ROWAN UNIVERSITY DEPARTMENT OF HEALTH AND EXERCISE SCIENCE
LESSON PLAN
Teacher: Carly Sidone
Unit/Lesson/Focus: Softball Hitting
SECTION A. (Overview)
Background Information
Duration of class: 40 minutes
Number of students: 30 co. ed. students
Grade level: 9/10
Entry Level Assessment of Learner
Age:14-16
Previous experience:
The previous experiences among these freshmen and sophomores will also
differ. Having had softball units in previous physical education classes,
students should be familiar with the rules and regulations, as well as, the
fundamental skills acquired for participation in softball. Furthermore, a
number of students may retain additional experience in having participated
in this type of activity through pick- up games, town organizations,
recreational leagues, travel associations, and school involvement.
Rationale (importance of unit):
A majority of team sports are participated until most students are in their
mid 20’s, but softball however, can be played as a lifelong activity. The
knowledge and fundamental skills acquired throughout this softball unit
have the potential of one day being applied outside of the physical
education environment. Softball is an anaerobic activity used to help
develop and sustain a healthy lifestyle. Additionally as a team sport,
students will benefit from this softball unit affectively through positive
social interactions among classmates.
Resources
References:
1. Schmottlach, N. & McManama, J. (2002). Physical Education Activity
Handbook (11th edition). San Francisco: Benjamin Cummings.
2. P.E. central: http://www.pecentral.org/lessonideas
3. NJ Core Curriculum Content Standards: http://www.state.nj.us/education/occs/
4.Girls Softball- http://www.girls-softball.com/2005/07/bunting-fundamentals.html
Other Resources, Equipment and Materials:
Softballs
Bats/Wiffle ball bats
Wiffle balls
Hula Hoops
Incredi-Balls
3 Hitting Tees
Bases
Anticipated difficulties and how they will be addressed
When instructing a physical education class safety is always an issue. To
ensure safety I will have the students sign a rules contract outlining what
is expected of them during class time and around the classroom and
gymnasium. Students will also be taught how to properly and safely
handle all equipment. After being instructed to do so, balls may be thrown to a
“ready partner”. The swinging of bats may only occur in designated areas where
plenty space is provided. When confined to a smaller area use modified
equipment, such as, wiffle balls to ensure safety for all the students. In case of
inclement weather, modifications will be made to the day’s lesson in order to
accommodate the use of a designated section of the gymnasium. Maintaining a
positive environment while conducting the students will help keep them from
feeling discouraged.
Modifications and/or refinements for students with disabilities
If a student with a disability is present, I would modify the activity by using easier-to- grip bats,
bigger bats and softballs, softer objects and lighter to hold for the student with disabilities.
Depending on what the disability different modifications will be made to accommodate them
during each activity.
SECTION B. (Standards, Objectives:)
NJCCC Standards Addressed:
• Standard 2.5: ( Motor Skill Development) All students will utilize safe, efficient, and
effective movement to develop and maintain a healthy, active lifestyle.
A. Movement Skills
1. Demonstrate mechanically correct form and control when using and combing movement
skills in applied settings
2. Perform and assess quality of movement flow in response to dynamic, interactive
3. environments.
4. Detect and correct errors in personal movement performance and modify it in response
to internal and external feedback.
5. Compare and contrast the use of movement skills across various forms of physical
activity and transfer a movement skill from one activity to another.
B. Movement Concepts
1. Summarize how movement can be made more interesting, creative, or effective.
2. Discuss the stages of movement skill development and the importance of practice.
C. Strategy
1. Compare and contrast offensive, defensive, and cooperative strategies and use them
effectively in applied settings.
D. Sportsmanship, Rules, and Safety
1. Discuss the stages of movement skill development and the importance of practice.
Objectives:
Psychomotor:
1. Students will demonstrate mechanically correct form when batting 100% of the time.
2. Students will improve their hand-eye coordination 10 out of 10 times.
Cognitive:
1. Students will describe the best position for them to stand in the batters box in order to
maximize their ability to strike the ball.
2. Students will identify the mechanically correct form used when batting and bunting.
Affective:
1. Students will offer feedback and suggestions to their partners about fly ball fielding
techniques.
SECTION C. (Learning Experiences)
Content: Procedures Time and Transition
Hitting
Opening Demonstrate and explain each station and how to 5 minutes
Activity stand and how the bat - 1 minute at each
station to demonstrate.
- Approximately 30
sec.
transitions.
5Fitness Cardiovascular warm-up and stretching (see unit 5 minutes:
Activity plan) - 3 minutes for
cardiovascular
After the warm-up students will be instructed to activities.
partner up to prepare for the next activity. - 2 minutes for
stretching.
- 30 sec transition.
Students will find a
partner in about 15
seconds and sit next to
one another awaiting
instruction.
Lead up game Each student will get a bat and stand in a line -1 minute to get a bat
about 15 steps away from each other for safety. and find a space on the
line spaced out
They will first practice rotation of the hips by
placing the bat behind their hips 10 times. -1 minute on each
activity
Then will practice the feet movement when -30 seconds for
hitting- front foot steps toward pitcher back foot transition and
heal off the ground rotating outwards. demonstration.
Hand position- chocking up, hands apart, and
hands together.
