Level 2 Training to Train – Club/Association Junior - Softball Australia NCAS

7/29/2019 Level 2 Training to Train Club/Association Junior - Softball Australia NCAS

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SOFTBALL

TRAINING TO TRAIN

ACCREDITATIONCOURSE

PARTICIPANTSMANUAL

LEVEL 2

ALL RIGHTS RESERVED

No part of this publication may be reproduced without the prior permission

of Softball Australia unless necessary to satisfy the requirementsof the Level 2 Coach Accreditation Course.


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Revised 01/08/2006

Level 2 Coach Training to Train 2


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NATIONAL SOFTBALL COACHING ACCREDITATIONRATIONALE

In 2006 the Softball Australia National Coaching Accreditation Scheme (N.C.A.S.) willoffer a sequential development program designed around six levels for softball coachesto develop the required technical knowledge and expertise needed to meet thedemands of todays ever changing game.

Progression through the six levels will ensure that coaches gain increased status andimproved coaching skills resulting in long term benefits for themselves, other coaches,players and the sport in general.

The six (6) levels are based on the Long Term Athlete Development philosophywhereby the coach and athlete development pathways run parallel with each other.

The rationale of the softball content for Levels I-5 is based on the premise that thereare two major areas of skill/knowledge required by a softball coach. The first is theneed to be able to teach the skills of the game during practice sessions ( PracticeCoach), which is the focus of Levels 1 - 3. The second area is the requirement toorganise and lead the team during games (Game Coach) and this is the focus ofLevels 4 - 5. Level 6 will provide enriched coaching knowledge for those coacheswishing to work at the high performance level (National/International Coach).

Course components include:

Coaching Principles - fundamentals of coaching and athletic performance

Sport Specific - skills, techniques, strategies and scientific approaches specific to theparticular sport

Practical Aspects - practical coaching and application of coaching principles.

Competency Based Assessment Coaches to complete various learning taskspertaining to the content of each course. The Assessment workbook is to be completedin conjunction with the courses.

Level I - FUNDAMENTAL SKILLS - is an introduction to softball coaching providingthe individual with an understanding of the fundamental skills of Softball to the

beginner player. (eg. school and junior levels).

The CD package, FUNdamentals to Softball, contains the information required forthe participant to obtain accreditation for Level 1 by completing an on-linecompetency test, providing the relevant State Softball Association (refer Contact Usin the CD Menu) with a signed copy of the Softball Australia Coaches Code of Ethics,the provision of the individual registration number supplied with the FUNdamentalsof Softball CD Rom package and undergo a State based Police Screening inaccordance with the relevant State legislation.

Level 2 - TRAINING TO TRAIN - acquaints the coach with the knowledge andexpertise necessary to design, plan and implement effective training sessions

catering to the specific needs of the individual players. Integrated with the SoftballSpecific components are components of the Beginning Coach General Principlescourse which focus on planning, organizing and managing training sessions.



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Level 3 - TRAINING TO COMPETE - introduces the coach to competition methodsand their application to softball coaching, focusing on competition management,game organization and strategies as well as improving performance.

Level 4 - TRAINING TO WIN - provides the coach with advanced softball skills,resource management skills and teaching applications relevant to softball coachingat the elite level. Components of the NCAS General Principles of Coaching areintegrated with the Softball Specific components.

Level 5 - ADVANCED PERFORMANCE designed to assist coaches to developcompetencies necessary to work with athletes at the highest level. The coach isacquainted with advanced skill analysis and softball strategies, basic biomechanicsand physiology and advanced planning and training methods.

Level 6 - HIGH PERFORMANCE - designed to assist coaches to augment theirproven elite coaching abilities. The course prepares coaches with the most advancedtraining and planning methods and tactics and sport sciences are applied specificallyto softball coaching. The course aims to produce coaches who are successful atcoaching the highest level of softball and who will be competent to act as leaders in

the field of high performance coaching.



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CONTENTS

NATIONAL SOFTBALL COACHING ACCREDITATION RATIONALE.....................3COURSE SYLLABUS - Level 2 - Junior Club Coach..............................................7MODULE 1 ROLE OF THE COACH.......................................................................8

Coaching...................................................................................................................................................8Coaching Styles........................................................................................................................................8

Coaching Philosophy...............................................................................................................................9

Communication......................................................................................................................................10

Dealing With Winning and Losing.......................................................................................................11

A Coachs Legal Responsibilities..........................................................................................................13

Risk Management (Please refer to DVD-ROM)..................................................................................14

Sport Safety - Injuries and their Care.................................................................................................16

Inclusive Strategies................................................................................................................................17

Creating opportunities and pathways for people with a disability in Softball.................................17

Drugs in Sport........................................................................................................................................21

Long Term Athlete Development for Softball.....................................................................................25

Yearly, Monthly, Weekly Session Plans...............................................................................................27

Practice Considerations.........................................................................................................................29MODULE 3 ORGANISATION.........................................................................................................30

Practice Principles..................................................................................................................................30

Resource Management..........................................................................................................................33

MODULE 5 PLAYING THE GAME...............................................................................................50

MODULE 6 ASSESSING SKILLS - CHECKLISTS...............................................56JUNIOR DEVELOPMENT: SKILL PROGRESSIONS CHECKLIST..........................................57

Key Points to Skills in Checklist............................................................................57This is a brief summary of some of the key points of the fundamental skillsoutlined in the Fundamentals of Softball and Training to Train participantsmanuals and CD and DVD ROM packs. You may wish to add your own notes.Use the charts at the end of this booklet to record your ratings on the skills for

each player. This way you can track players levels of improvementsthroughout the season as well as ensure you have covered the basic skills inyour training program. .........................................................................................57Defence....................................................................................................................58Glove work..............................................................................................................58Fingers in the glove to the side.............................................................................58MODULE 7 RULES............................................................................................... 63Rule Book Structure..............................................................................................................................63

Basic Rules..............................................................................................................................................64

Rules in Pictures.....................................................................................................................................66

ASSESSMENT WORKBOOK..................................................................................86Competencies..........................................................................................................................................88

Assessment Tasks...................................................................................................................................88

Assessment Outcome.............................................................................................................................97



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Softball Australia Coaching Accreditation Course

FUNdamentals of Softball

Parents and Teachers

High Performance

National/International

Modules Battery 3 IPerformance Analysis I

Cert IV Softball RTOI Mentoring I Selector

Modules Battery 2 I Performance Analysis I Mentoring I

Attendance at National U16/U23 Development Program

Training to Win

State/National

Modules Battery 1 I NCAS Presentations

Assessors Course I Talent Identification

Modules - Inclusive Coaching

Advanced Performance

State/National

666564

Training to Train

Club/Association

Training to Compete

Club/Association3

6261


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COURSE SYLLABUS -Level 2 - Junior Club Coach


Module Unit Content Delivery StrategiesNominalDuration

IntroductionCourseSyllabus

Review Course Content andAssessment Method/workbookIce-Breakers

Small Group Work 15 minutes

1. Role of theCoach

The Coach

Coaching StylesCoaching PhilosophyCommunicationDealing with winning and losingLegal Responsibilities

Risk ManagementSport SafetyInclusive StrategiesDrugs in Sport

DVD-ROMPresentationGroup Discussion

Worksheets

1 hours

45 minutes

2. Planningto Train

Planning theProgram

Long Term Athlete DevelopmentYearly, Monthly, Weekly PlansPractice Considerations

PresentationGroup DiscussionWorksheets

45 minutes

3.Organisation

ManagingTraining

Practice PrinciplesComponents of a Practice SessionResource ManagementExample Practice Sessions


45 minutes

4.

