Softball Unit Plan Katie Shaw Dr. Rattigan Team Sports M/F 12:15-1:30 Part A: Overview Background Information: Number of Students: 30 Duration of Classes: Grade Level: 9-12 Characteristics and Abilities of Students: High school students are a diverse population. At this level, they have become individuals with their own style, likes, dislikes, and group of friends. As with any other subject, physical education will have its fans and those students who rather be anywhere else but in the gym. This unit will have to provide a diverse and fun learning experience. It is aimed to engage all students and make them willing to perform in phys. ed. At the high school level, most students are able to perform the fundamental motor skills of most athletics. They should as have an understanding and concept of different sports from previous physical education classes or participation in sports. However, as with any group of individuals, there will be varying levels of proficiency. These varying levels are taken into consideration in this softball unit plan. References: Corbin, Charles B. & Lindsey, Ruth. Fitness for Life. 2007. (5th edition). Scott, Foresman, and Company. Pangrazi, Robert. 2007. Dynamic Physical Education for Elementary School Children. (15th edition). San Francisco: Benjamin Cummings. Schmottlach, Neil & McManama, Jerre. 2006. Physical Education Activity Handbook. (11th Edition). San Francisco: Benjamin Cummings. Equipment Needed: softballs-regular, foam, cones sponge, wiffle softball field bats- aluminum, wiffle, gymnasium foam buckets bases hitting tees gloves pencils polyspots Anticipated Difficulties Identified and Addressed: There are a few anticipated difficulties that have been taken into consideration for this unit. The first being insubordination/unwillingness to participate. These students will have the option of participating and receiving full credit, or loosing points for lack of participation. The teacher will have reviewed the consequences and the student will be fully aware of these actions. Another difficulty would be if a student needs an adaptation to a game or activity due to physical impairment. These considerations will be provided for when needed. For example, students could use a foam bat with a larger ball if they have trouble using the regulation size equipment. Also, if a student has difficulty running, base paths can be minimized. The students can also have a pinch runner if needed. During this unit, a difficulty that will be address will be cheating. The teacher will review with students the consequences that will occur if a team or individual is caught cheating. Students might also not get along with their team, group members, or partners. The teacher must do a good job in knowing the habits and tendencies of their students and make sure students are interacting with other students in the most positive and successful manner. The weather will also be a factor. If it is raining or too cold outside, some games and activities will have to be modified to fit in the gymnasium setting. Rationale: This unit is intended to teach students the fundamentals and skills of the America’s game, softball/baseball. During this unit, students are to learn the skills, as well as the rules and regulations of the game of softball. Students will also be able to see how important lifelong fitness is for their health. By the end of the unit, students will be able to see how they can play softball to increase their fitness, improve their skills, work as a team, and have fun at the same time Part B: Standards and Objectives Standards: 2. Comprehensive Health and Physical Education STANDARD 2.2 (Integrated Skills) All students will use health-enhancing personal, interpersonal, and life skills to support a healthy, active lifestyle. A. Communication: 4. Employ strategies to improve communication and listening skills and assess t heir effectiveness. E. Leadership, Advocacy, and Service: 5. Develop and articulate the group’s goals, shared values, vision, and work plan. 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 mature, mechanically correct form and control when combining and modifying movement skills in applied settings. 2. Use information from internal and external sources to detect, analyze, and correct errors in movement skills and patterns used in applied settings. C. Strategy 1. Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies in applied settings. STANDARD 2.6 (Fitness) All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. C. Achieving and Assessing Fitness 1. Engage in a variety of sustained, vigorous physical activities to enhance each component of fitness. 