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Lesson 2 - Throwing Techniques & Control

Core Skills Development

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Year 8

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Softball

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1h 6min

Big Question

How can choosing the right throwing technique give your team a tactical advantage in softball?

Learning Objectives

To perform both underarm and overarm throws with accurate technique and appropriate power
To understand when and why to use different throwing techniques based on distance and game situations
To demonstrate correct mitt positioning and catching technique at various heights
To apply throwing and catching skills tactically in competitive game situations

Key Outcomes

Students will execute underarm throws for close-range passes and overarm throws for long-distance throws with control
Students will correctly position and use a softball mitt to catch balls at different heights
Students will make tactical decisions about which throwing technique to use based on game context
Students will apply throwing and catching skills in modified softball games with confidence

Equipment & Resources Required

Small Balls

15-20 (1 per pair plus extras)

Distribute balls in equipment bag at edge of playing area, check for damage before use

Alternative: Tennis balls for students who need softer balls, foam balls for students with catching anxiety

Softball Gloves

30 (1 per student)

Ensure mitts are appropriate sizes - check webbing is intact and no broken laces

Alternative: Large catching gloves, goalkeeping gloves for students with hand injuries

Bases

20 (4 per diamond for multiple groups)

Set up 4 diamonds with adjustable distances based on ability groups

Alternative: Flat markers, rubber spots, large cones

Cones

40+ for boundaries and endzones

Use different colours for different zones - bright colours for visibility

Alternative: Markers, spots, lines marked with chalk

Softball Equipment

4-6 (for final game application)

Keep in secure area until game application section, check for cracks

Alternative: Rounders bats, plastic cricket bats

Bibs

30 (in 4-6 different colours)

Pre-sorted into team sets before lesson begins

Alternative: Wristbands, coloured spots worn on clothing

Stopwatch

1 (teacher's device)

Ensure timing device is clearly visible for timed activities

Alternative: Smartphone timer, visible countdown clock

Key Vocabulary

Underarm throw

A throwing technique where the arm swings forward below shoulder height, used for short, controlled passes in softball

Overarm throw

A throwing technique where the arm comes over the shoulder, used for long-distance, powerful throws in softball

Mitt technique

The proper positioning and use of the softball glove to catch balls, including hand orientation and pocket positioning

Base running

Running between bases in a specific pattern around the diamond to score runs

Diamond formation

The square playing field arrangement in softball with four bases positioned at corners

Endzone

A designated scoring area at each end of the playing space where players must catch the ball to score points

Weight transfer

Shifting body weight from back foot to front foot during a throw to generate power and accuracy

Target focus

Keeping eyes fixed on the intended target throughout the throwing motion

Skill Progression Pathway

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

Prior Learning

Basic throwing and catching skills from primary school games
Understanding of aim and trajectory from Year 7 invasion games
Experience with teamwork and spatial awareness from previous PE lessons
Introduction to softball equipment and basic rules from Lesson 1

Current Skills

Differentiating between underarm and overarm throwing techniques
Correct mitt positioning for catches at varying heights
Making tactical decisions about appropriate throwing techniques
Base running and understanding the softball diamond formation
Applying catching skills under game pressure

Next Steps

Developing batting technique and hand-eye coordination
Understanding fielding positions and team strategies
Learning pitching techniques and strike zones
Combining throwing, catching, and batting in full softball games
Advanced base running strategies and tagging techniques

Milestone Indicators

Consistently chooses correct throw type for the distance without prompting

Catches 8 out of 10 balls thrown at varying heights

Demonstrates smooth weight transfer in overarm throws

Shows confident use of mitt with proper hand positioning

Makes accurate throws to moving teammates in game situations

Key Teaching Points

Underarm throws are for SHORT, CLOSE distances (within 5-8 metres) when accuracy and speed are prioritised - use pendulum arm swing with release at hip height
Overarm throws are for LONG distances (15+ metres) when power is needed - use side-on stance, bent elbow forming L-shape, hip and shoulder rotation
ALWAYS step toward your target with OPPOSITE foot (right-handed thrower steps with left foot) to generate power and maintain balance
Follow through toward your target after releasing the ball - your fingers should point where you want the ball to go
Mitt positioning changes with ball height: fingers UP for balls above waist, fingers DOWN for balls below waist, pocket always faces the ball
Watch the ball all the way into your mitt - eyes track the ball until it's secured, then look up
In softball games, throw selection is tactical: consider distance to target, time available, and accuracy needed before choosing underarm or overarm