FundamentalSkills

Basic Skills

Introduction to New SkillsSacrifice Bunt

Sliding Bent Leg SlideMaking the Force PlayTagging the runner

Practical

DVD ROM

1 hour

5. Playingthe Game

Game Sense

BasicPositionalPlay

Developing Thinking PlayersWhy the Game Sense ApproachImplications for CoachesPositional PlaySkill RequirementsDuties and Responsibilities

DVD ROMPresentationSmall Group WorkPractical

45 minutes

6. AssessingSkills

ChecklistsCoaches Skills ChecklistsApplying Drills


45 minutes

7. RulesRules andAssignmentQuestions

How to Use a RulebookRules in Pictures scenariosRules Quiz

PresentationGroup Application 45 minutes

CoachsCode ofEthics

Conclusion

SoftballAustraliaCoachs Codeof Ethics

Sign Coaches Code of EthicsReview Assessment RequirementsQuestions

Individual 5 minutes

10 minutes

AssessmentWorkbook

PlanningPractice SessionsGeneral Quiz - Correcting Skills

AssessmentWorkbookTest Examples

2 hours

Course Contact 7 hoursWorkbook & Assessment 2 hours

TOTAL 9 hours


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MODULE 1 ROLE OF THE COACH

Coaching

Coaches have a very important role to play in the development of young athletes, a rolethat goes far beyond the teaching of game skills. A coach assumes the responsibility ofdoing everything possible to ensure their athletes have an enjoyable and safe sportingexperience while they learn sport skills. It is also important for coaches to recognisetheir responsibility to contribute in some positive way to the growth of their players asindividual persons. Coaches are role models and they should make sure the examplethey are setting is a good one. A coachs leadership, philosophy and actions shouldassist young athletes to develop a sense of fairness, sportsmanship and respect.

Coaching Styles

Regardless of what jobs you are expected to undertake as a coach, how you carry outthose jobs (coaching style) may determine how successful you are. There are generallyconsidered to be five coaching types:

1. Authoritarian coach: a command coach - makes all the decisions because they have the knowledge

and experience strict, disciplined punishes frequently good team spirit when winning, dissension when losing

2. Business-like coach: not people-oriented keen on seeing the job done expects 100% effort at all times

3. Nice Guy coach: share decision making with the athletes give direction and instruction when needed taken advantage of at times due to co-operative nature

4. Intense coach:

uptight attitude

5. Easy going coach: casual or submissive - makes as few decisions as possible gives impression of not being serious provides little instruction and minimal guidance resolves discipline problems only when absolutely necessary

The most effective coaches use a combination of these styles, adapting their naturalstyle to the particular situation and the age and ability of their athletes. Also, effectivecoaches adjust their coaching style to each of their athletes, when necessary, for theoptimum development of their athletes.



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Coaching Philosophy

Why you coach and what you hope to achieve (your coaching philosophy) willdetermine how much time you devote to performing the various roles assigned tocoaching.

There are many reasons why coaches coach. Some of the reasons are as follows: to gain recognition to be known as a winning coach to do something worthwhile to put something back into sport to help athletes improve to help others

Coaches often list many specific goals they hope to achieve when coaching theirathletes. Usually their goals fall under three broad objectives: to have a winning team.

to help young people have fun and enjoyment. to help young people develop:(a) physically by learning and improving sport skills, improving physical

conditioning, developing good health habits and avoiding injuries;(b) psychologically by learning to control their emotions and developing

feelings of self-worth;(c) socially by learning desirable values such as co-operation,

sportsmanship, respect and fairness.

The priority coaches give to these objectives, particularly the significance they give towinning, is important in determining how they coach. Some coaches who say thatwinning is least important, dont behave that way when they coach, e.g. coaches who

only play their best athletes, who play injured athletes or who scream disparagingly atathletes who have made an error, demonstrate that winning is more important to themthan athletes development. Winning is important and all athletes and coaches should bestriving to win within the rules of the game. However, it should not be the most importantobjective of sport.

As the success of your coaching depends on how well you meet the needs andexpectations of your athletes, it is important to consider why your athletes areparticipating. Often the reasons young people give for playing sport are vastly differentto the reasons adults might suggest. Things that adults often assume are important,such as beating opponents and winning trophies, are low priorities for young people.

The following are some of the reasons athletes take part in sport: to be with friends for enjoyment to gain recognition to have fun to learn sport skills to be actively involved

Research in Australia has revealed that: young people do not admire the win-at-all-costs attitude. They preferred to

receive recognition for trying their hardest, rather than just for the result.

the social benefits and personal growth benefits were important positives youngpeople gained from sport. young people want to learn and play in a supportive and encouraging

environment, especially if they are not highly skilled athletes.



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Coaches, therefore, should:

give recognition and support act as an adult role model:

- look the part- be consistent in word and behaviour- dont ask something of them when you seem to be doing the opposite

yourself- work hard to achieve mutual goals

maintain discipline throughout the session. Discipline problems are mainly dueto inappropriate coaching techniques. Coaches can reduce the need todiscipline by ensuring their programs include:

FUN, ACTIVITY and LEARNING.

be patient, understanding and caring be self confident, assertive, consistent, friendly, enthusiastic, fair andcompetent. be willing to listen and admit mistakes be organised and plan safe, enjoyable practices show respect for athletes, umpires, other officials, administrators, parents and

spectators

Communication

As communication is the basis of all coach/athlete interactions, your effectiveness as acommunicator will determine your success as a coach.

Communication Process

1. Communication is the sending and receiving of messages to get your pointacross.

Coaches must be skilled at sending clear, understandable messages and alsohave good listening skills to understand what is being communicated in return.Authorities tell us that we selectively listen we actually hear somewherebetween 10%-20% of what is actually said.

2. Communication consists of non-verbal as well as verbal messages.Gestures, facial expressions, body language, touching and voice characteristicsare all forms of non-verbal communication. It is estimated that over 70% ofcommunication is non-verbal. People tend to demonstrate greater control overthe verbal than they do the non-verbal. Athletes often learn valuable lessons bywatching what their coaches do and the way they generally behave.

3. Communication has two parts: content and emotion.Content is the substance of the message and emotion is how you feel about it.Content is usually expressed verbally and emotion, non-verbally. The emotionalcontent is usually expressed through the use of tone, speed of speech,loudness and emphasis to reinforce the message. Coaches should ensure theirnon-verbal message is consistent with their verbal one.

Coaches communicate using all three of the above methods all the time. Forcommunication to be effective, not only must you state what you mean, but you mustappear to state what you mean.

Ineffective communication is not always the fault of the coach. The problem may liewith the athlete or with both coach and athlete.



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Communication problems can occur for many reasons, however, there are some whichare common to many situations and can be resolved easily by applying a few basicideas.

For example, communication problems can arise if the:

Message is spoken too quickly or too softly.

Language used is inappropriate for the participants. Message is too complicated or unclear.

Environment is too noisy or the athletes are too far away to hear clearly.

Athlete is inattentive and not listening.

To avoid these problem areas:

Take time to think through what it is you want to say and consider the best wayto say it.

Keep your message simple and concentrate on one idea at a time.

Ensure your players are close enough to hear you properly.

Get your player(s) attention before speaking to them.

Dealing With Winning and Losing

Coaches will be faced with the problem of helping the athlete deal with winning andlosing. Some of the problems associated with athletes coping with losing is that unduepressure is placed upon them to win in the first place.

Winning or losing a game does not always reflect the quality of the performance.Athletes can play well but still lose the game.