2. Perform at the intensity level needed to enhance cardiovascular fitness, monitor physiological responses before, during, and after exercise, and modify exercise appropriately in response. Objectives: Day 1: Cognitive: Students will describe verbally how to properly throw and catch a softball when asked at the end of the activities. Psychomotor: Students will perform over hand throws after properly catching a ball from their partner with accuracy. Affective: Students will encourage and help partners to complete a task with accuracy. Day 2: Cognitive: Students will identify the proper and improper techniques used by their partners during activates. Psychomotor: Students will show proper technique when fielding a ground ball from their partner with 4 out of 5 fielded correctly. Affective: Students will encourage group members to push themselves to their fullest potential during group competitions. Day 3: Cognitive: Students will answer 4 out of 5 questions correctly when given a written exam on proper batting stance. Psychomotor: Students will execute proper batting technique when participating in drills and batting activities. Affective: Students will cooperate with their teammates during the softball activities. Day 4: Cognitive: Students will participate in open discussion while reviewing base running rules. Psychomotor: Students will hit controlled ground balls with 70% accuracy to group members will participating in Pepper. Affective: Students will show good sportsmanship by cheering for their teammates as well as their competitors. Day 5: Cognitive: Students will identify situations in which they need to be in proper position to back up their teammates. Psychomotor: Students will field 4 out of 5 groundballs and fly balls correctly when working in partners during the lesson focus drills. Affective: Students will communicate the importance of backing their teammates up in order to be successful while playing Five Hundred. Day 6: Cognitive: Students will recall and properly execute base running techniques from previous lessons while participating in Circling the Bases. Psychomotor: Affective: Students will provide positive feedback to their partners while going through the station activities. Day 7: Cognitive: Students will transfer the rules of softball to Psychomotor: Students will perform throw in from the outfield and hit the cut off man with 80% accuracy during drill activities. Affective: Student will encourage each other when their peers are participating in the throwing competitions. Day 8: Cognitive: Students will identify the progress they have made individually and as a class. Psychomotor: Students will complete station activities with proficiency and demonstrate proper technique through all four stations and carrying it over into the culminating activities. Affective: Students will provide positive feedback and help if needed to group members while completing station activities. Day 9: Cognitive: Students will describe how softball can be a lifetime fitness activity and improve their lifestyles. Psychomotor: Students will execute proper running technique and following base running rules why running the base paths. Affective: Students will work as a team with communication while attempting to tag out runners in Steal a Base. Day 10: Cognitive: Students will communicate offensive and defensive strategies to teammates in order to be successful in Hurry Baseball. Psychomotor: Students will perform all aspects of softball to the best of their ability during the softball festival closing activities. Affective: Students will express high levels of team spirit while participating in activities for the culmination of the unit. Part C: Learning Experiences Day 1: Opening Activity/Warm Up: Softball Swat Students are to be grouped in 5 groups with 6 students in each. (predetermined by teacher) Students will circle up and assume an athletic position. Students will swat the ball to the other group members around the circle. This will work on hand/eye coordination, a feel for the ball on hands, and a feel for the stance most commonly used in softball. Fitness Activity: See below for fitness activities. Lesson Focus: Throwing and Catching over hand throw, underhand toss, catching thrown balls developing proper technique through drills Culminating Activity/Game: Target Toss: With a partner, students will throw the softball against a target on the wall. Moving back as their target hitting becomes better and better. Students maybe also try to throw different size and texture balls as their skill increases. (wiffle balls, volleyballs, etc) Closing Activity: There will be a short question and answer session to check for understandings on the fundamentals and proper technique of throwing and catching. Day 2: Opening Activity/Warm Up: Quick Throws: In groups of 6, groups will compete against each other to see which group can complete the most throws back and forth in a minute. Groups should be split in half and 15feet apart from each other. Fitness Activity: See below for fitness activities. Lesson