Common Misconceptions

MISCONCEPTION: 'Throwing hard is always better than throwing accurately.' CORRECTION: In softball, accuracy is often more important than power. A controlled, accurate throw gets the ball to your teammate who can then make the out. A powerful but wild throw goes past your teammate and runners advance. Match power to distance needed.
MISCONCEPTION: 'You catch with one hand because that's what professionals do.' CORRECTION: Two-handed catching is more secure, especially when learning. Use your mitt hand to catch and your free hand to cover the ball and prevent it popping out. Professionals use one hand only when absolutely necessary (like diving catches).
MISCONCEPTION: 'The mitt faces sideways when catching.' CORRECTION: The pocket of the mitt must always face toward the incoming ball so the ball lands in the deepest part of the mitt. Orientation changes (fingers up or down) based on ball height, but pocket always faces the ball.
MISCONCEPTION: 'You throw with just your arm.' CORRECTION: Throwing power comes from your whole body - your legs push, hips rotate, shoulders turn, then finally your arm follows through. If you throw with just your arm, you'll have weak throws and risk injury. Your arm is the last link in a chain of movement.
MISCONCEPTION: 'Overarm and underarm throws use the same stepping pattern.' CORRECTION: Both require stepping with your opposite foot, but the timing and purpose differ. Underarm: step and swing happen together smoothly. Overarm: step initiates hip rotation which then powers the throw. The step is crucial for both but functions differently.
MISCONCEPTION: 'In softball, everyone should be able to throw long distances overarm.' CORRECTION: Softball teams need players with different skills. Some excel at accurate short throws (infielders), others at powerful long throws (outfielders). Play to your strengths and practice your weaker areas, but recognise that different positions require different throwing skills.

SEN Adaptations

ADHD

Break activities into shorter segments with frequent changes to maintain attention; use very clear boundaries marked with bright cones so students know spatial limits; provide frequent positive feedback and specific praise for on-task behaviour; give opportunities for movement throughout - avoid long periods of sitting listening; assign specific roles with clear responsibilities in games ('You are first base fielder'); use visual timers so student can see time remaining in activity; position near teacher for easier redirection; allow fidget tools during instruction time; build in regular energetic activities to release energy appropriately

dyspraxia

Use larger, softer balls that are easier to catch and control; break skills down into smaller component parts and teach sequentially; provide lots of repetition and practice time - don't rush progressions; reduce complexity: simpler throwing technique focusing on one or two key points only; allow extra time for skill development; provide physical guidance: manually guide student through correct movement pattern; use wall targets for throwing practice (stationary target easier than moving partner); simplify games: reduce number of rules, slower pace, smaller playing areas; provide visual or verbal cues to sequence movements ('Step, then throw'); celebrate effort and small improvements; pair with patient, supportive partner

autism spectrum

Provide visual schedule showing lesson structure and timings; give advance warning of transitions between activities ('In 2 minutes we will...'); establish clear, predictable routines (same warm-up structure each lesson); create quiet zone away from main activity where student can take sensory breaks if overwhelmed; reduce auditory overload: use visual signals instead of whistle where possible; provide clear, concrete instructions avoiding figurative language; use social stories to prepare for competitive situations; assign consistent buddy for support; allow use of ear defenders if noise sensitivity; provide visual rule reminders posted at activity areas

visual impairment

Use brightly coloured balls (fluorescent yellow or orange) with high contrast against playing surface; provide verbal descriptions of all demonstrations with detailed narration; use tactile demonstrations allowing student to feel correct positioning; assign sighted buddy to provide verbal cues about incoming balls ('ball coming to your right, chest height'); use audible balls (bells inside) if available; reduce throwing distances; allow closer positioning to teacher during demonstrations; provide one-to-one support from LSA for spatial orientation

hearing impairment

Ensure student can see teacher's face clearly for lip-reading during all instructions; use visual demonstration as primary teaching method not just verbal; create written or visual prompt cards showing key teaching points and rules; use clear hand signals for common instructions (stop, go, good, try again); assign buddy who can use basic sign language if student uses BSL; position student at front during demonstrations; gain student's attention before giving instructions (tap shoulder, visual signal); use visual countdown timers for timed activities

physical disability

Modify throwing technique: allow seated throwing from wheelchair or chair if standing not possible; allow two-handed throws if one-handed too difficult; reduce throwing distances significantly (2-3 metres instead of 5+); use larger, lighter balls (beach balls, foam balls) for easier control; modify catching: use larger mitts or catching equipment, allow trapping ball against body instead of catching; adapt games: wheelchair-accessible softball with modified rules, allow extra time to reach bases, provide pusher support if needed; ensure playing surface is wheelchair accessible with smooth, even ground

Cross-Curricular Links

English

Developing technical vocabulary (underarm, overarm, mitt, diamond, trajectory); verbal communication during games calling for balls and giving instructions; peer assessment requires constructive feedback language; explaining tactical decisions using cause and effect language; listening skills during instruction and feedback; writing in PE diaries reflecting on performance (if used)