Athletes should be deemed successful in competition if they:

try to do their best throughout the game show respect to officials in charge of the game show respect to their opponents play within the rules of the game get enjoyment from participation

Athletes should be deemed unsuccessful in competition if they:

dont give of their best throughout the game show disrespect to officials show disrespect to opponents

try to cheat or perform outside the rules of the game

No-one expects an athlete to enjoy losing but they should enjoy taking part regardlessof the outcome. Coaches will go a long way towards helping children accept defeat byaccepting defeat themselves and setting a good example.

By introducing competition into training sessions, coaches can help athletes appreciatethat when they win they should pay tribute to:

opponents efforts coachs skill team mates support

When they lose they should:

pay tribute to opponents skill



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show a willingness to work harder to improve be looking forward to the next opportunity for competition.



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Coaches must make sure the athletes under their control gain the maximum enjoymentand satisfaction from their sport. If they become unduly upset over defeat and thiscontinues to occur, they will eventually drop out of the sport because they are notenjoying it.

A Coachs Legal Responsibilities

The law is the method by which our society determines the rights of a citizen in aparticular situation. It touches every aspect of life and sport is no exception. As sportbecomes more professional, those involved will increasingly turn to the courts to protecttheir rights.

SO: Anyone who accepts a coaching position, whether purely voluntary or as a

professional, has a legal responsibility to provide their athletes with the utmostcare.

Negligence can be defined as the failure by the coach to perform a legally-owed

duty as would a reasonable and prudent coach ....with the failure resulting inactual damage that is a result of the breach of duty and that should have beenforeseen by the prudent coach. A breach of the required standard of care canoccur through an act, an error or an omission.

The standard of care is based on what is known about the prevention and careof injuries and other aspects of coaching. The coach will be judged not by whathe/she knows, but what he/she should have known. Ignorance is no excuse inlaw. The coach must then act in accordance with that knowledge. Coaches oweit to their athletes to be competent in all aspects of coaching. They also have aduty to regularly up-date their coaching knowledge and to keep themselvesinformed of new developments.

Law suits have been brought against coaches for not teaching skills properly,failing to adequately supervise activities and for failure to carry out correct firstaid procedures.

Coaches have at least 10 important duties when carrying out their activities. If these arecarried out, the chances of a successful claim of negligence will be substantiallyreduced.

1. Provide a safe environment - facilities, equipment, weather, etc.

2. Adequately plan activities - appropriate progressions when teaching new skills,

etc.

3. Evaluate athletes for injury and incapacity - injured or incapacitated athletesshould not be expected to perform any potentially harmful activity, etc.

4. Do not mismatch athletes - age, height, weight, skill levels and maturity, etc.

5. Ensure equipment is safe and proper - equipment should be kept in good orderand adequately repaired when necessary.

6. Warn athletes of the inherent risks of the sport - participants must accept somerisks in sport but they must know, understand and appreciate those risks.

7. Closely supervise activities - supervision ensures the environment is as safe aspossible.



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8. Know first aid - knowledge of basic emergency procedures and ensure nothingis done which could aggravate the injury.

9. Develop clear, written rules for training and general conduct - these will reducefooling around which causes injuries.

10. Keep adequate records - relevant general and medical information, progressreports, accident reports, etc.

In some areas such as the provision of supervision and first aid or other injurymanagement procedures, the careful parent test may be applied, i.e. the way thecoach would act in the same situation with their own child. Regardless of the legalduties, carrying out the above procedures is just good coaching practice.

Coaches can further protect themselves by taking out professional indemnity insurancefor themselves and ensuring that all of their athletes are covered by injury insurance.

Risk Management (Please refer to DVD-ROM)

Managing the Risks of COACHING is a risk management DVD-Rom for coaches. It isa valuable interactive audiovisual learning tool for use in coach education programs.

The purpose of this program is to help coaches to identify the risks within their sport anddevelop strategies to minimize risks to themselves and their athletes.

Please note: This DVD-Rom does not cover injury management. You should refer tothe Beginning Coaching or Better Coaching manuals and Sports Medicine Australiaresources for information on injury management.

This DVD-Rom is 20 minutes long and has been divided into the following parts:

1. Legal Responsibilities of the Coach2. Coaching Scenarios3. Risk Management

At the completion of this interactive program, the coach will be able to:

Outline strategies to minimize the risk of injuries occurring in sport

Identify the legal responsibilities of the coach

Identify the coachs role in relation to ethical issues

Identify the inherent risks and liabilities in coaching

Develop a risk management plan in the areas of safety and legal responsibility.

Further information can be obtained from a number of risk management manuals, andfrom the following organisations:

Australian Sports Commission PO Box 176, Belconnen ACT 2616, tel (02) 6214 1915 fax (02) 6214 1995,

www.coachingaus.org, email [email protected]

Sports Medicine Australia, PO Box 897, Belconnen ACT 2616, tel (02) 6230

4650, www.sma.org.au

National sporting organisations

http://www.coachingaus.org/mailto:[email protected]://www.sma.org.au/http://www.coachingaus.org/mailto:[email protected]://www.sma.org.au/


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State Departments of Sport and Recreation.



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Sport Safety - Injuries and their Care

It is essential that all Softball coaches have a basic understanding of injuries andthe appropriate immediate responses to them.

Softball Australia encourages all Softball coaches to undertake a Senior First Aid

course delivered by an accredited provider in their State. This will ensure thatsoftball coaches are able to give the best possible, immediate care when andwhere required.

Injury Prevention Procedures

Medical examination. Proper warm-up, stretching and cool down. Development of skills and techniques. Proper conditioning. Obeying the rules. Appropriate playing area and facilities.

Adequate and proper fitting equipment. Ensuring players wear adequate protective equipment.

Revision It is important to remember the basic principles for injury (RICER) outlinedin the Fundamentals of Softball course.

RICERRegime

R Rest the injured part - move injured part only when pain is absent.

I Ice - Apply for 20 minutes every 2 - 3 hours for the first 48 hours.

Conventional methods are: crushed ice in a wet toweling bag

immersion in icy water

cold water in tap is better than nothingCaution:

Do not apply ice directly to skin as ice burns can occur

Do not apply to people with circulatory problems

Children have a lower tolerance to ice

C Compression - apply a firm wide bandage over a large area covering theinjured part.

E Elevation - raise injured area above the level of the heart at all possibletimes.

R Referral - refer to a suitably qualified professional such as a doctor orphysiotherapist.



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TYPES OF INJURIES Please note any injury designated as life-threatening orserious should be referred immediately to a suitablyqualified professional.

Life-threatening e.g. head injuries, neck injuries, abdominal injuries.

Serious e.g. head and facial injuries, broken bones, joint injuries,

tendon or muscle tears.

Less Serious e.g. Bumps, sprains, strains, superficial bruises, cuts,blisters, cramps and stitches, winding, bleeding nose.

Overuse e.g. Shin soreness, knee pain, heel pain, shoulder pain,elbow pain.

Inclusive Strategies

Creating opportunities and pathways for people with a disability in Softball

What is Inclusion

Including a Softballer with a disability in your Club or Association is not about helpingthe poor disabled people it is about bringing more people to the sport of softball, as aplayer, coach, official or administrator. There are many real benefits for organisations inencouraging people with a disability to join them. Clubs and Associations need torealise that people with a disability are a viable market sector worth pursuing.

Benefits to the organisation may include:

More members = more dollars;

More volunteers, from either the person with a disability or their family and friends;

Social benefits;

Re-invigoration of a Club with new blood;

New levels of competition; and

Expertise in assistance in officiating, coaching and/or administration.