Focus: Fielding ground balls and fly balls drills- proper position, technique, with and without glove Culminating Activity/Game: Throw It and Run Softball This game is played like regular softball with the following exception: With one team in the field at a regular positions, the pitcher throws the ball to the batter, who, instead of batting the ball, catches it and immediately throws it into the field. The ball is then treated as a batted ball, and regular softball rules prevail. No stealing is permitted, however, and runners must hold their bases until the batter throws the ball. A foul ball is an out. Closing Activity: Wrap up and review of throw/catching/fielding Day 3: Opening Activity/Warm Up: Indian Run Toss Backs Students are to be in 5 groups with 6 in each. Groups are to run around the perimeter of the field in a line. The first person in line tosses the ball over their head to the next person in line. This continues until the last person catches the ball. When the last person catches the ball, he/she runs to the front and the process is continued. This is to be done for the time allotted. Fitness Activity: See below for fitness activities. Lesson Focus: Batting: simple skills, tee batting, partner toss, full swinging Culminating Activity/Game: Batter Ball Involves batting and fielding but no base running. It is much like batting practice but adds the element of competition. Complete rules and regulations can be found in Dynamic Physical Education for Elementary School Children Closing Activity: True/false written 5 question quiz on proper batting stance. Day 4: Opening Activity/Warm Up: Pepper A line of three or four players is bout 10 yards in front of and facing a batter. The players toss the ball to the batter, who attempts to hit controlled grounders back to them. The batter stays at bat for a period of time then rotates to the field. To be done in groups of 6 with 5 students in each. Fitness Activity: See below for fitness activities. Lesson Focus: Base Running To first base and turn, circling the bases Culminating Activity/Game: Home Run: Softball diamond set up with only first base used. The crucial players are a batter, a catcher, a pitcher, and one fielder. Any other players are fielders; some can take positions in the infield. The batter hits a regular pitch and on a fair ball must run to first base and back home before the ball can be returned to the catcher. The batter is out whenever any of the following occurs: 1) a fly ball (fair or foul) is caught. 2) The batter strikes out. 3) On a fair ball, the ball beats the batter back to home plate. Closing Activity: Discussion of rules of proper base running. Day 5: Opening Activity/Warm Up: In a Pickle: Several set ups of three or more students with a softball and two bases 45 feet apart. A base runner who gets caught between two bases is in danger of being run down and tagged is “in a pickle.” The two fielders throw the ball back and forth in an attempt to run down and tag the runner between the bases. Fitness Activity: See below for fitness activities. Lesson Focus: Fielding: grounder to infield/outfield, backing up other players, double play Culminating Activity/Game: Five Hundred: This game deals with fungo batting, catching flies, and fielding grounders. A batter stands on one side of the field and bats the ball to a number of fielders, who are scattered. The fielders attempt to become the batter by reaching a score of 500. Fielders earn 200 points for catching a ball on the fly, 100 points for catching a ball on the first bounce, and 50 points for fielding a grounder cleanly. Whenever a change of batters is made, all fielders must loose their points and start over. Closing Activity: Discuss the importance of backing up your teammates. Day 6: Opening Activity/Warm Up: Circling the Bases: Batters are to bunt the pitched ball and run around the bases completely twice. This is to practice proper base running skills and bunting technique. Fitness Activity: See below for fitness activities. Lesson Focus: Throwing/catching/batting/fielding/base running done in stations Station 1: Bating Station 2: Throwing and fielding grounders Station 3: Base running- In a Pickle Station 4: Bunting Culminating Activity/Game: Babe Ruth Ball: The three outfield zone- left, center, and right field- are separated by four cones. It is helpful if foul lines have been drawn, but cones can define them. The batter calls the field to which he tends to hit. The pitcher throws controlled pitches so that the batter can hit easily. The batter remains in position as long as he hits to the designated field. Field choices must be rotated. The batter gets only one swing to make a successful hit. He many allow a ball to go by, but if he swings, it counts as a try. There is no base running. Players rotate. Closing Activity: Verbal review of terms and