Maths

Measuring distances between bases and calculating optimal diamond dimensions; angles of trajectory for throws; counting successful catches as fractions or percentages (8 out of 10 = 80%); timing activities and calculating averages; geometric shapes (diamond formations); symmetry in technique (left and right sides); data collection on throw accuracy for analysis

Science

Forces and motion: analysing forces involved in throwing (push, pull, gravity, air resistance); trajectory and projectile motion of thrown balls; energy transfer from body to ball; friction between ball and mitt affecting catches; impact forces and how mitt cushioning reduces injury risk; muscles and bones used in throwing actions; cardiovascular system response to exercise during games; biomechanics of movement and optimal technique

Geography

Spatial awareness and positioning on field; directions (forward, backward, left, right) during game play; mapping movement patterns around bases; understanding zones and territories in endzone game; distances and scales when setting up diamonds; coordinates when describing fielding positions

PSHE

Teamwork and cooperation in game situations; resilience when facing difficult challenges or mistakes; managing emotions during competitive situations; communication skills when giving peer feedback; leadership opportunities during team games; respect for others' abilities and encouragement; fair play and sportsmanship; building confidence through skill development; managing success and failure appropriately

Teacher Guidance

Positioning

Start lesson centrally positioned where all students can see and hear you. During warm-up game, position centrally between all bases to observe all teams. During skill development pair work, constantly circulate moving between pairs every 20-30 seconds to provide individual feedback - never stand static. During game application, position where both playing courts are visible, prioritising supervision of batting court (higher risk). For demonstrations, use raised platform or centre of circle for maximum visibility. Always position away from walls/corners with back to open space allowing you to scan entire teaching area.

Observation Focus

Key observation priorities throughout lesson: 1) Safety first - watch for unsafe behaviour, collisions, equipment misuse particularly bats; 2) Technique - observe stepping action, arm path, release point, mitt positioning against teaching points; 3) Engagement - identify students not fully participating and intervene; 4) Differentiation needs - spot students who need additional support or extension challenges; 5) Assessment - gather evidence against Head/Hands/Heart criteria; 6) Teamwork and communication - observe social interactions and leadership. Use systematic scanning - divide class mentally into zones and scan each zone every 30 seconds.

Intervention Points

Intervene immediately for: any unsafe behaviour (stop entire class if needed), incorrect bat handling, throwing that could cause injury, students not following rules creating safety risks. Intervene quickly for: persistent poor technique preventing progress, students disengaged or off-task, conflicts between students, students struggling significantly. Teach and release: provide brief interventions then allow student to practice, return to check progress 2-3 minutes later. Whole-class interventions: if 50%+ making same error, stop all and reteach; if common safety issue emerging, stop and address; if activity not working as planned, stop and modify. Balance interventions - don't over-correct every small error or it disrupts flow.

Demonstration Notes

Always demonstrate from multiple angles so all students can see. For complex skills like overarm throwing, demonstrate slowly first breaking down into steps, then at normal speed, then slowly again. Use verbal narration during demonstrations: 'Watch my feet... now my hips... now my arm...' Exaggerate key points (like stepping action or follow-through) to make them visible. Use student demonstrations frequently to provide peer models and keep engagement. When using student demonstrators, select students with good technique AND ability to perform under pressure - prepare them beforehand. Demonstrate mistakes as well as correct form to help students identify errors: 'This is what it looks like when you don't step - see how weak the throw is?' Use freeze frames: demonstrate and freeze at key positions allowing students to analyse. After demonstrating, ask students to visualise or air-practice before trying with equipment.

Verbal Cues

•For underarm throws: 'Pendulum swing!' 'Step and throw!' 'Release at the hip!' 'Follow through!'
•For overarm throws: 'Side-on!' 'Arm back!' 'L-shape!' 'Step and rotate!' 'Over the top!'
•For catching: 'Fingers up!' 'Fingers down!' 'Watch it in!' 'Soft hands!' 'Two hands!'
•For safety: 'Eyes up!' 'Ready position!' 'Heads up!' 'Space!' 'Freeze!'
•For encouragement: 'Great technique!' 'Much better!' 'Keep going!' 'Well done!' 'Nearly there!'
•For tactics: 'Think distance!' 'Choose your throw!' 'Quick decision!' 'Which throw?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m playing area for full lesson. If teaching indoors, school hall or large gymnasium required. If outdoors, flat playing field with clear boundaries. Need space for 2 separate playing courts of 20m x 15m each for game applications, plus additional space for skill development activities (minimum 5m spacing between pairs when throwing).