Association and Clubs may also find that by improving access for people with adisability they may inadvertently encourage other groups to join such as older adults,parents with small children or non-English speaking adults. For example the provisionof ramps for people using a wheelchair may also assist mothers with prams or peoplerecovering from injuries.

Addressing physical access issues such as clearer signage, may make it easier forpeople with vision impairments to use the organisations building while an attitudinalchange within the existing membership of the club may be seen as people-friendly andmembership may increase as others join a welcoming Club.

People with disabilities play sport for exactly the same reasons as their able bodiedpeers - fun, fitness, self-esteem, increased skills and social contact. Associations needto look at the needs of their Softballers with a disability before they decide whether theyhold a segregated (where the players play only against other Softballers with the samedisability) or integrated (where they play with able bodied Softballers) competition.Above all the choice is essential. Never assume that Softballers with a disability willfavour either type of competition. Always ask them!



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Whether it is an integrated or segregated competition, it is vital that Softballers with adisability have the same access to the important social element of softball, as ablebodied Softballers have. It is not acceptable to have a segregated competition andtraining so that the Softballers with a disability never get to meet and interact with othermembers of the Association.

As with all other softball competitions, common sense risk management principles must

be adhered to when organising competitions for people with a disability. For instance,as the Junior Softball Guideline Document states, chronological age should not be thesole reason for competition grouping. It is important to be flexible and look at the needsand skills of the individuals involved. Never assume anything, as people with disabilitiesskills, needs and wants can vary just as much as able bodied people!

Correct terminology Do words really matter?

Although disability terminology changes constantly, the way that Softballers with adisability are referred to is very important. The golden rule in terminology is to refer tothe person first and the disability second. The following table is also a guideline as tothe correct type of terminology. Be aware though, that the way that you may refer to afriend, that happens to have a disability, will be different to how you refer to a personthat you may meet for the first time.

Not Acceptable Appropriate Term

Mental Retarded Spastic

Disabled Crippled Handicapped

Dribbler Stroke Victim Suffers from

Afflicted

Four eyes Wheelchair bound

People/person with a disability

Athlete with a disability

Softballer with a disability

Athlete with cerebral palsy

Athlete with a vision impairment Wheelchair Softballer

Remember: The person comes first not the disability!

Coaching Softballers with a disability is not about giving something back to society orhelping the poor disabled people, it is about exposing more people to Softball, andtapping into a virtually untapped market of new players and volunteers!

Like anyone else keen to play Softball, players with a disability are motivated to play for

the same reasons, including:

Developing new friendships

Improving skills

Getting fitter and healthier

Emulating their Softball hero

Fulfilling their competitive urges

Be part of a local club

Joining friends and family who

already play

Simply having fun and enjoying

themselves

People with a disability are a viable market sector worth pursuing, and there arenumerous benefits to the Coach and their Club for successfully attracting and including

players with a disability.



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Some of those benefits are:

Reinvigorate coaching method and motivation:

Coaching players with a disability is nothing more than best coaching practice. Whencoaching players with a disability it may be necessary to be a little more creative and do

things a little differently. That skill or drill that you have been coaching the same way foryears may need a little modification for a player with a disability this will benefit all ofyour other players too. Coaching players with a disability may force you to take a freshlook at the way you coach. This will enhance and extend your own coachingknowledge, and improve the Softball experience for everyone.

Softballers with a disability have often overcome significant obstacles in their desire toparticipate. Therefore they are generally can do people who can pass on thatenthusiasm to others, including the coach. Often the introduction of such new bloodcan re-focus other players to re-evaluate their commitment and energy.

Financial:

Softballers with a disability are often employed or have other sources of disposableincome and are therefore able to make a financial contribution comparable to otherable-bodied players. Grants are also available to assist with new programs, training ofpersonnel and redevelopment of facilities to increase participation of players with adisability. Clubs that include Softballers of all abilities are viewed favourably by both thelocal and wider community. Councils, sponsors, government agencies, and peak bodiesall have an interest in encouraging access for Softballers with a disability.

Access to different marketsCoaches may find that by including players with a disability they create a more inclusive

environment, which may also encourage other non-traditional, untapped groups to join,such as older adults, non-English speaking adults, indigenous Australians etc.

And there is more.

Benefits to the club may include:

financial benefits as extra money comes from new members and their families

a new pool of volunteers to tap into

social benefits

expertise in assistance in officiating, coaching and/or administration

Other things to consider.

Moral and Legal Obligations

Coaches have a moral and legal obligation to ensure they are providing access tolessons for all segments of the community, where appropriate. Anti-discrimination andequal opportunity legislation places legal obligations on organisations and individuals toprovide access to people with a disability, where their skill level is appropriate to theactivity. Access does not simply mean that there are accessible toilets and rampsappropriately placed. Access means that the coach and the club is welcoming and

accommodating to any new players that want to play.



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Medical and safety considerations

There are very few, if any, medical or safety considerations that totally preclude aperson with a disability from Softball. People with a disability do not have more medicalcomplaints or safety considerations than their able bodied counterparts.

Coaches should request all new players fill out a medical form and keep the records onfile for safety reasons. This information can ensure people receive the appropriateassistance in case of an emergency and that you know how to maximise theirparticipation in your activities at other times. Be aware that coaches can only ask aperson with a disability to complete a medical form if they do so with all players. If indoubt about the suitability of an activity, simply inform the person with a disability aboutthe skills required and the potential risks and let them decide about their suitability toparticipate.



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Drugs in Sport

Classification of Substances

Substances used by sports people can be classified into three main groups. Ask theparticipants to name these groups and outline why they are banned.

Answers: Performance enhancing substances Medications Recreational/Social drugs

Performance enhancing substances are used by athletes in an attempt to improve theirsporting performance. This group of substances includes anabolic steroids, stimulantsand amino acid supplements. Not all products taken to enhance performance arebanned, but athletes should always check whether any substance they are intending to

use is banned.

Medications - used by athletes for two main reasons:

to treat injury - athletes frequently take medications to treat injuries. Sometimesthey take medications like anti-inflammatories or strong painkillers to allow themto continue competing. Athletes who do this may risk further serious orpermanent injury.

to treat an illness or a condition - some athletes, like others in the community,require drugs daily to treat illnesses such as asthma or diabetes. Athletes mayalso require medication to get over or relieve the symptoms of a temporary

ailment, eg. a cold or flu.

Some medications may contain banned substances. Prior to using medication, anathlete should always check the medications for banned substances. ASDA (AustralianSports Drug Agency) has a number of resources available to athletes to help themcheck whether medications might be banned.

Recreational/Social drugs - as with the rest of the community, some athletes may usedrugs recreationally or socially, e.g. marijuana, alcohol, tobacco. In some cases, theculture of some sports may even encourage the misuse of substances, most commonlyalcohol. The use of some of these drugs may be detrimental to an athletes health and

performance.

Doping

The use of any banned substances or methods is called doping. Inadvertent Dopingoccurs when an athlete uses a medication to treat an illness without realising it containsa banned substance and consequently returns a positive drug test result.

Many over-the-counter or prescription medications contain banned substances. In mostcases there is other medication that can be used to treat the illness/injury that does notcontain a banned substance.

If an athlete has to take a drug that is banned to treat an illness, it is suggested thathe/she take the following steps:



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Check with the doctor to see if there is an alternative medication they can usethat does not contain a banned substance.

If there is no alternative medication suitable, the athlete should contact theirState Softball Association and/or Softball Australia and explain the situation.

To assist athletes who are subjected to drug testing, ASADA has a number of

resources available that can assist athletes to check whether their medications arepermitted. These resources include the Hotline service and the Drugs in SportHandbook.

Drug Testing for Softball

How is Drug Testing Done?