definitions. Day 7: Opening Activity/Warm Up: Kick Softball: The batter stands in the kicking area, a 3 foot square home plate. The batter kicks the ball rolled on the ground by the pitcher. The ball should be rolled at moderate speed. An umpire calls ball and strikes. A strike is a ball that rolls over the 3-foot square. A ball rolls outside this area. Strikeouts and walks are called just as in regular softball. The number of foul balls allowed should be limited. No base stealing is permitted. Otherwise, the game is played like softball. Fitness Activity: See below for fitness activities. Lesson Focus: Throwing: throw in from outfield, hitting the cut off man Culminating Activity/Game: Throwing for Accuracy: To test accuracy in throwing, a target with three concentric circles of 54, 36, and 18 inches is drawn on a wall. Scoring is one, two, and three points, respectively, for the circles. Five trials are allowed, for a possible score of 15. Balls hitting a line score higher number. Throwing for Distance: Each student is allowed three throws, and the longest throw on the fly is recorded. Competition is between group members, then the highest group score combined. Closing Activity: Discussion on how improper technique could cause injury when throwing. Day 8: Opening Activity/Warm Up: Fielding Grounders: A file of players is stationed behind a restraining line. A thrower is about 30 feet in front of this line. Each player in turn attempts to field five ground balls. The score is the number of balls fielded cleanly. Inconsistencies will occur in the throw and bounce of the ground balls served up for fielding. Therefore, if the opportunity was obviously not a fair one, the child should get another chance. Fitness Activity: See below for fitness activities. Lesson Focus: Review of proper technique for all aspects of softball. Culminating Activity/Game: Station 1: Flay ball hitting, fielding, and throwing. Station 2: Pitching and umpiring Station 3: Infield practice Station 4: Batting Closing Activity: Students will discuss in groups new things they learned and how they are progressing as a class and as an individual. Day 9: Opening Activity/Warm Up: Softball Swats Fitness Activity: See below for fitness activities. Lesson Focus: Base Running: Stealing, running in base paths Culminating Activity/Game: Steal a Base: Hoops are spaced approximately 20 feet apart in a rectangular fashion. Hoops are used as bases to prevent collisions. One player, serving as a fielder, is stationed by each hoop to begin the game. All other players are on a base; more than one runner is permitted on a base. On a single, runners begin accumulating runs by running to another base without being tagged. Fielders attempt to work together to tag as many runners as possible. Fielders many leave their base and chase runners if necessary. If a fielder leaves his base, other fielders many rotate to the vacant bag. Fielders and runners change positions every 2 to 3 minutes. Closing Activity: Discussion on how softball can be used as a lifelong fitness activity. Day 10: Opening Activity/Warm Up: In a Pickle! Fitness Activity: See below for fitness activities. Lesson Focus: Super Softball Celebration! Softball Activities Culminating Activity/Game: Hurry Baseball (one-pitch softball) Hurry baseball demands rapid changes from batting to fielding and vice versa. The game is like regular softball with the following exceptions. These expectations can be found in Dynamic Physical Education for Elementary School Students. The batter must take a full swing. The game provides much activity in the fast place changes that must be made after the third out. Teams in the field learn to make the next hitter a catcher, so that she can bat immediately when the third out is made. Batters must bat in order. Scoring follows regular softball rules. Closing Activity: Discussion on the positive and negatives of the unit and the likes and dislikes of the students. Fitness Activities: Activities by Katie Shaw: Strength Core: Batting Throw: Have students grouped in partners with a medicine ball or basketball per group. Students should be standing in a batting position. Have students hold the medicine ball exactly where the hands are in a batting stance. Students are to go through the batting motion, with the step and rotation of the hips from the back foot and throw the ball powerfully extending their arms through. The motion should be as same as swinging a bat. Students should try to generate the power using the rotational forces of the body (legs and core) rather then using the arms to propel the ball. The arms should just serve as a release mechanism. Have students do 10 repetitions then switch with partner. Do 3 sets of 10 -15 repetitions. Softball Side Touches: Have students take turns with their partner and lean back at 45 degrees, keeping their feet on