Lesson 1 - Throwing & Catching Basics
Fundamentals to Competition
•Year 9
•Softball
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How can accurate throwing, catching and hitting create scoring opportunities in Softball?
Learning Objectives
- Demonstrate correct technique for underarm and overarm throwing with accuracy
- Apply decision-making skills when running through threatened areas
- Execute basic hitting technique with control and placement
Key Outcomes
- Students will demonstrate three different ways to move the ball with appropriate technique
- Students will make tactical decisions about when to run and when to stay safe
- Students will apply basic Softball rules correctly in game situations
Equipment & Resources Required
Distributed around activity areas in equipment bags
Alternative: Tennis balls, rounders balls for modified practice
Stored safely in bat rack, only distributed when needed
Alternative: Rounders bats, tennis rackets for modified hitting
Set up in diamond formations for each game area
Alternative: Cones, hoops, poly spots
Sized appropriately - various sizes available
Alternative: Bare hands for beginners, tennis balls for easier catching
Placed at strategic points for ball storage during games
Alternative: Cones, markers for ball collection points
Adjustable height for different batting positions
Alternative: Cones with tennis balls balanced on top
Key Vocabulary
A throwing technique where the ball is released below shoulder height with a stepping motion
A throwing technique using a side-on body position with high release point for distance and power
Catching technique where hands give way slightly on contact to cushion the ball
Space on the field where a runner may be tagged out by defenders
Method of getting a runner out by touching them with the ball or glove containing the ball
Fielding technique using leg and body to stop rolling balls
Body alignment technique for throwing and hitting - side-on position with alignment of these three points
Continuation of movement after releasing ball or making contact in hitting
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic throwing and catching from Key Stage 3
- Understanding of team games and tactics
- Experience with striking and fielding games
Current Skills
- Accurate throwing with correct technique
- Decision-making in threatened areas
- Basic hitting placement and control
Next Steps
- Advanced batting techniques and strategies
- Complex base running tactics
- Pitching and advanced fielding positions
Milestone Indicators
Key Teaching Points
- Emphasise the 'big step and point' technique for all throwing to develop accuracy and power
- Teach 'soft hands' catching technique early to prevent ball bouncing out and build confidence
- Stress the importance of 'chin-knee-toe' alignment for both throwing and hitting power
- Develop decision-making skills by constantly asking students to assess risk vs reward in base running
- Build game understanding progressively from 2-base to 3-base to avoid overwhelming students
- Focus on hitting placement into open spaces rather than just hitting hard
- Encourage continuous communication between teammates during fielding and base running
Common Misconceptions
- Misconception: 'Throwing hard is more important than throwing accurately' - Correct by emphasising technique and target practice
- Misconception: 'You must run to every base after hitting the ball' - Explain strategic base running and risk assessment
- Misconception: 'Catching is just grabbing the ball' - Teach proper soft hands technique and body positioning
- Misconception: 'Hitting is all about power' - Focus on timing, placement and technique over raw power
- Misconception: 'Fielders should all chase the ball' - Teach positioning, communication and backing up teammates
SEN Adaptations
ADHD
- Shorter activity bursts with clear start/stop signals, frequent positive feedback, clearly defined boundaries, movement breaks built into activities
dyspraxia
- Simplified movement patterns initially, larger equipment for easier handling, extra demonstration and practice time, breaking skills into smaller steps
autism spectrum
- Clear, predictable routines for game activities, visual schedule of lesson sections, quiet zone available if needed, consistent rules and structure
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of field layout, buddy system for navigation, audio signals for game events
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, written rule cards available, ensure student can see teacher's face when speaking
physical disability
- Adapted batting from seated position if needed, shorter throwing distances, larger balls for easier catching, modified base running or designated runner
Cross-Curricular Links
Maths
Calculating scores and statistics, measuring distances for base layouts, angles of throwing and hitting, timing of running between bases
Science
Forces involved in throwing and hitting, friction between ball and surface, trajectory and gravity effects on ball flight
Geography
Spatial awareness and positioning, directions and compass points for field layout, understanding of angles and positioning
PSHE
Teamwork and cooperation, resilience when facing challenges, leadership skills, managing competitive emotions and disappointment
Teacher Guidance
Positioning
Move around the outside of activities to maintain visibility of all students, spend extra time observing batting areas for safety
Observation Focus
Watch for correct throwing technique, safe base running, appropriate hitting stance, and positive team communication
Intervention Points
Step in immediately for unsafe play, provide technique correction for struggling students, mediate any disputes about rules
Demonstration Notes
Use clear, exaggerated movements when demonstrating techniques, involve confident students in demonstrations, always demonstrate safety aspects first
Verbal Cues
- •'Big step and point!' for throwing technique
- •'Soft hands!' for catching
- •'Look before you run!' for base running decisions
- •'Side-on stance!' for hitting position
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 40m outdoor area or large sports hall, clear of obstacles and hazards
Surface Check
Even, dry surface free from holes, debris, or slippery areas that could cause slips or falls
Equipment Safety
Safety Checks
- •Check all balls are properly inflated and in good condition
- •Ensure bats have no cracks or damage and appropriate weight for age group
- •Verify gloves fit properly and have no torn straps or sharp edges
- •Check bases/markers are secure and visible
Risk Management
Key Risks
- •Ball strikes to head or body during throwing/hitting activities
- •Collisions between students during base running
- •Slips and falls during quick direction changes
- •Bat contact with other students during hitting
Risk Mitigation
- •Clear boundaries established for all activity areas
- •Adequate spacing between activities (minimum 10m)
- •Batting areas clearly defined with safety zones
- •Progressive skill building from simple to complex
- •Clear 'stop' signals established and practised
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all activity areas
- •Pay special attention to batting areas for safety
- •Monitor base running areas for collision risks
- •Check students are following safety guidelines consistently
Emergency Procedures
Stop all activity immediately if injury occurs, assess situation, provide appropriate first aid, seek additional medical support if needed