In Australia the agency chartered to deal with anti-doping is known as ASADA whichstands for Australian Sports Anti-Doping Agency.

Presently the majority of drug testing is done by urine collection and analysis. At thisstage, urine analysis has proved to be more effective than blood analysis for detectingthe majority of banned substances on the IOC list.

There is some evidence to suggest blood sampling is more effective in detecting somebanned substances, however, ASADA has no plans to introduce blood testing until allissues regarding blood testing are resolved.

Event Testing

ASADA can undertake event testing at any national or international event. Insome cases, testing may be done at State Championships.

Any athlete who is taking part in an event where drug testing is taking place canbe selected for a drug test.

Athletes may be selected for a drug test by:

- random selection- combination of factors ie. team placing - random selection of athletes- ASADA may also select at their discretion

The methods of selection are decided before the event starts and the athlete is told byan ASDA official immediately after their event of their selection for a drug test.

Substances and methods tested for in event testing are based on the IOC list.

Out-Of-Competition Testing

Out-of-competition testing can take place at any time of the year and anywhere.

The following athletes can be tested in out-of-competition testing:

- Athletes who are in an Australian team.- Athletes who are in an Australian squad.- Athletes who have been identified by their national body as being likely

to be selected in an Australian team in the next four years.- Athletes of national standard who use Commonwealth funded sporting

facilities (e.g. AIS).- Athletes who have scholarships with Commonwealth or state funded



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sporting organisations (e.g. AIS, NSWIS, VIS).

Tests are allocated to sports based on the number of elite athletes in the sportand a number of other factors including:

- the amount of commonwealth funding the sport receives.- the number of past positive tests.

(If ASADA receives information about specific athletes rumoured to be using drugs thisinformation is considered but not necessarily acted upon).

Athletes can be asked to give a sample for drug testing while in Australia andoutside of Australia.

Athletes are told they have been selected for a drug test by telephone,registered letter or in person.

On occasions, usually at the request of the International body, no notice out-of-competition testing may be conducted.

Out-of-competition tests screen for the IOC list of prohibited drugs with theexception of narcotic analgesics and stimulants. This allows athletes to use awider variety of medications during out-of-competition time to treat genuinemedical conditions. Athletes, however, must stop using banned substances atleast five days before an event to enable the substances to clear from the body.

Sanctions

ASADA does not decide on the penalties for an athlete who returns a positive drug testresult or refuses a test. Sanctions or penalties are given out by Softball Australia andare included in the Softball Australia Doping Policy. Bans for a breach of the dopingpolicy range from 2 years for a first offence to life for a second offence.

Athletes Register

ASADA relies on Softball Australia to provide regular and accurate information oncompetitors who should be subject to out-of-competition testing. The athletesnominated by Softball Australia are entered on an athlete register. ASADA advises theathlete in writing that he/she is on the athlete register and subject to out-of-competitiontesting in writing and forwards to the a Drugs in Sport Handbook.

Athletes names are only removed from the register at the request of Softball Australiaso; if an athlete retires it is their responsibility to notify Softball Australia of this fact inwriting as soon as possible. Otherwise, their name will remain on the register and ifselected for a drug test, they will be required to complete that test.



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Rights and Responsibilities of Athletes

The athlete must be told by an ASADA official of their rights during the sample collectionand testing process. All of these rights are set out in an information sheet the ASADAofficial gives the athlete at the time they are asked to give a sample.

In summary, the athletes have the following rights:

to have a representative of their choice with them during the sample collectionprocess.

while staying in full view of the ASADA official, to attend other commitmentssuch as closing ceremony, warm down, etc.

to be told of any penalty for refusing a drug test. to watch (or have a representative of their choice watch on their behalf) the

unsealing and analysis of the B (second) sample if the A (first) sample testspositive.

to tell ASADA about any concerns with the drug testing procedure if test ispositive. This may mean the drug test is not counted if ASADA accepts theirreason.

to ask the Administrative Appeals Tribunal to look at any decision of ASADAswith which the athlete disagrees.

Natural Justice

Once ASADA lets Softball Australia know of a positive drug test and before any penaltyor sanction is imposed on an athlete, the athlete should:

be told about the charge.

be given the chance to give their story about the charge against them. have the charge heard by an impartial panel of people chosen by Softball

Australia.(The make-up of the panel is contained in Softball Australias Doping Policy).

If coaches need any more information they should contact Softball Australia or theirState Softball Association and ask for a copy of their doping policy. For furtherinformation on Drugs in Sport coaches are encouraged to review the ASADA websitewww.asada.gov.au .

http://www.asada.gov.au/http://www.asada.gov.au/


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MODULE 2 - PLANNING TO TRAIN

Long Term Athlete Development for Softball

The new Softball Australia Accreditation program is designed to deliver coachingeducation through the principles of long term athlete development with the objectiveof encouraging players to keep enjoying the game during their active years and thenstill contributing to the sport through their participation in umpiring, coaching, scoringand administration.

So what is Long Term Athlete Development? It is a set of development phasesoriginally developed by sports scientists Bayli and Hamilton originally for strength and

conditioning but then adapted to general sports development. There are basicallyfive stages to this model:

The FUNdamental Phase

Training to Train Phase

Training to Compete Phase

Training to Win Phase

Retirement/Transition Phase

Some Background Information

Several researchers have proposed a time frame for athletes to fully develop theirskills at an international level. It is generally known as the ten year rule, where anathlete with coaching would undertake 3 hours of appropriate training every day forten years in order to attain exceptional performance. This rule is also known as the10,000 hour rule. If softballers wish to perform at the highest level then clearlycoaches and clubs need to understand the implications of long-range planning. Ifplayers are rushed through any of the stages (particularly the fundamentals movement and softball skills) they are unlikely to reach their potential. It is importantfor the softball coach to take stock of where their athletes are in terms ofdevelopment and apply the appropriate training strategies (remembering playersmature at different rates). The long term athlete program outlined below is supportedby Softball Australia and the coaching accreditation scheme.

The FUNdamental Phase (Level One Coaching Accreditation)

The major emphasis in this phase is on having fun, maximum participation from allplayers and a strong emphasis on learning the fundamental skills of softball. (Ascovered in the new SA Level One Course fielding, throwing, pitching, catching,base running and batting). The emphasis is also on developing general movementskills such as running, jumping and throwing as well as developing physical skillssuch as balance, coordination, agility and speed. Players should be encouraged toplay other sports to develop their overall sporting skills including perception anddecision making. Training sessions should include many of the mini games asoutlined in this course. The Softball Australia Junior Pathway and Modified Gamesare designed to maximise participation of players as well as promoting fun!

(General target ages 6 12 years of age (Tee-ball through to 3 Pitch Softball)



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Desired Coaching Characteristics:

A great understanding of the Fundamental skills of softball

Ability to provide a safe environment

The ability to adapt and problem solve

An understanding of the basics of a training session

The Training to Train Phase (Level Two Coaching Accreditation)

The major emphasis in this stage is the enhancement of specific softball skills of theplayers (individual approach) and introducing them to general training techniques. Itis a good time to start to develop the players aerobic base (endurance) as well asdeveloping their physical skills and general motor skills. It is a major learning phasefor players and the concepts of rules and ethics should also be reinforced by thecoach. The coach should also introduce further skills including tagging, force plays,sliding and bunting to the basic fundamental softball skills outlined in the Level Oneparticipants manual. Some of the key areas coaches have to watch out for aredifferences between individuals within teams including experience, maturation rates(often pronounced in boys) and growth spurts which can affect a playerscoordination and confidence. It is an important time to reinforce the basic skills withyoung players and provide training which continues to address the basic skills (someathletes may be required to relearn the fundamentals particularly if they have had amajor growth spurt).