Surface Check

Playing surface must be dry, flat, and even. Check for: potholes or uneven ground that could cause trips; wet patches causing slips; loose stones or debris; lines or markings that could cause trips. If outdoors, assess grass condition - not too long or too wet. If indoors, ensure floor is clean and not slippery. Remove any standing water before lesson begins.

Equipment Safety

Safety Checks

•Softball balls: Check for splits, cracks, or excessive wear. Should be age-appropriate softballs not too hard.
•Mitts/gloves: Inspect webbing for tears, check laces are intact, ensure appropriate sizes available for different hand sizes, no broken straps.
•Bats: Thoroughly check for cracks or splits in bat body, check grip is secure not loose, ensure handle has no splinters, only allow use of appropriately sized bats.
•Bases: Should be flat markers or proper bases that won't slip, check rubber bases have no tears or rolled edges, cones should not have sharp points or cracks.
•Cones: Check for cracks or sharp edges that could cause cuts if students fall on them, use soft cones where possible.
•All equipment stored safely at lesson edges when not in use to prevent trip hazards.

Risk Management

Key Risks

•Ball strikes: Balls thrown or hit could strike students in face, head, or body causing injury.
•Bat strikes: Bats swung inappropriately could strike fielders or other students causing serious injury.
•Collisions: Students running during games or base running could collide with each other, walls, or equipment.
•Throwing injuries: Overuse or poor technique in throwing could cause shoulder, elbow, or wrist strain.
•Catching injuries: Balls caught improperly could cause hand or finger injuries, especially without mitts.
•Slips, trips, and falls: Running on potentially slippery surfaces or tripping over equipment/bases.
•Overexertion: High-intensity activities could cause exhaustion, dehydration, or cardiovascular stress.

Risk Mitigation

•Ball strikes prevention: Enforce strict rules about throwing only when target player is ready and looking; use 'ready' calls before throwing; establish safe zones where balls should not be thrown; ensure adequate spacing between activities; teach students to shout 'heads up' warnings.
•Bat safety protocols: Only batters hold bats - fielders never touch bats; bats stored in designated safe area when not in use; teach proper grip and swing technique with emphasis on swing zone only; ensure fielders maintain safe distance from batters (minimum 5 metres); strict rule enforcement with bat removal privileges for unsafe handling.
•Collision prevention: Establish clear boundaries and running paths; ensure adequate spacing between activities (minimum 5 metres between courts); teach spatial awareness and looking where running; use 'eyes up' cues regularly; designate traffic flow patterns for base running.
•Throwing injury prevention: Comprehensive warm-up including shoulder-specific exercises; progressive skill building from short to long distances; teach proper technique to distribute forces correctly; limit repetitions for overarm throws to prevent overuse; monitor for fatigue and stop if technique degrades; proper cool-down with stretching.
•Catching safety: All students wear appropriately sized mitts during activities; teach proper catching technique to reduce impact; start with softer catches and progress to harder throws; two-handed catches when possible for better control.
•Trip and fall prevention: Ensure bases are secured flat against ground; remove all unnecessary equipment from playing area; check surface before lesson for hazards; maintain adequate spacing; teach controlled running not sprinting out of control.
•Overexertion prevention: Progressive warm-up to prepare cardiovascular system; monitor intensity throughout lesson; provide water breaks as needed (students should have water bottles accessible); watch for signs of distress and allow rest breaks; modify activities for students with lower fitness levels.

Supervision & Emergency Procedures

Supervision Points

•Position yourself centrally where maximum students are visible at all times
•During throwing practice, position to see all pairs simultaneously - move constantly
•During games, position to observe both courts but prioritise court with batting activity (higher risk)
•Watch for students who are distracted or not engaged - often at higher risk
•Actively circulate during skill practices to provide feedback and spot risks early
•Keep head on a swivel - constant scanning of whole teaching area
•Listen for unusual sounds (shouting, equipment dropping) that might indicate problems
•Never turn your back on the class for extended periods
•Position away from walls and corners for maximum sightlines

Emergency Procedures

STOP signal (whistle blast or 'FREEZE' call): All students stop immediately and look at teacher. Assess situation: Is medical attention needed? Minor injuries: Apply basic first aid (ice, elevation, rest), send student to sit out with support if needed, log incident in accident book. Major injuries: Send reliable student to get first aider/call office, stay with injured student providing reassurance, clear other students to safe supervised area, do not move injured student unless absolutely necessary. Emergency evacuation: Follow school emergency procedures, ensure all students accounted for, take register/equipment list. Equipment failure: Remove damaged equipment immediately from use, substitute alternative equipment or modify activity. Dangerous behaviour: Stop activity immediately, address behaviour privately if possible, remove student from activity if safety compromised, follow school behaviour policy.