the floor. Move the softball from side to side using the entire trunk (involve shoulder rotation) as fast as possible. Do 30 repetitions then switch with partner. Do 3 sets of 25- 30 repetitions. Legs: Lateral Squats: Have students line up facing each other 10 feet part. One partner is to start with a softball. At the same time, students are to squat laterally. While doing the squats, students will lightly overhand throw a softball back and forth while doing their squats. Students should do 10 squats each. When this is completed, have students do 10 lateral squats in the opposite direction to ensure equal leg workout. Rapid Fire Wall Sits: Have one partner sit against the wall in a low position with their glove on. The other partner will be 10 feet away with a bucket of balls. Have the partner throw the balls at their partner against the wall. The balls shouldn’t be thrown too hard, at a rapid, but accurate pace. Have the partner against the wall catch balls as quick as possible. After catching the balls, have the student gently toss them to the side for safety. Upper Body: Forearm/wrist snaps (for pitching): Have partners standing 5 feet away from each other. Using a weighted ball have your arm straight down on the side of your body. Have students snap their wrist and release the ball. Make sure students only use their wrist and forearm muscles to project the ball to their partner. Do 3 sets of 15-20 repetitions. Bat Bench Press: Have one student lay on the floor as if they were to do a bench press while holding the bat as if it was a weight bar. Have other partner apply resistance to the bat as the student laying down tries to push the bat upwards. Once the student has pushed the bat upwards to its maximum height, have the student pull the bat back down while the partner applies resistance. Have students do 10 sets then switch with partner. Do 3 sets of 10-12 repetitions. Activities by David Deckard: Skill Development Activity One: -Have students split up into their sport education groups. -Give one softball to each team. -Have students circle up and get into the set position with their knees bent and their hands ready to field a ground ball. -Have one student place the softball on the ground in front of them and swat the ball to another teammate. -Have students swat the ball around the circle, making sure to keep the ball moving at all times. This will reinforce hand-eye coordination and fielding ground ball skills. Activity Two: -Have students partner up with one other student. If there is an odd number of students, there can be one group of three. -Have each pair of students move to their own personal space and face each other standing about 20 feet apart. -Give each pair a ball. -Have students take turns throwing a ball to their partner, utilizing a throw that mimics a ground ball. -Have students repeat this cycle until told to stop. Activities by Amanda Brown: Cardiovascular Endurance Cardiovascular Endurance Activity 1 1. Have students line up in a single file with their backs towards the basketball court in a corner where the sideline and baseline connect. 2. Have the first student drop step with the right foot and run as if chasing a fly ball in the outfield with the head facing forward assuming the student would be keeping an eye on the ball. 3. At half court, have the student open up to the ball and drop step with the left foot and continue running facing forward until reaching the opposite corner. When the first student reaches half court, the next student may begin. 4. Moving across the opposite baseline, the student faces the wall and keeps the body low while shuffling across the baseline. Every third shuffle, the student will pretend to be fielding a ground ball. 5. In the corner diagonal from where the students began will be an indoor base. Have students pretend the base is first base and have them assume a sprinter’s stance. Have the student take a three shuffle lead off of the base then take off towards the baseline as if the ball were put into play by the batter and the runner was advancing towards second base. 6. Along the final baseline, have students again face the wall and shuffle across the baseline, pretending to field a ground ball every third shuffle. This time however, the shuffle is led with the right foot rather than the left. 7. Have students perform this circuit twice. Cardiovascular Endurance Activity 2 1. With the layout of a diamond with 60-foot bases, have half of the students line up at second base, while the remaining half of the class line up at home plate. 2. On the teacher’s signal, one player from second base and one player from home plate run the bases with correct baserunning technique until the players return to the base from which they started. 3. When the student returns to the starting point, have that student high-five the next student in line in order for that student to begin. 