(General target ages 12 15 years of age maybe slightly later in boys)

Desired Coaching Characteristics (Additional to Level One):

Organisational and planning skills (and risk management) for trainingsessions and seasonal planning

An understanding of the factors affecting development (different maturationrates etc) and the ability to include all individual players

An understanding of other basic softball skills including bunting, sliding,tagging and force plays

The Train to Compete Phase (Level Three Coaching Accreditation)

In this stage of learning the coach can focus on teaching the athletes the finer pointsof playing the game of softball. It is a good time to start to individualise the trainingand skills of players to positional play and the appropriate style of hitting (Forexample, developing outfield skills as opposed to infield skills, bunting and slappingto compliment hitting, the development of switch hitters and the progression of fast

pitching to movement pitching and patterns). The development of these specificskills will enhance the players ability to carry out team strategies as they develop intomature softball players. The coach can now start to introduce specialist conditioningsuch as sprinting (anaerobic) power and strength and other overload activities. Thecoach can also start to enhance their own game management and team strategyskills for competition.

(Target ages males 17 19+years of age, females 16 18 years of age)

Desired Coaching Characteristics (Additional to Level Two)

The ability to prepare a team for a competition

Managements skills during a game (including basic strategy)

Knowledge of individual skills for positional play

Basic understanding of conditioning principles



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The Training to Win Phase (Levels Four to Six in the Accreditation Scheme)

This stage is characterised by performance outcomes. The coach is required tocontinually assess and provide feedback to individual players and look to improvetheir performance in all areas including technical, tactical, physical and mental skills.

The training loads, volume and intensity are increased particularly physicaldevelopment until the athlete reaches maturity and then ongoing maintenance ismaintained. This is the phase where athletes are attempting to perform at nationaland international level.

Desired Coaching Characteristics (Additional to level Three)

In depth knowledge of softball skills and coaching techniques

A thorough knowledge of the application of sports science and performanceenhancement principles to softball training

The ability to work with other softball coaches and specialist coaches

The ability to provide mentoring to athletes and other coaches

To ability to strategically run a game at national and international levels

In terms of long term athlete development it is also appropriate for a coach to be acatalyst in enhancing the career of athletes by encouraging them to take up otheractivities including coaching, umpiring, scoring and administration. The developmentof these skills can provide an opportunity for individuals to continue to contribute toand enjoy the game of softball.

Yearly, Monthly, Weekly Session Plans

(Please refer to the planning resource on your CD-ROM or planning handout)

The main function of a coach is to teach the game of Softball and provide learningopportunities for all players. Practising is the main vehicle through which this teachingoccurs. For team sports, sufficient time must be set aside during the year to developteam skills as well as individual skills. This requires good planning, both long andshort-term. Therefore, one of the key elements of effective coaching is effectiveplanning.

YEARLY PLAN

A yearly plan allows the coach to allocate a specific time frame to each area that needsto be addressed for short and long-term goals to be achieved. It also allows the coachto check that each game specific skill or strategic component is covered and introducedat the appropriate time of the season. A yearly plan also allows the coach to factor inpublic holidays, school holiday periods, special events and occasions and otherimportant happenings that might affect the teams training and playing schedule. Thistype of plan can be as simple as using a yearly calendar (marked with holidays etc).



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Many factors affect the composition of yearly plans:

Length of season:

For a club team, a season may last 8 or 9 months, including the pre-season and thecompetitive season. For representative teams, a season may be 8 weeks of

preparation culminating in a championship series or a series of games. For somestate and national teams, there may be a series of camps spread throughout theyear, culminating with a championship or international tour.

Resources:

Availability of time, facilities and human resources determines the nature of a yearlyplan.

Attitudes:

The attitudes of the athletes must be considered in planning, eg. athletes who are

competing for social reasons compared to those more interested in developing sportsskills and winning, as well as the age and abilities of athletes.

When determining priorities for the season, assess the capabilities and learning powersof the athletes, then set goals for yourself and your athletes that are consistent withthose priorities. Plan how you and your players can best attain those goals. Reviewyour goals frequently to be sure that you are staying on track.

MONTHLY PLAN

A monthly plan allows the coach to be a little more specific in planning for training and

competitive situations.

It allows the coach to:

Provide a general overview of where the team is heading in a definedtimeframe.

Plan a series of sessions developing the one theme or skill.

Closely monitor and evaluate the success of the sessions to providemodification and change.

Have a tool to link the yearly plan together.

WEEKLY SESSION PLAN

The weekly or session plan is a much more detailed account of training sessions andcompetitive situations. It defines the scope of each session and provides for the coachand the players a clear vision of developmental opportunities on a weekly basis. Itallows the coach to define specific requirements of the program and each player andevaluate delivery to ensure that those defined outcomes are being met.

The planning resource on your CD-ROM has examples of these types of plansand can be printed out to assist with your own planning and organisation.



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Practice Considerations

Because of the nature of softball, every team faces anumber of factors that must be taken into considerationwhen planning a practice session.

Following are some of the factors that should beconsidered:

Time available for practice.

Number of players available.

Type and amount of equipment required.

Age and ability of players.

Physical condition of players.

Condition of the playing field.

Practice Objectives

Defining goals is essential to the planning of effectivepractice sessions. These goals should take intoaccount the athletes skill levels and what you hopeto achieve in the session. Some goals may beachievable in one session or may need severalsessions to realise. Athletes should understand theobjectives set for each session as well as long termgoals. Coaches must be flexible and prepared toadjust short-term goals if they are determined to betoo difficult or too easy.

The prime objective of a practice session is todevelop softball skills and improve team play butthere are a number of secondary objectives to beconsidered when planning a practice session.

Here are a few examples:

Increase knowledge of the rules.

Improve team spirit.

Develop a positive self-image in players.

Have fun.



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MODULE 3 ORGANISATION

Practice Principles

The following are some basic principles which will improve the quality and effectivenessof your practice sessions.

1. Maximum Use of Resources:

Resources are the people (including coaches and players), facilities, equipmentand time. Plan to use these resources effectively and efficiently.

Some points to consider:

Plan use of total space.

Use all equipment fully.

Take advantage of people skills available.

Involve players in planning.

Supervise all activities.

2. Maximum Activity:

Keep players busy throughout the practice to maintain their interest. Organise

groups efficiently, get activities started quickly and keep unnecessary stoppages toa minimum. Organise your drills to minimise waiting times by decreasing thenumber of players in each group to ensure optimal learning time.

Plan:

each activity.

the group formation.

the size of the groups.

the equipment needed.

marker placement (if used).

use of training grids to develop fitness and/or skills.

3. An Instruction Plan includes:

instructions and demonstrations.

appropriate progressions and drills.

competition-like practices.

feedback.

4. Use of Variety

This is especially important for younger children, whose attention span is limited to

very short periods. It is also helpful for older athletes to help maintain interest andchallenge.



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Add variety by:

Changing activities often.

Using variation on drills.

5. Individuality

Every player is different from other players in some way. They learn at differentspeeds and develop and apply skills in different ways. Do not stereo-type skillexecution. The more options you have in teaching the skills, the better you will beable to meet the individual needs of your players.

6. Making it Fun

This is a very important principle for young players because as soon as the fun goesout of the game, so do they. Avoid repetitious and boring practice sessions. You canmake practices fun by using a variety of drills and gimmicks, adding repetition to thedrills to make them challenging, which will stimulate interest and increase the funlevel. Changing your practice schedule occasionally, being enthusiastic and lettingthe team help plan practices and "playing" Softball during practice sessions willincrease the fun and enjoyment for you and the players.

