved, addressing any disengagement immediately. Priority 4: Differentiation needs - identifying students requiring additional support or extension challenges.

Intervention Points

Intervene immediately if: unsafe behaviour observed, technique significantly incorrect risking injury, student disengaged or upset, equipment malfunction, bullying or poor sportsmanship, activity too easy/hard for majority requiring adjustment, weather conditions deteriorating affecting safety.

Demonstration Notes

Always demonstrate from multiple angles when showing batting technique. Use slow-motion demonstration first, then full-speed. Highlight common errors by showing incorrect then correct method. Use confident students as additional demonstrators to show it's achievable. For directional hitting, exaggerate the stance and finish position differences so concept is visually clear. Always check background is clear before demonstrating full swings.

Verbal Cues

•'Grip check - hands together, dominant on top!'
•'Side on! Show me your shoulder!'
•'Soft knees, balanced stance!'
•'Eyes on the ball all the way!'
•'Smooth backswing, explosive through!'
•'Follow through! Complete that rotation!'
•'Belly button points where ball goes!'
•'Call READY before every swing!'
•'Great teamwork, well done supporting each other!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor space minimum 40m x 40m for multiple group practice stations, or sports hall minimum 30m x 20m for modified setup. Two game diamonds require approximately 25m x 25m each with 10m separation zone.

Surface Check

Flat, even surface free from holes, standing water, or debris. Grass field preferred but hard court acceptable with appropriate softballs. Check for protruding sprinkler heads, rocks, or other hazards before lesson.

Equipment Safety

Safety Checks

•Inspect all bats for cracks, splinters, or loose grips before use
•Check softballs are properly inflated and seams intact
•Ensure batting tees are stable and height-adjustable
•Bases securely positioned, flat style to prevent tripping
•Mitts checked for tears or exposed padding that could cause hand injuries

Risk Management

Key Risks

•Bat strikes to students or teacher from swing
•Ball strikes to head, body, or hands
•Collisions between students during fielding
•Tripping over bases or equipment
•Muscle strains from batting or throwing
•Sun exposure during outdoor lessons

Risk Mitigation

•Strict enforcement of 'ready' calls before all swings
•Minimum distance requirements for fielders (10m from batter)
•Groups arranged in radiating pattern facing outward to prevent cross-direction hits
•One batter swinging at a time per group
•Clear communication protocols established and practiced
•Progressive skill building from tee to slow-pitch to faster-pitch
•Adequate spacing between all practice groups (minimum 5m)
•Teacher positioned to view all groups simultaneously
•Immediate stop signal established and practiced
•Warm-up includes dynamic stretching to prevent muscle injuries
•Sun protection encouraged - hats, sunscreen for outdoor lessons
•Water breaks provided during extended activity

Supervision & Emergency Procedures

Supervision Points

•Position at periphery for maximum visibility of all groups during practice
•Central position between two game diamonds during game application
•Constant scanning of all activities, never focusing on one group too long
•Ears attuned to sounds indicating distress or unsafe situations
•Regular movement between groups to provide close supervision rotation

Emergency Procedures

Stop all activity immediately with loud whistle or 'FREEZE' command. Assess situation - if injury: send responsible student for first aid kit/additional help, provide appropriate first aid, contact emergency services if serious injury. All other students sit quietly away from incident. Complete accident report form. Contact parents/guardians as appropriate.