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Softball Unit Plan - DOC

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					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.

				
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