REMEMBER: The coach must enjoy the experience of coaching as much as theplayers enjoy playing.

Components of a Practice Session

The practice session plan should be organised and written BEFORE the actual practicesession.

Planning each practice:

assures maximum use of time available.

assures efficient coverage of all phases of the game.

maintains better player interest by ensuring variety of drills, less time wasting,etc.

allows evaluation at the end of each session, month and season and aids inplanning for future seasons.

A practice session plan has six phases. Some of these are necessary for every practicewhile others may be excluded depending on the needs of the team.

These needs are based on:

the skill level of players.

the time of playing season.

the time and space available.

the objectives of the session.



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The phases of a practice session are:

The duration of each phase varies with respect to the age of the players and the stageduring the season (For example pre-season versus halfway through the playingseason).

1. Warm Up (5 - 10 minutes)

Duration depends on the age of the athletes. It is a vital part of any competition orstrenuous exercise session. The warm-up serves two basic purposes:

reduces the chance of injury by increasing flexibility and preparing the bodyfor participation in vigorous activity.

prepare players mentally for the game in order to improve overalleffectiveness through concentration.

A proper warm-up includes:

A general body aerobic component to increase body temperature throughincreasing the blood circulation - a good indication is a light sweat.

Flexibility exercises to stretch major muscle groups and mobilise majorjoints.

Simple sport specific exercises to rehearse game skills.

2. Skill Instruction (20-60 minutes)

This phase has two components:

Revision and maintenance of previously acquired skills and/or strategies.

Introduction of new skills and/or strategies. Not every session will have bothcomponents, eg. facilities or time may be insufficient; it may be too late inthe season to introduce new skills etc.

When compiling this part of the plan:

list the skills in detail.

list the teaching points to cover.

list the practice progression, ie. simple to more difficult.

3. Game Application

After a new skill has been learned you must show the players how it applies to thegame situation. Set up drills which simulate the part of the game to which the new skillapplies.

Follow these basic steps:

identify the game situation(s) where you will apply the skills.

list the drills you will use and their progressions.

increase the competitive aspect of the drill in gradual steps.

The ultimate goal is to have the players perform the new skill(s) in situations thatsimulate as closely as possible an actual game, so they are prepared to make choicesand responses in the rapidly changing conditions of a game.



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This principle of specificity of practice is most important at the intermediate and laterstages of learning as players will play and react in a game situation directly relative towhat they have been practising. The more closely we simulate game conditions inpractice sessions, the better the players performance in the game.

Also, as the level of arousal increases (competition stress) the more important theprinciple of specificity becomes. This is because, under stress, the response that has

been practised (dominant response) will be even more likely to occur, ie. the performerwill revert to automatic reactions. Thus, be sure that the automatic reactions that youinstil in your players through practice are the reactions that are required in the gamesituation.

4. Conditioning/ Recreation (5-20 minutes)

If conditioning is included, it should occur after skill practice and there should be someprogression from practice to practice. If recreation is the goal, use games orcompetitions to stimulate interest.

For younger children the emphasis at practice should be on learning the basic skills.

Promoting fitness through the enjoyment of learning skills will establish a platform onwhich conditioning can take place in the future.

Conditioning can be promoted by a vigorous, skill oriented session that builds thefitness base of the athlete. Intensive skill practices will in themselves ensure that anadequate level of fitness is achieved without emphasising any one physical element. Asthe athlete matures and progresses, the coach can develop a conditioning program tomatch the capacity of performance.

5. Cool Down (5-10 minutes)

The cool down is just as important as the warm-up as it prevents pooling of blood in thelimbs which could lead to fainting or dizziness and improves the recovery of heart,muscles and other tissues after exercise. It occurs immediately after conditioning.

An effective cool down consists of a gradual reduction in activity levels for 5-10 minutesfollowed by a comprehensive stretching program.

6. Evaluation

After practice you must review several things:

1. The activities done with your athletes and the results of those activities.2. Your program timing, appropriateness, success, enjoyment etc.3. Your performance communication strategies, delivery, discipline etc.

This allows you to check how well the objectives were achieved and to reinforce pointsor ask questions to ensure players understand what was covered. This evaluationshould occur either during or immediately after the cool down and should last about 5minutes. The information gained contributes to the planning of future practice sessions.

Resource Management

Your coaching program will be the most effective when maximum use is made of theresources that are available to you. These are:

1. TIME

Be early. Make sure that you are at the practice facility at least 30 minutes prior tothe designated start time of your session. This will allow you to complete a safety



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check of the facility, set up the equipment that you will be using during the sessionallowing for smooth transitions between activities and be on hand for the firstarrivals. Its always a good idea to have some activities set out for the first arrivalsthat will allow them to do some Softball related work until the session begins.

Finish on time. If you have nominated that your session will run from 4.30pm until6.00pm, then make sure that you are finished, packed and ready to let the playersleave at the 6.00pm finish time. This will allow the players and parents to organise

their day accordingly and will make them appreciative of your professionalism. Wait until the last player has left the facility. Your responsibility doesnt end at the

end of the session and you should ensure that all of your players (and others if theyare left alone) are picked up safely before you leave the facility.

2. SPACE

Is there enough room for you to have three or four small groups? Can you run abase running activity while a fielding activity is taking place at the same time?

Sharing. Are you sharing the space with another team/sport and what impact doesthis sharing have on the safety of all involved?

3. EQUIPMENT

Ensure that you have adequate equipment to run the activities that you plan. Itemizethe equipment needed for each activity in your session plan so that you knowexactly what to take to each session, how to set it up prior to each activity and howmuch equipment you need to count back into your equipment bag at the end ofeach session.

Provide equipment that is in good repair and does not have hidden risks.

Make sure that the equipment that you provide is used correctly by the players andthat they are always sufficiently aware of the inherent dangers in using theequipment you supply.

4. HUMAN RESOURCES

Helpers. How many other adults do you have available to you who can help withsupervision, recording, grouping, specific coaching, umpiring etc? Do you haveelite/higher grade players available to work in your program? Even if the parents ofthe players are new to the sport, they will still be able to help you run activities andsupervise drills so that you are free to monitor the progress of the players andactivities and provide individual feedback and assistance when needed. This alsoenables the parents of the players the chance to see and hear what you areteaching and be on the same page as their children if they practice individuallyoutside sessions times.

Risks. Advise the helpers at your sessions of the safety risks involved in the activitywhether for them or the players involved.

5. FACILITIES

What type of facility are you using for your training session? Does it have stairs, achildrens playground, trees or a hilly area nearby? Is it adjacent to something thatyou can use as part of your session? These can all be used to add creative varietyto your sessions and provide your players with additional opportunities to learn.

Is the surface area adequate for your practice session? Is the ground hard, wet,have holes or any obstructions in the way? Always check and make adjustments to

your program where necessary. Is the facility well lit, if you are training at night time or are there areas of shadow

and obscurity (whether day or night) either on the playing field or adjacent areas? Ifthere are areas which are shadowy or blocked from clear view, they can be a



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source of possible danger whether fielding a fly ball or for a player waiting for aparent to arrive. Be diligent.