Bunting form which is rotating hips, top hand
slides to sweet spot with thumb up
Then full swing with proper technique using
technique and stance rubric
Skill Focus 4 Hitting/Bunting Stations -1 minute explanation
of each station.
Break students into sport education groups: Gym
Rats, Incredible, Man-eaters, and Shake and Bake. -1 minute for transition
Working in partners with in their groups. to get with group and
get to a station
1.Tee station -
A rag ball will be placed on the tee (smaller -30 seconds transition
ball). between each station
Working on hand eye coordination.
One student will bat 5 balls while the other -2 ½ minutes at each
student fields the ball. station
Rotate back and forth with partner until time
is up.
2.Bunting
Using an incredi-ball one student will pitch/
field and the other student will be batting.
The pitcher is to pitch underhand fast pitch
at the batters waist.
The batter is to perform 5 out of 5 bunts
correctly. Rotating with partner till time is
up.
Correct form is: top hand slide down the
barrel of the bat to the sweet spot with a
“thumps up” movement which will act as a
shock absorber when the ball hits the bat.
The bat should remain level with the
ground.
Bunt should drop right off the bat and land
almost directly in front of the batters box.
A hula hoop can be placed on the ground to
illustrate the correct placement of the ball
during a bunt situation.
3.Double Soft-Toss
One student will be tossing and the other
will be batting.
The tosser will soft toss two softballs up at
the same time yelling out “Top” or
“Bottom”.
The batter is to attempt to hit which ever ball
was called out.
If possible you can use two different color
balls
This is working on hand eye coordination.
Students to be accurate 3 out of 5 times.
Rotate with partner till time is up.
4.Target toss
One student will be tossing ball to the batter.
The batters goal is to hit the ball throw the
target simulating a ground ball or fly ball
or homerun.
This will help the students work on
placement of the ball to either advance
base runners or themselves.
Culminating Wiffle Ball Game -1 minute for
Activity instructions
Students compete again another sports education -30 seconds for
group. There will be two small games going on at transitions to fields
the same time. with their teams
Two teams will be up to bat and the other -7 minutes for each
teams will be in their designated fields game- 2 or 3 games.
fielding the ball.
Rules are like regular softball except the ball
is plastic, as well as, the bat and the ball
does not travel as far so out fielders play
closer in.
Once there are three outs the batters go into
the field and fielders come into bat.
First team to 10 wins. Winners play the non-
winners of the other team.
Closure: Review the skill and provide feedback. Preview - 2 minutes to clean up
and return equipment.
Wrap- up and closing
remarks.
Teaching Methodology
The most used teaching style is the teacher-led because the teacher is predominantly
teaching, directing, and instruction the students during the duration of the unit.
Instruction is based on the sport education model. Skill development leads up into a
culminating activity and will eventually conclude with tournament play and a
celebration of accomplishments. The other style that is most common during the unit is
student demonstration because feedback and encouragement is reflective upon student’s
performance. Verbal cues are used to transition activities, as well as, with musical cues.
Teamwork and partner learning is used daily in order to focus on each skill with a peer
and to learn with another teammate.
SECTION D. (Lesson analysis/reflection)
Student Assessment
Skill/game play assessment:
1. Informal teacher and peer observations and assessment by providing positive
feedback.
2. Teacher based rubric to follow to ensure all skill concepts are met. Effective skills
are assessed by the ability to accurately hit the ball 10 times.
3. Students will have also demonstrated proper technique and stance while hitting
the ball.
Cognitive assessment:
1. Students will explain proper form and technique used to hit the ball.
2. Students will be able to observe and identify proper body positioning using the
rubric while the batter attempts to hit the ball 10 times.
Affective assessment:
1. The Teacher will observe sportsmanship, effective game play, and team work.
2. Students will also be assessed on their ability to encourage teammates and
provide them with positive feedback.
3. Students will also be assessed on their ability to demonstrate teamwork by
combining skills.
Teacher Assessment*
Teacher assessment points:
What went well during the duration of the unit?
How would I make improvements to the lesson?
Is there anything you would change to increase students learning and
participation?
To what extent did the students accomplish the set objectives?
Lesson evaluation points:
Was the skill progression appropriate?
Did the lesson work well?
Did the lesson accomplish all the outlaid objectives?
What improvements can be made to improve the lesson?
Did the transition effective to avoid loss of time?
Student Skill Assessment Rubrics
Skill: Hitting Checklist Score:___/10
Technique and Stance
________ Stands in batter’s box with feet shoulder width apart.
________ Knees are relaxed and flexed.
________ Slightly bend body forward over hips.
________ The bat is loosely gripped.
________ Front leg steps forward.
________ While swinging the weight shifts to the front leg.
________ The body, arms, and bat rotate slightly away from the pitcher.
________ The hips rotate as the bat comes forward and arms straighten.
________ The trunk and hips rotate until the batter almost faces the pitcher.
________ Ball is watched from the time the pitcher releases the ball until contact is
made.
Hitting the ball
Students will be graded on their performance when attempting to hit 10 softballs
Score:_____/6
Key: 0= No attempts were made.
1= Attempt is made, but no softballs were hit.
2= 2 out of 10 softballs were hit using proper technique.
3= 4 out of 10 softballs were hit using proper technique.
4= 6 out of 10 softballs were hit using proper technique.
5= 8 out of 10 softballs were hit using proper technique.
6= 10 out of 10 softballs were hit using proper technique.