4. Have students circle the bases three times each. Activities by Stacy Haas: Flexibility and stretching Quadriceps Stretch: Have students stand holding onto the bat with one hand. Then have them raise one heel up toward their buttocks, and grasp hold of their foot, with one hand. Tell them to inhale, slowly pulling their heel to their buttock while gradually pushing their pelvis forward. Also tell them to keep both knees together, having a slight bend in the supporting leg. Lower back and Hamstring: Have students sit on floor with legs straight out in a straddle position opposite their partner. Next have them hold the bat out in front and tell them to take turns pulling the bat to stretch their partners lower back and hamstrings. Core Twist: Have students stand with both feet facing forward, shoulder-width apart, with legs slightly bent. Have them use the bar to keep their upper body straight, with elbows high, as they slowly twist around in both directions. Shoulder/Arm Stretches: Have students extend one hand down the center of their back, fingers pointing downward while using their other hand to grasp their elbow. Remind them to exhale slowly, pulling gently downward on their elbow, aiming to take their fingers along their spine. Have students stand holding the bat behind their back with both hands. Be sure they keep hands and feet shoulder width apart with palms up and their knees slightly bent. Next have their partner gently pull up on the bat. Teacher Methodology, Structure, and Style: Throughout the lesson, many different teaching methods will be used. In the beginning of the lesson, the teacher will describe the lesson, then demonstrate it. As the students begin to get better at the sport, the teacher will use the students as the demonstrators while talking, explaining, and correcting the students. There will be different styles of activities in the unit. There will be individual, partner, and group activity. It is important for students to be able to perform in each of these different categories. It is important for students to build individual confidence as well as have a positive role in a group activity. The teacher will have the most control over the students and activities in the beginning of the lesson. Such things will be providing feedback, coaching, and umpiring. As the unit progresses and students become more skilled and aware of rules, the teacher will slowly give this duties to the students. By the end of the unit, students will be able to help each other with technique, keep score and umpire their own games, and take initiative in group and game settings. Part D: Analysis Student Assessment: Student assessment will be based on teacher observations, cognitive exams, and skill assessment. The teacher will also be grading students on their participation and their efforts in activities. Students will also be assessed on their progression throughout the unit. Students are also expected to show knowledge of the sport and be able to use offensive and defensive strategies by the end of the unit. Teamwork and cooperation while working in groups and partners will also be assessed. Student assessment will also depend on how well the teacher is able to engaged and excite the students to learn and play hard. Cognitive Exam Questions: These questions are taken from group members: Katie Shaw Amanda Brown Stacy Hauss David Deckard Questions by Katie Shaw: Hitting 1) The basic position for batting includes: a. having feet slightly more than hip width apart b. having knees relaxed and flexed slightly c. body bent forward at the hips d. a and c only e. all of the above 2) True or False: ____ In executing the swing, the body, arms, and bat first rotate slightly away from the pitcher. 3) When holding the bat, you should have ____________ grip on the handle. Questions by Amanda Brown: Fielding 4) Describe the ready position prior to fielding a ground ball (feet, knees, hips, and hands). 5) When catching a fly ball, get under the ball as quickly as possible and use two hands. A. True B. False 6) When fielding a ground ball, the correct sequence is: 1. Get in front of the ground ball 2. Assume a ready position 3. Glove open and watch the ball into the glove 4. Field with feet in stride position 5. Charge the ball when possible A. 1, 2, 3, 4, 5 B. 1, 2, 4, 5, 3 C. 2, 5, 1, 4, 5 D. 5, 2, 1, 3, 4 Questions by Stacy Hauss: Base running 7) Describe the sprinter or ready stance when you are on first base. 8) Base runners can leave the base before the pitcher releases the ball. a. True b. False 9) Describe the tag-up rule in softball. Questions by David Deckard: Throwing and Catching True or False 10) The proper hand position for catching above the chest line has the fingers up and the thumbs together. 