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Example Practice Session (Senior Team)

ACTIVITY DESCRIPTION TIME

1. Warm Up All players in a group or

individually

Simple game

10 mins

2. Skill Training All players together work on

basic skills

Grid work

20 mins

3. Specialist Training Infielders

Outfielders

Pitchers and Catchers

Game and team skills

20 mins

4. Hitting

Hitting off tee outside pitch

Side toss 25 mins

5. Scrimmage Simulate game situations

40 mins

6. Cool Down All players as a group or

individually

Dynamic cool down activities

5 mins

Total Time 120 mins

NOTE: Time allocations can be adjusted to meet your own requirements according tothe skill level of the team. The duration for the activities should be adjusted to reflectthe age of the team. For example, a training session for a group of ten year old playersshouldnt take around 60 minutes; therefore you could halve the times set out above toprovide an appropriate session.

Definitions of Activities

Warm Up This is a must for all players at every practice. It should includelarge movement patterns and running and stretching activitiesthat include dynamic or static stretches.

Skill Training Teach, practice, review a skill of Softball with concentration onform and execution. Provide a variety of activities accentuatingthe same skill so that development progression is accomplished.

Specialist Training Work units separately at first, then combine them for teamwork.Concentrate on basic plays with emphasis on throwing accuracyand technique. Use a variety of drills to add interest.

Hitting Use small groups and multiple stations if possible. Have coacheson hand to check technique including stride, swing and timing.



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Use a variety of drills, materials and situations/challenges to addinterest.



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Scrimmage Spend at least one-third of your time here. Structure here can bevaried each session depending on the outcome required. Set upgame situations and practice specific plays with clear goals inmind, or allow the players to play with minimal interruption fromyou and take notes about your observations or situations thatoccur and include drills to correct in future training sessions.

Cool Down This is a must for all players at each practice session. It shouldinclude stretching to improve flexibility and to reduce musclesoreness and can include dynamic or static activities. A recoverysession (swim in a pool or cool shower) can also be scheduledfor this time.

Please refer to the planning resource in your CD-ROM for a training sessionplanner which can be printed and used as required. There is also a set of lessonplans in the resources section for each type of modified softball game as part ofthe Softball Australia Junior Games Pathway. These lesson plans can be used intheir current format or modified to suit your own teams needs.



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MODULE 4 FUNDAMENTAL SKILLS

Introduction

In the Fundamentals of Softball Level One course the following basic skills werecovered in the Participants Manual and through the CD and DVD Rom pack:

Fielding a ball

Throwing

Baserunning

Batting

Pitching

Catching

In this course we will expand the level of fundamental skills to include the followingcomponents:

Bunting

Sliding

Force Play

Tagging

These skill components are progressive and come in to playing the game of softball

(as opposed to the modified games in the Junior Games Pathway). An overview ofthese game skills is provided.

It is strongly recommended that these skills are not introduced into the trainingsessions until all players have mastered the fundamental skills of fielding,overhand throwing, base running, batting and where applicable pitching andcatching.

Bunting

Bunting offers many advantages and creates many opportunities for a team to

advance runners and put runners on base. It can also provide a less confident orbeginning hitter with a greater chance of making contact with the ball during games.

Bunting:

Can instill confidence in a player who is having difficulty hitting the ball.

At the competitive level bunting:

Can surprise the defence.

Challenge and force the opposition to make defensive plays.

Minimises the chance for a double play.

Minimises the opportunity for the defence to play the lead runner.

There are several bunt techniques used in Fast Pitch Softball. These are the sacrificebunt, running bunt, push bunt and slap bunt. In this course (Training to Train), we willfocus on the most basic and most used, the SACRIFICE BUNT. The technique of this



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bunt forms the foundation of the more advanced bunts used in fastpitch softball andconsequently is an excellent starting point for the developing player.

Why sacrifice bunt?

Sometimes in games where the score is close, this bunt is used to get the ball intoplay and advance any runners who are already on base. If executed properly it will

move the runners around and break the force play meaning that the defending teamwill have to make a tag play to get any further runners out. The important thing toremember is that this is a sacrifice play. The hitter must be prepared to get out inorder to advance the runner. If a batter is struggling to make contact with a pitcherthen this bunt can increase their chances of putting the ball into play and making firstbase.

Sliding

There are two basic reasons why players should slide into a base. These are:

To stop at a base quickly without having to slow down while running To avoid a tag

There are various types of slides that can be executed:

The bent leg (feet first) slide

The pop-up slide

The head first slide

The fade away slide

In this course (training to train) we will deal with the basic BENT LEG SLIDE only.

Why the bent leg slide?

This slide is appropriate for beginner players as it is simple, safe and quick when it isproperly executed. Once learned, this slide can form the basics for developing othermore advanced sliding techniques. The bent leg slide should be used at 2 nd and 3rd

bases and whilst sliding into home. Players should be discouraged from ever slidinginto 1st base.

Force Plays

In softball there are a number of ways of getting a player out apart from making a

catch. One method is through a force play. A force play is defined as a situationwhere a baserunner loses the right to the base which he/she is occupying and isforced to proceed to the next base because the batter becomes a batter-runner.Please refer to the rules in pictures component of the CD-Rom.

A force out of the baserunner can be achieved by a fielder, whilst in possession ofthe ball, by stepping on the base to which the baserunner is immediately progressing.In other words if a player can receive and control the ball (either thrown by anotherplayer or fielded) and then touch the base before the runner then the out is made. Toensure safety (and avoid collisions with the baserunner) it is important that the fielderlearns the correct footwork for receiving a thrown ball in a force play.

This defensive play can also be termed getting the lead out or getting the leadrunner which means taking away the closest baserunner to home plate and thereforethe closest to the possibility of scoring.



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In advanced softball getting the lead runner is always the number one priorityof the defensive team. With beginning players it is important that they make anout. Therefore in most cases it is a good strategy to throw to first base as ittakes the batter more time to get to the base than an advancing runner who isalready on another base.

Tagging

Apart from the force play another method of putting a baserunner out is to tag therunner. This technique involves a fielder tagging the runner with the ball, whether it bein the bare hand or held securely in the glove, whilst the runner is between bases andtherefore liable to be put out. It is important for developing players to learn the correctand safe technique for tagging runners between the bases and at the base.

A great example of a bent leg slide and the catcher making a tag during a game



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Basic Bunting Technique

In order to get into the proper sacrifice bunt position, players must know how to moveefficiently from the basic hitting position into the bunt position. This movement is

termed squaring around or squaring for the bunt.

Squaring around should be done early, before the pitcher starts the wind-up, or thehitter will not be set to bunt the pitch and will have to hurry the motion, which usuallyresults in the ball being popped up.

1. READY POSITION (Squaring Around)

a. Body positioning using Pivot Stance

Assume a hitting position in the front part of thebatters box.

Pivot early (as the pitcher commences wind up). Pivot on both feet:

Front foot is closed slightly (approx. 45angle).

Back foot pivots on ball of foot (squash the bug).

Knees are slightly bent.

Body is bent at the waist.

Eyes are looking over the bat for the ball at therelease point of the pitcher.

Weight is on the inside part of the balls of thefeet.

b. Hands and Bat Positioning

As feet are pivoting - slide the top hand up thebarrel of the bat (about one half of the way).

Form a V with the index finger and the thumb ofthe top hand, with the remaining fingersunderneath and closed in a fist.

Rest the bat in the V.

Arms are extended in front of the body with theelbows relaxed.

Hold the bat loosely yet comfortably.

Hold the barrel of the bat over the front part of

home plate at the top of the strike zone and awayfrom the body.

The barrel of the bat should be slightly higherthan the knob of the bat.

Keys to success:

Turn into the pivot stance as soon as possible (as the pitcher commenceswindup).

Bat at the top of the strike zone and away from the body.

Select a good pitch.

Bend the knees to take the body and bat to a ball - bat remains in the sameposition regardless of the position o

Documents

Level 2 Training to Train – Club/Association Junior - Softball Australia NCAS