11) When throwing, you should step with leg on the same side of the body as the arm you are throwing with. 12) When throwing, the hips, shoulders, and trunk should not rotate because this will cause a decrease in velocity. Skill Assessment Protocol and Rubrics: Assessment by Katie Shaw: Hitting Name: ___________________ Teacher:__________________ Sport Assessment: Softball Skill: Hitting Technique/Stance: Students Consistently: Score: ____ / _10_ ____ Stand in batters box with feet slightly more than hip width apart ____ Knees are relaxed and flexed slightly ____ Body bent slightly forward on hips ____ The bat is gripped loosely ____ Forward leg steps forward ____ During the swing the weight shifts over 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 has the ball until it is hit Striking the Ball: Protocol: Students will be graded on their performance when attempting to hit five softballs. Score: _________ (out of 6) Key: 0 points-No attempt is made. 1 point-Attempt is made, but no softballs are hit. 2 points-1 out of the 5 softballs are hit using proper technique 3 points-2 out of the 5 softballs are hit using proper technique 4 points-3 out of the 5 softballs are hit using proper technique 5 points-4 out of the 5 softballs are hit using proper technique 6 points-5 out of the 5 softballs are hit using proper technique Assessment by Amanda Brown: Fielding ASSESSMENT: SOFTBALL SCORE: _____/10 TYPE: SKILL COMPONENT CHECKLIST SKILL: FIELDING GROUND BALLS/FIELDING FLY BALLS KEY: STUDENT CONSISTENTLY: GROUND BALLS _____ ASSUMES A READY POSITION PRIOR TO FIELDING A GROUND BALL _____ MOVES TOWARDS ( CHARGES) A GROUND BALL _____ STAYS IN FRONT OR GETS IN FRONT OF A GROUND BALL _____ FIELDS A GROUND BALL WITH FEET IN A STRIDE POSITION, KNEES SLIGHTLY BENT, AND THE BODY CROUCHED _____ KEEPS THE BODY AND GLOVE LOW ON A GROUND BALL AND MOVES UPWARD TO MAKE THE CATCH _____ KEEPS THE GLOVE OPEN AND WATCHES THE BALL INTO THE GLOVE FLY BALLS _____ GETS UNDER THE BALL _____ HAS THE HANDS AND ARMS GIVE WITH THE BALL AS IT IS CAUGHT _____ CATCHES THE BALL CLOSE TO THE THROWING SIDE WHEN POSSIBLE _____ USES TWO HANDS AND WATCHES THE BALL INTO THE GLOVE Assessment by Stacy Hauss: Base running ASSESSMENT: SOFTBALL SCORE: _____/5 Bonus: _____ TYPE: SKILL COMPONENT CHECKLIST SKILL: B ASE RUNNING KEY: STUDENT C ONSISTENTLY: _____ sets up correctly in the sprinter stance with left foot on the front of the bag, right foot behind the bag, knees bent and elbows in the running position _____ leaves the bag at the correct time (as the pitcher releases the ball) _____ advances to the next bag while running hard with head down (not watching the ball) _____ makes a hook and hits the inside of second base when running from first to third _____ runs through first base without slowing down before the bag and then breaks down after the bag BONUS: _____ tags up and advances to the next bag when a fly ball is hit. Assessment by David Deckard: Throwing Name: _______________ Sport Assessment: Softball Skill: Throwing/Catching Put the appropriate grade next to each of the following statements. Key: 0 = Never 1 = Rarely 2 = Often 3 = Always Throwing: _____ Student shifts body weight to rear foot when throwing. _____ Student steps with foot opposite to throwing arm. _____ Student rotates hips, trunk, and shoulders. _____ Student demonstrates proper follow through. _____ Student keeps eyes focused on target. _____ Total Catching: _____ Student watches ball into hands. _____ Student positions fingers pointing up when the ball is at or above their chest. _____ Student positions fingers pointing down when the ball is at or below their waist. _____ Student keeps fingers and arms relaxed. _____ Student absorbs force of catch by pulling the ball towards their body. _____ Total SCORING KEY 0-5 = Needs Improvement 6-9 = Good 10-15 = Excellent Affective Assessment: Students will asses their as well as their peers participation in group activities. Here students should assess how well they worked in groups and were able to provide positive feedback and encouragement to their teammates. Teacher Assessment: For this section, teacher assessment will be based on projected outcomes, since the unit has yet to be taught. In order for the unit to be successful, the teacher will have to be very enthusiastic and positive throughout the whole unit. The teacher will also be ready for bumps in the road. Such bumps will be weather, a game going wrong, etc. The teacher will have backup plans for such actions. Being prepared for things to go wrong will be key in a successful class. The teacher will be successful if students participated in activities and were enthusiastic about each day’s activities. Also, students should show improvement and progress by the end of the unit. The teacher will be most successful if students are able to realize that softball can be used as a lifelong activity to improve health.